Pearson Edexcel Level 3 NVQ Diploma in Design (QCF)...based qualifications, Scottish Vocational...

Pearson Edexcel Level 3 NVQ Diploma in Design (QCF)

Specification

NVQ/Competence-based qualification

First registration September 2010

Issue 2

Pearson Education Limited is one of the largest awarding organisations in the United Kingdom. Pearson is recognised and regulated by Ofqual and the Scottish Qualifications Authority (SQA) to offer accredited qualifications to employers, private training providers, colleges, schools and other places of learning both in the United Kingdom and internationally.

The qualifications offered include National Vocational Qualifications/Competency-based qualifications, Scottish Vocational Qualifications, and other qualifications that attest to competence in the workplace, the suite of BTEC vocationally related qualifications, ranging from Entry Level to Higher National Diplomas, GCSE, GCE AS and GCE A levels. Working in partnership with universities, Pearson Education Limited has Degree awarding powers.

Pearson Education Limited is committed to supporting work-based learning through its BTEC Apprenticeship and Employability Frameworks and our suite of vocational qualifications.

This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on our website: www.edexcel.com

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Paul Webster

ISBN 978 1 446 91036 8

All the material in this publication is copyright © Pearson Education Limited 2013

http://www.edexcel.com/�

Contents

Qualification title covered by this specification 1

Key features of the Pearson Edexcel Level 3 NVQ in Design (QCF) 3

What is the purpose of this qualification? 3

Who is this qualification for? 3

What are the benefits of this qualification to the learner and employer? 3

What are the potential job roles for those working towards this qualification? 3

What progression opportunities are available to learners who achieve this qualification? 4

Qualification structure for the Pearson Edexcel Level 3 NVQ Diploma in Design (QCF) 5

How is the qualification graded and assessed? 8

Assessment requirements/strategy 8

Types of evidence 9

Centre recognition and approval 10

Centre recognition 10

Approvals agreement 10

Quality assurance 10

What resources are required? 10

Unit format 11

Units 13

Unit 1: Research a design concept 15

Unit 2: Write a design brief 19

Unit 3: Interpret a design brief and follow the design process 23

Unit 4: Understand the concept and techniques used in branding 27

Unit 5: Develop and extend critical and creative thinking skills 31

Unit 6: Collaborate in a creative process 35

Unit 7: Understand market research 39

Unit 8: Develop a presentation 43

Unit 9: Deliver a presentation 47

Unit 10: Working with costs and budgets 53

Unit 11: The history and social impact of creativity and its influence on design 55

Unit 12: Research and evaluate the nature of design in a specific industry context 59

Unit 13: Create 3D models using a computer aided design system 63

Unit 14: Undertake market research 67

Unit 15: Support marketing activities 71

Unit 16: Select and develop business relationships with preferred suppliers 75

Unit 17: Manage budgets 79

Unit 18: Contribute to running a project 83

Unit 19: Create 2D designs using a computer aided design system 89

Unit 20: Identify and understand a client’s brand strategy 93

Unit 21: Articulate, present and debate ideas in a creative environment 97

Unit 22: Devise user testing of designs 101

Unit 23: Conduct user testing of designs 105

Unit 24: Evaluate user testing of designs 107

Unit 25: Define the product or service of the business 111

Unit 26: Keep financial records 113

Unit 27: Keeping up to date with current legislation in a business 117

Unit 28: Balance business needs and personal life 119

Unit 29: Carry out banking for a business 123

Unit 30: Carry out plans for a business 127

Unit 31: Check what customers need from the business 131

Unit 32: Decide on a business location 135

Unit 33: Manage own time and efficiency 139

Unit 34: Obtaining support for a business idea 143

Unit 35: Plan how to let customers know about products or services 145

Unit 36: Review the skills the business needs 147

Unit 37: Seek advice and help for the business 151

Further information 154

Useful publications 154

How to obtain National Occupational Standards 154

Professional development and training 155

Annexe A: Progression pathways 157

The Edexcel BTEC qualification framework for the Art and Design sector 157

Annexe B: Quality assurance 159

Key principles of quality assurance 159

Quality assurance processes 159

Annexe C: Centre certification and registration 161

What are the access arrangements and special considerations for the qualifications in this specification? 161

Annexe D: Assessment requirements/strategy 163

Annexe E: Personal, Learning and Thinking Skills 167

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Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013

3

Key features of the Pearson Edexcel Level 3 NVQ in Design (QCF)

This qualification:

is nationally recognised

is based on the Design National Occupational Standards (NOS). The NOS, assessment requirements and qualification structure(s) are owned by Creative and Cultural Skills.

The Pearson Edexcel Level 3 NVQ Diploma in Design (QCF) has been approved as a component required for the Creative Apprenticeship framework.

What is the purpose of this qualification?

The Pearson Edexcel Level 3 NVQ Diploma in Design (QCF) recognises the skills, knowledge and understanding of learners and allows them to gain a job-ready qualification in the workplace that relates to their job area and promotes good working practice.

Who is this qualification for?

This qualification is for all learners aged 16 and above who are capable of reaching the required standards.

Edexcel’s policy is that the qualification should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualifications.

What are the benefits of this qualification to the learner and employer?

This qualification are work-based qualifications, which will allow learners to develop knowledge, understanding and skills essential for working in the design sector, including working with others and improving own performance.

What are the potential job roles for those working towards this qualification?

The National Occupational Standards cover a diverse range of job roles, for example:

Architect

Architectural Technician/Technologist

Art Exhibition Organiser

Body Artist/Tattooist

Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013

4

CAD Draughtsperson

Cartoonist

Ceramic Decorator

Ceramic/Pottery maker

Computer Games Designer

Design Engineer

Display Designer/Visual Merchandiser

Exhibition Designer

Fashion/Clothing Designer

Fine Artist

Garden Designer

Glassmaker

Goldsmith/Silversmith

Hat Designer/Milliner

Interior Designer

Jeweller

Landscape Architect

Leather Craftworker

Model Maker

Product Designer

Sculptor

Stage/Set Designer

Toymaker

Upholsterer.

What progression opportunities are available to learners who achieve this qualification?

This qualification offers various opportunities for progression to further learning. Learners may progress onto the Pearson Edexcel Level 4 NVQ in Design Management. Alternatively, learners could progress onto the Pearson BTEC Level 4 Higher National Certificate in Graphic Design or 3D Design.

Further information is available in Annexe A.


5

Qualification structure for the Pearson Edexcel Level 3 NVQ Diploma in Design (QCF)

The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.

Minimum number of credits that must be achieved 49

Minimum number of credits that must be achieved at level 3 or above 47

Number of mandatory credits that must be achieved (Group A) 29

Minimum number of optional credits that must be achieved (from Groups B1, C1 and C2)

20

Maximum number of credits that can be achieved from Business optional units groups C1 and C2

6

Maximum number of units that can be achieved from Business optional units group C1

1

Maximum number of units that can be achieved from Business optional units group C2

1

Mandatory units: Learners must achieve 29 credits from this group.

Unit Unit reference number

Mandatory units (Group A)

Level Credit Guided learning hours

1 F/601/6485 Research a Design Concept 3 4 24

2 F/601/6518 Write a Design Brief 3 2 12

3 T/601/6483 Interpret a Design Brief and Follow the Design Process

3 4 24

4 R/601/6507 Understand the Concept and Techniques Used in Branding

3 3 18

5 K/601/6464 Develop and Extend Critical and Creative Thinking Skills

3 3 18

6 T/601/6452 Collaborate in a Creative Process

3 3 18

7 Y/601/6511 Understand Market Research 3 3 18

8 M/601/2528 Develop a Presentation 3 3 15

9 T/601/2529 Deliver a Presentation 3 3 15

10 F/501/3821 Working with Costs and Budgets

3 1 7


6

Optional units: Learners must achieve a minimum of 20 credits from groups B1, C1 and C2.


Design optional units (Group B1)


11 T/601/6502 The History and Social Impact of Creativity and its Influence on Design

3 3 18

12 L/601/6490 Research and Evaluate the Nature of Design in a Specific Industry Context

3 3 18

13 D/601/6459 Create 3D Models Using a Computer Aided Design System

3 4 24

14 M/601/6515 Undertake Market Research 3 4 24

15 F/601/6499 Support Marketing Activities 3 4 24

16 K/601/6495 Select and Develop Business Relationships with Preferred Suppliers

3 5 30

17 T/601/2580 Manage Budgets 4 5 29

18 J/601/2549 Contribute to Running a Project

3 5 30

19 R/601/6457 Create 2D Designs Using a Computer Aided Design System

3 4 24

20 K/601/6481 Identify and Understand a Client’s Brand Strategy

3 4 24

21 T/601/6449 Articulate, Present and Debate Ideas in a Creative Environment

3 3 18

22 T/601/6466 Devise User Testing of Designs 3 2 12

23 F/601/6454 Conduct User Testing of Designs

3 1 6

24 J/601/6469 Evaluate User Testing of Designs

3 2 12


7


Business optional units (Group C1)

No more than one unit to be taken from this group.


25 M/601/4375 Define the Product or Service of the Business

3 3 21

26 M/601/5803 Keep Financial Records 3 4 28


Business optional units (Group C2)

No more than one unit to be taken from this group.


27 F/601/5823 Keeping Up to Date with Current Legislation in a Business

3 3 21

28 D/601/6266 Balance Business Needs and Personal Life

3 2 14

29 Y/601/5357 Carry out Banking for a Business

3 3 14

30 F/601/4378 Carry Out Plans for a Business 3 3 21

31 Y/601/5925 Check what Customers Need from the Business

3 3 21

32 Y/601/4404 Decide on a Business Location 3 3 21

33 R/601/6300 Manage Own Time and Efficiency

3 3 21

34 A/601/4394 Obtaining Support for a Business Idea

3 3 21

35 H/601/5944 Plan How to Let Customers Know about Products or Services

3 3 21

36 Y/601/5858 Review the Skills the Business Needs

3 2 14

37 J/601/6245 Seek Advice and Help for the Business

2 2 16

Centres should be aware that within the Level 3 qualification in this specification, learners may be required to meet the demands of optional Unit 17: Manage Budgets at level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit during delivery and assessment of the qualification.


8

How is the qualification graded and assessed?

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

To pass a unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

show that the evidence is their own.

The qualification is designed to be assessed:

in the workplace or

in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or

as part of a training programme.

Assessment requirements/strategy

The assessment requirements/strategy for these qualifications have/has been included in Annexe D. They have been developed by Creative and Cultural Skills in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

criteria for defining realistic working environments

roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers

quality control of assessment

evidence requirements.

Evidence of competence may come from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.


9

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissable.

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EPW)

evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.



10

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required?

The qualification is designed to support learners working in the design sector. Physical resources need to support the delivery of the qualification and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.


11

Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit code:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

This is the unit owner’s reference number for the specified unit.

This code is a unique reference number for the unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.


12


13

Units


14


15

Unit 1: Research a design concept

Unit reference number: F/601/6485

QCF level: 3

Credit value: 4

Guided learning hours: 24

Unit summary

This unit applies to individuals who research and generate concepts and solutions in response to a design challenge in an industry context. The starting point may be an open or closed brief; a spontaneous idea; modification of an existing product, service, process, or system; or a point in an ongoing design process.

Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

Pear

son E

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cel Le

vel 3 D

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ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

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2013

16

Lear

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Pear

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QCF)

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n –

Iss

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2 –

Dec

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2013 ©

Pea

rson E

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2013

17

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ased

on r

esea

rch t

esting a

nd r

efle

ctio

n

4.3

Pr

esen

t pro

pose

d d

esig

n s

olu

tion w

ith a

ppro

pri

ate

support

ing d

ocu

men

tation a

ccord

ing t

o p

roje

ct

requirem

ents

5

Under

stan

d c

opyr

ight,

m

ora

l rights

and

inte

llect

ual pro

per

ty iss

ues

5.1

Exp

lain

the

rele

vant

legis

lation t

hat

im

pac

ts o

n

des

ign,

incl

udin

g:

–

copyr

ight

–

mora

l rights

–

inte

llect

ual pro

per

ty

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

18

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


19

Unit 2: Write a design brief


QCF level: 3

Credit value: 2


Unit summary

This unit is about writing a design brief and what should be incorporated in to it. A design brief is a written document that thoroughly explains the problem that needs to be solved by a designer or designer team, focusing on results of design, outcomes of design, and the business objectives of the design project.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

20

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to d

efin

e th

e re

quirem

ents

for

a d

esig

n

pro

ject

1.1

D

efin

e th

e aim

s and o

bje

ctiv

es o

f th

e des

ign

pro

ject

in t

erm

s of:

–

resu

lts

of

des

ign

–

outc

om

es o

f des

ign

–

busi

nes

s obje

ctiv

es o

f des

ign p

roje

ct

1.2

D

efin

e th

e ta

rget

audie

nce

for

the

des

ign p

roje

ct b

y re

fere

nce

to d

emogra

phic

s su

ch a

s:

–

age

–

gen

der

–

inco

me

–

occ

upat

ion

–

geo

gra

phic

loca

tion

1.3

Id

entify

the

mai

n c

om

pet

itors

and r

evie

w t

hei

r pro

duct

s in

rel

ation t

o d

esig

n p

roje

ct o

bje

ctiv

es

1.4

Agre

e th

e budget

and t

imes

cale

for

com

ple

ting t

he

des

ign p

roje

ct

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to p

repar

e a

writt

en d

esig

n b

rief

2.1

Pr

epare

a c

lear

, co

nci

se a

nd w

ell co

nst

ruct

ed

writt

en d

esig

n b

rief

, in

the

appro

priat

e fo

rmat

, w

hic

h inco

rpora

tes

info

rmation a

bout:

–

pro

file

and v

alues

of

the

org

anis

atio

n

–

aim

s an

d o

bje

ctiv

es o

f th

e des

ign p

roje

ct

–

targ

et a

udie

nce

–

com

pet

itors

–

budget

and t

imes

cale

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


22


23

Unit 3: Interpret a design brief and follow the design process

Unit reference number: T/601/6483

QCF level: 3

Credit value: 4


Unit summary

This unit is about interpreting and creatively responding to a design brief through the design process. It focuses on creative communication and planning processes that support effective responses to the design brief.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

24

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

nat

ure

and

scope

of

the

des

ign b

rief

w

ith s

take

hold

ers

1.1

Est

ablis

h a

nd c

larify

the

use

r or

clie

nt

for

the

pro

pose

d p

roduct

/ser

vice

to info

rm d

esig

n d

ecis

ions

1.2

Id

entify

spec

ific

ations,

par

amet

ers

or

const

rain

ts o

f th

e des

ign b

rief

with r

elev

ant

clie

nt

and r

elev

ant

colle

agues

1.3

Id

entify

fact

ors

that

may

det

erm

ine

or

affec

t vi

sual

des

ign c

once

pts

, in

cludin

g t

he

des

ign t

echniq

ues

2

Gen

erat

e a r

ange

of id

eas

to r

espond t

o t

he

des

ign

brief

and a

gre

e th

e des

ign

conce

pt

2.1

Sourc

e an

d e

valu

ate

pro

duct

s, d

esig

ns,

im

ages

, ar

twork

and o

ther

cre

ativ

e w

ork

to insp

ire

des

ign

idea

s

2.2

G

ener

ate

a r

ange

of id

eas

for

the

des

ign c

once

pt

thro

ugh r

esea

rch,

explo

ration a

nd e

xper

imen

tation

2.3

D

evel

op a

n initia

l des

ign c

once

pt

in lin

e w

ith d

esig

n

brief

par

am

eter

s an

d p

rese

nt

this

in a

n a

ppro

priat

e fo

rmat

2.4

Eva

luat

e and e

xplo

re d

iffe

rent

options

and c

reat

ive

idea

s fo

r re

finin

g t

he

conce

pt,

work

ing c

lose

ly w

ith

the

clie

nt

and s

eeki

ng fee

dback

at

each

ste

p o

f th

e pro

cess

2.5

Agre

e th

e co

nce

pt

for

work

whic

h c

om

plie

s w

ith t

he

des

ign b

rief

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Produce

m

odel

s/pro

toty

pes

/ ar

twork

and fin

alis

e pro

duct

ion s

pec

ific

atio

n

3.1

Ass

ess

spec

ific

des

ign p

roduct

ion r

isks

3.2

Id

entify

all

com

ponen

ts r

equired

to p

roduce

a

model

, pro

toty

pe

or

art

work

3.3

Id

entify

and c

onsu

lt w

ith s

upport

ing s

ervi

ces

required

for

pro

duct

ion

3.4

Pr

oduce

a m

odel

, pro

toty

pe

or

art

work

and

eval

uat

e th

is a

gai

nst

the

des

ign b

rief

req

uirem

ents

3.5

Analy

se t

he

model

, pro

toty

pe

or

art

work

and

det

erm

ine

if a

ny

furt

her

adju

stm

ents

nee

d t

o b

e m

ade

to p

roduct

ion r

equirem

ents

3.6

Fi

nal

ise

pro

duct

ion s

pec

ific

atio

ns

support

ed b

y ac

cura

te a

nd c

om

ple

te d

ocu

men

tation

4

Be

able

to p

roduce

, or

monitor

pro

duct

ion o

f pro

duct

/ser

vice

and o

bta

in

clie

nt

appro

val

4.1

Colle

ct a

nd/o

r org

anis

e re

quired

com

ponen

ts f

or

the

work

4.2

Pr

oduce

or

monitor

the

pro

duct

ion o

f th

e w

ork

en

suring a

ll par

am

eter

s of

the

des

ign b

rief

are

met

4.3

D

ocu

men

t w

ork

pro

gre

ss a

ccura

tely

and in a

form

at

appro

priat

e to

the

natu

re o

f th

e des

ign

and

requirem

ents

of

the

des

ign b

rief

4.4

O

bta

in c

lient

appro

val an

d s

ignatu

re f

or

the

work

w

hen

appro

priat

e

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

26

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


27

Unit 4: Understand the concept and techniques used in branding

Unit reference number: R/601/6507

QCF level: 3

Credit value: 3


Unit summary

This unit is about understanding the importance of branding for business performance and the tools and techniques that are used for this.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

28

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

def

initio

n

of bra

nd a

nd t

he

role

of

bra

nds

for

busi

nes

s per

form

ance

1.1

Id

entify

a r

ange

of

bra

nd a

nd b

randin

g m

odel

s

1.2

Exp

lain

the

diffe

rence

bet

wee

n b

usi

nes

s pla

ns

and

bra

nd p

lans

1.3

D

escr

ibe

the

types

of m

ark

et d

rive

rs,

tren

ds

and

issu

es invo

lved

in b

randin

g

2

Under

stan

d d

iffe

rent

tools

an

d t

echniq

ues

use

d in

bra

ndin

g

2.1

Id

entify

the

range

of

audit t

ools

and m

ethods

use

d

for:

–

bra

ndin

g

–

des

ign

2.2

Exp

lain

posi

tionin

g,

com

pet

itor’s

anal

ysis

, ben

chm

ark

s an

d s

egm

enta

tion

2.3

D

escr

ibe

how

use

r an

d m

arke

t re

sear

ch info

rmat

ion

can b

e use

d t

o s

upport

bra

nd s

trat

egy

dec

isio

n-

mak

ing f

ram

ework

s

2.4

Id

entify

typ

ical

exa

mple

s of su

cces

s an

d fai

lure

in

bra

ndin

g a

nd t

he

reaso

ns

for

this

2.5

Id

entify

a r

ange

of

story

telli

ng t

echniq

ues

that

are

use

d in b

randin

g

2.6

Exp

lain

the

role

of

des

ign m

anag

emen

t and t

he

man

agem

ent

des

ign p

roce

ss

2.7

D

escr

ibe

how

com

munic

atio

ns,

pro

duct

s and

serv

ices

should

be

co-o

rdin

ate

d

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Under

stan

d t

he

impact

of

soci

al r

esponsi

bili

ty,

sust

ain

abili

ty a

nd

innova

tion in b

randin

g

3.1

D

escr

ibe

the

polic

y, a

ims

and im

pac

t on b

rand

stra

tegy

of:

–

corp

ora

te s

oci

al r

esponsi

bili

ty

–

sust

ain

abili

ty

3.2

Exp

lain

the

import

ance

of

innova

tion a

s a

stra

tegic

co

mpet

ence

and h

ow

to inte

gra

te d

esig

n a

nd

innova

tion in b

rand s

trat

egy

for

busi

nes

s an

d b

rand

com

pet

itiv

enes

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


30


31

Unit 5: Develop and extend critical and creative thinking skills

Unit reference number: K/601/6464

QCF level: 3

Credit value: 3


Unit summary

This unit is for individuals who need to develop and extend their critical and creative thinking skills; it is about developing the habit of thinking in a more creative way. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place at any time at any place and can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing or the development of new or innovative services, products or processes.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

32

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

def

initio

ns,

conce

pts

and

his

tory

of

crea

tive

thin

king

1.1

D

escr

ibe

diffe

rent

crea

tive

thin

king t

echniq

ues

and

how

they

work

1.2

D

escr

ibe

how

cre

ativ

e th

inki

ng h

as d

evel

oped

ove

r tim

e an

d its

im

pac

t on s

oci

ety

1.3

Exp

lain

how

cre

ativ

ity

can a

pply

in b

oth

cre

ativ

e an

d n

on-c

reat

ive

conte

xts

1.4

Exp

lain

the

pote

ntial im

pact

of

crea

tive

thin

king o

n

indiv

idual

s an

d b

usi

nes

ses

1.5

Id

entify

the

tech

niq

ues

that

can b

e use

d f

or

filter

ing d

iver

se info

rmat

ion

2

Be

able

to u

se a

ran

ge

of

crea

tive

thin

king

tech

niq

ues

to g

ener

ate

id

eas

and r

esponse

s

2.1

Cla

rify

info

rmat

ion u

sing q

ues

tions

ask

ed fro

m

diffe

rent

per

spec

tive

s

2.2

Anal

yse

a va

riet

y of

info

rmation s

ourc

es

2.3

In

terp

ret

the

centr

al q

ues

tions,

iss

ues

and

chal

lenges

fro

m g

iven

info

rmat

ion

2.4

Critica

lly c

om

par

e pre

-conce

ptions

and a

ssum

ptions

to d

eter

min

e ac

tual

const

rain

ts in d

efin

ing a

pro

ble

m f

or

reso

lution

2.5

Rev

iew

and r

evis

e barr

iers

to c

reat

ive

thin

king f

rom

in

div

idual

s an

d o

rgan

isat

ions

2.6

Anal

yse

real

itie

s bey

ond t

he

curr

ent

situ

ation a

nd

take

ris

ks w

ith idea

s an

d t

hought

pro

cess

es

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.7

In

vest

igat

e fa

mili

ar s

ourc

es o

f in

form

atio

n for

new

in

spir

ation

2.8

Rec

ord

obse

rvat

ions,

exp

erie

nce

s, idea

s an

d

reflec

tive

thoughts

to b

road

en p

erso

nal kn

ow

ledge

bas

e

2.9

D

emonst

rate

an a

ccep

tance

of

the

opport

unity

for

reve

lation w

hen

lea

st e

xpec

ted

2.1

0

Iden

tify

connec

tions

and a

ssoci

atio

ns

from

thin

gs

that

see

m u

nco

nnec

ted

2.1

1

Iden

tify

, in

terr

ogat

e an

d c

halle

nge

ass

um

ptions

beh

ind e

xist

ing idea

s

2.1

2

Critica

lly c

om

par

e a

range

of diffe

rent

solu

tions

and

idea

s

2.1

3

Eva

luat

e id

eas

and s

ituat

ions

in n

ew w

ays

to

chan

ge

per

spec

tive

2.1

4

Rev

iew

and r

evis

e id

eas

with o

ther

s to

iden

tify

how

th

ey m

ight

be

chan

ged

or

impro

ved

2.1

5

Rev

iew

and r

evis

e o

wn t

hought

pat

tern

s an

d w

ays

of re

spondin

g t

o w

ork

and life

situ

atio

ns

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


35

Unit 6: Collaborate in a creative process


QCF level: 3

Credit value: 3


Unit summary

This unit is about the skills required to collaborate in a creative process in a work context. The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

36

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

olla

bora

te

effe

ctiv

ely

in a

cre

ative

pro

cess

1.1

Res

pec

t co

llabora

tive

eff

ort

s by

relin

quis

hin

g

indiv

idual

ow

ner

ship

of id

eas

1.2

Id

entify

, ack

now

ledge

and r

espec

t th

e diffe

rent

way

s th

at d

iffe

rent

peo

ple

may

contr

ibute

to t

he

crea

tive

pro

cess

1.3

U

se p

rofe

ssio

nal dis

cret

ion a

nd judgem

ent

in

dea

ling w

ith o

ther

s

1.4

M

ainta

in a

bel

ief in

per

sonal

idea

s, c

om

bin

ed w

ith a

w

illin

gnes

s to

move

on fro

m initia

l posi

tions

and

pre

-conce

ptions

to a

ccep

t an

d e

mbra

ce n

ew a

nd

unpre

dic

table

idea

s as

they

em

erge

during t

he

crea

tive

pro

cess

1.5

U

se lan

guage

and a

dopt

a d

emea

nour

that

dem

onst

rate

s re

spec

t an

d t

rust

for

oth

ers

1.6

Li

sten

to,

valu

e, r

espec

t an

d t

rust

the

contr

ibutions

of oth

ers

as

mate

rial to

work

with r

ather

than

posi

tions

to a

rgue

agai

nst

1.7

Chal

lenge,

tes

t an

d s

har

e id

eas

in a

support

ive

way

as p

art

of

the

crea

tive

pro

cess

1.8

Pl

ay a

role

that

enco

ura

ges

the

move

men

t an

d s

hift

of id

eas

within

the

gro

up t

ow

ards

a w

ell co

nce

ived

so

lution

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to s

ust

ain

cre

ativ

e par

tner

ship

s by

dem

onst

rating t

rust

wort

hy

and e

thic

al b

ehav

iour

2.1

Ref

lect

on o

wn p

artici

pat

ion,

rela

tionsh

ips

with

oth

ers

and p

erso

nal

beh

avio

ur

in t

he

colla

bora

tive

pro

cess

2.2

Id

entify

way

s to

do b

ette

r an

d follo

w u

p o

n a

ny

issu

es t

hat

nee

d t

o b

e re

solv

ed

2.3

Id

entify

and s

eek

opport

unitie

s to

ref

ine

and

expan

d o

wn s

kills

and k

now

ledge,

incl

udin

g

lear

nin

g fro

m fai

lure

3

Be

able

to o

bse

rve

legal

an

d e

thic

al c

onsi

der

atio

ns

3.1

Ack

now

ledge

and w

ork

within

the

legal

fra

mew

ork

th

at a

pplie

s to

cre

ativ

e co

nte

nt

as p

art

of

an

indiv

idual

com

mitm

ent

to a

n e

thic

al a

ppro

ach,

incl

udin

g iss

ues

rel

atin

g t

o:

–

copyr

ight

–

mora

l rights

–

inte

llect

ual pro

per

ty r

ights

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


38


39

Unit 7: Understand market research

Unit reference number: Y/601/6511

QCF level: 3

Credit value: 3


Unit summary

This unit is about understanding the different types of market research, the sources and methods of gathering market research information and techniques for market research analysis.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

40

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

the

types

of m

ark

et

rese

arc

h a

nd h

ow

in

form

atio

n c

an b

e gat

her

ed

1.1

D

escr

ibe

the

diffe

rent

types

of

mar

ket

rese

arch

and

the

met

hods

of

gat

her

ing t

his

, in

cludin

g:

–

use

of

surv

eys

–

qual

itative

and q

uan

tita

tive

res

earc

h

–

use

and a

pplic

ation o

f hyp

oth

eses

1.2

D

escr

ibe

how

to loca

te a

nd inte

rrogat

e in

form

atio

n

about:

–

com

pet

itors

–

econom

ic,

soci

al a

nd indust

ry t

rends

and

pra

ctic

es

1.3

Exp

lain

the

circ

um

stan

ces

in w

hic

h a

mar

ket

rese

arc

h c

onsu

ltan

cy m

ight

be

appoin

ted

2

Know

how

to a

nal

yse

mar

ket

info

rmat

ion t

o

info

rm b

usi

nes

s dec

isio

ns

2.1

Exp

lain

data

pro

cess

ing m

ethods

and d

ata a

nal

ysis

te

chniq

ues

2.2

Exp

lain

the

purp

ose

of w

ritt

en a

nd g

raphic

al f

orm

s of

stat

istica

l dat

a an

d d

emonst

rate

how

thes

e sh

ould

be

inte

rpre

ted a

s par

t of

mar

ket

rese

arch

ac

tivi

ties

2.3

Exp

lain

how

mar

ket

rese

arch

aff

ects

the

dev

elopm

ent

of pro

duct

s an

d s

ervi

ces

and h

ow

it

can b

e ta

ken into

consi

der

atio

n a

s par

t of

the

com

pan

y’s

busi

nes

s pla

n

2.4

Exp

lain

the

role

of

mar

ket

rese

arch

in e

nte

rprise

dev

elopm

ent

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Under

stan

d leg

al

requirem

ents

for

mark

et

rese

arc

h a

ctiv

itie

s

3.1

Exp

lain

the

rele

vant

legis

lation a

pplic

able

to m

ark

et

rese

arc

h a

ctiv

ity,

incl

udin

g:

–

the

Priv

acy

Act

–

any

oth

er a

ct t

hat

applie

s to

the

colle

ctio

n o

f,

and s

tora

ge

of co

nfiden

tial

info

rmat

ion

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


42


43

Unit 8: Develop a presentation

Unit reference number: M/601/2528

QCF level: 3

Credit value: 3


Unit summary

This unit is about developing a presentation.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

44

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

of

pre

par

ing f

or

and

eval

uat

ing a

pre

senta

tion

1.1

Exp

lain

the

purp

ose

of usi

ng d

iffe

rent

types

of

pre

senta

tion a

nd e

quip

men

t to

pro

vide

info

rmation

1.2

Exp

lain

the

pro

cedure

s to

be

follo

wed

when

pre

par

ing a

pre

senta

tion,

incl

udin

g p

lannin

g,

pre

par

ation o

f co

nte

nt,

mat

eria

ls,

and

contingen

cies

1.3

Exp

lain

the

ben

efits

of pre

par

ing for

giv

ing a

pre

senta

tion

1.4

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y m

ater

ials

and e

quip

men

t

1.5

Exp

lain

the

purp

ose

and b

enef

its

of

reflec

ting o

n

the

feed

back

obta

ined

of th

e w

ritt

en p

rese

nta

tion

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to d

evel

op a

pre

senta

tion

2.1

Agre

e an

d c

onfirm

audie

nce

, purp

ose

, co

nte

nt,

st

yle

and t

imin

g o

f a

pre

senta

tion

2.2

Res

earc

h a

nd p

lan a

pre

senta

tion

2.3

Sel

ect

any

equip

men

t nee

ded

for

the

pre

senta

tion

2.4

Pr

epare

conte

nt,

shape

and s

truct

ure

of

a

pre

senta

tion t

o a

chie

ve its

purp

ose

and s

uit n

eeds

of au

die

nce

2.5

O

bta

in fee

dbac

k on p

lanned

pre

senta

tion a

nd m

ake

ad

just

men

ts,

if r

equired

2.6

Pr

oduce

pre

senta

tion h

andouts

2.7

Colle

ct f

eedbac

k on t

he

writt

en p

rese

nta

tion

2.8

Ref

lect

on t

he

feed

back

obta

ined

of th

e w

ritt

en

pre

senta

tion a

nd iden

tify

lea

rnin

g p

oin

ts

2.9

Id

entify

chan

ges

that

will

im

pro

ve f

utu

re w

ritt

en

pre

senta

tions

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


46


47

Unit 9: Deliver a presentation


QCF level: 3

Credit value: 3


Unit summary

This unit covers the skills, knowledge and understanding learners need to prepare for, deliver and evaluate a presentation for an audience.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

48

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

of

pre

par

ing f

or

and

eval

uat

ing a

pre

senta

tion

1.1

Exp

lain

the

purp

ose

of usi

ng d

iffe

rent

types

of

pre

senta

tion a

nd e

quip

men

t

1.2

Exp

lain

diffe

rent

ways

of del

iver

ing p

rese

nta

tions

and t

hei

r fe

ature

s

1.3

Exp

lain

the

pro

cedure

s to

be

follo

wed

when

pre

par

ing a

pre

senta

tion

1.4

Exp

lain

the

ben

efits

of pre

par

ing for

giv

ing a

pre

senta

tion

1.5

D

escr

ibe

the

types

of pro

ble

ms

that

may

occ

ur

with

equip

men

t an

d h

ow

to d

eal w

ith t

hem

1.6

Exp

lain

the

purp

ose

and b

enef

its

of

contingen

cy

pla

nnin

g

1.7

Exp

lain

the

purp

ose

and b

enef

its

of

colle

ctin

g

feed

back

fro

m t

he

audie

nce

on t

he

pre

senta

tion

1.8

Exp

lain

the

purp

ose

and b

enef

its

of

eval

uat

ing

pre

senta

tions

and o

wn p

erfo

rman

ce

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Under

stan

d t

he

tech

niq

ues

use

d in e

nhan

cing a

pre

senta

tion

2.1

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y m

ater

ials

and e

quip

men

t

2.2

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y use

of co

mm

unic

ation a

nd

inte

rper

sonal

ski

lls

2.3

D

escr

ibe

how

to g

auge

audie

nce

rea

ctio

n t

o t

he

pre

senta

tion

2.4

Exp

lain

the

purp

ose

and b

enef

its

of

sum

mar

isin

g

import

ant

feat

ure

s of th

e pre

senta

tion

2.5

D

escr

ibe

the

purp

ose

and b

enef

its

of

giv

ing t

he

audie

nce

opport

unitie

s to

ask

ques

tions

3

Be

able

to p

repar

e fo

r del

iver

y of

a pre

senta

tion

3.1

Sel

ect

any

equip

men

t nee

ded

and p

lan h

ow

to u

se

it t

o b

est

effe

ct

3.2

M

ake

contingen

cy p

lans

in c

ase

of eq

uip

men

t fa

ilure

or

oth

er p

roble

ms,

if re

quired

3.3

Pr

actise

the

pre

senta

tion a

nd its

tim

ing

3.4

O

bta

in fee

dbac

k on p

lanned

pre

senta

tion a

nd m

ake

ad

just

men

ts,

if r

equired

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to d

eliv

er a

pre

senta

tion

4.1

Chec

k eq

uip

men

t an

d r

esourc

es

4.2

Circu

late

pre

senta

tion m

ater

ials

4.3

In

troduce

sel

f to

audie

nce

and s

tate

aim

s of th

e pre

senta

tion

4.4

Addre

ss t

he

audie

nce

, sp

eaki

ng c

lear

ly a

nd

confiden

tly,

usi

ng lan

guag

e to

suit t

he

topic

and

audie

nce

4.5

Var

y to

ne,

pac

e an

d v

olu

me

to e

mphas

ise

key

poin

ts

4.6

G

auge

audie

nce

rea

ctio

n d

uring t

he

pre

senta

tion

and a

dap

t if r

equired

4.7

Sum

mar

ise

thro

ughout

the

pre

senta

tion t

o

emphas

ise

key

poin

ts a

nd h

elp t

o m

ainta

in

audie

nce

inte

rest

4.8

U

se b

ody

languag

e in

a w

ay

that

rein

forc

es

pre

sente

d info

rmat

ion

4.9

U

se e

quip

men

t, w

her

e ap

pro

priat

e, t

o e

nhan

ce t

he

pre

senta

tion,

and d

eal w

ith a

ny

pro

ble

ms

that

may

occ

ur

4.1

0

Provi

de

the

audie

nce

with o

pport

unitie

s to

ask

ques

tions

4.1

1

List

en c

are

fully

to q

ues

tions

and r

espond in a

way

that

mee

ts t

he

audie

nce

’s n

eeds

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to e

valu

ate

a

pre

senta

tion

5.1

Colle

ct f

eedbac

k on t

he

pre

senta

tion

5.2

Ref

lect

on o

wn p

erfo

rman

ce a

nd iden

tify

lea

rnin

g

poin

ts

5.3

Eva

luat

e th

e pre

senta

tion a

nd o

wn p

erfo

rman

ce

and iden

tify

chan

ges

that

will

im

pro

ve f

utu

re

pre

senta

tions

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


52


53

Unit 10: Working with costs and budgets


QCF level: 3

Credit value: 1


Unit summary

To develop knowledge and understanding of costs and budgets as required by a practising or potential first line manager. Topics covered include knowing how to work to a budget and understanding costs within an organisation.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

54

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to w

ork

to a

budget

1.1

Exp

lain

the

import

ance

of agre

eing t

o a

budget

and

oper

atin

g w

ithin

it

1.2

D

escr

ibe

a m

ethod t

o m

onitor

varian

ce b

etw

een

actu

al p

erfo

rman

ce a

nd b

udget

1.3

Exp

lain

how

info

rmat

ion u

sed in d

eter

min

ing a

nd/o

r re

visi

ng b

udget

s is

gath

ered

2

Under

stan

d c

ost

s w

ithin

an

org

anis

atio

n

2.1

Exp

lain

fix

ed a

nd v

aria

ble

cost

s, a

nd t

he

conce

pt

of

bre

ak e

ven in r

elat

ion t

o t

he

org

anis

atio

n

2.2

Exp

lain

the

purp

ose

and n

ature

of bas

ic c

ost

st

atem

ents

2.3

Exp

lain

the

valu

e of

stan

dar

d c

ost

ing a

nd its

role

as

a co

ntr

ol m

echan

ism

2.4

Brief

ly d

escr

ibe

mec

han

ism

s in

the

org

anis

atio

n t

o

mai

nta

in c

ontr

ol of co

sts

Lear

ner

nam

e:

Dat

e:

Lear

ner

sig

nat

ure

: D

ate:

Ass

esso

r si

gnat

ure

: D

ate:

Inte

rnal

ver

ifie

r si

gnatu

re:

(if

sam

ple

d)

Dat

e:


55

Unit 11: The history and social impact of creativity and its influence on design


QCF level: 3

Credit value: 3


Unit summary

This unit explores the broad history and social impact of creativity. It provides an understanding of the concept of creativity, how creative people think and how creativity has been applied through history and can provide individuals with inspiration and ideas to take into their own work.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

56

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

impact

of

crea

tivi

ty a

t diffe

rent

poin

ts in h

isto

ry incl

udin

g

conte

mpora

ry

per

spec

tive

s

1.1

Rev

iew

and c

om

par

e diffe

rent

def

initio

ns

of

crea

tivi

ty a

nd e

xpla

in h

ow

thes

e re

late

in a

n

his

torica

l co

nte

xt

1.2

D

escr

ibe

the

way

s in

whic

h c

reat

ivity

has

occ

urr

ed

in d

iffe

rent

fiel

ds

of hum

an e

ndea

vour

2

Under

stan

d t

he

pote

ntial

lin

ks b

etw

een t

he

his

tory

of

crea

tivi

ty a

nd c

urr

ent

indiv

idual

s an

d

com

munitie

s

2.1

Ext

ract

key

info

rmat

ion a

nd idea

s fr

om

the

his

tory

of

crea

tivi

ty f

or

poss

ible

rel

evan

ce t

o y

our

ow

n

work

and t

he

work

of

oth

ers

2.2

Eva

luat

e th

e im

pac

t of

crea

tivi

ty o

n t

he

way

that

peo

ple

liv

e an

d w

ork

2.3

D

iscu

ss a

nd e

xplo

re idea

s w

ith o

ther

s

2.4

D

escr

ibe

the

rela

tionsh

ip b

etw

een c

reat

ivity

and

diffe

rent

culture

s an

d r

elat

e th

ese

to c

urr

ent

conte

xts

3

Know

wher

e to

fin

d

info

rmat

ion o

n t

he

his

tory

an

d s

oci

al im

pac

t of

crea

tivi

ty

3.1

Id

entify

rel

evan

t so

urc

es o

f in

form

atio

n o

n t

he

his

tory

of

crea

tivi

ty

3.2

Id

entify

and a

cces

s opport

unitie

s to

build

ow

n

crea

tive

thin

king s

kills

4

Under

stan

d t

he

way

s in

w

hic

h d

iffe

rent

fact

ors

im

pac

t on c

reat

ivity

and

how

it

is d

emonst

rate

d in

various

cultura

l co

nte

xts

4.1

D

escr

ibe

how

indiv

idual

s an

d c

olla

bora

tive

gro

ups

hav

e dem

onst

rate

d c

reat

ivity

4.2

Id

entify

and e

valu

ate

the

fact

ors

that

affec

t th

e pre

sence

or

exte

nt

of cr

eativi

ty in a

giv

en s

ituat

ion

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

57

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


58


59

Unit 12: Research and evaluate the nature of design in a specific industry context

Unit reference number: L/601/6490

QCF level: 3

Credit value: 3


Unit summary

This unit is about researching and evaluating the nature and role of design in a particular industry context. Design occurs in all industries and increasingly quality design is considered a key factor in building organisational and industry capacity and competitiveness. This unit applies to any individuals who need to develop a basic appreciation and knowledge of the way that design works in a particular industry, and of its potential impacts on industry and individual work practice.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

60

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

role

of

des

ign a

nd d

esig

ner

s in

th

e in

dust

ry

1.1

D

escr

ibe

the

nat

ure

, his

tory

, ro

le a

nd im

port

ance

of

des

ign in t

he

indust

ry

1.2

Exp

lain

the

diffe

rent

def

initio

ns

of des

ign a

nd t

he

diffe

rence

s an

d s

imila

rities

bet

wee

n d

esig

n a

nd

pro

duct

dev

elopm

ent

1.3

Com

par

e th

e ro

les

pla

yed b

y cu

rren

t an

d p

ast

des

igner

s an

d o

ther

contr

ibuto

rs in t

he

des

ign

pro

cess

within

the

indust

ry

1.4

Exp

lain

the

impac

t of des

ign o

n o

wn w

ork

2

Under

stan

d t

he

impact

of

curr

ent

and e

mer

gin

g

tech

nolo

gie

s on d

esig

n in

the

indust

ry

2.1

Exp

lain

the

impac

t of cu

rren

t and e

mer

gin

g

tech

nolo

gie

s on d

esig

n in t

he

indust

ry

3

Under

stan

d h

ow

des

ign

tren

ds

affe

ct t

he

indust

ry

3.1

Eva

luat

e how

the

role

s of

indiv

idual

work

ers

acr

oss

th

e in

dust

ry a

re a

ffec

ting f

utu

re d

esig

n d

irec

tions

3.2

Eva

luat

e how

des

ign t

rends

affe

ct t

he

ove

rall

indust

ry a

nd t

he

way

it o

per

ates

3.3

Shar

e in

form

atio

n a

nd p

ro-a

ctiv

ely

dis

cuss

em

ergin

g t

rends

with w

ork

colle

agues

3.4

Id

entify

des

ign t

rends

that

will

im

pac

t on o

wn w

ork

an

d d

escr

ibe

opport

unitie

s th

at

will

hel

p t

o d

evel

op

appro

priat

e new

ski

lls

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d e

thic

al iss

ues

an

d r

egula

tions

that

im

pac

t on t

he

des

ign

indust

ry

4.1

D

escr

ibe

the

ethic

al iss

ues

and r

egula

tions

that

im

pac

t on t

he

des

ign indust

ry

4.2

Exp

lain

curr

ent

thin

king,

attitu

des

and a

ppro

aches

to

key

iss

ues

about

pro

fess

ional

des

ign p

ract

ice

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


62


63

Unit 13: Create 3D models using a computer aided design system

Unit reference number: D/601/6459

QCF level: 3

Credit value: 4


Unit summary

This unit is about the skills and knowledge required to prepare the 3D CAD environment, creating and modifying 3D models, and producing output from the 3D model.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

64

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e th

e 3D

co

mpute

r ai

ded

des

ign

envi

ronm

ent

1.1

Id

entify

the

purp

ose

and w

ork

req

uirem

ents

for

dev

elopin

g a

3D

model

1.2

Est

ablis

h a

n a

ppro

priat

e co

ord

inat

e sy

stem

to m

eet

the

work

req

uirem

ents

, ju

stifyi

ng t

he

choic

e

1.3

Est

ablis

h t

he

ori

enta

tion o

f th

e m

odel

with r

espec

t to

the

co-o

rdin

ate

syst

em t

o m

eet

the

work

re

quirem

ents

1.4

Est

ablis

h t

he

num

ber

of vi

ews

to b

est

mee

t th

e w

ork

req

uirem

ents

2

Be

able

to c

reate

and

modify

3D

model

s 2.1

Cre

ate

and m

anip

ula

te e

ntities

in 3

D s

pac

e to

mee

t w

ork

req

uirem

ents

, usi

ng t

he

corr

ect

pro

cedure

s

2.2

Cre

ate

rule

d a

nd r

evolv

ed s

urf

ace

s in

3D

spac

e to

m

eet

work

req

uirem

ents

, usi

ng c

orr

ect

pro

cedure

s

2.3

M

odify

exis

ting 3

D m

odel

to m

eet

work

re

quirem

ents

, usi

ng t

he

corr

ect

pro

cedure

s

2.4

Apply

basi

c re

nder

ing te

chniq

ues

to t

he

3D

model

to

mee

t w

ork

req

uirem

ents

, usi

ng t

he

corr

ect

pro

cedure

s

2.5

Sav

e th

e file

in v

arious

form

ats

for

retr

ieva

l as

per

st

andar

d o

per

atin

g p

roce

dure

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to p

roduce

outp

ut

from

the

3D

model

3.1

Ext

ract

phys

ical

pro

per

ties

usi

ng t

he

corr

ect

pro

cedure

s an

d t

o m

eet

work

req

uirem

ents

in

cludin

g:

–

Volu

me

–

Mas

s

–

Cen

tre

of

gra

vity

4

Be

able

to o

bse

rve

safe

w

ork

ing p

ract

ices

and

pro

cedure

s

4.1

O

bse

rve

all haz

ard

and c

ontr

ol m

easu

res

asso

ciate

d

with u

sing c

om

pute

r ai

ded

des

ign s

yste

ms,

in

cludin

g h

ouse

keep

ing

4.2

Confo

rm t

o s

pec

ifie

d s

afe

work

pra

ctic

es a

nd

pro

cedure

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


66


67

Unit 14: Undertake market research


QCF level: 3

Credit value: 4


Unit summary

This unit is about identifying the potential market demand for the design work you do for clients and developing your own product or business. It includes researching your competition, market trends and industry trends in order to help in the business planning of your design work or company.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

68

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

reat

e a n

eeds

anal

ysis

for

mar

ket

rese

arc

h a

ctiv

ity

1.1

D

efin

e th

e m

arke

t re

searc

h a

ctiv

itie

s nee

ded

to

gat

her

info

rmat

ion r

equired

to m

ake

a co

mm

erci

al

dec

isio

n o

n t

he

suitabili

ty o

f th

e pote

ntial offer

1.2

Id

entify

the

reso

urc

es r

equired

to u

nder

take

the

mar

ket

rese

arch

1.3

In

vest

igat

e th

e pote

ntial

ben

efits

of in

volv

ing a

m

arke

t re

sear

ch c

om

pan

y

2

Be

able

to g

ather

mark

et

rese

arc

h info

rmation f

rom

re

leva

nt

sourc

es

2.1

Res

earc

h t

he

pro

duct

s an

d s

ervi

ces

that

you

curr

ently

offer

, or

inte

nd t

o o

ffer

, to

iden

tify

pote

ntial

innova

tion s

trat

egie

s, a

lter

nat

ive

supplie

rs

etc

2.2

Sourc

e in

form

atio

n t

hat

can

pro

vide

an o

verv

iew

of

indust

ry a

nd m

arke

t tr

ends,

incl

udin

g:

–

size

and s

cope

of

the

mar

ket

–

busi

nes

s and e

conom

ic t

rends

–

cust

om

er a

nd b

uye

r beh

avio

ur

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to a

nal

yse

mar

ket

info

rmat

ion t

o info

rm

busi

nes

s dec

isio

ns

3.1

D

evel

op a

ran

ge

of

met

hods

to inte

rpre

t m

arke

t re

searc

h a

nd e

mplo

y it w

ithin

the

busi

nes

s pro

posi

tion a

nd p

lan

3.2

Anal

yse

mar

ket

rese

arch

in o

rder

to iden

tify

:

–

info

rmat

ion o

n c

om

pet

itors

–

pote

ntial

nee

ds

of cu

rren

t an

d futu

re c

lients

–

mac

ro a

nd loca

l tr

ends

in t

he

indust

ry

–

mar

ket

shar

e of

com

pet

itors

–

how

the

com

pany

is p

osi

tioned

in r

elation t

o

prici

ng a

nd q

ual

ity

of pro

duct

s/se

rvic

es

3.3

U

se t

he

mar

ket

rese

arch

to d

evel

op idea

s ab

out

what

you c

an d

o d

iffe

rently

or

bet

ter

4

Be

able

to r

ecord

, m

onitor

and u

pdate

mar

ket

rese

arc

h

4.1

Rec

ord

the

outc

om

es o

f m

arke

t re

searc

h in t

he

mar

keting a

nd c

om

munic

atio

ns

stra

tegy

and

busi

nes

s pla

n

4.2

M

onitor

and u

pdat

e m

arke

t re

sear

ch o

n a

reg

ula

r bas

is

4.3

D

emonst

rate

confo

rmity

with a

ll re

leva

nt

legis

lation,

incl

udin

g:

–

the

Priv

acy

Act

–

any

oth

er a

ct t

hat

applie

s to

the

colle

ctio

n o

f,

and s

tora

ge

of co

nfiden

tial

info

rmat

ion

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

70

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


71

Unit 15: Support marketing activities


QCF level: 3

Credit value: 4


Unit summary

This unit is for those involved in supporting or contributing to the planning, implementation and evaluation of marketing activities, and developing appropriate material. You will liaise with others in your company to identify the objectives for the marketing in the context of the client’s or your own company’s policies and procedures, participate in the selection of appropriate marketing activities, assist with the preparation of a plan and budget and support the delivery and evaluation of the marketing activity.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

72

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d m

arke

ting

princi

ple

s an

d t

he

import

ance

of bra

ndin

g

and c

orp

ora

te iden

tity

in

mar

keting

1.1

Id

entify

the

key

princi

ple

s of m

ark

etin

g

1.2

Exp

lain

the

import

ance

of

bra

ndin

g a

nd c

orp

ora

te

iden

tity

in m

arke

ting

2

Be

able

to iden

tify

the

targ

et a

udie

nce

and

des

ired

outc

om

es o

f m

arke

ting a

ctiv

ity

2.1

Id

entify

, th

rough d

iscu

ssio

n w

ith o

ther

s, t

he:

–

targ

et a

udie

nce

for

mar

keting a

ctiv

itie

s an

d

mat

eria

ls

–

des

ired

outc

om

e of

mar

keting a

ctiv

itie

s and

mat

eria

ls

3

Be

able

to s

upport

the

pre

par

ation,

cost

ing a

nd

imple

men

tation o

f an

ongoin

g m

arke

ting p

lan

3.1

Support

the

pre

par

atio

n,

cost

ing a

nd

imple

men

tation o

f an

ongoin

g m

arke

ting p

lan,

taki

ng into

consi

der

atio

n:

–

rele

vant

legis

lation

–

codes

of

conduct

–

inte

rnal

and e

xter

nal

polic

ies

and g

uid

elin

es

4

Be

able

to s

upport

the

pro

duct

ion o

f m

arke

ting

mat

eria

ls

4.1

Ensu

re t

hat

mar

keting a

nd a

dve

rtis

ing b

randin

g is

accu

rate

, up t

o d

ate

and c

onfo

rms

to c

lient’s

or

ow

n c

om

pan

y bra

nd g

uid

elin

es

4.2

Ensu

re m

ark

etin

g m

ate

rial

s are

appro

priat

e fo

r th

e ta

rget

audie

nce

and inte

nded

purp

ose

4.3

Ensu

re c

olla

tera

l is

del

iver

ed o

n t

ime

and t

hro

ugh

the

appro

priat

e dis

trib

ution c

hannel

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to c

olle

ct a

nd

anal

yse

data

to info

rm

futu

re a

ctio

ns

5.1

Id

entify

str

ateg

ies

for

colle

ctin

g d

ata

to m

easu

re

the

effe

ctiv

enes

s of

mar

keting a

ctiv

itie

s, w

ork

ing

with o

ther

s

5.2

Pr

oduce

and a

nal

yse

dat

a a

gai

nst

succ

ess

indic

ato

rs

5.3

U

se t

he

resu

lts

of th

e an

alys

is t

o info

rm f

utu

re

actions

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


74


75

Unit 16: Select and develop business relationships with preferred suppliers


QCF level: 3

Credit value: 5


Unit summary

This unit is about identifying potential suppliers of goods and services, developing and agreeing criteria for their selection, selecting suppliers against agreed criteria and monitoring their performance.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

76

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

princi

ple

s of

contr

actu

al a

gre

emen

ts

with s

upplie

rs

1.1

Exp

lain

the

princi

ple

s of

contr

act

ual

agre

emen

ts

with s

upplie

rs

1.2

Exp

lain

the

import

ance

and r

elev

ance

of su

pplie

rs

hav

ing s

uitab

le lia

bili

ty insu

rance

2

Be

able

to iden

tify

pote

ntial

supplie

rs a

nd

agre

e se

lect

ion c

rite

ria

2.1

Id

entify

pote

ntial

supplie

rs t

hat

could

pro

vide

goods

and s

ervi

ces

to m

eet

a busi

nes

s nee

d,

usi

ng

appro

priat

e so

urc

es o

f in

form

atio

n

2.2

D

evel

op a

spec

ific

atio

n w

hic

h c

an b

e agre

ed u

pon

and w

hic

h s

upplie

r se

lect

ion w

ill b

e bas

ed,

whic

h

take

s acc

ount

of

com

pan

y purc

has

ing p

olic

y

2.3

Apply

com

pan

y pro

cedure

s to

dis

trib

ute

the

spec

ific

atio

n t

o p

ote

ntial

supplie

rs

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to s

elec

t su

pplie

rs

usi

ng a

gre

ed c

rite

ria

3.1

Ass

ess

pote

ntial

supplie

rs a

gain

st t

he

criter

ia a

nd

sele

ct a

short

list,

bas

ed o

n t

hei

r:

–

range

and q

ual

ity

of

goods

and s

ervi

ces

–

busi

nes

s princi

ple

s and e

thic

s

–

qual

ity

of

cust

om

er s

ervi

ce a

nd s

upport

–

cost

and a

vaila

bili

ty o

f goods

and s

ervi

ces

–

viab

ility

, re

liabili

ty a

nd s

tabili

ty

–

rele

vant

exper

ience

–

inte

llect

ual or

crea

tive

appro

ach

3.2

Sel

ect

and r

ecom

men

d t

he

most

suitable

supplie

r fr

om

the

short

list

3.3

Im

ple

men

t th

e appro

priat

e org

anis

atio

nal

pro

cedure

s to

confirm

with t

he

sele

cted

supplie

r th

eir

appoin

tmen

t an

d y

our

acc

epta

nce

of

thei

r pro

posa

l, e

stim

ate

or

quota

tion

3.4

Rev

iew

and r

evis

e th

e re

quirem

ents

and r

eques

t a

fixe

d q

uota

tion f

rom

the

supplie

r, if th

e se

lect

ion

was

base

d o

n a

n e

stim

ate

3.5

Im

ple

men

t re

leva

nt

com

pan

y pro

cedure

s fo

r co

mple

ting a

ll nec

essa

ry p

urc

has

e re

cord

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to a

sses

s su

pplie

r per

form

ance

and m

ain

tain

busi

nes

s re

lationsh

ips

4.1

Ass

ess

the

per

form

ance

of

supplie

rs a

nd t

he

qualit

y of goods

and s

ervi

ces

again

st t

he

spec

ific

atio

n a

nd

work

pla

ce r

equirem

ents

4.2

Id

entify

any

short

falls

in t

he

per

form

ance

of

supplie

rs a

nd n

egotiate

appro

priat

e act

ions

4.3

Id

entify

any

unre

solv

ed iss

ues

, an

d r

eport

to t

he

ap

pro

priat

e per

son

4.4

D

emonst

rate

beh

avi

our

whic

h m

ainta

ins

and b

uild

s on e

stab

lished

busi

nes

s re

lationsh

ips

with s

upplie

rs

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


79

Unit 17: Manage budgets


QCF level: 3

Credit value: 5


Unit summary

This unit is about managing and monitoring a budget for a department or section within an organisation.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

80

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

of

budget

s 1.1

Exp

lain

the

purp

ose

and b

enef

its

of

man

agin

g

finan

cial

res

ourc

es e

ffec

tive

ly a

nd e

ffic

iently

1.2

Id

entify

leg

al,

regula

tory

and o

rgan

isational

re

quirem

ents

for

manag

ing a

budget

1.3

D

escr

ibe

diffe

rent

types

of

budget

ary

syst

ems

and

thei

r fe

ature

s

2

Under

stan

d h

ow

to

man

age

budget

s 2.1

D

escr

ibe

met

hods

for

monitori

ng,

contr

olli

ng a

nd

reco

rdin

g inco

me

and e

xpen

diture

2.2

D

escr

ibe

way

s in

whic

h c

ost

s m

ay

be

min

imis

ed in

ow

n a

rea o

f re

sponsi

bili

ty

2.3

Id

entify

situat

ions

in w

hic

h c

orr

ective

act

ion m

ay

be

nee

ded

2.4

D

escr

ibe

the

scope

of ow

n a

uth

ority

for

man

agin

g a

budget

and a

uth

orisi

ng e

xpen

diture

3

Under

stan

d h

ow

to r

eport

per

form

ance

agai

nst

budget

s

3.1

Exp

lain

the

purp

ose

and b

enef

its

of

report

ing

info

rmat

ion o

n p

erfo

rman

ce a

gai

nst

budget

3.2

Exp

lain

how

to c

hec

k th

e acc

ura

cy o

f budget

ca

lcula

tions

3.3

Exp

lain

the

purp

ose

and b

enef

its

of

reco

rdin

g

info

rmat

ion t

hat

will

hel

p w

ith t

he

futu

re

pre

par

ation o

f budget

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to m

anag

e budget

s 4.1

Contr

ol budget

per

form

ance

within

lim

its

and

dea

dlin

es

4.2

Anal

yse

and t

ake

act

ion t

o m

inim

ise

cost

s w

her

e poss

ible

4.3

Tak

e co

rrec

tive

act

ion t

o m

ake

sure

of

bes

t va

lue

for

money

4.4

Auth

orise

exp

enditure

within

the

scope

of

ow

n

auth

ority

5

Be

able

to m

onitor

budget

s 5.1

Rec

ord

tra

nsa

ctio

ns,

as

required

5.2

Pr

oduce

info

rmation o

n p

erfo

rman

ce a

gain

st

budget

, w

hen

req

uired

5.3

M

ake

sure

all

calc

ula

tions

are

accu

rate

5.4

Rec

ord

info

rmat

ion t

hat

will

hel

p w

ith t

he

pre

par

ation o

f fu

ture

budget

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


82


83

Unit 18: Contribute to running a project

Unit reference number: J/601/2549

QCF level: 3

Credit value: 5


Unit summary

This unit is about contributing to achieving a project’s agreed aims and objectives as it impacts on stakeholders.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

84

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d h

ow

to

contr

ibute

to a

gre

e to

a

pro

ject

bri

ef

1.1

D

escr

ibe

the

diffe

rence

bet

wee

n r

outine

work

and

taki

ng p

art

in a

pro

ject

1.2

Exp

lain

the

adva

nta

ges

and d

isad

vanta

ges

of usi

ng

pro

ject

s and w

hen

pro

ject

s ar

e ap

pro

priate

1.3

Exp

lain

the

pro

ject

-pla

nnin

g m

ethodolo

gie

s ap

pro

priat

e to

the

types

of pro

ject

s ru

n a

nd t

he

tools

that

can b

e use

d t

o a

ssis

t pro

ject

pla

nnin

g

and c

ontr

ol

1.4

Exp

lain

the

purp

ose

and b

enef

its

of

iden

tify

ing

stake

hold

ers

invo

lved

in t

he

pro

ject

1.5

Exp

lain

the

purp

ose

of

contr

ibuting t

o a

gre

eing a

pro

ject

’s p

urp

ose

, sc

ope,

tim

esca

le,

cost

s, a

ims

and

obje

ctiv

es

1.6

Exp

lain

the

purp

ose

of ag

reei

ng a

budget

for

a pro

ject

1.7

D

escr

ibe

how

to e

stim

ate

types

and q

uan

tity

of

reso

urc

es n

eeded

to r

un a

pro

ject

1.8

D

escr

ibe

how

to iden

tify

pro

ject

ris

ks a

nd d

evel

op

contingen

cy p

lans,

if

required

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Under

stan

d h

ow

to

contr

ibute

to a

pro

ject

2.1

D

escr

ibe

the

types

of in

form

atio

n n

eeded

to

monitor

pro

ject

s an

d t

he

met

hods

that

can b

e use

d

to g

ive

info

rmat

ion

2.2

D

escr

ibe

how

to e

stim

ate

and c

ontr

ol re

sourc

es in

an a

rea o

f w

ork

during a

pro

ject

2.3

Exp

lain

the

purp

ose

of re

port

ing o

wn p

rogre

ss

during a

pro

ject

2.4

O

utlin

e re

aso

ns

for

seek

ing a

dvi

ce in r

esponse

to

unex

pec

ted e

vents

2.5

Exp

lain

the

purp

ose

and b

enef

its

of

contr

ibuting

tow

ards

ach

ievi

ng p

roje

cts

within

agre

ed t

imes

cale

s

2.6

Exp

lain

the

purp

ose

and b

enef

its

of

keep

ing r

ecord

s of all

pro

ject

act

ivity

within

the

scope

of

ow

n w

ork

2.7

D

escr

ibe

diffe

rent

ways

of

com

munic

atin

g w

ith

those

invo

lved

in o

r aff

ecte

d b

y a

pro

ject

to m

ake

su

re it

runs

smooth

ly

3

Under

stan

d t

he

purp

ose

of

contr

ibuting t

o t

he

eval

uat

ion o

f a p

roje

ct

3.1

D

escr

ibe

diffe

rent

types

of

met

hods

avai

lable

to

monitor

pro

ject

s

3.2

Exp

lain

the

purp

ose

of m

akin

g o

wn c

ontr

ibutions

when

eva

luat

ing p

roje

cts

3.3

D

escr

ibe

how

to lea

rn les

sons

for

the

futu

re f

or

ow

n

work

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to c

ontr

ibute

to

pre

par

ing a

nd p

lannin

g a

pro

ject

4.1

Confirm

the

purp

ose

of th

e pro

ject

with a

ll st

akeh

old

ers

4.2

Confirm

pro

ject

sco

pe,

tim

esca

le,

aim

s an

d

obje

ctiv

es

4.3

Contr

ibute

to t

he

pre

par

atio

n o

f a

pro

ject

sp

ecific

atio

n

4.4

Confirm

all

types

of

reso

urc

es f

or

all s

take

hold

ers

4.5

Confirm

with a

ll st

akeh

old

ers,

the

pro

ject

pla

n a

nd

tim

ed u

se o

f all

types

of

reso

urc

es f

or

an a

rea

of

work

4.6

Contr

ibute

to iden

tify

ing r

isks

and d

evel

op

contingen

cy p

lans

for

an a

rea

of

work

5

Be

able

to c

ontr

ibute

to

runnin

g a

pro

ject

5.1

Im

ple

men

t a

pro

ject

5.2

Com

munic

ate

with a

ll st

ake

hold

ers

invo

lved

with o

r af

fect

ed b

y a

pro

ject

5.3

Adap

t pro

ject

pla

ns

for

stak

ehold

ers

to r

espond t

o

unex

pec

ted e

vents

and r

isks

5.4

Pr

ovi

de

inte

rim

rep

ort

s on p

roje

ct p

rogre

ss t

o

rele

vant

stak

ehold

ers

5.5

Ach

ieve

req

uired

outc

om

es f

or

rele

vant

stak

ehold

ers

on t

ime

and t

o b

udget

5.6

See

k ad

vice

in r

esponse

to u

nex

pec

ted e

vents

, if

required

5.7

Kee

p r

ecord

s of

pro

ject

act

ivity

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Be

able

to c

ontr

ibute

to

eval

uat

ing t

he

outc

om

es

of a p

roje

ct

6.1

Eva

luat

e pro

ject

for

all

sta

kehold

ers

6.2

Rep

ort

on t

he

deg

ree

to w

hic

h a

pro

ject

met

its

ai

ms

and o

bje

ctiv

es f

or

all st

akeh

old

ers

6.3

Rep

ort

on p

roje

ct s

tren

gth

s an

d a

reas

for

impro

vem

ent

for

all

stak

ehold

ers

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


88


89

Unit 19: Create 2D designs using a computer aided design system


QCF level: 3

Credit value: 4


Unit summary

This unit is about the skills and knowledge required to produce drawings required in design using computer aided techniques.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

90

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

onfirm

pro

ject

obje

ctiv

es a

nd C

AD

re

quirem

ents

1.1

D

efin

e pro

ject

obje

ctiv

es

1.2

Id

entify

and inte

rpre

t re

leva

nt

par

amet

ers

1.3

Spec

ify

CAD

req

uirem

ents

and p

roce

sses

base

d o

n

consi

der

ation o

f pro

ject

obje

ctiv

es a

nd iden

tified

par

amet

ers

2

Be

able

to p

repar

e th

e 2D

co

mpute

r ai

ded

des

ign

envi

ronm

ent

2.1

Cust

om

ise

men

us,

sys

tem

variable

s an

d d

raw

ing

def

aults

to s

uit s

tandar

d o

per

atin

g p

roce

dure

s

2.2

Ret

riev

e, c

onve

rt a

nd m

anip

ula

te file

s of dig

itis

ed

info

rmat

ion r

elev

ant

to t

he

pro

ject

2.3

D

eter

min

e an

d r

ecord

any

mea

sure

men

ts o

f co

mponen

ts,

sub-a

ssem

blie

s, p

roduct

s, m

odel

s,

equip

men

t, lay

outs

or

faci

litie

s nee

ded

for

the

pre

par

ation o

f th

e re

quired

dra

win

gs

2.4

Cal

cula

te t

he

required

dim

ensi

ons

and o

ther

dra

ftin

g d

etai

ls b

ase

d o

n m

easu

rem

ents

2.5

Id

entify

critica

l in

form

atio

n r

elev

ant

to t

he

CAD

pro

ject

2.6

Est

ablis

h c

ritica

l dim

ensi

ons

and d

ata for

the

required

dra

win

gs

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to c

reat

e dra

win

gs

usi

ng t

he

full

capab

ility

of

the

ava

ilable

soft

war

e sy

stem

3.1

Li

nk

dra

win

g e

ntities

to d

atab

ase

att

ribute

s to

mee

t jo

b r

equirem

ents

, usi

ng t

he

corr

ect

pro

cedure

s

3.2

Pr

epare

pre

limin

ary

sket

ches

/art

work

, as

req

uired

an

d r

evie

w t

hes

e w

ith d

esig

n,

engin

eering,

pro

duct

ion a

nd/o

r ap

pro

priat

e per

sonnel

3.3

Cre

ate

det

aile

d v

iew

s usi

ng v

ario

us

scale

s to

mee

t th

e jo

b r

equirem

ents

3.4

Sav

e file

s in

var

ious

form

ats

to s

tandar

d o

per

atin

g

pro

cedure

s

3.5

Ext

ract

supple

men

tary

dat

a fr

om

the

dra

win

gs

to

mee

t jo

b r

equirem

ents

, in

cludin

g a

rea,

len

gth

s,

angle

s an

d p

erim

eter

s

3.6

Id

entify

and t

ake

appro

priate

act

ion t

o r

esolv

e pro

ble

ms

during t

he

pro

cess

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


92


93

Unit 20: Identify and understand a client’s brand strategy


QCF level: 3

Credit value: 4


Unit summary

This unit is about identifying and understanding a client’s brand strategy, ie how they define themselves and what their values are, which have an impact on design.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

94

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

a c

lient

def

ines

th

emse

lves

1.1

D

evel

op a

rap

port

with t

he

clie

nt

by

crea

ting a

re

lationsh

ip b

ase

d o

n t

rust

and s

har

ed v

alu

es

1.2

D

efin

e th

e cl

ient’s

aspirat

ions

to incl

ude:

–

valu

es

–

visi

on

–

priorities

1.3

Id

entify

what

succ

ess

mea

ns

for

the

clie

nt

and

when

and h

ow

the

clie

nt

has

ach

ieve

d s

ucc

ess

or

failu

re

2

Be

able

to d

efin

e th

e cl

ient’s

bra

nd m

odel

, st

rate

gy

and v

alu

e fo

r th

e busi

nes

s

2.1

Id

entify

who is

resp

onsi

ble

for

the

bra

nd s

trat

egy

and t

hei

r le

vel of au

thority

2.2

Id

entify

the

budget

and t

imes

cale

for

pro

ject

s

2.3

Agre

e th

e bra

nd s

trate

gy

with t

he

clie

nt,

to incl

ude:

–

mea

nin

g a

nd v

isio

n

–

aim

s an

d o

bje

ctiv

es

–

targ

et a

udie

nce

–

how

they

cre

ate

valu

e an

d w

hat

valu

e m

eans

–

in w

hat

way

they

are

diffe

rent

from

oth

er b

rands

2.4

D

efin

e th

e cl

ient’s

stake

hold

ers

2.5

Id

entify

key

chal

lenges

, bar

rier

s, t

hre

ats

and

opport

unitie

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to s

upport

bra

nd

dev

elopm

ent

usi

ng b

rand

and d

esig

n t

ools

3.1

Sel

ect

appro

priate

bra

nd t

ools

to a

ddre

ss t

he

bra

nd

chal

lenges

and s

upport

str

ateg

ic d

ecis

ions

3.2

Cre

ate

and/o

r in

tegra

te t

he

des

ign s

trat

egy

with

the

bra

nd s

trat

egy

3.3

U

se d

esig

n t

ools

to s

upport

and m

anag

e th

e ac

hie

vem

ent

of bra

nd s

trat

egic

aim

s

4

Be

able

to r

evie

w a

nd

refine

the

bra

nd v

alue

thro

ugh m

arke

t re

sear

ch

and s

take

hold

er

engag

emen

t

4.1

D

eliv

er t

he

bra

nd e

ssen

ce t

hro

ugh t

angib

le t

ouch

poin

ts b

y sh

arin

g b

rand v

isio

n v

alues

and c

ulture

, en

viro

nm

ent,

com

munic

atio

n c

han

nel

s, p

roduct

s an

d s

ervi

ces

4.2

U

nder

take

mar

ket

rese

arch

to:

–

gat

her

use

r in

sights

–

map

sta

kehold

ers’

exp

erie

nce

–

under

stan

d futu

re f

ore

cast

and innova

tion

4.3

Build

and m

anag

e em

otional

connec

tions

with

emplo

yee

engag

emen

t, b

rand loya

lty

and b

rand

dia

logue

4.4

D

iffe

rentiate

and e

nhan

ce t

he

uniq

uen

ess

of th

e bra

nd e

xper

ience

, lo

ok

and fee

l th

rough a

ll bra

nd

chan

nel

s and t

ouch

poin

ts,

incl

udin

g inte

rnal

and

exte

rnal audie

nce

s

4.5

D

evel

op b

rand v

alu

e by

build

ing c

redib

ility

, at

tention a

nd m

eanin

g w

ith b

rand s

take

hold

ers

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

96

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


97

Unit 21: Articulate, present and debate ideas in a creative environment


QCF level: 3

Credit value: 3


Unit summary

This unit is about the skills required to articulate, present and debate ideas in a creative environment. The unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be complex in nature and relate to new products, services, creative works or new ways of doing things.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

98

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d h

ow

to

pre

par

e fo

r deb

ating idea

s in

a c

reative

envi

ronm

ent

1.1

Id

entify

key

them

es,

mes

sages

and p

osi

tions

to a

id

clar

ity

of th

ought

and p

rese

nta

tion

1.2

Com

par

e diffe

rent

ways

of

com

munic

atin

g idea

s fo

r diffe

rent

purp

ose

s an

d t

o d

iffe

rent

audie

nce

s

1.3

Exp

lore

the

way

s th

at

story

telli

ng c

an b

e use

d t

o

com

munic

ate

idea

s

1.4

Id

entify

the

enab

ling s

kills

and a

ttribute

s of

indiv

idual

s w

ho c

an e

ffec

tive

ly p

artici

pat

e in

dis

cuss

ions

about

idea

s

2

Be

able

to e

xplo

re a

nd u

se

a ra

nge

of

tech

niq

ues

to

engag

e an

d invo

lve

oth

ers

in t

he

pro

cess

of

com

munic

atio

n a

nd

exch

ange

2.1

Cre

ate

innova

tive

appro

aches

to d

iffe

rent

com

munic

atio

n c

hal

lenges

2.2

Tak

e risk

s in

the

way

idea

s are

pre

sente

d

2.3

Id

entify

way

s to

pro

voke

and e

nco

ura

ge

resp

onse

in

par

ticu

lar

indiv

idual

s or

gro

ups

2.4

Chal

lenge

and e

xplo

re d

iffe

rent

conce

pts

and

appro

ach

es t

o g

ener

ate

new

idea

s

2.5

Pr

esen

t an

d a

rgue

subst

antiat

ed p

osi

tions

on idea

s

2.6

Res

pond t

o q

ues

tions

about

idea

s w

ith c

onfiden

ce

and r

elev

ant

info

rmation

2.7

Be

open

to c

ritica

l an

alys

is o

f ow

n idea

s and t

o t

he

idea

s of oth

ers

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to r

efle

ct o

n a

nd

appra

ise

the

view

s of

oth

ers

3.1

Ref

lect

on a

nd a

ppra

ise

the

view

s of oth

ers

3.2

U

se t

he

view

s of

oth

ers

to r

efin

e id

eas

and e

mbra

ce

new

idea

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


100


101

Unit 22: Devise user testing of designs


QCF level: 3

Credit value: 2


Unit summary

This unit is about your ability to design user tests to ensure a product is fit for purpose, usable by its intended user, and of sufficient quality.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

102

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

about

the

funct

ional

ity

and fea

ture

s of th

e pro

duct

incl

udin

g its

ta

rget

audie

nce

1.1

D

escr

ibe

the

des

ign a

nd funct

ional

spec

ific

atio

ns

of

the

pro

duct

1.2

Exp

lain

the

des

ign o

bje

ctiv

es a

nd c

lient

requirem

ents

1.3

Id

entify

the

princi

ple

s of th

e pro

duct

des

ign a

nd

any

issu

es o

f usa

bili

ty a

nd a

cces

sibili

ty

2

Be

able

to s

pec

ify

the

par

amet

ers,

crite

ria

and

met

hodolo

gy

for

use

r te

stin

g

2.1

Spec

ify

what

asp

ects

of th

e pro

duct

are

to b

e te

sted

and iden

tify

ass

essm

ent

criter

ia t

hat

will

det

erm

ine

whet

her

pro

duct

s are

:

–

fit

for

purp

ose

–

use

able

by

inte

nded

use

rs

–

of

suff

icie

nt

qual

ity

2.2

D

evis

e an

appro

priat

e te

stin

g m

ethodolo

gy,

whic

h

can g

ener

ate

valid

data

about

the

inte

gra

tion o

f

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

103

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to p

repar

e th

e en

viro

nm

ent

and

mat

eria

ls for

use

r te

stin

g

3.1

Sel

ect

and r

ecru

it s

uff

icie

nt

end-u

ser

sam

ple

s th

at

will

:

–

Be

repre

senta

tive

of th

e ta

rget

audie

nce

–

Provi

de

valid

tes

t dat

a

3.2

D

evel

op t

ask

s or

act

ivitie

s an

d p

repar

e cl

ear

inst

ruct

ions

for

test

par

tici

pan

ts

3.3

Sel

ect

an a

ppro

priat

e m

ethod f

or

colle

ctin

g te

st

dat

a an

d d

evel

op a

rran

gem

ents

to r

ecord

re

sponse

s

3.4

Sel

ect

an a

ppro

priat

e en

viro

nm

ent

in w

hic

h u

ser

test

ing c

an t

ake

pla

ce

3.5

Id

entify

any

fact

ors

that

could

aff

ect

test

res

ults

and t

ake

appro

pri

ate

actions

to m

itig

ate

thes

e

3.6

Sel

ect

and r

ecru

it t

est

obse

rver

s/fa

cilit

ators

wher

e ap

pro

priat

e an

d e

nsu

re t

hey

are

pro

per

ly b

rief

ed

about

the

obje

ctiv

es o

f th

e te

st a

nd its

ass

essm

ent

criter

ia

3.7

Ensu

re a

ny

equip

men

t a

nd m

ate

rial

s nec

essa

ry for

reco

rdin

g t

est

dat

a a

re a

vaila

ble

to

par

tici

pan

ts

and/o

r fa

cilit

ators

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

104

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


105

Unit 23: Conduct user testing of designs


QCF level: 3

Credit value: 1


Unit summary

This unit is about your ability to conduct user tests to ensure a product is fit for purpose, usable by its intended user, and of sufficient quality.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

106

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

about

the

pro

duct

bei

ng t

este

d a

nd t

he

purp

ose

of

the

test

1.1

D

escr

ibe

the

funct

ional

ity

and f

eatu

res

of

the

pro

duct

1.2

Exp

lain

the

purp

ose

and o

bje

ctiv

es o

f th

e te

st

2

Be

able

to c

onduct

use

r te

stin

g o

f des

igns

2.1

Pr

ovi

de

clea

r in

stru

ctio

ns

to t

est

par

tici

pan

ts in

acco

rdan

ce w

ith a

gre

ed p

roce

dure

s an

d in lin

e w

ith

the

script

or

brief

2.2

Ensu

re t

est

par

tici

pan

ts u

nder

stan

d a

nd c

om

ple

te

thei

r ta

sks

2.3

Ensu

re a

ny

equip

men

t an

d m

ater

ials

nec

essa

ry f

or

reco

rdin

g t

est

dat

a a

re a

vaila

ble

to y

ours

elf and/o

r te

st p

artici

pan

ts a

nd a

re in w

ork

ing o

rder

2.4

Rec

ognis

e an

y fa

ctors

that

may

affe

ct t

est

resu

lts

and t

ake

appro

pri

ate

action t

o m

itig

ate

thes

e

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


107

Unit 24: Evaluate user testing of designs


QCF level: 3

Credit value: 2


Unit summary

This unit is about your ability to evaluate data obtained from user testing and make recommendations for how the product or product design might need to be changed as a result.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

108

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

about

the

pro

duct

and t

he

obje

ctiv

es o

f th

e use

r te

stin

g

1.1

Id

entify

the

pro

duct

's inte

nded

funct

ion,

feat

ure

s an

d t

arget

audie

nce

1.2

D

escr

ibe

the

des

ign a

nd funct

ional

spec

ific

atio

n f

or

the

pro

duct

1.3

Id

entify

pro

ject

par

am

eter

s an

d a

ny

des

ign

const

rain

ts

1.4

D

escr

ibe

the

des

ign o

bje

ctiv

es a

nd c

lient

requirem

ents

2

Be

able

to a

nal

yse

and

eval

uat

e use

r te

st r

esults

2.1

Anal

yse

and e

valu

ate

use

r te

st r

esults,

incl

udin

g:

–

qual

itative

dat

a

–

quan

tita

tive

dat

a

2.2

Rec

ognis

e fa

ctors

that

may

have

aff

ecte

d t

est

resu

lts

and t

ake

thes

e in

to c

onsi

der

atio

n a

s part

of

the

anal

ysis

3

Be

able

to d

ocu

men

t findin

gs

and m

ake

re

com

men

dat

ions

for

des

ign c

hanges

3.1

Rec

ord

and d

ocu

men

t findin

gs

in lin

e w

ith c

om

pan

y guid

elin

es

3.2

Rec

om

men

d d

esig

n c

han

ges

ari

sing fro

m t

he

test

re

sults

3.3

N

egotiate

dip

lom

atic

ally

with r

elev

ant

colle

agues

, in

par

ticu

lar

des

igner

s an

d d

evel

oper

s, t

o n

egotiat

e ch

anges

to t

he

des

ign a

nd s

ubse

quen

t im

ple

men

tation,

in lin

e w

ith t

he

use

r te

stin

g r

esults

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

109

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

110


111

Unit 25: Define the product or service of the business


QCF level: 3

Credit value: 3


Unit summary

This unit enables the learner to set appropriate charges and meet timetables for sales.

Assessment requirements/evidence requirements

Assessment to be based on naturally occurring evidence or realistic work environment.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

112

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to d

efin

e th

e pro

duct

or

serv

ice

1.1

Rev

iew

in d

etai

l th

e pro

duct

or

serv

ice

and its

pla

ce

in t

he

mar

ket

1.2

Anal

yse

the

cust

om

er b

ase

, th

e m

arke

t an

d t

he

com

pet

itio

n

2

Be

able

to c

har

ge

the

right

price

for

pro

duct

s or

serv

ices

2.1

Res

earc

h a

ll th

e co

sts

of

pro

visi

on

2.2

Consi

der

diffe

rent

ways

of prici

ng a

nd p

roduce

a

finan

cial

anal

ysis

of

price

s to

be

charg

ed incl

udin

g

the

pro

fits

to b

e m

ade

3

Be

able

to s

et t

arget

s fo

r sa

les

and d

istr

ibution

3.1

Pr

oduce

a p

lan s

how

ing h

ow

the

pro

duct

or

serv

ice

could

be

pro

vided

3.2

Spec

ify

the

busi

nes

s’s

finan

cial

goal

and t

he

sale

s nee

ded

to a

chie

ve t

his

3.3

Set

tar

get

s to

ach

ieve

fin

anci

al s

ales

3.4

D

evis

e a

tim

etab

le f

or

sale

s an

d d

istr

ibution

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


113

Unit 26: Keep financial records


QCF level: 3

Credit value: 4


Unit summary

This unit enables learners to understand the importance of financial records to running a business, and how financial information is recorded. It will also enable them to select an appropriate accounts management system and assess its effectiveness for their business.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

114

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

import

ance

of finan

cial

re

cord

s to

runnin

g a

busi

nes

s

1.1

Exp

lain

how

mai

nta

inin

g g

ood f

inan

cial

rec

ord

s is

an

ess

ential

asp

ect

of m

onitoring t

he

state

of th

e busi

nes

s

1.2

Exp

lain

how

im

port

ant

finan

cial

mea

sure

s an

d

fore

cast

s are

in b

usi

nes

s pla

nnin

g a

nd d

evel

opm

ent

2

Under

stan

d h

ow

fin

anci

al

info

rmat

ion is

reco

rded

in

a busi

nes

s

2.1

Exp

lain

the

syst

em a

nd p

roce

sses

use

d t

o r

ecord

all

finan

cial

tra

nsa

ctio

ns

in t

hei

r busi

nes

s

2.2

Exp

lain

the

info

rmation t

hat

nee

ds

to b

e re

cord

ed

to m

ain

tain

cre

dit c

ontr

ol, c

ash flo

w a

nd b

ank

monitoring

2.3

Ensu

re t

hat

the

appro

priat

e peo

ple

are

info

rmed

ab

out

acc

ounting info

rmat

ion (

for

exam

ple

, ac

counta

nts

or

finan

cial

pro

vider

s)

3

Be

able

to s

elec

t an

ap

pro

priat

e ac

counts

m

anag

emen

t sy

stem

to

support

a b

usi

nes

s

3.1

Exp

lain

the

bro

ad p

rinci

ple

s an

d p

roce

dure

s in

ac

counting s

yste

ms

3.2

Sel

ect

an a

ccounting s

yste

m r

elev

ant

to t

he

trad

ing

stat

e of

thei

r busi

nes

s th

at

can f

acili

tate

:

–

accu

rate

fin

anci

al s

tate

men

ts

–

stat

uto

ry r

eturn

s fo

r re

port

ing t

o t

he

tax

auth

orities

–

fore

cast

cash

flo

w,

pro

fits

and loss

es

–

accu

rate

ly iden

tify

varian

ce

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

115

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to a

sses

s ef

fect

iven

ess

of

the

acco

unts

man

agem

ent

syst

em for

a busi

nes

s

4.1

Rev

iew

the

exte

nt

to w

hic

h f

inan

cial

tra

nsa

ctio

ns

are

pro

per

ly r

ecord

ed in a

n a

ppro

priat

e pla

ce

4.2

Ass

ess

the

exte

nt

to w

hic

h t

he

finan

cial

sys

tem

is

pro

duci

ng s

uitab

le invo

icin

g a

nd p

urc

has

ing r

ecord

s

4.3

Exp

lain

the

exte

nt

to w

hic

h t

he

finan

cial

rec

ord

s ke

pt

are

in lin

e w

ith t

he

legal

req

uirem

ents

of th

e busi

nes

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


116


117

Unit 27: Keeping up to date with current legislation in a business


QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to understand why to keep up to date and comply with current legislation.


This unit enables learners to keep up to date with current legislation affecting business and to develop appropriate systems to comply, and also to set terms and conditions in contracts or agreements to meet legal requirements.



Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

118

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

om

ply

with

curr

ent

legal

req

uirem

ents

fo

r th

e busi

nes

s

1.1

Res

earc

h c

urr

ent

law

s an

d r

egula

tions

that

affe

ct

trad

ing,

the

busi

nes

s an

d t

he

envi

ronm

ent

1.2

Exp

lain

who h

as t

he

pow

er t

o insp

ect

the

busi

nes

s ac

tivi

ties

and e

nfo

rce

law

s an

d r

egula

tions

1.3

Spec

ify

dev

elopm

ents

nee

ded

, w

ho is

resp

onsi

ble

w

ithin

the

busi

nes

s, a

nd s

et a

tim

esca

le t

o c

om

ply

w

ith c

urr

ent

law

s an

d r

egula

tions

2

Under

stan

d t

he

import

ance

of se

ttin

g

term

s an

d c

onditio

ns

that

m

eet

legal re

quirem

ents

2.1

Eva

luat

e th

e ben

efits

of

a pate

nt

or

copyr

ight

for

the

busi

nes

s’s

trad

ing n

ame

or

pro

duct

, and h

ow

to

pro

ceed

if

this

is

nee

ded

2.2

Anal

yse

the

import

ance

of agre

eing t

erm

s an

d

conditio

ns

with c

ust

om

ers,

supplie

rs a

nd b

acke

rs

and t

he

pote

ntial

conse

quen

ces

if t

hes

e are

not

in

pla

ce

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


119

Unit 28: Balance business needs and personal life

Unit reference number: D/601/6266

QCF level: 3

Credit value: 2


Unit summary

This unit enables learners to review their business and personal priorities and take positive steps to achieve a better work-life balance. It includes managing other people’s expectations and using networking support and advice to meet own needs.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

120

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to r

evie

w b

usi

nes

s an

d p

riva

te life

priorities

1.1

D

escr

ibe

the

priorities

that

are

import

ant

in t

he

busi

nes

s and o

wn p

erso

nal

life

1.2

Ass

ess

ow

n d

ifficu

ltie

s in

ach

ievi

ng a

bal

ance

bet

wee

n b

usi

nes

s an

d p

riva

te life

1.3

Id

entify

tem

pora

ry a

nd long-t

erm

barr

iers

to

achie

ving a

good w

ork

-life

bal

ance

and d

iffe

rent

way

s of dea

ling w

ith t

hem

2

Be

able

to a

chie

ve a

bet

ter

work

-life

bal

ance

2.1

Set

boundaries

and t

imes

cale

s to

hel

p a

chie

ve a

bet

ter

work

-life

bal

ance

(fo

r ex

ample

, w

ork

ing

hours

, holid

ays,

gro

und r

ule

s, e

tc)

2.2

Rev

iew

ow

n s

ucc

ess

in s

tick

ing t

o t

hes

e boundar

ies

2.3

U

se d

iffe

rent

way

s to

del

egat

e w

ork

and d

om

estic

task

s an

d a

sses

s how

this

hel

ps

to a

chie

ve a

bet

ter

work

-life

bal

ance

3

Be

able

to m

anag

e ex

pec

tations

and o

bta

in

posi

tive

support

3.1

D

iscu

ss e

xpec

tations

with s

ignific

ant

oth

er p

eople

(f

or

exam

ple

, fa

mily

/nei

ghbours

) an

d e

xpla

in t

o

them

ow

n c

apac

ity

and lim

itat

ions

to m

eet

thes

e ex

pec

tations

3.2

U

se d

iffe

rent

sourc

es o

f net

work

ing s

upport

and

advi

ce

3.3

Rev

iew

the

exte

nt

to w

hic

h t

he

net

work

ing s

upport

obta

ined

mee

ts n

eeds

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

121

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


122


123

Unit 29: Carry out banking for a business


QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to understand how to set up a business bank account, choose a bank based on researching and comparing the banking services available, and keep track of the operation of the business bank account.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

124

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

the

types

of banki

ng

faci

litie

s ava

ilable

for

a busi

nes

s

1.1

Res

earc

h t

he

diffe

rent

ban

ks,

types

of ban

king,

types

of acc

ounts

and fin

anci

al pro

duct

s av

aila

ble

to

a b

usi

nes

s

1.2

Com

par

e th

e finan

cial se

rvic

es t

hey

offer

and t

hei

r as

soci

ate

d c

ost

s

1.3

Ass

ess

the

ben

efits

and d

isad

vanta

ges

of

diffe

rent

types

of acc

ounts

2

Be

able

to o

pen

and

oper

ate

a ban

k acc

ount

for

a busi

nes

s

2.1

Choose

a b

ank

and t

ype

of ac

count(

s) t

hat

mee

t th

e nee

ds

of a b

usi

nes

s

2.2

Pr

ovi

de

a ban

k w

ith t

he

rele

vant

docu

men

ts a

nd

info

rmat

ion,

mee

ting leg

al re

quirem

ents

for

open

ing a

nd o

per

atin

g a

busi

nes

s ac

count

2.3

D

ecid

e w

ho w

ill b

e re

sponsi

ble

for

dea

ling w

ith

acco

unt

adm

inis

trat

ion

2.4

D

ecid

e w

ho w

ill h

ave

acc

ess

to a

nd b

e si

gnat

ories

fo

r th

e acc

ount(

s)

2.5

Ass

ess

the

effe

ctiv

enes

s of

the

step

s ta

ken t

o

ensu

re t

hat

acce

ss t

o t

he

ban

k ac

counts

is

kept

secu

re

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

125

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to m

onitor

the

oper

atio

n o

f a b

usi

nes

s ban

k ac

count

3.1

Pu

t in

pla

ce a

sys

tem

atic

pro

cess

for

reco

rdin

g

inco

me

rece

ived

and p

aym

ents

mad

e in

cludin

g

thei

r fo

rmat

(fo

r ex

am

ple

, ca

sh,

cheq

ues

, an

d

cred

it o

r deb

it c

ard r

ecei

pts

)

3.2

Rev

iew

the

busi

nes

s ban

k ac

counts

at

regula

r in

terv

als

agai

nst

ow

n r

ecord

s to

ensu

re t

hat

they

ar

e co

rrec

t an

d u

p t

o d

ate

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


126


127

Unit 30: Carry out plans for a business


QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to carry out a plan of action for their business, including the monitoring, controlling and evaluation of progress, developing contingency plans, and setting and meeting aims, targets and deadlines.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

128

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to im

ple

men

t busi

nes

s pla

ns

1.1

D

evel

op a

sch

edule

to im

ple

men

t th

e busi

nes

s pla

n

that

incl

udes

tar

get

s, a

ctiv

itie

s, t

imes

cale

s an

d

mile

stones

1.2

Chec

k th

e re

sourc

es t

hat

are

ava

ilable

to c

arry

out

the

pla

n a

re s

uff

icie

nt

and m

ake

any

nec

essa

ry

adju

stm

ents

1.3

M

otiva

te a

nd e

nco

ura

ge

peo

ple

invo

lved

in t

he

busi

nes

s to

hel

p p

ut

the

pla

n into

pra

ctic

e

1.4

Pu

t in

pla

ce c

ontingen

cy p

lans

to a

ddre

ss a

ny

unce

rtain

ties

in t

he

pla

n

2

Be

able

to m

onitor

busi

nes

s pla

ns

2.1

Est

ablis

h a

pro

cess

with s

et d

eadlin

es for

achie

ving

goal

s an

d t

arget

s

2.2

Pu

t in

pla

ce m

onitori

ng a

rran

gem

ents

for

chas

ing

and r

evie

win

g p

rogre

ss w

ith t

he

right

peo

ple

in

volv

ed

2.3

Id

entify

pro

ble

ms

with p

utt

ing t

he

pla

ns

into

pra

ctic

e an

d t

ake

pro

mpt

act

ion t

o s

olv

e or

chan

ge

them

if nec

essa

ry

2.4

Exp

lain

the

key

per

form

ance

indic

ators

that

will

be

use

d t

o judge

if t

he

pla

n h

as

bee

n s

ucc

essf

ul

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

129

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to e

valu

ate

and

revi

se b

usi

nes

s pla

ns

3.1

Eva

luat

e th

e co

sts,

ben

efits

and s

ucc

ess

of

the

pla

ns,

incl

udin

g t

he

effici

ent

use

of

reso

urc

es

3.2

Anal

yse

new

opport

unitie

s fo

r th

e busi

nes

s pla

n

and w

hat

they

are

lik

ely

to e

nta

il, for

exam

ple

, new

m

arke

ts,

pro

duct

s or

serv

ices

3.3

Rev

iew

and r

evis

e lo

ng-t

erm

pla

ns

in r

esponse

to

any

new

opport

unitie

s, incl

udin

g t

he

reso

urc

es

nee

ded

to m

eet

the

new

aim

s and t

arget

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


130


131

Unit 31: Check what customers need from the business


QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to undertake market research to identify customers for the business, analyse markets and customer needs and match these to their business targets.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

132

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

take

mar

ket

rese

arc

h t

o iden

tify

the

cust

om

ers

for

the

busi

nes

s

1.1

U

se d

iffe

rent

met

hods

to a

nal

yse

whic

h s

egm

ents

of th

e m

ark

et n

eed t

he

pro

duct

s or

serv

ices

of

the

busi

nes

s

1.2

Com

par

e and a

sses

s diffe

rent

met

hods

of

colle

ctin

g

info

rmat

ion a

nd c

om

munic

atin

g w

ith c

ust

om

ers

about

what

they

wan

t an

d n

eed

1.3

Sel

ect

and u

se t

he

most

appro

priat

e an

d r

elia

ble

m

ethods

of co

llect

ing a

nd c

om

munic

atin

g t

he

info

rmat

ion t

o c

ust

om

ers

1.4

Ensu

re t

hat

rele

vant

info

rmation is

dea

lt w

ith

appro

priat

ely

to e

nsu

re c

onfiden

tial

ity

wher

e re

leva

nt

2

Be

able

to a

nal

yse

mar

kets

and c

ust

om

er

nee

ds

2.1

Anal

yse

mar

kets

and c

ust

om

er n

eeds

usi

ng t

he

info

rmat

ion fro

m t

he

mar

ket

rese

arch

2.2

D

ecid

e if a

ny

additio

nal

info

rmat

ion is

required

and

how

to g

et it,

for

exam

ple

, in

rel

atio

n t

o d

evel

opin

g

new

pro

duct

s or

serv

ices

, or

appro

achin

g n

ew

cust

om

ers

3

Be

able

to m

atch

cu

stom

er n

eeds

to

busi

nes

s ta

rget

s

3.1

Exp

lain

why

it is

import

ant

to k

eep t

he

busi

nes

s fo

cus

on c

ust

om

er n

eeds

and h

ow

cust

om

er n

eeds

can influen

ce t

he

futu

re o

f th

e busi

nes

s

3.2

Rev

iew

your

anal

ysis

about

cust

om

er n

eeds

and

mak

e su

re it

under

pin

s an

y dec

isio

ns

about

the

busi

nes

s ta

rget

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

133

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


134


135

Unit 32: Decide on a business location


QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to evaluate information and financial considerations when deciding between a range of business locations when choosing which location will best meet the business needs.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

136

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to e

valu

ate

fact

ors

af

fect

ing t

he

busi

nes

s lo

cation

1.1

Ass

ess

the

impact

of

diffe

rent

busi

nes

s lo

cations

on

cust

om

ers,

exi

stin

g s

taff,

supplie

rs,

and b

usi

nes

s se

rvic

es

1.2

Anal

yse

the

impac

t th

at e

ach

may

have

when

det

erm

inin

g t

he

close

nes

s of an

d a

cces

sibili

ty t

o

the

busi

nes

s lo

cation

1.3

Ass

ess

the

futu

re s

taffin

g n

eeds

of

the

busi

nes

s an

d c

om

pare

diffe

rent

loca

litie

s to

iden

tify

the

area

s w

ith t

he

bes

t pote

ntial fo

r sk

ills

ava

ilabili

ty

1.4

Anal

yse

the

critic

al r

equirem

ents

for

the

busi

nes

s lo

cation

2

Be

able

to e

valu

ate

diffe

rent

busi

nes

s lo

cation

options

2.1

Eva

luat

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

diffe

rent

loca

tion o

ptions

in r

elation t

o c

ust

om

ers,

ex

isting s

taff,

supplie

rs,

com

pet

itors

and b

usi

nes

s se

rvic

es

2.2

Com

par

e th

e ben

efits

to t

he

busi

nes

s of diffe

rent

ince

ntive

sch

emes

, en

terp

rise

zones

or

conditio

ns

asso

ciate

d w

ith e

ach o

f th

e diffe

rent

loca

tions

liste

d

2.3

Com

par

e th

e ben

efits

to t

he

busi

nes

s of ad

ditio

nal

faci

litie

s ava

ilable

at

each

loca

tion (

for

exam

ple

, le

isure

fac

ilities

, ch

ildca

re a

nd s

hops)

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

137

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to d

ecid

e w

hic

h

loca

tion w

ill b

est

mee

t th

e busi

nes

s nee

ds

3.1

Cal

cula

te t

he

finan

cial ef

fect

s of

diffe

rent

loca

tions

on t

he

busi

nes

s (f

or

exam

ple

, fixe

d c

ost

s, c

ash

flo

w

and p

rofita

bili

ty)

3.2

Ass

ess

the

impact

of

legal

req

uirem

ents

when

dec

idin

g o

n t

he

busi

nes

s lo

cation

3.3

D

ecid

e w

hic

h loca

tion w

ill b

est

mee

t th

e busi

nes

s nee

ds

and p

rovi

de

a ra

tional

e to

support

the

dec

isio

n

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


138


139

Unit 33: Manage own time and efficiency


QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to evaluate their effectiveness and efficiency at work and make continual improvements to their own time management skills.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

140

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to e

valu

ate

ow

n

work

eff

ective

nes

s and

effici

ency

1.1

Rec

ord

ow

n t

asks

under

take

n a

nd t

he

tim

e sp

ent

on t

hem

during a

typ

ical

work

day

ove

r se

vera

l day

s or

wee

ks (

for

exam

ple

, usi

ng a

dia

ry o

r w

ork

lo

g)

1.2

D

ecid

e ow

n a

spirat

ions

on w

hat

work

nee

ds

to b

e ac

hie

ved for

busi

nes

s su

cces

s an

d c

om

pare

this

ag

ainst

the

info

rmation g

ather

ed

1.3

U

se t

he

com

par

ison t

o a

nal

yse

ow

n w

ork

ef

fect

iven

ess

and e

ffic

iency

2

Be

able

to s

et t

arget

s to

im

pro

ve o

wn t

ime

man

agem

ent

skill

s

2.1

U

se t

he

eval

uat

ion t

o a

nal

yse

how

ow

n t

ime

man

agem

ent

skill

s are

aff

ecting a

bili

ty t

o w

ork

ef

fect

ivel

y an

d e

ffic

iently

2.2

Set

short

and long t

erm

mea

sura

ble

tar

get

s to

im

pro

ve o

wn t

ime

man

agem

ent

skill

s

2.3

Bre

ak

the

targ

ets

dow

n into

sm

alle

r ac

tivi

ties

, prioritise

them

in t

erm

s of

import

ance

and u

rgen

cy

and s

et d

eadlin

es f

or

thei

r ach

ieve

men

t

3

Be

able

to m

onitor

tim

e m

anag

emen

t sk

ills

and

work

effec

tive

nes

s

3.1

M

onitor

pro

gre

ss o

n a

chie

ving t

arg

ets

ove

r a p

erio

d

of tim

e

3.2

Anal

yse

to w

hat

ext

ent

impro

vem

ents

hav

e bee

n

mad

e an

d iden

tify

any

furt

her

tim

e m

anag

emen

t im

pro

vem

ents

that

may

be

mad

e

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

141

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


142


143

Unit 34: Obtaining support for a business idea

Unit reference number: A/601/4394

QCF level: 3

Credit value: 3


Unit summary

The unit enables learners to obtain support for a creative business idea.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

144

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

lan h

ow

to

obta

in s

upport

for

a cr

eative

busi

nes

s id

ea

1.1

Exp

lain

the

crea

tive

idea

in d

etai

l

1.2

Ass

ess

the

feasi

bili

ty a

nd b

enef

it o

f usi

ng d

iffe

rent

mea

ns

to p

rote

ct t

he

busi

nes

s id

ea a

nd d

ecid

e w

hic

h a

re t

he

most

appro

priat

e fo

r ex

am

ple

co

pyr

ight,

pat

ents

, non

-dis

closu

re a

gre

emen

ts

2

Under

stan

d t

he

types

of

support

ava

ilable

2.1

Res

earc

h a

nd a

sses

s a

range

of

busi

nes

s su

pport

or

advi

ce o

ptions

that

may

be

nee

ded

to s

upport

the

dev

elopm

ent

of th

e id

ea

2.2

Res

earc

h a

nd a

sses

s th

e ava

ilabili

ty a

nd s

uitab

ility

of

finan

cial

support

options

3

Be

able

to p

rese

nt

the

crea

tive

busi

nes

s id

ea

3.1

Pr

epare

and r

ehea

rse

a pre

senta

tion a

imed

at

pote

ntial

support

ers

and b

ack

ers

3.2

D

iagnose

the

types

of ques

tions

that

may

ari

se a

nd

how

to r

espond

3.3

Exp

lain

the

ben

efits

that

that

would

follo

w if th

e cr

eative

idea

is

succ

essf

ul

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


145

Unit 35: Plan how to let customers know about products or services

Unit reference number: H/601/5944

QCF level: 3

Credit value: 3


Unit summary

This unit enables learners to develop marketing targets, forecasts, budgets, and timetables based on research.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

146

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to r

evie

w t

he

mar

ket

for

the

busi

nes

s’s

pro

duct

s or

serv

ices

1.1

Res

earc

h t

he

mar

ket

for

the

busi

nes

s’s

pro

duct

s or

sale

s

1.2

D

ecid

e w

hat

goals

to s

et for

mark

etin

g a

nd s

ale

s,

mat

chin

g t

hes

e to

exi

stin

g b

usi

nes

s ta

rget

s

2

Be

able

to p

roduce

a p

lan

for

mar

keting t

he

busi

nes

s’s

pro

duct

s or

serv

ices

2.1

Res

earc

h p

oss

ible

mark

etin

g a

nd p

rom

otional

m

ethods

and b

usi

nes

s opport

unitie

s

2.2

Pr

epare

fore

cast

s fo

r m

arke

ting

2.3

Cre

ate

a budget

for

mar

keting a

ctiv

itie

s

2.4

Pr

oduce

a m

arke

ting p

lan w

ith a

rat

ionale

for

the

dec

isio

ns

reac

hed

3

Be

able

to m

ake

pla

ns

for

regula

r m

onitoring a

nd

revi

ewin

g o

f m

arke

ting

per

form

ance

3.1

Pl

an h

ow

mar

keting info

rmat

ion w

ill b

e obta

ined

on

a re

gula

r bas

is

3.2

D

evel

op c

rite

ria for

mea

suring a

nd m

onitoring

succ

ess

in r

each

ing m

arke

ting t

arget

s

3.3

Pr

oduce

a t

imet

able

to r

evie

w m

arke

ting

per

form

ance

agai

nst

tar

get

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


147

Unit 36: Review the skills the business needs


QCF level: 3

Credit value: 2


Unit summary

This unit enables learners to analyse and review the skills and abilities needed for the business, identify potential skills gaps and make informed decisions about current and future staffing needs.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

148

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to a

sses

s w

hat

sk

ills

a busi

nes

s nee

ds

1.1

Rev

iew

all

the

act

ivitie

s of

the

busi

nes

s an

d iden

tify

w

hat

ski

lls a

re n

eeded

to s

ucc

essf

ully

run t

he

busi

nes

s on a

day-

to-d

ay b

asis

1.2

Anal

yse

how

oft

en e

ach

typ

e of

skill

and a

bili

ty is

nee

ded

or

likel

y to

be

nee

ded

ove

r th

e nex

t 3 y

ears

to

sust

ain

busi

nes

s su

cces

s

1.3

D

ecid

e w

hose

ski

lls c

ontr

ibutions

should

be

revi

ewed

(fo

r ex

am

ple

, m

anag

emen

t, s

taff

, ad

vise

rs)

1.4

Ass

ess

what

ski

lls t

hes

e peo

ple

hav

e an

d d

ecid

e if

ther

e is

curr

ently

a s

kills

short

fall

within

the

busi

nes

s, o

r w

het

her

ther

e is

lik

ely

to b

e in

the

nex

t 3 y

ears

2

Be

able

to m

ake

dec

isio

ns

about

filli

ng s

kills

gaps

in

ord

er t

o m

eet

the

busi

nes

s nee

ds

2.1

Exp

lain

whet

her

or

not

the

busi

nes

s has

the

right

peo

ple

and r

ight

num

ber

of

peo

ple

to m

eet

the

busi

nes

s nee

ds

now

and o

ver

the

nex

t 3 y

ears

2.2

U

nder

take

a c

om

par

ative

anal

ysis

of

ben

efits

and

cost

s, o

f diffe

rent

options

for

emplo

ying t

he

right

peo

ple

(fo

r ex

am

ple

, fu

ll tim

e/par

t tim

e options,

te

mpora

ry/p

erm

anen

t options)

2.3

Id

entify

diffe

rent

train

ing o

ptions

for

curr

ent

and o

r new

sta

ff (

for

exam

ple

, in

-house

or

exte

rnal

) an

d

calc

ula

te a

ll ass

oci

ate

d c

ost

s

2.4

D

ecid

e th

e bes

t st

affing a

nd t

rain

ing o

ptions

to

mee

t th

e cu

rren

t and futu

re b

usi

nes

s nee

ds

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

149

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


150


151

Unit 37: Seek advice and help for the business


QCF level: 2

Credit value: 2


Unit summary

This unit enables learners to identify and obtain sources of advice and help for the business.





Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

152

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to iden

tify

wher

e to

get

the

bes

t ad

vice

and

hel

p f

or

the

busi

nes

s

1.1

Id

entify

what

kin

d o

f is

sues

or

pro

ble

ms

the

busi

nes

s m

ay n

eed h

elp w

ith (

for

exam

ple

, busi

nes

s pla

nnin

g,

fundin

g,

ICT,

etc)

1.2

D

escr

ibe

what

kin

d o

f hel

p is

nee

ded

to t

ake

the

busi

nes

s fo

rwar

d in a

way

that

sat

isfies

ow

n p

lans

for

the

busi

nes

s

1.3

Id

entify

diffe

rent

sourc

es o

f in

form

atio

n,

advi

ce a

nd

hel

p t

o s

upport

the

busi

nes

s (f

or

exam

ple

, fr

iends,

sp

ecia

lists

, et

c)

1.4

W

ork

out

the

likel

y co

st a

nd b

enef

its

of

obta

inin

g

info

rmat

ion,

advi

ce a

nd h

elp f

rom

the

sourc

es

sele

cted

2

Be

able

to o

bta

in a

dvi

ce

and h

elp f

or

the

busi

nes

s 2.1

D

ecid

e w

hen

and h

ow

to m

ake

conta

ct w

ith t

hose

w

ho c

an o

ffer

advi

ce a

nd h

elp

2.2

Id

entify

what

ques

tions

nee

d t

o b

e as

ked t

o g

et t

he

advi

ce a

nd h

elp r

equired

2.3

O

bta

in a

dvi

ce a

nd h

elp a

nd e

xpla

in w

hic

h p

oin

ts

wer

e dis

cuss

ed a

nd w

hy

3

Know

how

to c

hec

k an

d

reco

rd t

he

advi

ce a

nd h

elp

obta

ined

3.1

Id

entify

the

criter

ia t

o d

ecid

e w

het

her

the

advi

ce

and h

elp o

bta

ined

can b

e re

lied u

pon

3.2

D

escr

ibe

how

to k

eep a

rec

ord

of th

e ad

vice

and

hel

p g

iven

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

153

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


154

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:

Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually

functional skills publications – specifications, tutor support materials and question papers

Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)

the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

Creative and Cultural Skills Lafone House The Leathermarket Weston Street London SE1 3HN

Telephone: 020 7015 1800 Fax: 020 7015 1847 Email: [email protected]


155

Professional development and training

Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building functional skills into your programme

building effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

The training we provide:

is active

is designed to be supportive and thought provoking

builds on best practice

may be suitable for those seeking evidence for their continuing professional development.


156

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

157

Annex

e A

: Pro

gres

sion

pat

hw

ays

The

Edex

cel BT

EC q

ual

ific

atio

n f

ram

ewor

k fo

r th

e A

rt a

nd D

esig

n s

ecto

r

Progre

ssio

n o

pport

unitie

s w

ithin

the

fram

ework

.

QC

F

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-r

ela

ted

q

uali

fica

tio

ns

BTEC

Sh

ort

Co

urs

es

NV

Q/

occ

up

ati

on

al

8

7

6

5

BTEC L

evel

5 H

ND

Dip

lom

a in

Fash

ion a

nd T

extile

s/Fi

ne

Art

/ G

raphic

Des

ign/I

nte

ract

ive

Med

ia/P

hoto

gra

phy/

3D

Des

ign

(QCF)

4

BTEC L

evel

4 H

NC D

iplo

ma in

Fash

ion a

nd T

extile

s/Fi

ne

Art

/ G

raphic

Des

ign/I

nte

ract

ive

Med

ia/P

hoto

gra

phy/

3D

Des

ign

(QCF)

BTEC L

evel

4 F

oundation D

iplo

ma

in A

rt a

nd D

esig

n (

QCF)

Le

vel 4 N

VQ

in

Des

ign M

anag

emen

t (Q

CF)

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

158

QC

F

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-r

ela

ted

q

uali

fica

tio

ns

BTEC

Sh

ort

Co

urs

es

NV

Q/

occ

up

ati

on

al

3

GCE A

S in A

rt a

nd D

esig

n

GCE A

dva

nce

d in A

rt a

nd

Des

ign

AS in A

pplie

d A

rt a

nd

Des

ign

Adva

nce

d in A

pplie

d A

rt

and D

esig

n

BTEC L

evel

3 F

oundation D

iplo

ma

in A

rt a

nd D

esig

n (

QCF)

Leve

l 3 B

TEC C

ertifica

te,

Subsi

dia

ry D

iplo

ma,

Dip

lom

a and

Ext

ended

Dip

lom

a in

Art

and

Des

ign/A

rt a

nd D

esig

n

(Photo

gra

phy)

/Art

and D

esig

n

(Gra

phic

Des

ign)/

Art

and D

esig

n

(3D

Des

ign)/

Art

and D

esig

n (

Fine

Art

)/Art

and D

esig

n (

Des

ign

Cra

fts)

/Art

and D

esig

n (

Fash

ion

and C

loth

ing)/

Art

and D

esig

n

(Tex

tile

s)/A

rt a

nd D

esig

n

(Inte

ract

ive

Med

ia)

(QCF)

Leve

l 3 A

war

d,

Cer

tifica

te a

nd

Dip

lom

a in

Inte

ract

ive

Med

ia/3

D D

esig

n/D

esig

n

Cra

fts/

Gra

phic

Des

ign/

Photo

gra

phy/

Tex

tile

s/Fa

shio

n

and C

loth

ing/F

ine

Art

(Q

CF)

Leve

l 3 N

VQ

in

Des

ign (

QCF)

2

Le

vel 2 B

TEC C

ertifica

te,

Ext

ended

Cer

tifica

te a

nd D

iplo

ma

in A

rt a

nd D

esig

n (

QCF)

Leve

l 2 A

war

d,

Cer

tifica

te a

nd

Dip

lom

a in

Inte

ract

ive

Med

ia/

3D

Des

ign/D

esig

n C

raft

s/

Gra

phic

Des

ign/P

hoto

gra

phy/

Tex

tile

s/Fa

shio

n a

nd C

loth

ing/

Vis

ual Art

s (Q

CF)

Leve

l 2 N

VQ

in

Des

ign S

upport

(Q

CF)

1

GCSE in A

rt

and D

esig

n

GCSE S

hort

Cours

e in

Art

and

Des

ign

Leve

l 1 A

war

d,

Cer

tifica

te a

nd

Dip

lom

a in

Inte

ract

ive

Med

ia/

3D

Des

ign/D

esig

n C

raft

s/

Gra

phic

Des

ign/P

hoto

gra

phy/

Tex

tile

s/Fa

shio

n a

nd C

loth

ing/

Vis

ual Art

s (Q

CF)

En

try

BTEC L

evel

1 A

war

d/C

ertifica

te/

Dip

lom

a in

Art

and D

esig

n (

QC

F)

BTEC E

ntr

y Le

vel Aw

ard in A

rt

and D

esig

n (

Entr

y 3)

(QCF)


159

Annexe B: Quality assurance

Key principles of quality assurance

A centre delivering Edexcel qualifications must be an Edexcel-recognised centre and must have approval its for qualifications.

The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.

Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.

The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.

For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.


160

The Edexcel quality-assurance processes will involve:

gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications

annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


161

Annexe C: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:

direct centres to take action

limit or suspend certification

suspend registration.

The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity.

Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.


162


163

Annexe D: Assessment requirements/strategy

Creative and Cultural Skills

Overarching Assessment Principles For

Occupational Qualifications

July 2010

1. Introduction

This Assessment Strategy is applicable to all QCF occupational qualifications at all levels within the Creative and Cultural footprint unless otherwise specified.

These Assessment Principles are designed to supplement the guidance issued by the Regulatory Authorities, including the Additional Regulatory Requirements for Qualifications of the Type NVQ within the QCF, and guidance issued by Awarding Organisations.

2. Simulation

Any simulation allowed must:

provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed.

Unless otherwise indicated, it is a general principle that evidence from simulations should only be employed under the following circumstances:

where for the learner to be assessed performing this task in a real working environment could be deemed to pose risks to the themselves or others

where the situation or task to be assessed arises so infrequently that it would be impractical to wait for an opportunity to assess it solely when it occurred for real

at the discretion of the Awarding Organisation where it is considered the environment provided fully reflects a commercial working environment and that the demands on the learner during simulation are neither more or less than they would be in a real work environment/situation.

Any simulation must be approved in advance by the External Verifier, and clear reasons must be given for its intended use. If approval is given, all Awarding Organisation guidance and requirements must be observed.


164

3. Evidence

Workplace performance evidence should form the greatest proportion of each learner’s evidence, attesting to the fact that for an occupational qualification the learner has demonstrated competence across the full range of performance requirements and that they are able to apply relevant knowledge and skills.

Other types of acceptable evidence include, but are not limited to:

Witness Testimony (Details of acceptable witnesses are found in “Section 4: Expertise of assessors, verifiers and witnesses”)

Logs/Diaries kept by Learners

Recorded answers to questions posed by the Assessor

Recorded/Transcribed Interviews with the Learner

Recorded use of up-to-date commercial/industrial equipment

E-portfolios and other forms of digital media

Works documentation attributable to the learner

Both interim and final internal verification.

4. Expertise of assessors, verifiers and expert witnesses

Assessors must:

Be competent to make qualitative judgements about the QCF units they are assessing. Illustrations of competence could include the assessor:

– Having achieved the award/units themselves

– Having substantial demonstrable experience in the job roles they are assessing.

Hold appropriate assessor qualifications, as currently required by the regulatory authorities

Carry out their duties in accordance with current guidance on assessment practice issued by the regulatory authorities and the appropriate Awarding Organisation

Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)

Have a working knowledge of the NOS and the awards and a full understanding of that part of the award for which they have responsibility. The Awarding Organisation will confirm this through examination of relevant CVs supported by relevant references

Meet any additional requirements as specified by the Awarding Organisation.


165

Internal verifiers must:

Hold appropriate verifier qualifications, as currently required by the regulatory authorities

Carry out their duties in accordance with current guidance on verification practice issued by the regulatory authorities and the appropriate Awarding Organisation

Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)

Have relevant experience within the sector, a working knowledge of the QCF units/award and a full understanding of that part of the units/award for which they have responsibility. The Awarding Organisation will confirm this through examination of relevant CVs supported by relevant references

Meet any additional requirements as specified by the Awarding Organisation.

External verifiers must:

Be familiar with and/or experienced in the relevant sector and/or context to be able to verify that learner evidence has met the requirements of the award and the requirements of the appropriate Awarding Organisation

Be in possession of or be working towards the V2 or hold the D35 External Verifier Award. To be achieved within 12 months of registration in England, Wales and Northern Ireland

Carry out their duties in accordance with the current guidance on verification practice issued by the regulatory authorities and appropriate Awarding Organisation

Maintain appropriate evidence of development activities to ensure their verification skills and occupational awareness are current (CPD)

Not work with any centre in which they have a personal or financial interest

Meet any additional requirements as specified by the Awarding Organisation

Take part in continuing professional development activities offered by the Awarding Organisation or other relevant providers in the sector to keep up-to-date with developments relating to the award and changes taking place in the industry.

Expert Witnesses must:

Be competent to make judgements about the activity for which they are providing the testimony. As the assessment decision lies with the Assessor, it is their responsibility to verify this and, where challenged, to justify their acceptance of third party 'witness testimony' to the Internal Verifier


166

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

167

Annex

e E:

Per

sonal

, Le

arnin

g an

d T

hin

king

Skills

Sum

mar

y of

the

PLT

S co

vera

ge t

hro

ugh

out

the

pro

gram

me

Un

it

Pers

on

al,

learn

ing

an

d t

hin

kin

g s

kil

ls

1

2

3

4

5

6

7

8

9

10

1

1

12

1

3

14

Indep

enden

t en

quirer

s

Cre

ativ

e th

inke

rs

Ref

lect

ive

lear

ner

s

Tea

m w

ork

ers

Sel

f-m

anager

s

Effec

tive

par

tici

pat

ors

—

opport

unitie

s fo

r dev

elopm

ent

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

168

Un

it

Pers

on

al,

learn

ing

an

d t

hin

kin

g s

kil

ls

15

1

6

17

1

8

19

2

0

21

2

2

23

2

4

Indep

enden

t en

quirer

s

Cre

ativ

e th

inke

rs

Ref

lect

ive

lear

ner

s

Tea

m w

ork

ers

Sel

f-m

anager

s

Effec

tive

par

tici

pat

ors

—

opport

unitie

s fo

r dev

elopm

ent

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in D

esig

n (

QCF)

–

Spec

ific

atio

n –

Iss

ue

2 –

Dec

ember

2013 ©

Pea

rson E

duca

tion L

imited

2013

169

Un

it

Pers

on

al,

learn

ing

an

d t

hin

kin

g s

kil

ls

25

2

6

27

2

8

29

3

0

31

3

2

33

3

4

35

3

6

37

Indep

enden

t en

quirer

s

Cre

ativ

e th

inke

rs

Ref

lect

ive

lear

ner

s

Tea

m w

ork

ers

Sel

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tive

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December 2013 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


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