Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development | 2022 latest update

Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development Contents Unit 1: Business Skills for e-Commerce 1 Unit 2: Computer Systems 7 Unit 3: Employability and Professional Development 15 Unit 4: Project Design Implementation and Evaluation 21 Unit 5: Emerging Technologies 25 Unit 6: Management in Information Technology 29 Unit 7: Research Skills 35 Unit 8: Management of Projects 41 Unit 9: Systems Analysis and Design 47 Unit 10: Human Computer Interaction 53 Unit 11: Digital Media in Art and Design 59 Unit 12: 2D, 3D and Time-based Digital Applications 65 Unit 13: Multimedia Design and Authoring 69 Unit 14: Website Design 75 Unit 15: Website Management 83 Unit 16: e-Commerce Technologies 89 Unit 17: Database Design Concepts 95 Unit 18: Procedural Programming 101 Unit 19: Object Oriented Programming 107 Unit 20: Event Driven Programming Solutions 113 Unit 21: Software Applications Testing 119 Unit 22: Office Solutions Development 123 Unit 23: Mathematics for Software Development 129 Unit 24: Networking Technologies 135 Unit 25: Routing Concepts 141 Unit 26: Design a Small or Home Office Network 147 Unit 27: Network Operating Systems 153 Unit 28: IT Support for End Users 159 Unit 29: e-Commerce Strategy 165 Unit 30: Information Systems in Organisations 171 Unit 31: Knowledge-based Systems 175 Unit 32: Quality Systems in IT 181 Unit 33: Data Analysis and Design 187 Unit 34: Data Structures and Algorithms 193 Unit 35: Web Applications Development 199 Unit 36: Internet Server Management 205 Unit 37: Digital Image Creation and Development 211 Unit 38: 3D Computer Modelling and Animation 217 Unit 39: Computer Games Design and Development 223 Unit 40: Distributed Software Applications 229 Unit 41: Programming in Java 235 Unit 42: Programming in .NET 241 Unit 43: Networking Infrastructure 247 Unit 44: Local Area Networking Technologies 253 Unit 45: Wide Area Networking Technologies 259 Unit 46: Network Security 265 Unit 47: IT Virtualisation 271 Unit 48: IT Security Management 277 Unit 49: Digital Forensics 283 Unit 50: Work-based Experience 289 Unit 51: Computer Systems Architecture 295 Unit 52: Spreadsheet Modelling 305 Unit 53: Web Server Scripting 317 Unit 54: Multimedia Design 327 UNIT 1: BUSINESS SKILLS FOR E-COMMERCE BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 1 Unit 1: Business Skills for e-Commerce Unit code: Y/601/1244 QCF Level 4: BTEC Higher National Credit value: 15 • Aim To enable learners to apply the business skills needed to design an e-Commerce solution for an organisation. • Unit abstract Organisations of all sizes, structures and aims can benefit from the opportunities made available by the intelligent application of communication based technologies and there will always be a need for practitioners who have a good understanding of those technologies. E-Commerce has become a vital part of an organisation’s ability to reach out to the marketplace and position itself to maximise commercial returns on investment. Poor choices of technology and processes will result in poorly managed opportunities which could lose business, market position and profitability. Learners will investigate the values of business skills by exploring current, topical examples of e-Commerce practices. Learners will consider how to design an e-Commerce solution to the best advantage of the organisation and its stakeholders (for example employees, suppliers and customers). Learners will explore current legislation concerning e-Commerce based trading, organisational responsibilities and finance/payment systems. The first part of the unit considers the structure and aims of organisations to better understand how they could benefit from an e-Commerce structure. Then follows an opportunity to investigate and evaluate the impact of e-Commerce systems on organisations and their stakeholders. Once these areas have been studied the learner will be in a position to examine the process of the development of an e-Commerce presence followed by the opportunity to design an e-Commerce system. • Learning outcomes On successful completion of this unit a learner will: 1 Understand the structure and aims of business organisations 2 Understand the impact of e-Commerce 3 Be able to design e-Commerce solutions. UNIT 1: BUSINESS SKILLS FOR E-COMMERCE BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 2 Unit content 1 Understand the structure and aims of business organisations Organisations: type eg private, public, voluntary, charitable business organisations; aims eg profit, market share, Return on Capital Employed (ROCE), sales; growth, customer service; Political, Economic, Social and Technological (PEST) analysis Stakeholders: identification of stakeholders; satisfying stakeholder objectives; pluralist perspectives; the concept of corporate mission objectives and policies Business functions: key internal business functions eg marketing, sales, accounting, administration; Management Information Systems (MIS), operations 2 Understand the impact of e-Commerce Consumer impact: empowered customers eg online sales, direct communication with customers, greater choice, lower prices, availability of new products; global markets; new marketing models; on-line advertising Business impact: global business and consumer markets; issues eg challenge of new technology, security issues, impact and implications of dealing with customers on-line, creating new distribution channels, greater competition, challenge to monopoly power, retraining of staff, lower overheads, new selling chains; legislation 3 Be able to design e-Commerce solutions Objectives: business idea eg unique selling proposition, business-to-business opportunities, business to consumer markets; domain name Market research: purpose of research eg identifying information sources, online and offline competition; types of research eg primary, secondary Target markets: market analysis eg size, characteristics, dynamics, competitors, historical background, emerging trends, market share, market segmentation Key processes: technology requirements eg hardware, software, security, maintenance, back end systems; supply sources; distribution channels e-Commerce: payment systems eg electronic cheque, PayPal, NoChex, credit or debit cards; start-up capital; working capital; funding sources Security: key areas eg prevention of hacking, viruses, identity theft, firewall, impact on site performance, Secure Sockets Layer (SSL), Secure HTTP (HTTPS), digital certificates, strong passwords, alternative authentication methods Legislation: relevant legislation eg Data Protection Act 1998, Computer Misuse Act 1990, Consumer Credit Act 1974, Trading Standards, Freedom of Information Act 2000, copyright legislation UNIT 1: BUSINESS SKILLS FOR E-COMMERCE BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 3 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Understand the structure and aims of business organisations 1.1 assess an organisation’s core business functions 1.2 evaluate an organisation’s business aims and show how they relate to stakeholders LO2 Understand the impact of eCommerce 2.1 analyse the impact, including the risks, of introducing an e-Commerce system to an organisation 2.2 discuss the global impact of e-Commerce on society LO3 Be able to design e-Commerce solutions 3.1 investigate market potential for an e-Commerce opportunity 3.2 evaluate current e-Commerce systems in use by organisations 3.3 discuss the financial implications of an e-Commerce solution 3.4 design an e-Commerce solution 3.5 evaluate the suitability of an e-Commerce solution. UNIT 1: BUSINESS SKILLS FOR E-COMMERCE BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 4 Guidance Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications The learning outcomes associated with this unit are closely linked with: Level 3 Level 4 Level 5 Unit 3: Information Systems Unit 16: e-Commerce Technologies Unit 29: e-Commerce Strategy Unit 8: e-Commerce Unit 30: Information Systems in Organisations Unit 33: Exploring Business Activity Unit 34: Business Resources This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of: • Systems Analysis • Systems Design • Systems Development • Change and Release Management • Supplier Management. Essential requirements Learners must have access to a wide range of material covering current and proposed e-Commerce implementations encompassing a number of organisations from small start-ups to large multi-nationals. The material can be sourced online, for example organisation websites, journals, newspapers, broadcast material and visiting speakers who are experts in their subject area. UNIT 1: BUSINESS SKILLS FOR E-COMMERCE BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 5 Resources Books Chaffey D – E-business and E-Commerce Management, Fourth Edition (FT Prentice Hall, 2009) ISBN 2 Courtland B, Thill J – Business in Action (Pearson, 2010) ISBN 4 Hall D, Jones R, Raffo C, Anderton A, Chambers I and Gray D – Business Studies (Causeway Press, 2008) ISBN 5 Laudon K, Guercio Traver C – E-Commerce 2010: International Version: Business, Technology, Society (Pearson, 2009) ISBN 4 Malmsten E, Leander K, Portanger E and Drazin C – Boo Hoo: A D Story from Concept to Catastrophe (Arrow Books Ltd, 2002) ISBN 1 Rich J – Design and Launch an eCommerce Business in a Week (Entrepreneur Magazine's Click Starts) (Entrepreneur Press, 2008) ISBN 5 Ridderstrale J and Nordstrom K – Funky Business Forever (Prentice Hall, 2007) ISBN 9 Stanwick P, Stanwick S – Understanding Business Ethics (Prentice Hall, 2008) ISBN X Vise D – The Google Story (Pan, 2008) ISBN 1 Wood G and Mellahi K – The Ethical Business: Possibilities, Challenges and Controversies (Palgrave Macmillan, 2002) ISBN 5 Journals Business Review Magazine (Phillip Allan Publishers – see ) The Economist (The Economist Newspaper Group, Inc) Employer engagement and vocational contexts Any opportunity to study an existing e-Commerce implementation, either developing or mature would be advantageous. BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 6 UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 7 Unit 2: Computer Systems Unit code: L/601/0446 QCF Level 4: BTEC Higher National Credit value: 15 • Aim To enable learners to understand computer systems and apply theoretical knowledge to practical application when building, configuring and maintaining computer systems. • Unit abstract Most IT professionals will at some stage have to set up, use, customise and maintain computer systems. In order to do so effectively they will need to understand how computer systems work. Learners will understand the theoretical aspects of computer systems, and how information is processed. This unit explores the hardware, software and peripheral components that make up a computer system. There are many different manufacturers of computer systems and each manufacturer will produce a wide range of models with different specifications. Deciding which particular model is appropriate for a given situation depends on a variety of factors. Custom-built computer systems are also an advantage when meeting specialised requirements, whilst maintaining performance and keeping costs low. These aspects are explored in this unit so that learners can make informed choices when designing a computer system for a given purpose. Learners will be able to apply their theoretical knowledge to practical application by building, configuring and testing a functional computer system which will meet a given specification. Computer users also need the skills required to set up and carry out routine maintenance of computer systems. Although this unit does not extensively cover fault finding and repair, it includes the basic maintenance skills that would normally be expected of most computer users. • Learning outcomes On successful completion of this unit a learner will: 1 Understand the function of computer systems 2 Be able to design computer systems 3 Be able to build and configure computer systems 4 Be able to undertake routine maintenance on computer systems. UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 8 Unit content 1 Understand the function of computer systems Computer systems: microcomputers eg personal computers; mobile computers; minicomputers eg mid-range servers, workstations; mainframes eg large scale network systems; supercomputers eg high performance systems; models; multiprocessing Environments: home, business, computer gaming, networking, real-time, communication Function: main components (Arithmetic Logic Unit (ALU), control unit, memory and input/output devices), connection eg busses; Central Processing Unit (CPU) (control unit, arithmetic logic unit, registers, input/output); memory (Random Access Memory (RAM), Read Only Memory (ROM), registers, programmable, cache), auxiliary storage; computer architecture Hardware: central processing unit; motherboard, power supply unit, cooling units, backing storage eg hard disc drive; controllers, ports, main memory, memory types, battery, specialised cards eg Peripheral Component Interconnect (PCI), Accelerated Graphics Port (AGP), network, graphics, modem, sound, optical drives; performance factors Software: systems software eg operating systems, utility programs, library programs, translator programs; applications software eg special purpose software, be-spoke software; performance factors Peripherals: printers, plotters, cameras, scanners; keyboard and mouse; monitors, display adapters; multimedia devices; storage media; networking; portable drives; plug and play components; performance factors 2 Be able to design computer systems Needs analysis: client and system requirements, problems/limitations with current/new system, functionality, costs, timescales, resources, investigation/analytical techniques eg interviews, questionnaires Selection: costs, client requirements, maintenance contracts, outputs required, compatibility; system integration eg home entertainment; storage capacity; accessibility; performance eg speed, time, power, efficiency, effectiveness, usability, alternative solutions System specification: client requirements, system requirements, system components, configuration, time, tools and resources, alternatives eg processor types, backup options; security measures; documentation UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 9 3 Be able to build and configure computer systems Health and safety: health and safety practices; electrostatic precautions eg antistatic mats, antistatic wrist straps System installation: hardware: assemble and disassemble a computer system; install motherboard, processor, heat-sink and fan, memory, power supply unit and connect to internal components; install hard disc drive, optical drive; install specialised cards eg graphics, network, modem, audio; install and configure software eg operating system, application software, utility software; install peripheral devices eg printer, scanner, camera; install communication devices eg modem, router System configuration: configure Basic Input Output System (BIOS) eg date/time, power management, security; install latest antivirus/security updates; update user profiles; configure desktop, icon size, font size, colour, background, customise menu; file management, files and folders, setting file/folder sharing permissions; peripheral devices, printer, scanner, camera; communication devices System testing: fault detection, Power On Self Test (POST), diagnostic faults, troubleshoot devices; technical support documentation eg reference manuals, online manufacturer support; test hardware eg input/output devices, peripheral devices; test software; documentation eg test plan 4 Be able to undertake routine maintenance on computer systems Software maintenance: upgrade software eg virus definition files; patches/updates; scheduling maintenance tasks; utility software eg defragmentation, clean-up, back-up, system profilers; other third party utility software eg compression utilities, spyware/malware removal Hardware maintenance: upgrade hardware; install and configure new peripherals eg printers, scanners; install and configure additional or replacement devices eg hard drive, memory, graphics, sound, optical media, network; cleaning equipment File management: manage files/folders; back-up procedures UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 10 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Understand the function of computer systems 1.1 explain the role of computer systems in different environments 1.2 explain the hardware, software and peripheral components of a computer system 1.3 compare different types of computer systems LO2 Be able to design computer systems 2.1 produce a system design specification to meet a client’s needs 2.2 evaluate the suitability of a system design specification LO3 Be able to build and configure computer systems 3.1 build and configure a computer system to meet a design specification 3.2 test and document a computer system LO4 Be able to undertake routine maintenance on computer systems 4.1 perform routine maintenance tasks on a computer system 4.2 upgrade the hardware and software on a computer system. UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 11 Guidance Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications The learning outcomes associated with this unit are closely linked with: Level 3 Level 4 Level 5 Unit 2: Computer Systems Unit 24: Networking Technologies Unit 47: IT Virtualisation Unit 5: Managing Networks Unit 28: IT Support for End Users Unit 48: IT Security Management Unit 9: Computer Networks Unit 12: IT Technical Support Unit 13: IT Systems Troubleshooting and Repair Unit 25: Maintaining Computer Systems Unit 29: Installing and Upgrading Software This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of: • Systems Architecture • Systems Design • IT/Technology Infrastructure Design and Planning • Systems Development • IT/Technology Solution Testing • IT/Technology Service Operations and Event Management • IT Application Management/Support • IT/Technology Management and Support • Technical Evaluation. UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 12 Essential requirements Learners must have access to computer systems that they can disassemble, assemble and configure. They will also need a range of components and peripherals that they can install and configure. Learners must understand the functions of computer systems before they can begin the practical aspects of this unit. It is important that the underpinning knowledge of computer systems supports the practical approach to building and configuring computer systems. Centres must begin this unit by giving an overview of the topics that will be covered, and what benefits the unit will bring to those who aspire to get involved with IT support and networking. Centres must give a brief history of computer systems, and how they have evolved. The different generations of computer systems will be useful at this point. There are different types of computer systems, and this must be covered in detail in terms of their functionality, performance and where they are typically used (environments). The benefits and drawbacks of computer systems must also be discussed, particularly IT security. Centres must keep abreast of modern developments in computer systems, and must also present mobile computing technologies as well. The future of computer systems must also be covered in respect of emerging technologies. Learners must explore the full range of hardware, software and peripheral components. Centres must demonstrate and explain the role of common components, including the central processing unit, memory, motherboard, power supply unit, optical drives, storage devices and specialised cards. Centres must present a range of typical client and system requirements, and discuss the range of components needed to fulfil those requirements. The range of hardware, software and peripheral components covered in this unit is at the centre’s discretion. However, these components must be available for practical activities to ensure that fully functional computer systems can be built. Centres must cover health and safety guidelines before commencing any practical work, and ensure that the working environment is safe and hazard free. Learners must also practice using electrostatic equipment to prevent any damage to components. Centres must demonstrate (in stages) the processes involved with building, configuring and testing a functional computer system. Computer systems at some stage will need to be monitored and maintained to ensure consistency, reliability and performance. Learners must be equipped with the skills to maintain computer systems and follow a recommended schedule of activities. Learners must also be able to upgrade a computer system. UNIT 2: COMPUTER SYSTEMS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 13 Resources Books Anfinsin, D – IT Essentials: PC Hardware and Software Companion Guide (Cisco Press, 2010) ISBN X Dick, D – The PC Support Handbook: The Configuration and Systems Guide (Dumbreck Publishing, 2009) ISBN 1131 MacRae K – The Computer Manual: The Step-by-step Guide to Upgrading and Repairing a PC (Haynes Group, 2002) ISBN 4 MacRae K and Marshall G – Computer Troubleshooting: The Complete Step-by-step Guide to Diagnosing and Fixing Common PC Problems, Second Edition (Haynes Group, 2008) ISBN 4 White R and Downs T – How Computers Work (Que, 2003) ISBN 2 Journals Computer Weekly Which? Computer Websites Employer engagement and vocational contexts Working with a live system will present many risks, that the centre, employer and learner must be aware of using a current vocational context to deploy an additional or alternate solution will enhance the learners experience and enable understanding of wider technical application. BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 14 UNIT 3: EMPLOYABILITY AND PROFESSIONAL DEVELOPMENT BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 15 Unit 3: Employability and Professional Development Unit code: M/601/1251 QCF Level 4: BTEC Higher National Credit value: 15 • Aim To provide learners with the opportunity to acquire employability skills required for effective employment and to manage their own personal and professional development. • Unit abstract All learners at all levels of education and experience require employability skills as a prerequisite to entering the job market. This unit gives learners an opportunity to assess and develop an understanding of their own responsibilities and performance in or when entering the workplace. The unit considers the skills required for general employment such as interpersonal and transferable skills, and the dynamics of working with others in teams or groups including leadership and communication skills. It also deals with the everyday working requirement of problem solving which includes the identification or specification of the ‘problem’, strategies for its solution and then evaluation of the results of the solution through reflective practices. • Learning outcomes On successful completion of this unit a learner will: 1 Be able to take responsibility for own personal and professional development 2 Be able to demonstrate acquired interpersonal and transferable skills 3 Understand the dynamics of working with others 4 Be able to develop strategies for problem solving. UNIT 3: EMPLOYABILITY AND PROFESSIONAL DEVELOPMENT BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 16 Unit content 1 Be able to take responsibility for own personal and professional development Responsibilities: own responsibilities eg personal responsibility, direct and indirect relationships and adaptability, decision-making processes and skills, ability to learn and develop within the work role; other eg employment legislation, ethics, employment rights and responsibilities Performance objectives: setting and monitoring performance objectives Individual appraisal systems: uses of performance appraisals eg salary levels and bonus payments, promotion, strengths and weaknesses, training needs; communication; appraisal criteria eg production data, personnel data, judgemental data; rating methods eg ranking, paired comparison, checklist, management by objectives; skills audit (personal profile using appropriate self-assessment tools); evaluating self-management; personal and interpersonal skills; leadership skills Motivation and performance: application and appraisal of motivational theories and techniques, rewards and incentives; manager’s role; self-motivational factors. Development plan: current performance; future needs; opportunities and threats to career progression; aims and objectives; achievement dates; review dates; learning programme/activities; action plans; personal development plan Portfolio building: developing and maintaining a personal portfolio Transcripts: maintaining and presenting transcripts including curriculum vitae 2 Be able to demonstrate acquired interpersonal and transferable skills Effective communication: verbal and non-verbal eg awareness and use of body language, openness and responsiveness, formal and informal feedback to and from colleagues; IT as an effective communication medium; team meetings Interpersonal skills: soft skills eg personal effectiveness, working with others, use of initiative, negotiating skills, assertiveness skills, social skills Time management: prioritising workloads; setting work objectives; using time effectively; making and keeping appointments; reliable estimates of task time 3 Understand the dynamics of working with others Working with others: nature and dynamics of team and group work; informal and formal settings; purpose of teams and groups eg long-term corporate objectives/strategy; problem solving and short-term development projects; flexibility/adaptability; team player Teams and team building: selecting team members eg specialist roles, skill and style/approach mixes; identification of team/work group roles; stages in team development eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation; action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills, eg, setting direction, setting standards, motivating, innovative, responsive, effective communicator, reliability, consistency UNIT 3: EMPLOYABILITY AND PROFESSIONAL DEVELOPMENT BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 17 4 Be able to develop strategies for problem solving Specification of the problem: definition of the problem; analysis and clarification Identification of possible outcomes: identification and assessment of various alternative outcomes Tools and methods: problem-solving methods and tools Plan and implement: sources of information; solution methodologies; selection and implementation of the best corrective action eg timescale, stages, resources, critical path analysis Evaluation: evaluation of whether the problem was solved or not; measurement of solution against specification and desired outcomes; sustainability UNIT 3: EMPLOYABILITY AND PROFESSIONAL DEVELOPMENT BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 18 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Be able to take responsibility for own personal and professional development 1.1 reflect on own current skills and competencies against professional standards and organisational objectives 1.2 evaluate own development needs and the activities required to meet them 1.3 devise a personal and professional development plan based on identified needs 1.4 reflect on own development against original aims and objectives set in the personal and professional development plan LO2 Be able to demonstrate acquired interpersonal and transferable skills 2.1 communicate in a variety of styles and appropriate manner at various levels 2.2 demonstrate effective time management strategies LO3 Understand the dynamics of working with others 3.1 analyse team dynamics, discussing the roles people play in a team and how they can work together to achieve shared goals 3.2 discuss alternative ways to complete tasks and achieve team goals LO4 Be able to develop strategies for problem solving 4.1 review tools and methods for developing solutions to problems 4.2 develop an appropriate strategy for resolving a particular problem 4.3 evaluate the potential impact on the business of implementing the strategy. UNIT 3: EMPLOYABILITY AND PROFESSIONAL DEVELOPMENT BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 19 Guidance Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications The learning outcomes associated with this unit are closely linked with: Level 3 Level 4 Level 5 Unit 1: Communication and Employability Skills for IT Unit 3: Employability and Professional Development Unit 4: Project Design, Implementation and Evaluation Unit 50: Work-based Experience It also links with the following Asset Skills cross-sectoral Employability Matrix: • Plan and manage time, money and other resources to achieve goals • Find and suggest new ways to achieve goals and get the job done and achieve goals • Plan for and achieve your learning goals • Understand the roles people play in a group and how you can best work with them • Lead or support and motivate a team to achieve high standards • Find new and creative ways to solve a problem. Essential requirements Access to a range of work-related exemplars (for example appraisal and development systems, team health checks, job descriptions, action plans, communication strategies, etc) would be of assistance in delivering this unit. Case studies based on relevant sectors, workshops, career talks and work-based mentors would also be useful in the teaching and learning aspect of the unit. Learners can generate assessment evidence through a range of possible activities including individual work placements, project management, research reports, development of case studies, the process of working with others (eg employee – supervisor roles, teamwork, group work) and everyday communication within the workplace. UNIT 3: EMPLOYABILITY AND PROFESSIONAL DEVELOPMENT BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 20 Resources Books NCCER – Basic Employability Skills: Trainee Guide 00108-09 (Prentice Hall, 2009) ISBN X Thompson Leigh, L – Making the Team: A Guide for Managers (Pearson Education, 2008) ISBN 7767 Websites UNIT 4: PROJECT DESIGN, IMPLEMENTATION AND EVALUATION BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 21 Unit 4: Project Design Implementation and Evaluation Unit code: L/601/0995 QCF level 5: BTEC Higher National Credit value: 20 • Aim To develop learners’ skills of independent enquiry by undertaking a sustained investigation of direct relevance to their vocational, academic and professional development. • Unit abstract This unit provides opportunities to develop skills in decision making, problem solving and communication integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project. It requires the learner to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief. If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result. Learners must work under the supervision of programme tutors or work-based managers. • Learning outcomes On successful completion of this unit a learner will: 1 Be able to formulate a project 2 Be able to implement the project within agreed procedures and to specification 3 Be able to evaluate the project outcomes 4 Be able to present the project outcomes. UNIT 4: PROJECT DESIGN, IMPLEMENTATION AND EVALUATION BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 22 Unit content 1 Be able to formulate a project Project selection: researching and reviewing areas of interest; literature review; methods of evaluating feasibility of projects, initial critical analysis of the outline specification, selection of project option, initiating a project logbook/diary, estimating costs and resource implications, identifying goals and limitations; value of project, rationale for selection, agree roles and allocate responsibilities (individually with tutor/supervisor and within project group if appropriate) Project specifications: developing and structuring a list of requirements relevant to project specifications eg costs, timescales, scale of operation, standards, legislation, ethics, sustainability, quality, fitness-for-purpose, business data, resource implications Procedures: planning and monitoring methods; operating methods; lines of communication; risk analysis; structure of groups and collaborative working eg learner groups or roles and responsibilities within a work-based project; targets and aims Project plan: production of a plan for the project including timescales, deliverables, milestones, quality assurance systems and quality plans; monitoring progress 2 Be able to implement the project within agreed procedures and to specification Implement: proper use of resources, working within agreed time scale, use of appropriate techniques for generating solutions, monitoring development against the agreed project plan, maintaining and adapting project plan where appropriate Record: systematic recording of relevant outcomes of all aspects and stages of the project to agreed standards 3 Be able to evaluate the project outcomes Evaluation techniques: detailed analysis of results, conclusions and recommendations; critical analysis against the project specification and planned procedures; use of appropriate evaluation techniques; application of project evaluation and review techniques (PERT); opportunities for further studies and developments Interpretation: use of appropriate techniques to justify project progress and outcomes in terms of the original agreed project specification Further consideration: significance of project; application of project results; implications; limitations of the project; improvements; recommendations for further consideration 4 Be able to present the project outcomes Record of procedures and results: relevant documentation of all aspects and stages of the project Format: professional delivery format appropriate to the audience; appropriate media UNIT 4: PROJECT DESIGN, IMPLEMENTATION AND EVALUATION BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 23 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Be able to formulate a project 1.1 formulate and record possible outline project specifications 1.2 identify the factors that contribute to the process of project selection 1.3 produce a specification for the agreed project 1.4 produce an appropriate project plan for the agreed project LO2 Be able to implement the project within agreed procedures and to specification 2.1 match resources efficiently to the project 2.2 undertake the proposed project in accordance with the agreed specification 2.3 organise, analyse and interpret relevant outcomes LO3 Be able to evaluate the project outcomes 3.1 use appropriate project evaluation techniques 3.2 interpret and analyse the results in terms of the original project specification 3.3 make recommendations and justify areas for further consideration LO4 Be able to present the project outcomes 4.1 produce a record of all project procedures used 4.2 use an agreed format and appropriate media to present the outcomes of the project to an audience. UNIT 4: PROJECT DESIGN, IMPLEMENTATION AND EVALUATION BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 24 Guidance Links This unit is suitable for use in all sectors and should utilise the full range of skills developed through study of other units in the programme. These include planning, practical work, data handling and processing, analysis and presentation skills. The knowledge applied may link to one particular unit or to a number of other units. Essential requirements The required resources will vary significantly with the nature of the project. The identification of the equipment and materials required, and their availability, is a vital part of the planning phase. Learners should therefore have access to a wide variety of physical resources and data sources relevant to the project. Tutors should ensure that learners do not embark on work that cannot succeed because of lack of access to the required resources. Employer engagement and vocational contexts Centres must establish relationships with appropriate organisations in order to bring realism and relevance to the project. UNIT 5: EMERGING TECHNOLOGIES BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 25 Unit 5: Emerging Technologies Unit code: Y/601/0451 QCF Level 4: BTEC Higher National Credit value: 15 • Aim To enable learners to explore current and cutting-edge technological developments, disciplines and advancements that have been, and are still being made, within the field of emerging technologies. • Unit abstract Emerging technologies can be explored in terms of significant research and development that is ‘cutting-edge’, innovative and dynamic. In other words, technologies that push the boundaries and exceed expectations. This unit will provide learners with ‘food for thought’. It will introduce a range of technologies that fall under this umbrella and explore the impact that such technologies could bring to society. The unit will provide learners with the opportunity to conduct research into this area and also enable them to draw their own conclusions about the benefits and also the concerns of having access to such technologies and their application in critical environments. Learners will need to demonstrate a range of research and analytical skills. The information available to support certain technology developments might be limited, due to the stage of development. For example the technology might still be in a prototype stage with little to report on. Information available might also be confidential, due to the dynamics of the technology and findings of any experiments or tests. On completion of this unit the learner will have an awareness and appreciation of emerging technologies, and how they can support the infrastructure of the environment and society in the future. • Learning outcomes On successful completion of this unit a learner will: 1 Understand emerging technologies 2 Understand the impact of emerging technologies on society 3 Be able to conduct research into emerging technologies 4 Understand the ethical implications of emerging technologies. UNIT 5: EMERGING TECHNOLOGIES BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 26 Unit content 1 Understand emerging technologies Definition: cutting edge developments, contemporary advances in technology, converging technologies, technical innovations; gaining competitive advantage; disciplines and domains emerging technologies cover Environments: prototype and fully-developed technologies eg low carbon technologies and fuels, nanotechnologies, biotechnology, information technology, cognitive science, robotics, genetic engineering, artificial intelligence, optical computing, 4G technologies, swarm technologies, medicine, transportation 2 Understand the impact of emerging technologies on society Current developments: current research; development stages; future plans; costs; prototype models eg analysis of predicted/outcome results, implementation or roll-out of the technology, testing, costs Society: implications eg electric car - impact upon manufacturers of cars, fuel companies, fuel distributors, consumers; government initiatives and legislation 3 Be able to conduct research into emerging technologies Emerging technology selection: initial emerging technology case studies, research or investigation; environment to provide the basis of in-depth research into an emerging technology eg low-carbon fuels Research approaches: using primary and or secondary sources of information to gather the research material and evidence; using qualitative and quantitative data sources; using paperbased and electronic information sources Research outcome: presenting research findings and outcome; target audience for delivery and feedback; presentation delivery eg research paper, formal report, oral presentation, discussion forum, blog; tools eg statistical analysis tools, application software and professional packages to support delivery 4 Understand the ethical implications of emerging technologies Ethical implications: ethical considerations and implications associated with emerging technologies; exploring ethics associated with testing emerging technologies and their environments eg laboratories Ethical committees: ethical committees or bodies eg 3TU Centre for Ethics and Technology, United Nations Educational, Scientific and Cultural Organisation (UNESCO Ethics of Science and Technology Programme) UNIT 5: EMERGING TECHNOLOGIES BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 27 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Understand emerging technologies 1.1 examine the environments that utilise emerging technologies by identifying the emerging technologies and current developments in the field 1.2 examine the environments that utilise emerging technologies by assessing the dependency of these environments on future enhancements LO2 Understand the impact of emerging technologies on society 2.1 analyse emerging technologies and their impact on society LO3 Be able to conduct research into emerging technologies 3.1 undertake research on an emerging technology 3.2 present findings from the research 3.3 evaluate the research process LO4 Understand the ethical implications of emerging technologies 4.1 evaluate the ethical implications of emerging technologies discussing the role of ethical committees. UNIT 5: EMERGING TECHNOLOGIES BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 28 Guidance Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications The learning outcomes associated with this unit are closely linked with: Level 3 Level 4 Level 5 Unit 7: Research Skills This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of: • Human Needs Analysis • Systems Design. Essential requirements Learners must have access to a range of resources that can provide both qualitative and quantitative data to support their investigations and research. Learners must also keep up-todate with current research developments in the field regarding emerging technologies. Learners will be required to conduct research on emerging technologies. As this subject area is quite vast and covers a number of environments and disciplines, learners will require some direction in terms of where to find the most up-to-date developments or appropriate technologies. Any research that embraces IT or the use of IT would be appropriate, for example Artificial Intelligence (AI) technologies that could be used in medicine, or technologies used to monitor, predict or control certain designs or innovations. Resources Websites Employer engagement and vocational contexts To further enrich the content of this unit and to provide more of a vocational context, it would be beneficial to bring in guest speakers or use any conference footage that is available. The proceedings or coverage of any workshops may be quite engaging and informative. UNIT 6: MANAGEMENT IN INFORMATION TECHNOLOGY BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 29 Unit 6: Management in Information Technology Unit code: J/601/0462 QCF Level 4: BTEC Higher National Credit value: 15 • Aim To enable learners to embrace the work-based activities expected of a technology manager, by providing the generic skills, knowledge and understanding required in the IT environment. • Unit abstract The unit will investigate and provide the generic skills, understanding, knowledge and work-based activities required by a manager in the information technology environment, thus enabling them to play an active role within an organisation. Technology managers have to deal with change and participate effectively with management at all levels, including senior management, in the development and implementation of strategies. Learners will be introduced to the software tools available to support management and produce reports for financial planning and control. In this unit learners will also use IT for strategic planning activities and evaluate the impact of IT on management as well as learn the importance of embracing new developments. • Learning outcomes On successful completion of this unit a learner will: 1 Understand principles of staff management 2 Be able to use software management tools 3 Be able to participate in strategic planning 4 Understand current developments in information technology. UNIT 6: MANAGEMENT IN INFORMATION TECHNOLOGY BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 30 Unit content 1 Understand principles of staff management Recruitment: policies eg legal, job descriptions, selection criteria, preparation for interview, administrative and induction; line management structure Motivation: current theories eg management of change, leadership, participation, team structure and management Administration: tasks eg scheduling including links with project management, monitoring performance, appraisal, terms and conditions of employment; employer standards; systems and expectations; company policies and procedures 2 Be able to use software management tools Management planning processes eg investigation of an organisation’s budgetary procedures, bidding procedures, budgetary monitoring systems, production of financial reports, managing projects Software tools for management: information system tools eg diary systems, spreadsheets, intranet, decision support systems; identification of tools with appropriate applications; project management software; management information systems 3 Be able to participate in strategic planning Strategic planning: aim of strategic planning; use of IT in strategic planning; participating eg, contributing to disaster recovery plan, IT systems planning on strategic planning Maintaining currency: research methods eg periodicals, internet, conference; human networking; accreditation; issues eg social, political, ethical, legal (UK, EU, global) 4 Understand current developments in information technology Developments in IT: impact on management eg learning new skills, training; impact of the internet eg on senior and middle management Importance: for management eg competitive advantage, efficiency, data analysis, deployment of staff (home working) UNIT 6: MANAGEMENT IN INFORMATION TECHNOLOGY BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 31 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Understand principles of staff management 1.1 evaluate an organisation’s staff recruitment policy 1.2 explain theories concerning staff motivation and the management of change 1.3 evaluate staff administration documentation LO2 Be able to use software management tools 2.1 use system management tools to assist a company in their management planning process 2.2 effectively use software management tools LO3 Be able to participate in strategic planning 3.1 critically evaluate the role of IT in strategic planning 3.2 use appropriate research methods to contribute to a company’s strategic plan 3.3 discuss the issues associated with strategic planning LO4 Understand current developments in information technology 4.1 evaluate the importance of embracing new developments in technology 4.2 analyse the impact of new technology on management. UNIT 6: MANAGEMENT IN INFORMATION TECHNOLOGY BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 32 Guidance Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications The learning outcomes associated with this unit are closely linked with: Level 3 Level 4 Level 5 Unit 3: Information Systems Unit 5: Emerging Technologies Unit 30: Information Systems in Organisations Unit 4: Impact of the Use of IT on Business Systems This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of: • Information Management. Essential requirements Centres are advised to build up a collection of appropriate scenarios and case studies to set the context for the topics covered. Centres must have appropriate tools for budgetary control, and presentation. There must also be materials to help learners keep abreast of current developments in information technology. The unit has to be delivered within a realistic management context. Centres must provide the management tools, theories and systems to support the learner in satisfying the requirements of the unit. UNIT 6: MANAGEMENT IN INFORMATION TECHNOLOGY BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 33 Resources Books Aalders R, Hind P – The IT Managers Survival Guide (Wiley, 2002) ISBN X Green M – Change Management Masterclass: A Step-by-step Guide to Successful Change Management (Kogan Page, 2007) ISBN 6 Holtsnider B, Jaffe B – IT Manager's Handbook Second Edition: Getting your new job done (Morgan Kaufmann, 2006) ISBN X MacDonald, Lynda – How to Manage Problem Staff Successfully: Busy Manager's Guide to Managing Staff (Emerald Guides, 2008) ISBN 1 Robson W – Strategic Management and Information Systems: An Integrated Approach (Prentice Hall, 2007) ISBN 2 Websites Employer engagement and vocational contexts Links with local organisations are paramount to the delivery of the unit. The setting of realistic scenarios supported by employer engagement and guest speakers will enhance learners’ experience. BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 34 UNIT 7: RESEARCH SKILLS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 35 Unit 7: Research Skills Unit code: D/601/1276 QCF Level 4: BTEC Higher National Credit value: 15 • Aim To equip learners with the knowledge and research skills needed to select a research question, and design a research proposal for a chosen topic of interest. • Unit abstract Research skills equip learners with a higher level of knowledge and skills that will allow them to be self-directed and focused in a specific field of expertise. Research is undertaken in a range of disciplines and is quite prevalent in domains such as medicine, science and academia. Research is paramount in terms of establishing what has been experienced and discovered in the past, relating this to current studies in the field, and providing some sort of hypothesis or prediction for the future. Research involves the exploration of a range of primary and secondary sources of information. From theses sources, conclusions can be drawn regarding a particular question or theory that may need to be investigated and tested. Submitting a research proposal, may be based upon these original findings, and through the adoption of a research methodology, new discoveries could be unearthed and recorded.. There are a number of elements that contribute to research. These can include the application of a research methodology that will determine how the research is conducted and also whether it will be of a qualitative or quantitative nature. The research question should spearhead the studies and provide a focus on a specific area, idea, concept or development. On completion of this unit learners should be able to conduct a literature review that will engage them in identifying a range of primary and secondary information sources. Learners will be able to critique sources and triangulate the information gathered to determine currency and validity in the area of study undertaken. Learners will also engage in research seminars both as a participant and as a reviewer. The seminars will be used as a forum to disseminate good practice, and to create an awareness of topical issues within their chosen research field. UNIT 7: RESEARCH SKILLS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 36 • Learning outcomes On successful completion of this unit a learner will: 1 Understand different research methodologies 2 Know how to conduct a literature review 3 Be able to present a research proposal 4 Be able to contribute to a research seminar. UNIT 7: RESEARCH SKILLS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 37 Unit content 1 Understand different research methodologies Research types and methodologies: types eg experimental research, survey research, evaluative research, observational research, developmental research; applied versus fundamental research Data collection: methods eg primary and secondary data collection, observatory, experimental Research pitfalls: problems eg dependency and access to information sources, time, money, expertise, introduction of bias, the Hawthorne Effect, the Halo Effect Types of data: qualitative eg ‘information rich and data poor’; quantitative eg statistical analysis techniques, ratios 2 Know how to conduct a literature review Sources of information: types eg visual, audio, paper-based, electronic; benefits and drawbacks of types; categories eg primary and secondary sources, restrictions and limitations Accuracy of information: validity eg triangulation of resources to ensure validity; currency Literature review framework: styles eg Harvard referencing; adopting a formal format 3 Be able to present a research proposal Research question: defining the question eg selection and suitability; scope and boundaries; target audience Survey methods: interview techniques eg unstructured, structured, semi-structured; administered questionnaire; attitude measurements eg Likert scaling, Thurstone scaling, Guttman scaling, semantic differential scaling; sampling eg random, quota, stratified Research ethics: issues eg potential ethical issues arising during research, ways to address ethical issues in research; role of the Ethics Committee 4 Be able to contribute to a research seminar Research seminar: functions eg disseminate ideas and good practice; discuss research proposals; gather feedback to inform proposals Delivery strategies: structure eg clear framework; level of detail; use of IT UNIT 7: RESEARCH SKILLS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 38 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: Assessment criteria for pass The learner can: LO1 Understand different research methodologies 1.1 assess different research methodologies 1.2 justify the use of a research methodology to be used for the research proposal 1.3 discuss the importance of both qualitative and quantitative data in research 1.4 explain the problems that can arise when undertaking research LO2 Know how to conduct a literature review 2.1 justify the use of research sources 2.2 evaluate the importance of using primary information sources 2.3 describe a recognised system for referencing LO3 Be able to present a research proposal 3.1 present a research proposal to a defined audience utilising appropriate survey techniques 3.2 discuss the role of ethics in research LO4 Be able to contribute to a research seminar 4.1 prepare an extract from the research proposal appropriate to a seminar environment 4.2 provide constructive feedback on proposals presented within the seminar environment. UNIT 7: RESEARCH SKILLS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 39 Guidance Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications The learning outcomes associated with this unit are closely linked with: Level 3 Level 4 Level 5 Unit 5: Emerging Technologies Unit 4: Project Design, Implementation and Evaluation Unit 8: Management of Projects Essential requirements Learners must have access to a range of texts, journals, papers, case studies, conference proceedings, and dissertation submissions. Learners must also keep up to date with current research developments in the field. Resources Books Burton N – Doing Your Education Research Project (Sage Ltd, 2008) ISBN 7558 Fink A – Conducting Research Literature Reviews: From the Internet to Paper, Third Edition (Sage Inc, June 2009) ISBN 1898 Kassem D, Mufti E and Robinson J – Education Studies: Issues and Critical Perspectives (Open University Press, 2006) ISBN 9728 Sharp J – Success with Your Education Research Project (Learning Matters first edition, January 2009) ISBN 1333 Wellington J – Educational Research: Contemporary Issues and Practical Approaches (Continuum International Publishing Group Ltd, 2000) ISBN 9719 Journals Education Action Research International Journal of Educational research Journal of Dissertation Research Ethics Review UNIT 7: RESEARCH SKILLS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 40 Employer engagement and vocational contexts To further enrich the content of this unit and to provide more of a vocational context it would be beneficial to bring in researchers in different fields who can share their experiences of putting together a research proposal. UNIT 8: MANAGEMENT OF PROJECTS BH – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Computing and Systems Development – Issue 2 – July 2011 © Edexcel Limited 2011 41 Unit 8: Management of Projects Unit code: J/601/0302 QCF level: 4 Credit value: 15 • Aim This unit provides an understanding and experience of project management principles, methodologies, tools and techniques that may be used in industry and the public sector. • Unit abstract Management of projects is a key element to ensure successful scientific investigations related to academic research, company research and development or consultancy. Through this unit learners will develop an understanding of what constitutes a project and the role of a project manager. They will examine the criteria for the success or failure of a project, evaluate project management systems and review the elements involved in project termination and appraisal. Learners will also understand the need for structured organisation within the project team, effective control