ience
BTEC Level 2
Extended Certificate
in IT
Course handbook
September 2012/13
Contents
BTEC Level 2 Extended Certificate in IT– Course details
Unit 1: Communicating in the IT industry
Unit 2 Working in the IT industry
Unit 3 Computer Systems
Unit 7 Installing Computer Hardware
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Important details about the course
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Assessment Procedure
Assessment criteria and evidence
Feedback to learners
Planning of internal assessment
Internal assessment feedback
Example of formal feedback form
Assessment and grading criteria
Appeals Procedure
Important Notice to students
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What is Plagiarism?
I have read and understood this document
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BTEC Level 2 Extended Certificate in IT – Course details:
Introduction
BTEC Firsts are QCF Level 2 qualifications designed to provide specialist work-related
qualifications in a range of sectors. They give learners the knowledge, understanding
and skills that they need to prepare for employment. On successful completion of a
BTEC First qualification, learners can progress to or within employment and/or
continue their study in the same, or related vocational area.
BTEC Level 2 Extended Certificate in IT
This 30 credit qualification is equivalent to two GCSEs and covers the Key Stage 4
Programme of Study for IT.
The Edexcel BTEC Level 2 Extended Certificate in Business consists of two mandatory
units and 2 optional units that provide a combined total of 30 credits.
Mandatory Units
1 Business Purposes
2 Business Organisations
Credits
5
5
Level
2
2
Optional Units
3 Computer Systems
7 Installing Computer Hardware
Credits
10
10
Level
2
2
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Unit 1 Communicating in the IT industry
Aim and purpose
The aim of this unit is to enable learners to use IT tools to communicate and exchange
information safely, securely and effectively with different audiences. Learners will also
consider the impacts of IT.
Learning outcomes
On completion of this unit a learner should:
1 Be able to communicate information to suit audience, purpose and content
2 Be able to use IT tools to communicate and exchange information
3 Understand the impact of IT on individuals, communities and society.
Unit introduction
Communication skills are key to success in any sector but are particularly important in
highly technical sectors such as IT where the language used can become full of jargon. It
is important that learners are able to communicate with technical and non-technical
staff and understand how interpersonal skills affect communication.
IT provides opportunities for us to communicate more effectively using many different
tools. Therefore, as well as developing interpersonal skills through more traditional
methods of communication such as the spoken word, learners will be introduced to the
software packages and tools that are used to present information. Learners will be
prompted to consider their audience when discussing IT-related information. Explaining
an IT-related topic to a non-technical person can be challenging and avoiding jargon
difficult. Learners will communicate with people with technical knowledge as well as
those without.
Unit content
1 Be able to communicate information to suit audience, purpose and content
General communication skills: adapting content and style to audience eg modulating
voice, terminology, format; providing accurate information; techniques for engaging
audience interest eg changing intonation,use of technology such as multimedia or use of
animation in presentations; ensuring the message gets across eg asking questions to
check understanding
Interpersonal skills: methods for communicating interpersonally eg verbal exchanges,
signing, lip reading; techniques and cues eg body language, use of intonation, use of
emoticons, capitalisation of text in emails; positive and negative language; paying
attention and active engagement eg nodding, summarising or paraphrasing
Communicate in writing: following guidelines and procedures; identifying and conveying
key messages in writing eg letter, fax, email; using correct grammar and spelling;
reviewing and proofreading own written work; reviewing and editing documents created
by others; note taking
Audience: technical eg frequent IT user, IT technician; non-technical eg casual or non-IT
user
2 Be able to use IT tools to communicate and exchange information
Communicating and exchanging information: eg word-processed documents;
presentations; web pages; email
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IT tools: software eg word-processing; presentation; other eg email, specialist software
for the visually impaired; proofing tools eg thesaurus, spell-checkers; other eg
conversion of tabular information to graphics, text readers
Specialist communication channels: eg blogs, wikis, vlogs, podcasts, video conferencing
Safety: personal information; viewing digital content; uploading digital content; respect
towards others; data protection regulations; securing data eg encryption, firewalls,
backups, secure sites
3 Understand the impact of IT on individuals, communities and society
Impacts: social eg effects on local communities; economic eg employment structure,
working practices, sustainability; legal eg ownership, copyright, plagiarism; ethical eg
privacy of information; unequal access
Unequal access: implications eg locally, nationally and globally
Abuse of IT: threats eg cyber bullying, spam, phishing, denial of service attack
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Unit 2 Working in the IT industry
Aim and purpose
The aim of this unit is to ensure that learners have knowledge of the available job roles
involving professional IT and the characteristics employers demand in the IT industry.
Unit introduction
With the IT industry continuing to grow and computers becoming increasingly
fundamental to how organisations function, employers are increasingly looking for
people with specialised knowledge. In addition, businesses are also looking for certain
‘soft skills’ which enable an individual to function more effectively as part
of an organisation. Soft skills relate to an individuals ability to communicate and work
effectively with others, use appropriate language, be dependable and conscientious, and
generally behave in an acceptable manner in the workplace. Soft skills complement hard
skills, which are the knowledge, understanding and technical skills required to carry out
a job. It is this combination of technical and soft skills which can improve a person’s
employability.
This unit provides an opportunity for learners to explore the personal attributes which
can play an importantrole in establishing a successful career as an IT professional.
As part of this unit, learners will become familiar with the range of job roles available to
people with professional IT qualifications and consider the personal attributes these
roles require
Learning outcomes
On completion of this unit a learner should:
1 Know the characteristics that are valued by employers in the IT industry
2 Know the common job roles undertaken by people working in the IT industry.
Unit content
1 Know the characteristics that are valued by employers in the IT industry
Industry specific: technical knowledge, working procedures, health and safety knowledge
General: skills eg interpersonal skills, planning skills, organisational skills, time
management, team working, numeric skills, creativity, problem solving
Attitudes: preferred eg determined, independent, integrity, tolerant, dependable,
leadership, confidence, self-motivation
2 Know the common job roles undertaken by people working in the IT industry
General IT: roles eg solutions architecture, solution development and implementation,
network management, information security, technical writers, data administrators, IT
service management and delivery; hardware specific eg manufacturing, repair, supply,
installation, networks; software specific eg applications programmers, systems
programmers, website developer, communications programmers
Investigation and design: analysts; designers; project managers
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Unit 3 Computer Systems
Aim and purpose
The aim of this unit is to introduce learners to the basic hardware and software
components that make up computer systems and for learners to carry out basic
installation and configuration.
Unit introduction
Most learners will set up a computer system at some stage, which may belong to them
or someone else and it may be a desktop, laptop, PDA or games console. To do this,
learners need to know about the different elements of a computer system and how
hardware works with software and how all the elements communicate to make the
system function.
There are many different manufacturers of computer systems and each manufacturer
will produce a wide range of models with different specifications. Being able to
understand a computer systems technical specification (what all the jargon means) is
important. Learners will spend some time in understanding the function of hardware
and software components and assessing potential risks to systems.
In order to decide the requirements for a computer system and typical tasks it will be
used for learners will specify hardware and software for different user requirements.
Learners will need to demonstrate that they can connect hardware devices safely and
configure different types of software for a defined user.
Health and safety issues are always important when setting up and using electronic
equipment and this unit will raise learners awareness of the hazards involved in both
setting up and using computer systems.
Learning outcomes
On completion of this unit a learner should:
1 Know the common components of computer systems
2 Know the different uses of computer systems
3 Be able to connect computer hardware
4 Be able to configure computer software.
Unit content
1 Know the common components of computer systems
Computer system: types eg PC, base unit, laptop, netbook, PDA, mobile phone, games
consoles, tablet, server, embedded devices (inside phones, domestic appliances, cars)
Hardware components: processor speed and type; memory eg RAM, cache; storage
devices, eg hard disk drive, memory stick, CD ROM, flash drive, DVD; input devices eg
touch screen, graphics tablet, gaming controller, microphone, mouse, keyboard; output
devices eg printer, monitor, sound; computer network connectivity eg 3G, Wireless,
Bluetooth, NIC; costs
Software components: system software, applications software, software utilities
Security: risks eg phishing, malware, viruses, spam
Data flow: between components eg input, output, memory, processor; representations
eg block diagrams, flow chart, images
2 Know the different uses of computer systems
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Components: hardware; software
User: types eg home, office
User requirement: business need eg graphics design, company accounts; home use eg
internet connectivity, online games; other eg portability, cost, accessibility features
Performance requirements: characteristics of component eg processor speed and type,
data transmission speeds, storage capacity, battery life
3 Be able to connect computer hardware
Connections: peripheral devices eg printer, speakers, digital camera, USB devices,
scanner, web cam, barcode reader, graphics tablet; appropriate connection eg network
card, Bluetooth, USB, Cat5, Wireless
Testing: functionality eg for required use
Health and safety: electrical hazards; manual handling; impact on individuals
Working practices: working procedures; assess and minimise risks eg obtaining
resources, recording relevant information; communicating progress and outcomes
4 Be able to configure computer software
Requirements: users eg office, home; tasks eg data recording, photo editing, media
playback
Systems software: eg operating systems, systems software tools, diagnostic tools, file
managers, disk utilities, back up, synchronisation; network connections eg workgroups,
file sharing, internet access, email
Applications software: office applications software eg word processing, spreadsheet,
database, graphics,
presentation,; games software; communications, eg web browser, email
Utilities: clean up tools eg for cookies, internet history, defragmentation; drive
formatting
Configure: editing the desktop eg icon size, font size, colour, background, icon choice;
creating startup options; creating and reconfiguring application toolbars; folder
management eg access control, file permissions
Security: virus protection, firewall, other eg password protection, physical security
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Unit 7 Installing Computer Hardware
Aim and purpose
The aim of this unit is to enable learners to develop their knowledge, understanding and
skills in the installation of hardware components in a computer system.
Learning outcomes
On completion of this unit a learner should:
1 Know the reasons for and implications of installing hardware components
2 Understand risks involved and precautions needed when installing hardware
components
3 Be able to install and test hardware components
4 Be able to document an installation or upgrade.
Unit introduction
Installing and upgrading hardware is typical of the day-to-day tasks that an IT support
technician carries out. Installing new hardware components and carrying out simple
upgrades of existing hardware such as replacing a video or network card or adding
additional memory or storage are examples of these types of tasks. The tasks may be
needed because of routine maintenance, fault repairs, upgrades or new software
installations. This unit covers the skills and knowledge required to replace, upgrade or
install computer hardware components.
In this unit learners will first consider why hardware needs replacing and the
implications of installing new hardware components, such as the potential retraining of
users. Learners will also look at the risks involved and will be reminded of the
importance of health and safety and Electro-Static Discharge (ESD) when dealing
with electronic equipment.
Preparation for installation is key and it is necessary to understand the type of
installation or upgrade required and prepare the required resources (including tools and
facilities). There is also a need to check any relevant information, such as the
compatibility of the component to be installed with the existing system.
The practical part of the unit covers the skills and techniques required to successfully
carry out and test the installation. Testing will include using specialised utilities and
knowing how to respond to error messages. Finally, the unit covers the need to record
the outcome of the task and deal with any required documentation such as product
registration.
Unit content
1 Know the reasons for and implications of installing hardware components
Reasons: routine maintenance; fault repair; upgrade
Upgrade: reasons eg user requirements, compatibility, increased capacity, increased
speed, increased reliability, software requirements
Implications: training; compatibility; decommissioning; service level agreements
2 Understand risks involved and precautions needed when installing hardware
components
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Risks to systems: electrostatic discharge; equipment damage; risk to data eg data loss,
data corruption; other risks eg service loss
Electrostatic discharge: damage to components eg printed circuit boards, memory cards
Precautions: checking health and safety regulations; antistatic equipment eg anti-static
packaging, wrist straps, antistatic mats; use of appropriate tools; back up data
3 Be able to install and test hardware components
Hardware: components eg memory card, video card, optical drive, hard drive, network
device, connectors, ports
Preparation: tasks eg test selection, test configuration, reading instructions, following
procedures, safety check; obtain resources eg tools, hardware, access rights, associated
installation software; check
equipment; other tasks eg backing up data, recording serial numbers
Install: fit component; reassemble computer eg reassemble system, reconnect, clean,
carry out safety checks, test components, system test; other tasks eg restore data,
software installation (eg printer driver), software configuration
Test: using tools eg utility, run-time analysers; test procedures eg gathering test
information, validating information, responding to test information (error messages,
inconsistent data), checking specification
Troubleshooting: loose connections, jumper settings, power supply, Power On Self Test
(POST), diagnostic software
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Important details about the course:
Assessment Procedure
We will provide written assignments that will allow you to provide evidence for
assessment. A unit may be assessed through one or more assignments.
Assessment criteria and evidence
We will only use the mark your work using the assessment criteria set out for the
unit. There will
We will assess learner work solely against the assessment criteria, and associated
unit content, for the published unit. No additional or alternative criteria will be
included.
The evidence for assessment should be available in such a way as to enable persons
other than the assessor to confirm achievement. For example, practical activities
may require observation records, logs, photographs, tapes, screen dumps, notes of
research, activity plans etc
The evidence must demonstrate authentic achievement by the specified learner;
normally the learner should attest that their work is their own.
Feedback to learners
We will provide feedback to the learner on which criteria have or have not been
achieved. There are no assignment grades and an overall grade should only be
indicated once assessment for a unit is final.
In order to be awarded a grade, all the criteria related to that grade must be
achieved. There is no concept of ‘averaging’ across assessments or of ‘best fit’.
There must be thorough internal verification of assessment through checking all
assignment briefs and sampling all assessors’ decisions with feedback to the
assessor.
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Planning of internal assessment
We have planned internal assessment coherently across the whole programme so as
not to overburden learners at particular times. Internal assessment will be in
sizeable blocks appropriate for the level of the learner in order to encourage
achievement.
Assessment will be planned in such a way as to give the learners sufficient time to
complete all of the work, and the assessors time to assess it, well ahead of the final
date of the programme/planned date for certification. A good plan will facilitate
timely completion of all units enabling learners to attain the grades of which they are
capable and to progress successfully to further study.
Assignments will provide for the unit content. Learners need to evidence coverage of
the obligatory content. Content is obligatory for assessment unless it is prefixed with
“eg.” or the coverage is specifically limited by the relevant assessment criterion.
Where using assignments based on practical activities, particular care should be
given to the evidence requirements, and how evidence will be gathered and
recorded. This includes the evidence of internal verification of assessor decisions.
Centres should make provision for learners needing to improve their evidence in
order to fully satisfy criteria, provided that it is feasible to do so and that the learner
is able to provide authentic work that would fully meet the requirements of the
criteria.
We will make students aware of any deadlines set by Edexcel in relation to
submission of final portfolios and sampling.
Internal assessment feedback
Feedback to learners will be constructive and will be formally recorded. Learner’s
work will be annotated to show where criteria have been awarded. Feedback will
relate to the assessment and grading criteria that have been achieved so far. If
necessary, advice will be given on what more has to be done in order to achieve the
rest of the criteria as specified within the assignment brief.
The feedback sheet will be signed and dated by the assessor. The feedback sheet will
also be signed and dated by the learner with a comment from the learner as to
whether he/she wants to do more work against the criteria and an agreement on a
timescale for this.
Where a learner opts to do additional work to achieve further criteria, this work will
be added as a supplement to the original script and assessed in the normal way. The
assessor will record additional comments about achievement either on the same
form or on an additional form.
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Assessment and grading criteria
School will observe the rules for application of criteria in final grading of units:

in order for a learner to achieve a pass in any unit, the learner must achieve
all of the pass criteria specified for that unit

in order to achieve a merit in the unit, the learner must achieve all of the pass
and all of the merit criteria specified for that unit

in order for the learner to achieve a distinction in a unit, the learner must
achieve all of the pass, all of the merit and all of the distinction criteria for
that unit.
A learner who has not achieved all the pass criteria for a unit, but has attempted the
assessment and has evidenced appropriate knowledge, skills and understanding
across the pass criteria, is awarded a grade U.
Appeals Procedure

Students will be informed about the appeals procedure and have access to a
copy of the written procedure

A member of the Senior Management Team will be responsible for the
management of internal appeals

The Head of the Centre will be provided with any appeals and their outcome

Appeals will be considered by at least 3 people (at least one of whom should
not have been involved with the assessment decision)

A clear timescale in terms of the student getting a response to the appeal is
laid out on the appeals form

Students will be allowed representation by a parent/guardian/friend if
requested

Written records of all appeals will be kept by the school including the
outcome of the appeal and reasons for the outcome

A copy of the appeals record will be given to the student
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
Edexcel will be informed by the school if any outcome of an appeal has
implications for the conduct of assessments of the issue of results at the
school

Full details of any appeal must be made available to Edexcel on request
Students can only appeal on the following grounds:1. If they feel the grading criteria is being met
2. If they feel that they have not been supported during the assessment of the
unit
3. If the teacher is not willing to accept alternative evidence as meeting the
evidence requirement
Important Notice to students
The BTEC First Extended Certificate is 100% Portfolio evidence assessed with no
written examinations. It is therefore essential that students produce work that is
completely their own and not copied or ‘pasted’ from other sources. To include
work from such sources is deemed as plagiarism. There are procedures for
incorporating other people’s ideas or work into Portfolio evidence you produce
ensuring that you make it very clear that it is not your original work by giving credit
to the actual author. Your teacher will cover these procedures during the Induction
Period of the course. Below is some clarification on what plagiarism is:
What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone
else's original ideas. But terms like "copying" and "borrowing" can disguise the
seriousness of the offense:
According to the Merriam-Webster Online Dictionary, to "plagiarize" means
1.
to steal and pass off (the ideas or words of another) as one's own
2.
to use (another's production) without crediting the source
3.
to commit literary theft
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4.
to present as new and original an idea or product derived from an existing
source.
In other words, plagiarism is an act of fraud. It involves both stealing someone else's
work and lying about it afterward.
But can words and ideas really be stolen?
According to law, the answer is yes. The expression of original ideas is considered
intellectual property, and is protected by copyright laws, just like original inventions.
Almost all forms of expression fall under copyright protection as long as they are
recorded in some way (such as a book or a computer file).
All of the following are considered plagiarism:

turning in someone else's work as your own

copying words or ideas from someone else without giving credit

failing to put a quotation in quotation marks

giving incorrect information about the source of a quotation

changing words but copying the sentence structure of a source without
giving credit

copying so many words or ideas from a source that it makes up the
majority of your work, whether you give credit or not (see our section on
"fair use" rules)
Most cases of plagiarism can be avoided, however, by citing sources. Simply
acknowledging that certain material has been borrowed, and providing your
audience with the information necessary to find that source, is usually enough to
prevent plagiarism.
Information taken from:
http://www.plagiarism.org/learning_center/what_is_plagiarism.html
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I have read and understood this document
Name of Student: ………………………………………………………………………………………………….
Signature: ……………………………………………………………………………………………………………
Date: …………………………………………………………………
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