Level 2 and 3 Diploma in Business Support (4475-12/13)
Level 2 and 3 Diploma in Business Support (4475-12/13)
Level 2 and 3 Diploma in Business Support (4475-12/13)
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3 Course design <strong>and</strong> delivery<br />
3.1 Initial assessment <strong>and</strong> <strong>in</strong>duction<br />
Centres will need to make an <strong>in</strong>itial assessment of each c<strong>and</strong>idate prior to the start of their<br />
programme to ensure they are entered for an appropriate type <strong>and</strong> level of qualification.<br />
The <strong>in</strong>itial assessment should identify:<br />
• any specific tra<strong>in</strong><strong>in</strong>g needs the c<strong>and</strong>idate has, <strong>and</strong> the support <strong>and</strong> guidance they may require<br />
when work<strong>in</strong>g towards their qualification. This is sometimes referred to as diagnostic test<strong>in</strong>g.<br />
• any units the c<strong>and</strong>idate has already completed, or credit they have accumulated which is<br />
relevant to the qualification they are about to beg<strong>in</strong>.<br />
City & Guilds recommends that centres provide an <strong>in</strong>duction programme to ensure the c<strong>and</strong>idate<br />
fully underst<strong>and</strong>s the requirements of the qualification they will work towards, their responsibilities<br />
as a c<strong>and</strong>idate, <strong>and</strong> the responsibilities of the centre. It may be helpful to record the <strong>in</strong>formation on<br />
a learn<strong>in</strong>g contract.<br />
3.2 Recommended delivery strategies<br />
Centre staff should familiarise themselves with the structure, content <strong>and</strong> assessment requirements<br />
of the qualifications before design<strong>in</strong>g a course programme. Centres may design course<br />
programmes of study <strong>in</strong> any way which:<br />
• best meets the needs <strong>and</strong> capabilities of their c<strong>and</strong>idates<br />
• satisfies the requirements of the qualifications.<br />
When design<strong>in</strong>g <strong>and</strong> deliver<strong>in</strong>g the course programme, centres might wish to <strong>in</strong>corporate other<br />
teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g that is not assessed as part of the qualifications. This might <strong>in</strong>clude the<br />
follow<strong>in</strong>g:<br />
• literacy, language <strong>and</strong>/or numeracy<br />
• personal learn<strong>in</strong>g <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g<br />
• personal <strong>and</strong> social development<br />
• employability<br />
Where applicable, this could <strong>in</strong>volve enabl<strong>in</strong>g the c<strong>and</strong>idate to access relevant qualifications<br />
cover<strong>in</strong>g these skills.<br />
For further <strong>in</strong>formation to assist with the plann<strong>in</strong>g <strong>and</strong> development of the programme, please refer<br />
to the follow<strong>in</strong>g:<br />
• Notes for guidance <strong>in</strong> each unit<br />
• Useful material is available on SmartScreen www.smartscreen.co.uk<br />
• Useful material is also available from the CfA www.cfa.uk.com<br />
<strong>Level</strong> 2 <strong>and</strong> 3 <strong>Diploma</strong> <strong>in</strong> Bus<strong>in</strong>ess <strong>Support</strong> (<strong>4475</strong>-<strong>12</strong>/<strong>13</strong>) 11
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