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Developing a Flexible Credit-Based Curriculum in Business Management

This project aims to develop a model for delivering a credit-based curriculum in business management, along with teaching and learning resources for level 3 students preparing for higher education. The focus is on the Business Ethics unit, incorporating higher-level skills such as effective communication, ICT usage, and research skills.

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Developing a Flexible Credit-Based Curriculum in Business Management

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  1. CATS Projects in Management Project 3: Developing a flexible credit-based curriculum in the area of business, management Louise Reynolds

  2. Original project: • Develop a model of delivery, assessment, verification, accreditation and transfer of credit for level 3 students preparing for level 4 • Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE. • Project after initial feasibility study: • Develop teaching and learning resources for level 3 teachers and learners to prepare them for HE.

  3. Students studying on year 2 of the level 3 Extended Diploma in Business were chosen for the project. • The level 3 Business Ethics unit was identified because its ‘Distinction’ task closely matches one of the learning outcomes from the level 5 unit ‘business ethics’. • This gives the level 3 students the opportunity to carry out a series of tasks that mirrors the sort of activities that would be expected of them on an HE course Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

  4. Higher level skills incorporated into task: • Effective communication using business media e.g. Preparation and presentation of business reports • Effective use of ICT for business applications • Ability to conduct research into business and management issues (‘Higher level skills’ – Edexcel HND Business spec, 2012) Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

  5. Key teaching/learning resource – a study pack that incorporates a fully worked example of a research paper, short formal report and PowerPoint presentation handout. • The study pack includes a step by step guide to conducting internet research, writing the research paper, report and PowerPoint. • Students to produce same in order to achieve a Distinction grade in the Business Ethics unit Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

  6. Measuring the impact of the project. The project will be a success if the students themselves consider their participation to be useful to them. • Short term – participating students to fill out a questionnaire asking them to make judgements about their experience of the project • Longer term – production of a qualitative case study drawing on the experiences of a number of students once they have been studying at university for one semester • Dissemination – CPD sessions in July to colleagues with a view to rolling out the programme across the level 3 vocational curriculum Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

  7. Footnote: The project including marked student work was last week seen by Ofsted who thought it was a good example of stretch and challenge and a progression activity.

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