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Pearson Edexcel Level 3 NVQ Diploma in Design (QCF)
Specification
NVQ/Competence-based qualification
First registration September 2010
Issue 2
Pearson Education Limited is one of the largest awarding organisations in the United Kingdom. Pearson is recognised and regulated by Ofqual and the Scottish Qualifications Authority (SQA) to offer accredited qualifications to employers, private training providers, colleges, schools and other places of learning both in the United Kingdom and internationally.
The qualifications offered include National Vocational Qualifications/Competency-based qualifications, Scottish Vocational Qualifications, and other qualifications that attest to competence in the workplace, the suite of BTEC vocationally related qualifications, ranging from Entry Level to Higher National Diplomas, GCSE, GCE AS and GCE A levels. Working in partnership with universities, Pearson Education Limited has Degree awarding powers.
Pearson Education Limited is committed to supporting work-based learning through its BTEC Apprenticeship and Employability Frameworks and our suite of vocational qualifications.
This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on our website: www.edexcel.com
References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Paul Webster
ISBN 978 1 446 91036 8
All the material in this publication is copyright © Pearson Education Limited 2013
Contents
Qualification title covered by this specification 1
Key features of the Pearson Edexcel Level 3 NVQ in Design (QCF) 3
What is the purpose of this qualification? 3
Who is this qualification for? 3
What are the benefits of this qualification to the learner and employer? 3
What are the potential job roles for those working towards this qualification? 3
What progression opportunities are available to learners who achieve this qualification? 4
Qualification structure for the Pearson Edexcel Level 3 NVQ Diploma in Design (QCF) 5
How is the qualification graded and assessed? 8
Assessment requirements/strategy 8
Types of evidence 9
Centre recognition and approval 10
Centre recognition 10
Approvals agreement 10
Quality assurance 10
What resources are required? 10
Unit format 11
Units 13
Unit 1: Research a design concept 15
Unit 2: Write a design brief 19
Unit 3: Interpret a design brief and follow the design process 23
Unit 4: Understand the concept and techniques used in branding 27
Unit 5: Develop and extend critical and creative thinking skills 31
Unit 6: Collaborate in a creative process 35
Unit 7: Understand market research 39
Unit 8: Develop a presentation 43
Unit 9: Deliver a presentation 47
Unit 10: Working with costs and budgets 53
Unit 11: The history and social impact of creativity and its influence on design 55
Unit 12: Research and evaluate the nature of design in a specific industry context 59
Unit 13: Create 3D models using a computer aided design system 63
Unit 14: Undertake market research 67
Unit 15: Support marketing activities 71
Unit 16: Select and develop business relationships with preferred suppliers 75
Unit 17: Manage budgets 79
Unit 18: Contribute to running a project 83
Unit 19: Create 2D designs using a computer aided design system 89
Unit 20: Identify and understand a client’s brand strategy 93
Unit 21: Articulate, present and debate ideas in a creative environment 97
Unit 22: Devise user testing of designs 101
Unit 23: Conduct user testing of designs 105
Unit 24: Evaluate user testing of designs 107
Unit 25: Define the product or service of the business 111
Unit 26: Keep financial records 113
Unit 27: Keeping up to date with current legislation in a business 117
Unit 28: Balance business needs and personal life 119
Unit 29: Carry out banking for a business 123
Unit 30: Carry out plans for a business 127
Unit 31: Check what customers need from the business 131
Unit 32: Decide on a business location 135
Unit 33: Manage own time and efficiency 139
Unit 34: Obtaining support for a business idea 143
Unit 35: Plan how to let customers know about products or services 145
Unit 36: Review the skills the business needs 147
Unit 37: Seek advice and help for the business 151
Further information 154
Useful publications 154
How to obtain National Occupational Standards 154
Professional development and training 155
Annexe A: Progression pathways 157
The Edexcel BTEC qualification framework for the Art and Design sector 157
Annexe B: Quality assurance 159
Key principles of quality assurance 159
Quality assurance processes 159
Annexe C: Centre certification and registration 161
What are the access arrangements and special considerations for the qualifications in this specification? 161
Annexe D: Assessment requirements/strategy 163
Annexe E: Personal, Learning and Thinking Skills 167
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
1
Qual
ific
atio
n t
itle
cov
ered
by
this
spec
ific
atio
n
This
spec
ific
atio
n g
ives
you t
he
info
rmation y
ou n
eed t
o o
ffer
the
Pear
son E
dex
cel Le
vel 3 N
VQ
Dip
lom
a in
Des
ign (
QCF)
:
Qu
alifi
cati
on
tit
le
Qu
alifi
cati
on
N
um
ber
(QN
) A
ccre
dit
ati
on
st
art
date
Pear
son E
dex
cel Le
vel 3 N
VQ
Dip
lom
a in
Des
ign (
QCF)
501/0
705/7
01/0
9/2
010
This
qual
ific
atio
n h
as
bee
n a
ccre
dited
within
the
Qual
ific
ations
and C
redit F
ram
ework
(Q
CF)
and is
elig
ible
for
public
fundin
g a
s det
erm
ined
by
the
Dep
artm
ent
for
Educa
tion (
DfE
) under
Sec
tions
96 a
nd 9
7 o
f th
e Le
arnin
g a
nd S
kills
Act
2000.
The
qual
ific
atio
n t
itle
lis
ted a
bove
fea
ture
in t
he
fundin
g lis
ts p
ublis
hed
annual
ly b
y th
e D
fE a
nd t
he
regula
rly
updat
ed w
ebsi
te.
They
will
als
o a
ppea
r on t
he
Learn
ing A
ims
Ref
eren
ce A
pplic
ation (
LARA),
wher
e re
leva
nt.
You s
hould
use
the
QCF
Qualif
icat
ions
Num
ber
(Q
N),
when
you w
ish t
o s
eek
public
fundin
g f
or
your
lear
ner
s. E
ach
unit w
ithin
a
qual
ific
ation w
ill a
lso h
ave
a u
niq
ue
QC
F re
fere
nce
num
ber
, w
hic
h is
liste
d in t
his
spec
ific
ation.
The
QCF
qual
ific
atio
n t
itle
and u
nit r
efer
ence
num
ber
s w
ill a
ppea
r on t
he
lear
ner
s’ f
inal
cer
tifica
tion d
ocu
men
t. L
earn
ers
nee
d t
o
be
made
aw
are
of th
is w
hen
they
are
rec
ruited
by
the
centr
e an
d r
egis
tere
d w
ith E
dex
cel.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
2 This
title
rep
lace
s th
e fo
llow
ing q
ual
ific
atio
n fro
m E
dex
cel:
Qu
alifi
cati
on
tit
le
Qu
alifi
cati
on
N
um
ber
(QN
) A
ccre
dit
ati
on
st
art
date
A
ccre
dit
ati
on
en
d d
ate
Edex
cel Le
vel 3 N
VQ
in D
esig
n
Q1054388
11/0
6/0
1
31/0
8/1
0
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
3
Key features of the Pearson Edexcel Level 3 NVQ in Design (QCF)
This qualification:
is nationally recognised
is based on the Design National Occupational Standards (NOS). The NOS, assessment requirements and qualification structure(s) are owned by Creative and Cultural Skills.
The Pearson Edexcel Level 3 NVQ Diploma in Design (QCF) has been approved as a component required for the Creative Apprenticeship framework.
What is the purpose of this qualification?
The Pearson Edexcel Level 3 NVQ Diploma in Design (QCF) recognises the skills, knowledge and understanding of learners and allows them to gain a job-ready qualification in the workplace that relates to their job area and promotes good working practice.
Who is this qualification for?
This qualification is for all learners aged 16 and above who are capable of reaching the required standards.
Edexcel’s policy is that the qualification should:
be free from any barriers that restrict access and progression
ensure equality of opportunity for all wishing to access the qualifications.
What are the benefits of this qualification to the learner and employer?
This qualification are work-based qualifications, which will allow learners to develop knowledge, understanding and skills essential for working in the design sector, including working with others and improving own performance.
What are the potential job roles for those working towards this qualification?
The National Occupational Standards cover a diverse range of job roles, for example:
Architect
Architectural Technician/Technologist
Art Exhibition Organiser
Body Artist/Tattooist
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
4
CAD Draughtsperson
Cartoonist
Ceramic Decorator
Ceramic/Pottery maker
Computer Games Designer
Design Engineer
Display Designer/Visual Merchandiser
Exhibition Designer
Fashion/Clothing Designer
Fine Artist
Garden Designer
Glassmaker
Goldsmith/Silversmith
Hat Designer/Milliner
Interior Designer
Jeweller
Landscape Architect
Leather Craftworker
Model Maker
Product Designer
Sculptor
Stage/Set Designer
Toymaker
Upholsterer.
What progression opportunities are available to learners who achieve this qualification?
This qualification offers various opportunities for progression to further learning. Learners may progress onto the Pearson Edexcel Level 4 NVQ in Design Management. Alternatively, learners could progress onto the Pearson BTEC Level 4 Higher National Certificate in Graphic Design or 3D Design.
Further information is available in Annexe A.
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
5
Qualification structure for the Pearson Edexcel Level 3 NVQ Diploma in Design (QCF)
The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.
Minimum number of credits that must be achieved 49
Minimum number of credits that must be achieved at level 3 or above 47
Number of mandatory credits that must be achieved (Group A) 29
Minimum number of optional credits that must be achieved (from Groups B1, C1 and C2)
20
Maximum number of credits that can be achieved from Business optional units groups C1 and C2
6
Maximum number of units that can be achieved from Business optional units group C1
1
Maximum number of units that can be achieved from Business optional units group C2
1
Mandatory units: Learners must achieve 29 credits from this group.
Unit Unit reference number
Mandatory units (Group A)
Level Credit Guided learning hours
1 F/601/6485 Research a Design Concept 3 4 24
2 F/601/6518 Write a Design Brief 3 2 12
3 T/601/6483 Interpret a Design Brief and Follow the Design Process
3 4 24
4 R/601/6507 Understand the Concept and Techniques Used in Branding
3 3 18
5 K/601/6464 Develop and Extend Critical and Creative Thinking Skills
3 3 18
6 T/601/6452 Collaborate in a Creative Process
3 3 18
7 Y/601/6511 Understand Market Research 3 3 18
8 M/601/2528 Develop a Presentation 3 3 15
9 T/601/2529 Deliver a Presentation 3 3 15
10 F/501/3821 Working with Costs and Budgets
3 1 7
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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Optional units: Learners must achieve a minimum of 20 credits from groups B1, C1 and C2.
Unit Unit reference number
Design optional units (Group B1)
Level Credit Guided learning hours
11 T/601/6502 The History and Social Impact of Creativity and its Influence on Design
3 3 18
12 L/601/6490 Research and Evaluate the Nature of Design in a Specific Industry Context
3 3 18
13 D/601/6459 Create 3D Models Using a Computer Aided Design System
3 4 24
14 M/601/6515 Undertake Market Research 3 4 24
15 F/601/6499 Support Marketing Activities 3 4 24
16 K/601/6495 Select and Develop Business Relationships with Preferred Suppliers
3 5 30
17 T/601/2580 Manage Budgets 4 5 29
18 J/601/2549 Contribute to Running a Project
3 5 30
19 R/601/6457 Create 2D Designs Using a Computer Aided Design System
3 4 24
20 K/601/6481 Identify and Understand a Client’s Brand Strategy
3 4 24
21 T/601/6449 Articulate, Present and Debate Ideas in a Creative Environment
3 3 18
22 T/601/6466 Devise User Testing of Designs 3 2 12
23 F/601/6454 Conduct User Testing of Designs
3 1 6
24 J/601/6469 Evaluate User Testing of Designs
3 2 12
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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Unit Unit reference number
Business optional units (Group C1)
No more than one unit to be taken from this group.
Level Credit Guided learning hours
25 M/601/4375 Define the Product or Service of the Business
3 3 21
26 M/601/5803 Keep Financial Records 3 4 28
Unit Unit reference number
Business optional units (Group C2)
No more than one unit to be taken from this group.
Level Credit Guided learning hours
27 F/601/5823 Keeping Up to Date with Current Legislation in a Business
3 3 21
28 D/601/6266 Balance Business Needs and Personal Life
3 2 14
29 Y/601/5357 Carry out Banking for a Business
3 3 14
30 F/601/4378 Carry Out Plans for a Business 3 3 21
31 Y/601/5925 Check what Customers Need from the Business
3 3 21
32 Y/601/4404 Decide on a Business Location 3 3 21
33 R/601/6300 Manage Own Time and Efficiency
3 3 21
34 A/601/4394 Obtaining Support for a Business Idea
3 3 21
35 H/601/5944 Plan How to Let Customers Know about Products or Services
3 3 21
36 Y/601/5858 Review the Skills the Business Needs
3 2 14
37 J/601/6245 Seek Advice and Help for the Business
2 2 16
Centres should be aware that within the Level 3 qualification in this specification, learners may be required to meet the demands of optional Unit 17: Manage Budgets at level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit during delivery and assessment of the qualification.
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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How is the qualification graded and assessed?
The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.
To pass a unit the learner must:
achieve all the specified learning outcomes
satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
show that the evidence is their own.
The qualification is designed to be assessed:
in the workplace or
in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or
as part of a training programme.
Assessment requirements/strategy
The assessment requirements/strategy for these qualifications have/has been included in Annexe D. They have been developed by Creative and Cultural Skills in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:
criteria for defining realistic working environments
roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers
quality control of assessment
evidence requirements.
Evidence of competence may come from:
current practice where evidence is generated from a current job role
a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace
the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification
a combination of these.
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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It is important that the evidence is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Types of evidence
To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissable.
direct observation of the learner’s performance by their assessor (O)
outcomes from oral or written questioning (Q&A)
products of the learner’s work (P)
personal statements and/or reflective accounts (RA)
outcomes from simulation, where permitted by the assessment strategy (S)
professional discussion (PD)
assignment, project/case studies (A)
authentic statements/witness testimony (WT)
expert witness testimony (EPW)
evidence of Recognition of Prior Learning (RPL).
The abbreviations may be used for cross-referencing purposes.
Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.
Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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Centre recognition and approval
Centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.
Approvals agreement
All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.
Quality assurance
Detailed information on Edexcel’s quality assurance processes is given in Annexe B.
What resources are required?
The qualification is designed to support learners working in the design sector. Physical resources need to support the delivery of the qualification and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
11
Unit format
Each unit in this specification contains the following sections.
Unit title:
Unit code:
Unit reference number:
QCF level:
Credit value:
Guided learning hours:
Unit summary:
Assessment requirements/evidence requirements:
Assessment methodology:
Learning outcomes:
Assessment criteria:
Evidence type:
Portfolio reference:
Date:
The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
This is the unit owner’s reference number for the specified unit.
This code is a unique reference number for the unit.
All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.
All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.
A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.
This provides a summary of the purpose of the unit.
The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.
Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.
The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.
Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.
This provides a summary of the assessment methodology to be used for the unit.
The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.
The learner should give the date when the evidence has been provided.
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
12
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
13
Units
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
14
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
15
Unit 1: Research a design concept
Unit reference number: F/601/6485
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit applies to individuals who research and generate concepts and solutions in response to a design challenge in an industry context. The starting point may be an open or closed brief; a spontaneous idea; modification of an existing product, service, process, or system; or a point in an ongoing design process.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
16
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Est
ablis
h c
lient
nee
ds
and
des
ign r
equirem
ents
1.1
D
eter
min
e an
d e
valu
ate
use
r/cl
ient
nee
ds
1.2
Cla
rify
spec
ific
atio
ns,
par
amet
ers
and c
onst
rain
ts o
f th
e des
ign c
hal
lenge
in c
onsu
ltation w
ith r
elev
ant
stak
ehold
ers
1.3
Art
icula
te t
he
esse
nce
of th
e des
ign c
hal
lenge
in a
n
appro
priat
e fo
rmat
1.4
Est
ablis
h a
nd d
evel
op w
ork
ing r
elat
ionsh
ips
with
key
stake
hold
ers
and k
eep t
hem
info
rmed
th
roughout
the
des
ign p
roce
ss
2
Car
ry o
ut
rese
arch
to
info
rm d
esig
n s
olu
tions
2.1
Res
earc
h,
eval
uat
e and a
cknow
ledge
info
rmat
ion
from
rel
evan
t so
urc
es,
whic
h m
ay a
ssis
t in
re
spondin
g t
o t
he
des
ign c
hal
lenge,
incl
udin
g:
–
his
torica
l, c
urr
ent
and futu
re p
ersp
ective
s an
d
tren
ds
–
soci
al,
econom
ical
, en
viro
nm
enta
l, s
ust
ainab
le,
ethic
al an
d c
ultura
l is
sues
–
oth
er d
esig
ns
and t
he
work
of
des
ign
pra
ctitio
ner
s
2.2
Anal
yse,
ext
ract
and c
olla
te info
rmat
ion t
o info
rm
the
dev
elopm
ent
of th
e des
ign s
olu
tion
2.3
See
k an
d inte
gra
te input
and idea
s fr
om
oth
ers
during t
he
des
ign p
roce
ss
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
17
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Dev
elop d
esig
n o
ptions
bas
ed o
n r
esea
rch a
nd
oth
er info
rmat
ion
3.1
D
evel
op a
nd u
se a
ran
ge
of
criter
ia,
whic
h c
an b
e use
d t
o e
valu
ate
diffe
rent
options
and idea
s
3.2
U
se a
ran
ge
of cr
eative
thin
king t
echniq
ues
to
gen
erat
e diffe
rent
options
and idea
s
3.3
Apply
rel
evan
t princi
ple
s of fu
nct
ionalit
y,
ergonom
ics,
aes
thet
ics
and s
ust
ainab
ility
to t
he
dev
elopm
ent
of diffe
rent
options
3.4
See
k an
d inte
gra
te input
and idea
s fr
om
oth
ers
3.5
N
egotiate
and a
gre
e an
y ch
anged
req
uirem
ents
or
modific
ations
4
Sel
ect
and p
rese
nt
pre
ferr
ed d
esig
n s
olu
tion
4.1
Sel
ect
a p
refe
rred
solu
tion a
gai
nst
agre
ed c
rite
ria
and in c
onsu
ltat
ion
with r
elev
ant
key
stake
hold
ers
4.2
Adju
st a
nd r
efin
e pro
pose
d d
esig
n s
olu
tion b
ased
on r
esea
rch t
esting a
nd r
efle
ctio
n
4.3
Pr
esen
t pro
pose
d d
esig
n s
olu
tion w
ith a
ppro
pri
ate
support
ing d
ocu
men
tation a
ccord
ing t
o p
roje
ct
requirem
ents
5
Under
stan
d c
opyr
ight,
m
ora
l rights
and
inte
llect
ual pro
per
ty iss
ues
5.1
Exp
lain
the
rele
vant
legis
lation t
hat
im
pac
ts o
n
des
ign,
incl
udin
g:
–
copyr
ight
–
mora
l rights
–
inte
llect
ual pro
per
ty
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
18
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
19
Unit 2: Write a design brief
Unit reference number: F/601/6518
QCF level: 3
Credit value: 2
Guided learning hours: 12
Unit summary
This unit is about writing a design brief and what should be incorporated in to it. A design brief is a written document that thoroughly explains the problem that needs to be solved by a designer or designer team, focusing on results of design, outcomes of design, and the business objectives of the design project.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
20
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to d
efin
e th
e re
quirem
ents
for
a d
esig
n
pro
ject
1.1
D
efin
e th
e aim
s and o
bje
ctiv
es o
f th
e des
ign
pro
ject
in t
erm
s of:
–
resu
lts
of
des
ign
–
outc
om
es o
f des
ign
–
busi
nes
s obje
ctiv
es o
f des
ign p
roje
ct
1.2
D
efin
e th
e ta
rget
audie
nce
for
the
des
ign p
roje
ct b
y re
fere
nce
to d
emogra
phic
s su
ch a
s:
–
age
–
gen
der
–
inco
me
–
occ
upat
ion
–
geo
gra
phic
loca
tion
1.3
Id
entify
the
mai
n c
om
pet
itors
and r
evie
w t
hei
r pro
duct
s in
rel
ation t
o d
esig
n p
roje
ct o
bje
ctiv
es
1.4
Agre
e th
e budget
and t
imes
cale
for
com
ple
ting t
he
des
ign p
roje
ct
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
21
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to p
repar
e a
writt
en d
esig
n b
rief
2.1
Pr
epare
a c
lear
, co
nci
se a
nd w
ell co
nst
ruct
ed
writt
en d
esig
n b
rief
, in
the
appro
priat
e fo
rmat
, w
hic
h inco
rpora
tes
info
rmation a
bout:
–
pro
file
and v
alues
of
the
org
anis
atio
n
–
aim
s an
d o
bje
ctiv
es o
f th
e des
ign p
roje
ct
–
targ
et a
udie
nce
–
com
pet
itors
–
budget
and t
imes
cale
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
22
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
23
Unit 3: Interpret a design brief and follow the design process
Unit reference number: T/601/6483
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit is about interpreting and creatively responding to a design brief through the design process. It focuses on creative communication and planning processes that support effective responses to the design brief.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
24
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
nat
ure
and
scope
of
the
des
ign b
rief
w
ith s
take
hold
ers
1.1
Est
ablis
h a
nd c
larify
the
use
r or
clie
nt
for
the
pro
pose
d p
roduct
/ser
vice
to info
rm d
esig
n d
ecis
ions
1.2
Id
entify
spec
ific
ations,
par
amet
ers
or
const
rain
ts o
f th
e des
ign b
rief
with r
elev
ant
clie
nt
and r
elev
ant
colle
agues
1.3
Id
entify
fact
ors
that
may
det
erm
ine
or
affec
t vi
sual
des
ign c
once
pts
, in
cludin
g t
he
des
ign t
echniq
ues
2
Gen
erat
e a r
ange
of id
eas
to r
espond t
o t
he
des
ign
brief
and a
gre
e th
e des
ign
conce
pt
2.1
Sourc
e an
d e
valu
ate
pro
duct
s, d
esig
ns,
im
ages
, ar
twork
and o
ther
cre
ativ
e w
ork
to insp
ire
des
ign
idea
s
2.2
G
ener
ate
a r
ange
of id
eas
for
the
des
ign c
once
pt
thro
ugh r
esea
rch,
explo
ration a
nd e
xper
imen
tation
2.3
D
evel
op a
n initia
l des
ign c
once
pt
in lin
e w
ith d
esig
n
brief
par
am
eter
s an
d p
rese
nt
this
in a
n a
ppro
priat
e fo
rmat
2.4
Eva
luat
e and e
xplo
re d
iffe
rent
options
and c
reat
ive
idea
s fo
r re
finin
g t
he
conce
pt,
work
ing c
lose
ly w
ith
the
clie
nt
and s
eeki
ng fee
dback
at
each
ste
p o
f th
e pro
cess
2.5
Agre
e th
e co
nce
pt
for
work
whic
h c
om
plie
s w
ith t
he
des
ign b
rief
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
25
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Produce
m
odel
s/pro
toty
pes
/ ar
twork
and fin
alis
e pro
duct
ion s
pec
ific
atio
n
3.1
Ass
ess
spec
ific
des
ign p
roduct
ion r
isks
3.2
Id
entify
all
com
ponen
ts r
equired
to p
roduce
a
model
, pro
toty
pe
or
art
work
3.3
Id
entify
and c
onsu
lt w
ith s
upport
ing s
ervi
ces
required
for
pro
duct
ion
3.4
Pr
oduce
a m
odel
, pro
toty
pe
or
art
work
and
eval
uat
e th
is a
gai
nst
the
des
ign b
rief
req
uirem
ents
3.5
Analy
se t
he
model
, pro
toty
pe
or
art
work
and
det
erm
ine
if a
ny
furt
her
adju
stm
ents
nee
d t
o b
e m
ade
to p
roduct
ion r
equirem
ents
3.6
Fi
nal
ise
pro
duct
ion s
pec
ific
atio
ns
support
ed b
y ac
cura
te a
nd c
om
ple
te d
ocu
men
tation
4
Be
able
to p
roduce
, or
monitor
pro
duct
ion o
f pro
duct
/ser
vice
and o
bta
in
clie
nt
appro
val
4.1
Colle
ct a
nd/o
r org
anis
e re
quired
com
ponen
ts f
or
the
work
4.2
Pr
oduce
or
monitor
the
pro
duct
ion o
f th
e w
ork
en
suring a
ll par
am
eter
s of
the
des
ign b
rief
are
met
4.3
D
ocu
men
t w
ork
pro
gre
ss a
ccura
tely
and in a
form
at
appro
priat
e to
the
natu
re o
f th
e des
ign
and
requirem
ents
of
the
des
ign b
rief
4.4
O
bta
in c
lient
appro
val an
d s
ignatu
re f
or
the
work
w
hen
appro
priat
e
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
26
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
27
Unit 4: Understand the concept and techniques used in branding
Unit reference number: R/601/6507
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit is about understanding the importance of branding for business performance and the tools and techniques that are used for this.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
28
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
def
initio
n
of bra
nd a
nd t
he
role
of
bra
nds
for
busi
nes
s per
form
ance
1.1
Id
entify
a r
ange
of
bra
nd a
nd b
randin
g m
odel
s
1.2
Exp
lain
the
diffe
rence
bet
wee
n b
usi
nes
s pla
ns
and
bra
nd p
lans
1.3
D
escr
ibe
the
types
of m
ark
et d
rive
rs,
tren
ds
and
issu
es invo
lved
in b
randin
g
2
Under
stan
d d
iffe
rent
tools
an
d t
echniq
ues
use
d in
bra
ndin
g
2.1
Id
entify
the
range
of
audit t
ools
and m
ethods
use
d
for:
–
bra
ndin
g
–
des
ign
2.2
Exp
lain
posi
tionin
g,
com
pet
itor’s
anal
ysis
, ben
chm
ark
s an
d s
egm
enta
tion
2.3
D
escr
ibe
how
use
r an
d m
arke
t re
sear
ch info
rmat
ion
can b
e use
d t
o s
upport
bra
nd s
trat
egy
dec
isio
n-
mak
ing f
ram
ework
s
2.4
Id
entify
typ
ical
exa
mple
s of su
cces
s an
d fai
lure
in
bra
ndin
g a
nd t
he
reaso
ns
for
this
2.5
Id
entify
a r
ange
of
story
telli
ng t
echniq
ues
that
are
use
d in b
randin
g
2.6
Exp
lain
the
role
of
des
ign m
anag
emen
t and t
he
man
agem
ent
des
ign p
roce
ss
2.7
D
escr
ibe
how
com
munic
atio
ns,
pro
duct
s and
serv
ices
should
be
co-o
rdin
ate
d
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
29
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d t
he
impact
of
soci
al r
esponsi
bili
ty,
sust
ain
abili
ty a
nd
innova
tion in b
randin
g
3.1
D
escr
ibe
the
polic
y, a
ims
and im
pac
t on b
rand
stra
tegy
of:
–
corp
ora
te s
oci
al r
esponsi
bili
ty
–
sust
ain
abili
ty
3.2
Exp
lain
the
import
ance
of
innova
tion a
s a
stra
tegic
co
mpet
ence
and h
ow
to inte
gra
te d
esig
n a
nd
innova
tion in b
rand s
trat
egy
for
busi
nes
s an
d b
rand
com
pet
itiv
enes
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
30
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
31
Unit 5: Develop and extend critical and creative thinking skills
Unit reference number: K/601/6464
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit is for individuals who need to develop and extend their critical and creative thinking skills; it is about developing the habit of thinking in a more creative way. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place at any time at any place and can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing or the development of new or innovative services, products or processes.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
32
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
def
initio
ns,
conce
pts
and
his
tory
of
crea
tive
thin
king
1.1
D
escr
ibe
diffe
rent
crea
tive
thin
king t
echniq
ues
and
how
they
work
1.2
D
escr
ibe
how
cre
ativ
e th
inki
ng h
as d
evel
oped
ove
r tim
e an
d its
im
pac
t on s
oci
ety
1.3
Exp
lain
how
cre
ativ
ity
can a
pply
in b
oth
cre
ativ
e an
d n
on-c
reat
ive
conte
xts
1.4
Exp
lain
the
pote
ntial im
pact
of
crea
tive
thin
king o
n
indiv
idual
s an
d b
usi
nes
ses
1.5
Id
entify
the
tech
niq
ues
that
can b
e use
d f
or
filter
ing d
iver
se info
rmat
ion
2
Be
able
to u
se a
ran
ge
of
crea
tive
thin
king
tech
niq
ues
to g
ener
ate
id
eas
and r
esponse
s
2.1
Cla
rify
info
rmat
ion u
sing q
ues
tions
ask
ed fro
m
diffe
rent
per
spec
tive
s
2.2
Anal
yse
a va
riet
y of
info
rmation s
ourc
es
2.3
In
terp
ret
the
centr
al q
ues
tions,
iss
ues
and
chal
lenges
fro
m g
iven
info
rmat
ion
2.4
Critica
lly c
om
par
e pre
-conce
ptions
and a
ssum
ptions
to d
eter
min
e ac
tual
const
rain
ts in d
efin
ing a
pro
ble
m f
or
reso
lution
2.5
Rev
iew
and r
evis
e barr
iers
to c
reat
ive
thin
king f
rom
in
div
idual
s an
d o
rgan
isat
ions
2.6
Anal
yse
real
itie
s bey
ond t
he
curr
ent
situ
ation a
nd
take
ris
ks w
ith idea
s an
d t
hought
pro
cess
es
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.7
In
vest
igat
e fa
mili
ar s
ourc
es o
f in
form
atio
n for
new
in
spir
ation
2.8
Rec
ord
obse
rvat
ions,
exp
erie
nce
s, idea
s an
d
reflec
tive
thoughts
to b
road
en p
erso
nal kn
ow
ledge
bas
e
2.9
D
emonst
rate
an a
ccep
tance
of
the
opport
unity
for
reve
lation w
hen
lea
st e
xpec
ted
2.1
0
Iden
tify
connec
tions
and a
ssoci
atio
ns
from
thin
gs
that
see
m u
nco
nnec
ted
2.1
1
Iden
tify
, in
terr
ogat
e an
d c
halle
nge
ass
um
ptions
beh
ind e
xist
ing idea
s
2.1
2
Critica
lly c
om
par
e a
range
of diffe
rent
solu
tions
and
idea
s
2.1
3
Eva
luat
e id
eas
and s
ituat
ions
in n
ew w
ays
to
chan
ge
per
spec
tive
2.1
4
Rev
iew
and r
evis
e id
eas
with o
ther
s to
iden
tify
how
th
ey m
ight
be
chan
ged
or
impro
ved
2.1
5
Rev
iew
and r
evis
e o
wn t
hought
pat
tern
s an
d w
ays
of re
spondin
g t
o w
ork
and life
situ
atio
ns
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
34
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
35
Unit 6: Collaborate in a creative process
Unit reference number: T/601/6452
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit is about the skills required to collaborate in a creative process in a work context. The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
36
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to c
olla
bora
te
effe
ctiv
ely
in a
cre
ative
pro
cess
1.1
Res
pec
t co
llabora
tive
eff
ort
s by
relin
quis
hin
g
indiv
idual
ow
ner
ship
of id
eas
1.2
Id
entify
, ack
now
ledge
and r
espec
t th
e diffe
rent
way
s th
at d
iffe
rent
peo
ple
may
contr
ibute
to t
he
crea
tive
pro
cess
1.3
U
se p
rofe
ssio
nal dis
cret
ion a
nd judgem
ent
in
dea
ling w
ith o
ther
s
1.4
M
ainta
in a
bel
ief in
per
sonal
idea
s, c
om
bin
ed w
ith a
w
illin
gnes
s to
move
on fro
m initia
l posi
tions
and
pre
-conce
ptions
to a
ccep
t an
d e
mbra
ce n
ew a
nd
unpre
dic
table
idea
s as
they
em
erge
during t
he
crea
tive
pro
cess
1.5
U
se lan
guage
and a
dopt
a d
emea
nour
that
dem
onst
rate
s re
spec
t an
d t
rust
for
oth
ers
1.6
Li
sten
to,
valu
e, r
espec
t an
d t
rust
the
contr
ibutions
of oth
ers
as
mate
rial to
work
with r
ather
than
posi
tions
to a
rgue
agai
nst
1.7
Chal
lenge,
tes
t an
d s
har
e id
eas
in a
support
ive
way
as p
art
of
the
crea
tive
pro
cess
1.8
Pl
ay a
role
that
enco
ura
ges
the
move
men
t an
d s
hift
of id
eas
within
the
gro
up t
ow
ards
a w
ell co
nce
ived
so
lution
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
37
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to s
ust
ain
cre
ativ
e par
tner
ship
s by
dem
onst
rating t
rust
wort
hy
and e
thic
al b
ehav
iour
2.1
Ref
lect
on o
wn p
artici
pat
ion,
rela
tionsh
ips
with
oth
ers
and p
erso
nal
beh
avio
ur
in t
he
colla
bora
tive
pro
cess
2.2
Id
entify
way
s to
do b
ette
r an
d follo
w u
p o
n a
ny
issu
es t
hat
nee
d t
o b
e re
solv
ed
2.3
Id
entify
and s
eek
opport
unitie
s to
ref
ine
and
expan
d o
wn s
kills
and k
now
ledge,
incl
udin
g
lear
nin
g fro
m fai
lure
3
Be
able
to o
bse
rve
legal
an
d e
thic
al c
onsi
der
atio
ns
3.1
Ack
now
ledge
and w
ork
within
the
legal
fra
mew
ork
th
at a
pplie
s to
cre
ativ
e co
nte
nt
as p
art
of
an
indiv
idual
com
mitm
ent
to a
n e
thic
al a
ppro
ach,
incl
udin
g iss
ues
rel
atin
g t
o:
–
copyr
ight
–
mora
l rights
–
inte
llect
ual pro
per
ty r
ights
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
38
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
39
Unit 7: Understand market research
Unit reference number: Y/601/6511
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit is about understanding the different types of market research, the sources and methods of gathering market research information and techniques for market research analysis.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
40
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
the
types
of m
ark
et
rese
arc
h a
nd h
ow
in
form
atio
n c
an b
e gat
her
ed
1.1
D
escr
ibe
the
diffe
rent
types
of
mar
ket
rese
arch
and
the
met
hods
of
gat
her
ing t
his
, in
cludin
g:
–
use
of
surv
eys
–
qual
itative
and q
uan
tita
tive
res
earc
h
–
use
and a
pplic
ation o
f hyp
oth
eses
1.2
D
escr
ibe
how
to loca
te a
nd inte
rrogat
e in
form
atio
n
about:
–
com
pet
itors
–
econom
ic,
soci
al a
nd indust
ry t
rends
and
pra
ctic
es
1.3
Exp
lain
the
circ
um
stan
ces
in w
hic
h a
mar
ket
rese
arc
h c
onsu
ltan
cy m
ight
be
appoin
ted
2
Know
how
to a
nal
yse
mar
ket
info
rmat
ion t
o
info
rm b
usi
nes
s dec
isio
ns
2.1
Exp
lain
data
pro
cess
ing m
ethods
and d
ata a
nal
ysis
te
chniq
ues
2.2
Exp
lain
the
purp
ose
of w
ritt
en a
nd g
raphic
al f
orm
s of
stat
istica
l dat
a an
d d
emonst
rate
how
thes
e sh
ould
be
inte
rpre
ted a
s par
t of
mar
ket
rese
arch
ac
tivi
ties
2.3
Exp
lain
how
mar
ket
rese
arch
aff
ects
the
dev
elopm
ent
of pro
duct
s an
d s
ervi
ces
and h
ow
it
can b
e ta
ken into
consi
der
atio
n a
s par
t of
the
com
pan
y’s
busi
nes
s pla
n
2.4
Exp
lain
the
role
of
mar
ket
rese
arch
in e
nte
rprise
dev
elopm
ent
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d leg
al
requirem
ents
for
mark
et
rese
arc
h a
ctiv
itie
s
3.1
Exp
lain
the
rele
vant
legis
lation a
pplic
able
to m
ark
et
rese
arc
h a
ctiv
ity,
incl
udin
g:
–
the
Priv
acy
Act
–
any
oth
er a
ct t
hat
applie
s to
the
colle
ctio
n o
f,
and s
tora
ge
of co
nfiden
tial
info
rmat
ion
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
42
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
43
Unit 8: Develop a presentation
Unit reference number: M/601/2528
QCF level: 3
Credit value: 3
Guided learning hours: 15
Unit summary
This unit is about developing a presentation.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
44
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
of
pre
par
ing f
or
and
eval
uat
ing a
pre
senta
tion
1.1
Exp
lain
the
purp
ose
of usi
ng d
iffe
rent
types
of
pre
senta
tion a
nd e
quip
men
t to
pro
vide
info
rmation
1.2
Exp
lain
the
pro
cedure
s to
be
follo
wed
when
pre
par
ing a
pre
senta
tion,
incl
udin
g p
lannin
g,
pre
par
ation o
f co
nte
nt,
mat
eria
ls,
and
contingen
cies
1.3
Exp
lain
the
ben
efits
of pre
par
ing for
giv
ing a
pre
senta
tion
1.4
Exp
lain
and illu
stra
te h
ow
pre
senta
tions
may
be
enhan
ced b
y m
ater
ials
and e
quip
men
t
1.5
Exp
lain
the
purp
ose
and b
enef
its
of
reflec
ting o
n
the
feed
back
obta
ined
of th
e w
ritt
en p
rese
nta
tion
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
45
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to d
evel
op a
pre
senta
tion
2.1
Agre
e an
d c
onfirm
audie
nce
, purp
ose
, co
nte
nt,
st
yle
and t
imin
g o
f a
pre
senta
tion
2.2
Res
earc
h a
nd p
lan a
pre
senta
tion
2.3
Sel
ect
any
equip
men
t nee
ded
for
the
pre
senta
tion
2.4
Pr
epare
conte
nt,
shape
and s
truct
ure
of
a
pre
senta
tion t
o a
chie
ve its
purp
ose
and s
uit n
eeds
of au
die
nce
2.5
O
bta
in fee
dbac
k on p
lanned
pre
senta
tion a
nd m
ake
ad
just
men
ts,
if r
equired
2.6
Pr
oduce
pre
senta
tion h
andouts
2.7
Colle
ct f
eedbac
k on t
he
writt
en p
rese
nta
tion
2.8
Ref
lect
on t
he
feed
back
obta
ined
of th
e w
ritt
en
pre
senta
tion a
nd iden
tify
lea
rnin
g p
oin
ts
2.9
Id
entify
chan
ges
that
will
im
pro
ve f
utu
re w
ritt
en
pre
senta
tions
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
46
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
47
Unit 9: Deliver a presentation
Unit reference number: T/601/2529
QCF level: 3
Credit value: 3
Guided learning hours: 15
Unit summary
This unit covers the skills, knowledge and understanding learners need to prepare for, deliver and evaluate a presentation for an audience.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
48
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
of
pre
par
ing f
or
and
eval
uat
ing a
pre
senta
tion
1.1
Exp
lain
the
purp
ose
of usi
ng d
iffe
rent
types
of
pre
senta
tion a
nd e
quip
men
t
1.2
Exp
lain
diffe
rent
ways
of del
iver
ing p
rese
nta
tions
and t
hei
r fe
ature
s
1.3
Exp
lain
the
pro
cedure
s to
be
follo
wed
when
pre
par
ing a
pre
senta
tion
1.4
Exp
lain
the
ben
efits
of pre
par
ing for
giv
ing a
pre
senta
tion
1.5
D
escr
ibe
the
types
of pro
ble
ms
that
may
occ
ur
with
equip
men
t an
d h
ow
to d
eal w
ith t
hem
1.6
Exp
lain
the
purp
ose
and b
enef
its
of
contingen
cy
pla
nnin
g
1.7
Exp
lain
the
purp
ose
and b
enef
its
of
colle
ctin
g
feed
back
fro
m t
he
audie
nce
on t
he
pre
senta
tion
1.8
Exp
lain
the
purp
ose
and b
enef
its
of
eval
uat
ing
pre
senta
tions
and o
wn p
erfo
rman
ce
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Under
stan
d t
he
tech
niq
ues
use
d in e
nhan
cing a
pre
senta
tion
2.1
Exp
lain
and illu
stra
te h
ow
pre
senta
tions
may
be
enhan
ced b
y m
ater
ials
and e
quip
men
t
2.2
Exp
lain
and illu
stra
te h
ow
pre
senta
tions
may
be
enhan
ced b
y use
of co
mm
unic
ation a
nd
inte
rper
sonal
ski
lls
2.3
D
escr
ibe
how
to g
auge
audie
nce
rea
ctio
n t
o t
he
pre
senta
tion
2.4
Exp
lain
the
purp
ose
and b
enef
its
of
sum
mar
isin
g
import
ant
feat
ure
s of th
e pre
senta
tion
2.5
D
escr
ibe
the
purp
ose
and b
enef
its
of
giv
ing t
he
audie
nce
opport
unitie
s to
ask
ques
tions
3
Be
able
to p
repar
e fo
r del
iver
y of
a pre
senta
tion
3.1
Sel
ect
any
equip
men
t nee
ded
and p
lan h
ow
to u
se
it t
o b
est
effe
ct
3.2
M
ake
contingen
cy p
lans
in c
ase
of eq
uip
men
t fa
ilure
or
oth
er p
roble
ms,
if re
quired
3.3
Pr
actise
the
pre
senta
tion a
nd its
tim
ing
3.4
O
bta
in fee
dbac
k on p
lanned
pre
senta
tion a
nd m
ake
ad
just
men
ts,
if r
equired
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
50
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to d
eliv
er a
pre
senta
tion
4.1
Chec
k eq
uip
men
t an
d r
esourc
es
4.2
Circu
late
pre
senta
tion m
ater
ials
4.3
In
troduce
sel
f to
audie
nce
and s
tate
aim
s of th
e pre
senta
tion
4.4
Addre
ss t
he
audie
nce
, sp
eaki
ng c
lear
ly a
nd
confiden
tly,
usi
ng lan
guag
e to
suit t
he
topic
and
audie
nce
4.5
Var
y to
ne,
pac
e an
d v
olu
me
to e
mphas
ise
key
poin
ts
4.6
G
auge
audie
nce
rea
ctio
n d
uring t
he
pre
senta
tion
and a
dap
t if r
equired
4.7
Sum
mar
ise
thro
ughout
the
pre
senta
tion t
o
emphas
ise
key
poin
ts a
nd h
elp t
o m
ainta
in
audie
nce
inte
rest
4.8
U
se b
ody
languag
e in
a w
ay
that
rein
forc
es
pre
sente
d info
rmat
ion
4.9
U
se e
quip
men
t, w
her
e ap
pro
priat
e, t
o e
nhan
ce t
he
pre
senta
tion,
and d
eal w
ith a
ny
pro
ble
ms
that
may
occ
ur
4.1
0
Provi
de
the
audie
nce
with o
pport
unitie
s to
ask
ques
tions
4.1
1
List
en c
are
fully
to q
ues
tions
and r
espond in a
way
that
mee
ts t
he
audie
nce
’s n
eeds
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
51
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to e
valu
ate
a
pre
senta
tion
5.1
Colle
ct f
eedbac
k on t
he
pre
senta
tion
5.2
Ref
lect
on o
wn p
erfo
rman
ce a
nd iden
tify
lea
rnin
g
poin
ts
5.3
Eva
luat
e th
e pre
senta
tion a
nd o
wn p
erfo
rman
ce
and iden
tify
chan
ges
that
will
im
pro
ve f
utu
re
pre
senta
tions
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
52
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
53
Unit 10: Working with costs and budgets
Unit reference number: F/501/3821
QCF level: 3
Credit value: 1
Guided learning hours: 7
Unit summary
To develop knowledge and understanding of costs and budgets as required by a practising or potential first line manager. Topics covered include knowing how to work to a budget and understanding costs within an organisation.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
54
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
how
to w
ork
to a
budget
1.1
Exp
lain
the
import
ance
of agre
eing t
o a
budget
and
oper
atin
g w
ithin
it
1.2
D
escr
ibe
a m
ethod t
o m
onitor
varian
ce b
etw
een
actu
al p
erfo
rman
ce a
nd b
udget
1.3
Exp
lain
how
info
rmat
ion u
sed in d
eter
min
ing a
nd/o
r re
visi
ng b
udget
s is
gath
ered
2
Under
stan
d c
ost
s w
ithin
an
org
anis
atio
n
2.1
Exp
lain
fix
ed a
nd v
aria
ble
cost
s, a
nd t
he
conce
pt
of
bre
ak e
ven in r
elat
ion t
o t
he
org
anis
atio
n
2.2
Exp
lain
the
purp
ose
and n
ature
of bas
ic c
ost
st
atem
ents
2.3
Exp
lain
the
valu
e of
stan
dar
d c
ost
ing a
nd its
role
as
a co
ntr
ol m
echan
ism
2.4
Brief
ly d
escr
ibe
mec
han
ism
s in
the
org
anis
atio
n t
o
mai
nta
in c
ontr
ol of co
sts
Lear
ner
nam
e:
Dat
e:
Lear
ner
sig
nat
ure
: D
ate:
Ass
esso
r si
gnat
ure
: D
ate:
Inte
rnal
ver
ifie
r si
gnatu
re:
(if
sam
ple
d)
Dat
e:
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
55
Unit 11: The history and social impact of creativity and its influence on design
Unit reference number: T/601/6502
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit explores the broad history and social impact of creativity. It provides an understanding of the concept of creativity, how creative people think and how creativity has been applied through history and can provide individuals with inspiration and ideas to take into their own work.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
56
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
crea
tivi
ty a
t diffe
rent
poin
ts in h
isto
ry incl
udin
g
conte
mpora
ry
per
spec
tive
s
1.1
Rev
iew
and c
om
par
e diffe
rent
def
initio
ns
of
crea
tivi
ty a
nd e
xpla
in h
ow
thes
e re
late
in a
n
his
torica
l co
nte
xt
1.2
D
escr
ibe
the
way
s in
whic
h c
reat
ivity
has
occ
urr
ed
in d
iffe
rent
fiel
ds
of hum
an e
ndea
vour
2
Under
stan
d t
he
pote
ntial
lin
ks b
etw
een t
he
his
tory
of
crea
tivi
ty a
nd c
urr
ent
indiv
idual
s an
d
com
munitie
s
2.1
Ext
ract
key
info
rmat
ion a
nd idea
s fr
om
the
his
tory
of
crea
tivi
ty f
or
poss
ible
rel
evan
ce t
o y
our
ow
n
work
and t
he
work
of
oth
ers
2.2
Eva
luat
e th
e im
pac
t of
crea
tivi
ty o
n t
he
way
that
peo
ple
liv
e an
d w
ork
2.3
D
iscu
ss a
nd e
xplo
re idea
s w
ith o
ther
s
2.4
D
escr
ibe
the
rela
tionsh
ip b
etw
een c
reat
ivity
and
diffe
rent
culture
s an
d r
elat
e th
ese
to c
urr
ent
conte
xts
3
Know
wher
e to
fin
d
info
rmat
ion o
n t
he
his
tory
an
d s
oci
al im
pac
t of
crea
tivi
ty
3.1
Id
entify
rel
evan
t so
urc
es o
f in
form
atio
n o
n t
he
his
tory
of
crea
tivi
ty
3.2
Id
entify
and a
cces
s opport
unitie
s to
build
ow
n
crea
tive
thin
king s
kills
4
Under
stan
d t
he
way
s in
w
hic
h d
iffe
rent
fact
ors
im
pac
t on c
reat
ivity
and
how
it
is d
emonst
rate
d in
various
cultura
l co
nte
xts
4.1
D
escr
ibe
how
indiv
idual
s an
d c
olla
bora
tive
gro
ups
hav
e dem
onst
rate
d c
reat
ivity
4.2
Id
entify
and e
valu
ate
the
fact
ors
that
affec
t th
e pre
sence
or
exte
nt
of cr
eativi
ty in a
giv
en s
ituat
ion
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
57
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
58
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
59
Unit 12: Research and evaluate the nature of design in a specific industry context
Unit reference number: L/601/6490
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit is about researching and evaluating the nature and role of design in a particular industry context. Design occurs in all industries and increasingly quality design is considered a key factor in building organisational and industry capacity and competitiveness. This unit applies to any individuals who need to develop a basic appreciation and knowledge of the way that design works in a particular industry, and of its potential impacts on industry and individual work practice.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
60
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
role
of
des
ign a
nd d
esig
ner
s in
th
e in
dust
ry
1.1
D
escr
ibe
the
nat
ure
, his
tory
, ro
le a
nd im
port
ance
of
des
ign in t
he
indust
ry
1.2
Exp
lain
the
diffe
rent
def
initio
ns
of des
ign a
nd t
he
diffe
rence
s an
d s
imila
rities
bet
wee
n d
esig
n a
nd
pro
duct
dev
elopm
ent
1.3
Com
par
e th
e ro
les
pla
yed b
y cu
rren
t an
d p
ast
des
igner
s an
d o
ther
contr
ibuto
rs in t
he
des
ign
pro
cess
within
the
indust
ry
1.4
Exp
lain
the
impac
t of des
ign o
n o
wn w
ork
2
Under
stan
d t
he
impact
of
curr
ent
and e
mer
gin
g
tech
nolo
gie
s on d
esig
n in
the
indust
ry
2.1
Exp
lain
the
impac
t of cu
rren
t and e
mer
gin
g
tech
nolo
gie
s on d
esig
n in t
he
indust
ry
3
Under
stan
d h
ow
des
ign
tren
ds
affe
ct t
he
indust
ry
3.1
Eva
luat
e how
the
role
s of
indiv
idual
work
ers
acr
oss
th
e in
dust
ry a
re a
ffec
ting f
utu
re d
esig
n d
irec
tions
3.2
Eva
luat
e how
des
ign t
rends
affe
ct t
he
ove
rall
indust
ry a
nd t
he
way
it o
per
ates
3.3
Shar
e in
form
atio
n a
nd p
ro-a
ctiv
ely
dis
cuss
em
ergin
g t
rends
with w
ork
colle
agues
3.4
Id
entify
des
ign t
rends
that
will
im
pac
t on o
wn w
ork
an
d d
escr
ibe
opport
unitie
s th
at
will
hel
p t
o d
evel
op
appro
priat
e new
ski
lls
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
61
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Under
stan
d e
thic
al iss
ues
an
d r
egula
tions
that
im
pac
t on t
he
des
ign
indust
ry
4.1
D
escr
ibe
the
ethic
al iss
ues
and r
egula
tions
that
im
pac
t on t
he
des
ign indust
ry
4.2
Exp
lain
curr
ent
thin
king,
attitu
des
and a
ppro
aches
to
key
iss
ues
about
pro
fess
ional
des
ign p
ract
ice
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
62
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
63
Unit 13: Create 3D models using a computer aided design system
Unit reference number: D/601/6459
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit is about the skills and knowledge required to prepare the 3D CAD environment, creating and modifying 3D models, and producing output from the 3D model.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
64
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to p
repar
e th
e 3D
co
mpute
r ai
ded
des
ign
envi
ronm
ent
1.1
Id
entify
the
purp
ose
and w
ork
req
uirem
ents
for
dev
elopin
g a
3D
model
1.2
Est
ablis
h a
n a
ppro
priat
e co
ord
inat
e sy
stem
to m
eet
the
work
req
uirem
ents
, ju
stifyi
ng t
he
choic
e
1.3
Est
ablis
h t
he
ori
enta
tion o
f th
e m
odel
with r
espec
t to
the
co-o
rdin
ate
syst
em t
o m
eet
the
work
re
quirem
ents
1.4
Est
ablis
h t
he
num
ber
of vi
ews
to b
est
mee
t th
e w
ork
req
uirem
ents
2
Be
able
to c
reate
and
modify
3D
model
s 2.1
Cre
ate
and m
anip
ula
te e
ntities
in 3
D s
pac
e to
mee
t w
ork
req
uirem
ents
, usi
ng t
he
corr
ect
pro
cedure
s
2.2
Cre
ate
rule
d a
nd r
evolv
ed s
urf
ace
s in
3D
spac
e to
m
eet
work
req
uirem
ents
, usi
ng c
orr
ect
pro
cedure
s
2.3
M
odify
exis
ting 3
D m
odel
to m
eet
work
re
quirem
ents
, usi
ng t
he
corr
ect
pro
cedure
s
2.4
Apply
basi
c re
nder
ing te
chniq
ues
to t
he
3D
model
to
mee
t w
ork
req
uirem
ents
, usi
ng t
he
corr
ect
pro
cedure
s
2.5
Sav
e th
e file
in v
arious
form
ats
for
retr
ieva
l as
per
st
andar
d o
per
atin
g p
roce
dure
s
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to p
roduce
outp
ut
from
the
3D
model
3.1
Ext
ract
phys
ical
pro
per
ties
usi
ng t
he
corr
ect
pro
cedure
s an
d t
o m
eet
work
req
uirem
ents
in
cludin
g:
–
Volu
me
–
Mas
s
–
Cen
tre
of
gra
vity
4
Be
able
to o
bse
rve
safe
w
ork
ing p
ract
ices
and
pro
cedure
s
4.1
O
bse
rve
all haz
ard
and c
ontr
ol m
easu
res
asso
ciate
d
with u
sing c
om
pute
r ai
ded
des
ign s
yste
ms,
in
cludin
g h
ouse
keep
ing
4.2
Confo
rm t
o s
pec
ifie
d s
afe
work
pra
ctic
es a
nd
pro
cedure
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
66
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
67
Unit 14: Undertake market research
Unit reference number: M/601/6515
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit is about identifying the potential market demand for the design work you do for clients and developing your own product or business. It includes researching your competition, market trends and industry trends in order to help in the business planning of your design work or company.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
68
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to c
reat
e a n
eeds
anal
ysis
for
mar
ket
rese
arc
h a
ctiv
ity
1.1
D
efin
e th
e m
arke
t re
searc
h a
ctiv
itie
s nee
ded
to
gat
her
info
rmat
ion r
equired
to m
ake
a co
mm
erci
al
dec
isio
n o
n t
he
suitabili
ty o
f th
e pote
ntial offer
1.2
Id
entify
the
reso
urc
es r
equired
to u
nder
take
the
mar
ket
rese
arch
1.3
In
vest
igat
e th
e pote
ntial
ben
efits
of in
volv
ing a
m
arke
t re
sear
ch c
om
pan
y
2
Be
able
to g
ather
mark
et
rese
arc
h info
rmation f
rom
re
leva
nt
sourc
es
2.1
Res
earc
h t
he
pro
duct
s an
d s
ervi
ces
that
you
curr
ently
offer
, or
inte
nd t
o o
ffer
, to
iden
tify
pote
ntial
innova
tion s
trat
egie
s, a
lter
nat
ive
supplie
rs
etc
2.2
Sourc
e in
form
atio
n t
hat
can
pro
vide
an o
verv
iew
of
indust
ry a
nd m
arke
t tr
ends,
incl
udin
g:
–
size
and s
cope
of
the
mar
ket
–
busi
nes
s and e
conom
ic t
rends
–
cust
om
er a
nd b
uye
r beh
avio
ur
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to a
nal
yse
mar
ket
info
rmat
ion t
o info
rm
busi
nes
s dec
isio
ns
3.1
D
evel
op a
ran
ge
of
met
hods
to inte
rpre
t m
arke
t re
searc
h a
nd e
mplo
y it w
ithin
the
busi
nes
s pro
posi
tion a
nd p
lan
3.2
Anal
yse
mar
ket
rese
arch
in o
rder
to iden
tify
:
–
info
rmat
ion o
n c
om
pet
itors
–
pote
ntial
nee
ds
of cu
rren
t an
d futu
re c
lients
–
mac
ro a
nd loca
l tr
ends
in t
he
indust
ry
–
mar
ket
shar
e of
com
pet
itors
–
how
the
com
pany
is p
osi
tioned
in r
elation t
o
prici
ng a
nd q
ual
ity
of pro
duct
s/se
rvic
es
3.3
U
se t
he
mar
ket
rese
arch
to d
evel
op idea
s ab
out
what
you c
an d
o d
iffe
rently
or
bet
ter
4
Be
able
to r
ecord
, m
onitor
and u
pdate
mar
ket
rese
arc
h
4.1
Rec
ord
the
outc
om
es o
f m
arke
t re
searc
h in t
he
mar
keting a
nd c
om
munic
atio
ns
stra
tegy
and
busi
nes
s pla
n
4.2
M
onitor
and u
pdat
e m
arke
t re
sear
ch o
n a
reg
ula
r bas
is
4.3
D
emonst
rate
confo
rmity
with a
ll re
leva
nt
legis
lation,
incl
udin
g:
–
the
Priv
acy
Act
–
any
oth
er a
ct t
hat
applie
s to
the
colle
ctio
n o
f,
and s
tora
ge
of co
nfiden
tial
info
rmat
ion
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
70
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
71
Unit 15: Support marketing activities
Unit reference number: F/601/6499
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit is for those involved in supporting or contributing to the planning, implementation and evaluation of marketing activities, and developing appropriate material. You will liaise with others in your company to identify the objectives for the marketing in the context of the client’s or your own company’s policies and procedures, participate in the selection of appropriate marketing activities, assist with the preparation of a plan and budget and support the delivery and evaluation of the marketing activity.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
72
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d m
arke
ting
princi
ple
s an
d t
he
import
ance
of bra
ndin
g
and c
orp
ora
te iden
tity
in
mar
keting
1.1
Id
entify
the
key
princi
ple
s of m
ark
etin
g
1.2
Exp
lain
the
import
ance
of
bra
ndin
g a
nd c
orp
ora
te
iden
tity
in m
arke
ting
2
Be
able
to iden
tify
the
targ
et a
udie
nce
and
des
ired
outc
om
es o
f m
arke
ting a
ctiv
ity
2.1
Id
entify
, th
rough d
iscu
ssio
n w
ith o
ther
s, t
he:
–
targ
et a
udie
nce
for
mar
keting a
ctiv
itie
s an
d
mat
eria
ls
–
des
ired
outc
om
e of
mar
keting a
ctiv
itie
s and
mat
eria
ls
3
Be
able
to s
upport
the
pre
par
ation,
cost
ing a
nd
imple
men
tation o
f an
ongoin
g m
arke
ting p
lan
3.1
Support
the
pre
par
atio
n,
cost
ing a
nd
imple
men
tation o
f an
ongoin
g m
arke
ting p
lan,
taki
ng into
consi
der
atio
n:
–
rele
vant
legis
lation
–
codes
of
conduct
–
inte
rnal
and e
xter
nal
polic
ies
and g
uid
elin
es
4
Be
able
to s
upport
the
pro
duct
ion o
f m
arke
ting
mat
eria
ls
4.1
Ensu
re t
hat
mar
keting a
nd a
dve
rtis
ing b
randin
g is
accu
rate
, up t
o d
ate
and c
onfo
rms
to c
lient’s
or
ow
n c
om
pan
y bra
nd g
uid
elin
es
4.2
Ensu
re m
ark
etin
g m
ate
rial
s are
appro
priat
e fo
r th
e ta
rget
audie
nce
and inte
nded
purp
ose
4.3
Ensu
re c
olla
tera
l is
del
iver
ed o
n t
ime
and t
hro
ugh
the
appro
priat
e dis
trib
ution c
hannel
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
73
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to c
olle
ct a
nd
anal
yse
data
to info
rm
futu
re a
ctio
ns
5.1
Id
entify
str
ateg
ies
for
colle
ctin
g d
ata
to m
easu
re
the
effe
ctiv
enes
s of
mar
keting a
ctiv
itie
s, w
ork
ing
with o
ther
s
5.2
Pr
oduce
and a
nal
yse
dat
a a
gai
nst
succ
ess
indic
ato
rs
5.3
U
se t
he
resu
lts
of th
e an
alys
is t
o info
rm f
utu
re
actions
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
74
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
75
Unit 16: Select and develop business relationships with preferred suppliers
Unit reference number: K/601/6495
QCF level: 3
Credit value: 5
Guided learning hours: 30
Unit summary
This unit is about identifying potential suppliers of goods and services, developing and agreeing criteria for their selection, selecting suppliers against agreed criteria and monitoring their performance.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
76
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
princi
ple
s of
contr
actu
al a
gre
emen
ts
with s
upplie
rs
1.1
Exp
lain
the
princi
ple
s of
contr
act
ual
agre
emen
ts
with s
upplie
rs
1.2
Exp
lain
the
import
ance
and r
elev
ance
of su
pplie
rs
hav
ing s
uitab
le lia
bili
ty insu
rance
2
Be
able
to iden
tify
pote
ntial
supplie
rs a
nd
agre
e se
lect
ion c
rite
ria
2.1
Id
entify
pote
ntial
supplie
rs t
hat
could
pro
vide
goods
and s
ervi
ces
to m
eet
a busi
nes
s nee
d,
usi
ng
appro
priat
e so
urc
es o
f in
form
atio
n
2.2
D
evel
op a
spec
ific
atio
n w
hic
h c
an b
e agre
ed u
pon
and w
hic
h s
upplie
r se
lect
ion w
ill b
e bas
ed,
whic
h
take
s acc
ount
of
com
pan
y purc
has
ing p
olic
y
2.3
Apply
com
pan
y pro
cedure
s to
dis
trib
ute
the
spec
ific
atio
n t
o p
ote
ntial
supplie
rs
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
77
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to s
elec
t su
pplie
rs
usi
ng a
gre
ed c
rite
ria
3.1
Ass
ess
pote
ntial
supplie
rs a
gain
st t
he
criter
ia a
nd
sele
ct a
short
list,
bas
ed o
n t
hei
r:
–
range
and q
ual
ity
of
goods
and s
ervi
ces
–
busi
nes
s princi
ple
s and e
thic
s
–
qual
ity
of
cust
om
er s
ervi
ce a
nd s
upport
–
cost
and a
vaila
bili
ty o
f goods
and s
ervi
ces
–
viab
ility
, re
liabili
ty a
nd s
tabili
ty
–
rele
vant
exper
ience
–
inte
llect
ual or
crea
tive
appro
ach
3.2
Sel
ect
and r
ecom
men
d t
he
most
suitable
supplie
r fr
om
the
short
list
3.3
Im
ple
men
t th
e appro
priat
e org
anis
atio
nal
pro
cedure
s to
confirm
with t
he
sele
cted
supplie
r th
eir
appoin
tmen
t an
d y
our
acc
epta
nce
of
thei
r pro
posa
l, e
stim
ate
or
quota
tion
3.4
Rev
iew
and r
evis
e th
e re
quirem
ents
and r
eques
t a
fixe
d q
uota
tion f
rom
the
supplie
r, if th
e se
lect
ion
was
base
d o
n a
n e
stim
ate
3.5
Im
ple
men
t re
leva
nt
com
pan
y pro
cedure
s fo
r co
mple
ting a
ll nec
essa
ry p
urc
has
e re
cord
s
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
78
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to a
sses
s su
pplie
r per
form
ance
and m
ain
tain
busi
nes
s re
lationsh
ips
4.1
Ass
ess
the
per
form
ance
of
supplie
rs a
nd t
he
qualit
y of goods
and s
ervi
ces
again
st t
he
spec
ific
atio
n a
nd
work
pla
ce r
equirem
ents
4.2
Id
entify
any
short
falls
in t
he
per
form
ance
of
supplie
rs a
nd n
egotiate
appro
priat
e act
ions
4.3
Id
entify
any
unre
solv
ed iss
ues
, an
d r
eport
to t
he
ap
pro
priat
e per
son
4.4
D
emonst
rate
beh
avi
our
whic
h m
ainta
ins
and b
uild
s on e
stab
lished
busi
nes
s re
lationsh
ips
with s
upplie
rs
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
79
Unit 17: Manage budgets
Unit reference number: T/601/2580
QCF level: 3
Credit value: 5
Guided learning hours: 29
Unit summary
This unit is about managing and monitoring a budget for a department or section within an organisation.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
80
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
of
budget
s 1.1
Exp
lain
the
purp
ose
and b
enef
its
of
man
agin
g
finan
cial
res
ourc
es e
ffec
tive
ly a
nd e
ffic
iently
1.2
Id
entify
leg
al,
regula
tory
and o
rgan
isational
re
quirem
ents
for
manag
ing a
budget
1.3
D
escr
ibe
diffe
rent
types
of
budget
ary
syst
ems
and
thei
r fe
ature
s
2
Under
stan
d h
ow
to
man
age
budget
s 2.1
D
escr
ibe
met
hods
for
monitori
ng,
contr
olli
ng a
nd
reco
rdin
g inco
me
and e
xpen
diture
2.2
D
escr
ibe
way
s in
whic
h c
ost
s m
ay
be
min
imis
ed in
ow
n a
rea o
f re
sponsi
bili
ty
2.3
Id
entify
situat
ions
in w
hic
h c
orr
ective
act
ion m
ay
be
nee
ded
2.4
D
escr
ibe
the
scope
of ow
n a
uth
ority
for
man
agin
g a
budget
and a
uth
orisi
ng e
xpen
diture
3
Under
stan
d h
ow
to r
eport
per
form
ance
agai
nst
budget
s
3.1
Exp
lain
the
purp
ose
and b
enef
its
of
report
ing
info
rmat
ion o
n p
erfo
rman
ce a
gai
nst
budget
3.2
Exp
lain
how
to c
hec
k th
e acc
ura
cy o
f budget
ca
lcula
tions
3.3
Exp
lain
the
purp
ose
and b
enef
its
of
reco
rdin
g
info
rmat
ion t
hat
will
hel
p w
ith t
he
futu
re
pre
par
ation o
f budget
s
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to m
anag
e budget
s 4.1
Contr
ol budget
per
form
ance
within
lim
its
and
dea
dlin
es
4.2
Anal
yse
and t
ake
act
ion t
o m
inim
ise
cost
s w
her
e poss
ible
4.3
Tak
e co
rrec
tive
act
ion t
o m
ake
sure
of
bes
t va
lue
for
money
4.4
Auth
orise
exp
enditure
within
the
scope
of
ow
n
auth
ority
5
Be
able
to m
onitor
budget
s 5.1
Rec
ord
tra
nsa
ctio
ns,
as
required
5.2
Pr
oduce
info
rmation o
n p
erfo
rman
ce a
gain
st
budget
, w
hen
req
uired
5.3
M
ake
sure
all
calc
ula
tions
are
accu
rate
5.4
Rec
ord
info
rmat
ion t
hat
will
hel
p w
ith t
he
pre
par
ation o
f fu
ture
budget
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
82
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
83
Unit 18: Contribute to running a project
Unit reference number: J/601/2549
QCF level: 3
Credit value: 5
Guided learning hours: 30
Unit summary
This unit is about contributing to achieving a project’s agreed aims and objectives as it impacts on stakeholders.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
84
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to
contr
ibute
to a
gre
e to
a
pro
ject
bri
ef
1.1
D
escr
ibe
the
diffe
rence
bet
wee
n r
outine
work
and
taki
ng p
art
in a
pro
ject
1.2
Exp
lain
the
adva
nta
ges
and d
isad
vanta
ges
of usi
ng
pro
ject
s and w
hen
pro
ject
s ar
e ap
pro
priate
1.3
Exp
lain
the
pro
ject
-pla
nnin
g m
ethodolo
gie
s ap
pro
priat
e to
the
types
of pro
ject
s ru
n a
nd t
he
tools
that
can b
e use
d t
o a
ssis
t pro
ject
pla
nnin
g
and c
ontr
ol
1.4
Exp
lain
the
purp
ose
and b
enef
its
of
iden
tify
ing
stake
hold
ers
invo
lved
in t
he
pro
ject
1.5
Exp
lain
the
purp
ose
of
contr
ibuting t
o a
gre
eing a
pro
ject
’s p
urp
ose
, sc
ope,
tim
esca
le,
cost
s, a
ims
and
obje
ctiv
es
1.6
Exp
lain
the
purp
ose
of ag
reei
ng a
budget
for
a pro
ject
1.7
D
escr
ibe
how
to e
stim
ate
types
and q
uan
tity
of
reso
urc
es n
eeded
to r
un a
pro
ject
1.8
D
escr
ibe
how
to iden
tify
pro
ject
ris
ks a
nd d
evel
op
contingen
cy p
lans,
if
required
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Under
stan
d h
ow
to
contr
ibute
to a
pro
ject
2.1
D
escr
ibe
the
types
of in
form
atio
n n
eeded
to
monitor
pro
ject
s an
d t
he
met
hods
that
can b
e use
d
to g
ive
info
rmat
ion
2.2
D
escr
ibe
how
to e
stim
ate
and c
ontr
ol re
sourc
es in
an a
rea o
f w
ork
during a
pro
ject
2.3
Exp
lain
the
purp
ose
of re
port
ing o
wn p
rogre
ss
during a
pro
ject
2.4
O
utlin
e re
aso
ns
for
seek
ing a
dvi
ce in r
esponse
to
unex
pec
ted e
vents
2.5
Exp
lain
the
purp
ose
and b
enef
its
of
contr
ibuting
tow
ards
ach
ievi
ng p
roje
cts
within
agre
ed t
imes
cale
s
2.6
Exp
lain
the
purp
ose
and b
enef
its
of
keep
ing r
ecord
s of all
pro
ject
act
ivity
within
the
scope
of
ow
n w
ork
2.7
D
escr
ibe
diffe
rent
ways
of
com
munic
atin
g w
ith
those
invo
lved
in o
r aff
ecte
d b
y a
pro
ject
to m
ake
su
re it
runs
smooth
ly
3
Under
stan
d t
he
purp
ose
of
contr
ibuting t
o t
he
eval
uat
ion o
f a p
roje
ct
3.1
D
escr
ibe
diffe
rent
types
of
met
hods
avai
lable
to
monitor
pro
ject
s
3.2
Exp
lain
the
purp
ose
of m
akin
g o
wn c
ontr
ibutions
when
eva
luat
ing p
roje
cts
3.3
D
escr
ibe
how
to lea
rn les
sons
for
the
futu
re f
or
ow
n
work
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
86
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to c
ontr
ibute
to
pre
par
ing a
nd p
lannin
g a
pro
ject
4.1
Confirm
the
purp
ose
of th
e pro
ject
with a
ll st
akeh
old
ers
4.2
Confirm
pro
ject
sco
pe,
tim
esca
le,
aim
s an
d
obje
ctiv
es
4.3
Contr
ibute
to t
he
pre
par
atio
n o
f a
pro
ject
sp
ecific
atio
n
4.4
Confirm
all
types
of
reso
urc
es f
or
all s
take
hold
ers
4.5
Confirm
with a
ll st
akeh
old
ers,
the
pro
ject
pla
n a
nd
tim
ed u
se o
f all
types
of
reso
urc
es f
or
an a
rea
of
work
4.6
Contr
ibute
to iden
tify
ing r
isks
and d
evel
op
contingen
cy p
lans
for
an a
rea
of
work
5
Be
able
to c
ontr
ibute
to
runnin
g a
pro
ject
5.1
Im
ple
men
t a
pro
ject
5.2
Com
munic
ate
with a
ll st
ake
hold
ers
invo
lved
with o
r af
fect
ed b
y a
pro
ject
5.3
Adap
t pro
ject
pla
ns
for
stak
ehold
ers
to r
espond t
o
unex
pec
ted e
vents
and r
isks
5.4
Pr
ovi
de
inte
rim
rep
ort
s on p
roje
ct p
rogre
ss t
o
rele
vant
stak
ehold
ers
5.5
Ach
ieve
req
uired
outc
om
es f
or
rele
vant
stak
ehold
ers
on t
ime
and t
o b
udget
5.6
See
k ad
vice
in r
esponse
to u
nex
pec
ted e
vents
, if
required
5.7
Kee
p r
ecord
s of
pro
ject
act
ivity
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
87
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Be
able
to c
ontr
ibute
to
eval
uat
ing t
he
outc
om
es
of a p
roje
ct
6.1
Eva
luat
e pro
ject
for
all
sta
kehold
ers
6.2
Rep
ort
on t
he
deg
ree
to w
hic
h a
pro
ject
met
its
ai
ms
and o
bje
ctiv
es f
or
all st
akeh
old
ers
6.3
Rep
ort
on p
roje
ct s
tren
gth
s an
d a
reas
for
impro
vem
ent
for
all
stak
ehold
ers
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
88
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
89
Unit 19: Create 2D designs using a computer aided design system
Unit reference number: R/601/6457
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit is about the skills and knowledge required to produce drawings required in design using computer aided techniques.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
90
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to c
onfirm
pro
ject
obje
ctiv
es a
nd C
AD
re
quirem
ents
1.1
D
efin
e pro
ject
obje
ctiv
es
1.2
Id
entify
and inte
rpre
t re
leva
nt
par
amet
ers
1.3
Spec
ify
CAD
req
uirem
ents
and p
roce
sses
base
d o
n
consi
der
ation o
f pro
ject
obje
ctiv
es a
nd iden
tified
par
amet
ers
2
Be
able
to p
repar
e th
e 2D
co
mpute
r ai
ded
des
ign
envi
ronm
ent
2.1
Cust
om
ise
men
us,
sys
tem
variable
s an
d d
raw
ing
def
aults
to s
uit s
tandar
d o
per
atin
g p
roce
dure
s
2.2
Ret
riev
e, c
onve
rt a
nd m
anip
ula
te file
s of dig
itis
ed
info
rmat
ion r
elev
ant
to t
he
pro
ject
2.3
D
eter
min
e an
d r
ecord
any
mea
sure
men
ts o
f co
mponen
ts,
sub-a
ssem
blie
s, p
roduct
s, m
odel
s,
equip
men
t, lay
outs
or
faci
litie
s nee
ded
for
the
pre
par
ation o
f th
e re
quired
dra
win
gs
2.4
Cal
cula
te t
he
required
dim
ensi
ons
and o
ther
dra
ftin
g d
etai
ls b
ase
d o
n m
easu
rem
ents
2.5
Id
entify
critica
l in
form
atio
n r
elev
ant
to t
he
CAD
pro
ject
2.6
Est
ablis
h c
ritica
l dim
ensi
ons
and d
ata for
the
required
dra
win
gs
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
91
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to c
reat
e dra
win
gs
usi
ng t
he
full
capab
ility
of
the
ava
ilable
soft
war
e sy
stem
3.1
Li
nk
dra
win
g e
ntities
to d
atab
ase
att
ribute
s to
mee
t jo
b r
equirem
ents
, usi
ng t
he
corr
ect
pro
cedure
s
3.2
Pr
epare
pre
limin
ary
sket
ches
/art
work
, as
req
uired
an
d r
evie
w t
hes
e w
ith d
esig
n,
engin
eering,
pro
duct
ion a
nd/o
r ap
pro
priat
e per
sonnel
3.3
Cre
ate
det
aile
d v
iew
s usi
ng v
ario
us
scale
s to
mee
t th
e jo
b r
equirem
ents
3.4
Sav
e file
s in
var
ious
form
ats
to s
tandar
d o
per
atin
g
pro
cedure
s
3.5
Ext
ract
supple
men
tary
dat
a fr
om
the
dra
win
gs
to
mee
t jo
b r
equirem
ents
, in
cludin
g a
rea,
len
gth
s,
angle
s an
d p
erim
eter
s
3.6
Id
entify
and t
ake
appro
priate
act
ion t
o r
esolv
e pro
ble
ms
during t
he
pro
cess
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
92
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
93
Unit 20: Identify and understand a client’s brand strategy
Unit reference number: K/601/6481
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit summary
This unit is about identifying and understanding a client’s brand strategy, ie how they define themselves and what their values are, which have an impact on design.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
94
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
how
a c
lient
def
ines
th
emse
lves
1.1
D
evel
op a
rap
port
with t
he
clie
nt
by
crea
ting a
re
lationsh
ip b
ase
d o
n t
rust
and s
har
ed v
alu
es
1.2
D
efin
e th
e cl
ient’s
aspirat
ions
to incl
ude:
–
valu
es
–
visi
on
–
priorities
1.3
Id
entify
what
succ
ess
mea
ns
for
the
clie
nt
and
when
and h
ow
the
clie
nt
has
ach
ieve
d s
ucc
ess
or
failu
re
2
Be
able
to d
efin
e th
e cl
ient’s
bra
nd m
odel
, st
rate
gy
and v
alu
e fo
r th
e busi
nes
s
2.1
Id
entify
who is
resp
onsi
ble
for
the
bra
nd s
trat
egy
and t
hei
r le
vel of au
thority
2.2
Id
entify
the
budget
and t
imes
cale
for
pro
ject
s
2.3
Agre
e th
e bra
nd s
trate
gy
with t
he
clie
nt,
to incl
ude:
–
mea
nin
g a
nd v
isio
n
–
aim
s an
d o
bje
ctiv
es
–
targ
et a
udie
nce
–
how
they
cre
ate
valu
e an
d w
hat
valu
e m
eans
–
in w
hat
way
they
are
diffe
rent
from
oth
er b
rands
2.4
D
efin
e th
e cl
ient’s
stake
hold
ers
2.5
Id
entify
key
chal
lenges
, bar
rier
s, t
hre
ats
and
opport
unitie
s
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
95
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to s
upport
bra
nd
dev
elopm
ent
usi
ng b
rand
and d
esig
n t
ools
3.1
Sel
ect
appro
priate
bra
nd t
ools
to a
ddre
ss t
he
bra
nd
chal
lenges
and s
upport
str
ateg
ic d
ecis
ions
3.2
Cre
ate
and/o
r in
tegra
te t
he
des
ign s
trat
egy
with
the
bra
nd s
trat
egy
3.3
U
se d
esig
n t
ools
to s
upport
and m
anag
e th
e ac
hie
vem
ent
of bra
nd s
trat
egic
aim
s
4
Be
able
to r
evie
w a
nd
refine
the
bra
nd v
alue
thro
ugh m
arke
t re
sear
ch
and s
take
hold
er
engag
emen
t
4.1
D
eliv
er t
he
bra
nd e
ssen
ce t
hro
ugh t
angib
le t
ouch
poin
ts b
y sh
arin
g b
rand v
isio
n v
alues
and c
ulture
, en
viro
nm
ent,
com
munic
atio
n c
han
nel
s, p
roduct
s an
d s
ervi
ces
4.2
U
nder
take
mar
ket
rese
arch
to:
–
gat
her
use
r in
sights
–
map
sta
kehold
ers’
exp
erie
nce
–
under
stan
d futu
re f
ore
cast
and innova
tion
4.3
Build
and m
anag
e em
otional
connec
tions
with
emplo
yee
engag
emen
t, b
rand loya
lty
and b
rand
dia
logue
4.4
D
iffe
rentiate
and e
nhan
ce t
he
uniq
uen
ess
of th
e bra
nd e
xper
ience
, lo
ok
and fee
l th
rough a
ll bra
nd
chan
nel
s and t
ouch
poin
ts,
incl
udin
g inte
rnal
and
exte
rnal audie
nce
s
4.5
D
evel
op b
rand v
alu
e by
build
ing c
redib
ility
, at
tention a
nd m
eanin
g w
ith b
rand s
take
hold
ers
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
96
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
97
Unit 21: Articulate, present and debate ideas in a creative environment
Unit reference number: T/601/6449
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit summary
This unit is about the skills required to articulate, present and debate ideas in a creative environment. The unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be complex in nature and relate to new products, services, creative works or new ways of doing things.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
98
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to
pre
par
e fo
r deb
ating idea
s in
a c
reative
envi
ronm
ent
1.1
Id
entify
key
them
es,
mes
sages
and p
osi
tions
to a
id
clar
ity
of th
ought
and p
rese
nta
tion
1.2
Com
par
e diffe
rent
ways
of
com
munic
atin
g idea
s fo
r diffe
rent
purp
ose
s an
d t
o d
iffe
rent
audie
nce
s
1.3
Exp
lore
the
way
s th
at
story
telli
ng c
an b
e use
d t
o
com
munic
ate
idea
s
1.4
Id
entify
the
enab
ling s
kills
and a
ttribute
s of
indiv
idual
s w
ho c
an e
ffec
tive
ly p
artici
pat
e in
dis
cuss
ions
about
idea
s
2
Be
able
to e
xplo
re a
nd u
se
a ra
nge
of
tech
niq
ues
to
engag
e an
d invo
lve
oth
ers
in t
he
pro
cess
of
com
munic
atio
n a
nd
exch
ange
2.1
Cre
ate
innova
tive
appro
aches
to d
iffe
rent
com
munic
atio
n c
hal
lenges
2.2
Tak
e risk
s in
the
way
idea
s are
pre
sente
d
2.3
Id
entify
way
s to
pro
voke
and e
nco
ura
ge
resp
onse
in
par
ticu
lar
indiv
idual
s or
gro
ups
2.4
Chal
lenge
and e
xplo
re d
iffe
rent
conce
pts
and
appro
ach
es t
o g
ener
ate
new
idea
s
2.5
Pr
esen
t an
d a
rgue
subst
antiat
ed p
osi
tions
on idea
s
2.6
Res
pond t
o q
ues
tions
about
idea
s w
ith c
onfiden
ce
and r
elev
ant
info
rmation
2.7
Be
open
to c
ritica
l an
alys
is o
f ow
n idea
s and t
o t
he
idea
s of oth
ers
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
99
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to r
efle
ct o
n a
nd
appra
ise
the
view
s of
oth
ers
3.1
Ref
lect
on a
nd a
ppra
ise
the
view
s of oth
ers
3.2
U
se t
he
view
s of
oth
ers
to r
efin
e id
eas
and e
mbra
ce
new
idea
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
100
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
101
Unit 22: Devise user testing of designs
Unit reference number: T/601/6466
QCF level: 3
Credit value: 2
Guided learning hours: 12
Unit summary
This unit is about your ability to design user tests to ensure a product is fit for purpose, usable by its intended user, and of sufficient quality.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
102
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
about
the
funct
ional
ity
and fea
ture
s of th
e pro
duct
incl
udin
g its
ta
rget
audie
nce
1.1
D
escr
ibe
the
des
ign a
nd funct
ional
spec
ific
atio
ns
of
the
pro
duct
1.2
Exp
lain
the
des
ign o
bje
ctiv
es a
nd c
lient
requirem
ents
1.3
Id
entify
the
princi
ple
s of th
e pro
duct
des
ign a
nd
any
issu
es o
f usa
bili
ty a
nd a
cces
sibili
ty
2
Be
able
to s
pec
ify
the
par
amet
ers,
crite
ria
and
met
hodolo
gy
for
use
r te
stin
g
2.1
Spec
ify
what
asp
ects
of th
e pro
duct
are
to b
e te
sted
and iden
tify
ass
essm
ent
criter
ia t
hat
will
det
erm
ine
whet
her
pro
duct
s are
:
–
fit
for
purp
ose
–
use
able
by
inte
nded
use
rs
–
of
suff
icie
nt
qual
ity
2.2
D
evis
e an
appro
priat
e te
stin
g m
ethodolo
gy,
whic
h
can g
ener
ate
valid
data
about
the
inte
gra
tion o
f
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
103
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to p
repar
e th
e en
viro
nm
ent
and
mat
eria
ls for
use
r te
stin
g
3.1
Sel
ect
and r
ecru
it s
uff
icie
nt
end-u
ser
sam
ple
s th
at
will
:
–
Be
repre
senta
tive
of th
e ta
rget
audie
nce
–
Provi
de
valid
tes
t dat
a
3.2
D
evel
op t
ask
s or
act
ivitie
s an
d p
repar
e cl
ear
inst
ruct
ions
for
test
par
tici
pan
ts
3.3
Sel
ect
an a
ppro
priat
e m
ethod f
or
colle
ctin
g te
st
dat
a an
d d
evel
op a
rran
gem
ents
to r
ecord
re
sponse
s
3.4
Sel
ect
an a
ppro
priat
e en
viro
nm
ent
in w
hic
h u
ser
test
ing c
an t
ake
pla
ce
3.5
Id
entify
any
fact
ors
that
could
aff
ect
test
res
ults
and t
ake
appro
pri
ate
actions
to m
itig
ate
thes
e
3.6
Sel
ect
and r
ecru
it t
est
obse
rver
s/fa
cilit
ators
wher
e ap
pro
priat
e an
d e
nsu
re t
hey
are
pro
per
ly b
rief
ed
about
the
obje
ctiv
es o
f th
e te
st a
nd its
ass
essm
ent
criter
ia
3.7
Ensu
re a
ny
equip
men
t a
nd m
ate
rial
s nec
essa
ry for
reco
rdin
g t
est
dat
a a
re a
vaila
ble
to
par
tici
pan
ts
and/o
r fa
cilit
ators
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
104
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
105
Unit 23: Conduct user testing of designs
Unit reference number: F/601/6454
QCF level: 3
Credit value: 1
Guided learning hours: 6
Unit summary
This unit is about your ability to conduct user tests to ensure a product is fit for purpose, usable by its intended user, and of sufficient quality.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
106
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
about
the
pro
duct
bei
ng t
este
d a
nd t
he
purp
ose
of
the
test
1.1
D
escr
ibe
the
funct
ional
ity
and f
eatu
res
of
the
pro
duct
1.2
Exp
lain
the
purp
ose
and o
bje
ctiv
es o
f th
e te
st
2
Be
able
to c
onduct
use
r te
stin
g o
f des
igns
2.1
Pr
ovi
de
clea
r in
stru
ctio
ns
to t
est
par
tici
pan
ts in
acco
rdan
ce w
ith a
gre
ed p
roce
dure
s an
d in lin
e w
ith
the
script
or
brief
2.2
Ensu
re t
est
par
tici
pan
ts u
nder
stan
d a
nd c
om
ple
te
thei
r ta
sks
2.3
Ensu
re a
ny
equip
men
t an
d m
ater
ials
nec
essa
ry f
or
reco
rdin
g t
est
dat
a a
re a
vaila
ble
to y
ours
elf and/o
r te
st p
artici
pan
ts a
nd a
re in w
ork
ing o
rder
2.4
Rec
ognis
e an
y fa
ctors
that
may
affe
ct t
est
resu
lts
and t
ake
appro
pri
ate
action t
o m
itig
ate
thes
e
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
107
Unit 24: Evaluate user testing of designs
Unit reference number: J/601/6469
QCF level: 3
Credit value: 2
Guided learning hours: 12
Unit summary
This unit is about your ability to evaluate data obtained from user testing and make recommendations for how the product or product design might need to be changed as a result.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
108
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
about
the
pro
duct
and t
he
obje
ctiv
es o
f th
e use
r te
stin
g
1.1
Id
entify
the
pro
duct
's inte
nded
funct
ion,
feat
ure
s an
d t
arget
audie
nce
1.2
D
escr
ibe
the
des
ign a
nd funct
ional
spec
ific
atio
n f
or
the
pro
duct
1.3
Id
entify
pro
ject
par
am
eter
s an
d a
ny
des
ign
const
rain
ts
1.4
D
escr
ibe
the
des
ign o
bje
ctiv
es a
nd c
lient
requirem
ents
2
Be
able
to a
nal
yse
and
eval
uat
e use
r te
st r
esults
2.1
Anal
yse
and e
valu
ate
use
r te
st r
esults,
incl
udin
g:
–
qual
itative
dat
a
–
quan
tita
tive
dat
a
2.2
Rec
ognis
e fa
ctors
that
may
have
aff
ecte
d t
est
resu
lts
and t
ake
thes
e in
to c
onsi
der
atio
n a
s part
of
the
anal
ysis
3
Be
able
to d
ocu
men
t findin
gs
and m
ake
re
com
men
dat
ions
for
des
ign c
hanges
3.1
Rec
ord
and d
ocu
men
t findin
gs
in lin
e w
ith c
om
pan
y guid
elin
es
3.2
Rec
om
men
d d
esig
n c
han
ges
ari
sing fro
m t
he
test
re
sults
3.3
N
egotiate
dip
lom
atic
ally
with r
elev
ant
colle
agues
, in
par
ticu
lar
des
igner
s an
d d
evel
oper
s, t
o n
egotiat
e ch
anges
to t
he
des
ign a
nd s
ubse
quen
t im
ple
men
tation,
in lin
e w
ith t
he
use
r te
stin
g r
esults
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
109
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
110
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
111
Unit 25: Define the product or service of the business
Unit reference number: M/601/4375
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables the learner to set appropriate charges and meet timetables for sales.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
112
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to d
efin
e th
e pro
duct
or
serv
ice
1.1
Rev
iew
in d
etai
l th
e pro
duct
or
serv
ice
and its
pla
ce
in t
he
mar
ket
1.2
Anal
yse
the
cust
om
er b
ase
, th
e m
arke
t an
d t
he
com
pet
itio
n
2
Be
able
to c
har
ge
the
right
price
for
pro
duct
s or
serv
ices
2.1
Res
earc
h a
ll th
e co
sts
of
pro
visi
on
2.2
Consi
der
diffe
rent
ways
of prici
ng a
nd p
roduce
a
finan
cial
anal
ysis
of
price
s to
be
charg
ed incl
udin
g
the
pro
fits
to b
e m
ade
3
Be
able
to s
et t
arget
s fo
r sa
les
and d
istr
ibution
3.1
Pr
oduce
a p
lan s
how
ing h
ow
the
pro
duct
or
serv
ice
could
be
pro
vided
3.2
Spec
ify
the
busi
nes
s’s
finan
cial
goal
and t
he
sale
s nee
ded
to a
chie
ve t
his
3.3
Set
tar
get
s to
ach
ieve
fin
anci
al s
ales
3.4
D
evis
e a
tim
etab
le f
or
sale
s an
d d
istr
ibution
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
113
Unit 26: Keep financial records
Unit reference number: M/601/5803
QCF level: 3
Credit value: 4
Guided learning hours: 28
Unit summary
This unit enables learners to understand the importance of financial records to running a business, and how financial information is recorded. It will also enable them to select an appropriate accounts management system and assess its effectiveness for their business.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
114
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
import
ance
of finan
cial
re
cord
s to
runnin
g a
busi
nes
s
1.1
Exp
lain
how
mai
nta
inin
g g
ood f
inan
cial
rec
ord
s is
an
ess
ential
asp
ect
of m
onitoring t
he
state
of th
e busi
nes
s
1.2
Exp
lain
how
im
port
ant
finan
cial
mea
sure
s an
d
fore
cast
s are
in b
usi
nes
s pla
nnin
g a
nd d
evel
opm
ent
2
Under
stan
d h
ow
fin
anci
al
info
rmat
ion is
reco
rded
in
a busi
nes
s
2.1
Exp
lain
the
syst
em a
nd p
roce
sses
use
d t
o r
ecord
all
finan
cial
tra
nsa
ctio
ns
in t
hei
r busi
nes
s
2.2
Exp
lain
the
info
rmation t
hat
nee
ds
to b
e re
cord
ed
to m
ain
tain
cre
dit c
ontr
ol, c
ash flo
w a
nd b
ank
monitoring
2.3
Ensu
re t
hat
the
appro
priat
e peo
ple
are
info
rmed
ab
out
acc
ounting info
rmat
ion (
for
exam
ple
, ac
counta
nts
or
finan
cial
pro
vider
s)
3
Be
able
to s
elec
t an
ap
pro
priat
e ac
counts
m
anag
emen
t sy
stem
to
support
a b
usi
nes
s
3.1
Exp
lain
the
bro
ad p
rinci
ple
s an
d p
roce
dure
s in
ac
counting s
yste
ms
3.2
Sel
ect
an a
ccounting s
yste
m r
elev
ant
to t
he
trad
ing
stat
e of
thei
r busi
nes
s th
at
can f
acili
tate
:
–
accu
rate
fin
anci
al s
tate
men
ts
–
stat
uto
ry r
eturn
s fo
r re
port
ing t
o t
he
tax
auth
orities
–
fore
cast
cash
flo
w,
pro
fits
and loss
es
–
accu
rate
ly iden
tify
varian
ce
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
115
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Know
how
to a
sses
s ef
fect
iven
ess
of
the
acco
unts
man
agem
ent
syst
em for
a busi
nes
s
4.1
Rev
iew
the
exte
nt
to w
hic
h f
inan
cial
tra
nsa
ctio
ns
are
pro
per
ly r
ecord
ed in a
n a
ppro
priat
e pla
ce
4.2
Ass
ess
the
exte
nt
to w
hic
h t
he
finan
cial
sys
tem
is
pro
duci
ng s
uitab
le invo
icin
g a
nd p
urc
has
ing r
ecord
s
4.3
Exp
lain
the
exte
nt
to w
hic
h t
he
finan
cial
rec
ord
s ke
pt
are
in lin
e w
ith t
he
legal
req
uirem
ents
of th
e busi
nes
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
116
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
117
Unit 27: Keeping up to date with current legislation in a business
Unit reference number: F/601/5823
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables learners to understand why to keep up to date and comply with current legislation.
Assessment requirements/evidence requirements
This unit enables learners to keep up to date with current legislation affecting business and to develop appropriate systems to comply, and also to set terms and conditions in contracts or agreements to meet legal requirements.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
118
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to c
om
ply
with
curr
ent
legal
req
uirem
ents
fo
r th
e busi
nes
s
1.1
Res
earc
h c
urr
ent
law
s an
d r
egula
tions
that
affe
ct
trad
ing,
the
busi
nes
s an
d t
he
envi
ronm
ent
1.2
Exp
lain
who h
as t
he
pow
er t
o insp
ect
the
busi
nes
s ac
tivi
ties
and e
nfo
rce
law
s an
d r
egula
tions
1.3
Spec
ify
dev
elopm
ents
nee
ded
, w
ho is
resp
onsi
ble
w
ithin
the
busi
nes
s, a
nd s
et a
tim
esca
le t
o c
om
ply
w
ith c
urr
ent
law
s an
d r
egula
tions
2
Under
stan
d t
he
import
ance
of se
ttin
g
term
s an
d c
onditio
ns
that
m
eet
legal re
quirem
ents
2.1
Eva
luat
e th
e ben
efits
of
a pate
nt
or
copyr
ight
for
the
busi
nes
s’s
trad
ing n
ame
or
pro
duct
, and h
ow
to
pro
ceed
if
this
is
nee
ded
2.2
Anal
yse
the
import
ance
of agre
eing t
erm
s an
d
conditio
ns
with c
ust
om
ers,
supplie
rs a
nd b
acke
rs
and t
he
pote
ntial
conse
quen
ces
if t
hes
e are
not
in
pla
ce
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
119
Unit 28: Balance business needs and personal life
Unit reference number: D/601/6266
QCF level: 3
Credit value: 2
Guided learning hours: 14
Unit summary
This unit enables learners to review their business and personal priorities and take positive steps to achieve a better work-life balance. It includes managing other people’s expectations and using networking support and advice to meet own needs.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
120
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to r
evie
w b
usi
nes
s an
d p
riva
te life
priorities
1.1
D
escr
ibe
the
priorities
that
are
import
ant
in t
he
busi
nes
s and o
wn p
erso
nal
life
1.2
Ass
ess
ow
n d
ifficu
ltie
s in
ach
ievi
ng a
bal
ance
bet
wee
n b
usi
nes
s an
d p
riva
te life
1.3
Id
entify
tem
pora
ry a
nd long-t
erm
barr
iers
to
achie
ving a
good w
ork
-life
bal
ance
and d
iffe
rent
way
s of dea
ling w
ith t
hem
2
Be
able
to a
chie
ve a
bet
ter
work
-life
bal
ance
2.1
Set
boundaries
and t
imes
cale
s to
hel
p a
chie
ve a
bet
ter
work
-life
bal
ance
(fo
r ex
ample
, w
ork
ing
hours
, holid
ays,
gro
und r
ule
s, e
tc)
2.2
Rev
iew
ow
n s
ucc
ess
in s
tick
ing t
o t
hes
e boundar
ies
2.3
U
se d
iffe
rent
way
s to
del
egat
e w
ork
and d
om
estic
task
s an
d a
sses
s how
this
hel
ps
to a
chie
ve a
bet
ter
work
-life
bal
ance
3
Be
able
to m
anag
e ex
pec
tations
and o
bta
in
posi
tive
support
3.1
D
iscu
ss e
xpec
tations
with s
ignific
ant
oth
er p
eople
(f
or
exam
ple
, fa
mily
/nei
ghbours
) an
d e
xpla
in t
o
them
ow
n c
apac
ity
and lim
itat
ions
to m
eet
thes
e ex
pec
tations
3.2
U
se d
iffe
rent
sourc
es o
f net
work
ing s
upport
and
advi
ce
3.3
Rev
iew
the
exte
nt
to w
hic
h t
he
net
work
ing s
upport
obta
ined
mee
ts n
eeds
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
121
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
122
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
123
Unit 29: Carry out banking for a business
Unit reference number: Y/601/5357
QCF level: 3
Credit value: 3
Guided learning hours: 14
Unit summary
This unit enables learners to understand how to set up a business bank account, choose a bank based on researching and comparing the banking services available, and keep track of the operation of the business bank account.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
124
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
the
types
of banki
ng
faci
litie
s ava
ilable
for
a busi
nes
s
1.1
Res
earc
h t
he
diffe
rent
ban
ks,
types
of ban
king,
types
of acc
ounts
and fin
anci
al pro
duct
s av
aila
ble
to
a b
usi
nes
s
1.2
Com
par
e th
e finan
cial se
rvic
es t
hey
offer
and t
hei
r as
soci
ate
d c
ost
s
1.3
Ass
ess
the
ben
efits
and d
isad
vanta
ges
of
diffe
rent
types
of acc
ounts
2
Be
able
to o
pen
and
oper
ate
a ban
k acc
ount
for
a busi
nes
s
2.1
Choose
a b
ank
and t
ype
of ac
count(
s) t
hat
mee
t th
e nee
ds
of a b
usi
nes
s
2.2
Pr
ovi
de
a ban
k w
ith t
he
rele
vant
docu
men
ts a
nd
info
rmat
ion,
mee
ting leg
al re
quirem
ents
for
open
ing a
nd o
per
atin
g a
busi
nes
s ac
count
2.3
D
ecid
e w
ho w
ill b
e re
sponsi
ble
for
dea
ling w
ith
acco
unt
adm
inis
trat
ion
2.4
D
ecid
e w
ho w
ill h
ave
acc
ess
to a
nd b
e si
gnat
ories
fo
r th
e acc
ount(
s)
2.5
Ass
ess
the
effe
ctiv
enes
s of
the
step
s ta
ken t
o
ensu
re t
hat
acce
ss t
o t
he
ban
k ac
counts
is
kept
secu
re
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
125
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
onitor
the
oper
atio
n o
f a b
usi
nes
s ban
k ac
count
3.1
Pu
t in
pla
ce a
sys
tem
atic
pro
cess
for
reco
rdin
g
inco
me
rece
ived
and p
aym
ents
mad
e in
cludin
g
thei
r fo
rmat
(fo
r ex
am
ple
, ca
sh,
cheq
ues
, an
d
cred
it o
r deb
it c
ard r
ecei
pts
)
3.2
Rev
iew
the
busi
nes
s ban
k ac
counts
at
regula
r in
terv
als
agai
nst
ow
n r
ecord
s to
ensu
re t
hat
they
ar
e co
rrec
t an
d u
p t
o d
ate
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
126
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
127
Unit 30: Carry out plans for a business
Unit reference number: F/601/4378
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables learners to carry out a plan of action for their business, including the monitoring, controlling and evaluation of progress, developing contingency plans, and setting and meeting aims, targets and deadlines.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
128
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to im
ple
men
t busi
nes
s pla
ns
1.1
D
evel
op a
sch
edule
to im
ple
men
t th
e busi
nes
s pla
n
that
incl
udes
tar
get
s, a
ctiv
itie
s, t
imes
cale
s an
d
mile
stones
1.2
Chec
k th
e re
sourc
es t
hat
are
ava
ilable
to c
arry
out
the
pla
n a
re s
uff
icie
nt
and m
ake
any
nec
essa
ry
adju
stm
ents
1.3
M
otiva
te a
nd e
nco
ura
ge
peo
ple
invo
lved
in t
he
busi
nes
s to
hel
p p
ut
the
pla
n into
pra
ctic
e
1.4
Pu
t in
pla
ce c
ontingen
cy p
lans
to a
ddre
ss a
ny
unce
rtain
ties
in t
he
pla
n
2
Be
able
to m
onitor
busi
nes
s pla
ns
2.1
Est
ablis
h a
pro
cess
with s
et d
eadlin
es for
achie
ving
goal
s an
d t
arget
s
2.2
Pu
t in
pla
ce m
onitori
ng a
rran
gem
ents
for
chas
ing
and r
evie
win
g p
rogre
ss w
ith t
he
right
peo
ple
in
volv
ed
2.3
Id
entify
pro
ble
ms
with p
utt
ing t
he
pla
ns
into
pra
ctic
e an
d t
ake
pro
mpt
act
ion t
o s
olv
e or
chan
ge
them
if nec
essa
ry
2.4
Exp
lain
the
key
per
form
ance
indic
ators
that
will
be
use
d t
o judge
if t
he
pla
n h
as
bee
n s
ucc
essf
ul
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
129
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to e
valu
ate
and
revi
se b
usi
nes
s pla
ns
3.1
Eva
luat
e th
e co
sts,
ben
efits
and s
ucc
ess
of
the
pla
ns,
incl
udin
g t
he
effici
ent
use
of
reso
urc
es
3.2
Anal
yse
new
opport
unitie
s fo
r th
e busi
nes
s pla
n
and w
hat
they
are
lik
ely
to e
nta
il, for
exam
ple
, new
m
arke
ts,
pro
duct
s or
serv
ices
3.3
Rev
iew
and r
evis
e lo
ng-t
erm
pla
ns
in r
esponse
to
any
new
opport
unitie
s, incl
udin
g t
he
reso
urc
es
nee
ded
to m
eet
the
new
aim
s and t
arget
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
130
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
131
Unit 31: Check what customers need from the business
Unit reference number: Y/601/5925
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables learners to undertake market research to identify customers for the business, analyse markets and customer needs and match these to their business targets.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
132
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
take
mar
ket
rese
arc
h t
o iden
tify
the
cust
om
ers
for
the
busi
nes
s
1.1
U
se d
iffe
rent
met
hods
to a
nal
yse
whic
h s
egm
ents
of th
e m
ark
et n
eed t
he
pro
duct
s or
serv
ices
of
the
busi
nes
s
1.2
Com
par
e and a
sses
s diffe
rent
met
hods
of
colle
ctin
g
info
rmat
ion a
nd c
om
munic
atin
g w
ith c
ust
om
ers
about
what
they
wan
t an
d n
eed
1.3
Sel
ect
and u
se t
he
most
appro
priat
e an
d r
elia
ble
m
ethods
of co
llect
ing a
nd c
om
munic
atin
g t
he
info
rmat
ion t
o c
ust
om
ers
1.4
Ensu
re t
hat
rele
vant
info
rmation is
dea
lt w
ith
appro
priat
ely
to e
nsu
re c
onfiden
tial
ity
wher
e re
leva
nt
2
Be
able
to a
nal
yse
mar
kets
and c
ust
om
er
nee
ds
2.1
Anal
yse
mar
kets
and c
ust
om
er n
eeds
usi
ng t
he
info
rmat
ion fro
m t
he
mar
ket
rese
arch
2.2
D
ecid
e if a
ny
additio
nal
info
rmat
ion is
required
and
how
to g
et it,
for
exam
ple
, in
rel
atio
n t
o d
evel
opin
g
new
pro
duct
s or
serv
ices
, or
appro
achin
g n
ew
cust
om
ers
3
Be
able
to m
atch
cu
stom
er n
eeds
to
busi
nes
s ta
rget
s
3.1
Exp
lain
why
it is
import
ant
to k
eep t
he
busi
nes
s fo
cus
on c
ust
om
er n
eeds
and h
ow
cust
om
er n
eeds
can influen
ce t
he
futu
re o
f th
e busi
nes
s
3.2
Rev
iew
your
anal
ysis
about
cust
om
er n
eeds
and
mak
e su
re it
under
pin
s an
y dec
isio
ns
about
the
busi
nes
s ta
rget
s
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
133
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
134
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
135
Unit 32: Decide on a business location
Unit reference number: Y/601/4404
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables learners to evaluate information and financial considerations when deciding between a range of business locations when choosing which location will best meet the business needs.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
136
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to e
valu
ate
fact
ors
af
fect
ing t
he
busi
nes
s lo
cation
1.1
Ass
ess
the
impact
of
diffe
rent
busi
nes
s lo
cations
on
cust
om
ers,
exi
stin
g s
taff,
supplie
rs,
and b
usi
nes
s se
rvic
es
1.2
Anal
yse
the
impac
t th
at e
ach
may
have
when
det
erm
inin
g t
he
close
nes
s of an
d a
cces
sibili
ty t
o
the
busi
nes
s lo
cation
1.3
Ass
ess
the
futu
re s
taffin
g n
eeds
of
the
busi
nes
s an
d c
om
pare
diffe
rent
loca
litie
s to
iden
tify
the
area
s w
ith t
he
bes
t pote
ntial fo
r sk
ills
ava
ilabili
ty
1.4
Anal
yse
the
critic
al r
equirem
ents
for
the
busi
nes
s lo
cation
2
Be
able
to e
valu
ate
diffe
rent
busi
nes
s lo
cation
options
2.1
Eva
luat
e th
e ad
vanta
ges
and d
isad
vanta
ges
of
diffe
rent
loca
tion o
ptions
in r
elation t
o c
ust
om
ers,
ex
isting s
taff,
supplie
rs,
com
pet
itors
and b
usi
nes
s se
rvic
es
2.2
Com
par
e th
e ben
efits
to t
he
busi
nes
s of diffe
rent
ince
ntive
sch
emes
, en
terp
rise
zones
or
conditio
ns
asso
ciate
d w
ith e
ach o
f th
e diffe
rent
loca
tions
liste
d
2.3
Com
par
e th
e ben
efits
to t
he
busi
nes
s of ad
ditio
nal
faci
litie
s ava
ilable
at
each
loca
tion (
for
exam
ple
, le
isure
fac
ilities
, ch
ildca
re a
nd s
hops)
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
137
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to d
ecid
e w
hic
h
loca
tion w
ill b
est
mee
t th
e busi
nes
s nee
ds
3.1
Cal
cula
te t
he
finan
cial ef
fect
s of
diffe
rent
loca
tions
on t
he
busi
nes
s (f
or
exam
ple
, fixe
d c
ost
s, c
ash
flo
w
and p
rofita
bili
ty)
3.2
Ass
ess
the
impact
of
legal
req
uirem
ents
when
dec
idin
g o
n t
he
busi
nes
s lo
cation
3.3
D
ecid
e w
hic
h loca
tion w
ill b
est
mee
t th
e busi
nes
s nee
ds
and p
rovi
de
a ra
tional
e to
support
the
dec
isio
n
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
138
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
139
Unit 33: Manage own time and efficiency
Unit reference number: R/601/6300
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables learners to evaluate their effectiveness and efficiency at work and make continual improvements to their own time management skills.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
140
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to e
valu
ate
ow
n
work
eff
ective
nes
s and
effici
ency
1.1
Rec
ord
ow
n t
asks
under
take
n a
nd t
he
tim
e sp
ent
on t
hem
during a
typ
ical
work
day
ove
r se
vera
l day
s or
wee
ks (
for
exam
ple
, usi
ng a
dia
ry o
r w
ork
lo
g)
1.2
D
ecid
e ow
n a
spirat
ions
on w
hat
work
nee
ds
to b
e ac
hie
ved for
busi
nes
s su
cces
s an
d c
om
pare
this
ag
ainst
the
info
rmation g
ather
ed
1.3
U
se t
he
com
par
ison t
o a
nal
yse
ow
n w
ork
ef
fect
iven
ess
and e
ffic
iency
2
Be
able
to s
et t
arget
s to
im
pro
ve o
wn t
ime
man
agem
ent
skill
s
2.1
U
se t
he
eval
uat
ion t
o a
nal
yse
how
ow
n t
ime
man
agem
ent
skill
s are
aff
ecting a
bili
ty t
o w
ork
ef
fect
ivel
y an
d e
ffic
iently
2.2
Set
short
and long t
erm
mea
sura
ble
tar
get
s to
im
pro
ve o
wn t
ime
man
agem
ent
skill
s
2.3
Bre
ak
the
targ
ets
dow
n into
sm
alle
r ac
tivi
ties
, prioritise
them
in t
erm
s of
import
ance
and u
rgen
cy
and s
et d
eadlin
es f
or
thei
r ach
ieve
men
t
3
Be
able
to m
onitor
tim
e m
anag
emen
t sk
ills
and
work
effec
tive
nes
s
3.1
M
onitor
pro
gre
ss o
n a
chie
ving t
arg
ets
ove
r a p
erio
d
of tim
e
3.2
Anal
yse
to w
hat
ext
ent
impro
vem
ents
hav
e bee
n
mad
e an
d iden
tify
any
furt
her
tim
e m
anag
emen
t im
pro
vem
ents
that
may
be
mad
e
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
141
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
142
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
143
Unit 34: Obtaining support for a business idea
Unit reference number: A/601/4394
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
The unit enables learners to obtain support for a creative business idea.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
144
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to p
lan h
ow
to
obta
in s
upport
for
a cr
eative
busi
nes
s id
ea
1.1
Exp
lain
the
crea
tive
idea
in d
etai
l
1.2
Ass
ess
the
feasi
bili
ty a
nd b
enef
it o
f usi
ng d
iffe
rent
mea
ns
to p
rote
ct t
he
busi
nes
s id
ea a
nd d
ecid
e w
hic
h a
re t
he
most
appro
priat
e fo
r ex
am
ple
co
pyr
ight,
pat
ents
, non
-dis
closu
re a
gre
emen
ts
2
Under
stan
d t
he
types
of
support
ava
ilable
2.1
Res
earc
h a
nd a
sses
s a
range
of
busi
nes
s su
pport
or
advi
ce o
ptions
that
may
be
nee
ded
to s
upport
the
dev
elopm
ent
of th
e id
ea
2.2
Res
earc
h a
nd a
sses
s th
e ava
ilabili
ty a
nd s
uitab
ility
of
finan
cial
support
options
3
Be
able
to p
rese
nt
the
crea
tive
busi
nes
s id
ea
3.1
Pr
epare
and r
ehea
rse
a pre
senta
tion a
imed
at
pote
ntial
support
ers
and b
ack
ers
3.2
D
iagnose
the
types
of ques
tions
that
may
ari
se a
nd
how
to r
espond
3.3
Exp
lain
the
ben
efits
that
that
would
follo
w if th
e cr
eative
idea
is
succ
essf
ul
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
145
Unit 35: Plan how to let customers know about products or services
Unit reference number: H/601/5944
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit summary
This unit enables learners to develop marketing targets, forecasts, budgets, and timetables based on research.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
146
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to r
evie
w t
he
mar
ket
for
the
busi
nes
s’s
pro
duct
s or
serv
ices
1.1
Res
earc
h t
he
mar
ket
for
the
busi
nes
s’s
pro
duct
s or
sale
s
1.2
D
ecid
e w
hat
goals
to s
et for
mark
etin
g a
nd s
ale
s,
mat
chin
g t
hes
e to
exi
stin
g b
usi
nes
s ta
rget
s
2
Be
able
to p
roduce
a p
lan
for
mar
keting t
he
busi
nes
s’s
pro
duct
s or
serv
ices
2.1
Res
earc
h p
oss
ible
mark
etin
g a
nd p
rom
otional
m
ethods
and b
usi
nes
s opport
unitie
s
2.2
Pr
epare
fore
cast
s fo
r m
arke
ting
2.3
Cre
ate
a budget
for
mar
keting a
ctiv
itie
s
2.4
Pr
oduce
a m
arke
ting p
lan w
ith a
rat
ionale
for
the
dec
isio
ns
reac
hed
3
Be
able
to m
ake
pla
ns
for
regula
r m
onitoring a
nd
revi
ewin
g o
f m
arke
ting
per
form
ance
3.1
Pl
an h
ow
mar
keting info
rmat
ion w
ill b
e obta
ined
on
a re
gula
r bas
is
3.2
D
evel
op c
rite
ria for
mea
suring a
nd m
onitoring
succ
ess
in r
each
ing m
arke
ting t
arget
s
3.3
Pr
oduce
a t
imet
able
to r
evie
w m
arke
ting
per
form
ance
agai
nst
tar
get
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
147
Unit 36: Review the skills the business needs
Unit reference number: Y/601/5858
QCF level: 3
Credit value: 2
Guided learning hours: 14
Unit summary
This unit enables learners to analyse and review the skills and abilities needed for the business, identify potential skills gaps and make informed decisions about current and future staffing needs.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
148
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to a
sses
s w
hat
sk
ills
a busi
nes
s nee
ds
1.1
Rev
iew
all
the
act
ivitie
s of
the
busi
nes
s an
d iden
tify
w
hat
ski
lls a
re n
eeded
to s
ucc
essf
ully
run t
he
busi
nes
s on a
day-
to-d
ay b
asis
1.2
Anal
yse
how
oft
en e
ach
typ
e of
skill
and a
bili
ty is
nee
ded
or
likel
y to
be
nee
ded
ove
r th
e nex
t 3 y
ears
to
sust
ain
busi
nes
s su
cces
s
1.3
D
ecid
e w
hose
ski
lls c
ontr
ibutions
should
be
revi
ewed
(fo
r ex
am
ple
, m
anag
emen
t, s
taff
, ad
vise
rs)
1.4
Ass
ess
what
ski
lls t
hes
e peo
ple
hav
e an
d d
ecid
e if
ther
e is
curr
ently
a s
kills
short
fall
within
the
busi
nes
s, o
r w
het
her
ther
e is
lik
ely
to b
e in
the
nex
t 3 y
ears
2
Be
able
to m
ake
dec
isio
ns
about
filli
ng s
kills
gaps
in
ord
er t
o m
eet
the
busi
nes
s nee
ds
2.1
Exp
lain
whet
her
or
not
the
busi
nes
s has
the
right
peo
ple
and r
ight
num
ber
of
peo
ple
to m
eet
the
busi
nes
s nee
ds
now
and o
ver
the
nex
t 3 y
ears
2.2
U
nder
take
a c
om
par
ative
anal
ysis
of
ben
efits
and
cost
s, o
f diffe
rent
options
for
emplo
ying t
he
right
peo
ple
(fo
r ex
am
ple
, fu
ll tim
e/par
t tim
e options,
te
mpora
ry/p
erm
anen
t options)
2.3
Id
entify
diffe
rent
train
ing o
ptions
for
curr
ent
and o
r new
sta
ff (
for
exam
ple
, in
-house
or
exte
rnal
) an
d
calc
ula
te a
ll ass
oci
ate
d c
ost
s
2.4
D
ecid
e th
e bes
t st
affing a
nd t
rain
ing o
ptions
to
mee
t th
e cu
rren
t and futu
re b
usi
nes
s nee
ds
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
149
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
150
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
151
Unit 37: Seek advice and help for the business
Unit reference number: J/601/6245
QCF level: 2
Credit value: 2
Guided learning hours: 16
Unit summary
This unit enables learners to identify and obtain sources of advice and help for the business.
Assessment requirements/evidence requirements
Assessment to be based on naturally occurring evidence or realistic work environment.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
152
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to iden
tify
wher
e to
get
the
bes
t ad
vice
and
hel
p f
or
the
busi
nes
s
1.1
Id
entify
what
kin
d o
f is
sues
or
pro
ble
ms
the
busi
nes
s m
ay n
eed h
elp w
ith (
for
exam
ple
, busi
nes
s pla
nnin
g,
fundin
g,
ICT,
etc)
1.2
D
escr
ibe
what
kin
d o
f hel
p is
nee
ded
to t
ake
the
busi
nes
s fo
rwar
d in a
way
that
sat
isfies
ow
n p
lans
for
the
busi
nes
s
1.3
Id
entify
diffe
rent
sourc
es o
f in
form
atio
n,
advi
ce a
nd
hel
p t
o s
upport
the
busi
nes
s (f
or
exam
ple
, fr
iends,
sp
ecia
lists
, et
c)
1.4
W
ork
out
the
likel
y co
st a
nd b
enef
its
of
obta
inin
g
info
rmat
ion,
advi
ce a
nd h
elp f
rom
the
sourc
es
sele
cted
2
Be
able
to o
bta
in a
dvi
ce
and h
elp f
or
the
busi
nes
s 2.1
D
ecid
e w
hen
and h
ow
to m
ake
conta
ct w
ith t
hose
w
ho c
an o
ffer
advi
ce a
nd h
elp
2.2
Id
entify
what
ques
tions
nee
d t
o b
e as
ked t
o g
et t
he
advi
ce a
nd h
elp r
equired
2.3
O
bta
in a
dvi
ce a
nd h
elp a
nd e
xpla
in w
hic
h p
oin
ts
wer
e dis
cuss
ed a
nd w
hy
3
Know
how
to c
hec
k an
d
reco
rd t
he
advi
ce a
nd h
elp
obta
ined
3.1
Id
entify
the
criter
ia t
o d
ecid
e w
het
her
the
advi
ce
and h
elp o
bta
ined
can b
e re
lied u
pon
3.2
D
escr
ibe
how
to k
eep a
rec
ord
of th
e ad
vice
and
hel
p g
iven
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
153
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
154
Further information
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
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GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Calls may be recorded for training purposes.
Useful publications
Related information and publications include:
Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually
functional skills publications – specifications, tutor support materials and question papers
Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)
the current Edexcel publications catalogue and update catalogue.
Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.
NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.
How to obtain National Occupational Standards
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Telephone: 020 7015 1800 Fax: 020 7015 1847 Email: [email protected]
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Professional development and training
Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
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developing effective assignments
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developing student-centred learning and teaching approaches
building functional skills into your programme
building effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
The training we provide:
is active
is designed to be supportive and thought provoking
builds on best practice
may be suitable for those seeking evidence for their continuing professional development.
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Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
157
Annex
e A
: Pro
gres
sion
pat
hw
ays
The
Edex
cel BT
EC q
ual
ific
atio
n f
ram
ewor
k fo
r th
e A
rt a
nd D
esig
n s
ecto
r
Progre
ssio
n o
pport
unitie
s w
ithin
the
fram
ework
.
QC
F
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
Sh
ort
Co
urs
es
NV
Q/
occ
up
ati
on
al
8
7
6
5
BTEC L
evel
5 H
ND
Dip
lom
a in
Fash
ion a
nd T
extile
s/Fi
ne
Art
/ G
raphic
Des
ign/I
nte
ract
ive
Med
ia/P
hoto
gra
phy/
3D
Des
ign
(QCF)
4
BTEC L
evel
4 H
NC D
iplo
ma in
Fash
ion a
nd T
extile
s/Fi
ne
Art
/ G
raphic
Des
ign/I
nte
ract
ive
Med
ia/P
hoto
gra
phy/
3D
Des
ign
(QCF)
BTEC L
evel
4 F
oundation D
iplo
ma
in A
rt a
nd D
esig
n (
QCF)
Le
vel 4 N
VQ
in
Des
ign M
anag
emen
t (Q
CF)
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
158
QC
F
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
Sh
ort
Co
urs
es
NV
Q/
occ
up
ati
on
al
3
GCE A
S in A
rt a
nd D
esig
n
GCE A
dva
nce
d in A
rt a
nd
Des
ign
AS in A
pplie
d A
rt a
nd
Des
ign
Adva
nce
d in A
pplie
d A
rt
and D
esig
n
BTEC L
evel
3 F
oundation D
iplo
ma
in A
rt a
nd D
esig
n (
QCF)
Leve
l 3 B
TEC C
ertifica
te,
Subsi
dia
ry D
iplo
ma,
Dip
lom
a and
Ext
ended
Dip
lom
a in
Art
and
Des
ign/A
rt a
nd D
esig
n
(Photo
gra
phy)
/Art
and D
esig
n
(Gra
phic
Des
ign)/
Art
and D
esig
n
(3D
Des
ign)/
Art
and D
esig
n (
Fine
Art
)/Art
and D
esig
n (
Des
ign
Cra
fts)
/Art
and D
esig
n (
Fash
ion
and C
loth
ing)/
Art
and D
esig
n
(Tex
tile
s)/A
rt a
nd D
esig
n
(Inte
ract
ive
Med
ia)
(QCF)
Leve
l 3 A
war
d,
Cer
tifica
te a
nd
Dip
lom
a in
Inte
ract
ive
Med
ia/3
D D
esig
n/D
esig
n
Cra
fts/
Gra
phic
Des
ign/
Photo
gra
phy/
Tex
tile
s/Fa
shio
n
and C
loth
ing/F
ine
Art
(Q
CF)
Leve
l 3 N
VQ
in
Des
ign (
QCF)
2
Le
vel 2 B
TEC C
ertifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
in A
rt a
nd D
esig
n (
QCF)
Leve
l 2 A
war
d,
Cer
tifica
te a
nd
Dip
lom
a in
Inte
ract
ive
Med
ia/
3D
Des
ign/D
esig
n C
raft
s/
Gra
phic
Des
ign/P
hoto
gra
phy/
Tex
tile
s/Fa
shio
n a
nd C
loth
ing/
Vis
ual Art
s (Q
CF)
Leve
l 2 N
VQ
in
Des
ign S
upport
(Q
CF)
1
GCSE in A
rt
and D
esig
n
GCSE S
hort
Cours
e in
Art
and
Des
ign
Leve
l 1 A
war
d,
Cer
tifica
te a
nd
Dip
lom
a in
Inte
ract
ive
Med
ia/
3D
Des
ign/D
esig
n C
raft
s/
Gra
phic
Des
ign/P
hoto
gra
phy/
Tex
tile
s/Fa
shio
n a
nd C
loth
ing/
Vis
ual Art
s (Q
CF)
En
try
BTEC L
evel
1 A
war
d/C
ertifica
te/
Dip
lom
a in
Art
and D
esig
n (
QC
F)
BTEC E
ntr
y Le
vel Aw
ard in A
rt
and D
esig
n (
Entr
y 3)
(QCF)
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
159
Annexe B: Quality assurance
Key principles of quality assurance
A centre delivering Edexcel qualifications must be an Edexcel-recognised centre and must have approval its for qualifications.
The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.
Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.
An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.
Quality assurance processes
The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.
The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.
For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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The Edexcel quality-assurance processes will involve:
gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications
annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer
annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector
the provision of support, advice and guidance towards the achievement of National Occupational Standards.
Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
161
Annexe C: Centre certification and registration
Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:
direct centres to take action
limit or suspend certification
suspend registration.
The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.
What are the access arrangements and special considerations for the qualifications in this specification?
Centres are required to recruit learners to Edexcel qualifications with integrity.
Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.
Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
162
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
163
Annexe D: Assessment requirements/strategy
Creative and Cultural Skills
Overarching Assessment Principles For
Occupational Qualifications
July 2010
1. Introduction
This Assessment Strategy is applicable to all QCF occupational qualifications at all levels within the Creative and Cultural footprint unless otherwise specified.
These Assessment Principles are designed to supplement the guidance issued by the Regulatory Authorities, including the Additional Regulatory Requirements for Qualifications of the Type NVQ within the QCF, and guidance issued by Awarding Organisations.
2. Simulation
Any simulation allowed must:
provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed.
Unless otherwise indicated, it is a general principle that evidence from simulations should only be employed under the following circumstances:
where for the learner to be assessed performing this task in a real working environment could be deemed to pose risks to the themselves or others
where the situation or task to be assessed arises so infrequently that it would be impractical to wait for an opportunity to assess it solely when it occurred for real
at the discretion of the Awarding Organisation where it is considered the environment provided fully reflects a commercial working environment and that the demands on the learner during simulation are neither more or less than they would be in a real work environment/situation.
Any simulation must be approved in advance by the External Verifier, and clear reasons must be given for its intended use. If approval is given, all Awarding Organisation guidance and requirements must be observed.
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
164
3. Evidence
Workplace performance evidence should form the greatest proportion of each learner’s evidence, attesting to the fact that for an occupational qualification the learner has demonstrated competence across the full range of performance requirements and that they are able to apply relevant knowledge and skills.
Other types of acceptable evidence include, but are not limited to:
Witness Testimony (Details of acceptable witnesses are found in “Section 4: Expertise of assessors, verifiers and witnesses”)
Logs/Diaries kept by Learners
Recorded answers to questions posed by the Assessor
Recorded/Transcribed Interviews with the Learner
Recorded use of up-to-date commercial/industrial equipment
E-portfolios and other forms of digital media
Works documentation attributable to the learner
Both interim and final internal verification.
4. Expertise of assessors, verifiers and expert witnesses
Assessors must:
Be competent to make qualitative judgements about the QCF units they are assessing. Illustrations of competence could include the assessor:
– Having achieved the award/units themselves
– Having substantial demonstrable experience in the job roles they are assessing.
Hold appropriate assessor qualifications, as currently required by the regulatory authorities
Carry out their duties in accordance with current guidance on assessment practice issued by the regulatory authorities and the appropriate Awarding Organisation
Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)
Have a working knowledge of the NOS and the awards and a full understanding of that part of the award for which they have responsibility. The Awarding Organisation will confirm this through examination of relevant CVs supported by relevant references
Meet any additional requirements as specified by the Awarding Organisation.
Pearson Edexcel Level 3 Diploma in Design (QCF) – Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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Internal verifiers must:
Hold appropriate verifier qualifications, as currently required by the regulatory authorities
Carry out their duties in accordance with current guidance on verification practice issued by the regulatory authorities and the appropriate Awarding Organisation
Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)
Have relevant experience within the sector, a working knowledge of the QCF units/award and a full understanding of that part of the units/award for which they have responsibility. The Awarding Organisation will confirm this through examination of relevant CVs supported by relevant references
Meet any additional requirements as specified by the Awarding Organisation.
External verifiers must:
Be familiar with and/or experienced in the relevant sector and/or context to be able to verify that learner evidence has met the requirements of the award and the requirements of the appropriate Awarding Organisation
Be in possession of or be working towards the V2 or hold the D35 External Verifier Award. To be achieved within 12 months of registration in England, Wales and Northern Ireland
Carry out their duties in accordance with the current guidance on verification practice issued by the regulatory authorities and appropriate Awarding Organisation
Maintain appropriate evidence of development activities to ensure their verification skills and occupational awareness are current (CPD)
Not work with any centre in which they have a personal or financial interest
Meet any additional requirements as specified by the Awarding Organisation
Take part in continuing professional development activities offered by the Awarding Organisation or other relevant providers in the sector to keep up-to-date with developments relating to the award and changes taking place in the industry.
Expert Witnesses must:
Be competent to make judgements about the activity for which they are providing the testimony. As the assessment decision lies with the Assessor, it is their responsibility to verify this and, where challenged, to justify their acceptance of third party 'witness testimony' to the Internal Verifier
Pearson Edexcel Level 3 Diploma in Design (QCF)– Specification – Issue 2 – December 2013 © Pearson Education Limited 2013
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Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
167
Annex
e E:
Per
sonal
, Le
arnin
g an
d T
hin
king
Skills
Sum
mar
y of
the
PLT
S co
vera
ge t
hro
ugh
out
the
pro
gram
me
Un
it
Pers
on
al,
learn
ing
an
d t
hin
kin
g s
kil
ls
1
2
3
4
5
6
7
8
9
10
1
1
12
1
3
14
Indep
enden
t en
quirer
s
Cre
ativ
e th
inke
rs
Ref
lect
ive
lear
ner
s
Tea
m w
ork
ers
Sel
f-m
anager
s
Effec
tive
par
tici
pat
ors
—
opport
unitie
s fo
r dev
elopm
ent
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
168
Un
it
Pers
on
al,
learn
ing
an
d t
hin
kin
g s
kil
ls
15
1
6
17
1
8
19
2
0
21
2
2
23
2
4
Indep
enden
t en
quirer
s
Cre
ativ
e th
inke
rs
Ref
lect
ive
lear
ner
s
Tea
m w
ork
ers
Sel
f-m
anager
s
Effec
tive
par
tici
pat
ors
—
opport
unitie
s fo
r dev
elopm
ent
Pear
son E
dex
cel Le
vel 3 D
iplo
ma
in D
esig
n (
QCF)
–
Spec
ific
atio
n –
Iss
ue
2 –
Dec
ember
2013 ©
Pea
rson E
duca
tion L
imited
2013
169
Un
it
Pers
on
al,
learn
ing
an
d t
hin
kin
g s
kil
ls
25
2
6
27
2
8
29
3
0
31
3
2
33
3
4
35
3
6
37
Indep
enden
t en
quirer
s
Cre
ativ
e th
inke
rs
Ref
lect
ive
lear
ner
s
Tea
m w
ork
ers
Sel
f-m
anager
s
Effec
tive
par
tici
pat
ors
—
opport
unitie
s fo
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December 2013 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121