BTEC Entry 3 Level 1 Business Administration Teaching ...€¦ · BTEC Entry 3/Level 1 Business...

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BTEC Entry 3/Level 1 Business Administration

1

Unit 5Working in business and administration

Unit overview Credits: 2

In business there are a series of routine tasks which are common. For example, most businesses have filing systems in which they store and retrieve documents (this could be manual or electronic). Most produce some type of business documentation such as letters or invoices, and most use the postal service to distribute mail to suppliers and customers.

This unit investigates different routine business tasks that are often undertaken by administrators. It focuses on a range of simple tasks such as answering the telephone, filing, creating documents, preparing mail and, if the relevant technology is available, learners could carry out a range of these such as photocopying or using a fax machine. Learners will be expected to carry out instructions, rather than be proactive for each of the tasks; this should help them to develop an appreciation of the importance of listening carefully and following the instructions as given, to ensure that the tasks are carried out accurately.

This unit has strong links with Unit 19 Creating business documents and they could effectively be delivered and assessed together in some sort of simulated business environment.

On completion of this unit, learners will:

LO1 Know what activities are routinely undertaken by administrators

LO2 Be able to follow instructions to carry out administrative tasks


BTEC Entry 3/Level 1Business Administration

Sche

me

of w

ork

Uni

t 5

Wo

rkin

g in

bus

ines

s an

d a

dm

inis

trat

ion

Bro

ad a

im: T

o d

evel

op

an

und

erst

and

ing

of b

usin

ess

pra

ctic

e, fu

nctio

ns a

nd w

ork

-rel

ated

activ

ities

.

Tuto

r(s)

:

SB =

Stu

den

t B

oo

k

Aca

dem

ic y

ear:

Num

ber

of

wee

ks: 1

0

Dur

atio

n o

f se

ssio

n: 2

ho

urs

Cre

dit

s: 2

This

sch

eme

of

wo

rk is

bas

ed o

n 20

ho

urs

of

lear

ning

Wee

kLe

arni

ng

out

com

es

Tuto

r ac

tivi

tyLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t cr

iter

ia a

nd

Func

tio

nal s

kills

1LO

1: K

now

w

hat

activ

ities

ar

e ro

utin

ely

und

erta

ken

by

adm

inis

trat

ors

Intr

od

uce

lear

ners

to

the

ai

ms

of t

he u

nit

Beg

in b

y d

iscu

ssin

g

som

e o

f the

func

tiona

l ar

eas

of o

rgan

isat

ions

su

ch a

s, fo

r ex

amp

le, t

he

finan

ce fu

nctio

n, s

ales

and

m

anuf

actu

ring

Intr

od

uce

SB C

ase

stud

y:

Mal

ek’s

Mo

tors

pag

e 8

To ro

und

off

the

sess

ion,

us

e SB

Act

ivity

: Gro

up

dis

cuss

ion

pag

e 8

follo

wed

b

y th

e G

roup

dis

cuss

ion

on

pag

e 9

Tuto

rs s

houl

d g

ive

a d

iffer

ent

func

tion

to e

ach

gro

up a

nd t

hen

ask

lear

ners

to

feed

bac

k to

the

who

le

gro

up

Lear

ners

to

dis

cuss

why

org

anis

atio

ns

need

diff

eren

t fu

nctio

nal a

reas

. Fun

ctio

nal

exam

ple

s sh

oul

d b

e lin

ked

to

real

b

usin

esse

s

The

case

stu

dy

sho

uld

be

used

to

faci

litat

e d

iscu

ssio

n in

the

co

ntex

t o

f the

exa

mp

le

com

pan

y: S

B C

ase

stud

y: M

alek

’s M

oto

rs

pag

e 8

Usi

ng le

arni

ng a

nd p

revi

ous

exa

mp

les,

le

arne

rs s

houl

d w

ork

in s

mal

l gro

ups,

ch

oo

sing

one

bus

ines

s fu

nctio

n an

d

iden

tifyi

ng t

hree

ad

min

istr

ativ

e ta

sks

the

func

tion

mig

ht b

e in

volv

ed w

ith

Whi

teb

oar

d, p

ens

(or

Act

ivB

oar

d)

SB C

ase

stud

y: M

alek

’s M

oto

rs

pag

e 8

SB A

ctiv

ity: G

roup

dis

cuss

ion

pag

e 8

SB A

ctiv

ity: G

roup

dis

cuss

ion

pag

e 9

1.1

Iden

tify

rout

ine

adm

inis

trat

ive

task

s

FS: E

nglis

h –

taki

ng p

art

in d

iscu

ssio

ns a

nd m

akin

g

note

s o

n th

e b

oar

d

(par

ticul

arly

if t

hese

no

tes

are

writ

ten

up b

y a

lear

ner)


Unit 5 Working in business and administration

Wee

kLe

arni

ng

out

com

es

Tuto

r ac

tivi

tyLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t cr

iter

ia a

nd

Func

tio

nal s

kills

2LO

1In

tro

duc

e le

arne

rs t

o s

om

e o

f the

ad

min

istr

ativ

e ta

sks

that

hav

e b

een

giv

en a

s ex

amp

les.

The

tut

or

will

ha

ve p

rep

ared

a n

umb

er o

f su

itab

le re

sour

ces

Thes

e ac

tiviti

es s

houl

d b

e ca

rrie

d o

ut b

y le

arne

rs in

a

caro

usel

– e

ach

activ

ity

sho

uld

tak

e ap

pro

xim

atel

y 15

to

20

min

utes

SB A

ctiv

ity: H

ow

am

I d

oin

g?

pag

e 10

Act

iviti

es:

Ans

wer

ing

the

tel

epho

ne (s

ee D

eliv

ery

gui

dan

ce) –

lear

ners

sho

uld

beg

in b

y w

atch

ing

the

vid

eo, t

hen

taki

ng p

art

in

som

e ro

le p

lay

in p

airs

.

Filin

g a

nd r

etri

evin

g d

ocu

men

ts (s

ee

Del

iver

y g

uid

ance

) – le

arne

rs s

houl

d

wat

ch a

dem

ons

trat

ion

and

the

n tr

y it

for

them

selv

es

Pro

duc

ing

do

cum

ents

usi

ng IT

(see

D

eliv

ery

gui

dan

ce) –

lear

ners

sho

uld

be

giv

en s

om

e ha

ndw

ritte

n d

ocu

men

ts a

nd

the

wo

rd-p

roce

ssed

so

lutio

ns a

nd u

se a

hi

ghl

ight

er t

o e

mp

hasi

se t

he im

po

rtan

t fo

rmat

ting

Pho

toco

pyi

ng a

nd c

olla

ting

do

cum

ents

(s

ee D

eliv

ery

gui

dan

ce) –

the

tut

or

sho

uld

d

emo

nstr

ate

how

to

use

a p

hoto

cop

ier.

A

gro

up o

f lea

rner

s co

uld

als

o o

bse

rve

staf

f in

the

sch

oo

l’s a

dm

inis

trat

ion

dep

artm

ent

or

a co

lleg

e’s

rep

rog

rap

hics

dep

artm

ent

carr

ying

out

a r

ang

e o

f pho

toco

pyi

ng t

asks

SB A

ctiv

ity: H

ow

am

I d

oin

g?

pag

e 10

Co

mp

uter

and

the

Inte

rnet

and

the

w

eb v

ideo

:

http

://w

ww

.you

tub

e.co

m/

wat

ch?v

=w

YSrIR

qav

oM

Prep

ared

filin

g s

yste

m (s

ee

gui

dan

ce fo

r ex

amp

les)

and

d

ocu

men

ts

Han

dw

ritte

n sa

mp

le d

ocu

men

ts a

nd

solu

tions

for

dis

cuss

ion

Pho

toco

pie

r, d

ocu

men

ts t

o c

op

y an

d p

aper

or a

cces

s to

oth

ers

with

in

the

scho

ol w

here

the

lear

ners

co

uld

o

bse

rve

SB A

ctiv

ity: H

ow

am

I d

oin

g?

pag

e 10

1.1

Iden

tify

rout

ine

adm

inis

trat

ive

task

s

FS: E

nglis

h –

taki

ng p

art

in

dis

cuss

ions



Wee

kLe

arni

ng

out

com

es

Tuto

r ac

tivi

tyLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t cr

iter

ia a

nd

Func

tio

nal s

kills

3LO

1In

tro

duc

e le

arne

rs t

o t

he

rem

aini

ng a

dm

inis

trat

ive

task

s th

at h

ave

bee

n g

iven

as

exa

mp

les.

The

tut

or

will

ha

ve p

rep

ared

a n

umb

er o

f su

itab

le re

sour

ces

Thes

e ac

tiviti

es s

houl

d

agai

n b

e ca

rrie

d o

ut b

y le

arne

rs in

a c

aro

usel

–

each

act

ivity

sho

uld

tak

e ap

pro

xim

atel

y 15

to

20

min

utes

SB A

ctiv

ity: R

out

ine

task

s p

age

11

Act

iviti

es:

Co

llect

ing

, so

rtin

g a

nd d

istr

ibut

ing

mai

l –

a g

roup

of l

earn

ers

coul

d o

bse

rve

staf

f in

the

scho

ol’s

ad

min

istr

atio

n d

epar

tmen

t o

r a

colle

ge’

s p

ost

roo

m c

arry

ing

out

a r

ang

e o

f mai

l-rel

ated

tas

ks

Pre

par

ing

out

go

ing

mai

l – le

arne

rs s

houl

d

beg

in b

y w

atch

ing

the

vid

eo o

n fr

anki

ng

mac

hine

s (s

ee D

eliv

ery

gui

dan

ce).

If an

o

ld fr

anki

ng m

achi

ne is

ava

ilab

le, i

t sh

oul

d

be

used

as

par

t o

f thi

s ta

sk. I

n ad

diti

on,

le

tter

s an

d s

mal

l pac

kag

es s

houl

d h

ave

bee

n p

rep

ared

so

tha

t le

arne

rs c

an p

roce

ss

them

for

po

stin

g

Rec

eivi

ng v

isit

ors

– in

itial

ly, t

his

sho

uld

b

e a

dis

cuss

ion

op

po

rtun

ity –

ask

lear

ners

to

thi

nk a

bo

ut w

hat

it is

like

whe

n th

ey g

o

into

an

unfa

mili

ar e

nviro

nmen

t as

a v

isito

r (t

he d

oct

or’s

sur

ger

y, d

entis

t’s s

urg

ery,

a

hosp

ital,

ano

ther

sch

oo

l or

colle

ge)

. Le

arne

rs s

houl

d m

ake

a ch

eckl

ist

of w

hat

they

feel

the

per

son

mee

ting

the

m s

houl

d

do

and

sug

ges

t ho

w t

hey

sho

uld

beh

ave

SB A

ctiv

ity: R

out

ine

task

s p

age

11

Co

mp

uter

and

the

Inte

rnet

and

the

w

eb v

ideo

s:

http

://w

ww

.you

tub

e.co

m/

wat

ch?v

=Q

PBLZ

0rd

jD8

http

://w

ww

.you

tub

e.co

m/

wat

ch?v

=H

_DEw

Np

ZZd

4

Wei

ghi

ng s

cale

s (s

imp

le k

itche

n sc

ales

can

be

used

)

Co

mp

uter

and

the

Inte

rnet

to

ac

cess

the

Ro

yal M

ail’s

pric

e fin

der

:

http

://s

g.ro

yalm

ail.c

om/p

orta

l/rm

/Pr

iceF

ind

er?c

atId

=23

5005

32&

gea

r=

pric

ing

calc

&ca

mp

aig

nid

=p

ricefi

nder

_red

irect

Whi

teb

oar

d, p

ens

(or

Act

ivB

oar

d)

Co

mp

uter

s an

d s

oft

war

e

SB A

ctiv

ity: R

out

ine

task

s p

age

11

1.1

Iden

tify

rout

ine

adm

inis

trat

ive

task

s

FS: M

aths

– w

eig

hing

p

acke

ts a

nd le

tter

s, a

nd

calc

ulat

ing

po

stag

e



Wee

kLe

arni

ng

out

com

es

Tuto

r ac

tivi

tyLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t cr

iter

ia a

nd

Func

tio

nal s

kills

4LO

1Su

pp

ort

ass

essm

ent

Lear

ners

co

uld

wo

rk in

pai

rs t

o d

iscu

ss

each

of t

he a

dm

inis

trat

ion

task

s w

hich

can

b

e lis

ted

in a

grid

like

the

one

op

po

site

an

d t

hen

com

ple

te it

ind

ivid

ually

Ass

essm

ent

grid

like

the

one

bel

ow

(t

his

coul

d b

e o

n p

aper

and

lear

ners

co

uld

co

mp

lete

in w

ritin

g, o

r it

coul

d b

e an

ele

ctro

nic

task

)

NB

Lea

rner

s w

ill n

eed

to

su

cces

sful

ly c

om

ple

te a

t le

ast

four

ad

min

istr

ativ

e ta

sks

to p

rovi

de

evid

ence

for

asse

ssm

ent

(see

Wee

ks

8–10

)

1.1

Iden

tify

rout

ine

adm

inis

trat

ive

task

s

FS: E

nglis

h –

pre

par

ing

an

swer

s to

sui

t th

e au

die

nce

and

pur

po

seA

dm

inis

trat

ive

task

Bri

ef

exp

lana

tio

n o

f ho

w t

ask

is

com

ple

ted

Why

is it

im

po

rtan

t to

co

mp

lete

the

ta

sk c

orr

ectl

y?

Can

yo

u th

ink

of

a b

ette

r w

ay

to d

o t

he t

ask?

Ans

wer

ing

the

te

lep

hone

The

pho

ne ri

ngs

and

I p

ick

up th

e re

ceiv

er

To p

rese

nt a

p

rofe

ssio

nal

imag

e of

the

com

pan

y

Onl

y le

t the

p

hone

ring

onc

e or

twic

e

Filin

g a

nd re

trie

ving

d

ocu

men

ts

Pro

duc

ing

d

ocu

men

ts u

sing

IT

Pho

toco

pyi

ng

and

co

llatin

g

do

cum

ents

Co

llect

ing

, so

rtin

g

and

dis

trib

utin

g

mai

l

Prep

arin

g o

utg

oin

g

mai

l

Rec

eivi

ng v

isito

rs



Wee

kLe

arni

ng

out

com

es

Tuto

r ac

tivi

tyLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t cr

iter

ia a

nd

Func

tio

nal s

kills

5LO

2: B

e ab

le

to fo

llow

in

stru

ctio

ns

to c

arry

out

ad

min

istr

ativ

e ta

sks

Intr

od

uce:

SB A

ctiv

ity: I

nstr

uctio

n la

dd

er p

age

12

SB C

ase

stud

y: M

alek

’s M

oto

rs p

age

13 a

nd S

B

Act

ivity

: Pai

red

dis

cuss

ion

pag

e 13

SB C

ase

stud

y: M

alek

’s M

otor

s, S

B A

ctiv

ity:

Indi

vidu

al a

ctiv

ity p

age

14

and

SB A

ctiv

ity: Y

ou a

re th

e ad

min

istr

ator

pag

e 15

Take

par

t in

who

le-c

lass

act

ivity

to

hel

p

lear

ners

imp

rove

list

enin

g s

kills

Wo

rk w

ith t

he c

ase

stud

y an

d t

ake

par

t in

g

roup

or

pai

red

dis

cuss

ion:

SB

Cas

e st

udy:

M

alek

’s M

oto

rs a

nd S

B A

ctiv

ity: P

aire

d

dis

cuss

ion

pag

e 13

Wo

rk w

ith t

he c

ase

stud

y –

this

is a

n in

div

idua

l tas

k: S

B C

ase

stud

y: M

alek

’s M

oto

rs p

age

14, S

B A

ctiv

ity: I

ndiv

idua

l ac

tivity

pag

e 14

and

SB

Act

ivity

: Yo

u ar

e th

e ad

min

istr

ato

r p

age

15

SB A

ctiv

ity: I

nstr

uctio

n la

dd

er p

age

12

SB C

ase

stud

y: M

alek

’s M

oto

rs a

nd

SB A

ctiv

ity: P

aire

d d

iscu

ssio

n p

age

13

SB C

ase

stud

y: M

alek

’s M

oto

rs, S

B

Act

ivity

: Ind

ivid

ual a

ctiv

ity p

age

14 a

nd S

B A

ctiv

ity: Y

ou

are

the

adm

inis

trat

or

pag

e 15

2.1

Che

ck u

nder

stan

din

g

of i

nstr

uctio

ns a

nd a

sk

for

clar

ifica

tion

whe

re

nece

ssar

y

6LO

2Tu

tor

to in

tro

duc

e b

est

pra

ctic

e in

rela

tion

to

follo

win

g in

stru

ctio

ns b

y fa

cilit

atin

g a

dis

cuss

ion

on

task

-rel

ated

issu

es s

uch

as:

Why

do

we

have

dea

dlin

es?

Why

sho

uld

we

liste

n to

in

stru

ctio

ns?

Why

sho

uld

we

ask

que

stio

ns if

we

are

unsu

re?

Ho

w c

an w

e sh

ow

tha

t w

e ha

ve u

nder

sto

od

?

Onc

e a

task

is fi

nish

ed, w

ho

sho

uld

we

tell?

Gro

up d

iscu

ssio

n in

pre

par

atio

n fo

r ac

tivity

b

elo

w

Lear

ners

sho

uld

be

split

into

sm

all g

roup

s an

d a

sked

to

pre

par

e a

sho

rt P

ow

erPo

int®

p

rese

ntat

ion

that

pro

vid

es s

imp

le a

nsw

ers

to e

ach

of t

he q

uest

ions

Feed

bac

k to

who

le g

roup

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Delivery guidanceThis is a highly practical unit which should be related to real situations where possible. If the learner is able to have work experience, much of the evidence for this unit will occur as a natural result of such activities.

Assessment will also be largely practical, with witness statements and/or videos forming a large part of the evidence.

The role of an administrator and Administrative tasks

At Entry Level 3, learners should explore a range of typical administrative tasks and these, where possible, should be linked to real examples. It would be ideal if learners could visit an office and observe a range of administrative activities being undertaken. Similarly, a speaker could be brought in from a local organisation to talk about the types of routine administrative tasks that they do.

There is also an opportunity for role play, particularly with the ‘answering the telephone’ task, as learners could role play a variety of situations (such as handling a customer or client making an appointment, or a customer or client wishing to make a complaint).

• Answering the telephone: http://www.youtube.com/watch?v=wYSrIRqavoM

This video (1 min. 12 sec.) provides some useful guidance on best practice, which could be used to prepare learners for some role play activities. The role play activity could be captured on video, and the learner could then self-critique how they could have handled the call better.

If learners are likely to go on to develop this unit at Level 1 (Unit 14), then the video footage could be retained and revisited as part of the development process.

• Filing and retrieving documents: this particular task is better explained to learners through some sort of simulation. Ideally the tutor should have a drawer in a filing cabinet – or simply a file box if necessary (with suspension files) – where learners will be asked to file documents into an existing system that is organised alphabetically (either all 26 letters, or groups of letters like A to E, F to J, etc.). Similarly a lever-arch file with example invoices organised by date will provide another opportunity to practise this skill.

This resource could also be used to support the assessment activity, although the learner should be working with different scenarios.

• Producing documents using IT, e.g. letters, invoices: for this task there is no requirement for the learners to write the content of the document (e.g. write a letter or prepare an invoice), but learners should be able to use IT software to prepare an appropriate document if the contents have been prescribed/prepared by the tutor, say in handwritten form.

• Photocopying and collating documents: at Entry Level 3, the photocopying task should be relatively straightforward, so there is no need to use some of the more advanced features of a photocopier such as enlargement. A simple collation task could be made up of three or four numbered pages.

• Collecting, sorting and distributing mail: http://www.youtube.com/watch?v=QPBLZ0rdjD8

This video (2 min. 4 sec.) provides an opportunity to introduce learners to some of the tasks that are undertaken in a traditional mailroom setting.

Over the period of the unit, learners could be given the opportunity to manage the organisation’s or department’s mail process for a single mail run.

• Preparing outgoing mail: http://www.youtube.com/watch?v=QPBLZ0rdjD8 learners should be shown a number of different routine tasks such as folding a letter into three to put in an envelope, or folding a letter into three in the right way so that the address shows in a window envelope. Any size of letter and envelope can be used as part of the activity for this topic.


Unit 5 Working in business

and administration

In addition to using the right size of envelope, learners should also be able to weigh and price letters and small parcels.

The Royal Mail’s price finder is a useful tool for helping learners to calculate the costs of postage:

http://sg.royalmail.com/portal/rm/PriceFinder?catId=23500532&gear=pricingcalc&campaignid=pricefinder_redirect

The video below is a short demonstration of postage franking machines and how they work (2 min. 14 sec.) and learners should understand what they do, even if they do not see a real one during the course.

http://www.youtube.com/watch?v=H_DEwNpZZd4

Over the period of the unit, learners could be given the opportunity to process the organisation’s external mail and get it ready for posting.

• Receiving visitors: Learners should understand the importance of making a good impression when greeting visitors to an organisation. Again, this is a good opportunity for videoing role play activities so that learners can critique their own performance.

For LO2 learners should show that they are able to follow instructions, check their work and ensure that they arrive at the successful conclusion to the task. As such, although the guidance is separated here, all aspects of this outcome should be assessed together in real situations where possible.

Understanding and following instructions

• Timescales: at this level the timescales are likely to be immediate or at the very most short term: in 30 minutes or ‘by the end of the lesson’. It is unlikely that learners at this level will spend any more time on the completion of an individual administrative task.

• Listening: learners will need to show that they can listen and they should practise listening and remembering as well as listening and taking notes. This is a further opportunity for role play. To demonstrate that they have been listening, the tutor could ask the learner to repeat the instructions back.

• Questioning when unsure: encouraging learners to ask questions when they are unsure will help not only within the context of the unit, but in the classroom as a whole.

• Confirming understanding: to demonstrate that they have understood, the tutor could ask the learner to repeat the instructions back using their own words.

• Who to inform once task is complete: the completion of a task should be signposted to either a tutor or another learner.

Carrying out a task

• Follow instructions: this will require a demonstration that learners can carry out a series of steps correctly within the context of an administrative task to see the task through to completion. This can be practised through a range of exercises before assessment.

• Check for accuracy: learners must check that administrative tasks have been completed accurately. Below are some ways of checking (although this is not an exhaustive list but should serve as examples).

o Answering the phone: check any message taken has all its components (name of caller, date and time of message, message content).

o Filing and retrieving documents: are the documents in the right places in the system?



o Producing documents using IT, e.g. letters, invoices: are the documents free of typing errors? Are they correctly formatted? Are any calculations correct? Have any letters or invoices been addressed to the right people at the right addresses?

o Photocopying and collating documents: are the pages in collated documents in the right order? Are all the pages there?

o Collecting, sorting and distributing mail: has the mail been correctly sorted so that it can be distributed?

o Preparing outgoing mail: is each document in the right type and size of envelope? Has the letter been correctly stamped with the right value?

o Receiving visitors: did the visitor arrive at the right destination?

• Check instructions have been followed correctly: this will involve comparing the outcome of the activity with the original instructions and checking that all the steps were accurately carried out. For example:

o Answering the phone: was the call answered within three rings? Did the person answering the call sound professional? Was the caller happy with how the call went?

o Filing and retrieving documents: have the right documents been filed? Can they be easily retrieved because they are in the right places?

o Producing documents using IT, e.g. letters, invoices: were the letters or invoices completed correctly? Have they been prepared for posting? Have any copies made been filed or is there at least an electronic record of the document?

o Photocopying and collating documents: have the right number of photocopies been made?

o Collecting, sorting and distributing mail: was the mail collected at the right time and from the right departments? Was internal and external mail correctly separated? Was internal mail then sorted and distributed at the expected times?

o Preparing outgoing mail: was the mail ready in time for collection by the postal service? Did all the mail get processed as required?

o Receiving visitors: was the learner professional in their approach? Did they put the visitor at ease?

To round off the unit, learners could be asked to reflect on their own performance. They could do this by watching the video footage and discussing the witness statements with the tutor.


Unit 5 Working in business

and administration

Assessment gridThe following grid will show you the assessment criteria that should be met in this unit against the activities in the Student Book that contribute to the coverage of these assessment criteria. The grid also suggests the types of evidence that you might gather for each criteria.

Assessment criteria Activity in Student Book that helps to prepare learners

Evidence that could be offered Student Book page

1.1 Identify routine administrative tasks

Case study: Malek’s Motors Activity: Group discussion

Activity: Group discussion

SB Activity: How am I doing?SB Activity: Routine tasks

The tutor could provide a table for learners to complete (see Assessment grid in the Scheme of work, Week 4) where learners should have correctly identified at least four tasks and briefly explained what they are.

8 8 9

10

11

2.1 Check understanding of instructions and ask for clarification where necessary

Activity: Instruction ladder

Case study: Malek’s Motors

Activity: Paired discussion

Case study: Malek’s Motors

Activity: Individual activity

The learner must demonstrate that they can accurately carry out four limited administrative tasks from the following list:

Photocopying; Producing documents using IT; Collecting a visitor from reception; Filing and retrieving documents; Answering the phone.

More than one task can be combined in a single activity. For example, the learner could take down a telephone message and then create an electronic copy of the message using IT software. Alternatively, the learner could check that the invoices in a file organised alphabetically are filed correctly (with at least one intentionally misfiled) and then file two or three additional invoices.

Ideally this assessment should be carried out in a realistic simulation. For this part of the assessment the learner should actively check their understanding of instructions, asking for clarification where necessary. Assessment will be formalised through a witness statement based on tutor observations.

12

13

13

14

14

2.2 Follow instructions to complete a limited range of administrative tasks accurately

Activity: You are the administrator

The learner will create a letter that can be used as part of the assessment evidence as a valid administrative task

The learner must demonstrate that they can accurately carry out four limited administrative tasks from the following list:

Photocopying; Producing documents using IT; Collecting a visitor from reception; Filing and retrieving documents; Answering the phone.

Ideally this assessment should be carried out in a realistic simulation. Assessment will be formalised through a witness statement based on tutor observations.

15

BTEC Entry 3 Level 1 Business Administration Teaching ...€¦ · BTEC Entry 3/Level 1 Business...

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