1. 1

2. CATS Projects in Management Project 3: Developing a flexible credit-based curriculum in the area of business, management Louise Reynolds 2

3. 3  Original project: 1)Develop a model of delivery, assessment, verification, accreditation and transfer of credit for level 3 students preparing for level 4 2)Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.  Project after initial feasibility study: 1)Develop teaching and learning resources for level 3 teachers and learners to prepare them for HE.

4. 4  Students studying on year 2 of the level 3 Extended Diploma in Business were chosen for the project.  The level 3 Business Ethics unit was identified because its ‘Distinction’ task closely matches one of the learning outcomes from the level 5 unit ‘business ethics’.  This gives the level 3 students the opportunity to carry out a series of tasks that mirrors the sort of activities that would be expected of them on an HE course Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

5. 5  Higher level skills incorporated into task:  Effective communication using business media e.g. Preparation and presentation of business reports  Effective use of ICT for business applications  Ability to conduct research into business and management issues (‘Higher level skills’ – Edexcel HND Business spec, 2012) Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

6. 6  Key teaching/learning resource – a study pack that incorporates a fully worked example of a research paper, short formal report and PowerPoint presentation handout.  The study pack includes a step by step guide to conducting internet research, writing the research paper, report and PowerPoint.  Students to produce same in order to achieve a Distinction grade in the Business Ethics unit Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

7. 7  Measuring the impact of the project. The project will be a success if the students themselves consider their participation to be useful to them.  Short term – participating students to fill out a questionnaire asking them to make judgements about their experience of the project  Longer term – production of a qualitative case study drawing on the experiences of a number of students once they have been studying at university for one semester  Dissemination – CPD sessions in July to colleagues with a view to rolling out the programme across the level 3 vocational curriculum Original project: Develop teaching and learning resources for level 3 teachers and learners to prepare them for prepare them for HE.

8. Footnote: The project including marked student work was last week seen by Ofsted who thought it was a good example of stretch and challenge and a progression activity. 8