The BTEC Level 7 Professional qualifications in Strategic Management and Leadership have been developed to give learners the opportunity to:
● engage in learning that is relevant to them and which gives them opportunities
to develop a range of skills, techniques and attributes essential for successful
performance in working life
● achieve a nationally recognised Level 7 vocationally-related qualification
● progress to employment in a particular vocational sector
● progress to related general and/or vocational qualifications.
BTEC Level 7 Professional qualifications in Strategic Management and Leadership are designed to provide focused and specialist vocational short courses, linked to professional body requirements and National Occupational Standards where appropriate, with a clear work-related emphasis. The qualifications provide short vocational programmes of study that meet the individual needs of learners. There is
a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in the sector.
They are particularly suitable for more mature learners who wish to follow a short programme of study that is directly related to their work experience or to an aspect of employment that they wish to move into in due course. On successful completion of these qualifications, national recognition by employers enables learners to progress into or within employment and/or continue their study in the vocational area.
Learners are able to progress across the range of Level 7 qualifications, from Award to Certificate to Diploma to Extended Diploma. These BTEC qualifications also support Continuing Professional Development (CPD), as well as enabling sideways progression to Masters degrees, such as an MBA, or a Level 7 NVQ in Management. BTEC Professional qualifications are designed to meet a range of different needs. The qualifications offer:
● maximum flexibility with a range of different-sized Level 7 programmes
● the opportunity to certificate smaller blocks of learning designed to motivate learners and encourage widening participation in education and training
● courses that relate to the particular training and employment patterns in a
● courses that may offer preparation for specific jobs when in employment
● the opportunity to use a range of delivery methods
● opportunities for learners to develop skills that support career and professional development
● programmes that can enable progression either to higher levels of study or to other courses at the same level of study.
BTEC Professional qualifications are qualifications at Level 4 to Level 8 in the
Qualifications and Credit Framework (QCF) and are designed to provide professional work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. Consequently they provide a course of study for part-time learners in colleges and University centres.
BTEC Professional qualifications provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). A number of BTEC Professional qualifications are recognised as the knowledge components of Apprenticeships Frameworks. On successful completion of a BTEC Professional qualification, learners can progress to or within employment and/or continue their study in the same or related vocational area.
The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. It enables learners to gain qualifications at their own pace along flexible routes. There are three sizes of qualification in the QCF:
● Award (1 to 12 credits)
● Certificate (13 to 36 credits)
● Diploma (37 credits and above).
Every unit and qualification in the framework will have a credit value. The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.
The credit value of a unit is based on:
● one credit for those learning outcomes achievable in 10 hours of learning
● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.
The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes. Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place.
Pearson BTEC Level 7 in Management and Leadership are accredited on the QCF for learners aged 18+, 19+ and above. It is likely that students will have senior management role within and organisations, large amounts of senior management experience, a degree and/or successfully completed the Level 5 Diploma in Management and leadership. However, each individual student will be interviewed by the programme manager to ensure they understand the commitment and the profile that should be achieved.
YCUC’s policy regarding access to its qualifications is that:
YCUC recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. YCUC will take appropriate steps to assess each applicant’s potential and make a professional judgement 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. YCUC will when required consult BTEC’s policy on learners with particular requirements. YCUC will need to review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a higher level qualification.
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
This module map provides a list of modules that make up your course over the two years.
Managers Unit 17
Managers Unit 17
All units/modules within these qualifications are internally assessed, assignments are produced and marked by YCUC. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.
The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to:
● achieve all the specified learning outcomes
● meet the standard determined by the assessment criteria by providing sufficient and valid evidence
● prove that the evidence is their own.
All the assignments created by YCUC should be reliable and fit for purpose, and will be built on the unit assessment criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of different forms, including, presentations and posters, along with projects, or time-constrained assessments.
YCUC encourages an emphasis on the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities, where appropriate. The assessment criteria will be clearly indicated in the assignments briefs. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria.
When designing assignments briefs, YCUC looks to use common topics and themes. A central feature of vocational assessment is that it allows for assessment to be:
● current, i.e. to reflect the most recent developments and issues
● local, i.e. to reflect the employment context of the delivering centre
● flexible to reflect learner needs, i.e. at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.
To achieve a ‘pass’ a learner must have successfully passed all the assessment criteria within all the modules listed below.Each module is assessed using an assignment set by the module lecturer and is normally a written submission due approximately 4/6 weeks after the end of the module delivery.
Managers Unit 17
Managers Unit 17
You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor. We aim to provide you with feedback within 28 working days of hand-in.
Note: You must achieve a pass in all modules as a prerequisite of achieving the extended Level 7 Diploma.
You are taught through a combination of lectures, seminars, and case study type activities. Seminars enable you to discuss and develop your understanding of topics covered in lectures in smaller groups. In addition, you have opportunities to meet with your personal tutor/programme manager or module tutor. You use industry-standard design software and have access to all the learning resources.
Pearson does not define the mode of delivery BTEC Level 7 qualifications and therefore the YCUC use a mode of delivery (part-time, 2 Mondays per module) as this appears to meet the needs of our students. YCUC ensures that students have appropriate access to the resources identified and to the subject specialists delivering the units. This is particularly important for you as you are studying for the qualification through a blended learning approach. Students studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and lecturing staff. The use of assessment evidence drawn from learners’ work environments is always encouraged. When planning the programme YCUC aims to enhance the vocational nature of the qualification by:
● liaising with employers to ensure a course relevant to learners’ specific needs
● accessing and using non-confidential data and documents from learners’ workplaces
● including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
● linking with company-based/workplace training programmes
● making full use of the variety of experience of work and life that learners bring to the programme.
When not attending lectures, seminars or other timetabled sessions you will be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, preparing coursework assignments and presentations. Your independent learning is supported by a range of excellent facilities, including the library, the learning resource centre, and our online resources.
It is has taken much time to develop an approach to teaching and learning that supports the vocational nature of BTEC Level 7 qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and lecturing staff take time to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the organisational context. Maximum use is made of learners’ experience, therefore.
Your overall workload consists of class contact hours, or Guided Learning Hours (GLH) are around 16 hours’ over two consecutive Mondays and then independent learning, and assessment activities, which would equate to a total study time of around 30-40 hours per week over the year.GLH are defined as all the times when a tutor, lecturer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners’
Our Academic Support Team provides help in the following areas:
You will be taught by an experienced teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes lecturers and professional practitioners with industry experience. You can learn more about our staff by visiting our staff profiles page.