BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY

UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

Unit 1: Using IT to Support Information and

Communication in Organisations

Delivery guidance
Approaching the unit
This unit explores how information technology (IT) is used to support the business needs of
organisations, with a particular focus on how it supports the use of data and information. The first
aim introduces different types of businesses and organisations, and the computer systems that
support their day-to-day operations. The second two learning aims explore the importance of
information and how this is communicated to different stakeholders.
It is important for learners to understand the significant role that IT, in particular data and
information, plays in modern organisations.

Delivering the learning aims

Learning aim A provides core knowledge of the importance of IT in modern organisations. You
should provide learners with information about different types of organisation, and the key
business functions common to most of them. You will then look at the ways in which data is used
within organisations and how IT systems (software, hardware and network technology) impact on
the success of the business or organisation.
The unit content is focused on how IT is used in the real world and, where possible, you should
provide opportunities for learners to contextualise what they are learning with realistic examples.
The delivery of this learning aim will rely on the use of good quality case studies. The unit content
is also ideally suited to guest speakers, who can provide insight to how businesses use IT on a day-
to-day basis.
The contextual nature of this learning aim means that it has strong links to business studies
(particularly content A1), as such you may wish to use, with minor adaptations, teaching and
learning materials from this subject area.
Learning aim B focuses on the importance of communicating with different stakeholders who,
owing to their varying interests in the organisation, need to be provided with differing information.
When delivering this learning aim, it is important that learners are first aware of who the different
stakeholders are, as well as how and why their roles and needs will differ. The content here may be
outside many learners’ previous experience, so you may need to spend time getting them to think
of the ‘bigger picture’. As with parts of learning aim A, guest speakers and high-quality case studies
will be important to allow them to give the required contextualisation.
Providing examples of communications and information campaigns, both successful and less
successful, would be helpful for learners to be able to see the vital role of communicating
information and data has in a modern organisation. You will need to spend some time working
with learners to develop skills and understanding of business-related data.
Learning aims C focuses on the production of the materials for the information campaign that
they have planned in learning aim B. Delivery for this learning aim should focus on the
development of skills required to produce different materials to present and communicate
information.

Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide

October 2021 © Pearson Education Limited 2021
1
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

A skills-audit is a good way for learner to identify their strengths and weaknesses in this area, and
to monitor the progress they make. It would be useful here to have a less rigid approach to lesson
delivery. Providing learners with access to a series of individual, needs-based ‘skills-workshops’ will
encourage them to focus on skills’ areas where they are less confident, and allow all learners to
make progress.
At different stages throughout this learning phase, it is advised that you get learners to revisit their
skills-audit to identify progress made and next steps. Also it would be advisable, where possible, to
get learners to contextualise their skills development. For example when developing skills in
infographics, provide opportunities for learners to produce these using realistic examples and/or
scenarios.

Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide

October 2021 © Pearson Education Limited 2021
2
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

Assessment model
Learning aim Key content areas Recommended assessment
approach

A Explore how IT meets the A1 Business functions and

needs of organisations organisational needs
A2 Data and IT used in
organisations
A3 Computer systems used
in organisations
B Plan an information B1 Stakeholders
campaign for an identified This unit is assessed through a
B2 Methods of
organisation Pearson Set Assignment.
communicating with
stakeholders
B3 Preparing for an
information campaign
C Produce an information C1 Producing an information
campaign for an identified campaign
organisation

Assessment
The unit is assessed by a Pearson Set Assignment (PSA). The assessment is set by Pearson and
must be taken under controlled conditions before it is marked by tutors.
The PSA will consist of a scenario and three main activities which reflect the three main learning
aims. Learners will be expected to demonstrate their understanding of the specification content
within the context of the given scenario.
There are 60 guided learning hours assigned to the unit, of which 20 hours will be required for
assessment.
Set assignments are available from September each year and are valid for one year only.
Delivery must cover all the unit content and prepare learners to produce evidence to meet
the assessment criteria and assessment guidance in preparation for taking the PSA. Sample
Assessment Materials are available on the Pearson website. These can be used or adapted
to help learners prepare for assessment.

Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide

October 2021 © Pearson Education Limited 2021
3
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

Getting started
This gives you a starting place for one way of delivering the unit, based around the
recommended assessment approach in the specification.

Introduction
Introduce this unit by explaining that modern, successful businesses have integrated their
processes with information technology (IT) systems in an effective way. Ask learners to
consider different organisations they encounter on a daily basis (e.g. supermarkets, sports
centres, public services) and how significantly IT impacts on how they operate. Examples they
may have encountered include:
• supermarkets with self-checkout systems, online shopping and automated stock control
• e-commerce sites, including recommendations based on purchase/search history, and
tracking the location and journey of a package for delivery
• public health campaigns that use social media and other modes to distribute
information.

Learning aim A:Explore how IT meets the needs of organisations

Learning aim A is designed to give learners an overview of organisations of different types and
in different sectors. With the close connection between business needs and the deployment of
IT systems it is important that learners can contextualise their learning to real- world examples.
Where possible throughout this unit provide learners with realistic/real-life scenarios that they
can explore and utilise in their learning.
Towards the end of this learning aim, once learners have a solid understanding of ideas and
concepts of business functions etc., it would be a good opportunity to invite in guest speakers
form local organisations to give a presentation to the learners as to how the organisation
operates and how it utilises IT to support what they do.
• For A1, use a combination of large- group discussions, and small- group/individual
activities, to enable learners to explore organisations of different types (commercial and
not-for-profit) and in different sectors. You should explore the different business
functions that are common across many businesses (A1.2). Consider how these operate
in different organisations and sectors, including any common approaches, and any key
variations required for different contexts. This learning should be supported by high-
quality, detailed case studies to allow learners to contextualise their learning.
• For A2, explore the concept that IT systems can provide measurable value to an
organisation. Measurable value can be considered both in terms of the traditional
‘value’, that is to say the way in which it has a direct impact on financial factors (e.g. cost
cutting, reduced waste, increasing profits etc.), but also value in terms of overall
improvements to the company that have both direct and indirect impact on finances
(e.g. productivity, diversification, customer engagement). Exploring the use of IT in
successful organisations, and where possible less successful ones, will provide direction
here.
As part of A2, learners should explore sample datasets that provide a realistic insight
into the types of data that would be used in an organisation. Get learners to explore the
patterns and trends in the sample dataset. Through practical data tasks and
discussions, direct learners to explore the idea that data leads to information, and
information becomes knowledge that can be useful to organisations. Explore the idea
Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide
October 2021 © Pearson Education Limited 2021
4
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

that by looking at the data, organisations can identify areas where the company is
performing less well, and make necessary adjustments. They can also make predictions
of future events and plan business decisions accordingly.
• For A3, you should explore how IT systems are used in organisations and how they
impact on the success of an organisation. At this level, learners will have a range of
experiences with computer systems, but this is likely to be at a personal level only. Get
learners to explore how computer systems are deployed to meet specific business
needs. First-hand experience of this is invaluable, so where possible it would be
beneficial to organise a visit to a local organisation that can show how it uses IT to meet
its needs and support business functions. If a visit is not possible then a guest speaker,
supported by detailed case studies, is a suitable alternative.
To reinforce learning, give learners a scenario outlining the purpose and needs of a
specific organisation. Working independently learners should produce a report on how
IT can support the business needs of the company and how IT provides value for a
business. Use this activity to monitor learner progress and provide feedback as
appropriate.

Learning aim B: Plan an information campaign for an identified organisation

Learning aim B is designed to allow learners to explore how organisations make use of data
and information, and how they communicate this in appropriate way to different stakeholders.
• For B1, learners should explore the different internal and external stakeholders within
an organisation. While these may vary slightly between organisations, the specification
(B1.1 and B1.2) provides a list of the common stakeholders that learners should be
aware of. Through a combination of individual research and larger group activities,
learners should explore the roles that stakeholders have in the business and how and
why the company needs to communicate with them.
It is important that learners understand that data such as website and social media
metrics, along with traditional sales, and profit/loss data, play a significant role in the
running of modern organisations. For data such as website traffic and social media
metrics, there is a range of free and very powerful tools available, Google AdWords and
Google Analytics for example provide free, industry level tools for data analysis and
there are a number of useful tutorials available.
Learners will also need to be able to look at traditional datasets and manipulate them
using spreadsheet software. Here it is important that learners are able to look beyond
basic figures, and spot patterns and trends. For example, rather than looking at just
profit/loss they may look at the impact particular product lines have on the overall profit
and loss, or how performance varies from season to season. These patterns can then
inform a campaign such as launching new products in a similar range to popular
products, or seasonal promotions etc.
• For B2, once learners appreciate that every organisation has many different people with
which they must communicate, and for a variety of reasons, they should explore how an
organisation can communicate with its stakeholders and how the method and content
may vary depending on whom they are communicating with.
Through question and answer techniques you can encourage learners to think about
the different methods used (e.g. formal presentation/report, email, website, social
media, SMS message etc.) and the types of information that is communicated in each of

Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide

October 2021 © Pearson Education Limited 2021
5
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

the methods (e.g. public information vs private information, direct and indirect
advertising, general information versus specific queries etc.).
Provide learners with real-world examples of marketing materials/campaigns from a
range of organisation from as many different sectors as possible. Get learners to look
at the similarities and differences between communications within the campaigns and
identify the techniques they use to communicate their message.
• For B3, introduce the idea of data analytics and metrics and how they are used to
support business and make decisions about the effectiveness of marketing/information
campaigns and customer engagement. Provide examples/demonstrations of
appropriate online tools such as: Google AdWords, engagement tools on social media
platforms etc. Get learners to perform practical data analytics activities.
Expand learners’ understanding of data by providing access to datasets relating to a
business/sector that they would be familiar with. For example, a dataset showing sales
and stock figures, income and outgoings, bookings etc. for a small chain of restaurants.
Following a teacher demonstration of knowledge and skills such as how to identify
patterns and trends, the types of ‘information’ that can be extracted from the dataset,
and what conclusions could be reached you should direct learners to independently
explore another dataset to identify patterns and trends and draw conclusions.
Reiterate the concept that the data and information inform the content of a campaign,
and the campaign should be carefully planned to ensure the appropriate data and
information is shared with the correct stakeholders in an effective way. For example, the
data provided for a senior manager may show a breakdown of specific data about the
costs, number of staff, number of bookings etc., which leads to identifying that the
restaurant chain makes significantly less profit on a Tuesday and Wednesday. This could
lead to the suggestion that a campaign to increase profits on these days is launched.
Other data used may show popular and unpopular products or comparisons with other
restaurants on the same days which may lead to special midweek menus or deals which
can be communicated/advertised through the campaign.
It is recommended that learners get opportunities to explore complete and partially
complete plans before attempting to plan a campaign from the beginning. Provide
learners with examples of completed and partially completed communications plans to
explore, along with the outline of the purpose of the campaigns and a sample datasets.
Learners should explore these to identify areas of strength and weakness and develop
them into more effective campaign plans. When learners are confident from this, they
can plan full campaigns.
To reinforce learning, give learners a scenario outlining the purpose and needs of a
specific organisation, and a suitable dataset. Learners should produce a
communications plan for an information campaign. Use this activity to monitor learner
progress and provide feedback as appropriate.

Learning aim C: Produce an information campaign for an identified organisation

In learning aim C learners should explore how to produce the materials to implement an
information campaign that they planned as part of learning aim B.
• For C1, using a range of individual and group activities, introduce the ideas and
concepts of presenting information in different ways depending on the audience, and
show that good communication requires the author to consider a range of things such
as security, privacy, clarity of information, etc. (see the specification for a full list). Allow
Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide
October 2021 © Pearson Education Limited 2021
6
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

learners to explore examples where this has been done well, and also examples where
this has been done less well.
Provide learners with access to example materials from a sample campaign. Allow
learners time to look at different ways of presenting information. Ask learners to
complete a ‘skills audit’ to identify where their strengths and weaknesses lie in terms of
producing materials.
Provide learners with access to independent, needs-based ‘skills workshops’ where they
can develop those areas identified in their skills audit, that need improvement. The
workshops may cover, but are not limited to:
o graphs
o infographics
o image manipulation
o video and animation production
o use of social media platforms (e.g. cookies, links, polls etc).

Learners should take the opportunity at different times throughout this series of
lessons to revisit the skills audit and review their progress.

Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide

October 2021 © Pearson Education Limited 2021
7
BTEC INTERNATIONAL LEVEL 2 QUALIFICATIONS IN INFORMATION TECHNOLOGY
UNIT 1: USING IT TO SUPPORT INFORMATION AND COMMUNICATION IN ORGANISATIONS

Details of links to other BTEC units and qualifications, and to other

relevant units/qualifications
This unit links to:
• Unit 2: Data and Spreadsheet Modelling
• Unit 6: Introduction to Digital Graphics and Animation
• Unit 7: Introduction to Website Development
• International GCSE/core curriculum in Information Technology.

Resources
In addition to the resources listed below, publishers are likely to produce Pearson-endorsed
textbooks that support this unit of the BTEC International Level 2 Qualifications in Information
Technology. Check the Pearson website at: (http://qualifications.pearson.com/endorsed-
resources) for more information as titles achieve endorsement.

Videos

Customer Engagement Tips for 2021 (Customer Engagement Tips for 2021
YouTube)

OCR GCSE 1.4 Types of networks https://www.youtube.com/watch?v=ZAMbMcYqK_0

What are stakeholders? - GCSE Business https://www.youtube.com/watch?v=haECgjBL3v0)

Studies – AQA/Edexcel/OCR

Building a Social Media Analytics Dashboard (Building a Social Media Analytics Dashboard -
YouTube)

Create a Social Dashboard with Google Data (https://www.youtube.com/watch?v=_OAgw3S4DPs)

Studio - – Tutorial

Websites

Business sectors and business functions - The https://www.bbc.co.uk/bitesize/

purpose and nature of businesses – guides/zvpk47h/revision/3
BBC Bitesize

Hardware and software – Computer systems - https://www.bbc.co.uk/bitesize/

AQA - – GCSE Computer Science Revision Y guides/z7qqmsg/revision/1
AQA - BBC Bitesize

GCSE ICT hardware, software and peripherals https://www.teach-ict.com/gcse_new/

(teach-ict.com) computer%20systems/hardware_software/
miniweb/index.htm

Pearson is not responsible for the content of any external internet sites. It is essential for teachers to
preview each website before using it in class so as to ensure that the URL is still accurate, relevant and
appropriate. We suggest that teachers bookmark useful websites and consider enabling learners to access
them through the school/college intranet.

Pearson BTEC International Level 2 Qualifications in Information Technology – Delivery Guide

October 2021 © Pearson Education Limited 2021
8