Level 3 Diploma in Business – 60 Credits

All Course Material, including online modules and written assignments.

• Personal tutor support with 1-2-1 Skype sessions
• Dedicated student support
• Access to an online Social Learning forum
• Assignment marking and feedback
• Free CV Writing help on completion of the course.

• 5 or more GCSEs at grades C and above
• other related level 2 subjects
• other equivalent international qualifications

On completion of this course students will have the opportunity to apply for admission onto a full BA Degree programme from a range of UK universities. Alternatively students can opt to study our Level 4/5 Extended Diploma in Management and then go on to complete a BA Top Up at a range of UK universities.

University of Sunderland – On Campus

BA (Hons) Business and Management (Year 1 ) – £9250

Birmingham City University – On Campus

BA (Hons) Marketing (Professional Practice) fee £9,000, duration Full Time 3 years

BA (Hons) Business – progression from ATHE Level 3 Diploma in Business, fees £9,000 (UK or EU) or £12,000 (international), duration Full time 3 years / Sandwich 4 years

BSc (Hons) Business Accountancy, fees £9,000 (UK or EU) or £12,000 (international), duration Full time 3 years / Sandwich 4 years

Recognition of Prior Learning (RPL) is a method of assessment 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.

We recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard. 

GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.

Some examples of activities that can contribute to Guided Learning Hours include:

• Supervised induction sessions
• Learner feedback with a teacher in real time
• Supervised independent learning
• Classroom-based learning supervised by a teacher
• Work-based learning supervised by a teacher
• Live webinar or telephone tutorial with a teacher in real time
• E-learning supervised by a teacher in real time
• All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including where the assessment is competence-based and may be turned into a learning opportunity

Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.

TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.

Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.

Some examples of activities that can contribute to Total Qualification Time, include:

• Preparation for classes
• Independent and unsupervised research/learning
• Unsupervised work on assignments
• Unsupervised compilation of a portfolio of work experience
• Unsupervised e-learning
• Unsupervised e- assessment
• Unsupervised e-assessment
• Unsupervised coursework
• Watching a pre-recorded podcast or webinar
• Unsupervised work-based learning
• Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.

Equality and fairness are central to the provision at the McQueen’s Education.  Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities.  Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning.  In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.

Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.

We are committed to making sure that:

• Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
• All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Our policy regarding access to its qualifications is that:

• They should be available to everyone who is capable of reaching the required standards
• They should be free from any barriers that restrict access and progression
• There should be equal opportunities for all those wishing to access the qualifications.