The ATHE Level 5 Extended Diploma in Business and Management 2018 has been designed for learners who wish to develop the skills and knowledge required for roles in management roles. They have also been developed with progression in mind and enable learners to continue on to a range of Bachelor’s degrees.
At a glance
There are three different qualifications available on the 2018 specification. If you study the 120-credit extended diploma then you must study all 4 mandatory units and pick 4 optional units. If you study the 60-credit diploma then you must study 2 mandatory units and 2 optional units. The GenEd version of the qualification requires 11 mandatory units.
The QAN numbers for these qualifications are as follows:
ATHE Level 5 Extended Diploma in Business and Management 603/3340/6
To obtain the Extended Diploma in Business and Management learners must achieve the Mandatory Units PLUS four Optional Units
The Total Qualification Time is 1200
The Total Guided Learning Hours is 480
The Total Credit value is 120
|Business Organisations in a Global Context||5||15||60|
|Finance for Managers||5||15||60|
|Marketing Principles and Practice||5||15||60|
|Manage Sustainability in an Organisation||5||15||60|
|Small Business Enterprise||5||15||60|
|Planning a New Business Venture||5||15||60|
|Information for Strategic Decision Making||5||15||60|
|Organisational Analysis and Change||5||15||60|
|Financial Systems and Auditing||5||15||60|
On successful completion of a Level 5 qualification in Business and Management there are a number of progression opportunities.
Learners may progress to:
- employment or have increased opportunities for progression in their current role
- larger qualifications at the same level e.g. from a Diploma to the Extended Diploma in
Business and Management or to the Extended Diploma in Management for Health and Social Care
- a level 6 ATHE qualification such as the ATHE Level 6 Extended Diploma in Management or the ATHE Level 6 Extended Diploma in Management for Health and Social Care or the ATHE Level 6 Extended Diploma in Business Administration
- a level 6 ATHE qualification (Gen Ed) route on successful completion of the required units at level 5. Completion of the Mandatory units listed, will ensure learners have acquired the second level of study for meeting the General Education (Gen Ed) Core requirements and fulfilled the necessary credits at Level 5.
- the final year of degree programmes at some universities (see Progression Routes on the ATHE website).
These qualifications are designed for learners who are typically aged 18 and above. For learners who have recently been in education or training the entry profile is likely to include one of the following:
- prior study in business, management or related subjects at level 4 or above
- a level 4 qualification for example an ATHE Level 4 Extended Diploma in Business and Management or an ATHE Level 4 Diploma in Business and Administrative Management
- other equivalent international qualifications
Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.
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.
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.