In this week's content we will be looking at reading it systems: users, components and consequences through a realistic Level 3 IT context. You will be required to analyse a service failure, map the system involved and explain it clearly to a non-specialist audience.

Steps to complete:
1. Sort a set of IT terms into hardware, software, network, data and user categories.
2. Read the Westbridge Learning Centre case study and annotate explicit facts, inferred causes, user needs and consequences.
3. Create a labelled map showing devices, software, network services, data and people involved.
4. Define 12 technical terms in plain English and use each accurately in a sentence.
5. Write a 300-word explanation for centre staff describing what failed, what still worked and why a complete IT system is more than one device.
6. Peer-check technical accuracy, clarity and paragraphing and make final corrections.

By the end of the session you should have an annotated case study, a systems map, a 12-term glossary and a polished explanatory article.

Week 01 Student Resource Pack

AO1-style retrieval and inference; technical vocabulary; summarising; explanation; audience awareness; paragraphing; proofreading.

AQA AO1, AO5, AO6: identify/interpret information; communicate clearly for audience/purpose; accurate vocabulary, sentences, spelling and punctuation.

Unit 1: Information Technology Systems — A: Digital devices in IT systems; B: transmitting data; C: operating online; user needs and impacts.

In this week's content we will be looking at selecting it systems from client requirements through a realistic Level 3 IT context. You will be required to act as an IT consultant for a small arts centre, compare three realistic options and recommend the best fit using evidence.

Steps to complete:
1. Complete the learner-led technology-options ranking task and agree useful decision criteria.
2. Read the Harbour View Arts Centre brief and identify explicit, implicit and conflicting requirements.
3. Score three technology options against cost, performance, manageability, accessibility and future needs.
4. Write a 400-word recommendation using evidence, trade-offs and a justified conclusion.
5. Swap reports and challenge one assumption or unsupported claim.
6. Revise the report so costs, terminology and recommendations are precise.

By the end of the session you should have a requirements matrix and evidence-based IT systems recommendation.

Week 02 Student Resource Pack

requirements analysis; synthesis; comparison; evaluation; evidence; recommendation writing; formal register.

AQA AO1, AO3, AO4, AO5, AO6: synthesise information, compare, evaluate, and write a clear recommendation.

Unit 1: Information Technology Systems — A: digital devices; E: data and information; F: issues and implications; evaluating systems against user requirements.

In this week's content we will be looking at technology, people and ethics: evaluating competing viewpoints through a realistic Level 3 IT context. You will be required to compare contrasting viewpoints about automated decision-making and write a balanced judgement for an organisation.

Steps to complete:
1. Identify bias, evidence and loaded wording in the learner-prepared claims.
2. Annotate two contrasting viewpoint texts on automated decisions, identifying claims, evidence, assumptions and tone.
3. Apply the arguments to four workplace scenarios involving monitoring, shortlisting, personalisation and accessibility.
4. Build a grid of similarities, differences and strength of evidence.
5. Write a 350-word response judging when automation should and should not replace human judgement.

Week 03 Student Resource Pack

viewpoint analysis; bias; evidence; comparison; evaluation; counterargument; formal writing.

AQA AO1, AO2, AO3, AO4, AO5: interpret, analyse language, compare viewpoints, evaluate and present a reasoned position.

Unit 1: Information Technology Systems — F: issues and implications of IT systems, including ethical, legal, environmental and accessibility considerations.

In this week's content we will be looking at it consultancy report: communicating a systems improvement plan through a realistic Level 3 IT context. You will be required to turn mixed technical and stakeholder evidence into a professional improvement report for Mosaic Skills Hub.

Steps to complete:
1. Use stakeholder cards to identify different priorities for the same IT problem.
2. Read the Mosaic Skills Hub audit notes and stakeholder comments; separate facts, opinions and priorities.
3. Rank issues by impact, urgency and evidence and identify dependencies.
4. Match each priority problem to a proportionate improvement, including user and accessibility implications.
5. Write a 450-word report with findings, recommendations, trade-offs and next actions.
6. Deliver a 60-second spoken summary for a non-technical manager.

By the end of the session you should have an evidence-ranking sheet, a structured consultancy report and an executive spoken summary.

Week 04 Student Resource Pack

source synthesis; prioritisation; report structure; recommendation; precise technical register; spoken summarising.

AQA AO1, AO4, AO5, AO6, AO7-AO9: synthesise/evaluate evidence, write for purpose and present/respond formally.

Unit 1: Information Technology Systems — Synoptic Unit 1 practice: analysing a current system, user needs, implications and justified improvements.

In this week's content we will be looking at database requirements: turning messy information into a data model through a realistic Level 3 IT context. You will be required to analyse a messy market-booking dataset and produce a clear database requirements specification for GreenCart Market.

Steps to complete:
1. Sort example data items into likely entities, attributes and calculated values.
2. Inspect the supplied GreenCart CSV and identify duplication, inconsistency, missing values and mixed fields.
3. Read the client notes and convert them into explicit data and query requirements.
4. Propose entities, primary keys and relationships and sketch an ER-style diagram.
5. Write a 350-word requirements/design rationale explaining how your model improves integrity and usefulness.
6. Check that every client requirement is represented in the proposed design.

By the end of the session you should have a data-quality audit, entity/relationship model and database requirements specification.

Week 05 Student Resource Pack

data interpretation; categorisation; technical explanation; requirements writing; logical organisation; justification.

AQA AO1, AO5, AO6: interpret information, select key points, explain a design clearly and use accurate technical vocabulary.

Unit 2: Creating Systems to Manage Information — A: database concepts and relational structures; B: database design; identifying data requirements.

In this week's content we will be looking at database design language: normalisation, keys and validation through a realistic Level 3 IT context. You will be required to turn the Week 5 requirements into a robust relational design and explain the design choices so another developer could build it.

Steps to complete:
1. Complete the learner-led normalisation card sort.
2. Follow a repeated booking record through unnormalised, first-normal-form and separated relational tables.
3. Create Customer/Stallholder, MarketDate and StallBooking tables with primary/foreign keys.
4. Choose appropriate data types, required fields, ranges and lookup values and justify them.
5. Complete a professional data dictionary and relationship rationale.
6. Swap designs and identify one ambiguity or integrity risk.

By the end of the session you should have a normalised relational design, relationship diagram and completed data dictionary.

Week 06 Student Resource Pack

logical sequencing; precise definitions; technical justification; table interpretation; explanatory writing.

AQA AO1, AO5, AO6: select relevant information and communicate a precise technical design.

Unit 2: Creating Systems to Manage Information — A/B: relational database design, normalisation, keys, field properties, validation and data dictionary.

In this week's content we will be looking at database testing and evaluation: writing from evidence through a realistic Level 3 IT context. You will be required to use test evidence and user feedback to judge whether a database solution is reliable and suitable for its client.

Steps to complete:
1. Classify sample test values as normal, boundary or erroneous and explain why.
2. Read a completed test extract and distinguish observed evidence from assumption.
3. Write additional test cases for validation, queries and calculated outputs.
4. Analyse comments from the market coordinator and identify requirements that still need attention.
5. Write a 400-word evidence-based evaluation with strengths, limitations, fixes and priorities.
6. Turn the evaluation into three specific next actions with success criteria.

By the end of the session you should have a completed test plan, evidence-based evaluation and prioritised improvement action plan.

Week 07 Student Resource Pack

evidence interpretation; evaluation; cause/effect; formal technical writing; prioritisation.

AQA AO1, AO4, AO5, AO6: interpret evidence, critically evaluate, organise a reasoned response and write accurately.

Unit 2: Creating Systems to Manage Information — B/C: developing, testing and evaluating a relational database solution against requirements.

In this week's content we will be looking at social media in business: audience, platform and purpose through a realistic Level 3 IT context. You will be required to advise a fictional small business on which social channels fit its audiences and objectives rather than choosing platforms by popularity.

Steps to complete:
1. Match fictional platforms to audience/purpose cards and justify choices.
2. Read “A platform is not a strategy” and annotate its key argument and evidence.
3. Compare four fictional channel profiles for audience, content format, discoverability, moderation and analytics.
4. Identify North Pier Makers objectives, constraints and audience needs.
5. Write a 350-word platform recommendation comparing at least two options.
6. Check that recommendations are based on client needs and not assumptions about age or identity.

By the end of the session you should have an audience/platform comparison grid and a justified social-media channel recommendation.

Week 08 Student Resource Pack

comparative reading; audience inference; recommendation; evidence; tone; inclusive assumptions.

AQA AO1, AO3, AO4, AO5: synthesise client information, compare options and communicate a justified recommendation.

Unit 3: Using Social Media in Business — A: impact of social media on business; platform features, audiences, risks and opportunities.

In this week's content we will be looking at writing social content: brand voice, persuasion and accessibility through a realistic Level 3 IT context. You will be required to create a short social campaign for North Pier Makers that is persuasive, inclusive and consistent with a defined brand voice.

Steps to complete:
1. Spot persuasive techniques, unclear claims and accessibility problems in sample posts.
2. Translate the client values “practical, welcoming, local, skilled” into concrete language rules.
3. Plan six posts across two suitable channels with purpose, audience and call to action.
4. Write the six posts, including useful alt-text descriptions or caption notes where relevant.
5. Use a checklist for tone, accuracy, persuasion, accessibility, hashtags and evidence.
6. Explain two language choices and one change made after review.

By the end of the session you should have a six-post social campaign, accessibility notes and a short written rationale.

Week 09 Student Resource Pack

persuasive writing; adapting register; concise copy; technical accuracy; accessibility; editing and rationale.

AQA AO2, AO5, AO6: analyse language choices and produce controlled writing for audience/purpose with accurate SPaG.

Unit 3: Using Social Media in Business — B/C: planning and implementing business use of social media; content, audience, brand voice and accessibility.

In this week's content we will be looking at social media analytics: turning metrics into defensible conclusions through a realistic Level 3 IT context. You will be required to analyse a campaign dataset, separate strong conclusions from weak assumptions and write an evidence-based performance review.

Steps to complete:
1. Check whether sample claims are supported by the figures and correct misleading wording.
2. Use the supplied campaign analytics CSV to calculate or compare click-through and conversion patterns.
3. Identify the strongest-performing posts for different objectives rather than choosing one “winner”.
4. Write five accurate statements using cautious qualifiers where appropriate.
5. Produce a 350-word review recommending what to repeat, change or test next.
6. Give a 60-second spoken briefing using no more than three statistics.

By the end of the session you should have an annotated analytics table, five accurate claims, a campaign review and a concise spoken briefing.

Week 10 Student Resource Pack

data interpretation; numerical language; cautious claims; evaluation; report writing; spoken summarising.

AQA AO1, AO4, AO5, AO6, AO7-AO9: interpret/evaluate evidence and communicate conclusions accurately in writing and speech.

Unit 3: Using Social Media in Business — C: implementing and reviewing business use of social media using analytics and evidence.

In this week's content we will be looking at computational thinking: explaining algorithms clearly through a realistic Level 3 IT context. You will be required to translate a real-world process into precise algorithms and explain why ambiguous instructions create unreliable software.

Steps to complete:
1. Reorder a learner-prepared set of everyday instructions into an unambiguous sequence.
2. Read “Algorithms are instructions, not magic” and identify the difference between a rule, input, process and output.
3. Trace simple pseudocode and record the value of variables after each step.
4. Convert plain-English instructions into structured pseudocode using sequence, selection and iteration.
5. Design a triage algorithm for a fictional college helpdesk and explain key decisions in 250 words.
6. Swap algorithms and highlight any step another person could interpret in two ways.

By the end of the session you should have a traced algorithm set, structured pseudocode and an explanatory design rationale.

Week 11 Student Resource Pack

sequencing; precise verbs; explanation; logical cohesion; technical vocabulary; identifying ambiguity.

AQA AO1, AO5, AO6: interpret procedural information and write precise, coherent technical explanations.

Unit 4: Programming — A: computational thinking skills and programming principles.

In this week's content we will be looking at from client brief to software design through a realistic Level 3 IT context. You will be required to turn a client description for a device-loan tracker into testable requirements, pseudocode and a documented software design.

Steps to complete:
1. Classify sample requirements as functional, non-functional, constraint or acceptance criterion.
2. Read the Library Device Loan Tracker brief and highlight rules that must be implemented exactly.
3. Rewrite the brief as numbered, testable requirements and identify ambiguities to clarify.
4. Create data items, modular structure and pseudocode for borrowing eligibility and fees.
5. Exchange designs and respond to three client questions or change requests.
6. Write a 200-word rationale linking design choices to requirements.

By the end of the session you should have a testable requirements specification, pseudocode and a client-reviewed software design rationale.

Week 12 Student Resource Pack

requirements reading; precise paraphrase; technical documentation; explanation; responding to feedback.

AQA AO1, AO5, AO6, AO8: interpret a client text, write coherent design documentation and respond to questions/feedback.

Unit 4: Programming — B: design a software solution to meet client requirements; decomposition, algorithms, data structures and design documentation.

In this week's content we will be looking at programming test evidence: finding defects and explaining fixes through a realistic Level 3 IT context. You will be required to test a small safe Python program, identify logic defects and communicate the evidence and required corrections professionally.

Steps to complete:
1. Predict expected results for normal, boundary and invalid test cases.
2. Read the supplied loan-tracker functions and connect each section to a client requirement.
3. Run or manually trace the supplied tests and complete actual-result and pass/fail fields.
4. Explain the cause and user impact of each failed test without merely saying “the code is wrong”.
5. Write a 350-word test report containing evidence, proposed fixes and retest priorities.
6. Rewrite one technical defect explanation in plain English for library staff.

By the end of the session you should have a completed test log, defect analysis and technical-plus-client-facing evaluation.

Week 13 Student Resource Pack

code reading; evidence; cause/effect explanation; formal report writing; adapting technical register.

AQA AO1, AO4, AO5, AO6: interpret evidence, evaluate success, explain defects precisely and adapt language to audience.

Unit 4: Programming — C: develop and test a software solution; testing, refinement and evaluation against requirements.

In this week's content we will be looking at website critique: usability, accessibility and user journey through a realistic Level 3 IT context. You will be required to critically compare two offline mock websites and explain how design and language affect a user trying to complete a task.

Steps to complete:
1. Record first impressions of two pages and distinguish personal preference from evidence about usability.
2. Use both mock sites to find event date, accessibility information and booking action.
3. Evaluate navigation, hierarchy, readability, accessibility, trust and microcopy using a structured checklist.
4. Compare headings, labels and calls to action and explain their effect on clarity and confidence.
5. Write a 350-word evidence-based comparison recommending improvements.
6. Select the single highest-impact change and justify why it comes first.

By the end of the session you should have a completed website audit and a comparative usability/accessibility review.

Week 14 Student Resource Pack

evaluation; comparison; language analysis; evidence; accessibility vocabulary; recommendation writing.

AQA AO2, AO3, AO4, AO5: analyse language/design choices, compare, evaluate and communicate recommendations.

Unit 6: Website Development — A: principles of website development; purpose, audience, usability, accessibility and design.

In this week's content we will be looking at designing a client website: structure, content and accessible copy through a realistic Level 3 IT context. You will be required to design and improve a small careers-fair website for BrightPath, including sitemap, page copy and user testing.

Steps to complete:
1. Audit a sample page against keyboard, language, contrast and information-structure needs.
2. Extract audience, purpose, content and accessibility requirements from the BrightPath brief.
3. Create a sitemap and decide what information belongs on each page.
4. Write homepage copy, headings, button labels and accessibility information in plain English.
5. Edit the supplied starter HTML or annotate a paper prototype to implement your content structure.
6. Ask another learner to complete two tasks and record evidence-based improvements.

By the end of the session you should have a sitemap, client-focused web copy, an edited starter prototype and a user-test record.

Week 15 Student Resource Pack

requirements; concise web writing; information organisation; accessible register; user-testing evidence.

AQA AO1, AO5, AO6: interpret requirements and produce clear, accurately structured writing for a real audience.

Unit 6: Website Development — B/C: design and develop a website to meet client requirements; content, navigation, accessibility, testing and refinement.

In this week's content we will be looking at mobile apps: evaluating features against diverse user needs through a realistic Level 3 IT context. You will be required to compare two fictional campus apps against four user personas and write a reasoned evaluation of which design choices are genuinely useful.

Steps to complete:
1. Match app features to user needs and identify features that solve no stated problem.
2. Read the CampusGo and AccessPath profiles and identify device functions used.
3. Evaluate each app for four personas, avoiding assumptions based on labels alone.
4. Consider battery, privacy, connectivity, screen size and accessibility trade-offs.
5. Write a 350-word comparative evaluation with evidence and a conditional recommendation.
6. Replace vague words such as “better” with precise criteria and evidence.

By the end of the session you should have a persona-feature matrix and a precise comparative mobile-app evaluation.

Week 16 Student Resource Pack

comparison; inference; evaluation; user-centred vocabulary; technical explanation; conditional recommendation.

AQA AO1, AO3, AO4, AO5, AO6: compare, evaluate and communicate a nuanced judgement accurately.

Unit 7: Mobile Apps Development — A: investigate mobile apps and mobile-device technologies; user needs, device functions and constraints.

In this week's content we will be looking at mobile app proposal: requirements, wireframes and microcopy through a realistic Level 3 IT context. You will be required to produce a client-ready proposal for TransitBuddy Campus, including screen flows, interface wording and justification of mobile-device features.

Steps to complete:
1. Rewrite unclear app buttons, alerts and error messages into concise user-centred microcopy.
2. Read the TransitBuddy brief and turn it into prioritised requirements.
3. Select device functions and explain privacy, offline and accessibility implications.
4. Create four linked screen wireframes with navigation and meaningful labels.
5. Write a 300-word rationale linking each major design choice to a user requirement.
6. Give a 90-second client pitch and record one improvement after questions.

By the end of the session you should have a prioritised requirements list, four-screen wireframe set, microcopy and design rationale.

Week 17 Student Resource Pack

requirements; concise interface writing; design rationale; presentation; responding to feedback.

AQA AO1, AO5, AO6, AO7-AO9: interpret a client brief, write precisely, present a proposal and respond to questions.

Unit 7: Mobile Apps Development — B/C: design and develop a mobile app to meet client requirements; interface, device functions, testing and refinement.

In this week's content we will be looking at computer games: technology, audience and ethical design through a realistic Level 3 IT context. You will be required to analyse how technology and design constraints affect player experience and compare two viewpoints on accessibility and challenge.

Steps to complete:
1. Sort game features by technology, gameplay purpose, accessibility support or ethical issue.
2. Read two short arguments about accessibility options and intended challenge and annotate methods and assumptions.
3. Connect input, display, audio, networking and engine features to possible player experiences.
4. Discuss representation, monetisation, data collection and accessibility choices using evidence-based criteria.
5. Write a 350-word response judging how developers can preserve meaningful challenge while reducing unnecessary barriers.
6. Add one counterargument and one example of a design trade-off.

By the end of the session you should have a games-technology map, ethics decision sheet and comparative viewpoint response.

Week 18 Student Resource Pack

viewpoint comparison; technical vocabulary; ethical evaluation; counterargument; balanced analytical writing.

AQA AO2, AO3, AO4, AO5: analyse methods, compare viewpoints, evaluate and present a reasoned judgement.

Unit 8: Computer Games Development — A: investigate technologies used in computer games; platforms, audiences, gameplay, accessibility and ethical considerations.

In this week's content we will be looking at game design documentation: pitching and testing a playable idea through a realistic Level 3 IT context. You will be required to create a concise game design document for Signal Rescue and communicate the concept so another developer could prototype it.

Steps to complete:
1. Combine audience, purpose, mechanic and constraint cards into a coherent game concept.
2. Extract mandatory and optional requirements from the Signal Rescue brief.
3. Define player goal, rules, feedback, progression and win/fail states.
4. Complete the mini game-design document including controls, audio/visual cues and accessibility choices.
5. Write a 300-word opening/tutorial scene that teaches the mechanic without an information dump.
6. Use a paper simulation to record one usability issue and one design improvement.

By the end of the session you should have a mini game design document, tutorial text and playtest improvement record.

Week 19 Student Resource Pack

requirements; technical documentation; instructional/creative writing; sequencing; testing evidence; justification.

AQA AO1, AO5, AO6: interpret client needs and produce clear, coherent technical and instructional writing.

Unit 8: Computer Games Development — B/C: design and develop a computer game to meet client requirements; game design documentation, testing and refinement.

In this week's content we will be looking at it project methodologies: choosing a way of working through a realistic Level 3 IT context. You will be required to compare project-management approaches and recommend an appropriate methodology for different IT project contexts.

Steps to complete:
1. Match project scenarios to possible methodologies and explain the first instinct.
2. Read concise profiles of predictive, iterative/agile and rapid-prototyping approaches.
3. Apply each approach to three fictional projects with different certainty, risk and stakeholder availability.
4. Compare change handling, documentation, testing, stakeholder contact and predictability.
5. Write a 350-word recommendation for one scenario, acknowledging limitations and conditions.
6. Respond to a peer who argues for a different approach.

By the end of the session you should have a methodology comparison grid and a justified project-method recommendation.

Week 20 Student Resource Pack

comparison; evaluation; conditional reasoning; argument; counterargument; formal recommendation.

AQA AO3, AO4, AO5, AO6: compare approaches, evaluate suitability and communicate a supported recommendation.

Unit 9: IT Project Management — A: investigate project-management principles and methodologies, including approaches, constraints, roles and communication.

In this week's content we will be looking at project initiation: stakeholders, scope, risks and business case through a realistic Level 3 IT context. You will be required to prepare the initiation documents for a Digital Skills Booking Portal while reconciling conflicting stakeholder priorities.

Steps to complete:
1. Rank stakeholder priorities and explain who must be consulted, informed or able to approve.
2. Read the project brief and four stakeholder messages and identify requirements, assumptions and conflicts.
3. Write in-scope, out-of-scope and acceptance statements to prevent scope drift.
4. Complete a stakeholder matrix and initial risk register with likelihood/impact and responses.
5. Write a 400-word initiation summary covering problem, benefits, objectives, constraints, risks and recommendation.
6. Draft three questions that must be answered before planning begins.

By the end of the session you should have a stakeholder map, scoped project definition, risk register and initiation/business-case summary.

Week 21 Student Resource Pack

synthesis; prioritisation; scope language; risk communication; report writing; questioning.

AQA AO1, AO4, AO5, AO6, AO8: synthesise stakeholder evidence, evaluate risks and communicate/defend a project case.

Unit 9: IT Project Management — B: project initiation; stakeholder analysis, scope, objectives, constraints, risks and business case.

In this week's content we will be looking at project monitoring and closure: status, change and lessons learned through a realistic Level 3 IT context. You will be required to use project-status evidence to make a defensible change decision and produce concise closure/lessons-learned documentation.

Steps to complete:
1. Run the learner-led change-request meeting and identify what evidence a project board needs.
2. Read the current status report and mark schedule, cost, quality and dependency concerns.
3. Assess a waiting-list request for benefit, effort, timing, risk and effect on acceptance criteria.
4. Write concise decision minutes recording decision, rationale, owner and actions.
5. Write a 350-word project-closure/lessons-learned report based on the scenario evidence.
6. Turn two lessons into specific recommendations for a future IT project.

By the end of the session you should have a change-impact assessment, decision minutes and evidence-based closure report.

Week 22 Student Resource Pack

status interpretation; concise minutes; evaluation; cause/effect; reflective report writing.

AQA AO1, AO4, AO5, AO6: interpret project evidence, evaluate options and communicate decisions clearly.

Unit 9: IT Project Management — C/D: planning, execution, monitoring/control, change management, closure and reflection

In this week's content we will be looking at cyber security risk: evidence, threats and vulnerabilities through a realistic Level 3 IT context. You will be required to analyse a safe fictional security evidence pack, distinguish threat from vulnerability and produce a prioritised risk brief for managers.

Steps to complete:
1. Rank benign threat/vulnerability pairs by likelihood and impact and explain uncertainties.
2. Read the Civic Arts Network profile and identify valuable assets, users and dependencies.
3. Read the supplied safe authentication/activity log and separate fact, inference and unknowns.
4. Create at least six risk statements using asset + threat + vulnerability + impact + existing control.
5. Write a 300-word risk briefing prioritising three actions without claiming evidence that is not present.
6. Underline every claim and mark the source evidence that supports it.

By the end of the session you should have a cyber-risk matrix and evidence-controlled management briefing.

Week 23 Student Resource Pack

technical reading; inference; cautious claims; risk vocabulary; prioritisation; evidence-based writing.

AQA AO1, AO4, AO5, AO6: identify/infer from evidence, evaluate risk and write precisely for a non-specialist audience.

Unit 11: Cyber Security and Incident Management — External-unit practice: threats, vulnerabilities, risk, protection and evidence-based analysis.

In this week's content we will be looking at cyber incident management: chronology, audience and uncertainty through a realistic Level 3 IT context. You will be required to reconstruct a fictional incident from safe evidence and write both a technical incident report and a short public-facing update.

Steps to complete:
1. Sequence shuffled incident events and distinguish timestamp fact from interpretation.
2. Combine the user statement, authentication log and service notes into one chronology.
3. Create columns for confirmed facts, reasonable inferences, unanswered questions and actions already taken.
4. Write a 400-word incident report covering scope, evidence, containment, impact, uncertainty and next steps.
5. Write an 80-word update that is transparent without disclosing unnecessary technical detail or making unsupported claims.
6. Compare the two audiences and identify where tone/detail appropriately changes.

By the end of the session you should have an incident timeline, technical incident report and accurate public-facing update.

Week 24 Student Resource Pack

chronology; evidence synthesis; cautious language; register; technical/public communication; evaluation.

AQA AO1, AO3, AO5, AO6: synthesise sources, adapt writing for contrasting audiences and communicate accurately.

Unit 11: Cyber Security and Incident Management — External-unit practice: analyse incident evidence, manage incidents and communicate technical findings appropriately.

In this week's content we will be looking at cyber security planning: selecting proportionate controls through a realistic Level 3 IT context. You will be required to build a proportionate security improvement plan for Civic Arts Network, comparing controls by risk reduction, user impact and feasibility.

Steps to complete:
1. Evaluate five control options against risk reduction, cost, usability and implementation effort.
2. Read a deliberately vague security-policy extract and identify statements that are not testable or actionable.
3. Compare multi-factor authentication, access reviews, encryption, awareness activity and offline continuity arrangements.
4. Consider accessibility, operational disruption, cost and residual risk.
5. Write a 450-word plan prioritising controls and explaining how effectiveness would be checked.
6. Write a three-sentence board summary: risk, decision, evidence.

By the end of the session you should have a control decision matrix, rewritten policy statements and a prioritised security improvement plan.

Week 25 Student Resource Pack

evaluation; policy writing; justification; prioritisation; concise executive summarising.

AQA AO4, AO5, AO6: evaluate alternatives and produce clear, precise recommendations for a defined audience.

Unit 11: Cyber Security and Incident Management — External-unit practice: evaluate protection measures, security documentation and incident-management planning.

In this week's content we will be looking at it technical support: tickets, questioning and clear explanations through a realistic Level 3 IT context. You will be required to diagnose routine fictional support issues from ticket and call evidence, then document troubleshooting clearly for both users and technicians.

Steps to complete:
1. Triage sample helpdesk tickets by impact, urgency and information quality.
2. Read four support tickets and identify missing information that prevents diagnosis.
3. Improve closed or leading helpdesk questions into purposeful diagnostic questions.
4. Run a support call using the supplied transcript prompts and record facts rather than assumptions.
5. Write a complete technical ticket containing symptoms, checks, outcome, next action and user-facing explanation.
6. Compare the language used for the user with the language retained in the technical record.

By the end of the session you should have a prioritised ticket set, diagnostic-question bank and professionally rewritten support record.

Week 26 Student Resource Pack

questioning; listening; concise note-taking; procedural writing; register; technical accuracy.

AQA AO1, AO5, AO6, AO7-AO9: identify information, ask/respond effectively and adapt explanations to audience.

Unit 12: IT Technical Support and Management — A/B: support needs of organisations; carrying out routine support, communication, diagnosis and documentation.

In this week's content we will be looking at it support management: knowledge base, trends and service plan through a realistic Level 3 IT context. You will be required to analyse support data from two organisations and produce a practical support-management plan and a reusable knowledge-base article.

Steps to complete:
1. Audit two support articles for clarity, sequence, evidence and escalation points.
2. Compare OpenDoor Charity and FrameLab Studio support needs and constraints.
3. Use the supplied CSV to identify recurring categories, peak times and unresolved patterns.
4. Write a user-facing article for one repeated issue with numbered steps and clear stop/escalate conditions.
5. Write a 400-word plan covering channels, priorities, escalation, records, knowledge, staffing and review metrics.
6. Check that the plan fits the chosen organisation rather than describing a generic helpdesk.

By the end of the session you should have a data-informed knowledge-base article and tailored IT support-management plan.

Week 27 Student Resource Pack

data interpretation; procedural writing; organisational comparison; planning; audience adaptation.

AQA AO1, AO3, AO5, AO6: interpret data, compare contexts and produce clear instructional/planning writing.

Unit 12: IT Technical Support and Management — C: develop an IT support and management plan; service needs, staffing, records, escalation, knowledge and continuous improvement.

In this week's content we will be looking at it service delivery: translating organisational needs into services through a realistic Level 3 IT context. You will be required to analyse Horizon College Group and map organisational functions and user needs to a clear IT service catalogue.

Steps to complete:
1. Match business-function cards to the IT services they depend on and explain hidden dependencies.
2. Read the Horizon College Group profile and identify users, functions, constraints and critical periods.
3. Translate needs into services rather than listing hardware products.
4. Write six service-catalogue entries with purpose, users, availability expectation, support route and dependencies.
5. Add security, data, accessibility and continuity considerations to each service.
6. Write a 120-word explanation of why service delivery should be described from the user's perspective.

By the end of the session you should have an organisational-needs map and six-entry IT service catalogue.

Week 28 Student Resource Pack

requirements analysis; service vocabulary; concise specification writing; user-centred explanation.

AQA AO1, AO5, AO6: identify organisational needs and communicate precise service information for users.

Unit 14: IT Service Delivery — External-unit practice: service requirements, service catalogue, service lifecycle, users, legal/security/accessibility considerations.

In this week's content we will be looking at service levels and metrics: writing measurable commitments through a realistic Level 3 IT context. You will be required to interpret service metrics and compare precise and vague SLA wording before recommending realistic service commitments.

Steps to complete:
1. Rewrite vague SLA promises into measurable commitments with scope and conditions.
2. Compare two fictional service-level statements for measurability, ambiguity and user usefulness.
3. Use the supplied monthly metrics CSV to identify performance patterns and exceptions.
4. Compare in-house and managed-service implications for accountability, expertise, control and cost.
5. Write a 400-word recommendation specifying suitable service measures and explaining trade-offs.
6. Check percentages, time units and words such as “usually”, “guarantee” and “target”.

By the end of the session you should have an SLA-language audit, service-metrics analysis and evidence-based service recommendation.

Week 29 Student Resource Pack

numerical interpretation; precise modality; comparison; evaluation; recommendation; editing.

AQA AO1, AO3, AO4, AO5, AO6: interpret quantitative evidence, compare options and write precise evaluative recommendations.

Unit 14: IT Service Delivery — External-unit practice: service-level requirements, service measurement, sourcing and evaluation.

In this week's content we will be looking at service delivery solution: synoptic client proposal through a realistic Level 3 IT context. You will be required to produce and defend a service-delivery proposal for a four-centre Community Learning Network using technical, user, financial and implementation evidence.

Steps to complete:
1. Take part in a stakeholder panel and identify how success criteria differ by role.
2. Read the Community Learning Network evidence and prioritise service problems.
3. Choose and justify identity, file, device and support approaches from the supplied options.
4. Sequence transition steps, communications, pilot/testing and fallback arrangements.
5. Write a 450-word client proposal covering services, benefits, risks, trade-offs, metrics and implementation.
6. Give a two-minute proposal summary and answer one stakeholder challenge.

By the end of the session you should have a service-solution decision matrix, implementation outline and client proposal with spoken defence.

Week 30 Student Resource Pack

synthesis; evaluation; proposal writing; systems/service vocabulary; formal presentation.

AQA AO1, AO4, AO5, AO6, AO7-AO9: synthesise evidence, evaluate trade-offs and communicate a proposal in writing and speech.

Units 14, 1 and 9 — Unit 14 service solution with Unit 1 systems implications and Unit 9 implementation/project considerations.

In this week's content we will be looking at selecting it systems from client requirements through a realistic Level 3 IT context. You will be required to act as an IT consultant for a small arts centre, compare three realistic options and recommend the best fit using evidence.

Steps to complete:
1. Complete the learner-led technology-options ranking task and agree useful decision criteria.
2. Read the Harbour View Arts Centre brief and identify explicit, implicit and conflicting requirements.
3. Score three technology options against cost, performance, manageability, accessibility and future needs.
4. Write a 400-word recommendation using evidence, trade-offs and a justified conclusion.
5. Swap reports and challenge one assumption or unsupported claim.
6. Revise the report so costs, terminology and recommendations are precise.

By the end of the session you should have a requirements matrix and evidence-based IT systems recommendation.

Week 31 Student Resource Pack

requirements analysis; synthesis; comparison; evaluation; evidence; recommendation writing; formal register.

AQA AO1, AO3, AO4, AO5, AO6: synthesise information, compare, evaluate, and write a clear recommendation.

Unit 1: Information Technology Systems — A: digital devices; E: data and information; F: issues and implications; evaluating systems against user requirements.

In this week's content we will be looking at it start-up plan and pitch: communicating a viable enterprise through a realistic Level 3 IT context. You will be required to turn the selected enterprise idea into a coherent start-up plan and pitch that explains customers, operations, technology, risks and evidence.

Steps to complete:
1. Use learner-prepared investor questions to stress-test assumptions before writing.
2. Complete the supplied start-up canvas: problem, customer, proposition, channels, resources, partners, costs and income.
3. Specify the systems, data, support, security and service processes needed to operate responsibly.
4. Rank the five assumptions most likely to affect viability and state how each could be tested.
5. Write a 500-word start-up plan with clear evidence, realistic caveats and immediate next steps.
6. Deliver a three-minute pitch, answer questions and write one paragraph explaining what you would change after feedback.

By the end of the session you should have a completed enterprise canvas, IT operations checklist, 500-word start-up plan and formal pitch/reflection.

Week 32 Student Resource Pack

extended planning; synthesis; professional writing; persuasive speaking; questioning; reflection.

AQA AO1, AO4, AO5, AO6, AO7-AO9: synthesise evidence, evaluate assumptions, write for purpose and present/respond formally.

Units 20, 9 and 1 — Unit 20 start-up planning and presentation, reinforced by Unit 9 planning/risk and Unit 1 technology/resource implications.