undefined • Level 3 BTEC Business Extended Diploma

Describe the remedies available for breach of contract

For P1, this requires learners to explain when (and therefore how) the contract chosen would come into existence. This will require an analysis of the law relating to invitations to treat, which party makes the offer, any counter offers and acceptance and its application to the contract in question. For P2, the chosen contract can then be translated into everyday language by the learner. Each learner should use a different contract as this will go some way to ensure authenticity of work. Selecte...

Explain the law with respect to consumer protection in given situations

P4 requires a similar approach to P3 but with respect to goods and services. At present, this will require investigation of the law set out in the Supply of Goods and Services Act 1982 and associated legislation and cases. P5 requires consideration of damages in some detail. This will include the ideas of damages as compensation for loss, which losses can be claimed and which are too remote. Equitable remedies such as an injunction are less relevant, although brief mention may be made of specifi...

For a M1, learners must extend their knowledge of the features of an effective team and compare roles of different team members. These ideas can be taken forward as learners compare the different roles of team members and how they complement each other. Learners should be able to recognise how a highachieving team contributes to the accomplishment of strategic aims and objectives.

P1 asks learners to describe different types of team and benefits of teams when used in different situations in the workplace. Learners can look at functions that naturally lend themselves to team activity. Learners’ own teamworking skills should be explored and they should be given an appropriate scenario where they work together in teams and are able to identify their key strengths and how they contributed to the team’s goals and activity.

The review of the teamworking activity for P6 can be presented in any appropriate written form and must be carried out individually. The review should incorporate the characteristics and roles within the team, the leadership/management style of the team leaders, causes (or possible causes) of conflict and how it is/would be resolved. This can be followed by how performance is monitored and an overall judgement of how well the team and team leaders performed. Feedback between team members and the...

For P3, covering the attributes and skills required of a team leader, learners can use examples of well-known leaders and draw on the importance of adapting leadership style to suit the particular situation.

For P2, learners go on to look at key stages in the development of an effective cohesive team. Simulations can be used for this as snapshots of different stages in the life of a team. Learners could develop an activity through a teamwork approach and this will enable them to experience and understand team development.

For M2, one of the teams that learners compare, should be their own team(s). The other team could be another within the class or from a different class, or it could be another team, for example one that the learner can study through their work experience or are involved in outside the classroom. In their comparison, they should refer to one, or more than one, of their own team leaders, which could be the learner themselves or someone else. They could assess the other team either as an outsider o...