Guidance

National technical outcomes: legal, finance and accounting

Updated 22 October 2026

Applies to England

T Level foundation year: national technical outcomes includes a glossary of key terminology, background information and guidance for all national technical outcomes (NTOs).

Learning outcomes

Learning outcomes describe what students will be able to do after a period of learning.

Each learning outcome can be delivered independently or in combination.

The purpose of this subject content is to enable students to apply their knowledge, understanding and skills to achieve the following learning outcomes:

• learning outcome 1 (LO1): apply research skills to assist with legal cases
• learning outcome 2 (LO2): measure the financial performance of a business
• learning outcome 3 (LO3): provide financial information to meet client needs

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to either the finance T Level or accounting T Level (both introduced from September 2022), or the Legal services T Level (introduced from September 2023). They also provide a foundation for progression to other relevant level 3 destinations.

The outcomes introduce the theories, concepts, principles and skills that are relevant to the core of all 3 T Levels within that route, such as the fundamentals of financial accounting and research skills. As a result, they provide an insight to the content of all 3 of the T Levels, enabling students to make informed choices about their next step and which T Level is most appropriate for their needs and aspirations.

The outcomes include a number of transferable skills (for example, analysing, investigating and self-reflection) that can be applied across the route and in the workplace. The sections on breadth and depth indicate how providers may wish to enhance the content of these outcomes.

The outcomes will provide opportunities for students to learn about different occupations within the route. For example, when applying research skills to assist with a legal issue, students learn about court procedures and consumer rights, leading to an opportunity to learn about associated occupations such as the police, prosecutors, defence lawyers and judges at local and national levels, including their roles, responsibilities and entry and progression pathways within those occupations. This will support students to make informed choices about their next step and which T Level is most appropriate for their career aspirations.

Developing learning and employability skills

In addition to developing technical knowledge and skills, the NTOs support the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the legal, finance and accounting route.

Learners develop and apply skills in: 

• analysing information
• interpreting evidence
• solving problems
• communicating technical ideas

Through investigative tasks and project-based learning, learners develop the ability to:

• plan and organise their work
• manage time
• work independently
• respond constructively to feedback

These capabilities reflect the analytical, collaborative and project-based working practices common in the sector roles and mirror the expectations of T Level study, where learners are required to:

• undertake research
• apply knowledge to unfamiliar situations
• manage extended technical tasks and projects

Setting the level to meet individual student needs

For level 2, undertaking research into and providing financial information on savings will be relatively straightforward and routine, set in contexts that are familiar to students, such as in discussions with family and peers.

Providers may want to introduce stretch and challenge for students by introducing contexts that are more complex and unfamiliar, such as an understanding of consumer rights related to loans and the concept of interest.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focused on different types of issues and content. This will allow students to demonstrate their ability to, for example, apply research skills that are ambitious and aspirational while providing financial information that is relatively straightforward.

Outcomes can also be delivered together. For example, applying research skills might be related to financial misconduct or crime (LO1), which could lead to measuring the performance of an impacted business (LO2) followed by providing financial information to a business client (LO3).

Learning outcome 1

Apply research skills to assist with legal cases.

This outcome focuses on the application of research skills. It gives an opportunity to use legal text and online resources to locate and reference a legal issue, such as case law, for a particular criminal offence and subsequent sentencing case law.

Knowledge content has been selected as relevant to the outcome on areas of law, and other knowledge is based on the core content of the legal, finance and accounting route, in preparation for the concepts that students will learn on a T Level.

In addition to technical knowledge related to law, the outcome also provides an opportunity for the development of transferable skills such as planning, analysing and self-managing, which would be required when engaging in a range of investigation activities in the workplace. This should help to raise learners’ confidence in their ability to learn and enable them to cope with grasping new concepts as they move to level 3 study.  

Communication skills focus on written communication. Learners will predominantly carry out investigations where they will engage with written information to read and interpret. The written communication theme is further developed through the production of clear and coherent documentation.

Numeracy skills such as the construction of tables, charts and graphs will support learners in their analysis and interpretation of data in relation to researching legal cases. 

Supporting digital skills will allow learners to develop their ability to explore secondary data located on the internet. The digital skills will also complement learners’ written communication skills through the development and drafting of documents.

This outcome will give learners an opportunity to select appropriate primary and secondary research methods and types to complete meaningful research in terms of, for example, legal precedence.

It is expected that learners will have the opportunity to use appropriate research tools to carry out investigation through observations at court or interviews with potential clients or consumers through role play in addition to conducting online research. It is envisaged that learners will be provided with a research brief, outlining the purpose of the research and the issue to be investigated.

Learners have the opportunity to develop critical thinking and determine how they would go about solving a problem. They could use a wide range of sources such as online books and social media and review the results of their research, by collating the information using appropriate presentation methods and analysing the results.

In addition to developing technical knowledge of legal principles and processes, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the legal, finance and accounting route.

Learners develop and apply skills in:

• researching and evaluating information from a range of legal sources
• interpreting evidence
• applying critical thinking to construct reasoned arguments

Through investigative activities, learners develop their ability to:

• plan and manage research tasks
• organise and synthesise information
• produce structured written outputs using appropriate conventions
• reflect on the quality and reliability of sources
• refine their approach to research

These capabilities reflect the analytical, evidence-based and documentation-focused working practices common in legal, finance and accounting roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Law

This includes:

• definition, need and classifications
• legal precedence: advantages and disadvantages
• criminal law: types of crime (against property and the person), prosecution process and types of sentences
• police: structure of a police force, lawful arrest and detention and lawful search of people and premises
• civil action: tribunals and dispute resolution
• consumers: sale of goods, consumer rights and remedies

Information and data

This includes:

• sources of information required to investigate legal issues: purpose, typical content, typical format and terminology
• types of information (including social media) and data created and recorded when investigating legal issues
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security
• types of documents used to record primary data
• key elements of data: qualitative, quantitative, primary, secondary, discrete, continuous, structured, unstructured, advantages and disadvantages and suitability for purpose
• research brief: purpose, characteristics, terminology, and place in the development process of legal precedence

Investigation

This includes:

• data collection: methods, purpose, suitability, types of data, data gathering research tools
• validity of information and data: accuracy, reliability, currency and bias
• referencing of sources: techniques used to reference sources directly, paraphrasing and different types of sources

Communication

This includes:

• principles of effective communication: conventions of different types of written communication and suitability for different types of audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions, and spelling of key technical and non-technical terminology

Maths

This includes:

• data analysis: techniques used to identify patterns and variances, trends, and correlation
• visual representation of data: techniques, formats, benefits and limitations

Digital

This includes:

• software: feature, functions and applications for legal research platforms
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• online or internet searches: techniques used to carry out and refine searches, search engine optimisation (SEO) and its implication for search results
• social media: platforms, features, uses, audiences, benefits and limitations, and implications for use

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Planning

Learners should be able to:

• identify discrete steps required to achieve an outcome
• estimate time and resources required to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome
• coordinate activities required to achieve an outcome

Analysing

Learners should be able to:

• identify common features in information
• organise common features into types
• discern patterns in information
• deconstruct information
• classify information
• order information

Investigating

Learners should be able to:

• develop search criteria, hypotheses and queries to support research into legal issues, market and supplier investigation
• identify sources of information and data required for an investigation
• reference sources of information with attention to detail
• interrogate information and data for validity
• design tests related to a hypothesis

Critical thinking

Learners should be able to:

• apply effective questioning to elicit information
• evaluate pros and cons of information provided
• apply logic and reasoned argument to information presented
• draw evidence-based conclusions

Self-managing

Learners should be able to:

• manage own time in achieving objectives
• set personal goals

Self-reflecting

Learners should be able to:

• identify success criteria
• consider process and evidence
• make judgements

Communicating

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• produce clear and coherent texts
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy

Learners should be able to:

• construct tables, charts, graphs to present information and data

Interpreting data

Learners should be able to:

• identify common features in data sets presented numerically and graphically

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to:
  • input and combine text and other source materials
  • summarise and display data
  • format documents

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Law

This includes:

• classification: civil law, criminal law, contract law and law of torts
• criminal law: trials and sentencing, steps involved in preparation for trial, roles of personnel in the prosecution process, types of sentences
• civil action: contracts, parties and rules
• consumer remedies: buyer reasons for goods at fault, seller rights and duties

Information and data

This includes sources of information:

• social-listening tools
• client reviews

Investigation

This includes data collection:

• data gathering
• research tools
• questionnaires
• interviews

Communication

This includes:

• client care letter: key case information, client support, and costs
• witness statement: reference number, incident or case name, statement of facts numbered, and signature
• minutes of meetings: record of attendance, decisions, actions and owners

Digital

This includes new and emerging technologies:

• case management systems
• legal research engines
• artificial intelligence (AI)

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• appropriateness of sentencing after trial
• complex research analysis methods: descriptive statistics, data mining, prescriptive analysis, narrative inquiry
• how to reference using Harvard and Vancouver referencing styles

Additional level 3 preparation

Additional preparation includes:

• advanced legal research techniques and methodologies
• evaluation of legal sources and reliability of evidence
• application of case law analysis
• structured legal reporting and documentation
• comparative analysis of legal arguments

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• focussed
• independent
• perspective

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• interpret information and data presented in different formats

GCSE: writing

Learners should be able to:

• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Functional skills: writing

Learners should be able to:

• create documents appropriate to purpose and audience
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy skills

GCSE: statistics and functional skills: handling information and data

Learners should be able to:

• interpret and construct tables, charts and diagrams
• identify common features in data sets presented numerically and graphically

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information

Functional skills: creating and editing

Learners should be able to apply software functions to:

• input and combine text and other source materials
• summarise and display data
• format documents

Learning outcome 2

Measure the financial performance of a business.

This outcome focuses on the measurement of the financial performance of a business. It supports the development of key technical knowledge in:

• accounting processes
• the importance of budget and budget control
• the contribution that accounting skills make in measuring the financial performance of a business

The outcome provides a purposeful context for the introduction of fundamental knowledge in business. This will provide students with the knowledge of the interrelationship between finance and accounting, which underpins some of the core content in the T Level.

The outcome also provides an opportunity for students to develop the transferable skill of analysing, which is required when measuring the financial performance of a business. This should help to raise learners’ confidence in their ability to learn and enable them to cope with grasping new concepts as they move to level 3 study. 

Communication skills will be developed through the requirement to access and produce documents in a variety of formats, such as those for trial balance and primary financial statements. This will give the opportunity to apply technical language used in accounting.

Numeracy skills are developed with a focus on the 4 operations (addition, multiplication, division and subtraction) and will support accounting calculations, such as for revenue costs and profits and the interpretation of data.

Digital skills will enhance learners’ presentation of accounting documents in required formats and skills that are necessary to protect data held digitally.

Learners will need to read a variety of documents in different formats – trial balances and financial statements are often accompanied by written statements or embedded in reports, and this is reflected in the development of communication skills. Of particular note is the requirement for learners to be familiar with specific technical terms relating to financial accounting.

In addition to developing technical knowledge of financial performance, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the legal, finance and accounting route.

Learners develop skills in:

• analysing and interpreting financial data
• applying reasoning to draw conclusions
• evaluating performance against defined criteria

Through analytical tasks, learners strengthen their ability to:

• organise information
• apply numeracy accurately
• present findings in structured formats

They also develop independent learning skills, including:

• planning their work
• checking accuracy
• reflecting on outcomes to improve performance

These capabilities reflect the analytical, methodical and evidence-based working practices common in finance and accounting roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Accounting

This includes:

• trial balance: format, layout, nominal ledger accounts and accounting periods
• primary financial statements: understandability, relevance, reliability, completeness, comparability and timeliness
• budget: budgeting and budgetary control
• cash flow: cash inflows, cash outflows and cash flow forecasting

Business

This includes:

• businesses organisations:
  • types of ownership
  • governance
  • common structures
  • aims and values
  • products and services provided
  • types of risks and rewards
  • interrelationships and their contribution to business success
  • the purpose of the finance function in the business and their influence on business activities and decisions
• finance:
  • key financial terms
  • sources
  • concepts of profit, revenue, expenditure and budgeting and how they are tracked, controlled, measured and contribute to business success
• legal frameworks: simplicity, transparency, fairness and accountability, and terms of engagement

Sustainability

This includes:

• technological developments and their contribution to sustainability and business contexts
• sustainable development:
  • national and international development goals
  • purpose of targets
  • associated benefits of sustainability actions to organisations, societies and environments
  • factors affecting organisations, societies and environments
  • restrictions and permissions

Information and data

This includes:

• types of information and data created and recorded when measuring business performance
• types of documents used to record primary data

Communication

This includes:

• principles of effective communication: 2-way process (send and receive messages), methods (verbal and non-verbal), styles (formal and informal), conventions of different types of written communication, and suitability for different purposes and audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions, and spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical, used to achieve particular effects and for different purposes

Maths

This includes numbers and the number system, including the 4 operations (addition, multiplication, division and subtraction), working with whole numbers, fractions, decimals, and percentages.

Digital

This includes:

• software: feature, functions, and applications for management accounting
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• protection of business data: legal framework, risks, software, and procedures

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Analysing

Learners should be able to:

• identify common features in information
• organise common features into types
• discern patterns in information
• deconstruct information
• classify information
• order information

Communicating

Learners should be able to:

• engage an audience
• summarise information and data
• apply technical language in relevant contexts
• apply written communication techniques to produce formal reports following standard conventions
• create documents appropriate to purpose and audience
• produce clear, coherent texts
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy

Learners should be able to apply:

• the 4 operations to calculate breakeven, percentages and percentage changes, revenue costs and profits and profit margins
• apply formulae to calculate current and liquidity ratios

Digital

Learners should be able to:

• organise digital information
• apply software functions to
  • format cells, rows and columns
  • use formulae and tools to summarise and display data
  • generate charts and graphs
  • protect privacy and data
• apply advanced techniques to produce digital presentation materials

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative example.

Accounting

This includes:

• trial balance format: assets, purchases, expenses, and liabilities, equity and revenue
• trial balance layout:  closing account balances for all the nominal ledger accounts for an entity on the last day of the accounting period to which it relates
• primary financial statement layout: sole trader, partnerships and limited companies
• cash flow: inflow categories (sales, rent received and loans) and outflow categories (suppliers, employees and overheads)

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• key performance indicators (KPIs) for business performance and how they are measured
• identification of areas for business improvement
• double entry bookkeeping and how it can transform business transactions into accounting records
• ethical standards: purpose and value, behaviours, attitudes, and interrelationship

Additional level 3 preparation

Additional preparation includes:

• advanced financial analysis techniques
• evaluation of financial performance indicators
• application of accounting principles in analysis
• structured financial reporting
• comparative analysis of financial outcomes

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• integrity
• responsible
• professional
• take responsibility for sustainable outcomes

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• summarise information and data
• interpret information and data presented in different formats

GCSE: writing and Functional skills: writing

Learners should be able to:

• engage an audience
• apply technical language in relevant contexts
• apply written communication techniques to produce formal reports following standard conventions
• create documents appropriate to purpose and audience
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy skills

GCSE: number and Functional skills: using numbers and the number system

Learners should be able to apply:

• the 4 operations to calculate breakeven, percentages and percentage changes, revenue costs and profits, and profit margins
• formulae to calculate current and liquidity ratios

Digital skills

Functional skills: Using devices and handling information

Learners should be able to:

• organise digital information

Functional skills: creating and editing

Learners should be able to apply:

• software functions to:
  • format cells, rows and columns
  • use formulae and tools to summarise and display data
  • generate charts and graphs
  • protect privacy and data
• advanced techniques to produce digital presentation materials

Learning outcome 3

Provide financial information to meet client needs.

This outcome focuses on the provision of financial information to meet client needs. The different products and services have been included as relevant to those identified in the financial services sector and in the finance T Level. The inclusion of content on customers and client services is in recognition that financial services roles are often customer facing, either by telephone or ‘in person’. Finance occupations are increasingly under scrutiny, and the inclusion of professional behaviours and characteristics of ethical behaviours will provide a clear context for progression to level 3.

In addition to technical knowledge related to financial services, students will also develop the transferable skill of self-reflection. Seeking feedback is an important aspect of learning, and this skill will provide an opportunity to reflect on application of skills and make judgements about process and evidence associated with application of skills. This should help to raise learners’ confidence in their ability to learn and enable them to cope with grasping new concepts as they move to level 3 study.  

There are opportunities to apply communication skills when articulating a message for specific audiences and to develop appropriate communication skills, especially when dealing with vulnerable people and those at risk.

Digital skills are included to enable students to develop skills associated with:

• booking systems
• keeping client records
• presentation of financial products and services digitally and onscreen

It is anticipated that students will interact with a ‘client’ to clarify their needs and requirements. This could be, for example, through role plays, with peers or with employer representatives. This is reflected in the oral communication skills included (speaking and listening). In addition, there is an opportunity for students to develop the skill of recording instructions and information by capturing client requirements accurately.

In addition to developing technical knowledge of financial information, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the legal, finance and accounting route.

Learners strengthen their ability to apply skills in:

• interpreting client requirements
• selecting and applying relevant financial information
• communicating findings clearly and appropriately

Through applied tasks, learners strengthen their ability to:

• structure information
• justify decisions
• present outputs using professional conventions

They also develop skills in:

• reviewing their work
• responding to feedback
• refining outputs to meet requirements

These capabilities reflect the professional, client-focused and accuracy-driven working practices common in legal, finance and accounting roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Finance

This includes:

• administration for financial services: format and content of personal loan application, credit assessment report, client payment options and terms
• financial services products: purpose and key features of current and savings accounts, mortgages, investments, pensions, loans and insurance

Clients

This includes:

• client service: principles, client needs, client satisfaction, client care and lifestyle factors affecting needs
• equity, diversity and inclusivity: individual characteristics and needs, impact of client cultural, racial and socio-economic background on financial choices
• client types: individual, small and large organisations
• promotion of confidence between the client and the business
• promotion of high standards, understanding goals and giving clear messages

Business (legislation)

This includes the legal framework:

• key legislation
• key requirements of legislation

People

This includes:

• equity, diversity and inclusion:
  • definitions
  • principles
  • typical content of organisational policies
  • value of an equal, diverse and inclusive workforce for an organisation
  • potential issues associated with different roles and activities
  • reasonable adjustments
  • the effect of unconscious bias on performance
• ethics: definition and characteristics of ethical behaviour
• professional behaviours: definitions and how behaviours are demonstrated

Information and data

This includes factors to consider when using information and data:

• confidentiality
• privacy
• intellectual property
• security

Communication

This includes:

• principles of effective communication: 2-way process (send and receive messages), methods (verbal and non-verbal), styles (formal and informal), conventions of different types of written communication, and suitability for different purposes and audiences
• principles of reading: reading for comprehension and identifying salient points
• vocabulary: technical and non-technical, use to achieve particular effects and for different purposes
• listening techniques: active and deep
• non-verbal communication:
  • meaning of different types of body language and how they may be presented
  • types and value of images and support materials as visual aids
  • impact of non-verbal communication to support comprehension of key messages
• oral communication: pitch, tone and intonation and their impact on how a message is received
• positive communication: techniques and their application to providing information about financial products and services to meet individual client needs
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion and obtaining and clarifying information

Maths

This includes the visual representation of data:

• techniques
• formats
• benefits
• limitations

Digital

This includes:

• software: feature, functions, applications for recording client services and applications
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility, and formats
• protection of client data: legal framework, risks, software and procedures
• protection of organisational and client data: legal framework, risks, software and procedures

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Evaluating

Learners should be able to:

• identify indicators
• make judgements against indicators

Observing

Learners should be able to:

• identify relevant details of the audience
• listen to comments, questions and answers

Self-reflecting

Learners should be able to: 

• identify success criteria
• consider process and evidence
• make judgements

Communicating

Learners should be able to:

• engage an audience
• summarise information and data
• apply technical language in relevant contexts
• apply active listening techniques to clients to understand their needs
• apply oral communication techniques to obtain and clarify information and data
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• engage in conversation, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply an inclusive approach to engaging with others

Recording

Learners should be able to:

• capture client requirements accurately

Interpreting data

Learners should be able to:

• identify common features in data sets presented numerically and graphically

Digital

Learners should be able to apply software features to:

• manage flow of communications
• record client requests and their applications

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Finance

This includes:

• format and content of applications: personal details, interest charged, repayment schedule, term of loans and security
• format and content of credit assessment report: date, credit limit, account balance and payment history
• financial services products: types, payments and limits

Business (legislation)

This includes:

• financial services regulation
• impact on job roles
• non-compliance

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• the skills of critical thinking and decision-making
• use of advanced digital tools to work with complex communications
• working with a range of individuals and taking different roles within a team

Additional level 3 preparation

Additional preparation includes:

This includes:

• professional presentation of financial information
• evaluation of financial data for decision-making
• application of client-focused financial communication
• structured financial documentation
• assessment of financial solutions against client needs

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• resilient
• assertive
• respectful

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• summarise information and data

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• engage an audience
• apply technical language in relevant contexts
• apply active listening techniques to clients to understand their needs
• apply oral communication techniques to obtain and clarify information and data
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• engage in conversation, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply an inclusive approach to engaging with others

Numeracy skills

GCSE: statistics and Functional skills: handling information and data

Learners should be able to :

• identify common features in data sets presented numerically and graphically

Digital skills

Functional skills: creating and learning

Learners should be able to apply software functions to:

• manage flow of communications
• record client requests and their applications