Guidance

National technical outcomes: sales, marketing and procurement

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 market research skills to discover market insights
• learning outcome 2 (LO2): develop marketing propositions for the sustainability agenda in response to client briefs
• learning outcome 3 (LO3): create marketing assets for marketing propositions

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to the T Level in marketing (introduced from September 2025), the only T Level currently available in the sales, marketing and procurement route.

While the focus is on marketing, the outcomes include employability and transferable skills that support progression across the route and to other relevant level 3 destinations.

The outcomes introduce the theories, concepts and principles that are relevant to the core of the T Level that span the route. They also allow for skills development related to the marketing occupational specialism, such as research skills and creating assets. The outcomes include a number of transferable skills (for example, communication, numeracy and digital skills) that can also be applied in sales and procurement contexts.

The outcomes will provide opportunities for students to learn about the different occupations in which marketeers work, such as brand and promotional management, and the types of environments within which they operate. This could include collaboration with sales, operations, PR, IT functions as well as interaction externally with clients and suppliers, such as digital and media agencies and event display companies. This will enable students to make informed choices about their next step onto a T Level.

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 sales, marketing and procurement 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, the design and creation of marketing assets will be relatively straightforward and routine, set in contexts that are familiar to students – for example, in the educational environment, a shopping centre or social media.

Providers may want to introduce stretch and challenge for students by introducing contexts that are more complex and unfamiliar – for example, those that require search marketing, search engine optimisation (SEO), web analytics and metrics.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different types of marketing projects. This allows the student to be ambitious and demonstrate their ability to conduct insightful market research while producing assets that are straightforward and routine.

Outcomes can also be delivered together. For example, applying market research skills to meet the requirements of a brief (LO1) could lead to the development of a marketing proposition (LO2) followed by creating marketing assets for a marketing proposition (LO3).

The holistic nature of this approach would need to ensure that learners have the capability to follow the outcomes throughout and are not penalised and restricted by any initial ideas put forward to meet early outcomes.

Learning outcome 1

Apply market research skills to discover market insights.

The outcome focuses on the application of market research skills. Knowledge content has been selected as that relevant to the outcome and is based on knowledge in the core content of the sales, marketing and procurement route, in preparation for the concepts that students will learn on a T Level.

The outcome provides an opportunity to investigate business contexts in relation to sales, marketing and procurement and the interrelationship between them.

Market research enables a company to discover insights about a target market and secure opinions and other feedback from potential and existing customers about their interest in a product or service. Market research also supports the design creation of relevant promotional assets and, in terms of procurement, can contribute to the sourcing of suppliers that provide value for money and meet sustainability criteria.

Learners have the opportunity to:

• develop creative skills
• apply design thinking and principles
• determine how they would go about answering the problem

They will then review the results of their research by collating the data using appropriate presentation methods and analysing the results.

In addition to technical knowledge related to sales, marketing, procurement and the supply chain, learners will also develop transferable skills such as analysing and evaluating, to support them to engage in a range of investigation activities in the workplace. This should help to raise their 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 support the synthesis of information, and the development of written skills would be developed through the production of clear and coherent documentation.

Numeracy skills, such as the construction of tables, charts and graphs and the application of statistical techniques to identify market trends, will support students in their analysis and interpretation of data in relation to the discovery of market insights.

There is also supporting digital skills to complement the content, which will allow learners to develop their investigation skills through the exploration of secondary data located on the internet. The digital skills will also complement learners’ written communication skills through the development of documents and the incorporation of images, such as those related to trends in the sector.

This outcome will give learners an opportunity to select the appropriate primary and secondary research methods and types in order to complete meaningful research in terms of, for example, customer profile, location, cost and time. It is expected that learners will have the opportunity to use appropriate market research tools to carry out investigation through, for example, surveys, focus groups, observations or interviews. It is envisaged that learners will be provided with a research brief (whether written or in video format), outlining the purpose of the research and the problem to be answered, such as building a strong brand, improving customer loyalty, testing a new product or sizing and understanding new markets.

In addition to developing technical knowledge of market research, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the sales, marketing and procurement route.

Learners strengthen their ability to apply skills in:

• planning and conducting research
• analysing and interpreting data
• evaluating the reliability and validity of information

Through investigative activities, learners strengthen their ability to:

• organise and synthesise information
• apply critical thinking
• present findings in structured formats

They also develop independent learning skills, including:

• managing research tasks
• refining approaches
• responding to feedback

These capabilities reflect the analytical, insight-driven and project-based working practices common in marketing roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Sales, marketing and procurement

This includes:

• typical activities: sales, marketing and procurement
• scope of the marketing mix: price, product, promotion and place
• internal factors affecting marketing: business objectives, business culture, operational issues, finance including costs, budgetary constraints and timescales
• external factors affecting marketing: economic environment, competitor actions, ethical considerations, social and political issues, cultural issues, technology and technological change, market dynamics and share of voice

Supply chain

This includes:

• the types of organisations involved
• their role
• the relationships between them

Sustainability

This includes:

• supply chain management: key principles, concept of sustainable procurement, and benefits and limitations
• social responsibility: products, services, sales, and marketing and procurement practices

Information and data

This includes:

• sources of information required to investigate market and competitor activity and range of suppliers: purpose, typical content, typical format and terminology
• types of information (including social media) and data created and recorded when investigating market and competitor activity and suppliers
• 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
• client brief: purpose, characteristics, terminology, and place in the development process of marketing assets

Investigation

This includes:

• data collection: methods, purpose, suitability and types of data
• 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
• vocabulary: technical and non-technical, use to achieve particular effects and for different purposes

Maths

This includes:

• data analysis: techniques used to identify patterns and variances, trends, correlation, causation, interpolation, extrapolation and predictions
• descriptive statistics: purpose, suitability for different situations, techniques – frequency, central tendency (mean, median, mode), and variation (range)
• visual representation of data: techniques, formats, benefits and limitations
• digital software: feature, functions, applications for marketing and communication 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, 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.

Analysing

Learners should be able to:

• identify common features in information
• deconstruct information
• classify information
• order information

Investigating

Learners should be able to:

• develop search criteria, hypotheses and queries to support market and supplier investigation
• identify sources of information and data required for an investigation
• reference sources of information
• 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

Evaluating

Learners should be able to:

• identify criteria
• review process
• make judgements against criteria

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 skills

Learners should be able to:

• construct tables, charts and graphs to present information and data
• apply statistical techniques to identify market trends
• Interpret data
• identify common features in data sets presented numerically and graphically

Digital skills

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
  • format cells, rows and columns
  • use formulae and tools to summarise and display data, to generate charts and graphs
  • format documents

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Sales, marketing and procurement

This includes:

• typical activities (sales):
  • sale of products or services
  • increasing profitability
  • building and maintaining relationships with customers
  • repeat purchases
  • brand loyalty
• typical activities (marketing):
  • identification of the needs and wants of customers
  • developing products and services to meet customer needs
• typical activities (procurement):
  • obtaining goods and services

Supply chain

This includes:

• supply of products or services: difference between for-profit and not-for-profit businesses
• concerns: working conditions, restrictive trading practices, environmental impact of sourcing, and logistics and distribution practices

Sustainability

This includes:

• the whole life cycle of products

Information and data

This includes sources of information:

• social-listening tools
• customer reviews
• vox pops
• social media rating
• attitude scales

Investigation

This includes:

• data collection: questionnaires and interviews
• data collection sampling methods: random, cluster and quota

Communication

This includes storytelling:

• characteristics
• fact and fiction
• improvisation

Digital

This includes new and emerging technologies:

• their impact on the way that organisations operate
• artificial intelligence (AI) and augmented reality (AR)

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

Examples include:

• complex research analysis methods: descriptive statistics, data mining, prescriptive analysis and narrative inquiry
• design characteristics: standardised (survey), narrative (interview) and nonreactive designs
• how to reference using Harvard and Vancouver referencing styles
• business features: how these affect marketing, sales and procurement activities
• ownership: private, public and not for profit
• purposes: production of goods, distribution of products and benefit to society
• reach of business activities: local, national and international

Additional level 3 preparation

Additional preparation includes:

• advanced market research techniques and methodologies
• evaluation of data reliability and validity
• application of statistical analysis in market research
• structured reporting of market insights
• comparative analysis of market data

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 planning information and data presented in different formats

GCSE: writing and Functional skills: writing

Learners should be able to:

• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• produce clear and 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 data sets
• interpret graphs in real contexts
• interpret and construct tables, charts and diagrams

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• carry out and refine internet searches for information and data

Function skills: creating and editing

Learners should be able to apply software functions to:

• enter and format information and data
• highlight key features in images

Learning outcome 2

Develop marketing propositions for the sustainability agenda in response to client briefs.

This outcome focuses on developing marketing propositions for the sustainability agenda in response to client briefs. Knowledge of the business objectives and principles that underpin marketing propositions is critical to any occupation in the sales, marketing and procurement route and has been selected for inclusion in this outcome. Knowledge on the sustainability agenda has been selected as a focus to help embed a sustainable culture.

The outcome gives an opportunity to develop key technical knowledge of the main features of marketing methods and the impact they will have on a business. 

The outcome provides an opportunity for students to become familiar with the:

• different channels used by businesses to gain access to potential customers
• importance of product design, image and the needs of the target market when designing new products

This outcome will also give learners an opportunity to develop key technical knowledge about the 4 elements of the marketing mix (price, product, promotion and place – the 4Ps), their importance and how they work together. It is expected that learners should be able to create persuasive messaging to trigger given behaviours and a desired outcome. They should be able to recommend appropriate marketing activities for a given business context and be able to recognise how the marketing mix evolves over time. There is also an emphasis in respect of making appropriate assertions when promoting products and services. There is the opportunity to explore an overall market and reflect both external and internal market position.

In addition to technical knowledge related to marketing and the 4Ps, students will also develop the transferable skill of decision-making to support them to develop marketing propositions. This should help to raise their confidence in their ability to learn and enable them to cope with grasping new concepts as they move to level 3 study.  

Oral (speaking and listening) communication skills will be developed through the requirement to present or make a pitch for a marketing proposition.

Numeracy skills, such as the application of the 4 operations (addition, multiplication, division and subtraction), will support the calculation of pricing and budgets.

Digital skills are included to enable students to develop skills related to features, functions and applications that will enhance their presentation propositions to make them more compelling.

It is envisaged that students will interact with a ‘client’ to clarify the brief or problem statement in addition to presenting or pitching the final proposition to them. This could be, for example, through role plays, with peers or with employer representatives. 

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

Learners develop skills in:

• analysing client briefs
• generating and evaluating ideas
• applying reasoning to develop appropriate solutions

Through applied tasks, learners strengthen their ability to:

• plan and structure their work
• justify decisions
• communicate proposals clearly to different audiences

They also develop the ability to reflect on feedback and refine their ideas iteratively. These capabilities reflect the analytical, creative and client-focused working practices common in marketing roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Marketing

This includes:

• targeting the market: importance, and impact on design of marketing assets
• target markets: market segmentation, internal and external
• size, structure and trends in the market
• pen portrait, and persona

Price

This includes:

• pricing strategies: types, characteristics and suitability
• pricing methods and models
• factors that influence pricing decisions

Product

This includes:

• product differentiation
• product life cycle

Promotional marketing

This includes:

• types of promotional marketing
• factors influencing selection: budget, competitor actions, nature of the product or service, market and target market
• rationale: information, sales, image, persuasion to buy and decision-making

Place

This includes:

• channels used by businesses: characteristics, types
• routes to market used by businesses: characteristics and types

People

This includes:

• the characteristics of ethical behaviour

Business

This includes:

• business 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
• stakeholders: internal, external, how they are affected by business activities, and how they affect business activities
• business competitiveness: strategies and techniques used by businesses to improve competitiveness

Sustainability

This includes:

• the concept of climate change and scientific views on causes and impacts
• technological developments and their contribution to sustainability and business contexts
• sustainable development:
  • national and international development goals
  • targets and the purpose of targets
  • associated and related actions
  • benefits of sustainability actions to organisations, societies and environments
  • factors affecting organisations, societies and environments
  • restrictions and permissions

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
• non-verbal communication: meaning of different types of body language, types and value of images and support materials as visual aids, and 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
• engaging with an audience: techniques for establishing rapport, and presenting proposals

Maths

This includes:

• numbers and the number system, such as techniques for application of the 4 operations (addition, multiplication, division and subtraction)
• working with whole numbers, fractions, decimals and percentages

Digital

This includes:

• the features, functions and applications of software for creating and presenting propositions

Required skills

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

Decision-making

Learners should be able to:

• clarify logical choices
• identify the likely impact of decisions
• assess evidence and advice to support decision-making
• justify how a decision would lead to achieving objectives
• substantiate proposals with evidence
• conclude arguments

Communicating

Learners should be able to:

• engage an audience
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• create documents appropriate to purpose and audience
• 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
• 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 pricing models and budget

Digital

Learners should be able to:

• apply advanced techniques to produce digital presentation materials

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Business

This includes:

• client briefs (product): clothing, electrical goods and food
• client briefs (service): banking, education and content streaming
• business success: generation of brand awareness, specific, measurable, achievable, realistic and time bound (SMART) targets

Marketing

This includes market segmentation:

• age
• gender
• socio-economic groups
• income
• client type

Price

This includes:

• pricing methods: price skimming and penetration, competitive pricing, loss leader and cost plus
• factors that influence pricing decisions: costs, customer profile, degree of competition and product life cycle
• profit aspiration and associated risk
• consumer versus industrial

Product

This includes:

• product differentiation: unique selling point (USP), brand and image
• product life cycle: research and development, introduction, growth, maturity, decline, extension strategies, advertising, and price reduction

Promotional marketing

This includes:

• types of promotional marketing:
  • advertising (print, social media, influencers, television, internet, billboards)
  • sales promotion (point-of-sale displays, 2-for-1 offers, free gifts, samples, prize draws, competitions, instant wins)
  • sponsorship
  • public relations
• rationale: system 1 and system 2 thinking

Communication

This includes:

• the importance of making accurate product and service claims

Numeracy

This includes:

-numbers and the number system, including return on investment (ROI)

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 marketing campaigns and how they are measured
• use of web analytic data: page views, visits, bounce rate, session duration, demographics, device type tracking, traffic source, browser and operating system, language and location, keyword analysis and goal conversion
• the effects of different factors in relation to the marketing mix

Additional level 3 preparation

Additional preparation includes:

• evaluation of marketing strategies and sustainability considerations
• application of marketing frameworks in proposition development
• assessment of customer and client requirements
• structured development of marketing proposals
• comparative analysis of marketing approaches

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

• inclusive
• enterprising
• able to take personal responsibility for sustainable outcomes

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

English skills

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

Learners should be able to:

• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• engage in discussion, listening to and responding to questions and feedback
• apply non-verbal communication techniques to support communication of key messages

Numeracy skills

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

Learners should be able to:

• apply the 4 operations to calculate pricing and develop pricing models

Digital skills

Functional skills: creating and editing

Learners should be able to:

• apply advanced software functions to produce digital presentation materials

Learning outcome 3

Create marketing assets for marketing propositions.

This outcome focuses on the creation of marketing assets. Knowledge has been chosen to reinforce the production of assets to quality standards. Content included will enable students to develop an understanding of how to design suitable assets for market products and services that target audiences and take account of customers, competitors and trends.

The inclusion of content related to legal considerations in digital marketing and quality measures is considered by providers as potentially challenging for students and has been included as it is applicable across all T Levels in the route, and to support study skills.

The inclusion of technical skills related to design and creativity was considered important for motivating and engaging students. While there is the opportunity to develop skills related to the use of offline tools, this outcome includes content and skill development related to digital marketing, which is one of the fastest and most innovative industries. 

In addition to technical knowledge related to marketing and design considerations, learners will also develop the transferable skill of planning to support them in the creation of marketing assets. This should help to raise their 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 such as engaging an audience and writing for impact when articulating a message for specific audiences. 

Development of digital skills will be critical, as many marketing assets are both developed and delivered digitally, whether printed or presented on a digital platform.

Content has been included to enable students to gather feedback to review against specified objectives and a design brief (in written or video format). The design brief could be agnostic or include appropriate mandates, such as cost, time, format (video, podcast, offline). Learners will have the opportunity to explore how marketing assets can contribute towards business success and identify and recommend any changes in those marketing assets through testing.

In addition to developing technical knowledge of creating marketing assets, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the sales, marketing and procurement route.

Learners develop skills in:

• interpreting requirements
• applying creative and technical processes
• evaluating the effectiveness of outputs

Through production activities, learners strengthen their ability to:

• organise their work
• manage time
• apply iterative approaches to improve outcomes
• review their work against criteria
• respond constructively to feedback

These capabilities reflect the creative, collaborative and outcome-focused working practices common in marketing roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Marketing

This includes:

• competitors and their activities
• customer wants, needs, expectations and aspirations

Design considerations

This includes:

• design and copywriting: purpose, features and benefits
• content production: workflows, tasks, and steps
• design considerations: colour, font, icons, image creation and editing, and tone of voice
• timelines and storyboards: techniques

Tools

This includes offline and online tools, such as the characteristics and applications used for the marketing of products and services.

Business

This includes:

• legal guidelines related to storing and retrieving information on a computer, smartphone or tablet, and consent and privacy legislation
• legislation: purpose, compliance and consumer protection

Quality

This includes:

• the principles of quality: difference between quality control and quality assurance, standards, and application to format layout and style
• measurement of quality: performance measures, external standards, regulatory bodies, customer feedback, content accuracy, and timescales readiness for sign off

Sustainability

This includes the characteristics, purpose and applications of sustainable materials.

Communication

This includes:

• principles of effective communication: conventions of different types of written communication, suitability for different purposes and audiences
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions, spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical, use to achieve particular effects and for different purposes

Information and data

This includes the factors to consider when using information and data:

• confidentiality
• privacy

Digital

This includes:

• the features, functions and applications of software for creating and editing marketing assets for print and digital platforms

Required skills

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

Use of tools

Learners should be able to:

• apply techniques to effectively use offline and online marketing tools for the design and creation of assets

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

Creativity skills

Learners should be able to:

• apply lateral thinking to consider opportunities from target market perspectives
• make novel connections between ideas
• recognise ideas, alternatives and possibilities

Evaluating

Learners should be able to:

• identify criteria
• review evidence for strengths and weaknesses
• make judgements against criteria

Self-managing

Learners should be able to:

• reflect on feedback on their own performance

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
• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• write for impact

Digital skills

Learners should be able to:

• apply software functions to create and edit assets

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Business

This includes:

• legislation: protecting the stakeholder and cookie law (2015).

Tools

This includes:

• offline:
  • printed direct mail materials (flyers, newsletters, mailshots)
  • point-of-sale tools, (posters, in-store display materials)
  • samples or free trials
  • events (opening events for new products)
• online:
  • videos
  • social media groups
  • direct marketing
  • website landing pages

Communication

This includes types of:

• communication tools
• communication formats and their conventions according to target customer
• customers for sales, marketing and procurement

Digital

This includes the use of software tools:

• drawing
• painting
• image manipulation
• video
• audio-editing software

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

Examples include:

• digital marketing communications optimisation, including social media optimisation
• how to use tools to communicate with customers
• design and use of images and how they can support messaging and accuracy
• review and feedback: iterative feedback, use of audience for testing
• feedback types: peer review, interview and survey

Additional level 3 preparation

Additional preparation includes:

• evaluation of marketing asset effectiveness
• application of design and branding principles
• assessment of audience engagement and response
• structured production of marketing assets

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

• responsible
• professional
• takes initiative

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

English skills

GCSE: writing and Functional skills: writing

Learners should be able to:

• engage an audience
• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• write for impact

Digital skills

Functional skills: creating and editing

Learners should be able to:

• apply software functions to produce marketing assets