Weekly outline

  • aatThe Edexcel BTEC Level 5 HND in Business provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skills required in the business sector and also offers particular specialist emphasis through the choice of specialist units. The Edexcel BTEC Level 5 HND in Business provides opportunities for learners to apply their knowledge and practical skills in the workplace. Full-time learners have the opportunity to do this through formal work placements or part-time employment experience. The qualification prepares learners for employment in the business sector and will be suitable for learners who have already decided that they wish to enter this area of work. The Edexcel BTEC Level 5 HND in Business offers a progression route for learners studying the Edexcel BTEC Level 5 HND will be able to progress to a degree in business.

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    • What is it?

      Edexcel BTEC Higher National Diploma (HND) is a widely recognised qualification offering a comprehensive understanding of the subject area. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment

      Who is it for?

      HND in Business is ideal for those wishing to study for undergraduate Business Administration and Management qualifications and for those seeking better job prospects as a business manager or entrepreneur.

      Progression Route:

      The HND in Business is ideal for those who wish to study at the undergraduate level to become better managers. Successful completion of HND allows students direct entry to top up honours degree at selected British Universities.

       Students who study for the Edexcel BTEC HND can progress to the second or third year of a degree or honours degree programme, depending on the match of the Edexcel BTEC Higher National units to the degree programme in question. full detail of progression route is detailed in the table.

      Teaching, learning and assessment strategies to be used

      Teaching Strategies:

      As part of planning the range of techniques that will be used to deliver the syllabus, centres consider an appropriate combination of techniques for the subject. The table below lists some of the techniques that centres could introduce into a planned programme structure 

      Lectures and Tutorials

      These are the most common techniques used by tutors. They offer an opportunity to engage with a large number of students, where the focus is on sharing knowledge through the use of presentations 


      These are used to build on knowledge shared via tutors and seminars. Teaching can be more in-depth where knowledge is applied, for example to case studies or real-life examples. Workshops could be student-led, where students present, for example, findings from the independent study. 

      Virtual Learning Environments (VLEs 

      These are invaluable to students studying in a face-to-face programme. Used effectively, VLEs not only provide a repository for taught material such as presentation slides or handouts but could be used to set formative tasks such as quizzes. Further reading could also be located on a VLE, along with a copy of the programme documents, such as the handbook and assessment timetable 

      Field trips 

      Effectively planned field trips, which have direct relevance to the syllabus, would add value to the learning experience. Through these trips, students could relate theory to practice, have an opportunity to experience organisations in action, and potentially open their minds to career routes. 


    • Course specification

      Start month(s) of programme: 

      September, January, April



      18months - 24 months

      Placement element: 



      Possible mid qualification

      HNC ( Business) after one year

      Fee (LIMT)

      £4000 full course fees

      Awarding body membership requirement:


      Awarding body registration fee

      Include in the fees

      Awarding body assessment fee

      Include in the fees


      The programme consists of a minimum of 240 credits of which 120 are mandatory core.  The Edexcel BTEC Level 5 HND programme must contain a minimum of 120 credits at level 5.


      full-time /part-time/ module

      Language of study: 


      LIMT EDEXCEL HND Level 5 Diploma in Business Programme Aims


      The programme aims to:

      • Provide learners with knowledge, understanding and skills for success in a broader range of administrative and management positions in business than that offered by the level 4 programme
      • Provide more routes of study than the level 4 programme, that are specialised and that relate to established and developing individual professions within the business environment in which learners are working or intend to seek employment;
      • Enable learners to develop a specialism they pursued in the level 4 programme
      • Enable learners to progress to an undergraduate degree or further professional qualification in a business-related area
      • Support individual learners employed, self-employed, or entering employment or self-employment in business
      • Develop the individual’s learner’s ability in the business field through effective use and combination of the knowledge and skills gained in different parts of the programme
      • Enable the learner to develop a range of skills and techniques, personal qualities and attributes for successful performance in working life and thereby enable learners to make an immediate contribution to employment or self-employment
      • Provide flexibility, knowledge, skills and motivation as a basis for the learner’s future studies and career development in business.

      Intended learning outcomes

       The programme intended learning outcomes for general business management relate to the areas the learner’s subject knowledge, understanding and skills.  On successful completion of the programme a learner will:

      1. know and understand the key areas of business and management, the relationships between these and their application
      2. demonstrate command of subject-specific skills in business and management and generate ideas through analysis of concepts at an abstract level
      3. possess a view of a systematic, coherent body of knowledge of business and management influenced by varied learning sources including guided learning, team work and independent study
      4. formulate solutions to well-defined and abstract problems; analyse and evaluate information.
      5. exercise significant judgement across a broad range of business and management functions, accept responsibility for determining and realising personal and/or collective outcomes.

      Entry requirements:

       EDEXCEL BTEC Higher National Diplomas are accredited on the RQF for learners aged 18 and above.  In accordance with EDEXCEL requirements and LIMT policy on ensuring equality of opportunity, recognition of prior learning and disability, LIMT procedures seek to ensure that learners possess the necessary background knowledge, understanding, and skills to complete the programme of learning and assessment.

      As such, a profile of an entrant who has recently been in education is likely to include:

      • A BTEC Level 3 qualification in business
      • NVQ level 3 other related or equivalent level 3 qualifications
      • A level or equivalent qualification 
      • related work experience. 

       The profile for a mature learner entrant is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in the applicant’s work sector.

      Applicants must have appropriate English Language Proficiency, grade B1 or equivalent in speaking, listening, reading and writing.

      Assessment Instruments:
      Formative assessment
      Formative assessment is primarily developmental in nature and designed to give feedback to students on their performance and progress. Assessment designed formatively should develop and consolidate knowledge, understanding, skills and competencies. It is a key part of the learning process and can enhance learning and contribute to raising standards.
      Through formative assessment tutors can identify students’ differing learning needs early on in the programme and so make timely corrective interventions. Tutors can also reflect on the results of formative assessment to measure how effective the planned teaching and learning is at delivering the syllabus. Each student should receive one set of written formative feedback; otherwise some students may feel that others are being given more than their share of verbal feedback.

      Summative assessment

      Summative assessment is where students are provided with the assignment grades contributing towards the overall unit grade. For summative assessment to be effective it should also give students additional formative feedback to support ongoing development and improvement in subsequent assignments. All formative assessment feeds directly into the summative assessment for each unit and lays the foundations from which students develop the necessary knowledge and skills required for the summative assessment. 

      Summative assessment: types, number, position in the programme

       Assessment of LIMT EDEXCEL Higher National qualifications takes the form of one criterion-reference assignment, assessing learner evidence against published learning outcomes and assessment criteria.  The assignment will set around three quarters of the way through the programme.

      Progression routes on completion

      The programme provides a thorough grounding in key concepts and practical skills required in business sectors.  Along with national recognition by employers, this allows learners who complete the LIMT programme successfully to progress directly to employment or self-employment.  Additionally, the programme offers learners who complete it successfully to progress to professional qualifications offered by various professional bodies in the business sector or join British universities direct entry into most of the courses 3rd year or 2nd year.


      Job Roles

      Accounting and Finance

      Chartered Accountant Accounting Technician Financial Advisor

      Business Management

      Business Manager
      Business Development Manager Business Advisor
      Office Manager

      Human Resource Management

      Human Resources Officer Training and Development Officer Recruitment Consultant
      Human Resources Manager


      Channel Marketing Manager

      Sales and Promotion Marketing Executive

      Communications Planner Digital Marketing Executive

      Operations Management

      Logistics and Distribution Manager Supply Chain Manager
      Service Delivery Manager

      General / All Pathways

      Retail Manager Sales Manager Business Consultant General Manager


      Attendance requirement/ Guided learning hours:

       The programme will require approximately 960 guided learning hours.  Each 15-credit unit will require about 60 guided learning hours.  Credit values for other sized units are calculated proportionately:  10 credits=40 guided learning hours; 5 credits= 20 guided learning hours. 

       A guided learning hour is a time when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This includes lectures, tutorials and supervised study in, and time spent by staff assessing learners’ achievements. It excludes day-to-day marking of assignments in the learner’s absence.  Each credit is worth 10 hours, but not all hours are guided.

      Learning time is the time taken by learners at the level of the unit, on average, to complete its learning outcomes to the standard determined by the assessment criteria. It addresses all learning and assessment relevant to the learning outcomes, irrespective of where, when and how the learning has taken place.

      Structure and outline content of the Edexcel BTEC Level 5 HND in Business

      Unit Number

      Mandatory Core Units

      RQF Level



      Business and the Business Environment (BE)




      Human Resource Management (HRM)





      Innovation and commercialism




      Marketing Essential (ME)




      Management and Operation (MO)




      Management Account ( MA)




      Managing a Successful Business Project




      Entrepeneurship and small Business (ESBM)




      Level 4/5 additional modules 


      Business Strategy (BS)




      Business Systems (BSY)




      Organisations and Behaviour (OB)




      Sales Management (SM)




      International Marketing (IM)




      Research Project



       Indicative reading: 

       Huczynski A. and Buchanan D  Organisational Behaviour An Introductory Text, Pearson Higher Education, Eighth edition, 2013.

    • File Programme Handbok File