BTEC Level 2 Unit 3 Setting up a Technology System Assessment Brief 2026

BTEC Level 2 Unit 3 Setting up a Technology System Assessment Brief

Unit in Brief

Learners will carry out installation activities and investigate why the installation and upgrading of computer hardware and software plays an important part in ensuring that technology systems are able to support the business requirements.

Unit Introduction

Technology systems are crucial for organisations to operate effectively, and organisations rely on technology support teams to install, maintain, and regularly  update these systems. Hardware components must be replaced when they malfunction and upgraded to support the computer’s processing requirements. New versions or updates of application software are required to enable the users to carry out day to  day tasks effectively and efficiently.

In this unit, you will examine reasons that technology systems must work efficiently, and why they require the most up-to-date application software/apps to support the business processing requirements.

You will install the internal components of a computer, testing these to ensure that the components have been installed correctly. You will also install and upgrade software applications.

Learning Aims

In this unit you will:

• Understand hardware and software types and their purposes in business environments
• Carry out the installation and configuration of a technology system
• Review the effectiveness of the installation process and configuration of a technology system.

Summary of Unit

Learning aim A: Understand hardware and software types and their purposes in business environments

A1 Technology systems 

Purpose, features and functions of technology systems.

• Desktop computer.
• Mobile device.

A2 Hardware components and their purpose

Purpose, benefits, and implications of installing internal components in a technology system.

• Internal computer hardware components to include: central processing unit (CPU), processor, e.g. AMD, Intel, storage, e.g. SSD, HDD, drives, hard drive, g. (HDD), solid state drive (SSD), ATA drive, motherboard, network card,  sound and video cards, fan, e.g. heat sink.
• Power Supply Unit (PSU).
• Data cables to include: Integrated Drive Electronics (IDE), Enhanced Integrated

Drive Electronics (EIDE), Advanced Technology Attachment (ATA), Serial Advanced Technology Attachment (SATA), Small Computer System  Interface (SCSI).

• Wired and wireless peripherals and their purposes to include: keyboard, pointing device, monitor, printer/scanner, headphones/speakers.
• Cables, ports and their uses to include: VGA, DV, USB, HDMI, PS/2, Ethernet, audio, power, Thunderbolt/USB-C.
• Internal mobile device hardware components to include: display screen, System-on-a-chip (SoC), memory/storage/SD card slots, modems, battery, Global Positioning Systems (GPS), camera, sensors – fingerprint, accelerometer, gyroscope, proximity, ambient light, Bluetooth^® , heartrate monitor.

A3 Software and services 

Purpose, features and functions of the software and services of a technology system.

• System software to include: operating systems (OS), e.g. Windows^® , macOS, Linux, device drivers, e.g. printer/scanner, firmware, utilities, security, e.g. antivirus, malware.
• Application software to include: word processing, database, spreadsheet, presentation, graphic.
• Web browsers.
• Cloud based storage.
• Email applications.
• Online meeting/video conferencing.
• Specialised software, e.g. project management.
• Android, Apple iPhone ^® apps, Native apps.

A4 Upgrading computer hardware and software/apps

Reasons, benefits, and implications for installing and upgrading hardware and software in a technology system.

• Reasons for upgrading hardware to include: hardware fault and failure, routine maintenance, system requirements, system performance.
• Reasons for upgrading software/apps to include: software updates, hardware drivers, business processes, security management including  antivirus, malware, firewall.
• Benefits to include: improved system performance, functionality, productivity/customer service, performance, features, efficiency and reliability, storage capacity, security, reduced cost.
• Implications to include: compatibility, training, cost, health and safety, decommissioning.

Learning aim B: Carry out the installation and configuration of a technology system

Processes and procedures followed when installing and testing a technology system.

B1 Hardware and software installation process

• Preparation: o job sheet and procedures o backup data
  • resources including tools/hardware components o system software, e.g. utility, device drivers, firmware o safe working practices/health and safety regulations.
• Installation of the hardware components:
  • safe working practices
  • correct tools/resources to carry out the installation o fit new components and reconnect components o disposing of packaging.
• Installing/upgrading software o locate/download o install/upgrade.
• Testing:
  • software tools, e.g. performance monitor, runtime analysers, diagnostic software, utility software:
  • testing strategy for functionality to include testing process and recording documentation
  • troubleshooting o system help tools.

B2 Configuring a technology system

•  System time and date.
• Desktop image.
• Folder structures/access to folders.
• Software/apps, e.g. style dialogue, shortcut, colours, icons, home screen/desktop.
• Connection set-up, e.g. synchronisation, email configuration, Bluetooth^® pairing, locking/unlocking and security.

Learning aim C: Review the effectiveness of the installation process and configuration of a technology system

C1 Review checks

Considerations when reviewing the success of the hardware and software/apps installation and configuration of a technology system against requirements.

• Client/user/system requirements.
• Purpose of the installation.
• Choice of hardware components.
• Choice of software/apps.
• Technology system connectivity.

Assessment Criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary, along with suitable forms of evidence. Section 6 Internal assessment gives information on setting assignments and there is also further information on our website.

There is a suggested maximum number of three summative assignments for this unit.  The relationship of the learning aims and criteria is:

Learning aim: A (A.P1, A.M1, A.D1)

Learning aim: B (B.P2, B.P3, B.M2, B.M3, B.D2)

Learning aim: C (C.P4, C.M4, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners must have access to a technology system that can be dismantled, repaired and upgraded to meet a brief.

Learners will need access to:

• technology system including desktop computer, laptop and mobile device
• resources, e.g. hardware components and tools
• software and apps
• connection to the internet (download software/apps).

The practical activities should take place in a workshop/computer lab with appropriate tools and take account of health and safety requirements.

Simulators can be used to gain prior experience before handling ‘live resources’ and software testing tools can be used to support the testing process.

Essential information for assessment decisions

Learning aim A

For Distinction standard, learners must examine the most appropriate hardware components and software/apps for a given scenario, demonstrating a considered  and reasoned appreciation of the purpose, benefits, and implications of installing the internal components and software/apps into a technology system. The link between  the reasons for the installation and upgrade, and the benefits and implications should  be clearly evaluated.

For Merit standard, learners must consider suitable hardware components and software/apps for a given scenario, demonstrating a sound understanding of the purpose, benefits, and implications of installing the internal components and software/apps into a technology system. The link between the reasons for the installation and upgrade, and the benefits and implication, should be clearly explained. For Pass standard, learners must consider hardware generic components and software/ apps for a given scenario, demonstrating an understanding of the purpose, benefits, and implications of installing the internal components and software/apps into a technology system although evidence may sometimes be generic. Some of the reasons for the installation and upgrade, or some of the benefits and implications, may not  be clear.

Learning aim B

For Distinction standard, learners must create a comprehensive installation plan that clearly meets the user and system requirements, that identifies the installation activities, and includes a description of hardware components and software/apps to be installed and configured to meets user requirements.

The learner should provide comprehensive evidence of the installation and configuration of at least two components and at least two software/apps. The test plan should be comprehensive and record the installation and configuration of hardware and software, and how system faults were rectified.

For Merit standard, learners must create a detailed installation plan that meets most of the user and system requirements, that identifies the installation activities, and includes a description of hardware components and software/apps to be installed and configured.

The learner should provide detailed evidence of the installation and configuration of  at least two components and at least two software/apps. The test plan should clearly record the installation and configuration of hardware and software, and how most system faults were rectified.

For Pass standard, learners must create a basic installation plan that meets most user and system requirements and identifies the installation activities, a list of components and software/apps to be installed with some basic configuration.

The learner should provide some evidence of the installation and configuration of at least one component and at least one software/app. The test plan should record the installation and configuration of hardware and software, and how some of the system faults were rectified.

Learning aim C

For Distinction standard, learners must judge the success of the component installation and configuration of the technology system against the intended purpose demonstrating a sound awareness of the user requirements. Learners must make  well-reasoned judgements as to the effectiveness of the updated technology system against the purpose and the choice of hardware components, software/apps and configuration carried out using a range of relevant examples to support the conclusions. For Merit standard, learners must examine the success of the component installation and configuration of the technology system against the intended purpose demonstrating a clear awareness of the user requirements. Learners must make sound judgements  as to the effectiveness of the updated technology system against the purpose and the choice of hardware components, software/apps and configuration carried out although there may be occasional omissions in the detail. Learners will use good examples to support the explanation.

For Pass standard, learners must consider the success of the component installation and configuration of the technology system against the intended purpose demonstrating some awareness of the user requirements. Learners must make some useful judgements as to the effectiveness of the updated technology system against  the purpose and the choice of some hardware components, software/apps and configuration carried out although there may be some gaps in their reasoning  and the examples given will be appropriate but limited.

Links to other units and curriculum subjects

This unit links to:

• Unit 1: Using IT to Support Information and Communication in Organisations
• Unit 4: Introduction to Computer Networking
• International GCSE/core curriculum in Information Technology.

Employer involvement

This unit would benefit from employer involvement in the form of:

• guest speakers and interview opportunities
• work experience
• business material as exemplars
• visits to appropriate business organisations.

Opportunities to develop transferable employability skills

In completing this unit, learners will have the opportunity to develop skills in research and planning, problem-solving, responsibility, and communication.

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