BTEC Level 3 Unit 9 IT Project Management Assignment Brief 2026

BTEC Level 3 Unit 9 IT Project Management Assignment Brief 2026

Unit 9 IT Project Management Assignment Brief

Unit in Brief

Learners investigate a range of project management principles and methodologies and undertake the management of a ‘live’ or ‘simulated’ IT project from start to finish.

Unit Introduction

Project management is the art of coordinating resources, both human and machine, and solving problems to complete an agreed set of objectives and/or to deliver benefits in a fixed time period, budget and to a specified quality. Ensuring the quality of IT projects in any sector is an essential requirement.

In this unit, you will investigate the principles of project management and different project management methodologies, as used in the IT industry. You will deliver an IT project using at least one project management methodology and complete the five main stages of a project. You will initiate the project by researching a problem and using your creative skills to generate a range of solutions, undertaking a feasibility study to select an appropriate solution and outline the requirements of the project. You will undertake the planning, execution, and monitoring and control stages of the project, either through simulation or by undertaking a major project as part of your BTEC course, which could involve the integration of several units. You will close the project by reflecting on the success of the project outcome and your personal performance.

The analytical and problem- solving skills and knowledge you gain in this unit will prepare you for entry to higher education to study a range of degrees. The unit will help you when entering an IT apprenticeship or the workplace, for example working alongside a project manager.

Learning Aims

In this unit you will:

A Investigate the principles and methodologies of IT project management as used in industry

B Carry out a project initiation for an IT project

C Carry out the planning, execution, monitoring and controlling of an IT project, using an appropriate methodology

D Undertake the closure of a project by reflecting on the success of personal performance and the project outcome.

Summary of Unit

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

Learning aim: A (A.P1, A.P2, A.M1, A.D1)

Learning aims: B and C (B.P3, B.P4, C.P5, C.P6, C.P7, B.M2, C.M3, BC.D2, BC.D3) Learning aim: D (D.P8, D.P9, D.M4, D.D4)

Further information for teachers and assessors

Resource requirements

For this unit, learners must have access to:

• a variety of physical resources, dependent on the type of IT project they pursue. Many of these resources are detailed in the other units in the qualification
• workshops, laboratories and specialist software applications.

Learners would benefit from exposure to commercial project management software.

Learners may also need access to project simulation software.

Essential information for assessment decisions 

Learning aim A 

For Distinction standard, learners will evaluate three different projects delivered  using different project management methodologies as covered in the unit content.  The evaluation will cover a comprehensive range of benefits and limitations of using a methodology based on the context. Learners will evaluate the structures used in the delivery of the project and how they play an important role in the management of  the project, given the context. A supported judgement will be given that leads to  a conclusion. For example, an Agile methodology may be chosen for a complex management tool for the banking industry because it is more flexible to use in a dynamic sector with unclear user requirements, and it offers shorter iterations of development and planning.

Overall, the evidence, such as a report, will be easy to read and understand by a third party. It will be logically structured, use appropriate technical language (including definitions) throughout and use a high standard of written language, i.e. consistent  use of correct grammar and spelling, and consistent reference of information sources.

For Merit standard, learners will compare at least three different project management methodologies used to deliver projects. The comparison will cover the benefits and limitations of each, and give reasons why they might be used during the management of a project. For example, PRINCE2 is a structured project management methodology that focuses on product outputs resulting from the project. In Agile, the focus is also on product outputs following a short sprint or iteration that, unlike PRINCE2, provides greater opportunities to assess the direction of a project throughout the development life cycle. Learners will compare the different structures used in the IT projects.

Overall, the evidence will be logically structured, technically accurate (including definitions) and easy to understand.

For Pass standard, learners will explain the characteristics of and structures used  in three IT projects delivered using different project management methodologies.  For example, they will explain that Agile is a software development methodology where,  in its initial stages, the users, business managers and IT staff discuss requirements of  the project before development. They will describe the requirements of the project  and document the outcome. The product should be designed and developed in a continuous phase.

Overall, the evidence will be well structured, with some use of appropriate technical language (including definitions), although there may be some inaccuracies with terms used. Some parts of the evidence may be considered in greater depth than others.

Learning aims B and C

For Distinction standard, learners will include at least two possible IT solutions to the given theme or an initial idea in their evidence. The comprehensive research evidence and feasibility study will provide at least two realistic alternative solutions to an IT problem. The evidence will be at a consistent breadth and depth. It will identify and evaluate the project risks and constraints and suggest viable methods of controlling the risks. For example, for a simulated IT project, learners might identify the lack of skilled resource in the development team as a risk and might identify the need to recruit an experienced developer to lead the development. They would also recognise that this initial cost would be offset if the project is successfully completed. A range of criteria will allow a good evaluation of the solutions and the justification of the preferred solution will be supported by logical chains of reasoning.

Learners’ preferred solution or a simulated project will be implemented over the project life cycle using an appropriate methodology. Learners will perform consistent and effective project management processes using an appropriate methodology. For example, for a simulated IT project, learners might produce an initial software requirements specification that outlines the functional and non-functional requirements of the project. Using the Agile methodology, they would then produce user stories that facilitate planning of time and resources required to complete the work.

Overall, the evidence will be easy to read and understand by a third party. It will be logically structured and use technical terms with a high standard of written language,  i.e. consistent use of correct grammar and spelling, and consistent reference of information sources.

For Merit standard, learners will cover at least two possible solutions to an IT problem in their research evidence. Each solution will be investigated consistently (to a similar breadth and depth) and most of them will be realistic. High-level evidence will be given, scoping out each alternative solution to the IT problem.

Learners will undertake a feasibility study on the potential solutions and will assess each of them in turn. The study will be supported by research evidence of consistent breadth and depth across the two solutions. The risks and constraints associated with each solution will have been given. Enough criteria will have been used in the assessment to make an informed recommendation for the preferred solution. For example, as part of  a simulated IT project, learners might suggest that part of the project is outsourced to lower initial costs and satisfy the constraints of an inexperienced development team.

Learners’ preferred solution or a simulated project will be implemented over the project life cycle using an appropriate methodology. Learners will perform soundly appropriate project management processes. For example, if following the waterfall methodology as part of a simulated project, learners would produce development tasks based on the functional and non-functional requirements that facilitate time and resource planning.

Overall, the evidence will be logically structured, technically accurate and easy to understand. However, learners may not fully appreciate the number of iterations required to scope out two different solutions.

For Pass standard, learners will research at least two potential solutions to an IT problem on a given theme. The research will be patchy in some areas, it may not support all the solutions given and at least one solution may not be realistic. The evidence will scope out the solutions and may include benefits, diagrams, storyboards, flow charts and other technical information.

The feasibility study will assess each of the alternative solutions in turn and cover the associated risks and constraints. The study will be supported by the research, although the depth and breadth of evidence will be inconsistent across the two solutions and the study will not contain enough criteria to make an informed decision on which solution to develop. A preferred solution will be selected. For example, as part of a simulated IT project, learners may have mistakenly suggested a project is feasible based on the amount of potential profit from the project, ignoring the lack of experience and resources available.

Learners will implement either their preferred solution or a simulated IT project  through the life cycle stages of planning, executing, monitoring, controlling and using  an appropriate methodology. They will deliver the project management processes  such as planning, risk and issue management, and monitoring and controlling quality. They should suggest solutions to any problems that occur during the project. Although there will be evidence of a range of project management processes being used, there will be some inconsistencies and/or omissions in their use. For example, as part of a simulated IT project, learners’ project plans may not be updated at appropriate times during the project and so was not used to monitor and control timely implementation  of the project.

Overall, the evidence will be well structured, with some use of appropriate technical language, although there may be some inaccuracies with terms used. Some parts of the evidence may be considered in greater depth than others.

Learning aim D

For Distinction standard, learners will demonstrate effective project management skills and relevant behaviours throughout the project initiation and implementation (planning, execution and monitoring and control). For example, all work will be completed on time, the practical activities will be planned out in advance and problems encountered will be solved. Also, the lessons learned evidence will demonstrate a consistently good technical understanding and analysis of the project, and examples of where improvements could be made will be given.

Overall, the evidence will include a balanced view about the actions taken and project management processes applied. The report will be easy to read and understand by a third party and the correct and consistent use of technical IT language will be evident.

For Merit standard, learners will give examples in their evidence of where improvements could be made to the application of:

• project management skills, e.g. that additional progress reviews were required to monitor and control progress against time
• relevant behaviours, e.g. that problems needed to be better anticipated to prevent them from impacting on the project outcome.

Overall, the suggested improvements should be reasonable and practical and technical terminology used accurately.

For Pass standard, learners will produce evidence, such as a lessons learned report of around 300 words in length, which will explain:

• what project management skills were applied, such as using techniques and documentation to manage the project
• how behaviours were used, such as time management and planning to ensure the activity was completed within the appropriate time.

Overall, the evidence will be well structured, with some use of appropriate technical language, although there may be some inaccuracies with terms used. Some parts of  the evidence may be considered in greater depth than others.

Links to other units

This unit links to:

• Unit 1: Information Technology Systems – Strategy, Management and Infrastructure
• Unit 2: Creating Systems to Manage Information
• Unit 3: Using Social Media in Business
• Unit 4: Programming
• Unit 6: Website Development
• Unit 7: Mobile Apps Development
• Unit 8: Computer Games Development
• Unit 11: Cyber Security and Incident Management
• Unit 13: Software Testing
• Unit 14: Customising and Integrating Applications
• Unit 15: Cloud Storage and Collaboration Tools
• Unit 18: The Internet of Things.

Opportunities to develop transferable employability skills

In completing this unit, learners will have the opportunity to develop a number of transferable employability skills including:

• analytical and decision-making skills
• formal written communication
• selection of appropriate IT tools and systems used IT project management
• self-management and planning skills
• ability to work in a legal, moral and ethical manner.

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