Pearson BTEC Level 1 Award in Social Media (QCF) · Progression opportunities through Edexcel...

Pearson BTEC Level 1 Award in Social Media (QCF) Specification

BTEC Specialist qualification First teaching May 2013

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Cheryl Bott

Publications Code BA034958

All the material in this publication is copyright © Pearson Education Limited 2013

Contents

1 Introducing BTEC Specialist qualifications 1

What are BTEC Specialist qualifications? 1

2 Qualification summary and key information 2

QCF qualification title and Qualification Number 3

Objective of the qualification 3

Progression opportunities through Edexcel qualifications 3

3 Centre resource requirements 4

4 Qualification structure 5

Pearson BTEC Level 1 Award in Social Media (QCF) 5

5 Assessment 6

6 Recognising prior learning and achievement 7

Recognition of Prior Learning 7

Credit transfer 7

7 Centre recognition and approval centre recognition 8

Approvals agreement 8

8 Quality assurance of centres 9

9 Programme delivery 10

10 Access and recruitment 11

11 Access to qualifications for learners with disabilities or specific needs 12

12 Units 13

Unit title 13

Unit reference number 13

QCF level 13

Credit value 13

Guided learning hours 13

Unit aim 13

Essential resources 13

Learning outcomes 13

Assessment criteria 14

Unit amplification 14

Information for tutors 14

Unit 1: Principles of Social Media 15

Unit 2: Social Media for Personal Use 22

13 Further information and useful publications 28

14 Professional development and training 29

Purpose of this specification

The purpose of a specification, as defined by Ofqual, is to set out:

the qualification’s objective

any other qualification which a learner must have completed before taking the qualification

any prior knowledge, skills or understanding the learner needs before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA034958 – Specification – Pearson BTEC Level 1 Award in Social Media (QCF) – Issue 1 – May 2013 © Pearson Education Limited 2013

1

1 Introducing BTEC Specialist qualifications

For more than 25 years, BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. BTECs also provide progression routes to the next stage of education or to employment.

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, ie Technical Certificates.

There are three sizes of BTEC specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


2

2 Qualification summary and key information

Qualification title Pearson BTEC Level 1 Award in Social Media (QCF)

QCF Qualification Number (QN) 600/8865/5

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/05/2013

Age range that the qualification is approved for

14-16 16-18 19+

Credit value 6

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 41

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners can register for this qualification. However, centres must follow the Edexcel Access and Recruitment Policy (see Section 10, Access and recruitment)


3

QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, units and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. Further information about certification is in the Edexcel Information Manual on our website at www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 1 Award in Social Media (QCF) is for learners who work in, or want to work in, the social media and digital marketing sector.

It gives learners the opportunity to:

develop knowledge and skills related to social media for personal use

develop their own personal growth and engagement in learning

develop knowledge of how businesses use social media.

Progression opportunities through Edexcel qualifications

Learners who achieve the Pearson BTEC Level 1 Award in Social Media (QCF) can progress on to the Pearson Level 2 Award in Social Networking for Business (QCF) or the Pearson BTEC Level 2 Diploma in IT User Skills (ITQ) (QCF).

http://www.edexcel.com/�


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3 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

Centres must have appropriate physical resources (for example equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.


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4 Qualification structure

Pearson BTEC Level 1 Award in Social Media (QCF)

Learners will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 6

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 D/504/8172 Principles of Social Media 1 3 29

2 M/504/8175 Social Media for Personal Use 1 3 12


6

5 Assessment

The table below summarises the assessment methods used in this qualification.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally-assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example, performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over assessment centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. See Section 13. Further information and useful publications.


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6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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7 Centre recognition and approval centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

Existing centres get ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.

In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application can be made.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Edexcel BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will allocate a Standards Verifier annually to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on the Edexcel website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


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9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Centres must make sure that any legislation is up to date and current.


11

10 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to BTEC specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


12

11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.

The documents are on our website at www.edexcel.com/policies


13

12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.

Learning outcomes

Learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


14

Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following sub-sections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


15

Unit 1: Principles of Social Media

Unit reference number: D/504/8172

QCF level: 1

Credit value: 3

Guided learning hours: 29

Unit aim This unit aims to develop awareness of a wide range of social media platforms, both general use and specialist types.

Learners will develop their understanding of how to use social media effectively for personal and business purposes and the benefits and risks associated with that use.

Essential resources

Learners need access to suitable social media platforms and monitoring tools.

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be

usi

ng s

oci

al

med

ia

3.2

Exp

lain

the

adva

nta

ges

of

an indiv

idual

build

ing a

n

onlin

e co

mm

unity

□

Adva

nta

ges

, eg

soci

al a

ctiv

ity,

lea

rnin

g s

oci

al s

kills

, par

tici

pat

ion in

gro

ups,

fin

din

g f

rien

ds,

im

pro

ving c

onfiden

ce,

enab

ling s

elf-

expre

ssio

n,

bei

ng v

alued

for

thei

r co

ntr

ibution,

impro

ving liter

acy,

dev

elopin

g I

CT

skill

s, im

pro

ving a

war

enes

s of onlin

e sa

fety

/consi

der

atio

n o

f oth

er’s

sa

fety

, en

coura

gin

g s

elf-

motiva

tion,

gai

nin

g k

now

ledge

3

Know

how

an

indiv

idual

use

s so

cial

med

ia

3.3

Sta

te t

he

ben

efits

of

an

indiv

idual

usi

ng s

oci

al m

edia

fo

r en

gag

emen

t

□

Ben

efits,

eg b

eing a

ble

to b

uild

and m

ainta

in r

elat

ionsh

ips

with lar

ge

num

ber

s of

peo

ple

ove

r a

wid

e geo

gra

phic

al a

rea,

cost

and t

ime

savi

ngs

ove

r oth

er s

oci

al in

tera

ctio

n m

ethods

4.1

Id

entify

why

a busi

nes

s use

s so

cial

med

ia

□

Rea

sons,

eg c

ontr

ol publis

hin

g,

contr

ol m

arke

ting,

adve

rtis

ing t

o w

ider

au

die

nce

s, b

uild

onlin

e busi

nes

s, o

pen

up b

usi

nes

s opport

unitie

s,

dev

elop/e

stab

lish a

bra

nd,

hel

p g

row

a b

usi

nes

s, c

onnec

t to

wid

er/g

lobal

m

arke

ts,

connec

t w

ith n

ew g

roups/

types

of

cust

om

er,

esta

blis

h a

re

puta

tion

□

Com

par

ing t

he

reas

ons

for

usi

ng s

oci

al m

edia

to c

onte

nt

pro

duce

d b

y a

busi

nes

s to

iden

tify

why

it m

ight

be

usi

ng s

oci

al m

edia

4.2

Exp

lain

the

adva

nta

ges

of

a busi

nes

s build

ing a

n o

nlin

e co

mm

unity

□

Adva

nta

ges

, eg

gai

nin

g/r

etai

nin

g c

ust

om

ers,

spre

adin

g b

rand

awar

enes

s, e

stab

lishin

g a

rep

uta

tion f

or

cust

omer

ser

vice

/res

ponse

to

feed

bac

k, r

educi

ng s

upport

cost

s, e

nhan

cing s

earc

h e

ngin

e pla

cem

ent

4.3

D

escr

ibe

why

a busi

nes

s sh

ould

be

awar

e w

hen

they

ar

e m

entioned

in s

oci

al

med

ia

□

Rea

sons

for

bei

ng a

war

e, e

g b

eing a

ble

to r

espond q

uic

kly

to u

nhap

py

cust

om

ers/

adve

rse

even

ts,

bei

ng a

ble

to c

apital

ise

on g

ood

com

men

ts/e

vents

, im

pro

ving k

now

ledge

of

wher

e th

e busi

nes

s is

bei

ng

public

ised

/who is

read

ing a

bout

it

4

Know

how

a

busi

nes

s use

s so

cial

med

ia

4.4

Sta

te t

he

ben

efits

of

a busi

nes

s usi

ng s

oci

al m

edia

fo

r en

gag

emen

t

□

Ben

efits,

eg b

ette

r m

arke

t kn

ow

ledge,

cust

om

er s

atis

fact

ion,

obta

inin

g

reco

mm

endat

ions,

dev

elopin

g lea

ds

BA034958 –

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

1 A

war

d in S

oci

al M

edia

(Q

CF)

–

Issu

e 1 –

May

2013 ©

Pea

rson E

duca

tion L

imited

2013

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.5

Id

entify

way

s of

monitoring

soci

al m

edia

engag

emen

t □

M

onitoring t

ools

, eg

Google

anal

ytic

s, F

aceb

ook

Insi

ghts

, H

oots

uite,

Klo

ut,

Tw

eetR

each

, Pe

erin

dex

, Soci

al M

men

tion

5.1

Id

entify

ris

ks a

ssoci

ated

w

ith u

sing s

oci

al m

edia

for

per

sonal

use

□

Ris

ks,

eg d

iscl

osu

re o

f priva

te info

rmat

ion,

cyber

sta

lkin

g/b

ully

ing,

acce

ss t

o inap

pro

priat

e/ill

egal m

ater

ial, p

his

hin

g,

mal

war

e, leg

al lia

bili

ty

for

post

ed c

onte

nt,

post

ed c

onte

nt

is a

lmost

im

poss

ible

to r

emove

co

mple

tely

fro

m t

he

inte

rnet

and m

ay n

egat

ivel

y in

fluen

ce f

utu

re

emplo

yers

5.2

Id

entify

ris

ks a

ssoci

ated

w

ith u

sing s

oci

al m

edia

for

busi

nes

s

□

Ris

ks,

eg m

alw

are,

leg

al lia

bili

ty f

or

post

ed c

onte

nt,

tim

e w

asting,

vuln

erab

ility

to h

acke

rs,

vuln

erab

ility

to m

alic

ious

post

ers/

com

men

ters

, dis

closu

re o

f co

nfiden

tial

info

rmat

ion,

PR d

isas

ters

5

Know

the

risk

s as

soci

ated

with

usi

ng s

oci

al m

edia

5.3

Exp

lain

why

a busi

nes

s sh

ould

hav

e a

soci

al m

edia

polic

y

□

Rea

sons

for

hav

ing a

polic

y eg

pro

moting c

om

pan

y philo

sophy,

avo

idin

g

conflic

ts o

f in

tere

st,

secu

rity

conce

rns,

est

ablis

hin

g a

busi

nes

s id

entity

, en

suring c

onfiden

tial

ity

of

busi

nes

s an

d c

ust

om

er info

rmat

ion,

pro

moting h

ones

ty a

nd r

espec

t in

com

munic

atio

ns,

hel

pin

g w

ith

com

plia

nce

with o

ther

busi

nes

s polic

ies

such

as

codes

of

conduct

, se

par

atin

g c

om

pan

y an

d p

erso

nal

mes

sages


20


Delivery

It is suggested that this unit be delivered in sequential order, i.e. from learning outcome 1 to learning outcome 5. There is some overlap between learning outcomes and an alternative approach might be to deliver learning outcomes 1 and 2 together, followed by learning outcomes 3 and 4 and, finally, learning outcome 5.

Some assessment evidence may need to be produced during the practical use of social media, and the centres should consider what support evidence can be collected.

Most learners will probably have some experience of using the more popular social media platforms and they may have their own accounts on one or more of them. However, this is not a prerequisite of the unit and such knowledge should not be assumed.

This unit can be taught in conjunction with Unit 2: Social Media for Personal Use.

Learning outcome 1 deals with major social media channels and there is some overlap with learning outcome 2, which deals with specialist channels. It should be noted that new channels are created and established ones fall out of fashion on a regular basis, while specialist channels may add new features and become mainstream. The examples given in the unit amplification may not all be appropriate and tutors should ensure that they use up-to-date and relevant examples. There is an opportunity here for learners to conduct some research.

The use and features of the different types of channel can be demonstrated, either live or via screen recordings. There are numerous YouTube and other videos available that demonstrate this for all the major channels.

Learners can relate the use of social media to their own experiences, although care should be taken not to let learners compromise their own privacy and security by revealing details of any accounts they may have. Centre/dummy accounts could be set up for learners to work with at this stage.

Learning outcome 2 deals with specialist social media channels and may be approached in a similar way to learning outcome 1, again, using YouTube and other available videos to demonstrate the use and features of specialist channels. Because of the nature of some channels, for example video, it would be sensible to pre-select the material to show ‘how to use/features of channels’ rather than give learners access to channel content.

Evidence for learning outcomes 1 and 2 could be reports or presentations, although the use of social media platforms, for example Flickr, YouTube or a blog site, to create and store evidence, may be more interesting for learners.

Learning outcome 3 deals with how individuals use social media and there is some overlap with learning outcome 4, which deals with the business use of social media.

There is an opportunity here for research and discussion, it could be conducted using social media.

Individual learners are likely to have different views as to why and how they use social media, so it is probably better to use case studies and hypothetical individuals rather than rely on learners’ own experiences. Learners could look at content produced by well-known individuals, for example actors, singers and politicians, although care should be taken to differentiate between the person’s own content, for example tweets, and that produced by public relations staff.


21

Learning outcome 4 deals with how businesses use social media and may be approached in a similar way to learning outcome 3. Case studies of real and hypothetical businesses would be suitable for bringing out the main points. There is also the opportunity for learners to carry out some research.

The use of monitoring tools is likely to be a practical exercise. Some tools may require an account to be opened and it is suggested that a centre/tutor account is used rather than each learner signing up individually. There are many YouTube and other videos available that demonstrate the use and features of monitoring tools.

Evidence for learning outcomes 3 and 4 could be reports or presentations but, to add interest, social media platforms could be used, for example Flickr, YouTube or a blog site, to create and store evidence. Use of monitoring tools could be evidenced by screen captures and observation.

Learning outcome 5 deals with the risks associated with using social media. It is likely that some learners will already be familiar with the risks to individuals, for example they may have personal experience of ill-effects or know someone who has been affected. These experiences often provide a good starting point for discussion if learners are willing to talk about them.

Case studies should be prepared to cover the topic and used where learners have not experienced a particular problem.

Evidence could be produced through group discussions, reports or presentations. Care should be taken not to let learners give away personal information if they are writing about their own or other learners’ experiences.

Case studies would be appropriate for looking at risks to businesses and a centre’s own social media policy might be a starting point for looking at why businesses need this type of policy. Many companies publish their social media policies on their websites.

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all the assessment criteria to pass the unit.

It is envisaged that this unit be delivered using various topic areas of interest to learners.

Assessment evidence will primarily be in the form of reports and presentations, although group discussions, observation and screen recordings may be appropriate for some aspects. It is advised that learners keep a log of evidence recorded against each assessment criterion.

Suggested resources

Websites mashable.com/social-media/ News and articles on using social media. www.youtube.com/ Videos demonstrating how to use a wide range

of social media platforms and tools and how to use social media for promotional purposes.


22

Unit 2: Social Media for Personal Use

Unit reference number: M/504/8175

QCF level: 1

Credit value: 3

Guided learning hours: 12

Unit aim This unit aims to enable learners to set up, use and maintain appropriate social media tools.

Learners will develop the skills required to customise tools, create and optimise content and make the best use of tools and techniques to grow their personal online presence.

Essential resources For this unit, learners need access to suitable social media platforms and monitoring tools.

BA034958 –

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

1 A

war

d in S

oci

al M

edia

(Q

CF)

–

Issu

e 1 –

May

2013 ©

Pea

rson E

duca

tion L

imited

2013

23

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Ple

ase

no

te t

he u

nit

am

plifi

cati

on

is

no

t in

dic

ati

ve.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

how

to

use

diffe

rent

types

of

soci

al

med

ia t

ools

to e

ngag

e w

ith

a per

sonal

audie

nce

□

Typ

es o

f to

ol, e

g s

oci

al n

etw

ork

s, b

logs,

mic

roblo

gs,

wik

is,

podca

sts,

fo

rum

s, m

edia

shar

ing,

RSS f

eeds,

bookm

arki

ng,

soci

al n

ews

□

Typ

es o

f au

die

nce

, eg

gen

eral

public

, nic

he,

frien

ds,

fam

ily,

soci

al

gro

up,

com

mon inte

rest

gro

up

□

Tai

loring s

oci

al m

edia

tools

to a

udie

nce

typ

e

1

Know

how

to u

se

soci

al m

edia

to

engag

e w

ith a

n

audie

nce

1.2

D

escr

ibe

how

a b

usi

nes

s use

s diffe

rent

types

of so

cial

m

edia

tools

to e

ngag

e w

ith

thei

r au

die

nce

□

Iden

tify

ing a

n a

udie

nce

, eg

exi

stin

g c

ust

om

ers,

age

gro

up,

econom

ic

gro

up,

linke

d b

y co

mm

on inte

rest

□

Met

hods

of cr

eating e

ngag

emen

t, e

g c

om

pet

itio

ns,

fee

dbac

k an

d

reco

mm

endat

ions,

ask

ing for

conte

nt

from

audie

nce

, cr

eating lin

ks

bet

wee

n s

ocia

l m

edia

, per

sonal

isat

ion,

crea

ting c

onve

rsat

ions,

gro

win

g

gro

ups

and c

om

munitie

s, c

reat

ing s

pec

ific

conte

nt

in r

esponse

to

audie

nce

fee

dbac

k

2.1

Set

up p

erso

nal

soci

al m

edia

pro

file

s □

Sig

n u

p p

roce

dure

for

diffe

rent

types

of

tool

□

Sel

ection o

f an

appro

priat

e ra

nge

of

tools

□

Sig

n u

p a

nd c

onfigura

tion o

f bas

ic s

ettings/

pro

file

for

sele

cted

ran

ge

of

tools

, eg

reg

iste

ring n

ame,

cre

atin

g p

ages

, per

mis

sions/

priva

cy s

ettings

2

Be

able

to s

et u

p

and m

ainta

in

soci

al m

edia

for

per

sonal

use

2.2

Cust

om

ise

per

sonal

soci

al

med

ia p

rofile

s □

Adva

nce

d s

ettings,

eg c

onta

ct lis

ts,

linki

ng m

edia

, lin

king o

ther

ac

counts

, cr

eating/j

oin

ing g

roups,

addin

g e

xtra

adm

ins,

man

agin

g t

ags,

m

anag

ing c

om

men

ts

BA034958 –

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

1 A

war

d in S

oci

al M

edia

(Q

CF)

–

Issu

e 1 –

May

2013 ©

Pea

rson E

duca

tion L

imited

2013

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Engag

e in

soci

al m

edia

co

nve

rsat

ion incl

udin

g

resp

ondin

g t

o c

onta

cts

□

Conve

rsat

ion t

ypes

, eg

adve

rtis

e so

met

hin

g,

ask

or

answ

er q

ues

tions,

ex

pre

ss a

gre

emen

t or

dis

sent,

cal

l fo

r ac

tion o

n o

r su

pport

of

som

ethin

g,

shar

e or

dis

trib

ute

med

ia,

resp

ond t

o o

r co

mm

ent

on

even

ts,

mak

e a

joke

, of

fer

a gre

etin

g,

expre

ss a

n o

pin

ion,

ask

for

hel

p

□

Initia

ting a

ran

ge

of

conve

rsat

ion t

ypes

, re

spon

d t

o re

plie

s, s

pre

ad t

he

conve

rsat

ion t

o oth

er p

eople

/soci

al m

edia

3.1

Cre

ate

conte

nt

to b

e publis

hed

on p

erso

nal

soci

al

med

ia f

or

an inden

tified

au

die

nce

□

Typ

es o

f co

nte

nt,

eg im

ages

, vi

deo

, au

dio

, te

xt,

links

, polls

, quiz

zes

□

Iden

tify

ing a

n a

udie

nce

, eg

as

liste

d in t

he

amplif

icat

ion f

or

1.1

□

Cre

atin

g a

ppro

priat

e co

nte

nt

within

soci

al m

edia

pla

tform

s

□

Cre

atin

g a

ppro

priat

e co

nte

nt

indep

enden

t of

soci

al m

edia

pla

tform

s usi

ng,

eg w

ebca

ms,

vid

eo c

amer

as,

dig

ital

cam

eras

, te

xt e

ditors

3.2

Id

entify

them

es a

nd

keyw

ord

s ar

ound w

hic

h

conte

nt

will

be

focu

sed

□

Iden

tify

ing t

hem

es a

nd a

ssoci

ated

key

word

s

□

Key

word

sea

rch t

ools

for

spec

ific

soci

al m

edia

sites

, eg

You

Tube

Key

word

Too

l, T

witte

r Sea

rch,

Face

book

Lexi

con

□

Gen

eral

key

word

sea

rch t

ools

, eg

Goo

gle

Tre

nds,

Tec

hnora

ti,

Blin

kx,

Soci

al M

ention

3.3

Edit a

nd o

ptim

ise

conte

nt

read

y fo

r publis

hin

g

□

Onlin

e an

d o

fflin

e ed

itin

g

□

Use

of

editin

g t

ools

, eg

for

imag

es,

video

, au

dio

, te

xt

□

Use

of

optim

isat

ion t

ools

3

Be

able

to c

reat

e an

d m

ainta

in

conte

nt

to p

ublis

h

for

per

sonal

use

3.4

Pu

blis

h c

onte

nt

to a

gre

ed

pla

tform

s □

Id

entify

ing a

ppro

priat

e so

cial

med

ia p

latf

orm

s an

d c

onte

nt

for

an

iden

tified

audie

nce

□

Publis

hin

g a

suitab

le r

ange

of co

nte

nt

to t

he

iden

tified

pla

tform

s

BA034958 –

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

1 A

war

d in S

oci

al M

edia

(Q

CF)

–

Issu

e 1 –

May

2013 ©

Pea

rson E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Id

entify

who t

o f

ollo

w o

n

per

sonal

soci

al m

edia

bas

ed

on iden

tified

them

es a

nd

keyw

ord

s

□

Usi

ng s

earc

h t

ools

built

in t

o s

oci

al m

edia

pla

tform

s to

fin

d k

eyw

ord

s, e

g

nam

e, t

ags,

bio

info

rmat

ion,

inte

rest

s

□

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ng s

earc

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ools

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ide

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al m

edia

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ng info

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ia s

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4.2

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ple

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edia

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al m

edia

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4.3

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edia

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onitor

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onitoring t

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rack

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ctiv

enes

s of

the

pro

motion


26


Delivery

A practical approach to delivery is essential for this unit to enable learners to develop their technical knowledge and skills. It is strongly advised that the unit is delivered in sequential order, from learning outcome 1 to learning outcome 4.

Much of the assessment evidence is likely to be produced during this process, and centres should consider what other supporting evidence can be collected.

Most learners will probably have some experience of using the more popular social media platforms and they may have their own accounts on one or more of them. However, this is not a prerequisite of the unit and such knowledge should not be assumed.

This unit can be taught in conjunction with Unit 1: Principles of Social Media.

Learning outcome 1 is theory based but can be approached in a practical way. Learners should be exposed to a wide range of social media types and platforms so that they make an appropriate choice for learning outcomes 2, 3 and 4.

The use and features of the different types of tool can be demonstrated, either live or via screen recordings. There are many YouTube and other videos available that demonstrate the use of all the common social media platforms.

Learners can relate the personal use of social media to their own experiences, although care should be taken not to let learners compromise their own privacy and security by revealing details of any accounts they may have. Centre/dummy accounts could be set up for learners to work with at this stage.

The use of social media tools by businesses could be approached using case studies. There are videos available that illustrate business use of social media and there is an opportunity here for learners to carry out some simple research.

Learning outcome 2 requires learners to set up and use social media accounts. It is probably best if they do not use any accounts that they have already. Learners should be guided in how to set up an account safely and how to keep their account and any personal information secure. Learners should set up accounts for a few social media platforms so that they can use them for creating and promoting content in learning outcomes 3 and 4.

The social media conversations required for 2.3 could be between tutor-controlled accounts and learner accounts, as this would simplify the capture of evidence.

Tutors may find it helpful if they are added as extra admins to each learner account as this would enable them to gather assessment evidence without a learner having to be present to allow access. This can be through the settings page of an account.

Learning outcome 3 requires learners to publish content for an identified audience. The first step should be for the learner and tutor to agree on who the audience will be. It could be real or role played by other learners. The learner and tutor will then need to agree on which social media platforms to use. At this point, the learner can work on identifying and creating appropriate content.

Only a few platforms need to be used for learning outcome 3 and learners should be guided in producing content that can be displayed, at least in part, on all the platforms selected.

Learning outcome 4 requires learners to follow and be followed on social media. Care should be taken not to allow learners to inundate third parties with requests. Following large businesses, organisations or celebrities should not cause a problem, but, ideally, a small local business should not be followed without its prior agreement.


27

Learners engaging with their own followers and promoting content can also bring problems. Promoted material, even if sent to selected, safe recipients, can still `escape’ into the wider internet and learners should be briefed on how to deal sensibly with communications with unknown followers and commenters.

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all assessment criteria to pass the unit.

Where possible, a holistic approach to delivery is recommended throughout this qualification. However, this unit is task based and could prove difficult to achieve in one set context. It is envisaged that the unit be delivered using various topic areas of interest to learners.

Assessment evidence for the practical use of social media will primarily be in the form of observations or screen recordings, although class discussions, peer assessment and other written work may be effective. It is advised that learners keep a log of evidence recorded against each assessment criterion.

Suggested resource

Websites http://mashable.com/social-media/ News and articles on using social

media

www.youtube.com/ Videos demonstrating how to use a wide range of social media platforms and how to use social media for promotional purposes

http://mashable.com/social-media/�


28

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Edexcel: www.edexcel.com/contactus

BTEC: www.btec.co.uk/contactus

Work-based learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Edexcel Equality Policy

Edexcel Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


29

14 Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building Functional Skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our BTEC support team to help you whenever – and however – you need, with:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist

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http://www.edexcel.com/resources/training/Pages/home.aspx�

http://www.btec.co.uk/training�

http://www.edexcel.com/subjectadvisors�

http://www.edexcel.com/ask�

Publications Code BA034958 May 2013 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

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Pearson BTEC Level 1 Award in Social Media (QCF) · Progression opportunities through Edexcel...

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