Skillsfirst Awards handbook Level 3 Diploma in Social ... · 3.0 The sector skills council for...

Suite 215Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

handbook

Level 3 Diploma in Social Media for Business (QCF)

SMD3

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 – The sector skills council for Social Media and Digital Marketing 3.1 CfA 4 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments 4 3.3 Employer direct model 6 3.4 Continuous professional development 6 Section 4 – Summary of assessment methods 4.1 Assessment principles 6 4.2 Characteristics of assessment guidance 7 4.3 Simulation and witness testimony 7 4.4 Recognition of prior learning (RPL) 8 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 9 5.2 QCF units 10 5.3 QCF terminology 10 5.4 Availability of qualifications 10 5.5 Qualification aim and design 10 Section 6 – Qualification structure 6.1 Number of credits required for this qualification 10 6.2 The rules of combination 11 6.3 List of available units and their credit value 11 6.4 Learner entry requirements 14 6.5 Progression opportunities 14 Section 7 – The units of learning 7.1 Structure of the units 15 7.2 Mandatory units 16 7.3 Pathway P1 31 7.4 Pathway P2 99 7.5 Pathway P3 175

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1.0 Introduction

1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas.

1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff

– reliably qualified to recognised industry standards. 1.3 The following handbook provides the learning outcomes and assessment strategy for the

delivery of the Level 3 Diploma In Social Media for Business (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications.

The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk 1.4 This document is copyright but can be copied by any of our recognised centres for the

purpose of assessing learners and may also be copied by learners for their own use.

1.5 All learners should be provided with a copy of the Skillsfirst qualification handbook together with the Skillsfirst learner guide. This document can be found on our web-site at www.skillsfirst.co.uk

2.0 Skillsfirst Awards 2.1 Data protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skillsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 (Amendment) Order 2012 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures.

http://www.skillsfirst.co.uk/




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Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at [email protected] 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk email: [email protected] Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment.


mailto:[email protected]



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Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The sector skills council for social media and digital marketing 3.1 Skills CfA The Level 3 Diploma in Social Media for Business (QCF) is based on the units developed by Skills CfA who are the sector skills council for Social Media and Digital Marketing. Their contact details are: 6 Graphite Square Vauxhall Walk London SE11 5EE Phone 020 7091 9620 [email protected] This handbook provides details from Skills CfA assessment strategy, which centres will need to apply in order to assess and quality assure the Level 3 Diploma in Social Media for Business (QCF) and includes the:

occupational expertise of those who assess performance, and moderate and verify assessments

continuous professional development

summary of assessment methods The complete assessment strategy is available for view and to download from the Skills CfA website www.skillscfa.org




http://www.skillscfa.org/

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3.2 Occupational expertise of deliverers, assessors, and moderators/internal verifiers Staff delivering this qualification must be able to demonstrate that they meet the following occupational expertise requirements. They should:

be occupationally competent to make assessment judgements about the broad use of Social Media and business-related use of social networking tools to the level and scope of individual candidate performance at work or in Realistic Working Environments (RWE); and occupationally competent to make assessment judgements about the quality of assessment and the assessment process

be occupationally knowledgeable in the area(s) for which they are delivering training. This knowledge must be at least to the same level as the training delivered.

have credible experience of providing training. While the Assessor/Verifier (A/V) and the Assessor/Internal Quality Assurance (TAQA) units are valued as qualifications for centre staff, they are not currently a requirement for this qualification. It is strongly recommended, however, that staff must be able to show occupational competence, through mapping their competences and knowledge against the relevant NOS and the assessor and verifier requirements. Centre staff should have verifiable relevant experience and current knowledge of the occupational working area at, or above, the level they are assessing or verifying. This experience and knowledge must be of sufficient depth to be effective and reliable when judging learner competence or verifying assessment processes and decisions. This could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution Centre staff may undertake more than one role, e.g. tutor and assessor or moderator/IV, but must never internally verify their own assessments. 3.3 Employer direct model Where employers opt for an ‘employer direct’ model, the qualification requirements for assessors and internal verifiers may be waived. The employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of Skillsfirst may choose between:

achieving the appropriate approved qualifications for assessment/verification or

demonstrating that their (the employer’s) training and development activity undertaken to prepare, validate and review these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by Skillsfirst as providing the equivalent level of rigour and robustness as achievement of the approved assessment/verification qualification.

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Each application to use the employer direct model will be considered on an individual organisation and qualification basis and agreed by the qualification regulators, including the sector skills council. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with Skillsfirst. 3.4 Continuous professional development Centres are responsible for ensuring that assessors and IVs plan and maintain their CPD. Centres are expected to support their assessors and IVs in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. Centres may have generic criteria and personnel specifications in addition to the above. 4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Assessment principles Units will be achieved through the acquisition of evidence by the learner and submission to their assessor. Units may be assessed through a number of different sources and forms, which must meet the requirements of assessment criteria.

Assessment should normally be at the learner’s workplace, but where the opportunity to assess across the range of standards is unavailable other comparable working environments may be used, following agreement from the External Verifier.

A holistic approach towards the collection of evidence should be encouraged, assessing activities generated by the whole work experience rather than focusing on specific tasks. e.g. If the learner communicates with a customer whilst engaged in sales activities these can be assessed against both sales and customer service elements.

Assessors can only assess in their acknowledged area of occupational competence.

Assessors and IVs will be registered with their centre and be accountable to the organisation for their assessment practice.

Health and safety of customers/clients and employees must be maintained throughout the assessment process and if any person carrying out assessment or verification activities does not feel that there is due regard to health and safety then that person should refuse to continue with the activity(ies) until satisfied that due regard to health and safety is being taken.

4.2 Characteristics of assessment guidance

The learner may produce evidence from a range of examples which should be recorded in some form. A record of evidence will confirm to the assessor their confidence in the learner’s breadth and depth of knowledge and understanding in being able to competently meet the functional requirements of all the units.

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The assessor will need to be assured that the learner can:

meet all the learning outcomes of a unit

pass all the assessment criteria of a unit An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the learner and the assessor. Professional discussion Professional discussion is encouraged as a supplementary form of evidence to confirm a learner’s competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the learner has a firm understanding of the standard being assessed. Realistic working environment (RWE) Assessment of this qualification should ideally be carried out within the workplace, however, where this is not possible learners can be assessed within an approved RWE that replicates a real work setting. Ideally, a RWE should include time pressures, work problems, interruptions, accountabilities and the necessary equipment and materials to do the job. By doing so, sector employers can be confident that competence achieved in an RWE will be continued into employment. RWEs can offer many opportunities to employers and individuals that have limited access to assessment. The number of hours learners work and their input in not prescribed, as it is acknowledged that RWEs cannot operate without some flexibility. However, centres must provide evidence that the following criteria are being met as well as fulfilling the Skillsfirst criteria for this purpose. 4.3 Simulation and witness testimony Simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain in the work environment. Simulation Simulation can only be used to assess learners where the opportunity to assess naturally occurring evidence is unlikely or not possible, for example assessment relating to a breach of confidentiality or privacy, health and safety, fire and emergency procedures. It should not include routine activities that must be covered by performance evidence. There are no units that can be solely achieved by simulation. In the case of imported units, where simulation is acceptable in the evidence requirements, it should only be used when performance evidence is unlikely to be generated through normal working practices. Witness testimony Skillsfirst recognise the use of witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on candidate’s performance. Witness testimonies can be obtained from people that are occupationally competent and who may be familiar with the national occupational standards, such as the learner’s line manager. They may also be obtained from people who are not occupationally competent and do not have a knowledge of the national occupational standards such as other people within the learner’s workplace, customers and suppliers.

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The assessor must judge the validity of the witness testimony and these may vary depending on the source. Witness testimonies can only support the assessment process and may remove or reduce the need to collect supplementary evidence. However, centres must comply with Skillsfirst guidance over the occupational competence and briefing of witnesses in the use of witness testimony. 4.4 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified, it is important that a complete process of recognising prior experience and learning is undertaken, by ensuring that:

it covers relevant or appropriate experience for previous activities, as well as accredited learning and qualifications

it is incorporated into the assessment planning, with details of how this will take place

mapping of prior learning to the national occupational standards to identify gaps is documented and auditable

assessment methods or processes for recognising prior experience and learning, are documented and made available to the external verifier

the audit trail covers the whole process and methodology of RPL

the authenticity and currency of presented evidence is established by the assessor In considering the appropriateness of any single piece of evidence, the following should be considered:

Content – the degree to which the content of any previous accredited learning meets the requirements of the national occupational standards against which it is being presented as evidence.

Performance and knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment.

Relevance of context – the degree to which the context of the learning gained and assessed, relates to the current context of learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken.

Authenticity – how the ownership of the evidence is established to ensure it was generated by the learner.

5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit.

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The QCF will:

allow providers to design more flexible programmes, suited to the needs of a wider range of learners

describe achievements (credits) to employers, providers and learners in a way that is easy to understand

allow learners to accumulate credit, by recognising smaller steps of learning at their own pace

allow learners to transfer credits into an electronic learner achievement record, which they will keep for life

5.2 QCF units Each unit has a credit value based on the total number of hours of learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 3 Diploma in Social media for Business (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 5.5 Qualification aim and design This qualification has been designed to meet both employer and individual demand for the knowledge, understanding and skills that learners need to use social media for business. It is aimed at those working in ICT or marketing, as well as those completing a Social Media Apprenticeship. It is also aimed at those learners entering this sector for the first time or those looking to up-skill and develop their knowledge of social media for use within the business environment. This qualification also serves as a core component of the Level 3 Advanced Apprenticeship for Social Media and Digital Marketing. 6.0 Qualification structure 6.1 Number of credits required for this qualification Qual no. Level Qualification title Number of credits

SMD3 3 Level 3 Diploma in Social Media for

Business (QCF) Minimum of 42

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6.2 Rules of Combination Learners must achieve a minimum of 42 credits to achieve the qualification. 24 credits must come from Group M plus a minimum of 18 credits from their chosen pathway (P1, P2 or P3) A minimum of 24 credits must be at level 3 or above. Minimum Guided Learning Hours (GLH) are 257 Maximum Guided Learning Hours (GLH) are 420 6.3 List of available units and their credit value The list below gives the unit titles, their level and the credit value of each unit. Group M - mandatory units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

T/502/4380 IT309 3 Using collaborative technologies

6

R/503/9324 RECP17 3 Principles of social media within a business

6

M/503/9329 SMB1 3 Principles of keywords and optimisation

5

Y/503/9325 SMB2 3 Social networking management for a business

7

Pathway P1 (Technical) P1M mandatory unit

QCF unit no.



H/503/9327 SMB3 3 Content management system website creation

7

P1O optional units - ICT

QCF unit no.



F/602/2819 SMB4 3 Understanding customer relationship management for creative business

3

L/502/4613 SMB5 2 Imaging software

4

M/502/4393 SMB6 2 Video Software

3

F/602/6353 SMB7 2 MTA: Web development fundamentals

10

Y/502/4632 IT310 3 Website software

5

R/502/4631 IT210 2 Website software

4

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D/502/9007 SMB8 3 CIW Internet business foundations

10

D/502/9010 SMB9 3 CIW Site development foundations

10

M/502/9013 SMB10 3 CIW Perl fundamentals

10

R/502/9005 SMB11 3 CIW database design

10

R/502/9019 SMB12 3 CIW Security essentials

10

T/502/9014 SMB13 3 CIW Web foundations associate

30

Y/502/9006 SMB14 3 CIW JavaScript specialist

10

K/601/3256 WD3 3 Web development

10

R/601/3512 WF2 2 Web fundamentals

7

P1S Optional units – social media and digital marketing

QCF unit no.



T/502/8624 SA305 3 Communicating using digital marketing/sales channels

4

F/503/9321 SMB15 3 Creating and optimising content for the web

7

R/502/9926 SMB16 2 Use digital and social media in marketing campaigns

2

L/503/9323 SMB17 3 Principles of mobile social media for a business

5

J/503/9322 SMB18 3 Principles of social media advertising and promotion

6

Pathway P2 (Marketing) P2M mandatory units

QCF unit no.




7


2

P2O optional units - ICT

QCF unit no.




7

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3


4


3


10


5


4


10


10


10


10


10


30


10


10


7


QCF unit no.




4


7


2


5


6

Pathway P3 - Optional units

QCF unit no.




7

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3


4


3


10


5


4


10


10


10


10


10


30


10


10


7


4


7


2


5


6

6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. As part of the assessment for this qualification, learners must have access to a work or realistic work environment (RWE).

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Age restrictions There are age limits attached to learners undertaking this qualification as this qualification is not approved for learners under the age of 16. 6.5 Progression opportunities On completion of the Level 3 Diploma in Social Media for Business (QCF), learners may progress into employment or onto the following Skillsfirst qualifications: Level 3 NVQ in Business and Administration (QCF) Level 3 Diploma in ICT Professional Competence (QCF) or similar higher level qualifications.

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7.0 The Units of Learning 7.1 Structure of the units The units which make up these qualifications are written in a standard format and comprise of:

Skillsfirst reference number

unit title

level and credit value

unit aim

learning outcomes

guided learning hours

relationship to NOS/other qualifications

endorsement of the unit

information on assessment

learning outcomes and assessment criteria

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7.2 Group M - mandatory units

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IT309

Using collaborative technologies

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IT309 Using collaborative technology Level: 3 Credit value: 6 Unit aims This is the ability to use IT tools and devices for collaborative working and communications, such as web or video conferencing, instant messaging/chat, online phone and video calls; online forums, social networking sites, wikis and other centralised depositories for documents, blogging, RSS and data feeds, bulk SMS or online work management tools. On completion of this unit a candidate should be able to manage and effectively integrate and facilitate the safe use of multiple IT tools and devices so that groups can work collaboratively and effectively by:

setting and implementing guidelines for using collaborative technologies;

integrating IT tools and devices and creating environments to exploit their potential;

managing risks, permissions and data flow; and

moderating and solving complex problems with the use of collaborative technologies; Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Stay safe and secure when working with collaborative technology 2. Plan and set up IT tools and devices for collaborative working 3. Prepare collaborative technologies for use 4. Manage tasks using collaborative technologies Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is linked to the Level 3 the National Occupational Standards for IT users devised by e-Skills UK (Sector Skills Council for ICT) Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Council for Administration (CfA), the sector skills council for social media and digital marketing. Additional Guidance Typical collaborative activities may include – developing guidelines and instructions for a work team about the use of social networking; moderating online conference sessions or web discussion groups for a professional community of interest. Unit assessment Learners will be required to provide a portfolio of evidence indicating that they have met all the unit outcomes and assessment criteria.

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IT309 Using Collaborative Technology Learning outcomes and assessment criteria Outcome 1 Stay safe and secure when working with collaborative technology The learner can: 1 explain what and why guidelines need to be established for working with collaborative technology 2 develop and implement guidelines for good practice in working with collaborative technology 3 explain how to establish an identity or present information that will promote trust 4 develop and implement guidelines for checking the authenticity of identities and different

types of information 5 analyse and plan for the risks in the use of collaborative technologies for different tasks 6 analyse and manage risks in the use of collaborative technologies Outcome 2 Plan and set up IT tools and devices for collaborative working The learner can: 1 explain the features, benefits and limitations of different collaborative IT tools and

devices for work purposes and tasks 2 determine the IT tools and processes needed for archiving the outcomes of collaborative

working 3 summarise ways to integrate different collaborative technology tools and devices for a range of purposes, tasks and communication media 4 explain potential access and compatibility issues with integrating different collaborative technology tools and devices 5 select, connect and configure combinations that exploit the capabilities and potential of collaborative tools and devices 6 resolve access and compatibility problems so that different collaborative tools and

devices work successfully Outcome 3 Prepare collaborative technologies for use The learner can: 1 evaluate data management principles, issues and methods 2 manage levels of access and permissions for different purposes 3 select and integrate different elements across applications to create environments for collaborative technologies 4 set and adjust settings to facilitate use of collaborative technologies by others 5 manage data flow to benefit collaborative working Outcome 4 Manage tasks using collaborative technologies The learner can: 1 determine levels of responsibility for the use of collaborative technologies 2 facilitate others' responsible contributions to and engagement with collaborative technologies 3 manage the moderation of collaborative technologies 4 oversee the archiving of the outcomes of collaborative working 5 explain what problems can occur with collaborative technologies 6 respond to problems with collaborative technologies and be prepared to help others to

do so

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RECP17

Principles of social media within a business

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RECP17 Principles of social media within a business Level: 3 Credit value: 6 Unit aim This unit provides the necessary understanding of the fundamentals of social media marketing for a business. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand how social media fits into the objectives and marketing of a business 2. Understand how to select social media tools and channels for a business 3. Understand how to measure the success of using social media tools and channels 4. Understand how social media policy and guidelines can impact a business 5. Be able to monitor how a business is using social media Guided learning hours It is recommended that 42 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is not linked to the national occupational standards for Recruitment Support of the unit by a sector or other appropriate body This unit is endorsed by Skills CfA, the sector skills council for recruitment Evidence requirements Learners must provide a portfolio of evidence for this unit.

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RECP17 Principles of social media within a business Learning outcomes and assessment criteria Outcome 1 Understand how social media fits into the objectives and marketing of a

business The learner can: 1 describe a business and its type, vision, aims, objectives and goals 2 identify the brand and values of a business and how these are portrayed to

the audience of a business 3 describe the marketing tools available to a business 4 explain the consequences of using social media on the budget of different sizes and

types of business 5 explain the benefits and consequences of encouraging amplification 6 explain the benefits and consequences of encouraging engagement 7 explain the factors to consider when identifying a social media plan for a business 8 explain how social media could fit into the marketing plan of a business Outcome 2 Understand how to select social media tools and channels for a

business The learner can: 1 describe the different tools and channels that can be used for social media 2 describe the features and benefits of the different tools and channels that can be used

for social media 3 identify the potential type of audience for each different tool and channel that can be

used for social media 4 explain the factors to consider when selecting different tools and channels for social

media 5 evaluate different tools and channels for social media for business use Outcome 3 Understand how to measure the success of using social media tools

and channels The learner can: 1 explain the importance of measuring the outcomes of using different social media tools

and channels 2 explain why SMARTER targets should be set for different social media tools and

channels 3 describe the methods a business can use to measure and identify success of different

social media tools and channels 4 describe what success could look like when using different social media tools and

channels for different types and sizes of business Outcome 4 Understand how social media policy and guidelines can impact a

business The learner can: 1 describe the components of a business’s social media policy and guidelines 2 explain the importance of having a social media policy and guidelines 3 explain the importance of having a reputation management policy 4 describe the benefits of managing perception changes in a business’s reputation 5 describe how to manage perception changes in a business’s reputation

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Outcome 5 Be able to monitor how a business is using social media The learner can: 1 explain the importance of knowing how similar businesses or industries are using social

media 2 explain how to monitor the ways similar businesses or industries are using social media 3 monitor how a business is using social media 4 identify improvements to a business’s use of social media

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SMB1

Principles of keywords and optimisation

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SMB1 Principles of keywords and optimisation Level: 3 Credit value: 5 Unit aim This unit is about understanding how to implement keywords and/or keyword phrases on a website to achieve maximise optimisation Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand Search Engine Optimisation (SEO) 2. Be able to plan implementation of SEO techniques 3. Understand Social Media Optimisation (SMO) 4. Understand how to plan implementation of a website optimised for mobile devices Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology. Evidence Requirements Learners must provide a portfolio of evidence for this unit. Guidance Candidates must have access to tools to analyse keywords for this unit.

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SMB1 Principles of keywords and optimisation Learning outcomes and assessment criteria Outcome 1 Understand Search Engine Optimisation (SEO) The learner can: 1 define the term Search Engine Optimisation (SEO) 2 explain the importance of SEO to a business 3 explain the difference between organic and ‘paid’ search results 4 describe the differences between Pay-per-Click and Pay-per-Impression 5 describe the factors that need to be considered as part of an SEO plan Outcome 2 Be able to plan implementation of SEO techniques The learner can: 1 define the term “keyword” 2 explain the factors to consider when identifying keywords and/or keyword phrases 3 create a list of keywords and/or keyword phrases for a business 4 identify the competition and monthly search volumes for the keywords and/or keyword

phrases identified for a business 5 explain where on a website a search engine looks for keywords and/or keyword phrases 6 research others use of keywords and/or keyword phrases to maximise keyword

effectiveness for a website 7 review the list of keywords and/or keyword phrases in a website for a business 8 describe how link building can help or hinder the search engine ranking of a website 9 create a link building plan for the website for a business 10 describe the factors that can positively and negatively affect how a search engine ranks

a website Outcome 3 Understand Social Media Optimisation (SMO) The learner can: 1 define the term Social Media Optimisation (SMO) 2 explain why SMO is important to a business 3 explain how search engines include different tools and channels of Social Mediain their

results 4 explain how to use keywords and/or keyword phrases to listen and engage with a Social

Media audience 5 compare how SEO for a website differs for SMO Outcome 4 Understand how to plan implementation of a website optimised for

mobile devices The learner can: 1 define the term Mobile Optimisation 2 identify the main differences between SEO and Mobile Optimisation 3 explain why Mobile Optimisation is important to a business 4 describe how to optimise a website for viewing on a mobile device 5 explain why keywords and/or keyword phrases for a mobile website might differ from

those for a non-mobile website 6 identify changes required to a non-mobile website to make it suitable for mobile devices

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SMB2

Social networking management for a business

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SMB2 Social networking management for a business Level: 3 Credit value: 7 Unit aim This unit is about utilising social media effectively whilst minimising risk. Learning outcomes There are five outcomes to this unit. The learner will: 1. Be able to evaluate external social networking tools for a business 2. Understand how to classify the social networking audience of a business 3. Be able to use social media management tools in relation to social networking 4. Be able to carry out a risk analysis and create a digital crisis management plan in

relation to social networking for a business 5. Be able to use social networking measurement and monitoring tools for a business Guided learning hours It is recommended that 38 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology. Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SMB2 Social networking management for a business Learning outcomes and assessment criteria Outcome 1 Be able to evaluate external social networking tools for a business The learner can: 1 define social networking 2 identify current external social networking tools for the geographical location of a

business 3 compare the functionality and features of different external social networking tools 4 describe the limitations of different external social networking tools 5 select external social networking tools for a business 6 justify the selection of social networking tools for a business Outcome 2 Understand how to classify the social networking audience of a

business The learner can: 1 explain the potential uses of grouping people in social networking tools 2 identify the audience groups for social networking for a business 3 explain the importance of evaluating the need for brand ambassadors in social

networking for a business 4 explain how to recognise brand ambassadors 5 explain how to ensure the validity and credibility of brand ambassadors 6 explain how to manage brand ambassadors 7 explain the importance of evaluating the need for influencers in social networking for a

business 8 explain how to recognise influencers 9 explain how to ensure the validity and credibility of influencers 10 explain how to manage influencers 11 compare brand ambassadors and influencers Outcome 3 Be able to use social media management tools in relation to social

networking The learner can: 1 define the term ‘social media management tool’ 2 explain the importance of using social media management tools in relation to social

networking 3 explain the disadvantages of using social media management tools 4 use a social media management tool to group an audience relevant to a business 5 use a social media management tool to schedule content relevant to a business 6 use a social media management tool to share content relevant to a business 7 explain the benefits of using short-URLs within content 8 use a social media management tool to listen to content relevant to a business 9 use a social media tool to have ongoing dialogue with an audience relevant to a

business

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Outcome 4 Be able to carry out a risk analysis and create a digital crisis management plan in relation to social networking for a business

The learner can: 1 compare risk analysis and digital crisis management 2 explain the importance of monitoring for risk 3 carry out a risk analysis in relation to social networking for a business 4 create a digital crisis management plan in relation to social networking for a business Outcome 5 Be able to use social networking measurement and monitoring tools for

a business The learner can: 1 define the term social networking measurement and monitoring 2 identify social networking measurement and monitoring tools 3 explain the potential uses of social networking measurement and monitoring tools 4 explain the limitations of social networking measurement and monitoring tools 5 measure the amount of engagement and amplification on social networking for a

business 6 analyse changes in sentiment to social networking for a business 7 recommend improvements to social networking for a business

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7.3 Pathway P1 - Technical P1M – mandatory unit

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SMB3

Content management system website creation

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SMB3 Content management system website creation Level: 3 Credit value: 7 Unit aim This unit is an introduction to website creation using content management system software (CMS). It includes implementation of keywords, use of templates, blog and measuring success. It also covers an awareness of accessibility Learning outcomes There are four outcomes to this unit. The learner will: 1. Be able to create a plan for the components of a Content Management System (CMS)

Website 2. Be able to use CMS Software to create a Website 3. Understand how to make a website accessible 4. Be able to measure and improve the return on investment (ROI) of a website Guided learning hours It is recommended that 36 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology. Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SMB3 Content management system website creation Learning outcomes and assessment criteria Outcome 1 Be able to create a plan for the components of a Content Management

System (CMS) website The learner can: 1 define the term Content Management System (CMS) 2 describe the features and functions of CMS Website software 3 explain the advantages and disadvantages of different hosting options 4 describe what success could look like when using a CMS website 5 identify keywords and/or keyword phrases to be used on each page of a website 6 register with a hosting provider with a suitable domain name in relation to keywords

and/or keyword phrases identified 7 identify the website template to be used for a website 8 plan the content and layout needed for each page on a website 9 explain how laws, guidelines and constraints affect the content and use of websites 10 explain when and why to use different file types for saving content Outcome 2 Be able to use CMS software to create a website The learner can: 1 customise a website template in relation to a plan 2 use planned content to populate a website template 3 use programming and development techniques to add features and enhance a website 4 include keywords and/or keyword phrases in website meta-tags 5 include a blog in a website implementation 6 store and retrieve files in line with local guidelines and conventions where available 7 include links to social networking sites in relation to a plan 8 include buttons to share content on a website 9 use testing methods to check that all elements and features of a website are working 10 register a website with search engines Outcome 3 Understand how to make a website accessible The learner can: 1 define the term ‘accessible websites’ 2 explain the legal guidelines relating to web accessibility 3 explain how parts of a website should be modified to make it accessible 4 analyse whether a website follows accessibility guidelines 5 identify improvements to a website to ensure it follows accessibility guidelines Outcome 4 Be able to measure and improve the return on investment (ROI) of a

website The learner can: 1 explain the importance of measuring traffic to a website 2 identify methods of measuring the return on investment (ROI) of a website 3 use analytic tools to monitor the traffic to a website 4 define the term ‘bounce rate’ 5 explain the impact of bounce rate on a website 6 identify improvements to a website based on analytical information

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P1O – optional units ICT

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SMB4

Understanding Customer Relationship Management for creative business

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SMB4 Understanding Customer Relationship Management for creative business

Level: 3 Credit value: 3 Unit aim This unit is about understanding CRM and its relationship with brand campaigns. Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand the importance of CRM and eCRM to creative businesses 2. Understand the impact of social media and social businesses on CRM 3. Understand the importance and use of data in CRM campaigns 4. Be able to present a proposed CRM campaign Guided learning hours It is recommended that 15 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by Skillset, the Sector Skills Council for the Creative Industries Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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Learning outcomes and assessment criteria Outcome 1 Understand the importance of CRM and eCRM to creative businesses The learner can: 1 describe CRM 2 explain the importance of CRM 3 describe a range of CRM techniques 4 research and report on range of professional tools to aid CRM Outcome 2 Understand the impact of social media and social businesses on CRM The learner can: 1 identify a range of examples of social brands using social media, location based media,

mobile media as CRM 2 develop an outline CRM process for a brand Outcome 3 Understand the importance and use of data in CRM campaigns The learner can: 1 describe data forms produced by a range of campaigns and measurements of success 2 explain the use of data in optimising CRM campaigns Outcome 4 Be able to present a proposed CRM campaign The learner can: 1 prepare and present a professional outline CRM process

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SMB5

Imaging software

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SMB5 Imaging software Level: 2 Credit value: 4 Unit aim This unit aims to show that a user can select and use a range of intermediate design and imaging software tools and techniques to produce at times non-routine or unfamiliar designs and images. Any aspect that is unfamiliar may require support and advice from others. Imaging software tools and techniques will be defined as ‘intermediate’ because: • the range of entry, manipulation and outputting techniques will be at times non-routine or unfamiliar; • the software tools and functions involved will at times be non-routine or unfamiliar; and • the user will take some responsibility for setting up or developing the type or structure. Learning outcomes There are two outcomes to this unit. The learner will: 1. Obtain, insert and combine information for images 2. Use imaging software tools to create, manipulate and edit images Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must provide a portfolio of evidence for this unit. Guidance Examples of context: work flow process maps, drawings or edited photos for a website

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SMB5 Imaging software Learning outcomes and assessment criteria Outcome 1 Obtain, insert and combine information for images The learner can: 1 describe what images are needed 2 obtain, input and prepare images to meet needs 3 describe what copyright and other constraints apply to the use of images 4 use appropriate techniques to organise and combine information of different types or

from different sources 5 describe the context in which the images will be used 6 describe what file format to use for saving images to suit different presentation methods 7 store and retrieve files effectively, in line with local guidelines and conventions where

available Outcome 2 Use imaging software tools to create, manipulate and edit images The learner can: 1 identify what technical factors affecting images need to be taken into account and how

to do so 2 select and use suitable techniques to create images 3 use guide lines and dimensioning tools appropriately to enhance precision 4 select and use appropriate tools and techniques to manipulate and edit images 5 check images meet needs, using IT tools and making corrections as necessary 6 identify and respond to quality problems with images to make sure that they meet needs

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SMB6

Video software

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SMB6 Video software Level: 2 Credit value: 3 Unit aim This unit aims to show that the user can select and use a wide range of intermediate audio or video software tools and techniques to record and edit audio or video sequences that are at times non-routine or unfamiliar. Any aspect that is unfamiliar may require support and advice from others. Audio and video software tools and techniques will be defined as ‘intermediate’ because:

the software tools and functions involved will at times be non-routine or unfamiliar;

the choice and use of input, manipulation and output techniques will need to take account of a number of factors or elements and at times be multi-step;

the user will take some responsibility for inputting, manipulating and outputting the information

Learning outcomes There are three outcomes to this unit. The learner will: 1. Use video hardware and software to capture sequences 2. Use video software tools and techniques to combine and edit sequences 3. Play and present video sequences Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must provide a portfolio of evidence for this unit. Guidance Examples of context: Recording pre-planned video and sound footage on a video camera, downloading the footage to a computer, then editing to create a short sequence, including adding some backing music.

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SMB6 Video software Learning outcomes and assessment criteria Outcome 1 Use video hardware and software to capture sequences The learner can: 1 identify the combination of input device and video software to use to capture

information, to avoid any compatibility issues 2 select and use an appropriate combination of input device and video software to record

sequences 3 describe the impact file size and file format will have on saving sequences 4 identify when to use different types of information coding and compression 5 store and retrieve sequences using appropriate file formats and compression, in line

with local guidelines and conventions where available Outcome 2 Use video software tools and techniques to combine and edit

sequences The learner can: 1 identify the sequences to add, keep and remove 2 select and use appropriate video software tools to mark-up and edit sequences 3 organise and combine information for sequences in line with any copyright constraints,

including across different software 4 describe how copyright constraints affect use of own and others’ information Outcome 3 Play and present video sequences The learner can: 1 describe the features and constraints of playback software and display devices 2 select and use an appropriate combination of video playback software and display

device to suit the file format 3 identify the settings which could be adjusted to improve the quality of presentations 4 adjust playback and display settings to enhance the quality of the presentation

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SMB7

MTA: Web Development Fundamentals

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SMB7 MTA: Web Development Fundamentals Level: 2 Credit value: 10 Unit aim The aim of this unit is to provide the learner with the underpinning knowledge about different web applications and how they can work with data and service. The learner will also learn to understand how to debug web applications, how to work with client side scripting and how to configure the deployment of a web application. Learning outcomes There are five outcomes to this unit. The learner will: 1. Programming web applications 2. Working with data and services 3. Troubleshooting and debugging web applications 4. Working with client-side scripting 5. Configuring and deploying web applications Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learner must achieve the relevant Microsoft exam associated with this unit

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SMB7 MTA: Web Development Fundamentals Learning outcomes and assessment criteria Outcome 1 Programming web applications The learner can: 1 customize the layout and appearance of a Web page 2 understand ASP.NET intrinsic objects 3 understand state information in Web applications 4 understand events and control page flow 5 understand controls 6 understand configuration files Outcome 2 Working with data and services The learner can: 1 read and write XML data 2 distinguish between DataSet objects and DataReader objects 3 call a service from a Web page 4 understand DataSource controls 5 bind controls to data by using data-binding syntax 6 manage data connections and databases Outcome 3 Troubleshooting and debugging web applications The learner can: 1 debug a web application 2 handle web application errors Outcome 4 Working with client-side scripting The learner can: 1 understand client-side scripting 2 understand AJAX concepts Outcome 5 Configuring and deploying web applications The learner can: 1 configure authentication and authorization 2 configure projects and solutions and reference assemblies 3 publish web applications 4 understand application pools

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IT310

Website software

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IT310 Website software Level: 3 Credit value: 5 Unit aims This is the ability to use a software application designed for planning, designing and building websites. On completion of this unit a candidate should be able to select and use a range of advanced website software tools and techniques to develop multiple-page websites with multimedia and interactive features. Website software tools and techniques will be defined as ‘advanced’ because:

the software tools and functions used will be complex and at times involve having the idea that there may be a tool or function to do something (eg improve efficiency or create an effect), exploring technical support, self-teaching and applying;

the development techniques will be complex, and will involve research, identification and application; and

the user will take full responsibility for planning and developing the structure, inputting, manipulating, adding multimedia or interactive features, uploading and publishing the information.

Examples of context: Shopping website linked to product information and stock control database Learning outcomes There are 3 learning outcomes to this unit. The learner will be able to: 1. Create structures and styles and use them to produce websites 2. Select and use website software tools and features to develop multiple page websites

with multimedia and interactive features 3. Publish and test multiple page websites with multimedia and interactive features Guided learning hours It is recommended that 40 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is linked to the Level 3 the National Occupational Standards for IT users devised by e-Skills UK (Sector Skills Council for ICT) Evidence requirement Learners will be required to provide a portfolio of evidence indicating that they have met all the unit outcomes and assessment criteria.

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IT310 Website software Learning outcomes and assessment criteria Outcome 1 Create structures and styles and use them to produce websites The learner can: 1 determine what website content and layout will be needed for each page and for the site 2 plan and create web page templates to layout content 3 select and use website features and structures to enhance website navigation and

functionality 4 create, select and use styles to enhance website consistency and readability 5 provide guidance on laws, guidelines and constraints that affect the content and use of

websites 6 explain what access issues may need to be taken into account 7 explain when and why to use different file types for saving content 8 store and retrieve files effectively, in line with local guidelines and conventions where

available Outcome 2 Select and use website software tools and features to develop multiple

page websites with multimedia and interactive features The learner can: 1 prepare content for web pages so that it is ready for editing and formatting 2 organise and combine information needed for web pages in line with any copyright

constraints, including across different software 3 select and use appropriate editing and formatting techniques to aid meaning 4 select and use appropriate programming and development techniques to add features

and enhance websites 5 select and use file formats that make information easier to download 6 check web pages meet needs, using IT tools and making corrections as necessary Outcome 3 Publish and test multiple page websites with multimedia and

interactive features The learner can: 1 select and use appropriate testing methods to check that all elements and features of

complex websites are working as planned 2 identify any quality problems with websites and explain how to respond to them 3 select and use an appropriate programme to upload and publish the website and make

sure that it will download efficiently 4 respond appropriately to quality problems with websites to ensure outcomes are fit for

purpose

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IT210

Website software

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IT210 Website software Level: 2 Credit value: 4 Unit aims This is the ability to use a software application designed for planning, designing and building websites. This unit is about the skills and knowledge required by an IT user to select and use a wide range of intermediate website software tools and techniques to produce multiple-page websites. Any aspect that is unfamiliar may require support and advice from others. Website software tools and techniques will be described as ‘intermediate’ because:


the choice and use of development techniques will need to take account of a number of factors or elements; and

the user will take some responsibility for planning the website, creating or altering the template, inputting, manipulating, linking and uploading the content

Learning outcomes There are three learning outcomes to this unit. The learner will:

1. Create structures and styles for websites

2. Use website software tools to prepare content for websites

3. Publish websites Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) Unit maps fully to competences outlined in IT User National Occupational Standards version 3 (2009) Evidence requirement Learners will be required to provide a portfolio of evidence indicating that they have met all the unit outcomes and assessment criteria.

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IT210 Website software Learning outcomes and assessment criteria Outcome 1 Create structures and styles for websites The learner can: 1 describe what website content and layout will be needed for each page 2 plan and create web page templates to layout 3 select and use website features and structures to help the user navigate round web

pages within the site 4 create, select and use styles to keep the appearance of web pages consistent and make

them easy to understand 5 describe how copyright and other constraints may affect the website 6 describe what access issues may need to be taken into account 7 describe what file types to use for saving content 8 store and retrieve files effectively, in line with local guidelines and conventions where

available Outcome 2 Use website software tools to prepare content for websites The learner can: 1 prepare content for web pages so that it is ready for editing and formatting 2 organise and combine information needed for web pages including across different

software 3 select and use appropriate editing and formatting techniques to aid both clarity and

navigation 4 select and use appropriate development techniques to link information across pages 5 change the file formats appropriately for content 6 check web pages meet needs, using IT tools and making corrections as necessary Outcome 3 Publish websites The learner can: 1 select and use appropriate testing methods to check that all elements of websites are

working as planned 2 identify any quality problems with websites and how to respond to them 3 select and use an appropriate programme to upload and publish the website 4 respond appropriately to problems with multiple page websites

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SMB8

CIW Internet Business Foundations

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SMB8 CIW Internet Business Foundations Level: 3 Credit value: 10 Unit aim The aim of this unit is for the learner to require the underpinning knowledge needed for them to sit the CIW Internet Business Foundations exam. In order to do this the learner will learn to understand IT roles, web technology requirements and be able to manage client side requirements and manage web-based communication. Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand IT roles 2. Understand web technology requirements 3. Be able to manage Client side requirements 4. Be able to manage web based communication Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learner must achieve the CIW Internet Business Foundations exam.

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SMB8 CIW Internet Business Foundations Learning outcomes and assessment criteria Outcome 1 Understand IT roles The learner can: 1 identify current job roles 2 identify current job role responsibilities 3 evaluate current jobs tasks and skills requirement Outcome 2 Understand web technology requirements The learner can: 1 investigate current internet hardware 2 investigate current protocols 3 investigate current communications systems 4 explain the principles of DNS Outcome 3 Be able to manage Client side requirements The learner can: 1 manage the use and customisation of web browser resources 2 manage the use of email resources 3 manage the use of Internet search engines Outcome 4 Be able to manage web based communication The learner can: 1 investigate current web based security issues 2 manage synchronous web based communication 3 manage asynchronous web based communication 4 manage web database and data exchange 5 investigate current cloud computing and virtualisation developments

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SMB9

CIW Site Development Foundations

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SMB9 CIW Site Development Foundations Level: 3 Credit value: 10 Unit aim The aim of this unit is to give the learner the underpinning knowledge required for them to sit the CIW Site Development Foundations exam. In order to do this the learner will learn to create web pages incorporating different features and functions. They will also learn web enhancements and manage the e-commerce requirements of a website. Learning outcomes There are three outcomes to this unit. The learner will: 1. Be able to create a web page 2. Understand web site enhancements 3. Be able to manage the e-commerce requirements of a website Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learner must achieve the Site Development Foundations exam.

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SMB9 CIW Site Development Foundations Learning outcomes and assessment criteria Outcome 1 Be able to create a web page The learner can: 1 manage the creation of a web page 2 manage the inclusion of images 3 manage the creation of forms 4 manage the colour scheme of a web site 5 manage the implementation of XML/HTML/XHTML 6 manage the implementation of style sheets Outcome 2 Understand web site enhancements The learner can: 1 investigate current multimedia technology 2 manage a web site using GUI based software 3 critically test the functionality of a website Outcome 3 Be able to manage the e-commerce requirements of a website The learner can: 1 plan the deployment of a web site 2 investigate current e-commerce resources 3 manage database connectivity 4 manage the end user experience 5 investigate the issues in managing a e-commerce site

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SMB10

CIW Perl Fundamentals

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SMB10 CIW Perl Fundamentals Level: 3 Credit value: 10 Unit aim The aim of this unit is to give the learner the underpinning knowledge required for them to sit the CIW Perl Fundamentals exam. In order to accomplish this, the learner will learn to understand the principles of PERL, including the uses and operation of the PERL interpreter. The learner will also learn to manipulate data using PERL and manage external data. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand PERL Principles 2. Be able to manipulate data using Perl 3. Be able to manage external data Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW Perl Fundamentals exam

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SMB10 CIW Perl Fundamentals Learning outcomes and assessment criteria Outcome 1 Understand PERL Principles The learner can: 1 investigate the uses and operation of the Perl Interpreter 2 direct program flow using statements, loops and boolean expressions 3 implement subroutines, packages and modules 4 create and amend object oriented code 5 use subroutines to make code more logical and easier to debug Outcome 2 Be able to manipulate data using Perl The learner can: 1 use regular expressions to search and manipulate strings 2 use arrays to store and manipulate program data 3 manage program data with keys and hashes Outcome 3 Be able to manage external data The learner can: 1 manage external data in files 2 use packages and modules to organise, reuse and export program code 3 manage external database data using Perl modules and SQL 4 use Perl debugging features to identify programming errors

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SMB11

CIW Database design

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SMB11 CIW Database design Level: 3 Credit value: 10 Unit aim The aim of this unit is to give the learner the underpinning knowledge required for them to sit the CIW database design exam. In order to do this the learner will learn to understand relationship databases and the design of relational databases. The learner will also learn to normalise a database as well as learning to implement SQL and Relational Algebra. Lastly the learner will be taught how to manage database transactions and security. Learning outcomes There are six outcomes to this unit. The learner will: 1. Understand relational database fundamentals 2. Understand relational database design 3. Be able to normalize a database 4. Be able to implement the structured query language 5. Be able to implement relational algebra 6. Be able to manage database transactions and security Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW database design exam

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SMB11 CIW Database design Learning outcomes and assessment criteria Outcome 1 Understand relational database fundamentals The learner can: 1 identify basic database types and management systems 2 evaluate common database languages and their purposes, and identify language

subsets of Structured Query Language (SQL) 3 identify relational data modelling schemas, characteristics and manipulation Outcome 2 Understand relational database design The learner can: 1 identify the steps of the database planning life cycle 2 identify the activities in the conceptual design phase of a database Outcome 3 Be able to normalize a database The learner can: 1 design a database using normalisation 2 describe logical database design steps and practices 3 apply normalization techniques and processes Outcome 4 Be able to implement the structured query language The learner can: 1 identify SQL commands and syntax 2 design and implement statements using Data Definition Language (DDL) 3 implement Form commands using Data Manipulation Language 4 manage the use of Data Control Language statements Outcome 5 Be able to implement relational algebra The learner can: 1 design relational algebra to improve database design 2 implement joins in a database Outcome 6 Be able to manage database transactions and security The learner can: 1 develop transactions and currency control 2 manage database security elements

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SMB12

CIW Security essentials

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SMB12 CIW Security essentials Level: 3 Credit value: 10 Unit aim The aim of this unit is to give the learner the underpinning knowledge required for them to sit the CIW security essentials exam. To do this the learner will learn to understand the principles of networks, including access control and security threat types. They will also learn network encryption, how to implement network security and how to understand and implement firewall solutions. Learning outcomes There are six outcomes to this unit. The learner will: 1. Understand network security principles 2. Understand encryption 3. Be able to implement network security 4. Be able to protect a networked environment 5. Understand firewall solutions 6. Be able to implement a firewall solution Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW security essentials exam

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SMB12 CIW Security essentials Learning outcomes and assessment criteria Outcome 1 Understand network security principles The learner can: 1 identify various security policy elements 2 identify risk factors 3 identify security-related organizations, 4 manage key resources to secure 5 manage general security threat types 6 manage access control Outcome 2 Understand encryption The learner can: 1 identify current encryption technologies 2 plan the implementation of internetwork encryption 3 manage the implementation of internetwork encryption 4 evaluate the implementation of internetwork encryption Outcome 3 Be able to implement network security The learner can: 1 plan the implementation of a network security solution 2 manage the implementation of a network security solution 3 evaluate the implementation of a network security solution Outcome 4 Be able to protect a networked environment The learner can: 1 review the security of a networked environment 2 monitor a networked system 3 identify a network security attack 4 manage the protection of a networked security Outcome 5 Understand firewall solutions The learner can: 1 identify firewall types and technologies 2 identify current firewall solutions Outcome 6 Be able to implement a firewall solution The learner can: 1 design a multi-level firewall system 2 evaluate the implementation of a multi-level firewall system

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SMB13

CIW Web Foundations Associate

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SMB13 CIW Web Foundations Associate Level: 3 Credit value: 30 Unit aim The aim of this unit is to teach the learner the underpinning knowledge required for them to sit the CIW Web Foundations Associate exam. To do this the learner will learn to understand how business can be carried out using the Internet. They will also learn website development foundations and Internet technology. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand Internet Business Foundations 2. Understand Site Development Foundations 3. Understand Network Technology Foundations Guided learning hours It is recommended that 180 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW Web Foundations Associate exam

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SMB13 CIW Web Foundations Associate Learning outcomes and assessment criteria Outcome 1 Understand Internet Business Foundations The learner can: 1 identify IT job roles 2 define hardware and software for internet communication 3 identify common issues with web based communication 4 manage web based communication 5 evaluate a range of web database and integration resources Outcome 2 Understand Site Development Foundations The learner can: 1 evaluate web site style requirements 2 manage the implementation of a web site using HTML and XHTML 3 manage the implementation of a web site using XML 4 critically evaluate websites using productivity tools 5 manage the promotion of a website 6 manage a web server environment 7 manage a web sites e-commerce activities Outcome 3 Understand Network Technology Foundations The learner can: 1 define hardware, software and communications requirements of a network infrastructure 2 manage the addressing requirements of a networked system 3 manage the web based client server relationship 4 maintain a web server 5 investigate virtualisation technologies 6 investigate issues with privacy on a network infrastructure

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SMB14

CIW JavaScript Specialist

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SMB14 CIW JavaScript Specialist Level: 3 Credit value: 10 Unit aim The aim of this unit is to teach the learner the underpinning knowledge required for them to sit the CIW JavaScript Specialist exam. To do this the learner will learn how to understand the principles of JavaScript including how to embed JavaScript into HTML and use scripting commands. The learner will also learn functional programming and object oriented programming using JavaScript. Lastly they will learn how websites interact with JavaScript. Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand JavaScript Principles 2. Understand functional programming using JavaScript 3. Understand object oriented programming using JavaScript 4. Understand how web sites interact with JavaScript Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW JavaScript Specialist exam

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SMB14 CIW JavaScript Specialist Learning outcomes and assessment criteria Outcome 1 Understand JavaScript Principles The learner can: 1 identify key JavaScript elements 2 critically compare JavaScript with other scripting languages 3 investigate the differences between client side and server side applications 4 embed JavaScript into HTML 5 define JavaScript Data Types and variables 6 use expressions, operators, concatenation and addition 7 use scripting commands 8 define operator precedence Outcome 2 Understand functional programming using JavaScript The learner can: 1 explain how to use JavaScript functions 2 manage the transfer of data between functions 3 manage the use of global and local variables Outcome 3 Understand object oriented programming using JavaScript The learner can: 1 explain the JavaScript object model 2 create and deploy JavaScript objects 3 manage the passing of data between different JavaScript objects Outcome 4 Understand how web sites interact with JavaScript The learner can: 1 explain the use of form objects in JavaScript 2 use form objects when building web applications 3 manage the use of cookies in web applications 4 use functions and variables within framesets and related windows 5 create and manipulate client-side databases

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WD3

Web development

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WD3 Web development Level: 3 Credit value: 10 Unit aim The aim of this unit is to provide learners with an understanding of the functions of websites allowing them to develop a website to operate on a network and the Internet Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand web architecture and components 2. Understand the technologies that can be used to build and operate a website 3. Develop a website specification 4. Implement elements of a website Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance Portfolio of evidence Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.6 – Human computer interaction / interface (HCI) design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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WD3 Web development Learning outcomes and assessment criteria Outcome 1 Understand web architecture and components The learner can: 1 describe the hardware and software components which enable the internet and web 2 explain the role of the TCP/IP protocol including IPv6 3 explain the role of internet service providers, web hosting services and domain name

registrars 4 describe available types of web functionality including Web1.0, Web 2.0, blogs, online

applications and cloud computing Outcome 2 Understand the technologies that can be used to build and operate a

website The learner can: 1 explain the use of markup languages 2 explain the use and functionality of:

web runtime environments

web application programming languages 3 explain the role of databases in building websites and web applications 4 identify typical product stack combinations that can be used for web development Outcome 3 Develop a website specification The learner can: 1 produce a pre-production proposal document for a website development project 2 identify the components required to develop a website 3 produce an implementation plan for a website development Outcome 4 Implement elements of a website The learner can: 1 design components of a website 2 develop components of a website 3 test components of a website

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WF2

Web fundamentals

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WF2 Web fundamentals Level: 2 Credit value: 7 Unit aim The aim of this unit is to introduce learners to the functions of websites allowing them to fully understand how they operate on a network and the Internet Learning outcomes There are three outcomes to this unit. The learner will: 1. Know web architecture and components 2. Know about the technologies used to build and operate websites 3. Implement specified components of a website Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance Portfolio of evidence Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.6 – Human computer interaction / interface (HCI) design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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WF2 Web fundamentals Learning outcomes and assessment criteria Outcome 1 Know web architecture and components The learner can: 1 list the hardware and software components which enable the internet and web 2 state the role of the TCP/IP protocol 3 state the role of internet service providers, web hosting services and domain name

registrars 4 identify available types of web functionality Outcome 2 Know about the technologies used to build and operate websites The learner can: 1 state the purpose of markup languages and list commonly used examples 2 identify the roles of:


web application programming languages; and

databases in building websites and web applications

3 identify typical product stack combinations that can be used for web development Outcome 3 Implement specified components of a website The learner can: 1 state the components required to produce a website 2 design specified components of a website 3 develop specified components of a website 4 test specified components of a website

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SA305

Communicating using digital marketing/sales channels

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SA305 Communicating using digital marketing/sales channels

Level: 3 Credit value: 4 Unit aim This unit aims to provide the knowledge and skills needed to carry out digital marketing via multiple channels using digital media which are both media and technology independent. These can therefore include, for example, email, SMS (Short Message Service or text messaging), RSS (Rich Text Syndication/Real Simple Syndication) websites, blogs and user-generated content. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand how to plan the use of digital media for a specific message, audience and

recipients. 2. Be able to plan the use of digital media for a specific message, audience and

recipients. 3. Be able to check the digital message can be accessed and/or delivered. 4. Be able to monitor and evaluate the response to digital activity and take any corrective

action. Guided learning hours It is recommended that 26 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is linked to Council for Administration Sales NOS: SLS57 Communicate using multiple digital marketing and sales channels. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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Learning outcomes and assessment criteria Outcome 1 Understand how to plan the use of digital media for a specific message,

audience and recipients The learner can: 1 explain the selection of the organisation’s targeted customers 2 describe expected target audience responses to different electronic media

communication methods 3 describe the characteristics, advantages and disadvantages of different software

packages for presenting marketing information 4 explain the requirements of using multiple digital marketing technologies Outcome 2 Be able to plan the use of digital media for a specific message, audience

and recipients The learner can: 1 confirm the sales and marketing objectives for the digital communication, including

response rates and sales generated return on investment 2 identify the criteria to be used in selecting recipients in target audience 3 source and acquire targeted lists and databases of recipients in accordance with the

plan 4 confirm the range of electronic media best suited to communicating to the target

audience in line with the sales and marketing objectives 5 agree with relevant people the marketing communications message designed to engage

the customer and which is appropriate for the media selected Outcome 3 Be able to check the digital message can be accessed and/or delivered 1 check any links, keywords, and supporting attachments allow access by recipients to

further information 2 identify any risks that the message might be labelled as ‘spam’ and take action to

minimise such risks 3 enable click-through tracking in digital messages in accordance with the plan 4 send messages to targeted customers in accordance with the plan 5 set up reporting system for ‘undeliverables’ in accordance with organisational

procedures Outcome 4 Be able to monitor and evaluate the response to digital activity and take

any corrective action 1 record undelivered messages in accordance with reporting system 2 identify repeat communications requirements in line with the sales and marketing

objectives 3 monitor and evaluate the responses to digital marketing against agreed criteria

4 report the findings of the evaluation in accordance with organisational procedures

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SMB15

Creating and optimising content for the web

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SMB15 Creating and optimising content for the web Level: 3 Credit value: 7 Unit aim This unit is about creating optimised online profiles, blog and micro-blog content and the legal implications surrounding this. Learning outcomes There are seven outcomes to this unit. The learner will: 1. Be able to create and analyse online profiles 2. Be able to analyse use of blogs, e-articles and micro-blogs for a business 3. Be able to write content for the web for a business 4. Be able to incorporate media or rich-media into content for the web for a business 5. Know the impact of plagiarism, Intellectual Property Rights (IPR) and copyright law for

content on the web for a business 6. Be able to use social bookmarking, tagging and syndication for content for a business 7. Be able to use analytics tools to monitor content on the web Guided learning hours It is recommended that 36 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology. Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SMB15 Creating and optimising content for the web Learning outcomes and assessment criteria Outcome 1 Be able to create and analyse online profiles The learner can: 1 define the term ‘online profile’ 2 compare and contrast a range and types of social media online profiles 3 explain the principles of optimising online profiles for search engine optimisation (SEO) 4 describe the characteristics of an online profile for an audience 5 identify potential security and privacy issues of online profile 6 create online profiles optimised for SEO 7 research a range of personal and business online profiles 8 recommend improvements to personal and business online profiles Outcome 2 Be able to analyse use of blogs, e-articles and micro-blogs for a

business The learner can: 1 compare blogs, micro-blogs and e-articles 2 explain the importance of using SEO for a blog, micro-blog and e-article 3 explain how to optimise a blog, micro-blog and e-article for SEO 4 explain how blogs, micro-blogs and e-articles can amplify and propagate news and

information 5 identify the reasons for using blogs, micro-blogs and e-articles for a business 6 analyse the advantages and disadvantages of content syndication for blogs, micro-blogs

and e-articles 7 identify a content strategy for blogs, micro-blogs and e-articles for a business 8 explain how to encourage engagement and sharing of blogs, micro-blogs and e-articles Outcome 3 Be able to write content for the web for a business The learner can: 1 explain the characteristics of good content writing for the web 2 explain how writing content for the web affects brand, perception and reputation 3 analyse a range of content from the web for similar business’ or industries 4 recommend improvements to content from the web for similar business’ or industries 5 create a range of content for the web for a business Outcome 4 Be able to incorporate media or rich-media into content for the web for a

business The learner can: 1 define media and rich-media 2 explain the importance of using media and rich-media on the web 3 explain how the choice of media and rich-media can affect brand, perception and

reputation 4 explain how to optimise media and rich-media for SEO 5 explain how media and rich-media can amplify and propagate news and information 6 enhance a range of content for the web for a business using media or rich-media

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Outcome 5 Know the impact of plagiarism, Intellectual Property Rights (IPR) and copyright law for content on the web for a business

The learner can: 1 describe the importance of recognising plagiarism 2 describe the principles of Intellectual Property Rights 3 describe the principles of copyright law 4 describe how to protect Intellectual Property rights and copyright 5 describe the implications of copyright law in other countries 6 describe methods for discovering plagiarism, breach of Intellectual Property rights and

copyright law 7 describe the purpose of Creative Commons Licences on the Internet 8 describe the use of Creative Commons licences in relation to use of content on the web 9 describe the implications of content ownership on a business Outcome 6 Be able to use social bookmarking, tagging and syndication for content

for a business The learner can: 1 define the term ‘social bookmarking’ 2 define the term ‘tagging’ 3 explain the importance of social bookmarking to share content on the web 4 compare social bookmarking tools 5 use a social bookmarking tool to bookmark a range of content for a business 6 explain the importance of tagging content on the web for a business 7 enhance a business’ content for the web by tagging 8 define the term ‘Really Simple Syndication (RSS)’ 9 explain the importance of using RSS for distribution of updated content on the web for a

business 10 use an RSS reader to collate relevant content from the web for a business Outcome 7 Be able to use analytics tools to monitor content on the web The learner can: 1 use an analytics tool to track activity on web content for a business 2 analyse changes in sentiment to a range of content on the web for a business 3 recommend improvements to a range of content on the web for a business

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SMB16

Use digital and social media in marketing campaigns

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SMB16 Use digital and social media in marketing campaigns Level: 2 Credit value: 2 Unit aim This unit is about understanding planning requirements for the use of digital and social media and also marketing to target customers using digital and social media. Learning outcomes There are two outcomes to this unit. The learner will: 1. Understand planning requirements for the use of digital and social media 2. Be able to market to target customers using digital and social media Guided learning hours It is recommended that 7 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Council for Administration NOS, Marketing 4.3.8 Market to target customers using digital/electronic media Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SMB16 Use digital and social media in marketing campaigns Learning outcomes and assessment criteria Outcome 1 Understand planning requirements for the use of digital and social

media The learner can: 1 describe the importance of the objectives and budget for digital and social media

marketing aligning with the marketing plan 2 describe how to identify the nature and location of target customers 3 describe sources of information about the nature and location of target customer groups 4 explain the implications of retention and acquisition programmes as they affect the

choice of digital/social media 5 explain how to reach target customers in accordance with the plan 6 explain the requirements of a data collection and reporting system that is capable of

capturing the information required by the plan 7 explain the importance of agreeing the message that conveys the marketing proposition Outcome 2 Be able to market to target customers using digital and social media The learner can: 1 ensure marketing messages are distributed in accordance with the plan 2 ensure that digital/social media marketing is conducted in accordance with legal,

regulatory and industry requirements and standards 3 explain how to address problems in accordance with the plan

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SMB17

Principles of mobile social media for a business

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SMB17 Principles of mobile social media for a business Level: 3 Credit value: 5 Unit aim This unit acts as an introduction for a learner into the area of mobile social media marketing looking at the solutions for a business Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand what mobile social media is and how it is used by businesses and

consumers 2. Understand the factors affecting the choice of mobile social media for a business 3. Be able to create and distribute social media content for a mobile device for a business 4. Understand the use of location aware applications for a business and consumers Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology. Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SMB17 Principles of mobile social media for a business Learning outcomes and assessment criteria Outcome 1 Understand what mobile social media is and how it is used by

businesses and consumers The learner can: 1 compare different types of mobile social media 2 describe the ways business’ can use mobile social media as part of their marketing 3 explain the reasons business’ could use mobile social media for marketing 4 identify devices on which consumers/business’ can access social media 5 describe the cost benefit argument for accessing social media on a mobile device for a

business 6 describe the ways consumers access social media on a mobile device 7 describe the barriers to accessing mobile social media Outcome 2 Understand the factors affecting the choice of mobile social media for a

business The learner can: 1 explain how using mobile social media fits into the overall social media marketing plan

of a business 2 define the audience groups for mobile social media for a business 3 explain how the potential audience affects the choice of mobile social media for a

business 4 explain how social relevance informs a mobile social media marketing plan for a

business 5 describe the types of content that could be accessed on a mobile device 6 explain the factors that affect content design for mobile social media 7 describe how the attention span of mobile social media consumers will limit the design

of mobile content Outcome 3 Be able to create and distribute social media content for a mobile device

for a business The learner can: 1 identify the distribution methods for adding content onto mobile devices for a business 2 identify the types of mobile social media and content required for a marketing campaign

for a business 3 describe what success could look like when using mobile social media for a business 4 create mobile social media content for a business in readiness for distribution to a

mobile device 5 distribute mobile social media content for a business 6 explain how to monitor the effectiveness of mobile social media content

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Outcome 4 Understand the use of location aware applications for a business and consumers

The learner can: 1 research the different types of location aware applications 2 describe in what circumstances a business could use location aware applications for

marketing 3 describe the advantages and disadvantages of location aware applications for a

consumer 4 describe why using location aware applications appeal to a certain audience

demographic 5 explain the steps a business could take to implement a location aware application

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SMB18

Principles of social media advertising and promotion

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SMB18 Principles of social media advertising and promotion Level: 3 Credit value: 6 Unit aim This unit acts as an introduction for a learner into the area of social media advertising and promotion Learning outcomes There are four outcomes to this unit. The learner will: 1. Be able to plan how to use digital vouchers for marketing purposes 2. Be able to plan the implementation of social networking site advertising campaigns for

marketing purposes 3. Understand the use of promotional campaigns on social networking sites 4. Understand current national and international legal and organisational guidelines for a

social networking advertising/promotional campaign Guided learning hours It is recommended that 34 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology. Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SMB18 Principles of social media advertising and promotion Learning outcomes and assessment criteria Outcome 1 Be able to plan how to use digital vouchers for marketing purposes The learner can: 1 define the term digital vouchers 2 explain the potential uses of digital vouchers 3 research the current disadvantages of digital vouchers 4 explain how to overcome the barriers of using digital vouchers for acquisition and

retention of customers 5 plan a SMART digital voucher campaign for a business 6 explain methods of managing a digital voucher system 7 explain how to measure the effectiveness of a digital voucher campaign Outcome 2 Be able to plan the implementation of social networking site advertising

campaigns for marketing purposes The learner can: 1 explain the factors to consider when creating social networking site adverts 2 justify the use of social networking site advertising campaigns 3 explain the importance of identifying the required outcomes from the social networking

advertising campaigns 4 explain the advantages of creating more than one advertising campaign running in

parallel on the same social networking site 5 explain why a social networking advertising campaign might fail 6 plan parallel social networking site advertising campaigns for a business 7 explain methods of monitoring social networking site advertising campaigns 8 identify changes that might be required for a Social Networking advertising campaign

based on monitoring results Outcome 3 Understand the use of promotional campaigns on social networking

sites The learner can: 1 define promotional campaigns on social networking sites 2 compare different types of promotional campaigns on social networking sites 3 explain why to use promotional campaigns on social networking sites 4 explain the limitations imposed by social networking sites on promotional campaigns 5 explain how to comply with restrictions on promotional campaigns on social networking

sites 6 explain the factors which could cause negative PR when running a promotional

campaign Outcome 4 Understand current national and international legal and organisational

guidelines for a social networking advertising/promotional campaign The learner can: 1 explain the current national and international legal and organisational guidelines relating

to the use of social networking site adverts 2 explain the importance of following current national and international legal and

organisational guidelines for a social networking advertising/promotional campaign

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7.4 Pathway P2 (marketing) P2M - mandatory units

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SMB15


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SMB16


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P2O optional units – ICT

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SMB3


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SMB4


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SMB5

Imaging software

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SMB5 Imaging software Level: 2 Credit value: 4 Unit aim This unit aims to show that a user can select and use a range of intermediate design and imaging software tools and techniques to produce at times non-routine or unfamiliar designs and images. Any aspect that is unfamiliar may require support and advice from others. Imaging software tools and techniques will be defined as ‘intermediate’ because: • the range of entry, manipulation and outputting techniques will be at times non-routine or

unfamiliar; • the software tools and functions involved will at times be non-routine or unfamiliar; and • the user will take some responsibility for setting up or developing the type or structure. Learning outcomes There are two outcomes to this unit. The learner will: 1. Obtain, insert and combine information for images 2. Use imaging software tools to create, manipulate and edit images Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must provide a portfolio of evidence for this unit. Guidance Examples of context: work flow process maps, drawings or edited photos for a website

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SMB6

Video software

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SMB7


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IT310

Website software

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Learning outcomes There are 3 learning outcomes to this unit. The learner will be able to: 1. Create structures and styles and use them to produce websites 2. Select and use website software tools and features to develop multiple page websites

with multimedia and interactive features 3. Publish and test multiple page websites with multimedia and interactive features Guided learning hours It is recommended that 40 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is linked to the Level 3 the National Occupational Standards for IT users devised by e-Skills UK (Sector Skills Council for ICT) Additional guidance Examples of context could include a shopping website linked to product information and a stock control database Evidence requirement Learners will be required to provide a portfolio of evidence indicating that they have met all the unit outcomes and assessment criteria.

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IT310 Website software Learning outcomes and assessment criteria Outcome 1 Create structures and styles and uses them to produce websites The learner can: 1 determine what website content and layout will be needed for each page and for the site 2 plan and create web page templates to layout content 3 select and use website features and structures to enhance website navigation and functionality 4 create, select and use styles to enhance website consistency and readability 5 provide guidance on laws, guidelines and constraints that affect the content and use of websites 6 explain what access issues may need to be taken into account 7 explain when and why to use different file types for saving content 8 store and retrieve files effectively, in line with local guidelines and conventions where available Outcome 2 Select and use website software tools and features to develop multiple




interactive features The learner can: 1 select and use appropriate testing methods to check that all elements and features of complex websites are working as planned 2 identify any quality problems with websites and explain how to respond to them 3 select and use an appropriate programme to upload and publish the website and make

sure that it will download efficiently 4 respond appropriately to quality problems with websites to ensure outcomes are fit for purpose

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IT210

Website software

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SMB8


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SMB8 CIW Internet Business Foundations Level: 3 Credit value: 10 Unit aim The aim of this unit is for the learner to require the underpinning knowledge needed for them to sit the CIW Internet Business Foundations exam. In order to do this the learner will learn to understand IT roles, web technology requirements and be able to manage client side requirements and manage web-based communication. Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand IT roles 2. Understand web technology requirements 3. Be able to manage Client side requirements 4. Be able to manage web based communication Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW Internet Business Foundations exam

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SMB9


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SMB9 CIW Site Development Foundations Level: 3 Credit value: 10 Unit aim The aim of this unit is to give the learner the underpinning knowledge required for them to sit the CIW Site Development Foundations exam. In order to do this the learner will learn to create web pages incorporating different features and functions. They will also learn web enhancements and manage the e-commerce requirements of a website. Learning outcomes There are three outcomes to this unit. The learner will: 1. Be able to create a web page 2. Understand web site enhancements 3. Be able to manage the e-commerce requirements of a website Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW Site Development Foundations exam

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SMB10


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SMB11

CIW Database design

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SMB12


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SMB12 CIW Security essentials Learning outcomes and assessment criteria Outcome 1 Understand network security principles The learner can: 1 identify various security policy elements 2 identify risk factors 3 identify security-related organizations, 4 manage key resources to secure 5 manage general security threat types 6 manage access control Outcome 2 Understand encryption The learner can: 1 identify current encryption technologies 2 plan the implementation of internetwork encryption 3 manage the implementation of internetwork encryption 4 evaluate the implementation of internetwork encryption Outcome 3 Be able to implement network security The learner can: 1 plan the implementation of a network security solution 2 manage the implementation of a network security solution 3 evaluate the implementation of a network security solution Outcome 4 Be able to protect a networked environment The learner can: 1 review the security of a networked environment 2 monitor a networked system 3 identify a network security attack 4 manage the protection of a networked security Outcome 5 Understand firewall solutions The learner can: 1 identify firewall types and technologies 2 identify current firewall solutions Outcome 6 Be able to implement a firewall solution The learner can: 1 design a multi-level firewall system 2 evaluate the implementation of a multi-level firewall system

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SMB13


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SMB14


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WD3

Web development

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WD3 Web development Level: 3 Credit value: 10 Unit aim The aim of this unit is to provide learners with an understanding of the functions of websites allowing them to develop a website to operate on a network and the Internet Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand web architecture and components 2. Understand the technologies that can be used to build and operate a website 3. Develop a website specification 4. Implement elements of a website Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance Portfolio of evidence Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.6 – Human computer interaction / interface (HCI) design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learner must provide a portfolio of evidence

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WF2

Web fundamentals

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WF2 Web fundamentals Level: 2 Credit value: 7 Unit aim The aim of this unit is to introduce learners to the functions of websites allowing them to fully understand how they operate on a network and the Internet Learning outcomes There are three outcomes to this unit. The learner will: 1. Know web architecture and components 2. Know about the technologies used to build and operate websites 3. Implement specified components of a website Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance Portfolio of evidence Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.6 – Human computer interaction / interface (HCI) design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learner must provide a portfolio of evidence

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SA305


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SMB15


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SMB16


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SMB17


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SMB18


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7.5 Pathway P3 – Optional units

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SMB3


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SMB4


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SMB5

Imaging software

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SMB5 Imaging software Level: 2 Credit value: 4 Unit aim This unit aims to show that a user can select and use a range of intermediate design and imaging software tools and techniques to produce at times non-routine or unfamiliar designs and images. Any aspect that is unfamiliar may require support and advice from others. Imaging software tools and techniques will be defined as ‘intermediate’ because: • the range of entry, manipulation and outputting techniques will be at times non-routine or unfamiliar; • the software tools and functions involved will at times be non-routine or unfamiliar; and • the user will take some responsibility for setting up or developing the type or structure. Learning outcomes There are two outcomes to this unit. The learner will: 1. Obtain, insert and combine information for images 2. Use imaging software tools to create, manipulate and edit images Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must provide a portfolio of evidence for this unit. Guidance Examples of context: work flow process maps, drawings or edited photos for a website

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SMB6

Video software

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SMB7


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IT310

Website software

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Examples of context: Shopping website linked to product information and stock control database Learning outcomes There are 3 learning outcomes to this unit. The learner will be able to: 1. Create structures and styles and use them to produce websites 2. Select and use website software tools and features to develop multiple page websites

with multimedia and interactive features 3. Publish and test multiple page websites with multimedia and interactive features Guided learning hours It is recommended that 40 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is linked to the Level 3 the National Occupational Standards for IT users devised by e-Skills UK (Sector Skills Council for ICT) Evidence requirement Learners will be required to provide a portfolio of evidence indicating that they have met all the unit outcomes and assessment criteria.

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IT310 Website software Learning outcomes and assessment criteria Outcome 1 Create structures and styles and uses them to produce websites The learner can: 1 determine what website content and layout will be needed for each page and for the site 2 plan and create web page templates to layout content 3 select and use website features and structures to enhance website navigation and functionality 4 create, select and use styles to enhance website consistency and readability 5 provide guidance on laws, guidelines and constraints that affect the content and use of websites 6 explain what access issues may need to be taken into account 7 explain when and why to use different file types for saving content 8 store and retrieve files effectively, in line with local guidelines and conventions where available Outcome 2 Select and use website software tools and features to develop multiple




interactive features The learner can: 1 select and use appropriate testing methods to check that all elements and features of complex websites are working as planned 2 identify any quality problems with websites and explain how to respond to them 3 select and use an appropriate programme to upload and publish the website and make

sure that it will download efficiently 4 respond appropriately to quality problems with websites to ensure outcomes are fit for purpose

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IT210

Website software

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SMB8


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SMB8 CIW Internet Business Foundations Level: 3 Credit value: 10 Unit aim The aim of this unit is for the learner to require the underpinning knowledge needed for them to sit the CIW Internet Business Foundations exam. In order to do this the learner will learn to understand IT roles, web technology requirements and be able to manage client side requirements and manage web-based communication. Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand IT roles 2. Understand web technology requirements 3. Be able to manage Client side requirements 4. Be able to manage web based communication Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW Internet Business Foundations exam

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SMB9


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SMB9 CIW Site Development Foundations Level: 3 Credit value: 10 Unit aim The aim of this unit is to give the learner the underpinning knowledge required for them to sit the CIW Site Development Foundations exam. In order to do this the learner will learn to create web pages incorporating different features and functions. They will also learn web enhancements and manage the e-commerce requirements of a website. Learning outcomes There are three outcomes to this unit. The learner will: 1. Be able to create a web page 2. Understand web site enhancements 3. Be able to manage the e-commerce requirements of a website Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is endorsed by e-Skills UK the Sector Skills Council for ICT. Evidence Requirements Learners must achieve the CIW Site Development Foundations exam

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SMB10


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SMB11

CIW Database design

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SMB12


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SMB12 CIW Security essentials Learning outcomes and assessment criteria Outcome 1 Understand network security principles The learner can: 1 identify various security policy elements 2 identify risk factors 3 identify security-related organizations 4 manage key resources to secure 5 manage general security threat types 6 manage access control Outcome 2 Understand encryption The learner can: 1 identify current encryption technologies 2 plan the implementation of internetwork encryption 3 manage the implementation of internetwork encryption 4 evaluate the implementation of internetwork encryption Outcome 3 Be able to implement network security The learner can: 1 plan the implementation of a network security solution 2 manage the implementation of a network security solution 3 evaluate the implementation of a network security solution Outcome 4 Be able to protect a networked environment The learner can: 1 review the security of a networked environment 2 monitor a networked system 3 identify a network security attack 4 manage the protection of a networked security Outcome 5 Understand firewall solutions The learner can: 1 identify firewall types and technologies 2 identify current firewall solutions Outcome 6 Be able to implement a firewall solution The learner can: 1 design a multi-level firewall system 2 evaluate the implementation of a multi-level firewall system

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SMB13


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SMB14


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WD3

Web development

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WD3 Web development Level: 3 Credit value: 10 Unit aim The aim of this unit is to provide learners with an understanding of the functions of websites allowing them to develop a website to operate on a network and the Internet Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand web architecture and components 2. Understand the technologies that can be used to build and operate a website 3. Develop a website specification 4. Implement elements of a website Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.6 – Human computer interaction / interface (HCI) design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learner must provide a portfolio of evidence

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WF2

Web fundamentals

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WF2 Web fundamentals Level: 2 Credit value: 7 Unit aim The aim of this unit is to introduce learners to the functions of websites allowing them to fully understand how they operate on a network and the Internet Learning outcomes There are three outcomes to this unit. The learner will: 1. Know web architecture and components 2. Know about the technologies used to build and operate websites 3. Implement specified components of a website Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.6 – Human computer interaction / interface (HCI) design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learner must provide a portfolio of evidence

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SA305


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SMB15


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SMB16


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SMB17


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SMB18


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