QUALIFICATION HANDBOOK

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Level 3 Diploma in Digital

Marketing (7513-30)

July 2013 (January 2015) Version 2

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Qualification at a glance

Subject area Business Skills City & Guilds number 7513

Age group approved 16+

Assessment Portfolio of evidence Support materials Qualification handbook

Assessment pack Registration and

certification Consult the Walled Garden/Online Catalogue for last dates Title and level City & Guilds

number Accreditation number Level 3 Diploma in Digital

Marketing 7513-30 601/0110/6

Version and date Change detail Section

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Unit 301 Principles of social media within a business 32 Unit 302 Principles of keywords and optimisation 37 Unit 304 Using collaborative technologies 41 Unit 305 Content management system website creation 48 Unit 308 Principles of social media advertising and

promotion 53

Unit 311 Website software 56

Unit 320 Principles of marketing and evaluation 63

Unit 321 Develop own professionalism 68

Unit 322 Digital marketing metrics and analytics 71

Unit 323 Search engine marketing 74

Unit 324 Content marketing 78

Unit 325 Marketing on mobile devices 82

Unit 326 Online display advertising 85

Unit 327 E-mail marketing 88

Unit 328 Principles of marketing stakeholder relationships 92

Unit 329 Brand development 96

Unit 330 Project management 98

Unit 331 Analyse and report data 101

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Unit 334 Delivering e-commerce solutions 111 Appendix 1 Relationships to other qualifications 114 Appendix 2 Sources of general information 116

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1

Introduction

This document tells you what you need to do to deliver the qualification: Area Description

Who is the qualification

for? These qualifications are aimed at learners entering the Digital Marketing sector as well as those already working in these areas who are looking to renew their skills with formal training.

What does the

qualification cover? Digital Marketing is the use of digital media to attract and engage with current and potential customers, for example online advertising, email marketing, and search engine optimisation. The rich data generated enables granular analysis of what has worked, demanding analytical and creative skills above those demanded in traditional marketing and advertising. There are clear pathways and optional groups in each qualification to support the learners’ journey into this sector.

Is the qualification part of a framework or initiative?

The Diplomas sit within the Level 3 Advanced

Apprenticeship in Social Media and Digital Marketing. Who did we develop

the qualification with? Developed in association with Agilisys Arch who have widely consulted with the industry and employers to inform this qualification development.

Agilisys Arch gained Employer Ownership Pilot allowing them a unique opportunity to lead in the development of an infrastructure that provides the talent, experience and qualifications in Digital Marketing that the sector is

currently struggling to provide. As a part of the bid Agilisys Arch engaged a range of willing partners :

 Google  Streamingwell  CCUSA

 The Ladders Associates

 UK Youth  Incisive media

 Last Second Tickets  McLaren  Subtv

 London Borough of Barking and Dagenham What opportunities for

progression are there? Learners can progress onto a variety of Level 4 qualifications from IT and Marketing to Business and Digital Marketing.

This can also lead to employment and higher level training or Degrees.

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Structure

To achieve the Level 3 Diploma in Digital Marketing, candidates must achieve 74 credits overall.

Candidates must achieve:

 27 credits from the mandatory units (207 -208, 304, 320 - 322)  a minimum of 14 credits from Optional Group A (308, 323 - 327)  the remaining 33 credits must come from units in Optional Group

A (308, 323 - 327) and/or Optional Group B (202 - 203, 209, 301 - 302, 305, 311, 328 - 334)

Unit

Ref UAN Unit title Level Credit

value

GLH

Mandatory units

207 F/600/7799 Understanding the business

environment 2 2 16

208 F/502/8206 Understand legal, regulatory and ethical requirements in sales and a marketing

2 2 15

304 T/502/4380 Using collaborative technology 3 6 45 320 T/502/9935 Principles of marketing and

evaluation 3 7 50

321 L/505/1584 Develop own professionalism 3 4 29 322 R/505/1585 Digital marketing metrics and

analytics 3 6 39

Optional units – Group A

308 J/503/9322 Principles of social media

advertising and promotion 3 6 34

323 Y/505/1586 Search engine marketing 3 5 32

324 D/505/1587 Content marketing 3 5 35

325 H/505/1588 Marketing on mobile devices 3 5 27 326 K/505/1589 Online display advertising 3 4 23

327 D/505/1590 Email marketing 3 6 41

Optional units – Group B

202 L/502/4613 Imaging software 2 4 30

203* M/502/4393 Video software 2 3 20

209 F/502/4625 Spread sheet software 2 4 30

301 R/503/9324 Principles of social media within a

business 3 6 42

302 M/503/9329 Principals of keywords &

optimisation 3 5 30

305 H/503/9327 Content management system

website creation 3 7 36

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328 J/502/9938 Principles of marketing

stakeholder relationships 3 3 16

329 H/505/1591 Brand development 3 5 30

330 K/505/1592 Project management 3 4 23

331 Y/601/2538 Analyse and report data 3 6 30

332 M/505/1593 Produce copy for digital media

communication 3 6 41

333* T/502/4394 Video software 3 4 30

334 T/505/1594 Delivering e-commerce solutions 3 9 68 *NB – Units 203 and 333 are an excluded combination and cannot be

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Centre requirements

Approval

There is no fast track approval for this qualification; existing centres who wish to offer this qualification must use the standard Qualification Approval Process.

To offer this qualification, new centres will need to gain both centre and qualification approval. Please refer to the Centre Manual - Supporting Customer Excellence for further information.

Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualification before designing a course programme.

Resource requirements

Centre staffing

Staff delivering this qualification must be able to demonstrate that they meet the following occupational expertise requirements. They should:  be occupationally competent or technically knowledgeable in the area

for which they are delivering training and/or have experience of providing training. This knowledge must be to the same level as the training being delivered

 have recent relevant experience in the specific area they will be assessing

 have credible experience of providing training.

Centre staff may undertake more than one role, eg tutor and assessor or internal quality assurer, but cannot internally verify their own

assessments.

Assessors and Internal Quality Assurer

Assessor/Internal Quality Assurer TAQA qualifications are valued as qualifications for centre staff, but they are not currently a requirement for the qualification.

Continuing professional development (CPD)

Centres must support their staff to ensure that they have current knowledge of the occupational area, that delivery, mentoring, training, assessment and verification is in line with best practice, and that it takes account of any national or legislative developments.

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Learner entry requirements

City & Guilds does not set entry requirements for this qualification. However, centres must ensure that learners have the potential and opportunity to gain the qualification successfully.

Age restrictions

City & Guilds cannot accept any registrations for learners under 16 as this qualification is not approved for under 16s.

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Delivering the qualification

Initial assessment and induction

An initial assessment of each learner should be made before the start of their programme to identify:

 if the learner has any specific training needs,

 support and guidance they may need when working towards their qualification.

 any units they have already completed, or credit they have accumulated which is relevant to the qualification.

 the appropriate type and level of qualification.

We recommend that centres provide an induction programme so the learner fully understands the requirements of the qualification, their responsibilities as a learner, and the responsibilities of the centre. This information can be recorded on a learning contract.

Support materials

The following resources are available for this qualification:

Description How to access

Qualification handbook www.cityandguilds.com Assessment pack www.cityandguilds.com

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Assessment

Candidates must:

 successfully complete one assignment/portfolio of evidence for each mandatory unit

 successfully complete one assignment/portfolio of evidence for each chosen optional unit.

City & Guilds has written the following assessments to use with this qualification:

 assignments.

Unit Title Assessment

method Where to obtain assessment materials

202 Imaging Software Portfolio of evidence City & Guilds website -

assessment pack 203 Video software Portfolio of evidence City & Guilds

website -

assessment pack 207 Understanding the

business environment Portfolio of evidence N/A 208 Understand legal,

regulatory and ethical requirements in sales or marketing

Assignment City & Guilds website -

assessment pack 209 Spreadsheet software Portfolio of evidence City & Guilds

website -

assessment pack 301 Principles of Social

Media within a Business

assessment pack 302 Principles of keywords

and optimisation Assignment City & Guilds website - assessment pack 304 Using collaborative

technologies Assignment City & Guilds website - assessment pack 305 Content Management

System Website Creation

assessment pack 308 Principles of Social

Media Advertising and promotion

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Unit Title Assessment

method Where to obtain assessment materials

320 Principles of marketing

and evaluation Assignment City & Guilds website - assessment pack

321 Develop own

professionalism Portfolio of evidence N/A 322 Digital marketing

metrics and analytics Portfolio of evidence N/A 323 Search engine

marketing Portfolio of evidence N/A 324 Content marketing Portfolio of evidence N/A 325 Marketing on mobile

devices Portfolio of evidence N/A 326 Online display

advertising Portfolio of evidence N/A 327 E-mail marketing Portfolio of evidence N/A 328 Principles of marketing

stakeholder relationships

assessment pack 329 Brand development Portfolio of evidence N/A

330 Project management Portfolio of evidence N/A 331 Analyse and report

data Portfolio of evidence N/A

332 Produce copy for digital media communication

Portfolio of evidence N/A

333 Video software Portfolio of evidence N/A 334 Delivering e-commerce

solutions Portfolio of evidence N/A

Time constraints

The following must be applied to the assessment of this qualification:  Candidates must finish their assessment within six months

 Assignments should take no longer than 8 hours. If they do, centres should consider why this is, and make sure that they are not trying to gather too much evidence.

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Recognition of prior learning (RPL)

Recognition of prior learning means using a person’s previous experience or qualifications which have already been achieved to contribute to a new qualification.

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Units

Availability of units

Below is a list of the learning outcomes for all the units.

Structure of units

These units have the following:  City & Guilds reference number  unit accreditation number (UAN)  title

 level  credit value

 guided learning hours  unit aim

 endorsement by a sector or other appropriate body

 learning outcomes which are comprised of a number of assessment criteria

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Unit 202

Imaging software

UAN: L/502/4613

Level: 2

Credit value: 4

GLH: 30

Relationship to NOS: This unit is linked to the Level 2 National Occupational Standards for IT users devised by e-Skills UK (Sector Skills Council for ICT).

Endorsement by a sector or regulatory body:

This unit is endorsed by e-Skills UK, the Sector Skills Council for ICT.

Aim: This unit is about the ability to use a software application designed to create, modify and layout images for display in print or on a screen (e.g. vector graphics for design and drawing; raster graphics for photo manipulation or illustration).

On completion of this unit a candidate should be able to select and use a range of intermediate imaging software tools and techniques to produce at times non-routine or unfamiliar designs.

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.

Examples of context: work flow process maps, drawings or edited photos for a website.

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Learning outcome The learner will:

1. obtain, insert and combine information for images. Assessment criteria

The learner can:

1.1 describe what images are needed

1.2 obtain, input and prepare images to meet needs

1.3 describe what copyright and other constraints apply to the use of images

1.4 use appropriate techniques to organise and combine information of different types or from different sources

1.5 describe the context in which the images will be used 1.6 describe what file format to use for saving images to suit

different presentation methods

1.7 store and retrieve files effectively, in line with local guidelines and conventions where available.

2. use imaging software tools to create, manipulate and edit images. Assessment criteria

The learner can:

2.1 identify what technical factors affecting images need to be taken into account and how to do so

2.2 select and use suitable techniques to create images

2.3 use guide lines and dimensioning tools appropriately to enhance precision

2.4 select and use appropriate tools and techniques to manipulate and edit for images

2.5 check images meet needs, using it tools and making corrections as necessary

2.6 identify and respond to quality problems with images to make sure that they meet needs.

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Unit 202

Imaging software

Supporting information

Guidance

The following guidance is not a prescriptive list of activities; they are suggested areas that a learner could show competence in to achieve this unit. Centres may use some or all these activities or some of their own devising to teach and help learners complete this unit successfully. Learning outcome

1. Obtain, insert and combine information for images The learner should be able to and understand:

Images:

 designs or images will vary according to the task for example:

o

photos from a digital camera, scanned images, graphic elements, drawings, clip art

Prepare images:

 size, crop and position Copyright constraints:

 effect of copyright law (e.g. on use of other people’s images)  acknowledgment of sources, avoiding plagiarism, permissions Combine information:

 insert, size, position, wrap, order, group, import data  links and references to external data

Context for images:

 contexts will vary according to the software and task, for example:

o

on screen display, publishing on a web site, hard copy print out, digital file

File formats for images:

 will vary according to the content, for example:

o

jpg for Internet photo display

o

png for Internet drawing display

o

svg for graphic designs (the ISO standard most likely to be fully supported by web browsers)

o

digital picture format (e.g. jpeg and psd)

o

Bitmap or raster picture formats (e.g. raw bitmaps, bmp and compressed formats jpeg and png)

o

Vector graphics (e.g. svg, wmf, eps, ai)

o

open formats (e.g. html, odf, pdf and rtf)

o

proprietary formats (e.g. pub and qxd)  method of compression (lossy, non-lossy).

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Learning outcome

1. Obtain, insert and combine information for images The learner should be able to and understand:

Store and retrieve:

 files (e.g. create, name, open, save, save as, print, close, find, share), file size

 version control

 import data, export data  folders (e.g. create, name). Learning outcome

2. Use imaging software tools to create, manipulate and edit images

The learner should be able to and understand: Technical factors affecting images:

 page or canvas size  colour mode  file size and format

 difference between screen and print resolution Create images:

 draw basic shapes and adjust properties (e.g. line width, fill colour, transparency)

 download digital photos from a camera  scan and resize images

 add text and other elements such as lines, boxes and arrows  create more complicated designs using painting, drawing or image

manipulation software

Manipulate and editing techniques:

 align, rotate, flip, arrange, cut, paste, resize  change font, text and colour

 group, ungroup  change templates

 filters to create special effects  orders and layers

Check images:

 size, alignment and orientation  suitability of file format

 appropriate choice of colour mode and use of filters, fitness for purpose of image resolution

Quality problems with images:

 will vary according to the content, for example:

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Unit 203

Video software

UAN: M/502/4393

Level: 2

Credit value: 3

GLH: 20

Endorsement by a sector or regulatory body:

Aim: This unit is about the ability to use a software application designed to record and edit video sequences.

An intermediate user can select and use a wide range of intermediate video software tools and techniques to record and edit video sequences that are at times non-routine or unfamiliar.

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. Examples of context: Recording pre-planned video footage, downloading the footage to a computer, then editing to create a short sequence, including adding some background music or adding the to a file of another application – word

processing, spreadsheet, presentation, etc.

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1. use video hardware and software to capture sequences Assessment criteria

The learner can:

1.1 identify the combination of input device and audio software to use to capture information, to avoid any compatibility issues 1.2 select and use an appropriate combination of input device and

audio software to record sequences

1.3 describe the impact file size and file format will have on saving sequences

1.4 identify when to use different types of information coding and compression

1.5 store and retrieve sequences using appropriate file formats and compression, in line with local guidelines and conventions where available.

2. se video software tools and techniques to combine and edit sequences

Assessment criteria The learner can:

2.1 identify the footage to add, keep and remove

2.2 select and use appropriate audio software tools to mark-up and edit sequences

2.3 organise and combine information for sequences in line with any copyright constraints, including across different software

2.4 describe how copyright constraints affect use of own and others’ information.

3. play and present video sequences Assessment criteria

The learner can:

3.1 describe the features and constraints of playback software and display devices

3.2 select and use an appropriate combination of audio playback software and display device to suit the file format

3.3 identify the settings which could be adjusted to improve the quality of presentations

3.4 adjust playback and display settings to enhance the quality of the presentation.

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Unit 203

Video software

Guidance

1. Use video hardware and software to capture sequences The learner should be able to and understand:

Video compatibility issues:

 Between built-in codec used by input device, available editing software, file formats

Input devices:

 Webcam, video camera, mobile phone  Difference between analogue and digital  Low and high resolution

 Input techniques:

o

Copy and paste, screen grabs/shots, file download (eg connect USB lead, drag and drop)

File size:

 Small, medium, large

 Link between size and quality (eg small – low resolution; large – high resolution)

File format:

 Proprietary formats supported by software used (eg QuickTime, RealPlayer, iTunes)

 Container formats:

o

Audio (eg WAV, XMF, AIFF); Audio/video (eg 3GP, AVI, MP4, OGG, MOV)

Information coding and compression:

 Codec, compression, difference between lossy and lossless compression

 Video quality Store and retrieve:

 Files (eg create, name, open, save, save as, print, close, find, share) , file size

 Version control

 Import data, export data  Folders (eg create, name)

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Learning outcome

2. Use video software tools and techniques to combine and edit sequences

The learner should be able to and understand: Sequences:

 Short (eg 2 mins), b&w, medium length (eg 10 mins, 30 mins), colour Marking-up and editing tools:

 Preset by software, key frames

 Sequences: cut, copy, paste, sequence Combine information:

 Combine images with sound (eg dub or overlay sound track onto film sequence)

Techniques:

 Copy and paste, insert, screen grabs/shots, file download (eg connect USB lead, drag and drop), file transfer protocol (FTP)

Forms of information:  Forms of information:

o

moving images

o

sound: pre-recorded, live, web-streaming Copyright constraints:

 Effect of copyright law (eg on music downloads or use of other people’s images)

 Acknowledgment of sources, avoiding plagiarism, permissions Learning outcome

3. Play and present video sequences The learner should be able to and understand: Features and constraints:

 Software supported, memory, processing speed, screen resolution, data bandwidth, transmission speeds

Display device:

 PC, laptop, video camera, mobile phone, handheld video device (eg mp3 player, iPod)

Audio/Video quality issues:

 High or low contrast, volume, visual (eg jerkiness, dropping frames, break-up, freezes, blurriness, pixilation), sound (eg clicks, disjoints, noise)

Adjust playback and display settings:

 Playback controls (eg start, stop, fast forward, rewind, pause)  Sound (eg volume, balance)

 Screen size (eg thumbnail, quarter screen, full screen)  Visual (eg contrast, brightness, colour/b&w)

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Unit 207

Understanding the business

environment

UAN: F/600/7799 Level: 2 Credit value: 2 GLH: 16

Aim: The aim of this unit is to help the learner understand the business environment and how it impacts on opportunities for learning and work.

1. understand that there are different types of business Assessment criteria

The learner can:

1.1 define the private sector and give examples of types of private sector businesses

1.2 define the public sector and give examples of public sector organisations

1.3 define the voluntary sector and give examples of voluntary sector organisations

1.4 explain the possible advantages and disadvantages of working in one of the following sectors: private, public or voluntary.

2. understand how businesses function Assessment criteria

The learner can:

2.1 describe the following business functions: a. Operations

b. People c. Information

d. Research and development e. Finance

2.2 compare the possible advantages and disadvantages of working for a national organisation and a Small and Medium-sized Enterprise (SME).

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3. understand changing patterns of employment Assessment criteria

The learner can:

3.1 outline some of the changes in patterns of employment locally 3.2 outline some of the changes in patterns of employment nationally 3.3 outline some of the changes in patterns of employment in Europe

and globally

3.4 describe how changing patterns of employment may affect his/her choices for learning or work.

4. understand how business activity is affected by market forces Assessment criteria

The learner can:

4.1 Explain the relationship between supply and demand in the business environment

4.2 Describe the relationship between price and profit

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Unit 208

Understand legal, regulatory

and ethical requirements in

sales and marketing

UAN: F/502/8206

Level: 2

Credit value: 2

GLH: 15

Relationship to NOS: This unit is linked to Council for Administration NOS SLS 77 SLS 77.

Endorsement by a sector or regulatory body:

This unit is endorsed by the Council for Administration.

Aim: This unit concerns understanding the organisation’s procedures for dealing with legal, regulatory and ethical requirements relating to sales or marketing and the legal, regulatory and ethical limits of the role. Learning outcome

The learner will:

1. Understand an organisation’s procedures for dealing with legal, regulatory and ethical requirements relating to sales or marketing. Assessment criteria

The learner can:

1.1 describe an organisation’s procedures for raising legal, regulatory and ethical concerns

1.2 explain the scope of legal, regulatory and ethical requirements in sales or marketing

1.3 explain how the legal, regulatory and ethical requirements relate to the business of selling or marketing

1.4 describe internal and external sources of information on legal, regulatory and ethical requirements

1.5 explain how an ‘ethical approach’ affects organisations in the sales or marketing environment

1.6 explain the importance of contract law in sales. Range

Scope

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Health and Safety at Work Act, Working Time Directive and

employment legislation, Copyright Laws, Equality Act, Data Protection Act

Regulatory requirements FSA regulations

Ethical requirements Moral, political, material Internal sources

Intranet, HR Dept., Company handbook External sources

Governmentbodies, trade associations, Health & Safety Executive, Office for Disability Issues

2. understand the legal, regulatory and ethical limits of the sales or marketing role.

2.1 explain the legal, regulatory and ethical requirements relevant to the role

2.2 describe the potential consequences of not complying with legal, regulatory or ethical requirements

2.3 explain the importance of working within the limits of the role, responsibilities and authority

2.4 explain the process for reporting legal, regulatory and ethical concerns

2.5 explain the importance of clarity of communication with the customer to ensure common understanding of agreements and expectations.

Range

Legal requirements

Health and Safety at Work Act, Working Time Directive and

employment legislation, Copyright Laws, Equality Act, Data Protection Act

Regulatory requirements FSA regulations

Ethical requirements Moral, political, material.

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Unit 208

Understand legal, regulatory

and ethical requirements in

sales and marketing

Guidance

For assessment criterion 1.5, the candidate must also show understanding of what is meant by an ethical approach. For assessment criterion 1.6, the candidate must also show

understanding of what is meant by contract law including cooling off period.

For assessment criterion 2.1, the candidate must be aware of all the legislation, regulations in the range and how there relevant to their job role.

For assessment criterion 2.3, the candidate must show an understanding of what is meant by each as well as explaining the importance of working within the limits of each.

For assessment criterion 2.4, the candidate must explain at least three stages of the reporting process.

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Unit 209

Spreadsheet software

UAN: F/502/4625

Level: 2

Credit value: 4

GLH: 30

Relationship to NOS: This unit is linked to the Level 2 IT User NOS devised by e-Skills UK.

Endorsement by a sector or regulatory body:

This unit was developed by e-Skills UK.

Aim: This is the ability to use a software application designed to record data in rows and columns, perform calculations with numerical data and present

information using charts and graphs. On completion of this unit a candidate should be able to select and use a wide range of intermediate spread sheet software tools and techniques to produce, present and check spread sheets that are at times non-routine or unfamiliar.

Spreadsheet software tools and

techniques will be defined as ‘intermediate’ because:

 the range of data entry, manipulation and outputting techniques will be at times non-routine or unfamiliar;  the tools, formulas and functions

needed to analyse and interpret the data requires knowledge and understanding (for example, mathematical, logical, statistical or financial); and

 the user will take some responsibility for setting up or developing the structure and functionality of the spread sheet.

Examples of context: Typical examples may include – monthly expenditure and sales figures, budgets, cash flow forecasts and graphs of results.

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1. be able to use a spread sheet to enter, edit and organise numerical and other data.

1.1 identify what numerical and other information is needed in the spread sheet and how it should be structured

1.2 enter and edit numerical and other data accurately 1.3 combine and link data across worksheets

1.4 store and retrieve spread sheet files effectively, in line with local guidelines and conventions where available.

2. be able to select and use appropriate formulas and data analysis tools to meet requirements.

2.1 identify which tools and techniques to use to analyse and manipulate data to meet requirements

2.2 select and use a range of appropriate functions and formulas to meet calculation requirements

2.3 use a range of tools and techniques to analyse and manipulate data to meet requirements.

3. be able to select and use tools and techniques to present and format spread sheet information.

3.1 plan how to present and format spread sheet information effectively to meet needs

3.2 select and use appropriate tools and techniques to format spread sheet cells, rows, columns and worksheets

3.3 select and format an appropriate chart or graph type to display selected information

3.4 select and use appropriate page layout to present and print spread sheet information

3.5 check information meets needs, using spread sheet tools and making corrections as necessary

3.6 describe how to find errors in spread sheet formulas 3.7 respond appropriately to any problems with spread sheets.

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Unit 209

Spreadsheet software

Guidance

The following guidance is not a prescriptive list of activities; they are suggested areas that a learner could show competence in to achieve this unit. Centres may use some or all these activities or some of their own devising to teach and help learners complete this unit successfully. Outcome 1 Be able to use a spread sheet to enter, edit and

organise numerical and other data The learner should be able to and understand:

 Enter and edit:

 insert data into single and multiple cells, clear cells, edit cell

contents, replicate data, find and replace, add and delete rows and columns

 use absolute and relative cell references  add data and text to a chart

 Numerical and other information:  numbers, charts, graphs, text, images  Spreadsheet structure:

 spread sheet components (e.g. cells, rows, columns, tabs, pages, charts, ranges, workbooks, worksheets)

 structure, design and layout  Store and retrieve:

 save, save as, find, open, close

 open CSV file in spread sheet application, save spread sheet file as CSV

 templates.

Outcome 2 Be able to select and use appropriate formulas and data analysis tools to meet requirements

The learner should be able to and understand:  Analyse and manipulate:

 totals, sub-totals and summary data  sorting and display order

 lists, tables, graphs and charts  filter rows and columns

 judgment of when and how to use these methods  Functions and formulas:

 design of formulas to meet calculation requirements

o

mathematical, statistical, financial, conditional

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Outcome 3 Be able to select and use tools and techniques to present and format spread sheet information The learner should be able to and understand:

 Format cells:

 numbers, currency, percentages, number of decimal places, font and alignment, shading and borders; date and time formats, wrap text

 Format rows and columns:

 height, width, borders and shading, hide, freeze  Format charts and graphs:

 format charts and graphs: chart type (e.g. pie chart, bar chart, single line graph, area, column, x-y scatter, stock, radar, doughnut, surface), title, axis titles, legend, change chart type, move and resize chart

 Page layout:

 size, orientation, margins, header and footer, page breaks, page numbers, date and time, adjust page set up for printing

 Check spread sheet information:

 accuracy of numbers, formulas and any text  accuracy of results; suitability of charts and graphs  reveal formulae

 layout and formatting

 validity and accuracy of analysis  clarity of overall spread sheet  Problems with spread sheets:

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Unit 301

Principles of social media

within a business

UAN: R/503/9324 Level: 3 Credit value: 6 GLH: 42 Endorsement by a sector or regulatory body:

This unit is endorsed by CfA, the Council for Administration, and e-skills UK, the Sector Skills Council for Business and Information Technology.

Aim: This unit is about the fundamentals of social media marketing for a business. Learning outcome

The learner will:

1. Understand how social media fits into the objectives and marketing of a business.

1.1 describe a business and its type, vision, aims, objectives and goals

1.2 identify the brand and values of a business and how these are portrayed to the audience of a business

1.3 describe the marketing tools available to a business

1.4 explain the consequences of using Social Media on the budget of different sizes and types of business

1.5 explain the benefits and consequences of encouraging amplification

1.6 explain the benefits and consequences of encouraging engagement

1.7 explain the factors to consider when identifying a Social Media plan for a business

1.8 explain how Social Media could fit into the marketing plan of a business.

Range Audience

Customers, competitors, influencers, suppliers, partners Marketing tools

Marketing calendar, digital and physical media, telemarketing, face to face, surveys

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Sole trader, Small Medium Enterprise (SME), enterprise, corporate, public sector, education, international, charitable, not-for-profit, voluntary sector

Factors

Audience, business type, business brand, resources, content, cost, time, market conditions.

Guidance

Brand and value

For example: logo, mission statement, ethics, sustainable business practices, statement of purpose.

2. Understand how to select social media tools and channels for a business.

2.1 describe the different tools and channels that can be used for Social Media

2.2 describe the features and benefits of the different tools and channels that can be used for Social Media

2.3 identify the potential type of audience for each different tool and channel that can be used for Social Media

2.4 explain the issues to consider when selecting different tools and channels for Social Media

2.5 evaluate different tools and channels for Social Media for business use.

Range

Different Tools and Channels

Social Network, Email newsletter, Website, Keywords, Mobile Social Media, Mobile Websites, Blog, Video, Podcasts, Forums, Social Bookmark, Wikis, Online vouchers, Geo-location

Audience

Customers, competitors, influencers, suppliers, partners Issues

Cost, resources, content, training, timescale, perception and reputation, management support, IT support.

Guidance

For example: Television, augmented reality, social gaming, virtual world.

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3. understand how to measure the success of using social media tools and channels.

3.1 explain the importance of measuring the outcomes of using different Social Media tools and channels

3.2 explain why SMARTER targets should be set for different Social Media tools and channels

3.3 describe the methods a business can use to measure and identify success of different Social Media tools and channels 3.4 describe what success could look like when using different

Social Media tools and channels for different types and sizes of business.

Range

SMARTER

Specific, measurable, attainable, relevant, timely, evaluate, re-evaluate Methods

Analytics tools, manual, automated, human analysis Different sizes and types of business

Sole trader, Small Medium Enterprise (SME), enterprise, corporate, public sector, education, international, charitable, not-for-profit, voluntary sector.

Guidance

For example: Television, augmented reality, social gaming, virtual world

Success

This can differ – change in perception, financial, interaction, increased awareness, improved sentiment.

4. understand how social media policy and guidelines can impact a business.

4.1 describe the components of a business’s social media policy and guidelines

4.2 explain the importance of having a social media policy and guidelines

4.3 explain the importance of having a reputation management policy

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4.4 describe the benefits of managing perceptionchanges in a business’s reputation

4.5 describe how to manage perceptionchanges in a business’s reputation.

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Range Components

Internet, behaviour in and out of work, appropriate use, online privacy, brand and values, corporate code of practice, complaints process, training requirements, code of conduct, crisis management, tone and manner

Perception changes

Positive, positive neutral, neutral, negative neutral, negative. Learning outcome

The learner will:

5. be able to monitor how a business is using social media. Assessment criteria

The learner can:

5.1 explain the importance of knowing how similar businesses or industries are using Social Media

5.2 explain how to monitor the ways similar businesses or industries are using Social Media

5.3 monitor how a business is using Social Media

5.4 identify improvements to a business’s use of Social Media. Guidance

Monitor

Needs to be monitored for a minimum of a week Monitor

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Unit 302

Principles of keywords and

optimisation

UAN: M/503/9329 Level: 3 Credit value: 5 GLH: 30 Endorsement by a sector or regulatory body:

Aim: This unit is about understanding how to implement keywords and/or keyword phrases on a website to achieve maximise optimisation.

1. Understand Search Engine Optimisation (SEO) Assessment criteria

The learner can:

1.1 Define the term Search Engine Optimisation (SEO) 1.2 Explain the importance of SEO to a business

1.3 Explain the difference between organic and ‘paid’ search results

1.4 Describe the differences between Click and Pay-per-Impression

1.5 Describe the factors that need to be considered as part of an SEO plan

Range Factors

What people search for, keyword phrases, which search engines are preferred by audience, how search engines use keywords, link building, page rank, audience segmentation, demographics, tags Guidance

‘Paid’ search results

This is referring to advertisers paying to appear in the sponsored links/ads at the top of the search results

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2. Be able to plan implementation of SEO techniques Assessment criteria

The learner can:

2.1 Define the term “keyword”

2.2 Explain the factors to consider when identifying keywords and/or keyword phrases

2.3 Create a list of keywords and/or keyword phrases for a business 2.4 Identify the competition and monthly search volumes for the

keywords and/or keyword phrases identified for a business 2.5 Explain where on a website a search engine looks for keywords

and/or keyword phrases

2.6 Research others use of keywords and/or keyword phrases to maximise keyword effectiveness for a website

2.7 Review the list of keywords and/or keyword phrases in a website for a business

2.8 Describe how link building can help or hinder the search engine ranking of a website

2.9 Create a link building plan for the website for a business 2.10 Describe the factors that can positively and negatively affect

how a search engine ranks a website Range

2.2 Factors

Audience, Jargon, Long Tail, Competitive, monthly search volumes, misspellings and synonyms

Where

Titles, image titles, headings, meta-tags, alt-tags on images, description, content, anchor text on links and url

Link building

Cross-linking, external linking, in-linking, anchor text 2.10 Factors

Repetitive words and phrases, keyword used more than 10%, capitalisation, overuse of exclamation marks, Heading 1 / Heading 2 text style, alt text of images, caption text, anchor text for links, hidden in white text on a white background, used in 30% of the content of the page, over use of capitals

Guidance 2.6

Analyse source code of top 5 organic search results 2.3, 2.4, 2.6 & 2.7

These assessment criteria are linked and should be delivered together Learning outcome

The learner will:

3. Understand Social Media Optimisation (SMO) Assessment criteria

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The learner can:

3.1 Define the term Social Media Optimisation (SMO) 3.2 Explain why SMO is important to a business

3.3 Explain how search engines include different tools and channels of Social Mediain their results

3.4 Explain how to use keywords and/or keyword phrases to listen and engage with a Social Media audience

3.5 Compare how SEO for a website differs for SMO Range

Different Tools and Channels

Guidance

Different tools and channels

Television, augmented reality, social gaming, virtual world Learning outcome

The learner will:

4. Understand how to plan implementation of a website optimised for mobile devices

4.1 Define the term Mobile Optimisation

4.2 Identify the main differences between SEO and Mobile Optimisation

4.3 Explain why Mobile Optimisation is important to a business 4.4 Describe how to optimise a website for viewing on a mobile

device

4.5 Explain why keywords and/or keyword phrases for a mobile website might differ from those for a non-mobile website 4.6 Identify changes required to a non-mobile website to make it

suitable for mobile devices Range

Differences

Specific meta data, mobile XML sitemap, links from mobile specific directories, different set of keyword and/or keyword phrases, mobiles websites may need to be simplified, file formats may be different Optimise

Call to action buttons are clear, concise text, mobile XML, server, geo-location tags, no Flash, text only option, mobile domains

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Unit 302

Principles of keywords and

optimisation

Guidance

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Unit 304

Using collaborative

technologies

UAN: T/502/4380 Level: 3 Credit value: 6 GLH: 45

Endorsement by a sector or regulatory body:

Aim: This unit is about 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;

Examples of context: 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.

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1. Stay safe and secure when working with collaborative technology. Assessment criteria

The learner can:

1.1 explain what and why guidelines need to be established for working with collaborative technology

1.2 develop and implement guidelines for good practice in working with collaborative technology

1.3 explain how to establish an identity or present information that will promote trust

1.4 develop and implement guidelines for checking the authenticity of identities and different types of information

1.5 analyse and plan for the risks in the use of collaborative technologies for different tasks

1.6 analyse and manage risks in the use of collaborative technologies.

2. Plan and set up it tools and devices for collaborative working. Assessment criteria

The learner can:

2.1 explain the features, benefits and limitations of different collaborative it tools and devices for work purposes and tasks 2.2 determine the it tools and processes needed for archiving the

outcomes of collaborative working

2.3 summarise ways to integrate different collaborative technology tools and devices for a range of purposes, tasks and

communication media

2.4 explain potential access and compatibility issues with integrating different collaborative technology tools and devices

2.5 select, connect and configure combinations that exploit the capabilities and potential of collaborative tools and devices 2.6 resolve access and compatibility problems so that different

collaborative tools and devices work successfully. Learning outcome

The learner will:

3. Prepare collaborative technologies for use. Assessment criteria

The learner can:

3.1 evaluate data management principles, issues and methods 3.2 manage levels of access and permissions for different purposes 3.3 select and integrate different elements across applications to

create environments for collaborative technologies 3.4 set and adjust settings to facilitate use of collaborative

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3.5 manage data flow to benefit collaborative working. Learning outcome

The learner will:

4. Manage tasks using collaborative technologies. Assessment criteria

The learner can:

4.1 determine levels of responsibility for the use of collaborative technologies

4.2 facilitate others' responsible contributions to and engagement with collaborative technologies

4.3 manage the moderation of collaborative technologies

4.4 oversee the archiving of the outcomes of collaborative working 4.5 explain what problems can occur with collaborative technologies 4.6 respond to problems with collaborative technologies and be

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Unit 304

Using collaborative

technologies

Guidance

1. Stay safe and secure when working with collaborative technology

The learner should be able to and understand: Guidelines for using collaborative technology:

 guidelines set by your organisation or community of interest

 about uses, security, safety, copyright, plagiarism, libel, confidentiality and data protection

 ways to communicate and promote guidelines about online security, confidentiality and data protection

Methods to promote trust:

 contact information, membership of professional bodies, recommendations, links, policies, standards

Checks on others’ identities:

 compare sources, cross references

Risks when working with collaborative technologies:  inappropriate disclosure of personal information  misuse of images

 appropriate language, respect confidentiality, copy lists  what to do in a power cut, about data loss

 risk analysis, risk monitoring, contingency planning, updating risk management policy.

Learning outcome

2. Plan and set up IT tools and devices for collaborative working The learner should be able to and understand:

Connect and configure collaborative technologies:

 connect to another site, check whether both sites are connected  connect to multiple sites, check when multiple sites are connected  adjust clarity

 IP address, adjust set-up options, the Open Systems Interconnection (OSI) model, facilities for sharing files and applications across multiple

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Purposes for collaborative working:

 will vary according to the task, but may include:

o

sharing, displaying and recording information, discussing and reflecting

o

establishing identity, joining interest groups

o

developing ideas, contributing to research, carrying out research

o

exporting information to other formats

o

establishing communities of interest

o

managing identities, managing data Outcomes of collaborative working:

 measurable (e.g. document, minutes, notes, project plan, transcript)  ephemeral (g conversation, agreement)

 whether an audit trail is needed

Collaborative technology tools and devices:

 Hardware: mobile, laptop, desktop, peripherals (e.g. headset, handset, microphone, camera, 3G modem)

 Software: products, services, sites Communication media:

 text, audio/spoken, still/video/animated images Compatibility issues:

 between browser software, operating systems, plug-ins. Learning outcome

3. Prepare collaborative technologies for use The learner should be able to and understand: Access to collaborative technologies:

 download software, agree terms and conditions, register or set up an ID

 accessibility issues, adjusting access settings  accessibility standards

Permissions:

 web address, phone number, user name and password, set up user names and access codes

Environments for collaborative technologies:

 user interface: choose skins, templates, widgets, wizards, cut and paste from other sources

 work environment: lighting, position of devices Adjust settings:

 Hardware: colour, type size, window size, volume  browser: cookies, pop-ups

 security settings: firewall Managing data:

 sources, subscription details, terms and conditions  aims of data management

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 what constraints need to be overcome, what level of restrictions to apply.

Learning outcome

4. Manage tasks using collaborative technologies The learner should be able to and understand:

Contributing responsibly:

 follow the rules of ‘netiquette’, respect others contributions, avoid dominating and not responding

 legal and cultural issues

 user rules, moderations policies, ethical issues Moderating collaborative technologies:  reporting inappropriate content

 checking posts Archiving outcomes:

 cut, paste, save; record, transcribe

Problems with collaborative technologies:

 routine (e.g. settings, software not responding, hardware connections)

 non-routine (e.g. access, transmission speed, bandwidth); complex (e.g. compatibility)

Respond to problems:

 follow on screen help, know who to ask for expert help  use diagnostic wizards, check bandwidth.

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Unit 305

Content management system

website creation

UAN: H/503/9327 Level: 3 Credit value: 7 GLH: 36 Endorsement by a sector or regulatory body:

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 outcome

The learner will:

1. be able to create a plan for the components of a content management system (CMS) website.

1.1 define the term Content Management System (CMS) 1.2 describe the features and functions of CMS Website

software

1.3 explain the advantages and disadvantages of different hosting options

1.4 describe what success could look like when using a CMS website 1.5 identify keywords and/or keyword phrases to be used on each

page of a website

1.6 register with a hosting provider with a suitable domain name in relation to keywords and/or keyword phrases identified

1.7 identify the website template to be used for a website

1.8 plan the content and layout needed for each page on a website 1.9 explain how laws, guidelines and constraints affect the

content and use of websites

1.10 explain when and why to use different file types for saving content.

Range Features

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Functions

Integrated file manager, intuitive interface, templates Advantages and disadvantages

Cost, ownership of content, flexibility, customisation, SEO, static vs. dynamic pages, analytics

Hosting Options

Self hosted, hosted by wordpress / blogger Laws, guidelines and constraints

Effect of copyright law, acknowledgement of sources, avoiding plagiarism, provisions of Data Protection Act, accessibility standards, IPR

File Types

Text (e.g. rtf, docx, pdf), Images (jpeg, tif, gif), Sound (e.g. wav, mp3), Video (e.g. mp4, avi).

Guidance

CMS Website Software Wordpress, blogger, weebly Content and layout

Web page content and layout will vary according to the needs of the website but should include text (e.g. body, headings), images (photographs, images), moving images (animation, videos, live streaming), Social networking links, Blog.

2. be able to use CMS software to create a website. Assessment criteria

The learner can:

2.1 customise a website template in relation to a plan 2.2 use planned content to populate a website template 2.3 use programming and development techniques to add

features and enhance a website

2.4 include keywords and/or keyword phrases in website meta-tags

2.5 include a blog in a website implementation

2.6 store and retrieve files in line with local guidelines and conventions where available

2.7 include links to Social Networking Sites in relation to a plan 2.8 include buttons to share content on a website

2.9 use testing methods to check that all elements and features of a website are working

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Range

Website meta-tags:

Title, description, URL, ALT-tags, H1, H2, keyword, tagging. Guidance

Website Templates

Templates may be customised according to requirements of CMS and website design. Templates should give header / footer and layout of pages (side bars, menu structure)

Programming and development techniques

Methods will vary but may include use of plugins, widgets, creating and changing code using programming language, snippets, creating internal and external links, adding multimedia content to pages. Social Networking Sites

Could include Twitter, LinkedIn, Facebook, Google+, FourSquare or others

Buttons

RSS, Digg, Delicious etc. Testing methods

Methods will vary but should include ‘viewing pages using different browser software’, checking links, testing multi-media and interactive elements.

3. understand how to make a website accessible. Assessment criteria

The learner can:

3.1 define the term ‘Accessible websites’

3.2 explain the legal guidelines relating to web accessibility 3.3 explain how parts of a website should be modified to make it

accessible

3.4 analyse whether a website follows accessibility guidelines 3.5 identify improvements to a website to ensure it follows

accessibility guidelines. Range

Parts of a website

Use of style sheets, colour, images, multimedia, navigation, scripts and forms, text, structure

Accessibility guidelines

Cascading style sheet, colours that do not cause problems for colour blindness, use ALT tags and titles on images, tabulated structures need captions and headings, sound files need accessible player or transcript to be made available, video files need accessible player and closed captioning, tabbed navigation, audio CAPTCHA on forms. Learning outcome

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The learner will:

4. be able to measure and improve the return on investment (RoI) of a website.

4.1 explain the importance of measuring traffic to a website

4.2 identify methodsof measuring the return on investment (ROI) of a website

4.3 use analytic tools to monitor the traffic to a website 4.4 define the term ‘bounce rate’

4.5 explain the impact of bounce rate on a website

4.6 identify improvements to a website based on analytical information.

Guidance

Methods of measuring

Number of hits to a website page, number of downloads, emails sent to an address, calls to a phone number, number of shares of content, number of visits to a blog

Analytical information

For example: Bounce rate, hits, unique visitors, search terms, referral sites.

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Unit 305

Content management system

website creation

Guidance

The CMS website created could be for a business, charity, sports club, personal, enterprise, event etc.

This unit can be completed with free hosting or paid for hosting. It is required that a CMS package is used.

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Unit 308

Principles of social media

advertising and promotion

UAN: J/503/9322 Level: 3 Credit value: 6 GLH: 34 Endorsement by a sector or regulatory body:

Aim: This unit is about understanding advertising and promotion within social media sites and the use of digital vouchers for a business.

1. Be able to plan how to use digital vouchers for marketing purposes.

1.1 define the term digital vouchers

1.2 explain the potential uses of digital vouchers

1.3 research the current disadvantages of digital vouchers

1.4 explain how to overcome the barriers of using digital vouchers for acquisition and retention of customers

1.5 plan a SMART digital voucher campaign for a business 1.6 explain methods of managing a digital voucher system 1.7 explain how to measure the effectiveness of a digital voucher

campaign. Range

SMART

Specific, measurable, attainable, relevant, timely Methods

Online numbered coupon allocation, published code and URL, number to book, online database of allocation maintained by vendor.

Guidance

Digital vouchers

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Potential uses

For example: promote deals of the day, tickets or discounted gift certificates delivered through web or via email. Increase brand awareness, encourage social sharing of vouchers

Disadvantages

For example: Significant expense, lack of customer retention, coupons intended for specific market can leak more broadly, cost vs. low profit margin

Overcome the barriers

For example:Process for customer retention, incentives, offer brand special exclusive deals.

2. Be able to plan the implementation of social networking site advertising campaigns for marketing purposes.

QUALIFICATION HANDBOOK

Level 3 Diploma in Digital

July 2013 (January 2015) Version 2

Qualification at a glance

Version and date Change detail Section

Contents

Introduction

Structure

Ref UAN Unit title Level Credit

Optional units – Group A

Centre requirements

Resource requirements

Assessors and Internal Quality Assurer

Age restrictions

Support materials

Description How to access

Assessment

Unit Title Assessment

Unit Title Assessment

Time constraints

Units

Imaging software

Endorsement by a sector or regulatory body:

Imaging software

Images:

Context for images:

Store and retrieve:

Manipulate and editing techniques:

Quality problems with images:

Video software

Endorsement by a sector or regulatory body:

Video software

Video compatibility issues:

File format:

Learning outcome

Techniques:

Display device:

Understanding the business

Understand legal, regulatory

Endorsement by a sector or regulatory body:

Scope

Range

Understand legal, regulatory

Spreadsheet software

Endorsement by a sector or regulatory body:

Spreadsheet software

Outcome 2 Be able to select and use appropriate formulas and data analysis tools to meet requirements

Principles of social media

Range Audience

Guidance

Range

Guidance

Social Media tools and channels for different types and sizes of business.

SMARTER

Guidance

Range Components

Monitor

Principles of keywords and

Range Factors

2.2 Factors

Guidance 2.6

Different Tools and Channels

Differences

Principles of keywords and

Endorsement by a sector or regulatory body:

Using collaborative

1. Stay safe and secure when working with collaborative technology

Methods to promote trust:

Learning outcome

Purposes for collaborative working:

Permissions:

Learning outcome

Problems with collaborative technologies:

Content management system

software

Range Features

File Types

Range

Buttons

accessibility guidelines. Range