Level 2 (Technical) Award in Digital Technologies ( )

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Qualification Handbook

Level 2 (Technical) Award in

Digital Technologies

(5220-20)

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Qualification at a glance

Industry area ICT Practitioners City & Guilds number 5220

Age group approved 14-16

Entry requirements There are no formal entry requirements for learners taking this qualification. Centres must ensure that learners have the potential and opportunity to gain evidence for assessment.

Assessment To gain this qualifications, learners must successfully achieve the following assessments:

 externally set, internally marked synoptic assignment

 external test

Approvals Fast track approval is not available for this qualification

Support materials Centre handbook

Synoptic assignment pack

Registration and certification Consult the Walled Garden/Online Catalogue for last dates

Title and level

City & Guilds

number

Accreditation number

Level 2 (Technical) Award in Digital

Technologies

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Contents

Qualification at a glance 2

Contents 3

1 Introduction 4

2 Centre requirements 6

3 Delivering the qualification 8

4 Assessment 9

5 Moderation and standardisation of assessment 12

6 Administration 15

7 Units 20

Unit 201 Introduction to IT Fundamentals 21

Unit 202 Security fundamentals 27

Unit 203 Customer Service 33

Unit 204 Project Management 41

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1 Introduction

This document tells you what you need to do to deliver the qualifications:

Area

Description

Who is this qualification for? This qualification is designed to support young people in developing a broad and comprehensive understanding of the IT digital environment, developing academic and study skills through practical tasks to support progression onto further digital technologies qualifications or transferable skills which will allow progression into other areas.

What does the qualification cover?

The qualification comprises four mandatory units, incorporating introduction to IT fundamentals, security fundamentals, customer service through to project management.

What opportunities for progression are there?

On completion of this qualification, learners may progress to Level 3 qualifications such as A-Levels or Technical Levels. Alternatively, learners could progress into an Apprenticeship. Who did we develop the

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Structure

To achieve the Level 2 (Technical) Award in Digital Technologies learners must achieve the 4 mandatory units.

Level 2 (Technical) Award in Digital Technologies

UAN City &

Guilds unit number

Unit title Group GLH

Mandatory

H/506/2798 201 Introduction to IT fundamentals M 30

K/506/2799 202 Security fundamentals M 30

R/506/2800 203 Customer service M 30

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2 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 these qualifications, 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 qualifications before designing a course programme.

Resource requirements

Centre staffing

Staff delivering these qualifications 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

 have a CV available demonstrating relevant experience and any qualifications held

While the Assessor/Verifier (A/V) units/TAQA are valued as qualifications for centre staff, they are not currently a requirement for these qualifications. However, City & Guilds encourage trainers and assessors to qualify to the current TAQA standard.

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

Continuing professional development (CPD)

Centres are expected to support their staff in ensuring that their knowledge and/or practice remains current. This includes currency within the occupational area and of best practice in delivery,

mentoring, training, assessment and quality assurance. It should also take account of any national, international policy and legislative developments.

Internal Quality Assurance

Internal quality assurance is key to ensuring that the assessment of evidence for units is of consistent and appropriate quality. They should

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 have a CV available demonstrating relevant experience and any qualifications held

While the Assessor/Verifier (A/V) units/TAQA are valued as qualifications for centre staff, they are not currently a requirement for these qualifications. However, City & Guilds encourage trainers and assessors to qualify to the current TAQA standard.

In certain circumstances, City & Guilds will recognise non-accredited learning and experience as equivalent as follows:

 If the Internal Quality Assurer does not hold a qualification they must be able to

demonstrate evidence of working to their own organisation’s Internal Quality Assurance standards which clearly link to V1/TAQA or other equivalent standards for Internal Quality Assurance.

Learner entry requirements

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

Age restrictions

City & Guilds cannot accept any registrations for candidates under 14 as these qualifications are only approved for learners aged 14-16.

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3 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 qualifications

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

 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

Assessment pack

including detail on the different assessment methods.

Available on the qualification pages on the City & Guilds Website

Centre devised recording

forms Available on the qualification pages on the City & Guilds Website

Recording documents

City & Guilds has developed a set of Recording forms including examples of completed forms, for new and existing centres to use as appropriate. Recording forms are available on the City & Guilds website.

Although new centres are expected to use these forms, centres may devise or customise

alternative forms, which must be approved for use by the Qualification Consultant, before they are used by learners and assessors at the centre. Amendable (MS Word) versions of the forms are available on the City & Guilds website.

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4 Assessment

Summary of assessment methods

Learners must:

 successfully complete the following two assessments.

Assessment Types

Assessment

methods Description/conditions Unit reference Where to obtain assessment materials Synoptic

assignment

This assessment is

externally set, internally marked and is subject to external moderation.

Please see Assessment Pack for detail.

Unit 201 Unit 202 Unit 203 Unit 204

Assessment pack

containing this and other assessments can be downloaded from

www.cityandguilds.com

External test This assessment is externally set and externally marked. The test is designed to assess learner’s knowledge and understanding across the qualification at the end of the period of learning.

Unit 201 Unit 202 Unit 203 Unit 204

Consult the Walled Garden/Online Catalogue for details.

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Time constraints

The following must be applied to the assessment of this qualification:

 Centre staff should guide learners to ensure excessive evidence gathering is avoided.  All assignments/tasks must be completed and assessed within the learner’s period of

registration. Centres should advise learners of any internal timescales for the completion and marking of individual assignments.

Contribution of assessment towards overall qualification achievement

grade

Assessment method

Grade profile

% contribution

Synoptic assignment U/P/M/D 60%

External tests U/P/M/D 40%

Test specifications

The way the knowledge is covered by each synoptic test is laid out in the tables below: Assessment type: Written

Grading structure: U/P/M/D

Test 1

Duration: 1 hour

Unit Outcome Number of

marks %

201 2. Comply with safety and environmental legislation

3. Use network technologies

11 27

202 1. Recognise why security must be layered 2. Identify the purpose of security software 3. Apply fundamental systems security

15 38

203 1. Recognise the principles of customer service, and their impact on business

2. Understand the legislation which underpins customer service

10 25

204 1. Recognise the principles of project

management 4 10

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Recognition of prior learning (RPL)

The City & Guilds policy on RPL can be found at: http://www.cityandguilds.com/Provide- Training/Centre-Support/Centre-Document-Library/Policies-and-Procedures/Quality-Assurance-Documents

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5 Moderation and standardisation of assessment

Internal standardisation of marking

The centre is required to standardise the assessment across different assessors, to ensure that all work at the centre has been marked to the same standard. If two or more tutors are involved in marking assessments, one supervisor/tutor must be designated as responsible for internal standardisation.

Common pieces of work must be marked by all markers on a trial basis and differences between outcomes discussed at an internal training session in which all tutors involved must participate. The supervisor/tutor responsible for standardising the marking must ensure that the training includes the use of reference and archive materials such as work from a previous year.

Supervision and authentication of internally assessed work

The Head of Centre is responsible for ensuring that internally assessed work is conducted in accordance with City & Guilds instructions and JCQ instructions.

City & Guilds requires:

 learners to sign the record form to confirm that the work submitted is their own

 tutors to confirm on the record form that the work assessed is solely that of the learner concerned and was conducted under the conditions laid down in the handbook and assessment pack

 the supervisor/tutor responsible for internal standardisation also to sign the Centre Declaration Sheet (CDS) to confirm that internal standardisation has taken place and that the work presented is that of the learners named. If only one teacher has undertaken the marking, that person must sign this form.

The completed record form must be attached to each learner’s work and the Centre Declaration Sheet must be sent to the moderator. Failure to sign either or both the record form and the CDS may delay the processing of the learners’ results.

The supervisor/tutor should be sufficiently aware of the learner’s standard and level of work to appreciate if the work submitted is beyond the ability of the learner and further confirmation of authenticity is required.

If it is believed that a learner has received assistance within bounds of what is acceptable in the guidelines for the internally assessed assessment, the supervisor/tutor should carry out marking which represents the learner’s unaided achievement. The authentication statement should be signed and information given on the relevant form.

If the supervisor/tutor is unable to sign the authentication statement for a particular learner, then the learner’s work cannot be accepted for assessment.

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Moderation

Moderation applies to internally assessed work such as practical assignments, and will take place in two stages.

Stage 1 – a visit from City & Guilds before internally marked assessments take place. The purpose of this visit will be to check such matters as:

 task setting against specification

 arrangements for internal standardisation.

City & Guilds will give advice, feedback and guidance on the above. Stage 1 will be seen as a technical advisory visit and will cover assessment setting where relevant.

Stage 2 – a review by a moderator of a sample of the centre’s internally assessed work.

Internally assessed work will usually be sent to the moderator, but in some cases the moderator may arrange to visit the centre and reassess the work in-situ. The samples to be moderated will be agreed with the centre for each identified cohort in accordance with the moderation procedures. The moderator will reassess the work against the assessment criteria. The marks will either be accepted or adjusted where the sample is found to fall outside the published mark tolerance. If necessary, further samples may be requested from the centre where marking is found to be inconsistent and an adjustment which is fair to all learners cannot be found from the original sample.

Post-moderation procedures

On publication of the result for an assessment, City & Guilds will provide centres with details of their final marks.

The moderator selects a sample of work to be used for the Awarding meeting. The remaining work is returned to the centre within one month of the moderation. The moderator will inform the centre if any work is being retained for Awarding. City & Guilds reserves the right to retain some learners’ work for archive or standardisation purposes.

Retaining evidence

The centre must retain the work of all learners for each assessment, with record forms attached, under secure conditions, from the time it is assessed, to allow for the possibility of an enquiry about results. The work may be returned to learners after the deadline for enquiries about results. If an enquiry about a result has been made, the work must remain under secure conditions in case it is required by City & Guilds.

Malpractice

Please refer to the City & Guilds guidance notes Managing cases of suspected malpractice in examinations and assessments. This document sets out the procedures to be followed in identifying and reporting malpractice by learners and/or centre staff and the actions which City & Guilds may subsequently take. The document includes examples of learner and centre malpractice and explains the responsibilities of centre staff to report actual or suspected malpractice. Centres can access this document on the City & Guilds website.

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 falsification of assessment evidence or results documentation  plagiarism of any nature

 collusion with others

 copying from another candidate (including the use of ICT to aid copying), or allowing work to be copied

 deliberate destruction of another’s work

 false declaration of authenticity in relation to the contents of a portfolio or coursework  impersonation.

These actions constitute malpractice, for which a penalty (eg disqualification from the examination) will be applied.

Where suspected malpractice in internally assessed work is identified by a centre after the learner has signed the declaration of authentication, the Head of Centre must submit full details of the case to City & Guilds at the earliest opportunity. Please refer to the form in the document Managing cases of suspected malpractice in examinations and assessments. Alternatively please complete the form, JCQ/M1. Copies of this form can be found on the JCQ website: http://www.jcq.org.uk Malpractice in internally assessed work discovered prior to the learner signing the declaration of authentication need not be reported to City & Guilds, but should be dealt with in accordance with the centre’s internal procedures. City & Guilds would expect centres to treat such cases very

seriously. Details of any work which is not the learner’s own must be recorded on the cover sheet or other appropriate place.

Factors affecting individual learners

If work is lost, City & Guilds should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form, JCQ/LCW, to inform City & Guilds Candidate Support of the circumstances.

Learners who move from one centre to another during the course may require individual attention. Possible courses of action depend on the stage at which the move takes place. If the move occurs early in the course, the new centre should take responsibility for assessment. If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the ‘Educated Elsewhere’ procedure. Centres should contact City & Guilds at the earliest possible stage for advice about appropriate arrangements in individual cases.

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6 Administration

Quality assurance

Quality assurance of assessments

Centres must use the provided documentation, unless otherwise agreed, to ensure that all of the appropriate information is available for moderation processes. Centres may devise additional documentation/forms to support those provided by City & Guilds.

If a learner’s work is selected for external moderation, samples of work must be made available.

Internal quality assurance

Registered centres must have effective quality assurance systems to ensure optimum delivery and assessment of qualifications. Quality assurance includes initial centre registration by City & Guilds and the centre’s own internal procedures for monitoring quality. Centres are responsible for internal quality assurance and City & Guilds is responsible for external quality assurance. Standards and rigorous quality assurance are maintained by the use of:

 internal quality assurance

 City & Guilds external moderation.

In order to carry out the quality assurance role, Internal Quality Assurers must have appropriate teaching and vocational knowledge and expertise. For more information on the requirements, refer to Section 2 of this handbook.

To meet the quality assurance criteria for this qualification, the centre must ensure that the following procedures are followed:

 the setting of the internally set and marked assessment against the specification  suitable training of staff involved in the assessment of the qualification to ensure they

understand the process of marking and standardisation

 completion by the person responsible for internal standardisation of the Centre Declaration Sheet to confirm that internal standardisation has taken place

 the completion by learners and supervisors/assessors of the record form for each learner’s work.

External quality assurance

External quality assurance is provided by the two stage moderation system described in Section 6. External moderation of internally assessed work is carried out to ensure that assessment is valid and reliable, and that there is good assessment practice in centres and that standards are maintained.

City & Guilds requires the Head of Centre to

 facilitate any inspection of the Centre which is undertaken on behalf of City & Guilds

make secure arrangements to receive, check and keep examination material secure at all times, maintain the security of City & Guilds confidential material from receipt to the time when it is no

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longer confidential and keep scripts secure from the time they are collected from the candidates to their dispatch to City & Guilds.

Awarding grades and reporting results

The Level 2 (Technical) Award in Digital Technologies will be reported on a three grade scale: Distinction, Merit, Pass.

Grade descriptors and awarding of overall grade

Although City & Guilds will award assessment grades and the overall grade for the

Level 2

(Technical) Award in Digital Technologies

, the following award descriptions indicate the

level of attainment characteristics of the given grade.

Pass

All assignment tasks have been achieved and candidates will have:

 demonstrated understanding of the requirements and produced the minimum evidence required

 provided evidence which demonstrates knowledge relevant to the task. Merit

Candidates need to have achieved everything at pass grade and will have:

 demonstrated sound understanding of the task and provided clear and relevant evidence  shown the use of a range of relevant sources/resources

 presented the task well and in an organised and logical sequence  demonstrated evidence of analysing research information Distinction

Candidates need to have achieved everything at pass and merit grade and will have:

 demonstrated excellent understanding of the task with evidence of analysis and evaluation  critically evaluated a wide range of sources/resources which are clearly referenced

 provided evidence which demonstrates a good breadth and depth of knowledge that has been used to good effect in the task

 presented the task to a high level

 provided evidence of creative and original thoughts  worked independently throughout.

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The overall grade of the

Level 2 (Technical) Award in Digital Technologies will be determined using the following criteria.

All assessments must be achieved at a minimum of pass for the qualification to be awarded. The minimum points available for each assessment grade are as follows:

Pass

Merit

Distinction Max point

External Test : 40% 2 4 6 7

Synoptic assignment: 60 % 3 6 9 11

All points above pass will be accessible by candidates (ie a candidate achieving a high pass in the test will earn 3 points and a middle merit in the synoptic 7 points).

The candidate’s points for each assessment are added together and the conversion chart below is used to identify the candidate’s final grade.

Conversion chart Total points from

both assessments Qualification Grade

15 - 18 Distinction

10 - 14 Merit

5 - 9 Pass

Examples:

Candidate External test

1 Assignment Total points Qualification grade

1 High P 3 points High P 5 points 8 Pass 2 High M 5 points High P 4 points 9 Pass 3 High P 3 points Middle M 7 points 10 Merit 4 Low M 4 points Low M 6 points 10 Merit 5 High M 5 points Middle D 10 points 15 Distinction

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Enquiries about results

The services available for enquiries about results include a clerical check and re-moderation of internally assessed work. Requests must be submitted within the specified period after the publication of results for individual assessments.

In cases where a post-results enquiry reveals inaccurate assessment, the result may be raised or lowered.

For further details of enquiries about results services, please consult the current version of the JCQ Post-Results Services booklet.

Re-sits and shelf-life of assessment results

Assessment results remain available to count towards certification, whether or not they have already been used, as long as the specification is still valid.

Learners who have failed an assessment or wish to re-take it in an attempt to improve their grade, can re-sit this assessment once only. If the assessment is internally assessed, then the resubmitted assignment must be a new piece of work and cannot be an amended version of the original

submission. The best result will count towards the final qualification.

Access arrangements

We have taken note of the provisions of equalities legislation in developing and administering this specification.

We can make arrangements so that learners with disabilities, special educational needs and temporary injuries can access the assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a learner with visual impairment. Please refer to the JCQ access arrangements and reasonable adjustments and Access

arrangements - when and how applications need to be made to City & Guilds for more information. Both are available on the City & Guilds website: http://www.cityandguilds.com/delivering-our- qualifications/centre-development/centre-document-library/policies-and-procedures/access-arrangements-reasonable-adjustments

Special consideration

We can give special consideration to learners who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination. Applications for either access arrangements or special consideration should be submitted to City & Guilds by the Examinations Officer at the centre. For more information please consult the current version of the JCQ document, A guide to the special consideration process.

Language of examinations

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Other issues

European Dimension

City & Guilds has taken account of the 1988 Resolution of the Council of the European Community in preparing this specification and associated specimen units.

Environmental Education

City & Guilds has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility: An Agenda for Further and Higher Education 1993 in preparing this specification and associated specimen units.

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7 Units

Availability of units

The following units can also be obtained from the Register of Regulated qualifications: www.register.ofqual.gov.uk

Structure of units

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

 level

 guided learning hours  purpose of the unit

 learning outcomes which are comprised of a number of topics  guidance for delivery

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Unit 201

Introduction to IT Fundamentals

UAN: H/506/2798 Level: 2

GLH: 30

Assessment type This unit will be assessed through the following assessment methods:

 synoptic assignment  external test

More information can be found in the assessment pack, available on the City & Guilds website.

What is this unit about?

The purpose of this unit is for learners to gain an insight and understanding of modern computing for use in personal and professional life.

The unit will look at how computing systems have developed for use in businesses; learners will have an opportunity to explore the use of different types of computer systems from the more traditional desktop systems to mobile computing devices.

Learners will also learn how these systems connect with each other and how they are kept secure. Learners will have an opportunity to understand and explore some of the safety and environmental considerations that must be understood by both users and professionals in computing.

Learners may be introduced to this unit by asking themselves questions such as:  how are computers used in a commercial environment?

 what are the different types of computers?  what are the environmental issues?

Learning outcomes

In this unit, learners will be able to: 1. use information technologies

2. comply with safety and environmental legislation 3. use network technologies

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Scope of content

This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved.

Please note that the supporting bullet points throughout this unit are not definitive.

Learning outcome 1: Use information technologies

Topic 1.1:

Information technologies in personal and professional settings

Topic 1.2:

Connect peripherals

Topic 1.3:

Configure technologies

Topic 1.1

Learners will need to understand why different information technologies are used for different purposes. They will need to look into the uses of information technologies both in personal and professional settings. Information technologies including but is not limited to:

 mobile/wearable technologies  server technologies

 embedded technologies  desktop technologies Topic 1.2

Learners must be able to connect input, output and storage peripherals, and mobile devices including but not limited to:

 keyboards, mice and other input devices  monitors  printers  scanners  external storage  mobile devices Topic 1.3

Learners will need to be able to demonstrate the configuration of technologies to include but not limited to:

 the creation and configuration of user account  basic desktop settings

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Learning outcome 2: Comply with safety and environmental legislation

Topic 2.1:

Potential physical safety hazards and preventative action

Topic 2.2:

The use of hazardous substances in a work environment

Topic 2.3:

Safe disposal of technology and data

Topic 2.4:

Maintain a safe working environment

Learners will need to have an understanding of and be able to implement safety and environmental issues, including electrostatic discharge (ESD).

Topic 2.1,2.2,2.3

Learners will need to explore a wide range of safety and environmental issues that ensure a safe and environmentally friendly working environment.

This will include looking at safe working practices when working with technology understanding the principles and how they can be correctly implemented, to include but not limited to:  Control Of Substances Hazardous to Health (COSHH)

 Health and Safety at Work Act 1974 (as amended)  Data Protection Act 1998

 WEEE directives  EU directives

Learners need to understand the principles of safe working with technology and the difference between a risk and a hazard. They need to be aware of their responsibility when dealing with data.

Topic 2.4

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Learning outcome 3: Use network technologies

Topic 3.1:

Networking fundamentals

Topic 3.2:

Create a functioning network

Topic 3.3:

Trouble shooting networking technologies

Topic 3.1

Learners will need to understand some of the fundamentals of local area networking technologies to include but not limited to:

 topologies (Star, Mesh, Ring, Bus)

 cabling (UTP, STP, Cat5, coaxial, fibre optic)  wireless (ad hoc)

 switch  hub

 physical and logical address Topic 3.2

In order to understand this topic, learners need to be able to install and configure a local area network with a minimum of three technology devices (ideally a range of desktop and mobile devices, this can vary according to the equipment available).

Topic 3.3

Learners should be able to troubleshoot network configuration settings and connections using standard processes:

 check the physical connections  check the logical connections

Guidance for delivery

Learning for this unit should take place both in a workshop environment where learners can be exposed to a range of technology systems including mobile technologies but not limited to laptops, tablets and mobile phones. Learners also need to be exposed to a range of possible operating systems such as proprietary and open source. All of these should discuss real world uses and developments.

When installing networks learners should have exposure to range of options including wired and wireless networks, the networks only need to contain three technology systems (desktop, mobile or a combination), however the network should include one interconnection device eg hub or switch. In order to understand health and safety requirements learners should be encouraged to view first-hand different risks and hazards in real or simulated working environments.

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Employer engagement

Employer engagement is essential in order to maximise the value of learners’ experience. A partnership approach should be adopted where possible with employers with whom the consortium has links, and with employers used for work experience placements.

It would be helpful for teachers to develop a method of maintaining contact with a range of

employers in the sectors may be able to help with keeping the examples of legislation, policies and codes of practice used in the taught content, up to date.

Suggested learning resources

Websites

 IT Security http://www.itsecurity.com/

 Computer Weekly http://www.computerweekly.com/resources/I

T-security

 Search Security http://searchsecurity.techtarget.com/

 Bletchley Park Trust (Education Resources) http://www.bletchleypark.org.uk/edu/resourc es.rhtm

 The National Museum of Computing

(Education Resources) http://www.tnmoc.org/learn/educational-visits  Professional Bodies, Trade Associations

and Sector Skills Council.

Delivery centres may wish to contact the Information Security Specialist Group (ISSG) of BCS The Chartered Institute for IT. ISSG is a voluntary group of BCS members who share a common interest in Information Security.

http://www.bcs-issg.org.uk

 The Institute of Information Security Professionals is the leading (UK)

professional body for Information Security. They provide a free to download skills framework for Information Security Professionals wishing to develop a career in this area of IT specialism

https://www.iisp.org/imis15/

 The Worshipful Company of Information Technologists is the 100th Livery Company of the City of London. Its members

volunteer their time and talent to support the IT profession, particularly education initiatives. The Information Technologists’ Company has an active Security Panel, and an Education & Training Committee that bring together some of the most eminent experts in those fields

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 e-skills UK is the sector skills council for the IT and Telecommunications industry. e-skills UK are at the vanguard of employer engagement, especially in the field of Cyber Security skills, qualifications and internships

https://www.e-skills.com/professional-development/cyber-security/

 The Cyber Security Challenge UK is a ongoing campaign to bring young (and not so young) talent in to the Cyber Security Profession. The challenge is sponsored by major employers (BT, Microsoft, Bank of England, CGHQ, CompTIA, KPMG, HP, Ministry of Defence and many others)

https://cybersecuritychallenge.org.uk/existing sponsors.php

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Unit 202

Security fundamentals

UAN: K/506/2799 Level: 2

GLH: 30

The purpose of this unit is to give learners an insight and understanding of Information Security concerns associated with Digital Technology.

The unit will look at how technology systems and data are affected by security breaches; learners will look at types of breaches that are of greatest concern. It will also look into security methods that can be deployed to protect systems and data from intentional loss such as hacking and viruses and unintentional loss, such as failure to follow security procedures.

In this unit learners should have an opportunity to configure appropriate security measures across a range of technologies which include proprietary and open source software.

Learners may be introduced to this unit by asking themselves questions such as:  how would it affect you if someone hacked your email account?

 what might be the consequences if someone hacked the data on your phone or tablet?  how secure do you think your passwords are?

 what are the implications for a lack of security in a business network?

Learning outcomes

In this unit, learners will be able to:

1. recognise why security must be layered 2. identify the purpose of security software 3. apply fundamental systems security

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Scope of content

Learning outcome 1: Recognise why security must be layered

Topic 1.1:

The core security principles concerned with technology and information security

including physical security methods

Topic 1.2:

Issues concerning Internet and wireless security

Topic 1.1

Learners will need to understand some of the core security principals and concepts that are involved with technology and information security. These principles include but are not limited to:  production of security policy and procedure documents

 biometric authentication o finger print scanning o hand print scanning o retina scanning

 honey traps / gold fish bowls Topic 1.2

Learners will also need to consider issues relating to the security of the Internet and wireless systems. Learners will need to discuss some of the main concepts that surround accessing the Internet and wireless networks in a safe and secure manner, including but not limited to:  encryption keys

 firewalls  passwords

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Learning outcome 2: Identify the purpose of security software

Topic 2.1:

Client protection methods

Topic 2.2:

E-mail protection methods

In this outcome learners will focus on understanding the protection of specific software to include but not limited to:

 Desktop Operating Systems o proprietary

o open source

 Mobile Operating Systems o proprietary o open source  server software  email  web browsers Topic 2.1

Learners need to understand how to secure operating systems considering a range of methods to include but not limited to:

 user accounts (with specified levels of privilege)  virus protection

 malware

 software updates  firewall

 data encryption (ie of storage devices rather than networks) Topic 2.2

Learners need to be able to understand ways to ensure safe use of email to include but not limited to:

 the use of filters  spam mail  phishing emails

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Learning outcome 3: Apply fundamental systems security

Topic 3.1:

Methods of data encryption

Topic 3.2:

Configure security access methods

Learners will need to explore various methods of making systems secure from attack and will also explore different methods of encrypting data.

Topic 3.1

Learners need to understand different methods of encrypting data, both over a local network and over a public network such as the Internet. To include but not limited to:

 Symmetric Encryption (eg Kerberos)  Asymmetric Encryption (eg PGP)  Email Encryption (egPGP)  Secure Socket Layer (SSL) Topic 3.2

Learners should be able to provide what is required for authenticating user access to systems and data, to include but not limited to:

 usernames and other forms of id (swipe cards, fobs, hand scan)  passwords and complexity

 two factor authentication  password ageing policy  access permissions

Guidance for delivery

When delivering this unit considerations should be given to security implications that have evolved over time.

Learning for this unit should take place both in a workshop environment where learners can be exposed to a range of technology systems including mobile technologies but not limited to laptops, tablets and mobile phones. Learners also need to be exposed to a range of possible operating systems such as proprietary and open source. All of these should discuss real world uses and developments.

Learners need to have an opportunity to research and discuss high profile instances of threats to data security.

Learning for this unit should take place with the support of local employers. Learners should have exposure to real world security issues and solutions. In order to produce the required

documentation learners should have a scenario that enables them to research and develop and appropriate solution.

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Employer engagement

Suggested learning resources

Websites

 IT Security http://www.itsecurity.com/

 Computer Weekly http://www.computerweekly.com/resources/I

T-security

 Search Security http://searchsecurity.techtarget.com/

 Bletchley Park Trust (Education Resources) http://www.bletchleypark.org.uk/edu/resourc es.rhtm

 The National Museum of Computing

(Education Resources) http://www.tnmoc.org/learn/educational-visits  Professional Bodies, Trade Associations

and Sector Skills Council.

Delivery centres may wish to contact the Information Security Specialist Group (ISSG) of BCS The Chartered Institute for IT. ISSG is a voluntary group of BCS members who share a common interest in Information Security.

http://www.bcs-issg.org.uk

 The Institute of Information Security Professionals is the leading (UK)

professional body for Information Security. They provide a free to download skills framework for Information Security Professionals wishing to develop a career in this area of IT specialism

https://www.iisp.org/imis15/

 The Worshipful Company of Information Technologists is the 100th Livery Company of the City of London. Its members

volunteer their time and talent to support the IT profession, particularly education initiatives. The Information Technologists’ Company has an active Security Panel, and an Education & Training Committee that bring together some of the most eminent experts in those fields

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 e-skills UK is the sector skills council for the IT and Telecommunications industry. e-skills UK are at the vanguard of employer engagement, especially in the field of Cyber Security skills, qualifications and internships

https://www.e-skills.com/professional-development/cyber-security/

 The Cyber Security Challenge UK is a ongoing campaign to bring young (and not so young) talent in to the Cyber Security Profession. The challenge is sponsored by major employers (BT, Microsoft, Bank of England, CGHQ, CompTIA, KPMG, HP, Ministry of Defence and many others)

https://cybersecuritychallenge.org.uk/existing sponsors.php

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Unit 203

Customer Service

UAN: R/506/2800 Level: 2

GLH: 30

The unit aims to help learners explore the principles of effective customer service and to develop the practical skills required to support the customer service environment. The unit is not limited to face to face customer service but could also encapsulate remote support.

Those looking to work at any level of customer service, whether it be in business or IT or any other sector will need to be aware that good customer service is important to the success of any business and the resulting drawbacks that poor customer service can deliver.

Learners may be introduced to this unit by asking themselves questions such as:  what is the customer service?

 why do I need to worry about poor customer service?  does customer service matter if it’s not my own business?

 will good customer service help me to gain promotion in the future?  are there any legal obligations surrounding customer service?

Learning outcomes

1. recognise the principles of customer service, and their impact on business 2. understand the legislation which underpins customer service

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Scope of content

This section gives details of the scope of content to be covered in the teaching of the unit in order to ensure that all the learning outcomes can be achieved.

Learners need no prior knowledge of business or customer service, but should be aware of their own personal expectations when visiting department stores, banks, wholesalers and retailers or contacting an IT vendor for technical support.

Learning outcome 1: Recognise the principles of customer service and their

impact on business

Topic 1.1:

The customer, general principles and points of contact within customer

service

Topic 1.2:

Customers expectations

Topic 1.3:

Effects that customer service can have on a businesses

Topic 1.4:

Improvements to customer service

Topic 1.1

Leaners should have an understanding that customer service is about dealing with people. Learners should understand that the customer can be:

 a member of the public  an organisation

 internal (eg from another part of the same organisation)  external (eg clients, suppliers, public etc.)

Learners should have an overview of the following general principles of providing good customer service include but are not limited to:

 the customer charter (eg policies and procedures)  identifying customer needs

 ensuring customer needs are met

 encouraging customer loyalty ( eg loyalty cards, targeted marketing etc)  ensuring customers leave happy

 the importance of having customers return to the business

 encouraging customers to pass on positive feedback to others (eg price draws, social media etc)

Learners should recognise that customer service encapsulates different points of contact which include but is not limited to:

 technical support  point of contact sales  general enquiries

 after sales (eg warranties, guarantees, exchanges, repair agreements, refunds)  customer service

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Topic 1.2

Learners need to understand that the way that individuals or organisations are affected by customer service is influenced by customer expectations.

Examples that can influence customer expectations include but are not limited to:  first impressions

 what the customer thinks the end result should be  previous experiences with other organisations  previous experiences with the same organisation

 experiences of others (eg word of mouth, media, friends)  the reputation of an organisation

 how customers think they should be treated  courtesy

 consideration

 face to face contact with a person  confidence that they will be listened to  expectations of prompt resolutions

 escalation of customers’ problem if required Topic 1.3

Learners should be aware that the effect that customer service can have on a businesses can be either positive or negative. Please note that learners might look into other more contextualised effects but they will only be assessed from the list specified below.

Examples of positive effect can include:  loyalty of customers

 increased business  increased staff morale

 good feedback to organisation  good feedback about employees  positive recommendation to others

 improved relationships with local community  reduced cost of acquiring new customers Examples of negative effect can include:  loss of business

 loss of reputation

 poor relationship with local community  adverse publicity

 legal and compliance issues Topic 1.4

Learners need to be aware of the steps that can be taken to improve customer service including but not limited to:

Improvements:  induction training

 documenting customer needs/issues

 efficient Service Level Agreement (SLA) planning  making a good first impression (eg being professional)

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 staff keeping up-to-date with product and services knowledge  bespoke vendor training courses

 listening to feedback from customers  staff continuing personal development

 observing competition’s delivery of customer service  adopting best practice

 responding quickly to issues of poor delivery  proactive management

 SWOT (Strengths, Weaknesses, Opportunities & Threats) analysis  use technology to cascade accurate information or inform management

Learning outcome 2: Understand the legislation which underpins customer

service

Topic 2.1:

The legal requirements and responsibilities on a business

Topic 2.2:

The impact of breaches

Learners must have an overview but not necessarily in depth knowledge of consumer rights and the impact on a business for breaches of any legal requirements including but not limited to: Topic 2.1

Legal requirements:

 Trade Descriptions Act 1968 as amended (1972 & 2011) o Giving misleading information

 Consumer Credit Act 1974 as amended (2006)

o Protection to the customer when buying on credit  Sale and Supply of Goods Act 1994

o Goods have to be of satisfactory quality  Unfair Trading Regulations 2008

o Door to door sales

 Consumer Protection from Unfair Trading Regulations 2008 o Unfair commercial practices

 Hire-Purchase Act 1965 o Consumer protection

 Health & Safety at Work Act 1974

o Safeguarding customers while on premises  Data Protection Act 1998

o The principles of the Data Protection Act o Computer bureau

o Role of the Information Commissioner o Data subjects

o Data controller o Personal information o Access to information

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o Right of subject access o Domestic purposes o National security o Direct marketing  Contracts

o Service Level Agreement (SLA) eg contacts, responsibilities, response times, performance measures, expected quality of service

 European Directives Topic 2.2

Impact of breaches:  Data Protection Act

o Loss of business o Loss of reputation o Financial consequences o Lack of trust o Right to compensation o Right to complain

o Staff planning information  Health & Safety at Work Act 1974

o Criminal prosecution o Civil compensation

 Trade Descriptions Act 1968 as amended (1972 & 2011) o Fine or imprisonment

 Consumer Credit Act 1974 as amended (2006) o Fine up to £50000

 Sale and Supply of Goods Act 1994 o Fine

 Unfair Trading Regulations 2008 o Fine up to £5000

 Consumer Protection from Unfair Trading Regulations 2008 o Fine or imprisonment not exceeding 2 years

 Hire-Purchase Act 1965 o Consumer protection  Breach of Contract

o Service Level Agreement (SLA)

Learning outcome 3: Demonstrate effective customer service

Topic 3.1:

Apply customer service principles for identified purposes in line with legal

requirements and responsibilities

Topic 3.2:

Use technology for identified activities and purpose

Topic 3.1

Learners will need to know how they can apply customer service principles covered in Outcome 1, as well as the legal requirements and responsibilities in Outcome 2.

Topic 3.2

Learners need to show that they can use technology for a variety of purposes (eg to accurately record customer issues, escalate issues, inform management etc) to demonstrate effective customer service (eg fault log, emails, return documentation, complaints etc)

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Guidance for delivery

In order to fully understand the impact of both good and bad customer service, learners would benefit from role play exercises.

A project would help the learners understand the content of this unit and in addition afford the opportunity to demonstrate their knowledge and skills. Such a project could be through role play utilising face to face service or remotely using a range of IT devices or by telephone.

Examples of activities:

 Responding to first line technical support issues (eg Tier/Level 1)  Logging customers requests/problems onto an IT system  Logging the time taken to respond/resolve service requests  Reporting common customer queries

 Cascading customer feedback using a range of tools (eg IT, documentation)  The return/replacement of faulty goods

 Customers having received poor service in the past  Angry/frustrated customers

 Face to face communication

 Subsequent updating the customer with any results of a query

Further understanding of the stages within customer service could be recognising when to transfer a customer to a tier/level 2 technician, logging customer calls/requests and taking the appropriate action to escalate issues.

Learners should be encouraged to explore a range of customer service issues that could arise (eg. returned goods, mis-sold goods, faulty IT devices, tier/level 1 response to IT issues, angry

customers, service level agreements etc.)

If the assessment were to form a part of a larger project developing IT applications, the learner could demonstrate their skills by developing customer service policies and/or procedures to support the development.

Employer engagement

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Suggested learning resources

Books

Key Concepts in Business and Management Research Methods (Palgrave Key Concepts) Stokes P, 2011

Published by Palgrave Macmillan ISBN 978-0230250338

Key Concepts in Business Practice Sutherland J & Canwell D, 2004 Published by Palgrave Macmillan ISBN – 1403932107

Business Concepts and Models: New Words for Old Ideas Holloway G, 2013

Published by Xlibris LLC ISBN - 978143131730

Revise GCSE – Business Studies with Communications Systems Floyd D, 2009

Published by Letts Educational Ltd ISBN – 978=906415846

GCSE Business Studies (BBC Bitesize Revision Guide) Clark P, 2002 & 2007

Published by BBC Archive (Pearson Education Group) ISBN – 978- 1406613742 Websites http://www.bbc.co.uk/schools/gcsebitesize/business/ https://www.gov.uk/browse/business/setting-up https://www.gov.uk/starting-up-a-business/start-with-an-idea http://www.princes-trust.org.uk/need_help/enterprise_programme.aspx?gclid=CPmQiZSVhb0CFagKwwod3UU AdA http://entrepreneurs.about.com/od/businessplan/a/businessconcept.htm http://www.wfu.edu/rsp/pdf/business%20plan%20sample.pdf

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Unit 204

Project Management

UAN: Y/506/2801 Level: 2

GLH: 30

This unit is about the use of Project Management techniques that can be used to effectively plan, manage and deliver a project on time, in budget and to a defined scope. Learners will identify the key elements such as a project plan, the critical path, milestones.

Project Management requires flexibility and it is often the case that an alternative plan will be needed. The project plan itself should be considered as a checklist to be used to monitor a project, it should not be considered as strict formula as the project manager needs to be able to change approach in ever changing environments.

The purpose of this unit is for learners to look at the fundamentals of project management. The learners will gain an understanding of the roles and responsibilities of those involved and explore some of the documentation that can be used to identify the key criteria that must be satisfied in order to deliver a successful project.

This unit should answer the following questions:  what is the purpose of project management?  what terminology is used in project management?

 how do project life cycles affect planning and management?  what does critical path mean in a project?

Learning outcomes

1. recognise the principles of project management 2. identify the stages of a project life cycle

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Scope of content

Learning outcome 1: Recognise the principles of project management

Topic 1.1:

The exploration of the principles of project management including:

 purpose

 roles and responsibilities within a project  indicators of progress

 financial considerations

 risks and contingency planning Topic 1.1

Learners must have an understanding of the following, including but not limited to:  purpose of project management

 the key roles and responsibilities within a project o sponsor (executive)

o users o suppliers

o project manager o team manager (leader) o project support office  indicators of progress

o utilise technology to create information such as GANTT charts and project reports o project summary

o critical tasks o milestones

 project viability and financial considerations o payback period

o discounted cash flow / net present value o Return on investment (ROI)

 risks and contingency planning o time slippage

o financial

o human resources o critical tasks o dependencies

In addition to the above learners need to be aware of the following principles.  project organisation structures:

o hierarchical o flat

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o project plan

 identifying the critical path on a basic project network using a given formula  calculating the earliest and latest start and finish dates

 calculating the total float on activities in an aon network o project management plan

o project initiation document

o chart(s) showing project activities (eg Gantt, AoN)  criteria for a successful project

o objectives (eg Specific, Measurable, Agreed, Realist Time-bound, Evaluated and Reviewed (SMARTER))

 constraints and dependencies o predecessors o successors o critical tasks  tolerances  previous experience  human resources

Learning outcome 2: Identify the stages of a project lifecycle

Topic 2.1:

The key stages within project life cycles:

 Plan

 Develop and implement  Review

Topic 2.2:

The lifecycle models

Topic 2.1

In order for learners to be able to meet project management needs they will need to have an understanding of various project lifecycles which includes the three stages e.g. Plan, Develop and Implement, Review. Learners will also need to be aware that project life cycles exist in a number of different models.

Topic 2.2

Learners will need to be aware that depending on the specific nature of the project the life cycle may need to be modified.

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Learning outcome 3: Plan a project

Topic 3.1:

Apply the principles to a specified project

Topic 3.2:

Create a life cycle model

Topic 3.1,3.2

Learners will need to be able to apply the principles and stages identified in Learning Outcome 1 and 2 by planning a virtual or real project (e.g., to a business plan) utilising Information

technology. The project plan should include but is not limited to evidence of :  purpose of the project

 main roles and responsibilities within a project  progress indicators

 project viability and financial considerations  risks/contingency planning

 project organisation structures  project documentation:

o project plan: identifying the critical path calculating the earliest and latest start and finish dates

o project progress report

 project management plan: Chart(s) showing project activities (eg Gantt, AoN)

 criteria set for a successful project: Objectives (eg Specific, Measurable, Agreed Realist Time-bound Evaluated, Reviewed (SMARTER))

 human resources required

Guidance for delivery

This unit can be used alongside virtually all of the other units. It could be used as the foundation for the learners’ project and would help guide the learner through the process of completing their other work.

A learner’s project could be set and linked to this unit to allow learners to outline, plan and manage in areas that are of interest to them. This could be a project to implement a new IT system to be used in a small business environment and should take into account budget, system specification of hardware, software, network requirements, installation and commissioning. The project should be relevant to the learner and reflect the units that they are undertaking to ensure relevancy.

In order for learners to understand project life cycles they are encourage to:  research three different examples of a project or system life cycle  select the correct system development life cycle for a given situation  draw and describe an example of a system life cycle eg waterfall

Employer engagement

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Suggested learning resources

Books

Project Management Healy P

Published by: Butterworth-Heinemann, 1997 ISBN: 0-7506-8943-9

The Handbook of PROJECT-BASED MANAGEMENT Turner J R Published by: McGraw-Hill, 1999

ISBN: 0-07-709161-2

The PROJECT MANAGER Newton R Published by: Pearson Education, 2005 ISBN: 978-0-273-70173-6

Practical Project Management - Tips, Tactics and Tools Levine, H A Published By: Wiley, 2002

ISBN: 0-47-120303-3

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Appendix 1

Sources of general information

The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com.

Centre Manual - Supporting Customer Excellence contains detailed information

about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification, as well as updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document includes sections on:

 The centre and qualification approval process

 Assessment, internal quality assurance and examination roles at the centre  Registration and certification of candidates

 Non-compliance

 Complaints and appeals  Equal opportunities  Data protection  Management systems  Maintaining records  Assessment

 Internal quality assurance  External quality assurance.

Our Quality Assurance Requirements

encompasses all of the relevant requirements of key regulatory documents such as:

 Regulatory Arrangements for the Qualifications and Credit Framework (2008)  SQA Awarding Body Criteria (2007)

 NVQ Code of Practice (2006)

and sets out the criteria that centres should adhere to pre and post centre and qualification approval.

Access to Assessment & Qualifications provides full details of the arrangements that

may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment.

The centre homepage section of the City & Guilds website also contains useful information on such things as:

 Walled Garden: how to register and certificate candidates on line

 Qualifications and Credit Framework (QCF): general guidance about the QCF and how qualifications will change, as well as information on the IT systems needed and FAQs  Events: dates and information on the latest Centre events

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Centre Guide

–

Delivering International Qualifications contains detailed information

about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification. Specifically, the document includes sections on:

 The centre and qualification approval process and forms  Assessment, verification and examination roles at the centre  Registration and certification of candidates

 Non-compliance

 Complaints and appeals  Equal opportunities  Data protection

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Useful contacts

UK learners

General qualification information

T: +44 (0)844 543 0033

E: [email protected] International learners

General qualification information

T: +44 (0)844 543 0033 F: +44 (0)20 7294 2413

E: [email protected] Centres

Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results

T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413

E: [email protected] Single subject qualifications

Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413 F: +44 (0)20 7294 2404 (BB forms) E: [email protected] International awards

Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports

T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413

E: [email protected] Walled Garden

Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems

T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413

E: [email protected] Employer

Employer solutions, Mapping, Accreditation, Development Skills, Consultancy

T: +44 (0)121 503 8993

E: [email protected] Publications

Logbooks, Centre documents, Forms, Free literature

T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413

Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ p