Level 3 Diploma in Digital Marketing (7513-30)

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Oct 23, 2013 (3 years and 7 months ago)

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Level 3
Diploma in
Digital
M
arketing (7513
-
30
)

Jul y 2013

Version
1



QUALIFICATION
HANDBOOK


2

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

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



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

3

Contents

1

Introduction

5

Structure

7

2

Centre requirements

9

Approval

9

Resource requirements

9

Learner entry requirements

10

3

Delivering the qualification

11

I nitial assessment and induction

11

Support materials

11

4

Assessment

12

5

Units

15

Uni t 202

I maging software

16

Uni t 203

Video software

20

Uni t 207

Understanding the business environment

25

Uni t 208

Understand legal, regulatory and ethical requirements i n
sales and marketing

27

Uni t 209

Spreadsheet software

30

Uni t 301

Principles of social media within a business

35

Uni t 302

Principles of keywords and optimisation

40

Uni t 304

Using collaborative technologies

45

Uni t 305

Content management system website creation

52

Uni t 308

Principles of social media advertising and promotion

57

Uni t 311

Website software

61

Uni t 320

Principles of marketing and evaluation

68

Uni t 321

Develop own professionalism

73

Uni t 322

Digital marketing metrics and analytics

76

Uni t 323

Search engine
marketing

80

Uni t 324

Content marketing

84

Uni t 325

Marketing on
mobile devices

88

Uni t 326

Online display advertising

91

Uni t 327

E
-
ma
il marketing

94

Uni t 328

Principles of marketing stakeholder relationships

99

Uni t 329

Brand development

103

Uni t 330

Project management

105

Uni t 331

Analyse and report data

108

Uni t 332

Produce copy for digital media communication

112


4

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Unit 333

Video software

116

Uni t 334

Delivering e
-
commerce solutions

120

Appendix 1

Relationships to other qualifications

123

Appendix 2

Sources of general information

125



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

5

1

Introduction


This document
tells you what you
need to
do to deliver

the
q
ualification
:


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
marketin
g
, 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. The
re

are clear pathways and
optional groups in each qualification t
o support the
learners


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Google





Streamingwell




CCUSA




The Ladder
s 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
Digita
l Marketing.

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


6

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)




City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

7

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)


Uni
t
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


droup A







㌰P

g/㔰R/㤳92

mrinciples o映soci慬edi愠
慤vertising 慮d promotion

P

S



㌲P

v/㔰R/ㄵ1S

pe慲ch engine m慲keting

P

R



㌲P

a/㔰R/ㄵ17

Content慲keting

P

R



㌲P

e/㔰R/ㄵ1U

j慲keting onobile devices

P

R



㌲P

h/㔰R/ㄵ19

lnline⁤ispl慹a慤vertising

P

4



㌲P

a/㔰R/ㄵ1M

bm慩l m慲keting

P

S



lption慬 units


droup B







㈰2

i/㔰R/㐶4P

fm慧ing so晴w慲e

2

4



㈰2
G

j/㔰R/㐳4P

sideo so晴w慲e

2

P



㈰2

c/㔰R/㐶4R

ppre慤 sheet so晴w慲e

2

4



㌰P

o/㔰R/㤳94

mrinciples o映soci慬edi愠within 愠
business

P

S



㌰P

j/㔰R/㤳99

mrincip慬s o映ke祷ords…
optimis慴ion

P

R



㌰P

e/㔰R/㤳97

Content慮慧ement s祳tem
website cre慴ion

P

7



㌱P

v/㔰R/㐶42

tebsite so晴w慲e

P

R




8

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

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
taken together.



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

9

2

Centre requirements


Approval

There is no fast track approval for this
qualification;

existing centres
who wish to offer this qual
ification 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 occupa
tional expertise requirements. They should:



be occupationally competent
or
technically knowledgeable in the
area for which th
ey are delivering training and/
or have experience of
providing training. This knowle
dge must be to the same level as

the
training being delivered



have recent relevant experience in the speci
fic area they will be
assessing



have credible experience of providing training.


Centre staff may undertake more than one role
,

eg tutor a
nd 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 requi
rement
for the qualification
.


Continuing professional development (CPD)

Centres

must

support their staff
to

ensur
e

that
they have
current
knowledge
of the occupational area
, that

delivery, mentoring, training,
assessment and verification

is in line with b
est practice
, and
that it
takes account of any national or legislative developments.



10

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Learner entry requirements

City & Guilds does not set

entry requiremen
ts for this qualification
.
However, centres must ensure that
learners

have the potential and
opportu
nity 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.




City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

11

3

Delivering the qualification


Ini tial assessment and induction

A
n 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 co
mpleted, 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 qualificati
on, 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






12

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

4

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

Assignment or
Portfolio of evidence

City & Guilds
website
-

assessment pack

203

Video software

Assignment or
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
and marketing

Assignment

City & Guilds
website
-

assessment pack

209

Spreadsheet software

Assignment or
Portfolio of
evidence

City & Guilds
website
-

assessment pack

301

Principles of Social
Media within a
Business

Assignment or
Portfolio of evidence

City & Guilds
website
-

assessment pack

302

Principles of keywords
and optimisation

Assignment or
Portfolio of evidence

City & Guilds
website
-

assessment pack

304

Using collaborative
technologies

Assignment or
Portfolio of evidence

City & Guilds
website
-

assessment pack

305

Content Management
System Website
Creation

Assignment or
Portfolio of evidence

City & Guilds
website
-

assessment pack


City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

13

Unit

Title

Assessment method

Where to obtain
assessment
materials

308

Principles of Social
Media Advertising and
promotion

Assignment or
Portfolio of evidence

City & Guilds
website
-

assessment pack

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

Assignment

City & Guilds
website
-

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.


14

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)


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.


RPL is allowed and is not sector specific.



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

15

5

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



notes for guidance.



16

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

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 app
lication 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.





City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

17


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 c
ontext 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.


Learning outcom
e

The learner will:

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 correcti
ons
as necessary

2.6

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



18

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Unit 202

Imaging software

Supporting information

Gui dance

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 outc
ome

1. Obtain, insert and combine information for images

The learner should be able to and understand:


I mages:



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

o

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

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 acco
rding 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 pict
ure 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).




City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

19


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 be
tween 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



c
reate 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:

o

levels, contrast, resolution.




20

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Unit
203

Vi deo software


UAN:

M/502/4393

Level:

2

Cr edit value:

3

GLH:

20

Relationship to NOS:

Thi
s 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 record
and edit video sequ
ences.

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 ‘intermed
iate’ 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
so
me background music or adding the to a
file of another application


word
processing, spreadsheet, presentation, etc.





City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

21






Learning outcome

The learner will:

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


Learning outcome

The learner will:

2.

Use 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 a
nd others’
in景rm慴ion


i e慲ning outcome

周e le慲ner will:



ml慹a慮d⁰resent video sequences

Assessment criteria

周e le慲ner c慮:

㌮P

aescribe the 晥慴ures 慮d constr慩nts o映fl慹a慣k so晴w慲e 慮d
displ慹adevices

㌮P

pelect 慮d use⁡ ⁡ propri慴e
combin慴ion o映慵dio pl慹a慣k
so晴w慲e 慮d⁤ispl慹adevice to suit⁴he⁦ le 景rm慴

㌮P

fdenti晹fthe settings which⁣ould be 慤justed to⁩mprove the

22

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

quality of presentations

3.4

Adjust playback and display settings to enhance the quality of the
presentation



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

23

Unit 203

Video software

Supporting information

Gui dance

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. Centr
es 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. 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

I nput 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 Quick
Time,
RealPlayer, iTunes)



Container formats:

o

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

I nformation coding and compression:



Codec, compression, difference between lossy and lossless
compression



Video quality

Store and retrieve:



Fil
es (eg create, name, open, save, save as, print, close, find,
share) , file size



Version control



Import data, export data



Folders (eg create, name)



24

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)


Learning outcome

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

The learner shou
ld 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 lear
ner 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 play
er, 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)





City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

25

Unit
207

Understandi ng t he busi ness
envi ronment


UAN:

F/600/7799

Level:

2

Cr edit
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.


Learning outcome

The learner will:

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


Learning outcome

The learner will:

2. Understand how businesses function

Assessment criteria

The learner can:

2.1 Describe the following business functions:



Operations



People



Information



Research and development



Finance

2.2 Compare the possible advantages and disadvantages of working
for a national organisation and a Small and

Medium
-
sized Enterprise
(SME)


26

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)



Learning outcome

The learner will:

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


Learning outcome

The learner will:

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

4.3 Identify the
connections between markets and competition






City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

27


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,
regul慴or礠慮d ethic慬 requirements rel慴ing to s慬es or慲ketingK

Assessment criteria

周e le慲ner c慮:

ㄮ1

describe an organisation’s procedures for raising legal,

regul慴or礠慮d ethic慬 concerns

ㄮ1

expl慩n the
scope

o映leg慬Ⱐregul慴or礠慮d ethic慬 requirements in
s慬esr慲keting

ㄮ1

expl慩n how⁴he

leg慬, regul慴or礠慮d ethic慬 requirements

rel慴e
to⁴he⁢usiness o映fellingr m慲keting

ㄮ1

describe
intern慬

慮d
extern慬

sources o映in景rm慴i
on on leg慬Ⱐ
regul慴or礠慮d ethic慬 requirements

ㄮ1

explain how an ‘ethical approach’ affects organisations in the
s慬esr慲keting environment

ㄮ1

expl慩n the import慮ce o映contr慣t l慷 in⁳慬esK


oange

pcope


28

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Procedures, actions, processes

Legal
requirements

Health and Safety at Work Act, Working Time Directive and
employment legislation, Copyright Laws, Equality A
ct, Data Protection
Act

Regulatory requirements

FSA regulations

Ethical requirements

Moral, political, material

I nternal sources

Intra
net, HR Dept., Company handbook

External sources

Government

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


Learning outcome

The learner will:

2.

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

Assessment criteria

The learner can:

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 under
standing of agreements and
expectations.


Range

Legal requirements

Health and Safety at Work Act, Working Time Directive and
employment legislation, Copyright Laws, Eq
uality Act, Data Protection
Act

Regulatory requirements

FSA regulations

Ethical
requirements

Moral, political, material.



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

29

Unit 208

Understand legal, regulatory and
ethical requirements in sales
and marketing

Supporting information

Gui dance

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 ea
ch.

For assessment criterion 2.4, the candidate must explain at least
three

stages of the reporting process.


30

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

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 t
imes 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 str
ucture
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.





City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

31


Learning outcome

The learner will:

1.

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

Assessment criteria

The learner can:

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.


Learning outcome

The learner will:

2.

be able to select and use appropriat
e formulas and data analysis
tools to meet requirements.

Assessment criteria

The learner can:

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.


Learning outcome

The learner will:

3.

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

Assessment criteria

The learner can:

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 correct
ions as necessary

3.6

describe how to find errors in spread sheet formulas

3.7

respond appropriately to any problems with spread sheets.



32

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Unit 209

Spreadsheet software

Supporting information

Gui dance

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 un
it 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 cha
rts



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


City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

33

o

logical functions.


34

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

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), titl
e, 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, fo
rmulas 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:



using help sorting out errors in formulas,
circular reference.





City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

35

Unit 301

Principles of
s
ocial
m
edia 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.

Assessment criteria

The learner can:

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 be
nefits 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, i
nfluencers, suppliers, partners

Marketing tools

Marketing calendar, digital and physical media, telem
arketing, face to

36

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

face, surveys

Different sizes and types of business

Sole trader
, Small Medium Enterprise (SME), enterprise, corporate,
public sector, education, international, charitable, n
ot
-
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.


Learning outcome

The learner will:

2.

Understand

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

Assessment criteria

The

learner can:

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, i
nfluencers, suppl
iers, partners

I ssues

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


Guidance

Different Tools and Channels

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



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

37

Learning ou
tcome

The learner will:

3.

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

Assessment criteria

The learner can:

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



Range

Different Tools and Channels

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

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 Mediu
m Enterprise (SME), enterprise, corporate,
public sector, education, international, charitable, not
-
for
-
profit,
voluntary sector.


Guidance

Different Tools and Channels

For example: Television, augmented realit
y, social gaming, virtual
world

Success

This

can differ


ch慮ge in perceptionⰠ晩n慮ci慬Ⱐinter慣tionⰠincre慳ed
慷慲enessⰠimproved sentimentK


i e慲ning outcome

周e le慲ner will:



underst慮d how soci慬edi愠polic礠慮d guidelines c慮 imp慣t 愠
businessK

Assessment criteria

周e le慲ner c慮:

㐮4

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

㐮4

expl慩n the import慮ce o映h慶ang 愠soci慬edi愠polic礠慮d

38

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

guidelines

4.3

explain the importance of having a reputation management policy

4.4

describe the benefits of managing
perception

changes
in a
business’s reputation

4.5

describe how to manage
perception

changes
in a business’s
reputation.





City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

39


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, cri
sis 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.


duidance

jonitor

keeds to⁢e monitored 景r 愠minimum o映愠aeek

jonitor

AC‵⸳… 㔮R⁡ e linked 慮d should
be delivered togetherK





40

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Unit
302

Pri nci pl es of keywords and
opt imi sati on


UAN:

M/503/9329

Level:

3

Cr edit value:

5

GLH:

30

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 understanding how to
implement keywords and/or keyword
phrases on a website to achieve maximise
optimisation.


Learning outcome

The learner will:

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 ‘
p慩d

se慲ch

results

ㄮ1

aescribe
the di晦frences between m慹
-
per
-
Click 慮d m慹
-
per
-
fmpression

ㄮ1

aescribe the
factors
th慴 need to be considered 慳 p慲t o映慮
pbl⁰l慮


oange

cactors

t
h慴 people se慲ch 景rⰠke祷ord phr慳esⰠwhich⁳e慲ch engines 慲e
pre晥rred b礠慵dienceⰠhow se慲ch
engines use ke祷ordsⰠlink
buildingⰠp慧e r慮kⰠ慵dience segment慴ionⰠdemogr慰hicsⰠt慧s


duidance

‘ Paid’ search results

q
his⁩s⁲e晥rring to 慤vertisers p慹ang to 慰pe慲 in the sponsored
links/慤s⁡ ⁴he top映瑨e⁳e慲ch results



City & Guilds Level 3 Diploma in Digital Marketing (7513
-
30)

41



Learning outcome

The learner will:

2.

Be able to plan implementation of SEO techniques

Assessment criteria

The learner can:

2.1

Define the term “keyword”

㈮2

bxpl慩n the
factors
to consider when identi晹fng ke祷ords 慮d/or
ke祷ord phr慳es

㈮2

Cre慴e 愠aist映fe祷ords
慮d/or ke祷ord phr慳es 景r⁡ business

㈮2

fdenti晹fthe competition 慮d monthl礠se慲ch volumes 景r the
ke祷ords 慮d/or ke祷ord phr慳es identi晩ed 景r 愠ausiness

㈮2

bxpl慩n
where

on 愠website 愠ae慲ch engine looks⁦ r ke祷ords
慮d/or ke祷ord phr慳es

㈮2

oese慲ch others use o映fe祷ords⁡ d/or ke祷ord phr慳es to
m慸imise ke祷ord e晦fctiveness 景r 愠website

㈮2

oeview theist映fe祷ords 慮d/or ke祷ord phr慳es in⁡⁷ebsite

景r⁡ business

㈮2

aescribe how
link building

c慮 help or hinder the se慲ch engine

nking o映愠website

㈮2

Cre慴e 愠
link building

pl慮 景r the website 景r 愠ausiness

㈮㄰

aescribe the
factors

th慴 c慮 positivel礠慮d neg慴ivel礠慦晥at how
愠ae慲ch engine r慮ks 愠aebsite


oange

2K2 c慣tors

AudienceⰠg慲gonⰠiong 呡qlⰠCompetitiveⰠmonthly

se慲ch volumesⰠ
misspellings 慮d s祮on祭s

there

q
itlesⰠ,m慧e titlesⰠhe慤ingsⰠmeta
-
t慧sⰠ慬t
-
t慧s on im慧esⰠ
descriptionⰠcontent

慮chor text on links⁡ d⁵rl

i ink building

C
ross
-
linkingⰠextern慬 linkingⰠin
-
linkingⰠ慮chor text

2K㄰1
c慣tors

o
epetitive words 慮d phr慳esⰠke祷ord used more th慮 ㄰1Ⱐ
c慰it慬is慴ionⰠoveruse o映fxcl慭慴ion m慲ks

e
e慤ing ㄠ/ ee慤ing ㈠
text st祬eⰠ慬t⁴ext o映fm慧esⰠ
c慰tion text

慮chor text 景r links

hidden in
white⁴ext on⁡⁷hite b慣kground

used in ㌰P o映瑨e

content o映瑨e
p慧e

over use o映f慰it慬s


duidance

㈮2

A
n慬祳e⁳ource code o映瑯p 㔠Rrg慮ic se慲ch results

2K㌬P2⸴K

㈮2 C 2⸷

q
hese 慳sessment⁣riteri愠慲e linked 慮d should be delivered together



42

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)

Learning outcome

The learner will:

3.

Understand Soc
ial Media Optimisation (SMO)

Assessment criteria

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 Media

in
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

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


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

Assessment criteria

The learner can:

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

S
pecific meta data, mobile XML sitemap, links from mobile specific
directories
, d
ifferent set of keyword and/or keyword phrases,

m
obile
s

websites
may need to be simplified
, f
ile formats may be different

O
ptimise


City & Guilds Level 3 Diploma in Digital Marketing (7513
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43

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


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City & Guilds

Level 3 Diploma in Digital Marketing (7513
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30)

Unit 302

Principles of keywords and
optimisation

Supporting information

Gui dance

Candidates must have access to tools to analyse keywords for this unit.




City & Guilds Level 3 Diploma in Digital Marketing (7513
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45

Unit 304

Using collaborative technologies


UAN:

T/502/4380

Level:

3

Credit value:

6

GLH:

45

Relationship
to NOS:

This unit is linked to the Level 3 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 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 tool
s 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 s
ocial networking;
moderating online conference sessions or
web discussion groups for a professional
community of interest.


46

City & Guilds

Level 3 Diploma in Digital Marketing (7513
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30)





City & Guilds Level 3 Diploma in Digital Marketing (7513
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47


Learning outcome

The learner will:

1.

S
tay 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 collab
orative
technologies for different tasks

1.6

analyse and manage risks in the use of collaborative
technologies.


Learning outcome

The learner will:

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 integr
ate 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


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City & Guilds

Level 3 Diploma in Digital Marketing (7513
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30)

3.4

set and adjust settings to facilitate use of collaborative
technologies by others

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 collabora
tive technologies and be
prepared to help others to do so.



City & Guilds Level 3 Diploma in Digital Marketing (7513
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49

Unit 304

Using collaborative technologies

Supporting information

Gui dance

The following guidance is not a prescriptive list of activities; they are
sugges
ted 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. 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,
con
fidentiality 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, stand
ards

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:


Connec
t 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
Interconnectio
n (OSI) model, facilities for sharing files and
applications across multiple sites

Purposes for collaborative working:


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City & Guilds

Level 3 Diploma in Digital Marketing (7513
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30)



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



benefits, features and limitations

of networks and feeds



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


City & Guilds Level 3 Diploma in Digital Marketing (7513
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51


Learning outcome

4. Manage tasks using collaborative technologies

The learner should be able to and understand:


Contributing responsibly:



follow the rules o
f ‘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 out
comes:



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.




52

City & Guilds

Level 3 Diploma in Digital Marketing (7513
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30)

Unit 305

Content
m
anagement
s
ystem
website creation


UAN:

H/503/9327

Level:

3

Credit value:

7

GLH:

36

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 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.

Assessment criteria

The learner can:

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


City & Guilds Level 3 Diploma in Digital Marketing (7513
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30)

53

Features

Server side, SEO friendly, content hierarchy

Functions

Integrated file manager,

intuitive interface, templates

Advantages and disadvantages

Cost, ownership of content, flexibility, customisation,
SEO, stat
ic 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 Ac
t, 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 t
he 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.


Learning outcome

The learner will:

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

2.10

register a website with search engines.





54

City & Guilds

Level 3 Diploma in Digital Marketing (7513
-
30)


Range

Website meta
-
tags:

Title, description, URL, ALT
-
ta
gs, 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
pa
ges (side bars, menu structure)

Pr ogramming 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, addi
ng 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
-
medi愠慮d inter慣tive
elementsK


i e慲n
ing outcome

周e le慲ner will:



underst慮d how to慫e 愠aebsite 慣cessibleK

Assessment criteria

周e le慲ner c慮:

㌮P

define the term ‘Accessible websites’

㌮P

expl慩n the leg慬 guidelines rel慴ing to web
accessibility

㌮P

expl慩n how

parts o映a website

should be modi晩ed to m慫e it
慣cessible

㌮P

慮慬祳e whether 愠aebsite 景llows
accessibilit礠guidelines

㌮P

identi晹fimprovements to 愠website to⁥nsure it⁦ llows
accessibilit礠guidelinesK



oange

marts o映a website

rse映ft祬e
sheetsⰠ,olourⰠim慧esⰠmultimedi愬an慶ag慴ionⰠscr
ipts
慮d 景rmsⰠtextⰠstructure

Accessibilit礠guidelines