edexcel nvq/competence-based qualifications · campaigning, fundraising practice and volunteer...

Specification

Edexcel BTEC Level 3 Award and Certificate in Campaigning (QCF)

Edexcel BTEC Level 3 Award and Certificate in Fundraising Practice (QCF)

Edexcel BTEC Level 3 Award and Certificate in Volunteer Management (QCF)

First registration November 2011

Edexcel BTEC qualifications

Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide.

Our specialist suite of qualifications include NVQs, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas.

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

Authorised by Martin Stretton Prepared by Sharon Wood

Publications Code AP029621

All the material in this publication is copyright © Pearson Education Limited 2011

Contents

Qualification titles covered by this specification 1

Key features of the Edexcel BTEC Level 3 Awards and Certificates in Campaigning, Fundraising Practice and Volunteer Management (QCF) 3

What is the purpose of these qualifications? 3

Who are these qualifications for? 3

What are the benefits of these qualifications to the learner and employer? 4

What are the potential job roles for those working towards these qualifications? 4

What progression opportunities are available to learners who achieve these qualifications? 6

What is the qualification structure for the Edexcel BTEC Level 3 Award in Campaigning (QCF)? 7

What is the qualification structure for the Edexcel BTEC Level 3 Certificate in Campaigning (QCF)? 8

What is the qualification structure for the Edexcel BTEC Level 3 Award in Fundraising Practice (QCF)? 9

What is the qualification structure for the Edexcel BTEC Level 3 Certificate in Fundraising Practice (QCF)? 10

What is the qualification structure for the Edexcel BTEC Level 3 Award in Volunteer Management (QCF)? 12

What is the qualification structure for the Edexcel BTEC Level 3 Certificate in Managing Volunteers (QCF)? 13

How are the qualifications graded and assessed? 14

Assessment requirements/strategy 14

Types of evidence (to be read in conjunction with the assessment guidance in Annexe C) 15

Centre recognition and approval 16

Centre recognition 16

Approvals agreement 16

Quality assurance 16

What resources are required? 16

Unit format 17

Award/Certificate in Campaigning 19

Mandatory units 21

Unit 1: Identify and prioritise issues on which to campaign 23

Unit 2: Conduct research to support a campaign 27

Unit 3: Develop a campaign workplan 31

Award/Certificate in Fundraising Practice 37

Mandatory units 39

Unit 1: Develop a plan for fundraising activities 41

Unit 2: Maintain and enhance relationships with supporters of your cause 45

Award/Certificate in Volunteer Management 49

Mandatory units 51

Unit 1: Supervise and support volunteers 53

Unit 2: Set objectives and provide support for team members 57

Further information 60

Useful publications 60

Professional development and training 61

Annexe A: Quality assurance 63

Key principles of quality assurance 63

Quality assurance processes 63

Annexe B: Centre certification and registration 65

What are the access arrangements and special considerations for the qualifications in this specification? 65

Annexe C: Assessment guidance 67

Skills – Third Sector QCF Assessment Guidance 67

AP029621 –

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AP029621 –

Spec

ific

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Edex

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3 A

war

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nd C

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AP029621 – Specification – Edexcel BTEC Level 3 Award and Certificate in Campaigning, Fundraising Practice and Volunteer Management (QCF) – November 2011 © Pearson Education Limited 2011

3

Key features of the Edexcel BTEC Level 3 Awards and Certificates in Campaigning, Fundraising Practice and Volunteer Management (QCF)

These qualifications are nationally recognised. The Edexcel Level 3 Awards and Certificates in Campaigning, Fundraising Practice and Volunteer Management (QCF) have been developed with Skills - Third Sector.

What is the purpose of these qualifications?

The Skills - Third Sector organisations (charities, social enterprises and voluntary organisations) play an important role in society, and the nation’s economic long-term prosperity requires individuals to have the right skills to meet the demands of a changing economy.

Campaigning is about organisations or individuals trying to change things by influencing governments, companies or the general public. Campaigners do this to benefit society, to help people speak out or to raise awareness of issues. This Award and Certificate in Campaigning gives learners useful knowledge and skills to be successful campaigners.

Fundraising is a key in Skills - Third Sector voluntary and community groups and the need for expertise in this area has never been greater. Funding from local, regional and central government sources has been dramatically cut and individual giving has also dropped. Organisations are looking for ways to improve their income streams from a diverse range of sources developing workforce skills in this area through the Award and Certificate in Fundraising Practice is an important element of this process.

Volunteer managers in voluntary and community groups are also widely used across the public services. The health service, in particular, has many volunteer managers. Their role, again, is likely to become increasingly more important as changes are introduced into the health service in order to deliver cost-effective solutions for things that were previously provided by the state. This means that the demand for volunteer management skills are certainly going to increase and the Award and Certificate in Volunteer Management will enable learners to develop the skills to recruit, support and manage the citizens who volunteer their time and expertise to be more involved in delivering local services.

Who are these qualifications for?

These qualifications are for all learners aged 16 and above who are capable of reaching the required standards and work in a context that enables them to produce evidence to meet the standard. Centres are responsible for learners in their work settings, and learners ages 16–18 should be supervised so that they are not put in a vunerable position.

AP029621 – Specification – Edexcel BTEC Level 3 Award and Certificate in Campaigning, Fundraising Practice and Volunteer Management (QCF) –

November 2011 © Pearson Education Limited 2011

4

Edexcel’s policy is that the qualifications should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualifications.

What are the benefits of these qualifications to the learner and employer?

These qualifications allow opportunities for developing the skills that are important in charities, social enterprises and voluntary and community organisations. It is important that individuals employed in this sector have the right skills to make a difference to people in their communities.

What are the potential job roles for those working towards these qualifications?

With further experience and/or with further training or development, progression to the following career roles may be possible.

Job title(s) Job role(s)

Advocacy officer This role often works closely with senior advocacy coordinators to design and deliver advocacy messages to decision makers and opinion formers, raise the profile of the organisation, monitor debates and identify opportunities to shape policy development, support regional programmes of work and help plan advocacy events.

Campaigns and communications officer

The role often includes assisting with the production of postal and digital communications, including leaflets and newsletters, e-newsletters, Twitter feeds and updates on social networking sites. It will also include delivering communications campaigns using disciplines including social marketing and advertising.

Campaigns and information officer

The role can cover developing key messages from information gathered via online research, attendance at meetings and consultations and discussions with supporters of the organisation. Responding to relevant policy developments and developing networks with partner organisations and individuals will also be a key part of the role.


5


Campaigns coordinator This role often involves working in a team to design and plan new campaigns, including developing a strategy for the campaign, identifying sources of support and presenting the plan to relevant stakeholders to gain their support.

Campaign organiser The purpose of the role is usually to develop campaigns with the goal of raising either money or awareness of an issue. This includes planning a schedule of work, recruiting, briefing and managing staff and/or volunteers to assist with campaign administration, identifying and cultivating supporters, preparing campaign materials and liaising and building relationships with relevant internal and external stakeholders.

Campaigns and policy officer This role often develops campaigns with the goal of raising awareness of an issue. This includes monitoring policy decisions and responding by raising awareness among decision makers, identifying suitable figureheads to lead or be the face of campaigns, identifying and cultivating supporters, preparing campaign materials and liaising and building relationships with supporters of the cause.

Campaigns and public affairs officer

This role may monitor relevant political developments, identify issues of particular importance and advise on possible response and potential opportunities to influence parliamentary activity. Officers act as the first point of contact for politicians, researchers, policy specialists, think tanks, and members of the public when they contact the organisation, as well as assisting with the development of programmes of work, day-to-day administration and communications with supporter groups.



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Campaigns involvement officer The purpose of the role is usually to promote and enable effective participation in a campaign, ensuring supporters and other external stakeholders are able to become involved and assist with the campaign as appropriate.

Campaigns officer This role can influence a variety of audiences both in person and in writing on the aims of the campaign, as well as communicating campaign ideas to internal team members and other key stakeholders.

Campaigns project officer The role often includes planning work including the help volunteers may offer the campaign, building networks and relationships with external and internal supporters, raising awareness through presenting the campaign’s ideas at consultation events and public meetings, developing materials and administering the campaign.

What progression opportunities are available to learners who achieve these qualifications?

With support and opportunities in the workplace, learners could choose to progress on to study the Level 3 Diploma in Campaigning, Fundraising Practice and Volunteer Management (QCF), which has been approved as components for the Advanced Apprenticeship framework in Campaigning, Fundraising Practice and Volunteer Management.


7

What is the qualification structure for the Edexcel BTEC Level 3 Award in Campaigning (QCF)?

The Edexcel Level 3 Award in Campaigning (QCF) consists of one mandatory unit of 4 credits plus optional units that provide for a combined total of 11 credits (where at least 8 credits must be at level 3).

Edexcel BTEC Level 3 Award in Campaigning (QCF)

Unit reference Mandatory group – all units must be taken

Credit Level GLH

1 M/503/2297 Identify and prioritise issues on which to campaign

4 3 18

Unit reference Option group – 7-8 credits must be taken from this group

Credit Level GLH

2 L/503/2307 Understand campaign strategies 4 3 13

3 L/503/2310 Develop a campaign workplan 4 3 11

4 H/503/2314 Develop communications for a campaign

4 3 13

5 R/503/2325 Understand values, ethics and safeguarding in the voluntary sector

3 2 26

6 D/503/2313 Maintain relationships integral to a campaign

4 3 14



8

What is the qualification structure for the Edexcel BTEC Level 3 Certificate in Campaigning (QCF)?

The Edexcel Level 3 Certificate in Campaigning (QCF) consists of three mandatory units equalling 12 credits plus optional units that provide a combined total of 31 credits (where at least 20 credits must be at level 3).

Edexcel BTEC Level 3 Certificate in Campaigning (QCF)


Credit Level GLH

1 M/503/2297 Identify and prioritise issues on which to campaign

4 3 18

2 F/503/2305 Conduct research to support a campaign

4 3 12

3 L/503/2310 Develop a campaign workplan

4 3 11

Unit reference Option group – 18 credits must be taken from this group

Credit Level GLH

4 L/503/2307 Understand campaign strategies 4 3 13

5 H/503/2314 Develop communications for a campaign

4 3 13

6 A/503/2318 Introduction to campaigning

5 2 40

7 M/503/2316 Monitor and evaluate a campaign

4 3 17

8 F/503/2322 Understand the nature and governance of the voluntary sector

4 3 37


3 2 26

10 J/503/2323 Understand effective partnership working between organisations

4 2 36

11 L/503/2324 Understand sustainability in voluntary sector organisations

4 3 30

12 R/503/2311 Manage resources for a campaign

4 3 15

13 Y/503/2312 Mobilise a campaign team

4 3 16

14 D/503/2313 Maintain relationships integral to a campaign

4 3 14

15 K/503/2315 Coordinate materials and products for a campaign

4 3 13


9

What is the qualification structure for the Edexcel BTEC Level 3 Award in Fundraising Practice (QCF)?

The Edexcel Level 3 Award in Fundraising Practice (QCF) consists of one mandatory unit of 6 credits plus optional units that provide a combined total of 12 credits (where at least 9 credits must be at level 3).

Edexcel BTEC Level 3 Award in Fundraising Practice (QCF)


Credit Level GLH

1 A/503/1539 Develop a plan for fundraising activities

6 3 6


Credit Level GLH

2 M/503/1540 Implement a plan for fundraising activities

3 3 6

3 T/503/1541 Maintain and enhance relationships with supporters of your cause

6 3 6

4 M/501/3927 Budgeting for the Business

3 3 12


3 2 26



10

What is the qualification structure for the Edexcel BTEC Level 3 Certificate in Fundraising Practice (QCF)?

The Edexcel Level 3 Certificate in Fundraising Practice (QCF) consists of two mandatory units equalling 12 credits plus optional units that provide a combined total of 30 credits (where at least 19 credits must be at level 3).

Edexcel BTEC Level 3 Certificate in Fundraising Practice (QCF)


Credit Level GLH

1 A/503/1539 Develop a plan for fundraising activities

6 3 6

2 T/503/1541 Maintain and enhance relationships with supporters of your cause

6 3 6


Credit Level GLH

3 M/503/1540 Implement a plan for fundraising activities

3 3 6

4 M/501/3927 Budgeting for the Business

3 3 12

5 T/503/1538 Introduction to fundraising

4 2 30

6 F/503/2322 Understand the nature and governance of the voluntary sector

4 3 37


3 2 26


4 2 36

9 L/503/2324 Understand sustainability in voluntary sector organisations

4 3 30

10 A/503/1542 Know how to plan and implement local or community fundraising

6 3 20

11 F/503/1543 Know how to plan and implement fundraising events

6 3 20

12 J/503/1544 Know how to plan and support legacy fundraising

6 3 25

13 D/503/1534 Know how to plan and support corporate fundraising activity

6 3 25

14 H/503/1535 Know how to plan and support the generation of grant income

6 3 20


11


Credit Level GLH

15 L/503/1545 Know how to plan and support fundraising through electronic media

6 3 20

16 K/503/1536 Know how to plan and support the recruitment of donors using direct marketing media

4 3 20

17 M/503/1537 Support others in the achievement of fundraising work

4 3 20

18 Y/503/3153 Know how to plan and support major gift fundraising

6 3 20



12

What is the qualification structure for the Edexcel BTEC Level 3 Award in Volunteer Management (QCF)?

The Edexcel Level 3 Award in Volunteers Management (QCF) consists of one mandatory unit of 6 credits plus optional units that provide a combined total of 11 credits (where at least 11 credits must be at level 3).

Edexcel BTEC Level 3 Award in Managing Volunteers (QCF)


Credit Level GLH

1 Y/602/5290 Supervise and support volunteers

6 3 24


Credit Level GLH

2 M/600/9600 Set objectives and provide support for team members

5 3 35

3 J/502/1645 Encourage and motivate volunteers

5 3 33

4 J/602/5284 Manage risk in relation to volunteers

5 3 24


13

What is the qualification structure for the Edexcel BTEC Level 3 Certificate in Managing Volunteers (QCF)?

The Edexcel Level 3 Certificate in Managing Volunteers (QCF) consists of two mandatory units equalling 11 credits plus optional units that provide a combined total of 29 credits (where at least 21 credits must be at level 3).

Edexcel BTEC Level 3 Certificate in Managing Volunteers (QCF)


Credit Level GLH

1 Y/602/5290 Supervise and support volunteers

6 3 24

2 M/600/9600 Set objectives and provide support for team members

5 3 35


Credit Level GLH

3 R/602/5286 Promote volunteering within your organisation and to volunteers

3 3 16

4 J/502/1645 Encourage and motivate volunteers

5 3 33

5 J/602/5284 Manage risk in relation to volunteers

5 3 24

6 T/503/2320 Introduction to managing volunteers

4 2 30


4 2 36

8 L/602/5285 Managing volunteer agreements

2 3 8

9 D/602/5291 Developing structures, systems and procedures to support volunteering

4 4 16

10 D/502/0145 Managing and Developing Relationships in the Workplace

2 3 8

11 K/502/7986 Ensure your own actions reduce risks to health and safety

2 3 6

15 L/601/7509 Contribute to safeguarding children, young people and vulnerable adults

3 3 18



14

How are the qualifications graded and assessed?

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

To pass a unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

show that the evidence is their own.

The qualifications are designed to be assessed:

in the workplace or

in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or

as part of a training programme.

Assessment requirements/strategy

The assessment requirements/strategy for these qualifications have been included in Annexe C. They have been developed by Skills – Third Sector in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.


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Types of evidence (to be read in conjunction with the assessment guidance in Annexe C)

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible.

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EPW)

evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.



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Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

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

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe A.

What resources are required?

Each qualification is designed to support learners working in the Voluntary sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.


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Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

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

This is the unit owner’s reference number for the specified unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.



18


19

Award/Certificate in Campaigning



20


21

Mandatory units



22

UNIT 1: IDENTIFY AND PRIORITISE ISSUES ON WHICH TO CAMPAIGN


23

Unit 1: Identify and prioritise issues on which to campaign

Unit reference number: M/503/2297

QCF level: Level 3

Credit value: 4

Guided learning hours: 18

Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

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AP029621 –

Spec

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atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

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Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

24

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xt o

f th

e ca

use

1.3

D

escr

ibe

the

legal en

viro

nm

ent

and r

ights

of

cam

pai

gner

s w

ithin

the

conte

xt o

f th

e ca

use

1.4

D

escr

ibe

the

wid

er c

ampai

gnin

g e

nvi

ronm

ent

1

Under

stan

d a

cam

pai

gnin

g c

onte

xt

1.5

D

escr

ibe

the

impac

t th

e w

ider

cam

pai

gnin

g

envi

ronm

ent

has

on t

he

org

anis

atio

n’s

curr

ent

and f

utu

re p

ote

ntial

cam

pai

gnin

g a

ctiv

ity

2.1

Ass

ess

the

conte

xt f

or

a ca

mpai

gn

2.2

Id

entify

iss

ues

rel

evan

t to

a c

ampai

gn’s

ben

efic

iaries

2.3

Exp

lain

the

legitim

acy

of

cam

pai

gnin

g iss

ues

to

self o

r th

e or

gan

isat

ion

2

Iden

tify

iss

ues

on w

hic

h t

o ca

mpai

gn

2.4

D

eter

min

e w

het

her

the

iden

tified

cam

pai

gn iss

ues

ar

e bei

ng a

ddre

ssed

by

anoth

er o

rgan

isat

ion o

r ca

mpai

gn

UN

IT 1

: ID

EN

TIF

Y A

ND

PRIO

RIT

ISE I

SSU

ES O

N W

HIC

H T

O C

AM

PAIG

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

how

to iden

tify

iss

ues

of re

leva

nce

to a

ca

mpai

gn’s

ben

efic

iaries

3.2

D

escr

ibe

fact

ors

to t

ake

into

acc

ount

when

prioritisi

ng iss

ues

3.3

D

escr

ibe

a dec

isio

n-m

akin

g p

roce

ss f

or

asse

ssin

g

cam

pai

gn iss

ues

3.4

D

escr

ibe

way

s in

whic

h a

dec

isio

n-m

akin

g p

roce

ss

can b

e in

fluen

ced

3.5

Exp

lain

the

import

ance

of ag

reei

ng w

ith r

elev

ant

stak

ehold

ers

cam

pai

gnin

g iss

ues

and t

hei

r priority

3.6

D

escr

ibe

any

fact

ors

and p

ract

ical

const

rain

ts

impac

ting o

n a

cam

pai

gn

3

Under

stan

d h

ow

to p

rioritise

iss

ues

on w

hic

h t

o c

ampai

gn

3.7

Exp

lain

whet

her

a c

ampai

gn is

appro

priat

ely

reso

urc

ed t

o a

ddre

ss t

he

issu

es iden

tified

4.1

Id

entify

thos

e a

cam

pai

gn is

seek

ing t

o influen

ce

4.2

Ass

ess

the

pote

ntial

res

ults,

bot

h p

osi

tive

and

neg

ativ

e, o

f an

iden

tified

cam

pai

gn

4.3

Cla

rify

the

scal

e an

d r

ange

of ch

ange

a ca

mpai

gn

may

hel

p a

chie

ve

4.4

Ass

ess

the

poss

ible

im

pac

t a

cam

pai

gn m

ay h

ave

on s

upport

ers,

ben

efic

iaries

and o

pponen

ts

4

Ass

ess

the

poss

ible

im

pac

t of

a ca

mpai

gn

4.5

Cla

rify

met

hods

for

eval

uat

ing t

he

impac

t of

a ca

mpai

gn

UN

IT 1

: ID

EN

TIF

Y A

ND

PRIO

RIT

ISE I

SSU

ES O

N W

HIC

H T

O C

AM

PAIG

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Exp

lain

how

to iden

tify

the

nee

ds

of t

he

org

anis

atio

n’s

ben

efic

iaries

5.2

D

escr

ibe

diffe

rent

way

s of

invo

lvin

g a

nd

consu

ltin

g w

ith t

he

org

anis

atio

n’s

ben

efic

iaries

5.3

D

escr

ibe

the

adva

nta

ges

and d

isad

vanta

ges

of

invo

lvin

g t

hose

that

will

ben

efit f

rom

a c

ampai

gn

5.4

Exp

lain

the

mer

its

of

diffe

rent

met

hods

of

consu

ltat

ion

5

Under

stan

d t

he

nee

ds

of t

he

org

anis

atio

n’s

ben

efic

iaries

5.5

D

escr

ibe

the

nat

ure

and e

xten

t of th

e org

anis

atio

n’s

res

pon

sibili

ty t

o its

ben

efic

iaries

, an

d w

her

e ap

pro

priat

e, its

sta

kehold

ers

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________

UNIT 2: CONDUCT RESEARCH TO SUPPORT A CAMPAIGN


27

Unit 2: Conduct research to support a campaign

Unit reference number: F/503/2305

QCF level: Level 3

Credit value: 4




UN

IT 2

: C

ON

DU

CT R

ESEARCH

TO

SU

PPO

RT A

CAM

PAIG

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

28

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

chan

ge

and im

pac

t th

at a

cam

pai

gn

is s

eeki

ng t

o a

chie

ve

1.2

D

escr

ibe

the

envi

ronm

ent

and c

onte

xt o

f a

cam

pai

gn

1

Under

stan

d t

he

aim

of

a ca

mpai

gn

1.3

D

escr

ibe

the

audie

nce

of

a ca

mpai

gn

2.1

D

escr

ibe

the

info

rmat

ion n

eeds

of a

cam

pai

gn

2.2

Id

entify

any

gap

s in

info

rmat

ion o

f re

leva

nce

to a

ca

mpai

gn

2.3

Confirm

wher

e re

sear

ch is

nec

essa

ry

2

Det

erm

ine

the

requirem

ents

for

rese

arch

2.4

Ass

ess

ow

n o

r th

e org

anis

atio

n’s

cap

acity

to

conduct

and/o

r co

mm

issi

on r

esea

rch

3.1

Exp

lain

how

res

earc

h c

an influen

ce t

he

direc

tion

of

a ca

mpai

gn

3.2

Exp

lain

the

import

ance

of

mai

nta

inin

g o

bje

ctiv

ity

when

conduct

ing r

esea

rch

3.3

Exp

lain

the

diffe

rence

bet

wee

n q

ual

itat

ive

and

quan

tita

tive

tec

hniq

ues

3.4

Exp

lain

the

diffe

rence

bet

wee

n p

rim

ary,

se

condar

y an

d p

artici

pat

ory

res

earc

h

3

Under

stan

d t

he

import

ance

of

rese

arch

to c

ampai

gns

3.5

D

escr

ibe

the

valu

e of

diffe

rent

rese

arch

te

chniq

ues

to a

giv

en s

ituat

ion

UN

IT 2

: C

ON

DU

CT R

ESEARCH

TO

SU

PPO

RT A

CAM

PAIG

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.6

D

escr

ibe

the

met

hods

for

asse

ssin

g r

elev

ant

rese

arch

sourc

es

3.7

Exp

lain

how

res

earc

h c

an im

pac

t on

the

aim

s an

d

obje

ctiv

es o

f a

cam

pai

gn

4.1

D

escr

ibe

the

reso

urc

es a

vaila

ble

to c

onduct

or

com

mis

sion r

esea

rch

4.2

D

escr

ibe

the

adva

nta

ges

and d

isad

vanta

ges

of

usi

ng d

iffe

rent

rese

arch

met

hodolo

gie

s

4.3

D

escr

ibe

the

adva

nta

ges

and d

isad

vanta

ges

of

usi

ng s

econ

dar

y so

urc

es

4.4

D

escr

ibe

the

fact

ors

to t

ake

into

acc

ount

when

se

lect

ing r

esea

rch m

ethodolo

gie

s

4.5

Ass

ess

the

priorities

for

the

rese

arch

4

Prep

are

to c

onduct

res

earc

h

4.6

Pr

epar

e a

rese

arch

brief

or

work

pla

n,

as

appro

priat

e

5.1

Confirm

role

and r

espon

sibili

ties

acc

ord

ing t

o t

he

rese

arch

brief

5.2

Colle

ct d

ata

usi

ng t

echniq

ues

iden

tified

in t

he

rese

arch

brief

5

Conduct

res

earc

h u

sing a

ppro

priat

e te

chniq

ues

5.3

Sto

re c

olle

cted

dat

a in

the

appro

priat

e fo

rmat

and

in p

repar

atio

n f

or

anal

ysis

UN

IT 2

: C

ON

DU

CT R

ESEARCH

TO

SU

PPO

RT A

CAM

PAIG

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Exp

lain

how

to a

sses

s th

e va

lidity

of

rele

vant

sourc

es

6.2

D

escr

ibe

tech

niq

ues

for

inte

rrogat

ing s

ourc

es

relia

bly

and o

bje

ctiv

ely

6.3

D

escr

ibe

tech

niq

ues

for

anal

ysin

g p

rim

ary

and

seco

ndar

y re

sear

ch

6.4

D

escr

ibe

tech

niq

ues

for

wei

ghting fin

din

gs

6

Know

how

to a

nal

yse

findin

gs

of th

e re

sear

ch

6.5

Exp

lain

the

import

ance

of obje

ctiv

ity

in a

nal

ysin

g

evid

ence

7.1

Anal

yse

the

findin

g o

f th

e re

sear

ch u

sing

appro

priat

e to

ols

and t

echniq

ues

7.2

G

ather

appro

priat

e ev

iden

ce f

or

a ca

mpai

gn

7.3

Rec

ord

fin

din

gs

in a

n a

ppro

priat

e m

anner

7.4

Rep

ort

obje

ctiv

ely

in a

form

at s

uitab

le f

or

the

inte

nded

audie

nce

7

Anal

yse

and p

rese

nt

the

findin

gs

of

the

rese

arch

7.5

Rev

iew

cam

pai

gn a

ims

agai

nst

the

findin

gs

of th

e re

sear

ch

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________

UNIT 3: DEVELOP A CAMPAIGN WORKPLAN


31

Unit 3: Develop a campaign workplan

Unit reference number: L/503/2310

QCF level: Level 3

Credit value: 4




UN

IT 3

: D

EVELO

P A C

AM

PAIG

N W

ORKPLA

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

32

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

what

a c

ampai

gn w

ants

to

achie

ve a

nd a

ca

mpai

gn v

isio

n

1.2

D

escr

ibe

a ca

mpai

gn s

trat

egy

and its

aim

s an

d

obje

ctiv

es

1.3

O

utlin

e th

e tim

esca

les

for

a ca

mpai

gn

1.4

Exp

lain

how

the

wid

er c

ampai

gn e

nvi

ronm

ent

impac

ts o

n t

he

stra

tegy

1

Under

stan

d t

he

visi

on a

nd

tim

esca

les

for

a ca

mpai

gn

1.5

Exp

lain

how

the

stra

tegy

will

be

imple

men

ted a

t th

e oper

atio

nal

lev

el

2.1

D

escr

ibe

the

audie

nce

/s o

f a

cam

pai

gn

2.2

G

ive

exam

ple

s of

diffe

rent

cam

pai

gnin

g m

ethods

2.3

Exp

lain

how

to a

sses

s th

e re

leva

nce

of

diffe

rent

cam

pai

gnin

g m

ethods

to a

cam

pai

gn idea

2.4

D

escr

ibe

the

chal

lenges

of usi

ng d

iffe

rent

cam

pai

gn m

ethods

in a

giv

en s

ituat

ion

2

Under

stan

d t

he

valu

e of

cam

pai

gnin

g m

ethods

2.5

Exp

lain

the

import

ance

of

asse

ssin

g t

he

cost

s an

d

pote

ntial

ben

efits

of

diffe

rent

cam

pai

gn m

ethod

s

UN

IT 3

: D

EVELO

P A C

AM

PAIG

N W

ORKPLA

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

the

reso

urc

es r

equired

for

a ca

mpai

gn

and a

ny

rest

rict

ions

on t

hei

r use

3.2

Confirm

the

reso

urc

es f

or

a ca

mpai

gn

3.3

Cla

rify

role

s an

d r

espon

sibili

ties

for

del

iver

ing a

ca

mpai

gn

3.4

Com

munic

ate

role

s an

d r

esponsi

bili

ties

to o

ther

s as

appro

priat

e

3

Est

ablis

h r

esourc

es a

vaila

ble

to a

ca

mpai

gn

3.5

Id

entify

colle

agues

to w

ork

with in a

tea

m

4.1

Id

entify

spec

ific

act

ivitie

s an

d t

actics

to d

eliv

er a

ca

mpai

gn

4.2

Cla

rify

the

del

iver

able

s fo

r a

cam

pai

gn a

nd h

ow

they

will

be

achie

ved

4.3

Set

priorities

for

the

com

ple

tion o

f ta

sks

and

activi

ties

4.4

Id

entify

tas

ks t

hat

are

inte

r-dep

enden

t an

d p

lan

way

s of

ach

ievi

ng t

hem

4.5

Ensu

re t

her

e is

a p

roce

ss in p

lace

for

monitoring

the

cam

pai

gn

4

Set

tas

ks f

or a

cam

pai

gn

4.6

Set

obje

ctiv

es f

or

monitoring a

nd e

valu

atin

g t

he

cam

pai

gn

UN

IT 3

: D

EVELO

P A C

AM

PAIG

N W

ORKPLA

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Sel

ect

met

hods

to r

each

the

audie

nce

/s b

ased

on

the

reso

urc

es a

vaila

ble

5.2

D

evel

op w

ays

of co

mm

unic

atin

g w

ith t

arget

s an

d

audie

nce

s th

at a

re a

cces

sible

and r

elev

ant

to t

hei

r nee

ds

5.3

Confirm

the

met

hods

to b

e use

d a

t ea

ch s

tage

of

a ca

mpai

gn

5.4

Cla

rify

ow

n r

ole

in im

ple

men

ting c

ampai

gnin

g

met

hods

5

Sel

ect

cam

pai

gnin

g m

ethods

5.5

Ass

ess

the

cost

s an

d p

oss

ible

ben

efits

of

the

cam

pai

gn m

ethods

chose

n

6.1

D

escr

ibe

inte

rnal

and e

xter

nal

fac

tors

that

may

im

pac

t on c

ampai

gn o

bje

ctiv

es

6.2

Exp

lain

the

poss

ible

im

pac

t of

thes

e fa

ctors

6.3

Exp

lain

the

pro

cess

for

monitoring t

hes

e fa

ctors

an

d r

espondin

g if

they

occ

ur

6.4

D

escr

ibe

any

actions

that

can

be

take

n t

o m

inim

ise

the

impac

t of th

ese

fact

ors

6.5

Exp

lain

how

to c

onduct

a r

isk

asse

ssm

ent

6.6

Exp

lain

how

to m

itig

ate

risk

s

6

Know

how

to m

inim

ise

risk

s to

a

cam

pai

gn

6.7

D

escr

ibe

why

it is

import

ant

to e

nsu

re c

ontinuity

and r

esponsi

venes

s in

the

del

iver

y of

a ca

mpai

gn

UN

IT 3

: D

EVELO

P A C

AM

PAIG

N W

ORKPLA

N

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Id

entify

act

ions

to m

itig

ate

risk

s to

a c

ampai

gn

7.2

D

evel

op a

contingen

cy p

lan t

o e

nsu

re t

he

del

iver

y of

a ca

mpai

gn’s

obje

ctiv

es

7.3

Set

outc

om

es f

or

each

cam

pai

gn m

ilest

one

that

ar

e in

lin

e w

ith a

cam

pai

gn s

trat

egy

7.4

Rec

ord

a p

lan f

or

influen

cing a

udie

nce

s an

d

targ

ets

7.5

Com

munic

ate

the

pla

n t

o t

hose

res

ponsi

ble

for

engag

ing w

ith a

udie

nce

s an

d t

arget

s

7

Plan

for

del

iver

y of

a ca

mpai

gn’s

obje

ctiv

es

7.6

Rev

iew

the

work

pla

n a

ccord

ing t

o c

han

ges

in a

ca

mpai

gn e

nvi

ronm

ent

and c

onte

xt

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



36


37

Award/Certificate in Fundraising Practice



38


39

Mandatory units



40

UNIT 1: DEVELOP A PLAN FOR FUNDRAISING ACTIVITIES


41

Unit 1: Develop a plan for fundraising activities

Unit reference number: A/503/1539

QCF level: Level 3

Credit value: 6




UN

IT 1

: D

EVELO

P A P

LAN

FO

R F

UN

DRAIS

ING

ACTIV

ITIE

S

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

42

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Confirm

res

ponsi

bili

ties

and t

arget

s fo

r fu

ndra

isin

g

1.2

Est

ablis

h t

imes

cale

s and o

bje

ctiv

es f

or

fundra

isin

g

1.3

Id

entify

res

ourc

es r

equired

for

fundra

isin

g

1.4

Res

earc

h r

ecen

t lo

cal per

form

ance

in a

spec

ific

fo

rm o

f fu

ndra

isin

g

1.5

Res

earc

h p

oss

ible

loca

l donors

in a

spec

ific

form

of

fundra

isin

g

1

Be

able

to p

repar

e to

dev

elop a

fu

ndra

isin

g p

lan

1.6

Ref

er t

o t

he

Inst

itute

of

Fundra

isin

g’s

codes

of

pra

ctic

e w

hen

pre

par

ing t

he

pla

n

2.1

Agre

e fu

ndra

isin

g p

riori

ties

with c

olle

agues

and

stak

ehold

ers

2.2

Id

entify

inte

rnal

and e

xter

nal

sourc

es f

or

net

work

ing

2.3

Co-o

rdin

ate

work

with c

olle

agues

to a

void

duplic

atio

n

2.4

Id

entify

appro

priat

e fu

ndra

isin

g o

pport

unitie

s an

d

pote

ntial

support

ers

with c

olle

agues

and

stak

ehold

ers

2

Be

able

to d

evel

op a

fundra

isin

g p

lan

with c

olle

agues

and o

ther

st

akeh

old

ers

2.5

Consu

lt w

ith c

olle

agues

and s

take

hold

ers

to

confirm

a c

ase

for

support

UN

IT 1

: D

EVELO

P A P

LAN

FO

R F

UN

DRAIS

ING

ACTIV

ITIE

S

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.6

Art

icula

te a

cas

e fo

r su

pport

to t

he

rele

vant

colle

agues

and s

take

hold

ers

2.7

Sel

ect

and just

ify

tec

hniq

ues

and a

ppro

aches

to

be

use

d d

uring f

undra

isin

g a

ctiv

itie

s

2.8

Id

entify

appro

priat

e w

ays

to c

om

munic

ate

and

ask

for

support

2.9

Agre

e a

fundra

isin

g p

lan w

ith c

olle

agues

and

stak

ehold

ers

3.1

Ensu

re a

pla

n m

eets

rel

evan

t polic

ies

and

pra

ctic

es

3

Be

able

to t

est

a fu

ndra

isin

g p

lan

3.2

Agre

e w

ith r

elev

ant

colle

agues

and s

take

hold

ers

that

a p

lan is

achie

vable

with t

he

reso

urc

es

avai

lable

for

imple

men

tation

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



44

UNIT 2: MAINTAIN AND ENHANCE RELATIONSHIPS WITH SUPPORTERS OF YOUR CAUSE


45

Unit 2: Maintain and enhance relationships with supporters of your cause

Unit reference number: T/503/1541

QCF level: Level 3

Credit value: 6




UN

IT 2

: M

AIN

TAIN

AN

D E

NH

AN

CE R

ELA

TIO

NSH

IPS W

ITH

SU

PPO

RTERS O

F YO

UR C

AU

SE

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

46

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

aim

s, e

thic

s, c

ulture

, pas

t his

tory

and

mis

sion o

f a

fundra

isin

g o

rgan

isat

ion

1.2

D

escr

ibe

the

types

of

support

ers

of a

fundra

isin

g

org

anis

atio

n

1.3

Exp

lain

how

to iden

tify

tre

nds

in t

he

types

and

leve

ls o

f su

pport

1.4

Exp

lain

rea

sons

why

peo

ple

support

a s

pec

ific

fu

ndra

isin

g o

rgan

isat

ion

1.5

Sum

mar

ise

the

most

effec

tive

way

s of

mai

nta

inin

g r

ecord

s on s

upport

ers

1

Under

stan

d s

upport

ers

of

a ca

use

1.6

D

escr

ibe

the

met

hods

use

d t

o m

ainta

in e

xist

ing

support

2.1

Id

entify

the

info

rmat

ion r

equired

to info

rm

support

er s

trat

egie

s

2.2

U

se s

yste

ms

for

hold

ing s

upport

er info

rmat

ion

2.3

M

ainta

in s

upport

er r

ecor

ds

in a

ccor

dan

ce w

ith

legis

lation,

regula

tions,

codes

of

pra

ctic

e an

d

org

anis

atio

nal

req

uirem

ents

2.4

Anal

yse

tren

ds

in t

he

types

and lev

el o

f su

ppor

t re

ceiv

ed

2.5

Sugges

t new

or

alte

rnat

ive

met

hods

of

mai

nta

inin

g e

xist

ing s

upport

2

Be

able

to m

ainta

in e

xist

ing lev

els

of

support

2.6

Com

munic

ate

with e

xist

ing s

upport

ers

in w

ays

that

pro

mote

com

mitm

ent

and p

osi

tive

rel

atio

ns

UN

IT 2

: M

AIN

TAIN

AN

D E

NH

AN

CE R

ELA

TIO

NSH

IPS W

ITH

SU

PPO

RTERS O

F YO

UR C

AU

SE

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

import

ance

of

a cl

ear

and

com

pre

hen

sive

support

er d

evel

opm

ent

pla

n

3.2

Exp

lain

the

impac

t of

legis

lation,

regula

tions

and

codes

of

pra

ctic

e on s

upport

er d

evel

opm

ent

3.3

Exp

lain

wher

e to

fin

d info

rmat

ion o

n r

elev

ant

legis

lation,

regula

tions

and c

odes

of

pra

ctic

e

3.4

D

escr

ibe

com

mon m

otive

s fo

r in

div

idual

giv

ing

beh

avio

ur

and long-t

erm

support

3.5

Eva

luat

e diffe

rent

types

of

com

munic

atio

n

chan

nel

s fo

r lia

isin

g w

ith s

upport

ers

3.6

Exp

lain

the

import

ance

of

pro

filin

g,

segm

enta

tion,

test

ing a

nd t

arget

ing

3.7

Exp

lain

how

to d

eal w

ith r

eques

ts f

or

support

3

Know

how

to m

ainta

in a

nd d

evel

op

support

3.8

Exp

lain

the

import

ance

of

iden

tify

ing p

erfo

rman

ce

ben

chm

arks

for

mai

nta

inin

g a

nd d

evel

opin

g

support

UN

IT 2

: M

AIN

TAIN

AN

D E

NH

AN

CE R

ELA

TIO

NSH

IPS W

ITH

SU

PPO

RTERS O

F YO

UR C

AU

SE

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

D

evel

op o

pport

unitie

s fo

r gat

her

ing s

upport

4.2

D

escr

ibe

tech

niq

ues

to m

ainta

in

support

er

inte

rest

4.3

Enab

le s

upport

ers

to c

omm

ent

on t

he

freq

uen

cy

of

conta

ct w

ith t

he

fundra

isin

g o

rgan

isat

ion

4.4

M

anag

e re

ques

ts for

support

incl

udin

g s

upport

ers

upgra

din

g t

hei

r giv

ing

4.5

Ass

ess

the

valu

e of

diffe

rent

types

of

support

er

4

Be

able

to m

ainta

in a

nd d

evel

op

support

4.6

Id

entify

wher

e su

pport

er s

atis

fact

ion c

ould

be

impro

ved

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


49

Award/Certificate in Volunteer

Management



50


51

Mandatory units



52

UNIT 1: SUPERVISE AND SUPPORT VOLUNTEERS


53

Unit 1: Supervise and support volunteers

Unit reference number: Y/602/5290

QCF level: Level 3

Credit value: 6




UN

IT 1

: S

UPERVIS

E A

ND

SU

PPO

RT V

OLU

NTEERS

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

54

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Ass

ess

the

skill

s an

d a

ctiv

itie

s of

volu

nte

ers.

1.2

Id

entify

met

hods

for

impro

ving t

he

effe

ctiv

enes

s of

volu

nte

er s

kills

.

1.3

Agre

e a

skill

s dev

elopm

ent

pla

n for

spec

ifie

d

volu

nte

ers

1.4

Id

entify

when

volu

nte

ers

may

nee

d a

dditio

nal

su

pport

1

Know

how

to e

nco

ura

ge

the

dev

elopm

ent

of vo

lunte

ers.

1.5

Agre

e a

pla

n f

or

acce

ssin

g a

ppro

priat

e ad

ditio

nal

su

pport

if

required

2.1

Exp

lain

how

to p

rom

ote

a c

ulture

of posi

tive

dev

elopm

ent

and lea

rnin

g

2.2

Id

entify

the

impac

t of a

bla

me

culture

and e

xpla

in

how

a b

lam

e cu

lture

mig

ht

affe

ct m

otiva

tion a

nd

per

sonal

dev

elopm

ent

2.3

Exp

lain

how

to e

nco

ura

ge

reflec

tion a

nd o

bje

ctiv

e fe

edbac

k

2

Be

able

to p

rovi

de

appro

priat

e an

d

effe

ctiv

e su

pport

to v

olu

nte

ers

2.4

G

ive

posi

tive

and c

onst

ruct

ive

feed

bac

k

UN

IT 1

: S

UPERVIS

E A

ND

SU

PPO

RT V

OLU

NTEERS

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Eva

luat

e an

d r

ecord

the

achie

vem

ents

of

volu

nte

ers

3.2

Id

entify

way

s of

cele

bra

ting t

he

achie

vem

ents

of

volu

nte

ers

3

Be

able

to e

valu

ate

volu

nte

er

activi

ties

and a

chie

vem

ents

in a

co

nst

ruct

ive

man

ner

.

3.3

Id

entify

how

to

enco

ura

ge

and m

otiv

ate

volu

nte

ers

4.1

Exp

lain

the

purp

ose

of fe

edbac

k in

support

ing t

he

role

of

the

volu

nte

er

4.2

Id

entify

suitab

le o

pport

unitie

s to

exc

han

ge

feed

bac

k w

ith v

olu

nte

ers

4

Under

stan

d h

ow

to c

om

munic

ate

and e

xchan

ge

feed

bac

k w

ith

volu

nte

ers.

4.3

Pr

ovi

de

and r

ecord

effec

tive

and a

ppro

priat

e fe

edbac

k to

volu

nte

ers

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



56

UNIT 2: SET OBJECTIVES AND PROVIDE SUPPORT FOR TEAM MEMBERS


57

Unit 2: Set objectives and provide support for team members

Unit reference number: M/600/9600

QCF level: Level 3

Credit value: 5




UN

IT 2

: S

ET O

BJE

CTIV

ES A

ND

PRO

VID

E S

UPPO

RT F

OR T

EAM

MEM

BERS

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

58

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

purp

ose

of

a te

am

1.2

Set

tea

m o

bje

ctiv

es w

ith its

mem

ber

s w

hic

h a

re

SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

1

Be

able

to c

om

munic

ate

a te

am’s

purp

ose

and o

bje

ctiv

es t

o t

he

team

m

ember

s.

1.3

Com

munic

ate

the

team

’s p

urp

ose

and o

bje

ctiv

es

to its

mem

ber

s

2.1

D

iscu

ss w

ith t

eam

mem

ber

s how

tea

m o

bje

ctiv

es

will

be

met

2.2

Ensu

re t

eam

mem

ber

s par

tici

pat

e in

the

pla

nnin

g

pro

cess

and t

hin

k cr

eative

ly

2.3

D

evel

op p

lans

to m

eet

team

obje

ctiv

es

2

Be

able

to d

evel

op a

pla

n w

ith t

eam

m

ember

s sh

ow

ing h

ow

tea

m

obje

ctiv

es w

ill b

e m

et.

2.4

Set

SM

ART p

erso

nal

wor

k obje

ctiv

es w

ith t

eam

m

ember

s

3.1

Id

entify

opport

unitie

s an

d d

ifficu

ltie

s fa

ced b

y te

am m

ember

s

3.2

D

iscu

ss iden

tified

oppor

tunitie

s an

d d

ifficu

ltie

s w

ith t

eam

mem

ber

s

3.3

Pr

ovi

de

advi

ce a

nd s

upport

to t

eam

mem

ber

s to

ove

rcom

e id

entified

difficu

ltie

s an

d c

hal

lenges

3

Be

able

to s

upport

tea

m m

ember

s id

entify

ing o

pport

unitie

s an

d

pro

vidin

g s

upport

.

3.4

Pr

ovi

de

advi

ce a

nd s

upport

to t

eam

mem

ber

s to

m

ake

the

most

of

iden

tified

opport

unitie

s

UN

IT 2

: S

ET O

BJE

CTIV

ES A

ND

PRO

VID

E S

UPPO

RT F

OR T

EAM

MEM

BERS

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

M

onitor

and e

valu

ate

indiv

idual

and t

eam

ac

tivi

ties

and p

rogre

ss

4

Be

able

to m

onitor

and e

valu

ate

pro

gre

ss a

nd r

ecognis

e in

div

idual

an

d t

eam

ach

ieve

men

t.

4.2

Pro

vide

reco

gnitio

n w

hen

indiv

idual

and t

eam

obje

ctiv

es h

ave

bee

n a

chie

ved

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



60

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:

Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually

Functional Skills publications – specifications, tutor support materials and question papers

Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)

the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.


61

Professional development and training

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

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

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building functional skills into your programme

building effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

The training we provide:

is active

is designed to be supportive and thought provoking

builds on best practice

may be suitable for those seeking evidence for their continuing professional development.



62


63

Annexe A: Quality assurance

Key principles of quality assurance

A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.

The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.

Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.

The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.

For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.



64

The Edexcel quality-assurance processes will involve:

gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications

annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


65

Annexe B: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF qualifications through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:

direct centres to take action

limit or suspend certification

suspend registration.

The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity.

Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equality Act 2010) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to the Edexcel’s Equality Policy for further details.

www.edexcel.com/policies/Pages/home.aspx



66

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

67

Annex

e C

: A

sses

smen

t gu

idan

ce

Skills

– T

hir

d S

ecto

r Q

CF A

sses

smen

t G

uid

ance

1

Intr

oduct

ion

1.1

Ski

lls –

Third S

ecto

r is

the

stra

tegic

body

for

dev

elopin

g s

kills

in c

har

itie

s, s

oci

al e

nte

rpri

ses

and v

olu

nta

ry a

nd

com

munity

org

anis

ations.

We

wan

t to

mak

e it e

asie

r fo

r vo

lunta

ry a

nd c

om

munity

org

anis

ations

and s

oci

al e

nte

rprise

s to

hav

e th

e right

skill

s to

make

a d

iffe

rence

to p

eople

in t

hei

r co

mm

unitie

s.

As

a p

art

of th

is t

ask,

we

have

a r

esponsi

bili

ty t

o s

upport

and e

nco

ura

ge

the

bes

t poss

ible

qual

ity

of

lear

nin

g a

nd

asse

ssm

ent

in a

ccre

dited

lea

rnin

g p

rovi

sion r

elev

ant

to k

ey o

ccupat

ional ro

les

in v

olu

nta

ry,

com

munity

and s

oci

al

ente

rpri

se o

rgan

isat

ions.

1.2

This

docu

men

t aim

s to

pro

vide

guid

ance

and e

nco

ura

ge

bes

t as

sess

men

t pra

ctic

e fr

om

ass

essm

ent

centr

es a

nd A

war

din

g

Org

anis

atio

ns.

The

info

rmation is

inte

nded

to s

upport

the

qual

ity

ass

ura

nce

pro

cess

es o

f Aw

ardin

g O

rgan

isat

ions

that

off

er q

ualif

icat

ions

in t

he

sect

or,

and s

hould

be

read

alo

ngsi

de

thes

e. I

t sh

ould

als

o b

e re

ad a

longsi

de

indiv

idual

unit

asse

ssm

ent

requirem

ents

.

1.3

The

guid

ance

will

pro

mote

a c

onsi

sten

t appro

ach

to t

hose

ele

men

ts o

f ass

essm

ent

whic

h r

equire

furt

her

inte

rpre

tation

and d

efin

itio

n,

and s

upport

sec

tor

confiden

ce in t

he

new

arr

angem

ents

.

2

Ass

essm

ent

Guid

ance

2.1

Le

arn

ers

should

be

enable

d t

o c

om

ple

te,

wher

ever

poss

ible

, re

al w

ork

act

ivitie

s th

at p

rovi

de

both

evi

den

ce o

f under

pin

nin

g k

now

ledge

and e

viden

ce o

f co

mpet

ence

to d

emonst

rate

they

have

met

the

lear

nin

g o

utc

om

es a

nd

asse

ssm

ent

criter

ia o

f th

e Q

CF

unit a

nd t

hat

they

are

com

pet

ent

in r

elat

ion t

o t

he

NO

S.

2.3

Ski

lls –

Thir

d S

ecto

r en

coura

ges

incl

usi

on o

f th

e dir

ect

obse

rvation o

f pra

ctic

e, o

r fe

edbac

k fr

om

an e

xper

t w

itnes

s, in t

he

asse

ssm

ent

of co

mpet

ence

bas

ed lea

rnin

g o

utc

om

es.

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

68

2.4

Sim

ula

tion is

not

to b

e utilis

ed a

s an

ass

essm

ent

met

hod for

com

pet

ence

bas

ed lea

rnin

g o

utc

om

es e

xcep

t w

her

e natu

rally

occ

urr

ing o

pport

unitie

s are

rar

e or

unav

aila

ble

. The

unit a

sses

smen

t re

quir

emen

ts w

ill n

orm

ally

iden

tify

cir

cum

stan

ces

wher

e th

is is

acce

pta

ble

. Any

inst

ance

s w

her

e si

mula

tion is

bei

ng u

sed s

hould

be

appro

ved in a

dva

nce

by

the

Aw

ard

ing

Org

anis

atio

n.

2.5

Ass

essm

ent

of kn

ow

ledge

base

d lea

rnin

g o

utc

om

es (

e.g.

those

beg

innin

g w

ith ‘kn

ow

’ or

‘under

stan

d’ or

‘be

able

to

expla

in’)

should

be

linke

d t

o r

eal w

ork

act

ivitie

s w

her

ever

poss

ible

.

2.6

Ass

essm

ent

dec

isio

ns

for

know

ledge

bas

ed lea

rnin

g o

utc

om

es s

hould

be

mad

e by

an a

sses

sor

qual

ifie

d t

o m

ake

as

sess

men

t dec

isio

ns

who is

also

occ

upational

ly k

now

ledgea

ble

.

2.7

Continuin

g p

rofe

ssio

nal

dev

elopm

ent

of all

asse

ssors

should

be

enco

ura

ged

. Ass

esso

rs w

ork

ing t

ow

ards

appro

pri

ate

asse

ssor

qual

ific

atio

ns

or

occ

upat

ional

ly r

elev

ant

qual

ific

atio

ns

should

be

enco

ura

ged

and s

upport

ed b

y m

ore

exp

erie

nce

d

asse

ssors

or

inte

rnal

ver

ifie

rs.

Wher

e ass

esso

rs a

re n

ot

yet

fully

qualif

ied,

thei

r ass

essm

ent

dec

isio

ns

should

be

sam

ple

d

or

chec

ked a

ccord

ing t

o A

ward

ing O

rgan

isation g

uid

ance

pro

vided

to a

sses

smen

t ce

ntr

es.

3

Inte

rnal

Qual

ity

Ass

ura

nce

3.1

In

tern

al q

ual

ity

ass

ura

nce

is

key

to e

nsu

ring t

hat

the

asse

ssm

ent

of ev

iden

ce f

or

units

is o

f a c

onsi

sten

t an

d a

ppro

priat

e qual

ity.

The

inte

grity

of ass

essm

ent

and v

erific

atio

n p

ract

ices

is

of utm

ost

im

port

ance

to e

nsu

re t

hat

indiv

idual

lea

rner

ac

hie

vem

ent

is p

roper

ly a

sses

sed a

nd r

ecognis

ed.

It is

equal

ly im

port

ant

in m

ainta

inin

g t

he

relia

bili

ty a

nd v

alue

of th

e qual

ific

ations

ach

ieve

d.

3.2

Those

car

ryin

g o

ut

inte

rnal

qual

ity

assu

rance

should

be

know

ledgea

ble

in t

he

occ

upational

are

a t

hey

are

ass

uring a

nd b

e qual

ifie

d t

o m

ake

ass

ura

nce

dec

isio

ns.

3.3

Aw

ardin

g O

rgan

isat

ions

and a

sses

smen

t ce

ntr

es a

re e

nco

ura

ged

to d

evel

op a

nd s

upport

face

to face

or

virt

ual

ass

esso

r net

work

s to

enco

ura

ge

a sh

arin

g o

f re

leva

nt

know

ledge

and s

kills

that

can e

nhan

ce t

he

valid

ity

and r

elia

bili

ty o

f as

sess

men

t pra

ctic

e. W

her

e pra

ctic

able

, Ski

lls –

Thir

d S

ecto

r w

ill look

for

way

s to

enco

ura

ge

such

net

work

s fo

r th

ose

w

ork

ing w

ith lea

rner

s fr

om

third s

ecto

r org

anis

atio

ns

or

under

taki

ng r

elev

ant

qual

ific

ations

via

the

Nat

ional Ski

lls

Net

work

s, c

urr

ently

under

dev

elopm

ent.

AP029621 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 A

war

d a

nd C

ertifica

te in

Cam

paig

nin

g,

Fundra

isin

g P

ract

ice

and V

olu

nte

er M

anag

emen

t (Q

CF)

–

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

69

4

Glo

ssar

y

4.1

O

ccu

pati

on

all

y c

om

pete

nt:

O

ccupat

ional

ly c

om

pet

ent

ass

esso

rs s

hould

have

both

the

know

ledge

and t

he

com

pet

ence

nee

ded

to c

arr

y out

the

activi

ties

they

are

ass

essi

ng.

They

should

als

o u

nder

stan

d t

he

work

envi

ronm

ent

in w

hic

h t

he

lear

ner

is

oper

atin

g [

for

exam

ple

, th

e co

nte

xt o

f w

ork

ing in a

volu

nta

ry o

rganis

atio

n].

It

is e

xpec

ted t

hat

they

will

engage

in r

egula

r co

ntinuin

g

lear

nin

g a

nd p

rofe

ssio

nal

dev

elopm

ent

to k

eep t

hei

r occ

upat

ional

know

ledge

and s

kills

up t

o d

ate

.

4.2

O

ccu

pati

on

all

y k

no

wle

dg

eab

le:

This

mea

ns

that

each

ass

esso

r sh

ould

poss

ess

rele

vant

know

ledge

and u

nder

stan

din

g,

and b

e ab

le t

o a

sses

s th

is in u

nits

des

igned

to t

est

spec

ific

know

ledge

and u

nder

stan

din

g,

or

in u

nits

wher

e kn

ow

ledge

and u

nder

stan

din

g a

re c

om

ponen

ts

of

com

pet

ency

. This

occ

upat

ional

know

ledge

should

be

mai

nta

ined

reg

ula

rly

thro

ugh c

lear

ly d

emonst

rable

continued

le

arnin

g a

nd p

rofe

ssio

nal

dev

elopm

ent.

4.3

Q

uali

fied

to

make a

ssess

men

t d

eci

sio

ns:

Eac

h a

sses

sor

should

hold

or

be

work

ing t

ow

ards

an a

ppro

pri

ate

asse

ssor

qual

ific

atio

n t

hat

will

equip

them

to m

ake

ap

pro

priat

e an

d c

onsi

sten

t ass

essm

ent

dec

isio

ns.

4.4

Q

uali

fied

to

make q

uali

ty a

ssu

ran

ce d

eci

sio

ns:

Aw

ardin

g O

rgan

isat

ions

will

det

erm

ine

what

will

qual

ify

those

under

taki

ng inte

rnal

qual

ity

ass

ura

nce

to m

ake

dec

isio

ns

about

that

qual

ity

ass

ura

nce

.

4.5

Exp

ert

wit

ness

:

An e

xper

t w

itnes

s, w

ho m

ay

contr

ibute

fee

dbac

k about

lear

ner

com

pet

ence

base

d o

n r

eal w

ork

act

ivitie

s, s

hould

hav

e a

work

ing k

now

ledge

of

the

QCF

units

on w

hic

h t

hey

are

com

men

ting,

be

occ

upat

ional

ly c

om

pet

ent

in t

hei

r ar

ea o

f ex

per

tise

and h

ave

eith

er a

ny

qual

ific

atio

n in a

sses

smen

t of w

ork

pla

ce p

erfo

rman

ce o

r a p

rofe

ssio

nal w

ork

role

whic

h

invo

lves

eva

luat

ing t

he

ever

yday

pra

ctic

e of

staff.

Seb

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IALI

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AM

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UN

DRAIS

ING

PRACTIC

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LUN

TEER M

AN

AG

EM

EN

T.D

OC.1

–74/1

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