skillsfirst awards handbook level 2 diploma in ict professional competence … · 2013. 7. 31. ·...

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Skillsfirst Awards

handbook

Level 2 Diploma in ICT Professional Competence (QCF)

IPCD2

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 – The sector skills council for ICT 3.1 e-skills 4 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments 5 3.3 Employer direct model 5 3.4 Continuous professional development 6 Section 4 – Summary of assessment methods 4.1 Assessment principles 6 4.2 Characteristics of assessment guidance 7 4.3 Simulation and witness testimony 8 4.4 Recognition of prior learning (RPL) 8 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 9 5.2 QCF units 9 5.3 QCF terminology 10 5.4 Availability of qualifications 10 5.5 Qualification aim and design 10 Section 6 – Qualification structure 6.1 Number of credits required for this qualification 10 6.2 The rules of combination 10 6.3 List of available units and their credit value 10 6.4 Learner entry requirements 14 6.5 Progression opportunities 14 Section 7 – The units of learning 7.1 Structure of the units 14 7.2 Group M – mandatory units 15 7.3 Group O – optional units 22

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1.0 Introduction

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

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

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

delivery of the Level 2 Diploma ICT Professional Competence (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications.

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

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

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

2.0 Skillsfirst Awards 2.1 Data protection

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

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




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

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


mailto:[email protected]



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Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The sector skills council for ICT 3.1 e-skills The Level 2 Diploma ICT Professional Competence (QCF) is based on the units developed by e-skills who are the sector skills council for ICT. Their contact details are: e-skills UK 1 Castle Lane London SW1E 6DR Tel: 0207 963 8920 [email protected] This handbook provides details from e-skills assessment strategy, which centres will need to apply in order to assess and quality assure the Level 2 Diploma ICT Professional Competence (QCF). and includes the:

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

continuous professional development

summary of assessment methods The complete assessment strategy is available for view and to download from the e-skills

website www.e-skills.com




http://www.e-skills.com/

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3.2 Occupational expertise of those who assess performance, and moderate and verify assessments Assessors and internal verifiers (IVs are appointed by the recognised centre and approved by Skillsfirst through the external verifier (EV)). Assessors and IVs should:

be occupationally knowledgeable and technically competent in the area of ICT Systems Installation and Maintenance, Developing Software or Project Management for which they are delivering training and/or have experience of providing training. This knowledge must be at least to the same level as the training being delivered. This could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution

hold the Level 3 Diploma for ICT Professionals, or an equivalent qualification

have sufficient occupational expertise so they have up to date knowledge and experience of the particular aspects of work they are assessing or verifying. This could be confirmed by records of continuing professional development (CPD) achievements.

be prepared to participate in training activities for their CPD.

have a sound in-depth knowledge of, and uphold the integrity of, the National Occupational Standards (NOS, units of assessment and the e-Skills assessment principles)

be employed directly or contractually by the same centre as the learner or

be acting as a counter signatory on a short-term basis for a maximum period of 18 months, where the assessor/IV has not achieved the relevant award.

Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but must never internally verify their own assessments. Internal verifiers The IV is responsible for the approved centre’s assessment quality. Therefore, in addition to the above, IVs must also:

provide evidence of knowledge, understanding and application of the regulatory authorities’ code of practice

undertake CPD to ensure that they are working to the current NOS in assessment and verification

only verify the decisions of assessors which fall within their acknowledged area of technical and occupational competence.

While the Assessor/Verifier (A/V) units are valued as qualifications for centre staff, they are not currently a requirement for the qualification. Where employers opt for an ‘employer direct’ model (described below) the qualification requirement may be waived. 3.3 Employer direct model Where employers opt for an ‘employer direct’ model, the qualification requirements for assessors and internal verifiers may be waived.

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The employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of Skillsfirst may choose between:

achieving the appropriate approved qualifications for assessment/verification or

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

Each application to use the employer direct model will be considered on an individual organisation and qualification basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with Skillsfirst. 3.4 Continuous professional development Centres are responsible for ensuring that assessors and IVs plan and maintain their CPD. Centres are expected to support their assessors and IVs in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. Centres may have generic criteria and personnel specifications in addition to the above. 4.0 Summary of delivery and assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Recommended delivery strategies Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualification before designing a course programme. Centres may design course programmes of study in any way which:

best meets the needs and capabilities of their learners and

satisfies the requirements of the qualification. When designing and delivering the course programme, centres might wish to incorporate other teaching and learning that is not assessed as part of the qualification. This might include the following:

literacy, language and/or numeracy

personal learning and thinking

personal and social development

employability Where applicable, this could involve enabling the learner to access relevant qualifications covering these skills.

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4.2 Characteristics of assessment guidance

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

meet all the learning outcomes of a unit

achieve all the assessment criteria of a unit An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the learner and the assessor. Professional discussion Professional discussion is encouraged as a supplementary form of evidence to confirm a learner’s competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the learner has a firm understanding of the standard being assessed. Realistic working environment (RWE) Assessment of this qualification should ideally be carried out within the workplace, however, where this is not possible learners can be assessed within an approved RWE that replicates a real work setting. It is essential for organisations operating an RWE to ensure it reflects current and real work settings. By doing so, sector employers can be confident that competence achieved in an RWE will be continued into employment. RWEs can offer many opportunities to employers and individuals that have limited access to assessment. The number of hours learners work and their input in not prescribed, as it is acknowledged that RWEs cannot operate without some flexibility. However, Centres must provide evidence that the following criteria are being met as well as fulfilling the Skillsfirst criteria for this purpose. The work situation being represented is relevant to this qualification as follows:

the type of work mirrors the relevant unit outcomes being assessed.

appropriate equipment and resources (both hardware and software replicate the work being undertaken, ensuring that assessment requirements can be covered.

industry trends are considered in the product and service offer. The learner’s work activities reflect those found in the situation being represented, i.e.

learners operate in a professional capacity with corresponding job schedules and/or descriptions.

learners are clear on their work activities and responsibilities. The RWE is operated in the same manner as a real work situation, i.e.

customers are not prompted to behave in a particular manner.

customer feedback received is maintained and acted upon. The RWE is under-pinned by commercial principles and responsibilities including:

organisational charts which indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements

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evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions

learners being encouraged to carry out their function in line with business expectations, e.g. within timescales and budget, minimising wastage

Ensuring that legislative regulations are adhered to e.g. health and safety,

4.3 Simulation and witness testimony Simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain in the work environment. Simulation Simulation can only be used to assess learners where the opportunity to assess naturally occurring evidence is unlikely or not possible, for example assessment relating to health and safety, fire and emergency procedures. It should not include routine activities that must be covered by performance evidence. There are no units that can be solely achieved by simulation. In the case of imported units, where simulation is acceptable in the evidence requirements, it should only be used when performance evidence is unlikely to be generated through normal working practices. Witness testimony Skillsfirst recognise the use of witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on candidate’s performance. Witness testimonies can be obtained from people that are occupationally competent and who may be familiar with the national occupational standards, such as the learner’s line manager. They may also be obtained from people who are not occupationally competent and do not have a knowledge of the national occupational standards such as other people within the learner’s workplace, customers and suppliers. The assessor must judge the validity of the witness testimony and these may vary depending on the source. Witness testimonies can only support the assessment process and may remove or reduce the need to collect supplementary evidence. However, centres must comply with Skillsfirst guidance over the occupational competence and briefing of witnesses in the use of witness testimony. 4.4 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified, it is important that a complete process of recognising prior experience and learning is undertaken, by ensuring that:

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

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

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

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

the audit trail covers the whole process and methodology of RPL

the authenticity and currency of presented evidence is established by the assessor

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where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification

In considering the appropriateness of any single piece of evidence, the following should be considered:

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

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

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

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

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

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

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

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

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

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

5.2 QCF units Each unit has a credit value based on the total number of hours of learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used.

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5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whe reas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 2 Diploma ICT Professional Competence (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 5.5 Qualification aim and design The Level 2 Diploma ICT Professional Competence (QCF) is aimed at those learners who are looking to work as, or starting out as, a systems analyst, system support technician, web designer or software developer. This qualification comprises two mandatory units and a wide range of optional units selected to meet national occupational standards or specific vendor requirements. This qualification has been designed to accredit the knowledge and understanding of practitioners in the IT industry. This qualification also serves as a core component of the Level 2 Intermediate Apprenticeship for IT, Software, Web & Telecoms Professionals. 6.0 Qualification structure 6.1 Number of credits required for this qualification Qual no. Level Qualification title Number of credits

IPCD2 2 Level 2 Diploma ICT Professional

Competence (QCF) Minimum of 48

6.2 Rules of Combination A minimum total of 48 credits must be achieved to gain the qualification as follows: All 9 credits must be achieved from Group M and a minimum of 39 credits from Group O. Only one unit from each sub-group in Group O can be taken towards the required credits, except in the case of the Cisco sub-group. Learners must achieve a minimum of 28 credits at Level 2. Minimum Guided Learning Hours (GLH) are 255 Maximum Guided Learning Hours (GLH) are 370 6.3 List of available units and their credit value The list below gives the unit titles, their level and the credit value of each unit.

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Group M - mandatory units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

Y/500/7183 HSICT1 1 Health and Safety in ICT

3

Y/601/3317 DEP2 2 Develop own effectiveness and professionalism

6

Group O - optional units Customer care in ICT

QCF unit no.



A/500/7158 CCICT2 2 Customer care in ICT

9

F/500/7159 CCICT3 3 Customer care in ICT

12

Computer games development

QCF unit no.



A/601/3164 CGD2 2 Computer games development

4

F/601/3165 CGD3 3 Computer games development

10

Data

QCF unit no.



L/601/3203 DM3 3 Data modelling

9

R/601/3297 DSA4 4 Data structures and algorithms

15

Develop personal and organisational effectiveness

QCF unit no.



K/601/3502 DEP4 4 Develop own effectiveness and professionalism

12

D/503/5549 DEP3 3 Develop own effectiveness and professionalism

9

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Technical fault diagnosis

QCF unit no.



A/601/3293 TFD3 3 Technical fault diagnosis

12

T/601/3292 TFD2 2 Technical fault diagnosis

9

Fibre Telecommunications Techniques

QCF unit no.



H/601/0663 FTT3 3 Fibre telecommunications techniques

15

Working with ICT hardware and equipment

QCF unit no.



K/500/7382 WIHE2 2 Working with ICT hardware and equipment

9

Remote support for products and services

QCF unit no.



R/500/7215 RSP1 1 Remote support for products and services

6

Y/500/7216 RSP2 2 Remote support for products and services

9

D/500/7217 RSP3 3 Remote support for products and services

12

Security of ICT Systems

QCF unit no.



K/500/7219 SEC1 1 Security of ICT systems

3

D/500/7220 SEC3 3 Security of ICT systems

12

H/500/7221 SEC4

4 Security of ICT systems 15

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Software installation and upgrade

QCF unit no.



D/500/7329 SIU2 2 Software installation and upgrade

9

R/500/7330 SIU3 3 Software installation and upgrade

12

System operation

QCF unit no.



A/500/7340 SO3 3 System operation

12

F/500/7338 SO2 2 ICT system operation

9

Technical advice and guidance

QCF unit no.



F/601/3506 TAG2 2 Technical advice and guidance

9

J/601/3507 TAG3 3 Technical advice and guidance

12

Y/500/7345 TAG4 4 Technical advice and guidance

15

Microsoft units

QCF unit no.



M/602/6350 MCS25 2 MTA: networking fundamentals

10

Cisco units

QCF unit no.



A/601/7537 CIS1 3 Cisco exploration network fundamentals

10

H/601/7421 CIS2 3 Cisco exploration routing protocols and concepts

10

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6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions There are no age limits attached to learners undertaking this qualification unless this is a legal requirement of the process or the environment. 6.5 Progression opportunities On completion of the Level 2 Diploma in ICT Professional Competence (QCF), learners may progress into employment or onto the following Skillsfirst qualifications:

Level 3 Certificate in ICT Systems and Principles (QCF)

Level 3 Diploma in ICT Professional Competence (QCF) or similar higher level qualifications. 7.0 The Units of Learning 7.1 Structure of the units The units which make up these qualifications are written in a standard format and comprise of:

Skillsfirst reference number

unit title

level and credit value

unit aim

learning outcomes

guided learning hours

relationship to NOS/other qualifications

endorsement of the unit

information on assessment

learning outcomes and assessment criteria

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7.2 Group M - mandatory units

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HSICT1

Health and Safety in ICT

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HSICT1 Health and Safety in ICT Level: 1 Credit value: 3 Unit aim This is compliance with Health & Safety legislation when working in ICT. The basis of health and safety law is the "Health and Safety at Work etc Act 1974". The Act sets out the general duties which employers have towards employees and members of the public, and employees have to themselves and to each other. Workplaces and work activities contain risks to the health and safety of workers and visitors alike. Health and Safety laws and regulations are intended to prevent injuries or ill health as a result of work. It is the duty of both employers and employees to follow the law and to comply with health and safety requirements. This standard requires the learner to show understanding and compliance with health and safety requirements required in the workplace. Learning outcomes There is one outcome to this unit. The learner will: 1. Comply with relevant Health & Safety procedures

Guided learning hours It is recommended that 15 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards There is no direct link to the National Occupational Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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HSICT1 Health and Safety in ICT Learning outcomes and assessment criteria Outcome 1 Comply with relevant Health & Safety procedures The learner can: 1 identify relevant organisational Health & Safety procedures 2 identify available sources of Health & Safety information 3 demonstrate how relevant Health & Safety procedures have been followed

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DEF2

Develop own effectiveness and professionalism

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DEF2 Develop own effectiveness and professionalism Level: 3 Credit value: 9 Unit aim This unit involves personal development, team working and awareness of IT professional practice and legislation. Learning outcomes There are five outcomes to this unit. The learner will: 1. Develop own personal and professional skills 2. Work as a member of a team to achieve defined goals and implement agreed plans 3. Understand what is meant by professional practice 4. Understand the ethical and legislative environment relating to IT activities 5. Improve organisational effectiveness Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards There is no direct link to the National Occupational Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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DEF2 Develop own effectiveness and professionalism Learning outcomes and assessment criteria Outcome 1 Develop own personal and professional skills The learner can: 1 Identify own development needs and the activities needed to meet them 2 obtain and review feedback from others on performance 3 agree personal goals and participate in development activities to meet them Outcome 2 Work as a member of a team to achieve defined goals and implement

agreed plans The learner can: 1 effectively plan and manage own time 2 recognise and respect diversity, individual differences and perspectives 3 accept and provide feedback in a constructive and considerate manner 4 Understand the responsibilities, interests and concerns of colleagues 5 Identify and reduce obstacles to effective teamwork Outcome 3 Understand what is meant by professional practice The learner can: 1 Describe the implications, and applicability for IT professionals of:

• Data Protection Act • Computer Misuse Act

2 identify the role of professional bodies for IT, and the benefits of membership to individuals and organisations

3 describe quality management systems and standards for systems development Outcome 4 Know the legislative environment relating to IT activities The learner can: 1 Identify the types of conflicts of interest which can arise for IT professionals 2 Describe the impact on an IT organisation of legislation covering:

• Processing of financial transactions • Health and Safety • Privacy, Confidentiality and Security • Copyright and Intellectual Property Rights

Outcome 5 Improve personal effectiveness The learner can: 1 Describe the aims and objectives of the organisation 2 Describe the organisation's brand or image and how it can be promoted 3 Identify the organisation's structure, roles and responsibilities 4 Identify potential improvements to organisational effectiveness

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7.3 Group O - Optional units

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Customer care in ICT

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CCICT2


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CCICT2 Customer care in ICT Level: 2 Credit value: 9 Unit aim This is the identification of, and response to, customer needs to ensure customer satisfaction. This unit will typically involve direct customer contact. Typically this will involve:

a balance between customer needs and the needs of the organisation

monitoring of customer satisfaction through the use of formal and informal assessment techniques (e.g. surveys, feedback etc.)

handling and resolution of customer issues and complaints in a constructive manner that ensures customer satisfaction.

Learning outcomes There are two outcomes to this unit. The learner will: 1. Know how to provide customer care by establishing customer relationships 2. Provide customer care by establishing customer relationships Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.8 – IT/Technology infrastructure design and planning of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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CCICT2 Customer care in ICT Learning outcomes and assessment criteria Outcome 1 Know how to provide customer care by establishing customer

relationships The learner can: 1 describe the uses of interpersonal communication techniques such as:

• verbal (e.g. intonation, tone and feedback (sometimes referred to as verbal attends)) and non-verbal techniques (e.g. smiling while talking on the phone, body language).

• attentive listening (i.e. difference between hearing and listening). • positive and negative language. • active listening (e.g. summarising, paraphrasing, body language); • listening barriers (e.g. background noise, distractions, lack of concentration); • types of question (e.g. open, closed and probing).

2 describe the relevant parts of the organisational requirements for customer care

including; • customer service procedures (e.g. how to log customer information, how to

initiate service calls, how to complete a sale); • authorisation procedures (e.g. how to confirm caller identity, how to validate

requests); • escalation, resolution and complaint handling; • quality assurance procedures; • compliance with relevant legislation and regulations (e.g. data protection,

financial services); • maintenance and communication of organisational brand or image; • organisational aims and objectives

3 describe what the implications of customer satisfaction are

• customer retention; • working relationships

4 describe the relevant methods of measuring customer satisfaction levels such as

• predefined formal feedback • unsolicited feedback; • anecdotal feedback

Outcome 2 Provide customer care by establishing customer relationships The learner can: 1 comply with organisational requirements 2 communicate interpersonally on familiar subjects such as:

• following organisational guidelines and procedures • articulating and expressing ideas clearly and concisely • listening actively (e.g. by taking notes) • clarifying and confirming understanding (e.g. by paraphrasing or repetition). • responding to questions with accurate information • ensuring content is appropriate to the needs of the audience • identifying and avoiding listening barriers • maintaining focus on the purpose of the communication

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3 providing customer interaction such as; • focuses on addressing customer needs • interacts in a sensitive and helpful manner with the customer. • responds to customer requests on time, accurately, pleasantly and professionally • builds a trusting relationship with the customer • keeps self and customer focused • maintains consistent communication style

4 provide service delivery such as; • recognising own limitations; • escalating customer issues following organisational requirements • meets own commitments to customers; • follows up customer problems and issues

5 handle complaints from customers such as; • using probing questions; • displaying patience and understanding with demanding or emotional customers

6 gather specified customer satisfaction information

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CCICT3


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CCICT3 Customer care in ICT Level: 3 Credit value: 12 Unit aim Learners will be able to analyse customer types and requirements, whilst managing customer expectations. Research the varying workplace cultures that exist and apply communication techniques. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand how to provide ICT customer care by developing customer relationships 2. Be able to provide ICT customer care by developing customer relationships 3. Be able to contribute to improving the delivery of service Guided learning hours It is recommended that 100 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.8 – IT/Technology infrastructure design and planning of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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CCICT3 Customer care in ICT Learning outcomes and assessment criteria Outcome 1 Understand how to provide ICT customer care by developing customer

relationships The learner can: 1 describe the uses of interpersonal communication techniques 2 explain the different approaches and methods used for supporting technical and non-

technical customers 3 describe the organisational requirements for ICT customer care 4 explain the effect of ICT customer care on the rest of the organisation Outcome 2 Be able to provide ICT customer care by developing customer

relationships The learner can: 1 monitor compliance with organisational requirements for ICT customer support 2 follow organisational guidelines and procedures to communicate with customers 3 interact effectively with customers to achieve agreed outcome Outcome 3 Be able to contribute to improving the delivery of service The learner can: 1 describe the implications of customer satisfaction for the business 2 describe the methods of measuring customer satisfaction levels 3 suggest improvements to ICT service delivery 4 handle complaints from customers following organisational guidelines 5 gather specified customer satisfaction information 6 analyse specified customer satisfaction information 7 report on specified customer satisfaction information

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CGD2


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CGD2 Computer games development Level: 2 Credit value: 4 Unit aim This unit introduces computer game components and the computer games industry. It also covers the fundamentals of developing computer games. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know computer game components and the computer games industry 2. Know how to develop a computer game specification 3. Implement a component of a computer game

Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 5.2 – Software development of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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CGD2 Computer games development Learning outcomes and assessment criteria Outcome 1 Know computer game components and the computer games industry The learner can: 1 identify the hardware and software components of a video game system 2 identify the activities required to develop modern computer games 3 describe the features of an existing computer game Outcome 2 Know how to develop a computer game specification The learner can: 1 contribute to the production of a pre-production proposal document for a computer game

project 2 identify the components required to develop a computer game 3 contribute to the productions of an implementation plan for a computer game

development Outcome 3 Implement a component of a computer game The learner can: 1 design a component of a computer game 2 develop a component of a computer game

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CGD3


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CGD3 Computer games development Level: 3 Credit value: 10 Unit aim This unit provides detailed coverage of computer games architecture and components and also the computer games industry. It also involves the evaluation, specification and implementation of computer games. Learning outcomes There are five outcomes to this unit. The learner will: 1. Understand computer game architecture and components 2. Understand the computer games industry 3. Be able to evaluate existing computer games 4. Develop a computer game specification 5. Implement elements of a computer game

Guided learning hours It is recommended that 71 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 5.2 – Software development of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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CGD3 Computer games development Learning outcomes and assessment criteria Outcome 1 Understand computer game architecture and components The learner can: 1 describe the hardware and software components of a video game system Outcome 2 Understand the computer games industry The learner can: 1 describe the stages of evolution of computer game industry 2 describe the roles and activities required to develop modern computer games 3 explain computer game development processes and terminology 4 explain computer game programming methods and techniques Outcome 3 Be able to evaluate existing computer games The learner can: 1 produce a structured evaluation of an existing computer game Outcome 4 Develop a computer game specification The learner can: 2 produce a pre-production proposal document for a computer game project 3 identify the components required to develop a computer game 4 produce an implementation plan for a computer game development Outcome 5 Implement elements of a computer game The learner can: 1 design components of a computer game 2 develop components of a computer game 3 test components of a computer game

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Data

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DM3

Data modelling

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DM3 Data Modelling Level: 3 Credit value: 9 Unit aim This unit covers the use of logical data modelling techniques, including normalisation, in the design of data structures for computer systems. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand the concepts of logical data modelling 2. Use data modelling techniques to create logical data models 3. Use data modelling techniques to refine logical data models Guided learning hours It is recommended that 75 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.5 – Data design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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DM3 Data Modelling Learning outcomes and assessment criteria Outcome 1 Understand the concepts of logical data modelling The learner can: 1 describe entities and the types of attributes which can be assigned to them 2 describe the type of relationships which can exist between entities 3 explain the objectives of data normalisation and describe the Third Normal Form (3NF) 4 explain the purpose of keys 5 describe an application where un-normalized or de-normalised data may be used 6 describe the types of standard notation which can be used to represent data sets as

logical data models Outcome 2 Use data modelling techniques to create logical data models The learner can: 1 identify and name entities, assigning the correct attributes 2 identify and represent entity relationships, assigning the correct type 3 normalise a data set to Third Normal Form (3NF) Outcome 3 Use data modelling techniques to refine logical data models The learner can: 1 identify entities which will be accessed for enquiry and/or update 2 identify access sequences and triggers 3 create access rules/methods 4 use a standard notation to describe the logical data model of a normalised data set

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DSA4

Data structures and algorithms

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DSA4 Data structures and algorithms Level: 4 Credit value: 15 Unit aim The aim of this unit is to provide the learner with an understanding of the importance of data structures and algorithms associated with data. In order to do this the learner will be able to define the terminology used and describe the elements of data structures. They will also understand the operation of established algorithms and how to describe and implement data structures in algorithms in non-executable and executable programs. Learning outcomes There are six outcomes to this unit. The learner will: 1. Understand the structure and uses of various data structures and their associated

algorithms 2. Understand the operation of established algorithms 3. Select appropriate data structures and associated algorithms for specified problems 4. Describe the data structures and associated algorithms in a non-executable program

specification language 5. Implement data structures and algorithms in an executable programming language 6. Understand how strings are structured and processed Guided learning hours It is recommended that 90 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.5 – Data design of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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DSA4 Data structures and algorithms Learning outcomes and assessment criteria Outcome 1 Understand the structure and uses of various data structures and their

associated algorithms The learner can: 1 define the terminology used to describe the elements of data structures including arrays,

linked lists, stacks, queues, trees, graphs and sets 2 explain how one-dimensional and multi-dimensional arrays are structured and

processed 3 explain how linked lists (including singly, doubly and circular linked lists) are structured

and processed 4 explain how stacks and queues are structured and processed 5 explain how trees and graphs are structured and processed 6 explain how sets are structured and processed

Outcome 2 Understand the operation of established algorithms The learner can: 1 explain the operation and performance of sorting and search algorithms 2 explain the operation of recursive algorithms and identify situations when recursion is

used Outcome 3 Select appropriate data structures and associated algorithms for

specified problems The learner can: 1 given a specified problem, choose a data structure and associated algorithm and justify

the selection Outcome 4 Describe the data structures and associated algorithms in a non-

executable program specification language The learner can: 1 specify the structure and associated algorithms of arrays, linked lists, stacks, queues,

trees, graphs and sets in well-established specification languages 2 specify the behaviour of sorting, searching and recursive algorithms using well-

established specification languages 3 demonstrate the operation of data-structures and algorithms by hand execution of the

associated algorithms with specified test data Outcome 5 Implement data structures and algorithms in an executable

programming language The learner can: 1 implement arrays, linked lists, stacks, queues, trees, graphs and sets in the context of

well-defined problems in an executable programming language 2 implement sorting, searching and recursive algorithms in the context of well-defined

problems in an executable programming language 3 demonstrate the correct operation of data structure algorithms implemented in an

executable programming language by devising and executing testing strategies

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Outcome 6 Understand how strings are structured and processed The learner can: 1 explain the structure of strings 2 identify common string operations 3 demonstrate the outcome of string operations on specified strings

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DEP4


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DEP4 Develop own effectiveness and professionalism Level: 4 Credit value: 12 Unit aim This unit involves personal development, team working and awareness of IT professional practice and legislation. Learning outcomes There are five outcomes to this unit. The learner will: 1. Develop own personal and professional skills 2. Work as a member of a team to achieve defined goals and implement agreed plans 3. Understand what is meant by professional practice 4. Understand the ethical and legislative environment relating to IT activities 5. Improve organisational effectiveness Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards There is no direct link to the National Occupational Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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DEP4 Develop own effectiveness and professionalism Learning outcomes and assessment criteria Outcome 1 Develop own personal and professional skills The learner can: 1 identify own development needs and the activities needed to meet them 2 obtain and interpret feedback from others on performance 3 set and agree personal goals and participate in development activities to meet them 4 manage own personal/professional development in order to achieve career and

personal goals 5 reflect critically on own learning Outcome 2 Work as a member of a team to achieve defined goals and implement

agreed plans The learner can: 1 effectively plan and manage own and others time 2 recognise and respect diversity, individual differences and perspectives 3 accept and provide feedback in a constructive and considerate manner 4 understand the responsibilities, interests and concerns of colleagues 5 understand the role of the individual and teams in an IT organisation 6 identify and resolve obstacles to effective teamwork Outcome 3 Understand what is meant by professional practice The learner can: 1 interpret the implications, and applicability for IT professionals of:


2 describe the role of professional bodies for IT, and the benefits of membership to

individuals and organisations 3 explain the importance of quality management systems and standards for systems

development Outcome 4 Understand the ethical and legislative environment relating to IT

activities The learner can: 1 describe the types of conflicts of interest which can arise for IT professionals 2 evaluate the impact on an IT organisation of legislation covering:


Outcome 5 Improve organisational effectiveness The learner can: 1 interpret the aims and objectives of the organisation 2 describe the organisation’s brand or image and how it can be promoted 3 describe the organisation’s structure, roles and responsibilities 4 identify and evaluate potential improvements to organisational effectiveness

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DEP3


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DEP3 Develop own effectiveness and professionalism Level: 3 Credit value: 9 Unit aim This unit involves personal development, team working and awareness of IT professional practice and legislation. Learning outcomes There are five outcomes to this unit. The learner will: 1. Develop own personal and professional skills 2. Work as a member of a team to achieve defined goals and implement agreed plans 3. Understand what is meant by professional practice 4. Understand the ethical and legislative environment relating to IT activities 5. Improve organisational effectiveness Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards There is no direct link to the National Occupational Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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DEP3 Develop own effectiveness and professionalism Learning outcomes and assessment criteria Outcome 1 Develop own personal and professional skills The learner can: 1 identify own development needs and the activities needed to meet them 2 obtain and review feedback from others on performance 3 agree personal goals and participate in development activities to meet them Outcome 2 Work as a member of a team to achieve defined goals and implement

agreed plans The learner can: 1 effectively plan and manage own time 2 recognise and respect diversity, individual differences and perspectives 3 accept and provide feedback in a constructive and considerate manner 4 understand the responsibilities, interests and concerns of colleagues 5 identify and reduce obstacles to effective teamwork Outcome 3 Understand what is meant by professional practice The learner can: 1 interpret the implications, and applicability for IT professionals of:


2 identify the role of professional bodies for it, and the benefits of membership to

individuals and organisations 3 describe quality management systems and standards for systems development Outcome 4 Understand the ethical and legislative environment relating to IT

activities The learner can: 1 identify the types of conflicts of interest which can arise for IT professionals 2 describe the impact on an IT organisation of legislation covering:


Outcome 5 Improve organisational effectiveness The learner can: 1 describe the aims and objectives of the organisation 2 describe the organisation's brand or image and how it can be promoted 3 identify the organisation's structure, roles and responsibilities 4 identify potential improvements to organisational effectiveness

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TFD3


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TFD3 Technical fault diagnosis Level: 3 Credit value: 12 Unit aim The aim of this unit is to enable the learner to understand the processes involved in technical fault diagnosis. In order to do that the learner will be able to identify the steps involved in providing a diagnosis, including identifying the steps involved in validating the fault and gathering information. The learner will also understand how to use different diagnosing tools. They will explore, in depth, the steps involved in diagnosing faults and what to do when they need to escalate the issue. The learner will diagnose faults with a wide range of causes, and select remedies for non-routine faults and understand the importance of maintaining records. Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand the processes, methods and information that are used in the diagnostic

process 2. Be able to diagnose faults with a wide range of causes 3. Select remedies for non-routine faults 4. Maintain diagnosis and remedy records Guided learning hours It is recommended that 75 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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TFD3 Technical fault diagnosis Learning outcomes and assessment criteria Outcome 1 Understand the processes, methods and information that are used in

the diagnostic process The learner can: 1 describe the steps of the diagnostic process including:

• fault validation • information gathering • information analysis • solution identification

2 describe the types of diagnostic information that are commonly needed:

• problem description • problem history • problem location • technical information on a specified range of products including the system

under investigation 3 explain the following diagnostic methods and give examples of their appropriate use:

• substitution • replication • performance and functional testing • environment change

4 explain how the following considerations can affect fault diagnosis.

• minimisation of service disruption during diagnostics • individual responsibility and authority • escalation procedure • service level agreements

5 interpret detailed technical information on a range of products Outcome 2 Be able to diagnose faults with a wide range of causes The learner can: 1 select and correctly use appropriate diagnostic tools to carry out non-routine diagnosis. 2 select and use given sources of diagnostic and other technical information 3 identify and interpret relevant information to support the diagnosis 4 analyse information to diagnose faults with a wide range of causes, using at least three

of the following approaches: • trend analysis • what-if scenarios • gap analysis • identification of cause and effect • flow charts

5 describe possible ways to prevent reoccurrence of diagnosed faults

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Outcome 3 Select remedies for non-routine faults The learner can: 1 select a suitable remedy to rectify identified faults taking into account the following:

• business or service impact • resource and skill availability • ease of implementation • cost effectiveness • performance • compatibility • time • permanence

2 identify possible ways to prevent reoccurrence of diagnosed faults Outcome 4 Maintain diagnosis and remedy records The learner can: 1 accurately document the diagnosis activities undertaken including:

• fault description • supporting information • diagnostic tools etc used • cause of fault • remedy selected

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TFD2


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TFD2 Technical fault diagnosis Level: 2 Credit value: 9 Unit aim The aim of this unit is to enable the learner to understand the process involved in technical fault diagnosis. In order to do this the learner will understand how to identify the steps involved in providing a diagnosis including validating the fault and gathering information regarding the fault. The learner will also be able to understand how to use different diagnosing tools. The learner will also be able to identify and apply remedies to identified faults. Learning outcomes There are four outcomes to this unit. The learner will: 1. Know the process, methods and information that are used in the diagnostic process 2. Apply processes to diagnose faults with a known range of causes and assist in the

diagnosis of other faults 3. Select fault remedies from given alternatives 4. Maintain diagnosis and remedy records Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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TFD2 Technical fault diagnosis Learning outcomes and assessment criteria Outcome 1 Know the process, methods and information that are used in the

diagnostic process The learner can: 1 identify the steps of the diagnostic process including:

• fault validation • information gathering • information analysis • solution identification

2 describe the types of diagnostic information that are commonly needed and their

purpose

3 describe common diagnostic methods to include: • substitution • replication • performance and functional testing • environment change

4 list typical considerations affecting fault diagnosis, e.g.

• minimisation of service disruption during diagnostics • individual responsibility and authority • escalation procedure • level of service

Outcome 2 Apply processes to diagnose faults with a known range of causes and

assist in the diagnosis of other faults The learner can: 1 correctly use appropriate diagnostic tools e.g.

• electrical/electronic test instruments • on-board self-test programs • loopback devices • on-line/remote monitoring • diagnostic software

2 effectively use given sources of information to support diagnosis 3 analyse information to identify the cause of faults, using two of the following

approaches: • gap analysis • identification of cause and effect • flow charts

Outcome 3 Select fault remedies from given alternatives The learner can: 1 select, from given alternatives, a suitable remedy to rectify identified faults taking into

account the following: • business or service impact • resource and skill availability • ease of implementation

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2 identify possible ways to prevent reoccurrence of diagnosed faults

Outcome 4 Maintain diagnosis and remedy records The learner can: 1 accurately document the diagnosis activities undertaken including:

• fault description • supporting information • diagnostic tools etc used • cause of fault • remedy selected

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Fibre telecommunications techniques

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FTT3

Fibre telecommunications techniques

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FTT3 Fibre telecommunications techniques Level: 3 Credit value: 15 Unit aim The aim of this unit is to provide the learner with an understanding of the properties, structures and components included in typical fibre telecommunications networks and how to work safely when installing optical fibre components in exchanges and customer premises. The unit will also enable the learner to build an external fibre network and know how to construct and re-enter a fibre closure. Learning outcomes There are six outcomes to this unit. The learner will: 1. Understand the properties, structures and components included in typical fibre

telecommunications networks 2. Understand safe working practices when working with optical fibre networks 3. Know the quality standards and documentation requirements when working on the

optical fibre network 4. Prepare and install optical fibre components in exchanges and customer premises 5. Build an external fibre network 6. How to construct and re-enter a fibre closure Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.8 - IT/Technology infrastructure design and planning of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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FTT3 Fibre telecommunications techniques Learning outcomes and assessment criteria Outcome 1 Understand the properties, structures and components included in

typical fibre telecommunications networks The learner can: 1 identify different types of optical fibre 2 identify the physical components required to build a fibre infrastructure 3 explain the different structures used in fibre networks, and when different structures

should be used Outcome 2 Understand safe working practices s when working with optical fibre

networks The learner can: 1 identify key safety considerations when working with optical fibre 2 identify any existing risk assessments for working with fibre networks 3 explain how to dispose of redundant or damaged optical fibres Outcome 3 Know the quality standards and documentation requirements when

working on the optical fibre network The learner can: 1 explain the quality standards that apply for all installation and maintenance work on the

optical fibre network 2 explain what technical documentation needs to be completed before and after

undertaking work on the fibre network Outcome 4 Prepare and install optical fibre components in exchanges and

customer premises The learner can: 1 prepare optical fibre components for use 2 provide fibres from a customer premises point of entry to the equipment fibre pigtails for

both two-fibre and single-fibre working 3 test components before commissioning the components Outcome 5 Build an external fibre network The learner can: 1 prepare cables for splicing 2 manage cables on single circuit trays 3 splice fibres cables on single circuit trays Outcome 6 How to construct and re-enter a fibre closure The learner can: 1 explain where various fibre options should be used 2 construct a fibre closure 3 re-enter an existing closure

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WIHE2


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WIHE2 Working with ICT hardware and equipment Level: 2 Credit value: 9 Unit aim The aim of this unit is to provide the learner with an understanding of how to work effectively with ICT hardware and equipment. The learner will also understand which tools might be required, how to plan work and the expectations of customers. The learner will be able to identify any regulatory requirements that may affect work activities. The unit will also provide the learner with the opportunity to work with ICT hardware and equipment and implement some of the techniques they have learnt, whilst all the time communicating progress and avoiding any disruptions to service. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know how to plan and carry out a range of ICT hardware and equipment work

activities under direction 2. Plan and carry out a range of ICT hardware and equipment work activities under

direction 3. Minimise risks related to ICT hardware and equipment work activities Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 5.1 - Systems development of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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WIHE2 Working with ICT hardware and equipment Learning outcomes and assessment criteria Outcome 1 Know how to plan and carry out a range of ICT hardware and equipment

work activities under direction The learner can: 1 describe the working process such as:

• tools and techniques to be used • procedures to be followed • procedures for information recording • customer requirements • product specifications • planning own work

2 explain how regulatory requirements affect work activities Outcome 2 Plan and carry out a range of ICT hardware and equipment work

activities under direction The learner can: 1 use appropriate tools and techniques safely 2 follow relevant working procedures such as:

• Health & Safety; • quality • use of tools • configuration • testing; logistics • waste disposal • problem escalation • information recording • obtaining work permissions • security and confidentiality • customer acceptance • commissioning • product registration

3 obtain specified resources 4 record relevant information 5 communicate the progress and outcome of work to the appropriate people Outcome 3 Minimise risks related to ICT hardware and equipment work activities The learner can: 1 assess and minimise risks related to work activities such as:

• loss or corruption of data • loss of service • damage to equipment

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RSP1


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RSP1 Remote support for products and services Level: 1 Credit value: 6 Unit aim The aim of this unit is to introduce learners to the concepts of supporting customers remotely with IT requests. This will involve learners understanding how to identify the validity of the caller and how to handle the caller’s support call. As part of this process, the learner should always comply with all legislation and ensure that they maintain their organisation’s brand and image. This unit will also introduce the principles of logging support calls, resolving problems and escalating as necessary. Learning outcomes There are two outcomes to this unit. The learner will: 1. Know the specified parts of customer care requirements and details of the supported

products and services that apply to them 2. Provide routine support on specified products or services Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.1 - IT/Technology service operations and event management and 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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RSP1 Remote support for products and services Learning outcomes and assessment criteria Outcome 1 Know the specified parts of customer care requirements and details of

the supported products and services that apply to them The learner can: 1 describe specified details of products or services to be supported:

• how to identify the products or services • basic features and uses of the products or services • standard responses to frequently asked requests.

2 describe specified parts of organisational requirements for customer care

• customer service procedures (e.g. how to log customer information, how to initiate service calls, how to complete a sale);

• authorisation procedures (e.g. how to confirm caller identity, how to validate requests);

• escalation, resolution and complaint handling; • quality assurance procedures; • compliance with relevant legislation and regulations (e.g. data protection,


Outcome 2 Provide routine support on specified products or services The learner can: 1 comply with organisational requirements 2 confirm customer identity and validate requests using specified methods and sources

(e.g. post code, contract list, username) 3 escalate invalid requests 4 communicate information on specified products or services to the customer in a positive

and professional way, using techniques such as: • identifying customers’ needs • accurately collecting and logging relevant information from the customer • providing product and service features to customers • ensuring customer understanding of the information provided

5 resolve and escalate requests

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RSP2


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RSP2 Remote support for products and services Level: 2 Credit value: 9 Unit aim The aim of this unit is to provide some of the concepts of regarding the support of IT systems remotely. The learner will understand which products can be supported and how they can be supported. The learner will also understand the customer care aspects of remote support, such as customer service procedures. The learner will also know how to follow any relevant legislation when carry out these activities. The learner will also provide support and log the support given to users remotely and understand how to extract the information required to make a correct diagnosis. Learning outcomes There are two outcomes to this unit. The learner will: 1. Know relevant parts of customer care requirements and details of the supported

products and services 2. Provide support on specified products or services Guided learning hours It is recommended that 60 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.1 - IT/Technology service operations and event management and 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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RSP2 Remote support for products and services Learning outcomes and assessment criteria Outcome 1 Know relevant parts of customer care requirements and details of the

supported products and services The learner can: 1 describe the specified products or services to be supported

• benefits of the products and services; • frequently used product or service options • standard features and common uses of the products or services

2 describe relevant parts of organisational requirements for customer care, such as:





Outcome 2 Provide support on specified products or services The learner can: 1 comply with organisational requirements 2 confirm customer identity, validate requests and inform customers when authorisation

criteria are not met 3 communicate information on specified products or services:

• identifying customer’s needs • accurately collecting and logging relevant information from the customer • providing product and service features to customers • ensuring customer understanding of the information provided • categorising requests and directing customers appropriately • managing customer expectations (e.g. by confirming outcomes, timescales or

costs) 4 make recommendations based on customer needs 5 resolve and escalate requests and handle basic complaints:

• using probing questions • displaying patience and understanding with demanding or emotional customers

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RSP3


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RSP3 Remote support for products and services Level: 3 Credit value: 12 Unit aim The aim of this unit is to enable the learner to understand some of the concepts of supporting IT systems remotely. Learners will know which products can be supported and how they can be supported, as well as understanding about any organisational requirements that govern this topic. Learners will also understand the customer care aspects of remote support, such as customer service procedures. The learner will also know how to follow any relevant legislation when carry out these activities. The learner will also provide and log the support given to users remotely Learning outcomes There are two outcomes to this unit. The learner will: 1. Understand the organisational requirements for customer care and the supported

products and services 2. Support products or services Guided learning hours It is recommended that 100 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.1 - IT/Technology service operations and event management and 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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RSP3 Remote support for products and services Learning outcomes and assessment criteria Outcome 1 Understand the organisational requirements for customer care and the

supported products and services The learner can: 1 describe the products and services to be supported including:

• benefits of the products and services; • frequently used product or service options; • advanced features, benefits and options of products and services; • how to identify alternative products or services to meet customers needs; • how the products or services interact with others commonly available; • where to obtain information on infrequently used product or service features or

options; • the impact of introducing new products and services.

2 describe the organisational requirements for customer care including:





Outcome 2 Support products or services The learner can: 1 comply with organisational requirements. 2 confirm customer identity, validate requests and inform customers when authorisation

criteria are not met. 3 communicate information on specified products or services;

• identifying customer needs; • accurately collecting and logging relevant information from the customer; • providing product and service features to customers; • ensuring customer understanding of the information provided; • categorising requests and directing customers appropriately; • managing customer expectations (e.g. by confirming outcomes, timescales or

costs); • discussing advantages and disadvantages of complex products and services; • discussing how the service product best fits the customer needs; • keeping customer informed on progress; • asking effective and appropriate probing questions

4 make recommendations based on customer needs 5 resolve and escalate requests and handle basic complaints

• using probing questions • displaying patience and understanding with demanding or emotional customers • diffusing volatile situations using appropriate communication techniques • delivering difficult messages to customers and explaining the reasons behind the

decision

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• assessing priority of complaints • resolving routine complaints

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SEC1


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SEC1 Security of ICT Systems Level: 1 Credit value: 3 Unit aim This unit introduces the learner to the threats to IT systems from outside forces, and also introduces the learner to the need to protect their IT systems. The learner will also explore technologies that can be used to secure systems. The learner will also use some of the tools to demonstrate how they can prevent access to IT systems, whilst complying with organisational security policies. Learning outcomes There are two outcomes to this unit. The learner will: 1. Know the particular threats to an IT system and its data with specified methods and

procedures for protecting it. 2. Comply with relevant security requirements to protect an IT system and its data Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 6.2 - IT/Technology security management of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SEC1 Security of ICT Systems Learning outcomes and assessment criteria Outcome 1 Know the particular threats to an IT system and its data with specified

methods and procedures for protecting it. The learner can: 1 describe specified data protection methods, such as

• malware detection software (anti-virus, anti-spyware etc) • Internet security suites (firewall, malware detection, anti-phishing and spam

filters) • use and protection of passwords or access codes • backup and storage

2 describe specified methods of providing physical security for ICT systems:

• access control devices (e.g locks, biometric controls, CCTV) • limiting visibility of data (e.g. by positioning of monitors, using encryption) • shielding (e.g. cable screening, Faraday cages)

3 describe relevant organisational security procedures 4 describe the type of security breaches that can occur in IT systems, such as

• unauthorised use of a system without damage to data • unauthorised removal or copying of data or code from a system • damage to or destruction of physical system assets and environment • damage to or destruction of data or code inside or outside the system • preventing normal use of a system (eg denial of service attack)

Outcome 2 Comply with relevant security requirements to protect an IT system and

its data The learner can: 1 use specified security tools to identify and prevent breaches of security:

• internal system tools (e.g. passwords, anti-virus software, firewalls and encryption facilities)

• external tools (e.g. access control devices) 2 comply with organisational security procedures

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SEC3


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SEC3 Security of ICT Systems Level: 3 Credit value: 12 Unit aim To develop knowledge, understanding and skills to ensure the security of an IT system and its data using security tools and assisting in the security auditing process. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know the common types of security threat to an organisation, its IT system and its

data, with relevant methods and procedures for protecting it. 2. Apply security measures 3. Monitor security procedures Guided learning hours It is recommended that 100 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 6.2 - IT/Technology security management of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SEC3 Security of ICT Systems Learning outcomes and assessment criteria Outcome 1 Know the common types of security threat to an organisation, its IT

system and its data, with relevant methods and procedures for protecting it.

The learner can: 1 describe the common types of security breach that can affect the organisation, such as:

• unauthorised use of a system without damage to data; • unauthorised removal or copying of data or code from a system; • damage to or destruction of physical system assets and environment • damage to or destruction of data or code inside or outside the system • preventing normal use of a system (eg denial of service attack)

2 describe specified data protection methods:

• system data security facilities; • surveillance and monitoring methods; • effects of system configuration on data protection

3 describe specified methods of providing physical security for ICT systems

• access control devices (e.g. locks, biometric controls, CCTV) and their configuration

• limiting visibility of data (e.g. by positioning of monitors, using encryption) • shielding (e.g. cable screening, Faraday cages) • types and appropriate uses of access records and authorisations • how to allocate access authority

4 describe relevant organisational security procedures Outcome 2 Apply security measures The learner can: 1 configure and apply specified security tools to identify and prevent breaches of security,

such as: • internal system tools (e.g. passwords and permissions, malware scanning,

firewall, VPN, authentication and encryption facilities) • external tools (e.g. access control devices)

Outcome 3 Monitor security procedures The learner can: 1 assist in ensuring compliance with organisational security procedures, including:

• participating in security audits • gathering and recording information on security • initiating suitable actions to deal with identified breaches of security

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SEC4


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SEC4 Security of ICT Systems Level: 4 Credit value: 15 Unit aim This unit provides learners with the principles required to understand data security and demonstrate their understanding of the types of threats to IT systems. The learner will also be able to use security tools and implement improvements to the security of IT systems.. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand the security threats to an IT system, their operational impact and the

methods available to combat them 2. Maintain and improve ICT security procedures 3. Implement security procedures Guided learning hours It is recommended that 90 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 6.2 - IT/Technology security management of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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SEC4 Security of ICT Systems Learning outcomes and assessment criteria Outcome 1 Understand the security threats to an IT system, their operational

impact and the methods available to combat them The learner can: 1 describe the data protection methods that are relevant to the organisation 2 describe physical security methods in use 3 describe organisational security procedures 4 describe types of possible security breaches and their operational impacts Outcome 2 Maintain and improve ICT security procedures The learner can: 1 review and update security procedures 2 ensure compliance with security procedures by scheduling security audits 3 initiate suitable actions to deal with identified breaches of security 4 inform colleagues of their security responsibilities and confirm their understanding at

suitable intervals Outcome 3 Implement security procedures The learner can: 1 schedule and carry out security risk assessments 2 select appropriate security tools for the organisation or department to use

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SIU2


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SIU2 Software installation and upgrade Level: 2 Credit value: 9 Unit aim This is the ability to install or upgrade software on any ICT system following agreed processes. It includes:

preparation and planning

installation or upgrade

configuration and handover to the customer The software installation/upgrade target can be any system capable of running software which can be interactively installed or upgraded. Examples include base stations, switches and hubs, control systems and mobile, desktop and server computers. A competent person at level 2 can carry out a range of installations or upgrades under instruction. Learning outcomes There are two outcomes to this unit. The learner will: 1. Understand relevant parts of the installation/upgrade process 2. Install/upgrade software Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 7.4 - IT Application management/support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence.

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SIU2 Software installation and upgrade Learning outcomes and assessment criteria Outcome 1 Understand relevant parts of the installation/upgrade process The learner can: 1 describe the relevant parts of the software installation and upgrade process including:

• procedures to be followed • procedures for information recording • software storage locations to be used • specifications of the software

2 describe relevant software loading facilities Outcome 2 Install/upgrade software The learner can: 1 follow relevant installation/upgrade procedures 2 use appropriate software loading facilities 3 record relevant information 4 communicate the progress and outcome of the installation/upgrade to the appropriate

people

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SIU3


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SIU3 Software installation and upgrade Level: 3 Credit value: 12 Unit aim This is the ability to install or upgrade software on any ICT system following agreed processes. It includes:

preparation and planning

installation or upgrade

configuration and handover to the customer The software installation/upgrade target can be any system capable of running software which can be interactively installed or upgraded. Examples include base stations, switches and hubs, control systems and mobile, desktop and server computers A competent person at level 3 can plan and carry out or control a wide range of installations or upgrades. Learning outcomes There are two outcomes to this unit. The learner will: 1. Understand the installation/upgrade process 2. Carry out or control a wide range of installations or upgrades Guided learning hours It is recommended that 100 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 7.4 - IT Application management/support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence.

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SIU3 Software installation and upgrade Learning outcomes and assessment criteria Outcome 1 Understand the installation/upgrade process The learner can: 1 describe the software installation and upgrade process including:

• procedures to be followed • procedures for information recording • software storage locations to be used • specifications of the software

2 describe the capabilities of software loading facilities Outcome 2 Carry out or control a wide range of installations or upgrades The learner can: 1 provide guidance on installation/upgrade procedures to immediate colleagues 2 obtain and allocate required materials 3 select the installation/upgrade procedures to be followed 4 select software loading facilities to be used

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System operation

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SO3

System operation

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SO3 System operation Level: 3 Credit value: 12 Unit aim This is the ability to operate and monitor a system which can be any combination of equipment, hardware and software. This may include:

using data backup and restore routines

handling of incidents

controlling and monitoring availability and performance of system components

start-up/close-down routines

scheduling routine or preventative maintenance

maintenance of operating plans and schedules Examples of 'operational activities' are:

replenishment of consumables

routine or preventative maintenance

data backups A competent person at level 3 can maintain and implement system operating procedures. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know how to operate the system 2. Operate systems 3. Maintain and implement system operating procedures Guided learning hours It is recommended that 100 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.4 - IT Application management/support and 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence.

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SO3 System operation Learning outcomes and assessment criteria Outcome 1 Know how to operate the system The learner can: 1 explain the operating procedures that are applicable to the system, such as:

• required service levels (e.g. availability, quality) • routine maintenance • monitoring • data integrity (e.g. backups, anti-virus) • consumables use, storage & disposal • Health & Safety • escalation • information recording and reporting • obtaining work permissions • security & confidentiality

2 describe system functionality during normal operation 3 describe the effects of operational activities on system functionality Outcome 2 Operate systems The learner can: 1 use and operate the system following appropriate procedures 2 identify system faults and resolve or escalate system faults as appropriate 3 gather and record specified operational information 4 assess and minimise risks such as:

• loss or corruption of data • loss of service • damage to equipment • effects on customer operations

Outcome 3 Maintain and implement system operating procedures The learner can: 1 provide advice and guidance on system operation to immediate colleagues 2 select the procedures to be followed 3 schedule operational activities to minimise disruption to system functionality 4 collate operational information

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SO2

ICT system operation

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SO2 ICT system operation Level: 2 Credit value: 9 Unit aim This is the ability to operate and monitor a system which can be any combination of equipment, hardware and software. This may include:

using data backup and restore routines

handling of incidents

controlling and monitoring availability and performance of system components

start-up/close-down routines

scheduling routine or preventative maintenance

maintenance of operating plans and schedules

Examples of 'operational activities' are:

replenishment of consumables

routine or preventative maintenance

data backups A competent person at level 2 can operate a system under instruction. Learning outcomes There are two outcomes to this unit. The learner will: 1. Know the relevant parts of the operating system 2. Operate specified parts of the system Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.4 - IT Application management/support and 7.5 - IT/Technology management and support of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence.

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SO2 ICT system operation Learning outcomes and assessment criteria Outcome 1 Know the relevant parts of the operating system The learner can: 1 describe the relevant parts of operating procedures;

• required service levels (e.g. availability, quality) • routine maintenance • monitoring • data integrity (e.g. backups, anti-virus) • consumables use, storage & disposal • Health & Safety • escalation • information recording and reporting • obtaining work permissions • security & confidentiality

2 describe the functionality of relevant parts of the system Outcome 2 Operate specified parts of the system The learner can: 1 operate specified parts of the system

• operating specified system parts following procedures • recognising, resolving or escalating system faults • gathering and recording specified operational information

2 assess and minimize risks related to your own actions such as

• loss or corruption of data • loss of service • damage to equipment

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TAG2


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TAG2 Technical advice and guidance Level: 2 Credit value: 9 Unit aim The aim of this unit is for the learner to provide technical support. In order to do this the learner will know how technical advice and guidance can be used and they are able to identify the types of information that can aid the user who is being supported. As part of this unit the learner will identify the purposes of IT technical support through providing support to different user types. All of this will be done whilst following organisational guidelines. Learning outcomes There are two outcomes to this unit. The learner will: 1. Know how to provide technical advice and guidance 2. Provide reactive technical advice and guidance to customers on a range of topics Guided learning hours It is recommended that 50 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.1 IT/Technology service operations and event management and 7.2 IT/Technology service help desk and incident management of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence. Simulation is not allowed for this unit.

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TAG2 Technical advice and guidance Learning outcomes and assessment criteria Outcome 1 Know how to provide technical advice and guidance The learner can: 1 identify how technical advice and guidance can be used 2 list the types of information which can form the basis of technical advice and guidance 3 identify organisational procedures which can apply to the provision of technical advice

and guidance 4 identify circumstances where technical advice and guidance should be provided

proactively rather than reactively in response to customer requests (e.g. to rectify known faults, to provide new functionality)

Outcome 2 Provide reactive technical advice and guidance to customers on a range

of topics The learner can: 1 identify the purposes for which technical advice and guidance is required 2 check that customers are entitled to receive the requested technical advice and

guidance 3 communicate effectively with customers to obtain specified information to enable correct

technical advice and guidance to be provided 4 interpret given technical information to produce advice and guidance in response to

customer requests 5 communicate technical advice and guidance to customers in a given format and style,

confirming customer understanding of the information provided 6 follow organisational procedures for responding to customer requests including the

timely escalation of those for which technical advice and guidance cannot be provided or does not resolve the request

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TAG3


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TAG3 Technical advice and guidance Level: 3 Credit value: 12 Unit aim The aim of this unit is for the learner to provide technical support and to identify the purpose of giving such support and guidance. In order to this the learner will know how technical advice and guidance can be used and they can identify the types of information that can aid the user being supported. As part of this unit the learner will identify the purposes of IT technical support through providing support to different user types and know what to do when support or guidance fails. All of this will be done whilst following organisational guidelines. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand the context for providing technical advice and guidance 2. Provide reactive technical advice and guidance to customers on a range of topics 3. Provide proactive technical advice and guidance to customers Guided learning hours It is recommended that 75 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.1 IT/Technology service operations and event management and 7.2 IT/Technology service help desk and incident management of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence.

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TAG3 Technical advice and guidance Learning outcomes and assessment criteria Outcome 1 Understand the context for providing technical advice and guidance The learner can: 1 describe how technical advice and guidance can be used to:

• resolve problems • improve performance

2 describe the types, sources and applicability of information which can form the basis of

technical advice and guidance: • information from reference sources (e.g. manuals, handbooks, manufacturer’s

specifications) • information derived from the analysis of data (e.g. trend analysis, fault logs) • online information (e.g. manufacturer’s websites, technical fora, discussion

groups) 3 describe the procedures and constraints which can apply to the provision of technical

advice and guidance (e.g. escalation, commercial/contractual, legal/regulatory, information security)

4 identify circumstances where technical advice and guidance should be provided proactively rather than reactively in response to customer requests (e.g. to rectify known faults, to provide new functionality)


of topics The learner can: 1 determine the purposes for which technical advice and guidance is required 2 verify that customers are entitled to receive the requested technical advice and

guidance 3 communicate effectively with customers to elicit sufficient information to enable correct

technical advice and guidance to be provided 4 source and interpret relevant technical information to produce advice and guidance in

response to customer requests 5 communicate technical advice and guidance to customers in a format and style which

meets their needs, confirming customer understanding of the information provided 6 follow organisational procedures for responding to customer requests including the

timely escalation of those for which technical advice and guidance can not be provided or does not resolve the request

Outcome 3 Provide proactive technical advice and guidance to customers The learner can: 1 identify the purposes for which the technical advice and guidance is required 2 identify the customers, and their level of technical knowledge, to whom the technical

advice and guidance should be provided 3 develop technical advice and guidance in a format and style which takes into account

the customers’ level of technical knowledge 4 follow organisational procedures for providing proactive technical advice and guidance

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TAG4


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TAG4 Technical advice and guidance Level: 4 Credit value: 15 Unit aim The aim of this unit is for the learner to provide and manage technical advice and guidance. In order to this the learner will know how to control the provision of technical support and guidance, by ensuring that policies and procedures are in place and being followed. The learner will also understand the importance of providing proactive and reactive support to users. Learning outcomes There are three outcomes to this unit. The learner will: 1. Control the provision of technical advice and guidance 2. Provide reactive technical advice and guidance to customers on a range of topics 3. Provide proactive technical advice and guidance to customers Guided learning hours It is recommended that 90 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 7.1 IT/Technology service operations and event management and 7.2 IT/Technology service help desk and incident management of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit. Evidence can reflect how the candidate carried out the process or it can be the product of a candidate’s work or a product relating to the candidate’s competence.

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TAG4 Technical advice and guidance Learning outcomes and assessment criteria Outcome 1 Control the provision of technical advice and guidance The learner can: 1 ensure that organisational procedures for providing technical advice and guidance are

followed • resolve problems • improve performance

2 describe the types, sources and applicability of information which can form the basis of

technical advice and guidance: • information from reference sources (e.g. manuals, handbooks, manufacturer’s

specifications) • information derived from the analysis of data (e.g. trend analysis, fault logs) • online information (e.g. manufacturer’s websites, technical forums, discussion

groups) 3 describe the procedures and constraints which can apply to the provision of technical

advice and guidance (e.g. escalation, commercial/contractual, legal/regulatory, information security)

4 identify circumstances where technical advice and guidance should be provided proactively rather than reactively in response to customer requests (e.g. to rectify known faults, to provide new functionality)


of topics The learner can: 1 determine the purposes for which technical advice and guidance is required 2 verify that customers are entitled to receive the requested technical advice and

guidance 3 communicate effectively with customers to elicit sufficient information to enable correct

technical advice and guidance to be provided 4 source and interpret relevant technical information to produce advice and guidance in

response to customer requests 5 communicate technical advice and guidance to customers in a format and style which

meets their needs, confirming customer understanding of the information provided 6 follow organisational procedures for responding to customer requests including the

timely escalation of those for which technical advice and guidance cannot be provided or does not resolve the request

Outcome 3 Provide proactive technical advice and guidance to customers The learner can: 1 identify the purposes for which the technical advice and guidance is required 2 identify the customers, and their level of technical knowledge, to whom the technical

advice and guidance should be provided 3 develop technical advice and guidance in a format and style which takes into account

the customers’ level of technical knowledge 4 follow organisational procedures for providing proactive technical advice and guidance

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7.4 Vendor units

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7.5 Microsoft units

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MCS25

MTA: networking fundamentals

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MCS25 MTA: networking fundamentals Level: 2 Credit value: 10 Unit aim The aim of this unit is to provide the underpinning knowledge required for the learner to meet the requirements of the relevant Microsoft exam associated with this unit. In order to do this the learner will know about the different network infrastructures that are available including LANs and WANs. They will also understand different networking hardware, as well learning to understand different protocols and services. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understanding network infrastructures 2. Understanding network hardware 3. Understanding protocols and services Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 4.7 – Systems design and 5.1 - Systems development of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Evidence Requirements Learners must provide a portfolio of evidence for this unit.

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MCS25 MTA: networking fundamentals Learning outcomes and assessment criteria Outcome 1 Understanding network infrastructures The learner can: 1 understand the concepts of the internet, intranet, and extranet 2 understand local area networks (LANs) 3 understand wide area networks (WANs) 4 understand wireless networking 5 understand network topologies and access methods Outcome 2 Understanding network hardware The learner can: 1 understand switches 2 understand routers 3 understand media types Outcome 3 Understanding protocols and services The learner can: 1 understand the OSI model 2 understand IPv4 3 understand IPv6 4 understand names resolution 5 understand networking services 6 understand TCP/IP

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Cisco units

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CIS1

Cisco exploration network fundamentals

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CIS1 Cisco exploration network fundamentals Level: 3 Credit value: 10 Unit aim The aim of this unit is to provide the underpinning knowledge required for a learner to meet the requirements of the Cisco Exploration Network Fundamentals exam. In order to do this the learner will know the diverse types of network systems and devices in use. The learner will also understand how to use different network technologies and to understand the OSI model and TCP/IP protocol. The learner will be able to configure a workstation so that it can configure to a network and they will be able to design a sub-network scheme. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know the diverse types of network systems and devices in common use 2. Know how different network technologies operate and communicate 3. Understand OSI and TCP/IP and their relationship to the operation of network systems 4. Be able to configure a workstation for connection to a network 5. Be able to design a sub-network scheme 6. Be able to recommend improvements to an existing network infrastructure Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Disciplines 4.7 – Systems design and 5.1 - Systems development of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Assessment Guidance Must be examined by the related course Cisco test

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CIS1 Cisco exploration network fundamentals Learning outcomes and assessment criteria Outcome 1 Know the diverse types of network systems and devices in common use The learner can: 1 explain the importance of data networks and the Internet in supporting business

communications and everyday activities 2 explain how communication works in data networks and the Internet 3 recognize the devices and services that are used to support communications across an

Internetwork 4 describe the importance of addressing and naming schemes at various layers of data

networks 5 explain fundamental Ethernet concepts such as media, services, and operation Outcome 2 Know how different network technologies operate and communicate The learner can: 1 use network protocol models to explain the layers of communications in data networks 2 explain the role of protocols in data networks Outcome 3 Understand OSI and TCP/IP and their relationship to the operation of

network systems The learner can: 1 describe the protocols and services provided by the application layer in the OSI and

TCP/IP models and describe how this layer operates in various networks 2 analyse the operations and features of transport layer protocols and services 3 analyse the operations and feature of network layer protocols and services and explain

the fundamental concepts of routing 4 describe the operation of protocols at the OSI data link layer and explain how they

support communications 5 explain the role of physical layer protocols and services in supporting communications

across data networks 6 analyse the operations and features of common application layer protocols such as

HTTP, Domain Name System (DNS), Dynamic Host Configuration Protocol (DHCP), Simple Mail Transfer Protocol (SMTP), Telnet, and FTP

Outcome 4 Be able to configure a workstation for connection to a network The learner can: 1 use Cisco command-line interface (CLI) commands to perform basic router and switch

configuration and verification 2 build a simple Ethernet network using routers and switches 3 employ basic cabling and network designs to connect devices in accordance with stated

objectives Outcome 5 Be able to design a sub-network scheme The learner can: 1 design, calculate, and apply subnet masks and addresses to fulfill given requirements

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Outcome 6 Be able to recommend improvements to an existing network infrastructure

The learner can: 1 verify small network operations and analyse data traffic

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CIS2

Cisco exploration routing protocols and concepts

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CIS2 Cisco exploration routing protocols and concepts Level: 3 Credit value: 10 Unit aim The aim of this unit is to provide the underpinning knowledge required for a learner to meet the requirements of the Cisco Exploration Routing Protocols and Concepts exam. In order to do this the learner will know how to identify and understand different routing protocols. They will also understand a wide range of protocols and will also be able to configure a router to communicate with a WAN infrastructure. The learner will learn to troubleshoot a network system identifying faults and monitoring the quality of communications. Learning outcomes There are three outcomes to this unit. The learner will: 1. Be able to identify and understand different routing protocols 2. Configure a router to communicate with a WAN infrastructure 3. Test and troubleshoot a network system to identify faults and quality of communication Guided learning hours It is recommended that 80 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to the National Occupational Standards This unit is linked to Discipline 4.8 - IT/Technology infrastructure design and planning of the IT and Telecom Standards Endorsement of the unit by a sector or other appropriate body This unit is endorsed by e-skills who are the sector skills council for ICT Assessment Guidance Must be examined by the related course Cisco test

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CIS2 Cisco exploration routing protocols and concepts Learning outcomes and assessment criteria Outcome 1 Be able to identify and understand different routing protocols The learner can: 1 describe the purpose, nature, and operations of a router 2 explain the critical role routers play in enabling communications across multiple

networks 3 describe the purpose and nature of routing tables 4 describe how a router determines a path and switches packets 5 explain the route lookup process and determine the path packets will take in a network 6 describe the purpose of static routes and the procedure for configuring them 7 describe the role of dynamic routing protocols and place these protocols in the context

of modern network design 8 describe how metrics are used by routing protocols and identify the metric types used by

dynamic routing protocols 9 identify the characteristics of distance vector routing protocols 10 describe the network discovery process of distance vector routing protocols using

Routing Information Protocol (RIP) 11 describe the functions, characteristics, and operations of the RIPv1 protocol 12 compare and contrast classful and classless IP addressing 13 describe classful and classless routing behaviours in routed networks 14 design and implement a classless IP addressing scheme for a given network 15 describe the main features and operations of the Enhanced Interior Gateway Routing

Protocol (EIGRP) 16 describe the basic features and concepts of link-state routing protocols 17 describe the purpose, nature, and operations of the Open Shortest Path First (OSPF)

Protocol Outcome 2 Configure a router to communicate with a WAN infrastructure The learner can: 1 configure and verify basic operations for a newly-installed router 2 configure and verify basic RIPv1, RIPv2, single area OSPF, and EIGRP operations in a

small routed network 3 use advanced configuration commands with routers implementing EIGRP and OSPF 4 configure and verify basic operations for a newly-installed router 5 configure and verify static and default routing Outcome 3 Test and troubleshoot a network system to identify faults and quality of

communication The learner can: 1 use router show and debug commands to troubleshoot common errors that occur in

small routed networks

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