AIM Awards Level 4 Diploma in Public Relations (QCF)

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1 AIM Awards Level 4 Diploma in Public Relations (QCF) Version 2 May 2015

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3 AIM Awards Level 4 Diploma in Public Relations (QCF) 601/3034/9 3

4 Contents Page Section One Qualification Overview 5 Section Two - Structure and Content 9 Section Three Assessment and Quality Assurance 14 Section Four Operational Guidance 23 Section Five Appendices 25 Appendix 1 AIM Awards Glossary of Assessment Terms 27 Appendix 2 QCF Level Descriptors 30 Appendix 3 Skills CFA Public Relations Assessment Requirements 37 Appendix 4 Management Standards Centre (MSC) Assessment Strategy for Management and Leadership 44 Appendix 5 Council for Administration (CfA) - Assessment Strategy for Business and Administration 47 4

5 Section 1 Qualification Overview 5

6 Section One Qualification Overview Introduction Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is a national Awarding Organisation, offering a large number of Ofqual regulated qualifications at different levels and in a wide range of subject areas. Our qualifications are flexible enough to be delivered in a range of settings, from small providers to large colleges and in the workplace both nationally and internationally. We pride ourselves on offering the best possible customer service, and are always on hand to help if you have any questions. Our organisational structure and business processes enable us to be able to respond quickly to the needs of customers to develop new products that meet their specific needs. We are licensed by the Quality Assurance Agency (QAA) to approve and certificate Access to Higher Education Diplomas. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment. This is a live document and as such will be updated when required. Centres will be informed via when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2. 6

7 About the Qualification Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 4 Diploma in Public Relations (QCF) has been approved as the combined qualification component of the Higher Apprenticeship in Public Relations. It is a nationally recognised, combined competence and knowledge qualification. The qualification has been developed in conjunction with employers from the public relations (PR) industry to give learners flexible access, through an alternative entry, to the industry. As part of the Higher Apprenticeship Framework, the qualification supports learners as it gives them career pathways for a variety of PR roles, including PR assistant, account executive/coordinator, press officer and digital communications officer job roles. This combined qualification will enable learners to apply their knowledge and skills to real business issues in the workplace. Qualification AIM Awards Level 4 Diploma in Public Relations (QCF) Assessment Internally assessed and externally moderated assessment evidence Grading Assessment is competent / not competent. There is no grading Progression Opportunities Learners may progress into employment in the public relations sector and may progress onto general and/or vocational qualifications Operational Start Date 01-Apr-2014 Review Date 31-Dec-2016 Sector 15.3 Business Management Qualification Number 601/3034/9 Learning Aim Reference Credit Value 90 Guided Learning Hours (GLH) Learner Age Range 16-18; 19+ Rules of Combination Learners must achieve 90 credits in total. Learners must achieve 58 credits from the Mandatory Units and a minimum of 32 credits from the Optional Units. 7

8 Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c There are no specific entry requirements for this qualification. The End of the Accreditation Period We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated. Certification End Date The final date that certificates can be issued for this qualification is three years from the Review Date. AIM Awards Level 4 Diploma in Public Relations (QCF) 31-Aug-2018 Resource Requirements There are no specific resource requirements for these qualifications. You must ensure that your centre has appropriate resources in place to deliver the unit(s) in this qualification. For Inclusion in the Higher Apprenticeship in Public Relations (England) Entry Guidance There remains no mandatory requirement for Transferable Skills qualifications to be achieved. Please refer to the Higher Level Apprenticeship in Public Relations - Level 4 document issued by Skills CFA for further details 8

9 Section 2 Structure and Content 9

10 Section Two Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j Please select the unit title to view the individual unit content and assessment guidance. Rules of Combination for: AIM Awards Level 4 Diploma in Public Relations (QCF) Learners must achieve 90 credits in total. Learners must achieve 58 credits from the Mandatory Units (A) and a minimum of 32 credits from the Optional Units (B). Unit Reference Number Unit Title Group Level Credit Value R/503/2891 Career Development A Three 2 15 L/504/0925 Communicating Effectively in Public Relations A Four 5 25 Y/504/0927 Delivering and Evaluating Public Relations A Four 6 38 Campaigns D/504/0928 Delivering Professional Presentations A Three 3 22 K/600/9661 Develop Working Relationships with A Four 4 20 Colleagues and Stakeholders R/504/0926 Pitching Public Relations Stories to the Media A Four 4 22 D/601/2654 Plan and Manage your Own Workload A Three 2 7 D/601/7644 Principles of Personal Responsibilities and A Three 4 32 How to Develop and Evaluate Own Performance at Work H/504/0929 Researching and Analysing Data for Public A Four 6 35 Relations M/504/0884 Understanding Public Relations A Four 4 20 A/504/0922 Understanding Public Relations Campaign A Four 5 32 Planning A/504/0919 Understanding the Creative Process to A Four 3 22 Generate Ideas T/504/0921 Understanding the Media Landscape A Four 6 42 T/504/0918 Understanding the Use of the Written Word for Public Relations 10 GLH A Four 4 30

11 J/601/2552 Agree a Budget B Three 4 25 H/504/4253 Blog Production Skills B Three 8 60 Y/601/2541 Co-ordinate an Event B Three 4 30 R/600/9587 Develop, Maintain and Review Personal B Four 4 25 Networks K/601/6481 Identify and Understand a Client s Brand B Three 4 24 Strategy T/601/2580 Manage Budgets B Four 5 29 A/502/4428 Negotiation & Influencing B Four 6 30 R/601/2540 Plan and Organise an Event B Three 4 28 D/601/2542 Plan and Organise Meetings B Three 5 25 M/503/9329 Principles of Keywords and Optimisation B Three 5 30 R/503/9324 Principles of Social Media within a Business B Three 6 42 H/502/5783 Project Management Skills B Three 1 10 K/504/0933 T/504/0935 H/504/0932 Y/504/0930 M/504/0934 D/504/0931 Understanding Client Relationships in Public Relations Understanding How Public Relations Professionals Contribute to Internal Communications Understanding How to Win New Public Relations Business Understanding Public Relations Work within Public Affairs Understanding the Importance of Brands in Public Relations Understanding the Use of Public Relations in Issues and Crisis Management B Four 4 25 B Three 2 10 B Four 3 20 B Four 5 40 B Four 4 32 B Five

12 Unit Format Unit Title The unit title will appear on the learner s certificate of achievement. Unit Credit Value When a learner achieves a unit, they gain the specified number of credits. Unit Level All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8 (see Appendix 2: QCF Level Descriptors). Unit Guided Learning Hours The number of Tutor-led contact hours required to support learner achievement of the unit. Ofqual Unit Reference Number Each unit is assigned a unit code that appears with the unit title on Ofqual s Register of Regulated Qualifications. Unit Review Date The unit will be reviewed by this date. Any amendments will be notified to centres. Unit Sector This is the subject sector area of the unit. Unit Summary This gives a summary of what the unit aims to do. It provides a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. Learning Outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Assessment Criteria The assessment criteria specify the standard for which a learner must provide evidence in order to achieve the learning outcome. Additional guidance is available under the Assessment Guidance section of the unit if any part of the Learning Outcomes and Assessment Criteria are in bold. Assessment Guidance This section provides additional guidance related to the unit to support Tutors and Assessors. This section gives information about the assessment evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria. 12

13 Delivery Requirements This sets out if there are any specialist resources needed for the delivery of this unit. Evidence Requirements This sets out if evidence of practical ability must be demonstrated and evidenced for the achievement of this unit. 13

14 Section 3 Assessment and Quality Assurance 14

15 Section 3 Assessment and Quality Assurance Centre Staff Requirements As an Awarding Organisation, we require that: Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include: o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education Assessors should have an assessor qualification or evidence of recent relevant experience. Suitable assessor qualifications include: o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Candidate Performance using a Range of Methods o D32 Assess Candidate Performance and D33 Assess Candidate using Differing Sources of Evidence In addition, Assessors must be: o occupationally competent in Public Relations to make assessment judgements about the level and scope of individual learner performance at work; o and occupationally competent to make assessment judgements about the quality of assessment and the assessment process Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include: o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF) o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process In addition, Internal Verifiers must be: o occupationally competent in Public Relations to make moderation and verification judgements about the quality of assessment and the assessment process Additional requirements for the individual competence and knowledge units are detailed on the relevant units. 15

16 How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). The assessment process is as follows: The Assessor and Internal Verifier agree an assessment strategy for the qualification identifying how units and their assessment criteria will be assessed. It is likely that this will include a mixture of assessment tasks for all learners to complete (for example an essay on theory) as well as individualised assessment tasks for each learner appropriate to their apprenticeship The assessment strategy will be informed by the requirements in Appendices 3, 4 and 5. In summary: o Assessment of the knowledge units must be evidenced separately from the competence units and must not be inferred whilst assessing competence o Assessment of all competence units in the Level 4 Diploma in Public Relations qualification must be based on either learner performance at work or through simulation (in exceptional circumstances and must be agreed with AIM Awards prior to delivery) o Simulation is not allowed for the Management and Leadership units The assessment strategy and tasks must be scrutinised by the Internal Verifier before they are delivered to learners to ensure that they are fit for purpose Learners are assessed according to the assessment strategy The resulting assessed evidence is internally verified by an Internal Verifier at the centre, who will check for consistency across learners where they are completing individualised tasks The assessed evidence is scrutinised by an AIM Awards appointed External Verifier (EV) to ensure reliability and validity of assessment For more detailed guidance on working with AIM Awards qualifications, please refer to the Being an AIM Awards Centre document available on our website. Standards Setting Council/Board Assessment Requirements Documents The Skills CFA, Management Standards Centre (MSC) and Council for Administration (CfA) assessment requirements documents for the competence units in this qualification have been included in Appendix 3, Appendix 4 and Appendix 5. These have been developed by the named SSC/B in partnership with employers, training providers, awarding organisations and the regulatory authorities. Individual units will state the relevant assessment requirements for that unit. They include details on: criteria for defining realistic working environments roles and occupational competence of Assessors, expert witnesses, Internal Verifiers and standards verifiers 16

17 quality control of assessment evidence requirements Methods of Assessment All internally set assessment tasks should be transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland (unless the qualification is specifically about learning a foreign language). To successfully achieve a unit, the learner must gather evidence which shows they have met the required standard in the assessment criteria. Centres should also refer to the assessment requirements for competence based units (Appendix 3, Appendix 4 or Appendix 5) and assessment requirements/evidence requirements section within each individual unit. Assessment of the knowledge units must be evidenced separately from the competence units and must not be inferred whilst assessing competence Assessment of all competence units in the Level 4 Diploma in Public Relations qualification must be based on either learner performance at work or through simulation (in exceptional circumstances and must be agreed with AIM Awards prior to delivery) Simulation is not allowed for the Management and Leadership units Evidence can take a variety of different forms including the examples below: direct observation of the learner s performance by their Assessor outcomes from oral or written questioning products of the learner s work personal statements and/or reflective accounts outcomes from simulation, where permitted by the assessment strategy professional discussion assignment, project/case studies authentic statements/witness testimony expert witness testimony evidence of Recognition of Prior Learning (RPL) Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed through a separate task. Learners should be encouraged to reference the assessment criteria to which the evidence relates. 17

18 Evidence of competence may come from: current practice where evidence is generated from a current job role a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification a combination of these 18

19 Methods of Assessment All internally set assessment tasks should be transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland (unless the qualification is specifically about learning a foreign language). For apprentices it is recommended that where possible, assessment tasks are based around tasks required of the apprentice in their employment. Assessment tasks must allow all learners to generate evidence of their achievement of all of the unit criteria in a manner that is appropriate for the assessment criteria, type of unit and learner: Written tasks Where the tasks require learners to produce written work, this may be handwritten or typed. The language of the task must be based on the assessment verb(s) - please refer to Appendix 1 - Glossary of Assessment Terms for further explanation. The quality and quantity of written evidence provided will depend on the level and context of the unit. Practical ability You must provide evidence of the learners individually and actively completing tasks that demonstrate achievement of the assessment criteria. Evidence may be assessed by direct observation of performance and must consist of at least two of the following: annotated photographs detailed witness statements video (with narration or written log) learner log/evaluation peer observation report N.B Where photographs/videos are used, each individual learner must clearly be identified. Oral question and answer Evidence must include the questions asked as well as a transcript of the learner s exact responses. This could be written or an audio or video recording. Group discussion Details of the topic/task must be set and provided. Evidence of each learner achieving each assessment criteria covered by the group discussion task(s) must be provided. Evidence must include at least two of the following: transcript or video of learners responses learner log/evaluation peer observation report detailed witness statement explaining what each learner contributed and how they behaved during the discussion(s). 19

20 Artefact/product Where the unit requires learners to produce an artefact or physical product, the artefact or product must be provided for the Internal and External Verifier unless this is impractical (for example if the product is consumable), in which case several annotated photographs, audio or video recordings of the artefact are acceptable evidence. Learner evidence must include: details of the tasks set for learners to complete, mapped against the assessment criteria of the units addressed a learner declaration that all work produced is their own summative learner generated assessment evidence - teaching materials must not be included as evidence. Template assessment forms are available on our website. Marking Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4 Once learners have completed work against the assessment tasks, the Assessor must mark the work against the assessment criteria to ensure that it is at the correct level for the unit and is sufficient, appropriate, and authentic. Please refer to Appendix 2: QCF Level Descriptors for guidance. You must ensure that evidence generated by individual learners in an assessment is generated by that learner, i.e. that plagiarism does not occur. Assessors must judge and mark whether each assessment criteria is either achieved or not achieved. Units are only achieved when all assessment criteria have been achieved. All reasonable steps must be taken to avoid any part of the assessment of a learner (including verification) being undertaken by any person who has a personal interest in the result of the assessment. Recording Achievement Assessors must make it clear to the Internal and External Verifiers where achievement of each assessment criteria has been evidenced. AIM Awards provide Record of Learner Achievement Forms as Word documents on our website alongside each individual unit. You may use these pre-filled forms or your centre s forms, but the achievement of each assessment criteria must be clearly evidenced and mapped to the assessment criteria of the unit. Once the work has been marked and signed off as meeting the assessment criteria by the Assessor, final feedback should be provided to the learner. The Assessor must tick the RAC to indicate which unit(s) each learner has achieved and then sign to confirm the certification (see Section 4: Operational Guidance). The completed marked work should be presented to the Internal Verifier for sampling according to the internal verification plan. Once this process has been completed the Internal Verifier must sign the RAC. 20

21 External Verification Once the learner work has been completed, assessed and internally verified according to the internal verification plan, it should be presented for external verification. The EV will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will want to review records of assessment, IV documentation, Record of Learner Achievement Forms (or any other mapping documents), feedback to learners and any reasonable adjustments applied. The completed RACs must also be available for the EV to review. If the EV is satisfied with the standards of assessment and verification, they will approve the RACs by signing them and learners will then be certificated. Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2 Reasonable Adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner s particular difficulty directly affects performance in the actual attributes to be assessed. The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website. Special Considerations Special Consideration is consideration to be given to a learner who has temporarily experienced an illness or injury, or some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations. A Request for Special Consideration form (available on our website) should be completed for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the invigilator/verifier. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website. 21

22 AIM Awards Qualification Standardisation Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides us with important information for our qualification review process. It is a requirement of the Centre Agreement that each centre offering the units from the qualification must contribute assessment materials and learners evidence for standardisation if requested. We will write to you to request samples if necessary. Outcomes from qualification standardisation will be made available to those centres using that qualification. 22

23 Section 4 Operational Guidance 23

24 Section 4 Operational Guidance Offering the Qualification Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can apply to become a centre using the Centre Recognition Application Process on our website or by contacting the AIM Awards office. We can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them. Approval to Offer the Qualification Centres wishing to offer this qualification must complete and submit a Qualification Approval Request on the AIM Awards website. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Where this is the case, centres must provide evidence of resources/staff qualifications when completing the Qualification Approval Request. Fees and Charges The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed if centre fees have not been paid. Registration and Certification Once your centre has approval to offer a qualification, you will be able to register learners via the AIM Awards Online Portal. Learners must be registered onto the correct programme via the Portal (a programme is the centre s chosen set of units from their approved qualification). Centres should also check that the correct units are listed. All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations. The RAC is used to claim the learners achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued. Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved. 24

25 Charges Section 5 Appendices 25

26 Appendix 1 AIM Awards Glossary of Assessment Terms 27 Appendix 2 QCF Level Descriptors 30 Appendix 3 Skills CFA Public Relations Assessment Requirements 37 Appendix 4 Management Standards Centre (MSC) Assessment Strategy for Management and Leadership 44 Appendix 5 Council for Administration (CfA) - Assessment Strategy for Business and Administration 48 26

27 APPENDIX 1 GLOSSARY OF ASSESSMENT TERMS 27

28 Glossary of Assessment Terms There are two main types of assessment: summative and formative. The key to good assessment practice is for Assessors to understand what each method contributes and to build their practice to maximise the effectiveness of each. Assessment Criteria: descriptions by which the Assessor determines whether a learner has demonstrated achievement of the intended learning outcomes for a particular level. Formative Assessment: designed to provide learners with feedback on progress and inform development. Summative Assessment: provides a measure of achievement in respect of a learner s performance in relation to the intended learning outcomes. It contributes to the overall result of achieved/not achieved. Assessment Terms Analyse Appraise Assess Comment critically Compare/Contrast Define Demonstrate Describe Identify separate factors, show how they are related and how each one contributes to the whole Consider the positive and negative points and give a reasoned judgement Give consideration to all the factors or events that apply and then make a careful and valued judgement as to which are the most important or relevant Give a view after consideration of all the evidence. In particular decide the importance of all the relevant positive and negative aspects Using the main factors that apply in two or more situations unpick the similarities and differences or advantages and disadvantages Make clear what a particular term means and give an example, if appropriate, to show what is meant Show by example Give a clear overview that includes all the relevant features painting a picture with words 28

29 Design Discuss Draw conclusions Evaluate Explain Identify Illustrate Interpret List Outline Plan Select State Summarise Create a plan, proposal or brief to illustrate a concept or idea Take part in a conversation about a topic Use the evidence provided to reach a reasoned judgement Decide the degree to which a statement is true or the importance or value of something by reviewing the information. Set out in detail the meaning of something, with reasons. More complex than describe or list, so it can help to give an example to show what is meant. Introduce the topic then give the how or why Pin point or choose the right one or give a list of the main features Include examples, a diagram, pictures or photographs to show what is meant Give the meaning of something Provide the information in a list, rather than in continuous writing Give a brief overview Work out and decide how to carry out a task or activity Choose from a given range Give a clear but brief account Write or articulate briefly the main points or essential features 29

30 APPENDIX 2 QCF LEVEL DESCRIPTORS Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

31 Qualifications and Credit Framework: Level Descriptors Summary Knowledge and Understanding Application and action Autonomy and accountability Level 3 Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non- routine Interpret and evaluate relevant information and ideas Be aware of the nature of the area of study or work Have awareness of different perspectives or approaches within the area of study or work Address problems that, while well defined, may be complex and nonroutine Identify, select and use appropriate skills, methods and procedures Use appropriate investigation to inform actions Review how effective methods and actions have been Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others Exercise autonomy and judgement within limited parameters 31

32 Summary Knowledge and Understanding Application and action Autonomy and accountability Level 4 Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work Use practical, theoretical or technical understanding to address problems that are well de- fined but complex and non-routine Analyse, interpret and evaluate relevant information and ideas Be aware of the nature and approximate scope of the area of study or work Address problems that are complex and non-routine while normally fairly well defined Identify, adapt and use appropriate methods and skills Initiate and use appropriate investigation to inform actions Take responsibility for courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad but generally welldefined parameters Have an informed awareness of different perspectives or approaches within the area of study or work Review the effectiveness and appropriateness of methods, actions and results 32

33 Summary Knowledge and Understanding Application and action Autonomy and accountability Level 5 Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and skills to address Use practical, theoretical or technological understanding to find ways forward in broadly-defined, complex contexts Address broadly-defined, complex problems Take responsibility for planning and developing courses of action, including, where relevant, responsibility for the work of others broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them. Analyse, interpret and evaluate relevant information, concepts and ideas Be aware of the nature and scope of the area of study or work Determine, adapt and use appropriate methods and skills Use relevant research or development to inform actions Evaluate actions, methods and results Exercise autonomy and judgement within broad parameters Understand different perspectives, approaches or schools of thought and the reasoning behind them 33

34 APPENDIX 3 SKILLS CFA PUBLIC RELATIONS ASSESSMENT REQUIREMENTS 38

35 Skills CFA Public Relations Assessment Requirements Diploma in Public Relations August Introduction 1.1 The Public Relations Assessment Requirements are designed to provide awarding organisations with a robust and flexible approach to deliver assessment for the Level 4 Diploma in Public Relations (QCF). 2 External quality control 2.1 Awarding organisations will provide quality assurance that supports the delivery to all Level 4 Diploma in Public Relations (QCF) assessment centres, in line with regulatory requirements in England, Scotland, Wales and Northern Ireland. 2.2 Awarding organisations will regularly carry out standard risk assessments in each Level 4 Diploma in Public Relations (QCF) qualification assessment centre and manage all identified risks appropriately. 2.3 Awarding organisations will consistently apply external verification processes at all Level 4 Diploma in Public Relations (QCF) assessment centres, underpinned by standard risk assessment and risk management processes. 2.4 Awarding organisations will supply Skills CFA with quarterly reports on registration and achievement for the Level 4 Diploma in Public Relations (QCF), at unit level where available 3 Assessing performance 3.1 The Level 4 Diploma in Public Relations (QCF) includes both competence and knowledge units, as identified in Annex 1. Assessment of all competence units of the Level 4 Diploma in Public Relations (QCF) qualification must be based on either candidate performance at work or through simulation, as necessary (See Section 4 below). 3.2 Assessment of knowledge units of the Level 4 Diploma in Public Relations (QCF) may be assessed however the awarding organisation sees fit, but must be in-line with regulatory requirements in England, Scotland, Wales and Northern Ireland. Assessment of the knowledge units must be evidenced separately from the competence units..3 Evidence of achievement of knowledge learning outcomes and assessment criteria must not be inferred whilst assessing competence. 39

36 3.4 Competence units which have been imported into the Level 4 Diploma in Public Relations (QCF) will be assessed in compliance with the imported assessment strategies, where they exist. Where no alternative assessment requirements or assessment strategies exist, units should be assessed in adherence to the requirements set out in this assessment requirements document. 4 Simulation of competence units 4.1 Simulation must not be used, except in exceptional circumstances where natural work evidence is unlikely to occur. Agreement must be gained from the awarding organisation for the use of any simulated evidence. If simulation is used, it should be used sparingly and should only form a small part of the evidence for the qualification. 5 Occupational expertise to assess performance, and moderate and verify assessments 5.1 Assessment and Verification must be carried out in line with relevant National Occupational Standards, as follows: a. Assessors must carry out assessment to the National Occupational Standards for Learning and Development (March 2010) Standard 9. b. Internal Verifiers or moderators must carry out internal quality assurance to the National Occupational Standards for Learning and Development (March 2010) Standard 11. c. External Verifiers or moderators must carry out external quality assurance to the National Occupational Standards for Learning and Development (March 2010) Standard Assessors, internal moderators or verifiers that are working towards achievement of the appropriate qualifications for assessment and internal quality assurance must have their assessment decisions countersigned by occupationally competent and suitably qualified Assessors, internal moderators or verifiers, respectively. 5.3 Candidates work achievements must be assessed moderated or verified at work by: a. Assessors, moderators or verifiers who have achieved, or are working towards achievement of, the appropriate regulatory body approved qualifications for assessment, moderation or verification; OR b. A trainer, supervisor or manager, elected by an employer, who must either: 1. Have achieved, or be working towards achieving, appropriate regulatory body approved unit qualifications for assessment, moderation or verification; 40

37 OR 2. Seek guidance and approval from an awarding organisation to demonstrate that the: Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the assessment, moderation or verification qualifications are based. 5.4 Assessors (including trainers, managers and supervisors, where they are involved in assessment) must be occupationally competent to make Public Relations assessment judgements about the level and scope of individual candidate performance at work; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process. 5.5 External Moderators/Verifiers or Internal Moderators/Verifiers (including trainers, managers and supervisors, where they are involved in moderation or verification) must be occupationally competent to make Public Relations moderation and verification judgements about the quality of assessment and the assessment process. 5.6 Awarding organisations will supply information on the requirements for internal and external moderation/verification activities to Level 4 Diploma in Public Relations (QCF) assessment centres. 5.7 Skills CFA and awarding organisations requires all Assessors, moderators and Verifiers to maintain current Public Relations competence to deliver these functions. Skills CFA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Level 4 Diploma in Public Relations (QCF) assessment centres.

38 Annex 1: Group A - Mandatory Units Credit Level GLH Knowledge/ Competence Unit Owner Unit 1 D/601/7644 Principles of Personal Responsibilities and how to Develop and Evaluate Own Performance at Work K CFA Unit 2 M/504/0884 Understanding Public Relations K Pearson Education Unit 3 T/504/0918 Understanding the Use of the Written Word for Public Relations K Pearson Education Unit 4 A/504/0919 Understanding the Creative Process to Generate Ideas K Pearson Education Unit 5 T/504/0921 Understanding the Media Landscape K Pearson Education Unit 6 A/504/0922 Understanding Public Relations Campaign Planning K Pearson Education Unit 7 L/504/0925 Communicating Effectively in Public Relations C Unit 8 R/504/0926 Pitching Public Relations Stories to the Media C Pearson Education Pearson Education Unit 9 Y/504/0927 Delivering and Evaluating Public Relations Campaigns C Pearson Education Unit 10 D/504/0928 Delivering Professional Presentations C Pearson Education Unit 11 D/601/2654 Plan and Manage your Own Workload C CFA 42

39 Unit 12 H/504/0929 Researching and Analysing Data for Public Relations C Pearson Education Unit 13 K/600/9661 Develop Working Relationships with Colleagues and Stakeholders C MSC Unit 14 R/503/2891 Career Development K Pearson Education Group B Optional Units Credit Level GLH Knowledge/ Competence Unit Owner Unit 15 Y/504/0930 Understanding Public Relations Work within Public Affairs K Pearson Education Unit 16 D/504/0931 Understanding the Use of Public Relations in Issues and Crisis Management K Pearson Education Unit 17 H/504/0932 Understanding How to Win New Public Relations Business K Pearson Education Unit 18 K/504/0933 Understanding Client Relationships in Public Relations K Pearson Education Unit 19 M/504/0934 Understanding the Importance of Brands in Public Relations K Pearson Education Unit 20 T/504/0935 Understanding How Public Relations Professionals Contribute to Internal Communications K Pearson Education Unit 21 R/601/2540 Plan and Organise an Event C CFA Unit 22 Y/601/2541 Co-ordinate an Event C CFA Unit 23 D/601/2542 Plan and Organise Meetings C CFA 43

40 Unit 24 H/502/5783 Project Management Skills K Pearson Education Unit 25 J/601/2552 Agree a Budget C CFA Unit 26 T/601/2580 Manage Budgets C CFA Unit 27 A/502/4428 Negotiation and Influencing C ICM Unit 28 R/600/9587 Develop, Maintain and Review Personal Networks C MSC 44

41 APPENDIX 4 MANAGEMENT STANDARDS CENTRE (MSC) ASSESSMENT STRATEGY FOR MANAGEMENT AND LEADERSHIP 45

42 Management Standards Centre (MSC) Assessment Strategy for Management and Leadership National Vocational (QCF) units The Management Standards Centre (MSC) is the Government-recognised standards setting body for management and leadership. This document sets out the overarching assessment strategy for National Vocational Qualifications QCF and related units and Scottish Vocational Qualifications (SVQs) in management and leadership based on the National Occupational Standards (NOS) for management and leadership. 1 Achieving External Quality Control of Assessment The following measures are proposed in terms of achieving external quality control of assessment: Application of risk management. The MSC will expect awarding bodies to apply risk management systems to the awarding of NVQs and SVQs in management and leadership and deploy resources accordingly to tackle identified risks. The existing Management and Leadership Qualifications Forum (M&LQF) will take on a more active role in relation to the ongoing assessment and quality assurance of NVQs and SVQs in management and leadership. The MSC encourages Standardisation activities/exercises across centres (Assessors and Internal Verifiers) and External Verifiers where appropriate. 2 Assessment through Performance in the Workplace The NVQs and SVQs in management and leadership are to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. 3 Assessment by Simulation Simulation is not allowed. 4 Requirements for Assessors and Verifiers Assessors and Verifiers must demonstrate that they: Have credible expertise in management and leadership relevant to the level(s)/units they are assessing or verifying. Keep themselves up-to-date with developments in management and leadership practice; Have a thorough understanding of the NOS for management and leadership at the unit(s)/level(s) they are assessing or verifying. In addition Assessors and Verifiers must have: An accredited assessor and/or verifier qualification, or 46

43 A related qualification in assessment and/or verification that has been mapped to the National Occupational Standards for assessment and/or verifications, Or Evidence of undertaking an employer assessment programme that has been mapped to the National Occupational Standards for assessment and/or verifications. 47

44 APPENDIX 5 COUNCIL FOR ADMINISTRATION (CFA) ASSESSMENT STRATEGY FOR BUSINESS AND ADMINISTRATION 48

45 Council for Administration (CfA) Assessment Strategy for Business and Administration 1 Introduction 1.1 The Business and Administration Assessment Strategy is designed to provide awarding organisations with a robust and flexible approach to deliver assessment for Business and Administration NVQs and competence-based qualifications. 2 External quality control 2.1 Awarding organisations will provide qualifications and quality assurance that support their delivery to all Business and Administration NVQs and competencebased qualification assessment centres in line with regulatory requirements in England, Scotland, Wales and Northern Ireland. 2.2 Awarding organisations must use independent assessment for competence-based qualifications. 2.3 Awarding organisations will supply the Council for Administration (CfA) with reports: Quarterly: provide registration and achievement data at unit and qualification levels. 3 Assessing performance 3.1 Assessment of all units at any level of Business and Administration NVQs and competence-based qualifications may be based on either learner performance at work or through simulation, as necessary (see Section 4 below). 4 Simulation of NVQ/SVQ units 4.1 If a unit or part of a unit at any level is simulated, it must be undertaken in a realistic working environment (RWE). 4.2 Awarding organisations will provide guidance for centres on RWEs. Awarding organisations will make sure RWEs, provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed. 4.3 Units which have been imported by the CfA in their Business and Administration NVQs and competence-based qualifications will be assessed in compliance with their relevant assessment strategies. 49

46 5 Occupational expertise to assess performance, and moderate and verify assessments 5.1 Learners can be assessed, moderated or verified at work either by: a) Assessors, moderators or verifiers who have achieved or are working towards achievement of the appropriate regulatory body approved unit qualifications for assessment, moderation or verification; OR b) A trainer, supervisor or manager, employed by an organisation, who must either: 1 Have achieved or be in the process of achieving the appropriate regulatory body approved unit qualifications for assessment, moderation or verification; or, 2 Seek guidance and approval from an awarding organisation to demonstrate that the: Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the qualifications above are based. 5.2 Assessors must be occupationally competent to make Business and Administration assessment judgements about the level and scope of individual learner performance at work or in RWEs; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process. 5.3 External Moderators/Verifiers or Internal Moderators/Verifiers must be occupationally competent to make Business and Administration moderation and verification judgements about the quality of assessment and the assessment process. 5.4 Awarding organisations will supply full information on the requirements for internal and external moderation/verification activities to Business and Administration assessment centres. 5.5 The sector requires all assessors, moderators and verifiers to maintain current Business and Administration competence to deliver these functions. The CfA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Business and Administration assessment centre 50

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