Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF)

Transcription

1 Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) Professional Combined Competence and Knowledge Qualification Specification First teaching March 2013

2 Pearson Education Limited is one of the UK's largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications. Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners. References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Publications Code BA All the material in this publication is copyright Pearson Education Limited 2013

3 Qualification title covered by this specification Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) This qualification has been accredited to the Qualifications and Credit Framework (QCF) and is eligible for public funding as determined by the Department for Education (DfE) under Section 96 of the Learning and Skills Act The qualification title listed above features in the funding lists published annually by the DfE and the regularly updated website The QCF Qualification Number (QN) should be used by centres when they wish to seek public funding for their learners. Each unit within a qualification will also have a QCF unit code. The QCF qualification and unit codes will appear on learners final certification documentation. The QN for the qualification in this publication is: Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) 600/6846/2 This qualification title will appear on learners certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. This qualification is accredited by Ofqual as being part of an Apprenticeship Framework the Higher Apprenticeship in Marketing Communications (Advertising).

4 Welcome to the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) We are delighted to introduce our new qualification, available for teaching from March This qualification has been developed to conform to the requirements of the Qualifications and Credit Framework (QCF). Focusing on the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) The Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) has been approved as the combined qualification component of the Higher Apprenticeship in Marketing Communications (Advertising). This qualification is a nationally recognised, combined competence and knowledge qualification. The qualification has been developed in conjunction with employers from the advertising industry to give learners flexible access, through an alternative entry route to the industry. As part of the Higher Apprenticeship Framework the qualification supports learners in giving them career pathways for a variety of advertising roles, including account executive/coordinator. This combined qualification will enable learners to apply their knowledge and skills to real business issues in the workplace. Straightforward to implement, teach and assess Implementing BTECs couldn t be easier. They are designed to fit easily into your programme and can be studied independently or alongside existing qualifications, to suit the interests and aspirations of learners. The clarity of assessment makes grading learner attainment simpler. Engaging for everyone Learners of all abilities flourish when they can apply their own knowledge, skills and enthusiasm to a subject. BTEC qualifications make explicit the link between theoretical learning and the world of work by giving learners the opportunity to apply their research, skills and knowledge to work-related scenarios, contexts and case studies. These applied and practical BTEC approaches give all learners the impetus they need to achieve and the skills they require to progress within the workplace or education. Recognition BTECs are understood and recognised by a large number of organisations in a wide range of sectors. BTEC qualifications are developed with key industry representatives and Sector Skills Councils (SSC) to ensure that they meet employer and learner needs in this case, Creative Skillset and the Public Relations Consultants Association (PRCA). Many industry and professional bodies offer successful BTEC learners exemptions for their own accredited qualifications.

5 All learners need to get started To help learners get off to a flying start, we ve developed an enhanced specification that gives learners all the information learners need to start teaching this BTEC qualification. This includes: a framework of equivalencies, so learners can see how this qualification compares with other Edexcel vocational qualifications information on rules of combination, qualification structure and quality assurance, so learners can deliver the qualification with confidence explanations of the content s relationship with the learning outcomes guidance on assessment, and what the learner must produce to achieve the unit. Don t forget that we re always here to offer curriculum and qualification updates, local training and network opportunities, advice, guidance and support.

6

7 Contents What are Edexcel BTEC Level 4 Professional qualifications? 1 Edexcel Level 4 Diploma 2 Key features of the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) 2 Rules of combination 3 Rules of combination for the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) qualification 3 Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) 4 Assessment 7 Quality assurance of centres 9 Programme design and delivery 12 Mode of delivery 12 Resources 12 Delivery approach 12 Access and recruitment 13 Restrictions on learner entry 13 Access arrangements and special considerations 13 Recognition of Prior Learning 14 Unit format 14 Unit title 14 Unit code 14 QCF level 14 Credit value 14 Guided learning hours 15 Unit aim 15 Unit introduction 15 Learning outcomes 15 Assessment criteria 15 Unit content 15 Essential guidance for tutors 16 Units 17 Unit 1: Awareness of Employment in the Creative Media Sector 21 Unit 2: Awareness of Health and Safety in the Creative Media Sector 27 Unit 3: Theories, Practice and Standards in Marketing Communications (Advertising) 33

8 Unit 4: Unit 5: Unit 6: Understanding own Marketing Communications Advertising Employer and its Market 41 Identifying Clients Operating Contexts, Portfolios and Current Marketing Communications (Advertising) 51 Understanding Clients Needs and Priorities for Marketing Communications (Advertising) 57 Unit 7: Collaborative Working within Marketing Communications (Advertising) 65 Unit 8: Unit 9: Identifying and Understanding Target Audiences for Marketing Communications (Advertising) 73 Producing Creative Marketing Communications (Advertising) Concepts and Solutions for Clients 81 Unit 10: Producing Copy for Use in Marketing Communications (Advertising) 91 Unit 11: Producing Visual Design for Use in Marketing Communications (Advertising) 101 Unit 12: Quality Assuring Marketing Communications (Advertising) Content 111 Unit 13: Using Digital Channels, Platforms and Social Networks to Deliver Marketing Communications (Advertising) 121 Unit 14: Planning Platform or Channel Use 133 Unit 15: Buying Channel or Platform Space or Time 143 Unit 16: Presenting Marketing Communications (Advertising) Solutions 151 Unit 17: Communicating Using Digital Marketing/Sales Channels 161 Unit 18: Designing and Developing a Website 171 Unit 19: Website Software 183 Unit 20: Imaging software 195 Unit 21: Database Software 205 Unit 22: Designing and Developing Procedural Computer Programs 213 Unit 23: Designing and Developing Object-oriented Computer Programs 223 Unit 24: Develop and Extend Critical and Creative Thinking Skills 231 Unit 25: Design Development, Creativity and Business Development 239 Unit 26: Unit 27: Leadership and People Management in the Design and Creative Industries 249 Intellectual Property Management in the Design and Creative Industries 259 Unit 28: Design Project Management for Creative Practitioner 267 Unit 29: Doing Business Globally 273 Further information 280 Useful publications 280 Professional body contact details 280 Professional development and training 281

9 Annexe A 283 The Edexcel/BTEC qualification framework for the marketing communications (advertising) sector 283 Annexe B 287 Wider curriculum mapping 287 Annexe C 289 Level 2 Functional Skills mapping 289 Annexe D 305 Personal, learning and thinking skills mapping 305 Summary of the PLTS coverage throughout the programme 308 Annexe E 309 Principles of Assessment 309 Annexe F 327 Glossary of accreditation terminology 327 Annexe G 329 BTEC Specialist and Professional qualifications 329

10

11 What are Edexcel BTEC Level 4 Professional qualifications? Edexcel BTEC Professional qualifications are qualifications at level 4 to level 8 in the Qualifications and Credit Framework (QCF) and are designed to give professional work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also give career development opportunities for those already in work. Consequently, they give a course of study for full-time or part-time learners in schools, colleges and training centres. Professional qualifications give much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They are supported by the appropriate Standards Setting Body (SSB) or Sector Skills Council (SSC). A number of BTEC Professional qualifications are recognised as the knowledge or combined knowledge and competence components of Apprenticeships Frameworks. On successful completion of a BTEC Professional qualification, learners can progress to or within employment and/or continue their study in the same or related vocational area. The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. It enables learners to gain qualifications at their own pace along flexible routes. There are three sizes of qualification in the QCF: Award (1 to 12 credits) Certificate (13 to 36 credits) Diploma (37 credits and above). Every unit and qualification in the framework will have a credit value. The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. The credit value of a unit is based on: one credit for those learning outcomes achievable in 10 hours of learning learning time defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes. Learning time should address all learning (including assessment) appropriate to the learning outcomes, regardless of where, when and how the learning has taken place. 1

12 Edexcel Level 4 Diploma This Edexcel Level 4 Diploma offers an engaging programme for those who are clear about the vocational area they want to learn more about. There is potential for the qualification to prepare learners for employment in a particular vocational sector and it is suitable for those who have decided that they wish to enter a specific area of work. Key features of the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) The Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) has been developed to give learners the opportunity to: engage in learning that is appropriate to them and which will give opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life demonstrate competence in the workplace, through the competency units included in the structure achieve a nationally recognised, Level 4 vocationally-related qualification progress to employment in the marketing communications (advertising) sector progress to related general and/or vocational qualifications. 2

13 Rules of combination The rules of combination specify the credits that need to be achieved, through the completion of particular units, for the qualification to be awarded. All accredited qualifications within the QCF have rules of combination. Rules of combination for the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) qualification When combining units for the Edexcel Level 4 Diploma in Marketing Communications Advertising (QCF), it is the centre s responsibility to ensure that the following rules of combination are adhered to. Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) 1 Qualification credit value: a minimum of 61 credits. 2 Minimum credit to be achieved at, or above, the level of the qualification: 31 credits. 3 All credits must be achieved from the units listed in this specification. 3

14 Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) Learners must achieve a minimum of 61 credits in total. 32 credits must be achieved from mandatory units and a minimum of 29 credits must be achieved from optional units, of which 7 credits must be at level 4. A minimum of 31 credits must be achieved at level 4 overall. A barred combination of units applies. Unit L/601/3315 must not be taken in combination with units R/502/4631, R/502/4614 or T/502/4556. Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) Unit number Unit reference number Unit title Credit Level Group A mandatory units 1 L/600/9037 Awareness of Employment in The Creative Media Sector 2 D/600/8510 Awareness of Health and Safety in The Creative Media Sector 3 L/504/3078 Theories, Practice and Standards in Marketing Communications (Advertising) 4 J/504/3077 Understanding own Marketing Communications (Advertising) Employer and Its Market 5 J/504/3080 Identifying Clients Operating Contexts, Portfolios and Current Marketing Communications (Advertising) 6 L/504/3081 Understanding Clients Needs and Priorities For Marketing Communications (Advertising) 7 R/504/3082 Collaborative Working Within Marketing Communications (Advertising)

15 Unit number Unit reference number Unit title Credit Level Group B optional units 8 D/504/3084 Identifying and Understanding Target Audiences for Marketing Communications (Advertising) 9 H/504/3085 Producing Creative Marketing Communications (Advertising) Concepts and Solutions for Clients 10 M/504/3087 Producing Copy for Use in Marketing Communications (Advertising) 11 H/504/3099 Producing Visual Design for Use in Marketing Communications (Advertising) 12 T/504/3088 Quality Assuring Marketing Communications (Advertising) Content 13 A/504/3089 Using Digital Channels, Platforms and Social Networks to Deliver Marketing Communications (Advertising) F/504/3093 Planning Platform or Channel Use L/504/3095 Buying Channel or Platform Space or Time 16 D/504/3098 Presenting Marketing Communications (Advertising) Solutions 17 T/502/8624 Communicating Using Digital Marketing/Sales Channels 18 L/601/3315 Designing and Developing A Website R/502/4631 Website Software R/502/4614 Imaging Software T/502/4556 Database Software T/601/3311 Designing and Developing Procedural Computer Programs 23 T/601/3308 Designing and Developing Objectoriented Computer Programs 24 K/601/6464 Develop and Extend Critical and Creative Thinking Skills

16 Unit number Unit reference number Unit title Credit Level 25 R/501/8389 Design Development, Creativity and Business Development 26 J/501/8390 Leadership and People Management in the Design and Creative Industries 27 L/501/8391 Intellectual Property Management in the Design and Creative Industries 28 R/501/8392 Design Project Management for Creative Practitioners Y/501/8393 Doing Business Globally 7 4 6

17 Assessment The overall grade for the qualification is a pass. The learner must achieve all the required units within the specified qualification structure. To pass a unit the learner must: achieve all the specified learning outcomes satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion show that the evidence is their own. The qualification is designed to be assessed: in the workplace or in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or as part of a training programme. Assessment strategy/assessment requirements documents for competence based units The assessment strategy and assessment requirements documents for the competency units in this qualification have been included in Annexe E. The applicable annexe will be stated in the assessment section of the unit. These have been developed by the named SSC/B in partnership with employers, training givers, awarding organisations and the regulatory authorities. They include details on: criteria for defining realistic working environments roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers quality control of assessment evidence requirements. 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 the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification a combination of these. 7

18 It is important that the evidence is: Valid Authentic Current Reliable Sufficient appropriate to the standards for which competence is claimed produced by the learner sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim indicates that the learner can consistently perform at this level fully meets the requirements of the standards. Types of evidence To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible. Centres should also refer to the assessment strategy for competence based units and the assessment requirements/evidence requirements section within each individual unit. direct observation of the learner s performance by their assessor (O) outcomes from oral or written questioning (Q and A) products of the learner s work (P) personal statements and/or reflective accounts (RA) outcomes from simulation, where permitted by the assessment strategy (S) professional discussion (PD) assignment, project/case studies (A) authentic statements/witness testimony (WT) expert witness testimony (EWT) evidence of Recognition of Prior Learning (RPL). The abbreviations may be used for cross-referencing purposes. Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates. Evidence must be made available to the assessor, internal verifier and Pearson s appointed external examiner. A range of recording documents is available on the Edexcel website Alternatively, centres may develop their own. 8

19 Qualification grade Learners who achieve the minimum eligible credit value specified by the rules of combination will achieve the qualification at pass grade. In Edexcel BTEC Level 4 Professional qualifications each unit has a credit value which specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. This has been based on: one credit for those learning outcomes achievable in 10 hours of learning time learning time being defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria the credit value of the unit remaining constant regardless of the method of assessment used or the qualification to which it contributes. Quality assurance of centres Pearson's quality assurance system for all Edexcel BTEC higher level programmes on the QCF at levels 4 7 will ensure that centres have effective quality assurance processes in place to review programme delivery. It will also ensure that the outcomes of assessment meet national standards. The quality assurance process for centres offering Edexcel BTEC higher level programmes on the QCF at levels 4 7 comprises three key components, as outlined below. 1 Approval process Approval to offer the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) will vary depending on the status of the centre. Centres that have a recent history of delivering Edexcel BTEC qualifications at levels 4 7, and have an acceptable quality profile in relation to their delivery and assessment, will be able to gain fast track qualification approval to offer the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) through Edexcel Online. Centres that do not have a recent history of delivering Edexcel BTEC qualifications at levels 4 7 (ie in the last four years) will be required to seek approval to offer the Edexcel BTEC Level 4 Diploma in Marketing Communications (Advertising) (QCF) through the existing Edexcel qualification and centre approval process. Prior to approval being given, centres will be required to submit evidence to demonstrate that they: have the human and physical resources required for effective delivery and assessment understand the implications for independent assessment and agree to abide by these have a robust internal assessment system supported by fit for purpose assessment documentation have a system to internally verify assessment decisions, to ensure standardised assessment decisions are made across all assessors and sites. 9

20 Applications have to be supported by the head of the centre (principal, chief executive etc) and include a declaration that the centre will operate the programmes strictly as approved and in line with Pearson requirements. 2 Monitoring of internal centre systems Centres will be required to demonstrate ongoing fulfilment of the centre approval criteria over time and across all programmes. The process that assures this is external examination, which is undertaken by Pearson s appointed external examiners. Centres will be given the opportunity to present evidence of the ongoing suitability and deployment of their systems to carry out the required functions. This includes the consistent application of policies affecting learner registrations, appeals, effective internal examination and standardisation processes. Where appropriate, centres may present evidence of their operation within a recognised code of practice, such as that of the Quality Assurance Agency for Higher Education. Pearson reserves the right to confirm independently that these arrangements are operating to Pearson s satisfaction. Pearson will affirm, or not, the ongoing effectiveness of such systems. Where system failures are identified, sanctions (appropriate to the nature of the problem) will be applied to assist the centre in correcting the problem. 3 Independent assessment review The internal assessment outcomes reached for all Edexcel BTEC higher-level programmes on the QCF at levels 4 7 are subject to an independent assessment review carried out by an Edexcel-appointed external examiner. The outcomes of this process will be to: confirm that internal assessment is to national standards and allow certification or make recommendations to improve the quality of assessment outcomes before certification is released or make recommendations about the centre s ability to continue to be approved for the qualification(s) in question. Additional arrangement for ALL centres Regardless of the type of centre, Pearson reserves the right to withdraw either qualification or centre approval when it deems there is an irreversible breakdown in the centre s ability to quality assure either its programme delivery or its assessment standards. 10

21 Quality assurance model for delivery of the qualification within and outside of the Higher Apprenticeship Framework For the qualification in this specification, the Pearson quality assurance model will be: an annual visit by an Edexcel-appointed external examiner to sample internal verification and assessor decisions for competence-based units and to review centre-wide quality assurance systems a twice-yearly visit from an Edexcel-appointed external examiner to sample internal verification and assessor decisions for knowledge/principles-based units and to review centre-wide quality assurance systems. For further details, please see the UK BTEC Quality Assurance Handbook

22 Programme design and delivery Mode of delivery Edexcel does not normally define the mode of delivery for Edexcel BTEC level 4 to level 8 qualifications. Centres are free to offer the qualifications using any mode of delivery (such as full time, part time, evening only, distance learning) that meets their learners needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. The use of assessment evidence drawn from learners work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the qualification by: liaising with employers to ensure a course appropriate to learners specific needs accessing and using non-confidential data and documents from learners workplaces including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment linking with company-based/workplace training programmes making full use of the variety of experience of work and life that learners bring to the programme. Resources Edexcel BTEC Level 4 Professional qualifications are designed to give learners an understanding of the skills needed for specific vocational sectors. Physical resources need to support the delivery of the programme and the assessment of the learning outcomes, and should therefore normally be of industry standard. Staff delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any specific resource requirements to gain approval from Edexcel. Where specific resources are required these have been indicated in individual units in the Essential requirements sections. Delivery approach It is important that centres develop an approach to teaching and learning that supports the vocational nature of Edexcel BTEC Level 4 Professional qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of appropriate and up-to-date teaching materials that allow learners to apply their learning to 12

23 actual events and activity within the sector. Maximum use should be made of learners experience. Access and recruitment Edexcel s policy regarding access to its qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel s policy on learners with particular requirements. Centres will need to review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a higher-level qualification. Restrictions on learner entry The Edexcel Level 4 Diploma in Marketing Communications Advertising (QCF) is accredited on the QCF for learners aged 18 and above. Access arrangements and special considerations Edexcel s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equality Act 2010) without compromising the assessment of skills, knowledge, understanding or competence. Further details are given in the policy document Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which can be found on the Edexcel website ( Please refer to Edexcel s Equality Policy for further details, 13

24 Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Edexcel encourages centres to recognise learners previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL gives a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. Unit format All units in Edexcel BTEC Level 4 Professional qualifications have a standard format. The unit format is designed to give guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards. Each unit has the following sections. Unit title The unit title is accredited on the QCF and this form of words will appear on the learner s Notification of Performance (NOP). Unit code Each unit is assigned a QCF unit code that appears with the unit title on the National Database of Accredited Qualifications. QCF level All units and qualifications within the QCF will have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry Level to Level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the National Occupational Standards (NOS) and/or other sector/professional benchmarks. Credit value All units have a credit value. The minimum credit value that may be determined for a unit is one, and credits can only be awarded in whole numbers. Learners will be awarded credits for the successful completion of whole units. 14

25 Guided learning hours Guided learning hours are defined as all the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners achievements. It does not include time spent by staff in day-to-day marking of assignments or homework where the learner is not present. Unit aim The aim gives a clear summary of the purpose of the unit and is a succinct statement that summarises the learning outcomes of the unit. Unit introduction The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector. Learning outcomes The learning outcomes of a unit set out what a learner is expected to know, understand or be able to do as the result of a process of learning. Assessment criteria The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or set of learning outcomes, has been achieved. The learning outcomes and assessment criteria clearly articulate the learning achievement for which the credit will be awarded at the level assigned to the unit. Unit content The unit content identifies the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related National Occupational Standards (NOS), where appropriate. The content gives the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the unit. Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics. 15

26 Relationship between content and assessment criteria The learner should have the opportunity to cover all of the unit content. It is not a requirement of the unit specification that all of the content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment criteria. Content structure and terminology The information below shows how the unit content is structured and gives the terminology used to explain the different components within the content. Learning outcome: this is shown in bold at the beginning of each section of content. Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading. Elements of content: the elements are in plain text and amplify the subheading. The elements must be covered in the delivery of the unit. Semicolons mark the end of an element. Brackets contain amplification of content which must be covered in the delivery of the unit., eg is a list of examples, used for indicative amplification of an element (that is, the content specified in this amplification could be covered or could be replaced by other, similar material). Essential guidance for tutors This section gives tutors additional guidance and amplification to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections. Delivery explains the content s relationship to the learning outcomes and offers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches. Assessment gives amplification about the nature and type of evidence that learners need to produce in order to achieve the unit. This section should be read in conjunction with the assessment criteria. For the competency units this section will also highlight the Annexe for the appropriate Assessment Strategy/Assessment Requirements document which must be followed Indicative resource materials gives a list of learner resource material that benchmarks the level of study. 16

27 Units 17

28 18

29 Units Unit 1: Awareness of Employment in the Creative Media Sector 21 Unit 2: Awareness of Health and Safety in the Creative Media Sector 27 Unit 3: Theories, Practice and Standards in Marketing Communications (Advertising) 33 Unit 4: Understanding own Marketing Communications Advertising Employer and its Market 41 Unit 5: Identifying Clients Operating Contexts, Portfolios and Current Marketing Communications (Advertising) 51 Unit 6: Understanding Clients Needs and Priorities for Marketing Communications (Advertising) 57 Unit 7: Collaborative Working within Marketing Communications (Advertising) 65 Unit 8: Identifying and Understanding Target Audiences for Marketing Communications (Advertising) 73 Unit 9: Producing Creative Marketing Communications (Advertising) Concepts and Solutions for Clients 81 Unit 10: Producing Copy for Use in Marketing Communications (Advertising) 91 Unit 11: Producing Visual Design for Use in Marketing Communications (Advertising) 101 Unit 12: Quality Assuring Marketing Communications (Advertising) Content 111 Unit 13: Using Digital Channels, Platforms and Social Networks to Deliver Marketing Communications (Advertising) 121 Unit 14: Planning Platform or Channel Use 133 Unit 15: Buying Channel or Platform Space or Time 143 Unit 16: Presenting Marketing Communications (Advertising) Solutions 151 Unit 17: Communicating Using Digital Marketing/Sales Channels 161 Unit 18: Designing and Developing a Website 171 Unit 19: Website Software 183 Unit 20: Imaging software 195 Unit 21: Database Software 205 Unit 22: Designing and Developing Procedural Computer Programs 213 Unit 23: Designing and Developing Object-oriented Computer Programs 223 Unit 24: Develop and Extend Critical and Creative Thinking Skills 231 Unit 25: Design Development, Creativity and Business Development 239 Unit 26: Leadership and People Management in the Design and Creative Industries 249 Unit 27: Intellectual Property Management in the Design and Creative Industries 259 Unit 28: Design Project Management for Creative Practitioner 267 Unit 29: Doing Business Globally

30 20

31 UNIT 1: AWARENESS OF EMPLOYMENT IN THE CREATIVE MEDIA SECTOR Unit 1: Awareness of Employment in the Creative Media Sector Unit code: L/600/9037 QCF level: 3 Credit value: 6 Guided learning hours: 40 Unit aim The aim of this unit is to help learners recognise a range of prospective employers and their profiles and products. The unit also helps learners choose an employer in terms of own personal interests, knowledge, skills and job opportunities. Unit introduction Developing on awareness of the range of employment opportunities in the creative media sector is essential for learners starting their career as a creative. In doing so, learners can identify employers appropriate to their skills, the employment status appropriate to their need the produce a CV and pitch to secure a position in an appropriate environment. This unit gives learners a practical pathway to help them to identify and analyse opportunities and create tools. Learners will have the opportunity to identify employment sources and the main types of employment status within the creative media sector. Learners will gain the knowledge to help them choose between the main types of employment status. 21

32 UNIT 1: AWARENESS OF EMPLOYMENT IN THE CREATIVE MEDIA SECTOR Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Know about employment status in the creative media sector 2 Understand the creative media employment market place Assessment criteria 1.1 Describe the main types of employment status within the creative media sector 1.2 Describe the key legal and taxation differences between main types of employment status 1.3 Explain the main implications of each employment status, in relation to job security, flexibility and working patterns 2.1 Describe a range of prospective employers and the profiles and products of these employers 2.2 Explain how to choose an employer in terms of own personal interests, knowledge, skills and job requirements 3 Be able to promote self 3.1 Create and present a professional standard CV, with examples of own work, appropriate to a specific job application 3.2 Discuss strengths and weaknesses in relation to own work and a specific job application 3.3 Describe and pitch a creative idea to an employer or commissioner 22

33 UNIT 1: AWARENESS OF EMPLOYMENT IN THE CREATIVE MEDIA SECTOR Unit content 1 Know about employment status in the creative media sector Main types of employment status: Department for Culture Media and Sport (DCMS) definition of the creative media sector; descriptions of types of work, eg full time staff, workers creatively occupied including second job, sessional employment, part-time staff, self-employed status Legal and taxation differences: contracts of employment relating to status, eg full time, part time; employee rights relating to status, eg the rights of contractual staff and sessional workers, national minimum wage; pay-as-learners-earn (PAYE) tax and Class 1 National Insurance Contributions (NICs); Class 2 NICs for the self-employed and self-assessment Employment implications: implications of full time work, eg volatility of employment; patterns of work, flexibility 2 Understand the creative media employment market place Prospective employers and products; employer profiles, eg advertising, architecture, arts and antiques, crafts, design, designer fashion, film video and photography, software and electronic publishing, music and visual performing arts, publishing, television and radio, digital and entertainment media; products from the sector Choosing an employer: personal skills inventory; mapping personal skills alongside employer requirements 3 Be able to promote self Curriculum Vitae (CV): use of CV in job application; what employers want, eg the match of job specification and skills; avoiding mistakes, eg check employer requirements, equality and diversity; covering letter; portfolio of previous work Discussing the application: recruitment methodologies, eg periodicals, newspaper advertising (word of mouth, networking); appropriate impression; assessment centres; interview skills, interpersonal communication Pitching: pitch for prospective employer; auditioning skills; pitch to a commissioner, eg television, media 23

34 UNIT 1: AWARENESS OF EMPLOYMENT IN THE CREATIVE MEDIA SECTOR Essential guidance for tutors Delivery Delivery of this unit will require clear structure from the outset. It is recommended that tutors give an overview of each learning outcome at the beginning of the unit. This will give learners a context for understanding that each learning outcome is an essential step towards planning realistic future employment in the creative media sector. Evaluation of experience and related skills is vital and will vary according to each individual, but learners may not be comfortable sharing this information especially when discussing the content of their own CV. Guest speakers can be particularly useful here in providing a range of perspectives and opening discussion without discomfort. Learners might participate in a discussion on how problems they identified in selecting an employment pathway could have been solved or avoided, and be encouraged to relate this to their own experiences through private analytical written work. For learning outcome 1, input from the tutor will be required to identify and describe the main types of employment status within the creative media sector. However, the DCMS website should be able to give information for learners if it is decided to apply self-directed learning followed by discussion. Similarly, Her Majesty s Revenue and Customs (HMRC) website gives information regarding the key legal and taxation differences between the main types of employment status. Discussion could then centre on explaining the main implications of each employment status, in relation to job security, flexibility and working patterns. For learning outcome 2, self-directed learning through desk research can be used to enable learners to create descriptions of prospective employers and the profiles and products of these employers Learners can be encouraged through small-group discussions to identify how to choose an employer in terms of own personal interests, knowledge, skills and job requirements For learning outcome 3, discussion and recognition of existing skills that lend themselves towards a career in the sector, such as the practical skills appropriate to a chosen pathway (Advertising, Crafts, Design, Designer fashion, etc.) and a transferrable interpersonal and communication skills, could take place. This could help learners recognise skills they already have and contribute towards a viable development plan. This discussion could also increase learner s confidence as they recognise the value of their current skills. The preparation and discussion of individual CVs could be a useful tool for outlining skills. Following visits or individual reflective thinking, a self-assessment questionnaire should be given to learners to help them determine personal attributes and areas where training may be required. A discussion of transferable skills needed for any workplace could also be included in the skills tick-list, for example interpersonal and communication skills and organisational ability. The tutor could then adjust the list as appropriate for the level of learners to manage expectations, to create a specialised and learner-appropriate self-assessment questionnaire. Outcomes of the self-assessment could then be discussed in one-to-one meetings with the tutor, or in small groups if appropriate. General skills self-assessments are available on the internet, for example through the National Careers Service. 24

35 UNIT 1: AWARENESS OF EMPLOYMENT IN THE CREATIVE MEDIA SECTOR Assessment To meet assessment criterion 1.1, learners could collate a list of job descriptions that they feel relate to their personal employment choices. At least item must be an appropriate and current full-time job description/profile, and another must be from a sessional, second job or freelance opportunity. Appropriate evidence must be shown, for example information from face-toface or telephone discussions must be recorded. For assessment criterion 1.2, resources from assessment criterion 1.1 should be applied to create a mock contract of employment demonstrating an understanding of employee rights, taxation and National Insurance. For assessment criterion 1.3, learners should undertake a full-group discussion on the implications of full-time work and the inherent risks within the sector. Sufficient detail must be given to show evidence of personal enquiry and a practical conclusion. To meet assessment criterion 2.1, learners should collate a portfolio of employer profiles and products (outputs, performances) for each of the trades and professions within the creative media sector. For assessment criterion 2.2, learners should take the self-analysis questionnaire and submit it to the tutor as evidence that this has been completed. Learners must describe the general and transferable skills they have acquired through work experience, training, apprenticeships, or education and give sufficient detail to demonstrate an understanding of how their skills are applicable to their chosen pathway. To meet assessment criterion for 3.1, the learner will produce an up-to-date and accurate CV and covering letter for a specific position. For assessment criterion 3.2, a group discussion centred on recruitment methodologies could be followed by an assessment centre style interview to enable learners to demonstrate the behaviours and interpersonal skills highlighted on their CV. For assessment criterion 3.3, each learner should pitch themselves to the group giving evidence of their skills within their chosen pathway a portfolio of design or in the case of learners with musical skills, for example audition style audio evidence (recorded or live). 25

36 UNIT 1: AWARENESS OF EMPLOYMENT IN THE CREATIVE MEDIA SECTOR Indicative resource materials Textbooks James J You re Hired Interview tips and techniques for a brilliant interview (Trotman Publishing, 2009) ISBN Klaff O Pitch anything (McGraw Hill, 2011) ISBN Mills C You re Hired CV How to write a brilliant CV (Trotman Publishing, 2009) ISBN Websites nationalcareersservice.direct.gov.uk

37 UNIT 2: AWARENESS OF HEALTH AND SAFETY IN THE CREATIVE MEDIA SECTOR Unit 2: Awareness of Health and Safety in the Creative Media Sector Unit code: D/600/8510 QCF level: 2 Credit value: 2 Guided learning hours: 15 Unit aim The aim of this unit is to promote a safety culture based on personal responsibility. The unit encourages learners to be proactive in terms of their own safety and the safety of others. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction A successful career in creative media is underpinned by strong abilities in personal responsibility, self-evaluation and skills development. With safe working practice at the centre of most the sector environments, this unit concentrates on the learner's impact on their own safety and that of workplace environments. Learners will explore the appropriate health and safety regulations and associated compliance. In learning outcome 1, learners are introduced to the broad range of elements within health and safety legislation and are given an outline of safe working practices in the creative media sector. In learning outcome 2, learners are given definitions of hazards and risks to enable them to differentiate between them. They will learn how to undertake a risk assessment and about the procedures for reporting hazards and risks. 27

38 UNIT 2: AWARENESS OF HEALTH AND SAFETY IN THE CREATIVE MEDIA SECTOR Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the appropriate health and safety regulations in the creative media sector 2 Be able to comply with appropriate health and safety procedures Assessment criteria 1.1 Identify key elements of health and safety regulations, appropriate to working in the creative media sector 1.2 Outline safe working practices in the creative media sector 2.1 Outline the differences between hazards and risks 2.2 Carry out a risk assessment 2.3 Report identified hazards and risks to the appropriate parties 28

39 UNIT 2: AWARENESS OF HEALTH AND SAFETY IN THE CREATIVE MEDIA SECTOR Unit content 1 Understand the appropriate health and safety regulations in the creative media sector Key elements of health and safety: employer and employee adherence to legislation, eg health and safety; EU legislation; employer provision, eg safety representatives, first aid, sanitary facilities, counselling, employee assistance, disability support, occupational health service; workplace policies, eg health and safety policy and regulations, occupational health, bullying and harassment, mediation, drug and alcohol; employee responsibilities, eg reasonable care, proper use of equipment, cooperation with employer, security vigilance (fire hazards, locking doors, equipment protection) Safe working practices: stress awareness; health and safety and personal welfare at work; protection of personal data; protection of property and equipment; prevent injuries and illness to self or others; identify key people, eg occupational health adviser, security staff; reduce risks and hazards; improve working practices 2 Be able to comply with appropriate health and safety procedures. Differences between hazards and risks: definition of hazards; definition of risk; competence; risk matrix; controlling risk; what is reasonable and practical; risk perceptions Risk assessment: identifying risks; who might be harmed and how; evaluating risks; recording and implementing findings; reviewing and updating assessments Reporting: report identified hazards and risks to the appropriate parties; identify the appropriate parties; compiling a hazard report 29

40 UNIT 2: AWARENESS OF HEALTH AND SAFETY IN THE CREATIVE MEDIA SECTOR Essential guidance for tutors Delivery This unit focuses on how the learners could have an impact on their potential workplace environments. Therefore, a consolidated delivery approach is recommended to cover the unit content in the available timeframe effectively. Both learning outcomes could be delivered through in-class resource reviews, for example legislation and employee support websites and tutor input followed by group discussions and a questionnaire designed to cover the appropriate steps in a risk assessment. The learning outcomes could benefit from a visiting health and safety professional from the creative media sector, or a trade union representative, to discuss health and safety law, employee support resources, and the responsibilities of adhering to the employer and employee in upholding appropriate legislation through personal conduct. In addition, to help with assessment criteria 2.2, the visiting speaker may have direct experience of risk assessment. Learners could also benefit from a concise multiple-choice questionnaire covering the key points of learning outcomes 1 and 2. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. A multiple-choice questionnaire could be used as a formative assessment tool to demonstrate the learners understanding of the key points of health and safety law, the assessment of risk, employee support resources, and the responsibilities of the employer and employee in adhering to appropriate legislation through personal conduct. The questionnaire should be concise, but with sufficient detail to enable learners to demonstrate their knowledge of the range of topics covered. When assessing learning outcome one, there are a range of workplace activities that could be utilised in order to assess learners. assessment criteria 1.1 and 1.2 could be achieved by the learner inducting a new colleague into their office, demonstrating their knowledge of the application of relevant health and safety legislation to different workplace activities. Assessment criterion 1.2 could be evidenced by the learner delivering a training session for colleagues on safe working practices. Assessment criteria 2.1 and 2.2 could be evidenced through the assessment of a workplace activity, for example a client might be invited to receive a pitch in a conference room. This would require the installation of presentation equipment and preparation for the reception of external visitors. Learners would need to prepare an appropriate risk assessment process to ensure that their business activities can be conducted safely. assessment criterion 2.3 could be assessed when the learner presents their risk assessment to their line manager or a workplace health and safety officer. 30

41 UNIT 2: AWARENESS OF HEALTH AND SAFETY IN THE CREATIVE MEDIA SECTOR Indicative resource materials Textbook Ferrett E Health and Safety at Work revision cards (Elsevier, 2009) ISBN Websites

42 32

43 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Unit 3: Theories, Practice and Standards in Marketing Communications (Advertising) Unit code: L/504/3078 QCF level: 4 Credit value: 7 Guided learning hours: 40 Unit aim The aim of this unit is for learners to gain an understanding of the theories, practices and standards within the advertising industry. The unit covers the legal and regulatory requirements that govern advertising industry conduct and introduces learners to the main industry trade bodies. Unit introduction Don t buy market share, figure out how to earn it Phillip Kotler Integrated marketing communication is a dynamic and rapidly evolving field. While it was once possible to communicate with entire families during primetime television shows or to speak directly to decision makers over breakfast through their morning paper a number of convergent trends have changed the playing field entirely. Digital television has fragmented media channels, allowing for precise communication to clearly-defined audiences whilst simultaneously limiting the scope available to communicate with mass markets. The growth of the internet has made it possible for companies of any size to instantly communicate globally in a highly personal way at relatively little cost. In this unit learners will explore the structure of the industry, considering the range of creative businesses that support the industry and how these companies use their knowledge of social and cultural trends to develop integrated communication activity using appropriate communication channels. Learners will consider the different channels business use and will assess the merits of testing and evaluation their own communication plans. They will explore the different legal constraints that relate to marketing communications and consider how closely their practice conforms to industry standards, taking into account the range and quality of advice available to learners. 33

44 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand current theories of marketing communications (advertising) 2 Understand current practice of organisations involved in marketing communications (advertising) Assessment criteria 1.1 Review current theories of marketing communications (advertising) 2.1 Analyse the changing roles of principal areas of marketing communications including: advertising direct and digital marketing public relations sale promotion 2.2 Explain the different focus of organisations offering creative, channel, platform and production services 2.3 Summarise popular cultural and social trends 2.4 Evaluate the relative strengths and limitations of tools used within principal areas of marketing communications (advertising) 2.5 Review the processes and benefits of integrated marketing communications 2.6 Explain the links between branding, public relations and marketing communications performance (advertising) 2.7 Review the uses, benefits and limitations of different channels and platforms 2.8 Explain the importance of evaluation and testing 34

45 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 3 Understand standards and codes of practice relating to marketing communications (advertising) 4 Understand how trade bodies and professional organisations influence the marketing communications (advertising) industry Assessment criteria 3.1 Summarise key aspects of legal standards relating to marketing communications (advertising) 3.2 Summarise key aspects of industry standards relating to marketing communications (advertising) 3.3 Identify reliable sources of information on how to interpret legal and industry standards relating to marketing communications (advertising) 4.1 Explain the roles of trade bodies and professional organisations within the marketing communications (advertising) industry 4.2 Analyse ways in which trade bodies and professional organisations have led to changes and developments in the marketing communications (advertising) industry 35

46 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand current theories of marketing communications (advertising) Marketing communication: definition; purpose; objectives; difference between advertising and promotion; Hierarchy of Effects, eg basic idea (Think/Feel/Do), unawareness, awareness, comprehension, conviction, action; Hierarchy of Effects versus simultaneous levels of effect, eg advertising or promotion processing, brand communication effects, customer decision stages; consumer engagement models, eg Attention Interest Desire Action (AIDA), DAGMAR, balancing awareness with involvement; information processing model of advertising effectiveness; Elaboration-Likelihood model including benefits of a customercentric approach; push and pull communication strategies; integrated marketing communication; branding and promotion, eg building brand equity, link between communication activity and brand building, TCB model (Target customer/category Need/Key Benefit/use for brand building) 2 Understand current practice of organisations involved in marketing communications (advertising) Changing roles of the principal areas: advertising; definitions; forms of advertising, eg print, television, radio; the trade off of reach versus penetration; the impact of channel fragmentation; the impact of online advertising channels, eg measurability, tailoring; the rise of guerrilla advertising; direct and digital marketing, eg definitions, forms (mailing lists, text messages, voice calls; personalisation of messages, trackability of the medium, measurability); public relations (PR); difference between public relations and advertising; forms of PR activity, eg press releases, use of social media; sales promotion; forms of promotion, eg price-based offers, vouchers, gifts, competitions, relative costs; impact on short-term sales versus long-term brand loyalty Focus of organisations: organisation type, eg agencies, production services, recording studios, facility hire, rental of locations and props, web servers, domain name registration, in-house production versus outsourcing, content production, use of freelance staff; importance of contracts and attribution of copyright; Social and cultural trends: demographic changes, eg ageing population, starting families later, role of women in society; cultural changes, eg use of technology including digital downloads, work-life balance Relative strengths and limitations of marketing communication tools: measurability of communication tools; cost versus penetration Links between branding and communication performance: definition of branding; Uses, benefits and limitations of channels and platforms: communications channels, eg old media, new media; use of channels; benefits of channels, eg potential for personalisation, scope for targeting specific market segments Evaluating and testing for marketing: approaches to testing communication strategies, eg focus groups, test markets, design, validity of data; evaluating the success of communication activity, eg defining promotional objectives, monitoring appropriate key performance indicators (KPIs), extent to which communication activity supports the achievement of corporate objectives 36

47 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) 3 Understand standards and codes of practice relating to marketing communications (advertising) Legal standards relating to marketing communication: trading law, eg Sale of Goods Act 1979, Trade Descriptions Act 1968; data protection legislation, eg Data Protection Act 1998, handling customer data, storage of personal data, use of cookies Industry standards: codes of conduct, eg direct marketing code; benefits of selfregulation Sources of information on industry standards and legal constraints: specialist legal services, eg copyright specialists, defamation specialists; university marketing departments, eg knowledge transfer partnerships; professional associations, eg advice from specialist staff, information libraries and factsheets 4 Understand how trade bodies and professional organisations influence the marketing communications (advertising) industry Trade bodies and professional associations in the advertising industry: trade bodies and professional organisations, eg the Direct Marketing Association, Chartered Institute of Marketing, Chartered Institute of Public Relations, Market Research Society; purpose of organisations, eg support and professional development for members, lobbying on behalf of industry, accreditation of qualifications, defining standards for professional practice How trade bodies and professional organisations have led to changes and developments in the marketing communications (advertising) industry: changes to industry, eg developing codes of practice, professionalisation of industry practice, developing bodies of research and professional knowledge, continuous professional development of practitioners (accreditation of qualifications, setting and updating syllabi), representation of practitioners; lobbying of government, eg putting forward industry point of view on new legislation and regulation 37

48 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery For learning outcome 1, learners should be familiar with the theory that underpins the work of marketing communications professionals. Different models could be presented and then applied to successful campaigns. Learners could be divided into groups and assigned a model which they might then critique in the context of current practice within their employer s business. Learners should take a critical approach to the merits of different theories based on their applicability to the real world and in terms of arguments proposed by key theorists. Self-guided research using an appropriate online journal library or Google Scholar might help learners to identify appropriate papers which they could then summarise and present at a group critique. Alternatively, a virtual learning environment could be used with learners contributing to a blog or wiki-based on the relative merits of different theoretical models. Learning outcome 2 requires learners to take a broad perspective on the structure and organisation of the industry in which they work. For assessment criteria 2.1 and 2.2, learners could explore selected articles from key trade journals or course textbooks. Assessment criteria 2.3 could be addressed through an examination of market research data, either in a published report (Mintel) or through original primary and secondary material collected by learners. Assessment criteria 2.4, 2.5, 2.6 and 2.7 could be delivered initially through lectures or seminars with the key theoretical issues presented to learners through presentations or discussions. Pre- or post-session reading lists could be distributed to encourage learners to explore topics in more detail and in specific contexts. An appropriately nuanced critical perspective on the key issues should be explored with learners looking at the advantages and disadvantages of different techniques to different industries and different market positions. Learners could apply their theoretical knowledge to design a promotional campaign which they could then test and evaluate using different methods, comparing the efficacy of various approaches. Learning outcomes 3 and 4 could be addressed via input from a guest speaker representing an industry trade body or from a specialist law firm. Learners could supplement this input through examining case studies built around the application of specific laws, guidelines or regulations. Learners could approach these issues in groups, deciding how each scenario relates to specific legal or regulatory issues. The format of a mock trial or tribunal could be an opportunity to encourage learners to explore arguments for and against different practices as well as helping them to develop and refine their critical judgements. For assessment criterion 4.2, learners could take a historical perspective, linked to their work for assessment criterion 2.1. The key developments within the sector could be built into a timeline of key events on which learners elaborate in the form of a presentation or group discussion. The role of industry trade bodies and professional organisations in creating change and development should be considered critically, with appropriate consideration given to the importance of other inter- and intra-industrial factors such as changing technology, consumer preferences and the competitive structure of the industry. 38

49 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Assessment Assessment design should reflect the need for learners to consider theory in both abstract terms and applied to an organisational context. Learners should be encouraged to draw on appropriate academic texts (subject to the use of appropriate referencing conventions) and primary information gathered whilst working in the marketing communications sector. Learning outcome 1 could be assessed through the production of an essay or report focused on a critique of an appropriate range of marketing communications theories. Learners should be encouraged to consider the applicability of each theory to their normal working practices and the value of these theories to their work. Assessment criterion 2.1 could be combined with assessment criteria 4.2 due to the shared historical perspective. Learners should include a range of examples to support their analysis, drawn from cases of well-known organisations and the working practice of their employer. This evidence should support a critical discourse which explores the extent to which the changes have occurred, the main drivers of those changes and the significance of those changes. Assessment criteria 2.2 and 2.3 could be addressed through learner presentations giving an overview of the role of different organisations and assigned social and cultural trends. These presentations could initially be presented to small groups of learners as an opportunity for formative peer feedback before formal assessment. Presentations could be staggered over a number of weeks to ensure assessment is manageable. Assessment criteria 2.4, 2.5, 2.6, 2.7 and 2.8 could be combined into a practical task where learners are encouraged to produce and review a promotion for an assigned (real or fictitious) product. This could include a simple proposal for a communication strategy combined with a detailed rationale which explains how and why choices have been made, using theoretical principles and examples of successful practice to justify decisions. As an extension of the previous task, learners could extend the rationale for their campaign to explain how their decisions will comply with appropriate legislation and regulatory requirements. This should include consideration of whether companies should always comply with regulations such as how any grey areas within legislation might be exploited and the free media attention that this might attract. This could be considered in the context of brand values and the impact such attention would have. Assessment criteria 3.3 and 4.1 could be combined, with learners considering how professional associations can give advice on legal issues and their wider role in supporting professionals. This could be in the form of a report of presentation to support the campaign rationale or in the form or a learning log with learners keeping a record of their contact with professional association during their daily work. This should include appropriate consideration of the limitations of these sources of advice and guidance. 39

50 UNIT 3: THEORIES, PRACTICE AND STANDARDS IN MARKETING COMMUNICATIONS (ADVERTISING) Indicative resource materials Textbooks De Pelsmacker P Marketing Communications: A European Perspective (Financial Times/Prentice Hall, 2010) ISBN: Fill C Marketing Communication: Interactivity, Communities and Content (Financial Times/Prentice Hall, 2009) ISBN: Journals Journal of Marketing Communications Journal of Integrated Marketing Communication Websites

51 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Unit 4: Understanding own Marketing Communications Advertising Employer and its Market Unit code: J/504/3077 QCF level: 4 Credit value: 5 Guided learning hours: 24 Unit aim The aim of this unit is to help learners to understand their own employer. It asks learners to look at all, gain knowledge and understanding of how their organisation works, and how they can operate to best effect within it. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Information is essential to the process of communication. To construct a cogent, coherent message on behalf of their employer, learners will need to ensure that they have a thorough understanding of their business and the industry in which it operates. Learners will need to examine the organisational procedures within their own employer business and understand how they shape their own day-to-day working practices. Learners should appreciate the extent to which the procedures, working practices and culture of their employer can facilitate and constrain their activities and the extent to which this can either limit or support the achievement of objectives. Learners will examine the need to understand their employer s offering to the customer, reflecting on the features and benefits of products and how they relate to the needs of customers. Finally, learners will explore their own role within their employer s business. Learners will consider how their role is defined, reflecting on the duties and responsibilities of their job and how they contribute to the aims and objectives of their employer. Learners should investigate the opportunities available to seek the help, advice and support of other professionals within their field. They can identify areas where they can benefit from expert advice and factors which they should take into account before seeking advice or support. 41

52 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Learners will generate evidence of the different ways that they maintain appropriate records and analyse data in their workplace. They will document the steps that they take to work within legal requirements and guidance laid down in professional codes of conduct. 42

53 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand own marketing communications (advertising) employer Assessment criteria 1.1 Identify own employer organisation's: brand(s) market position(s) departments 1.2 Review own employer organisation's: communication methods financial processes culture ways of working 1.3 Explain how the commercial goals and priorities of own employer organisation impact on budgets 1.4 Review key features and benefits of services offered by own employer organisation 1.5 Explain key motivations and priorities of people delivering services offered by own employer organisation 1.6 Summarise the responsibilities of people in different business functions in own employer organisation 43

54 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Learning outcomes 2 Understand the environment in which own marketing communications (advertising) employer operates Assessment criteria 2.1 Review the roles of other agencies in marketing communications 2.2 Identify the major clients of own employer organisation s competitors 2.3 Identify ways in which the activity of own employer organisation s competitors is changing 2.4 Summarise key information about the sector, geographical area and market in which own employer organisation operates 2.5 Summarise the requirements of typical clients in own employer organisation s target market 2.6 Analyse current and potential future trends in marketing communications (advertising) within the United Kingdom, the European Union and globally 2.7 Evaluate sources of additional information about client sectors 2.8 Keep up to date with changes in the products, services and processes of: own employer organisation own organisation's clients own organisation's competitors technological advances 2.9 Identify new innovations in marketing communications (advertising) which are of potential benefit to own employer organisation and its market 44

55 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Learning outcomes 3 Be able to carry out own role in a marketing communications (advertising) employer Assessment criteria 3.1 Summarise the responsibilities of own role 3.2 Identify the information needed to carry out the responsibilities of own role 3.3 Explain how own work contributes to the vision and activities of own employer organisation 3.4 Explain when and how own work requires liaising with other people in own employer organisation 3.5 Monitor the market and competitors of own employer organisation 3.6 Maintain accessible records of internal and external information in line with data protection regulations 3.7 Explain how current laws, regulations, codes of practice and guidelines relating to information affect own work and employer organisation 3.8 Analyse and process data and information for own and other departments in own employer organisation 45

56 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Unit content 1 Understand own marketing communications (advertising) employer Own organisation's brands, market position and departments: types of brand, eg own label brands, regional brands, concept brands, commodity brands, marques; dimensions of a brand, eg brand identity, brand awareness; identifying market position, eg perceptual mapping, statistical techniques (factor analysis, multi dimensional scaling), positioning statements, unique selling points, approaches to differentiation; exploring organisational departments of, eg organisational structure, hierarchy within departments, management structure and chains of reporting, corporate structure (subsidiary companies, divisions or departments, local or regional offices, head office) Own organisation s communication methods, financial processes, culture, ways of working: inter-and intra-departmental communication, eg systems, intranet systems, office memoranda, staff briefings, team meetings, management meetings; protocol for contacting clients or suppliers, agencies; recording communication, eg importance of records, audit trails; financial processes, eg requisition systems, expenses claims, recording systems, invoicing; culture, eg accepted norms in the workplace, formal situations, informal situations, approaches to clients, dress codes, organisation of work, presentation of work; dimensions of culture, eg Hofstede; ways of working, eg working practices within departments, hot desking, cross-functional teams, in house versus outsourcing of activities, directly employed staff, use of freelance personnel Commercial goals and priorities of organisation: goal measuring, eg mission statements, corporate objectives, departmental objectives, client objectives, key performance indicators, measuring impact; impact on budgets, eg organisational budgets (hours of work, cost of agencies), client budgets (media spend, consultancy costs) Key features and benefits of services: features of service, eg full service, consultancy, integration of different communication channels; benefits of service, eg expertise of staff, track records of success, relationships with media channels; motivations and priorities of people delivering services, eg relative importance of client accounts, winning new business, sustaining client relationships, reputation of firm within the industry Responsibilities of people in different business functions: range of roles within organisation, eg finance, human resources, creatives, account managers; responsibilities, eg ownership of budgets, appraisal of staff, accountabilities, communication with clients, maintenance of records, leadership of teams 2 Understand the environment in which own marketing communications (advertising) employer operates Roles of other agencies in marketing communications: types of agency, eg web design, media production, graphic design; role of agencies, eg production of specific media products, deployment of specialist knowledge and skills Competing organisations: identification of major clients, eg identities of clients, size of accounts, nature of services purchased, criteria for awarding accounts; changes in competitor activities, eg use of technology, range of and engagement with clients, range of services offered, use of media channels, purchasing power 46

57 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Understanding the operating context of the organisation: nature of the sector, eg type of goods and services offered, range of competitors, types of customer, distribution channels; geographical context, eg size of area, availability of local media, population patterns, links into other geographical areas, infrastructure (transport, communication); market context, eg market size, market share, market value, range of competitors, level of competition, nature of customers Analyse trends in marketing communication: sources of information about trends, eg industry publications and reports, sector specific research, archives held by professional associations, conferences Client sectors: sources of information, eg client research, management information systems, third party research, competitor data, academic research; basis of evaluation, eg scope of data, validity and reliability of information, value of historical information Maintaining up-to-date knowledge: employer organisation, eg attendance at meetings, corporate newsletters, professional development and training; organisations clients, eg websites, market intelligence reports, management information systems; own competitors, eg tracking client accounts, media buys, reports in industry press; technological advances, eg briefings from sales teams at supplier organisations, reading industry publications, research reports from academic bodies and professional associations Identifying new innovations: types of innovation, eg working practices, managing workflows, monitoring KPIs, communicating with clients, communicating with the public, production of communication materials, new products, technologies and materials 3 Be able to carry out own role in a marketing communications (advertising) employer The responsibilities of own role: working within budgets, working within legal constraints and codes of practice, communication with clients, reporting to line managers, liaison with departmental colleagues, compliance with organisational procedures, liaison with external agencies, eg production agencies Information needed to carry out own role: information, eg organisational procedures, financial information, client information, market information, sector information, preferred suppliers Contribution of own work to organisational vision: contribute to vision, eg contribution to organisational goals, contribution to client goals, achievement of KPI s, recognition within industry, meeting customer needs, working within budget, consequences of failing to meet legal or regulatory requirements Liaising with other professionals: liaise, eg need for specialist advice, need for approval, receiving feedback on creative ideas and their practicality, sources of information and advice Monitoring the market and competitors: sources of information, eg client data, specialist databases, published research Maintaining accessible records: internal sources of data; external sources of data; methods of storage, eg paper records, digital systems, use of cloud computer systems; legal requirements, eg data protection legislation, accuracy of records, security of storage medium, accessibility of data; codes of practice, eg industry standards, storage of information, use of information; analysis of information, eg quantitative analysis, qualitative analysis, forms of presentation, defining use and purpose of information, selecting appropriate methods of analysis 47

58 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Essential guidance for tutors Delivery This unit gives learners an opportunity to explore the context of their employment in detail. The assessment evidence for this unit should be generated in the employing organisation of each learner and therefore a significant proportion of the unit will need to be explored through carefully structured reflection. Learners could be encouraged to maintain a learning journal during their time in the workplace. This would enable them to capture points of fact regarding working practices and include examples of where these practices are or are not effective, allowing some consideration of potential improvements or alterations that might be made in light of their formal learning. The key points of each learning outcome should be exemplified through delivery of the unit so that learners know what they should be looking for when investigating their workplace. Some information might not be observable in the day-to-day operation of their employer and might require learners to visit specific colleagues or departments. Learners should work in groups to brainstorm approaches to gathering information and share advice on researching common issues. Learning outcome 2 requires an exploration of the industrial context of the employing organisation for each learner. While the information which learners gather will be specific to the sector in which they operate, the research methods which learners use are likely to be generic and can be delivered through workshops or seminars. Desk research is likely to be a good source of contextual information for different businesses. A blog or wiki could be used to share advice about how useful different sources of information can be. Learners could use this to feed into their evaluations of different sources of information. Attendance at conferences or trade shows might be a useful source of information about the latest innovations in marketing communication, as could the reading of specialist publications such as trade journals or newsletters regularly. Learners should be encouraged to share information and critique different innovations in a group, offering their perspective on the value of specific innovations to different industries. The use of a learning journal will also help learners to understand their own role within their employing organisation. Production of documents such as a job description could help learners to understand their responsibilities. Role modelling of good practice should help learners to understand how records of information can be developed in line with appropriate legislation. A guest speaker from a local business might be able to demonstrate how this is carried out within their business. Learners may be able to give examples from their own employment context. This could lead to simulation activities in lessons where learners process information and discuss how their activities do and do not comply with appropriate legislation. 48

59 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Assessment criteria 1.1, 1.2, 1.3 and 1.4 could be assessed through the production of a formal report on the learner s employing organisation, detailing the structure of the organisation and its industry. Learners should be encouraged to use a range of sources of information, including primary sources in the workplace and desk research on the industry. All sources should be acknowledged using appropriate referencing methods. The use of a learning journal would enable learners to gather their reflections on practice in their own workplace. This might be an appropriate way for learners to generate evidence for assessment criteria 1.5 and 1.6, illustrating their relationship with other employees within their workplace. Assessment criteria 2.1, 2.2, 2.3, 2.4, 2.6 and 2.7, could be addressed through the production of a formal report or presentation, with learners reviewing their research into the industry their organisation operates. Assessment criterion 2.5 could be evidenced through learner s reflections in their journal. These reflections could be derived from meetings with clients in which learners participated or observed. Further sections in the learning journal could document the steps taken by the learner to keep up to date with sector developments in order to address assessment criteria 2.8 and 2.9. This should be supplemented by evidence of the learner s participation in such professional development activities. Assessment criteria 3.1, 3.2, 3.3 and 3.4 could be assessed through a record of a professional discussion with the learner s line manager, clarifying the specific requirements of their role within their employers organisation. assessment criterion 3.5 could be assessed through a portfolio of evidence generated in the workplace relating to the monitoring of the competitive environment of the employers organisation. This might be in the form of a recording of a presentation to the learner s line manager about current issues in the market that their business serves. Assessment criterion 3.6 could be assessed through the production of evidence that the learner has maintained records in their office. This might include examples such as images of the recording system used, copies of indexes and witness testimony from the learner s line manager. Assessment criterion 3.7 and 3.8 might be accessed through an or report presented to the learners line manager or other departmental colleague. 49

60 UNIT 4: UNDERSTANDING OWN MARKETING COMMUNICATIONS ADVERTISING EMPLOYER AND ITS MARKET Indicative resource materials Textbooks Daft R, Kendrick M, Vershinina N Management (Cengage, 2010) ISBN De Pelsmacker P Marketing Communications: A European Perspective (Financial Times/Prentice Hall, 2010) ISBN Journals Journal of Advertising Research Journal of Current Issues and Research in Advertising Journal of Marketing Communications 50

61 UNIT 5: IDENTIFYING CLIENTS OPERATING CONTEXTS, PORTFOLIOS AND CURRENT MARKETING COMMUNICATIONS (ADVERTISING) Unit 5: Identifying Clients Operating Contexts, Portfolios and Current Marketing Communications (Advertising) Unit code: J/504/3080 QCF level: 4 Credit value: 4 Guided learning hours: 21 Unit aim This unit aims to give learners the tools to identify client operating contexts, portfolios and current advertising strategy. Learners will look at what a client is doing with their advertising and learn how to assess its impact. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction When developing an advertising campaign for a client, the advertising professional needs to show the client that they fully understand their business. In this unit learners will learn how to recognise the client s business in the context of its market and how to ensure an advertising campaign will help the client s commercial position. It is important to have an awareness of which sector and industry the client s business is in and how it is performing in the sector in order to inform the advertising campaign. It is also necessary to understand how to ensure that an advertising campaign meets legal, regulatory and ethical requirements of the sector. Learners will learn how external influences, such as economic, social and political factors, impact on a business. Understanding the client s product and strategy is vital for communicating the product to the consumer through an advertising campaign. In this unit learners will explore the strategy and positioning behind clients portfolios of products and services, and the relationship between client brands and their corporate brands. As the purpose of an advertising campaign is to have a positive commercial benefit learners will assess the impact of advertising on the key drivers of business performance and potential challenges to the business. 51

62 UNIT 5: IDENTIFYING CLIENTS OPERATING CONTEXTS, PORTFOLIOS AND CURRENT MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the contexts in which clients for marketing communications (advertising) operate 2 Understand the products and services of clients for marketing communications (advertising) Assessment criteria 1.1 Review markets and market developments in which clients work 1.2 Summarise key aspects of public, legal, regulatory and ethical requirements in clients sectors 1.3 Review the effect on a client s business of: economic factors social factors political factors 2.1 Explain the strategy and positioning behind clients portfolios of products and services 2.2 Explain the relationships between clients brands and their corporate brands 3 Be able to evaluate clients current marketing communications (advertising) 3.1 Assess the impact of clients marketing communications (advertising) on: key drivers of business performance potential challenges to business 52

63 UNIT 5: IDENTIFYING CLIENTS OPERATING CONTEXTS, PORTFOLIOS AND CURRENT MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand the contexts in which clients for marketing communications (advertising) operate Client s market: private sector; public sector; type of industry, eg financial, manufacturing, professional services; developing or declining market; client s position within market, eg market leader, new entrant; market developments, eg mergers, acquisitions, innovation Requirements in client s sector: public; legal; regulatory; ethical; monitoring new requirements; regulating authorities Influencing factors: economic, eg impact on budget for advertising, consumers disposable income; social, eg impact on creative campaign, current social themes; political, eg impact of regulations, restrictions on advertising claims 2 Understand the products and services of clients for marketing communications (advertising) Strategy and positioning of products and services: nature of product; target audience; consumer need fulfilled; usage occasion; economy or luxury; frequency of purchase; benefits over competitor products; price point; aspirational values of product Relationship between consumer brands and corporate brand: recognition of corporate brand, eg not known to consumers, umbrella brand to product brands, same as consumer brand; value of corporate brand; personality of consumer brands; impact of advertising on reputation and value of corporate and consumer brands 3 Be able to evaluate clients current marketing communications (advertising) Commercial impact of advertising: key drivers of business performance, eg sales, profit, market share, number of consumers, repeat purchases, demographic of consumers; potential challenges to business, eg retaining market share; retaining consumers; category growth Evaluation: sales return on investment; sales percentage growth; halo effect on other brands; brand recognition by consumers 53

64 UNIT 5: IDENTIFYING CLIENTS OPERATING CONTEXTS, PORTFOLIOS AND CURRENT MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery This unit should be delivered using a combination of plenary teaching sessions and on-the-job learning in the workplace. Learning outcome 1 could be delivered as a plenary session where learners relate what they have learned about their client s business. For assessment criterion 1.1, the tutor needs to explain and give examples of markets and market developments in which clients work. For assessment criterion 1.2, the tutor could invite appropriate experts to speak to learners on key aspects of public, legal, regulatory and ethical requirements in client sectors. For assessment criterion 1.3, the tutor could explain what economic, social and political factors are and then hold small-group discussions to discuss the effect on a client s business. Learning outcome 2 would be best covered in the workplace. Learners could attend a strategy meeting or a presentation given by the client that explains the strategy and positioning behind the client s portfolios of products and services and the relationships between client s brand and their corporate brand. If a meeting or presentation is not possible, learners should study strategy and marketing documents. Learning outcome 3 would ideally be covered in the workplace by learners taking part in an assessment of a current advertising campaign to assess its impact on key drivers of business performance and potential challenges to the business. Learners could then be given information about a previous campaign and related business data and asked to assess the impact of the campaign. 54

65 UNIT 5: IDENTIFYING CLIENTS OPERATING CONTEXTS, PORTFOLIOS AND CURRENT MARKETING COMMUNICATIONS (ADVERTISING) Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. To complete the unit successfully, learners should show evidence of understanding the client s business, the market in which they operate and the impact of advertising for the client s business. For assessment criteria 1.1, 1.2 and 1.3 learners could demonstrate what they have learned through a written report about a client s business. For assessment criterion 1.1, learners should include a detailed description of the client s business and its position in the marketplace, using market data. For assessment criterion 1.2, learners should include a summary of the requirements specific to advertising in the client s sector. For assessment criterion 1.3, learners should include appropriate examples of the key economic, social and political factors influencing the client s business. Assessment criteria 2.1 and 2.2 could be combined in a PowerPoint presentation to the tutor. For assessment criterion 2.1, learners should present slides illustrating the strategy and positioning behind the client s portfolios of products and services. They should be able to verbally explain the strategy and positioning. For assessment criterion 2.2, learners should be able to verbally explain the relationship between the client s brands and their corporate brand and use slides with diagrams to illustrate the relationship. Assessment criterion 3.1 should be demonstrated through a written analysis of the impact of the client s advertising on key drivers of business performance and potential challenges to business. Learners could analyse a previous advertising campaign showing how it increased drivers of business performance such as sales, market share and brand awareness. The analysis should show an understanding of the impact of the advertising campaign on these measures. 55

66 UNIT 5: IDENTIFYING CLIENTS OPERATING CONTEXTS, PORTFOLIOS AND CURRENT MARKETING COMMUNICATIONS (ADVERTISING) Essential resources Microsoft PowerPoint, Microsoft Word Indicative resource materials Textbooks Moriarty S Advertising: Principles and Practice (9 th edition, 2012) ISBN: Journals Campaign Websites

67 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Unit 6: Understanding Clients Needs and Priorities for Marketing Communications (Advertising) Unit code: L/504/3081 QCF level: 4 Credit value: 4 Guided learning hours: 17 Unit aim The aim of this unit for the learners to understand their clients needs and priorities for advertising. The unit covers all the stages of carrying out this process, including the ongoing monitoring of a client s views on the advertising output. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction To deliver a successful advertising campaign that meets the client s needs and contributes to the commercial success of their organisation, the advertising professional needs to understand the client s business and work closely with them to ensure continued success. In this unit learners will learn how to assess their client s position in the market and business vision, establish the client s needs and understand the influence of competitors or barriers to success. Learners will understand the future needs and priorities of clients, their views on previous campaigns and their wishes for future activity, as well as how to recommend measures of success for future campaigns. Learners will prepare a summary of the client s needs and consider what to include in proposals for specific advertising campaigns. They will learn how to record client communication and agreements. Finally, learners will demonstrate their ability to monitor and review the needs and priorities of the client to ensure a successful advertising programme. 57

68 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the current market position of clients for marketing communications (advertising) 2 Understand the future needs and priorities of clients for marketing communications (advertising) Assessment criteria 1.1 Assess client current position and their business aims and vision for the future 1.2 Discuss and confirm clients marketing communications (advertising) needs with colleagues 1.3 Identify potential barriers to achieving a client s marketing objectives for the development of products and services 1.4 Assess a client s actual and potential competitors marketing communication (advertising) strategies and plans 1.5 Identify factors that have contributed to the competitive position of client s products and services 2.1 Identify the infrastructure and processes within a client s organisation that could be utilized to meet their needs 2.2 Establish client perceptions of previous activity and the impact this could have on future plans 2.3 Establish a client s desired level of marketing communications activity, their aims and the return on their investment 2.4 Suggest measures of success for future marketing communications initiatives 2.5 Confirm a summary of a client s needs, priorities and parameters for future marketing communications (advertising) activity 58

69 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 3 Be able to record the needs and priorities of clients for marketing communications (advertising) in line with requirements of own organisation 4 Be able to review the needs and priorities of clients for marketing communications (advertising) Assessment criteria 3.1 Explain what should be included in a brief that records a client s needs and priorities 3.2 Maintain accurate records of agreements with a client in a format that is useful and accessible to those with a right to refer to them 4.1 Monitor and review a client s needs and priorities according to organisational guidelines 59

70 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand the current market position of clients for marketing communications (advertising) Client position and aims: product market share; position in market, eg market leader, established or new entrant; brand recognition scores; aims for future, eg grow market share, grow category, increase repeat purchase; increase brand awareness; brand extension; distribution channels Client s needs: audit of current advertising; client s key consumer messages; target audience; advertising as part of marketing mix; objective of advertising campaign; link to commercial aims; campaign proposal; client confirmation of proposal Potential barriers: competitor advertising or promotional activity; crowded marketplace; budget cuts; poor execution of advertising campaign; unclear consumer messages; poor choice of media channels; delayed execution of campaign; sensitivity to, eg fashion, foreign competition, economic climate, exchange rates Competitor advertising: audit of competitor advertising; brand recognition scores; target audience; media channels used, eg print, broadcast, digital or outdoor; share of voice; product market share; brand or media partnerships; sponsorship Factors influencing product position: strength of product or service; size of market; innovation; advertising; public relations; marketing; distribution; repeat purchase; brand awareness; marketing budget; economy 2 Understand the future needs and priorities of clients for marketing communications (advertising) Client organisation: marketing insights, eg market research, brand recognition, target audience demographics, usage occasions; annual budget planning; innovation; competitor analysis Client perceptions of previous activity: success of previous campaigns; contribution to commercial aims; client view on previous campaigns; previous and current advertising agency; allocated budget for future advertising; percentage of marketing budget available for advertising Client s desired level of advertising, aims and return on investment: budget for advertising campaign; duration of advertising campaign; target audience, eg demographic, size, location; choice of media channels, eg print, broadcast, digital or outdoor; choice of broadcast programming, eg sports events, music events; aims and return on investment, eg increased sales, increased brand awareness, increased market share, consumer recognition of campaign, product launch; decision marking with media agencies Measures of success: target audience opportunities to see; increased brand awareness; consumer recognition of campaign; increased sales; increased market share; category growth; awards; language of key research companies Summary of client needs: commercial aims; overall marketing strategy; consumer key messages; target audience; advertising objectives; key promotional dates; budget; priority brands; in-house or agency team required 60

71 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) 3 Be able to record the needs and priorities of clients for marketing communications (advertising) in line with requirements of own organisation Client brief: campaign proposal, eg campaign objectives; target audience; timelines; campaign creative; proposed media channels, eg print, broadcast, digital or outdoor; budget including contingency; detail of in-house or agency team; key performance indicators (KPIs) Records of client communication: contact reports detailing meetings or telephone calls; agreements and revisions of proposals; signed agreements of proposals; electronic storing of documents; shared electronic access to client files; consistent electronic filing system 4 Be able to review the needs and priorities of clients for marketing communications (advertising) Monitoring and reviewing client needs: regular client meetings or conference calls; analysis of campaign; impact on commercial aims; priorities, eg product launch, innovation, brand extension, geography; revision of advertising programme; perception of advertising campaign 61

72 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery Learning outcome 1 should be delivered as a plenary session introducing learners to the range of business and market information detailed in the unit content. Assessment criterion 1.4 could be delivered using real life examples of a client s actual and potential competitors marketing communication (advertising) strategies and plans. Learning outcome 2 could be delivered as a case study of an organisation commissioning an advertising campaign. Learners could be given a pack of information about the client, product, client s perception of previous campaign and the client s desired level of act Assessment criterion 2.1 could be delivered using an organisational structure chart, highlighting the infrastructure and processes within a client s organisation that could be utilised to meet their needs. Assessment criteria 2.2 and 2.3 should cover the unit content and refer to the information in the pack to illustrate how to establish the requirements for the case study client. Assessment criterion 2.4 should be taught as list of possible measure for success. Assessment criterion 2.5 should be delivered as a group discussion to compile a summary of a client s needs, priorities and parameters for future advertising activity, based on the case study information for learning outcome 2. Learning outcome 3 should be delivered as a plenary session, listing what should be included in a brief to record a client s needs and priorities (for assessment criterion 3.1). Examples of maintaining accurate records of agreements with a client in a format that is useful and accessible to those with a right to refer to them (for assessment criterion 3.2) should be shown in the plenary session and learners should develop this further in the workplace with actual client records. Learning outcome 4 could be introduced by a group discussion of a case study campaign where learners review a campaign and the needs and priorities of the client. This would be an opportunity for the class to share examples of practice from their respective employers with regard to the monitoring of a campaign. This would need to be followed up by a planning session where the learner examines how their learning could be applied to an advertising campaign in their workplace. 62

73 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; please see Annexe E. Assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5 could be assessed as a written report, produced by the learner for their line manager, about an existing client from their workplace. For assessment criteria 1.1, would show the client s current position and their business aims and vision for the future. For assessment criterion 1.2 they would identify potential barriers to achieving a client s marketing objectives and for assessment criterion 1.3 show the outcome of a discussion with colleagues to confirm the client s advertising needs. For assessment criterion 1.4, they would detail any appropriate competitor activity. For assessment criterion 1.5, they would identify factors that have contributed to the competitive position of the client s products and services. Assessment criteria 2.1 to 2.5 could be assessed as a pitch given to the tutor as if learners were pitching to the client to win an advertising campaign. The pitch could be a case study given by the tutor or a real life example from their workplace. The pitch would be verbal with PowerPoint slides to illustrate as necessary. Alternatively, the learner could evidence a pitch given to a real client by asking a senior colleague to write a witness statement and by providing materials produced such as presentation slides and notes. For assessment criterion 2.1, learners would show what elements of the infrastructure and processes within a client s organisation they thought would be useful in developing the campaign. For assessment criteria 2.2 and 2.3, learners would pitch the campaign taking into account the client s perceptions of previous activity and desired level of activity, and demonstrate how the proposed campaign met these needs. For assessment criterion 2.4, learners would explain how the campaign would be measured. For assessment criterion 2.5, they would present a summary of the client s needs, priorities and parameters for future advertising activity. Assessment criterion 3.1 could be assessed through a client brief prepared by the learner for the campaign they pitched for learning outcome 2. The written document would include the elements taught in learning outcome 3. For assessment criterion 3.2, learners should give examples from their workplace of accurate records of agreements with clients. Assessment criterion 4.1 should be assessed through a status report on a current campaign, produced for senior managers in the candidate s workplace, which shows evidence of the learner reviewing the needs and priorities of the client. 63

74 UNIT 6: UNDERSTANDING CLIENTS NEEDS AND PRIORITIES FOR MARKETING COMMUNICATIONS (ADVERTISING) Essential resources Microsoft PowerPoint, Microsoft Word Indicative resource materials Textbook Moriarty S Advertising: Principles and Practice (9 th edition, 2012) ISBN: Journals Campaign Marketing Marketing Week Websites

75 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Unit 7: Collaborative Working within Marketing Communications (Advertising) Unit code: R/504/3082 QCF level: 4 Credit value: 4 Guided learning hours: 30 Unit aim This unit aims to help learners to understand how to work collaboratively in advertising. The unit focus on media professionals communicate how and how to use this to best advantage. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Working collaboratively and maintaining good working relationships are vital for an advertising professional to succeed in their career and deliver consistently high quality work. In this unit learners will learn how to develop and maintain good working relationships and collaborate with their clients and other businesses such as agencies and suppliers. They will recognise key features of effective working relationships, how to work with other organisations and the importance of recognising roles and responsibilities. Learners will learn about how to behave to create a good working environment and working with other functions or organisations. They will also be able to demonstrate their ability to develop effective working relationships, with colleagues, clients, agencies and suppliers. Learners will evaluate the effectiveness of their working relationships and identify areas for improvement. 65

76 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the key features of effective working relationships with colleagues, clients agencies and suppliers 2 Understand how to develop effective working relationships with colleagues, agencies and suppliers Assessment criteria 1.1 Describe ways of communicating with colleagues, clients, agencies and suppliers 1.2 Explain how to identify agencies and suppliers that would help own organisation to achieve its aims and objectives. 1.3 Clarify how to agree a common sense of purpose with colleagues, clients, agencies and/or suppliers 1.4 Explain the importance of recognising and respecting the roles, responsibilities, and interests of others 1.5 Explain the effect that own deadlines and quality of work can have on others 2.1 Summarise different business functions in the organisation and their role in achieving the organisations vision and aims 2.2 Summarise how to create an environment of trust and mutual respect with colleagues, clients, agencies and/or suppliers 2.3 Explain the importance of evaluating working relationships 66

77 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 3 Be able to develop effective working relationships with colleagues, agencies and/or suppliers 4 Be able to evaluate the effectiveness of relationships Assessment criteria 3.1 Clarify the purpose of a working relationship 3.2 Describe the roles and responsibilities of different agencies and/or suppliers involved 3.3 Establish working relationships with colleagues, clients, agencies and/or suppliers carrying out current work activities 3.4 Brief colleagues, clients, agencies and/or suppliers on own an organisations requirements and/or concerns 3.5 Identify information that needs to be shared, the reasons for this and how to maintain security of information 3.6 Identify any issues and implement actions to address them with the individuals involved 3.7 Fulfil agreements made with colleagues, agencies and/or suppliers 3.8 Inform colleagues, clients, agencies and/or suppliers promptly of any difficulties with carrying out agreed actions and negotiate and agree alternative action with them 4.1 Discuss the effectiveness of working relationships with others 4.2 Use feedback to identify areas for improvement 67

78 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand the key features of effective working relationships with colleagues, clients agencies and suppliers Communication methods: communicating with colleagues, eg face to face, telephone, meetings, one-to-one meetings, s, electronic calendars or project trackers, intranet or SharePoint, digital internal network; communicating with clients, eg contact meetings, hospitality events, conference calls, telephone calls, s; communicating with agencies, eg inter-agency meetings, s, telephone calls, conference calls; communicating with suppliers, eg meetings, telephone calls, s Useful agencies and suppliers: existing agencies and suppliers; client s agencies and suppliers; recommendations; web directories; industry trade bodies Common sense of purpose: clear overall strategy; agreed team and individual objectives; combined project plan; interdependencies; milestones; inter-agency meetings; success criteria Roles and responsibilities: awareness of individual and team roles and responsibilities; respect of boundaries; autonomy to accomplish responsibilities; avoidance of duplication of work; skillsets of specific roles Deadlines and quality of work: awareness of inter-dependencies on other colleagues deadlines; awareness of quality of quality of work 2 Understand how to develop effective working relationships with colleagues, agencies and suppliers Business functions: marketing; creative; media buying; account management; HR; IT; legal; PR; sales; distribution; finance Respectful environment: boundaries of roles and responsibilities; timely and accurate communication; meeting etiquette; reliable performance; confidentiality; professional behaviour, eg open and honest, listening and respectful Evaluating working relationships: impact on delivery and quality of campaign; retaining clients; reputation of business; reputation of individual; ease of day-today working; enhanced quality by collaborate working 3 Be able to develop effective working relationships with colleagues, agencies and/or suppliers Purpose of working relationship: ease of day-to-day interactions; successful delivery of campaign; higher quality of results through collaboration; retained and increased business; recommendation for new business Agency and supplier roles and responsibilities: advertising agency; public relations consultancy; design agency; media buying agency; photographers; filmmakers; studio; post-production; distribution Current working relationships: roles and responsibilities; clarity of expectations; timeline and project plans; agreed deadlines; regular communication, eg keeping informed of activities, inability to meet deadlines, appreciation for delivery; professional behaviour, eg personable and easy to work with 68

79 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Briefing requirements or concerns: regular conference calls or telephone calls; detailed and accurate descriptions of requirements; timely communication of concerns; appropriate contact, eg brief the most appropriate person in the organisation of the requirement or the concern; lead times Information sharing: information needed for collaborative working, eg timescales; budgets; changes to project plan; success criteria; evaluations; reasons for sharing information, eg ensure all working to the same timescales, need revision of plans; security of information, eg password protected electronic files, confidentiality agreements, requests for confidentiality, shredding paper documents Issue resolution: identification of issue; communication of issue to appropriate individual; agreement of resolution of issue; action to resolve issue Fulfilling agreements: record of agreements; delivery of agreements; communication of delay in fulfilling agreements; appreciation of fulfilled agreements; enhanced working relationship Difficulty in carrying out agreed actions: prompt communication of difficulties; negotiation of alternative action; completion of alternative action; impact of not completing action on, eg project, reputation and cost; interagency rivalry issues, eg politics, inter-agency competitiveness, personal competitiveness, jealousy 4 Be able to evaluate the effectiveness of relationships Effectiveness of working relationships: current working relationships; pros and cons, eg actions achieved because of good working relationships, opportunities lost because of bad working relationships; successes in enhancing relationships Use of feedback: requesting feedback; giving feedback; methods of feedback; acting on feedback; personal development plan 69

80 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery Learning outcome 1 could be delivered using a combination of lecture style teaching and group discussions. Assessment criterion 1.1 could be delivered as through discussion examples of communication methods as described in the unit content. Assessment criterion 1.2 could be delivered through practical exercises with groups of learners investigating different methods of finding useful agencies and suppliers. Assessment criteria should be delivered through a group discussion. The tutor should close the discussion with a conclusion on how to agree a common sense of purpose (assessment criterion 1.3), the importance of recognising and respecting the roles, responsibilities, and interests of others (assessment criterion 1.4)and the effect that own deadlines and quality of work can have on others (assessment criterion 1.5). Assessment criterion 2.1 could be delivered using an organisational structure chart, explaining different business functions and their role. Assessment criteria 2.2 and 2.3 could be covered in a plenary session covering teaching the unit content including examples. Assessment criteria 3.1 and 3.2 through a practical workshop session with learners using their questioning skills to explore working relationships and job roles. Assessment criteria could be practised in the classroom through carefully developed role play and simulation exercises. Alternatively learners might develop their skills in the workplace with the aid of a professional mentor. Where appropriate, learners could record their practice exercises and offer each other formative feedback on their performance. Assessment criteria 4.1 and 4.2 could be delivered through the completion of a 360 degree feedback exercise with learners using feedback from a range of stakeholders to develop a personal development plan. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. For assessment criterion 1.1, learners should verbally describe ways of communicating with colleagues, clients, agencies and suppliers. For assessment criterion 1.2, learners should present a written list of useful agencies and suppliers they have identified for a given client. Assessment criteria 1.3 to 1.5 could be assessed using a role-play scenario where the group is given the task of developing an advertising campaign. After the exercise, learners could explain in an interview what they have learned. For assessment criterion 2.1, learners could identify the roles of different business functions. For assessment criteria 2.2 and 2.3, learners should verbally describe how to create an environment of trust and mutual respect with colleagues, clients, agencies and/or suppliers and explain the importance of evaluating working relationships. 70

81 UNIT 7: COLLABORATIVE WORKING WITHIN MARKETING COMMUNICATIONS (ADVERTISING) Assessment criteria 3.1 and 3.2 could be assessed by a short report based on the learner s workplace. For assessment criteria 3.3 to 3.8, the learner needs to collate evidence from their workplace of their ability to develop an effective working relationship. Assessment could be in the form of a written testimonial from a colleague with supporting documents as evidence that they have met assessment criteria For assessment criteria 4.1 and 4.2, the learner could collect feedback from a number of colleagues on the effectiveness of their working relationships. This could then be used to develop a personal development plan. Essential resources Microsoft PowerPoint, Microsoft Word Indicative resource materials Textbooks Moriarty S Advertising: Principles and Practice (9 th edition, 2012) ISBN: Journals Campaign Websites

82 72

83 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) Unit 8: Identifying and Understanding Target Audiences for Marketing Communications (Advertising) Unit code: D/504/3084 QCF level: 4 Credit value: 5 Guided learning hours: 20 Unit aim The aim of this unit is for learners to learn how to identify and understand target audiences to enable them to target their advertising campaigns effectively. The unit covers the whole process of audience identification through to presenting an analysis of research and findings. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Choosing and communicating to the most appropriate target audience for a client s product or service is important for ensuring a successful advertising campaign which meets the client s commercial aims by increasing sales within that audience. in this unit the learners will assess the client and their competitors current and potential advertising campaigns. Learners will learn the importance of, and how to identify, the right target audience, how to understand that audience and metrics such as return on investment. The unit covers the use of tools that can be used to identify the right target audience and the benefit of focus groups for establishing consumer profiles. The advertising professional needs to be able to identify key characteristics of the target audience such as demographics, lifestyles and engagement with the client s product. As such, learners will demonstrate their competence in these key areas. Finally, learners will demonstrate their ability to analyse the behaviour and attitudes of audiences of clients in relation to advertising. This will include reasons for variations in demand, target audience behaviours, attitudes to advertising channels and the impact of advertising campaigns. 73

84 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand key information relating to clients for marketing communications (advertising) Assessment criteria 1.1 Assess the extent of a client s current marketing communications activities 1.2 Assess the viability of a client s current processes for consultation with audiences 1.3 Assess a client s actual and potential competitors marketing communication strategies and plans 1.4 Identify the needs and expectations of a client s stakeholders and board members 2 Understand key issues relating to identifying and understanding audiences of clients for marketing communications (advertising) 2.1 Explain the importance of identifying parties with whom a client has to communicate 2.2 Summarise ways of identifying parties with whom a client has to communicate 2.3 Explain how to identify the potential and actual lifetime value of different audiences 2.4 Explain how to calculate the return on investment of customer acquisition 2.5 Identify tools that can be used to gain the understanding of audiences 2.6 Explain the value of focus groups for validating user profiles 74

85 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 3 Be able to identify key characteristics of audiences of clients for marketing communications (advertising) 4 Be able to analyse the behaviour and attitudes of audiences of clients for marketing communications (advertising) Assessment criteria 3.1 Identify the needs, expectations and relationship requirements of a client s current and potential audiences 3.2 Establish for different audience types: their demographics their lifestyles their engagement with a client s products and services 4.1 Summarise reasons for variations in audience demand for a client s products and services 4.2 Explain how audience behaviour, attitude and behavioural triggers are linked to: category of product and service needs of brand 4.3 Establish audience use, exposure and attitudes to different marketing communication channels and platform 4.4 Summarise reasons for differences in audience behaviour and attitudes to a client s products and services and those of a client s competitors 4.5 Assess the impact of recent marketing communications strategies upon audience engagement with products and services 4.6 Present information about audiences to others in ways which enables understanding of their characteristics and attitudes 75

86 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand key information relating to clients for marketing communications (advertising) Client s current marketing communications: marketing communication strategy; current advertising campaigns; advertising spend; media chosen, eg broadcast, print, digital or outdoor; target audience; number of brands promoted; sponsorship; brand recognition scores; processes for consultation with audiences, eg market research, focus groups Competitor marketing communication strategies: competitor share of voice; market position; advertising spend; media chosen, eg broadcast, print, digital or outdoor; future commercial plans, eg product launches, brand extension Client stakeholder expectations: key performance indicators (KPIs); budget spend; percentage of marketing budget; sales targets; length of contract/retainer; overall business aims; business reporting cycle 2 Understand key issues relating to identifying and understanding audiences of clients for marketing communications (advertising) Importance of targeted audience: appropriate use of budget; appropriate choice of media to reach target audience; appropriate consumer messages; appealing creative campaign; audience likely to buy product or service; conversion rate to sales Identifying target audience: demographic of people using product or service; demographic of people who could benefit from using product or service; competitor audience; disposal income; usage occasion; opinion formers, eg people first to market, trendsetters Return on investment: potential lifetime value of different audiences; actual lifetime value of different audiences; return on investment of customer acquisition Tools to gain the understanding of audiences: focus groups; interviews; surveys; brand or campaign recognition trackers such as MORI or Millward Brown Value of focus groups: real consumers; chosen demographic; current assessment; qualitative market research; preferences and reactions to campaigns 3 Be able to identify key characteristics of audiences of clients for marketing communications (advertising) Client s current and potential audiences: needs; expectations; relationship requirements Different audience types: demographics, eg gender, age, geographic location, home owner, income bracket; lifestyles, eg disposable income, leisure time, life stage, eg single, young family, older family, retired; engagement with client s products, eg frequent purchaser, occasional purchaser, promotional buyer 76

87 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) 4 Be able to analyse the behaviour and attitudes of audiences of clients for marketing communications (advertising) Reasons for variations in audience demand: promotions; competitor promotions; seasonal demand; advertising; competitor advertising; new products and services on the market; change in disposable income; public opinion of client s company or brand Audience behaviour: category of product and service, eg FMCG (fast moving consumer goods), seasonal product, luxury product, essential product; behaviour changes, eg promotion led, innovation led, value led, brand led; needs of brand Audience and different advertising channels: advertising channels, eg broadcast, print, online, digital, promotions, sponsorship; audience use and exposure, eg opportunities to hear/see; number of times seeing one campaign; attitudes, eg favourite channel; likely adopters of new products; brand preference Differences in audience behaviour in relation to client s and competitor products: advertising; brand preference; promotions; recognitions of brand values; desire for product; cost of product; availability of product; habitual repeat purchase Impact of advertising: sales increase; campaign awareness scores; brand recognition scores; brand preference; halo effect on other product with the same brand; halo effect on category; market share Presentation of information about audiences: fictional example of target audience, eg family, job, geographic location, likes and dislikes; quantitative research; qualitative research; demographic profiles; vox pops 77

88 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery Learning outcome 1 could be delivered as a plenary session covering the key information sources in the unit content for learning outcome 1, using information about real or case study clients. Learning outcome 2 would best be covered in the workplace by an experienced account handler who can explain the key issues and tools relating to identifying and understanding audiences. For learning outcome 3, the tutor could invite a guest speaker from a market research consultancy to explain to learners different methods for identifying the key characteristics and demographics of audiences. Learners should then practice these techniques and feedback their findings. Learning outcome 4 could be introduced in a workshop session. For assessment criteria 4.1 to 4.4, learners could think about the behaviour and attitudes towards certain products in break-out groups and report back. For assessment criterion 4.5, the tutor could give a recent example of the impact of an advertising campaign on the target audience. For assessment criterion 4.6, the tutor should give examples of how to present information about audiences to others in ways which enable understanding of their characteristics and attitudes. Learners could then demonstrate these methods. Assessment Assessment criteria 1.1 to 1.4 could be assessed through a written report by the learner showing evidence understand the key information. Assessment criteria 2.1 to 2.6 could be assessed through an interview with the learner and assessor where the learner is required to explain what they have learned in the workplace about the key issues and tools relating to identifying and understanding audiences. Assessment criteria 3.1 and 3.2 could be assessed through a PowerPoint presentation delivered to workplace colleagues about different products or services. Learners would need to describe the audiences of each product and what they have identified about the needs, expectations and relationship requirements of the audiences. Learners would need to demonstrate the methods that they have used to establish this information as part of their presentation. Assessment criteria 4.1 to 4.6 could be assessed through a report given to a line manager on the behaviour and attitudes of the audience of a specific client. This could be in the form of a progress report on a current advertising campaign. 78

89 UNIT 8: IDENTIFYING AND UNDERSTANDING TARGET AUDIENCES FOR MARKETING COMMUNICATIONS (ADVERTISING) Essential resources Microsoft PowerPoint, Microsoft Word, access to market research and demographic data. Indicative resource materials Textbook Moriarty S Advertising: Principles and Practice (9 th edition, 2012) ISBN: Journals Campaign Websites

90 80

91 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR Unit 9: Producing Creative Marketing Communications (Advertising) Concepts and Solutions for Clients CLIENTS Unit code: H/504/3085 QCF level: 4 Credit value: 7 Guided learning hours: 30 Unit aim The aim of this unit is for learners to develop the skills and knowledge that will be useful for entering employment in the creative and media sector, or progressing to higher education. The unit prepares learners for some of the issues that they are likely to face when contributing to the development of creative marketing communications concepts and solutions to meet clients advertising needs. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction When moving from education into the workplace, a new employee will be bombarded with words, jargon and concepts that may sound new and mysterious, but which are part of a common language used by those already working in that industry. As learners progress through the unit they will be introduced to key issues that form the basis of producing creative marketing communications concepts and solutions for clients advertising. Learners will start to work as part of a team that analyses and unpicks a client s brief, to identify the client s needs and use that brief to inform the development of the creative solution. From understanding the client brief, learners will start to be able to develop creative ideas and concepts that can be taken to the client for approval. At all times learners will be reminded that any creative solution they propose must be legal, decent, honest and truthful, and within the regulatory framework of the creative and media sector. 81

92 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR CLIENTS Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand key issues relating to producing creative marketing communications (advertising) concepts and solutions for clients 2 Be able to identify and agree the requirements of clients for creative marketing communications (advertising) concepts and solutions Assessment criteria 1.1 Identify production techniques which can be used across different platforms 1.2 Assess the benefits and limitations of style principles, written tone of voice and format when used for different channels and platforms 1.3 Explain how storytelling can be used across different channels and platforms 1.4 Explain the importance of positioning creative ideas within an overall competitive context taking account of a client s competitors activities and marketing communications (advertising) strategies 1.5 Explain how to utilise links and commonalities between products and organisations 1.6 Assess the benefits and limitations of visual aids and ways of presenting information including: mood boards scamps videos 2.1 Analyse a client s brief with other strategists to establish the needs and expectations of a client s target consumers 2.2 Confirm own understanding of a client s requirements and parameters of a desired marketing communications (advertising) solution 82

93 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR CLIENTS Learning outcomes Assessment criteria 2.3 Offer constructive suggestions on how a client s brief and parameters might be changed and improved to those with the authority to make decisions 2.4 Establish how the success of creative marketing concepts and solutions will be judged 3 Be able to develop creative marketing communications (advertising) concepts and solutions for clients 3.1 Liaise with others to define and articulate creative concepts and solutions 3.2 Generate possible creative concepts and solutions to meet the requirements and parameters of a client 3.3 Evaluate possible creative concepts and solutions to identify those that are meaningful and most likely to motivate target audiences 3.4 Suggest alternatives outside of the brief as appropriate 3.5 Create stimuli that communicate ideas, concepts and solutions to others 3.6 Work within a client s timescale and budget 83

94 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR CLIENTS Unit content 1 Understand key issues relating to producing creative marketing communications (advertising) concepts and solutions for clients Production techniques for different media, channels and platforms: print, eg newspapers, magazines, leaflets, flyers; outdoor, eg posters, billboards, ambient media; moving image; audio; screen based, eg television, computers, interactive; mobile, eg phones, tablet, texts; web based, eg internet, websites, banners, pop-ups; social media Assessing benefits and limitations: cost; access; resource requirements; scope for content; aesthetics; ability to communicate with target market; available technology; suitability for chosen channels or platforms General information that informs the overall competitive context: the market, eg total size, value, volume, trends, forecasts; competition, eg businesses, products, brands, direct, indirect; market shares; competitor activity Strategies: long term; short term; tactical Links between products and organisations: historical; trading; branding; actual; perceived; exploitable Benefits and limitations of visual aids and ways of presenting information: assessment based on, eg suitability for audience, budget, available skills, resource requirements, available technology, closeness to finished product (advertisement), ability to communicate message 2 Be able to identify and agree the requirements of clients for creative marketing communications (advertising) concepts and solutions Analysis based on: objectives, eg primary, secondary, short term, long term objectives; relationship to other plans; initiatives or promotion being undertaken by client Confirm understanding with client: write a proposal from a brief, eg summary of content of a production, style of presentation, confirm target market, technical requirements, resources, budget, timing; support for proposal, eg research data, suggestions, visuals Parameters identified in terms of: those set by client; feature and benefits of medium; target audience; content; aesthetics; resource requirements; technical requirements Suggestions based on: market research; market activity; expert opinion; experience; competitor activity; peer behaviour; legislation; regulation Measurement criteria: quantitative targets, eg unit sales, value of sales, frequency of purchase by target market, distribution; qualitative, eg customer awareness, consumer awareness, changes in opinion or attitude towards subject of advertising, changes in behaviour of target market 84

95 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR CLIENTS 3 Be able to develop creative marketing communications (advertising) concepts and solutions for clients Methods for generating creative concepts and solutions: consumer research, eg focus groups, hall tests, questions on omnibus surveys; brainstorming, eg with creative team, with consumer groups; market research, eg competitor activity; investigating the zeitgeist, eg current popular culture, current creative fashions, trends and concepts in different markets, media, channels and platforms which could be adapted as a solution for client Evaluation in terms of: overall effectiveness; original brief; value for money, eg return on capital employed; technical quality; impact on market; audience response Assessing effectiveness in terms of: fitness for purpose; suitability for target audience; production methods: commercial viability; product satisfaction Stimuli: material, eg mood boards, mindmap, scamps, roughs, treatments, storyboards, videos, sound pictures, off-line screenshots 85

96 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR CLIENTS Essential guidance for tutors Delivery This is a 30 guided learning hours (GLH) unit. Centres should allocate this amount of time within the timetable for delivery and assessment. Within this time learners will probably need to spend 24 GLH on activities which generate evidence for assessment. This should include time spent undertaking experiential learning activities practising skills, conducting research and undertaking summative assessment activities (See sections relating to Assessment and Programme design and delivery). Unless otherwise stated, all of the content included in the unit content needs to be taught. Sometimes an, eg is included to show content that is indicative: in these cases not all the examples will need to be covered (for example some may not always apply in a particular situation), and tutors can introduce other examples of their own that are appropriate to particular situations and to the needs of their learners. This unit is competence-based, which means that learning and assessment should take place in a workplace setting. However, theoretical aspects of the unit can be delivered through class teaching. This should ensure complete coverage of the content to the required standard, rather than leaving it up to learners to pick up piecemeal from the workplace, with the risks that elements could be missed, there could be a misunderstanding of some of the issues, and bad habits or short cuts which may occur in the workplace could be seen as the right way to carry out this work. There are opportunities to link delivery and assessment of all learning outcomes in this unit to Unit 10, Unit 11 and Unit 12. For learning outcome 1, learners need to have a broad awareness of marketing communications (advertising) and how it is used in commercial operations. Learners should be introduced to key issues relating to producing creative marketing communications (advertising) concepts and solutions for clients. In practical terms this means showing learners examples of real advertising campaign, or asking learners to bring along their own examples which can be discussed in the classroom. Tutors should encourage learners to look at a range of magazines, newspapers, and other media channels and platforms that carry marketing communications (advertising). As a result, learners will become exposed to a range of different production techniques for different media and how they are used with different types of marketing communications for businesses, products, brands and messages across different media, channels and platforms. As learners read, view and interact with each example they should be encouraged to think about different aspects of each example, principally: how storytelling has been used and how each would work across different platforms. Learners should also note what they believe to be the benefits and limitations, based on recognised criteria, of the different styles, written tone of voice and format. Understanding can be checked through feedback, missed details can be suggested, and any misunderstandings corrected. 86

97 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR Learners need to understand how creative ideas are positioned within an overall business or promotional plan. This can be achieved through the investigation and analysis of exemplar promotional plans and the study of competitor activity, ideally from real organisations these examples do not need to be current or commercially sensitive, but plans from real organisations are of great value because learners will be able to see how competitor activity caused plans to change or be developed in a particular way. As they investigate promotional plans, learners need to identify how the organisation made use of, and took advantage of, commonalities between its products, or between itself and other organisations. Learners need to be shown a range of visual aids and ways of presenting information, so that they develop an awareness of different methods. From this, they can make an assessment so that they can decide on the most effective way of presenting particular ideas, concepts and solutions to senior members of the creative team or to clients. Having addressed the principal learning and unit content for learning outcome 1, and established a degree of understanding amongst learners, delivery of learning outcome 2 and learning outcome 3 can be achieved by mentoring each learner through the process of developing a creative solution for a client, based on a real brief from a real organisation. The outcome of this process will become the work on which each learner is assessed. Depending on the number of learners, different delivery ideas could be adopted. With high numbers, learners could work on a given brief in creative teams. Each team could be given a different brief, but a commercial edge could be injected by giving each team the same brief and encouraging them to pitch competitively for the client s business. If there are fewer learners, it may only be realistic to have a single creative team. Although they may be working in a team, each learner must contribute to the development of the team proposal, which should confirm understanding of the brief, as well as contributing to the creative concepts and solution. They must keep their own individual records, write up their own evaluation of the process, the creative concepts and solutions. They will also need to make their own individual suggestions for alternative ideas that could have improved the brief. Care must be taken over the source of the brief and, the choice of organisation, product or service, to make sure that learners can access sufficient information about the organisation, product or service, the marketplace in which it operates, and the competitive environment, and produce a realistic set of creative concepts and the creative solution. The brief must also have a realistic timescale and (notional) budget to work to. Sources for a real life brief could include: organisations where the centre, or tutor, has a direct connection to the marketing team, either through personal connections or through local business adoption schemes; a connection through friends and families of learners could be another source; where learners have part-time jobs the business owner could be approached. An alternative would be to take a brief based on the facilities, services or courses offered by the centre itself. Tutors must check and approve any brief from outside the centre to make sure that it is suitable for learners and will enable full coverage of the requirements of all assessment outcomes. To maintain the real life aspects of this delivery, learners could present their creative concepts and solution to the originator of the brief to gain feedback. CLIENTS 87

98 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR CLIENTS Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Most of the assessment criteria for learning outcome 1 should be met within a proposal they produce in response to a client s brief, including assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5. Learners may work in a creative teams or independently, as long as they have the opportunity to demonstrate evidence that their own work fulfils assessment criterion 3.1. They must therefore keep careful notes of all their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing their work. This could be supported by evidence such as minutes of meetings and witness testimonies. Whether learners have worked in a team or on their own, they must produce an individual process portfolio which shows all the stages of their work. In the case of team work, this portfolio must clearly show the individual learner s own contribution to the final outcome, and all activity must be written up or recorded individually by the learner. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so such as a line manager. All of the work in the process portfolio must be based on developing creative marketing communications (advertising) concepts and solutions for clients, to the given brief. The learner s process portfolio must contain a proposal for creative marketing communications (advertising) concepts and solutions for a client, which includes an analysis of the client s brief for assessment criterion 2.1. The brief will also confirm the learner understands of client requirements, fulfilling assessment criterion 2.2. For assessment criterion 2.3, the learner should suggest how the client s brief and parameters might be changed and improved. Criteria stating how the success of creative marketing concepts and solutions will be judged for assessment criterion 2.4. For assessment criterion 3.2, a range of possible creative concepts and solutions that meet the requirements and parameters of the client could be used, along with suggestions for alternatives outside of the brief, fulfilling assessment criteria 3.4. In addition, the process portfolio must contain stimuli material that communicates ideas, concepts and solutions to others (to fulfil assessment criteria 3.2 and 3.5), together with a justification of why a particular approach has been used, which covers assessment criterion 1.6. For assessment criteria 3.1, the tutor or a supervisor from the learners workplace, should confirm that the learner worked as part of a creative team for the development of the brief and the creative concepts and solutions. 88

99 UNIT 9: PRODUCING CREATIVE MARKETING COMMUNICATIONS (ADVERTISING) CONCEPTS AND SOLUTIONS FOR Assessment criterion 3.3, could be assessed through a presentation or report evaluating of the possible creative concepts and the learners recommended creative solution. Assessment criterion 3.6 could be assessed according to how well the learner met deadlines and worked within their budget. CLIENTS Indicative resource materials Websites

100 90

101 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Unit 10: Producing Copy for Use in Marketing Communications (Advertising) Unit code: M/504/3087 QCF level: 4 Credit value: 6 Guided learning hours: 30 Unit aim The aim of this unit is to give learners the skills and knowledge that will be useful whether entering employment in the creative media sector, or progressing to higher education. Learners will discover how to identify and agree the requirements for advertising copy, and how to develop persuasive copy that meets clients promotional needs. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Writing advertising copy is not just a matter of putting words together to fill the space available. Often the space available will be limited so every word used must earn its place. Every word must be chosen carefully to work effectively within the context of the overall advertising objective. The words may be used for persuading the reader to acquiesce to the advertiser s aims, to spur the reader into action, to buy something or do something whatever the aim, the words must communicate effectively. In this unit, learners will be introduced to some of the key issues that will need to be taken into account so that they can produce copy that is legal, decent, honest and truthful, and does not cause offence to any sections of society. In addition, the copy produced will need to be suitable for the product, the medium and the target audience, correct in all aspects of spelling, grammar and punctuation, and still manage to meet the client s needs for effective advertising. 91

102 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand key issues relating to producing copy for use in marketing communications (advertising) 2 Be able to identify and agree the requirements for copy for use in marketing communications (advertising) Assessment criteria 1.1 Explain the implications of intellectual property rights and copyright when developing copy 1.2 Identify production techniques which can be used across different platforms 1.3 Assess the benefits and limitations of principle types of style, written tone of voice and format when used for different channels and platforms 1.4 Explain cultural issues that can arise from localisation and internalisation of content 2.1 Confirm own understanding of the content of a creative brief 2.2 Confirm own roles and responsibilities within a creative brief 2.3 Obtain any feedback and clarification needed to produce copy to the required quality 92

103 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 3 Be able to develop persuasive copy for clients for use in marketing communications (advertising) Assessment criteria 3.1 Involve all appropriate parties in the development of copy 3.2 Create all aspects of copy identified in a client s brief 3.3 Produce work in an appropriate tone of voice 3.4 Write in a style that is: suitable for the target audience and purpose of the marketing communications consistent between texts and related texts 3.5 Structure content so that it is easy to understand and navigate 3.6 Identify search engine optimisation techniques as appropriate 3.7 Provide clear, consistent and accessible hyperlinks 3.8 Follow writing conventions, style guides and policies 3.9 Check own copy to confirm that: there are no spelling, grammatical, punctuation or typographical errors any facts and figures quoted are accurate the content: complies with related legislation complies with word limits meets the brief will engage the target audience 3.10 Produce and embed metadata 93

104 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand key issues relating to producing copy for use in marketing communications (advertising) Content considerations: legal; ethical; copyright; copyright restrictions; ownership; permissions and usage rights for different channels and platforms Production techniques: for factual copy, eg business, product or brand data from client, client brief, product specification, technical data sheets; for persuasive promotional copy and headlines, eg re-present promotional plans in language that will be attractive to target audience, use writing conventions that have proved to be successful, use ideas based on market norms or competitor activity; confirm communication and understanding, eg check against brief, check with more experienced members of creative team, use audience research Assessing benefits and limitations: cost; access; resource requirements; scope for content; aesthetics; ability to communicate with target market; available technology; suitability for chosen channels or platforms Internalisation and localisation issues relating to content: cultural issues, eg representation, style, language, slang, regional or national differences; different reading of content by audience, eg total belief and understanding, misunderstanding, offence caused by patronising or talking down to audience, contrary readings; trade and technical terms versus common understanding 2 Be able to identify and agree the requirements for copy for use in marketing communications (advertising) Confirming understanding: write a proposal for copy based on the brief, eg summary of content, style to be used, confirm target market, technical requirements, resources, budget, timing; support for proposal, eg research data, suggestions, examples of suggested style of copy; request that client agrees proposal, eg sign off as approved, give feedback, give further clarification if required Roles and responsibilities: producing copy, eg text/body copy, captions, headlines, copy as stated in brief; responsibility, eg creativity, style of writing, technical input, accuracy, understanding level and limit of authority; working to the brief; working to the Committee of Advertising Practice (CAP) Code 3 Be able to develop persuasive copy for clients for use in marketing communications (advertising) Copy used in marketing communications: body copy; captions; headlines; subheadings; straplines Style: as dictated by brief; house style; as part of overall creative communication, eg factual, informative, instructional, promotional, persuasive, inspirational, sensitive, evocative Constraints: internal, eg budget, resources, timescale, ethical standards, client s expectations or standards; external, eg political and economic, legislation, regulations and regulatory bodies, technological, environmental; acceptance by target market 94

105 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Good practice for checking copy: check for errors, eg spelling, typographical errors, inconsistencies, grammar, factual errors; show draft copy to senior members of creative team; check draft copy with client during development stages; check against brief; check that copy is suitable for technical aspects of visual design, eg word count, that copy supports visual imagery; check links with different platforms where copy is likely to be used, eg key words, hyperlinks, meta tags; check content considerations, eg legislation, regulation, representation, ethical issues; check that copy is suitable for target audience; communicate desired message and achieve the desired outcome, eg audience research, piloting; seek advice from CAP before copy is finalised; get final approval from client, eg client to sign off copy for release 95

106 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery For learning outcome 1, learners need to be introduced to some of the key issues that they need to be aware of when producing copy for use in marketing communications (advertising). It is important that learners are given clear guidelines on how copyright legislation protects their own intellectual property rights, and at the same time constrains them by protecting the intellectual property rights held by other people. Learners also need to be told the implications for them, their clients and any employer for whom they give copy, if they are found to have breached copyright held by others. The ease of access to a wealth of material on the world wide web via the internet means that it can be easy to find potential copy material that appears to be perfect to use however, the chances are that it is already copyright protected and may only be used with the permission of the copyright holder. So that learners can start to identify copy production techniques they need to be exposed to current examples of the different production techniques that are used by the creative media sector. In practical terms this means showing learners examples of copy in use in real advertising campaigns, or asking learners to bring along their own examples which can be discussed in class. Tutors should encourage learners to look at a range of magazines, newspapers, and other media channels and platforms that incorporate copy as part of marketing communications (advertising). As a result, learners will become exposed to a range of production techniques for different media and how they are used with different types of marketing communications for different businesses, products, brands and messages across different media, channels and platforms. As learners read, view and interact with each example they should be encouraged to think about different aspects of the copy, noting what they believe to be the benefits and limitations, based on recognised criteria, of some of the principle types of style, written tone of voice and format used for different channels and platforms. Learners also need to recognise how cultural issues can arise from the words and language used in copy. A starting point for helping learners to understand this concept is to ask them to feed back on examples of copy that attracts them, makes them feel included, and examples of copy that excludes or alienates them. From this personal starting point, learners could then be asked to role play, to put themselves in the position of other cultural groups and imagine how they would feel when exposed to different types of copy. Understanding can be checked through feedback, missed details can be suggested, and any misunderstandings corrected. Having addressed the principal learning and unit content for learning outcome 1, and established a degree of understanding amongst learners, delivery of learning outcome 2 and most of learning outcome 3 can be achieved by mentoring each learner through the process of developing persuasive copy for a client to use in marketing communications (advertising), based on a real brief from a real organisation. The outcome of this process will become the work on which each learner is assessed. 96

107 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) In addition to the creative elements of the learning outcomes for this unit, learners will also need to be taught some technical skills for learning outcome 3 to ensure that any copy they produce is easy to understand and navigate, and maximises all the communication and promotional opportunities offered by technology across different channels and platforms. This means that copy should be structured for search engine optimisation, to make sure that it comes high up the list on the first page of results when a term related to the client and/or the copy is entered into a search engine. Linked to this is the skill to identify key words which can be used effectively for hyperlinks and meta tags. This can be carried out by investigating commercial organisations that offer these services, focusing on the particular skills that they say they offer, and by using search engines to identify exemplar copy that does succeed in getting a high placing in the search engine list, using search terms that are familiar or of interest to learners. Another approach would be to invite a practitioner from a media agency engaged in search engine optimisation to explain their operation, and the associated skills, to learners. Conversely, if learners were able to visit to an agency they could see the skills being used in situ. Also, it may be that search engine optimisation and the associated skills are being taught within the centre s ICT department, and learners could make use of this in-house resource. Although creative copy can be produced as a joint effort from a team of writers, it is usually an individual process. However, other members of the creative team should be involved to help make sure that the copy works as part of the overall creative marketing communications (advertising) concepts and solutions that are developed for clients. During the learning process, there will be opportunities for learners to work together in small teams where group discussion and team investigation are more effective and will result in a greater understanding than individual investigation. Care must be taken over the source of the brief, and the choice of organisation, product or service, to make sure that learners can access sufficient information about the organisation, product or service. It will also help if the subject of the brief is a business, product or brand to which the learners can relate or in which they have an interest. The brief must also include the requirement and opportunity for learners to include hyperlinks, and to produce and embed metadata. Sources for a real life brief could include: organisations where the centre, or tutor, has a direct connection to the marketing team, either through personal connections or through local business adoption schemes; a connection through friends and families of learners could be another source; where learners have part-time jobs the business owner could be approached. An alternative would be to take a brief based on the facilities, services or courses offered by the centre itself. Tutors must check and approve any brief from outside the centre to make sure that it is suitable for learners and will enable full coverage of the requirements of all assessment outcomes. To maintain the real life aspects of this delivery, learners could present their creative concepts and solution to the originator of the brief to gain feedback. There are opportunities to link delivery and assessment of all learning outcomes in this unit to Unit 9, Unit 11 and Unit

108 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners should produce an example of persuasive copy for a client to use in marketing communications (advertising). Learners may conduct some of the work and investigation in as part of a creative team but the assessment should be based on the work of an individual. Care should be taken to gain appropriate authentication statements to confirm that work submitted for assessment is a learners own. Although the material that must be produced for assessment is an example of persuasive copy for a client use in marketing communications (advertising), learners should each produce an individual process portfolio which shows all the stages of their work. Within this process portfolio learners should keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing their work. In the case of team work, this portfolio should clearly show the individual learner s own contribution to the final outcome, and all group activity should be written up or recorded individually by the learner. Any material produced for this assessment in a workplace setting should be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so, such as a line manager. All the work in the process portfolio should be based on developing persuasive copy for use in marketing communications (advertising), to the client s given brief. The learner s process portfolio must contain: a proposal for developing persuasive copy for a client to use in marketing communications (advertising), which includes: an analysis of the client s brief (assessment criterion 2.1) that confirms the learner s roles and responsibilities within the creative brief (assessment criterion 2.2) feedback and clarification of the brief that the learner has requested from the client (assessment criterion 2.3) sufficient persuasive copy for use in marketing communications (advertising) that meets the client s brief (assessment criteria 3.2). This copy must: be suitable for use in platforms as identified in the client s brief (for assessment criterion 1.2) use an appropriate tone of voice (assessment criterion 3.3) use a style that is consistent and suitable for the target audience (assessment criteria 1.4 and 3.4) be structured in such a way that it is easy to understand and navigate (assessment criterion 3.5) 98

109 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) follow writing conventions, style guides and policies set by the client, the brief and/or industry standards (for assessment criterion 3.8) exploit opportunities for search engine optimisation (assessment criterion 3.6) have clear, consistent and accessible hyperlinks (assessment criterion 3.7). include embedded metadata (assessment criterion 3.10). In addition, the process portfolio must contain: evidence that the learner has checked that the copy they have produced is suitable for use/publication based on the client s brief and industry standard criteria (assessment criteria 1.1, 1.4, 3.9) evidence that the learner has involved all appropriate parties in the development of copy (assessment criterion 3.1) a review of the learner s own work, justifying choices of style, written tone of voice and format (assessment criterion 1.3) confirmation that no intellectual property rights or copyrights have been infringed (assessment criterion 1.1) 99

110 UNIT 10: PRODUCING COPY FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Indicative resource materials Websites

111 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Unit 11: Producing Visual Design for Use in Marketing Communications (Advertising) Unit code: H/504/3099 QCF level: 4 Credit value: 7 Guided learning hours: 30 Unit aim This unit aims to educate learners about how to produce visual designs for use in advertising. Learners will develop an understanding of how to plan out a visual design methodically and gain approval for it. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction In the context of advertising there is some truth in the old saying A picture is worth 1000 words.... The visual design is often the first thing that impacts on an audience, creating a memorable image, stimulating interest and, hopefully, generating action in the viewer. Conversely, poor visual elements an advertisement can create negative feelings in the viewer which could have a long-term effect on the business, product or brand being advertised. In this unit learners will be introduced to some of the key issues that relate to producing visual design that has an impact, is memorable and does not cause offence to any sections of society, but is persuasive enough to be effective in terms defined by the client. In addition learners will produce visual designs that are suitable for the product, the medium and the target audience, and are technically suitable for the chosen advertising medium. 101

112 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand key issues relating to producing visual design for use in marketing communications (advertising) 2 Be able to identify and agree the requirements for visual design for use in marketing communications (advertising) Assessment criteria 1.1 Identify production techniques which can be used across different platforms 1.2 Assess the benefits and limitations of types of visual design used for different channels and platforms 1.3 Explain the implications of intellectual property rights and copyright when preparing visual design 2.1 Confirm own understanding of the content of a creative brief 2.2 Confirm own roles and responsibilities within a creative brief 2.3 Obtain any feedback and clarification needed to produce visual designs to the required quality 102

113 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 3 Be able to develop persuasive design for clients for use in visual marketing communications (advertising) Assessment criteria 3.1 Involve all appropriate parties in the development of persuasive visual design 3.2 Create all aspects of persuasive visual design identified in a creative brief 3.3 Check that imagery, typography and layout are consistent and appropriate to: the nature and level of the target audience the creative brief brand guidelines 3.4 Check that the quality and format of all images allow the best reproduction within technical and financial limitations 3.5 Check that the overall layout of imagery, typography and text is balanced, eye catching and persuasive 3.6 Maintain internal consistency in content and style within and between text and imagery 3.7 Check layout, cropping, masking and sizing for: editorial implications visual implications structural design implications cost effectiveness 3.8 Check own work to confirm that the content: complies with legislation relating to visual design meets the brief will engage the target audience 3.9 Work within a set budget and timescales 103

114 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand key issues relating to producing visual design for use in marketing communications (advertising) Production techniques: for factual advertisements, eg reference images of product, logos, typography and fonts used for branding or house style, client brief, product specification, technical data sheets; for persuasive promotional advertisements, eg images that will be attractive to target audience, use visual conventions that have proved to be successful, use images based on market norms or competitor activity; confirm communication and understanding, eg check against brief, check with more experienced members of creative team, use audience research Visual materials: graphic; photographic; typographic; paper based; screen-based using graphic design software, eg layouts, drawing, 2D, 3D; visual representation, eg literal, hyperrealist, stylised, symbolic, abstract, metaphoric Assessing benefits and limitations: cost; access; resource requirements; scope for content; aesthetics; ability to communicate with target market; available technology; suitability for chosen channels or platforms Content considerations: legal; ethical; copyright; copyright restrictions; registered design, eg branding, logos, style; ownership; permissions and usage rights for different channels and platforms 2 Be able to identify and agree the requirements for visual design for use in marketing communications (advertising) Confirming understanding: write a proposal for visual design based on the brief, eg summary of content, style to be used, confirm target market, technical requirements, resources, budget, timing; support for proposal, eg research data, suggestions; show examples of suggested style, eg mood boards, mind map, scamps, roughs, treatments, storyboards, videos, off-line screen shots; request that client agrees proposal, eg sign off as approved, give feedback, give further clarification if required Roles and responsibilities: producing visual design, eg layout, graphics, style, colours; areas for text, eg headlines, strapline, body copy; incorporate symbols; logos or branding as stated in brief; responsibility, eg creativity, style, technical input, accuracy, understanding level and limit of authority; working to the brief; working to the Committee of Advertising Practice (CAP) Code 104

115 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) 3 Be able to develop persuasive design for clients for use in visual marketing communications (advertising) Visual design used in marketing communications (advertising): for print, eg newspapers, magazines, leaflets, flyers; outdoor, eg posters, billboards, ambient media; moving image; for screen based, eg television, computers, interactive; mobile, eg phones, tablet; web based, eg internet, websites, banners, pop ups Style: as dictated by brief; house style; incorporating branding and logos; as part of overall creative communication, eg factual, informative, instructional, promotional, persuasive, inspirational, sensitive, evocative; level of impact, eg high impact/highly visible, memorable, ambient Constraints: internal, eg budget, resources, timescale, ethical standards, client expectations or standards; external, eg political and economic, legislation, regulations and regulatory bodies, technological, environmental; acceptance by target market Good practice for visual design: check that any product shown is the right one, eg latest model, item being promoted; check that learners have permission to use any visual images; check for errors relating to copy, eg spelling, typographical errors, inconsistencies, grammar, factual errors, that copy supports visual imagery; show draft visuals to senior members of creative team; check draft visuals with client during development stages; check against brief; check that visual design is suitable and works across all channels and platforms being used; check content considerations, eg legislation, regulation, representation, ethical issues; check that visual design is suitable for target audience; communicates desired message and achieves desired outcome, eg audience research, piloting; seek advice from CAP before visual design is finalised; get final approval from client, eg client to sign off design for release 105

116 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery For learning outcome 1, learners must be able to identify production techniques for visual design for use in advertising, which can be used across different platforms. To achieve this, learners need to be exposed to current examples of the different production techniques that are used by the creative media sector. In practical terms this means showing learners examples of visual design in use in real advertising campaigns, or asking learners to bring along their own examples which can be discussed class. Tutors should encourage learners to look at a range of magazines, newspapers, and other media channels and platforms that feature elements of visual design in their marketing communications (advertising). As a result, learners will become exposed to a range of production techniques for different media and how they are used with different types of marketing communications for different businesses, products, brands and messages across different media, channels and platforms. As learners read and interact with each example they should be encouraged to think about different aspects of the visual design, noting what they believe to be the benefits and limitations, based on recognised criteria, of some of the principle elements of visual design note including layout, imagery, typography and the incorporation of text, as used for different channels and platforms. Understanding can be checked through feedback, missed details can be suggested, and any misunderstandings corrected. It is important that learners are given clear guidelines on how copyright legislation protects their own intellectual property rights, and at the same time constrains them by protecting the intellectual property rights held by other people. Learners also need to be told the implications for them, their clients and any employer, if they are found to have breached copyright held by others when preparing visual design. The ease of access to a wealth of visual material on the world wide web via the internet means that it can be easy to find illustrations, images, photographs and other visual design material that appears to be perfect to use however, the chances are that it is already copyright protected and may only be used with the permission of the copyright holder. Having addressed the principal learning and unit content for learning outcome 1, and established a degree of understanding amongst learners, the delivery of learning outcome 2 and most of learning outcome 3 can be achieved by mentoring each learner through the process of developing persuasive design for a client to use in visual marketing communications (advertising), based on a real brief from a real organisation. The outcome of this process will become the work on which each learner is assessed. In addition to the creative elements of the learning outcomes for this unit, learners will also need to be taught some technical skills for learning outcome 3, such as your design, the incorporation of text, and the cropping, masking and sizing of visual images, to ensure that any visual design they produce is balanced, eye catching and persuasive. Learners will also need to be shown how to check that the quality and format of all images enables the best reproduction within financial and technical limitations across different channels and platforms. 106

117 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) This can be carried out by investigating the work of commercial design organisations, focusing on the particular skills they offer in the area of visual design for marketing communications (advertising). Another approach would be to invite a practitioner from a creative design agency engaged in visual design for marketing communications (advertising) Also, it may be that the technical aspects, as related to the manipulation of digital images on screen are being taught within the centre s ICT department, and learners could make use of this in-house resource. Although visual design can be produced as a joint effort from a team of people engaged in developing a creative solution, it is usually an individual process. Other members of the creative team should be involved to help make sure that the visual design works as part of the overall creative marketing communications (advertising) concepts and solutions that are developed for clients. During the learning process, there will be opportunities for learners to work together in small teams where group discussion and team investigation are more effective and will result in a greater understanding than individual investigation. Care must be taken over the source of the brief and the choice of organisation, product or service, to make sure that learners can access sufficient information about the organisation, product or service. It will also help is the subject of the brief is a business, product or brand to which the learners can relate or in which they have an interest. The brief must also have a realistic timescale and (notional) budget to work to. Sources for a real life brief could include: organisations where the centre, or tutor, has a direct connection to the marketing team, either through personal connections or through local business adoption schemes; a connection through friends and families of learners could be another source; where learners have part-time jobs the business owner could be approached. An alternative would be to take a brief based on the facilities, services or courses offered by the centre itself. Tutors must check and approve any brief from outside the centre to make sure that it is suitable for learners and will enable full coverage of the requirements of all assessment outcomes. To maintain the real life aspects of this delivery, learners could present their creative concepts and solution to the originator of the brief, to gain feedback. There are opportunities to link delivery and assessment of all learning outcomes in this unit to Unit 9, Unit 10 and Unit

118 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Each learner must produce an example of persuasive visual design for a client to for use in marketing communications (advertising). Learners may conduct some of the work and investigation in creative teams but the assessment evidence submitted must demonstrably be the work of an individual. Although the outcome that must be produced for assessment is an example of persuasive visual design for a client for use in marketing communications (advertising), learners must produce an individual process portfolio which shows all the stages of their work. Within this process portfolio learners must keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing the work. In the case of team work, this portfolio must clearly show the individual learner s own contribution to the final outcome, and all group activity must be written up or recorded individually by the learner. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so such as a line manager. All the work in the process portfolio must be based on developing persuasive visual design for use in marketing communications (advertising), to the client s given brief. The learner s process portfolio must contain: a proposal for developing persuasive visual design for a client to use in marketing communications (advertising), which includes: an analysis of the client s brief (assessment criterion 2.1) that confirms the learner s roles and responsibilities within the creative brief (assessment criterion 2.2) feedback and clarification of the brief that the learner has requested from the client (assessment criterion 2.3) justified recommendations for production technique to be used (assessment criteria 1.1, 1.2) sufficient examples of persuasive visual design for use in marketing communications (advertising) that meet the client s brief (assessment criterion 3.2). The visual design must be suitable for use in platforms as identified in the client s brief (assessment criterion 1.1). In addition, the process portfolio must contain: evidence that the visual design is appropriate to the target audience, the creative brief and the brand guidelines (assessment criterion 3.3) evidence that the learner has checked that the quality and format of all images enable the best reproduction within technical and financial limitations (assessment criterion 3.4) 108

119 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) evidence that the learner has checked that the overall layout of imagery, typography and text is balanced, eye catching and persuasive (assessment criterion 3.5) evidence that the visual design maintains internal consistency in content and style within and between text and imagery (assessment criterion 3.6) Evidence that the learner has checked the layout in terms of cropping, masking and sizing for: editorial implications visual implications structural design implications cost effectiveness (assessment criterion 3.7). Learners should provide evidence that they have checked that their visual design: complies with legislation relating to visual design meets the client brief will engage the target audience (assessment criterion 3.8) They should also provide evidence that they have involved all appropriate parties in the development of the copy (assessment criteria 3.1). Evidence for assessment criteria 3.3, 3.4, 3.5, 3.6, 3.7 and 3.8 could be in the form of research findings or witness statements signed by someone with the skills and knowledge to confirm that the learner has carried out appropriate checks on their own work. Evidence for assessment criterion 3.1 will come from confirming that the learner worked as part of a creative team in the development of the brief and the creative concepts and solutions. Assessment criterion 3.9 will be assessed according to how well the learner met deadlines and worked with their budget. This might be in the form of a witness statement from a line manager or supervisor. 109

120 UNIT 11: PRODUCING VISUAL DESIGN FOR USE IN MARKETING COMMUNICATIONS (ADVERTISING) Indicative resource materials Websites

121 Unit 12: Quality Assuring Marketing Communications (Advertising) Content Unit code: T/504/3088 QCF level: 4 Credit value: 4 Guided learning hours: 17 Unit aim The aim of this unit is to give learners the ability to quality assure their advertising content by managing suppliers in a methodical and clear way, monitoring what is being produced. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction In addition to meeting their marketing aims, clients do not expect to see any mistakes in the finished advertising product for which they have provided a brief and paid for. Everybody involved in the production of an advertisement has a responsibility to the person they report to, as well as to the client, to that it is monitored and checked at all stages of its production to ensure that the finished advertising product is of the highest standard technically as well as qualitatively, and meets the client s needs. In this unit learners will be introduced to some of the requirements and expectations that clients have for the content of marketing communications, which should be equally important to the producer. Learners will be guided on how to select and brief suppliers of marketing communications, and how to manage the work they produce. 111

122 Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand requirements and expectations for marketing communications (advertising) content 2 Be able to select and brief suppliers of marketing communications (advertising) content 3 Be able to manage the work of suppliers of marketing communications (advertising) content Assessment criteria 1.1 Identify the aims, requirements, constraints and quality expectations for marketing communications (advertising) content 1.2 Explain how the success of a project and its final outputs will be measured 1.3 Identify the aim, parameters, style, structure specification and target market of a final product 1.4 Identify timescales and budget for a project 1.5 Review legal definitions, guidelines, directives, legislation, codes of practice and standards appropriate to a project 2.1 Identify and commission good quality suppliers of marketing communications (advertising) content 2.2 Brief suppliers accurately and thoroughly 3.1 Identify materials and resources to support work of the required quality 3.2 Confirm that content: meets aims, requirements, constraints, budget and quality expectations is appropriate for a specified channel and platform 112

123 Learning outcomes Assessment criteria 3.3 Suggest improvements to content to: meet a client s requirements increase its applicability to audiences 3.4 Confirm that: changes and queries are raised with developers resultant alterations are accurately implemented 3.5 Check that requests to vary work are: reasonable will benefit the end product are documented are budgeted 3.6 Check that: instructions have been correctly carried out the end product is correct and functional 3.7 Maintain accurate records about progress and variations to work 3.8 Keep appropriate people informed about: requirements details of work any failures to meet requirements any changes to agreements any changes to budget 113

124 Unit content 1 Understand requirements and expectations for marketing communications (advertising) content Requirements: meet client s commercial needs and expectations; fits the brand/business profile; satisfies client s customers; has a positive impact on the target market; does not offend or alienate target market; is technically suitable for platforms used by target market Constraints: internal, eg budget, resources, timescale, ethical standards, client s expectations or standards; external, eg political and economic, legislation, regulations and regulatory bodies, technological, environmental; acceptance by target market Quality expectations: right first time; is accurate; is technically suitable for chosen medium; reflects positively on the business, product or brand Target market defined in terms of: customers, existing or new; consumers, existing or new; demographics, eg age, sex, socio-economic profile; psychographics, eg lifestyle, life stage, attitude, opinion, behaviour, buying habits, media use and consumption; geographic distribution Criteria for success could include: meeting quantitative targets, eg unit sales, value of sales, frequency of purchase by target market, distribution; qualitative objectives, eg customer awareness, consumer awareness, changes in opinion or attitude towards subject of advertising, changes in behaviour of target market, beating competition, winning recognition, awards and respect within the industry; satisfying stakeholder expectations 2 Be able to select and brief suppliers of marketing communications (advertising) content Identify potential suppliers from: records; research; recommendations; history of success; reputation within the industry; familiarity with product, market, target market; ability to fit in and work with the commissioning team Commissioning: one off project; series of projects; on a retainer based on planned activity Briefing: verbal; written; face to face; remote Support the brief with: research data; history and profile of business, product or brand; business/marketing strategy and plans; product/brand information, eg description, usage, frequency of purchases/use, advantages, disadvantages, unique selling points (USPs), rationality, seasonality, distribution; target market, eg customers, consumers; competitor information Confirming understanding of brief: proposal from potential supplier; creative plan; regular update meetings and briefing sessions; visuals, scamps and proofs before advertising product is finally produced 114

125 3 Be able to manage the work of suppliers of marketing communications (advertising) content Managing the creative process through: monitoring suppliers against brief; checking that creative output satisfies business requirements and complies with any legislation or regulations; regular feedback from suppliers; updating suppliers with any changes, eg the business, the product, the brand, the market Managing the production process through monitoring progress against: timescale/deadlines; budget; technical and resource requirements; environmental objectives; feedback from suppliers Monitoring: to ensure that objectives are met; to avoid potential problems; to give time corrective action can be taken if required; safe working practices Final checks before signing off and releasing marketing communication (advertising) materials: proofread, eg spelling, typographical errors, inconsistencies, grammar; content considerations, eg legal, ethical, representational; presentation of material, eg readability, suitability of style, structure, length, image, technical suitability for media and platforms being used; risk assessment; agreement from stakeholders with authority to release materials 115

126 Essential guidance for tutors Delivery It is important that before any principal learning for this unit is delivered, learners have gained some understanding of the concept of quality assurance without this, the principal learning will be little more than a theoretical exercise. With this understanding, the concept of quality assurance can be overlaid onto any work that involves marketing communications (advertising) content; with the effect that any work learners produce is more likely to be fit for purpose, and any work they are asked to check will be of the right standard. For learning outcome 1, learners need to develop a broad understanding of the aims, requirements, constraints and quality expectations related to marketing communications (advertising) content. A good way to start this process would be to establish the level of understanding that already exists within the group. Working in pairs or small groups, learners could consider what they think would be reasonable criteria for the aims, requirements and quality expectations for marketing communications (advertising) content. The groups could feed back their ideas to the whole class, with the tutor acting as a moderator to correct any misunderstandings and fill any gaps in knowledge or understanding that become apparent. In a similar way, learners could investigate and feed back on how they would expect the success of a project to be measured. Again, the tutor will need to moderate the feedback, to correct any misunderstandings and fill any gaps in knowledge or understanding. Alternatively, this could be delivered by an expert speaker from a client organisation, explaining to learners what they, as clients, expect from marketing communications (advertising) content that is produced for them by creative organisations. The speaker could also explain how they use their knowledge of the target market a final product to identify the aim, parameters, style, and structure specification for their marketing communications, as well as the importance that they for the timescales and budgets attached to a project. If an outside speaker is not available, case study material could be used in a similar way, with learners analysing the style and structure of a range of marketing communications (advertising) across different platforms to identify the target market and aims of the advertisements. Learners will need to have their analysis moderated to make sure that they understand fully what is going on within the advertisement. In order to be able to review the legal definitions, guidelines, directives, legislation, codes of practice and standards appropriate to a marketing communications (advertising) project, learners will need to be directed to appropriate sources of information. It would be useful if learners were asked to make their own checklist of sources for this kind of information, so that they can refer back to it easily whenever necessary it. For learning outcome 2, learners will need to understand the basic steps involved in identifying good quality suppliers of creative work, and how to brief and commission creative work in such a way that the suppliers produce creative work that is effective, within acceptable timescales and budget, before they are able to carry out this activity. These skills could be taught using an industrybased textbook, from which learners could develop a checklist for future reference, but a far more effective way of informing learners would be for them 116

127 to experience the task at first-hand, by shadowing a client business during the selection, commissioning and briefing process. To observe a professional engaged in this activity will be far more useful than trying to learn about it from a book. Having addressed the principal learning and unit content for learning outcome 1, and established a degree of understanding amongst learners for learning outcome 2, delivery of learning outcome 3 can be achieved by mentoring each learner through the process of managing a project that involves identifying potential suppliers, and then briefing suppliers to produce marketing communications (advertising) content to a brief. Tutors will need to have a range of creative briefs give to learners so that they can carry out their own research into suppliers, and their own commissioning and briefing. To do this realistically, the centre will need to have a good relationship with potential suppliers of creative material, who will not mind spending time supplying learners with the necessary information. One alternative would be to use some form of simulation exercise. Another alternative would be for learners to work with and shadow the promotions team at their centre when they source, commission and brief suppliers for creative work. Perhaps the best way for learners to develop the understanding and ability required for learning outcomes 2 and 3 would be through work placement. Depending on the number of learners, different delivery ideas could be adopted. With high numbers, learners could be formed into client teams to work on a given brief. Each team could be given a different brief. Although they may be working in a team, each learner must contribute to the quality assurance of a project, which should confirm their understanding. There are opportunities to link delivery and assessment of all learning outcomes in this unit to Unit 9, Unit 10 and Unit

128 Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners should keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing their work. Whether learners have worked in a team or on their own for this unit, they must produce an individual process portfolio which shows all the stages of their work. In the case of group work, this portfolio must clearly show the individual learner s own contribution to the final outcome, and all team activity must be written up or recorded individually by the learner, demonstrating their own contribution to activities. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so such as a line manager. Learners will be assessed on everything they do for this unit. They must therefore keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing their work. Whether learners have worked in a group or on their own for this unit, they must each produce an individual process portfolio which shows all the stages of their work. In the case of group work, this portfolio must clearly show the individual learner s own contribution to the final outcome, and all group activity must be written up or recorded individually by the learner. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so. All the work in the process portfolio must be based on how to select and brief suppliers of marketing communications (advertising) content and manage the resulting work. The assessment for this unit is in the following three parts: the development of a briefing document creating and presenting the brief to a potential supplier a report that explains how the learner would manage the resulting creative project. As the starting point for assessment, each learner will need to be given a clear marketing or promotional objective, ideally by their employer, for a product or brand, which will result in the need for some form of marketing communications (advertising) content as a means of meeting the given objective. Examples could be that a business wants to promote a new product to its existing customer base, or a business wants to launch itself into a new market. Ideally the objectives should be real life objectives sourced from work placements or other organisations with which the learner has contact. 118

129 Based on the given objective, the learner must produce a briefing document that could be used to select and brief potential suppliers of marketing communications (advertising) content. The briefing document must include: the aims, requirements, constraints and quality expectations for marketing communications (advertising) content (assessment criterion 1.1) the aim, parameters, style, structure specification and target market of the final product (assessment criterion 1.3) an explanation of how the success of a project and its final outputs will be measured (assessment criterion 1.2) the timescales and budget for the project (assessment criterion 1.4) notes on any legal definitions, guidelines, directives, legislation, codes of practice and standards that may be appropriate to the project (assessment criterion 1.5). Having produced the briefing document, the learner must use it for the second part of the assessment: identify potential suppliers of marketing communications (advertising) content that could fulfil the brief (assessment criterion 2.1) use the brief to create and give a presentation, by way of a briefing, to one potential supplier (assessment criterion 2.2). For the final part of this assessment, the learner must produce a report that explains how they manage the resulting creative project. The report must include information on how the learner intends to: identify materials and resources that support the work to the required quality (assessment criterion 3.1) confirm that the content meets the aims and objectives in the brief (assessment criterion 3.2) suggest any improvements to content produced by the supplier (assessment criterion 3.3) confirm that any changes suggested are implemented (assessment criterion 3.4) check on the work through all stages of its creation and development (assessment criteria 3.5, 3.6) maintain accurate records about progress of and variations to the work produced (assessment criterion 3.7). Keep appropriate people informed about the progress of the project, the creation and development of the work and any changes that have to be made (assessment criterion 3.8). 119

130 Indicative resource materials Websites

131 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Unit 13: Using Digital Channels, Platforms and Social Networks to Deliver Marketing Communications (Advertising) Unit code: A/504/3089 QCF level: 4 Credit value: 7 Guided learning hours: 40 Unit aim The aim of this unit is for learners to explore the requirements of online marketing communications, examining the role of objectives, budgets and response rates in the planning process. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction The increasing prevalence of digital media channels presents both opportunities and challenges for marketing communications professionals. The new generation of digital natives, young people who are accustomed to using electronic media to communicate are both receptive to messages through this media and discriminating in their decisions about which platforms to use. The fragmented nature of these channels is both blessing and curse for the marketer, simultaneously offering precision in targeting tailored messages to specific groups at relatively low cost, combined with accurate measurability. Conversely, these messages can easily be subverted, for example a popular supermarket chain asked customers for their opinions on Twitter recently and unexpectedly started a popular joke. Such failures are highly visible to a global audience. In this unit learners will explore a wide range of issues relating to the selection and adoption of digital platforms in the context of an integrated marketing communications campaign. They will critically analyse the benefits and limitations of different digital communication tools, exploring their contribution to different marketing objectives and how these strands can be integrated into a coherent campaign. Learners will examine how these communication techniques can add value to an offering and examine different techniques for testing proposed communication strategies, using varied techniques to measure the efficacy of ideas. 121

132 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Different target markets require different approaches and learners will explore the appropriateness of specific communication tools for different target markets, reflecting on the suitability of different approaches. Learners will also need to demonstrate competence in the creation of marketing communications messages which have been appropriately designed for different target groups. Consideration will need to be given to dealing with negative responses by the public and how to make an appropriate response on behalf of clients. Learners will prepare plans for the monitoring of communication campaigns, recording, coding and analysing data to report on the success of the campaigns which they should be able to deliver across multiple platforms, on time and on budget. 122

133 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand requirements for delivering marketing communications (advertising) 2 Understand key issues relating to using digital channels, platforms and social networks for target audiences to deliver marketing communications (advertising) 3 Be able to select digital channels, platforms and social networks for target audiences Assessment criteria 1.1 Confirm the objectives, budget, creative strategy and response rate for online engagement activity 2.1 Analyse benefits, limitations and differences between online engagement and marketing communications (advertising) 2.2 Explain how online engagement and marketing communications work together 2.3 Analyse the implications of differences between programmes aimed at retention, acquisition and conversion when identifying suitable marketing communications channels and platforms 2.4 Review factors for consideration when balancing added value with the potential for exploiting customer relationships 2.5 Evaluate methods for testing and gauging the likely impact of digital and electronic channels and platforms programmes 3.1 Identify how to access specific target audience groups 3.2 Assess the benefits and risks of electronic tools and platforms 3.3 Identify electronic tools and platforms suitable for communicating with a target audience 123

134 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 4 Be able to set up digital channels, platforms and social networks for target audiences to deliver marketing communications (advertising) Assessment criteria 4.1 Create marketing communications (advertising) messages which: make appropriate use of selected channels and platforms build audience engagement convey propositions clearly 4.2 Confirm that the content of messages is: accurate justifiable generates interest in products and services 4.3 Confirm that clear links: allow recipients to access further appropriate information take appropriate action 4.4 Develop and implement responses to negative messages and comments relating to campaigns and associated products and services 4.5 Confirm that content complies with data protection and privacy legislation 4.6 Confirm that activity is: in line with creative strategy integrates with other associated marketing communications activities 4.7 Include response devices with coding to identify the source of responses 4.8 Create data collection and reporting systems to fulfil agreed monitoring and quality assurance requirements 4.9 Liaise with system specialists and marketing communications colleagues as required 124

135 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Learning outcomes 5 Be able to implement the use of digital channels, platforms and social networks for target audiences to deliver marketing communications (advertising) Assessment criteria 5.1 Deliver a marketing campaign within agreed timescales and budget 5.2 Use digital channels and platforms to amplify reach and facilitate growth of social and online content 5.3 Manage and measure undelivered messages amending related records accordingly 125

136 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Unit content 1 Understand requirements for delivering marketing communications (advertising) Confirming objectives, budgets creative strategies and response rates for online engagement activity: objectives; types of objective; link between campaign objectives and corporate aims; budget, eg staffing budget, content budget; creative strategies, eg generic strategy, pre-emptive strategy, unique selling proposition, brand image, positioning, resonance strategy, emotional strategy; response rates, eg definitions, appropriate metrics, setting realistic targets relative to target markets 2 Understand key issues relating to using digital channels, platforms and social networks for target audiences to deliver marketing communications (advertising) Benefits, limitations and differences between different forms of online engagement and marketing communication: definition of marketing; definition of online engagement; forms of online engagement, eg informational websites, transactional websites, social media, web portals, web communities, apps, blogs and vlogs; benefits of online media, eg cost, measurability, personalisation, dynamism, interactivity, global reach; limitations, eg lack of control, openness to attack or criticism, vulnerability to hacktivism; interrelationship of online engagement and marketing, eg collection of customer data from websites, constriction of lists, driving traffic to social media sites or transactional sites, updating sites regularly and keeping customers informed via Differences between programmes: retention of customers; acquisition of customers; conversion; web metrics, eg conversion rates, unique page impressions, analysing traffic patterns; suitability of different platforms to communications objectives Balancing added value with the potential for customer relationships: factors involved in building added value, eg customer perceptions, nature of communication channel, competitor offer; factors involved in exploiting customer relationships, eg frequency of approach, value of customer relationships Methods of testing the likely impact of digital and electronic channels and platforms: cost/benefit analysis; use of focus groups to evaluate communication material; market testing; use of web metrics 3 Be able to select digital channels, platforms and social networks for target audiences Accessing specific target audience groups: segmenting audiences, eg demographic, geographic, psychographic; matching platforms to target groups, eg customer groups, consumer groups, professional groups, mass versus niche appeals Benefits and risks of electronic platforms and tools: benefits of electronic platforms, eg dynamism of information, global reach, relatively low cost, scope for personalised messages, interactivity, opportunity to gather customer data, measurability; risks of electronic platforms, eg potential for interactivity to be abused, danger of customers seeing messages as spam, hacktivism 126

137 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) 4 Be able to set up digital channels, platforms and social networks for target audiences to deliver marketing communications (advertising) Creating marketing communications message: make appropriate use of selected channels, eg use of images, embedded video, interactive content, data gathering, use of cookies; build audience engagement, eg comment features, games, competitions, regularity of updates, delayed closure; convey propositions clearly, eg semantic precision, appropriateness of images, verifying details prior to publication, maintaining accuracy of content Verification of details: proofreading of content; verification of product details, eg liaison with clients, checking claims against product specification; use of focus group and test markets to ensure messages engage customers; testing of content, eg user experience testing, maintaining links, updating or removing dead links, connecting messages to transactional facilities or data collection facilities Developing and implementing responses to negative messages: moderation of content; monitoring comment facilities; automatic screening versus human moderators; consideration of repercussions of removing criticisms; production of standard responses Compliance with data protection and privacy legislation: producing evidence to demonstrate compliance, eg fair and lawful processing, data obtained for lawful purposes, collection of adequate data for purposes, maintaining accuracy of data held, regular purges of data, security of storage; use of cookies in electronic communication, eg notification of customers, active or passive consent Integration of electronic channels into other communication activity: testing electronic communication activity against creative strategies; consistency with traditional channels; use of ideas and themes across channels; integration into communication activity, eg consistency of message, consistent use of imagery, logos, colours, music Gathering data to monitor and evaluate communication campaigns: coding customer responses, eg developing codes to indicate achievement of objectives, identifying positive and negative responses, manageability of coding system; creating data collection and reporting systems integrating systems into communication tools; working within existing organisational systems; liaison with specialist colleagues, eg systems development experts, research professionals, software developers 5 Be able to implement the use of digital channels, platforms and social networks for target audiences to deliver marketing communications (advertising) Delivering a marketing campaign within timescale and budget: producing a campaign plan, setting appropriate timescales for activities; managing budgets, eg use of financial recording systems, monitoring spending Use of digital channels to facilitate growth of social and online content: crowd sourcing content; user-generated content; peer-to-peer marketing approaches; social media growth link between content and subscriptions, eg quality of content, frequency of updates, cross posting on multiple platforms, use of mailing lists to drive content, cross promoting social media platforms in old media communication activity 127

138 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Managing and measuring undelivered messages: developing systems to monitor undelivered messages; checking accuracy of records; removing dormant addresses; link to data protection legislation; cost implications 128

139 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Essential guidance for tutors Delivery This unit lends itself well to practical delivery or to structured reflection on the learner s professional practice. Learning outcome 1 requires learners to define the boundaries of a piece of online communication activity which they will need to facilitate. Learners should negotiate and agree the objectives and budget for an online campaign. This might be with a manager or a client. Evidence could be given through confirmatory s or the writing of a formal campaign brief. Learning outcome 2 requires learners to explore the practicalities of their proposed campaign. Independent research could give a theoretical perspective on the points of differentiation and interrelationships of online communication and marketing, which might then be followed up by drafting communication material which could be submitted to clients or managers for feedback. Documentation of this process is vital to ensure that learners develop appropriate evidence for their portfolio. Methods of gauging the impact of digital communication could be applied to the digital communication material that learners have developed. This could be tested on groups of consumers. Learners could then provide a report for their client highlighting not only the results of their testing but also the strength and limitations of the method of testing. Learning outcome 3 could begin with learners using different methods to identify target groups. Once target groups have been identified the benefits and risks of tools and platforms can be explored in the context of the characteristics of different target groups. The suitability of different tools and platforms for specific audience groups can be considered critically with learners reflecting on the need to balance a range of methods according to the constraints of their budget and promotional objectives. This could take the form of a presentation to colleagues where learners present their findings, make recommendations for their campaign and then invite feedback. This will be vital in ensuring that the quality of promotional material is adequate before it goes live with members of the target audience. Learning outcome 4 requires learners to produce digital communication material. A scenario could be set for learners to respond to requiring them to develop a digital communication plan for a given product or service. Learners could produce exemplar material which could then be critiqued by their peers, giving opportunities to share ideas and apply their understanding of appropriate legislation to the materials presented. Once the plan has been amended to reflect the feedback received learner s a final draft could be submitted to managers for approval. Relevant colleagues within the learner s employer organisation who are able to offer support and advice, such as technicians or designers, could be identified and consulted on the learner s development of communication materials. 129

140 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Learning outcome 5 requires learners to launch a campaign. Workshop sessions could allow learners to finalise their promotional materials in preparation for launch. A theoretical rationale for the use of digital channels to develop and grow social content online could be written to support the communication material designed, with learners articulating their understanding of how appropriate theory can be put into practice. Evidence should be gathered of the learner s ability to work within budgets and timescales. Appropriate metrics should be selected to tack the growth achieved by the promotional activity. Records of undelivered messages should be kept in an appropriate format that can be included in the learner s portfolio without violating data protection legislation. 130

141 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Assessment for this unit should take the form of a portfolio of evidence gathered in the workplace, with appropriate consent from employers and clients, in addition to a reflective journal or learning log compiled by the learner as they develop their campaign. Assessment criterion 1.1 could be evidenced through an exchange of s with a client or through the minutes of a meeting. Learners should ensure that they clearly define the objectives and budget for their campaign, including the negotiation of appropriate deadlines for different elements of their campaign. Assessment criterion 2.1 will require the learner to generate ideas for their campaign and to consider the merits of different options. A presentation or a written proposal should be adequate for this purpose. Assessment criteria 2.2 and 2.3 could be addressed in the learner s reflective journal and through preparatory research into previous, successful campaigns. Learners should collect appropriate artefacts from the workplace to support their analysis. Assessment criteria 2.4 and 2.5 could be evidenced through the writing of a memorandum to a colleague outlining plans to address and monitor the achievement of campaign objectives. Details of research, both primary and secondary, can be used to evidence assessment criterion 3.1, although learners should support this with some analysis of their findings. Assessment criteria 3.2 and 3.3 could be evidenced through the production of a draft promotional plan which gives justifications of the tools and platforms selected based on a critical examination of their relative merits. Assessment criterion 4.1 requires the learner to produce communication material to a standard defined by their client, with appropriate messages that reflect an understanding of the characteristics of the chosen digital channel and the target audience. Examples of the material produced can be supplemented with notes in a learning journal which articulate the rationale for the choices made. Assessment criterion 4.2 could be evidenced through an annotated copy of the message produced and a memo to a client. Assessment criterion 4.3 could be assessed by asking the learner to produce evidence that they have completed usability testing of their communication materials. Assessment criteria 4.4 and 4.8 could be evidenced through the production of a set of guidelines for the handling of negative messages which could be issued to client s staff. A report to the client could be produced to address assessment criteria 4.5, 4.6 and 4.7. This might be in the form of seeking final approval to launch the marketing communication activity. 131

142 UNIT 13: USING DIGITAL CHANNELS, PLATFORMS AND SOCIAL NETWORKS TO DELIVER MARKETING COMMUNICATIONS (ADVERTISING) Reflective accounts of liaison or minutes of meetings could be used to evidence assessment criterion 4.9. Learners should demonstrate their ability to interact with a range of professionals within their employer organisation in the preparation of their promotional message. Feedback from the client could address assessment criterion 5.1, as could material from a reflective journal. Confirmatory s from managers or clients could confirm that deadlines have been met, while copies of budgets with an appropriate variance analysis could confirm working within budgets. Assessment criterion 5.2 will depend on the agreement of appropriate metrics with the client at the outset of the planning stage of the campaign. Learners will need to give appropriate quantitative and qualitative evidence of the amplification of reach and the achievement of growth. This might be through click rates on links, tracking of additions to customer databases or conversion rates for a specific online channel. Evidence of both the handling a measurement of undelivered messages will be required for assessment criterion 5.3. A spreadsheet could be maintained of the number and type of undelivered messages, using the coding system designed for assessment criterion 4.7. Indicative resource materials Textbooks De Pelsmacker P Marketing Communications: A European Perspective (Financial Times/ Prentice Hall, 2010) ISBN: Fill C Marketing Communication: Interactivity, Communities and Content (Financial Times/ Prentice Hall, 2009) ISBN: Ryan D and Jones C Understanding Digital Marketing: Marketing Strategies for Engaging the Digital Generation (Kogan Page, 2012) ISBN: Young A Brand Media Strategy: Integrated Communications Planning in a Digital Era (Pallgrave Macmillan, 2011) ASIN: B004RCNVM6 Journals International Journal of Media Management Journal of Digital Marketing Journal of Direct, Data and Digital Marketing Practice Journal of Interactive Advertising 132

143 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Unit 14: Planning Platform or Channel Use Unit code: F/504/3093 QCF level: 4 Credit value: 4 Guided learning hours: 17 Unit aim The aim of this unit is to give learners the skills and knowledge that will be useful whether entering employment in the creative media sector, or progressing to higher education. Having completed this unit, learners should understand how important planning is to the selection of appropriate channels and platforms. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Before anyone can make the right choice in terms of which channels or platforms to use to meet the creative and marketing communications needs of the client, they need to develop an understanding of what is available. With new channels and platforms coming on-stream all the time, and with the popularity and use of existing channels and platforms changing and developing, it becomes increasingly important to keep up to date with current channel and platform user profiles, as well as usage by the target audience. Armed with this information, strategy planning can start to take place from a position of knowledge. This unit will introduce learners to different channels and platforms, and the kind of information that is required to make decisions on selection and use. Learners will be involved in developing plans to support a marketing communications strategy and learning how to support their plans in order to get agreement from clients and other interested parties. Learners will evaluate of their plans, which should identify opportunities for improving channel and platform planning in the future. 133

144 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand channel and platform use Assessment criteria 1.1 Explain the role of channel and platform planning in the development of a marketing communications strategy 1.2 Describe the features, benefits and advantages of current channels and platforms 1.3 Establish effective patterns in channel or platform scheduling 2 Be able to obtain key information to support the development of channel and platform plans 2.1 Consult others able to contribute to the planning process 2.2 Agree the objectives for a channel or platform strategy 2.3 Establish the target audience s: lifestyle demographics channel and platform consumption 3 Be able to select channels and platforms appropriate for use with target audience 2.4 Confirm any restrictions or resources available to support channel or platform use 3.1 Evaluate channel and platforms taking into account: target audience products and services being marketing impact cost 3.2 Determine channels and platforms suitable for use with target audience 134

145 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Learning outcomes 4 Be able to develop and agree plans for channel and platform use 5 Evaluate channel and platform plans Assessment criteria 4.1 Recommend channels and platforms and preferred scheduling 4.2 Forecast anticipated response to channel or platform use 4.3 Produce a plan for channel and platform use in line with own organisations requirements. 4.4 Present channel and platform plan to appropriate people 5.1 Establish and implement procedures to monitor the success of a channel and platform plan. 5.2 Identify opportunities for improving channel and platform planning in the future 135

146 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Unit content 1 Understand channel and platform use Media, channels and platforms: print, eg newspapers, magazines, leaflets, flyers; outdoor, eg posters, billboards, ambient media; moving image; audio; screen based, eg television, computers, interactive; mobile, eg phones, tablet, texts; web based, eg internet, websites, banners, pop ups; social media Role of channel and platform planning: meeting corporate needs; meeting marketing needs; maximising marketing opportunities; being prepared for tactical marketing activity, eg responding to competitive activity, discounting, announcing unplanned recalls or corporate statements, short term stimulation of the market; budget maximisation; meeting customer and consumer expectations Features: coverage; reach; penetration; usage; technological features, eg bandwidth, speed, ability to carry data, audio features, video features; creative opportunities; opportunities for cross-channel usage; reflection on brand image; audience/user profile; cost per 000 Benefits: to advertiser, eg ability to reach target market, ability to create awareness, ability to increase share of voice, cost effectiveness, achievement of market potential, customer service; to consumers, eg consumer satisfaction, meeting expectations for brand, access, relevance Effectiveness of scheduling: in terms of, eg meeting brief, meeting client expectations, achieving targets; effect on brand or product, eg impact on market, raising awareness, stimulating sales, supporting marketing and communication plans; cost effectiveness 2 Consult others able to contribute to the planning process Research of profile target audience: primary research, eg original data produced from bespoke research, original data produced using omnibus surveys; secondary research, eg audience data given by client, information packs produced by media owners, information sourced by using internet search engines, trade reports Restrictions: voluntary codes; restrictions and regulation supported by industry, eg advertising to children, cap on calorie content of chocolate bars, transmission times or selection of media for advertising products which have an age restriction; statutory restrictions, eg CAP Code, ASA rules; current legislation, eg Consumer Protection from Unfair Trading Regulations, Data Protection Act, Children and Young Persons Act, Competition Act Resources: available skills; available production resources; available technology; budget; creative work or material that is current; existing agreements with owners and givers across channels or platforms; clients current marketing plans 3 Be able to select channels and platforms appropriate for use with target audience Evaluation: in terms of target audience, eg reach, access, relevance, expectations; in terms of products and services being marketed, eg impact on market, ability to raise awareness, ability to stimulate sales, how well it supports marketing and communication plans, fitness for purpose; cost, eg resource requirements, production costs, cost per 000 audience, spot cost, cost per click; strengths and weaknesses 136

147 UNIT 14: PLANNING PLATFORM OR CHANNEL USE 4 Be able to develop and agree plans for channel and platform use Elements to include in plan: background, eg brief, market data, history and current status of product or brand; recommendations, eg channels, platforms, scheduling, budget; forecast, eg targets, best case, worst case, variance, accuracy, reliability; schedule, eg dates, timing; distribution list Presentation of plan: techniques used, eg written report, verbal report, visual display, screen-based presentation; support material, eg research data, options, case studies, forecasts internal dissemination of plan, eg management, creative team, technical team, marketing team, sales team; external dissemination of plan, eg suppliers involved, customers; level and detail of plans or information to be distributed Presentation skills: preparation; product knowledge; personal skills, eg verbal communication skills, listening skills, non-verbal communication skills; sales skills, eg identifying client needs, providing solution for client, overcoming objections, negotiation, meeting the needs of the business, closing to the satisfaction of client and business; confirm agreement with client 5 Identify opportunities for improving channel and platform planning in the future Monitoring plans: length of time plans monitored, eg short term measures, long term measures, continuous monitoring; pre and post campaign measures, eg benchmarking, measuring changes from benchmark figure post campaign; compare achievement with target; quantitative measures, eg audience size, penetration, reach, share of audience achieved, share of households achieved, ratings, readership, awareness, share of voice, cost per 000; qualitative measures, eg behaviour of target audience, changes in attitude towards brand, product or service Sources of data: own resources, eg sales figures, customer surveys, consumer feedback, feedback from employees; independent research, eg independent media monitoring organisations, using omnibus surveys, customer and consumer feedback; partial sources, eg media owners, media sales organisations Review: in terms of, eg meeting brief, meeting client expectations, achieving targets; effect on brand or product, eg impact on market, raising awareness, stimulating sales, supporting marketing and communication plans; cost effectiveness; changes in technology; identify opportunities for future 137

148 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Essential guidance for tutors Delivery For learning outcome 1, learners will need to develop an understanding of channel and platform use that is correct, accurate and up to date. Most learners will come to this unit having already been exposed to, and are probably using and consuming, media delivered through a range of different channels. They are also likely to have some experience of using different platforms. Consequently, through exposure and use, learners will already have a degree of understanding, attitudes towards and opinions about different channels and platforms; even if they have not used some of the different channels or platforms there will be some awareness and they will probably have opinions. Given this background, it will be important to establish the level of understanding within the group, and then build on this to bring the whole group up to the level required for this unit, filling gaps in knowledge and correcting any misconceptions or misunderstandings along the way. This can be achieved through a group discussion, moderated by the tutor. Care may need to be taken to focus learners on the content and context of the unit and avoid time being wasted pursuing personal investigations which may be interesting but not core to their work on this unit. A useful technique to help learners identify the features and benefits, and thus the advantages, of selecting and using a particular channel or platform is to give learners a features/benefits exercise. Individually, in pairs or small teams, give each a product a channel or platform to investigate. Learners should use a sheet of paper, divided into two columns, one headed FEATURES, and the other headed BENEFITS. In the features column they should list all the facts, the things that they know about the product (the starting point being the features list in the unit content), for every feature they must write a benefit. Learners feed back their analysis to the whole group, the tutor filling gaps and correcting misunderstandings. It is not as easy as it sounds, but is a great way to discover the advantages of using a particular channel or platform, or conversely identifying why not to use them. Through this exercise, learners will need to be directed as to where the benefits/advantages lie are they benefits for the advertiser, the customer or the consumer? Planning and scheduling may be a new concept to some learners. Use real-life examples or case study material to help learners discover why planning and scheduling is important. Delivery of learning outcome 2 could come through the group working together, which will give them an opportunity to consult others to contribute to the planning process. Given example briefs, ideally from real industry or business sources, learners could work in pairs or small groups to identify and agree the objectives within the given brief. Responses could be fed back to the whole group, moderated by the tutor to make sure that no objectives are missed. The concept of audience profiling may be new to learners, but this could be explored by learners drawing up profiles of each other, or the whole class. Divide the class into three groups, so that each group collects a different set of data, lifestyle, demographics, channel and platform consumption. Use question sheets that will enable learners to collect this data. 138

149 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Tutors should ensure that everyone in the class is surveyed, asked questions, and their answers marked on the worksheet using a five bar gate system for counting in groups of five. Once everyone has been surveyed, and had a go at asking questions, learners need to analyse the data that has been collected. Learners should start the analysis by extracting the information from each worksheet, using a blank worksheet to count the answers to each question, and a five bar gate for counting. Once they have carried out the basic counting learners can perform a simple statistical analysis by working out basic percentages, presented in chart form, to show the profile of the class. This is a simplistic way of getting learners to establish the principles involved in profiling a target audience. Further group or individual investigation could be used to make learners aware of the restrictions and resources available to support channel or platform use. For learning outcome 3, learners could use the knowledge that they have acquired from the audience profiling exercise and use it to evaluate channels and platforms suitable for use with the target audience. The target audience could again be the class could be given by the tutor. Learners could be directed to source their own data on channels and platforms, or it could be drawn from available resources with the centre. The evaluation carried out for learning outcome 3 could be used to support the delivery of learning outcomes 4 and 5, where learners will need to start to put together their own plans for channel and platform use. As the learning and assessment for this unit is based on learners planning channel and platform use, it is essential that the centre has a supply of real life marketing communications briefs from business customers that learners can use. The assessment is based on producing a plan to a given brief. Sources for a real life brief could include: organisations where the centre, or tutor, has a direct connection to the marketing team, either through personal connections or through local business adoption schemes; a connection through friends and families of learners could be another source; where learners have part-time jobs the business owner could be approached. An alternative would be to take a brief based on a marketing communications campaign to promote the facilities, services or courses offered by the centre itself. Tutors must check and approve any brief from outside the centre to make sure that it is suitable for learners and will enable full coverage of the requirements of all assessment outcomes. To maintain the real life aspects of this delivery, learners could present their plan for platform or channel use to the originator of the brief, to gain feedback and to meet the requirement of assessment criterion 4.4. There are opportunities to link delivery and assessment of all learning outcomes in this unit to Unit

150 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Such as the learners line manager. All the work in the process portfolio must be based on planning channel and platform use for a client, to a given brief. The learner s process portfolio must contain a plan for channel and platform use to meet the requirements of a given brief (assessment criterion 4.3). The plan, which must be presented to appropriate people (assessment criteria 4.4) must include: objectives for a channel or platform strategy (assessment criterion 2.2) agreed in consultation with others (assessment criterion 2.1) a profile of the target audience (assessment criterion 2.3) recommended channels and platforms and preferred scheduling (assessment criteria 3.2, 4.1) forecast anticipated response to channel or platform use (assessment criterion 4.2) procedures to monitor the success of a channel and platform plan (assessment criterion 5.1). The plan, its recommendations and forecasts, should be supported by information and data which: explains the role of channel and platform planning in the development of a marketing communications strategy (assessment criteria 1.1), describes the features, benefits and advantages of current channels and platforms (assessment criterion 1.2), evaluates channels and platforms (assessment criterion 3.1), and establishes effective patterns in channel or platform scheduling (assessment criterion 1.3). confirms any restrictions or resources available to support channel or platform use (assessment criterion 2.4) identifies opportunities for improving channel and platform planning in the future (assessment criterion 5.2). To meet assessment criterion 4.4 learners must present the plan, using an appropriate format for the presentation, to appropriate people ; this could include the person, or representatives, from the organisation that gave the brief, the tutor or tutors from another group, or managers from the centre. It could also be carried out in a real workplace, for example through a part-time job or on work experience. However the presentation is carried out it must be accompanied by an authentication statement, signed by the appropriate person on behalf of the workplace by someone with the authority to do so such as the learner s line manager. If the plan produced by a learner for this unit is thorough, detailed and considered by the tutor to be suitable, it could be used as the plan used for the assessment in Unit

151 UNIT 14: PLANNING PLATFORM OR CHANNEL USE Indicative resource materials Textbooks Clown K, Back D Integrated Advertising, Promotion and Marketing Communications (Pearson Education, 5th edition 2011) ISBN: Evans-Pritchard J, Hancock M, Jones R, and Mansfield A, Gray D A2 level Applied Business for Edexcel Single and Double Awards (Causeway Press, 2006) ISBN: Journals Campaign Marketing Marketing Week The IPM White Book Website 141

152 142

153 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME Unit 15: Buying Channel or Platform Space or Time Unit code: L/504/3095 QCF level: 4 Credit value: 3 Guided learning hours: 15 Unit aim The aim of this unit is to give learners the skills and knowledge that will be useful whether entering employment in the creative and media sector, or progressing to higher education. In addition, the unit aims to develop learners of the basic administration that must be carried out as part of the buying process. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Theorising about which channels or platforms to use to support a marketing communications strategy can be undertaken, but at some point a decision will need to be made and money will need to be committed to the project: someone will need to buy the media that has been selected and planned for. This is not a simple process: each channel and platform will have its own price list for what it offers to advertisers, and these prices will vary according to a wide range of criteria. The aim of the media owner will be to get the highest price for its product; the aim of the media buyer will be to maximise the value of the budget they have to spend, to the benefit of the client. In this unit, learners will start to understand the requirements for purchasing channel or platform space or time, together with the key features that need to be considered during this process. Building on their understanding, learners will move on to negotiating the best deal from a media owner. In conclusion, learners will be introduced to good practice in the administration of media buying, so that they can confirm details with suppliers, monitor progress and report outcomes to interested parties. 143

154 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the requirements for purchasing channel or platform space or time 2 Understand the key features for consideration when buying channel or platform space or time 3 Be able to negotiate channel or platform space or time 4 Be able to confirm details of channel or platform purchases Assessment criteria 1.1 Interpret the requirements of a channel or platform plan 2.1 Review the trading practices of the suppliers of the identified channels or platforms 2.2 Identify negotiation strategies to obtain better value 2.3 Explain the importance of negotiating exclusive deals with suppliers 2.4 Summarise any regulatory, ethical and code of practice requirements impacting on advertising practice in the sector 3.1 Establish availability of required channel or platform space or time, identifying suitable alternatives if necessary 3.2 Negotiate and agree terms and conditions for the supply of channel or platform space or time 4.1 Prepare an accurate schedule confirming details of channel or platform space and time booked 4.2 Confirm bookings with suppliers 4.3 Inform appropriate people of bookings and of any added value secured 144

155 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME Unit content 1 Understand the requirements for purchasing channel or platform space or time Interpret requirements of plan in terms of: meeting the brief; meeting expectations of stakeholders, eg client, customer, consumer; supporting other marketing activity; staying within budget; meeting deadlines; technical requirements 2 Understand the key features for consideration when buying channel or platform space or time Key features when buying: budget; aims, eg tactical, strategic; objectives, eg quantitative, qualitative, short term, long term, competitive Trading practices of suppliers: identify using political, economic, social, technological, legal, ethical (PESTLE) analysis; credit terms; customer service; added value services, eg delivery, sharing research data, sharing competitive information, production services, technical services Negotiation strategies to obtain better value: using position of strength, eg reputation, market share, potential future budgets, buying power; exploit weaknesses of media givers, eg penetration, coverage, reach, competitive prices; play off media givers against each other; using personal skills, eg confidence, verbal communication, non-verbal communication, listening skills Importance of exclusive deals: to get best deal/value for money; to make an impact on the market; gain advantage over competition Regulations, ethical codes and codes of practice: voluntary codes, restrictions and regulation supported by industry, eg advertising to children, cap on calorie content of chocolate bars, transmission times or selection of media for advertising products which have an age restriction; statutory restrictions, eg CAP Code, ASA rules; current legislation, eg Consumer Protection from Unfair Trading Regulations, Data Protection Act, Children and Young Persons Act, Competition Act 3 Be able to negotiate channel or platform space or time Investigating channels and platforms: market research, eg channels available, platforms available; availability of space or time, eg by channel, by platform; source data and information, eg from suppliers, from independent sources Negotiation strategies when buying: start early to avoid time pressure or artificial deadlines from supplier sales team; know what learners want, eg product, targets, price willing to pay, support, added value; know learner s limits, eg budget, when learners have got what learners want, when to walk away; use research data to learner s advantage; play-off suppliers against each other; attitude to adopt, eg passive, aggressive, mutual respect, threaten to walk away; contingency planning 145

156 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME 4 Be able to confirm details of channel or platform purchases Administration to support buying activity: confirmation of activity, eg targets, plans, budget, suppliers, outcome of negotiations, firm bookings, concessions secured, added value secured, agreements, contracts, terms and conditions; record keeping, eg hard copies, electronic records; project management support, eg schedules, spreadsheets, Gantt charts, critical path methods; internal dissemination of plans and bookings, eg management, creative team, technical team, marketing team, sales team; external dissemination of plans and bookings, eg suppliers involved, customers; level and detail of plans or information to be distributed 146

157 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME Essential guidance for tutors Delivery It is suggested that this unit is delivered as a follow-on from Unit 14. There is some overlap and common learning, and learners will need some understanding of what is meant by a channel or platform plan to be successful in this unit. The assessment for this unit is based on each learner producing a schedule confirming details of channel or platform space and time that has been bought to meet the requirements of a channel or platform plan. This plan will have been based on a given brief. Before learners can start to consider how to approach the buying of channel or platform space or time for a particular plan, they will need to learn a range of basic principles and skills which can then be applied to any brief that they are given. For learning outcome 1, learners will need to be shown a range of different plans, in addition to the one they produced for Unit 14. They will need to interpret these plans in different ways, as suggested by the unit content. This could be carried out by individual or group investigation, feeding back findings to the whole class, moderated by the tutor. Another approach would be to role play, with different learners taking the role of different stakeholders to consider what they expect from a given plan. Delivery of learning for learning outcome 2 will start to position the learner in the role of the buyer, by covering the key features they will need to consider when buying a channel or platform space or time. This could be covered by encouraging learners to think about the reasons for buying beyond the obvious requirement to acquire something. Buying channel or platform space or time, and other media, is a professional skill that will through the practise of planning and negotiation. It would be beneficial to invite a professional buyer to discuss their job with learners. Whilst it may be advantageous to invite a buyer who is used to buying media, the basic principles and key features could be explained by a buyer from any business discipline. A visiting buyer could also introduce learners to the art of negotiation, the basics and the most effective strategies to use in different situations. Buyers will also need to be able to investigate potential suppliers and have an awareness of any regulatory, ethical and code of practice requirements that could impact on advertising practice. Learners, individually or in small groups, could be set the task of investigating potential suppliers of media space and time for different channels or platforms. To enable learners to make objective comparisons between suppliers it would be helpful to introduce basic analysis tools such as PESTLE, which will standardise comparison of suppliers based on political, economic, social, technological, legal and ethical aspects of their business or product. There are other analytical tools which may be equally useful, such as political, economic, social, technological (PEST), social, technological, economic, environmental, political, legal, ethical (STEEPLE) and others. For learning outcome 3, learners will need to establish the availability of required channel or platform space or time, identifying suitable alternatives if necessary. This could be carried out using secondary research, directories or the internet. It would be helpful to remind learners of the strengths and weaknesses of secondary research data. 147

158 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME Having built up a background knowledge and understanding of available channels and platforms, and the suppliers, learners, as buyers, will need to start negotiating with suppliers. To meet the assessment needs of this unit, learners must agree terms and conditions for the supply of channel or platform space or time to meet the needs of the channel or platform plan. This could be done with real suppliers, but there is a danger that they will be less than helpful when they discover that it is a learner with (probably) no real budget to spend. To overcome this problem negotiation practice could be carried out as role play, with learners taking turns as buyers and suppliers. To do this successfully will require realistic resources. Another way of achieving this would be for learners to spend some time shadowing real buyers, in the workplace, negotiating with real suppliers. Learners could then report back to the whole class what they have witnessed and what they have learned from the experience. Delivery of learning outcome 4 will be based on learners becoming familiar with the principles and practice of administrative support for the buying process. This is every bit as essential as the planning and negotiation itself. Learners need to become familiar with good administration practice, as established by professional buyers. The best way to learn this is to carry it out to maintain the administrative support for a buyer or buying operation. This can achieved through part-time work or work experience, even supporting the buying function at the centre. If this is not available, then learners could prepare their own form or template for buying administration which could be used as part of the assessment for this unit. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners may work in groups or independently, as long as they have to opportunity to produce evidence of their own contribution to activities which is sufficient to meet each assessment criterion. Learners should keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing their work. Whether learners have worked in a team or on their own for this unit, they must each produce an individual process portfolio which shows all the stages of their work. in the case of team work, this portfolio must clearly show the individual learner s own contribution to the final outcome, and all group activity must be written up or recorded individually by the learner. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so such as the learner s line manager. All the work in the process portfolio must be based on the preparation of an accurate schedule, confirming details of channel or platform space and time booked, in line with the requirements of a given plan for channel and platform use. 148

159 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME If the plan produced by a learner for Unit 14 is thorough, detailed and considered by the tutor to be suitable, it could be used as the plan this unit; if not, the learner will need to be provided with a suitable plan, ideally developed for a client of their employers organisation. The learner s process portfolio must contain a proposal for buying channel and platform space or time that meets the needs of a channel and platform plan. The proposal must include: Interpretation of the requirements of the channel or platform plan (assessment criterion 1.1) an accurate schedule confirming details of channel or platform space and time booked (assessment criteria 3.1 and 4.1) a note of any added value secured through the negotiation of exclusive deals with suppliers (assessment criteria 2.3 and 4.3) a review of the trading practices of the suppliers recommended in the proposal (assessment criterion 2.1) a summary of any regulatory, ethical and code of practice requirements impacting on advertising practice in the sector (assessment criterion 2.4) documents that would confirm bookings with suppliers (assessment criterion 4.2) a list of appropriate people to whom the proposal would be circulated for information (assessment criterion 4.3). In addition, the learner must take part in a face-to-face negotiation exercise, acting as a buyer negotiating with a supplier. During the negotiation exercise the learner must: negotiate and agree terms and conditions for the supply of channel or platform space or time (assessment criterion 3.2) use negotiation strategies to obtain better value (assessment criterion 2.2). The negotiation should involve at least two potential suppliers. Evidence of the negotiations could be collected over several different sessions. The context in which the negotiations take place could be drawn directly from the learner s own buying plan. Alternatively, a scenario could be developed by the tutor and assessed through role play based on either a real or imaginary business, in which case the suppliers should preferably not be learners in the same class. Ideally assessment for this criterion should be carried out in a real workplace, for example through a part-time job or on work experience. Indicative resource materials Textbooks Clown K, Back D Integrated Advertising, Promotion and Marketing Communications (Pearson Education, 5th edition 2011) ISBN: Evans-Pritchard J, Hancock M, Jones R, Mansfield A, Gray D A2 level Applied Business for Edexcel Single and Double Awards (Causeway Press, 2006) ISBN:

160 UNIT 15: BUYING CHANNEL OR PLATFORM SPACE OR TIME Journals Campaign Marketing Marketing Week The IPM White Book Website 150

161 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Unit 16: Presenting Marketing Communications (Advertising) Solutions Unit code: D/504/3098 QCF level: 4 Credit value: 3 Guided learning hours: 15 Unit aim The aim of this unit is for learners to develop the knowledge and skills that are required to deliver presentations effectively. Learners will explore the different approaches to the presentation of information to different audiences. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction I hate the way people use slide presentations instead of thinking. People confront a problem by creating a presentation. I wanted them to engage, to hash things out at the table, rather than show a bunch of slides. Steve Jobs The effective delivery of presentations is an important part of studying for higher qualifications not least because it equips the presenter with valuable skills that are equally important in professional life. Many professions routinely experience meetings or seminars where they are subject to death by PowerPoint but in the hands of skilled practitioners who can engage with a topic knowledgably and with a sense of humour it is possible to use an appropriate presentation format to inspire the passion and enthusiasms of an audience. In this unit learners will examine the preparation that must be undertaken to deliver messages effectively and consider the needs of different audiences. This will inform the objectives when presenting information. Once learners have explored the theoretical underpinnings of good presentations, they will practise and develop presentational skills, demonstrating competence in the delivery of material to different audiences. On completion of this unit learners should be well equipped to pitch an offering to a client or internal stakeholders within their own organisation. 151

162 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the factors to be considered in the preparation of presentations for marketing communications (advertising) 2 Understand the factors to be considered in the delivery of presentations for marketing communications (advertising) Assessment criteria 1.1 Describe the advantages and disadvantages of different ways of presenting information including: mood boards scamps videos storytelling spreadsheets PowerPoint 1.2 Describe the advantages and disadvantages of different presentation equipment 1.3 Explain how audience preferences will impact on the preparation of a presentation 1.4 Summarise the information required to prepare a persuasive presentation 1.5 Identify individuals involved in the preparation of a presentation 2.1 Describe techniques to capture, retain and convince the audience 2.2 Explain the importance of vocal variety and body language in presentations 2.3 Explain the importance of preparing for a presentation including rehearsing 152

163 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Learning outcomes 3 Be able to prepare presentations for marketing communications (advertising) 4 Be able to deliver presentations for marketing communications (advertising) Assessment criteria 3.1 Clarify the purpose of a presentation 3.2 Describe the audience s interests and priorities 3.3 Set objectives for a presentation that reflects the purpose of the presentation audience s interests and priorities 3.4 Structure a presentation in line with its objectives 3.5 Ensure a presentation emphasises the benefits of the proposal/solution being presented 3.6 Select and integrate suitable audio/visual aids and/or technical details into a presentation 3.7 Agree the roles and responsibilities of individuals involved preparing a presentation 3.8 Practise a presentation, ensuring that it conforms to any restrictions 3.9 Anticipate and prepare for questions from the audience 4.1 Deliver a presentation clearly, with evidence of awareness of vocal tone, pace, volume and body language 4.2 Use audio/visual aids to support a presentation 4.3 Set up and use any technical equipment appropriately 4.4 Provide opportunities for the audience to ask questions 4.5 Respond to audience questions, providing the information they are asking for 4.6 Evaluate the success of presentation in meeting the set objectives 4.7 Identify any changes to improve future presentations 153

164 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Unit content 1 Understand the factors to be considered in the preparation of presentations for marketing communications (advertising) Methods of presenting information: mood boards; scamps; videos; storytelling; spreadsheets; PowerPoint; suitability of methods for different audiences; suitability of methods for delivering specific types of information, eg financial data, outlines of an advert, drafts of copy; advantages and disadvantages of methods of presenting information, eg flexibility, adaptability, cost, time (preparation, delivery), formality of setting, professionalism, ubiquity (death by PowerPoint/keynote) Presentation equipment: computers, eg laptop, tablet; projectors, eg digital, standard definition, HD, portable, fixed; flipchart, eg pre-prepared, printed, handwritten; whiteboard; digital display device, eg plasma screen, television, computer monitor; printed material, eg handouts, booklets, portfolio, prospectus, photocopying, size (paper sizes, font sizes, image clarity), pasteboards; advantages and disadvantages of different types of equipment, eg cost, availability, formality, tone, style, image Impact of audience preferences: formality of presentation; format of presentation; use of supporting materials; advance distribution of material; choice of venue; ancillary arrangements, eg catering, lighting, seating Preparing a persuasive presentation: product details, eg technical information, practical information (sizes, quantities); pricing information, eg unit price, retail price, discounts available; consumer behaviour, eg market trends, focus group data Individuals involved in the preparation of a presentation: stakeholders, eg technical support staff, reprographics staff, catering staff, security staff, administrative staff, contributors, guest speakers, clients, managers 2 Understand the factors to be considered in the delivery of presentations for marketing communications (advertising) Techniques to capture, retain and convince the audience: capturing and retaining an audience, eg use of humour, use of visual stimulus, rhetorical questions, interaction with audience, variety of stimulus material, breakouts; convincing an audience, eg importance of confidence, accuracy of information, ensuring that forecasts are realistic, persuasion techniques Vocal variety and body language: vocal variety; defined; impact on audience (attention, perception of time), use of voice to emphasise key points, use of voice to influence perception of pace; body language, eg open and closed postures, significance of posture, ability to read body language of audience (influence of delivery, pace of presentation) Preparation for a presentation: familiarity with key points; anticipation of potential questions; preparation of appropriate responses; clearance for contents of presentation, eg from managers, for copyrighted material as required; preparation of venue, eg layout, set up of equipment, checking facilities, preparation of seating plans, layout of supporting materials (handouts, pencils, water, snacks); importance of rehearsals, eg of timings, ensuring coherence of material, coordination of key points with visual aids 154

165 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS 3 Be able to prepare presentations for marketing communications (advertising) Purpose of a presentation: purpose, eg to inform, to persuade, to sell, as a developmental point Audience interests and priorities: defining the audience for a presentation; interests according to type of audience member, eg media buyers, creatives, client needs; priorities depending on characteristics of individual audience member Presentation objectives: types of objective, eg to inform audience members about specific developments in a project, to demonstrate new technologies, to gain support for a project, to gain approval for a logo or design Presentation structure: structure, eg introduction, main contents, review of key points, concluding remarks, invitations for input, audience participation, dissemination of resources Emphasising benefits of proposals and solutions: use of visual stimulus, eg diagrams, images, sketches, video footage (adverts, audience response); identifying benefits of a proposition; use of language to place emphasis, use of non verbal cues, eg body language, pauses Roles and responsibilities of individuals involved in a presentation: tasks, eg booking a venue, booking of equipment, setting up of equipment, production of materials (handouts, feedback forms) Practising presentations: testing equipment; practice of timings; testing of visual stimuli; feedback from an appropriate critical friend Anticipating and preparing for questions: using knowledge of audience members; use of feedback from practice sessions, brainstorming with team members 4 Be able to deliver presentations for marketing communications (advertising) Delivering a presentation clearly: vocal tone, eg impact on audience, significance of different tones of voice, methods of gaining awareness of own vocal delivery, eg recording of practice sessions, feedback from peers; pace, eg controlling the speed of delivery as a means of emphasis, relationship between pace and audience comprehension; volume, eg use of volume as a means of gaining attention, control of volume as a means of maintaining the attention of audience; body language, eg use of gestures, impact of different postures on audience behaviour; Audio and visual aids: types of aid, eg integration of digital video, use of images, use of artefacts, eg moodboards, models, promotional items; criteria for selecting appropriate visual aids, eg impact, relevance, cost, availability; Set up and use and technical equipment:, eg configuration of computer systems, display resolution, optimisation of displays according to audience size and the need for visibility; health and safety considerations; 155

166 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Evaluating the success of a presentation: formal and informal approaches, eg verbal feedback, use of questionnaires (paper based, online), peer observation, use of a reflective journal, review of recordings of presentations (audio recording, video recordings, selection of a focus for evaluation); improving future presentations, eg use of resources, administrative arrangements, aspects of presentation delivery, eg use of audio and visual materials, use of supporting materials, verbal and non-verbal communication skills; presentation content, eg volume, clarity, relevance, extent to which material meets audience needs 156

167 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Essential guidance for tutors Delivery Delivery of this unit will benefit greatly from careful integration of workplace activity alongside the delivery of content and practising of skills. This unit requires a careful balance between the development of an understanding of theoretical principles and practical skills. The delivery of the unit should mirror its content and can serve to exemplify many of the presentation skills required. When preparing for delivery of the unit the tutor may wish, for example, to consider the needs of their audience and demonstrate to learners how the presentation of content for a specific session was tailored based on this understanding. Another example might be for the tutor to use a range of different audio and visual stimuli within a presentation and then lead a group discussion about the rationale for selecting specific materials and how effective their deployment might have been. For learning outcome 1, theory notes could be supplemented with structured reflection on taught sessions and group discussion on the different techniques, materials and equipment that learners have used or seen used in their workplaces. Discussion should be guided carefully to ensure that critical consideration is given to the appropriateness of different approaches to different tasks. Topics could be assigned to individuals or groups of learners to cover assessment criteria 1.3, 1.4 and 1.5, with learners delivering a short presentation to their peers followed by an explanation of how they considered the needs of their audience and how they sought to persuade them of a particular point or points. Work on small-group presentations and reflection on unit delivery could be extended to consider learning outcome 2, with learners discussing how they prepared for their presentations and how it helped them (assessment criterion 2.3), how they and their peers could have used body language and vocal variety within their presentations (assessment criterion 2.2) and how they might have increased the extent to which they captured, retained and convinced their audiences (assessment criterion 2.1). For learning outcome 3, learners should be encouraged to focus on a presentation that must be delivered in the course of their work duties. Tutorials might focus on supporting learners as they prepare for a specific presentation to clients or managers. Individual guidance might be supplemented by group critiques of work in progress with learners comparing their ideas, inspirations and approaches to tasks. Learners could be organised into pairs or small groups for the delivery of assessment criteria 3.8 and 3.9, with individuals acting as critical friends for one another, offering advice on the delivery of presentations and helping one another to anticipate appropriate questions that the audience might ask. Learning outcome 4 might be delivered through workshop sessions where learners carry out mock presentations to one another before going into their workplace to deliver their finished product. When developing learner presentation skills there is a significant opportunity to combine this with the necessary practice which learners must undertake. Learners could take turns to deliver trial runs of their own presentations to their class and then participate in a group critique or work with a critical friend to reflect on their work and evaluate its efficacy. 157

168 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS These sessions could be recorded to highlight particular strengths of different presentations such as the control of pace or the use of volume and tone of voice as a means of emphasis important points. Learners should be encouraged to maintain a reflective journal throughout this unit to document their skill development and to give them an opportunity to undertake independent planning and review of their emerging competence in those areas of presenting information where skill gaps have been identified. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Assessment activities should reflect the need for learners to demonstrate their understanding of the theoretical underpinning of the delivery of presentations in the advertising industry, in addition to their ability to put their theoretical knowledge into practice in a workplace context. Learning outcomes should be assessed through the production of a portfolio of evidence which contains written work produced by the learner and appropriate evidence of their practical skills, including an appropriate mixture of recordings and witness statements. Assessment criteria 1.1, 1.2,.1.3, 1.4 and 1.5 could take the form of a report that learners might produce based on the nature and type of presentations that they must deliver within their job role in the advertising industry. Critical insights into the appropriateness of different presentation techniques could be illustrated with examples drawn from the individual s workplace experience. Assessment criteria 2.1, 2.2 and 2.3 could be assessed through the production of a review or critique of a presentation delivered by a fellow learner using appropriate aspects of theory to explain the effective and less effective parts of their colleague s delivery. Specific aspects of the delivery of a presentation could be used as illustrative examples with explanations showing an understanding of how and why particular approaches deserve consideration. The assessment of 3.1 might be through the minutes of a meeting with a line manager or through an exchange of s. Assessment criteria 3.2, 3.3 and 3.4 might be evidenced through the production of a rationale for a workplace presentation in which the learner explains their decisions and how they have informed the action that these plan to take. This could be cross referenced with other items of evidence submitted for learning outcome 3. Assessment criteria 3.4, 3.5 and 3.6 could be assessed through the production of a presentation as part of the learners normal work duties. This should be a presentation to clients or managers where the learner has to offer a solution to a workplace problem or a response to a creative brief and should constitute a substantial component of a larger project. Any visual aids and notes that were prepared for the delivery of the presentation should be submitted by the learner. Such materials should reflect the current professional standards of the industry. s, memoranda or minutes of a meeting could be used to evidence assessment criterion 3.7 while achievement of assessment criterion 3.8 should be demonstrated through an appropriate recording such as a digital video. 158

169 UNIT 16: PRESENTING MARKETING COMMUNICATIONS (ADVERTISING) SOLUTIONS Assessment of 3.9 should focus on the learner s ability to anticipate probable and taxing questions from the audience. While it is likely that some routine questions might be asked regarding clarification of the specification or availability of a product, it is also likely that attempts to persuade the audience will be challenged and this should be reflected in this preparation. Assessment criteria 4.1, 4.2, 4.4 and 4.5 could be assessed through the recording of a presentation by the learner. The recording should be of adequate quality so the learner s own speech can be heard clearly and any questions put to the learner are audible. The recording should also confirm the use of visual aids. Assessment criterion 4.3 could be demonstrated through annotated images of the equipment used for the presentation. Annotations should reference the reasons why the setting up and use of the equipment is appropriate. Assessment criteria 4.6 and 4.7 could be assessed in the form of a report by the learner. Appropriate feedback should be gathered from the participants in the presentation so that the presenter is able to derive some critical insight into their strengths and weaknesses. The evaluation should cover the content and delivery of the presentation with consideration given to how the quality of the former supports the latter. Indicative resource materials Textbooks Duarte N Slide:ology: The art and science of creating great presentations (O Reilly Media, 2008) ISBN: Fill C Marketing Communication (Financial Time Prentice Hall, 2009) ISBN: Reynolds G Presentation Zen: Simple Ideas on Presentation Design and Delivery (New Riders, 2011) ISBN: Website 159

170 160

171 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Unit 17: Communicating Using Digital Marketing/Sales Channels Unit code: T/502/8624 QCF level: 3 Credit value: 4 Guided learning hours: 26 Unit aim The aim of this unit is to educate the learner in making use of digital marketing and sales channels to communicate messages to target audiences. Learners will go through the process of planning how best to deliver the message, through to research to check it has had the necessary impact. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Marketing professionals are expected to develop marketing communications strategies using digital media which have been tailored to the needs of specific customer groups. In this unit learners will examine the planning process that underpins the development of communication activities using digital media. They will explore different methods of selecting groups of customers to target giving appropriate consideration to their response to different forms of communication. The planning process will be informed by the different software packages available to present marketing information and the requirements of using a range of digital technologies in marketing communications activity. Learners will explore the role of objectives in planning the use of digital communication channels, reflecting on the role of specific KPIs in planning. They will look at how target customers are selected and how marketing professionals obtain the data needed to communicate with the public, showing a critical awareness of the appropriateness of different channels to specific target groups. Their proposals will be examined in the context of the needs of their employer and the extent to which they are likely to engage the interests of customers. Many millions of spam messages are sent out every year leading members of the public and internet service givers to apply powerful spam filters to their systems. Learners will examine the techniques that can be applied to the construction of messages to limit the chances of non-delivery. They will gain practical experience of composing and sending electronic communication, in line with a defined plan, measuring both successful messages and those which are undeliverable to inform future planning. 161

172 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Finally, they will consider the extent to which their plans are successful, defining clear success criteria for communications activity and evaluating their work against these criteria. 162

173 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand how to plan the use of digital media for a specific message, audience and recipients 2 Be able to plan the use of digital media for a specific message, audience and recipients Assessment criteria 1.1 Explain the selection of the organisation s targeted customers 1.2 Describe expected target audience responses to different electronic media communication methods 1.3 Describe the characteristics, advantages and disadvantages of different software packages for presenting marketing information 1.4 Explain the requirements of using multiple digital marketing technologies 2.1 Confirm the sales and marketing objectives for the digital communication, including response rates and sales generated return on investment 2.2 Identify the criteria to be used in selecting recipients in target audience 2.3 Source and acquire targeted lists and databases of recipients in accordance with the plan 2.4 Confirm the range of electronic media best suited to communicating to the target audience in line with the sales and marketing objectives 2.5 Agree with appropriate people the marketing communications message designed to engage the customer and which is appropriate for the media selected 163

174 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Learning outcomes 3 Be able to check the digital message can be accessed and/or delivered 4 Be able to monitor and evaluate the response to digital activity and take any corrective action Assessment criteria 3.1 Check any links, keywords, and supporting attachments allow access by recipients to further information 3.2 Identify any risks that the message might be labelled as spam and take action to minimise such risks 3.3 Enable click-through tracking in digital messages in accordance with the plan 3.4 Send messages to targeted customers in accordance with the plan 3.5 Set up reporting system for undeliverables in accordance with organisational procedures 4.1 Record undelivered messages in accordance with reporting system 4.2 Identify repeat communications requirements in line with the sales and marketing objectives 4.3 Monitor and evaluate the responses to digital marketing against agreed criteria 4.4 Report the findings of the evaluation in accordance with organisational procedures 164

175 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Unit content 1 Understand how to plan the use of digital media for a specific message, audience and recipients Selection of target customers: criteria for selecting target customers, eg interests, income brackets, purchase history, interest in defined products or services; response of customer groups to different communication methods, eg response rates, engagement with specific communication methods, use of language Software packages used in the presentation of marketing information: presentation packages, eg PowerPoint, cloud based software (Prezi, Office Live); information systems, eg internal database packages; marketing analytics packages; advantages of packages, eg automation of calculations, visualisation of data, improved impact of presentation; disadvantages, eg cost of licences, need for training in specialist packages, death by PowerPoint Using multiple digital marketing technologies: consistency between technologies, compatibility across platforms, integration of content across digital platforms, capacity for cross posting of content, trackability of different platforms including differentiating page impressions from multiple platforms 2 Be able to plan the use of digital media for a specific message, audience and recipients Confirming sales and marketing objectives: setting appropriate objectives for digital communication, eg engagement with existing customers, attracting new customers, building brand equity; setting KPIs to measure the success of digital media based on promotional objectives, eg response rates, conversion rates, sales generated return on investment Selecting a target audience: defining criteria for selecting a target audience, eg customer characteristics, age, gender, income, interests; sourcing and acquiring customer data, eg sources of customer databases, generating lists in house versus purchasing lists, screening quality of lists, compliance with data protection legislation Matching digital media to audience requirements: defining audience requirements, eg operating systems, software requirements, common screen resolutions; audience characteristics, eg use of language, use of images, disabilities, eg visual impairments, hearing impairments (impact on use of digital media, provision of alternative communication medium); appropriateness of electronic media to promotional objectives, eg capability to generate sales, appropriateness to brand values; seeking approval for media choices, eg organisational procedures, management review processes, quality assurance systems 165

176 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS 3 Be able to check the digital message can be accessed and/or delivered Checking links, keywords and attachments: use of keywords in communication activity, eg ubiquity of words, likelihood of search terms leading customers to competing products, search engine optimisation, metadata on company web pages, purchase of search terms from web service givers; use of links, eg linking to social media platforms, use of QR codes in traditional media communication to link to electronic platforms; use of attachments, eg size of attachments, optimisation for display on different web browsers and computer systems (desktop, laptop and tablet PCs) Danger of messages being labelled as spam: use of key terms, eg common terms used in spam s, types of attachments, server white lists, eg choice of mail server to send messages, use of mailing services, sending messages to multiple recipients, eg likelihood of messages being labelled as spam Click through tracking in digital messages: use of cookies; collecting appropriate web metrics; building tracking codes into links Sending messages to targeted customers: validation of mailing lists; inclusion of opt out facilities in messages; relevance of messages to communication plans and objectives Creating a reporting system: tracking undeliverables; purpose; importance, cost implications; link to organisational procedures; relevance to data protection legislation 4 Be able to monitor and evaluate the response to digital activity and take any corrective action Recording undelivered messages: developing appropriate recording systems; coding undelivered messages; inclusion of data in organisational reporting systems Measuring repeat communication: definition of repeat communication; link between repetition and recall, variation in format and presentation of messages; Monitoring and evaluating responses to digital marketing against agreed criteria: assessment of campaign responses against communication objectives; measurement of KPIs; use of customer feedback; feedback from client organisations; comparison of promotional activity to other communication activities; reporting on findings, eg format of reporting, compliance with organisational procedures, highlighting successes, use of supporting evidence 166

177 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Essential guidance for tutors Delivery This unit lends itself to a number of delivery approaches. Whilst predominantly practical in focus requiring learners to develop and demonstrate their skills in the workplace, learners can still benefit from spending time learning about theory and best practice during more formal classroom based sessions. Delivery of theory should be supplemented with examples of industry best practice and opportunities for learners to share their own workplace experiences. Learning outcome 1 requires learners to explore the targeting of digital media at specific target audience. In terms of classroom activity, a simulation activity with learners split into groups to devise a digital communication plan for a given product and target market would allow the exploration of a range of issues. Learners should be encouraged to present their ideas to their peers and to give one another feedback on their ideas. Access to an ICT suite might be beneficial in enabling learners to explore the features of different software packages used in the presentation of marketing information. Learners could be assigned a data set and set the task of presenting that information with different packages so that the features and relative merits of each can be compared. Within the workplace learners could be tasked with shadowing a colleague while they develop a plan to target a specific customer group. The learner could observe these activities and write a reflective account of their observations in preparation for attempting to replicate the task for a different customer group. Learning outcome 2 requires learners to produce a plan for the use of digital channels to communicate a specific message to a specific audience or audiences. Simulated client negotiations in seminar or workshops sessions should enable learners to consider how best to confirm the objectives of a campaign and the criteria to be used when selecting an audience. This might give an opportunity for learners to consider the issues involved in advising a client and the extent to which it is desirable or ethical to guide and shape their decisions. The ethical dimension should be extended into sessions on the acquisition of databases, with appropriate consideration given to the implications of acquiring such information from an inappropriate source or of using a badly constructed list which does not reflect the target audience for the communication plan. This should serve as a powerful stimulus for discussion and debate in class. When learners have developed their skills in class they should then seek opportunities to practice them in the workplace. They might ask a colleague if they can support them in a negotiation with a client or shadow a meeting so that they can observe an experienced colleague engaged in such activity. Reference to campaign objectives for different businesses could be used to explore the selection of electronic media. This could be presented to learners in the form of a problem-solving exercise with appropriate justifications given for decisions. 167

178 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS Learning outcome 3 could be addressed through a series of practical tasks. Learners could produce a small-scale mailshot, for example promoting a course or charity event at their college or sharing course materials with fellow learners. This would allow them to demonstrate their ability to use appropriate key words and prevent a mailshot being labelled as spam. Sending out their mailshot would allow them to gather evidence of how they track the click-through rate. As a follow-up to the practical delivery of learning outcome 3, learners could set up a system for tracking undeliverable messages and repeat communications from their mailshot. Learners could compare the systems that they set in terms of effectiveness and expediency, selecting the best features of different systems and composing an overall best practice model. Once these skills have been developed to the point that learners can demonstrate a reasonable level of competence, learners might practice these skills in the workplace, assisting colleagues in the planning and execution of a mailshot. It might be better to being with a message aimed at an internal audience if possible. For learning outcome four, a report on the effectiveness of the campaign could be produced and presented to the class and, if possible, visiting industry experts, for feedback and constructive criticism. Reports should critique not just practical evidence but also the application of appropriate theory to the task. Where practical learners might seek opportunities to critique campaigns for colleagues, presenting their findings to key team members in their workplace. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learning outcome 1 lends itself to a portfolio of evidence gathered through the documentation of a range of activities in the workplace, depending on the agreement of employers and clients. Assessment criterion 1.1 could be presented as a formal report presented to a client, detailing the methods used to select customers and justifying that decision in terms of appropriate theory. The report could be extended to cover assessment criteria 1.2 and 1.4 with learners detailing the response of a defined target group to different communication methods. Assessment criterion 1.3 could take the form of a memo or to a colleague advising them on the best choice of software for a given purpose. Appropriate critical consideration should be given to a number of products. Alternatively, a meeting between staff where this decision is taken could be observed and documented. Learning outcome 2 could be addressed through material produced by the learner as part of their work, subject to permission from their employer. Documents such as s could be used for assessment criteria 2.1, 2.2 and 2.5 with learners demonstrating they have confirmed the objectives they will be working towards and their negotiation of their target market. 168

179 UNIT 17: COMMUNICATING USING DIGITAL MARKETING/SALES CHANNELS While databases need not be included within the work submitted, learners should include evidence that they have sourced this material, for example an invoice or copies of communication with a supplier. The final part of the planning process should see learners justifying the communication methods that they intend to use, acknowledging the limitations of methods and highlighting how these can and will be overcome within their plan. Learning outcome 3 builds on learning outcome 2 giving learners an opportunity to produce examples of communication material which have been annotated to show how they have taken steps to prevent material being levelled as spam (assessment criterion 3.2) whilst providing opportunities to track clicks on links (assessment criterion 3.3) For assessment criterion 3.4, learners will need to demonstrate that they have sent messages to customers according to their plan. They will need to include evidence of the steps that they have taken to disseminate their communication materials. This might include print screens from software used to build and transmit their mailshot. Assessment criteria 3.5, 4.1 and 4.2 could be combined into a task where learners produce a plan for a system that can measure and report on the effectiveness of their mailing activities. Assessment criteria 4.3 and 4.4 require learners to carry out a digital marketing activity which they are able to monitor. Evidence of their monitoring activity could be demonstrated through a report which outlines their methodology and then reports on the effectiveness of their campaign, commenting on the extent to which activities have met campaign objectives and making recommendations for future campaigns based on a cogent analysis of the issues raised by the marketing communication practice under review. Indicative resource materials Textbooks De Pelsmacker P Marketing Communications: A European Perspective (Financial Times/Prentice Hall, 2010) ISBN: Fill C Marketing Communication: Interactivity, Communities and Content (Financial Times/Prentice Hall, 2009) ISBN: Pringle H and Marshall J Spending Advertising Money in the Digital Age: How to navigate the media flow (Kogan Page, 2011) ISBN: Ryan D and Jones C Understanding Digital Marketing: Marketing Strategies for Engaging the Digital Generation (Kogan Page, 2012) ISBN: Journals International Journal of internet Marketing and Advertising Journal of Database Marketing and Customer Strategy Management Journal of Direct, Data and Digital Marketing Practice Journal of Marketing Channels 169

180 170

181 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Unit 18: Designing and Developing a Website Unit code: L/601/3315 QCF level: 4 Credit value: 15 Guided learning hours: 90 Unit aim The aim of this unit is for learners to develop the knowledge, skills and understanding required for website design and the associated development process. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Learners will understand the key concepts that drive the internet and the world wide web and examine how these concepts are implemented by businesses. This includes demonstrating awareness and understanding of web standards and the potential of multimedia elements within an Extensible Hyper-Text Markup Language (XHTML) site. Learners will design a website which is applicable to a vocational advertising and marketing context. This will include demonstrating appropriate use of web development tools to fulfil the requirements of a brief. Testing the communication and functionality of the learner s website is a key component of this unit. The ability to analyse, interpret and rectify any functionality issues is a final, but essential, part of the design process. 171

182 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Design a Web site to address loosely-defined requirements 2 Use web development tools to build (X)HTML- and CSS-based websites to address well-defined specifications 3 Understand the technology and tools needed to use multimedia in the context of a website Assessment criteria 1.1 Identify the key design features inherent within a requirements specification 1.2 Use planning tools and techniques to create a site map 1.3 Evaluate different design models and select the most appropriate to meet requirements. 2.1 Describe the use of (X)HTML to develop websites 2.2 Describe how to use CSS to standardise the overall style of a website 2.3 Write the source code for a simple web page in clean XHTML according to a specification. 2.4 Write the source code for a CSS according to a specification 2.5 Explain the contextual application of a variety of web development tools 2.6 Explain the advantages and disadvantages of various web development methodologies and technologies 3.1 Explain the advantages and disadvantages of various types of multimedia file format 3.2 Explain the advantages and disadvantages of different types of multimedia element in relation to different contexts 3.3 Embed functional multimedia components in an (X)HTML site 172

183 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Learning outcomes 4 Develop test strategies and apply these to a Web site 5 Understand the need for Web standards 6 Understand the concepts associated with using the internet and the world wide web for business Assessment criteria 4.1 Develop and apply a test strategy consistent with the design 4.2 Determine expected test results 4.3 Record actual test results to enable comparison with expected results 4.4 Analyse actual test results against expected results to identify discrepancies 4.5 Investigate test discrepancies to identify and rectify their causes 4.6 Explain the need for testing on different platforms and browsers 5.1 Explain the role of the W3C 5.2 Explain W3C standards and their application in site coding 5.3 Discuss web accessibility and usability issues from the viewpoint of an IT professional 6.1 Explain the underlying physical and operational properties of the internet and world wide web, including the difference between the two. 6.2 Discuss the internet and the web as a business tool, including (but not limited to) as a tool for communications, research, sales and marketing. 6.3 Discuss the advantages and disadvantages of various internet-based models, in different contexts 6.4 Discuss the advantages and disadvantages of various ecommerce models, in different contexts 173

184 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Unit content 1 Design a website to address loosely-defined requirements Key design features within a specification: structured and appropriate content; legible text content; navigation; accessibility; optimisation for web search engine; consistent visual style Planning tools and techniques to create a site map: identify client goals or unique selling point (USP); sketch key pages; identify hierarchy of information; use idea-generating techniques, eg flow-chart, mind maps, brainstorms Evaluate different design models and select the most appropriate to meet requirements: requirements involve, eg image focused, text focused, static, interactive; design structures, eg two columns, three columns, three rows, rows with columns, headers and footers 2 Use web development tools to build (X)HTML- and CSS-based websites to address well-defined specifications Describe the use of XHTML to develop websites: HyperText Mark-up Language (HTML) for describing elements of a page; examples of Extensible HyperText Mark-up Language (XHTML), eg headings, paragraphs, title, body, font size, font face Cascading Style Sheets (CSS) to standardise the overall style of a website: inline; internal; external; new style sheet; attach style sheet Source code for a simple web page in clean XHTML: HTML; head; title; image; body; font size; font face; paragraph; colour; save as XHTML Source code for a CSS according to a specification: selector, eg heading, paragraph, declarations such as property and value, eg colour, font size, align, CSS backgrounds, CSS texts, CSS links Contextual application of a variety of web development tools: tools include, eg scripting, meta-tags, tables, style sheets, java, forms, rollovers, pop ups Advantages and disadvantages of various web development methodologies and technologies: current technologies, eg HTML, XHTML, dynamic HTML (DHTML), cookies, Javascript, Perl, ASP, Java, client-side interactive scripts, server-side scripts, database driven web pages; publishing, eg File Transfer Protocol (FTP); content control, eg CSS; animation, eg Flash (SWF) 3 Understand the technology and tools needed to use multimedia in the context of a website Advantages and disadvantages of various types of multimedia file format: image files, eg PDF, JPEG, GIF, TIFF; movie files, eg AVI, MOV, MPEG; sound files, eg AVI, WAV, mp3; animation files, eg SWF, animated GIF; advantages and disadvantages, eg quality, download times, accessibility, broadband compatibility Advantages and disadvantages of different types of multimedia element in relation to different contexts: multimedia elements, eg video, sound, audio, animation, slideshow, interactivity; contexts, eg business types, charities, educational, research, government, entertainment Embed functional multimedia components in an XHTML site: multimedia, eg sound, images, video, film, animation, interactivity; embed tag; insert media, copy, paste 174

185 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE 4 Develop test strategies and apply these to a website Test strategy consistent with the design: test over different browsers, eg Safari, internet Explorer, Firefox; test over different platforms, eg MAC, PC, mobile phone, test through user acceptance testing Expected test results and actual test results to identify discrepancies: determine through recording website goals, expected user outcomes, record actual test results through, eg video, notes, interviews with participants, questionnaires with participants Actual test results and test discrepancies to identify and rectify their causes: analyse results, eg charts, graphs, report; investigate by, eg checking code, checking browsers, Need for testing on different platforms and browsers: to ensure accessibility for all users, links, text legibility, image quality, client-side testing consistency, server-side testing consistency 5 Understand the need for Web standards Role of the World Wide Web Consortium (W3C): international standards; standardisation of website formats; standardisation of web technologies, open accessibility W3C standards and their application in site coding: open web platform; open accessibility; high technical and editorial quality, coding, eg accessible code, XHTML, CSS, search engine friendly, clean coding Web accessibility and usability issues from the viewpoint of an IT professional: device independence, web content accessibility guidance (WCAG), web accessibility initiative (WAI), eg accessibility for visual, audio, mobility, cognitive disabilities, text versions of moving image, search map, consistent page layouts 6 Understand the concepts associated with using the internet and the World Wide Web for business Underlying physical and operational properties of the internet and worldwide web: internet properties, eg as interconnected computer systems, to disseminate information, series of global private and public networks; worldwide web properties, eg interlinked hypertext documents, a way to access information over the medium of the internet the internet and the web as a business tool, a tool for communications, research, sales and marketing: including, eg web marketing via , advertising banners, pop ups, viral marketing, organising flash mobs, e-commerce, subscription service, information resource Advantages and disadvantages of various internet-based models, in different contexts: models, eg on-demand, subscription, advertising, e-commerce, information, storage, sharing; contexts, eg business types, charities, educational, research, government, entertainment Advantages and disadvantages of various e-commerce models, in different contexts: e-commerce models, eg business to business (B2B), business to consumers (B2C), consumer to consumer (C2C), consumer to business (C2B); advantages, eg virtual shop window, cash free, ease of transfer, speed, 24-hour selling and buying; disadvantages, eg security concerns, product quality, technical failures, lack of customer to company interaction 175

186 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Essential guidance for tutors Delivery This unit gives learners the knowledge, skills and understanding required to develop and design a website. Learning outcome 1 begins with learners investigating and planning the design of a website to address loosely-defined requirements. These requirements should be in the form of a centre or client-generated brief within a vocational scenario. Within these requirements learners should initially identify the design features required for the brief and for an advertising and marketing client. This meets assessment criterion 1.1 and can include basic features including text content, navigation, accessibility and visual style. Alongside this, learners should evaluate the advantages and disadvantages of different design models, for assessment criterion 1.3. Both of these tasks can be achieved through learners analysing real websites that are related to the market of their client brief. This analysis should take the form of a visual report or presentation. Within this learners will use visual examples to identify if the design model is, for example, image focused, text focused, static or interactive and how columns and grids are utilised. Through this report or presentation, learners will be able to make informed decisions when using planning tools and techniques to create their site map for assessment criterion 1.2. Learners will need to consider the client s goals or unique selling points and make these central to the site map. Learners can use ideas-generating techniques such as brainstorms and mind maps to establish this. From this the hierarchy of information can be established flow charts and the sketching of key pages can begin. All of this should be complied into a sketchbook. Learners should continually be encouraged to refer to their report whilst sketching so that the initial research is applied constructively to design ideas. After completing this stage, learners can start using web development tools to build firstly XHTML and then CSS-based websites. For assessment criterion 2.1, learners will need to initially describe the use of XHTML and its role in developing websites. Learners can be encouraged to take the websites learning outcome 1 and investigate the code used. It should be noted, however, that how to access the source code will vary with different browsers. When the source code is shown learners can print the code and highlight the key hypertext mark-up language such as headings, paragraph, title, body, font size etc. Learners can then consider what these tags are used for before the tutor reveals the answers. From this learners can start to write the source code, assessment criterion 2.3, for a simple web page. This should be in relation to the brief, but learners should be encouraged to take the simplest web page from their sketches and create this first. It may be advantageous to begin with head, title, image, body and paragraph etc rather than attempting more ambitious code. Through exploring the mark-up of websites learners will probably come across CSS. Learners should describe what CSS is, assessment criteria 2.2, and how to insert CSS through inline, internal and external style sheets. Learners will need to know the advantages of CSS for creating an overall style. 176

187 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Learners should then write the source code for CSS with an understanding of the relationship between selector, property and value to meet assessment criterion 2.4. This again should be applied initially to the learner s simplest web page to enable the development of skills, understanding and confidence. After investigating and applying basic XHTML and CSS, learners can move to explaining a variety of web development tools. Before these are contextualised into their briefs, learners may need a tutor demonstration of the range and scope of these tools. Learners could be shown visual examples of the use of tools such as meta tags, tables, style sheets, Java, forms, rollovers and pop ups. Learners can refer back to their sketches of their web pages and consider where these tools could be applied into their website for assessment criterion 2.5. Learners should then annotate accordingly on why they apply to that page. Learners can present their findings back to their peers through a visual and verbal presentation that can form the basis of a class discussion. In addition to this activity, learners should explore the relative advantages and disadvantages of web development methodologies and technologies for assessment criterion 2.6. Again, the initial presentations can come from the tutor. Through these demonstrations and presentations learners could be exposed to a range of approaches such as XHTML, DHTML, cookies, ASP, client-side interactive scripts, database driven web pages etc. The emphasis should then move onto the learner articulating the advantages and disadvantages of each. This could be through a report or a verbal presentation. Learning outcome 3 focuses on understanding the technology and tools needed to use multimedia in a website. An initial task can be for learners to brainstorm in pairs the types of multimedia file formats. This can then be used as a discussion point for the advantages and disadvantages of each multimedia file format for assessment criterion 3.1. Learners could stay in pairs and identify disadvantages and advantages of different multimedia elements, assessment criterion 3.2, in relation to two different contexts. Each pair can be allocated a different context such as a business type, charity, educational, research etc. Pairs would then present back to the group. Learners should make notes on each group s presentation content and include this in their folder for submission. Once these multimedia types have been explored thoroughly learners can embed functional multimedia components into their XHTML site to complete assessment criterion 3.3. Based on their research findings from the presentations, learners should embed at least two multimedia components into their website appropriate for their brief s intentions. For assessment criterion 4.1, learners will develop and apply test strategies to their site. This will involve initially testing their site over a range of browsers. It may be beneficial for learners to print the home page of their site across each browser and then put these into their research folder as evidence of testing. Learners should also test across other platforms such as Mac, PC, mobile device etc and record these results. 177

188 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE For assessment criterion 4.6, learners should explain the need for testing across platforms and browsers. Testing the site against the target audience is also an important component. This can be carried out through either the target audience itself or peer s simulating the experiences and expected mindset of the target audience. The discrepancy between expected results, assessment criterion 4.2, and user impressions, assessment criterion 4.3, should be recorded in a report. Assessment criterion 4.4 will involve identifying any technical discrepancies. Learners could be given a checklist of issues to be aware of such as accessibility, links, text legibility, image quality etc. These technical, visual and user discrepancies should then be rectified in order to meet assessment criterion 4.5. After completing the practical element of the unit learners should begin to understand the theory related to the need for web standards. Assessment criterion 5.1 could take the form of an essay in which learners start by explaining the role of W3C. Learners should explain the importance of issues such as open accessibility, formats and standardisation. From this learners can explain W3C standards and how they are applied in site coding, assessment criterion 5.2. Learners should explain the advantages of clean coding, search engine friendly code and CSS etc. Finally, for assessment criterion 5.3, learners should address other issues around accessibility and usability such as web content accessibility guidance (WCAG) and the web accessibility initiative (WAI). The correct use of terminology is an important factor and as such it may be a beneficial activity for learners to proofread each other s essays before the final hand-in. In the final learning outcome learners should understand concepts associated with using the world wide web and the internet for business. For assessment criterion 6.1, it is important that learners explain the distinct properties of each and the difference between the two. This could be achieved in pairs or small groups in which learners have to write their own interpretation of the world wide web and the internet based on their findings from research sources. Learners will then discuss the internet and web as a business tool for assessment criterion 6.2. Learners should initially brainstorm the many ways in which businesses can use the web. Encouraging learners to look at previous website research will help ensure their brainstorms are broad and comprehensive. Each pair, will then present their ideas in a collective class brainstorm or mind map. Brainstorms should include such diverse ideas as for organising flash mobs to e-commerce. For assessment criterion 6.3, learners, in pairs, could reflect on the advantages and disadvantages of internet-based models in different contexts. Models can include on-demand, subscription, sharing etc. Contexts can include educational organisations, charities or entertainment sites. Due to the scale of possible scenarios each pair could be given two contexts and two models. Again learners can present their findings to the whole group and make a collective brainstorm that is then interpreted individually by each learner and placed in their folder. For assessment criterion 6.4 learners should discuss the advantages and disadvantages of various e-commerce models in different contexts. As the focus of this criterion is narrower, learners can complete this via an individual essay. Learners could begin this by using real websites to identify business to business (B2B), business to consumers (B2C), consumer to consumer (C2C) and consumer to business (C2B) models. Learners can then systematically analyse the strengths and weaknesses of e-commerce in each. Learners would give visual examples to accompany the text. 178

189 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners could use a client-generated brief within their workplace as the starting point for generating their research and ideas. The first part of learning outcome 1 could take the form of analysing commercial websites that are appropriate to the brief s intention. This should take the form of a visual report or presentation. This visual and written approach for assessment criterion 1.1 will enable learners to identify and highlight the design features inherent within their chosen websites including text content, image content, navigation and accessibility. This approach also allows for evaluation of different design models to meet the brief s requirements as stated in assessment criterion 1.3. It may be beneficial for learners to annotate their visual examples with key technical terminology as well as explanations. From this report of presentation, learners can use planning tools and techniques to create a site map for assessment criterion 1.2. Firstly, a hierarchy of information will need to be identified as well as the USP of the client. The report again will help in ascertaining this. The site map can then be created through brainstorms and flow charts. The final site map can then be presented to their client. All of these ideas-generating techniques, as well as the final site map, should be complied into a sketchbook or folder. Assessment for learning outcome 2 can take many forms. The process of describing CSS and HTML, assessment criteria 2.1 and 2.2, can be done through learners revealing the source code from their research websites, printing it, highlighting the code and describing what it is for. Learners should describe the use of each with specific examples such as paragraphs, body or inline. This again should be placed within the learner s assessment folder. Learners can take knowledge they have accumulated and apply this to their website. This should begin with XHTML coding for assessment criterion 2.3. It is important that the coding is clear and correct so learners can grasp the basics with confidence before attempting more ambitious pages. A word processing program may be used initially to write this code. After this learners will write source code for a CSS, assessment criterion 2.4, that is appropriate for their brief intentions. This should be referenced to their research from learning outcome 1. Learners could add comments to their code indicating the purpose of different sections. They should document their coding and design process. Learners will then respond to series of web development tools. These tools could include meta-tags, tables, style sheets or pop ups, which can be built into their own project for assessment criterion 2.5, depending on the needs of their client. Learners can refer back to their initial sketches and apply the appropriate tools to their selected design model. This should be evidenced through the sketchbook but also the design development on their digital portfolio. Learners should be able to explain why the selected tools are appropriate and appropriate for their client s brief. The learner could pitch their ideas to their client. During this pitch, for learners to meet assessment criterion 2.6, they need to explain the advantages and disadvantages of web-based development and methodologies such as XHTML, DHTML, cookies, client-side interactive scripts etc. Learner pitches could be recorded and stored digitally as an audio file or video recording for assessment. 179

190 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Learning outcome 3 learners need to understand the tools and techniques required to utilise multimedia. Initial evidence should begin with brainstorms of the type of multimedia formats. Accompanying this, for assessment criterion 3.1 should be notes that explain the advantages and disadvantages of each file format. Each advantage and disadvantages should be validated with a reason explaining why. The same principle should be applied when learners explain the advantages and disadvantages of different types of multimedia element in different contexts for assessment criterion 3.2. Learners can work in pairs with a peer who has selected a different context such as a business instead of a charity. All notes should be complied in the learner s individual folder or sketchbook and could be consolidated further by a recorded presentation. Finally, for assessment criterion 3.3, learners should embed at least two functional multimedia components into their website. It is important that the components are functional but also appropriate for the brief s intention. These multimedia components could also be documented onto the digital portfolio or recorded in interaction to show the effect that they have on the communication of the site. The next assessment stage is to develop and apply test strategies. This could take a number of forms including different browsers or over different platforms, assessment criterion 4.1. Learners should write a short synopsis on their expectations of the test results and why it is important to test on different platforms and browsers for assessment criterion 4.6. Learners should then test their site against their target audience. A digital recording, interviews, notes or questionnaires could record the test, assessment criterion 4.3, and the analysis assessment criterion 4.4. From this, for assessment criterion 4.5, learners can investigate discrepancies and rectify their causes. Learners can use their digital portfolio to show their site before and after these improvements. Learners should conclude the unit by investigating web standards and concepts associated with using the internet and the world wide web for business. Learners begin by explaining the role of W3C to fulfill assessment criterion 5.1. this might take the form of a presentation to their client. This then can progress into explaining W3C standards and their application in coding for assessment criterion 5.2. Learners could include explanations of concepts such as open accessibility, website formats, standardisation of web technologies as well as coding issues around clean coding, search engines and accessible code. Learners may also address issues for assessment criterion 5.3 around usability such as web content accessibility guidance (WACG). It may be beneficial to give learners a structure or a series of questions so that learners do not struggle with the structure but instead devote their time to the content and explanations. This could be in the form of chapters, for example entitled the role of W3C, site coding and accessibility and usability. These chapters should reflect the assessment criteria of learning outcome 5. Finally, learners will understand business concepts associated with the internet and world wide web. Learners will begin assessment criteria 6.1 by differentiating between the two. Learners should create their own informed interpretation of the physical and operational properties of each. This might take the form of a report. This could be supplemented by a critical evaluation of the use for the internet and the web as a business tool for assessment criterion 6.2. Alongside this, learners will critically discuss the advantages and disadvantages of internet-based models, assessment criterion 6.3, in different contexts. 180

191 UNIT 18: DESIGNING AND DEVELOPING A WEBSITE Learners might record their findings in their folder or sketchbook so that as many contexts and models as possible are covered. Finally, for assessment criterion 6.4, learners will individually discuss the advantages and disadvantages of various e-commerce models in different contexts. The evidence for this can be in the form of a report in which the learner systematically balances arguments for and against. Again, it may be beneficial to give the structure for these so learners can spend the majority of their time on the content of the report. Essential resources For this unit learners will need access to appropriate web authoring software such as Dreamweaver. Learners will also need to access computer hardware with appropriate accessories such as scanners, printers and the internet. Access to image editing software such as Photoshop and vector imaging programs such as Illustrator should be provided. As should animation programs such as Flash, word processing software such as Word and digital audio editing software such as Audacity. Access is also required to two or more different web browsers, and, if possible, platforms, for example PC, Mac, Linux, smartphone, tablet. Learners may also need access to TextEdit or another word processing program to write basic code. Indicative resource materials Textbooks Duckett J HTML and CSS: Design and Build Web Sites (John Wiley and Sons, 2011) ISBN Krug S Don't Make Me Think!: A Common Sense Approach to Web Usability (New Riders, 2006) ISBN Osborn J and AGI Creative Team Adobe Dreamweaver CS6 Digital Classroom (John Wiley and Sons, 2012) ISBN Journals Computer Arts Websites

192 182

193 UNIT 19: WEBSITE SOFTWARE Unit 19: Website Software Unit code: R/502/4631 QCF level: 2 Credit value: 4 Guided learning hours: 30 Unit aim The aim of this unit is to give learners the skills and knowledge needed to professionally plan, prepare and publish websites for a range of vocational advertising contexts. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction In this unit learners will initially investigate the styles, structures and templates around website design. This is complemented with an understanding of the technical concerns of website design such as file types, file management and general functionality issues. Learners will then undertake a process of selecting, organising and preparing a range of content for websites. This will include an ability to work across a range of software such as image manipulation or drawing programs to enable content from a range of sources to be included. Finally, learners will publish a website for a marketing or advertising context. As with all websites, learners will demonstrate the ability to test, analyse and correct any functionality or stylistic issues. This is particularly appropriate within the demands of multiple page website design. 183

194 UNIT 19: WEBSITE SOFTWARE Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Create structures and styles for websites 2 Use website software tools to prepare content for websites Assessment criteria 1.1 Describe what website content and layout will be needed for each page 1.2 Plan and create web page templates to layout 1.3 Select and use website features and structures to help the user navigate round web pages within the site 1.4 Create, select and use styles to keep the appearance of web pages consistent and make them easy to understand 1.5 Describe how copyright and other constraints may affect the website 1.6 Describe what access issues may need to be taken into account 1.7 Describe what file types to use for saving content 1.8 Store and retrieve files effectively, in line with local guidelines and conventions where available 2.1 Prepare content for web pages so that it is ready for editing and formatting 2.2 Organise and combine information needed for web pages including across different software 2.3 Select and use appropriate editing and formatting techniques to aid both clarity and navigation 2.4 Select and use appropriate development techniques to link information across pages 184

195 UNIT 19: WEBSITE SOFTWARE Learning outcomes Assessment criteria 2.5 Change the file formats appropriately for content 2.6 Check web pages meet needs, using IT tools and making corrections as necessary 3 Publish websites 3.1 Select and use appropriate testing methods to check that all elements of websites are working as planned 3.2 Identify any quality problems with websites and how to respond to them 3.3 Select and use an appropriate programme to upload and publish the website 3.4 Respond appropriately to problems with multiple page websites 185

196 UNIT 19: WEBSITE SOFTWARE Unit content 1 Create structures and styles for websites Website content and layout needed for each page: text content, eg titles, hyperlink text, contact details, drop down menus, captions; types of imagery, eg photos, logos, drawings, diagrams, charts; moving image content, eg video, animation; sound content, eg audio, music clips, background music, sound on navigation; background content, eg textures, patterns, images, shapes, colours; structure, eg grid, frames, framesets, thumbnails Web page templates to layout: initial planning, eg sketches, thumbnails, digital mock-ups; templates, eg columns, rows, right sidebar, left sidebar, fixed, elastic, flexible presentation Website features and structures to navigate round web pages: features, eg menus, links, hyperlinks, action buttons, page jumps, hotspots, pop-ups, site map, search facility; structures through, eg hierarchy, content pages, index, side navigation bar, header, footer navigation, global navigation Styles to keep the appearance of web pages consistent: text focused pages through typographic consistency, eg typeface, size, colour, alignment, leading; image consistency, eg photographic style, colour, captions, charts, graphs How copyright and other constraints may affect the website: legislation, eg Data Protection Act 1998; W3C accessibility standards; copyright legislation, eg duration of copyright for literary, dramatic, musical or artistic works, intellectual property (IP), Designs and Patents Act 1988 Access issues to be taken into account: compatibility with different browsers; download speeds; text alternative, large text alternative for partial sighted, access for other disabilities, size of web content File types to use for saving content: images, eg JPEG, GIF, TIFF, PSD, AI; sound, eg AVI, WAV, mp3; moving image, eg WMV, SWF, AVI; text, eg RTF, DOC, PDF Store and retrieve files effectively: save; save as; find; open; save in folders, eg image folder, text folders, page folder 2 Use website software tools to prepare content for websites Content for web pages that is ready for editing and formatting: with text, eg spellcheck, proofread, with images, eg correct size, correct file format for image type, RGB ready, file size, with multimedia elements, eg file format, file size Organising and combining information for web pages including across different software: frameset; layers; tables; insert images; links, insert documents, eg Word documents, PDFs Appropriate editing and formatting techniques to aid clarity and navigation: select, copy, paste, cut, undo, redo, clear, find and replace, re-link Appropriate development techniques to link information across pages: linking internal web pages, external links, bookmark links Changing the file formats appropriately for content: save as HTML, XHTML Checking web pages meet needs, using IT tools and making corrections: check against client needs, preview in browser, find and replace, resize, check for text legibility 186

197 UNIT 19: WEBSITE SOFTWARE 3 Publish websites Appropriate testing methods to check websites are working as planned: view web pages in a range of browsers; test links and navigation; test external links Quality problems with websites and how to respond to them: problems with links, eg missing links, links to wrong page, navigation that is wrong, with text, eg illegible text, web font not displaying; with images, eg wrong size, image resolution, orientation; with multimedia, eg doesn t play on click, synchronisation issues with audio and image, image resolution Appropriate programmes to upload and publish the website: use file exchange programme to upload and publish, eg Fetch, Filezilla, Transmit Problems with multiple page websites: fix common problems, eg broken links, relink pages, amend images in image manipulation software, amend multimedia, eg audio in images are contained in image folders, check HTML is in page/html folders, all pages are titled 187

198 UNIT 19: WEBSITE SOFTWARE Essential guidance for tutors Delivery This unit could be delivered in three distinct stages. Each learning outcome reflects a stage of this process. The initial part of learning outcome 1 should take the form of a series of research and visualisation tasks. Learners can compile these into a sketchbook or folder of annotated research combined with initial sketches and reports. The sketchbook work could begin by learners identifying the content of their web pages, assessment criterion 1.1. This should be in response to a clientgenerated brief within the learner s workplace. Learners should describe the text content of the website. This could be initially on a word document. Having a page-by-page script of the text will be a useful reference for learners when planning the visual development of their website. This should extend into identifying types of image, sound and the structure required containing page content and components. From this learners should identify the image content that is appropriate to their website. Assessment criterion 1.2 will include planning and creating web page templates for layout. Initial sketching will be around grids and structures, such as investigating the merits of elastic structures, fixed structures and the use of rows and columns. However, alongside this, more detailed thumbnails, sketches and mock-ups will help to establish the visual style of the site. This visual approach should extend into investigating typographic and image styles to keep the appearance of web pages consistent. Providing examples of basic typographic hierarchy and layout will be beneficial for learners in achieving assessment criterion 1.4. Ensuring that the style is consistent across web pages is also important. As such, some basic research into websites that are the same business model as the brief would help learners contextualise their ideas and gain ideas for site hierarchy. An engaging activity for learners to conceptualise their site hierarchy is to get them to write the title or keyword of each web page onto a series of individual Post-it notes. From this learners can arrange freely to establish their hierarchy. As the hierarchy becomes clear learners can sketch basic features and structures to help the user navigate round web pages in the site. These structures and features, assessment criterion 1.3, could include hotspots, menus and links as well as side and footer navigation bars. From these sketches learners can work on a larger scale and consolidate the visual details and text content of the web pages. This may be through using image manipulation software such as Photoshop or vector drawing software such as Illustrator. It is worth noting that learners may work in different sequences to each other when approaching assessment criteria 1.1, 1.2, 1.3 and 1.4. Some learners may prefer to work visually to begin with and then move onto formalising the content. Others may work the other way round or through a different sequence. Any sequence can be valid as long as learners competently complete all four assessment criteria. 188

199 UNIT 19: WEBSITE SOFTWARE Learners should describe copyright and other potential constraints such as compatibility for assessment criterion 1.5. Learners can compile this information into either a report or a visual and verbal presentation. Both forms of presentation are valid ways of dealing with these issues as well as for describing other issues, such as open accessibility for people with disabilities and download speeds in assessment criterion 1.6. Within this presentation learners can also describe the file types required for saving different content for assessment criterion 1.7. This can take the form of a client presentation to explain some key issues around website design. This would also help to keep the vocational focus in the forefront of the learner s thinking. Assessment criterion 1.8 is about the demonstration of storing and retrieving files. This can be achieved through learners providing technical demonstrations that are observed by the tutor. This could be achieved by simulating job interviews, with the tutor acting as the interviewer requesting skills demonstrations. To accompany the saving and storing of files learners will need to establish the root folder and images folder (where all files are centralised for ease of reference) and the starting point for production of the website. This task leads into learning outcome 2 in which learners focus on utilising website software tools to practically prepare content. At this point the core final outcomes of the client-generated brief can begin to be realized and content should be prepared for assessment criterion 2.1. Text content should be spellchecked and proofread. Images, ideally from primary sources, should be sized, colour corrected and in the appropriate colour mode. Multimedia elements should also be edited and formatted including file format and file size. Evidence for all this different content should be compiled into a digital portfolio or blog in which learners demonstrate the before and after stages of preparation. As learners move into organising and compiling information needed for web pages, assessment criterion 2.2, tutor demonstrations of software tools become an ever-important component. This will enable learners to develop the skills to approach organisation and combination of information confidently. Learners should make notes at this stage and include a sketchbook or folder for assessment. Providing quizzes and frames for learners will help them internalise the learning of some of these more technical concepts. At this stage learners will gain understanding of framesets, layers and tables and will also have opportunities to build links, insert images and other multimedia formats. This may initially take the form of a series of experiments, as learners may not use all these techniques in their brief s final outcomes. After these initial experiments learners will become selective in using editing and formatting tools and techniques to realise their intentions in assessment criterion 2.3. In assessment criterion 2.4, as the pages build, the linkage and navigation will become especially important. Encouraging learners to revisit the exercise from learning outcome 1 will help learners structure their site. The design should be realised whilst looking at, and modifying, the sketches for individual pages from the activities in learning outcome 1. The realisation of the sketch may not been entirely accurate. This is because the sketches will need modifications when translated into digital forms and when working with the limitations and possibilities of the software. This linking should include across external as well as internal pages. 189

200 UNIT 19: WEBSITE SOFTWARE As the website develops learners should regularly save their documents as HTML or XHTML documents, and save these into the correct folder to fulfill assessment criterion 2.5. Any additional changes to file formats for images, multimedia elements and, for example, PDF or Word downloads can also be carried out at this stage. Learners should also take screenshots of their web pages and code regularly as the designs progress. These screenshots should be added to their digital portfolio or sketchbooks and, either way, annotated accordingly. As each web page develops and is completed, learners should be encouraged to systematically check the quality of each page. For assessment criterion 2.6 it may be helpful for learners to have a checklist to compare against. This checklist can range from general questions, such as does the page suit the intentions of your client brief?, does it appeal to the target audience?, to is this page consistent with the overall style guide?. But also to specific lists such as is the image the correct size, is the typeface consistent etc. These completed checklists should then be then complied into learners assessment folders. An important stage to learning outcome 3 is the testing of the website, as an entirety, so that it meets the needs of the client specified in the learner s brief. This relates to assessment criterion 3.1. If the client is not available, a selection of the target audience should be approached. An alternative is for a member of staff, or a class peer, to pretend to be the target audience. For assessment criterion 3.2 it may be useful for learners to have another checklist of needs and issues to be aware of. This could include, for example, broken links, illegible text, poor image quality or slow download times. This checklist should be across all key aspects including images, text, links, structures and multimedia elements. Learners should interview their peer, client or target audience representative. The results of this should be complied into a report that documents areas that require further development. The report should also identify the consistency and accessibility over a range of web browsers. Assessment criterion 3.2 also entails making corrections as necessary and learners should document these in their report. These corrections may also include going back into other software programs such as Photoshop, Illustrator and Flash to improve the quality of images or multimedia elements. Once the website is clean of issues and mistakes, learners can move on to assessment criterion 3.4, which covers the uploading and publishing the website. Learners may need a step-by-step handout and demonstration on how to do this. It is worth being aware that different file transfer protocol clients, although use the same principles, have varying methods on how to upload. After the learner s website has been uploaded and published, they should finish their project by again checking for problems, assessment criterion 3.4. Working through a checklist of issues to check against, as a final quality control, will be useful. The different stages of development as well as the final uploaded website form a key part of the assessed body of work. 190

201 UNIT 19: WEBSITE SOFTWARE Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners should use a client-generated brief based on their workplace as the starting point for generating their research and ideas. Learners would be expected to formulate more than one idea from each task within the brief to demonstrate clearly the transferable technical competences of imaging software. The initial part of learning outcome 1 can be in the form of a series of research and sketching tasks complied into a sketchbook or folder. For assessment criterion 1.1, learners should begin by identifying and describing the website content and layout required in relation to the brief. The text content can initially be within a word document. Whilst images, sound ideas and structure should be sketched into the sketchbook. Post-it notes can be used to structure the hierarchy of web pages. Photographs could be taken of the various significant changes in ideas for structure, assessment criterion 1.3, as well as the final Post-it organisation. Documentation of other features such as drop down menus, hotspots, page jumps and hyperlinks could be annotated onto the sketches or Post-its. As the designs progress mock-ups can be created to illustrate more detail and styles. This is especially useful when dealing with typographic styles that are not so easy to sketch through assessment criterion 1.4. Mock-ups and investigations into templates, assessment criterion 1.2, should be recorded in the sketchbook regularly through either screen grabs or printouts. All these stages should be accompanied with research into websites from the briefs genre. It is worth noting that learners may work through assessment criteria 1.1, 1.2, 1.3 and 1.4 in any sequence. The important aspect is that all the criteria are covered. Assessment criteria 1.5 and 1.6 involve copyright issues, access issues and other significant constraints on websites such as the Data Protection Act. Learners can describe these through a written report and a verbal presentation. Within this presentation learners can also describe the file types used, assessment criterion 1.7, for saving content for images, sound and moving image. Learning related to these sometimes complicated or complex issues can be consolidated through professional discussions between the learner and their line manager which should be suitable evidenced through witness statements and recordings. Finally for learning outcome 1, the learner can begin to demonstrate their practical skills by storing and retrieving files effectively. The evidence for assessment criterion 1.8 can be produced through technical demonstrations with the tutor acting in the role of a job interviewer to give vocational relevancy. Witness statements and screen recording software can be used for documenting this evidence. 191

202 UNIT 19: WEBSITE SOFTWARE Learning outcome 2 utilises website software tools to prepare content for websites. At this stage, learners should be aiming towards fulfilling the brief set their client. Content should be prepared, assessment criterion 2.1, and this will vary depend on the direction in which the learner has took the brief. However, regardless of the content learners should upload onto a digital blog or print examples of before and after preparation. This could include, for example, file format, file size, file type or colour mode. These different contents, assessment criterion 2.2, could then be organised for web pages through frameset, layers, tables etc with links to Word documents or PDFs for example. By now the website is starting to develop and regular screenshots should be printed or uploaded onto the digital blog. The next stage will involve linking across internal and external web pages, for example, copy, paste, cut and clearing. This is to help obtain the right balance of clarity, navigation and linking across pages for assessment criteria 2.3 and 2.4. Learners should now be into a pattern of saving as HTML or XHTML for assessment criterion 2.5, and should also be saving in the correct folder. During all these stages of preparing content and before publishing lecturers or workplace colleagues should observe learners to demonstrate their technical skills and record their proficiency in these regularly in the form of witness statements and digital recordings. These can then be passed to the learner to put into their assessment folder or sketchbook. Learners could also print off copies of their coding as the project progresses and place these in their assessment folder. As the website develops, assessment criterion 2.6 entails learners systemically checking the quality of each page and recording this through annotation. Giving learners a checklist that they can tick off and action any problems can become part of their assessment hand-in. Learners should also demonstrate to the tutor or line manager how to remedy these issues. This then leads into the final learning outcome which focuses on publishing the website. As such, for assessment criterion 3.1, learners should first view web pages in a range of browsers, play any multimedia elements and test links and navigation. Ideally, learners should test this against the target audience but a peer, or the tutor, can be used to simulate the target audience. This could then be recorded. Learners will then compile a report based on their findings. For assessment criterion 3.2, learners will identify quality problems and learners should respond to them accordingly. This should also be documented into a report that states the problem and then the solution. Some of these may be complex and non-routine and may initially require tutor or technical assistance. Tutors may need to demonstrate how to solve these problems and learners should take notes and then apply this to their own website. The process to solve these problems should also be recorded in a report and where appropriate visuals from the website used to highlight changes. The final stage, assessment criterion 3.3, is to upload and publish using a file exchange program such as Fetch for Mac or WinSCP for Windows. Learners should demonstrate how to transfer correctly. This could be achieved through screen recording software. Learners should supplement this by compiling notes on the process used for their folder. Learners should then respond to any problems with their published website through assessment criterion 3.4. As with previous tasks, learners should be given a checklist to test against such as untitled pages, broken links, audio issues. Any problems should be resolved and compiled into a table that states the problem and the solution. 192

203 UNIT 19: WEBSITE SOFTWARE Essential resources For this unit learners will need access to appropriate web authoring software such as Dreamweaver. They will also need access to computer hardware with appropriate accessories such as scanners, printers and the internet. Learners will also require a file transfer client such as Fetch for Mac or WinSCP for windows Access to image editing software such as Photoshop and vector imaging programs such as Illustrator should be provided. As should animation programs such as Flash, Word processing software such as Word and digital audio editing software such as Audacity. Access is also required to two or more different web browsers. Indicative resource materials Textbooks Niederst Robbins J Learning Web Design: A Beginner's Guide to HTML, CSS, JavaScript, and Web Graphics (O'Reilly Media, 2012) ISBN: Osborn J and AGI Creative Team Adobe Dreamweaver CS6 Digital Classroom (John Wiley and Sons, 2012) ISBN: Journal Computer Arts Websites designingfortheweb.co.uk

204 194

205 UNIT 20: IMAGING SOFTWARE Unit 20: Imaging software Unit code: R/502/4614 QCF level: 3 Credit value: 5 Guided learning hours: 40 Unit aim The aim of this unit is to give learners with the skills and knowledge needed to professionally plan, prepare and apply images in a range of vocational advertising contexts. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction In this unit learners will initially demonstrate their ability to obtain, insert and combining appropriate imagery. From this, learners will learn to apply a range of technical skills to create, manipulate and edit their chosen imagery for website design, digital publishing, motion graphics or a print-based context. A key component of this unit will be the learner s ability to reflect on each significant stage of the planning and image production process. This includes demonstrating, in the final outcome, the ability to identify and respond to any quality issues that impair communication of a message. Awareness and understanding of copyright law is an important part of this unit as this has significant implications for further stages of the project s development and production. 195

206 UNIT 20: IMAGING SOFTWARE Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Obtain, insert and combine information for images 2 Use imaging software tools to create, manipulate and edit images Assessment criteria 1.1 Explain what images are needed 1.2 Explain how the context affects the way images should be prepared 1.3 Provide guidance on what and how any copyright or other constraints may apply to the use of own and others images 1.4 Obtain, insert and prepare images 1.5 Explain how file format affects image quality, format and size and how to choose appropriate formats for savings images 1.6 Use appropriate techniques to organise and combine information of different types or from different sources 1.7 Store and retrieve files effectively, in line with guidelines and conventions where available 2.1 Explain what technical factors affecting images need to be taken into account and how to do so 2.2 Select and use suitable tools and techniques efficiently to create images 2.3 Use guide lines and dimensioning tools appropriately to enhance precision 2.4 Select and use appropriate tools and techniques to manipulate and edit images 2.5 Check images meet needs, using IT tools and making corrections as necessary 196

207 UNIT 20: IMAGING SOFTWARE Learning outcomes Assessment criteria 2.6 Identify and respond appropriately to quality problems to ensure that images are fit for purpose and meet needs 197

208 UNIT 20: IMAGING SOFTWARE Unit content 1 Obtain, insert and combine information for images What images are needed: types of imagery, eg logo, digital art, illustrations, animated imagery, photographic imagery, for screen or print How context affects the way images should be prepared: vector for web; pixel for print; 72/96 dpi for screen; 300dpi for print; RGB for screen; CMYK for print, types of contexts, eg e-publishing, promotional material, websites, training materials, apps Copyright or other constraints: copyright legislation, eg duration of copyright for literary, dramatic, musical or artistic works, intellectual property (IP), Designs and Patents Act 1988, fair dealing, copyright negotiations on professional contracts Obtaining, inserting and preparing images: obtain through primary sources, eg photography, drawings, sketches; secondary sources, eg the internet, books, magazines, file transfers through wireless transfer, downloads, scanning, digital camera, smart device; insert by open; copy; paste; place; import; prepare through scaling; cropping; adjusting levels; colour correction; file size; resolution; prepare photographic images through image manipulation software such as Photoshop; prepare illustrations/drawings through vector-based software such as Illustrator How file format affects image quality, format and size and how to choose appropriate formats for savings images: PSD and AI for work in progress; jpeg for photographic imagery for screen; gif for vector imagery for screen; TIFF for print; EPS for scalable imagery; raster for photographic imagery; other file types, eg PDF for downloads or digital print, BMP, PNG, FLA, SWF for animated imagery Appropriate techniques to organise and combine information of different types or from different sources: insert; copy; place; position; scale; transform; arrange; layers; group Storing and retrieving files effectively: save; save as; open; find; import; export; file management through storing files in folders, eg image folder 2 Use imaging software tools to create, manipulate and edit images The technical factors affecting images that need to be taken into account and how to do so: page size; resolution; colour mode; file size; file format, eg TIFF, JPEG, PNG, BMP, EPS, PSD, AI Selecting and using suitable tools and techniques efficiently to create images: create imagery through utilising digital technology, eg digital photography, scanning drawings, utilise vector and raster software tools, eg pen tool, paintbrush tool, colour, fill, shape tools Using guide lines and dimensioning tools appropriately to enhance precision: rulers; grids; guides; smart guides; align; scale; rotate, reflect, distribute, in CAD includes aligned, diameter, radius etc Selecting and using appropriate tools and techniques to manipulate and edit images: crop; colour; cut; selection; paintbrush; copy; paste; use image manipulation tools, eg healing tools, patch, sharpen, blur, filters; use selection tools to isolate areas, eg layer masks, quick mask, lasso tools 198

209 UNIT 20: IMAGING SOFTWARE Checking images meet needs: colour modes; resolution; size; file format; orientation; quality control before final production, eg test prints, preview in browser Identifying and responding appropriately to quality problems to ensure fitness for purpose: checking common quality solutions, eg colour mode, levels, brightness, contrast, resolution, file format, colour balance 199

210 UNIT 20: IMAGING SOFTWARE Essential guidance for tutors Delivery Learning outcome 1 could begin with learners undertaking a series of research tasks for assessment criteria 1.1, 1.2, 1.5 and 2.2. This research can then be formalised into a verbal presentation in which learners explain the types of images needed, how context affects image preparation, how file formats affects image quality, format, size and saving of files and an explanation of the technical factors such as file size, format, colour mode that affect images. Much of this research can be found from the internet, books but also from tutor presentations. In a work-based context learners can take a brief that has been set by a client and use this as a starting point for finding visual examples to include in their oral presentation. This relationship to the commercial world of marketing and advertising is essential in ensuring that learners are able to transfer theoretical knowledge to their workplace context and should continue throughout the unit. This presentation and research folder can also include assessment criterion 1.3 in which learners investigate the legal implications of copyright for their work as well as the work of others. This is an important component of the unit. As such, providing a series of questions or a quiz for learners to answer may help simplify the intricacies of copyright legislation. The second part of learning outcome 1 should take a more practical application. For this, learners would benefit from the structure of a written brief. Learners in can utilise a brief from a client in their work-place setting that is in early stages of progress or about to start. The brief should give significant opportunities to cover the learning outcomes of the unit and as such should be carefully reviewed to ensure that the learner will have sufficient opportunities to cover the necessary content. For assessment criterion 1.4, learners should start by obtaining images for the brief. The brief should be sufficiently broad so learners can obtain, insert and prepare primary as well as secondary imagery. The brief should offer opportunities to produce for outcomes for print such as editorial design for desktop publishing. The brief should also offer the potential to produce screenbased outcomes such as web design. This will give learners sufficient scope to explore imaging software for a broad range of contexts and outcomes. Learners should insert images into image manipulation software such as Photoshop and prepare images for screen and print for assessment criterion 1.4. Preparation can take the form of scaling, cropping, colour adjustments etc. Much of this will depend on the form of file transfer and the condition of the initial image. File formats will also depend on whether the final outcomes are for screen or print. For assessment criterion 1.7 images should be stored and retrieved. Learners could give evidence for this through technical demonstrations, which are observed by the tutor. This should be completed in the learners normal work environment. The images produced in this, and all other parts of the unit, could then be digitally submitted for assessment. The images should also be placed into context to check quality ie printed for print outcomes and uploaded onto a generic web page for screen. 200

211 UNIT 20: IMAGING SOFTWARE Learning outcome 2 is about the practical application of imaging software tools. Assessment criterion 2.2 creating images efficiently using suitable tools and techniques. This task can be an extension of the primary research achieved from learning outcome 1. Skill for this can also be developed through a series of small tasks in which learners use the pen tool, brush tool and shape tool to draw or trace over their own primary imagery. Primary and secondary imagery can be combined to create new imagery in the form of a digital montage. Learners should then organise and combine primary and secondary sources, assessment criterion 1.6, by using basic techniques such as copy, place, insert, layers etc. This again can be a task that relates to the specific context of the brief s client. For example, create a montage that emphasises and advertises the key services of the business. Placing a range of images into one document will give learners the opportunity to use precision tools for assessment criterion 2.3. Learners will demonstrate how to use align, guides, grids, rotate and scale etc in vector and drawing software. Images should then undergo a process of manipulation and refinement. Learners should be encouraged to identify any areas for manipulation and editing themselves depending on the direction in which they want to take their brief. To enable learners to develop the skills in and understanding of a broad range of tools and techniques, tutor demonstrations may be required in the first instance. The notes from this should be complied into a folder for reference when preparing assessment tasks in the workplace. Within assessment criterion 2.4, learners should demonstrate a broad range of techniques such as cut, selection, filters, healing, patch, sharpen, blur etc. The emphasis in this stage is appropriateness and thereafter sophistication in relation to intention. Setting scenarios in which learners systematically check images meet needs, assessment criterion 2.5, and respond to quality problems to ensure fitness for purpose, assessment criterion 2.6, are essential conclusion to the unit. This can be through peer assessment or by simulated interview to check competence. This can be done against print as well as screen. This could be also carried out at the same time as the interview scenario discussed in learning outcome 1. Evidence of before and after dealing with quality issues should be documented within the digital portfolio submission. It may be beneficial to extend learning further by providing images with reduced quality and asking learners to correct issues and make them image ready for screen and print. As with all other practical work this should be complied into a digital portfolio. 201

212 UNIT 20: IMAGING SOFTWARE Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners should use a client-generated brief from their workplace as the starting point for generating their research and ideas. Learners would be expected to formulate more than one idea from each task within the brief to demonstrate clearly the transferable technical competences of imaging software. Learners could begin the first stages of the assessment process, assessment criteria 1.1, 1.2, 1.5 and 2.1, with a research folder and end this initial research stage with an oral and visual presentation to a client or line manager. This should be supported by appropriate imagery to emphasise the key points. This presentation will be in a group or small-group setting. The notes, printed slides and visuals from this research should all be placed into the research folder as supporting assessment for assessment. The presentation and research folder offers opportunities to include learners research the legal implications of copyright, for their work as well as the work of others, for assessment criterion 1.3. Learners should demonstrate that they have a clear grasp of the key concepts related to copyright such as intellectual property or the design and Patents Act 1988 through a professional discussion with a client or a line manager. Learner presentations could be recorded and stored digitally as an audio file or video recording. The completion of the presentation process also gives opportunities for peer and self-assessment of the content and quality of the explanations. Although it is important to stress that the focus is on the quality and depth of the explanations rather than specifically on oral performance. It is also vital to emphasise that the learner should be able to demonstrate their competence within their workplace. From this stage learners will have accumulated the theoretical skills needed to begin the applied, technical stage of learning. In preparation for this learners must obtain, insert and prepare images for their brief. Evidence for assessment criterion 1.4 should consist of primary and secondary sources. Learners should demonstrate other basic imaging software skills in relation to these images which could include adjusting sizes, levels, scaling, resolution etc. The list is not exhaustive and is depends on the brief context and how the image is obtained in the first instance. Drawings, for example, may be prepared in a drawing program such as Illustrator. Photography, meanwhile, would be prepared in an image manipulation program such as Photoshop. Evidence for assessment criterion 1.7 could be through a number of outcomes. This could be through a before and after of the image, which is then stored in a digital portfolio and presented to a client. The learner demonstrating each task in front of their line manager could also validate competency if evidenced through appropriate recordings and witness testimony. 202

213 UNIT 20: IMAGING SOFTWARE Assessment criterion 2.2 is about using suitable tools and techniques to create images. Evidence for this may come from drawing programs but should predominately come from image manipulation programs such as Photoshop. Assessment evidence will come from a series of experiments uploaded into the digital portfolio. As the focus is on efficient and suitable use of tools and techniques the approach used should be aligned to the brief s intention. An example of this would be the efficient use of pen tool for drawing logos. A selection of the images should therefore be used and integrated into the final deliverables for the brief. In assessment criterion 1.6, learners should be able to use techniques appropriately for organising and combining images such as primary and secondary sources. Learners should use tools for the manipulation, precision and editing of images, assessment criteria 2.3 and 2.4. It is key that learners use the right tools in the right way to create complex and non-routine solutions to imagery. Again the tools and techniques should be appropriate for client intentions. Evidence for this, alongside witness statements, would include a submission in a digital portfolio as well as evidence of some of these complex solutions in the set brief s final outcomes. The final stage of the assessment process would be checking images meet the right needs, assessment criterion 2.5, and the correction of identified quality issues, assessment criterion 2.6. Part of the evidence for this would be the before and after correction images for web and print. This can be within the physical folder for test prints or digital folder for screen. Alongside these, learners should write a report for their client that documents, for example, the changes they have made, why they made these changes and how these quality issues could be avoided in the future. This report should be honest, analytical and state clearly the technical steps taken to remedy image problems. This report would also enable learners to reflect on why they chose the imagery they did in relation to the outcomes of the brief. An end of project formal verbal and visual presentation would allow the learner a final opportunity to identify any further quality issues before submission. Essential resources For this unit learners will need access to appropriate image manipulation software such as Photoshop as well as vector drawing programs such as Illustrator. Access will also be needed to computer hardware with appropriate accessories such as scanners, printers, digital cameras and the internet. Indicative resource materials Textbooks Adobe Creative Team Adobe Photoshop CS6 Classroom in a Book (Adobe, 2012) ISBN: Adobe Creative Team Adobe Illustrator CS6 Classroom in a Book (Adobe, 2012) ISBN: Ang T Digital Photographer's Handbook (Dorling Kindersley, 2009) ISBN:

214 UNIT 20: IMAGING SOFTWARE Journal Computer Arts Websites psd.tutsplus.com/

215 UNIT 21: DATABASE SOFTWARE Unit 21: Database Software Unit code: T/502/4556 QCF level: 3 Credit value: 6 Guided learning hours: 45 Unit aim The aim of this unit is to enable learners to understand the features of relational databases and to develop the skills necessary to design, create and populate a relational database, as well as utilising software tools to manipulate data. Unit introduction Database software is one of the most commonly used application packages in business. Many jobs involve the use of databases and for this reason employees with database skills are valued. The advantages of using a relational database are extensive, including significantly reduced data storage requirements, improved record manipulation and faster access to records. As with spreadsheets, data mining software can make use of database files to interrogate records and look for trends or unusual events. Most organisations use databases in some way to store records, for example customer information, supplier information, employee details and financial information. These records can be searched, sorted, ordered, and crossreferenced using relational databases. Using a simplified chart tool, graphs and charts can also be created and embedded in reports. To ensure that relational databases have integrity, validity and efficiency, planning the database prior to implementation is important. Failure to do this may result in a poor product. Efficient relational database design is managed through the process of normalisation and it is important learners understand the importance this brings to developing efficient and effective databases. In this unit learners will develop understanding of database software and principles, in order to set up an effective and efficient database. Furthermore, learners will be able to use features and functions to manipulate data to yield the desired result. 205

216 UNIT 21: DATABASE SOFTWARE Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Plan, create and modify relational database tables to meet requirements 2 Enter, edit and organise structured information in a database 3 Use database software tools to create, edit and run data queries and produce reports Assessment criteria 1.1 Explain how a relational database design enables data to be organised and queried 1.2 Plan and create multiple tables for data entry with appropriate fields and properties 1.3 Set up and modify relationships between database tables 1.4 Explain why and how to maintain data integrity 1.5 Respond appropriately to problems with database tables 1.6 Use database tools and techniques to ensure data integrity is maintained 2.1 Design and create forms to access, enter, edit and organise data in a database 2.2 Select and use appropriate tools and techniques to format data entry forms 2.3 Check data entry meets needs, using IT tools and making corrections as necessary 2.4 Respond appropriately to data entry errors 3.1 Explain how to select, generate and output information from queries according to requirements 3.2 Create and run database queries to display, amend or calculate selected data 3.3 Plan and produce database reports from a multiple-table relational database 3.4 Select and use appropriate tools and techniques to format database reports 206

217 UNIT 21: DATABASE SOFTWARE Learning outcomes Assessment criteria 3.5 Check reports meet needs, using IT tools and making corrections as necessary 207

218 UNIT 21: DATABASE SOFTWARE Unit content 1 Plan, create and modify relational database tables to meet requirements Database design: relationships; tables; queries; data entry forms; reports; design documentation, eg DFDs, ERDs, data dictionaries Attributes: appropriate field names; field properties, eg data types, size Relationships: one-to-many; one-to-one; many-to-many; normalisation; primary keys; foreign keys; referential integrity; respond to problems, eg different data types, poor planning, inconsistent normalisation Data integrity: use database tools, eg validation rules, input masks, combo boxes, visual prompts; explain benefits, eg reduced workload, accuracy of data versus GIGO, quality of data, referential integrity relationships 2 Enter, edit and organise structured information in a database Forms: design data entry forms, eg storyboarding, create buttons to save and edit data; organise data, eg ascending order, descending order, autonumber Format data entry: validation routines, eg input masking, validation rules, visual prompts, combo boxes/drop down box, checks for completeness, data consistency, data redundancy, making necessary corrections 3 Use database software tools to create, edit and run data queries and produce reports Queries: generate queries based on scenario; use of logical operators, eg AND, NOR, NOT, display queries, amend queries, calculate queries, eg sum, count, div Reports: generate reports from multiple tables; use appropriate tools to format database reports, eg design view, table view, headings, dragging titles and data; check reports, eg spell check, compare to tables, check for completeness, data redundancy, make corrections as necessary 208

219 UNIT 21: DATABASE SOFTWARE Essential guidance for tutors Delivery This unit assumes that learners have a basic understanding of databases and database terminology, and focuses on the planning and implementation of a relational database. Learners need sufficient access to computers which should be supported by theory and practical activities and by examples from industry and commerce. While the overarching principles and theories might be introduced in a classroom context time should be set aside for the learner to develop their skills and apply their knowledge in their workplace. Care should be taken to ensure that they will be able to complete appropriate tasks for their employer to build on the learning from this unit. The focus of this unit is practical, and it is expected that learners will spend the majority of their time practising working initially on databases that have been created by the tutor, but ultimately on databases their employer has instructed them to produce. This will mean that all learners will need individual access to PCs for those elements of the unit delivered in the classroom and in the workplace. Exercises should be realistic in content and, ideally, will be designed with the learner s employers business in mind. For example, one database could be a list of a company s clients, as would be used by a sales team to keep a track on what has been said to different people about different products. Another example might be a marketing database, which contains a list of potential clients, whose details must be tracked and kept up to date. This database could be used for running queries that would generate an list for a mass mailing. This will depend on the nature of the learner s employment. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. It is expected that, at this level, learners will produce work that is well defined and complex in nature and also non-routine. Therefore, learners need to be aware of the nature of relational databases as well as establishing a relational database by setting appropriate relationships between tables. There are three learning outcomes, and it is essential that the delivery pattern is broken down into this sequential order. All three assignments should ideally be linked into the learner s employment. For instance, one example could be that a consumer goods manufacturer has requested learner s services as a database developer to solve problems inherent within their database system. These problems could stem from storing information in a single table, which leads to issues such as data duplication, inefficiency, issues with searching and querying, storage problems and so forth, leading to problems in customer relationship management. The client brief will elicit further information, and give an example of a single table database with some example of records. From this, learners will be able to see issues with single table databases. 209

220 UNIT 21: DATABASE SOFTWARE The first assignment, which covers learning outcome 1, is the starting point whereby learners need to analyse their brief and table and break it down into multiple tables and form appropriate relationships to produce a relational database. It is essential that the brief does not begin to break down the information for the learner, as it is expected that at this level learners will take responsibility for their own work and exercise appropriate autonomy. As well as learners planning and producing a relational database, they must respond appropriately to problems with database tables. Therefore, adequate documentation should be in place to highlight any issues with data integrity. Effectively, learners are testing the database to ensure it is fit for purpose and adequate screenshots, inputting records to prove robustness should be in place. This could be presented in a report to their client, highlighting the issues that they have identified and how they have been addressed. There is an element of theory behind the assignment. Learners must explain how a relational database enables data to be organised as well as how to maintain data integrity. It is expected that this will form a written report with any supporting screenshots to substantiate reasoning. Learners at this level are expected to review the effectiveness and appropriateness of data integrity and relational databases, this could be presented verbally to a client and evidenced through a recording of the professional discussion. Learners should use appropriate database tools and techniques to ensure data integrity is maintained. There are tools within database packages that allow this to happen. For example, Microsoft Access utilises the relationships feature to enable referential integrity. Learners must ensure that they use this and other features (see Unit Content). The second assignment, which covers learning outcome 2, should begin by expanding upon the scenario laid out in learning outcome 1. For instance, the manufacturer that has commissioned the learner to build their database requires them to modify and develop their initial creation. The brief can then lead off into the direction the client wishes. The first part of the second assignment is to design and create form to access, enter, edit and organise data within a database. The first part is for the learner to design an appropriate interface reflecting the needs of their client. Storyboarding is an appropriate design technique to use to capture this information and to provide assessment evidence. It is essential that the storyboards are legible and sufficiently annotated to highlight important technical features and demonstrate a critical understanding of unit content. Once the storyboards have been developed the learner can use their designs and build their forms and add the functionality required. As well as building the forms, the learner must demonstrate that they have used the appropriate tools and techniques to format data entry as well as making appropriate corrections as necessary. There are a variety of features that learners can use listed in the Unit Content. The final assignment covers learning outcome 3, and is built around the learner using the appropriate skills to run appropriate queries and reports. The brief can be expanded to explicitly state what the learner has to produce. One alternative is to empower the learner to produce their own queries and reports in order to meet a specific client need. However, learners must ensure that their queries and reports use the appropriate methods and skills which are expected at this level, and that the problems to solve are both complex and non-routine. 210

221 UNIT 21: DATABASE SOFTWARE Learning outcome 1 is for the learner to explain how to select, generate and output information from queries according to requirements. This could be delivered in a presentation to a client as opposed to a report, as it can allow for interaction between the learner and their audience and gives the opportunity to question the learner so that can expand on their points of views further in order to fully demonstrate the extent of their critical understanding. This could be evidenced through digital recording and witness statements. The final learning outcome is for the learner to utilise IT tools to produce various reports and queries which are more practical in nature. These should be geared to the needs of their client and might be presented as urgent enquiries in order to meet a specific need relating to a change in their business environment. Essential resources Learners must have access to database software such as Microsoft Access or industry-standard software, as they can then transfer any skills and knowledge and map it directly into a commercial environment. Learners will require access to computer equipment to enable them to gain a practical awareness and apply their knowledge and understanding in a practical situation. It is advised that this unit is divided into taught theory and practical sessions. In developmental activities, learners must be encouraged to develop designs and then be given feedback prior to any actual implementation errors and confusions within a database design can cause significant problems during implementation that are difficult to retrieve. Indicative resource materials Textbooks Avison D and Fitzgerald G Information Systems Development: Methodologies, Techniques and Tools (McGraw Hill Higher Publishing Company, 2006) ISBN: Chao L Database Development and Management (CRC Press, 2006) ISBN Connolly T and Begg C Database Systems: A Practical Approach to Design, Implementation and Management (Addison Wesley, 2004) ISBN Hernandez M Database Design for Mere Mortals: A Hands-on Guide to Relational Database Design, 2nd Edition (Addison Wesley, 2003) ISBN Kroenke D Database Concepts, 2nd Edition (Prentice Hall, 2004) ISBN Ponniah P Database Design and Development: An Essential Guide for IT Professionals: Visible Analyst Set (John Wiley and Sons Inc, 2006) ISBN: Ritchie C Relational Database Principles (Thomson Learning, 2002) ISBN:

222 UNIT 21: DATABASE SOFTWARE Websites gn.aspx

223 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Unit 22: Designing and Developing Procedural Computer Programs Unit code: T/601/3311 QCF level: 4 Credit value: 15 Guided learning hours: 90 Unit aim The aim of this unit is to enable learners to become familiar with the principles of procedural programming, as well as having the opportunity to apply appropriate coding conventions to produce a working procedural program. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Bespoke computer programs are at the core of any successful business. For example, have learners considered how some shops are able to check their stock by logging into a computer or how estate agents can retain information on a customer s requirements and then send that information out to them? There are off-the-shelf software packages on the market that can do some of this, but sometimes learners need to have software that is tailored to your business s requirements. Procedural programming is a programming methodology that allows for different programming applications to be created in. Some programs can be simple but others can be complex in nature. There are many programming languages that are procedural in nature. Pascal, C, C++, Fortran, Cobol and more are considered popular programming languages. Tutors are advised to select a language that works to their strengths. Learners who are new to programming are encouraged to undertake this unit before moving onto object orientation. This unit is a good starting point, providing a good grounding in programming, and the foundations will be there to enable the development of more complex code, such as object orientation. 213

224 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Design procedural programs to address loosely-defined problems 2 Produce a working procedural program which meets the design specification 3 Develop procedural programs that reflect established programming and software engineering practice Assessment criteria 1.1 Identify and structure procedures and functions to address problems 1.2 Select and use library functions and procedures 1.3 Structure the design with regard to coupling and cohesion 1.4 Specify the behaviour of functions and procedures to allow efficient implementation, selecting appropriate data types, data and file structures and algorithms 1.5 Record the design using wellestablished notations 2.1 Make effective use of basic programming language features and programming concepts to implement a program that satisfies the design specification 2.2 Make effective use of the features of the programming environment 2.3 Make effective use of user interface components in the implementation of the program 2.4 Make effective use of a range of debugging tool 3.1 Apply standard naming, layout and comment conventions 3.2 Apply appropriate data validation and error handling techniques 214

225 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Learning outcomes 4 Develop test strategies and apply these to procedural programs 5 Develop design documentation for use in program maintenance and end-user documentation Assessment criteria 4.1 Develop and apply a test strategy consistent with the design identifying appropriate test data 4.2 Apply regression testing consistent with the test strategy 4.3 Use appropriate tools to estimate the performance of the program 5.1 Record the final state of the program in a form suitable for subsequent maintenance 5.2 Provide end-user documentation that meets the user s needs 215

226 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Unit content 1 Design procedural programs to address loosely-defined problems Program design: tools, eg data flow diagrams, structure diagrams, flow charts, pseudo code; defined problems, eg basic games such as tic tac toe, stock controller, till program, game of life Programming tools: functions; pre-defined functions, eg numbers to string, text functions, convert to uppercase; programming libraries, eg 3rd party language specific libraries versus in-house libraries, procedures, eg code reuse, advantages. Program structure: using appropriate data types; selecting and declaring variables; initialising variables; constants; data structure types and sizes; coupling and cohesion, eg highly coupled, loosely coupled advantages over tightly coupled, loosely cohesive programs 2 Produce a working procedural program which meets the design specification Program languages: different languages, eg C++, Pascal, Fortran Program which meets the design: module design, eg functions, procedures, method, graphical user interface components, symbols; software structures appropriate to the language, eg iteration, decisions, units, functions, procedures; control structures; conditional commands Program features: compiling; selecting and declaring variables; scope of variables, eg global, local, static, instance; selection, eg if, then, else, CASE statements, iteration for, do, repeat, until, data structure and sizes, control structures, data types; parameters, eg passing by reference or value Interface components: use of development environment; data validation; error handling/reporting Debugging tools: breakpoints; watches; step through 3 Develop procedural programs that reflect established programming and software engineering practice Programming conventions: use appropriate naming conventions; comment code, indent/nest code; no unused variables Error handling: trapping errors; reporting errors; bug free program; robustness. Data validation: character checks, consistency checks, data type checks, limit checks, logic checks, range checks 4 Develop test strategies and apply these to procedural programs Testing strategy: test plan; expected results; actual results; screenshots; regression testing; valid declarations; debugging code; checking naming conventions; error detection and messages; compile errors; run time errors; user testing to measure performance 216

227 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS 5 Develop design documentation for use in program maintenance and enduser documentation Design documentation: user guide; technical notes; installation instructions; maintenance guide; programmer guidance; design against specification requirements 217

228 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Delivery Learners must have access to facilities that give them the opportunity to evidence all the criteria fully. If this cannot be guaranteed then centres should not attempt to deliver this unit. This unit is not designed with any specific programming language or delivery platform in mind. Tutors may focus on one or more languages for teaching. Learners will develop an application that must be procedural and may work on a range of platforms, therefore it may be command line, web based, graphical user interface based, games-console based or a deliverable for a mobile platform among many other solutions. However, tutors are advised that it is prudent to keep delivery to one language. Tutors must use a range of design methodologies, ensuring that the method selected is suited to the environment selected as well as the programming language of choice. Implementation must be based on a suitably structured problem that ensures the use of modular elements, control structures and conditional commands. Tutors must select a programming activity, or use an external source (employer, commissioner, open source). The assessment must be well defined and complex in nature, relating to non-routine tasks, which reflects the fact that the unit is level 4. Learners are expected to take ownership of their own learning and exercise appropriate judgements that reflect their understanding and skills necessary to address problems stated within the brief. The suggested delivery pattern can follow the order of the learning outcomes. This is not the only sequence that may be used and tutors can follow their own preference. The Assessment section states a way of issuing assignments to fulfil all the learning outcomes which flows in a logical sequence. Please note tutors do not have to use this delivery pattern. Learning outcome 1 may use a range of design methodologies, ensuring that the selected method is suited to the selected environment as well as the chosen programming language. Tutors are encouraged to develop defined problems which will enable learners to think of creative solutions. Learners should be encouraged to consider how the skills that they are developing would apply to the solution of a problem in their workplace. This would build towards the final work place based assessment task. Learning outcome 2 must build from learning outcome 1 whereby learners must produce a procedural program based on their design specification. Learners must use a range of built-in features and tools to fulfil this outcome. The focus of the programming must be on the creation of a program that would be used in a workplace setting with learners considering how they could develop a program that is focussed upon either sharing information with clients, customers or colleagues. When learners are building their program they use correct software engineering practice and recognised organisational standards. Learning outcome 3 ensures learners are doing this as well as ensuring program robustness. Testing in learning outcome 4 must cover the code created in learning outcome 3. Learners are to apply different testing methodologies to ensure their procedural program is fit for purpose and performs as it should. Learning outcome 5 is the final part of the software life-cycle and involves learners documenting their procedural program for the benefit of the end user. 218

229 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. There are five learning outcomes, and although the delivery pattern lends itself to this order, this is not the only way of delivering the assessment. The first assignment, which covers learning outcome 1, should give learners an opportunity to develop a piece of software in a workplace setting. For instance, if the learner works for a gaming company and a local primary school has requested their services as a programmer to write a hangman program for the pupils to improve their English skills. The task set should be in enough depth to enable learners to take full responsibility their learning and exercise appropriate judgements. Tutors should ensure that there is sufficient scope for learners to cover the content of the unit. At this level it is expected that learners show an understanding of different perspectives or approaches. Therefore, learners must demonstrate different design methodologies. For instance, learners can use the following design tools such as data flow diagrams, structure diagrams, flow charts or pseudo code. This could be evidenced through a professional discussion with a line manager about the approach taken to the project set. As well as using appropriate design tools learners must also select and specify appropriate library functions and procedures. It is not expected that learners have to implement at this stage (coding). Therefore, learners can state what they intend to use and this could be evidenced in a variety of ways. One such way could be for the learner to present their ideas to one or more stakeholders in their project, explaining the library functions they intend to use as well as critically assessing how the design they have in mind will be tightly coupled and loosely cohesive. It is expected that learners will explain how the design will allow for efficient implementation. Therefore, their reasoning must extend to selecting appropriate data types such as strings, integers, Booleans, data structure types and sizes as well as any appropriate algorithms. Tutors are advised that when assessing work at this level for knowledge and understanding, learners must have an informed awareness of different perspectives within this area of study. The second assignment, which covers learning outcome 2, naturally extends from the first assignment. It is aimed at using the learner s design to produce a working procedural program which meets the design specification agreed with their client. Not only must the program developed meet the design set out in the first assignment, but the learner is expected to make full use of the appropriate programming language s features (please refer to the Unit Content). It is essential that the problem defined in the brief has enough scope to allow for a complex solution whilst non-routine. This will lead the learner to produce a program where they can use their skills and methods appropriately. 219

230 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS For the second assignment, learners must also make use of the IDE (Interface Development Environment). This is assessment criterion 2.3. This can be achieved through a variety of different means. Learners can present their client or line manager, answering questions as appropriate. Annotated copies of their code could also be used to demonstrate their competency, with comments added to highlight their rationale for using different approaches and to indicate the functionality of different elements of the program. Assessment criterion 2.4 naturally extends from assessment criterion 2.3, therefore these tasks can be closely linked. Debugging tools are generic to most programming languages, learners should initiate appropriate tools such as breakpoints, stepping, watches and so forth programs to give the appropriate informative action. Digital video of the debugging process could be used as evidence or, alternatively the learner could present a report to their line manger using screen grabs to highlight specific actions taken. Learners must apply appropriate data validation checks to their programs. The type of checks can be referred to from the Unit Content. It is important that these checks are carried out to ensure a robust and error free program. The third suggested assignment covers learning outcomes 3 and 4. It is essential that learners realise that when developing a testing strategy that this is not done solely at the end. Good software testing is carried out at the same time as the program is being written. Therefore implementation and testing is a concurrent process. Learners could evidence this through the production of a process diagram with key progress reports being produced at different stages of production to indicate issues identified and corrective actions taken. The third assignment can naturally follow on from the scenario given within the first two assignments, whereby (as suggested in the first assignment) the school the learners is developing the program for, wants additional add ons and they have been requested to do this as well as test so that it is fit for purpose. Evidence generated should be agreed with the learner s client so as to be appropriate to both the requirements of their project and the content of the learning aim. As this assignment combines with learning outcome 4 it is imperative that learners document their testing at the same time and ensure that the finished programs are fully compiled, robust and error free. Learners must apply regression testing as part of their testing strategy. Learners should be advised that regression testing is the process of testing changes to computer programs to make sure that the older programming still works with the new changes. User testing can be carried out to measure performance of the program. This could be observed by a line manager who would produce an appropriate witness statement. This could be supported by annotated screen grabs from software packages or outputs from screen recording software. The final assignment should bring together to the previous three assignments. This reflects the software development life-cycle whereby maintenance is done once the end program has been completed. Learners are expected to develop appropriate design and end user documentation that meets the user s need. The type of documents that the user should be creating are listed within the Unit Content. However, it is important that for every aspect of the program an appropriate screenshot is taken and annotated to show that the program fulfils the requirements set out as well as recording its final state for subsequent maintenance. 220

231 UNIT 22: DESIGNING AND DEVELOPING PROCEDURAL COMPUTER PROGRAMS Essential resources Whilst some procedural languages are commercially available, there are also free languages available incorporating a diverse range of commands, commonly deployed on many platforms. Centres must ensure that in the case of mobile platforms the applicable free emulators are available or where security policies dictate, local workstations are equipped with virtualised operating systems containing the programming environment. Learners must have access to facilities which give them the opportunity to fully evidence all the criteria in the unit. If this cannot be guaranteed then centres should not attempt to deliver this unit. Visual Studio 2010 has C++ which is ideal for procedural programming and object-oriented programming. Centres are encouraged to register with Microsoft Dreamspark where there is a wealth of free software (including Visual Studio 2010). Microsoft Visio 2010 is an ideal design package to create flow charts, structure diagrams, data flow diagrams and more. Indicative resource materials Textbooks Davis S R C++ for Dummies (Wiley, 2009) ISBN: McBride P K Turbo Pascal Programming Made Simple (Made Simple, 1997) ISBN: McGrath M C Programming in Easy Steps (In Easy Steps Limited, 2009) ISBN: Parkin A and Yorke R Cobol for Learners (Butterworth Heinemann, 1995) ISBN: Websites library.thinkquest.org/27297/

232 222

233 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Unit 23: Designing and Developing Object-oriented Computer Programs Unit code: T/601/3308 QCF level: 4 Credit value: 15 Guided learning hours: 90 Unit aim The aim of this unit is to teach learners to learn how to design and develop using object-oriented programming. Use of objects simplifies the task of creating and maintaining complex applications. Object-oriented programming is a way of modelling software that maps programming code to the real world. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Object-oriented programming is an industry-proven method for developing reliable modular programs and is popular in software engineering and systems development. Consistent use of Object-oriented techniques can lead to shorter development life cycles, increased productivity, adaptable code, reuse of different technologies, the interaction of different systems using common platforms, and therefore lower the cost of producing and maintaining systems. In terms of impact, Object-oriented technology can be found in many systems, from commercial operating systems to mobile phones, and in many multimedia applications. The majority of programming languages are Object-oriented in focus, with the exceptions preferring to offer specialist programming resources. It is dominant in Visual Studio, C++, Java, the Microsoft.net environment, Action Script and many other systems. Learner undertaking this unit will have the opportunity to develop their existing programming skills from Unit 22: Designing and Developing Procedural Computer Programs, and apply them to develop their own code using the object-oriented methodology. 223

234 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Design object-oriented programs to address loosely-defined problems 2 Produce a working objectoriented program which meets the design specification 3 Develop object-oriented programs that reflect established programming and software engineering practice Assessment criteria 1.1 Identify a set of classes and their interrelationships to address the problem 1.2 Make effective use of encapsulation, inheritance and polymorphism 1.3 Select and reuse pre-existing objects and templates specialising as required 1.4 Structure the design so that objects communicate efficiently 1.5 Specify the properties and behaviour of classes to allow efficient implementation, selecting appropriate data types, data and file structures and algorithms 1.6 Record the design using wellestablished notations 2.1 Make effective use of basic programming language features and programming concepts to implement a program that satisfies the design specification 2.2 Make effective use of the features of the programming environment 2.3 Make effective use of user interface components in the implementation of the program 2.4 Make effective use of a range of debugging tools 3.1 Apply standard naming, layout and comment conventions 3.2 Apply appropriate data validation and error handling techniques 224

235 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Learning outcomes 4 Develop test strategies and apply these to object-oriented programs 5 Develop design documentation for use in program maintenance and end-user documentation Assessment criteria 4.1 Develop and apply a test strategy consistent with the design identifying appropriate test data 4.2 Apply regression testing consistent with the test strategy 4.3 Use appropriate tools to estimate the performance of the program 5.1 Record the final state of the program in a form suitable for subsequent maintenance 5.2 Provide end-user documentation that meets the user s needs 225

236 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Unit content 1 Design object-oriented programs to address loosely-defined problems Classes: class diagram; dependencies and inheritances; identification attributes; methods; the control of scope of attributes and methods; inheritance; aggregation; association; polymorphism; pre-defined classes, eg class library, downloaded, imported; encapsulation, eg protected, private, public Existing objects: pre-defined classes, eg class library, downloaded, imported, inheritance, libraries, pre-defined functions, screen templates Efficiency: structure design efficiently, using appropriate data types, eg int, char, boolean, long, float, byte, double, data structures ie objects, instances of classes, encapsulation 2 Produce a working object-oriented program which meets the design specification Programming features: compiling, selecting and declaring variables, scope of variables, data types; selection, eg if then else, CASE; iteration, eg while do, repeat, data structure types and sizes; control structures, eg branching, iteration, interrupts, signals User interface components: use of development environment; data validation; error handling/reporting; auto indent; undo; redo; compiler; interpreter Debugging tools: breakpoints; watches; step through 3 Develop object-oriented programs that reflect established programming and software engineering practice Programming standards: apply correct naming conventions; structure code/nest code correctly; comment code Data validation: character checks; consistency checks; data type checks; limit checks; logic checks; range checks; error handling and reporting errors 4 Develop test strategies and apply these to object-oriented programs Test strategy: test plan structure, eg test, date, expected result, actual result, corrective action, checking functionality against requirements, range testing, input testing; regression testing, eg old changes, new changes Performance: user testing; recording time to perform a task; load testing; render response time 5 Develop design documentation for use in program maintenance and enduser documentation Documentation: technical documentation, eg designs, delivery systems, platform environment, maintenance requirements, final class diagram 226

237 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Essential guidance for tutors Delivery Learners must have access to facilities that give them the opportunity to evidence all the criteria fully. This includes the opportunity to develop an appropriate project in their workplace. If this cannot be guaranteed then centres should not attempt to deliver this unit. It is advised that learners undertake Unit 22: Designing and Developing Procedural Computer Programs before this unit. This will not then be the learner s first contact with formal programming, but their first contact with object-oriented programming. It is very important that learners use a methodical approach to creating object-oriented programs. Any appropriate language can be chosen as the basis of the practical aspects of this unit. An object-oriented program should include a simple Object-oriented design and, fully documented class, code, and interfaces (screens, forms, printouts, etc.) It is recommended that learners begin to program early on in the unit. To be of most value, these programming activities should steadily increase in complexity and give lots of opportunity for formative feedback. The suggested delivery pattern follows the order of the learning outcomes. This is not the only sequence that may be used and tutors can follow their own preference. This unit is not designed with a specific programming language or delivery platform in mind. Tutors may focus on one or more languages for teaching. Learners will develop an application that must be object-oriented and may work on a range of platforms, therefore it may be command line, web based, graphical user interface based, games-console based, or a deliverable for a mobile platform among many other solutions. Tutors are advised to keep the delivery to one language, although many languages now allow development in multiple platforms. Learning outcome 1 is based around learners designing object-oriented programs to address loosely-defined problems. As the problems are, loosely defined this gives learners the opportunity to have some creative control in defining the problem in more detail. It is essential that learners at this level of learning, the problems learners define become more transparent and are complex, as well as non-routine in nature. Learners should use an appropriate critical assessment of different programming languages and development environments to select an appropriate approach to the tasks set. Learning outcome 2 is based on learners implementing the design they have created in learning outcome 1. The program they implement should be extracted fully from their designs. Any deviation from their designs should be noted. When developing their object-oriented program it is essential that multiple classes are produced. Learning outcome 3 stems directly from learning outcome 2. Learners should adhere to established programming and software engineering principles. Regardless of whether a fully compiled, object-oriented program is developed it is essential that these principles are applied; otherwise this will not satisfy the learning outcome. 227

238 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Testing in learning outcome 4 should cover the code created in the previous learning outcomes. Learners are to apply different testing methodologies to ensure their object-oriented program is fit for purpose and performs as it should. Learning outcome 5 is the final part of the software life-cycle and involves the learners documenting their object-oriented program for the benefit of the end user. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. The first assignment, which covers learning outcome 1, should ideally use the learner s workplace as the setting and the theme for the whole assessment. It is advised that the assignments are all related and show a natural continuity from assignment to assignment. For example, if the student works for a leisure business they might have requested the learner s services as a software engineer/programmer to try and solve the inadequacies within a manual-based customer management system. They believe an electronic system would be better and solve the problems inherent within their current system. The scenario should in enough depth to enable learners to take full responsibility for their learning and exercise appropriate judgements. At this level, it is expected that learners show an understanding of different perspectives or approaches. Learners must demonstrate different design methodologies. For instance, learners can use the following design tools such as class diagrams, identification attributes and methods, encapsulation etc. As well as using appropriate design tools it, is expected that learners make use of pre-existing objects and templates, specifying the correct properties of all methods and objects as well as making effective use of other object-oriented features such as polymorphism, encapsulation and inheritance. It is not expected that at this stage any programming is carried out. However, it is expected that the designs and selected object-oriented principles, to their designs are structured that objects can communicate effectively, so that an efficient and effective object-oriented program is developed. Tutors are advised that when assessing work at this level for knowledge and understanding, learners must have an informed awareness of different perspectives within this area of study. The second assignment, which covers learning outcome 2, naturally extends from the first assignment. It is aimed at learners using appropriate design methodologies and selecting and specifying appropriate design principles in order to generate an efficient implementation. This assignment is aimed at using the learner s designs to produce a working object-oriented program which meets the design specification agreed with their client. Not only must the program developed meet the designs set out in the first assignment, but the learner is expected to make full use of the appropriate programming language s features (please refer to the Unit Content). It is essential that the problem defined in the brief is of enough scope to allow for a complex solution whilst non-routine. This will lead the learner to produce a program where they can use their skills and methods appropriately. 228

239 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS For the second assignment, learners must also make use of user interface components when implementing their program. This directly covers assessment criterion 2.3. This can be achieved through a variety of different means. It is advised that assessment methods vary to allow the learners the opportunity to express themselves in different ways and so the assignment does not become too predictable. One alternative could be for learners to present their work to their client, and answer appropriate questions posed. This could be evidenced through a digital recording and a witness statement. Assessment criterion 2.4 extends from assessment criterion 2.3; therefore these tasks can be closely linked. Debugging tools are generic about most programming languages, therefore learners should initiate appropriate tools, such as breakpoints, stepping, watches to their programs to give the appropriate informative action. The third suggested assignment covers learning outcomes 3 and 4. Learning outcome 3 is designed to enable learners to create an object-oriented program whilst applying established software engineering principles. Learning outcome 4 is predominantly designed to apply testing strategies to their programs to ensure that they are robust and fit for purpose. It is essential that learners realise that when developing a testing strategy that this is not done solely at the end. Good software testing is carried out at the same time as the program is being written. Therefore implementation and testing is a concurrent process. The third assignment can naturally follow on from the brief given within the first two assignments, whereby (in suggested the first assignment) the library learners are developing the program for, wants additional add ons (classes) and the learner is have been requested to do this as well as test that it is fit for purpose. There is a lot of scope here, and an approach should be selected that is appropriate to the needs of their client. As this assignment combines with learning outcome 4 it is imperative that learners document their testing at the same time and ensure that the finished programs are fully compiled, robust and error free. Learners must apply regression testing which forms part of their testing strategy. Learners should be advised that regression testing is the process of testing changes to computer programs to make sure that the older programming still works with the new changes. User testing can be carried out to measure performance of the program. This could be evidenced through a series of interviews which could be recorded digitally and supplemented with questionnaires. The final assignment, which covers learning outcome 5, brings together the three previous assignments. This reflects the software development life-cycle whereby maintenance is carried out once the end program has been completed. Learners are expected to develop appropriate design and end user documentation that meets the user s need. The type of documents that the user should be creating are listed within the Unit Content. However, it is important that for every aspect of the program an appropriate screenshot is taken and annotated to show that the program fulfils the requirements set out as well as recording its final state for subsequent maintenance. 229

240 UNIT 23: DESIGNING AND DEVELOPING OBJECT-ORIENTED COMPUTER PROGRAMS Essential resources Many of the object-oriented programming languages are free and accessible. Centres may need to ensure that in the case of mobile platforms the applicable free emulators are available or, where security policies dictate, local workstations are equipped with virtualised operating systems containing the programming. Learners must have access to facilities which give them the opportunity to fully evidence all of the criteria the unit. If this cannot be guaranteed then centres should not attempt to deliver this unit. Visual Studio 2010 has C++ which is ideal for object-oriented programming. Centres are encouraged to register with Microsoft Dreamspark where there is a wealth of free software (including Visual Studio 2010). Microsoft Visio 2010 is an ideal design package to create, class diagrams, flow charts, structure diagrams, data flow diagrams and more. Indicative resource materials Textbooks Kaldahl, B EZ Flash MX: Animation, Action Script and Gaming for Macromedia Flash (Trafford Publishing, 2004) ISBN: Lemay, L and Cadenhead, R Sams Teach Yourself Java 2 in 21 Days, 4th Edition (Sams, 2004) ISBN: Schildt, H C++: A Beginner s Guide, 2nd Edition (McGraw-Hill Education, 2003) ISBN: Templeman, J and Olson, A Microsoft Visual C++.NET Step by Step: Version 2003 (Microsoft Press US, 2003) ISBN: Websites java.sun.com/docs/books/tutorial/ msdn.microsoft.com/en-us/visualc/default.aspx 230

241 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Unit 24: Develop and Extend Critical and Creative Thinking Skills Unit code: K/601/6464 QCF level: 3 Credit value: 3 Guided learning hours: 18 Unit aim The aim of this unit is for learners to develop an understanding of the range of techniques that can be used to support and encourage creative working individually and in teams. Unit introduction I am always doing that which I cannot do, in order that I may learn how to do it. Pablo Picasso The ability to think and work creatively is essential to a successful career in marketing. Even beyond the obvious creative roles, such as copywriters and graphic designers, there is a need to be able to see beyond your current horizons. Creativity can be applied to the solution of staffing issues, office management and client relations to name but a few areas. 231

242 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the definitions, concepts and history of creative thinking 2 Be able to use a range of creative thinking techniques to generate ideas and responses Assessment criteria 1.1 Describe different creative thinking techniques and how they work 1.2 Identify the techniques that can be used for filtering diverse information 1.3 Describe how creative thinking has developed over time and its impact on society 1.4 Explain how creativity can apply in both creative and noncreative contexts 1.5 Explain the potential impact of creative thinking on individuals and businesses 2.1 Clarify information using questions asked from different perspectives 2.2 Analyse a variety of information sources 2.3 Interpret the central questions, issues and challenges from given information 2.4 Critically compare preconceptions and assumptions to determine actual constraints in defining a problem for resolution 2.5 Review and revise barriers to creative thinking from individuals and organisations 2.6 Analyse realities beyond the current situation and take risks with ideas and thought processes 2.7 Investigate familiar sources of information for new inspiration 2.8 Record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 232

243 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Learning outcomes Assessment criteria 2.9 Demonstrate an acceptance of the opportunity for revelation when least expected 2.10 Identify connections and associations from things that seem unconnected 2.11 Identify, interrogate and challenge assumptions behind existing ideas 2.12 Critically compare a range of different solutions and ideas 2.13 Evaluate ideas and situations in new ways to change perspective 2.14 Review and revise ideas with others to identify how they might be changed or improved 2.15 Review and revise own thought patterns and ways of responding to work and life situations 233

244 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Unit content 1 Understand the definitions, concepts and history of creative thinking Application of creative thinking techniques: creativity; defined; difference between creativity and innovation; convergent thinking, divergent thinking; mind mapping; LARC techniques; neuro-linguistic programming techniques, eg modelling, anchoring Development of creativity over time: historical perspectives on creativity, eg Da Vinci s mentally literate mind, Edward De Bono Creativity in context: creative contexts, eg production of artistic works; environments, eg studios, workshops; non-creative contexts, eg routine tasks, business systems, organisation and administration, working arrangements, staffing structures; application of creativity, eg problem solving, innovation; practical considerations, eg time, budget, organisational culture Impact of creative thinking: on the individual, eg motivation and demotivation, productivity and efficiency in work routines; on the business, eg impact on productivity, efficiency, profitability, as a source of competitive advantage (cost advantage, differentiation advantage), recruitment and retention of employees 2 Be able to use a range of creative thinking techniques to generate ideas and responses Clarifying information using questions: forms of question, eg Kipling questions, funnel questions, probing questions, open and closed questions, leading questions, rhetorical questions; applicability of different questioning techniques to different situations; key issues in questioning, eg purpose, skill of questioner, linguistic issues, barriers to communication Analyse sources of information: sources of information, eg primary, secondary; issues in selecting a source of information, eg cost, accessibility; dimensions of information, eg validity, reliability, trustworthiness, volume, accessibility, recency Interpret information: identifying the central question, eg themes, perspectives, insights; interpretation, eg prioritisation of key issues, differentiating core and peripheral points, semantic noise; bluster and obfuscation; placing information in context, eg relationship between information and source, validity and reliability of information, trustworthiness Critically comparing pre-conceptions and assumptions to determine actual constraints in defining a problem for resolution: preconceptions and assumptions; defined; influence on different stakeholders, eg decision maker, source of information Barriers to creative thinking: creativity and the individual, eg confidence, skills, training, education, cultural background; creativity and the organisation, eg organisational culture, availability of resources; nature and type of organisation, eg industry, size of organisation, company policies, flexibility, management ethos; characteristics of employees, eg education, training, influence of industrial background 234

245 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Analysing realities beyond the current situation and taking risks with ideas and thought processes: analysis of current situation, eg based on experience, evidence, primary and secondary sources; modes of analysis, eg formal and informal methods of analysis, models of situational analysis; risk taking; defined; approaches to risk taking; evaluating levels of risk; seeking support from management as required; thought processes defined; forms of thinking skill, eg abstract thinking, reasoning (inductive and deductive), backcasting, introspection, metacognition, Derrida deconstruction, De Bono s thinking hats Investigating familiar sources of information for new inspiration: sources of information, eg internal and external, formal and informal, relative usefulness of different information sources; inspiration; defined; sources of inspiration, eg mediation, study of inspirations figures, creation of an appropriate environment, additional stimuli (images, music, exemplar material) Recording observations, experiences, ideas and reflective thoughts to broaden personal knowledge base: methods of recording observations, eg notebooks, learning journals, digital camera, dictaphone, smartphone (camera, word processor, voice recorder, apps), structuring of records, organisation of records; reflection defined, eg aims of reflection, structuring of reflection; the reflective practitioner, eg Schon, reflexivity, defined, importance to reflective practice, difference between reflection and reflexivity Identifying, interrogating and challenging assumptions behind existing ideas: types of assumption, eg epistemological, ontological, axiological Critically comparing a range of different solutions and ideas: critical comparisons; defined; structure; solutions, eg to routine problems, to client requests, in response to a creative brief; ideas, eg in brainstorming sessions, in formal presentations Evaluating ideas and situations in new ways to change perspective: approaches to evaluation; formal and informal; methods, eg cost benefit analysis, group critique, beta testing, focus groups, reflective journals, walk and talk, questioning techniques Reviewing and revising ideas and thoughts: reviewing ideas; working with a critical friend ; constructive criticism; thought patterns, eg proactive thinking, reactive thinking, passive thinking, dormant thinking, visualisation, anchoring, lateral thinking 235

246 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Essential guidance for tutors Delivery The purpose of this unit is to encourage learners to develop a set of thinking skills and behaviours that will be of benefit in the workplace, whilst at the same time understanding the theoretical underpinning of the skills that they are practising. Practical activities focused both inside and outside workplace contexts should be built around meta cognitive approaches to learning. Learning outcome 1 is primarily theoretical and gives learners a necessary grounding in the background to contemporary theories of critical thinking. Direct instruction approaches could be used to illustrate a range of creative thinking techniques. For assessment criterion 1.1, appropriate case studies should be selected so that learners can develop an insight into the applicability of these techniques to different situations. Assessment criterion 1.2 could be delivered through simulation exercises with groups of learners using different approaches to filtering information and then feeding back the strengths and weaknesses of each approach to the rest of the class. When considering the historical development of creative thinking techniques, learners could follow lecture sessions or be directed to conduct independent research within defined boundaries so that appropriate critical consideration is given to the impact of creativity on society. To ensure that they fully meet assessment criterion 1.3, learners should consider the extent to which creative ideas have impacted on different societies at the level of society as whole and at the level of smaller groups. Comparing and contrasting the units of analysis should support the learner s ability to question the impact of creative ideas. A workplace visit or guest speaker input might give a useful opportunity to address assessment criterion 1.4 and enable would allow learners to see the environments in which creativity can be applied. Visits to a workplace that is not in an obviously creative industry might help to reinforce the need for creativity in different contexts. Learners should develop a nuanced view of what is meant by creativity and how it s applied to working practices in different areas, considering a range of scenarios. This could be extended into the delivery of assessment criterion 1.5 which could be delivered through the development of profiles of different organisations and individuals to explore the impact of creativity. Learning outcome 2 focuses on the application of the principles that have been learnt in the first part of the unit. Learners should be assigned a task that requires them to process information and work with a number of stakeholders. Ideally, this should be focused on the individual learner s workplace. The task should be carefully designed and selected to ensure it has sufficient substance. Assessment criterion 2.1 requires learners to demonstrate their ability to clarify their task using questions. Paired exercises could be set for learners to extract information from one another using different questioning techniques. The Postit note game might be a useful way to develop and embed these skills. 236

247 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS Giving groups of learners a range of information sources in order to solve a problem would be a useful approach for assessment criteria 2.2, 2.3 and 2.4. Work-related problems should be set that give appropriate scope for in-depth analysis of a challenging issue such as choosing how to allocate an advertising budget to different media channels or evaluating the success of a social media campaign. A lecture-based approach might give learners the key ideas relating to assessment criterion 2.5 which learners could then build on using case study analysis exercises. Case studies should allow learners to consider the issues associated with creativity in differing business contexts. This should include differences between large and small firms as well as individuals from different backgrounds. A project-based approach would be appropriate for the delivery of assessment criteria 2.6, 2.7, 2.8, 2.9, , 2.12 and Learners could work independently on a brief relating to their normal work environment. This project should be of adequate scope to allow the use of a range of creative thinking skills and should not simply relate to routine tasks. An example might be the creation of an internal marketing program to encourage work colleagues to reduce the carbon footprint of their office. This would allow for different forms of creativity to be demonstrated for example, through administration, through the application of promotional methods and through program evaluation. At the end of the project, learners could feed their ideas back to one another in the form of a group critique as a means of addressing assessment criteria 2.14 and A formal project review could then be written up using the peer feedback gained along with any other appropriate evidence, to inform a critical review of the efficacy of the individual s ideas. Assessment When designing assessment exercises it is important to remember that learners will need to demonstrate evidence of a critical engagement with appropriate theoretical principles, in addition to being able to demonstrate their ability to apply their knowledge in a workplace environment. Appropriate use should be made of appropriate academic texts, subject to appropriate referencing such as the Harvard reference system. Learners should be encouraged to draw on their work experience to illustrate their answers with carefully selected and appropriate examples. Learning outcome 1 is suited to assessment through the production of an essay or report. Learners should be guided to examine the applicability of creative thinking in their own job role but also to scrutinise its applicability to a range of roles and organisations using evidence from primary sources and from appropriate case material. Assessment of assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5 could be combined in an essay or report which traces the historical origins of the approaches to creative thinking that are used in the marketing industry today. Learning outcome 2 should be assessed through a combination of the collection of evidence of practical activity along with appropriate notes and commentaries produced by the learner. This learning outcome could be assessed through setting an appropriate project for learners or through activities carried out as part of their normal work duties. 237

248 UNIT 24: DEVELOP AND EXTEND CRITICAL AND CREATIVE THINKING SKILLS As part of a scoping exercise at the start of their project, assessment criterion 2.1 could be demonstrated through collecting s or recordings of a professional discussion. The information being clarified should be appropriately complex to reflect the level of the programme of study. A mixture of different types of information should be sought using a range of different questioning methods. A written proposal, suggesting methods of information that will and won t be used in the project should meet the requirements of assessment criterion 2.2 as long as the learner is able to outline the main reasons for the selection or rejection of different sources. Suggestions should be appropriate to the context of the project. This work could then be extended to address assessment criteria 2.3 and 2.4 through the addition of a conclusion. This would show the learner s interpretation of the questions that they will be addressing using information from their proposed sources and how this might be constrained by a range of different factors. Assessment criteria 2.5, 2.6, 2.7, 2.8, 2.9 and 2.10 could be assessed thought the use of a reflective journal illustrating the learner s through process as they develop and refine a range of ideas. Annotations could be added to demonstrate explicitly how they have sought and found inspiration, accepted revelation and identified connections between different phenomena. Assessment criteria 2.12, 2.13, 2.14 and 2.15 could be assessed through by the learner producing a review of their project which builds on a range of appropriate evidence including their own reflections and feedback from appropriate stakeholders. Constructive feedback which acknowledges scope for improvement in the work produced is essential to ensure that learners are able to make substantive revisions not only to the work produced but also to the thought patterns used to produce the work. Indicative resource materials Textbooks De Bono E Lateral Thinking: Creativity Step By Step (Harper,1973) ISBN: Ishikawa A and Tsujimoto A Creative Marketing for New Product and New Business Development (World Scientific Publishing, 2008) ISBN: Journals Creativity Research Journal Journal of research in Marketing and Entrepreneurship Thinking skills and creativity Websites 238

249 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Unit 25: Design Development, Creativity and Business Development Unit code: R/501/8389 QCF level: 4 Credit value: 6 Guided learning hours: 40 Unit aim The aim of this unit is to give learners the skills and knowledge that will be useful whether entering employment in the creative and media sector, or progressing to higher education. This unit aims to take the learner through the steps in the creative process which they will need to follow to turn a client s brief from initial thoughts into a set of workable design ideas and concepts. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Whilst designing for its own sake has a place in the creative world, most designers, at some point in their career, will come up against the commercial realities of the business world. As a designer or creative thinker it would be easy to become isolated in a creative world that had no basis in commercial reality. It is important that anyone entering the industry understands not just the creative process, but also the need to be professional in order to survive in the world of business. In this unit learners will be introduced to the concept of branding and the techniques used for the creation, and the development, of strong brands. Learners will also look at different ways of developing creative thought and stimulating the creative process, and carrying this through to initial design ideas. Having produced a set of design ideas, the next task is to communicate them to the client. With this in mind, the next area of this unit will introduce learners to techniques which will help them to have their creative ideas accepted by clients. Put more simply, learners will use techniques to sell their design ideas effectively, so that they are bought by the client. By the time they have completed this unit, learners will start to understand that creative ideas that are supported by commercial data are also more likely to be taken up by clients. 239

250 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Define techniques used in creating a brand and the importance of branding to business development 2 Be able to develop thought processes to generate creative ideas 3 Be able to transfer creative thought to initial design idea Assessment criteria 1.1 Define and evaluate the tools needed to create a brand to include analysing competitor brands development of own business brand personality investigating business USP 2.1 Develop techniques for creative thought through applying brainstorming use of empathic tools learning from others 3.1 For a specific brief define and implement the processes involved when transferring creative thought to initial design idea to include identification of the market through the understanding of customer needs in order to clarify brief researching sales and market information analysis of gathered data about customer behaviour and competitor activity. 3.2 Communicate research findings with Client to agree best approach to project and produce a proposal 240

251 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Learning outcomes 4 Define techniques used in the presentation of developed design concepts to the end user (considering and understanding client needs) 5 Produce a written specification for the client Assessment criteria 4.1 Present a pitch of developed design concepts to (considering and understanding client needs) to an appropriate audience taking into consideration how the concept meets client need roles and format of the presentation appropriate presentation techniques to communicate design options visually and orally 4.2 Produce a written specification for the client 5.1 Apply the following concepts to their own area of expertise sales negotiation preparing and presenting proposals and quotations-to include terms, specification, quality, price analysing market opportunities communicate and record agreements 5.2 Review the impact of the concepts in their own area of expertise 241

252 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Unit content 1 Define techniques used in creating a brand and the importance of branding to business development Role and importance of a brand: to create an image, to increase recognition, to create loyalty, to attract customers, to broaden product range and markets; advantages and disadvantages of a strong brand name Techniques used in creating a brand: investigating brands used by business/client; identifying USPs (unique selling points) of client, business or product that can be exploited by branding, eg relevance to customers or target audience; getting client to confirm what they want from the brand, eg image, personality, recognition, nostalgia, stimulant to action; investigating use of branding, eg within target market, by competitors, historically, currently; use of techniques for generating creative ideas Evaluation of techniques used in terms of: access to information; usefulness, eg production of stimulus material, creative effectiveness, cost effectiveness, relevance to project 2 Be able to develop thought processes to generate creative ideas Techniques for generating creative thought and ideas: consumer research, eg focus groups, hall tests, observation, questions on omnibus surveys; market research, eg competitor activity, investigating the zeitgeist, eg current popular culture, current creative fashions, trends and concepts in different markets; investigating technology, eg opportunities for using new technology, opportunities for using familiar technology in new ways; brainstorming, eg with creative team, with consumer groups; problem solving; use of empathetic tools, eg experiencing the challenges and constraints of target market, primary research through observation, qualitative research; learning from others, eg analysing case histories, sitting in on meetings, work shadowing Evaluate in terms of: overall effectiveness; meeting original brief; value for money, eg return on capital employed; technical quality; impact on market; audience response; advantages and disadvantages of different techniques 3 Be able to transfer creative thought to initial design idea Resources required to respond to a brief for creative work: client brief; information and data appropriate to brief, eg research into customer needs, customer profile, sales data, eg seasonality, regional or national differences, market data, eg size, dynamic, seasonality, regional or national parameters; competitor research, eg identification of competitors, market shares, consumer awareness data, current activity, case histories of past activity, SWOT analysis Data analysis based on: identifying the current state of the economy/market; an analysis of the current market into which the product/service must enter; PESTEL, SWOT Response to brief: report on research findings, eg written, verbal, visual, appropriate to audience; conclusions based on analysis of data; make recommendations to client, eg produce a proposal, present initial concepts/ideas; get client to agree approach/sign off on proposal and timing 242

253 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT 4 Define techniques used in the presentation of developed design concepts to the end user (considering and understanding client needs) Presentation of developed design concepts: techniques used, eg written report, verbal report, visual display, screen-based presentation, mood boards, storyboard, mock-up, prototype; support material, eg research data, options, case studies; proposal for next steps, eg written specification, objectives, creative team, production team, quality standards, timing, cost, measurement criteria Presentation skills: preparation; product knowledge; personal skills, eg verbal communication skills, listening skills, non-verbal communication skills; sales skills, eg identifying client needs, providing solution for client, overcoming objections, negotiation, meeting the needs of the business, closing to the satisfaction of client and business; confirm agreement with client 5 Produce a written specification for the client Own skills and expertise against requirements of project: sales negotiation skills; preparing proposal; presentation of proposal; analysis of market opportunities; post-presentation responsibilities, eg contact report, agreements; specification and report writing; review own ability to meet the needs of client; identify areas for improvement Contact report: content relating to client, eg confirmation of presentation, confirmation of discussion, conclusions, next steps, timing; content relating to creative team, eg agreements made with client, responsibilities, resource requirements, responsibilities, who does what, impact of concepts on business/creative team 243

254 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Essential guidance for tutors Delivery The assessment for this unit is based on the learner not only knowing how the creative process works in general terms, but how the creative process is applied to a specific marketing communication brief (assessment criterion 3.1) and to produce design concepts which meet the needs of the brief (learning outcomes 3 and 4), and the needs of the client (learning outcome 4). To get to this point the learners will need to have been introduced to some of the most common techniques and tools that are used by individuals and organisations engaged in the creative industries. They will also need to have had plenty of practice at interpreting client briefs and using them as the basis for developing creative design ideas and concepts. The focus of this unit must be very much on how the learner applied these skills in their workplace. Accepting that this is a practical unit, learners will need to have access to a real life marketing communication brief from which to work. For effective delivery of this unit the centre, and tutor, will need to have a bank of real life client briefs for learners to use, from as wide a range of clients, markets and scope (based on budgets) as possible, giving opportunities to develop the creative work across different channels and platforms. Sources for such real life briefs could include: organisations where the centre, or tutor, has a direct connection to the marketing team, either through personal connections or through local business adoption schemes; a connection through friends and families of learners could be another source; where learners have part-time jobs the business owner could be approached. An alternative would be to take a brief based on a marketing communication campaign to promote the facilities, services or courses offered by the centre itself. Tutors must check and approve any brief from outside the centre to make sure that it is suitable for learners and will enable full coverage of the learning outcomes and the requirements of all assessment outcomes. Learners may not be familiar with some of the specialist language and terminology used in the creative industries, so learning outcome 1 will need to start off with some basic definition. Branding is likely to be a subject that resonates with learners. Definition could be developed from a tutor-led group discussion about what is a brand, what does it mean to the consumer, how a brand is used by a business, what can happen if brand recognition becomes a too powerful, the advantages and disadvantages of having a strong brand name. Learners could be asked to nominate their favourite brand names and then explain what they mean to them, why that particular brand is their favourite, what is the personality of the brand and, conversely, how that brand is perceived by other learners within the group. This could lead to the analysis of competitor brands and the identification of USPs (unique selling points) which can form the basis of marketing communication needs for a brand or a product. Alternatively, learners could choose a brand with which they are familiar and be given the task of investigating its development, its USPs and its competitors. The findings could be presented back to the whole class, moderated by the tutor to make sure that learning outcome 1 is met. 244

255 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT For learning outcomes 2 and 3 the learners should be able to develop thought processes to generate creative ideas and transfer creative thought to initial design ideas. To achieve this, learners will need to have taken part and experienced the various processes involved. Case studies could be used, but this is where the tutor could start to use some of the real life briefs. Learners need to be taught about how to generate ideas in groups. Brainstorming is the most widely used method, and there are different types and classifications, but it is not necessary to go into variations. It is important that learners learn that all ideas need to be recorded and that at the idea generation stage it is important not to pass judgements otherwise creativity could be stifled. Learners could practise using brainstorming techniques in groups to solve any type of problem. Before learners are able to develop their own ideas, they will need to have some understanding of what makes an idea realistic and viable: time, money and physical resources will be critical, as will other issues such as any appropriate legislation, regulations and health and safety considerations. This is where the use of empathetic tools comes in. As with brainstorming, learners could be given a brief or project to investigate using empathetic tools to come up with a solution. Tutors should try to steer learners towards creative ideas that will work in the context of given briefs. The idea of learning from others could be covered, from work experience or perhaps a visit to an organisation that is engaged in generating creative ideas, for example, a marketing team or an advertising agency. Alternatively, a visiting speaker could be invited from one of these organisations. For learning outcome 3, learners will need to be given a brief that will give them the scope to investigate and collect information on sales, the market, competitors, customers and consumers, which can then be used to support design ideas and to show that they understand the needs of the client. Learning outcomes 4 and 5 are all about communicating design concepts to the client and selling these concepts so that the client agrees the creative approach and will give the budget so that the creative work can be produced. The concept of selling design concepts to the client may be new to learners and it should be couched in terms of presenting the concepts in such a persuasive way so that the client agrees them and gives the go ahead for the creative work to be produced. This can be done through role play within the class, with learners presenting design concepts from learning outcomes 2 and 3 to the whole class, which would act as the client. Another way of tackling this would be for learners to present their design concepts to other tutors acting as clients. If learners have been working with briefs given by real clients from outside the centre, then this is to whom the pitch should be made. To gain an insight into how to do this professionally, it would be useful if learners could see how it is carried out in the creative industries by inviting a creative team from an advertising agency to come into the centre and present one of their creative pitches to the learners themselves. Learners would then be in the position of the client and see just what works and what does not work so well in terms of presenting ideas and concepts. It would also be useful for learners to hear from the professional how they handle the administration of and follow-up to presentations of creative work. There are opportunities to link delivery and assessment of all learning outcomes in this unit to Unit 9, Unit 10 and Unit

256 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners may work in teams in the workplace as or independently, so long as they have to opportunity produce work independently to fulfil each assessment criterion. Learners must keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing the work. Whether learners have worked in a team or on their own for this unit, they must produce an individual process portfolio which shows all the stages of their work. In the case of team work, this portfolio must clearly show the individual learner s own contribution to the final outcome, and all group activity must be written up or recorded individually by the learner. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so, checked by the tutor etc. All the work in the process portfolio must be based on developing creative ideas to a given brief (assessment criterion 2.1), agreeing the best approach with the client (assessment criterion 3.2), developing design concepts from the ideas (assessment criterion 3.1), pitching these design concepts to the client (assessment criterion 4.1), and supporting the pitch with a written specification for producing the design concepts (assessment criterion 4.2). The process portfolio must include: a record of creative tools used (assessment criterion 1.1) a record of techniques used for creative thought (assessment criterion 2.1) initial design ideas produced as a result of assessment criteria 1.1 and 2.1 research findings which support the work produced for assessment criterion 3.1 developed design concepts that meet the client s brief (assessment criterion 4.1) a written specification for the client (assessment criterion 4.2) which applies given concepts (assessment criterion 5.1) and reviews the impact of the concepts (assessment criterion 5.2) in the learner s own area of expertise. In addition, the learner must: communicate their research findings for the initial design ideas assessment criterion 3.1 with the client to agree the best approach to project and produce a proposal (assessment criterion 3.2) use appropriate presentation techniques to communicate design concepts/options visually and orally in the form of a pitch to the client (or an appropriate audience) taking into consideration and understanding client needs (assessment criterion 4.1). 246

257 UNIT 25: DESIGN DEVELOPMENT, CREATIVITY AND BUSINESS DEVELOPMENT Evidence of communication (assessment criterion 3.2) and the pitch (assessment criterion 4.1) could be collected over several different sessions. The context in which the communication and pitch take place should be drawn directly from the client s brief. Assessment evidence should be gathered in a real workplace, for example through a part-time job or on work experience. Essential resources Indicative resource materials Textbooks Clown K and Back D Integrated Advertising, Promotion and Marketing Communications 5th edition (Pearson Education, 2011) ISBN: Evans-Pritchard J, Hancock M, Jones R, Mansfield A, Gray D A2 level Applied Business for Edexcel Single and Double Awards (Causeway Press, 2006) ISBN: Journals Campaign Marketing Marketing Week The IPM White Book Website 247

258 248

259 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Unit 26: Leadership and People Management in the Design and Creative Industries Unit code: J/501/8390 QCF level: 4 Credit value: 6 Guided learning hours: 40 Unit aim The aim of this unit is to enable learners to consider the qualities of a good leader, taking a critical view of the relative importance of different attributes in the context of the creative industries. Learners will explore the different approaches to building cohesion and effectiveness within a team. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction Having an idea in the first place is just the start; bringing that idea to life in a way that inspires others to help it grow can mean the difference between an abandoned sketch on a notepad and a successful finished product in a customer's hands. Lucy Blakemore, Gravity Planning and Research, UK The role of a leader is vital in any industry, but the leadership of teams of creative people poses unique challenges. The leader must be able to combine the ability to enthuse and inspire. They must strike a careful balance between encouraging innovative ideas and reining in the outlandish and inappropriate without damaging the motivation of team members who may have a personal connection to their ideas. Learners will reflect on their skills with a focus on personal development underpinned by critical introspection. They will consider the debate as to whether leaders are born or made. Learners will look at the composition of teams through an exploration of theoretical models which can be used to examine the efficacy of a team-based on the distribution of key attributes amongst team members. They will explore different approaches to identifying of the skills of team members and use this insight as the basis of role allocation within a team. Having considered the composition and formation of a team, learners will explore the concept of group dynamics and reflect on the extent to which this supports efforts to build trust and respect amongst team members. 249

260 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Creative thinking has an inherent risk of failure and as such learners will consider how this can be encouraged in a safe environment where individuals feel that their contributions are valued and valuable. As a corollary to this learners will consider how the performance of team members can be reviewed in order to embed and encourage creative thinking. 250

261 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand what it is that makes a effective team leader and/or manager 2 Understand how to select a team for a specific purpose 3 Understand how to manage and motivate a team Assessment criteria 1.1 Analyse skills and attributes that make an effective team leader 1.2 Evaluate their own leadership skills and attributes, identifying areas for personal development if they want to be a good team leader 2.1 Analyse methods which can be implemented in order to identify the mix of expertise, knowledge, skills and attitudes required to achieve the team purpose identify team members expertise, knowledge, skills and attitudes and agree their particular roles within the team use team selection and development processes to develop any expertise, knowledge, skills and attitudes lacking in the team 3.1 Analyse methods which can be implemented in order to enable team building and how to build mutual trust and respect. encourage open communication between team members to share problems with each other to produce creative solutions review the performance of the team at appropriate points and evaluate how well its purpose is being achieved 251

262 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Learning outcomes Assessment criteria celebrate the team and individual successes together and the methods for empowerment of individuals to develop their own ways of working and take their own decisions within agreed boundaries steer your team successfully through difficulties and challenges 252

263 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Unit content 1 Understand what it is that makes an effective team leader and/or manager Difference between leadership and management: role of leadership in a creative organisation; role of management within a creative organisation Leadership: definition of leadership; the nature of leadership, eg leadership as a philosophy, a set of behaviours; skills for leadership, eg communication, influencing people, negotiation (categories of leadership skills such as Hellreigel et al); attributes of a leader, eg assertiveness, confidence, extraversion, selfefficacy, initiative; leadership trait theory, eg Carlye, Galton; behavioural theories, eg McClelland, Lewin, Blake and Mouton; situational and contingency models, eg Fielder, Vroom, Hersey and Blanchard; emergent theories of leadership, eg distributed leadership; authentic leadership; Goleman Resonant versus Dissonant leadership Management: definition of management; management as a function of leadership; levels of management within an organisation, eg senior management, middle management, supervisors and team leaders; points of differentiation between a manager and a leader, eg sources of power, focus, appeal, decision making, approach to persuasion; style of management, eg Likert (Benevolent Authoritarian, Consultative, Participative-Group) Evaluating own leadership skills: reviewing own skill base, eg conducting a skills audit; self-perception; 360 degree feedback; investigating team perceptions of leadership skills, eg structured feedback, unstructured feedback; psychometric tests; developing as a leader, eg identification of skill gaps, personal development planning, approaches to skill development; reflecting on professional practice, eg keeping a learning journal, identifying patterns in feedback 2 Understand how to select a team for a specific purpose Composition of successful teams: team roles; Belbin s team roles; criticisms of the team roles concept; balance of different roles within a team; team dynamics including-norms, values and goals Identifying team skills: team roles inventory, eg Belbin team inventory; personality tests, eg Meyers Briggs Type Indicator; Gardners Multiple Intelligences; Lumina Spark; contrasting qualities; balancing team members with different qualities; criticisms of tests, eg validity and reliability of measures, skill of the tester, range of skills needed in a team, exclusivity of each role, risk of determinism; performance observation; use of performance observation data; feedback from previous team leaders; formal feedback, eg appraisal documentation; informal feedback, s and meetings Selecting and developing effective team members: striking a balance of personality and team role preferences; internal and external training courses; mentoring and support; recruitment processes including, eg interviews, applications, designing questions to filter project specific skills and experience, levels of formality in team recruitment 253

264 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES 3 Understand how to manage and motivate a team Enabling team building: Tuckman s stages in the formation of a team, eg forming, storming, norming, performing; managerial authority versus freedom for team members, eg Tannenbaum and Schmidts continuum Encouraging communication: personal and use of questioning techniques to facilitate discussion, eg funnel questions, Kipling questioning; brainstorming; leading discussions; diagramming techniques; decision making; consensus processes; Dialectic Inquiry; Devils Advocacy Reviewing performance of team members: importance of targets and milestones for individuals and groups; need for clear definition of accountability and responsibility when assigning tasks; implementing performance reviews; selfevaluation; matching self-perception with performance feedback; setting objective criteria for evaluation; ensuring fairness and clarity; setting objectives; SMART targets; matching personal development needs to organisational and team goals; peer support and mentoring; formal training Celebrating success: motivational benefit of acknowledging achievement, eg to individuals, to the group; in line with motivational theory, eg Maslow, Herzberg, McClelland; sharing good practice; creating a culture of empowerment; providing autonomy to workers Dealing with difficulties and challenges: resolving conflict amongst team members; supporting the emotional needs of colleagues; managing stress under pressure of deadlines; coping with uncertainty and failure in a constructive manner 254

265 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Essential guidance for tutors Delivery The purpose of this unit is for learners to explore the issues faced by leaders and managers in creative industries, specifically marketing communications professionals. It is expected that learners would base their learning in the content of their professional experiences although it is important to remember this would be a contextualisation of the theoretical principles which are covered in the unit. Learning outcome 1 requires learners to consider their own skills and attributes in the context of various models of leadership. Group discussion and debate might be a useful starting point with learners considering leaders from their employer organisation or from popular culture that have been effective. Some consideration might be given to the extent to which it is realistic to try and construct an ideal leader or whether the blend of skills and attributes depends on the individual, the constituents of the team being led and the context of the business in which they work. Learners should take a critical view of a range of theories of leadership, recognising the relative merits of each whilst acknowledging their limitations. Examples used in delivery could be drawn from cases studies or the experience of learners. Exploring the approach of Steve Jobs, for example, might give an interesting starting point for discussion about the amount of freedom that leaders should give to creative employees. Problem-based learning might be an appropriate means of delivering learning outcome 2. Preparing a case study on one or more organisations could give a framework through which individuals or small groups of learners could investigate different methods of selecting team members. Different personal auditing tools could be applied during a seminar session. Volunteers could produce a profile of their team roles using different inventories and then use the results as the basis for a group critique. This would allow a range of criticisms of team role inventories to be explored on the basis of learners observations of the relevance of these inventories to their peers. Practical activities could be used to explore the selection and motivation of teams. Learners could work towards a business simulation task while other members of the group act as observers, providing feedback on the motivational techniques used and the impact on team performance. This could be a stimulus for debate or discussion within class on the relevance of different approaches. Sessions should focus on the extent to which theories might be appropriate to different situations within learners working environments. Case studies might be used to explore the impact of demotivation and its causes. Consideration could be given to group dynamics and the impact of negative team members on the motivation of different teams. This should be linked to the selection of the team and the attributes of the leader, for example, how different leaders approach different situations or different issues with team members. 255

266 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Assessment Appropriate consideration should be given to formative and summative assessment. A range of approaches could be used throughout the unit. Case study exercises should help learners to demonstrate not only their theoretical knowledge but also their ability to apply this knowledge to different contexts and to offer criticisms of the ideas presented. Feedback to learners during the course should focus on the extent to which they demonstrate adequate subject knowledge and also the level of critical discourse evident. Learners should be able to give evidence of a suitably nuanced understanding of the full range of content. Participation in class discussion and debated should give learners an opportunity to articulate their knowledge of and thoughts on the applicability of these theories to their own professional practice. This gives an opportunity for tutor assessment and for peer feedback. The design of assignments for learners should give an appropriate holistic view of the unit content, encouraging learners to generate evidence from their dayto-day work activities, plans for future employment and carefully selected case studies from creative industries. Work produced by learners should follow appropriate referencing conventions with sources identified in the Harvard (or other appropriate) style. Care should be taken to make purposeful use of reading so that evidence is given of both a breadth and depth of knowledge of leadership and management theory. For example, if a learner has referred to Belbin s team roles inventory they might also cite authors who are critical of the concept and balance their experience of the criticisms from their own reflections on its application to their workplace. For assessment criterion 1.1, learners might produce a report on the members of their work team, applying an appropriate team skills inventory. This should balance consideration of the importance of the different skills to effective participation in a team with consideration of the usefulness of the skills auditing process undertaken. For assessment criterion 1.2, the criticisms of the skills auditing process should be extended to consider its usefulness to the learner in analysing their own skills. This work should reflect a high level of critical introspection balanced with the views of a range of appropriate colleagues. Learners should be expected to use their analysis to highlight a range of areas for personal development. For assessment criterion 2.1, learners should reflect on their skills analysis and critique the methods of auditing and analysing the skills of individuals. The applicability of these methods should be considered along with their validity and reliability within the learner s work context. Methods of team selection should be clearly documented with a critical commentary highlighting the strengths and weaknesses of the process and the application of the process. Assessment criterion 3.1 could be assessed through the production of a presentation on the team development achieved by the learner. This might include video clips of interviews with team members accompanied by an appropriate analytical commentary, details of approaches to enabling communication supported with appropriate images or workplace artefacts, and a critical narrative reflecting the approaches taken to navigate the team through difficulties. 256

267 UNIT 26: LEADERSHIP AND PEOPLE MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Indicative resource materials Textbooks Northouse P Leadership: Theory and Practice (Sage, 2012) ISBN: Radcliffe S Leadership: Plain and Simple (Financial Times, 2012) ISBN: Journals Harvard Business Review Leadership Leadership and Organization Development Journal 257

268 258

269 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Unit 27: Intellectual Property Management in the Design and Creative Industries Unit code: L/501/8391 QCF level: 4 Credit value: 7 Guided learning hours: 50 Unit aim The aim of this unit is to ensure that learners are aware of, and understand, the importance of the protection of intellectual property, for themselves, their employer and their clients. The unit aims to give learners knowledge that will be useful whether entering employment in the creative and media sector, or progressing to higher education. Competency unit assessment guidance This unit should be assessed predominantly in the workplace. Please see Annexe E. Observation, witness testimony, questioning, professional discussion, written and product evidence are all sources of evidence which can be used. Unit introduction The management of intellectual property in the design and creative industries falls into two main areas: the protection and use of intellectual property owned by oneself, one s employer or clients; having respect for intellectual property created and owned by others, avoiding its use without permission, seeking permission for its use if necessary, and thus avoiding the risk, penalties and costs associated with prosecution as a result of intellectual property right infringement. Within this unit, learners will develop an understanding of the legal issues in relation to intellectual property rights and their business. This will include analysing key aspects of UK and international intellectual property law. Learners will develop an insight into how to manage intellectual property rights in their designs, learning what can be protected, and how best to acquire this protection. Learners will also be introduced to the revenue opportunities and risks associated with intellectual property rights. The unit will also help learners to understand how they may be able to use intellectual property held by others, given permission, and reduce the chance of the learner infringing intellectual property rights held by others, which could have costly consequences. In addition, this unit will help learners to understand the commercial opportunities which could result from intellectual properties which they own or manage. 259

270 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the legal issues in relation to intellectual property rights and their business 2 Know how to manage the intellectual property rights in their designs 3 Understand the revenue opportunities and risks associated with intellectual property rights Assessment criteria 1.1 Analyse the key aspects of UK and international intellectual property law 1.2 Determine where to go for information about protecting intellectual property rights in specific jurisdictions inside and outside the UK 2.1 Identify the different types of intellectual property rights and how they can be protected copyright design right registered designs 2.2 Determine when and how to assert or enforce their (or their organisation s) intellectual property rights 2.3 Draw up contract(s) concerning Intellectual Property Rights with their clients 2.4 Determine what can be protected and how it is protected websites images text designs 3.1 Explain the revenue opportunities and risks associated with intellectual property rights 260

271 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Unit content 1 Understand the legal issues in relation to intellectual property rights and their business Legal issues relating to intellectual property: protection; infringement; registration; permissions; ownership, eg author, creator, employer, client; current legislation, eg Copyright, Design and Patents Act 1988, EU Directives, amendments to the Copyright, Design and Patents Act 1988, United States Digital Millennium Copyright Act Key aspects of UK and international intellectual property legislation: as a producer of creative work; as a user of creative work; what can be protected; legal rights; moral rights, eg attribution, right to object to derogatory treatment of original work; how protection is obtained; how long protection lasts; how intellectual property protection is enforced; cost of protection; revenue opportunities; permissions clearance; within the UK; within EU member states; outside the EU Sources of information: government organisations, eg Intellectual Property Office (IPO), the European Patent Organisation (EPO), the United States Copyright Office; non-government organisations (NGOs), eg Authors Licensing and Collecting Society Ltd. (ALCS), Copyright Licensing Agency (CLA), Design and Artists Copyright Society Ltd. (DACS), the Publishers Licensing Society (PLS) 2 Know how to manage the intellectual property rights in their designs Copyright: principles; type of protection; what copyright protects, eg text, images, digital, literary, artistic, dramatic, musical; how copyright protection is obtained; ownership; cost; limits of copyright protection, eg how it is enforced, how it is licensed or sold, protection outside the UK Design right: principles; type of protection; what design rights protect, eg shape, configuration, internal, external, 2D aspects, 3D aspects; how design right protection is obtained; ownership; limits of design right, eg how it is enforced, how it is licensed or sold, protection outside the UK Registered designs: types of registered design, eg UK Registered Design, UK Design Right, Registered Community Design, Unregistered Community Design, UK copyright; principles; type of protection; what is protected by registering design, eg the look, shape, configuration, internal, external, 2D aspects, 3D aspects, logos, trade or service marks; how design registration is obtained; ownership; benefits of registering design; limits of protection by registering design, eg how it is enforced, how it is licensed or sold, protection outside the UK Protecting intellectual property: contracts with clients; confidentiality agreements; non-disclosure agreements; assignment of rights; showing that intellectual property is protected, eg use of the symbol, displaying registered design numbers, use of TM, use of the symbol 3 Understand the revenue opportunities and risks associated with intellectual property rights Revenue opportunities: exploiting copies, eg selling copies, renting copies, publishing, broadcasting; licensing; royalties; public lending rights; revenue streams from use of intellectual property in different platforms, eg print, broadcast, electronic, digital, online; outright sale 261

272 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Risks associated with intellectual property rights: infringing or breaking the rights held by others; financial cost; effect on reputation and potential for future business; theft and illegal use of your intellectual property, eg passing-off, counterfeit, pirate or bootleg copies, the risk of inferior copies being passed off as originals, the risk of customers being misled or harmed; misuse or hijacking of brand names, eg misrepresentation, domain name squatting, typosquatting; risks associated with pursuing infringement or breaches of own intellectual property rights through the courts, eg cost of legal representation, cost of court time, time commitment, loss of business, risk of losing case Using intellectual property owned by others legally: obtaining permissions, eg agreement with owner of rights, licensing use, paying royalties 262

273 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Essential guidance for tutors Delivery This is a competence-based unit. Learning should focus on the practical application of the content within the learning outcomes. In the main, delivery will need to concentrate on making sure that learners know their way round the issue of intellectual property how to protect their own, how to use the intellectual property of others (legally) and how to avoid problems relating to the potential misuse of intellectual property owned by others. They will need to demonstrate that they are able to take steps to protect intellectual property. Learners are not expected to become fully conversant with every detail of every piece of legislation that relates to intellectual property management. Consequently, it would be best to advise learners that they should always have any work they produce checked out by a legal expert, either within their organisation or workplace or an independent practitioner, before production or publication to avoid any potential conflicts over the use of or ownership of intellectual property. Learners should be directed to identify and contact such individuals within their employers organisation as a source of advice and guidance during this unit. For learning outcome 1, learners need to be introduced to the legal issues in relation to intellectual property rights and how they affect their own business or clients. Analysis of the key aspects of UK and international intellectual property law could be through whole-class teaching, or learners could carry out their own investigation of different issues, as given by the tutor, reporting back their findings to the whole class. Learners may need directing as to the best places to go for information about protecting intellectual property rights in specific jurisdictions inside and outside the UK. The internet may be the learners default option, and there is much to be learned from websites specialising in the protection and management of intellectual property (see Indicative Resource materials section at the end of this unit). However, learners need to use some basic caution and not rely on websites as the only source of information as may not be up to date or they may be partial in the interpretation of legislation or regulations. Notes taken from these sources should be collated for use when producing the final assessment outcome work. By the end of their work for learning outcome 2, learners should know how to manage the intellectual property rights in their designs. To get to this position learners will need to be able to identify the different types of intellectual property right, determine what can be protected and how it is protected. Again, this knowledge could come from whole-class teaching or from learners own investigations, checked with the tutor to confirm coverage and accuracy. Learners need to understand that the management of intellectual property is not just about legislation and threats of legal action, it is also about maximising commercial revenue opportunities from intellectual property. Case studies could be a good way of getting this across to learners initially but must be supplement by developing practical experience in the workplace of managing intellectual property on behalf of an employer or a client. Learners might take these experiences and reflect on them, sharing example of good and bad practice from their own workplaces within a workshop or seminar session. 263

274 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Direct teaching and the research carried out by learners, should only serve as an introduction to learners and the subject of intellectual property management must be experienced first hand by learners. The might start by listening to a legal expert specialising in the subject. This could be a legal expert or the legal department within an organisation that is engaged in protecting and/or exploiting the commercial opportunities of the intellectual property held by a learners employing organisation. Examples could include working artists and writers, advertising agencies, publishers, web designers, film or record companies. Conversely, users of creative material such as television stations, radio stations and publishers may have a legal department concerned with making sure that any use they make of intellectual property created or owned by others is paid for and carried out with the owner s consent. Assessment This unit is a competence unit and must be assessed in the workplace, or a real work environment under normal commercial operating conditions. The Assessment Requirements for Level 4 Diploma in Marketing Communications (Advertising) (QCF) document must be followed; Please see Annexe E. Learners must keep careful notes of all of their ideas, plans, decisions, and records of all meetings that they attended, as well as the work they produced (or a record of it) and any documentation that they create in the process of producing their work. Whether learners have worked in a team or on their own for this unit, they must each produce an individual process portfolio which shows all the stages of their work. Any material produced for this assessment in a workplace setting must be accompanied by an authentication statement, signed on behalf of the workplace by someone with the authority to do so, such as their line manager. All of the work in the process portfolio must be based on confirming knowledge and understanding of issues relating to intellectual property management in the design and creative sector. The learner s process portfolio must contain a reference guide for someone who is about to start work in the design and creative industries, which includes: an analysis the key aspects of UK and international intellectual property legislation (assessment criterion 1.1) a directory of where to go for information about protecting intellectual property rights in specific jurisdictions inside and outside the UK, each source in the directory should include a description of its specialism, strengths and weaknesses, and contact details (assessment criterion 1.2) details of how they protect different types of intellectual property right in their workplace (assessment criterion 2.1) details of what can be protected and how they protect it in their workplace (assessment criterion 2.4) details of when and how they have been able to assert or enforce their organisation s intellectual property rights (assessment criterion 2.2) an explanation of the revenue opportunities and risks associated with intellectual property rights for their employer(assessment criterion 3.1) contract(s) that they have used to manage intellectual property rights with their clients (assessment criterion 2.3). 264

275 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES Indicative resource materials Textbooks Clown K, Back D Integrated Advertising, Promotion and Marketing Communications (Pearson Education, 5th edition 2011) ISBN: Evans-Pritchard J, Hancock M, Jones R, Mansfield A, Gray D A2 level Applied Business for Edexcel Single and Double Awards (Causeway Press, 2006) ISBN: The Writers and Artists Yearbook (A and C Black Publishers) ISBN: Websites

276 UNIT 27: INTELLECTUAL PROPERTY MANAGEMENT IN THE DESIGN AND CREATIVE INDUSTRIES 266

277 UNIT 28: DESIGN PROJECT MANAGEMENT FOR CREATIVE PRACTITIONER Unit 28: Design Project Management for Creative Practitioner Unit code: R/501/8392 QCF level: 4 Credit value: 6 Guided learning hours: 40 Unit aim The aim of this unit is to teach learners how to carry out project management in a creative context. Learners who take this unit will have the ability to undertake projects in a methodical and ordered way, gaining the knowledge of the underpinning. Unit introduction The most obvious characteristic of a project is that it has to achieve some particular purpose, and this is normally indicated in the project s name. This distinguishes it from routine activities which are part of an organisation's normal business it is probably most useful to think of a project as an instrument of change. When a creative project is completed successfully for the client it will have an impact on people's lives. Managing change is clearly different (and at times much harder) than managing the status quo and it is for this reason that projects are established to effect change in a controlled manner. Having described projects as being fundamentally unique, varying in size, shape, time, cost and resources, it may seem odd to attempt to describe a standard project management approach which is universally applicable. However, it is because of this variety that a systematic approach is necessary. 267

278 UNIT 28: DESIGN PROJECT MANAGEMENT FOR CREATIVE PRACTITIONER Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the importance of managing a project to timelines 2 Know how to allocate internal resources correctly to achieve project goals 3 Understand the importance of managing internal and external project objectives Assessment criteria 1.1 Produce a schedule with clear and realistic timescales to meet project objectives to enable the project to be delivered on time 1.2 Explore potential risks to the project and analyse methods of overcoming unforeseen difficulties 2.1 Analyse the importance of meeting the following the full cost of the project time scales required resources required individual tasks within the project milestones and deliverables to be met agreed quality standards project keeping within budget 2.2 Evaluate the importance of effective negotiating and liaison with clients. 2.3 Determine and agree the individual roles of team members to set realistic goals for individuals and the team as a whole 3.1 Explore the risks to project objectives through poor communication between project team, managers and customers 3.2 Analyse monitoring processes which need to be implemented in order to meet design objectives 268

279 UNIT 28: DESIGN PROJECT MANAGEMENT FOR CREATIVE PRACTITIONER Learning outcomes 4 Explore the use of computer software programmes and other support mechanisms as a tool for successful project management Assessment criteria 4.1 Determine which software programmes are available for project management and evaluate the strengths and weaknesses of these 269

280 UNIT 28: DESIGN PROJECT MANAGEMENT FOR CREATIVE PRACTITIONER Unit content 1 Understand the importance of managing a project to timelines Scheduling: estimating, eg factors, time, costs, quality standards; identify dependencies, eg in a start to finish project; constructing the dependency network; assigning responsibilities; allocating resources; producing a Gantt chart; refining the plan Risk analysis: identifying the risks, eg destabilising events, overruns; assess the chances; assessing the impact on the project/organisation; identify contingency arrangements, eg ameliorate risks 2 Know how to allocate internal resources correctly to achieve project goals Analysis: compilation and construction of the Work Breakdown Structure with reference to costs, time, resources, tasks milestones and quality standards; Connection between project Gantt chart and WBS, eg Work Breakdown Structure Negotiation and liaison with client: five phases of negotiation, eg prepare propose discuss bargain close; principles of negotiation; the importance of positive relationship building, eg maintaining positive client relations Roles and responsibilities: understanding skill sets required, eg linking tasks with skills to ascertain skills set or skills gap; setting individual goals and objectives aligned to project and supported by skill sets; management of teams; team dynamics, eg forming, storming, norming and performing, impact on work flow at team meetings 3 Understand the importance of managing internal and external project objectives Exploring risks to project objectives: risk awareness versus risk averse in the creative business, eg being aware of the risks but not averse to appropriate risk management; creative problem solving; setting objectives for the project; setting objectives for individuals; lines of communication, eg team meetings, one-to-one meetings for project team members; communicating across the organisation (agency), eg internal communications briefings; meetings structure, communicating with the client client meetings framework Monitoring processes: measuring the ongoing project activities, eg 'Where we are'; monitoring the project variables, eg cost, effort, scope; against the project plan, eg Where we should be ; identify corrective actions to address issues and risks properly, eg How can we get on track again? 4 Explore the use of computer software programmes and other support mechanisms as a tool for successful project management Software: desktop; web based; single user; collaborative; integrated Paper based: wallcharts; use of graphics; design-based tools 270

281 UNIT 28: DESIGN PROJECT MANAGEMENT FOR CREATIVE PRACTITIONER Essential guidance for tutors Delivery This unit will require a clear structure delivery from the outset, which should give learners a high level of day-to-day independence, allowing them to use project management skills within the context of this unit. A combination of written, groupbased and presentation exercises will demonstrate to learners how different projects can be managed concurrently in a creative agency. As this unit is practical, it is especially important to engage with learners real work experiences during delivery. Every learner should be able to give examples of the delivery of projects from their workplace All learners need to develop practical knowledge, such as use of software and of constructing a Gantt chart. A presentation by the tutor, followed by individual design and implementation to clarify and confirm the content, should help to develop strong understanding. Analysis of the purpose and value of objective setting and team working is more subjective, and learners will benefit from sharing ideas, working in small groups and feeding back to the class. Evaluation of experience and related skills is vital and will vary according to each individual, but learners may not be comfortable sharing this information. Guest speakers can be particularly useful here, in providing a range of perspectives and opening discussion without discomfort. Learners might participate in a discussion on how problems identified in poor project management planning and application could have been solved or avoided, and be encouraged to relate this to their own experiences through individual written work. Assessment Assessment criteria 1.1 and 1.2 could be combined in the form of a Gantt chart and project delivery brief. For assessment criterion 1.1, learners should know how the work flow of a project operates and be able to demonstrative dependencies. For assessment criterion 1.2, learners should identify and analyse risks and understand the importance of contingency planning. Assessment criteria 2.1 and 2.3 could be combined as a Work Breakdown Structure (WBS) model with a full description of skill sets involved. For assessment criterion 2.1, learners should be able to construct a WBS which synchronises with the Gantt chart produced for Unit 1. For assessment criterion 2.3, learners should be able to construct a map of skill sets aligned to the tasks of the WBS. Assessment criterion 2.2 could be a written piece which demonstrates understanding of the phases and principles of negotiation and the importance of positive relationship building Assessment criteria 3.1 and 3.2 could be combined as a written piece on the importance of objective setting and monitoring progress. For assessment criterion 3.1, learners should be able to undertake SMART objective setting and explain the role of internal communication and the role of meetings in managing the project. For assessment criterion 3.2, learners should be able to implement a monitoring activity at any one point in time of their Gantt chart produced in Unit

282 UNIT 28: DESIGN PROJECT MANAGEMENT FOR CREATIVE PRACTITIONER Assessment criteria 4.1 and 4.2 could be combined in a short presentation or small-group analysis to describe the current range of tools available for project management and critiques the same as to personal preference and possible efficiency. Essential resources Wall boards for Gantt charts, pens and stickers. Access to the internet for web research. Indicative resource materials Textbooks Jay R Fast Thinking Project (Pearson Education, 2001) ISBN: Lock D Project Management ninth edition (Gower, 2007) ISBN: Journals International Journal of Project Management Websites ipma.ch/ 272

283 UNIT 29: DOING BUSINESS GLOBALLY Unit 29: Doing Business Globally Unit code: Y/501/8393 QCF level: 4 Credit value: 7 Guided learning hours: 50 Unit aim The aim of this unit is to help learners consider a range of approaches to entering international markets critically. This will include the use of different sources of advice and guidance along with the impact of appropriate legislation on business activities. Unit introduction In an increasingly connected world a global presence can be created by any start-up business with access to the internet, which serves to reinforce the significance of studying of global marketing for practitioners. Entering different country markets presents a range of challenges and requires careful consideration of the relative importance of differences in factors such as demographics, culture and rates of technology adoption. Learners will consider the impact of these factors in the context of contrasting global markets. As a part of this learners will explore the role of intermediaries who can give valuable insight into local needs in the context of their impact on the bottom line for their organisation. The culture of different markets will have a profound impact on marketing activity. Patterns of behaviour change between countries relating to the consumption of goods and services will vary between countries. Product development of is informed by this variation. Adapting existing offerings or develop new products and services can give an opportunity to access gaps in markets not yet accessed by domestic producers. Cultural differences will also impact on the communication strategy used in different markets. An innocuous phrase in one market could be offensive in another. Alternatively, without an adequate understanding of the cultural conventions of the market a message might cause confusion or simply not be understood. Learners will explore a number of aspects of the culture of different countries to examine how and why it is important to adjust and refine a message to ensure that it makes a positive impact on the target market. 273

284 29: DOING BUSINESS GLOBALLY Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand factors within a company which affect the building overseas markets 2 Understand logistics for taking designs, brands and products to Global markets 3 Understand how cultural differences can influence design ideas for different countries 4 Recognise techniques for communication in different cultures and develop cultural awareness Assessment criteria 1.1 Analyse the impact of the following on entering a Global market company branding website design and functionality in a new market product design for a specific market 2.1 Evaluate methods of breaking in to Global Markets, through consultation with appropriate trade, and government support agencies the understanding of import/export procedures/ law/financial costs the use of agents 3.1 Analyse the cultural differences in potential markets and consider how this could effect product development 4.1 Evaluate the important differences in communicating with a range of cultures including language-non verbal and verbal translation dress social etiquette managing time 274

285 UNIT 29: DOING BUSINESS GLOBALLY Unit content 1 Understand factors within a company which affect the building overseas markets Company branding: definition of branding; dimensions of a brand; difference between company and product branding; brands within global markets, eg recognition of logos and symbols; marketing economies of scale, eg recognition due to existing brand awareness in other markets Website design and functionality: issues with web design, eg level of broadband penetration within the market, platforms used to access the internet (mobile browsing, desktop browsers, capacity for rendering images and text, capacity for interactive features); societal perceptions of e-commerce, eg safety concerns Product design: legal considerations, eg safety considerations, manufacturing standards, environmental regulations, intellectual property considerations; practical considerations, eg ergonomics (characteristics of the target customer such as physical size), manufacturing (in country versus importation) 2 Understand logistics for taking designs, brands and products to Global markets Consultation with appropriate agencies: access to funding, eg incentives for importing, guarantee schemes; taxation, eg obtaining permissions, documentation, requirements for specific markets; other support agencies, eg range of agencies according to market, services offered, credibility of agencies Understanding key facts before entering a market: import/export procedures, eg documentation required, shipping requirements, fees (methods of payment, point of payment); law, eg requirements for local partners, nature and type of packaging, labelling, provision of information; financial costs, eg shipping, legal fees, packaging, distribution, formal and informal expenses 3 Understand how cultural differences can influence design ideas for different countries Cultural differences between markets: culture, eg definition, dimensions, relative importance of each cultural dimension, importance of sub-culture; cultural factors as a basis for market segmentation, eg ethno-marketing; impact of culture on communication activity, eg media selection, formality of message, household composition (implications for consumer decision making); impact of culture on product development, eg patterns of use, development of different forms and formats (size, mode of consumption), preparation for market specific distribution channels 4 Recognise techniques for communication in different cultures and develop cultural awareness Language non-verbal and verbal: semantics, eg problems with literal translations, appropriateness of idioms in differing contexts; non-verbal, eg interpretation of body language, importance of reviewing promotional materials for audience suitability, review packaging for audience suitability Dress: implications in different markets, eg standards of modesty ; national dress, eg similarities with product, dangers of offense 275

286 29: DOING BUSINESS GLOBALLY Social etiquette: social norms in different countries; consequences of failing to abide by social etiquette; impact of social etiquette on; business meetings; product development; distribution of products; communication strategies Managing time: perceptions of time in different cultures; importance of timekeeping for meetings in different cultures; importance of timekeeping for customers 276

287 UNIT 29: DOING BUSINESS GLOBALLY Essential guidance for tutors Delivery This unit is a good opportunity to explore contemporary developments in global marketing with learners through a combination of carefully selected case studies and, where possible, drawing on examples of their own professional practice. For learning outcome 1, learners should be able to articulate an understanding of how theories relating to entry into a new market apply to differing national contexts. Delivery might focus on specific cases of eastern and western markets, for example the rationale for the use of the Red Cross brand in the west and the Red Crescent brand in the east might be explored. When considering the design and functionality of websites in different markets, an input from web designers would be particularly valuable so that learners can appreciate the technical and practical difficulties involved in localising an online presence. For example, the variations in browser use and broadband penetration between countries or the issues involved in translating content accurately might be considered. Design issues could be considered through the study of specific examples. The size and shape of different clothing products could be compared to available data on the population of different countries, for example the average height and weight of the population in different areas could explain variations in the cut of ostensibly identical items. Learning outcome 2 could be delivered through simulation activities. Once learners have been familiar with theoretical approaches to breaking into new markets they could be divided into groups to prepare a proposal for entering a specific market. Groups could then feed back to the class and critique one another s ideas. Contact with a local Chamber of Commerce might a good starting point when considering the issues around consultation with appropriate bodies and import export procedures. Many Chambers of Commerce have departments which support firms trading overseas. A useful guest speaker could offer additional expert input on the legalities and costs of importing and exporting goods. Learners might be able to share experiences from their employing organisation relating to the use of agents when entering an international market. As a research task, they could investigate the range of services offered by agents for goods and services in different markets. Learning outcome 3 requires learners to consider cultural differences between specific markets. Initial delivery through lecture and seminar sessions could be followed up by learner-led group discussions. Individual learners or those in small groups could be assigned a specific culture to investigate. This could then inform a short project-based task where individual learners or small groups prepare a proposal for the adaptation of an existing domestic product to fit the needs of a different country with a contrasting culture. This could be critically evaluated through a group critique of initial ideas before peer feedback is offered during a final presentation. 277

288 29: DOING BUSINESS GLOBALLY Learning outcome 4 should be delivered through lectures or seminars focussing on the different communication issues. Relevant and up-to-date case study examples will be crucial to ensuring that learners develop knowledge that will be appropriate to their working life. Contrasting examples of good and bad practice in different markets should be explored so that learners are able to learn from both successes and failures across recent history. Tutorial sessions should focus on comparing and contrasting different examples to emphasis key points. For example, the different attitudes to the management of time across Europe or the modesty laws of Saudi Arabia might make interesting examples. Assessment Assessment activities should reflect the need for learners to demonstrate their understanding of the application of marketing theory to contemporary business practices. Abstract theory should be balanced with opportunities for learners to scrutinise practical examples of the successes and failures of businesses in a range of different markets. Where possible learners should be encouraged to relate their assignment tasks to work carried out in their own job role. Before the submission of formally assessed assignment tasks, opportunities for formative assessment should be planned so that learners can be given feedback to correct misunderstandings and misconceptions. Assessment criterion 1.1 could be assessed through the production of an essay or through the compilation of a series of case studies. Learners should be able to explain how each aspect of entering international markets will vary according to the nature of the market and of a specific product. Critical consideration should be given to the extent to which each factor will influence the purchasing behaviour of consumers in a given market using examples to illustrate arguments. Assessment criterion 2.1 could be assessed through an essay or a formal presentation. Learners should explore the efficacy of different approaches to entering a new market. The relative merits of each method should be analysed thoroughly illustrating appropriate benefits and drawbacks. Learners should be able to demonstrate a suitably nuanced understanding of the extent to which different solutions are applicable in varied contexts. Assessment criterion 3.1 might be assessed in the form of a practical task where learners are assigned a product which they are to adapt for different markets. They might produce a proposal outlining their rationale for how these adaptations will be implemented, supported by a theoretical justification which makes critical reference to the extent to which concepts are applicable in the learner s assigned market. An analysis of the extent to which adaptations to a product will influence the behaviour of consumers in the chosen market compared to not making any adaptations at all should be included. This should be supported by examples of cases where modifying products for new markets has succeeded and when it has failed. Assessment criterion 4.1 could be assessed by an extension of the work produced for assessment criterion 3.1. Learners could show how the communication strategy for their adapted product would vary in different markets. 278

289 UNIT 29: DOING BUSINESS GLOBALLY Communications materials such as adverts could be marked up with annotations explaining the reasons for differences in the use of images and text, and the translation errors that might occur. Learners should consider the importance of these variations in approaches to communication, weighing the likely costs against the potential damage to brand equity caused by failing to share an appropriate message with the target market. This should be derived from the critical application of appropriate theory to appropriate examples. Essential resources There are no essential resources for this unit. Indicative resource materials Textbooks Clown K, Back D Integrated Advertising, Promotion and Marketing Communication (Pearson, 2009) ISBN: Hollensen S Global Marketing: A Decision Oriented Approach (Prentice Hall, 2010) ISBN: Keegan W, Green M Global Marketing (Pearson, 2012) ISBN: Van Gelder S Global Brand Strategy (Kogan Page, 2005) ISBN: Journals International Journal of internet Marketing and Advertising Journal of Global Marketing Journal of International Consumer Marketing Journal of International Marketing 279

290 Further information For further information about the qualification featured in this specification, or other Pearson qualifications, please call Customer Services on (calls may monitored for quality and training purposes) or visit our website ( Useful publications Related information and publications include: Equality Policy Information Manual (updated annually) Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications Recognition of Prior Learning Policy Quality Assurance Handbook (updated annually). Publications on the quality assurance of BTEC qualifications is on our website at Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when learners order. Professional body contact details Creative Skillset Focus Point 21 Caledonian Road London N1 9GB Telephone: Website: 280

291 Professional development and training Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. The support we offer focuses on a range of issues including: planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing learner-centred learning and teaching approaches building Functional Skills into your programme building in effective and efficient quality assurance systems. The national programme of training we offer can be viewed on our website ( Learners can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs. Our customer service number is: Work-based learning: Calls may be recorded for quality and training purposes. For further customer contact details please see our website: The training we give: is active ideas are developed and applied is designed to be supportive and thought provoking builds on best practice. Our training is underpinned by the LSIS standards for those preparing to teach and for those seeking evidence for their continuing professional development. 281

292 282

293 Annexe A The Edexcel/BTEC qualification framework for the marketing communications (advertising) sector Progression opportunities within the framework. Level General qualifications BTEC full vocationallyrelated qualifications 7 BTEC professional/specialist courses Edexcel BTEC Level 7 Award/Certificate/Diploma/ Extended Diploma in Strategic Management and Leadership (QCF) NVQ/occupational Edexcel Level 7 Diploma in Management (QCF) Edexcel BTEC Level 5 HND Diploma in Business (Management) (QCF) Edexcel BTEC Level 4 HNC Diploma in Business (QCF) BTEC Level 5 Award in Management and Leadership (QCF) Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) Edexcel Level 5 Diploma in Management (QCF) 283

294 Level General qualifications BTEC full vocationallyrelated qualifications BTEC professional/specialist courses NVQ/occupational 3 in Applied Business Edexcel GCE in Business Studies Edexcel GCE in English Language Edexcel GCE in English Language and Literature Edexcel GCE in English Literature Edexcel BTEC Level 3 National Certificate/Subsidiary Diploma/90-credit Diploma/Diploma/Extended Diploma in Business (QCF) Edexcel BTEC Level 3 National Certificate/Subsidiary Diploma/90-credit Diploma/Diploma/Extended Diploma in creative media Production (QCF) Edexcel BTEC Level 3 National Certificate/Subsidiary Diploma/90-credit Diploma/Diploma/Extended Diploma in IT (QCF) Edexcel BTEC Level 3 Certificate in Creative and Digital Media (QCF) Edexcel BTEC Level 3 Award/Certificate in Management (QCF) Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF) Edexcel BTEC Level 3 Certificate in Marketing (QCF) Edexcel Level 3 NVQs in Business and Administration (QCF) Edexcel Level 3 Certificate in Management (QCF) Edexcel Level 3 NVQ Diploma in Marketing (QCF) 2 Edexcel GCSE in Applied Business Edexcel GCSE in Business Studies Edexcel GCSE in English Edexcel GCSE in English Language Edexcel GCSE in English Literature Edexcel BTEC Level 2 First Certificate/Extended Certificate/Diploma in Business (QCF) Edexcel BTEC Level 2 First Certificate/Extended Certificate/Diploma in creative media Production (QCF) Edexcel BTEC Level 2 First Certificate/Extended Certificate/Diploma in IT (QCF) Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF) Edexcel BTEC Level 2 Certificate in Marketing (QCF) Edexcel Level 2 NVQ in Business and Administration (QCF) Edexcel Level 2 NVQ Certificate in Marketing (QCF) Edexcel Level 2 Certificate in Team Leading (QCF) 284

295 Level General qualifications BTEC full vocationallyrelated qualifications BTEC professional/specialist courses NVQ/occupational 1 Edexcel Level 1 NVQ in Business and Administration (QCF) 285

296 286

297 Annexe B Wider curriculum mapping Edexcel BTEC Level 4 Professional qualifications give learners opportunities to develop an understanding of spiritual, moral, ethical, social and cultural issues as well as an awareness of citizenship, environmental issues, European developments, health and safety considerations and equal opportunities issues. Spiritual, moral, ethical, social and cultural issues Throughout the delivery of this qualification learners will have the opportunity to actively participate in different kinds of decision making. They will have to consider fair and unfair situations and explore how to resolve conflict. Working in small groups they will learn how to respect and value others beliefs, backgrounds and traditions. Citizenship Learners undertaking this qualification will have the opportunity to develop their understanding of citizenship issues. Environmental issues Developing a responsible attitude towards the care of the environment is an integral part of this qualification. Learners are encouraged to minimise waste and discuss controversial issues. European developments Much of the content of the qualification applies throughout Europe, even though the delivery is in a UK context. Health and safety considerations Health and safety is embedded within many of the units in this qualification. Learners will consider their own health and safety at work, how to identify risks and hazards and how to minimise those risks. Equal opportunities issues There will be opportunities throughout this qualification to explore different kinds of rights and how these affect both individuals and communities, for example learners will consider their rights at work and the rights of employers and how these rights affect the work community. 287

298 288

299 Annexe C Level 2 Functional Skills mapping The following grids identify potential opportunities for development of Level 2 Functional Skills. Key: indicates opportunities for development a blank space indicates no opportunities for development Mandatory units Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units English Speaking, Listening and Communication Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations English Reading Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions 289

300 English Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively 290

301 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units Mathematics Representing Understand routine and nonroutine problems in familiar and unfamiliar contexts and situations Identify the situation or problems and identify the mathematical methods needed to solve them Choose from a range of mathematics to find solutions Mathematics Analysing Apply a range of mathematics to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage 291

302 Level 2 Functional Skill Mathematics Interpreting Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations Draw conclusions and give mathematical justifications 292 Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units

303 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units ICT Using ICT Plan solutions to complex tasks by analysing the necessary stages Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts Manage information storage to enable efficient retrieval ICT Finding and Selecting Information Use appropriate search techniques to locate and select appropriate information Select information from a variety of sources to meet requirements of a complex task 293

304 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units ICT Developing, presenting and communicating information Enter, develop and refine information using appropriate software to meet requirements of a complex task Use appropriate software to meet the requirements of a complex data-handling task Use communications software to meet requirements of a complex task Combine and present information in ways that are fit for purpose and audience Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information 294

305 Optional units Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units English Speaking, Listening and Communication Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations English Reading Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions English Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively 295

306 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units English Speaking, Listening and Communication Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations English Reading Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions English Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively 296

307 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units Mathematics Representing Understand routine and nonroutine problems in familiar and unfamiliar contexts and situations Identify the situation or problems and identify the mathematical methods needed to solve them Choose from a range of mathematics to find solutions Mathematics Analysing Apply a range of mathematics to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage Mathematics Interpreting Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations 297

308 Level 2 Functional Skill Draw conclusions and give mathematical justifications 298 Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units

309 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units Mathematics Representing Understand routine and nonroutine problems in familiar and unfamiliar contexts and situations Identify the situation or problems and identify the mathematical methods needed to solve them Choose from a range of mathematics to find solutions Mathematics Analysing Apply a range of mathematics to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage Mathematics Interpreting Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations Draw conclusions and give mathematical justifications 299

310 Level 2 Functional Skill ICT Using ICT Plan solutions to complex tasks by analysing the necessary stages Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts Manage information storage to enable efficient retrieval ICT Finding and Selecting Information Use appropriate search techniques to locate and select appropriate information Select information from a variety of sources to meet requirements of a complex task 300 Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units

311 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units ICT developing, presenting and communicating information Enter, develop and refine information using appropriate software to meet requirements of a complex task Use appropriate software to meet the requirements of a complex data-handling task Use communications software to meet requirements of a complex task Combine and present information in ways that are fit for purpose and audience Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information 301

312 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units ICT Using ICT Plan solutions to complex tasks by analysing the necessary stages Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts Manage information storage to enable efficient retrieval ICT Finding and Selecting Information Use appropriate search techniques to locate and select appropriate information Select information from a variety of sources to meet requirements of a complex task 302

313 Level 2 Functional Skill Edexcel BTEC Level 4 Diploma in Marketing Communications Advertising (QCF) units ICT developing, presenting and communicating information Enter, develop and refine information using appropriate software to meet requirements of a complex task Use appropriate software to meet the requirements of a complex data-handling task Use communications software to meet requirements of a complex task Combine and present information in ways that are fit for purpose and audience Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information 303

314 304

315 Annexe D Personal, learning and thinking skills mapping A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS IN ENGLAND The framework comprises six groups of skills that are essential to success in learning, life and work. In essence, the framework captures the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work. It is these skills that will enable learners to enter work confident and capable. The titles of the six groups of skills are set out below. Team workers Self-managers Independent enquirers Reflective learners Creative thinkers Effective participators For each group, there is a focus statement that sums up the range of skills. This is followed by a set of outcome statements that are indicative of the skills, behaviours and personal qualities associated with each group. Each group is distinctive and coherent. The groups are also interconnected. Learners are likely to encounter skills from several groups in any one learning experience. For example, an independent enquirer would set goals for their research with clear success criteria (reflective learner) and organise and manage their time and resources effectively to achieve these (self-manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts. 305

316 The skills Creative thinkers Focus: People think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Creative thinkers: generate ideas and explore possibilities ask questions to extend their thinking connect their own and others ideas and experiences in inventive ways question their own and others assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change. Independent enquirers Focus: People process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. Independent enquirers: identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence. Reflective learners Focus: People evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Reflective learners: assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in appropriate ways for different audiences. 306

317 Focus: Team workers People work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Team workers: collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution give constructive support and feedback to others. Focus: Self-managers People organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Self-managers: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed. Focus: Effective participators People actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Effective participators: discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own. 307

318 Summary of the PLTS coverage throughout the programme This table shows where units support the development of personal, learning and thinking skills. Key: indicates opportunities for development a blank space indicates no opportunities for development Mandatory units Personal, learning and thinking skills Unit Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators

319 Annexe E Principles of Assessment For use with the Creative Media Vocational Qualifications within UK Qualification and Credit Frameworks 309

320 Content 1 Introduction 2 Assessment principles 2.1 Expert Witness 2.2 Simulation 2.3 Supplementary evidence 2.4 Recognition of prior learning 3 Quality Assurance 3.1 External Monitoring and Risk Assessment 4 Annexes 4.1 Realistic work environment and simulation criteria 4.2 Fashion & textiles supplementary information 4.3 Additional requirements for competence units in the QCF document (produced in 2009) 4.4 SQA Assessor and Verifier competence (May 2011) 310

321 1 Introduction Skillset is the Sector Skills Council (SSC) for Creative Media which comprises TV, film, radio, interactive media, animation, computer games, facilities, photo imaging, publishing, advertising and fashion and textiles. Our aim is to support the productivity of our industries to ensure that they remain globally competitive. We do this by influencing and leading; developing skills, training and education policy; and through opening up the industries to the UK's pool of diverse talent. Skillset interacts with the sector through various employers, skills agencies, providers and Awarding Organisations/Bodies (AOs/ABs). These stakeholders work in partnership to develop National Occupational Standards (NOS), qualifications and supporting documents such as assessment principles and guidance. This document sets out principles for the assessment of vocational qualifications within Creative Media across England, Scotland, Wales and Northern Ireland and reflects the greater flexibilities which are now possible within the appropriate credit framework. The principles have been developed in partnership with AOs/ABs through the AO Forum (AOF). The forum works to establish a common approach to quality control, reflecting the requirements of the sector as a whole. There are four annexes within this document, which provide additional information specific to particular contexts. Please refer to the relevant annex, in conjunction with the main body of the document. 2 Assessment Principles The Assessment Principles will guide and promote a consistent approach to those elements of assessment which require further interpretation and definition. The principles should be used in conjunction with: Regulatory arrangements for the Qualifications and Credit Framework (Ofqual 08/3726)1; SQA Accreditation Regulations and Criteria 2 DCELLS regulation of qualifications 3 CCEA regulation of qualifications 4 Information designed to support the implementation of the QCF regulatory arrangements 5. 1 Requirements for all organisations recognised to operate in the QCF 2 Please see for further information 3 Please see for further information 4 Please see for further information 5 Operating rules for using the term NVQ in a qualification title; Identifying purposes for the qualification in the QCF; and Guidance on qualification titles within the Qualification and Credit Framework 311

322 Skillset also expect AO/ABs to operate in-line with The Equality Act 2010, in order to protect the rights of individuals and advance equality of opportunity for all. The units of assessment within Skillset qualifications that map to National Occupational Standards and attest to occupational competence set out what a learner is expected to know, understand or be able to do as the result of the learning process. Units can be competence based, knowledge based or a combination of both. Assessment decisions for both competence and knowledge based units must only be made by a qualified Assessor (see sec 3). Assessment of competence based units should occur in the work place or a real work environment under normal commercial operating conditions (simulation is acceptable under certain circumstances, see Annex 1). The assessment of knowledge based units can take place in or outside of the working environment. Where assessment is electronic the assessment decisions are made by the person/organisation that set the answers. Primary sources of evidence also differ across competence based and knowledge based units/learning outcomes. For competence based learning outcomes the following sources can be used: Direct observation of learners carrying out the relevant task; Inspection and evaluation of products produced (this includes electronic evidence where appropriate); Questioning of learners to support performance; Simulation where agreed (see Annex 1); Expert Witness where specific expertise is required; Supplementary evidence (ie Witness Testimony); Recorded Internal competency assessments carried out as part of a structured in-company approach (ie ISO9000). Assessors should carry out only confirmatory observation and collect. For knowledge based learning outcomes the following primary sources of evidence should include: Oral or written exams/test; Presentations; Simulation on where agreed (see Annex 1); Assignments; Projects; Case studies. Please note: This is not an exhaustive list, all of the assessment methods associated with effective delivery and assessment of qualifications that attest to occupational competency may be used. Where imported units occur within Skillset qualifications the appropriate Sector Skills Council assessment guidance should be referred to. 312

323 2.1 Expert Witness There are a number of different niche areas within Skillset s footprint and there are numerous occupations within these areas. A small number of specialist qualifications have been developed in order to reflect this ie bespoke shoe makers, bespoke tailors, saddlers, leather producers and garment/textile technicians, grips, crane technicians, focus pullers etc. These specialist occupations are reflected in Skillset s vocational qualifications and Occupational and Functional map and, in many cases, Assessors are not competent in relation to the specific occupational skill demonstrated within job roles. Sector employers have been consulted on this issue and trust the ability of experienced employees to contribute substantially to the assessment process as an Expert Witness 6. However please note the Assessor will have overarching responsibility for the assessment and will make the final judgment. 2.2 Simulation In a sector as diverse as the creative industries, there are work environments that are difficult to simulate ie live sets, bespoke production, and high volume manufacture. Therefore, unless otherwise indicated, it is a general principle that evidence from simulations would only be accepted under the following circumstances: performing a task that could be deemed to pose risks to the learner or others (eg during the evacuation of a studio following detection of a fire); performing health and safety operations where there could be major disruption to the work process or where events rarely occur; activities which would be very costly to perform in terms of time, materials and equipment; performing specific activities which would be considered non-routine under commercial working practices (eg the use of prosthetics in make-up). The use of appropriate simulations must be agreed with the external quality assurance staff (External Verifier appointed by the AO/AB prior to the simulation taking place and should be carried out within an agreed realistic working environment, please see Realistic Working Environment (RWE) Criteria Annex Supplementary Evidence/Witness Testimony Supplementary evidence of performance is also recognised as valuable to demonstrate competence. In particular Witness Testimony may support situations where evidence collected is deemed insufficient to fully meet the standards. Supplementary evidence must relate directly to the learners performance onthe-job, and may include professional discussion, product and photographic evidence, relevant documentation, reports, presentations and work records etc. This also may include internal competency assessments carried out as part of structured in-company approach. Where these assessments are recoded and 6 An Expert Witness is an expert on the occupation to be assessed i.e. experienced line manager or peer, and not to be consulted as a professional Assessor 313

324 subject to audit (ie ISO9000 Assessor should carry out confirmatory observations and collect evidence as appropriate 2.4 Recognition of prior learning (RPL)/Accreditation of Prior Learning (APL) Evidence from past achievement may be included as permissible evidence within the assessment methods. Evidence of knowledge and understanding can be offered as supplementary evidence as long as it is a measurable assessed outcome of learning which links to aspects of knowledge and understanding detailed in the National Occupational Standards and confirms current competence. Assessors should make best use of all the assessment methods available to them in ensuring the most reliable and effective use is made of claims of prior learning and experience which relate to the individual circumstances. All learners must demonstrate current competence with respect to accreditation of prior learning (APL) The Assessor must ensure that the most reliable and effective evidence is used relating to claims of prior learning. 3 Quality assurance Skillset encourages AO/ABs to adopt flexible, innovative approaches to assessment whilst working within regulatory guidelines and quality assurance systems. The quality of the assessment and verification process is the responsibility of the AO/ABs and a consistent internal and external quality assurance process must be in place. Assessment and verification personnel must be competent within the areas they assess. Individual roles within the assessment process are detailed below; AO/ABs are requested to monitor the impact of these criteria on the quality of assessment. Role of the Assessor The role of an Assessor is to make accurate and objective decisions as to whether the learner s performance meets the assessment criteria. The Assessor is ultimately responsible for assessment of the learners competence and must collate the evidence of competence and understanding in the areas being assessed to the satisfaction of the internal quality assurance staff (Internal Verifiers). Where the Expert Witness concept is utilised the Assessor must: Request the company nomination of an appropriate person in line with Expert Witness criteria; Ensure the Expert Witness has the required competence and knowledge; Brief and support the Expert Witness as appropriate; Ensure the Expert Witness understands the differences in the roles of assessment and training; Ensure the Expert Witness understands the units being assessed, and his/her role in the assessment process. 314

325 Occupational competence of Assessor Skillset recommend that Assessors: Provide current evidence of competence and understanding in the areas to be assessed to the satisfaction of the External quality assurance staff (External Verifier). This may be achieved through experience or continual professional development; Hold or be working towards achievement of the relevant Assessor qualifications highlighted by the qualifications regulatory authorities and set out in national requirements and guidance; Demonstrate commitment to be working towards the relevant assessment standards within the Learning and Development National Occupational Standards (2010). This can be achieved through the attainment of an appropriate qualification based on the Standards (this is mandatory for SQA accredited qualifications), or through other externally or internally verified training and assessment; Have a full understanding of the units and requirements of the qualification being assessed. Desirable: Hold or be working towards appropriate technical qualifications in addition to Assessor qualifications. Exceptions: When utilising the Expert Witness concept, full competence and understanding in the areas being assessed is not required. However this must be agreed with the relevant AO/AB. Please Note: The above information is basic principles and guidance only requirements may vary across AO/ABs and qualifications. Please see Annex 4 for information specific to SQA accredited qualifications. Role of Expert Witness The role of the Expert Witness (EW) is to work in partnership with the Assessor, providing technical expertise and working knowledge which will enable the Assessor to make an informed decision with regard to the learner s competence and achievement of the units being undertaken. The EW must be fully briefed by the Assessor or internal quality assurance staff (Internal Verifier) on his/her role in the assessment process, the units to be assessed and the differences between assessment and training Note: The Assessor will have overall and ultimate responsibility for the assessment of evidence provided and the final assessment decision. Occupational Competence of Expert Witnesses Skillset recommends that Expert Witnesses have: Practical experience in the skills being assessed; Competence in the skills area to be assessed; Possess a working knowledge of the units being assessed. 315

326 Desirable: Hold or be working towards an appropriate unit of competence in the assessment of workplace performance. Please Note: The above information is basic principles and guidance only requirements may vary across AO/ABs and qualifications. Role of the internal quality assurance staff (Internal Verifier) Internal Verifiers (IVs) are appointed by approved centres to ensure consistency and quality of assessment. The IV monitors assessment activities and provides guidance, feedback and support to Assessors Occupational Competence of internal quality assurance staff (Internal Verifier) Skillset recommend that Internal quality assurance staff: Demonstrate sufficient and current understanding of the units/qualifications to be internally verified; Hold or be working towards achievement of the relevant internal quality assurance qualifications approved by the qualifications regulatory authorities and set out in national requirements and guidance; Know where and how to access specialist advice when additional technical knowledge relating to the unit/ qualification is being assessed; Demonstrate commitment to be working towards the assessment standards within the Learning and Development National Occupational Standards (2010). This can be achieved through the attainment of an appropriate qualification based on the Standards (this is mandatory for SQA accredited qualifications), or through other externally or internally verified training and assessment. Please Note: The above information is basic principles and guidance only requirements may vary across AO/ABs and qualifications. Please see Annex 4 for information specific to SQA accredited qualifications. Role of the external quality assurance staff (External Verifier) External quality assurance staff (EVs) are appointed by AO/ABs to check the accuracy of assessment and verification decisions ensuring they comply with national standards and AO/AB procedures and provide a supporting role for centres. Occupational competence of external quality assurance staff (External Verifier) Skillset recommend that external quality assurance staff have: No connection with the assessment centres in order to maintain objectivity; Fully understand the AO/AB quality assurance; Demonstrate occupational knowledge appropriate to the sector in which they are externally verifying; 316

327 Demonstrate sufficient and current understanding of the qualification to be externally verified; Hold or be working towards achievement of the relevant external verifiers qualifications approved by the qualifications regulatory authorities and set out in national requirements and qualification guidance; Hold or be working towards achievement of the relevant external quality assurance qualifications highlighted by the qualifications regulatory authorities and set out in national requirements and guidance; Demonstrate commitment to be working towards the assessment standards within the Learning and Development National Occupational Standards (2010). This can be achieved through the attainment of an appropriate qualification based on the Standards (this is mandatory for SQA accredited qualifications), or through other externally or internally verified training and assessment; Know where and how to access specialist advice when additional technical knowledge relating to the unit/ qualification is being assessed. Exceptions: Where there is a shortage of external quality assurance staff (External Verifiers) from the sector, staff from a different sector background can be used provided they are supported by a person who has current occupational knowledge. Please Note: The above information is basic principles and guidance only requirements may vary across AO/ABs and qualifications. Please see Annex 4 for information specific to SQA accredited qualifications. 3.1 External Monitoring and Risk Assessment Statistical monitoring and the use of a common risk rating system is a means of identifying cases in which staff, practise and systems differ from expected quality patterns. Skillset recommends that AO/ABs adopt a risk management system consistent with the regulatory authorities and depending on the risk rate associated with the qualification type, the centre s performance and previous record, the AO/ABs will decide on the frequency of external monitoring and quality assurance activities. The AO/AB Forum have established and agreed a common approach to sharing statistics, including the numbers of registrations, certification and centres on a quarterly basis. This information will be monitored and used to inform future SSC activity. 317

328 Annex 1 Realistic Work Environment (RWEs) and Simulation Criteria In a sector as diverse as the creative industries there are work environments that are difficult to simulate ie live sets, bespoke production, and high volume manufacture, automated production. However, high quality RWEs and simulations assessed via observation are accepted in specific circumstances across all levels as detailed below; performing a task that could be deemed to pose risks to the learner or others (eg during the evacuation of a studio following detection of a fire); performing health and safety operations where there could be major disruption to the work process or where events rarely occur; activities which would be very costly to perform in terms of time, materials and equipment; performing specific activities which would be considered non-routine under commercial working practices eg the use of prosthetics in make-up). The use of appropriate simulations and RWEs must be agreed with external quality assurance staff appointed by the AO/AB prior to the simulation taking place. The learner must be provided with information, advice and guidance as to the activity and outcomes to be achieved. RWEs and simulations must be designed to match the physical characteristics of an operational environment and must impose pressures which are consistent with workplace expectations, it is essential to provide an environment which allows the leaner to experience and perform work activities using tools and equipment, procedures and accommodation which are similar to those found in a place of work as detailed below: Same pressures of time, access to resources and access to information as would be expected if the activity were real; Use real plant, materials, tools and equipment were possible; Provide interaction with colleagues and contacts using the communication media that would be expected at work (if relevant); Ensure that dummy materials take the same form as the real thing eg using water to mimic liquid spillage; using sand to mimic powder spillage; If in naturally occurring circumstances, the environment would affect the learner s actions and decision-making (eg in camera, lighting, sound roles), the RWE should replicate the situation in which the required action/outcome would occur; If in naturally occurring circumstances, the environment would affect the learner s actions and decision-making (eg production, makeup and hair roles), the other people with which the learner is required to interact should behave in character for the role they are playing within the simulation. 318

329 Annex 2 Additional Assessment Guidance specific to fashion and textiles NOS Manufacture Textiles Products Skillset s manufacture textile products NOS are primarily targeted towards learners working in industry using industrial scale motorised/ computerised machinery and equipment. However standards have been developed to specifically cover hand weaving, operation of hand looms, making repairs by hand and inspection of cloth. Addition guidance in relation to assessing these standards is detailed below: TEX2 Make the Warp Loom may not have a pre-loaded sett value, thus the Assessor must seek learner understanding of how to achieve required sett during weaving. TEX3 Prepare the warp for weaving Where weaving has not been carried out on the site where the warp has been prepared, assess learner knowledge of weavers work areas, resources and equipment to promote and maintain efficiency. TEX4 Manufacture woven textiles Whilst an understanding of production cycles and downtime is required, it should be relative to individual capabilities; Production problems need to be resolved by the weaver wherever possible. TEX6 Organising and controlling the weaving process Issues surrounding activities such as shift change need not be assessed; Compressed air machinery may or may not be used; Loom changeover is not a requirement, however beam changeover is; Loom pick rate and tension needs to be set by the weaver and monitored throughout process; Ideally loom repairs should be assessed when naturally occurring, however this can be simulated if natural occurrence does not take place. TEX9 Contribute to quality of woven fabric Processing and product quality issues have to be resolved by the individual weaver; Assessment of maintaining the continuity of production has to be relevant to the individual weaver; Record keeping and storage best suited to weaver. Footwear and Leathergoods A large number of footwear producers follow a common skills grading system, if available this may be used to inform assessment. 319

330 Apparel Manufacturing Technology Computer Aided Design/Computer Aided Manufacture (CAD/CAM) Apparel qualifications are split into specific pathways, two additional and separate pathways to cover the functions carried out by pattern technologists who use CAD/CAM technology have been created as follows: CAD CAM Pattern and Grading Technologist (Computer + Manual) where a combination of manual and computer pattern creating, grading and lay planning techniques are carried out; CAD CAM Pattern and Grading Technologist (Computer) if this pathway is to be undertaken, the learner must demonstrate competence and understanding in the relevant manual activities. 320

331 Annex 3 Additional requirements for competence units in the Qualifications and Credit Framework (QCF) Please note that the main Assessment Principles document should now be used for new qualifications. When qualifications referencing this Additional Requirements document are due for review, the Assessment Principles document should be referenced instead. Purpose 1 To provide QCF submitting organisations with a reference tool they must signpost in the additional information section of any unit which has an aim of assessing competence. 2 To provide AO/ABs with a set of requirements that must be used to ensure that competence units are assessed and verified in accordance with the needs of employers and practitioners in the Creative Industries. 3 To reduce bureaucracy, whilst maintaining integrity and quality assurance of assessment and verification of achievement. Definition of competence The proven/demonstrated and individual capacity to use know-how, skills, qualifications or knowledge in order to meet usual and changing occupational situations and requirements. The notion of competence may include formal qualification as well as elements such as the capacity to transfer skills and knowledge to a new occupational situation, or the capacity to innovate. The level or kind of competence may be assessed by evaluating the individual s ability to use his or her skills. Competencies can be specialised (such as the control of computerised processes), methodological (ability to think and decide, and capacity to innovate), or social (language and communication skills, and teamwork) 7. Background Qualifications are not used as a licence to practice in the creative media industries. However, in certain occupational areas, employers and practitioners support formal recognition of the demonstration of competence in the workplace in the interests of health and safety 8. There have been relatively few occupational competence qualifications developed in the sector but those which have, have been a meaningful and valuable solution to associated employers and practitioners. Until the introduction of the QCF, such qualifications had been developed as NVQs, based entirely and explicitly on the originating suites of National Occupational Standards (NOS) and NVQ Code of Practice. NVQs are just one way of assessing and demonstrating occupational competence. The QCF, in which all future qualifications will be developed, allows for more flexibility in terms of unit and qualification design and assessment. For those subsectors interested in moving away from NVQs, we aim to explore the development of competence units that are fit for purpose and maintain high-quality approaches to assessment and verification. 7 QCF glossary of terms, Page 5, Skillset s SQS

332 This document is targeted at the assessment at unit level, rather than qualification level. (A qualification given a purpose of demonstrating competence may consist of a mixture of units, including other knowledge and skills, as agreed with Skillset.) All units used to demonstrate competence should be based entirely and explicitly on relevant NOS. Within each unit s additional information section, this assessment requirements document must be signposted. Assessment requirements 1 QCF units that are used to assess competence within the QCF must be assessed and quality assured in accordance with the following requirements. 2 When QCF units are used to assess competence, AO/ABs are required to make sure their recognised assessment centres understand how learners will be assessed. 3 AO/ABs own assessment methodologies must meet Skillset s additional requirements. 4 Learners must complete real work activities in order to produce evidence to demonstrate they have met the QCF units (and therefore NOS) and are occupationally competent. 5 When a learner cannot complete a real work activity, simulation is allowed. Unless otherwise indicated it is a general principle that evidence from simulations should only be employed under the following circumstances: a learner is required to complete a work activity that does not occur on a regular basis and therefore opportunities to complete a particular work activity do not easily arise (eg the use of prosthetics in make-up); a learner is required to respond to a situation that rarely occurs, such as responding to an emergency situation; the safety of a learner and/or resources would be put at risk (eg during the evacuation of a studio following detection of a fire). 6 When simulation is used, Assessors must be confident that the simulation replicates the workplace to such an extent that learners will be able to fully transfer their occupational competence to the workplace and real situations. 7 Units that must not be assessed by simulation must be identified in the assessment methodologies for the qualification or family of qualifications, as agreed with Skillset. 8 Learners must be assessed by Assessors who: are occupationally competent in the occupational areas they are assessing where they have sufficient and relevant technical/occupational competence in the unit, at or above the level of the unit being assessed and as defined by the assessment methodology for that qualification; must hold or be working towards a suitable Assessor qualification 9 to confirm they understand assessment and how to assess learners, unless a recognised assessment centre can demonstrate their training and 9 Currently an Assessor could hold qualification A1 and/or qualification A2, mapped to the Learning and Development NOS (or from the past unit D32 and/or unit D33). SSCs may also identify other suitable equivalent qualifications. 322

333 development activity for Assessors maps 100% to the NOS on which these qualifications are based. If this is the case, the mapping process must be agreed by the AO/AB as providing the equivalent level of rigour as the achievement of the unit qualification; are fully conversant with the unit(s) against which the assessments and verification are to be undertaken. 9 All Assessors must carry out assessment to the standards specified in the relevant Learning and Development NOS. 10 All assessment decisions made by a trainee Assessor must be checked by a qualified Assessor or an Assessor recognised by an AO/AB. 11 Trainee Assessors must have a plan, which is overseen by the recognized assessment centre, to achieve the relevant Assessor qualification(s) within an agreed timescale. Quality assurance requirements 12 When a QCF unit is used to demonstrate competence, AO/ABs are required to make sure their recognised assessment centres understand how the qualification is quality assured. 13 QCF units that assess competence must be verified: internally by an internal verifier, who is accountable to the assessment centre; externally by an external verifier, who is accountable to the AO/AB or an agent of the AO/AB. 14 With reference to internal verification, internal verifiers must: hold or be working towards a suitable internal verifier qualification 10 to confirm they understand how to internally verify assessments; have sufficient and relevant technical/occupational familiarity in the unit(s) being verified; be fully conversant with the standards and assessment criteria in the units to be assessed; understand the AO/AB s quality assurance systems and requirements for this qualification. 15 Trainee internal verifiers must have a plan, which is overseen by the recognised assessment centre, to achieve the internal verifier qualification within an agreed timescale. 16 With reference to external verification, external verifiers must: hold or be working towards a suitable external verification qualification 11 to confirm they understand and are able to carry out external verification; 10 Currently an internal verifier needs to hold qualification V1 (or from the past unit D34.) SSCs also identify other suitable equivalent qualifications. 11 Currently an external verifier needs to hold qualification V2 (or from the past unit D35.) SSCs also identify other suitable equivalent qualifications. 323

334 have no connections with the assessment centre, in order to maintain objectivity; have sufficient and relevant technical/occupational understanding of the unit(s) being verified; be fully conversant with the standards and performance criteria in the units to be assessed; understand the AO/AB s quality assurance systems for this qualification. 17 Trainee external verifiers must have a plan, overseen by the AO/AB, to achieve the external verifier qualification within an agreed timescale. 18 AO/ABs must decide on the frequency of external monitoring activities, which must be based on the risks associated with a qualification of this type, and an assessment of the centre s performance and previous record. 19 In agreement with the appropriate SSC, AO/ABs can develop suitably constituted audit processes, when quality assurance and monitoring systems already exist in workplace assessment environments. Equality and Diversity 20 AO/ABs and their assessment centre staff must ensure no learner is discriminated against either directly or indirectly on the grounds of race, colour, nationality, ethnic or national origin, sex, marital status, gender reassignment, sexual orientation, social status, religious belief, political opinion, language (only in relation to the Welsh language and the legal requirements of the Welsh Language Act), disability, long-standing or debilitating disease or age. Changes to the A and V qualifications 21 The current A1, A2, V1 and V2 qualifications expire on the 31st December 2010 and will be replaced by new qualifications for assessing and assuring the quality of assessment at levels 3 and 4. The new qualifications will sit within the new Qualifications and Credit Framework (QCF). 324

335 Annex 4 Assessor and Verifier Competence (May 2011) SQA Accreditation approved the LSIS (formerly LLUK) Learning and Development SVQs and Units in October 2010 and awarding bodies can now seek accreditation for these. The SVQs and Units are derived from the Learning and Development NOS which were approved by the UK NOS Panel in March Those Assessors and Verifiers who currently hold D or A and V Units are still considered to be qualified Assessors and External/Internal Verifiers and are not required to undertake the new Units or SVQs. Any new assessors, internal verifiers and/or external verifiers should undertake the Learning and Development Units which are based on the new NOS (see below). The A and V stand-alone Units have been replaced by the following Learning and Development (L and D) Units: Learning and Development Unit 9D Assess workplace competence using direct methods replacing Unit A2 Learning and Development Unit 9DI Assess workplace competences using direct and indirect methods replacing Units A1/2 Learning and Development Unit 11 Internal Quality Assurance replaces V1 and D34 Learning and Development Unit 12 External Quality Assurance replaces V2 and D35 In addition to accrediting either the full SVQ or the relevant SVQ Units, we are happy to accept other Assessor/Verifier qualifications for accreditation provided that the qualification can be shown to cover the NOS as above. For the purposes of quality assurance in centres, we will also accept Assessor/Verifier qualifications which have been accredited by Ofqual where the qualifications are based on the above Learning and Development NOS. To minimise the burden on centres, Awarding Bodies must recognise that where an Assessor/Verifier has achieved an accredited Assessor/Verifier qualification then there is no need for the Assessor/Verifier to repeat with a different version. For example, if a centre s staff has completed the relevant SVQ Units then the centre must not be asked to replicate this with another qualification or Units. How does this affect SSCs? Assessment Strategies/Principles To ensure that SSCs maintain up-to-date standards when creating or refreshing assessment strategies, they should replace references to the A and V Units with references to the qualifications based on the new National Occupational Standards for defining Assessor and Verifier occupational competence. Any Assessor/Verifier qualification must contain both knowledge and competence and be accredited by either SQA Accreditation or Ofqual. The assessment strategy/principles for the SQA accredited qualifications should follow our current approval procedure. If you require further information please contact your assigned SQA Accreditation Manager. 325