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www.tquk.org

Qualification Specification

Computing & IT Sector

Qualification Number:601/7132/7

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Contents Page no:

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INTRODUCTIONQUALIFICATION SPECIFICATIONSINTRODUCTION TO THE QUALIFICATION PROGRESSION STRUCTURE ASSESSMENTCENTRE APPROVALCOURSE DELIVERY CENTRE QUALITY ASSURANCE THE TQUK MANAGEMENT SUITE USEFUL WEBSITES UNIT OF ASSESSMENTAPPENDIX 1 - Assessment Principles May 2012

1.2.3.4.5. 6.7.8.9.10.11.12. 13.

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Introduction

Welcome to TQUK.

TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation

(Ofqual) in England and by the Welsh Government.

TQUK offers qualifications regulated by Ofqual which are listed on the Register of Regulated Qualifications

(http://register.ofqual.gov.uk/).

We aim to provide qualifications that meet the needs of industry which are designed by leading professionals and

delivered to centres and learners with integrity and compliance in mind. To accompany the qualification, TQUK

will provide centres with world class customer service to support the delivery of our qualifications.

Please visit our website www.tquk.org for news of our latest developments.

Qualification Specifications

Each qualification which TQUK offers is supported by a specification that includes all the information required by a

centre to deliver a qualification. Information in the specification includes unit information, assessment and learning

outcomes.

The aim of the Qualification Specification is to guide a centre through the process for delivering the qualification.

Please read alongside the TQUK Centre Handbook. Further details of TQUK’s procedures and policies can be

found on our website www.tquk.org and accessed via a centre’s homepage in the Management Suite.

TQUK expects all centres to familiarise themselves with the specification and the Centre Handbook as they will

assist in the administration, preparation, delivery and assessment of the qualification.

All TQUK literature will be provided through the medium of English. On request, materials can be supplied in

Welsh or Irish.

Qualification specifications can be found on the TQUK website www.tquk.org

Please check the website regularly to ensure that you are using the most up to date version.

This qualification may be eligible for public funding. If you are applying for funding you should use the QN

number. For further advice on funding, contact TQUK.

If you have any further questions please contact TQUK.

Introduction

Qualification Specifications

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Use of TQUK Logo, Name and Qualifications

TQUK is a professional organisation and use of its name and logo is restricted. TQUK’s name may only be used by

approved centres to promote any TQUK qualifications.

When using TQUK’s logo, there must be no changes or amendments made to it, in terms of colour, size, border

and shading. Only the logo given as part of centre approval should be used.

Approved centres must only use the logo for promotional materials such as on corporate/business letterheads,

pages of a centre's web site relating to TQUK qualifications, printed brochures, leaflets or exhibition stands.

If a centre no longer has TQUK approved centre status, it must immediately discontinue the use of TQUK’s logo.

The TQUK Level 3 Certificate in ICT Systems and Principles is regulated by Ofqual.

Qualification Purpose

The purpose of the qualification is to develop the knowledge and understanding which is required for a range of

job roles within the sector such as systems analyst, system support technician, web designer or software

developer. A secondary purpose is to provide a route to progress to further vocational training including

apprenticeships.

Entry Requirements

There are no specific entry requirements however learners should have a minimum of Level two in literacy and

numeracy or equivalent.

It is recommended, though not essential, that learners already have a basic knowledge and understanding of ICT

and wish to use the qualifications to develop and confirm their knowledge and skills.

The qualification is suitable for learners of 16 years of age and above.

Successful learners can progress to other qualifications such as:

Level 3 Diploma in ICT Professional Competence (QCF )

Level 4 Diploma For ICT Professionals (Systems and Principles) (QCF)

Level 4 Diploma in ICT Professional Competence (PROCOM) (QCF)

to an Advanced Apprenticeship for IT, Software, Web & Telecoms Professionals

or to employment or to higher education

Introduction to the Qualification

Progression

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Learners must achieve a minimum of 24 credits. A minimum of 15 credits must be achieved at level 3

Unit

number Unit Ref Title Level Credits

Guided

Learning

Hours

1 F/601/7233 Communication and Employability

Skills for IT

3 10 60

2 F/601/7264 Communication Technologies 3 10 60

3 J/601/7279 IT Technical Support 3 10 60

4 J/601/7329 Maintaining Computer Systems 3 10 60

5 M/601/7261 Computer Systems 3 10 60

6 A/502/3411 Communications Equipment

Installation Techniques

3 9 60

7 A/601/7313 e-Commerce 3 10 60

8 J/601/3250 Networking principles 3 10 75

9 K/601/7260 Impact of the Use of IT on Business

Systems

3 10 60

10 K/601/3256 Web development 3 10 80

11 L/601/3511 Software testing 3 9 50

12 L/601/3251 Software design fundamentals 3 10 80

13 F/601/7278 Systems Analysis and Design 3 10 60

14 H/601/7256 Information Systems 3 10 60

15 L/601/7655 Mathematics for IT Practitioners 3 10 60

Structure

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Unit


Guided

Learning

Hours

16 F/601/3246 Advanced data representation and

manipulation for IT

3 7 60

17 J/601/7332 Networked Systems Security 3 10 60

18 K/601/7663 Managing Networks 3 10 60

19 T/502/3410 Core Network Techniques 3 9 60

20 R/601/7320 Computer Networks 3 10 60

21 R/601/3509 Principles of ICT system and data

security

3 9 75

22 T/600/0249 Health and Safety in the

Engineering Workplace

3 10 60

23 K/600/0300 Principles and Applications of

Electronic Devices and Circuits

3 10 60

24 J/600/0255 Electrical and Electronic Principles 3 10 60

25 M/600/0251 Communications for Engineering

Technicians

3 10 60

26 J/502/3041 Fault Diagnosis and Maintenance of

Communications Equipment

3 9 60

27 T/501/9938 Telephony Voice Systems Operation 3 9 60

28 D/601/3254 Telecommunications principles 3 10 80

29 T/601/3504 Systems Architecture 3 10 80

30 Y/601/7321 Project Planning With IT 3 10 60

31 Y/600/4035 An Introduction to Communication

Technologies

2 9 60

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Unit


Guided

Learning

Hours

32 D/600/4036 An Introduction to Telephony

Systems

2 9 60

33 K/601/3192 Communicating in the IT Industry 2 5 30

34 J/601/3202 Working in the IT industry 2 5 30

35 D/601/5828 Presenting Information Using IT 2 10 60

36 A/601/3259 Project Planning using IT 2 10 60

37 H/601/3255 Computer Systems 2 10 60

38 M/601/3503 Systems Architecture 2 6 50

39 F/601/3277 IT Support 2 10 60

40 K/601/3287 IT Fault Diagnosis and Remedy 2 10 60

41 J/601/3295 Telecommunications principles 2 7 60

42 K/601/3290 Telecommunications Technology 2 10 60

43 H/601/3398 Mobile Communications

Technology

2 10 60

44 L/601/3508 Principles of ICT system and data

security

2 6 45

45 T/601/3289 Networking principles 2 6 45

46 M/601/3274 Setting up an IT Network 2 10 60

47 D/601/3206 Data Representation and

Manipulation for IT

2 7 60

48 Y/601/5794 Mathematics for IT 2 10 60

49 J/601/3510 Software testing 2 6 30

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Unit


Guided

Learning

Hours

50 R/601/3512 Web Fundamentals 2 7 60

51 A/601/3391 Supporting Organisations with IT 2 10 60

52 Y/601/5083 Doing Business Online 2 10 60

53 A/502/0136 Principles of BOWMAN Digitization 3 1 10

54 F/502/0137 Supervise BOWMAN Equipment 3 14 120

55 K/502/0133 Manage BOWMAN Equipment 3 19 120

56 M/502/0134 Operate BOWMAN Equipment 3 9 60

57 T/502/0135 Manage BOWMAN Signals Training 3 3 20

58 Y/602/4639 Telecommunications Systems 3 10 60

59 L/602/4637 Communications Workshop Practice 3 10 60

60 L/602/4640 Access Network Techniques and

Applications

3 10 60

61 J/501/3979 Install and configure ICT equipment

and operating systems

2 9 70

62 L/501/3997 Install, configure and upgrade ICT

software

3 7 30

Guided Learning Hours

The credit value of a qualification can be used to determine how long it will take a learner to achieve, as one

credit corresponds to 10 hours of learning. These hours are made up of contact time with a teacher/assessor,

referred to as guided learning hours (GLH), and non-contact time for study and assessment activities.

The range of guided learning hours is 150-195

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Assessments must meet the requirements of Asset Skills Assessment Principles (Appendix 1 ) or others identified in

individual units

Assessment of this qualification: through activities, which are developed by the centre, internally marked and

sampled as part of quality assurance/ internal verification procedures.

Recording documents for the assessments can be found on the TQUK Management Suite.

The assessment and quality assurance process will be subject to external quality assurance/verification by TQUK.

The recommended assessment methods for this qualification are:

Practical Demonstration

Group Discussion

Case study

Written assignment

Observation of learner’s skills

Question and answer sessions

All learning outcomes must be met to achieve a Pass - there is no grading

To offer any TQUK qualification each centre must be registered with TQUK and meet centre and qualification

approval criteria. Approval must be confirmed prior to any assessment of learners taking place. It is essential that

centres provide learners with access to appropriate support in the form of specialist resources.

Approved centres must seek approval for each qualification they wish to offer.

The approval process requires centres to demonstrate that they have the resources, including staff, to deliver and

assess the qualification.

Centre Policies

In order to obtain centre approval from TQUK, an approved centre must have a range of policies in place. A full

list of these policies can be found on the centre’s homepage of the TQUK Management Suite in the downloads

section. It is a centre’s responsibility to ensure that all employees are aware of the policies and procedures and

that they are adhered to at all times. Learners should also be informed, by the centre, of policies that are relevant

to them such as complaints and appeals.

Failure to enforce or adhere to these policies could result in a centre’s approval status being withdrawn.

TQUK has policies and procedures in place to support centres. Definitions and details can be found in the Centre

Handbook and on the TQUK website.

These include:

Assessment

Centre Approval

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Equality and Diversity

If a centre does not have an Equality and Diversity Policy, TQUK can provide one. Learners should be made

aware that this policy is available to them should they choose to view it.

Reasonable Adjustments and Special Considerations

TQUK is committed to complying with all current and relevant legislation in relation to the development and

delivery of our qualifications which at the time of writing includes, but is not limited to, the Equality Act 2010. We

seek to uphold human rights relating to race relations, disability discrimination and special educational needs of

our learners and to provide equal reasonable adjustments and special considerations for all learners registered on

our qualifications.

TQUK expect all approved centres to have in place an Equality and Diversity Policy, which includes the following

principles and guidelines:

Assessment should be a fair test of learners’ knowledge and what they are able to do. For some learners the usual

format of assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners

from taking our qualifications.

We recognise that reasonable adjustments or special considerations may be required at the time of assessment

where:

learners have a permanent disability or specific learning needs

learners have a temporary disability, medical condition or learning needs

learners are indisposed at the time of the assessment.

The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners

receive recognition of their achievement provided that the equity, validity and reliability of the assessments can be

assured. Such arrangements are not concessions to make assessment easier for learners, or to provide any learner

with unfair advantage.

For full details of TQUK's policy and the process for requesting reasonable adjustments and/or special

considerations, please refer to the Reasonable Adjustments and Special Considerations Policy on the homepage

on the TQUK Management Suite.

Appeals Policy

TQUK’s Appeals Policy is aimed at our customers, including learners, who are delivering, enrolled on or have

taken a TQUK approved qualification or unit. It sets out the process a centre should follow when submitting

appeals to TQUK and the process TQUK will follow when responding to enquiries and appeals.

It is important that staff involved in the management, assessment and quality assurance of TQUK’s qualifications

are aware of the contents of TQUK’s policy.

For details of TQUK's policy and procedure on appeals, please refer to the homepage on the TQUK Management

Suite.

To be approved by TQUK, a centre must have in place an internal Appeals Policy that is shared with learners.

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For details of TQUK's policy and procedure on complaints, please refer to the homepage on the TQUK

Management Suite.

Support from TQUK

Approved centres will be able to access support from TQUK whenever necessary. External Verifier visits will be

undertaken on a regular basis. TQUK also offer approved centres the service of an Account Manager. An Account

Manager’s role is to support centres with any administration queries or qualification support.

Pre-Course Information

All learners should be given appropriate pre-course information regarding any TQUK qualifications. The

information should explain about the qualification, the fee, the form of the assessment and any entry

requirements or resources needed to undertake the qualification.

Initial Assessment

Centres should ensure that any learner registered on a TQUK qualification undertakes some form of initial

assessment. The initial assessment should be used to inform a teacher/trainer on the level of the learner’s current

knowledge and/or skills.

Initial assessment can be undertaken by a teacher/trainer in any form, depending on the qualification to be

undertaken by the learner/s. It is the centre's responsibility to make available forms of initial assessment that are

valid, applicable and relevant to TQUK qualifications.

All initial assessment findings should be analysed by a teacher/trainer and the information obtained should be

used to inform teaching and learning approaches, content delivery and assessment strategies. Initial assessment

will be reviewed during the IV and EV process.

Learner Registration

Once approved to offer a qualification, the centre should register learners before any assessment can take place.

Approved centres must follow TQUK’s procedures for registering learners on the homepage of the Management

Suite. For short courses, TQUK offer the option of registering a course and booking a number of places. Learners

are then added once the course has taken place, thus acknowledging situations where substitutions are made at

short notice to meet business needs.

Resources

Learners will need access to the following:

Course manual

ICT resources if applicable

Equipment at the venue

Appropriate general and subject specific texts

A suitably equipped venue and resources

Other resources to support identified needs of learners.

Course Delivery

Complaints

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Resources to support the delivery of the qualification

This list is not final, additional resources may be added to meet the needs of the learners.

Training Requirements

Training must be delivered following quality detailed lesson plans. All lesson plans must include:

Aim (a clear concise statement to show what the learners are to achieve by the end of the course)

Objectives (to give the learners a step by step guide as to how they are going to achieve the aim of the

course)

Length of time allocated for each individual session

Learner activities during the session

Training methods, resources and equipment to be used

Methods of assessing the level of knowledge/skills the learners have gained.

Trainer/Assessor Requirements

The role of a teacher, trainer, tutor or assessor is to deliver TQUK qualifications to learners. They must be qualified

in the subject area they are delivering. Any centre staff delivering a qualification must also hold relevant

experience of delivery of that qualification or work experience in the qualification subject.

The responsibility of a trainer, teacher, tutor or assessor is to ensure that learners gain knowledge and/or skills

when studying a TQUK qualification. They must ensure that they follow TQUK’s qualification specifications and

deliver an interesting and informative course to learners.

They must ensure learners receive the correct support and/or advice to assist them in achieving their qualification.

All TQUK qualifications must be delivered in a professional manner. It is a teacher/trainer’s responsib ility to ensure

that all sessions are fully planned and prepared and that all resources are available to learners.

In order to gain approval by TQUK to deliver the TQUK Level 3 Certificate in ICT Systems and Principles

trainers/assessors must:-

must meet the requirements of Asset Skills Assessment Principles (Appendix 1 ) or others identified in

individual units

be occupationally knowledgeable in the subject area being delivered

show current evidence of continuing professional development in assessment and quality assurance

and

hold the qualification (or equivalent ) they are assessing and have successfully assessed learners for other

qualifications; if assessing quality assurance roles, they must have experience as a qualified quality

assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum

of two assessors

and a teaching qualification such as:

o Further and Adult Education Teachers Certificate

o Cert Ed/PGCE/B Ed/M Ed

o PTLLS/CTLLS/DTLLS

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o Level 3 Award/4 Certificate/5 Diploma in Education and Training

and

be occupationally competent in the training and/or assessing and operating within Learning and

Development NOS 9 Assess Learner Achievement, evidenced by one or more of the following or

equivalent qualifications:

o Level 3 Award in Assessing Competence in the Work Environment

o Level 3 Award in Assessing Vocationally Related Achievement

o Level 3 Award in Understanding the Principles and Practices of Assessment

o Level 3 Certificate in Assessing Vocational Achievement

o A1 or D32/D33

or

attend a CPD event for trainer/assessors held by TQUK

Assessment Policy

A centre must ensure that assessment is valid, reliable and does not disadvantage or advantage any group of

learners or individuals. The assessment procedure should be open, fair and free from bias. There should also be

accurate and detailed recording of assessment decisions.

In order to do this, the centre should:

Assess learner’s evidence using only the published assessment criteria

Ensure that assessment decisions are impartial, valid and reliable

Develop assessment procedures that will minimise the opportunity for malpractice

Maintain accurate and detailed records of assessment decisions

Maintain a robust and rigorous internal verification procedure

Annually provide samples for external verification, as required by the awarding body

Monitor external verifier reports and undertake any remedial action required

Share good assessment practice between all training teams

Ensure that assessment methodology is understood by all staff

Provide resources to ensure that assessment can be performed accurately and appropriately

All centre devised assessments must be approved by TQUK before use.

Results and Certification

Results and certificates will be issued to centres once they have undertaken the required internal quality assurance

procedures and have undergone external quality assurance activities, necessary for each qualification. It is a

centre’s responsibility to ensure learners are notified about the result of any assessment outcomes.

Approved centres must also fully inform learners regarding how and when they are able to obtain any results

and/or certificates after successfully completing a course. Once all course documentation has been received and

quality assured, certificates will be dispatched and should be received at the centre within 48 hours.

To inform TQUK of learners who have passed, centres should use the ‘Registering a Group of Learners’ section on

the homepage of the TQUK Management Suite.

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Should exceptional circumstances arise and a certificate is lost or damaged, learners may request a replacement

certificate. Replacement certificates will have the same standing as original certificates and will incur a fee.

An approved centre should make replacement certificate requests to TQUK.

TQUK require each centre to have in place a functioning quality system that is appropriate to the centre’s size and

volume of learners. The centre should also maintain sufficient records which demonstrate the use of quality

systems and the outcomes of key monitoring activities.

All qualifications should be delivered to a high standard and assessment and internal quality assurance/verification

must be embedded throughout a centre’s quality assurance system.

Each approved centre must employ staff who can undertake a number of specific roles that allow the centre to

function effectively. Some centre roles can be undertaken by different individuals or the same person, depending

on the size of the centre and the volume of TQUK qualification being delivered.

Full details of centre and TQUK responsibilities for quality assurance can be found on the TQUK website and in the

Centre Handbook.

Internal Verifier

The role of an Internal Verifier (IV) is at the heart of the quality assurance and management systems of each

approved TQUK Centre. There are three main aspects of the Internal Verifier role:

Verifying assessment

Developing and supporting teachers, trainers, tutors and assessors

Managing the quality of delivery

Verifying assessment is concerned with maintaining the quality of assessment for all learners. In most centres this

forms the core part of the Internal Verifier’s duties, and is by far the most time consuming. There are three strands

to verifying assessment: - sampling assessments, monitoring assessment practice and standardising assessment

judgements.

IVs should offer advice and guidance on best practice to trainers and assessors. IVs will undertake regular

observations of trainers and assessors. They will also review learner portfolios and undertake standardisation

activities as part of this support.

IVs will be expected to devise and undertake sampling activities in line with centre approval responsibilities. They

are also responsible for managing the quality of delivery by trainers, to ensure that learners are receiving the best

possible teaching and learning. IVs set best practice standards in centres.

Full details of TQUK's requirements for Internal Verification can be found in the Centre Handbook.

Centre Quality Assurance

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Internal Verifier Requirements

Internal verifiers must have relevant experience in delivering and/or assessing the subject they are internally

verifying. This includes having a working knowledge of the requirements of the qualification, and a thorough

knowledge and understanding of the role of tutors/assessors and internal quality assurance.

Internal verifiers must support tutors and assessors in their delivery and assessment of a qualification. They should

also observe assessments.

All those who quality assure this qualification internally must:

Meet the requirements of Asset Skills Assessment Principles (Appendix 1 ) or others identified in individual

units

Have up-to-date working knowledge and experience of best practice in assessment and quality assurance

Show current evidence of continuing professional development in assessment and quality assurance

Hold or be working towards one of the following qualifications or their recognised equivalent:

o Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or

o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or

o V1 Conduct internal quality assurance of the assessment process or

o D34 Internally verify the assessment process

or

o attend a CPD event for IVs held by TQUK

It is best practice that those who quality assure the qualification also hold one of the following qualifications or

their recognised equivalent:

Level 3 Award in Assessing Competence in the Work Environment or

Level 3 Certificate in Assessing Vocational Achievement, or

A1 Assess candidate performance using a range of methods, or

D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence

Internal verifiers who do not hold one of the internal quality assurance qualifications listed above, must follow the

principles set out in Learning and Development NOS 11 - Internally monitor and maintain the quality of

assessment.

External Quality Assurance/Verification

External quality assurance (EQA) is carried out to ensure a centre is using valid, reliable, fair and ethical

assessment and internal quality assurance processes. External quality assurers/verifiers (EVs) will be appointed by

TQUK to approve a centre, and to monitor delivery, assessment and internal quality assurance.

Annual EV visits are provided free. Additional support visits can be requested at any time which will incur a

charge. Additional support can include specific advice regarding particular qualification requirements, and/or

assessment and internal quality assurance guidance.

If centres have any specific qualification questions, they should contact TQUK.

TQUK will make contact with a centre to arrange external quality assurance activities and may request information

in advance of an EV visit.

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Malpractice & Maladministration Policy

Definition of Malpractice

Malpractice is any activity or practice which deliberately contravenes regulations and compromises the integrity of

the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions,

neglect, default or other practice that compromises, or could compromise:

the assessment process

the integrity of a regulated qualification

the validity of a result or certificate

the reputation and credibility of TQUK

the qualification or the wider qualifications community

Malpractice may include a range of issues from the failure to maintain appropriate records and systems to the

deliberate falsification of records in order to claim certificates. It also covers misconduct and forms of unnecessary

discrimination or bias towards certain or groups of learners.

Definition of Maladministration

Maladministration is any activity or practice which results in non-compliance with administrative regulations and

requirements and includes the application of persistent mistakes or poor administration within a centre (e.g.

inappropriate learner records).

Centre’s Responsibility

It is important that centre staff involved in the management, assessment and quality assurance of TQUK

qualifications, and learners, are fully aware of the contents of the policy and that centres have arrangements in

place to prevent and investigate instances of malpractice and maladministration.

A failure to report suspected or actual malpractice/maladministration cases, or have in place effective

arrangements to prevent such cases, may lead to sanctions being imposed on a centre (see TQUK’s Sanctions

Policy in the downloads section of the TQUK Management Suite for details of the sanctions that may be imposed).

TQUK can provide centres with guidance/advice/support on how to prevent, investigate, and deal with

malpractice and maladministration.

A centre’s compliance with this policy, and how it takes reasonable steps to prevent and/or investigate instances

of malpractice and maladministration, will be reviewed by TQUK periodically through ongoing centre monitoring

arrangements.

Should an investigation be undertaken into a centre, the head of centre must:

respond speedily and openly to all requests relating to the allegation and/or investigation

cooperate and ensure that staff cooperate fully with any investigation and/or request for information.

For full details of TQUK's policy on malpractice and maladministration, please refer to the homepage on the TQUK

Management Suite.

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Once a centre registers with TQUK they will be given a centre login to the Management Suite where they will

enter their centre details. The TQUK Management Suite holds information regarding the centre approval process.

The booking and management of a centre's qualifications with TQUK is user friendly and designed to help in the

administration of qualifications.

Centres will be able to register learners and course details via their homepage on the Management Suite. A

centre will be able to register:

Course details

Trainer/Tutor/Assessor and IV details

Learner details

Results for certification

Management Suite training will be given to each new centre, once approved.

Health and Safety Executive www.hse.gov.uk

Office of Qualifications and Examinations Regulation www.ofqual.gov.uk

Register of Regulated Qualifications http://register.ofqual.gov.uk

The Tech Partnership https://www.thetechpartnership.com/

For further details regarding approval and funding eligibility please refer to the following websites:

o Skills Funding Agency http://skillsfundingagency.bis.gov.uk/ for public funding information for 19+

learners in England

o Learning Aim Reference Service (LARS) https://www.gov.uk/government/publications/individualised-

learner-record-ilr-sources-of-data

o DAQW – Database of Approved Qualifications www.daqw.org.uk for public funding in Wales

o Department for Employment and Learning www.delni.gov.uk or Department of Education

www.deni.gov.uk for public funding in Northern Ireland.

The TQUK Management Suite

Useful Websites

17

http://register.ofqual.gov.uk/

https://www.thetechpartnership.com/

Mandatory Unit – Unit 1

Title: Communication and Employability Skills for IT

F/601/7233

Level: 3

Credit value: 10

Guided learning hours: 60

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 understand the personal attributes

valued by employers

1.1 explain the personal attributes valued by employers

2 Understand the principles of effective

communication

2.1 explain the principles of effective communication

2.2 discuss potential barriers to effective communication

2.3 demonstrate a range of effective interpersonal skills

3 Be able to use IT to communicate

effectively

3.1 use IT to aid communications

3.2 communicate technical information to a specified

audience

4 Be able to address personal

development needs

4.1 produce a personal development plan

4.2 follow a personal development plan

Assessment requirements: Please refer to Asset Skills Assessment Principles at www.assetskills.org

Units of Assessment

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Unit 2

Title: Communication Technologies

F/601/7264

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the communication

principles of computer networks

1.1 explain how networks communicate

1.2 identify communication protocols and models

1.3 identify different types of communication devices

2 Know the main elements of data

communications systems

2.1 describe what data elements are and why they are

important

2.2 describe the principles of signal theory

3 Be able to implement different forms

of network communications

3.1 describe different transmission methods used

3.2 create direct network communication between two users

3.3 set up interconnection devices for direct communication


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Unit 3

Title: IT Technical Support

J/601/7279

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the tools and techniques

used for technical support

1.1 explain the tools and techniques used for technical

support

2 Understand how organisational

policies and procedures influence

technical support

2.1 explain the impact of organisational policies and

procedures on the provision of technical support

3 Be able to gather information to

provide advice and guidance

3.1 identify the types of fault that can occur

3.2 source technical information to provide advice and

guidance for a variety of faults

4 Be able to communicate advice and

guidance

4.1 use different communication routes to provide advice

and guidance

4.2 respond appropriately to end users

4.3 check solutions and record actions


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Unit 4

Title: Maintaining Computer Systems

J/601/7329

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the organisational issues

related to computer system

maintenance

1.1 explain the issues organisations must consider when

planning computer systems maintenance

1.2 assess the health and safety risks facing the practitioner

when maintaining computer systems

2 Know how to plan computer system

maintenance

2.1 describe a planning technique that can be used to

schedule maintenance activities

3 Be able to perform routine

housekeeping on computer systems

3.1 perform routine housekeeping on a computer system

4 Be able to monitor and improve

systems performance

4.1 use monitoring tools to assess system performance

4.2 improve a system by upgrading hardware and software

Assessment requirements:

Please refer to Asset Skills Assessment Principles at www.assetskills.org

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Unit 5

Title:

Computer Systems

M/601/7261

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the components of

computer systems

1.1 explain the function of computer hardware components

1.2 explain the purpose of operating systems

1.3 explain the purpose of different software utilities

2 Be able to recommend computer

systems for a business purpose

2.1 recommend a computer system for a given business

purpose

3 Be able to set up and maintain

computer systems

3.1 set up a standalone computer system, installing hardware

and software components

3.2 configure a computer system to meet user needs

3.3 test a configured computer system for functionality

3.4 undertake routine maintenance tasks on a standalone

computer system


22

http://www.assetskills.org/

Unit 6

Title: Communications Equipment Installation Techniques

A/502/3411

Level:

3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1

Know how to plan for the safe

installation of communications

technology equipment

1.1 describe how to use site information and installation

diagrams to plan for the installation of a housing for

communications technology equipment

1.2

identify and state the health and safety issues that will

apply to the installation of given communications


2 Be able to survey, prepare and install

housing for communications


2.1 survey and use diagrams and plans to prepare an area

for the installation of racks, cabinets and overhead

ironwork

3 Be able to equip communications

technology equipment housing using

safe working practices

3.1 install and secure a rack or cabinet and overhead

ironwork to specification with the aid of a site plan and

other drawings

4 Be able to install and terminate cable

links to communications technology

equipment

4.1 use diagrams and plans to prepare one rack or cabinet

for the installation of telecommunications equipment


23


Unit 7

Title: e-Commerce

A/601/7313

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the technologies required for

an e-commerce system

1.1 describe the technologies required for e-commerce

2 Understand the impact of e-

commerce on organisations

2.1 explain the impact of introducing an e-commerce system

to an organisation

3 Understand the effects of e-

commerce on society

3.1 explain the potential risks to an organisation of

committing to an e-commerce system

4 Be able to plan e-commerce

strategies

4.1 review the regulations governing e-commerce

4.2 examine the social implications of e-commerce on

society

4.3 plan an e-commerce strategy


24

Unit 8

Title: Networking principles

J/601/3250

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand physical and logical

topologies and systems

1.1 Describe common physical network topologies

1.2 Explain the difference between logical and physical

network topologies

1.3 Describe the network topologies and hardware and

software components used to implement common data

communication systems

1.4 Identify common

• cable types and properties

• connector types

• wiring standards

• wireless standards

2 Understand the Open System

Interconnection (OSI) model

2.1 Describe the OSI model and how its layers relate to each

other

2.2 Explain the function of each layer of the OSI model

2.3 Describe the key features, protocols and standards of

each OSI layer

3 Understand the Internet Protocol

Suite (TCP/IP)

3.1 Describe the Internet Protocol Suite (TCP/IP) and the

function of its four layers

3.2 Describe the key features, protocols and standards of

each TCP/IP layer

3.3 Explain how TCP/IP relates to the OSI model


25

Unit 9

Title: Impact of the Use of IT on Business Systems

K/601/7260

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the effect of

developments in information

technology on organisations

1.1 explain the reasons for upgrading IT systems in an

organisation

1.2 explain the impact of IT developments on an

organisation

2 Understand how organisations

respond to information technology

developments

2.1 explain how organisations respond to information

technology developments

2.2 explain how an organisation can manage risk when using

IT technology

3 Be able to propose improvements to

business systems using IT

3.1 describe recent IT developments

3.2 produce a proposal for an IT-enabled improvement to a

business system


26

Unit 10

Title: Web development

K/601/3256

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand web architecture and

components

1.1 Describe the hardware and software components which

enable the internet and web

1.2 Explain the role of the TCP/IP protocol including IPv6

1.3 Explain the role of internet service providers, web hosting

services and domain name registrars

1.4 Describe available types of web functionality including

Web

2 Understand the technologies that can

be used to built and operate a

website

2.1 Explain the use of markup languages

2.2 Explain the use and functionality of:

• web runtime environments

• web application programming languages

2.3 Explain the role of databases in building websites and

web applications

2.4 Identify typical product stack combinations that can be

used for web development

3 Develop a web-site specification 3.1 Produce a pre-production proposal document for a

web-site development project

3.2 Identify the components required to develop a web-site

3.3 Produce an implementation plan for a web-site

development

4 Implement elements of a web-site 4.1 Design components of a web-site

4.2 Develop components of a web-site

4.3 Test components of a web-site


27

Unit 11

Title: Software testing

L/601/3511

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understanding testing strategies and

techniques

1.1 Explain the purpose and scope of unit, integration and

system testing of software

1.2 Describe the stages of system testing including alpha,

beta, and acceptance testing

1.3 Describe how automation can be applied to software

testing

1.4 Describe and differentiate functional (black box) and

structural (white box) testing

2 Manage a test process for a software

solution

2.1 Develop a test plan including:

• test specification (including functional and structural

techniques)

• test cases

• test data and expected results

• resources and scheduling

• recording and checking of results

• evaluation

2.2 Implement a test plan

2.3 Produce a test report


28

Unit 12

Title: Software design fundamentals

L/601/3251

Level:

3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the principles of software

design

1.1 Describe the role of software design and computer

programming in the IT Systems Development Life Cycle

(SDLC)

1.2 Describe the application and limits of programming

paradigms procedural, object oriented and event driven

and the available supporting tools and environments

(e.g. CASE tools, IDEs)

1.3 Explain sequence, selection and iteration as used in

computer programming

1.4 Explain abstraction of data and code and the use of

predefined data and code in computer programming

1.5 Explain the importance of the readability and

understandability of code and how these can be

improved by naming, comments and layout

1.6 Describe how the following factors contribute to the

quality of code: efficiency, reliability, robustness, usability,

portability and maintainability

2 Apply the techniques of software

design

2.1 Develop algorithms to represent problems

2.2 Identify and define data and file storage requirements

including predefined data items

2.3 Identify and define program structures including

predefined code items

2.4 Identify and represent required inputs and outputs

2.5 Use tools (e.g. pseudocode) to express software designs


29

Unit 13

Title: Systems Analysis and Design

F/601/7278

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the principles of systems

analysis and design

1.1 outline the principles of systems analysis

1.2 illustrate the stages of a development life cycle

1.3 explain the benefits of structured analysis

2 Be able to carry out a structured

analysis of business systems

requirements

2.1 carry out a structured analysis of a specified business

process

2.2 produce a requirements specification for a business

process

3 Be able to design business systems

solutions

3.1 produce a design for a specified system requirement


30

Unit 14

Title: Information Systems

H/601/7256

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand how organisations use

business information

1.1 explain how organisations use information

1.2 discuss the characteristics of good information

2 Understand the issues related to use

of information

2.1 explain the issues related to the use of information

3 Know the features and functions of

information systems

3.1 describe the features and functions of information

systems

3.2 identify the information systems used in a specified

organisation

4 Be able to use IT tools to produce

management information

4.1 select information to support a business decision-making

process

4.2 use IT tools to produce management information


31

Unit 14

Title: Mathematics for IT Practitioners

L/601/7655

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to apply matrix methods 1.1 demonstrate how matrices can be used to represent

ordered data

1.2 perform add, subtract and scalar multiplication

operations on a matrix

1.3 multiply two matrices

1.4 find the inverse and transpose of a matrix

1.5 apply matrix techniques to solving simultaneous linear

equations

2 Be able to apply sequences and

series, probability and recursion

2.1 apply sequence and series, probability and recursion

techniques to develop solutions to a range of problems

3 Be able to apply number systems 3.1 carry out basic operations on number systems

3.2 carry out conversion operations between number

systems

4 Be able to interpret data 4.1 plan for and gather data for defined purpose

4.2 interpret trends and/or patterns in data


32


Unit 16

Title: Advanced data representation and manipulation for IT

F/601/3246

Level: 3

Credit value: 7


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to apply matrix methods 1.1 Explain matrices as a method of representing ordered

data and their relationship with computer program

variable arrays

1.2 Use index notation to reference the cells of a matrix

1.3 Perform add, subtract and scalar multiplication

operations on a matrix

1.4 Multiply two matrices

1.5 Find:

• the inverse of a matrix by elementary row operations

• the transpose of a matrix

1.6 Apply matrix techniques to a range of applications

including:

• solving simultaneous linear equations

• vector transformation and rotation

• maps and graphs

2 Be able to apply series, probability

and recursions

2.1 Give a functional expression for a series

2.2 Express a series recursively

2.3 Find the sum of a series

2.4 Express probabilities as percentages, fractions and

decimals

2.5 Apply series, probability and recursion techniques to

develop a solution to a range of problems

33

3 Be able to apply graph theory 3.1 Describe the components of a graph and their properties

3.2 Explain the characteristics of undirected, directed and

mixed graphs

3.3 Represent a set of connected objects as a graph

3.4 Describe the type of problem which can be modelled by

a weighted graph


34

Unit 17

Title: Networked Systems Security

J/601/7332

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the types and sources of

network attacks

1.1 describe how networks can be attacked

2 Know about security related hardware

and software

2.1 describe how networked systems can be protected

3 Understand organisational aspects of

network security

3.1 explain what an organisation can do to minimise security

breaches in networked systems

4 Be able to apply system security 4.1 plan procedures to secure a network

4.2 configure a networked device or specialist software to

improve the security of a network


35

Unit 18

Title: Managing Networks

K/601/7663

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know about networking management

tools and technologies

1.1 describe network technologies

1.2 outline the purpose of networking tools

1.3 identify emerging network technologies

2 Understand network management

functions

2.1 explain the functions of network management

3 Be able to carry out network

management activities

3.1 interrogate a network to identify the network assets and

their configuration

3.2 undertake routine network management tasks


36

Unit 19

Title: Core Network Techniques

T/502/3410

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the structure of the

public switched telephone network

(PSTN)

1.1 describe the structure and major elements of the public

switched telecommunications network

1.2 describe a transmission network employing synchronous

digital hierarchy

2 Understand the principles of optical

fibre technology and their application

in optical networks

2.1 describe the characteristics of optical fibres and light

generation devices

2.2 explain the role of the elements of optical networks

employing wavelength division multiplexing

3 Understand the operation of mobile

networks with reference to the role of

their major network elements

3.1 describe the operation of a GSM mobile network with

reference to the role of the network elements

3.2 describe the operation of a 3G mobile network with

reference to the role of the network elements


37

Unit 20

Title: Computer Networks

R/601/7320

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know types of network systems and

protocols

1.1 describe the types of networks available and how they

relate to particular network standards and protocols

1.2 describe why different network standards and protocols

are necessary

2 Understand the key components

used in networking

2.1 explain the key components required for client

workstations to connect to a network and access network

resources

2.2 explain the function of interconnection devices

3 Know the services provided by

network systems

3.1 describe typical services provided by networks

4 Be able to make networked systems

secure

4.1 make a networked system secure


38

Unit 21

Title: Principles of ICT system and data security

R/601/3509

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the common types of

threat to ICT systems and data

1.1 Describe common types of physical threats to ICT

systems and data (hardware damage, loss and theft)

1.2 Describe common types of electronic threats to ICT

systems and data (e.g. denial of service, data theft or

damage, unauthorised use)

1.3 Explain the security vulnerabilities associated with remote

access technologies (including wireless)

2 Understand how to protect ICT

systems

2.1 Describe methods of providing physical access control

and security for ICT systems (locks, biometric controls,

CCTV, shielding, fire detection and control)

2.2 Describe methods of providing electronic access control

and security for ICT systems (firewalls, virtual networks,

secure connection/transfer protocols, secure wireless

connection)

2.3 Differentiate the following Access Control methods:

• Mandatory

• Discretionary

• Role Based

2.4 Describe the operation of common types of

malicious code:

• Virus

• Trojan

• Logic Bomb

• Worm

• Spyware

39

2.5 Describe the characteristics of strong passwords and

methods of attacking password-protected systems

3 Understand the applications of

cryptography to ICT systems and data

3.1 Describe cryptographic algorithms:

• Hashing

• Symmetric

• Asymmetric

3.2 Describe how cryptography can be applied to ICT system

and data security in terms of:

• Confidentiality

• Integrity

• Authentication

• Non-repudiation

• Access Control

3.3 Explain the operation of Public Key Infrastructure (PKI)

3.4 Explain the concepts of the Key Management and

Certificate lifecycles


40

Unit 22

Title: Health and Safety in the Engineering Workplace

T/600/0249

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the key features of health

and safety legislation and regulations

1.1 explain the key features of relevant regulations on health

and safety as applied to a working environment in two

selected or given engineering organisations

1.2 describe the roles and responsibilities under current

health and safety legislation and regulations, of those

involved

2 Know how to identify and control

hazards in the workplace

2.1 describe the methods used to identify hazards in a

working environment

2.2 describe how hazards which become risks can be

controlled

3 Be able to carry out a risk assessment,

identifying control measures

3.1 carry out a risk assessment on a typical item/area of the

working environment

3.2 suggest suitable control measures after a risk assessment

has been carried out and state the reasons why they are

suitable

4 Understand the methods used when

reporting and recording accidents

and incidents

4.1 explain the principles that underpin reporting and

recording accidents and incidents

4.2 describe the procedures used to record and report

accidents, dangerous occurrences or near misses


41

Unit 23

Title: Principles and Applications of Electronic Devices and Circuits

K/600/0300

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the function and

operation of diodes, transistors and

logic gates

1.1 explain the purpose of two different types of diode, each

in a different electronic circuit application

1.2 explain the operation of two different types of transistor,

one in an analogue and one in a digital circuit

1.3 explain the operation of three different logic gates with

appropriate gate symbols, truth tables and Boolean

expressions

2 Be able to build and test operational

amplifier-based analogue circuits

2.1 build and test two different types of analogue circuit

using operational amplifiers

3 Be able to build and test

combinational and sequential logic

circuits

3.1 build and test a combinational logic circuit that has three

input variables

3.2 build and test a sequential circuit using integrated

circuit(s)

4 Be able to use computer-based

simulation software packages to

construct and test the operation of

analogue and digital circuits

4.1 use a computer software package to simulate the

construction and testing of an analogue circuit with three

different types of components

4.2 use a computer software package to simulate the

construction and testing of a digital logic circuit with

three gates


42

Unit 24

Title: Electrical and Electronic Principles

J/600/0255

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to use circuit theory to

determine voltage, current and

resistance in direct current (DC)

circuits

1.1 use DC circuit theory to calculate current, voltage and

resistance in DC networks

1.2 use a multimeter to carry out circuit measurements in a

DC network

1.3 compare the forward and reverse characteristics of two

different types of semi-conductor diode

2 Understand the concepts of

capacitance and determine

capacitance values in DC circuits

2.1 describe the types and function of capacitors

2.2 carry out an experiment to determine the relationship

between the voltage and current for a charging and

discharging capacitor

2.3 calculate the charge, voltage and energy values in a DC

network for both three capacitors in series and three

capacitors in parallel

3 Know the principles and properties of

magnetism

3.1 describe the characteristics of a magnetic field

3.2 describe the relationship between flux density (B) and

field strength (H)

3.3 describe the principles and applications of

electromagnetic induction

4 Be able to use single-phase

alternating current (AC) theory

4.1 use single phase AC circuit theory to determine the

characteristics of a sinusoidal AC waveform

4.2 use an oscilloscope to measure and determine the inputs

and outputs of a single phase AC circuit


43

Unit 25

Title: Communications for Engineering Technicians

M/600/0251

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to interpret and use

engineering sketches/circuit/network

diagrams to communicate technical

information

1.1 interpret an engineering drawing/circuit/network

diagram

1.2 produce an engineering sketch/circuit/network diagram

1.3 use appropriate standards, symbols and conventions in

an engineering sketch/circuit/network diagram

2 Be able to use verbal and written

communication skills in engineering

settings

2.1 communicate information effectively in written work

2.2 communicate information effectively using verbal

methods

3 Be able to obtain and use

engineering information

3.1 use appropriate information sources to solve an

engineering task

4 Be able to use information and

communication technology (ICT) to

present information in engineering

settings

4.1 use appropriate ICT software packages and hardware

devices to present information


44

Unit 26

Title:

Fault Diagnosis and Maintenance of Communications

Equipment

J/502/3041

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to diagnose communications

equipment fault conditions with the

aid of test instruments and record

results

1.1 Select and use test instruments to take measurements

from two different pieces of communications equipment

1.2 Carry out fault diagnosis on two pieces of faulty

communications equipment and record and interpret the

results

1.3 Explain the importance of a test specification as an aid to

ensuring the validity and consistency of measurements

2 Understand the principles of

calibration and configuration of

electronic test equipment

2.1 Describe the principles and need for the calibration of a

communications equipment test instrument

2.2 Explain the health, safety and configuration issues that

need to be considered when connecting test equipment

to communications equipment under test conditions

3 Understand the need for scheduled

maintenance, maintenance

procedures and the responsibilities of

a technical support team

3.1 Explain the requirement for communications equipment

maintenance schedules and reports

3.2 Describe a maintenance procedure for a given piece of

communications equipment

3.3 Describe the role of technical support and customer care

personnel within a communications operation


45

Unit 27

Title: Telephony Voice Systems Operation

T/501/9938

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand service issues relating to

a public telephony system

1.1 explain the operation of common channel signalling

1.2 describe the format, use and administration of

numbering schemes as used in a public telephony

system

2 Understand the operation and

capabilities of a packet-switched

telephony system

2.1 explain the principles of speech packet transmission in a

VoIP system

2.2 describe the components and operation of an H.323

VoIP system

2.3 describe the components, operation and facilities of an

alternative to the H.323 VoIP system

3 Understand the operation of a circuit-

switched telephony system

3.1 explain the principles and applications of teletraffic

engineering

3.2 describe the role, hierarchy and interaction of the

elements of a PSTN during call routing

4 Understand the principles of speech

encoding and compression

4.1 explain the principles of speech encoding

4.2 explain the role, limitations and principles of speech

compression techniques


46

Unit 28

Title: Telecommunications principles

D/601/3254

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the principals of

alternating current (AC) circuits

1.1 Explain:

• reactance in circuits

• impedance in terms of resistive and reactive

components

1.2 Describe the characteristics of series and parallel

resonant circuits

1.3 Calculate the resonant frequency of a circuit

2 Understand the effects of line

impairments on a transmitted signal

2.1 Explain:

• decibel (dB) as a unit of loss

• dBm as a unit of power

2.2 Define signal-to-noise ratio as applied to transmission

lines

2.3 Calculate using dBs and dBms the

• total loss of a system from individual losses

• total loss of a system from input and output signal

levels

• output signal level from total loss and input signal level

• signal-to-noise ratio

3 Apply the characteristics of

transmission lines

3.1 Explan the effect of the primary line constants R, G, L & C

on the characteristic impedance of transmission lines

3.2 Define the concept of angular frequency as applied to

transmission lines

47

3.3 Calculate, using the primary line constants, the

characteristic impedance of:

• finite and infinite line lengths

• a parallel pair of wires

• co-axial cable

3.4 Produce an equivalent circuit model of a transmission

line in terms of resistance, capacitance and inductance

3.5 Calculate the bandwidth of a transmission line in terms of

frequency between half power points

4 Understand the transmission of digital

signals over transmission media

4.1 Demonstrate the following representations of binary

information and explain the advantages of each type

• non-return to zero (NRZ) digital encoding from given

values

• return to zero (RTZ) digital encoding from given values

• bi-phase digital encoding (Manchester) from given

values

• bi-phase digital encoding (Differential Manchester)

from given values

4.2 Explain the concepts of bit rate and bit error rate (BER)

4.3 Explain digital signal impairments in terms of

• delay

• jitter

• binary errors

4.4 Demonstrate the effects of delay, limited bandwidth and

jitter on the extraction of binary information from a

digital signal

5 Understand the process of

modulating an analogue carrier

frequency using digital signals

5.1 Explain the following methods of digital modulation

using analogue frequency carriers:

• amplitude shift keying (ASK & OOK)

• frequency shift keying (FSK)

• phase shift keying (PSK)

• bi-polar shift keying (BPSK)

• quadra-phase shift keying (QPSK)

• quadrature amplitude shift keying (QAM)

5.2 Describe the purpose of, and produce constellation

diagrams

48

5.3 Calculate the practical channel capacity using:

• Shannon-Hartley formula ?log2(S/N+1)

• Shannon formula 2?log2(n)

5.4 Explain the need for filters and their effect on digitally

modulated signals

5.5 Calculate the Baud rate of a given link states using given

values

6 Be able to apply the process of

multiplexing digital and analogue

signals over transmission media

6.1 Explain the following type of multiplexing:

• frequency division

• synchronous time division

• asynchronous time division

• digital time division

• code division

• Wavelength (coarse and dense) division


49

Unit 29

Title: Systems Architecture

T/601/3504

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the representation of

information within a computer and

the way it is processed

1.1 Describe how number systems and data representation

are used to store information in a computer

1.2 Describe the role of input, output and storage devices

1.3 Describe the characteristics of C.P.U. components and

the operation of the Fetch Execute Cycle

1.4 Describe the operation of a peripheral device using

correct technical terminology

2 Make effective use of the operating

environment of current computer

systems

2.1 Use and configure operating system interfaces and

functions

2.2 Explain the role of process management and concurrent

processes in computer operating systems

2.3 Describe how operating system features can contribute

to data and system security

3 Know the communication process in

distributed operating systems and

computer networks

3.1 Outline the function and operation of distributed

operating systems

3.2 Outline the functions of data communications systems in

enabling network and distributed systems

4 Know distributed applications and

transaction processing in mainframe

systems

4.1 Outline the operation and functions of mainframe

systems

4.2 Outline the evolution of and characteristics of distributed

applications

4.3 Outline data and process distribution


50

Unit 30

Title: Project Planning With IT

Y/601/7321

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand how projects are

managed

1.1 illustrate typical phases of a project life cycle

1.2 explain the resources available to support the project

manager

1.3 discuss issues affecting project management

2 Be able to plan projects using IT 2.1 produce a project specification

2.2 plan a defined project using IT

3 Be able to follow project plans

3.1 follow a project plan to carry out a defined project

4 Be able to review the project

management process

4.1 carry out a review of the project management process


51

Unit 31

Title: An Introduction to Communication Technologies

Y/600/4035

Level: 2

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the difference between LANs &

WANs

1.1 Explain the difference between LANs & WANs

2 Be able to connect and troubleshoot

data communications systems

2.1 Assign network addresses to a small LAN and test

connectivity

2.2 Test the function and capabilities of network devices

3 Know the importance of addressing

schemes in a data network

3.1 Explain how addressing and port numbers are used to

send a packet of data across a network

4 Understand the OSI reference model 4.1 Describe the data formats and protocol implementations

used by the different layers of the OSI reference model


52

Unit 32

Title: An Introduction to Telephony Systems

D/600/4036

Level: 2

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the basic principles of speech

encoding and compression

1.1 State the advantages and disadvantages of analogue

and digital signals

1.2 Describe one speech encoding and one speech

compression technique

2 Know the capabilities and topology of

the public switched telephony

network

2.1 Illustrate, at block level, an overview of the operation of

the PSTN


53

Unit 33

Title: Communicating in the IT Industry

K/601/3192

Level: 2

Credit value: 5


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to communicate information

to suit audience, purpose and content

1.1 demonstrate effective interpersonal skills in face to face

communication

1.2 communicate IT-related information to a technical

audience

1.3 communicate IT-related information to a non-technical

audience

2 Be able to use IT tools to

communicate and exchange

information

2.1 use IT tools safely to effectively communicate and

exchange information

2.2 select, setup and use a specialist communication channel

to communicate and exchange information

3 Understand the impact of IT on

individuals, communities and society

3.1 explain the social impacts of the use of IT


54

Unit 34

Title: Working in the IT industry

J/601/3202

Level: 2

Credit value: 5


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the characteristics that are

valued by employers in the IT industry

1.1 describe the characteristics valued by employers in the IT

industry

2 Know the common job roles

undertaken by people working in the

IT industry

2.1 describe common IT industry job roles

2.2 explain the characteristics required for a specific job role

in the IT industry


55

Unit 35

Title: Presenting Information Using IT

D/601/5828

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the purpose of different

document types

1.1 explain the purpose of different document types

2 Know appropriate software to present

and communicate information

2.1 describe the features of applications which make them

suitable for presenting and communicating information

3 Be able to produce appropriate

documents for different audiences

3.1 produce documents that meet the needs of defined

audiences

4 Be able to review documents 4.1 use tools and techniques to enhance the presentation of

information

4.2 carry out a document review


56

Unit 36

Title: Project Planning using IT

A/601/3259

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know how to prepare for a project 1.1 identify the factors that influence projects

1.2 describe the activities which comprise the project life-

cycle

1.3 gather information required for a project

2 Be able to produce a project plan 2.1 outline the scope of an intended project

2.2 produce an outline project plan

3 Be able to follow a project plan to

implement a project

3.1 monitor the progress of a project against the project

plan, making adjustments as necessary

4 Be able review a project to ensure it

meets its goals

4.1 review a project against a project plan


57

Unit 37

Title: Computer Systems

H/601/3255

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the common components of

computer systems

1.1 identify the common components of a computer system

2 Know the different uses of computer

systems

2.1 describe the purpose of different types of computer

systems

3 Be able to connect computer

hardware

3.1 represent how data flows around a computer system

3.2 specify suitable components to meet user requirements

3.3 connect hardware safely to a computer system, testing

for functionality

4 Be able to configure computer

software

4.1 configure software for a given user requirement

4.2 identify potential security risks


58

Unit 38

Title: Systems Architecture

M/601/3503

Level: 2

Credit value: 6


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the representation of

information within a computer

1.1 Outline how number systems and data representation

are used to store information in a computer

1.2 Identify the role of input, output and storage devices

1.3 List the characteristics of C.P.U. components and outline

the operation of the Fetch Execute Cycle

1.4 Outline the operation of a peripheral device

2 Know and use and operating

environment

2.1 Use operating system interfaces and functions

2.2 identify the role of process management and concurrent

processes in computer operating systems

2.3 Identify how operating system features can contribute to

data and system security

3 Be aware of the communication

processes in distributed operating

systems and computer networks

3.1 State the function and operation of distributed operating

systems

3.2 State the functions of data communications systems in

enabling network and distributed systems


59

Unit 39

Title:

IT Support

F/601/3277

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the common issues IT users

may experience

1.1 describe the common issues IT users may experience

1.2 identify the benefits of having a helpdesk facility

2 Be able to record user support

requests

2.1 record information about end-user requests following

defined procedures

3 Be able to provide IT support 3.1 use different sources of information to communicate

about specified errors

3.2 respond to multiple user problems

4 Understand the importance of trends

in IT support requests

4.1 identify trends in problems reported by users

4.2 explain the importance of trends in IT support requests


60

Unit 40

Title: IT Fault Diagnosis and Remedy

K/601/3287

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the procedures used in

the IT diagnostics process

1.1 describe the process of diagnosing faults

1.2 describe organisational issues associated with fault

diagnosis

2 Be able to identify the cause of

common faults

2.1 use diagnostic tools to identify common faults

3 Be able to apply suitable remedies to

identified faults

3.1 apply identified fault remedies and check they work

3.2 produce a record of diagnostic information


61

Unit 41

Title: Telecommunications principles

J/601/3295

Level: 2

Credit value: 7


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the electromagnetic

spectrum as applied to

telecommunications

1.1 Describe the physical properties of electromagnetic

radiation and the relationship between frequency and

wavelength

1.2 List the principal bands of the electromagnetic spectrum

and their associated frequencies and wavelengths

1.3 Identify the main telecommunications applications of

electromagnetic radiation

2 Know the relationship between

telecommunication circuits and

transmission lines and their effect on

a digital signal

2.1 Identify the circuit properties (Resistance, Capacitance,

Inductance and Leakance) of alternating current (AC)

circuits and describe their effects on transmission lines

2.2 Design an equivalent circuit model of a transmission line

using the primary line constants

2.3 Describe characteristic impedance in transmission lines

including open circuit, short circuit and matched

termination

3 Know how binary information is

transmitted as a digital signal

3.1 Describe the properties of digital signals including

frequency, mark space ratio and triggered timing

3.2 Describe the advantages of digital signals in terms of

regeneration, accuracy and recovery

3.3 Explain why digital signals need to modulated onto an

analogue carrier

3.4 Use keying to demonstrate how a digital signal is

modulated onto an analogue carrier

4 Understand how an analogue signal

is converted to a digital signal

4.1 Identify different ways of converting an analogue signal

to a digital signal

62

4.2 Describe linear and non-linear forms of encoding

4.3 Calculate signal to noise quantisation errors

4.4 Explain Aliasing in telecommunications terms and how it

can be overcome

4.5 Explain the use, and limitations, of the Nyquist rule in

signal sampling

5 Demonstrate an understanding of

signal multiplexing

5.1 Describe the following methods of signal multiplexing:

• Frequency

• Synchronous Time

• Asynchronous Time


63

Unit 42

Title: Telecommunications Technology

K/601/3290

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know how telecommunication

systems are linked

1.1 describe different types of telecommunication links

2 Understand how analogue and digital

signals carry data

2.1 compare how analogue and digital signals carry data

3 Understand multiplexing in

telecommunications networks

3.1 explain multiplexing in telecommunication networks

4 Be able to connect

telecommunications for a local system

4.1 connect telecommunications for a local connection

4.2 test cables on a local telecommunications connection


64

Unit 43

Title: Mobile Communications Technology

H/601/3398

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the uses and features of mobile

communications devices

1.1 identify different types of mobile communication device

1.2 describe the features of different types of mobile

communication devices

2 Know the communication

technologies used in mobile devices

2.1 identify the protocols used by mobile communication

devices, giving examples of their use

2.2 describe the technology used by a mobile

communication device

3 Understand the implications of

mobile communications technology

3.1 explain the benefits of mobile working in organisations

3.2 explain the social and legal implications of using mobile

technologies

4 Be able to set up mobile

communications devices

4.1 set up and configure a mobile communications device to

meet a defined requirement


65

Unit 44

Title: Principles of ICT system and data security

L/601/3508

Level: 2

Credit value: 6


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the common types of threat to

ICT systems and data

1.1 Identify common types of physical threats to ICT systems

and data (hardware damage, loss and theft)

1.2 Identify common types of electronic threats to ICT

systems and data (e.g. denial of service, data theft or

damage, unauthorised use)

1.3 List the security vulnerabilities associated with remote

access technologies (including wireless)

2 Know how to protect ICT systems 2.1 Identify methods of providing physical access control and

security for ICT systems (locks, biometric controls, CCTV,

shielding, fire detection and control)

2.2 State methods of providing electronic access control and

security for ICT systems (firewalls, virtual networks, secure

connection/transfer protocols, secure wireless

connection)

2.3 Identify common types of malicious code:

• Virus

• Trojan

• Logic Bomb

• Worm

• Spyware

2.4 Identify the characteristics of strong passwords

3 Be aware of the applications of

cryptography to ICT systems and data

3.1 State how cryptography can be applied to ICT system

and data security

3.2 State how Public Key Infrastructure (PKI) operates


66

Unit 45

Title: Networking principles

T/601/3289

Level: 2

Credit value: 6


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the OSI model and the TCP/IP

suite

1.1 Identify the function of the OSI model layers

1.2 List the TCP/IP protocols

1.3 List the types of addresses used on networks and why

they are used

2 Know different network topologies

and transmission systems

2.1 Explain logical network topologies as given in the

IEEE802 standards for LANs and WANs

2.2 Identify the following types of network cabling and

connectors:

• Cat 5 and RJ45

• Cat 5e and RJ45

• Cat 6 and RJ45

• Thin co-axial and BNC connector

• Thick co-axial, and AUI transducer with patch cable

• Fibre optic cables and connectors

2.3 Describe the different types of wireless LAN

2.4 Describe the function of the following network devices:

• interface controller

• repeater

• passive, active and intelligent hubs

• Bridge

• Switch Router

• Gateway

2.5 Explain the 5-4-3 rule of network design

67

3 Know the advantages and

disadvantages of different types of

network

3.1 List the properties, security and sharing advantages and

disadvantages of

• peer to peer networks

• client server networks

3.2 list the uses and limitations of a null modem connection

4 Know media access control methods

used in local area networks

4.1 List the types of media access control methods used in

LANs

4.2 Explain what is meant by a collision and how network

systems deal with them

4.3 Explain the difference between a Token bus and a Token

ring and how the token operates in each

4.4 Explain the line encoding used in CSMA/CD and

CSMA/CA networks

4.5 Identify the limitations of CSMA/CA


68

Unit 46

Title: Setting up an IT Network

M/601/3274

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the current use of computer

networks

1.1 describe how the use of computer networks can improve

communications for individuals and organisations

1.2 describe how a network is used by an organisation to

manage its resources

2 Know the features and services of

local and wide area network

technologies

2.1 describe potential faults with computer networks

2.2 describe the features and services of local and wide area

network technologies

3 Understand how network hardware

and software components are

connected

3.1 explain how hardware, software and addressing combine

to support network communications

4 Be able to set up a simple local area

network

4.1 set up and test a simple local area network


69

Unit 47

Title Data Representation and Manipulation for IT

D/601/3206

Level: 2

Credit value: 7


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Manipulate real numbers and

integers

1.1 Describe the difference between real numbers and

integers

1.2 Express numbers in power and scientific notation

1.3 Perform arithmetic on numbers in power and scientific

notation including multiplication and division of powers

1.4 Round real numbers and estimate the resulting error

1.5 Describe how real numbers and integers are represented

in computer memory

2 Use co-ordinate systems and vectors,

and linear transformations

2.1 Describe two dimensional co-ordinate systems

2.2 Represent simple shapes by finding the co-ordinates of

the vertices

2.3 Describe vectors

2.4 Produce the polar representation of vectors

2.5 Offset and scale shapes described by co-ordinates

2.6 Convert between linear to polar co-ordinates

2.7 Describe co-ordinate systems used in programming

output devices

3 Use simple functions and basic

algebraic operations

3.1 Express simple problems as mathematical equations

3.2 Simplify and change the subject of simple equations

3.3 Describe the concept of a function

3.4 Obtain the equation of a straight line from a graph

70

3.5 Describe the basic properties of a circle and triangle

3.6 Apply trigonometric and inverse trigonometric functions

4 Apply Boolean algebra to problem

situations

4.1 Describe how Binary states can be used to represent

physical systems

4.2 Identify and label the inputs and outputs of a binary

representation

4.3 Produce a truth table corresponding to a binary

representation

4.4 Express a truth table as a Boolean equation

4.5 Simplify a Boolean equation using algebraic methods


71

Unit 48

Title: Mathematics for IT

Y/601/5794

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know how numbers are represented

in computer memory

1.1 show how natural numbers are represented in computer

memory

1.2 perform basic operations on numbers in power and

scientific notation

1.3 demonstrate how errors are introduced when rounding

decimal numbers

2 Be able to apply Boolean algebra 2.1 demonstrate Boolean operations using logic gates and

truth tables

2.2 use Venn Diagrams to represent Boolean operations

3 Be able to use simple functions 3.1 demonstrate the application of different types of function

4 Be able to apply statistical techniques 4.1 use statistical techniques to meet a defined need


72

Unit 49

Title: Software testing

J/601/3510

Level: 2

Credit value: 6


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know about testing strategies and

techniques

1.1 Identify the purpose of unit, integration and system

testing of software

1.2 Identify the stages of system testing including alpha,

beta, and acceptance testing

1.3 State the differences between functional (black box) and

structural (white box) testing

1.4 Describe the contents of a software test plan

2 Contribute to a test process for a

software solution

2.1 Identify test cases from a software test plan

2.2 Identify the test data and expected results for test cases

2.3 Effectively carry out the actions specified in test cases

2.4 Accurately record results generated by test actions

2.5 Compare and report on actual and expected test results


73

Unit 50

Title: Web Fundamentals

R/601/3512

Level: 2

Credit value: 7


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know web architecture and

components

1.1 List the hardware and software components which

enable the internet and web

1.2 State the role of the TCP/IP protocol

1.3 State the role of internet service providers, web hosting

services and domain name registrars

1.4 Identify available types of web functionality

2 Know about the technologies used to

build and operate websites

2.1 State the purpose of markup languages and list

commonly used examples

2.2 Identify the roles of:

• web runtime environments

• web application programming languages; and

• databases

in building websites and web applications

2.3 Identify typical product stack combinations that can be

used for web development

3 Implement specified components of a

web-site

3.1 State the components required to produce a web-site

3.2 Design specified components of a web-site

3.3 Develop specified components of a web-site

3.4 Test specified components of a web-site


74

Unit 51

Title:

Supporting Organisations with IT

A/601/3391

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the ways in which organisations

use IT

1.1 identify the ways in which organisations use IT to

manage information

1.2 describe how businesses use IT for communication

2 Understand the reasons why

organisations use IT

2.1 discuss the factors that drive organisations to use IT

3 Understand the impact of IT on

individuals and organisations

3.1 explain the impact of IT on individuals

3.2 explain the impact of IT on organisations

4 Be able to plan a working

environment to incoroporate IT

4.1 describe how working environments are affected by

4.2 produce a suitable room plan to incorporate IT


75

Unit 52

Title:

Doing Business Online

Y/601/5083

Level: 2

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know about different online business

activities

1.1 describe online business activities

2 Know what to consider when setting

up an online business

2.1 outline the planning issues to consider when setting up a

business online

3 Understand the operation of an

online business

3.1 describe the potential risks to an organisation when

operating online

3.2 explain the operational and financial issues for an online

business

4 Understand the benefits of an online

business presence

4.1 explain how small businesses can benefit from a web

presence


76

Unit 53

Title:

Principles of BOWMAN Digitization

A/502/0136

Level: 3

Credit value: 1


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the functionality of BOWMAN

Digitization

1.1 Describe how voice and data technologies are utilised

within the BOWMAN architecture

1.2 Identify the components and function of the BOWMAN

Communication Management Systems (BCMS)

applications

1.3 Describe the characteristics and capabilities of the GPS

systems and components

1.4 Identify the components of the Apache BOWMAN

Connectivity (ABC)


77

Unit 54

Title: Supervise BOWMAN Equipment

F/502/0137

Level: 3

Credit value: 14


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to command a radio

detachment

1.1 Extract information from a briefing/orders group

1.2 Explain how to brief a signals detachment

1.3 Conduct a line reconnaissance

1.4 Explain how to brief a line party

1.5 Control the laying, testing and recovery of line

1.6 Explain how to brief a detachment on Health and Safety

risks

1.7 Control the initialisation of communication equipment

1.8 Extract and interpret signals information from policies

and procedures

1.9 Demonstrate how to control the handover or takeover

of a communications detachment

1.10 Describe how to control cryptographic equipment and

material

1.11 Identify health and safety risks

2 Supervise BOWMAN and non

BOWMAN equipment

2.1 Demonstrate how to maintain a sub-unit account of

radios and associated equipment

2.2 Carry out functional tests on radio equipment

2.3 Demonstrate how to perform basic maintenance of


2.4 Demonstrate how to perform tests and verification on

suspect equipment

78

2.5 Locate faults to LRU level

3 Be able to supervise battery charging 3.1 Establish DC (Direct Current) battery charging areas

3.2 Demonstrate how to maintain battery charging

equipment


79

Unit 55

Title: Manage BOWMAN Equipment

K/502/0133

Level: 3

Credit value: 19


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to command a radio

detachment

1.1 Extract information from a briefing/orders group

1.2 Explain how to brief a signals detachment

1.3 Conduct a line reconnaissance

1.4 Explain how to brief a line party

1.5 Control the laying, testing and recovery of line

1.6 Explain how to brief a detachment on Health and Safety

risks

1.7 Control the initialisation of communication equipment

1.8 Extract and interpret signals information from policies

and procedures

1.9 Demonstrate how to control the handover or takeover

of a communications detachment

1.10 Describe how to control cryptographic equipment and

material

1.11 Identify health and safety risks

2 Manage BOWMAN and non

BOWMAN equipment

2.1 Demonstrate how to maintain a sub-unit account of

radios and associated equipment

2.2 Carry out functional tests on radio equipment

2.3 Demonstrate how to perform basic maintenance of


80

2.4 Demonstrate how to perform tests and verification on

suspect equipment

2.5 Locate faults to LRU level

3 Be able to supervise battery charging 3.1 Establish DC (Direct Current) battery charging areas

3.2 Demonstrate how to maintain battery charging

equipment

4 Advise on communication security

and electronic warfare matters

4.1 Demonstrate how to monitor insecure systems

4.2 Demonstrate how to debrief a detachment on security

breaches

4.3 Advise commanders on communication security matters

within the unit

4.4 Advise on electronic warfare

4.5 Describe Electronic PM, Tactical and Technical

4.6 State electronic warfare procedures


81

Unit 56

Title: Operate BOWMAN Equipment

M/502/0134

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Operate the Local Area Sub-system

(LAS)

1.1 Demonstrate how to prepare the simple harness

1.2 Demonstrate how to prepare the basic functional LAS

and remote connections

1.3 Demonstrate how to prepare the full functional LAS and

remote connection

2 Construct an antenna for advanced

communications

2.1 Explain the principles of electromagnetic theory relating

to the propagation of radio waves

2.2 Calculate (based on what input and for what output)

2.3 Select and assemble a suitable antenna for high

frequency (HF) communications, taking into account

necessary calculations

3 Establish communications using re-

broadcast facilities

3.1 Operate communication systems to a number of

outstations

3.2 Operate as a local re-broadcast using any two

communication systems to a number of outstations

4 Operate the Key Encryption Key (KEK)

fill Device

4.1 Prepare the Key Encryption Key (KEK) fill Device for

operation

4.2 Operate the Key Encryption Key (KEK) fill Device

4.3 Perform user maintenance on Key Fill Device (KFD)

5 Operate Common Battlefield

Application Toolset (ComBAT)

5.1 Describe the ComBAT environment

5.2 Describe (standard NATO?) unit symbols

82

5.3 Set Up ComBAT appropriately for intended use

5.4 Create symbols overlays and CPRs (Consolidated Position

Reports)

5.5 Accurately create plans, orders and reports

5.6 Correctly use and manage messages and data

5.7 Accurately use maps within ComBAT


83


Unit 57

Title: Manage BOWMAN Signals Training

T/502/0135

Level: 3

Credit value: 3


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to manage unit or sub-unit

signals training

1.1 Identify and plan unit or sub-unit signal training needs

1.2 Select appropriate methods of instruction

1.3 Carry out a minimum of 3 teaching practices in

accordance with instruction and techniques process


84


Unit 58

Title: Telecommunications Systems

Y/602/4639

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the facilities and applications of

Public Switched Telephone Network

(PSTN) and Integrated Services Digital

Network (ISDN) services

1.1 describe the telephony services provided by the PSTN

1.2 describe typical applications of ISDN services

2 Understand the operation,

characteristics and applications of

Wide Area Network (WAN) services

2.1 explain the principles of the technologies used in a WAN

2.2 describe the capabilities and applications of a modern

WAN service

3 Understand the operation,

administration, characteristics and

capabilities of the internet

3.1 describe the role of the bodies involved in the operation

and administration of the internet

3.2 explain the operation of the internet and the role of its

functional components

4 Understand the principles and

capabilities of modern mobile

communication services

4.1 explain the principles and capabilities of radio access

technologies

4.2 describe the capabilities and applications of an

alternative mobile system


85

Unit 59

Title:

Communications Workshop Practice

L/602/4637

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the health and safety

precautions and procedures within an

engineering workshop environment

1.1 describe safe workshop working practices

1.2 describe the emergency procedures to be taken in the

event of a fire, a chemical spillage and an injury

2 Be able to use tool husbandry and

control methods in a workshop

environment

2.1 describe and apply tool control procedures when

carrying out a communications workshop fitting task

2.2 describe and apply tool care methods for different types

of tools

3 Be able to manufacture support

plates to hold cables and

3.1 select and use tools to manufacture a metal support

plate to a given standard to hold a connector and cable

4 Be able to manufacture electrical

cable connections

4.1 select and use appropriate tools to manufacture different

types of electrical cable connections


86

Unit 60

Title: Access Network Techniques and Applications

L/602/4640

Level: 3

Credit value: 10


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the structure, physical

components, and transmission media

employed in access networks

1.1 describe the structure of a copper-based access network

and the role of its main functional components

1.2 explain the principles and capabilities of an alternative

transmission media in an access network

2 Understand the effects of line

impairments on transmitted goals

2.1 calculate loss, signal level, and signal-to-noise ratios from

the results of a loss and level measurement

2.2 explain the effects of impairments in the local loop on

the provision of telephony and data services

3 Understand the operations,

capabilities and applications of time

division multiplexing (TDM) systems

3.1 explain the principles of operation, capabilities and

applications of a TDM line system

3.2 describe the principles of operation and capabilities of

basic rate and primary rate ISDN services

4 Understand the operations,

capabilities and applications of digital

subscriber lines (DSL) systems

4.1 explain the operation, components, capabilities and

applications of the various types of ADSL system

4.2 describe the capabilities and features of an alternative

DSL system

4.3 explain the relevance of the measurements that can be

carried out by the various types of DSL test equipment


87

Unit 61

Title: Install and configure ICT equipment and operating systems

J/501/3979

Level: 3

Credit value: 9


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 be able to prepare

hardware/equipment for installation

1.1 carry out pre-checks of the work area

1.2 check hardware/equipment for installation including:

damage to new and compatibility with existing

equipment

1.3 use the correct tools/resources to carry out the

installation

1.4 Produce reports on any problems encountered

1.5 install hardware/equipment

2 Install and configure

hardware/equipment

2.1 install hardware/equipment in both stand alone and

networked configurations to relevant industry safety

standards

2.2 configure hardware/equipment according to

manufacturer's instructions

2.3 resolve any problems with the installation

3 will be able to test installed

hardware/equipment

3.1 carry out industry standard pre-checks for installed

hardware prior to installation of applications software

3.2 carry out industry standard post-test on

hardware/equipment following installation

3.3 Identify and resolve failures from POST indications

3.4 Produce test reports following an installation

88

4 Prepare, carry out and document the

installation and upgrade of an

operating system

4.1 Prepare for the installation of an operating system (OS)

including: checking materials and equipment required;

backing up existing data, doing a virus scan on the

installation media; inspecting system suitability for

installation of an OS

4.2 Install OS software or upgrades according to instructions

and installation plan, including applying OS

patches/upgrades/service packs and user specific

settings to the system

4.3 Install relevant device drivers, system protection software

according to given instructions

4.4 Check that the system functions satisfactorily

4.5 Maintain installation and software records

4.6 Produce reports of any problems encountered during

installation

5 will be able to configure and test an

installed operating system

5.1 Adjust OS software settings according to instructions,

and document changes made

5.2 Restore standard default settings of the OS

5.3 Prepare test plans for an OS from a standard testing

procedure and test OS functionality following an

installation.

5.4 Resolve any conflicts/errors that exist in an OS

configuration

5.5 Produce test/installation reports


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Unit 62

Title: Install, configure and upgrade ICT software

L/501/3997

Level: 3

Credit value: 7


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Prepare for the installation of

software

1.1 assemble information and prepare plans for software

installation including listing the items which need to be

backed-up and the reasons for each

1.2 determine the specification and configuration of one or

more systems using different methods

1.3 check that resources required for installation are available

and that they are suitable including

• confirming that the system meets the requirements of

the new software

• backing up system and scanning for viruses and

spyware

• recording the existing system specification

1.4 describe the type of action which should be included in a

software installation plan

1.5 describe sources of installation media or files

1.6 explain the importance of protecting existing software

and data

1.7 outline regulations relating to software licensing and

installation

1.8 describe the items commonly found in a manufacturer’s

minimum system requirement

1.9 describe incompatibilities that can exist between software

and systems (hardware and operating system)

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2 Install and configure a range of

system and application software

2.1 install system and application software from a range of

media to specified destinations using different installation

options

2.2 install different types of system and application software

2.3 upgrade existing system and application software

2.4 maintain registration documentation and/or installation

records

2.5 perform an automated deployment of a software

application

3 be able to check the system operates

as planned during and after

installation of system and application

software

3.1 monitor the installation of software identifying any

problems and errors and taking action to resolve them

3.2 check that the installed system and application software

operates as expected on completion of installation

3.3 check the entire system operates as expected after

system and application software installation

3.4 record problems/errors encountered and actions taken

4 Resolve unwanted changes to the

system caused by installation and

configuration of system and

application software

4.1 identify actions to correct unwanted changes to system

operation and performance

4.2 make changes, as identified, to the software installation

and configuration

4.3 check that the changes have improved system operation

and performance

4.4 record any unwanted changes, recommendations,

actions taken and results


91

POLICIES AND PRINCIPLES FOR AWARDING ASSET SKILLS COMPETENCE UNITS ACROSS ALL FOUR NATIONS

1 INTRODUCTION

ASSET SKILLS has worked with the Awarding Organisations offering qualifications within their footprint to develop

these assessment principles for competence based units of assessment which have been submitted by Asset Skills

to the appropriate national qualification and credit framework.

ASSET SKILLS, with the support of industry, is dedicated to embedding the National Occupational Standards and

units of assessment into the workplace and to upholding the quality and integrity of the Standards and Units and

qualifications based upon them.

2 ASSESSMENT PRINCIPLES FOR COMPETENCY BASED UNITS

2.1 The following principles will apply to Awarding Organisations:

2.1.1 Assessment should normally be at the candidate’s workplace, but where the opportunity to assess across

the range of standards is unavailable other comparable working environments may be used, following agreement

from the External Verifier.

2.1.2 A holistic approach towards the collection of evidence should be encouraged, assessing activities

generated by the whole work experience rather than focusing on specific tasks.

2.1.3 Asset Skills does not prescribe a minimum number of observations.

However, evidence provided must demonstrate that the candidate’s competency is consistent and reliable.

2.1.4 Assessors can only assess in their acknowledged area of occupational competence.

2.1.5 Assessors and Internal Quality Assurers/Internal Verifiers will be registered with their Approved Centre and

be accountable to the organisation for their assessment practice.

2.1.6 Health and safety of customers/clients and employees must be maintained throughout the assessment

process and if any person carrying out assessment or verification activities does not feel that there is due regard

to health and safety then that person should refuse to continue with the activity(ies) until satisfied that due regard

to health and safety is being taken.

3 SIMULATION AND WITNESS TESTIMONY FOR COMPETENCY BASED UNITS

There are a few occasions when simulation or witness testimony is warranted where the centre can demonstrate

that performance evidence has been impossible to obtain.

The underlying reasons for either simulation or witness testimony are:

health and safety considerations

activities that would cause serious inconvenience or loss to an employer if there was an undue delay in

their being carried out

Infrequently occurring activities

equality of access

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Appendix 1 - Assessment Principles May 2012

3.1 Simulation

Simulation may be necessary for specific elements of the units. It is advisable that centres refer to the Awarding

Organisations in these cases for clear guidelines.

Awarding Organisation guidance to centres must ensure that demands on the candidate during simulation are

neither more nor less than they would encounter in a real work situation. In particular:

All simulations must be planned, developed and documented by the centre in a way that ensures the

simulation accurately reflects what the unit seeks to assess

All simulations should follow these documented plans

A centre’s overall strategy for simulation must be examined and approved by the external verifier

There should be a range of simulations to cover the same aspect of the standard so that the risk of

candidates successfully colluding is reduced

The physical environment for the simulation must be as realistic as possible and draw on real resources

that would be used in the industry

The nature of the contingency must be realistic.

3.2 Witness Testimony

Witness testimony should not form the primary source of evidence. Centres must comply with Awarding

Organisation guidance over the occupational competence and briefing of witnesses in the use of witness

testimony.

4 RECOGNITION OF PRIOR LEARNING AND EXPERIENCE

4.1 Evidence from past achievement may be included as permissible evidence within assessment methods.

4.2 Evidence of prior knowledge and understanding can be offered as supplementary evidence as long as it is

a measurable assessed outcome of learning which links to the unit of assessment

4.3 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.

4.4 All candidates must demonstrate current competence with respect to recognition of prior learning (RPL).

5 EXTERNAL QUALITY ASSURANCE OF ASSESSMENT

5.1 Awarding Organisations will operate a Risk Rating system of Approved Centres. This will be applied UK

wide.

5.1.1 The Awarding Organisations will review centre risk ratings on an annual basis to ensure risk rating is still

appropriate and take appropriate action to ensure quality assurance is maintained.

6 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF EXTERNAL VERIFIERS

6.1 ASSET SKILLS aims to ensure that the technical and quality aspirations of industry are met, in order to

inspire confidence in the national occupational standards and qualifications.

93

6.2 The criteria will apply to existing and new External Verifiers (EVs).

6.3 Verification Competence

6.3.1 The appointment and competence of External Verifiers must comply with current Ofqual regulations for

QCF Awarding Organisations. Awarding Organisations will ensure that External Verifiers:

Hold or be working towards an appropriate external verifier qualification and demonstrate evidence of

knowledge, understanding and experience of the assessment process (together with the occupational

competence requirements below).

In England, Wales, Northern Ireland new External Verifiers must achieve an appropriate external verifier

qualification within 12 months of beginning external verification.

In Scotland, all new EVs should have an assessment plan for achieving L&D Unit 12 and be working towards

achieving the awards. There is no timescale attached to the achievement of L&D Unit 12.

6.4 Occupational Competence

All External Verifiers must

6.4.1 provide evidence of knowledge, understanding and application of the National Occupational Standards

(NOS), Units of Assessment and Assessment Principles, together with technical definitions where appropriate.

Awarding Organisations should cover this requirement as part of their normal appointment process.

6.4.2 have verifiable relevant experience and current knowledge of the occupational working area at or above

the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable

when verifying judgements about assessors’ assessment processes and decisions. External verifiers’ experience

and knowledge could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution6.4.3 have up to date knowledge and

experience of the particular aspects of work they are verifying. This could be verified by records of

continuing professional development achievements

6.4.4 have a sound in-depth knowledge of, and uphold the integrity of the NOS, Units of Assessment and these

Assessment Principles

6.4.5 undertake continuous professional development to ensure that they are working to the current National

Occupational Standards in assessment and verification.

6.4.6 be aware of national issues affecting vocational education, training and qualifications in the sector.

6.4.7 have appropriate knowledge of the ASSET SKILLS framework of qualifications in relevant areas to the

qualifications being externally verified.

6.4.8 demonstrate their ability to maintain credibility and retain the confidence of the industry through

commitment to continuous personal and professional development.

6.4.9 provide evidence of knowledge, understanding and application of the

94

Regulatory Authorities’ codes of practice

6.5 Awarding Organisations may have generic criteria and personnel specifications in addition to the above.

7 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF INTERNAL QUALITY ASSURERS/ INTERNAL

VERIFIERS

7.1 Internal Quality Assurers/Internal Verifiers (IQAs/IVs) are appointed by an Approved Centre and approved

by the Awarding Organisation through their External Verifier.

7.2 This criteria will apply to existing and new IQAs/IVs.

7.3 IQAs/IVs should only verify the decisions of assessors which fall within their area of technical and

occupational competence.

7.4 IQAs/IVs should be seen as the persons responsible for an approved centre’s assessment quality in order

to facilitate the assessment process and should be one of the following:

7.4.1 IQAs/IVs will be employed directly or contractually by the same organisation (approved centre) as the

assessors

Or

7.4.2 Acting as a counter-signatory on a short term basis, a maximum period of 18 months, where IQAs/IVs have

not yet achieved an appropriate qualification in internal verification

7.5 The appointment and competence of IQAs/IVs must comply with current Regulatory Authority

regulations. IQAs/IVs will either:

a) Hold or be working towards an appropriate internal verifier qualification

In England, Wales and Northern Ireland all new IQAs/IVs should achieve an appropriate internal

verifier qualification within 18 months of beginning internal quality assurance/verification duties.

Internal quality assurance/verification decisions by verifiers who are still working towards certification

must be countersigned by an IQA/IV who has gained certification.

In Scotland, all new Verifiers should have an assessment plan for achieving the Learning and

Development (L&D) Unit 11 and be working towards achieving the award. External Verifiers will

monitor progress and achievement towards the achievement of Learning and Development (L&D)

Unit 11 during centre visits

All new IQAs/IVs must hold an appropriate qualification in assessment of competence

Or:

b) Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the

regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are

involved in the assessment process. Under this model, the employer, with the agreement of their

Awarding Organisation and Asset Skills may choose between:

95

Achieving the appropriate regulatory body approved unit qualifications for internalquality

assurance/verification

OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate

and review these quality assurance/verification roles, maps 100% to the National Occupational

Standards which these qualifications are based on. The mapping process must be agreed by the

Awarding Organisation as providing the equivalent level of rigour and robustness as achievement of

the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be

confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis.

Prospective organisations must be able to confirm that their in-house practices conform to the requirements of

the Standards in association with the relevant Awarding Organisation.

7.5.2 It is desirable that all IQAs/IVs hold a relevant qualification

IQAs/IVs will:

7.5.3 have verifiable relevant experience and current knowledge of the occupational working area at or above

the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable

when verifying judgements about assessors’ assessment processes and decisions. IQAs’/IVs’ experience and

knowledge could be verified by:



corporate membership of a relevant professional institution

7.5.4 have expertise so they have up to date knowledge and experience of the particular aspects of work they

are verifying. This could be verified by records of continuing professional development achievements

7.5.5 have a sound in-depth knowledge of, and uphold the integrity of the NOS, Units of Assessment and these

Assessment Principles

7.5.6 be prepared to participate in training activities for their continued professional development

7.5.7 demonstrate their ability to maintain occupational competence by continuous professional development

7.5.8 undertake continuous professional development to ensure that they are working to the current National

Occupational Standards in assessment and verification.

7.5.9 have knowledge of the requirements and application of the Asset Skills Assessment Principles

7.5.10 provide evidence of knowledge, understanding and application of the Regulatory Authorities’ codes of

practice

7.6 Centres will be responsible for ensuring that internal quality assurers/internal verifiers plan and maintain

continuous professional development

96

7.7 Approved Centres may have generic criteria and personnel specifications in addition to the above.

8 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF ASSESSORS

8.1 This section is intended to assist Approved Centres in the recruitment of those individuals who will act as

Assessors within the Approved Centre.

8.2 Assessors are appointed by an Approved Centre and approved by the Awarding Organisation through

their External Verifier.

8.2.1 They should only assess in their area of technical and occupational competence as approved by their

Awarding Organisations.

8.3 Assessors should be one of the following:

8.3.1 Employed directly or contractually by the same organisation (centre) as the candidate

Or

8.3.2 Acting as a counter signatory on a short term basis (18 months) where the Centre Assessor has not yet

achieved an appropriate qualification in assessment of competence

8.4 The Assessor should have the following:

Assessment Competence

Either:

8.4.1

a Hold or be working towards an appropriate qualification in assessment of competence

o In England, Wales and Northern Ireland, new Assessors must achieve an appropriate qualification

in assessment of competence within 18 months of beginning assessment duties. Assessment

decisions by Assessors who are still working towards certification must be countersigned by an

Assessor who has gained certification.

o In Scotland, all new Assessors should have an assessment plan for achieving 9D and/or 9DI units

and be working towards achieving the units. External Verifiers will monitor progress and

achievement towards the achievement of 9D and 9DI units during centre visits.

o Candidates in possession of a TQFE without having an appropriate 9D

o and 9DI units should undertake continuing professional development to demonstrate that they

are working to the appropriate unit standard.

b Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the

regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in

the assessment process. Under this model, the employer, with the agreement of their Awarding

Organisation and Asset Skills may choose between:

97

Achieving the appropriate regulatory body approved unit qualifications for assessment.

OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review

these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based

on. The mapping process must be agreed by the Awarding Organisation as providing the equivalent level of

rigour and robustness as achievement of the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be

confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis.

Prospective organisations must be able to confirm that their in-house practices conform to the requirements of

the Standards in association with the relevant Awarding Organisation.

8.5 Occupational Competence

All assessors must

8.5.1 have verifiable relevant current industry experience and knowledge of the occupational area at or above

the level being assessed. This experience and knowledge must be of sufficient depth to be effective and reliable

when judging candidates’ competence. Assessors’ experience and knowledge could be verified by:



corporate membership of a relevant professional institution

8.5.2 have sufficient occupational expertise so they have up to date knowledge and experience of the particular

aspects of work they are assessing. This could be verified by records of continuing professional development

achievements

8.5.3 have a sound in-depth knowledge of, and uphold the integrity of the sector’s NOS, units of Assessment

and these Assessment Principles

8.5.4 be prepared to participate in training activities for their continued professional development

8.6 Centres will be responsible for ensuring that assessors plan and maintain continuous professional

development

8.7 Approved Centres may have generic criteria and personnel specifications in addition to the above.

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Documents

Computing & IT Sector Qualification Specification€¦ · · 2015-10-024 4 5 9 9 11 14 17 17 18 92. ... The aim of the Qualification Specification is to guide a centre through the