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TRANSCRIPT
Version 1 – July 2014
AIM Awards Level 4 Diploma in
Public Relations (QCF)
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AIM Awards Level 4 Diploma in Public Relations (QCF) 601/3034/9
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Section One – Qualification Overview 5
Section Two - Structure and Content 9
Section Three – Assessment and Quality Assurance 12
Section Four – Operational Guidance 19
Section Five – Appendices 21
Appendix 1 – AIM Awards Qualification Approval Form 23
Appendix 2 – Qualification Description (Summary) 27
Appendix 3 – AIM Awards Glossary of Assessment Terms 31
Appendix 4 – QCF Level Descriptors 34
Appendix 5 – Skills CFA – Public Relations Assessment Requirements 38
Appendix 6 – Management Standards Centre (MSC) – Assessment
Strategy for Management and Leadership 45
Appendix 7 – Council for Administration (CfA) - Assessment
Strategy for Business and Administration 48
Contents Page
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Section 1
Qualification Overview
AIM Awards Level 4 Diploma in Public
Relations (QCF)
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Section One Qualification Overview
Introduction
Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework (QCF). Our qualifications are learner focused, flexible and promote both progression and employability. We aim to provide outstanding customer service and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment. The Qualification Description (Summary) (see Appendix 2) gives an overview of the qualification/qualification suite including rules of combination and unit titles. This is a live document and as such will be updated when required. Centres will be informed via email when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2.
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About the Qualification
Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 4 Diploma in Public Relations (QCF) has been approved as the combined qualification component of the Higher Apprenticeship in Public Relations. It is a nationally recognised, combined competence and knowledge qualification. The qualification has been developed in conjunction with employers from the public relations (PR) industry to give learners flexible access, through an alternative entry, to the industry. As part of the Higher Apprenticeship Framework, the qualification supports learners as it gives them career pathways for a variety of PR roles, including PR assistant, account executive/coordinator, press officer and digital communications officer job roles. This combined qualification will enable learners to apply their knowledge and skills to real business issues in the workplace.
Qualification
AIM Awards Level 4 Diploma in Public Relations (QCF)
Assessment Internally assessed and externally moderated assessment evidence
Grading Assessment is competent / not competent. There is no grading
Progression Opportunities Learners may progress into employment in the public relations sector and may progress onto general and/or vocational qualifications
Operational Start Date 01-Apr-2014
Review Date 31-Aug-2015
Sector 15.3 Business Management
Qualification Accreditation Number
601/3034/9
Learning Aim Reference 60130349
Credits 90
Guided Learning Hours 544-604
Learner Age Range 16-18; 19+
Rules of Combination Learners must achieve 90 credits in total. Learners must achieve 58 credits from the Mandatory Units and a minimum of 32 credits from the Optional Units.
The End of the Accreditation Period
We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.
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Certificate End Date
The final date that certificates can be issued for this qualification is three years from the Last Registration Date.
AIM Awards Level 4 Diploma in Public Relations (QCF) 31-Aug-2018
Resource Requirements
There are no specific resource requirements for these qualifications. Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification.
For Inclusion in the Advanced Level Apprenticeship in Creative and Digital Media (England) Entry Guidance Learners must complete or have completed one of the English transferable skills qualifications, one of the Mathematical transferable skills qualifications and one of the ICT transferable skills qualifications listed in the Creative and Digital Media (England) Framework document (see link below) in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence, an Apprenticeship certificate cannot be awarded. Employee Rights and Responsibilities The Employee rights and responsibilities (ERR) component of the apprenticeship is embedded within the Level 3 Diploma in Creative and Digital Media qualification. The Preparing to Work in Creative Media units (mandatory units in the Level 3 Diploma qualification) are ideal ways of reiterating some of the ERR outcomes and these will be explained in the template provided by Creative Skillset. Creative Skillset will provide a template which specifies the nine ERR outcomes and must be used to record achievement and evidence of each outcome. For further detail on the signposting and documentation for ERR, please visit http://www.creativeskillset.org/acdm. Personal Learning and Thinking Skills Assessment and Recognition The six Personal Learning and Thinking Skills (PLTS) have been signposted to mandatory units within the Level 3 Diploma qualification for apprentices. Please refer to the Advanced Level Apprenticeship in Creative and Digital Media (England) document issued by Creative Skillset for further details – here.
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Section 2 Structure and Content
AIM Awards Level 4 Diploma in Public
Relations (QCF)
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Section Two
Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b
Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j
Please select the unit title to view the individual unit content and assessment guidance.
Rules of Combination for: AIM Awards Level 4 Diploma in Public Relations (QCF)
Learners must achieve 90 credits in total. Learners must achieve 58 credits from the Mandatory Units (A) and a minimum of 32 credits from the Optional Units (B).
Unit Reference Number
Unit Title A/B Level Credit Value
GLH
R/503/2891 Career Development A Three 2 15
L/504/0925 Communicating Effectively in Public Relations A Four 5 25
Y/504/0927 Delivering and Evaluating Public Relations Campaigns
A Four 6 38
D/504/0928 Delivering Professional Presentations A Three 3 22
K/600/9661 Develop Working Relationships with Colleagues and Stakeholders
A Four 4 20
R/504/0926 Pitching Public Relations Stories to the Media A Four 4 22
D/601/2654 Plan and Manage your Own Workload A Three 2 7
D/601/7644 Principles of Personal Responsibilities and How to Develop and Evaluate Own Performance at Work
A Three 4 32
H/504/0929 Researching and Analysing Data for Public Relations
A Four 6 35
M/504/0884 Understanding Public Relations A Four 4 20
A/504/0922 Understanding Public Relations Campaign Planning
A Four 5 32
A/504/0919 Understanding the Creative Process to Generate Ideas
A Four 3 22
T/504/0921 Understanding the Media Landscape A Four 6 42
T/504/0918 Understanding the Use of the Written Word for Public Relations
A Four 4 30
J/601/2552 Agree a Budget B Three 4 25
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Credits from Unit Equivalences
Please contact AIM Awards to request unit equivalences.
H/504/4253 Blog Production Skills B Three 8 60
Y/601/2541 Co-ordinate an Event B Three 4 30
R/600/9587 Develop, Maintain and Review Personal Networks
B Four 4 25
K/601/6481 Identify and Understand a Client’s Brand Strategy
B Three 4 24
T/601/2580 Manage Budgets B Four 5 29
A/502/4428 Negotiation & Influencing B Four 6 30
R/601/2540 Plan and Organise an Event B Three 4 28
D/601/2542 Plan and Organise Meetings B Three 5 25
M/503/9329 Principles of Keywords and Optimisation B Three 5 30
R/503/9324 Principles of Social Media within a Business B Three 6 42
H/502/5783 Project Management Skills B Three 1 10
K/504/0933 Understanding Client Relationships in Public Relations
B Four 4 25
T/504/0935 Understanding How Public Relations Professionals Contribute to Internal Communications
B Three 2 10
H/504/0932 Understanding How to Win New Public Relations Business
B Four 3 20
Y/504/0930 Understanding Public Relations Work within Public Affairs
B Four 5 40
M/504/0934 Understanding the Importance of Brands in Public Relations
B Four 4 32
D/504/0931 Understanding the Use of Public Relations in Issues and Crisis Management
B Five 4 24
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Section 3 Assessment and Quality
Assurance
AIM Awards Level 4 Diploma in Public
Relations (QCF)
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Section 3 Assessment and Quality Assurance Centre Staff Requirements
As an Awarding Organisation, we require that:
Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include:
o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above
o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education
Assessors should have an assessor qualification or evidence of recent relevant experience. Suitable assessor qualifications include:
o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Candidate Performance using a Range of Methods o D32 Assess Candidate Performance and D33 Assess Candidate using Differing
Sources of Evidence
In addition, Assessors must be: o occupationally competent in Public Relations to make assessment
judgements about the level and scope of individual learner performance at work;
o and occupationally competent to make assessment judgements about the quality of assessment and the assessment process
Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include:
o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF)
o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF)
o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process
In addition, Internal Verifiers must be: o occupationally competent in Public Relations to make moderation and
verification judgements about the quality of assessment and the assessment process
Additional requirements for the individual competence and knowledge units are detailed on the relevant units.
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Assessors and Internal Verifiers are recommended to attend annual Assessor
Standardisation events organised by AIM Awards to share practice and standardise
expectations.
How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i
To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). The assessment process is as follows:
The Assessor and Internal Verifier agree an assessment strategy for the qualification identifying how units and their assessment criteria will be assessed. It is likely that this will include a mixture of assessment tasks for all learners to complete (for example an essay on theory) as well as individualised assessment tasks for each learner appropriate to their apprenticeship
The assessment strategy will be informed by the requirements in appendices 5, 6 and 7. In summary:
o Assessment of the knowledge units must be evidenced separately from the competence units and must not be inferred whilst assessing competence
o Assessment of all competence units in the Level 4 Diploma in Public Relations qualification must be based on either learner performance at work or through simulation (in exceptional circumstances and must be agreed with AIM Awards prior to delivery)
o Simulation is not allowed for the Management and Leadership units
The assessment strategy and tasks must be scrutinised by the Internal Verifier before they are delivered to learners to ensure that they are fit for purpose
Learners are assessed according to the assessment strategy
The resulting assessed evidence is internally verified by an Internal Verifier at the centre, who will check for consistency across learners where they are completing individualised tasks
The assessed evidence is scrutinised by an AIM Awards appointed External Verifier (EV) to ensure reliability and validity of assessment
For more detailed guidance on working with AIM Awards qualifications, refer to the Being an AIM Awards Centre document available on our website.
Standards Setting Council/Board Assessment Requirements Documents The Skills CFA, Management Standards Centre (MSC) and Council for Administration (CfA) assessment requirements documents for the competence units in this qualification have been included in Appendix 5, Appendix 6 and Appendix 7. These have been developed by the named SSC/B in partnership with employers, training providers, awarding organisations and the regulatory authorities. Individual units will state the relevant assessment requirements for that unit. They include details on:
criteria for defining realistic working environments
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roles and occupational competence of Assessors, expert witnesses, Internal Verifiers and standards verifiers
quality control of assessment
evidence requirements
Methods of Assessment All internally set assessment tasks should be transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland (unless the qualification is specifically about learning a foreign language). To successfully achieve a unit, the learner must gather evidence which shows they have met the required standard in the assessment criteria. Centres should also refer to the assessment requirements for competence based units (Appendix 5, Appendix 6 or Appendix 7) and assessment requirements/evidence requirements section within each individual unit.
Assessment of the knowledge units must be evidenced separately from the competence units and must not be inferred whilst assessing competence
Assessment of all competence units in the Level 4 Diploma in Public Relations qualification must be based on either learner performance at work or through simulation (in exceptional circumstances and must be agreed with AIM Awards prior to delivery)
Simulation is not allowed for the Management and Leadership units
Evidence can take a variety of different forms including the examples below:
direct observation of the learner’s performance by their Assessor
outcomes from oral or written questioning
products of the learner’s work
personal statements and/or reflective accounts
outcomes from simulation, where permitted by the assessment strategy
professional discussion
assignment, project/case studies
authentic statements/witness testimony
expert witness testimony
evidence of Recognition of Prior Learning (RPL)
Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed through a separate task. Learners should be encouraged to reference the assessment criteria to which the evidence relates.
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Evidence of competence may come from:
current practice where evidence is generated from a current job role
a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace
Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification
a combination of these
Marking Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4
Once learners have completed work against the assessment tasks, the Assessor must mark it against the assessment criteria to ensure that it is at the correct level for the unit and is sufficient, appropriate, and authentic. Please refer to Appendix 4: ‘QCF Level Descriptors’ for guidance. Centres must ensure that evidence generated by individual learners in an assessment is generated by that learner, i.e. that plagiarism does not occur. Assessors must judge and mark whether each assessment criteria is either achieved or not achieved. Units are only achieved when all assessment criteria have been met. All reasonable steps must be taken to avoid any part of the assessment of a Learner (including Verification) being undertaken by any person who has a personal interest in the result of the assessment. Assessors and Internal Verifiers are recommended to attend annual Assessor Standardisation events organised by AIM Awards to share practice and standardise expectations.
Recording Achievement
Once the Assessor has marked and signed off learner work as meeting the assessment criteria, final written feedback should be provided to the learner. Assessors must make it clear to the Internal and External Verifier on a tracking document where achievement of each assessment criteria has been evidenced. To claim, the Assessor must ‘tick’ or identify ‘achieved’ on each Recommendation for Award of Credit (RAC) against unit(s) each learner has achieved and then sign/date to confirm and pass to the Internal Verifier.
The complete, tracked and assessed learner work should be presented to the Internal
Verifier for sampling according to the internal verification plan. Where work is internally
Internal Verification
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verified, as part of the sampling plan, a report should be generated with feedback to the
Assessor.
In addition, the Internal Verifier must carry out observations of Assessors carrying out assessment of competence units. A report should be generated with feedback to the Assessor on their practice. Once these processes have been completed and the Internal Verifier is satisfied with the sample and the claim, the Internal Verifier must sign/date the RAC(s) to confirm and pass forward to the EV.
External Verification
Once the learner work has been completed, assessed and internally verified according to your IV plan, it should be presented for external verification. The EV will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will want to review records of assessment, IV documentation, feedback to learners, any reasonable adjustments applied. The completed RACs must also be available for the EV to review. If the EV is satisfied with the standards of assessment and verification they will approve the RACs by signing them and learners will then be certificated.
Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2
Reasonable Adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner’s particular difficulty directly affects performance in the actual attributes to be assessed. The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.
Special Considerations
Special Consideration is consideration to be given to a learner who has temporarily experienced an illness or injury, or some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations.
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A Request for Special Consideration form (available on our website) should be completed for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the invigilator/verifier. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.
AIM Awards Qualification Standardisation
Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides us with important information for our qualification review process.
It is a requirement of the Centre Agreement that each centre offering the units from the qualification must contribute assessment materials and learners’ evidence for standardisation if requested. Samples will be requested if necessary. Outcomes from qualification standardisation will be made available to those centres using that qualification.
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Section 4 Operational Guidance
AIM Awards Level 4 Diploma in Public
Relations (QCF)
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Section 4 Operational Guidance
Offering the Qualification
Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can get details of the Centre Recognition Application process either by visiting our website or contacting the AIM Awards office. We can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them.
Approval to Offer the Qualification
Centres wishing to offer this qualification must complete and submit a Qualification Approval Form (QAF) (available on the AIM Awards website) to their allocated Customer Support Officer. Some qualifications require that centres have specific resources in place and/or that their Assessors/Internal Verifiers hold certain qualifications. Specialist requirements such as these will be identified on the Qualification Approval Form. Where this is the case, centres must provide evidence of resources/staff qualifications when submitting the completed form.
Fees and Charges
The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed until the annual centre recognition fee has been paid.
Registration and Certification Once centres have approval to offer a qualification, they will be able to register learners via the AIM Awards Online Portal. Learners must be registered onto the correct programme via the Portal (a programme is the centre’s chosen set of units from their approved qualification). Centres should also check that the correct units are listed. All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations. The RAC is used to claim the learners’ achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued. Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved.
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Charges
Section 5 Appendices
AIM Awards Level 4 Diploma in Public
Relations (QCF)
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Appendix 1 – AIM Awards Qualification Approval Form (QAF) …………………… 23
Appendix 2 – Qualification Description (Summary) ………………………………….. 27
Appendix 3 – AIM Awards Glossary of Assessment Terms ……………………….. 31
Appendix 4 – QCF Level Descriptors ............................................................. 34
Appendix 5 – Skills CFA – Public Relations Assessment Requirements……… 38
Appendix 6 – Management Standards Centre (MSC) – Assessment Strategy for
Management and Leadership……………………………………………… 45
Appendix 7 – Council for Administration (CfA) - Assessment Strategy for Business
and Administration…………………………………………………………………….. 48
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APPENDIX 1
AIM AWARDS QUALIFICATION APPROVAL FORM (QAF)
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Qualification Approval Form
3 RULES OF COMBINATION
Please refer to the AIM Awards Level 4 Diploma in Public Relations (QCF) Specification
1 CENTRE DETAILS
Centre name: Centre Number:
Curriculum Manager Responsible for Qualification(s) Requested:
Position:
Contact Details:
Centre has Direct Claims Status (DCS)
Yes / No Application for DCS to be extended to this qualification Yes / No
If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank:
2 QUALIFICATION APPROVAL DETAILS
The centre requests approval to run the following qualification(s):
AIM Awards Level 4 Diploma in Public Relations (QCF)
Intended target learner group/age: Intended number of learners:
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4 ENTRY GUIDANCE
Learner entry guidance (taken from qualification specification):
Centre confirmation:
Learners who are completing the AIM Awards Level 4 Diploma in Public Relations (QCF) as part of the Higher Apprenticeship in Public Relations must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below:
English
Functional Skills qualification in English
GCSE qualification in English (with enhanced functional content)
Mathematics
Functional Skills qualification in Mathematics
GCSE qualification (with enhanced functional content) in Mathematics
(Please confirm here)
Specialist staffing qualifications required (taken from qualification specification):
Centre confirmation of required staff qualifications:
I have attached proof of qualifications:
Assessors should have an Assessor qualification or evidence of recent relevant experience. In addition, Assessors must be: occupationally competent to
make Public Relations assessment judgements about the level and scope of individual candidate performance at work;
and occupationally competent to make assessment judgements about the quality of assessment and the assessment process.
Additional requirements for the individual competence and knowledge units are detailed on the relevant units.
(Please confirm here) Yes/ No
Internal Verifiers should have an Internal Verification qualification or evidence of recent relevant
(Please confirm here) Yes / No
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5 CONFIRMATION & APPROVAL
I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement.
Centre Curriculum Contact Signature Date
Admin confirmation of AIM Awards QR and CDM approval
Date
Confirmation of extension of DCS to this qualification: Yes/No
experience. In addition, Internal Verifiers must be: occupationally competent to
make Public Relations moderation and verification judgements about the quality of assessment and the assessment process
Additional requirements for the individual competence and knowledge units are detailed on the relevant units.
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APPENDIX 2
QUALIFICATION DESCRIPTION (SUMMARY)
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Qualification Title
AIM Awards Level 4 Diploma in Public Relations (QCF)
Ofqual Qualification Number
601/3034/9
Guided Learning Hours 544-604
Total Credits required 90
Mandatory Credits required 58
Minimum Age 16
Qualification Start Date: 01-Apr-2014
Charge per learner: £140
AIM Awards Level 4 Diploma in Public
Relations (QCF)
Description of the Qualification The AIM Awards Level 4 Diploma in Public Relations (QCF) has been approved as the combined qualification component of the Higher Apprenticeship in Public Relations. It is a nationally recognised, combined competence and knowledge qualification. The qualification has been developed in conjunction with employers from the public relations (PR) industry to give learners flexible access, through an alternative entry, to the industry. As part of the Higher Apprenticeship Framework, the qualification supports learners as it gives them career pathways for a variety of PR roles, including PR assistant, account executive/coordinator, press officer and digital communications officer job roles. This combined qualification will enable learners to apply their knowledge and skills to real business issues in the workplace.
Approval Details
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Unit Reference Number
Unit Title A/B Level Credit Value
GLH
R/503/2891 Career Development A Three 2 15
L/504/0925 Communicating Effectively in Public Relations A Four 5 25
Y/504/0927 Delivering and Evaluating Public Relations Campaigns
A Four 6 38
D/504/0928 Delivering Professional Presentations A Three 3 22
K/600/9661 Develop Working Relationships with Colleagues and Stakeholders
A Four 4 20
R/504/0926 Pitching Public Relations Stories to the Media A Four 4 22
D/601/2654 Plan and Manage your Own Workload A Three 2 7
D/601/7644 Principles of Personal Responsibilities and How to Develop and Evaluate Own Performance at Work
A Three 4 32
H/504/0929 Researching and Analysing Data for Public Relations
A Four 6 35
M/504/0884 Understanding Public Relations A Four 4 20
A/504/0922 Understanding Public Relations Campaign Planning
A Four 5 32
A/504/0919 Understanding the Creative Process to Generate Ideas
A Four 3 22
T/504/0921 Understanding the Media Landscape A Four 6 42
T/504/0918 Understanding the Use of the Written Word for Public Relations
A Four 4 30
J/601/2552 Agree a Budget B Three 4 25
H/504/4253 Blog Production Skills B Three 8 60
Y/601/2541 Co-ordinate an Event B Three 4 30
R/600/9587 Develop, Maintain and Review Personal Networks
B Four 4 25
How to Achieve the Qualification
Learners must achieve 90 credits in total. Learners must achieve 58 credits from the Mandatory
Units (A) and a minimum of 32 credits from the Optional Units (B).
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K/601/6481 Identify and Understand a Client’s Brand Strategy
B Three 4 24
T/601/2580 Manage Budgets B Four 5 29
A/502/4428 Negotiation & Influencing B Four 6 30
R/601/2540 Plan and Organise an Event B Three 4 28
D/601/2542 Plan and Organise Meetings B Three 5 25
M/503/9329 Principles of Keywords and Optimisation B Three 5 30
R/503/9324 Principles of Social Media within a Business B Three 6 42
H/502/5783 Project Management Skills B Three 1 10
K/504/0933 Understanding Client Relationships in Public Relations
B Four 4 25
T/504/0935 Understanding How Public Relations Professionals Contribute to Internal Communications
B Three 2 10
H/504/0932 Understanding How to Win New Public Relations Business
B Four 3 20
Y/504/0930 Understanding Public Relations Work within Public Affairs
B Four 5 40
M/504/0934 Understanding the Importance of Brands in Public Relations
B Four 4 32
D/504/0931 Understanding the Use of Public Relations in Issues and Crisis Management
B Five 4 24
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APPENDIX 3
GLOSSARY OF ASSESSMENT TERMS
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Glossary of Assessment Terms
There are two main types of assessment: summative and formative. The key to good
assessment practice is for Assessors to understand what each method contributes and to
build their practice to maximise the effectiveness of each.
Assessment Criteria: descriptions by which the Assessor determines whether a learner has
demonstrated achievement of the intended learning outcomes for a particular level.
Formative Assessment: designed to provide learners with feedback on progress and inform
development.
Summative Assessment: provides a measure of achievement in respect of a learner’s
performance in relation to the intended learning outcomes. It contributes to the overall
result of achieved/not achieved.
Assessment Terms
Analyse Identify separate factors, show how they are related and
how each one contributes to the whole
Appraise Consider the positive and negative points and give a
reasoned judgement
Assess Give consideration to all the factors or events that apply
and then make a careful and valued judgement as to
which are the most important or relevant
Comment critically Give a view after consideration of all the evidence. In
particular decide the importance of all the relevant
positive and negative aspects
Compare/Contrast Using the main factors that apply in two or more
situations unpick the similarities and differences or
advantages and disadvantages
Define Make clear what a particular term means and give an
example, if appropriate, to show what is meant
Demonstrate Show by example
Describe Give a clear overview that includes all the relevant
features – ‘painting a picture with words’
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Design Create a plan, proposal or brief to illustrate a concept or
idea
Discuss Take part in a conversation about a topic
Draw conclusions Use the evidence provided to reach a reasoned
judgement
Evaluate Decide the degree to which a statement is true or the
importance or value of something by reviewing the
information.
Explain Set out in detail the meaning of something, with reasons.
More complex than describe or list, so it can help to give
an example to show what is meant. Introduce the topic
then give the ‘how’ or ‘why’
Identify Pin point or choose the right one or give a list of the main
features
Illustrate Include examples, a diagram, pictures or photographs to
show what is meant
Interpret Give the meaning of something
List Provide the information in a list, rather than in
continuous writing
Outline Give a brief overview
Plan Work out and decide how to carry out a task or activity
Select Choose from a given range
State Give a clear but brief account
Summarise Write or articulate briefly the main points or essential
features
34
APPENDIX 4
QCF LEVEL DESCRIPTORS
Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework
35
Qualifications and Credit Framework: Level Descriptors
Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 3 Achievement at level 3 reflects
the ability to identify and use
relevant understanding, methods
and skills to complete tasks and
address problems that, while well
defined, have a measure of
complexity. It includes taking
responsibility for initiating and
completing tasks and procedures
as well as exercising autonomy
and judgement within limited
parameters. It also reflects
awareness of different
perspectives or approaches within
an area of study or work.
Use factual, procedural and
theoretical understanding to
complete tasks and address
problems that, while well defined,
may be complex and non- routine
Interpret and evaluate relevant
information and ideas
Be aware of the nature of the area
of study or work
Have awareness of different
perspectives or approaches within
the area of study or work
Address problems that, while well
defined, may be complex and non-
routine
Identify, select and use appropriate
skills, methods and procedures
Use appropriate investigation to
inform actions
Review how effective methods and
actions have been
Take responsibility for initiating and
completing tasks and procedures,
including, where relevant,
responsibility for supervising or
guiding others
Exercise autonomy and judgement
within limited parameters
36
Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 4 Achievement at level 4 reflects
the ability to identify and use
relevant understanding, methods
and skills to address problems
that are well defined but complex
and non-routine. It includes taking
responsibility for overall courses
of action as well as exercising
autonomy and judgement within
fairly broad parameters. It also
reflects understanding of different
perspectives or approaches within
an area of study or work
Use practical, theoretical or
technical understanding to address
problems that are well de- fined but
complex and non-routine
Analyse, interpret and evaluate
relevant information and ideas
Be aware of the nature and
approximate scope of the area of
study or work
Have an informed awareness of
different perspectives or
approaches within the area of study
or work
Address problems that are complex
and non-routine while normally
fairly well defined
Identify, adapt and use appropriate
methods and skills
Initiate and use appropriate
investigation to inform actions
Review the effectiveness and
appropriateness of methods,
actions and results
Take responsibility for courses of
action, including, where relevant,
responsibility for the work of others
Exercise autonomy and judgement
within broad but generally well-
defined parameters
37
Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 5 Achievement at level 5 reflects
the ability to identify and use
relevant understanding, methods
and skills to address
broadly-defined, complex
problems. It includes taking
responsibility for planning and
developing courses of action as
well as exercising autonomy and
judgement within broad
parameters. It also reflects
understanding of different
perspectives, approaches or
schools of thought and the
reasoning behind them.
Use practical, theoretical or
technological understanding to find
ways forward in broadly-defined,
complex contexts
Analyse, interpret and evaluate
relevant information, concepts and
ideas
Be aware of the nature and scope
of the area of study or work
Understand different perspectives,
approaches or schools of thought
and the reasoning behind them
Address broadly-defined, complex
problems
Determine, adapt and use
appropriate methods and skills
Use relevant research or
development to inform actions
Evaluate actions, methods and
results
Take responsibility for planning and
developing courses of action,
including, where relevant,
responsibility for the work of others
Exercise autonomy and judgement
within broad parameters
38
APPENDIX 5
SKILLS CFA – PUBLIC RELATIONS ASSESSMENT
REQUIREMENTS
39
Skills CFA – Public Relations Assessment Requirements
Diploma in Public Relations August 2012 1 Introduction 1.1 The Public Relations Assessment Requirements are designed to provide
awarding organisations with a robust and flexible approach to deliver assessment for the Level 4 Diploma in Public Relations (QCF).
2 External quality control 2.1 Awarding organisations will provide quality assurance that supports the
delivery to all Level 4 Diploma in Public Relations (QCF) assessment centres, in line with regulatory requirements in England, Scotland, Wales and Northern Ireland.
2.2 Awarding organisations will regularly carry out standard risk
assessments in each Level 4 Diploma in Public Relations (QCF)
qualification assessment centre and manage all identified risks
appropriately. 2.3 Awarding organisations will consistently apply external verification processes
at all Level 4 Diploma in Public Relations (QCF) assessment centres,
underpinned by standard risk assessment and risk management processes. 2.4 Awarding organisations will supply Skills CFA with quarterly reports on
registration and achievement for the Level 4 Diploma in Public Relations
(QCF), at unit level where available
3 Assessing performance 3.1 The Level 4 Diploma in Public Relations (QCF) includes both competence and
knowledge units, as identified in Annex 1. Assessment of all competence units
of the Level 4 Diploma in Public Relations (QCF) qualification must be based
on either candidate performance at work or through simulation, as necessary
(See Section 4 below). 3.2 Assessment of knowledge units of the Level 4 Diploma in Public Relations
(QCF) may be assessed however the awarding organisation sees fit, but
must be in-line with regulatory requirements in England, Scotland, Wales
and Northern Ireland. Assessment of the knowledge units must be
evidenced separately from the competence units.
.3 Evidence of achievement of knowledge learning outcomes and assessment
criteria must not be inferred whilst assessing competence.
40
3.4 Competence units which have been imported into the Level 4 Diploma in
Public Relations (QCF) will be assessed in compliance with the imported
assessment strategies, where they exist. Where no alternative assessment
requirements or assessment strategies exist, units should be assessed in
adherence to the requirements set out in this assessment requirements
document. 4 Simulation of competence units 4.1 Simulation must not be used, except in exceptional circumstances where
natural work evidence is unlikely to occur. Agreement must be gained from
the awarding organisation for the use of any simulated evidence. If simulation
is used, it should be used sparingly and should only form a small part of the
evidence for the qualification. 5 Occupational expertise to assess performance, and moderate and verify
assessments 5.1 Assessment and Verification must be carried out in line with relevant National
Occupational Standards, as follows:
a. Assessors must carry out assessment to the National Occupational Standards for Learning and Development (March 2010) Standard 9.
b. Internal Verifiers or moderators must carry out internal quality
assurance to the National Occupational Standards for Learning and
Development (March 2010) Standard 11.
c. External Verifiers or moderators must carry out external quality
assurance to the National Occupational Standards for Learning and
Development (March 2010) Standard 12. 5.2 Assessors, internal moderators or verifiers that are working towards
achievement of the appropriate qualifications for assessment and internal quality assurance must have their assessment decisions counter-signed by occupationally competent and suitably qualified Assessors, internal moderators or verifiers, respectively.
5.3 Candidates work achievements must be assessed moderated or verified at
work by: a. Assessors, moderators or verifiers who have achieved, or are working towards achievement of, the appropriate regulatory body approved qualifications for assessment, moderation or verification;
OR
b. A trainer, supervisor or manager, elected by an employer, who must either: 1. Have achieved, or be working towards achieving, appropriate regulatory body approved unit qualifications for assessment, moderation or verification;
41
OR
2. Seek guidance and approval from an awarding organisation to demonstrate that the:
Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions
Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the assessment, moderation or verification qualifications are based.
5.4 Assessors (including trainers, managers and supervisors, where they are
involved in assessment) must be occupationally competent to make Public Relations assessment judgements about the level and scope of individual candidate performance at work; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process.
5.5 External Moderators/Verifiers or Internal Moderators/Verifiers (including
trainers, managers and supervisors, where they are involved in moderation or verification) must be occupationally competent to make Public Relations moderation and verification judgements about the quality of assessment and the assessment process.
5.6 Awarding organisations will supply information on the requirements for
internal and external moderation/verification activities to Level 4 Diploma in Public Relations (QCF) assessment centres.
5.7 Skills CFA and awarding organisations requires all Assessors, moderators
and Verifiers to maintain current Public Relations competence to deliver these functions. Skills CFA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Level 4 Diploma in Public Relations (QCF) assessment centres.
42
Annex 1:
Group A - Mandatory Units
Credit
Level
GLH
Knowledge/
Competence
Unit Owner
Unit 1
D/601/7644
Principles of Personal Responsibilities and how to
Develop and Evaluate Own Performance at Work
4
3
32
K
CFA
Unit 2
M/504/0884
Understanding Public Relations
4
4
20
K
Pearson
Education
Unit 3
T/504/0918
Understanding the Use of the Written Word for
Public Relations
4
4
30
K
Pearson
Education
Unit 4
A/504/0919
Understanding the Creative Process to Generate
Ideas
3
4
22
K
Pearson
Education
Unit 5
T/504/0921
Understanding the Media Landscape
6
4
42
K
Pearson
Education
Unit 6
A/504/0922
Understanding Public Relations Campaign
Planning
5
4
32
K
Pearson
Education
Unit 7
L/504/0925
Communicating Effectively in Public Relations
5
4
25
C
Pearson
Education
Unit 8
R/504/0926
Pitching Public Relations Stories to the Media
4
4
22
C
Pearson
Education
Unit 9
Y/504/0927
Delivering and Evaluating Public Relations
Campaigns
6
4
38
C
Pearson
Education
Unit 10
D/504/0928
Delivering Professional Presentations
3
3
22
C
Pearson
Education
Unit 11
D/601/2654
Plan and Manage your Own Workload
2
3
7
C
CFA
43
Unit 12
H/504/0929
Researching and Analysing Data for Public
Relations
6
4
35
C
Pearson
Education
Unit 13
K/600/9661
Develop Working Relationships with Colleagues and
Stakeholders
4
4
20
C
MSC
Unit 14
R/503/2891
Career Development
2
3
15
K
Pearson
Education
Group B – Optional Units
Credit
Level
GLH Knowledge/ Competence
Unit Owner
Unit 15
Y/504/0930
Understanding Public Relations Work within Public Affairs
5
4
40
K
Pearson Education
Unit 16
D/504/0931
Understanding the Use of Public Relations in
Issues and Crisis Management
4
5
24
K
Pearson
Education
Unit 17
H/504/0932
Understanding How to Win New Public Relations Business
3
4
20
K
Pearson Education
Unit 18
K/504/0933
Understanding Client Relationships in Public
Relations
4
4
25
K
Pearson
Education
Unit 19
M/504/0934
Understanding the Importance of Brands in Public Relations
4
4
32
K
Pearson Education
Unit 20
T/504/0935
Understanding How Public Relations Professionals
Contribute to Internal Communications
2
3
10
K
Pearson
Education
Unit 21
R/601/2540
Plan and Organise an Event
4
3
28
C
CFA
Unit 22
Y/601/2541
Co-ordinate an Event
4
3
30
C
CFA
Unit 23
D/601/2542
Plan and Organise Meetings
5
3
25
C
CFA
44
Unit 24
H/502/5783
Project Management Skills
1
3
10
K
Pearson Education
Unit 25
J/601/2552
Agree a Budget
4
3
25
C
CFA
Unit 26
T/601/2580
Manage Budgets
5
4
29
C
CFA
Unit 27
A/502/4428
Negotiation and Influencing
6
4
30
C
ICM
Unit 28
R/600/9587
Develop, Maintain and Review Personal Networks
4
4
25
C
MSC
APPENDIX 6
MANAGEMENT STANDARDS CENTRE (MSC) – ASSESSMENT STRATEGY FOR MANAGEMENT
AND LEADERSHIP
46
Management Standards Centre (MSC) – Assessment Strategy for Management and Leadership National Vocational (QCF) units The Management Standards Centre (MSC) is the Government-recognised standards setting body for management and leadership. This document sets out the overarching assessment strategy for National Vocational Qualifications QCF and related units and Scottish Vocational Qualifications (SVQs) in management and leadership based on the National Occupational Standards (NOS) for management and leadership.
1 Achieving External Quality Control of Assessment The following measures are proposed in terms of achieving external quality control of assessment:
Application of risk management. The MSC will expect awarding bodies to apply risk management systems to the awarding of NVQs and SVQs in management and leadership and deploy resources accordingly to tackle identified risks.
The existing Management and Leadership Qualifications Forum (M&LQF) will take on a more active role in relation to the ongoing assessment and quality assurance of NVQs and SVQs in management and leadership.
The MSC encourages Standardisation activities/exercises across centres (Assessors and Internal Verifiers) and External Verifiers where appropriate.
2 Assessment through Performance in the Workplace
The NVQs and SVQs in management and leadership are to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc.
3 Assessment by Simulation Simulation is not allowed.
4 Requirements for Assessors and Verifiers Assessors and Verifiers must demonstrate that they:
Have credible expertise in management and leadership relevant to the level(s)/units they are assessing or verifying.
Keep themselves up-to-date with developments in management and leadership practice;
Have a thorough understanding of the NOS for management and leadership at the unit(s)/level(s) they are assessing or verifying.
In addition Assessors and Verifiers must have:
An accredited assessor and/or verifier qualification, or
47
A related qualification in assessment and/or verification that has been mapped to the National Occupational Standards for assessment and/or verifications, Or
Evidence of undertaking an employer assessment programme that has been mapped to the National Occupational Standards for assessment and/or verifications.
48
APPENDIX 7
COUNCIL FOR ADMINISTRATION (CFA) –
ASSESSMENT STRATEGY FOR BUSINESS AND
ADMINISTRATION
49
Council for Administration (CfA) Assessment Strategy for Business and Administration
1 Introduction 1.1 The Business and Administration Assessment Strategy is designed to provide
awarding organisations with a robust and flexible approach to deliver assessment for Business and Administration NVQs and competence-based qualifications.
2 External quality control 2.1 Awarding organisations will provide qualifications and quality assurance that
support their delivery to all Business and Administration NVQs and competence-based qualification assessment centres in line with regulatory requirements in England, Scotland, Wales and Northern Ireland.
2.2 Awarding organisations must use independent assessment for competence-based
qualifications. 2.3 Awarding organisations will supply the Council for Administration (CfA) with
reports:
Quarterly: provide registration and achievement data at unit and qualification levels.
3 Assessing performance 3.1 Assessment of all units at any level of Business and Administration NVQs and
competence-based qualifications may be based on either learner performance at work or through simulation, as necessary (see Section 4 below).
4 Simulation of NVQ/SVQ units
4.1 If a unit or part of a unit at any level is simulated, it must be undertaken in a ‘realistic working environment’ (RWE).
4.2 Awarding organisations will provide guidance for centres on RWEs. Awarding
organisations will make sure RWEs, ‘provide an environment which replicates the
key characteristics of the workplace in which the skill to be assessed is normally
employed’. 4.3 Units which have been imported by the CfA in their Business and Administration
NVQs and competence-based qualifications will be assessed in compliance with their relevant assessment strategies.
50
5 Occupational expertise to assess performance, and moderate and verify assessments
5.1 Learners can be assessed, moderated or verified at work either by:
a) Assessors, moderators or verifiers who have achieved or are working towards
achievement of the appropriate regulatory body approved unit qualifications for assessment, moderation or verification;
OR
b) A trainer, supervisor or manager, employed by an organisation, who must
either:
1 Have achieved or be in the process of achieving the appropriate regulatory body approved unit qualifications for assessment, moderation or verification; or,
2 Seek guidance and approval from an awarding organisation to demonstrate
that the:
Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions
Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the qualifications above are based.
5.2 Assessors must be occupationally competent to make Business and Administration
assessment judgements about the level and scope of individual learner performance at work or in RWEs; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process.
5.3 External Moderators/Verifiers or Internal Moderators/Verifiers must be
occupationally competent to make Business and Administration moderation and verification judgements about the quality of assessment and the assessment process.
5.4 Awarding organisations will supply full information on the requirements for internal
and external moderation/verification activities to Business and Administration assessment centres.
5.5 The sector requires all assessors, moderators and verifiers to maintain current
Business and Administration competence to deliver these functions. The CfA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Business and Administration assessment centre
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