Digital Content

Agored Cymru is a Welsh awarding body specialising in meeting the distinct needs of learners, employers and communities.

We exist to create flexible learning opportunities and reward achievement to help people of every age and level achieve their full potential.

All our units and qualifications are flexible enough to meet the needs of learners in any setting – from schools to FE and from offender learning to training in the workplace.

With over 20 years experience in designing inclusive learning, our team of specialists provides support in developing an accessible and quality assured curriculum.

We are a charity and social enterprise: we work collaboratively with partners to maximise the impact of learning in meeting the diverse needs of communities and employers in Wales.

Because we work exclusively in Wales, we are ideally placed to respond to the demands of our learners and centres. Our qualifications are uniquely tailored to the needs and priorities of individuals, communities, employers and the aims of a modern Wales.

We work for the benefit of Wales: our dedicated team of specialists is committed to promoting the Welsh language by encouraging assessment through the medium of Welsh.

We offer our recognised centres the opportunity to deliver effective lifelong learning, widen opportunity and enable progression within current education and training frameworks.

At all times, we are committed to providing a high quality, responsive service to all our centres and learners.

Agored Cymru Qualifications:

• are available through the medium of Welsh, including certification;
• enable accreditation of component units to recognise continuing professional development (CPD), where full qualifications are not required;
• meet the needs of learners in Wales by developing qualifications that respond directly to the Welsh agenda;
• provide a range of flexible and responsive provision, designed to help learners achieve their potential;
• are designed to suit the needs and priorities of individuals, communities, employers and the national aims of a modern Wales.

Digital content professionals are responsible for the design, creation, sharing and updating of published content via a range of digital channels (including web and mobile app) to support business and marketing goals. Digital content professionals need technical skills in design, coding and multimedia editing, as well as using a mix of technology tools and platforms for reviewing and enhancing website performance and effectiveness using digital analytics. They also need an understanding of web architectures, UX, hosting and security. They work closely alongside both IT and Marketing professionals.

They are responsible for producing clear, relevant and engaging content to ensure all communications meet the needs of key audiences. They need to understand how to maintain fresh and inspiring content and make things look good on a web page, defining and improving the customer experience across the organisation’s digital properties. They help to shape, develop and deliver value based digital initiatives to improve the efficiency and/or profitability of the organisation.

They contribute to the design, delivery and performance of web, email and social media marketing campaigns (such as events, product launches, digital member acquisition), but their primary role is to ensure online and mobile content meets business needs.

Typical competences in these Diplomas include:

• Website design, including navigation and user experience testing
• Creating and using templates and design patterns
• Content creation and management across all digital channels including websites, social media and mobile apps
• Implementing an e-commerce solution and managing e-commerce catalogue content
• Developing the scripts that link data-driven interactive applications to data sources
• Designing and developing web and mobile apps
• Working with specialists in graphic design, photography and video production to develop and edit digital assets to deploy onto a range of digital platforms
• Uploading copy for digital marketing channels (e.g. web; PPC; email; keyword, paid search and social media marketing campaigns)
• Set up and analysis of data for site optimisation (including SEO, content usage, engagement, user experience).

The Level 3 Diploma in Digital Content Development forms the qualification element of the Level 3 Apprenticeship in Digital Content Development.

The Level 4 Diploma in Digital Content Management forms the qualification element of the Level 4 Apprenticeship in Digital Content Management.

The purpose of these frameworks is to allow learners to develop the knowledge and competence skills required for working in digital content development roles. The framework is relevant for the following jobs:

• Digital Content Manager
• Digital Marketing Technologist
• Digital Marketing and Content Manager
• Digital Services Manager
• Digital Content Manager and Social Media Coordinator
• SEO Manager
• Digital Content and Optimisation Manager
• Digital Media Designer/Producer
• Digital Content Executive/Writer
• Web Content Manager.

The framework will also contribute to meeting the skills priorities in Wales by:

• Developing essential skills to improve general literacy, numeracy and ICT competence in Wales
• Helping employers to grow their online presence and increase business reach, competitiveness and prosperity 
• Providing a clear pathway into digital jobs to support growth of the Welsh economy
• Building the apprentice’s employability and ability to contribute to employers’ success

This framework will also help to deliver digital skills for everyone as part of the Digital Wales Delivery Plan.

Agored Cymru Level 3 Diploma in Digital Content Development

Guided learning hours (GLH): 565 hours

Total qualification time (TQT): 720 hours

Agored Cymru Level 4 Diploma in Digital Content Management

Guided learning hours (GLH): 780 hours

Total qualification time (TQT): 1270 hours

Learners must:

• be 16 years or over

There are no specific entry conditions for the Level 3 Diploma but qualifications which may provide a useful grounding include:

• Learning from the 14 to 19 Pathways
• Qualifications in the Welsh Baccalaureate
• Wider Key Skills
• Essential Skills Wales
• GCSEs, A Levels or National Diplomas in ICT-related subjects.

The Level 4 Diploma in Digital Content Management builds on the knowledge, skills and competence gained at Level 3, but it is not necessary to have completed the Level 3 Diploma first.

The majority of employers in this area require candidates who are:

• proactive, fast learners; able to work both in a team and sometimes alone
• able to focus on assisting customers and colleagues to find solutions to problems
• able to work logically and methodically, often under pressure to set deadlines
• able to deliver what is required, when it is required
• open to change and focus on the requirements of the business at all times.

Applicants should have a keen interest in digital technologies and some experience in building and maintaining a web presence.

Applicants from diverse backgrounds are welcomed and The Tech Partnership expects employers and training providers to comply with the provisions of the Equality Act to ensure that applicants are not discriminated against in terms of entry to, and progression within the sector.

All parties involved in the delivery of Apprenticeships should ensure that there is equality of opportunity for all and any barriers (real or perceived) are addressed to support anyone seeking to enter employment and undertaking an Apprenticeship.

These qualifications are available in English and Welsh. If these qualifications are required in other languages, please contact a Centre Manager at Agored Cymru.

If you are an Agored Cymru recognised centre and would like more information about offering these Agored Cymru qualifications, please contact your Centre Manager.

Units from the qualification must be added to your framework – this can be done by logging onto the Agored Cymru website. For guidance on how to add units / qualifications to your framework, please click here.

If you are interested in offering these Agored Cymru qualifications but are not currently an Agored Cymru recognised centre, please contact a Centre Manager for guidance on how to become a recognised centre with us.

These qualifications are only available through Agored Cymru recognised centres. If you would like to find out more about either becoming a recognised centre or working in partnership with a recognised centre, please access the ‘Centre’ area of the website or contact a Centre Manager for more information.

It is the responsibility of the centre to have systems in place to ensure that the person registered on a qualification or unit and taking an assessment is indeed the person they are claiming to be. All centres are therefore required to ensure that each learner’s identification is checked before they undertake the qualification, unit and assessment. Agored Cymru recommends the following as proof of a learner’s identity:

• a valid passport (any nationality)
• a signed UK photocard driving licence
• a valid warrant card issued by HM forces or the police
• another photographic ID card, e.g. employee ID card, student ID card, travel card etc.

If a learner is unable to produce any of the forms of photographic identification listed above, a centre may accept another form of identification containing a signature, for example, a credit card. Identification by a third-party representative, such as a line manager, human resources manager or invigilator, could also be accepted.

The Level 3 Diploma offers successful candidates the opportunity to further progress in their studies and go on to undertake a related degree programme. They could select from Bachelors degrees, Foundation degrees, Higher Nationals or another higher level qualification.

Apprentices may also elect to continue within their job role and pursue their learning by undertaking additional technical, business or managerial level training and qualifications. Apprentices who have completed a Level 3 apprenticeship programme have often progressed within their career to take on team leader or senior level positions, utilising their expanding technical expertise – and guiding and training others within the organisation.

The Diploma in Digital Content Management at Level 4 will provide a progression route for those completing the Level 3, and a direct non-graduate entry route into the IT industry, giving a route to more specialised and technical roles.

Agored Cymru is committed to the embedding of ESDGC within learning in Wales. ESDGC recognises that everyone’s actions are interlinked: the decisions and lifestyles of learners impact on the lives of other people throughout the world.

By integrating ESDGC within the curriculum, Learning and Development practitioners can present impartial and practical views that allow learners to make informed choices. ESDGC is not an ‘additional subject’: it should be integrated into all areas of the curriculum wherever possible.

There are seven interconnected key themes that have been identified within ESDGC: further information can be found on the Welsh Government website.

Each unit includes suggestions for embedding the different ESDGC themes. Please note that this is for guidance only and is not intended to restrict the ways in which ESDGC can be incorporated.

The Level 3 and Level 4 Diplomas are mapped to the National Occupational Standards for Digital Content Management updated in April 2018. The Level 4 Diploma additionally maps to the NOS for IT Project Management.

Copies of the relevant NOS are available from the NOS database.

Current funding information is available on Qualifications in Wales (QiW).

For further information regarding discounted charges and incentives please contact a Centre Manager.

RPL is an assessment method leading to the award of credit. Assessors must consider if RPL can be applied for any learners. RPL is a method of assessment that considers whether learners can demonstrate that they can meet the assessment requirements for a unit / part of a unit and / or qualification through knowledge, understanding or skills that they already possess and so do not need to develop through a course of learning.

Please click here to view the Recognition of Prior Learning policy for further guidance.

Centres must register all learners promptly, within a timely manner, appropriate to the duration of the course start date. For guidance on registering learners, please click here.

Delivery

Centres must ensure that qualifications are delivered effectively and efficiently. Well considered and detailed course planning is a critical feature of effective delivery. Centres must have, and be able to demonstrate, a robust documented internal process for coherent course design, development and delivery.

A key feature of many of our qualifications is the flexibility they offer centres to contextualise them to meet the specific needs of their learners. This flexibility promotes strong learner engagement and meaningful learning experiences.

Centres should ensure that detailed schemes of work and session plans are in place which consider all aspects of the qualification specification. These should include details of strategies and resources required for teaching and assessment that meet learners’ needs.

Teaching and learning approaches must be consistent with the context, level and stipulations of the qualification and be designed to engage, stimulate and motivate learners.

Assessment

Centre devised assessments must meet the qualification specification. Assessments must enable the assessor to differentiate accurately and consistently between the levels of attainment demonstrated by learners. Assessment must only include content that is drawn from the knowledge, skills and understanding in the specification and that the level of demand must be consistent.

Assessment must:

• make it possible for learners to demonstrate the extent to which they have the knowledge, skills and understanding required by the qualification
• allow the specified level of attainment to be reached by a learner who has attained the required level of knowledge, skills and understanding
• be fit for purpose, valid and appropriate to the knowledge, skills and understanding being measured
• effectively differentiate between learners (on the basis of the knowledge, skills and understanding being assessed)
• accurately measure the knowledge, skills and understanding that it is intended to measure

Centres are required to ensure that centre devised assessments are kept under review, amending them where necessary, to ensure they remain fit for purpose, for example by reflecting new requirements, good practice or legislation.

Some qualifications and their units will prescribe the assessment methods that must be used. These prescribed methods will be highlighted within individual units.

Where the methods are not prescribed, centres should use a variety of assessment methods to assess learners as this will allow learners to demonstrate their knowledge and/or skills competency. The most important factor is that the assessment methods are appropriate for the intended outcome.

Centres must adhere to Agored Cymru’s assessment requirements when delivering qualifications, a unit or units.

For guidance on assessment, please refer to the Agored Cymru Guide to Assessment.

Assessors must:

• have current and/or relevant experience in assessing;
• have undertaken relevant training if new to assessing (Agored Cymru Introduction to Assessment courses);
• have good knowledge and understanding of Agored Cymru assessment requirements;
• be familiar with the level of the qualification and its unit(s);
• have good subject knowledge and understanding and/or experience of the unit(s)/qualification(s) being assessed.

Assessors do not currently need to have a formal assessment qualification* to assess Agored Cymru units and / or qualifications, unless stated in the qualification guide or unit specification. However, Agored Cymru strongly recommends that assessors work towards formal accreditation (e.g. Level 3 Certificate in Assessing Vocational Achievement). In addition, Agored Cymru strongly recommends that assessors attend Agored Cymru’s Introduction to Assessment training.

Specific Assessor Requirements

Specific unit assessment requirements

Assessors should ensure that every learning outcome and assessment area has been evidenced. There are opportunities for a holistic approach to assessment across a number of units, notably the three programming units.

At Level 3

Creating an event driven computer program

Creating an object oriented computer program

Creating a procedural computer program

At Level 4

Designing and developing event-driven computer programs

Designing and developing object-oriented computer programs

Designing and developing procedural computer programs

Achievement of these units can be evidenced from the practical activities embedded in the holistic assessment for the mandatory units at each level.

There are three types of assessment evidence required:

• Holistic assessment – evidence must cover all the required aspects listed. In cases where the evidence is a product of teamwork, for example in production of a company website or mobile app, the assessor must ensure that the candidate can evidence their own competence in each area listed.
• Observations and/or witness testimonies must be detailed and put the evidence into context i.e. the purpose of the work
• Evidence of questions must include a written or recorded account of the question and response.

 Simulation is not permitted for any of the units in this qualification.

Centres must implement and maintain an effective internal quality assurance system. Internal verification is an essential part of a quality assurance system, particularly when there is no external summative (end of course) assessment such as an exam or online test.

Agored Cymru do not impose a particular internal verification process on centres, however, centres are required to implement effective internal verification checks to confirm that the assessment process (i.e. from pre-course planning to the award of credit) is fit for purpose and is implemented accurately, fairly and consistently and to the required standards.

Centres must adhere to Agored Cymru’s quality assurance requirements when carrying out internal verification on any unit(s) from qualifications.

Internal quality assurers must:

• have current and/or relevant experience in assessing and internal verification;
• have undertaken relevant training if new to internal quality assurance (see website for Agored Cymru Introduction to Internal Verification courses);
• have good knowledge and understanding of Agored Cymru internal verification requirements.
• Have good knowledge and understanding of Agored Cymru units and qualification in their chosen sector(s).
• be familiar with the level of the unit(s)/qualification(s) being delivered;

Internal verifiers do not currently need to have a formal internal verification qualification to internally verify Agored Cymru units and / or qualification, unless stated in the qualification guide or unit criteria*. However, Agored Cymru strongly recommends that internal verifiers work towards formal accreditation (e.g Level 4 Certificate on Leading the Internal Quality Assurance of Assessment Processes and Practice). In addition, Agored Cymru strongly recommends that assessors attend Agored Cymru’s Introduction to Assessment training. Dates of when training events are held can be found here.

Internal verifiers cannot internally verify their own assessment materials, tasks or assessment decisions. Consequently, it is recommended that the internal verification skills of a whole team are developed. This gives the centre more flexibility and avoids over-reliance on any one person.

* Some qualifications have particular requirements that must be met to enable tutors / assessors to deliver and assess the qualification. Please refer to the relevant qualification guide to confirm your tutors / assessors are able to meet these requirements. In some cases, evidence of a tutor / assessors experience / qualification must be submitted to Agored Cymru prior to delivery.

Centres must adhere to Agored Cymru’s assessment requirements when delivering qualifications, or any unit(s) from qualifications.

For guidance on internal verification please click here for the Agored Cymru Guide to Internal Verification.

This approach forms part of Agored Cymru’s CASS strategy which ensures that sufficient controls are in place where an assessment is marked by a centre (Condition H2).

Agored Cymru ‘risk bands’ all of its qualifications. Risk bandings of qualifications feed into the risk management system which is ‘weighted’ accordingly.

When risk banding a qualification, Agored Cymru considers:

• the construct of the qualification
• any related professional standards for the qualification
• any evidence associated with the sector and/or qualification to suggest that a particular CASS approach may be necessary.

Agored Cymru determines the most appropriate CASS approach for each of its qualifications to ensure that regulatory minimum requirements are fully met. All centres delivering and assessing Agored Cymru qualifications will receive an Annual Centre Review.

Agored Cymru is confident that this will give additional assurance to sector specific bodies and protect the integrity of the qualification(s), creating better outcomes for learners.

It may be necessary to make changes to an assessment to accommodate the needs of a single or small group of learners. This may in response to a disability or difficulty that places the learner at a substantial disadvantage in the assessment process. Reasonable adjustments to the assessment process must not affect the readability and validity of the assessment outcomes and must be as rigorous as assessment methods used with other learners. All reasonable adjustments must be recorded and be approved by the internal verifier before use.

In some instances it may be necessary to consider applying special considerations for adjustments for a learner or group of learners as part of the assessment process. This may be applied if a learner’s performance in an assessment is affected by circumstances beyond the control of the learners e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment; or if part of an assessment has been missed due to circumstances beyond the control of the learner. All special considerations must be recorded and be approved by the internal verifier before use.

Assessors must remember that a reasonable adjustment and / or special consideration must not give the learner an unfair advantage. The learner’s result must reflect his/her achievement in the assessment and not necessarily his/her potential achievement.

Further guidance about the types of and process for applying reasonable adjustments and / or special consideration can be found in the Agored Cymru Reasonable Adjustments to Assessment Policy and the Agored Cymru Special Considerations for Assessment Policy.

Centres must keep all learner evidence and assessment records safe and secure to ensure that they are available for external quality assurance and regional standardisation events. Up to date, securely stored assessment records also help to minimise the risk of assessment malpractice, or potential issues if an assessor leaves during a course.

Centres must:

a) store all assessment records securely and safely;

b) maintain records of learner achievements that are up to date, regularly reviewed and tracked accurately;

c) have all current learner evidence available for external quality assurance;

Additionally, in line with Agored Cymru and regulatory requirements, Centres must retain sufficient evidence of learners’ work, assessment decisions and internal verification records to monitor standards over time. For further guidance please see the Agored Cymru Retention of Assessment Materials Policy.

As an Agored Cymru recognised centre, you are required to attend Standardisation workshops. The workshops offer you an opportunity to meet with fellow assessment and quality assurance professionals with the aim of developing a common understanding of Agored Cymru standards and to share expertise and leading practice.

Standardisation workshops are supportive, interactive sessions where you will review examples of assessment materials and learner evidence and make judgements on whether:

• assessment materials are valid and fit for purpose;
• learner evidence is authentic, reliable and sufficient;
• assessment practice and internal quality assurance is effective and fair;
• standards are consistent across centres;
• standards are comparable over time;
• the sample includes any leading practice.

Current information on Agored Cymru standardisation workshops can be found on our website.

Certificates will be made available within Service Standards

Centres are required to distribute certificates to all learners promptly.