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["Quick reference guide to KSB mapping"]
[]
["1. START HERE"]
["Awarding body:"]
["NCFE"]
["Qualification name:"]
["NCFE Level 4 Diploma: Digital Accessibility Specialist (Higher Technical Qualification)"]
["Programme title if applicable:"]
["n/a",null,"ST0863","Digital accessibility specialist (level 4) (ST0863)"]
["Please select the occupational standard(s) you are mapping in this spreadsheet","Dropdown Options"]
["Standard 1 - select from the dropdown list to the right","ST0863"]
[]
["2. GUIDE TO KSB MAPPING  "]
["Awarding bodies must demonstrate that a qualification will enable a person to demonstrate that they have attained as many of the knowledge, skills and behaviours set out in the standard as may be reasonably expected by undertaking a course of education. "]
[]
["Before you begin, please list your qualification modules in the 'Structure' tab."]
["1. You can map your qualification to one or more occupational standards. "]
["2. Select the occupational standard(s) you wish to map to your qualification by clicking the blue STxxxx link in the reference column, to the right."]
["3. When the occupational standard opens, double check the name of the standard is correct. "]
["4. Please respond to each KSB statement."]
["5. Populate the Detailed page/paragraph reference, KSB coverage, Evidence, Assessment method and Supporting comments/rationale columns, as shown in the example below. "]
["6. Please be as specific as possible about which content in the qualification aligns to each KSB statement. "]
["7. You may delete sheets/tabs that are not relevant to  your qualification. "]
["8. Submit the completed spreadsheet along with any documents you have cited in the 'EVIDENCE UPLOAD' part of the application form. Where we have capacity we are happy to feedback on early drafts of your KSB mapping."]
["9. Please contact HTQ.approvals@education.gov.uk if you need further help or guidance on mapping."]
[]
["3. EXAMPLE OF KSB MAPPING"]
["Please see the KSB mapping examples to the right. ","KSB Number","This is the list of KSB statements","Where in the qualification is the content? \nIndicate the reference document(s)/module(s)/unit(s) and page/paragraph number(s) you are citing as evidence of coverage","Select the coverage from the drop down list","Paste or type clear evidence supporting your KSB coverage. For example, learning outcomes or indicative module content","Provide information on how this KSB is assessed, i.e. the method of assessment used.  ","Provide comments and/or a rationale to support the evidence you have cited. If the KSB mentions key terms not explicitly referenced in your evidence, please explain how they are covered. If you have partially met or not met a KSB, provide a rationale to support your judgement"]
[null,"KSB","KSB Statement ","Detailed page/paragraph reference","KSB coverage","Evidence","Assessment method","Supporting comments/rationale"]
[null,"K1","Understand the background legislation and regulatory frameworks (such as IBL 188) relating to the occupation. ","Module 1.1 Legal and Ethical Considerations; p44-45, para 4-7.\nModule 4.2 Professional Issues and CPD; p9, para 3-4. \nQualification specification p4.","FULLY MET","MO1.1 LO3 Understand and critically reflect on legislation relating to and affecting the occupation.\nIndicative content\nLegal background; legislation; role of industry bodies; national/international considerations. \n\nMO4.2 LO2 Understand the importance of staying up to date with professional developments in the field, including legal frameworks, industry best practice, guidelines and relevant standards. ","Students are required to produce a written report using a brief provided. Within this report students are expected to cover relevant laws, legislation and industry body standards relevant to the brief. ","The detailed coverage of relevant law and legislation is taught in Year 1. It is covered again in Year 2, where learners reflect on it from a  professional perspective. The national regulatory framework and industry body standards (e.g. IBL 188) are covered in detail. "]
[null,"K2","The principles, features and differences of waterfall and agile methodologies for project delivery and software development.","Module 3. Software development; p.6, para 4-7.","FULLY MET","MO3 LO 1 Critically analyse and evaluate approaches to software development methodologies. Theory, method and application.\n\nIndicative content \nUse of different software methodologies; matching methodology to function. \nA range of software methodologies are covered and applied to software problems.","K2 is assessed via a project. Within this project students will be expected to demonstrate practical application and produce written project report(s) which evidence methodologies and methods. ","Waterfall and agile are not explicitly referred to in the LO or indicative content, although they are both fully covered in this module. We cover four approaches to software development, providing background, theory and practical applications. Learners will get 'hands on' experience of evaluating waterfall and agile, including their use in real-world problem solving and project delivery."]

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["Return to Guide"]
["Please list all the modules in the qualification",null,null,null,null,null,null,null,null,null,null,"Response"]
["Does every possible combination of modules/units/pathways ensure that a learner achieves competence in the occupation(s) which the TQ is in respect of and for which the Institute has published an occupational standard "]
[]
["Note: If a module is not aligned/mapped to an occupational standard it is classed as additional content"]
[]
["Assessment Component","Themes Covered","Full-Time Year","Part-Time Year","Core/Option","Mapped to Standard(s)","Credits","Level","Delivery Method","Delivery comments",null,null,"AM Analysis","AM Comment","G7 Comment"]
["1: ORSPA: Accessibility guidance report","tbc","Year 1","Year 2","Core ","ST0863","n/a",4,"Mixed, Provider setting (e.g. classroom)","100% classroom"]
["2: ORSPA: Legal compliance guide","tbc","Year 1","Year 2","Core ","ST0863","n/a",4,"Mixed, Provider setting (e.g. classroom)","100% classroom",null,null,"Substantive Element"]
["3: ORSPA: Design project","tbc","Year 1","Year 2","Core ","ST0863","n/a",4,"Mixed, Provider setting (e.g. classroom)","100% classroom"]
["4: ORSPA: Website build and accessibility testing","tbc","Year 1","Year 2","Core ","ST0863","n/a",4,"Mixed, Provider setting (e.g. classroom)","100% classroom"]

{"sheet":"ST0863","index":2,"n_rows":56,"n_cols":8,"rows_kept":56,"cut":false,"hidden":false,"merged":[]}
[null,"Digital accessibility specialist (level 4) (ST0863)"]
[null,"Return to Guide"]
["KSB","KSB Statement ","Detailed page/paragraph reference","Documents Present","KSB coverage","Evidence","Assessment method","Supporting comments/rationale"]
[null,"Knowledge"]
["K1","K1: The characteristics and categories of disabilities (including temporary, situational and permanent disabilities) and how these affect individuals.","Theme 1: K1.1 - pages 16-17",null,"FULLY MET","K1.1 - The learner must understand the states and categories of impairment and potential barriers to accessibility\n\nIndicative content: states of impairment; categories of impairment","Assessment 1 Task 2 and 3, Assessment 3 Task 1","In understanding the states and categories of impairment, learners will have knowledge of the characteristics and categories of disabilities and how these affect individuals"]
["K2","K2: Commonly used accessibility guidelines (for example the Web Content Accessibility Guidelines, EN301549 and Section508), methods to implement and achieve conformance and how these assist users with disabilities.","Theme 2: K2.1 - page 19\n\nTheme 4: K4.1 - page 23",null,"FULLY MET","K2.1 - The learner must understand the implications of conformance with international accessibility legislation for organisations and users\n\nIndicative content: essential components of web accessibility; EN301 549; Americans with Disabilities Act (ADA) Section 508\n\n\nK4.1 - The learner must understand the principles of and conformance to Web Content Accessibility Guidelines (WCAG)\n\nIndicative content: WCAG and WCAG2ICT","2.1 Assessment 1 Task 1 and 2, Assessment 3 task 1      4.1 -  Assessment 1 Task 1 and Assessment 3 task 1                                                                                                                                       ","An understanding of the qualification content for essential components of web accessibility, EN301 549, ADA Section 508 and WCAG guidelines will ensure learners have a suitable level of knowledge of commonly used accessibility guidelines relevant to the digital accessibility specialist role"]
["K3","K3: How accessibility is managed and integrated within an enterprise environment including policies, and reasonable adjustments.","Theme 2: K2.3 - page 20",null,"FULLY MET","K2.3 -  The learner must understand the management and integration processes for accessibility in an organisation\n\nIndicative content: management and integration","Assessment 1 Task 3","In understanding management and integration processes for accessibility within an organisation, learners will ain knowledge of how accessibility is managed and integrated within an enterprise environment. Aspects of K2.3 could be delivered in a simulated environment"]
["K4","K4: How to utilise productivity suites ensuring output is accessible and advising on the implementation of accessibility features and content.","Theme 5: K5.1 - page 25",null,"FULLY MET","K5.1 - The learner must understand the range of accessibility features that can be utilised within an operating system (OS) and first and third party applications\n\nIndicative content: display and readability features; keyboard features; pointer features; sound and speech features; gesture control; haptic technology","Assessment 2 Task 2, Assessment 3 Task 1, assessment 4 task 2","In order to understand how productivity suites can be utilised to ensure accessibility in output, learners will explore the range of accessibility features within an OS, first and third party applications: display and readability, keyboard, pointer, sound and speech, gesture control and haptic technology. K5.1 also supports learners to understand the implementation of these features"]
["K5","K5: The implications and effect on users with disabilities, and UK businesses of international disability legislation (including Equality Act 2010, Public Sector Bodies (Websites and Mobile Applications) No. 2 Accessibility Regulations 2018 and Accessible Canada Act C81 2018).","Theme 2: K2.1 - page 19",null,"FULLY MET","K2.1 - The learner must understand the implications of conformance with international accessibility legislation for organisations and users\n\nIndicative content: Equality Act 2010; Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018; Accessible Canada Act C81 2018","2.1 Assessment 1 Task 1 and 2, Assessment 3 task 1","The indicative content listed gives learners an understanding of the international disability legislation relevant to the role of a digital accessibility specialist, and how this legislation could impact users with disabilites"]
["K6","K6: How to present using relevant technologies and aids in a manner that communicates the information (including a business case) to the chosen target audience, and understand the key facts and figures relating to accessibility.","Theme 8: K8.3 - page 37",null,"FULLY MET","K8.3 - The learner must understand the types of technologies and aids that can be applied when presenting information to meet audience requirements\n\nIndicative content: technologies and aids for presentation; target requirements","Assessment 1 Task 3 and Assessment 2 Task 2","Knowledge of the technologies and aids used for presentation and their relation to target requirements when presenting will support learners in gaining an understanding of the requirements of knowledge statement K6"]
["K7","K7: The process to set-up, moderate and conduct activities relating to hosting workshops including moderation usability testing, user research testing and end-user testing.","Theme 6: K6.1 - page 32",null,"FULLY MET","K6.1 - The learner must understand the process of hosting accessibility testing\n\nIndicative content: set-up and preparation; inclusive usability testing","Assessment 4 task 2","The listed indicative content for K6.1 supports learners in understanding the process of setting up, moderating and conducting accessibility testing. During development of this content, stakeholders explained that, in industry, 'moderation usability testing, user research testing and end-user testing' (as listed in K7) would be referred to as inclusive usability testing"]
["K8","K8: The basics of Hyper Text Mark-up Language, Cascading Style Sheets, JavaScript and Accessibility Rich Internet Applications, and how these should be used to enhance the accessibility of services (for example alt text, dynamic content, colour contrast).","Theme 5: K5.4 - pages 28-29",null,"FULLY MET","K5.4 - The learner must understand the components of website design and their application to enhance the accessibility of services\n\nIndicative content: HyperText Markup Language (HTML); ARIA - a specification to manipulate what information is returned to assistive technologies querying a web browser; Cascading Style Sheets (CSS) - describes how HTML elements are displayed and styled; JavaScript (JS) - manipulates and implements complex web page features","Assessment 3 task 1 and Assessment 4 task 1","The content for K5.4 gives learners a foundational understanding of the basics of HTML, CSS, JS and ARIA relevant to a level 4 qualification. The listed indicative content supports learners in gaining an understanding of these components' application to enhance the accessibility of services"]
["K9","K9: How mobile applications are developed using appropriate development applications and the basics of the languages used.","Theme 5: K5.2 - pages 25-27",null,"FULLY MET","K5.2 - The learner must understand the process of developing mobile applications\n\nIndicative content: creation of installable software bundles; communication with backend services; testing of application on target devices","Assessment 2 task 2, assessment 4 task 2","The indicative content for K5.2 supports learners in gaining an understanding of mobile application development, including the basics of the languages used. Learners will understand the process of developing mobile applications, including creation of installable software bundles, communication with backend services, and finally the testing of application on target devices"]
["K10","K10: The fundamentals of the Web Content Accessibility Guidelines (WCAG), including the purpose, application and utilisation of WCAG in a variety of situations (for example web, mobile, desktop applications).","Theme 4: K4.1 - page 23",null,"FULLY MET","K4.1 - The learner must understand the principles of and conformance to Web Content Accessibility Guidelines (WCAG)\n\nIndicative content: WCAG and WCAG2ICT","Assessment 1 Task 1 and Assessment 3 task 1","The content for K4.1 outlines the principles of WCAG, including conformance to these guidelines, giving learners a fundamental understanding of WCAG, its purpose, application and utilisation"]
["K11","K11: The basic principles of project management (including project life cycle methodologies), and how accessibility considerations are integrated.","Theme 3: K3.1 - page 21",null,"FULLY MET","K3.1 - The learner must understand the principles of project management and implementation of accessibility within project management\n\nIndicative content: project management life cycles; project management methodologies; implementation of accessibility","Assessment 3 Task 1, assessment 4 task 1","K3.1 gives outlines the principles of a range of relevant project management life cycles and methodologies, including how accessibility is implemented within project management"]
["K12","K12: The accessibility considerations when designing and developing an application's user experience using related standards and guidelines including ISO9241 Ergonomics of human-system interaction, The Principles of Universal Design by the Centre for Universal Design and the Web Content Accessibility Guidelines to create an inclusive design.","Theme 4: K4.2 - page 23",null,"FULLY MET","K4.2 - The learner must understand the implications of standards and guidelines in the design and development of an application's user experience\n\nIndicative content: ISO9241 - Ergonomics of human-system interaction; The 7 Principles of Universal Design","Assessment 3 Task 1","The indicative content for K4.2 gives learners an understanding of the implications ISO9241 and the 7 Principles of Universal Design have when designing and developing an application's user experience"]
["K13","K13: How to use assistive technologies (both digital and physical), their use-cases and functionality, degrees of complexity (hi-tech, low-tech and no-tech).","Theme 5: K5.5 - pages 29-30",null,"FULLY MET","K5.5 - The learner must understand the functionality of assistive technologies and their interaction with other digital technologies to enhance accessibility\n\nIndicative content: auditory; visual; cognitive, learning, neurological and neurodiverse; motor; speech","Assessment 1 Task 3 ad Assessment 3 task 1","K5.5 explores the functionality of digital and physical assistive technologies, organised by impairment (ie auditory, visual). Within each impairment, the qualification content lists relevant assistive technologies, their functions and how they interact with digital technologies in order to enhance accessibility. The assistive technologies listed within K5.5 span a range of high tech, low tech and no tech assistive technologies"]
["K14","K14: How assistive technologies interact with other digital technologies.","Theme 5: K5.5 - pages 29-30",null,"FULLY MET","K5.5 - The learner must understand the functionality of assistive technologies and their interaction with other digital technologies to enhance accessibility\n\nIndicative content: specifically the content following 'interaction with digital technologies' bullet points under: auditory; visual; cognitive, learning, neurological and neurodiverse; motor; speech","Assessment 1 Task 3 and Assessment 3 task 1","K5.5 organises digital and physical assistive technologies by impairment, within which each technologies' 'interaction with digital technologies' is detailed, giving learners an understanding of how assistive technologies interact with other digital technologies relevant to a level 4 qualification"]
["K15","K15: The principles and application of testing methodologies to accessibility criteria and assistive technologies, and the impact of accessibility findings (including test documentation).","Theme 7: K7.1 - pages34-35",null,"FULLY MET","K7.1 - The learner must understand the principles and applications of testing types\n\nIndicative content: testing approaches; testing types; impact of accessibility findings","Assessment 4 Task 2","During development with stakeholders, they explained that, in industry, testing methodologies would be referred to as testing types and approaches. The content for K7.1 details testing approaches and testing types relevant to the role of a digital accessibility specialist; content then explores the impact of accessibility findings, equipping learners with knowledge against K15"]
["K16","K16: How to construct a business report (for example document layout and contents).","Theme 8: K8.1 - page 36",null,"FULLY MET","K8.1 - The learner must understand the types of communication mediums and the requirements of a range of audiences\n\nIndicative content: communication mediums - business reports","Assessment 1 Task 1, 2 and 3, Assessment 2 Task 2, Assessment 3 task 1","Listed indicative content for K8.1 gives learners an understanding of a range of relevant communication mediums, including business reports"]
["K17","K17: The purpose and importance of reasonable adjustments, and how these are managed.","Theme 1: K1.3, K1.4 - pages 17-18",null,"FULLY MET","K1.3 - The learner must understand the purpose of reasonable adjustments and their importance for accessibility\n\nIndicative content: reasonable adjustments - actions by service provider to make digital content available to people with a range of impairments\n\n\nK1.4 - The learner must understand the responsibilities of managing reasonable adjustments digitally\n\nIndicative content: anticipatory - pre-empt the needs of people with disabilities and required adjustments; continuing - continuous review of existing adjustments to meet requirements; reasonable - factors to consider in order to determine what is fair and sensible","K1.3 - Assessment 1 task 3     K1.4 - Assessment 1 task 3 and Assessment 3 task 1 ","Qualification content for K1.3 outlines the purpose of reasonable adjustments and their importance for accessibility. In combination with qualification content for K1.4, which outlines the responsibilities of managing reasonable adjustments digitally (anticipatory, continuing and the determination of reasonable adjustments), this content supports learners to develop understanding in this area to meet knowledge statement K17"]
["K18","K18: Best practices regarding digital security including General Data Protection Regulations 2018, how these are applied to an organisation and the factors which can result in these being effective and how these can be mitigated.","Theme 2: K2.2 - pages 19-20",null,"FULLY MET","K2.2 - The learner must understand the application of digital security regulations to the wider digital landscape\n\nIndicative content: General Data Protection Regulation (GDPR)/Data Protection Act (DPA) 2018; Copyright, Designs and Patents Act 1988; Digital Economy Act 2017","Assessment 2 task 1 ","K2.2 outlines digital security regulations and legislation (GDPR/DPA 2018, Copyrights, Designs and Patents Act 1988 and Digital Economy Act 2017) relevant to the role of a digital accessibility specialist. Content gives learners an understanding of how these regulations are applied within the wider digital landscape"]
["K19","K19: The security considerations relating to the installation and utilisation of assistive technologies, how these tools may be misidentified by common security practices and the methods to mitigate such security constraints.","Theme 5: K5.6 - pages 30-31",null,"FULLY MET","K5.6 - The learner must understand the security considerations related to the installation and utilisation of assistive technologies\n\nIndicative content: first party; third party; installation and utilisation; security considerations","Assessment 2 task 2 and assessment 3 task 1","Qualification content for K5.6 gives learners an understanding of the security considertions relating to the installation and utilisation of first and third party software. K5.6 also outlines methods to mitigate security constraints, giving learners full coverage of knowledge statement K19"]
["K20","K20: How to communicate through different mediums, including tailoring communications to different user groups.","Theme 8: K8.1 - page 36",null,"FULLY MET","K8.1 - The learner must understand the types of communication mediums and the requirements of a range of audiences\n\nIndicative content: communication mediums; tailoring content of communication to meet audience requirements; audiences","Assessment 1 Task 1, 2 and 3 Assessment 2 Task 2, Assessment 3 task 1","Listed indicative content for K8.1 gives learners an understanding of a range of relevant communication mediums and how communication content is tailored to meet audience requirements"]
["K21","K21: How to use incident management tools, triage incidents and appropriately communicate with assistive technology users.","Theme 3: K3.2 - page 21\n\nTheme 8: K8.1 - page 36",null,"FULLY MET","K3.2 - The learner must understand the stages and application of issue management\n\nIndicative content: stages of issue management; application of issue management; major incident management; root cause analysis\n\n\nK8.1 - The learner must understand the types of communication mediums and the requirements of a range of audiences\n\nIndicative content: communication mediums; tailoring of content of communication to meet audience requirements; audiences","3.2 - Assessment 3 Task 1       8.1 - Assessment 1 Task 1, 2 and 3, Assessment 2 Task 2, Assessment 3 task 1","In developing an understanding of the stages and application of issue management, major incident management and root cause analysis (K3.2) alongside communication mediums, tailoring of content of communication to meet audience requirements, and audience types, learners will be supported in developing knowledge against K21 relating to the use of incident management tools, triaging of incidents, and  appropriate communication with assistive technology users "]
["K22","K22: How to audit digital applications (including web and mobile applications) against digital assistive technologies including screen readers, screen magnifiers, speech to text and literacy aids.","Theme 7: K7.2 - page 35",null,"FULLY MET","K7.2 - The learner must understand the process of auditing digital applications against criteria for assistive technologies\n\nIndicative content: definition of audit criteria against standards and guidelines; definition of user journeys; automated testing; manual testing; collation of results; production of reports; creation of public accessibility statements detailing compliance and/or non-compliance","Assessment 3 Task 1, Assessment 4 Task 2","The listed indicative content for K7.2 gives learners an understanding of the process of auditing digital applications against criteria for assistive technologies. The content includes specifically screen readers, screen magnifiers and speech to text, amongst other assistive technologies relevant to the role of a digital accessibility specialist"]
["K23","K23: The preparation and processes required to conduct training with a variety of user groups for example project managers, web designers, developers, end users and line management.","Theme 8: K8.2 - pages 36-37",null,"FULLY MET","K8.2 - The learner must understand the process required to conduct training with a range of audiences\n\nIndicative content: process - preparation; post-training activity; gathering of feedback on the accessibility of training (for example, lessons learned)","Assessment 2 task 2","K8.2 supports learners to gain foundational understanding of the process required when conducting training with a range of audiences, including preparation, post-training activity, and the gathering of feedback on the accessibility of the training"]
["K24","K24: How accessibility fits into the wider digital landscape, including current/future applicable regulatory requirements, and case law in the area of discriminating against employees with a disability.","Theme 2: K2.2 - pages 19-20",null,"FULLY MET","K2.2 - The learner must understand the application of digital security regulations to the wider digital landscape\n\nIndicative content: General Data Protection Regulation (GDPR)/Data Protection Act (DPA) 2018; Copyright, Designs and Patents Act 1988; Digital Economy Act 2017","Assessment 2 task 1","Qualification content for K2.2 outlines the digital security regulations determined by stakeholders to be relevant to the wider digital landscape; in developing their understanding in this area, learners will gain an understanding of how accessibility fits within this wider digital landscape"]
["K25","K25: How to use data ethically and the implications for wider society, with respect to the use of data, automation and artificial intelligence.","Theme 1: K1.2 - page 17",null,"FULLY MET","K1.2 - The learner must understand the principles and applications of data ethics and their implications for wider society\n\nIndicative content: principles of ethical data collection and usage; implications of the use of data, automation and artificial intelligence (AI) on wider society; impact of assistive technologies' use of data, automation and AI for people with impairments","Assessment 2 task 1 and assessment 3 task 1","Content for K1.2 was developed in line with stakeholders' industry experiences of the data ethics. Indicative content listed will give learners an understanding of the principles of ethical data collection and usage, and the implications of its use (and that of automation and AI) on wider society. Further, K1.2 explores the specific impact of assistive technologies' use of data, automation and AI for those people with impairments"]
[null,"Skills"]
["S1","S1: Present information, (for example business cases, testing findings, general information etc.) to a variety of audiences to ensure understanding.","Theme 8: S8.1 - page 37",null,"FULLY MET","S8.1 - The learner must be able to create documents presented appropriately for a range of audiences\n\nIndicative content: review audience type and requirements; select appropriate communication medium for audience; research information (for example, statistics, terminology) to support document creation; create appropriate documentation to meet audience requirements; present information in line with audience requirements; share information with audience through appropriate communication medium","Assessment 1 task 1 and 3, assessment 2 task 2, assessment 3 task 1 and assessment 4 task 1 and 2","In demonstrating skills in line with the indicative content for S8.1, learners will be able to present information to a variety of audiences to ensure their understanding "]
["S2","S2: Use hardware and software based assistive technologies for a variety of applications (for example testing, training etc.)","Theme 5: S5.1 - page 31",null,"FULLY MET","S5.1 - The learner must be able to use hardware and software based assistive technologies\n\nIndicative content: review requirements of use; select and use appropriate assistive technology in line with requirements","Assessment 2 task 2, assessment 3 task 1 ","S5.1 supports learners in demonstrating skills in the use of hardware and software based assistive technologies for a variety of applications, through their reviewing of the requirements of use, and their selection and use of appropriate assistive technology in line with requirements"]
["S3","S3: Use Interpersonal skills to develop and maintain effective and credible professional relationships both within and outside the team.","Theme 3: S3.2 - page 22",null,"FULLY MET","S3.2 - The learner must be able to apply professional leadership skills with internal and external stakeholders to achieve a specific goal\n\nIndicative content: apply leadership skills to develop and maintain professional relationships with stakeholders in order to achieve a specific goal - interpersonal skills","Assessment 4 task 1","S3.2 gives learners the opportunity to apply skills in professional leadership when working with internal and external stakeholders. This supports them in demonstrating interpersonal skills in order to maintain effective and credible professional relationships with a range of stakeholders, as required by skill statement S3"]
["S4","S4: Conduct testing against a variety of platforms using appropriate standards and/or guidelines and assistive technologies.","Theme 7: S7.1 - page 35",null,"FULLY MET","S7.1 - The learner must be able to carry out accessibility testing in line with accessibility standards and guidelines\n\nIndicative content: select and apply appropriate testing type; carry out tests against a design system; review and assess testing results; record testing results","Assessment 4 task 2","The indicative content listed for S7.1 gives learners the opportunity to demonstrate skills in conducting testing against a variety of platforms, using appropriate standards and/or guidelines and assistive technologies"]
["S5","S5: Conduct workshops, surveys or focus groups, including the set-up, running and conclusion activities.","Theme 6: S6.1 - pages 32-33",null,"FULLY MET","S6.1 - The learner must be able to prepare and facilitate accessible activities to meet organisational and audience requirements\n\nIndicative content: recruitment of users in line with requirements; prepare for activities in line with requirements; apply reasonable adjustments based on audience requirements; run activities; troubleshoot issues with assistive technologies; conclude activities","Assessment 4 task 2","In demonstrating skills in line with the indicative content for S6.1, learners will be able to conduct workshops, surveys or focus groups, including relevant conclusion activity"]
["S6","S6: Both written and verbal communication skills when working as a team or individually.","Theme 3: S3.2 - page 22",null,"FULLY MET","S3.2 - The learner must be able to apply professional leadership skills with internal and external stakeholders to achieve a specific goal\n\nIndicative content: communication skills as part of a team and individually","Assessment 4 task 1","In demonstrating skills in both written and verbal communication skills in team and individual contexts, learners will be able to fully exhibit the requirements of S6"]
["S7","S7: Solve problems using a logical and analytical approach.","Theme 3: S3.1 - page 22",null,"FULLY MET","S3.1 - The learner must be able to apply root cause analysis to problem resolution\n\nIndicative content: select appropriate response tool; define and assess the problem; collect data to support analysis of problem; identify causes of problem; prioritise problem causes and determine root cause; select and implement solutions in line with timescales","Assessment 4 task 2","In applying root cause analysis to problem resolution, as outlined in the indicative content for S3.1, learners will demonstrate skill in solving problems using a logical and analytical approach as required by S7"]
["S8","S8: Identify appropriate assistive technologies and adaptive strategies for an individual's disability.","Theme 5: S5.2 - pages 25-27",null,"FULLY MET","S5.2 - The learner must be able to assess an individual's access requirements and identify appropriate accessibility solutions\n\nIndicative content: assess individual's access requirements; review requirements and identify appropriate assistive technologies or adaptive strategies; communicate identified assistive technologies and/or adaptive strategies to the individual","Assessment 3 task 1 and Assessment 4 task 1","The indicative content for S5.2 gives learners the opportunity to demonstrate skills in assessing an individual's access requirements and identifying appropriate accessibility solutions. In doing so, learners are able to demonstrate skills against S8"]
["S9","S9: Practice disability etiquette, when communicating with individuals with disabilities.","Omission - see column H for rationale",null,"NOT MET ","N/A - omission - see column H for rationale",null,"OMISSION RATIONALE: It has been determined by stakeholders that it is not possible to sufficiently cover this skill in a classroom environment as, if completed through simulation, it raises risk of a tokenistic and inappropriate representation of impairment/disability through this method. Further, stipulating that centres delivering this qualification are to link with industry and/or community organisations could disadvantage learners/centres without the resource to do this. \n\nStakeholder raised additional concerns that the skill statement relates only to communicating with individuals with disabilities, whereas this communication etiquette should be carried out in all communication with all individuals (with or without disability). "]
["S10","S10: Apply accessibility standards and regulations to practice.","Theme 4: S4.1 - page 24",null,"FULLY MET","S4.1 - The learner must be able to apply accessibility guidelines in the design and development of digital solutions\n\nIndicative content: review the requirements of digital solution; review requirements of relevant accessibility guidelines, standards and regulations; select appropriate platform for digital solution; design and develop solution; apply and conform with the requirements of relevant accessibility guidelines, standards and regulations","Assessment 1 task 1, assessment 3 task 1 and assessment 4 task 1","S4.1 gives learners the opportunity to apply accessibility guidelines in the design and development of digital solutions, fulfilling the requirements of S10"]
["S11","S11: Uses productivities suites and implementing accessibility best practices (for example reading level, colour contrast etc.) into produced documentation.","Theme 4: S4.1 - page 24",null,"FULLY MET","S4.1 - The learner must be able to apply accessibility guidelines in the design and development of digital solutions\n\nIndicative content: design and develop solution - apply accessibility features within productivities suites (for example, reading level, colour contrast)","Assessment 1 task 1, assessment 3 task 1 and assessment 4 task 1","The indicative content outlined in S4.1 gives learners the opportunity to apply accessibility features within productivities suites when designing and developing an appropriate solution. In demonstrating this skill, learners are able to demonstrate full exemplification of the requirements of S11"]
["S12","S12: Create business reports, business cases and documentation appropriate for the target audience (for example developers, management etc.)","Theme 8: S8.1 - page 37",null,"FULLY MET","S8.1 - The learner must be able to create documents presented appropriately for a range of audiences\n\nIndicative content: review audience type and requirements; select appropriate communication medium for audience; research information (for example, statistics, terminology) to support document creation; create appropriate documentation to meet audience requirements; present information in line with audience requirements; share information with audience through appropriate communication medium","Assessment 1 task 1 and 3, assessment 2 task 2, assessment 3 task 1 and assessment 4 task 1 and 2","In following the process of document creation appropriate for a range of audiences as outlined in the indicative content for S8.1, learners are able to demonstrate skills in creating business reports, business cases and documentation appropriate for the target audience as required by S12"]
["S13","S13: Identifies and rectify issues being experienced using appropriate troubleshooting methods relating to a user's assistive technology.","Theme 6: S6.1 - pages 32-33",null,"FULLY MET","S6.1 - The learner must be able to prepare and facilitate accessible activities to meet organisational and audience requirements\n\nIndicative content: troubleshoot issues with assistive technologies\n","Assessment 4 task 2","Demonstrating skills in troubleshooting issues with assistive technologies - as outlined by the indicative content for S6.1 - gives learners the opportunity to meet the requirements of S13"]
["S14","S14: Apply security best practices.","Theme 2: S2.1 - page 20",null,"FULLY MET","S2.1 - The learner must be able to apply security regulations to the role of an accessibility specialist\n\nIndicative content: review requirements of the task being carried out; assess implications of relevant digital security regulations; undertake task in compliance with identified relevant digital security regulations; review compliance of completed task","Assessment 2 task 1","S2.1 details how learners would apply relevant security regulations to the role of an accessiblity specialist, meeting the requirements for S14. In developing the content, stakeholders drew upon their relevant industry experience to determine best practice with regard to security regulations. "]
["S15","S15: Apply accessibility guidelines (for example WCAG, ISO9241 Ergonomics of human-system interaction) when designing and developing solutions on a variety of platforms (for example web, mobile etc.)","Theme 4: S4.1 - page 24",null,"FULLY MET","S4.1 - The learner must be able to apply accessibility guidelines in the design and development of digital solutions\n\nIndicative content: review the requirements of digital solution; review requirements of relevant accessibility guidelines, standards and regulations; select appropriate platform for digital solution; design and deelop solution; apply and conform with the requirements of relevant accessibility guidelines, standards and regulations","Assessment 1 task 1, assessment 3 task 1 and assessment 4 task 1","In demonstrating the skills outlined in the indicative content for S4.1, learners will be able to apply relevant accessiblity guidelines when designing and developing solutions on a variety of platforms, including web and mobile, thus fulfilling the requirements of S15"]
["S16","S16: Collate and research information, or statistics (for example disability statistics, appropriate assistive technology for specific disabilities and correct terminology) required to present, in a manner which is appropriate to the target audience of any training (for example project managers, web designers, developers, end users and line management).","Theme 8: S8.1 - page 37",null,"FULLY MET","S8.1 - The learner must be able to create documents presented appropriately for a range of audiences\n\nIndicative content: review audience type and requirements; select appropriate communication medium for audience; research information (for example, statistics, terminology) to support document creation; create appropriate documentation to meet audience requirements; present information in line with audience requirements; share information with audience through appropriate communication medium","Assessment 1 task 1 and 3, assessment 2 task 2, assessment 3 task 1 and assessment 4 task 1 and 2","S8.1 details how a learner would create and present documents appropriately for a range of audiences, including the collation and researching of information or statistics required to present such documents. In demonstrating these skills, learners are able to fully exemplify the requirements of S16"]
["S17","S17: Keep up-to-date with developments in technologies, trends and innovation using a range of sources.","Theme 5: S5.3 - page 31",null,"FULLY MET","S5.3 - The learner must be able to keep continuous professional development (CPD) updated using a range of appropriate sources\n\nIndicative content: sources - online content; conference content; email newsletters; books and magazines","Assessment 1 task 1, assessment 2 task 1 and 2, assessment 4 task 4","In demonstrating skills in updating their CPD using the range of sources outlined in the listed indicative content for S5.3, learners are able to fulfill the requirements of S17, ensuring they keep up to date with developments in technologies, trends and innovations in the field of digital accessibility"]
["S18","S18: Lead a group of individuals using basic leadership skills as to achieve a common goal.","Theme 3: S3.2 - page 22",null,"FULLY MET","S3.2 - The learner must be able to apply professional leadership skills with internal and external stakeholders to achieve a specific goal\n\nIndicative content: apply leadership skills to develop and maintain professional relationships with stakeholders in order to achieve specific goal","Assessment 4 task 1","S3.2 gives learners the opportunity to use and apply leaderships skills when working with stakeholders in order to achieve a specific goal, thus giving full exemplification of skill statement S18"]
[null,"Behaviours"]
["B1","B1: Motivated, empathetic and driven in the field of accessibility and the wider digital sphere.","Theme 1: K1.3, K1.4 - pages 17-18\n\nTheme 2: K2.3 - page 20\n\nTheme 4: K4.1, S4.1 - pages 23-24\n\nTheme 5: S5.3 - page 31\n\nTheme 8: K8.2, K8.3 - pages 36-37",null,"PARTIALLY MET","Theme 1:\nK1.3 - The learner must understand the purpose of reasonable adjustments and their importance for accessibility\n\nIndicative content: reasonable adjustments – actions by service provider to make digital content available to people with a range of impairments\n\n\nK1.4 - The learner must understand the responsibilities of managing reasonable adjustments digitally\n\nIndicative content: anticipatory – pre-empt the needs of people with disabilities and required adjustments; continuing – continuous review of existing adjustments to meet requirements; reasonable – factors to consider in order to determine what is fair and sensible\n\n\nTheme 2:\nK2.3 - The learner must understand the management and integration processes for accessibility in an organisation\n\nIndicative content: a culture of accessibility; prioritisation of accessibility within projects\n\n\nTheme 4:\nK4.1 - The learner must understand the principles of and conformance to Web Content Accessibility Guidelines (WCAG)\n\nIndicative content: conformance to WCAG requirements\n\n\nS4.1 - The learner must be able to apply accessibility guidelines in the design and development of digital solutions\n\nIndicative content: design and develop solution; apply and conform with the requirements of relevant accessibility guidelines, standards and regulations\n\n\nTheme 5:\nS5.3 - The learner must be able to keep continuous professional development (CPD) updated using a range of appropriate sources\n\nIndicative content: sources – online content; conference content; email newsletters; books and magazines\n\n\nTheme 8:\nK8.2 - The learner must understand the process required to conduct training with a range of audiences\n\nIndicative content: preparation; post-training activity\n\n\nK8.3 - The learner must understand the types of technologies and aids that can be applied when presenting information to meet audience requirements\n\nIndicative content: technologies and aids for presentation; target requirements","S4.1 - Assessment 1 task 1, assessment 3 task 1 and assessment 4 task 1                 S5.3 - Assessment 1 task 1, assessment 2 task 1 and 2, assessment 4 task 4                 K8.2 - Assessment 2 task 2     K8.3 - Assessment 1 task 3 and Assessment 2 Task 2","PARTIALLY MET RATIONALE: Behaviour B1 has been changed from 'Motivated, empathetic and driven in the field of accessibility and the wider digital sphere' to 'Driven in the field of accessibility and the wider digital sphere'. This is because it is not possible to objectively quantify a learner's demonstration of motivation or empathy, thus potentially disadvantaging or advantaging learners by opening up this behaviour statement to interpretation. It is crucial to ensure qualification content is accessible to all learners, and the assessment of empathy in learners does not account for those learners who may have specific learning needs or disorders that impact their ability to demonstrate empathy.\n\nTheme 1:\nIn developing their knowledge of the purpose of reasonable adjustments as part of K1.3, learners will be able to demonstrate their drive in the accessibility field and the wider digital sphere\n\nTheir knowledge of anticipatory, continuing and reasonable adjustments and their management, as explored within K1.4, gives learners the opportunity to exhibit drive in the field of accessibility and the wider digital sphere\n\n\nTheme 2:\nLearners are able to demonstrate their drive in the field of accessibility, and the digital sphere more widely, when exhibiting knowledge of a culture of accessibility and the prioritisation of accessibility within projects as part of K2.3\n\n\nTheme 4:\nIn demonstrating their understanding of conformance to WCAG requirements as part of K4.1, learners are able to exhibit their drive in the field of accessibility and the wider digital sphere.\n\nIn S4.1, when applying designing and developing accessibility solutions and applying and conforming with relevant accessibility guidelines, standards and regulations, learners have the opportunity to demonstrate their drive in this field. \n\n\nTheme 5:\nIn S5.3, learners can demonstrate their drive in the field of accessibility through their use of a range of sources (online, conference content, newsletters, books and magazines as outlined in the listed indicative content) when keeping their CPD up to date.\n\n\nTheme 8:\nIn K8.2, when developing their understanding of preparing for conducting training to ensure it is accessible for a range of audiences, including post-training activity, learners are able to demonstrate their drive in the accessibility field. \n\nKnowledge developed in K8.3 gives learners the opportunity to demonstrate their drive in the field of accessibility: they are able to exhibit understanding of a range of technologies and aids that can be utilised to support accessibility, including requirements of the target audience(s). "]
["B2","B2: Proactively Inclusive.","Theme 1: K1.3, K1.4 - pages 17-18\n\nTheme 2: K2.1, K2.3 - pages 19-20\n\nTheme 3: K3.1 - page 21\n\nTheme 4: K4.1, K4.2, S4.1 - pages 23-24\n\nTheme 5: K5.1, K5.2, K5.3, K5.4, K5.5, S5.1, S5.2, S5.3 - pages 25-31\n\nTheme 6: K6.1, S6.1 - pages 32-33\n\nTheme 7: K7.2, S7.1 - pages 34-35\n\nTheme 8: K8.2, K8.3 - pages 36-37",null,"FULLY MET","Theme 1:\nK1.3 - The learner must understand the purpose of reasonable adjustments and their importance for accessibility\nIndicative content: reasonable adjustments – actions by service provider to make digital content available to people with a range of impairments\n\nK1.4 - The learner must understand the responsibilities of managing reasonable adjustments digitally\nIndicative content: anticipatory – pre-empt the needs of people with disabilities and required adjustments; continuing – continuous review of existing adjustments to meet requirements; reasonable – factors to consider in order to determine what is fair and sensible\n\n\nTheme 2:\nK2.1 - The learner must understand the implications of conformance with international accessibility legislation for organisations and users\nIndicative content: Equality Act 2010; Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018; Accessible Canada Act C81 2018; Convention on the Rights of Persons with Disabilities (CRPD); ISO 30071-1:2019 – Information technology; essential components of web accessibility; Americans with Disabilities Act (ADA) Section 508; EN301 549\n\n\nK2.3 - The learner must understand the management and integration processes for accessibility in an organisation\nIndicative content: a culture of accessibility; prioritisation of accessibility within projects\n\n\nTheme 3:\nK3.1 - The learner must understand the principles of project management and implementation of accessibility within project management\nIndicative content: implementation of accessibility\n\n\nTheme 4:\nK4.1 - The learner must understand the principles of and conformance to Web Content Accessibility Guidelines (WCAG)\nIndicative content: WCAG and WCAG2ICT\n\nK4.2 - The learner must understand the implications of standards and guidelines in the design and development of an application’s user experience\nIndicative content: EN 301 549 European Standard for digital accessibility; ADA Section 508; ISO9241 – Ergonomics of human-system interaction; The 7 Principles of Universal Design\n\nS4.1 - The learner must be able to apply accessibility guidelines in the design and development of digital solutions\nIndicative content: review the requirements of digital solution; review requirements of relevant accessibility guidelines, standards and regulations; select appropriate platform for digital solution; design and develop solution; apply and conform with the requirements of relevant accessibility guidelines, standards and regulations\n\n\nTheme 5:\nK5.1 - The learner must understand the range of accessibility features that can be utilised within an operating system (OS) and first and third party applications\nIndicative content: display and readability features; keyboard features; pointer features; sound and speech features; gesture control; haptic technology\n\nK5.2 - The learner must understand the process of developing mobile applications\nIndicative content: creation of installable software bundles; communication with backend services; testing of application on target devices\n\nK5.3 - The learner must understand the function and features of accessibility APIs within mobile application development\nIndicative content: accessibility APIs; features\n\nK5.4 - The learner must understand the components of website design and their application to enhance the accessibility of services\nIndicative content: HyperText Markup Language (HTML); ARIA; Cascading Style Sheets (CSS); JavaScript (JS)\n\nK5.5 - The learner must understand the functionality of assistive technologies and their interaction with other digital technologies to enhance accessibility\nIndicative content: auditory; visual; cognitive, learning, neurological and neurodiverse; motor; speech\n\nS5.1 - The learner must be able to use hardware and software based assistive technologies\nIndicative content: select and use appropriate assistive technology in line with requirements\n\nS5.2 - The learner must be able to assess an individual’s access requirements and identify appropriate accessibility solutions\nIndicative content: review requirements and identify appropriate assistive technologies or adaptive strategies\n\nS5.3 - The learner must be able to keep continuous professional development (CPD) updated using a range of appropriate sources\nIndicative content: sources – online content; conference content; email newsletters; books and magazines\n\n\nTheme 6:\nK6.1 - The learner must understand the process of hosting accessibility testing\nIndicative content: inclusive usability testing\n\nS6.1 - The learner must be able to prepare and facilitate accessible activities to meet organisational and audience requirements\nIndicative content: apply reasonable adjustments based on audience requirements; run activities – inclusive usability testing\n\n\nTheme 7:\nK7.2 - The learner must understand the process of auditing digital applications against criteria for assistive technologies\nIndicative content: definition of user journeys; automated testing; manual testing; collation of results; production of reports; creation of public accessibility statements detailing compliance and/or non-compliance\n\nS7.1 - The learner must be able to carry out accessibility testing in line with accessibility standards and guidelines\nIndicative content: select and apply appropriate testing type; carry out tests against a design system; review and assess testing results; record testing results\n\n\nTheme 8:\nK8.2 - The learner must understand the process required to conduct training with a range of audiences\nIndicative content: process - preparation\n\nK8.3 - The learner must understand the types of technologies and aids that can be applied when presenting information to meet audience requirements\nIndicative content: technologies and aids for presentation","S6.1 - Assessment 4 Task 2     K7.2 - Assessment 3 Task 1 and Assessment 4 task 2         S7.1 - Assessment 4 task 2     K8.2 - Assessment 2 task 2     K8.3 - Assessment 1 task 3 and Assessment 2 Task 2","Theme 1:\nIn understanding the purpose and importance of reasonable adjustments as part of K1.3, learners can demonstrate proactive inclusivity.\n\nKnowledge of anticipatory, continuing and reasonable adjustments as part of K1.4 gives learners the opportunity to demonstrate proactively inclusive behaviours.\n\n\nTheme 2:\nIn developing their understanding of the implications for both organisations and users of range of relevant accessibility legislation as part of K2.1, learners can demonstrate proactively inclusive behaviour.\n\nLearners’ knowledge of a culture of accessibility and the prioritisation of accessibility within projects as part of K2.3 gives them the opportunity to exhibit proactively inclusive behaviour.\n\n\nTheme 3:\nIn highlighting their understanding of the implementation of accessibility as part of project management principles in K3.1, learners can demonstrate proactively inclusive behaviour.\n\nTheme 4:\n\nAn understanding of WCAG and WCAG2ICT conformance principles as part of K4.1 gives learners the opportunity to demonstrate proactively inclusive behaviour. This can be especially demonstrated when outlining the requirements of conformance to WCAG at Level AAA standard.\n\nLearners are able to demonstrate proactively inclusive behaviour when developing their knowledge of the implications a range of relevant standards and guidelines have on an application’s user experience as part of K4.2.\n\nIn S4.1, when applying accessibility guidelines as part of the design and development of digital solutions, learners are able to demonstrate proactively inclusive behaviours.\n\n\nTheme 5:\nIn demonstrating a wide-ranging understanding of accessibility features of OSs and first and third party applications – as outlined in the listed indicative content for K5.1 – learners have the opportunity to exhibit proactively inclusive behaviours. \n\nThe indicative content for K5.2 gives learners the opportunity to demonstrate proactively inclusive behaviour when developing their knowledge of mobile application development.\n\nAn understanding of accessibility APIs as part of mobile application development gained as part of K5.3 gives learners the opportunity to demonstrate proactive inclusivity as part of the development. \n\nKnowledge developed as part of K5.4 gives learners the opportunity to exhibit proactive inclusivity when using HTML, ARIA, CSS and JS in order to enhance the accessibility of services.\n\nKnowledge of a wide range of assistive technologies outlined in K5.5 gives learners the opportunity to demonstrate proactively inclusive behaviour through their knowledge of accessibility enhancement.\n\nWhen selecting and using appropriate assistive technologies as part of S5.1, learners have the opportunity to demonstrate proactively inclusive behaviours.\n\nIn identifying appropriate assistive technologies or adaptive strategies as part of S5.2, learners are able to demonstrate proactively inclusive behaviours.\n\nLearners can demonstrate proactively inclusive behaviours when updating their CPD using a range of appropriate sources (as detailed in the indicative content for S5.3: online content, conference content, email newsletters, books and magazines).\n\n\nTheme 6:\nIn developing their knowledge of the process inclusive usability testing as part of K6.1, learners are able to exhibit proactively inclusive behaviours to ensure testing is conducted inclusively. \n\nAs part of S6.1, learners have the opportunity to demonstrate proactively inclusive behaviour when applying reasonable adjustments and running inclusive usability testing activities.\n\n\nTheme 7:\nIn demonstrating their understanding of the process for auditing digital applications against criteria for assistive technologies as part of K7.2, learners have the opportunity to exhibit proactive inclusivity.\n\nLearners have the opportunity to clearly demonstrate proactively inclusive behaviours when carrying out accessibility testing in line with accessibility standards and guidelines as part of S7.1.\n\n\nTheme 8:\nWhen developing their knowledge of the process of conducting training, and preparing to ensure training is accessible and inclusive for a range of audiences as part of the listed indicative content for K8.2, learners have the opportunity to exhibit proactively inclusive behaviours. \n\nIn demonstrating their understanding of technologies and aids that can be applied to support audiences’ accessibility requirements in K8.3, learners will be able to exhibit proactively inclusive behaviours. "]
["B3","B3: Manages time effectively and adheres to timescales when producing work product.","Theme 3: K3.1, K3.2, S3.1, S3.2 - pages 21-22\n\nTheme 6: K6.1, S6.1 - pages 32-33",null,"FULLY MET","Theme 3:\nK3.1 - The learner must understand the principles of project management and implementation of accessibility within project management\nIndicative content: project management life cycles; project management methodologies; implementation of accessibility\n\nK3.2 - The learner must understand the stages and application of issue management\nIndicative content: application of issue management – triage (prioritisation)\n\nS3.1 - The learner must be able to apply root cause analysis to problem resolution\nIndicative content: prioritise problem causes and determine root cause; select and implement solutions in line with timescales\n\nS3.2 - The learner must be able to apply professional leadership skills with internal and external stakeholders to achieve a specific goal\nIndicative content: workload management skills – project planning and time management\n\n\nTheme 6:\nK6.1 - The learner must understand the process of hosting accessibility testing\nIndicative content: set-up and preparation\n\nS6.1 - The learner must be able to prepare and facilitate accessible activities to meet organisational and audience requirements\nIndicative content: prepare for activities in line with requirements; run activities","K3.1 - Assessment 3 Task 1 and Assessment 4 Task 1        K3.2 - Assessment 3 Task 1 and Assessment 4 Task 1        S3.1 - Assessment 4 Task 2     S3.2 - Assessment 4 Task 4    K6.1 - Assessment 4 task 2     S6.1 - Assessment 4 task 2","Theme 3:\nWhen demonstrating knowledge of the principles of project management outlined in the listed indicative content for K3.1, learners will be able to exhibit effective time management.\n\nAs part of K3.2, when developing their knowledge of the application of issue management and the prioritisation of issues, learners can demonstrate their ability to manage time (and workload) effectively, ensuring their adherence to timescales.\n\nAs part of S3.1, when prioritising problem causes and selecting and implementing solutions in line with timescales, learners have the opportunity to demonstrate time management behaviours and their adherence to time scales when producing work product.\n\nLearners have the opportunity to demonstrate effective time management and adherence to timescales in demonstrating skills in project planning and time management – more widely workload management skills – as part of S3.2.\n\n\nTheme 6:\nIn K6.1, when developing their knowledge of the requirements of set-up and preparation for hosting accessibility testing, learners have the opportunity to exhibit effective time management behaviour, including adherence to relevant timescales.\n\nWhen preparing for, and running, activities in line with requirements as part of S6.1, learners will be able to demonstrate appropriate time management behaviours, ensuring they are able to adhere to timescales when preparing for, and running, activities."]
["B4","B4: Inquisitive, innovative and forward-thinking regarding digital technologies which could have beneficial implications for disabled individuals.","Theme 1: K1.3, K1.4 - pages 17-18\n\nTheme 4: K4.1, K4.2, S4.1 - pages 23-24\n\nTheme 5: K5.1, K5.2, K5.3, K5.4, K5.5, K5.6, S5.1, S5.2, S5.3 - pages 25-31 \n\nTheme 6: K6.1, S6.1 - pages 32-33\n\nTheme 8: K8.2, K8.3 - pages 36-37",null,"FULLY MET","Theme 1:\nK1.3 - The learner must understand the purpose of reasonable adjustments and their importance for accessibility\nIndicative content: reasonable adjustments\n\nK1.4 - The learner must understand the responsibilities of managing reasonable adjustments digitally\nIndicative content: anticipatory\n\n\nTheme 4:\nK4.1 - The learner must understand the principles of and conformance to Web Content Accessibility Guidelines (WCAG)\nIndicative content: WCAG and WCAG2ICT\n\nK4.2 - The learner must understand the implications of standards and guidelines in the design and development of an application’s user experience\nIndicative content: EN 301 549 European Standard for digital accessibility; ADA Section 508; ISO9241 – Ergonomics of human-system interaction; The 7 Principles of Universal Design\n\nS4.1 - The learner must be able to apply accessibility guidelines in the design and development of digital solutions\nIndicative content: design and develop solution; apply and conform with the requirements of relevant accessibility guidelines, standards and regulations\n\n\nTheme 5:\nK5.1 - The learner must understand the range of accessibility features that can be utilised within an operating system (OS) and first and third party applications\nIndicative content: display and readability features; keyboard features; pointer features; sound and speech features; gesture control; haptic technology\n\nK5.2 - The learner must understand the process of developing mobile applications\nIndicative content: creation of installable software bundles; communication with backend services; testing of application on target devices\n\nK5.3 - The learner must understand the function and features of accessibility APIs within mobile application development\nIndicative content: accessibility APIs; features\n\nK5.4 - The learner must understand the components of website design and their application to enhance the accessibility of services\nIndicative content: HyperText Markup Language (HTML); ARIA; Cascading Style Sheets (CSS); JavaScript (JS)\n\nK5.5 - The learner must understand the functionality of assistive technologies and their interaction with other digital technologies to enhance accessibility\nIndicative content: auditory; visual; cognitive, learning, neurological and neurodiverse; motor; speech\n\nK5.6 - The learner must understand the security considerations related to the installation and utilisation of assistive technologies\nIndicative content: first party; third party; installation and utilisation; security considerations\n\nS5.1 - The learner must be able to use hardware and software based assistive technologies\nIndicative content: review requirements of use; select and use appropriate assistive technology in line with requirements\n\nS5.2 - The learner must be able to assess an individual’s access requirements and identify appropriate accessibility solutions\nIndicative content: review requirements and identify appropriate assistive technologies or adaptive strategies\n\nS5.3 - The learner must be able to keep continuous professional development (CPD) updated using a range of appropriate sources\nIndicative content: sources – online content; conference content; email newsletters; books and magazines\n\n\nTheme 6:\nK6.1 - The learner must understand the process of hosting accessibility testing\nIndicative content: set-up and preparation; inclusive usability testing\n\nS6.1 - The learner must be able to prepare and facilitate accessible activities to meet organisational and audience requirements\nIndicative content: prepare for activities in line with requirements; apply reasonable adjustments based on audience requirements; run activities; troubleshoot issues with assistive technologies\n\n\nTheme 8:\nK8.2 - The learner must understand the process required to conduct training with a range of audiences\nIndicative content: process – preparation; post-training activity\n\nK8.3 - The learner must understand the types of technologies and aids that can be applied when presenting information to meet audience requirements\nIndicative content: technologies and aids for presentation; target requirements (researching of key facts and figures relating to accessibility in order to inform use of technologies and aids)","S5.3 - Assessment 1 task 1, assessment 2 task 1 and 2, assessment 4 task 4  K6.1 - Assessment 4 task 2     S6.1 - Assessment 4 task 2 K8.2 - Assessment 2 task 2     K8.3 - Assessment 1 task 3 and Assessment 2 Task 2","Theme 1:\nIn developing their knowledge of the purpose and importance of reasonable adjustments as listed in the indicative content for K1.3, learners have the opportunity to demonstrate inquisitive, innovative and forward thinking behaviours.\n\nIn demonstrating knowledge of anticipatory adjustments in K1.4, including pre-empting the needs of users, learners can exhibit forward thinking behaviours which could have beneficial implications for disabled individuals.\n\n\nTheme 4:\nIn understanding the principles of, and conformance to, WCAG guidelines as part of K4.1, learners have the opportunity to demonstrate inquisitive, innovative and forward thinking behaviours, especially in relation to Level AAA conformance.\n\n\nLearners’ understanding of the standards and guidelines listed indicative content for K4.2 gives them an opportunity to demonstrate forward thinking behaviours that could have beneficial implications for disabled individuals when designing and developing applications’ user experience.\n\nWhen designing and developing digital solutions as part of S4.1, learners have the opportunity to demonstrate inquisitive, innovative and forward thinking behaviours which could have beneficial implications for disabled individuals\n\nTheme 5:\nDemonstrating their understanding of a wide range of accessibility features within digital technology a part of K5.1, learners are given the opportunity to exhibit inquisitive, innovative and forward thinking behaviours which could have beneficial implications for disabled individuals\n\nWhen developing their understanding of the process of mobile application development as part of K5.2, learners have the opportunity to demonstrate and devise innovative accessibility solutions which could have beneficial implications for disabled individuals.\n\nLearners can draw upon their knowledge of the function and features of accessibility APIs within mobile application development as part of K5.3, in order to demonstrate inquisitive, innovative and forward thinking behaviours, which could result in beneficial implications for disabled individuals.\n\nTheir understanding of the components of website design and how they can be applied in order to enhance the accessibility of services as part of K5.4 gives learners the opportunity to demonstrate inquisitive, innovative and forward thinking behaviours when enhancing the accessibility of services. This could have beneficial implications for disabled individuals.\n\nIn demonstrating knowledge of the functionality of assistive technologies relating to a range of impairments (as listed in the indicative content for K5.5), learners are able to act inquisitively and innovatively, exhibiting forward thinking when exploring potential accessibility enhancements for disabled individuals. \n\nAs part of K5.6, learners’ knowledge of security considerations in relation to assistive technologies gives learners the opportunity to demonstrate forward thinking behaviour, ensuring assistive technology users’ security is maintained.\n\nWhen using hardware and software based assistive technologies as part of S5.1, learners have the opportunity to demonstrate inquisitive, innovative, forwarding thinking behaviours which could have beneficial implications for disabled individuals and their use of hardware and software based assistive technologies.\n\nWhen identifying appropriate accessibility solutions to support an individual’s access requirements as part of S5.2, learners have the opportunity to demonstrate forward thinking behaviours which could have beneficial implications for those individuals.\n\nS5.3 - The learner must be able to keep continuous professional development (CPD) updated using a range of appropriate sources\nIndicative content: sources – online content; conference content; email newsletters; books and magazines.\n\nTheme 6:\nIn demonstrating knowledge of the set-up and preparation of accessibility testing, and inclusive usability testing as part of K6.1, learners have the opportunity to exhibit inquisitive, innovative and forwarding thinking behaviours which could have beneficial implications for disabled individuals taking part in accessibility or inclusive usability testing.\n\nWhen preparing and facilitating accessible activities as part of S6.1, learners have the opportunity to demonstrate inquisitive, innovative and forward thinking behaviours which could positively impact the experiences of disabled individuals taking part in the activities.\n\nTheme 8:\nIn demonstrating an understanding of the process required to conduct accessibility training with a range of audiences as part of K8.2, learners have the opportunity to exhibit forward thinking behaviour which could support disabled individuals taking part in the training. Additionally, an understanding of post-training activity, including the gathering of feedback, gives learners an opportunity to demonstrate inquisitive and innovative behaviours which could further beneficially impact disabled individuals in future training.\n\nIn developing their understanding of technologies and aids that can be applied when presenting information to meet audience requirements as part of K8.3, learners have the opportunity to demonstrate forward thinking, inquisitive and innovative behaviours in order to meet audience accessibility requirements, thus having beneficial implications for disabled individuals."]
[]
[null,"ADDITIONAL CONTENT"]
[null,null,"Theme 5: K5.3",null,null,"Theme 5:\nK5.3 - The learner must understand the function and features of accessibility APIs within mobile application development","Assessment 2 task 2 ","ADDITIONAL CONTENT RATIONALE: Stakeholder suggestion of additional content to support K5.2 as learners need a foundational understanding of accessibility APIs in order to make mobile app development (K5.2, exemplifying Knowledge statement K9) relevant to this qualification. This addition was suggested based on the stakeholder’s experiences working in this area of industry and this knowledge was determined as crucially relevant to this qualification in order to support learners into employment in this area.\n\nContent added in order to ensure learners are equipped to work in this specialist area of the digital sector, and to further exemplify and support the knowledge demonstrated against knowledge statement K9 (K5.2 in the qualification specification). Additional content scrutinised during development sessions with additional stakeholders and approved; stakeholders agree that this addition of content is crucial to equip learners with key knowledge required when working in this area. This additional content was then approved by a range of additional stakeholders through an external validation and review process."]

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["Additional content","YES","Standard 1","FULLY MET","N/A","PARTIAL"]
["ST0116","NO","Standard 2","PARTIALLY MET","MITIGATED","FULL"]
["ST0117",null,"Standard 3","NOT MET ","PARTIALLY MITIGATED "]
["ST0118",null,"Standard 4"]
["ST1021",null,"Standard 5"]
["ST0127",null,"Standard 6"]
["ST0129",null,"NO COVERAGE "]
["ST0345"]
["ST0825"]
["ST0863",null,"Provider setting (e.g. classroom)"]
[null,null,"Online"]
[null,null,"Distance"]
[null,null,"Placement"]
[null,null,"Mixed"]
[]
[]
[]
[]
[]
[]
[]
[]
["Year 1"]
["Year 2"]
["Year 3"]
["Year 4"]
["Across years"]
["Core "]
["Option"]
[]
["Yes"]
["No"]
[]
[4]
[5]
[]
[]
[null,null,null,null,null,null,null,null,"Business analyst (level 4) (ST0117)"]
[null,null,null,null,null,null,null,null,"Cyber-security technologist (level 4) (ST0124)"]
[null,null,null,null,null,null,null,null,"Data analyst (level 4) (ST0118)"]
[null,null,null,null,null,null,null,null,"DevOps engineer (level 4) (ST0825)"]
[null,null,null,null,null,null,null,null,"Digital accessibility specialist (level 4) (ST0863)"]
[null,null,null,null,null,null,null,null,"Digital community manager (level 4) (ST0345)"]
[null,null,null,null,null,null,null,null,"Network engineer (level 4) (ST0127)"]
[null,null,null,null,null,null,null,null,"Software developer (level 4) (ST0116)"]
[null,null,null,null,null,null,null,null,"Software tester (level 4) (ST0129)"]