level 3 diploma in ict communications systems

Level 3 Diploma in ICT Communications Systems Qualification handbook 100/3566/7

www.cityandguilds.com January 2008 Version 1.0

About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute 2007 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions:

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Level 3 Diploma in ICT Communications Systems 1

Level 3 Diploma in ICT Communications Systems Qualification handbook www.cityandguilds.com

January 2008 Version 1.0

2 Level 3 Diploma in ICT Communications Systems

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Contents

1 About this document 5 2 Introduction 6 2.1 General information 6 2.2 General structure 7 2.3 Achieving the qualification 7 3 Assessment and quality assurance 9 3.1 Other essential City & Guilds documents 9 4 Apprenticeships and technical certificates 11 5 Course design 12 5.1 Centre and qualification approval 12 6 Registration and certification 14 7 Test specifications 15 8 Units 16 8.1 Unit 301Develop, manage and support the communications systems environment 16

Rationale 16 Health and safety (and risk assessment) 16 Self development 16 Managing meetings 16 Guided Learning Hours 16

8.2 Unit 302 Fundamentals of electronic communications 20 Rationale 20 Guided learning hours 20 Logarithms and decibels 20 Digital modulation 21 Telecommunications systems and networks 21 Signals 22 Transmission lines 23 Optical fibre systems 23 Modulation 23 Amplitude modulation 24 Frequency Modulation (FM) and Phase Modulation (PM) 24

8.3 Unit 303 Networking communications devices 26 Rationale 26 Guided learning hours 26 Principles of radio 27 PSTN 28 The OSI reference model 29


8.4 Unit 304 Voice and data communications 31 Rationale 31 Guided learning hours 31 Voice communication 31 Data communication 33 Local, Metropolitan and Wide Area Networks (LANs, MANs and WANs) 34 Data link control 35 TCP/IP 35 Voice over Internet Protocol (VoIP) 36

8.5 Unit 305 Radio communications systems 37 Rationale 37 Guided learning hours 37

8.6 Unit 306 Transmission and switching of communications systems 41 Rationale 41 Guided learning hours 41 Basic transmission 42 Pulse Code Modulator (PCM) 42 Switching systems 43 Signalling systems 43 Digital access 43 Multiplexing (PDH and SDH/SONET) 44 The ATM 44

8.7 Unit 307 Network management and security 45 Rationale 45 Guided learning hours 45 Network management 45 Network security 46

8.8 Unit 308 Install, commission and maintain communications systems 50 Rationale 50 Guided learning hours 50 Practical activities 50 Underpinning knowledge 50

8.9 Unit 309 Communications cabling for enterprise networks 53 Rationale 53 Guided learning hours 53 Communications cabling projects 55 Testing of copper cabling in enterprise networks 56 Testing of fibre optic cabling in enterprise networks 57

9 Connections with other awards 59 10 Appendices 61 Appendix 1 Key Skills signposting 61 Appendix 2 The wider curriculum 63 Appendix 3 Accreditation, national frameworks and qualification level descriptors 64


Appendix 4 Obtaining centre and qualification approval 65 Appendix 5 Summary of City & Guilds assessment policies 66 Appendix 6 Funding 68


1 About this document

This document contains the information that centres need to offer the following diploma:

Qualification Title Level 3 Diploma in ICT Communications Systems City & Guilds qualification number 3662 QCA accreditation number 100/3566/7

This handbook contains details and guidance on:

• centre resource requirements • learner entry requirements • information about links with and progression to, other qualifications • qualification standards and specifications • assessment requirements


2 Introduction

This award is aimed at learners who • do not have access to an NVQ • wish for career progression within the ICT industry or related sector • wish to develop skills learnt from other qualifications • require evidence towards the underpinning knowledge of the related NVQ The purpose of this qualification is to meet the wide ranging needs of the communications systems industry which is part of the communications technologies sector. The Level 3 Diploma in ICT Communications Systems (3662) combines the study of current telecommunications and computer networks. The distinction between these career pathways has blurred and issues such as bandwidth, data security, quality of service, along with the need of a high level of understanding of TCP/IP and other protocol suites are common to both. The pathway in Communications Cabling for Enterprise Networks within this qualification provides a progression for learners who have completed City & Guilds qualification Level 2 Certificate in Communications Cabling. This award is aimed at new entrants, eg school leavers or for adults looking for a change in career, eg existing engineers. Vocationally Related Qualifications are available in a range of vocational areas, please contact Customer Relation at City & Guilds for further information. The 3662 Level 3 Diploma in ICT Communications Systems is recognised as a Technical Certificate for the Telecommunications Advanced Apprenticeship scheme.

2.1 General information

These vocationally related awards have been designed by City & Guilds to support government initiatives towards the National Qualifications Framework. They can contribute towards the knowledge and understanding required for the related NVQ while not requiring or proving evidence of occupational competence. Centres will need to make an initial assessment of each learner and decide on the most appropriate level of qualification.


2 Introduction

2.2 General structure

The awards are made up of units expressed in a standard format. Each unit is preceded by details of • the structure of the unit • the aims and general coverage of the unit • the relationship of the unit to the appropriate NVQ National Occupational Standards • the outcomes • the assessment methods • signposting of opportunities to generate evidence for Key Skills.

2.3 Achieving the qualification

For the level 3 Diploma in ICT Communication Systems, the units are Core units 301 Develop, manage and support the communications systems environment 302 Fundamentals of electronic communications 303 Networking communications devices The six distinct pathways and optional units within this award are as follows: Voice and data communications pathway 304 Voice and data communications Radio systems pathway 305 Radio communications systems Transmission and switching systems pathway 306 Transmission and switching of communications systems Network management and security pathway 307 Network management and security Install, commission and maintain communications systems pathway 308 Install commission and maintain communications systems


2 Introduction

Communications cabling for enterprise networks pathway 309 Communications cabling for enterprise networks To gain the Level 3 Diploma in ICT Communications Systems, learners must be successful in the assessments for all core units (units 301 - 303) plus one from the range of optional units, (units 304 – 309). A total of four units are required to achieve the award, which can be achieved in any order.


3 Assessment and quality assurance

National standards and rigorous quality assurance are maintained by the use of • City & Guilds set and marked written tests • City & Guilds assignments, marked by the centre according to externally set marking criteria, with quality assurance provided by the centre and monitored by City & Guilds’ external verification system, to ensure that national standards are maintained. Quality assurance includes initial centre approval, qualification approval, the centre's own procedures for monitoring quality and City & Guilds' ongoing monitoring by an External Verifier. Details of City & Guilds criteria and procedures, including roles of centre staff and External Verifiers can be found in Providing City & Guilds Qualifications – a guide to centre and qualification approval. Assignments, one per unit, will assess both underpinning knowledge and practical activities. City & Guilds provides an assessor’s guide and a candidate’s guide for the assignments. As assignments are designed to sample the practical activities and underpinning knowledge, it is essential that centres ensure that learners cover the content of the whole unit. Unit 302 is assessed by both a short answer test, set by City & Guilds, and an assignment. The short answer test will assess the knowledge and understanding for this unit and will be externally marked by City & Guilds. The assignment for unit 302 will assess the practical activities only. Assessment components are marked pass, credit or distinction. A pass is the achievement level required for the knowledge and understanding in an NVQ and generally represents the ability to follow instructions and procedures.

3.1 Other essential City & Guilds documents

There are other City & Guilds documents which contain general information on City & Guilds qualifications.

• Providing City & Guilds qualifications – a guide to centre and qualification approval contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification.

• Ensuring quality Contains updates on City & Guilds assessment and policy issues.

• Centre toolkit Contains additional information on Providing City & Guilds qualifications, in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates. The Centre Toolkit is sent to centres when they receive approved centre status. It is also available to order at an additional cost.


3 Assessment and quality assurance • Online catalogue

Contains details of general regulations, registration and certification procedures and fees. This information is also available online.

For the latest updates on our publications and details of how to obtain them and other City & Guilds resources, please refer to the City & Guilds website.


4 Apprenticeships and technical certificates

Apprenticeships are work-based programmes and contain on the job and off the job learning, which include the following basic elements: • a National Vocational Qualification (NVQ) • Key Skills, eg communication and application of number • a technical certificate • other mandatory or optional elements as specified by the particular occupation. Technical certificates are qualifications that test specific occupational knowledge. They are delivered through a taught programme of off-the-job training, unlike NVQs, which are delivered through on-the-job training. This Level 3 Diploma in ICT Communications Systems (3662) is recognised as a Technical Certificate for the Telecommunications Advanced Apprenticeship. Within this Level 3 Diploma in ICT Communications Systems (3662) technical certificate, national standards and rigorous quality assurance are maintained by the use of City & Guilds set and marked short answer tests for unit 302.


5 Course design

Tutors/assessors should familiarise themselves with the structure and content of the award before designing an appropriate course; in particular they are advised to consider the knowledge and understanding requirements of the relevant NVQ. City & Guilds does not itself provide courses of instruction or specify entry requirements. As long as the requirements for the award are met, tutors/assessors may design courses of study in any way that they feel best meets the needs and capabilities of the learners. Units are broadly the same size and centres may deliver them in any order they wish. Centres may wish to introduce other topics as part of the programme which will not be assessed through the qualifications, eg to meet local needs. It is recommended that centres cover the following in the delivery of the course, where appropriate: • Key Skills (such as Communication, Application of number, Information technology, Working

with others, Improving own learning and performance, Problem solving) • Health and safety considerations, in particular the need to impress to learners that they

must preserve the health and safety of others as well as themselves • Spiritual, moral, ethical, social and cultural issues • Environmental education, European dimension. Guided learning hours are an estimate of the amount of time needed to complete this qualification. It includes direct teaching, assessment and directed or supported study. It is recommended that 60 guided learning hours should be allocated for each of the three core units and 60 hours should be allocated for each of the optional units. This may be on a full time or part time basis. 240 guided learning hours is the estimated requirement for each level 3 pathway. Due to the technical nature and level of these qualifications it is recommended that learners should have an interest in the communications and IT sector and prior knowledge, understanding or experience equivalent to level 2 in a related field. The nature of both the learning and assessment required for the qualification is such that learners will need basic literacy and numeracy skills: that is, the ability to read and interpret written tasks and to write answers in a legible and understandable form. Learners will also need to be able to organise written information clearly and coherently, although they will not be assessed for spelling or grammatical accuracy.

5.1 Centre and qualification approval

Centres wishing to offer City & Guilds qualifications must gain approval. New centres must apply for centre and qualification approval. Existing City & Guilds centres will need to get specific qualification approval to run this award. Full details of the process for both centre and qualification approval are given in Providing City & Guilds Qualifications – a guide to centre and qualification approval, which is available from City & Guilds' regional offices. City & Guilds reserves the right to suspend an approved centre, or withdraw its approval from an approved centre, to conduct a particular City & Guilds qualification or particular City & Guilds qualifications, for reasons of debt, malpractice or for any reason that may be detrimental to the


5 Course design maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds.


6 Registration and certification

For the award of a certificate, candidates must successfully complete the associated short answer test and assignments for the three core units and one optional unit of their chosen pathway.

Units Assessment components required

Unit 301 Develop, manage and support the communications systems environment

3662-03-311 Assignment

3662-03-302 Written test Unit 302 Fundamentals of electronic communications


Unit 303 Networking communications devices 3662-03-313 Assignment

Unit 304 Voice and data communications 3662-03-314 Assignment

Unit 305 Radio communications systems 3662-03-315 Assignment

Unit 306 Transmission and switching of communications systems


Unit 307 Network management and security 3662-03-317 Assignment

Unit 308 Install, commission and maintain communications systems


Unit 309 Communications cabling for enterprise networks


• Learners must be registered at the beginning of their course. Centres should submit

registrations via the Walled Garden or on Form S (Registration), under qualification/complex no 3662-03.

• When assignments have been successfully completed, learner results should be submitted via

the Walled Garden or on Form S (Results submission). Centres should note that results, ie certificates/certificates of unit credit, will not be processed by City & Guilds until verification records are complete.

• Written tests are available each month during the year and candidates may take the test on

any day Monday to Sunday of the timetabled week. Learners must be entered for written (timetabled) assessment components via the Walled Garden or on Form S (and examination month entered in the 'dated entry' box).

• Learners achieving one or more assessment components will receive a Certificate of Unit

Credit listing the assessment components achieved together with the appropriate grade. Learners achieving the number and combination of assessment components required for the Certificate will, in addition, be issued a full Certificate.

• Full details on all the above procedures, together with dates and times of written tests will be found in the Directory of Vocational Awards published annually by City & Guilds. This information also appears on City & Guilds Website http://www.cityandguilds.com


7 Test specifications

Paper No: 302 Subject: Fundamentals of electronic communications Duration: 2 hours Assessment type: written (short answer) No of marks: 80

Section/Heading Outcome No of questions

No of marks %

Telecommunications systems and networks

1 8 10

Signals 1 8 10

Logarithms and decibels 2 16 20

Transmission lines 1 8 10

Optical fibre 1 8 10

Modulation Amplitude modulation Frequency modulation (FM) Phrase modulation (PM)

2 16 20

Fundamentals of electronic communications

Digital modulation 2 16 20

Totals 10 80 100


8 Units 8.1 Unit 301Develop, manage and support the communications

systems environment

Rationale The aim of this unit is to enable the candidate to develop the skills required to become an effective member/leader of a communications technology team. The unit complements the NVQ for Communication Technologies Professionals which defines level 3 competence as that which ‘involves the application of knowledge in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non-routine where considerable responsibility and autonomy, and control of guidance of others is often required’.

The unit covers three main sections

Health and safety (and risk assessment) The purpose of this section is to introduce candidates to safe working practices within their own area of work and the prevention of hazards. Telecommunications technicians are sometimes required to work in hazardous places both above and below ground level. Therefore, it is important that candidates are aware of potential hazards and are able to take responsible decisions for themselves and others.

Self development The aim of this section is to enable the candidate to: • identify learning needs • produce learning objectives • describe learning style characteristics • select suitable learning styles • identify appropriate training methods • measure self development.

Managing meetings The aim of this section is to enable the candidate to: • organise meeting venues • allocate individual responsibilities for meetings • manage meetings • appreciate the factors that affect the communication before, during and after meetings.

Guided Learning Hours It is suggested that about 60 guided learning hours should be given to this unit and allocated as follows. Health and safety (and risk management) 36 hours Self development 2 hours Manage meetings 12 hours


Practical activities

The learner must be able to: Health and safety (and risk assessment) 1 select and use protective clothing and equipment appropriate for the task. protective

clothing: overalls, ear defenders, safety boots, gloves, safety helmet (hard hat), particle masks, glasses/goggles/visors, knee pads equipment: safety barriers, hazard notices, permits to work, machine guards, residual current devices, earth sticks, use of 110V equipment 2 apply good working practices at all times practices: clean/tidy work areas, removal of waste products, protect surfaces, use of hazard notices, electrical safety practices, manual handling techniques and related safety equipment

3 carry out risk assessments as applicable to the task and prepare a report identifying potential hazards risk assessments: hazard identification, high voltages, radiation from high intensity light sources (semi-conductor laser diodes), gas build up, overhead cables, cable drums, dangerous substances, work conditions (confined spaces, heights) site machinery, noise, high power non-ionising emissions, radio frequency burns, micro shocks from induced fields, manual handling issues, batteries, test equipment, Display Screen Equipment, CDM and working overseas)

4 state the name and location of people responsible for health and safety in the workplace workplace: the location in which the learner is being assessed, and which is a place of work

5 state the names and location of documents that refer to health and safety in the workplace 6 state methods of accident prevention for a specific job role

methods: all actions necessary to prevent accidents in a specific role in which the learner is employed, or for which training is being given

7 complete a written accident report or dictate a report to another person. report: name, date/time of incident, date/time of report, location, weather conditions, lighting conditions, persons involved, sequence of events, injuries sustained, damage sustained, actions taken, witnesses, supervisor/manager notified

8 complete a written fault report or dictate a report to another person. report: name, date and time of noting fault, date and time of report, location, nature of fault

Self development 9 identify existing levels of own skills, knowledge, and attitude 10 identify desired skills, knowledge, and attitude 11 produce learning objectives 12 identify their preferred learning style 13 select the most appropriate learning methods for their learning style 14 record learning achievements 15 measure learning performance


Manage meetings 16 investigate the factors to be taken into account when planning an informal meeting 17 plan an informal meeting and ensure all required resources are available and meet

requirements 18 identify people who need to attend an informal meeting 19 communicate with all prospective and actual meeting attendees 20 manage an informal meeting to meet schedules and objectives.

Underpinning knowledge To effectively perform the range of practical activities for this unit, the learner will be able to: Health and safety (and risk assessment) 1 describe the reasons for implementing safety in workplace policies 2 state the general requirements for the observance of safe practices

general requirements: alertness to danger; maintaining personal hygiene; general tidiness; protecting self and others; knowledge of emergency and hazard reporting procedures; permit to work procedures

3 state the human and environmental factors that may lead to an accident factors: tiredness, carelessness, improper behaviour, lack of training, unguarded, or faulty tools and machinery, unsuitable clothing, lack of adequate ventilation

4 identify the hazards when working in high places and confined spaces 5 state the dangers associated with the following materials and other agents

materials: eg compressed gases, cryogenic materials, noxious fumes and liquids, explosives, combustible materials, asbestos, vermin and their ‘residue’

6 state the need for eye protection in relation to sparks, dust, chippings, liquid splashes, lasers, microwaves, chemicals

7 state special precautions to be observed when working with hazardous substances hazardous substances: industrial chemicals, poisons, toxic gases, petro-chemicals

8 state the types of fire extinguisher generally available in an industrial environment and their suitability for different types of fire fire extinguisher: water, foam, dry powder, carbon dioxide types of fire: dry materials, oil and petrol, electrical

9 state the danger of using water based fire extinguishers on electrical equipment and on oil/spirit-based fires

10 state the first aid procedures required in the event of an accident first aid procedures: dealing with electric shock; administering mouth to mouth resuscitation; dealing with eye and other types of physical injury

11 state the sources of electrical danger and the methods of protection methods of protection: insulation, earthing, circuit breakers, fuses, Residual Current Devices (RCD) (also know as GFCI – Ground Fault Current Interrupter and RCCB - Residual Current Circuit Breaker) and remote isolation via maintenance centre

12 describe the potential danger of the build up of hazardous gasses in underground chambers and the relevant precautions to be taken

13 explain the potential hazards associated with high voltages when working on live equipment and describe the relevant precautions to be taken

14 explain the potential hazards associated with low voltage high current power supplies when working on live equipment and describe the relevant precautions to be taken

15 explain the potential hazard of electro-magnetic radiation from radio transmitter antennae


16 describe the sources of danger from high intensity visible and non-visible (eg infra-red) light sources used for telecommunication and other purposes

17 state the essential procedures for the safe handling and storage of materials 18 describe the correct procedures for lifting bulky or heavy loads including manual lifting and

the safe use of lifting equipment 19 Know the legal requirements associated with H&S legal requirements: Codes of Practice,

RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations) 1995, COSHH (Control Of Substances Hazardous to Health)

20 Explain why it is necessary to test for the presence of high voltage wiring that is hidden below the surface of walls, prior to commencing work, and how to test for this type of wiring why: danger of electrocution, how: electromagnetic field indicating device

Self development 21 describe reasons for analysing existing levels of skills, knowledge, and attitude. 22 describe reasons why learning objectives should be “SMART” 23 describe the characteristics of different learning styles

learning styles: eg auditory, visual, tactile/kinaesthetic characteristics: eg preferred learning methods, use of speech, use of body language, use of demonstrations, use of auditory aids, use of visual aids, use of activity methods

24 describe the methods of learning and compare advantages and disadvantages of each method methods: eg training courses, on-the-job training, projects, secondments, distance learning, computer based training, reading, mentoring

25 describe the factors that must be taken into consideration when measuring learning performance factors: eg learning level, qualification achievement, objective target

Manage meetings 26 differentiate between formal and informal meetings 27 explain the management and operational issues to be considered when arranging and

running an electronic meeting such as teleconferencing and video conferencing 28 describe the contents of an agenda and explain its purpose

contents: venue, time, date, meeting objective, chairman, discussion topics 29 describe the factors that must be taken into consideration when selecting a suitable venue

for an informal meeting factors: number of attendees, international time zones, visual aid facilities, location, seating arrangements, acoustics, lighting, security, catering, health and safety, special needs

30 describe the factors that must be taken into consideration when selecting a suitable time and date for an informal meeting factors: attendee availability, venue availability, objective target

31 explain the need to control the timings and discussion focus of agenda items during a formal meeting

32 explain the need to allocate responsibilities to attendees responsibilities: minute recording, actions, provision of information/data

33 identify ways to ensure full contributions of ideas and opinions are expressed throughout meetings

34 identify ways for reducing conflict 35 explain the need to ensure discussions and actions are recorded correctly


8 Units

8.2 Unit 302 Fundamentals of electronic communications

Rationale The aim of this unit is to enable the learner to: a) acquire the skills and understanding which relate to simple telecommunication networks b) identify the types of signals used for information transfer c) apply the laws of logarithms to linear equations in order to simplify gain/attenuation

calculations d) understand the characteristics of transmission lines and cables used for telecommunication

purposes e) explain the principles of communicating by light over optical fibres f) describe the characteristics of the various forms of optical fibre g) investigate the characteristics of various waveforms and the manner in which they can be

varied in order to convey information in an analogue format h) investigate the characteristics of various waveforms and the manner in which they can be

varied in order to convey information in a digital format i) describe the characteristics of modulated signals j) explain the applications of modulation.

Guided learning hours It is suggested that about 60 guided learning hours should be given to this unit and allocated as

follows. • Telecommunications systems and networks 8 hours

• Signals 12 hours

• Logarithms and decibels 6 hours

• Transmission lines 4 hours

• Optical fibre systems 6 hours

• Modulation, Amplitude modulation, Frequency modulation (FM) and

• Phase modulation (PM) 14 hours

• Digital modulation 10 hours

Practical activities The learner must be able to:

Logarithms and decibels apply the laws of logarithms in order to express in a convenient form the gain or attenuation of telecommunications systems gain: current, voltage, power


Digital modulation apply knowledge of modulation schemes to the data communication process involving serial transmission over analogue networks. The demonstration of practical competences is not required for these sections:

• Signals

• Telecommunications systems and networks

• Transmission lines

• Optical fibre systems

• Modulation.

Underpinning knowledge To effectively perform the range of practical activities for this unit, the learner will be able to:

Telecommunications systems and networks 1 explain that telecommunication systems involve:

a) the transfer of information b) the conditioning/coding of signals prior to transfer c) the conditioning/decoding of signals after transfer

2 describe the need for direct current (dc) power supplies when using electronic devices 3 explain the terms:

a) signal gain b) signal loss c) signal distortion (shape)

4 explain that the processes of: a) amplification provides gain b) attenuation provides loss

5 explain the difference between voltage gain, current gain and power gain 6 explain the terms Mean Time Between Failure (MTBF), Mean Time To Repair Failure (MTRF),

up time, down time and useful life cycle 7 define the term frequency and explain that:

a) signals may be present or may be produced at different frequencies b) amplification can be provided at different frequencies c) attenuation may exist or may be produced at different frequencies.

8 explain that amplifiers may be implemented by the use of discrete components with Bipolar Junction Transistors (BJTs) or with Field Effect Transistors (FETs)

9 explain that amplifiers may be implemented by the use of integrated circuit operational amplifiers (op-amps)

10 describe the sources of conducted and radiated interference sources: electromagnetic radiation, unwanted signals

11 describe sources of distortion sources: non-linearity, harmonics

12 describe the properties of differing types of transmission links (channels) properties: typical attenuation in dB/km, susceptibility to interference, unwanted radiation of signals fixed links: wired (shielded and unshielded copper multipairs, shielded and unshielded copper twisted pairs, copper coaxial), optical fibre, waveguide, point-to-point wireless (line-of-sight), geostationary satellite mobile links: wireless (radio), infrared, non-geostationary satellite

13 describe various methods of communicating over a channel


methods: simplex (one-way communication), asymmetric (two way but not equal bandwidth), duplex (two-way communication), half/semi-duplex (two-way communication but only one-way at any one time), broadcast, serial, parallel

14 describe the need for four-wire working 15 describe, with the aid of a diagram, the operation of a 2-4 wire conversion unit 16 describe how a four-wire circuit could become unstable

Signals 17 state what is meant by a signal 18 categorise signals into audio, video and data types 19 state the difference between ac and dc signals 20 identify the following terms in relation to ac signals: frequency, amplitude, phase,

wavelength, period, velocity, fundamental frequency, harmonics 21 identify the main features of signal waveforms

features: amplitude, frequency, phase, wave shape, complex waves 22 state the differences between analogue and digital signals 23 list various forms of analogue and digital signals 24 state that complex waveforms can be considered as consisting of a combination of

sinusoidal waveforms 25 state the meaning of the bandwidth of a signal 26 state the bandwidth of common analogue signals

signals: commercial speech, hi-fi music, sound broadcasting (l.f./m.f. and v.h.f.), monochrome (black-and-white television), colour television

27 state the meaning of the baseband of complex signals 28 distinguish between baseband and broadband 29 state that analogue information may be converted to digital electrical signals and vice versa

Logarithms and decibels 30 define a logarithm to any base 31 convert a simple indicial equation to a logarithmic relationship and vice versa 32 deduce the laws of logarithms for any base b in the following forms:

logb (xy) = logb x + logb y; logb (x / y) = logb x – logb y; logb (xa ) = a logb x 33 state that logb 1 = 0 and logb b = 1

34 state that as x → 0, logb x → - ∞∼� � 35 apply the laws of logarithms to simplify expressions 36 apply the laws of logarithms to solve equations 37 derive, from ‘blackbox’ models, the power gain or loss (attenuation) of a network or system 38 determine the advantages of the use of logarithmic units when a) dealing with large ranges of numbers b) calculating the power gain or loss of networks connected in tandem. 39 define the decibel (dB) 40 define the dBm (dB relative to 1mW), and describe its use in system calculations 41 define:

a) voltage gain and loss in dB b) current gain and loss in dB

42 derive the condition for a) power gain in dB b) voltage gain in dB c) current gain in dB of a network or system


43 define signal/noise ratio in decibels 44 calculate, in dBs and as a power ratio, the overall gain and/or attenuation of simple systems

given the gain/attenuation of the individual stages

Transmission lines 45 describe the effect of metallic cables on analogue and digital signals 46 explain the four primary coefficients of a transmission line and sketch an equivalent circuit

for a section of line coefficients: R, G, L and C

47 describe why, in unloaded cables, R and C are the most significant primary coefficients and produce the effect of a low-pass filter

48 define the terms commonly used in relation to a transmission line terms: characteristic impedance (Zo), attenuation coefficient α), phase-change coefficient β)

49 sketch typical attenuation/frequency and delay/frequency response curves for unloaded and loaded cable, and coaxial cable

50 describe the shape of the response curves in 5 in terms of the primary coefficients of the cables used

51 explain how the attenuation/frequency and delay/frequency characteristics of a cable affect analogue bandwidth and digital bit rate

52 sketch an equivalent loss-free line in terms of its distributed L and C parameters 53 explain that maximum power can be drawn from the line if its terminating load has a

particular value 54 state the value of Zo in terms of the distributed L and C parameters of a loss-free line

Optical fibre systems 55 describe the structure and materials used for optical fibres 56 explain the basic operation of fibre optic communications links 57 explain the advantages and disadvantages of optical fibre compared to copper transmission

lines 58 identify the component parts of an optical fibre as used in communication systems. 59 distinguish between types of optical fibre

types: single-mode, multimode, graded-index, stepped-index 60 describe the structure of optical fibres giving typical dimensions 61 describe how optical fibres may be joined and terminated 62 state that the most commonly used transmitting devices are the Light Emitting Diodes (LED)

and the Semiconductor Laser Diodes (SLD).

Modulation 63 explain the need for modulation 64 describe modulation as the process of superimposing information on a carrier wave 65 explain that modulation is the process whereby some property of a carrier wave is varied by

a baseband wave 66 identify, from given waveform diagrams, the modulated wave for a) Amplitude Modulation (AM) b) Frequency Modulation (FM)


Amplitude modulation 67 sketch an AM waveform in which the modulating signal is a sine wave 68 show diagrammatically how audio frequency information may be superimposed upon a

radio frequency carrier wave by varying its amplitude 69 sketch typical waveforms of a radio frequency (r.f.) carrier wave (fc) amplitude-modulated by

a sinusoidal tone (fm); hence describe modulation depth 70 describe how AM of an r.f. carrier wave by a sinusoidal tone produces a complex wave

having three frequency components: a) fc b) fc – fm c) fc + fm

71 show graphically that the modulated wave can be constructed from waveforms of carrier (fc), and side frequencies (fc + fm and fm – fm)

72 define modulation depth as applied to an AM waveform 73 explain why modulation exceeding 100% results in distortion which appears in the

demodulated output 74 describe, with the aid of a frequency spectrum diagram, the components of a double-

sideband AM signal 75 describe, with the aid of a frequency spectrum diagram, the components of a single-

sideband AM signal 76 describe the advantages of single-sideband systems with specific reference to power,

bandwidth and noise 77 describe the bandwidth requirements of a modulated carrier 78 show, by means of waveforms, demodulation as the process of recovering the audio

frequency (a.f.) information from the envelope of a modulated wave

Frequency Modulation (FM) and Phase Modulation (PM) 79 explain that FM is the variation of the frequency of a carrier in accordance with the

instantaneous value of a baseband signal. 80 describe the terms used in FM

terms: frequency deviation, maximum deviation, deviation ratio 81 explain that PM is the variation of the phase of a carrier in accordance with the

instantaneous value of a baseband signal 82 show diagrammatically how a.f. information can be superimposed upon a radio frequency

carrier wave by causing its frequency to deviate 83 explain that the frequency deviation of the carrier wave depends upon the amplitude of the

modulating signal but that the amplitude of the carrier wave is unchanged 84 explain why the bandwidth required for an FM service is rather more than twice the

maximum deviation 85 explain why FM radio services operate at very high frequency (v.h.f.) and above 86 sketch and describe the frequency/amplitude characteristic of a discriminator suitable for

demodulating an FM signal


Digital modulation 87 explain why unidirectional pulse data cannot be transmitted directly over an analogue

communication network 88 explain that different amplitudes can represent digital data in an AM system 89 explain that digital data can be represented by different frequencies in a FM system 90 explain that digital data can be represented by different phases in a Phase Modulation (PM)

system 91 explain that digital data can be represented by combinations of differing amplitudes and

differing phases in a Quadrature-Amplitude Modulation (QAM) system 92 sketch typical waveforms for the Digital Modulation systems in 2 to 5 93 describe, with the aid of a diagram, how groups of binary digits are employed in data

communication (eg coded hexadecimal) 94 explain that Frequency-Shift Keying (FSK), Phase-Shift Keying (PSK) and QAM are forms of

modulation applicable to the transmission of digital data.


8 Units

8.3 Unit 303 Networking communications devices

Rationale Data Communications Networking Devices are the building blocks upon which all networks are constructed. This unit covers the essential concepts of data transmission including the communication channels and the various signalling techniques used. The aim of this unit is to enable the learner to understand: a) the principles involved with conveying information in a digital format and the characteristics

of data communication in order to gain an appreciation of modern high-speed multi-media networks

b) the principles of operation of digital networks and data communication c) the various switching methods employed, protocols and hardware used and the

characteristics of Personal, Local, Metropolitan and Wide area data networks (PAN’s, LANs, MANs and WANs)

d) the purpose and main functions of the Open Systems Interconnection (OSI) e) how network devices and protocols map onto the OSI f) the principles involved when transmitting and receiving radio signals g) how electromagnetic radio waves are propagated and the systems involved in the

transmission and reception of radio signals h) the essential stages of radio transmitter and receivers and explain the basic principles of

operation.

Guided learning hours It is suggested that about 60 guided learning hours should be given to this unit and allocated as follows.

• Digital networks 20 hours

• Public switched telephone networks (PSTN) 20 hours

• The OSI reference model 10 hours

• Principles of radio 10 hours


Digital networks Investigate the various 1 standards used for telecommunications and digital networks 2 protocols used for telecommunications and digital networks


Principles of radio 3 Investigate a given range of factors and terms relating to modulation and determine the

effects of noise and interference on amplitude and frequency-modulated signals. 4 Carry out tests and measurements accurately 5 Produce an accurate report and give guidance to lay people. The demonstration of practical competences is not required for these sections:

• PSTN

• OSI.

Underpinning knowledge The learner will be able to:

Digital networks 1 identify the following components of a simple communication system

a) source b) transmitter c) transmission system d) receiver e) destination

2 explain the meaning of a network 3 describe the different transmission media used in a network

a) copper cable b) fibre optic cable c) radio waves

4 state the advantages of digital communication over analogue communication 5 state that digital networks carry binary information 6 distinguish between ‘bits’, ‘bytes’ and ‘nibbles’ 7 explain the meaning of ‘serial’ and ‘parallel’ working 8 state the meaning of Bit Error Rate (BER) and give typical figures for copper, optical fibre and

mobile radio systems 9 identify the difference between Automatic Repeat reQuest (ARQ) and the Forward Error

Correction (FEC) methods of dealing with errors 10 explain simple methods of error checking in digital communication networks

methods: eg loop-back and parity 11 state that protocols define the rules of procedure for computer communication 12 state that computer information is sent in a binary format using an agreed transmission

code 13 describe in relation to data communications what is meant by

a) data b) information c) redundancy

14 explain the advantages and disadvantages of transmitting data by serial and parallel methods

15 identify applications for serial data communication and parallel data communication 16 describe the two basic transmission techniques used for computer communication:

asynchronous and synchronous 17 list the characteristics of the two transmission techniques used


18 state that remote computers can access other networks by means of leased lines or ‘dial-up’ (switched) lines

19 state that ‘kilostream’ (64 kb/s) and ‘megastream’ (2.048 Mb/s) represent two examples of leased lines

20 explain what is meant by a) circuit switching b) message switching c) packet switching d) fast packet switching

21 state the most widely used standard protocol for packet switching and circuit switching 22 compare and contrast the relative advantages and disadvantages of each of the switching

methods listed below a) circuit switching b) message switching c) packet switching d) fast packet switching

23 describe the difference between connectionless (eg datagram) and connection-oriented (eg virtual circuit) packet switched networks

24 compare and contrast the relative advantages of connectionless and connection-oriented packet switched networks

25 state that ‘modems’ are required for computer communication over analogue lines 26 describe the basic modulation techniques used by modems 27 state that there are three main categories of computer networks:

LAN, MAN and WAN 28 identify the basic topologies of computer networks

topologies: star, bus, ring 29 state the methods of gaining access to computer networks

access methods: Carrier Sense Multiple Access with Collision Detection (CSMA/CD), Carrier Sense Multiple Access with Collision Avoidance (CSMA/CA) and token passing

30 identify the transmission media used for local area networks transmission media: coaxial cable (thin and thick), twisted pair (shielded and unshielded), optical fibre, radio, infrared

31 list the hardware used on local area networks hardware: hubs, switches, file servers, repeaters, bridges, routers, gateways

PSTN 32 recognise that telephone networks rely mainly on digital techniques for long distance and,

increasingly, short distance working 33 explain the operation of a Dual Tone Multi-Frequency (DTMF) keypad 34 state the need for concentrators and multiplexers in telephone networks 35 identify the structure of the PSTN in terms of the local loop, street cabinets/footway boxes,

distribution points, analogue local exchange or digital Remote Concentrator Units (RCU), Digital Cell Centre Exchange (DCCE), Digital Main Switching Units (DMSU)

36 recognise that in some countries the local exchange is called the ‘central office’ or ‘switching office’

37 recognise that the PSTN is an example of a circuit-switched network PCM) 38 identify telephone numbering schemes for local, national and international calls 39 state how analogue voice signals can be converted to digital signals by means of Pulse Code

Modulation (PCM) 40 draw a diagram to show the essential stages of a pulse code modulator

stages: low-pass (anti-aliasing) filter, sample-and-hold, sampling frequency (clock), quantiser, Encoder


41 identify the need for the low-pass filter 42 explain the function of the quantiser 43 state the need for non-linear quantisation for PCM voice signals 44 state the typical sampling frequency for voice systems (8 kHz) 45 state the number of bits normally assigned for voice systems (8) 46 state the bit rate normally assigned for voice systems (64 kb/s) 47 state the bit rate for 32-channel PCM time division multiplexing system (2.048 Mb/s). 48 describe the function of time slots 0 and 16 in the 32-channel PCM time division multiplexing

system 49 state the function of the regenerator in PCM networks 50 state the difference between European and the United States 1st, 2nd and 3rd order

multiplexing systems for the Plesiochronous Digital Hierarchy (PDH) 51 state the Synchronous Digital Hierarchy (SDH) standard for global use 52 identify the basic differences between the Integrated Services Digital Network (ISDN) and

the PSTN 53 state that digital ‘backbone’ networks use the synchronous digital hierarchy 54 recognise that ‘Sonet’ is a subset of the synchronous digital hierarchy

The OSI reference model 56 provide the International Standards Organisations (ISO) reasons for the development of the

OSI seven layer reference model 57 give examples of protocol implementation for all seven layers of the OSI model 58 list all seven layers of the OSI, describe the function of each layer and give examples of

physical layer implementation function: layer one, physical-level issues, voltages, connectors, medium example: cables, hubs, switches, routers

59 explain the peer-to-peer communication concept of the OSI layers between adjacent systems

60 explain the terms ‘encapsulation’, ‘segmentation’ and ‘fragmentation’ with reference to data and the layers of the OSI

61 explain that the structure of the OSI is such that the higher–numbered layers build upon and utilise the services of the lower layers

62 describe the advantages and disadvantages of the OSI networking model concept

Principles of radio 63 state that a conductor carrying a high frequency alternating current radiates electro-

magnetic energy 64 state the velocity of radio waves in free space (c) is approximately 3x108 m/s 65 state that electromagnetic energy induces an emf in a conductor 66 state the frequency bands used for

a) low frequency broadcast (lf) b) medium frequency broadcast (mf) c) high frequency international broadcast (h.) d) very high frequency broadcast (vhf) e) ultra high frequency (uhf) f) super high frequency (shf) and g) extra high frequency (ehf) services

67 state that the low and medium frequency (day-time) broadcasts tend to follow the curvature of the earth

68 state that long distance intercontinental coverage can be achieved by means of the ionosphere at high frequencies


69 state that at vhf and uhf coverage is normally limited to only slightly more than the line-of-sight distance

70 state that series and/or parallel combinations of inductance and capacitance, or piezo-electric crystals, can be used for filter circuits

71 draw the circuit symbols and state the meaning of different types of filter circuit types: low-pass, high-pass, band-pass, band-stop

72 state that series and parallel tuned circuits can be used to determine the frequency of operation for a) radio frequency (rf) and intermediate frequency (if) amplifiers b) oscillators

73 recognise that modulation is effectively a mixing process which allows information to be conveyed by a sinusoidal carrier wave

74 state that modulation may be achieved in a radio transmitter at a low (low-level) or high (high-level) power level

75 draw a simple block diagram of an amplitude-modulated medium frequency broadcast a) transmitter showing audio frequency, carrier frequency, modulator, driver, final

stage power amplifier and antenna matching stages. State the function of each stage

b) receiver showing, antenna, radio frequency amplifier, mixer, local oscillator, intermediate frequency amplifier, demodulator (detector) and audio frequency stages. State the function of each stage.


8 Units

8.4 Unit 304 Voice and data communications

Rationale The aim of this unit is to enable the learner to: a) describe the principles and concepts involved in voice communication b) describe the principles and concepts involved in data communication c) explain the operational characteristics of Personal, Local, Metropolitan and Wide Area

Networks (PAN, LAN, MAN and WAN) d) describe the operational and control characteristics of networks at the data link layer e) explain the operational characteristics of the Transmission Control and Internet Protocols

(TCP/IP) f) describe the features of Voice over Internet Protocol (VoIP).


• Voice communication 8 hours

• Data communication 10 hours

• Local, Metropolitan and Wide Area Networks 16 hours

• Data Link Control 8 hours

• TCP/IP 10 hours

• VoIP 8 hours

Practical activities The learner must be able to: 1 Investigate the factors to be taken into account when planning voice and data networks 2 Provide a valid realistic solution to a problem involving the planning of voice and data

networks.

Underpinning knowledge The learner will be able to:

Voice communication 1 describe the components of a simple voice communication system

components: source, transmitter, transmission system, receiver, destination 2 describe the different media used for voice communication

media: copper cable, fibre optical cable, radio waves 3 identify and describe the circuit elements of a telephone instrument sufficient to show the

principles of transmitting and receiving 4 explain the meaning of ‘sidetone’ 5 list the disadvantages of excessive sidetone and of no sidetone 6 explain the need for switching in telecommunication networks


7 describe, with the aid of diagrams, how the following signals are detected by the telephone

instrument or exchange equipment in electronic exchange systems: signals: calling signal, dial pulses, keypad pulses, multi-frequency keypad signals, ringing, called customer answer, cleardown

8 explain numbering schemes for local, national, and international calls 9 describe value added exchange services

services: call diversion, call-back, hold call, 3-party conversation 10 explain the meaning of the term telephone traffic and its effect on switching 11 define the Erlang as the unit of traffic intensity 12 describe, with the aid of sketches, typical graphs of telephone traffic intensity against time

over a 24-hour period for both national and international exchanges 13 describe the terms ‘traffic offered’, ‘traffic carried’, ‘traffic lost’ and ‘busy hour’ 14 define grades of service as a ratio of traffic lost to traffic offered, or the probability of

blocking 15 describe the physical components of the Access Network

components: eg copper twisted wire cables, poles; connection points eg SCP (Secondary Connection Point), joint boxes, cable ducting, concentrators, Main Distribution Frame (MDF), leased lines

16 describe the physical components of Core Networks components: eg switches, multiplexers, regenerators, optical fibres, microwave radio links, ring technology, leased lines

17 evaluate typical call events between customers (i) in the same exchange (local call) and (ii) in different exchanges (trunk call)

18 differentiate between the basic technologies utilised in the access networks in order to provide digital transmission capability technologies: Integrated Services Digital Network (ISDN, ISDN2, ISDN2e), Asymmetric Digital Subscribers Line (ADSL), modem


Data communication 19 describe the components of a simple data communication system

components: source, transmitter, transmission system, receiver, destination 20 describe the different media used for data communication media: copper cable, fibre optical cable, radio waves 21 differentiate between typical bit-error-rates (BER) for common media 22 describe serial and parallel data formats and their inter-conversion 23 compare synchronous and asynchronous character frames 24 compare circuit switching, message switching and packet switching 25 describe a typical packet frame as used in a wide area network (WAN) 26 explain what is meant by a virtual circuit 27 describe what is meant by a ‘datagram’ 28 describe the forms of access to a packet switched exchange 29 explain what is meant by a permanent virtual circuit 30 describe a packet-switching network 31 describe a typical routing algorithm for a packet-switching network 32 describe what is meant by:

• source coding

• channel coding

• line coding 33 describe the packet switching protocol X.25 34 describe the WAN data services, e.g. viewdata, teletext, telex and fax 35 explain what is meant by fast packet switching 36 compare and contrast the two basic methods of error correction ‘automatic repeat request’

(ARQ) and forward error correction (FEC)


Local, Metropolitan and Wide Area Networks (LANs, MANs and WANs) 37 Describe the functions and topologies of local area networks (LAN) 38 explain the difference between broadcast-media-access and non-broadcast-media access

technologies 39 state the various shared media LAN technologies in use today and their operating speeds

technologies: Ethernet, Token Ring, Fibre Distributed Data Interface (FDDI), Fast Ethernet, Gigabit Ethernet

40 describe how Ethernet and Token Ring Technologies work and explain the terms half and full duplex

41 describe LAN topologies topologies: bus, tree, ring and star, extended star

42 describe the role of hubs, switches, routers and Network Interface Cards (NICs) in a LAN 43 reference the International Standards Organisation (ISO)/Open Systems Interconnect (OSI)

model and explain at which layers the above equipment operates layers: data link, network

44 explain the cause and effect of congestion on a network 45 list factors, which will reduce the total throughput of data within a LAN or reduce the bandwidth

available for each individual node factors: Ethernet collisions, high volume of users, broadcast storms, inadequate physical segmentation, increased traffic, data backup procedures, faulty cabling, electro Magnetic Interference (EMI)

46 identify the different transmission media deployed in LANs media: Shielded Twisted Pair (STP), Unshielded Twisted Pair (UTP), coaxial cable, optical fibre, wireless

47 describe the advantages of wireless access networks (e.g. Bluetooth) 48 explain that ‘Bluetooth’ is an example of a Personal Area Network wireless access technology 49 identify the relevant standards for wireless access for LANs (IEEE 802.11) 50 state typical areas covered by LANs

typical areas: a company site, a home, an office 51 state that a network, which serves multiple sites within a cities limits or metropolitan boundary,

would be referred to as a MAN 52 identify the technologies used to implement MANs

technologies: line-of-sight microwave, Synchronous Digital Hierarchy (SDH), leased line 53 state the technologies used in implementing WANs

technologies: Frame Relay, Asynchronous Transfer Mode (ATM) 54 provide examples of MANs

examples: university campus, local government offices 55 provide examples of a WAN

examples: a company operating networked offices in London and Birmingham, international company with offices in several countries

56 explain the Institute of Electrical and Electronic Engineers (IEEE) 802 standards for LAN access control standards: 802.3-Carrier Sensing Multiple Access/ Collision Detection (CSMA/CD), Medium Access Control (MAC)

57 describe the function of network hardware hardware: Bridges, switches, routers, gateways, multiplexers

58 explain the difference between Data Terminal Equipment (DTE) and Data Circuit-terminating Equipment (DCE) and list examples


59 state the different standards for data communications interface. standards: V.24/EIA-232-F, X.21

Data link control 60 explain the role of the data link layer in the OSI and give examples of data link layer protocols

examples: HDLC, Logical Link Control (LLC) 61 understand how flow control is implemented at the data link layer as well as list and explain the

different flow control methods methods: stop-and-wait, sliding-window

62 explain error detection and control in data transmission and give examples of error-detection schemes examples: parity check, Cyclic Redundancy Check (CRC)

63 describe in detail the HDLC protocol explaining basic characteristics, frame structure and operation

64 describe the basic construction, operation and facilities offered by frame relay construction: format and size

65 explain the main factors which make frame relay protocol capable of higher bit rates than standard HDLC protocol factors: reduced error checking, existence of error checking, recovery in higher-level protocols

66 describe the basic construction, operation and facilities provided by X.25 packet switching protocol construction: format, size operation: Link Access Procedure Balanced (LAPB), incoming and both-way, set-up and cleardown, Switched Virtual Circuit (SVC) and Permanent Virtual Circuit (PVC) facilities: routing by Network User Address (NUA), error checking, cyclic count, Packet Assembler/Disassembler (PAD), fault logging

67 describe the basic construction, operation and facilities offered by the ATM protocol construction: format, size, Virtual Path Identifier (VPI), Virtual Channel Identifier (VCI) facilities: Quality of Service (QoS)

68 describe the IEEE 802.3 frame format and explain the function of each field. fields: preamble, Start Frame Delimiter (SFD), Destination Address (DA), Source Address (SA), length type, Logical Link Control (LLC) data, pad, Frame Check Sequence (FCS)

TCP/IP 69 produce a concise outline of the main features of the TCP/IP protocol, referencing the

Department of Defence (DOD) protocol model and comparing with the International Standards Organisation (ISO)/Open Systems Interconnect (OSI) model

70 outline in detail, the function and operation of the TCP protocol function: data recovery, flow control, guaranteed delivery operation: three-way handshake, port allocation, data segmentation

71 sketch the IP version 4 datagram format and briefly explain the function of the different fields 72 give reasons for the need to continue the development of the Internet Protocol (eg IP version 6) 73 outline the function and operation of the IP protocol 74 list the individual layers of the TCP/IP model and explain their functions

layers: application layer, transport layer, Internet layer, network access layer 75 list the ‘well known’ TCP port numbers and state the function of each port.

ports: 21-file transfer protocol (ftp), 23-telnet, 25-simple mail transfer protocol (SMTP), 80-hyper text transfer protocol (http)

76 identify and explain the purpose and function of a protocol for each layer of the TCP/IP protocol suite

77 list the ‘well known’ User Datagram Protocol (UDP) port numbers and state the function of each port ports: 53-Domain Name Service (DNS), 69-Trivial File Transfer Protocol (TFTP)


78 explain base 2, base 10 and base 16 numbering systems and convert from one to the other using binary, hexadecimal and dotted decimal notation of IP addresses

79 explain the classful Internet addressing scheme, identifying the classes and their default subnet masks, network and host ranges

80 describe the format of the MAC addressing scheme 81 explain the importance of the Advanced Resolution Protocol (ARP) and the reverse Resolution

Protocol (RARP) 82 explain why there is a need for subnetting and how subnetting is implemented. 83 identify the requirement for Variable Length Subnet Masking (VLSM) 84 identify broadcast addresses within a subnetted network-addressing scheme. 85 identify the network and host portions of a given complete IP address and subnet mask 86 calculate subnet addresses and list the host ranges for each subnet within a given subnetted. IP

addressing scheme 87 state the loop-back, unassigned and private IP addresses 88 give reasons for the allocation of reserved IP addresses

reserved addresses: loopback, unassigned, private 89 identify the UK body responsible for allocating IP-addresses 90 give reasons for implementing private IP addressing (eg to preserve IP addresses and for

security purposes) 91 explain the purpose and use of Dynamic Host Configuration Protocol (DHCP) and DNS 92 differentiate between the uses of routers, bridges and switches within interconnected IP

networks

Voice over Internet Protocol (VoIP) 93 explain the increased popularity in IP telephony as opposed to legacy switched networks 94 list the drivers for convergence 95 state the advantages of a converged network 96 describe the main components and protocols used in PBXs 97 contrast these with their IP equivalent 98 compare the alternative signalling standards 99 explain why specific standards are required for signalling and transmission 100 state the Quality of Service issues and how to overcome them 101 list the application advantages available with an all IP network 102 describe the implementation issues 103 describe the benefits of the new convergence market.


8 Units 8.5 Unit 305 Radio communications systems

Rationale The aim of this unit is to enable the learner to: a) describe the basic principles and concepts involved in the antenna systems used for radio

communication b) describe the properties and applications of antenna systems c) list the factors that affect the propagation of radio signals d) explain the operational characteristics of radio transmitters and receivers e) describe the properties and applications of mobile telecommunication systems f) explain the properties and characteristics of satellite systems.

Guided learning hours It is suggested that about 60 guided learning hours should be given to this unit allocated as follows.

• Fundamentals of electromagnetic radiation 8 hours

• Antennas and feeder systems 10 hours

• Radio transmitters 15 hours

• Radio receivers 12 hours

• Mobile telecommunication systems 9 hours

• Cellular systems 6 hours

Practical activities The learner must be able to: 1 investigate the factors to be taken into account when planning a mobile network 2 provide a valid realistic solution to a problem involving the planning of a mobile network.

Underpinning knowledge The learner must be able to: 1 describe an electromagnetic wave in terms of its electric and magnetic field components

and direction of propagation 2 define wavelength; state and use the relationship between velocity of propagation,

frequency and wavelength 3 define wave polarisation 4 explain the bandwidth requirements for telegraphy, facsimile, Double-Sideband (DSB)

telephony and Single-Sideband (SSB) telephony, high quality sound broadcast and colour television

5 describe the frequency band definitions of very low frequency (v.l.f.), low frequency (l.f.), medium frequency (m.f.), high frequency (h.f.), very high frequency (v.h.f.), ultra high frequency (u.h.f.), super high frequency (s.h.f.), and extra high frequency (e.h.f.) using frequency and wavelength classifications

6 describe the uses of v.l.f., l.f., m.f., h.f., v.h.f., u.h.f., s.h.f., e.h.f. frequency bands 7 describe ground wave and sky wave propagation 8 distinguish between attainable propagation ranges at frequencies above and below 30 MHz

and how their use is affected


9 calculate the approximate range of space wave propagated signals under normal atmospheric conditions using the formula: dt = 4 √ht where: dt = distance from the transmitting antenna in km, and ht = height (in metres) of the transmitting antenna above ground

10 calculate the approximate maximum range for effective communication using space wave propagated signals under normal atmospheric conditions using the formula: d = 4 √ht + 4 √hr where: d = total distance between the transmitting and receiving antennae in km,

ht = height (in metres) of the transmitting antenna above ground, and hr = height (in metres) of the receiving antenna above ground

11 describe the causes of fading in long-range communication 12 distinguish between ionospheric, tropospheric, space and ground wave propagation 13 describe propagation ranges and bandwidth limitations for each mode of propagation 14 describe a typical service for each mode of propagation 15 explain what is meant by the radiation pattern of an antenna 16 define directivity and side-lobe level of an antenna

17 describe the effect on the radiation pattern of adding a director and a reflector to a λ/2 dipole

18 distinguish between standing wave and travelling-wave antennas and compare their bandwidth characteristics

19 describe the influence of incident wave polarisation on the performance of simple receiving antennas

20 describe, from consideration of electric and magnetic fields, the polarisation and radiation patterns in both planes of a λ/2 dipole

21 explain why a receiving antenna should be tuned to, and have the polarisation of, the incident radiation

22 describe the reception properties of a simple loop antenna from consideration of the field components of the incident wave

23 describe the principle of the ferrite rod antenna used in receivers 24 distinguish between balanced and unbalanced antenna feeders 25 describe the transmission and reception consequences of line loss and feeder mismatch at

the antenna 26 describe methods of connecting balanced and unbalanced feeders to a transmitter output

circuit

27 describe a method of matching a coaxial cable to a λ/2 antenna

28 explain the limitations of coaxial feeders and open-wire lines for use with high power transmitters

29 explain the need for carrier frequency stability 30 list the main causes of drift in LC oscillators 31 describe a simple crystal oscillator circuit 32 explain the reasons for including an r.f. amplifier stage in a transmitter 33 describe why modulation, or keying, is not carried out at the master oscillator stage 34 sketch the block diagram of a simple Continuous Wave (CW) transmitter and explain the

purpose of each stage 35 sketch the block diagram of a simple amplitude modulated (AM) transmitter and explain the

purpose of each stage 36 sketch the block diagram of a simple frequency modulated (FM) transmitter and explain the

purpose of each stage 37 explain the consequences of failing to match the transmitter output stage to its load 38 define the spectral components of a sinusoidal carrier, amplitude modulated by a sinusoidal

tone 39 calculate the power distribution between the spectral components of the AM wave in 38


40 compare SSB and DSB systems in terms of power and bandwidth 41 explain the advantages of a SSB system 42 describe the distribution of side frequency components in the spectrum of a sinusoidal

carrier, frequency modulated by a sinusoidal tone 43 define and apply the terms modulation index (mf), maximum deviation or rated system

deviation (fmax) and deviation ratio used in frequency modulation 44 describe, using block diagrams, the stages of an AM receiver 45 describe the process of demodulating an AM wave by means of a diode 46 sketch and describe the block diagram of a Tuned Radio Frequency (TRF) receiver 47 explain that when two r.f. carriers, having different frequencies, are present at the input of a

device having a square-law characteristic then the output signal will include frequency components that are the sum and difference of those at the input

48 explain that when carrier waves having different frequencies are multiplied together they yield sum and difference frequencies

49 describe the use of heterodyning in the reception of CW 50 explain how signal information may be recovered at the receiver in a Single Sideband (SSB)

system 51 describe the advantages of a superheterodyne receiver over a TRF 52 describe in outline the method of obtaining a fixed intermediate frequency (i.f.) in a

superheterodyne receiver 53 explain the main advantage of carrying out amplification at a fixed frequency prior to

demodulation 54 calculate, for a particular value of i.f., the local oscillator range to cover a specified r.f. band 55 define image frequency and adjacent channel interference 56 explain why the level of second channel interference depends upon the selectivity of the

input r.f. stage and the choice of intermediate frequency 57 describe the response requirements of the r.f. amplifier of a superheterodyne receiver 58 identify and describe the block diagram of a single superheterodyne receiver that is capable

of receiving CW and AM signals 59 explain the importance of gain and signal/noise ratio in receiver performance 60 explain reasons for the presence of noise power at the receiver input 61 explain that the signal/noise ratio at the receiver input determines whether signal

information can be identified 62 express signal power and noise power levels in dBm 63 express power gain, attenuation, and signal/noise ratio in dB 64 calculate the image frequency and explain how second channel interference is minimised 65 explain the principles and purpose of simple and delayed automatic gain control 66 define sensitivity, adjacent channel selectivity, image rejection ratio, and output signal/noise

ratio for a superheterodyne receiver 67 describe, with the aid of a block diagram, the stages of a FM receiver 68 explain the purpose of a frequency discriminator 69 describe the basic principles and concepts involved in mobile telecommunication systems 70 describe the properties and applications of mobile telecommunication systems 71 state the frequency bands designated for use in Private Mobile Radio (PMR) and Public Land

Mobile Network (PLMN) systems and give reasons why these bands are used 72 explain that PMR systems can be designed to provide local, regional, or national coverage,

depending on their application 73 state that Terrestrial Trunked Radio (TETRA) is the first digital standard for PMR and Public

Access Mobile Radio (PAMR) systems, developed by the European Telecommunications Standards Institute (ETSI)

74 describe the basic TETRA system components, interfaces, and operation 75 state the frequency allocation for 2G systems


76 with the aid of a diagram, show that in a cellular radio system the coverage area is divided into a number of linked cells, each with a base station

77 describe the concept of frequency re-use in cellular systems 78 explain that in conventional Frequency Division Duplex (FDD) systems, separate frequency

bands are used for the uplink and downlink transmissions 79 state the advantages associated with the use of digital rather than analogue signal

processing techniques in telecommunications 80 describe the use of Time Division Multiple Access (TDMA) in modern mobile

telecommunications systems 81 describe the problems associated with multiple path propagation in mobile

telecommunications systems and describe the techniques used to combat those effects 82 explain why there is a need for error protection over the mobile air interface and state

typical examples of schemes used 83 explain why there is a requirement for encryption over the air interface in mobile

telecommunication systems 84 explain why the Global System for Mobile telecommunications (GSM) is the most popular

standard in the world for second Generation (2G) PLMN systems 85 draw the block diagram of a generic PLMN identifying the following components and their

main functionality: Mobile Station (MS), Base Transceiver Station (BTS), Base Station Controller (BSC), Mobile Switching Centre (MSC), Home Location Register (HLR), Visitor Location Register (VLR), Authentication Centre (AUC), Equipment Identity Register (EIR)

86 describe the concept of ‘mobility management’ in a PLMN 87 explain that a cellular telephone regularly identifies itself to the nearest base station,

whether or not a call is in progress 88 state the possible reasons for a handover taking place in a PLMN 89 describe the main factors that determine cell size in a PLMN 90 describe how cell splitting and/or sectorisation can increase cell capacity 91 describe how time slot combination schemes such as the General Packet Radio Service

(GPRS), can be used to provide higher data rates to users in TDMA systems 92 describe the Third Generation (3G) standardisation process and the main organisations

involved 93 state the proposed 3G air interfaces and the implications for global roaming 94 state the frequency allocations for 3G systems and the effect it has on cell size and the

number of users 95 describe a method of delivering broadband service to customers premises wirelessly, eg

WiMax 96 describe the facilities available on 3G services that are not available on 2G services

facilities: High Speed Data, Satellite Roaming, IP Networks, Video and Video Conferencing, Secure Transactions, Location specific information


8 Units

8.6 Unit 306 Transmission and switching of communications systems

Rationale The aim of this unit is to enable the learner to: a) describe the basic principles and concepts involved in the transmission of

telecommunications signals over access and core networks b) describe the practical characteristics and applications of pulse code modulation for

telecommunication purposes c) investigate the characteristics of practical signalling systems used for telecommunications

traffic d) describe the digital access techniques for connection to the local exchange by means of the

Integrated Services Digital Network (ISDN, ISDN2, ISDN2e) and the range of Digital Subscriber Line technologies (DSL)

e) describe the arrangements for multiplexing telecommunications traffic over core networks f) explain the operational characteristics of the Asynchronous Transfer Mode (ATM) of

operation.


• Basic transmission principles 4 hours

• Pulse Code Modulation (PCM) 10 hours

• Switching Systems 8 hours

• Signalling Systems 8 hours

• Integrated Services Digital Network (ISDN) 6 hours

• Digital Subscriber Line (xDSL) techniques 6 hours

• Digital Multiplexing Techniques 10 hours

• Asynchronous Transfer Mode (ATM) 8 hours

Practical activities The learner must be able to: 1 investigate the factors to be taken into account when planning telecommunications

networks 2 provide a valid realistic solution to a problem involving the planning of networks.


Underpinning knowledge The learner must be able to:

Basic transmission 1 differentiate between the properties of transmission media in current use

media: twisted pair, coax, optical fibre, radio 2 explain that transmission systems need to be reliable, resilient and flexible because they

serve many customers 3 explain the need for two wire circuits 4 describe the requirement for four wire circuits 5 describe the operation of a ‘hybrid transformer’ 6 describe how a number of separate signals can be transmitted by means of ‘space’ division

multiplex 7 describe how a number of separate signals can be transmitted by means of ‘frequency’

division multiplex 8 describe how a number of separate signals can be transmitted by means of ‘time’ division

multiplex 9 explain the data carrying capacity provided by optical fibre and the potential that exists

when Wavelength Division Multiplexing (WDM) is used 10 differentiate between synchronous, asynchronous and plesiochronous signals

Pulse Code Modulator (PCM) 11 describe with the aid of diagrams the essential stages of a PCM 12 explain that in a PCM system samples are quantised before transmission 13 describe with the aid of a diagram, the meaning of quantisation 14 explain the relationship between the number of information bits required in a PCM system

and the number of quantisation levels 15 describe, using a sketch, quantisation noise 16 explain the relationship between quantisation noise and bandwidth 17 explain the advantages of non-linear quantisation 18 calculate bandwidth requirements for given PCM systems 19 describe the synchronisation of PCM terminals 20 define the terms ‘frame’ and ‘multi-frame’ and sketch a typical arrangement showing time

scales 21 show that the structure of a multi-frame permits the transmission of data signals in addition

to encoded speech 22 illustrate by means of a simple block diagram, the principle of encoding and decoding

speech 23 explain the main advantages of PCM transmission systems

advantages: independence of transmission quality on distance, increased call-carrying capacity of an existing cable network, utilisation of the same transmission path for different services [eg audio, video and data], the effective use of transmission paths having low signal/noise ratios

24 sketch and label a block diagram showing a 30-channel PCM multiplexer and demultiplexer system

25 use the diagram in 24 to identify and describe the functions of: a) channel sampling gates b) speech encoders and decoders c) signalling and synchronisation insertion and extraction d) system clocks


26 sketch a block diagram of a PCM regenerator and include typical voltage waveforms to illustrate the regeneration process

Switching systems 27 explain the need for switching in telecommunications networks. 28 explain the need for line concentration and expansion 29 describe how lines may be inter-connected by ‘cross-point’ switching 30 explain what is meant by ‘space switching’ 31 explain what is meant by ‘time switching’ 32 explain the need for combinations of time and space switching 33 explain what is meant by ‘Stored Programme Control’ (SPC)

Signalling systems 34 explain the difference between Channel Associated Signalling (CAS) and Common Channel

Signalling (CCS). 35 identify types of CAS (eg in-band, out-of-band, loop disconnect, multi-tone multi-frequency) 36 explain that signalling system number seven (SS7) is a ‘common channel’ signalling system 37 explain that SS7 is used for both the PSTN and ISDN 38 explain that SS7 uses ‘message oriented’ packet switching

Digital access ISDN 39 explain what is meant by a ‘Bearer’ (B) channel in ISDN 40 explain what is meant by a ‘Data’ (D) channel in ISDN 41 explain what is meant by ‘Narrow’ band ISDN (N-ISDN) 42 describe the Basic Rate Interface (BRI) for ISDN 43 describe the Primary Rate Interface (PRI) for ISDN 44 explain what is meant by ‘Broad’ band ISDN (B-ISDN) 45 give examples of typical ISDN services available within the UK 46 describe the function of ‘terminal adaptors’ for ISDN 47 explain the need for reference points in the ISDN architecture xDSL 48 explain that with the advent of PCM transmission over the local loop is no longer limited by

4 kHz bandwidth allocation 49 identify that a variety of Digital Subscriber Line (DSL) technologies currently exist (eg HDSL,

ADSL and VDSL) 50 explain that ISDN and HDSL use baseband transmission techniques 51 explain that HDSL is essentially a scaled-up version of ISDN using the same line code (2B1Q –

2 Binary, 1 Quaternary) 52 explain that HDSL is a four wire symmetric technology allowing up to 1 Mbit/s on each pair 53 explain that ADSL is a two wire asymmetric technology allowing up to 8 Mbit/s downstream

and 640 kbit/s upstream 54 explain that ADSL uses passband modulation in order to allow simultaneous analogue

telephony and/or facsimile 55 explain that ISDN, HDSL and ADSL are designed to operate between the customers

premises and the local exchange 56 recognise that in order to achieve further significant improvement in capacity it is necessary

to reduce the length of the copper network by taking fibre part way into the access network 57 explain that VDSL utilises the D-side and drop-wire copper pairs at high frequencies (up to

30 MHz)


Multiplexing (PDH and SDH/SONET) 58 describe, with the aid of a simple diagram, the structure of the Plesiochronous Digital

Hierarchy (PDH) 59 give examples of the common European PDH data rates from 64 Kbit/s to 565 Mbit/s (E0, E1

etc) 60 give examples of the common US PDH data rates from 64 Kbit/s to 44.736 Mbit/s (T0, T1 etc) 61 describe typical PDH applications and services 62 describe the issues which limit the use of PDH 63 describe, with the aid of a simple diagram, the structure of the Synchronous Digital

Hierarchy (SDH) 64 explain the major advantages of SDH over PDH 65 describe the frame structure of the Synchronous Transport Module STM-1 66 state the bit rates for Synchronous Transport Modules STM-1 to STM-64 etc 67 describe the architecture of SDH ring networks for Metropolitan and Wide Area Networks 68 explain the use of ‘virtual containers’ 69 explain the purpose of ‘pointers’ 70 describe types of traffic that can be transported over SONET/SDH

traffic: voice, IP packets, ATM cells

The ATM 71 explain that ATM is based on a fixed-size (53 byte) virtual circuit-oriented packet switching

methodology 72 explain that ATM is both a switching and transmission structure 73 explain that ATM works at level 2 (data link layer) of the OSI model 74 explain that an ATM cell consists of a header of 5 bytes and a 48-byte information field 75 describe the structure of the ATM cell header and identify the function of each field 76 explain the difference between the User-Network Interface (UNI) and the Network Node

Interface (NNI) 77 differentiate between virtual-paths and virtual-channels in ATM 78 explain that in ATM only the content of the header is checked for errors at the switching

nodes – the payload data is not examined 79 explain that in ATM the checking of errors is very simple – cells with corrupted headers are

discarded 80 explain that in ATM there is no acknowledgement of cell receipt on a node-to-node basis –

only end-to-end for the payload data 81 describe the function of the ATM Adaptation Layer (ATM) 82 differentiate between the various classes of ATM services.


8 Units

8.7 Unit 307 Network management and security

Rationale The aim of this unit is to enable the learner to demonstrate a good understanding of the complex issues involved in the management of networks and the methods employed for maintaining security. On completing this unit the learner will be able to: a) explain the general concepts of network management b) explain how network design contributes to effective network management c) describe how the characteristics and placement of network devices affects network design

and management d) explain the concepts of network resilience, points of failure and redundancy e) describe the main tools and techniques that can be used to monitor network performance f) explain the requirement for automated network management tools on large and more

complex networks g) describe the impact of network failure due to security breaches and malicious attack on

business and other critical networks h) describe the types of threat and attack a network can suffer and the motivations of those

making such attacks i) describe the detection and mitigation of network threats and attacks j) explain the importance of having a defined security policy and the need to consider the legal

implications of security breaches and network intrusion k) describe the encryption and VPN techniques that can be used to secure network traffic.

Guided learning hours It is suggested that about 60 guided learning hours should be given to this unit and recommended that they are allocated as follows.

• Network management 35 hours

• Network security 25 hours


Network management 1 design and document a simple network to optimise traffic flows 2 demonstrate the placement of network devices in optimum positions 3 perform basic network analysis and troubleshooting using operating system tools

tools: ping, tracert, ipconfig, telnet, etc. 4 perform essential network management tasks

tasks: monitor traffic, maintain documentation, optimisation of network 5 use software tools to monitor network traffic

tools: protocol analysers, network analysers 6 interpret results obtained by the tools

results: collisions, traffic loading, protocol analysis, time based analysis 7 document findings and issues revealed by the analysis process


8 document solutions to network problems revealed by network analysis. 9 enable management capabilities of hardware.

capabilities: SNMP abilities and functions 10 conduct internet searches for literature and information relating to network management.

network management: NMS and OSS technologies, NMS: A collection of tools for network monitoring, analysis and control, OSS: a collection of tools in an Operational Support System

Network security 11 design and document a simple network implementing security considerations in that design

security: Demilitarised Zone (DMZ), Firewall, Bastion Host 12 perform installation of and maintenance of, host based anti-virus software.

maintain: Update anti virus signatures, Host, Personal Computer (PC) 13 conduct internet searches for official organisations relevant to network security

organisations: eg CERT, SANS, ISO 14 create and document a security policy for an organisation 15 install configure and maintain a firewall or personal firewall device or software

firewall: Hardware network device, ‘personal firewall’ software for PC.

Underpinning knowledge The learner must be able to: 1 explain that network performance is reliant upon three basic principles.

principles: Media contention, Protocol – selection of appropriate routing protocols, Transport – selection of correct transport medium on the LAN and or WAN links

2 explain how a hierarchical network design can be used to manage network traffic and help to optimise network performance. hierarchical: structured design, core, distribution, access layers

3 describe the network characteristics of routers, switches and bridges and their potential effects upon network traffic management. characteristics: broadcasts, broadcast storms, routing protocols

4 describe the effect of broadcast traffic on an IP network, broadcast domains and how to manage such traffic broadcast Traffic: Netbios, Netbui

5 differentiate between the performance of a switched network typically differs from that of one using hubs performance: Broadcasts, broadcast domains, broadcast storms

6 describe how differing routing protocol characteristics can affect network performance. protocols: Distance Vector, Link State, Hybrid

7 describe how the selection of appropriate routing protocols can be a factor in understanding and managing network traffic on network links network links: LAN, WAN

8 explain how different applications are more sensitive to delay and jitter in congested network applications: voice traffic, video traffic, e-mail, internet

9 explain how network congestion affects differing types of network traffic 10 describe at least 2 possible unauthorised networked applications that may cause excess

network traffic problems and relate this to acceptable use and security policies within an organisation unauthorised: eg peer to peer file sharing, large media file downloads

11 describe how filters and queuing techniques Quality of Service (QOS) can be applied to network traffic to address congestion issues relating to differing protocol types


12 describe the use of a software based protocol and network sniffer tool to monitor networks and identify problems sniffer: Software based protocol analyser

13 differentiate between a Network Management System (NMS) and Operational Support System (OSS) NMS: A collection of tools for network monitoring, analysis and control, OSS : a collection of tools in an Operational Support System

14 describe the elements of an NMS/OSS elements: management stations, network probes, Management Information Base (MIB), Simple Network Management Protocol (SNMP)

15 explain the function of MIBs function: a collection of access points with agents which report to the management station(s)

16 list and describe the operation of network management protocols protocols: Remote MONitoring (RMON), Simple Network Management Protocol (SNMP)

17 list network equipment that can be remotely monitored and managed equipment: eg SNMP compliant routers, hubs, switch computers, modems, intelligent patch panels

18 state examples of Network Management Software (NMS) management software: eg HP Ovenview, Sniffer Technologies Network Performance Orchestrator, Solstice SunNet

19 explain that management software (NMS) and Operational Support Systems (OSS) can be used to remotely configure and alter operating parameters of network devices in real time

20 explain the terms Mean Time Between Failures (MTBF), Mean Time To Repair (MTTR), up time, down time and useful life cycle

21 explain the terms redundancy, failover and single point of failure in a networking context and the relationship to MTBF and MTTR redundancy: provision of duplicate systems that automatically take over if one system fails, failover (as previous) single point of failure, point in network that will cause total network failure if component fails through hardware or software issue

22 describe and justify at least 3 scenarios where it would be desirable to deploy redundant systems scenarios: High availability networks, eg service providers, financial trading systems, medical

Network security 23 explain the criticality to modern commerce of reliable networks and the implications of

network downtime resulting from attacks and security breaches criticality: financial loss, loss of public confidence, theft of data, intellectual property (list not exhaustive)

24 explain the importance of physical security considerations in a networked organisation. physical security: eg identity badges, controlled access, locked equipment rooms, surveillance and monitoring equipment

25 describe at least 3 types of data or information that an intruder may try to steal from an organisation data and information: eg personal information, trade secrets, competitor information, financial data, intellectual property (ip)

26 outline the various types of network and security threat, external and internal threat: external - people outside the organisation, hackers, intruders internal - disgruntled employees, contractors, visitors

27 describe the term ‘social engineering’ and list examples of at least two such techniques that criminals can use to gain access to networks and sensitive data social engineering, gaining trusted person’s confidence to access passwords, physical access, information concerning private networks


28 describe the nature of hacking, cracking and phreaking threats and differentiate between them hacking: unlawful access to computer systems, normally for intellectual challenge or ego, cracking: unlawful access to computer systems for personal gain. Political reasons or sabotage, phreaking: unlawful tampering with wired and wireless telecommunications systems for personal gain

29 explain the terms white hat, black hat and script kiddie in the context of hacking and cracking white hat: hacker that uses his/her skills to identify system vulnerabilities and then alert vendors and communities to the threat, usually highly technically competent black hat: hacker that uses his/her skills exclusively for malicious or criminal activities, usually highly technically competent script kiddie: hacker that has low technical knowledge and expertise and uses tools from the internet to launch attacks on computer systems

30 explain various motivations for hacking and network intrusion motivation: eg financial, political, revenge, peer acceptance, social ‘cyber activism‘ reasons (hacktivism)

31 demonstrate understanding of organisations that exist to assist IT practitioners to counter threats and attacks (CERT. SANS etc.)

32 explain the nature of computer viruses and the major ways they can affect network performance and compromise security nature: malicious code written to destroy PC and server data, launch network attacks such as denial of service, send details of passwords and/or personal data

33 describe at least three different types of virus and how they are spread together with the effect they can have on systems and networks types: eg Trojan horses, worms, file sector, boot sector, polymorphic

34 explain the principles of anti-virus protection and considerations surrounding such software. principles: Virus signatures, database comparisons, need to update signature files for network and host protection

35 describe some of the implications on network security from SPAM e-mail implications: eg virus attack, network congestion, personnel productivity spam: unsolicited e-mail

36 detail three techniques and solutions that can be utilised to protect networks against e-mail ‘spam’ techniques: URL filtering, e-mail filters network based software

37 explain how URL filtering can be utilised to prevent improper network utilisation and allow access to trusted sites only

38 explain the inherent vulnerabilities within the TCP/IP protocol suite vulnerabilities: eg Transfer Control Protocol (TCP) and Internet Protocol (IP) were not conceived with any inherent security, TCP ports can be compromised, TCP sessions manipulated and IP addresses masqueraded to compromise network integrity

39 list at least 6 well known TCP ports that are subject to attacks ports: connections between computers at the TCP level for data transfer and control negotiation

40 state examples of well known hacking techniques based around TCP/IP vulnerabilities threats: eg session hi-jacking, spoofing, smurf attacks, Denial Of Service (DOS), Distributed Denial Of Service (DDOS), Flooding, Ping of Death

41 explain the types of vulnerabilities that may exist in computer software and demonstrate understanding of the importance of applying patches, bug fixes and software upgrades in securing the network vulnerabilities: Security breaches and flaws in computer software that can be exploited by hackers and other malicious persons

42 explain the main provisions of BS 7799/ISO17799 standards relating to IT Security


43 explain the reasons why a security policy is fundamental to a sound security process 44 explain the legal considerations relating to data protection, privacy laws and legal recourses

against network intruders 45 describe how network design can contribute to securing networks against attack 46 describe how Virtual Local Area Network (VLAN) can be a component of a secure network 47 explain what a firewall is and its contribution to network security 48 describe simple network architectures and the correct placement of firewalls within such a

network for maximum security placement: interior network, exterior, trusted and untrusted networks, DeMilitarised Zone (DMZ)

49 describe the principles of how intrusion detection technologies operate and explain the basic differences between host based and network based IDS devices

50 describe simple techniques that can be used on network devices such as routers to mitigate network attacks techniques: Access lists to prevent unauthorised access, limiting protocols that can traverse the router, disabling unneeded ports and protocols, enabling any firewall capabilities

51 describe how access control can be used to prevent unwanted access to the network access control: Password control of access, access lists on network devices physical security

52 explain what AAA and TACACS (TACACS+) access servers are, their key features and use on a network access servers: Authorisation Access and Accounting (AAA), Terminal Access Controller Access Control System (TACACS)

53 list the key functionality of access server technologies and how they contribute to network security functionality: Authentication, Authorisation and Accounting functions

54 explain important encryption techniques and their relevance to network and data security encryption: scrambling of data so that it is unintelligible to unauthorised parties

55 explain that encryption of data can protect personal and corporate data and information from subversion, theft and attack from hackers

56 explain how encryption and authentication can contribute to security on networked devices security: encrypted routing updates, authentication of peer routers, prevention of route subversion, masquerading and spoofing

57 explain the key components of Virtual Private Network (VPN) technologies. 58 describe the security issues and problems inherent in wireless (802.11(x)) networks and

current techniques to mitigate them techniques: Wireless Encryption Protocol (WEP), Wi Fi Protected Access 1 & 2 (WPA & WPA2), Extensible Authentication Protocol (EAP) Lan Extensible Authentication Protocol (LEAP) (this aspect of networking technology is extremely fast moving and new security techniques and vulnerabilities will likely appear during the life of this qualification)

59 state some of the tools that a hacker might try to use to compromise a network tools: eg Backorifice, Satan, Saint

60 explain the importance of having a defined disaster recovery policy within an overall security policy

61 describe the main constituents that would be included in a disaster recovery plan constituents: hardware, software, media, personnel recovery: backup data, hardware, failsafe mechanisms, personnel.


8 Units

8.8 Unit 308 Install, commission and maintain communications systems

Rationale The aim of this unit is to enable the learner to: a) interpret site drawings to lead a team of installation engineers b) describe the requirements to install cabling systems c) describe the requirements to install equipment racks d) describe the requirements to install cabinets e) describe the requirements to install equipment into racks and cabinets f) describe the requirements to complete equipment commissioning.

Guided learning hours It is suggested that about 60 guided learning hours should be given to this unit and allocated as follows. • Site plans 8 hours • Structured cabling 10 hours • Equipment racks 8 hours • Cabinets 6 hours • Equipment 4 hours • Commissioning 12 hours • Test and Repair 12 hours

Practical activities The learner must be able to: 1 interpret site diagrams and plan the layout for installation 2 plan the installation of equipment 3 supervise the installation of equipment 4 demonstrate the ability to configure equipment within specified parameters 5 demonstrate the ability to set up and use a variety of test equipment.

Underpinning knowledge To effectively perform the range of practical activities for this unit, the learner will be able to: 1 select the correct site plans required for installation, identify potential issues, and

recommend variations needed 2 interpret the plans to identify required materials and equipment 3 define the environmental requirements and constraints that apply to the selected materials

and equipment 4 explain the main provisions of standards as applied to site installations standards:

BS/EN50173, BS/EN50174, ISO11801, EN50310 5 optimise costs of materials and equipment taking into account availability and delivery

timescales 6 identify existing services and components that may be used or affected by the installation


7 identify the procedures required when required materials and equipment are not available 8 specify the locations of equipment from the site plans 9 identify possible interference, degradation, or disruption of service that may occur during

installation 10 identify the work activities required to complete the installation 11 identify the specialist tools and equipment required to complete the installation 12 identify disposal procedures for surplus material

material: Packaging, Cables, Cable Fixings 13 identify cable requirements against specifications

cables: Multicore voice, Co-axial, Cat 5E, Cat 6, UTP, STP, FTP, Multimode Fibre, Singlemode Fibre

14 identify connector requirements against specifications connectors: RJ45, BNC, Krone Strip, Flat Face, Physical Contact (PC), Ultra PC, Angled PC (APC), ST Type optical fibre connector (commonly referred to as ‘Stick and Twist’ type), SC Type optical fibre connector (commonly referred to as ‘Stick and Click’ type), Fibre Connector Physical Connector (FC-PC), Fibre Distributed Data Interface (FDDI), Enterprise System (ESCON), Diamond (E2000), SMA 905/906, MTRJ, 3M VF-45

15 identify cable support requirements against specifications support: Cable Trays, Basketry, Suspended Ceilings, Sub-floor Trunking, Floor Traps, Dado Trunking, Power Poles, Cable Strapping, Cable Ties, Cable Clips

16 describe cable routing methods routing: Conduit, Surface Cabling, Cable Dressing, Cable Pulling, Fire Breaks and Fire Stopping

17 describe connection methods against specifications connections: RJ45 plug, BNC, Krone Strip, Face Plates, Telephone Face Plates, Line Jack Units, Wall Box (Break Out Box), Patch Box methods: Punch Down, Crimping, Epoxy Termination, Dry Termination, Hot Melt, Pre-polished, Anaerobic Epoxy

18 identify tooling requirements for connectors tooling: Toggle Stripper, Peg Stripper, Knives, IDC, BNC Crimping Tool

19 describe the effects of incorrect crimp settings on cables and connectors 20 describe the methods for fixing cables to traywork and basketwork

methods: Cable Ties, Cable Clips 21 describe the methods for fixing cables to cables

methods: Cable Strapping, Cable Ties 22 define bend radius 23 explain the effects on cable performance when the bend radius is exceeded 24 identify correct labelling methods

components: Cables, Plates, Panels 25 identify equipment rack requirements against specifications 26 identify locations of racks against site plans 27 describe installation of racks

installation: Wall Fixings – wall fixing bolts as appropriate for different types of wall construction and conditions

28 identify the requirements for tile cutting 29 identify the correct location for tile cutting 30 identify the correct tools for tile cutting 31 align racks to floor tiles against site plans 32 identify cabinet requirements against specifications 33 identify locations of cabinets against site plans 34 describe installation of cabinets 35 identify covered services that could prevent cabinet installation


36 identify structure specification to ascertain suitability of cabinet support structures: Brick, Plaster Board, Plaster Finish

37 identify the mounting requirements for fixing cabinets to structures 38 identify equipment requirements against specifications 39 identify location of equipment against site plans 40 describe installation of equipment 41 identify the mounting requirements for fixing equipment to cabinets and racks 42 identify the performance criteria that are used to commission installed systems

performance Criteria: Basic Link, Channel Link, Wire Map, Open Circuit, Reversed Pair, Cross Pair, Split Pairs, NEXT, FEXT, ELFEXT, Power Sum Effect, ACR, Propagation Delay, Delay Skew, Return Loss, Characteristic Impedance, Continuity, Loss Measurement, Dynamic Range, Distance Accuracy, Dead Zone, Event Dead Zone, Ghost Echoes

43 identify the requirements to ensure compatibility exists between existing equipment and newly installed equipment

44 describe the procedure to programme or configure installed equipment 45 identify existing services and components that may be used or affected by the

commissioning 46 identify possible interference, degradation, or disruption of service that may occur during

commissioning 47 identify the work activities required to complete the commissioning 48 identify the specialist tools and equipment required to complete the commissioning 49 identify the availability of fallback in case of being unable to meet specified performance on Integration 50 explain the importance of using correct test equipment 51 explain the importance of test equipment calibration and records 52 identify various fault conditions 53 describe how test results can be used to identify faulty components 54 describe what adjustments are needed to restore performance to meet specifications 55 compare and contrast the effect of preventative and reactive maintenance on performance 56 describe the functions of first, second, and third line maintenance 57 describe the need for and the process of escalation to the next line of maintenance 58 explain the process of customer liaison and customer follow up 59 explain what benefits can be obtained from monitoring fault reports that may highlight

recurring design faults.


8 Units

8.9 Unit 309 Communications cabling for enterprise networks

Rationale This unit consists of three sections: 1 Communications Cabling Projects (design and implementation) 2 Testing of copper cabling (in an internal environment) 3 Testing of fibre optic communications cable in enterprise networks. The aim of this unit is to enable the learner to: a) recognise and use the correct terminology and standards when dealing with

communications cabling b) explain what typical communications cabling projects involve and the topologies used c) prepare and cost an outline design for an IT cabling project d) specify the correct testing required for a communications cabling project e) test copper communication and fibre optic cabling to ensure compliance with national and

international wiring standards f) correct faults detected in communications cabling networks g) provide documentation to certify that tested system complies with national and

international network performance standards h) state the factors involved in diagnosing failure to meet national and international network

performance standards.


• Enterprise networks cabling design 30 hours

• Testing of copper cabling in enterprise networks 15 hours

• Testing of fibreoptic cabling in enterprise networks 15 hours

Practical activities The learner must be able to: 1 access sources of information and national and international standards 2 use the operational requirements and site survey to produce a design for a cost-effective

generic cabling solution for a project 3 identify appropriate cable containment for particular environments 4 select the most appropriate cable termination techniques for a particular project 5 plan and control a cabling infrastructure installation 6 produce job completion documentation 7 produce an infrastructure design for a small installation (one building with no more than 400

telecomm outlets) 8 produce an infrastructure design for a medium installation (a campus scenario involving no

more than 1000 telecomm outlets) 9 specify appropriate test methods, equipment, procedures and results formats for different

cable types 10 download test results from a tester to a PC


11 use software packages to track progress of a project, record test results and estimate/control costs

12 annotate site drawings 13 identify the component parts of internal copper communications cabling 14 set cable testers up with customer, site, person testing and installation company

information 15 implement complex labelling schemes in a cable tester 16 carry out tests on copper cabling networks using a variety of test equipment to ensure

compliance with national and international performance standards 17 carry out tests on copper cabling networks using a variety of test equipment to ensure cable

will support required applications 18 save test results on copper cabling test equipment 19 download test results from a copper wire cable tester to a PC and use software packages to

compile documentation to accepted industry standards 20 perform additional tests to pinpoint the exact position of a fault 21 remedy the faults revealed by the tester 22 identify the component parts of a fibre optic communications system 23 select suitable test equipment for the testing to be carried out 24 demonstrate how to carry out insertion loss measurements on multimode and single mode

fibre terminated with simplex connectors using simplex test equipment 25 demonstrate how to carry out insertion loss measurements on multimode and single mode

fibre terminated with small form factor connectors using simplex test equipment 26 demonstrate how to carry out insertion loss measurements on multimode and single mode

fibre terminated with small form factor connectors using duplex test equipment 27 demonstrate how to carry out insertion loss and length measurements using fibre adapters

on copper test equipment 28 demonstrate how to store test results from copper test equipment with fibre adapters 29 download insertion loss measurements from copper test equipment to a PC 30 validate and document test results 31 demonstrate how to carry out Optical Time Domain Reflectometer (OTDR) measurements on

point-to-point networks 32 identify features on an OTDR trace 33 demonstrate cursor positioning when measuring:

distance from the OTDR distances between features loss between two points the attenuation coefficient between two points loss of fusion splices loss of mechanical splices insertion loss of a connector pair

34 demonstrate how to set up automatic configuration for repeat test measurements 35 utilise trace overlays on an OTDR to compare fibres 36 demonstrate how to store information in the correct format 37 download traces from an OTDR direct (and stored on disk) to a PC 38 analyse and manipulate traces, including overlays using PC based software 39 compile and print out an OTDR test report.


Underpinning knowledge To effectively perform the range of practical activities for this unit, the learner will be able to:

Communications cabling projects 1 state the national and international standards and regulations that an IT cabling installation

may have to conform to regarding: cabling infrastructure design, eg EN50173, BS6701 cabling installation, eg EN50174, BS6701 cable testing, eg EN50346 health and safety, eg HASAWA, fire regulation,, BS6701

2 describe the key characteristics of copper communication cabling, its termination, and how it is used to link equipment, eg unbalanced/balanced signals and common mode rejection

3 list the hardware used in copper generic cabling installations and describe their key characteristics

4 describe the key characteristics of optical fibre communication cabling 5 list the hardware used in optical fibre generic cabling installations and describe their key

characteristics 6 describe how conformance to generic cabling standards is achieved 7 state the generic cabling standards, eg EN50173, ISO11801, EIA/TIA 568B 8 describe the generic cabling structure in EN50173 9 explain channel performance requirements, eg classes of copper and fibre channels as

defined by EN50173 and TIA/EIA 568B 10 describe category conformance requirements, eg category 5e, 6 and 7 and OM1, 2, 3 and

OS1 11 for the following applications, state the IT cabling requirements, in terms of media types and

their performance, distance limitations, power budgets, etc. for 10/100/1000 Mb/s & 10Gb/s Ethernet, ie 10BaseT, 100BaseTX, 1000BaseT, 1000BaseSX/LX and 10GbaseSR/SW 4/16/100 Mb/s token ring AS400 fibre channel RS232 FDDI 155/622 Mbs ATM analogue telephony systems digital telephony systems basic rate and primary rate ISDN video KVM (keyboard, video and mouse) digital subscriber line xDSL

12 Describe typical generic cabling implementations for:

• SOHO (Small Office/Home Office)

• retail and financial branches

• commercial, light industrial and general offices

• heavy industrial, military, universities and hospitals

• computer centres, call centres and financial centres 13 list typical copper preparation and termination tools 14 list typical fibre preparation and termination tools 15 compare direct connectorisation with splicing pigtails for fibre termination 16 compare the use of mechanical with fusion splicing techniques


17 state the relevant health and safety regulations involved in cabling installation 18 describe the health and safety issues of installing copper cabling 19 describe the health and safety issues of installing fibre cabling 20 outline the risk assessment process for data cable installation management 21 explain the issues involved in selecting appropriate telecomm outlet presentation and

density 22 explain the issues involved in selecting an appropriate pathway design in conformance with

EN50174, eg MBR, bundle size, power to data cable separation, etc. 23 explain the issues involved in communication room design 24 state the standards relating to earthing and bonding in datacomms environments 25 describe the earthing and bonding requirements for datacomms installations and how they

are accomplished 26 explain in what circumstances over-voltage protection may be required in datacomms

installations 27 describe the role of planning and control systems in cabling installation project

management 28 state what is involved in a site survey and how it might be carried out 29 state the relevant test standards 30 describe the various link and channel definitions 31 list the methods for testing copper cabling and describe the factors that may affect the

validity of test results 32 state the relevant test standards, eg EN50346 33 describe the specific link and channel definitions in the EN standards, eg EN50173 and

EN50346 34 list the methods for testing fibre cabling in accordance with EN50346, eg continuity, light

source and power meter, OTDR, transmission equipment and visual inspection of connectors

35 calculate loss budgets for fibre links and describe the factors that may affect the validity of test results

36 describe the referencing of a light source and power meter test set 37 explain the validity of OTDRs for fibre testing on LANs 38 state the minimum requirements for copper and optical fibre test reports as outlined in the

relevant standards, eg EN50346 39 describe what documentation should be produced for the client at the end of the

installation 40 state the installation administration requirements of the international, European and

American cabling standards, eg EN50173, IEC/ISO11801 and ANSI/TIA/EIA 568B 41 describe what is involved in maintaining a cabling infrastructure once installed 42 describe the purpose of cabling infrastructure software packages

Testing of copper cabling in enterprise networks 43 describe what affects the performance of a communications link 44 list the main national and international standards setting bodies responsible for

communications cabling 45 state the areas of influence for each of these standards bodies 46 describe basic links and permanent links 47 explain how the channel differs from a basic or permanent link 48 explain where the test reference points are for each of the link definitions as described in

EN50346 49 state the main performance parameters for Category 5 and Class D:95 copper systems,

including the maximum frequencies, their units, with respect to EN50173 and TIA/EIA 588B: performance parameters: wire map, attenuation, propagation delay, length, NEXT loss, ACR, D.C. loop resistance


50 state for each parameter, whether the aim is to maximise it or to minimise the value 51 state the main performance parameters for Category 5e, Category 6, Class D:2000, D:2000+

and Class E copper systems, including the maximum frequencies, their units, with respect to EN50173 and TIA/EIA 588B: performance parameters: return loss, propagation delay, skew, FEXT, ELFEXT, power sum NEXT, power sum ELFEXT, power sum ACR

52 state for each parameter, whether the aim is to maximise it or to minimise the value 53 assess the suitability of a tester for a given task 54 list the factors affecting measurement accuracy/repeatability and describe the significance

of marginal (star/asterisk) passes 55 describe the different test methodologies used to certify and troubleshoot cabling systems 56 list the external sources of noise that will cause signal interference on cabling systems 57 explain the term ‘alien crosstalk’ 58 list the possible symptoms of external noise 59 list the precautions to take in a potentially noisy environment 60 describe how to establish efficient identification schemes 61 explain how to wire map efficiently on your own 62 state where faults most commonly occur 63 list the sequence of checks to carry out in the event of a test failure 64 describe how to troubleshoot for typical cabling faults on Category 5 and Class D: 95 copper

systems 65 describe how to troubleshoot for typical cabling faults for Category 5e, Category 6, Class D:

2000, D: 2000+ and Class E copper systems 66 list common problems with coaxial cable installations 67 describe how coaxial cable length is checked with a tester 68 state why time domain techniques are used in modern cable testers 69 state examples of where time domain techniques can be used 70 list the limitations of time domain analysis 71 state the difference between time domain reflectometers and time domain crosstalk

reflectometers

Testing of fibre optic cabling in enterprise networks 72 describe the materials and configurations used in the manufacture of different types of

optical fibres 73 define the dimensions used in the core and cladding of optical fibres 74 compare and contrast the types of optical fibre:

single mode, multimode, graded-index, stepped index 75 define bandwidth for LED and laser based launch conditions 76 explain the characteristics of light as waves and photons 77 explain the relationship between wavelengths and frequencies 78 describe the refractive index profile of each type of optical fibre 79 describe the characteristics of LEDs as light sources and the impact on testing 80 describe the characteristics of short wavelength lasers as light sources and the impact on

testing 81 describe the characteristics of long wavelength lasers as light sources and the impact on

testing 82 explain why the maximum transmission distance of some applications is attenuation limited

and others are bandwidth limited, giving examples 83 state the number of the relevant testing standards, eg EN50346 84 describe the test configurations in EN50346 including procedures for referencing test

equipment 85 explain the optical fibre category system contained in EN50173-1 86 specify the minimum performance requirements for OM1, OM2, OM3 and OS1 optical fibre


87 state the minimum test requirements for standards compliance from EN50173 and EN50346 88 describe overfilled and restricted mode launch conditions 89 describe why mandrel wraps are used for testing multimode fibre 90 list sources of measurement error 91 explain the purpose of bidirectional testing 92 calculate loss and power budgets 93 explain correct procedures for referencing test equipment 94 state the problems when testing duplex (small form factor) connectors 95 certify an application will work over a particular fibre channel, ie correlate the test results

with equipment power budgets and other performance constraints 96 explain how to set up the OTDR for the required test with reference to refractive index,

pulse setting and range setting such that events on an OTDR trace can be identified, and cursor positions to conduct distance, insertion and return loss measurements and identify fibre mismatches

97 define what is meant by dynamic range of an OTDR 98 describe the spatial resolution limitations of OTDRs 99 explain the Telcordia (Bellcore) standard 100 describe methods used for testing the bandwidth of multimode fibres.


9 Connections with other awards

Unit Outcome This award contributes towards the knowledge and understanding of the following areas of occupational competence (AOC)s) in the City & Guilds level 3 NVQ for Communications Technologies Professionals (3661)

301 Develop, manage and support the communications systems environment

Health and safety (and risk assessment) Self development Manage meetings

101,301 302 338

302 Fundamentals of electronic communications

Telecommunications systems and networks Signals Logarithms and decibels Transmission lines Optical fibre systems Modulation, amplitude modulation, frequency modulation (FM) and Phase modulation (PM) Digital modulation

321 321 321 321 321 321

303 Networking of communications devices

Digital networks Public switched telephone networks (PSTN) The OSI reference model Principles of radio

321 321 321 321

304 Voice and data communications

Voice communication Data communication Local, Metropolitan and Wide area networks Data link control TCP/IP VoIP

321 321 321 321 321 321


Unit Outcome This award contributes towards the knowledge and understanding of the following areas of occupational competence (AOC)s) in the City & Guilds level 3 NVQ for Communications Technologies Professionals (3661)

305 Radio communications systems

Fundamentals of electromagnetic radiation Antennas and feeder systems Radio transmitters Radio receivers Mobile telecommunications systems Cellular systems

321 321 321 321 321 321

306 Transmission and switching of communications systems

Basic transmission principles Pulse Code Modulation (PCM) Switching systems Signalling systems Integrated Services Digital Network (ISDN) Digital Subscriber Line (xDSL) techniques Digital Multiplexing Techniques Asynchronous Transfer Mode (ATM)

321 321 321 321 321 321 321 321

307 Network management and security

Network management Network security

314 310

308 Install, commission and maintain communications systems

Site plans Structured cabling Equipment racks Cabinets Equipment Commissioning Test and repair

321 321 321 321 321 319

309 Communications cabling for enterprise networks

Enterprise networks cabling design Testing of copper cabling in enterprise networks Testing of fibreoptic cabling in enterprise networks

321, 569 319 317


10 Appendices

Appendix 1 Key Skills signposting

The qualification provides opportunities to gather evidence for the accreditation of Key Skills as shown in the table below. However, to gain Key Skills certification the Key Skills would need to be taken as additional qualification/s.

Unit number

Problem Solving Improving own learning and performance

Working With Others

301 PS1.2, PS1.3 LP3.1, LP3.2, LP3.3 WO3.1, WO3.2, WO3.3

302 PS1.1, PS1.2, PS1.3, PS2.2 LP1.1, LP1.2

303 PS2.1, PS2.2 WO1.1, WO.1.2, WO1.3

304 PS1.1, PS2.2, PS2.3 LP1.1, LP1.2,LP1.3,LP2.1 WO2.1, WO2.2, WO2.3

305

PS1.2, PS2.2

Unit number

Communication Application of Number Information Technology

301 C3.1a, C3.3 N1.1, N1.2, N1.3 ICT2.1,ICT2.2,ICT2.3

302 C1.2, C1.3, C.3 N2.1, N2.2, N2.3 ICT1.1,ICT1.2, ICT2.2

303 C1.2, C1.3, C2.2, c2.3 N1.1,N1.2, N1.3 ICT1.2, ICT2.1, ICT2.2, ICT2.3

304

C2.1, C2.2, C2.3 N1.1, N1.2, N2.1 ICT1.1,ICT1.2

305

C2.1, C2.2, C2.3 N2.1, N.2.2, N2.3 ICT2.1, ICT2.2, ICT2.3

306 C2.1, C2.2, C2.3 N2.1, N2.2, N2.3 ICT2.1, ICT2.2, ICT2.3

307 N1.1, N1.2, N1.3 ICT2.1, ICT2.2, ICT2.3

308 N1.1, N1.2, N1.3

309 N1.1,N1.2, N1.3 ICT2.1, ICT2.2, ICT2.3


Unit number

Problem Solving Improving own learning and performance

Working With Others

306 PS1.2, PS2.2 LP1.1, LP1.2, LP1.3, LP2.2 WO1.1, WO1.2, WO1.3

307 PS1.2, PS2.2

308 PS1.2, PS2.2 WO2.1, WO2.2, WO2.3

309 PS1.2, PS2.1,PS2.2, PS2.3


Appendix 2 The wider curriculum

Learners taking this qualification may also have the opportunity to cover the following aspects of the wider curriculum. The level 3 units provide opportunities to address the following issues as indicated:

Unit No Spiritual, moral, ethical, social and cultural issues

European dimension

Health and safety

301

302

303

304

305

306

307

308

309


Appendix 3 Accreditation, national frameworks and qualification level descriptors Please visit the following websites to find information on accreditation, national frameworks and qualification level descriptors in each country.

Nation Who to contact Website

England The Qualifications and Curriculum Authority www.qca.org.uk

Scotland The Scottish Qualifications Authority www.sqa.org.uk

Wales The Department for Education, Lifelong Learning and Skills Wales (DELLS)

www.wales.gov.uk

Northern Ireland

The Council for Curriculum, Examinations and Assessment

www.ccea.org.uk


Appendix 4 Obtaining centre and qualification approval

Only approved organisations can offer City & Guilds qualifications. Organisations approved by City & Guilds are referred to as centres. Centres must meet a set of quality criteria including:

• provision of adequate physical and human resources • clear management information systems • effective assessment and quality assurance procedures including candidate support and

reliable recording systems. An organisation that has not previously offered City & Guilds qualifications must apply for approval to become a centre. This is known as the centre approval process (CAP). Centres also need approval to offer a specific qualification. This is known as the qualification approval process (QAP), (previously known as scheme approval). In order to offer this qualification, organisations which are not already City & Guilds centres must apply for centre and qualification approval at the same time. Existing City & Guilds centres will only need to apply for qualification approval for the particular qualification. Full details of the procedures and forms for applying for centre and qualification approval are given in Providing City & Guilds qualifications - a guide to centre and qualification approval, which is also available on the City & Guilds centre toolkit, or downloadable from the City & Guilds website. Regional / national offices will support new centres and appoint a Quality Systems Consultant to guide the centre through the approval process. They will also provide details of the fees applicable for approvals. Assessments must not be undertaken until qualification approval has been obtained. City & Guilds reserves the right to withdraw qualification or centre approval for reasons of debt, malpractice or non-compliance with City & Guilds’ policies, regulations, requirements, procedures and guidelines, or for any reason that may be detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds. Further details of the reasons for suspension and withdrawal of approval, procedures and timescales, are contained in Providing City & Guilds qualifications.


Appendix 5 Summary of City & Guilds assessment policies 5.1 Health and safety

The requirement to follow safe working practices is an integral part of all City & Guilds qualifications and assessments, and it is the responsibility of centres to ensure that all relevant health and safety requirements are in place before candidates start practical assessments. Should a learner fail to follow health and safety practice and procedures during an assessment, the assessment must be stopped. The candidate should be informed that they have not reached the standard required to successfully pass the assessment and told the reason why. Candidates may retake the assessment at a later date, at the discretion of the centre. In case of any doubt, guidance should be sought from the external verifier.

5.2 Equal opportunities

It is a requirement of centre approval that centres have an equal opportunities policy (see Providing City & Guilds qualifications). The regulatory authorities require City & Guilds to monitor centres to ensure that equal opportunity policies are being followed. The City & Guilds equal opportunities policy is set out on the City & Guilds website, in Providing City & Guilds qualifications, in the Online Catalogue, and is also available from the City & Guilds Customer Relations department.

5.3 Access to assessment

Qualifications on the National Qualifications Framework are open to all, irrespective of gender, race, creed, age or special needs. The centre co-ordinator should ensure that no candidate is subject to unfair discrimination on any ground in relation to access to assessment and the fairness of the assessment. City & Guilds’ Access to assessment and qualifications guidance and regulations document is available on the City & Guilds website. It provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment.


Access arrangements are pre-assessment adjustments primarily based on history of need and provision, for instance the provision of a reader for a visually impaired candidate.

Special consideration refers to post-examination adjustments to reflect temporary illness, injury or indisposition at the time of the assessment.

5.4 Appeals

Centres must have their own, auditable, appeals procedure that must be explained to candidates during their induction. Appeals must be fully documented by the quality assurance co-ordinator and made available to the external verifier and/or City & Guilds. Further information on appeals is given in Providing City & Guilds qualifications. There is also information on appeals for centres and learners on the City & Guilds website or available from the Customer Relations department.


Appendix 6 Funding

This qualification is accredited and included on the National Qualifications Framework, and is therefore eligible for funding. City & Guilds does not provide details on funding as this may vary between regions. Centres should contact the appropriate funding body to check eligibility for funding and any regional/national arrangements which may apply to the centre or learners. For funding regulatory purposes, learners should not be entered for a qualification of the same type, level and content as that of a qualification they already hold. Please see the table below for help on how to find out more about the funding arrangements for this qualification.

Nation Who to contact For higher level qualifications

England The Learning and Skills Council (LSC) is responsible for funding and planning education and training for over 16-year-olds. Each year the LSC publishes guidance on funding methodology and rates. There is separate guidance for further education and work-based learning. Further information on funding is available on the Learning and Skills Council website at www.lsc.gov.uk and, for funding for a specific qualification, on the Learning Aim Database http://providers.lsc.gov.uk/lad.

Contact the Higher Education Funding Council for England at www.hefce.ac.uk.

Scotland Colleges should contact the Scottish Further Education Funding Council, at www.sfc.co.uk. Training providers should contact Scottish Enterprise at www.scottish-enterprise.com or one of the Local Enterprise Companies.

Contact the Scottish Higher Education Funding Council at www.shefc.ac.uk.

Wales Centres should contact Education and Learning Wales (ELWa) at www.elwa.ac.uk or contact one of the four regional branches of ELWa.

For higher level qualifications, centres should contact the Higher Education Funding Council for Wales at www.hefcw.ac.uk.

Northern Ireland

Please contact the Department for Employment and Learning at www.delni.gov.uk.


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