CCEA Specification in Entry Level
Occupational Studies and Extended Occupational Studies
For first teaching from September 2015
For first assessment from Summer 2016
For first award in Summer 2016
Introduction
Foreword
This booklet contains the specification for CCEA’s Entry Level Qualification in Occupational Studies
and Extended Occupational Studies (NQF) for first teaching from September 2015. We have designed
this qualification to meet the requirements for Entry Level [1, 2 and 3] in the National Qualifications
Framework (NQF).
We will make the first full award based on this specification in Summer 2016.
We will notify centres in writing of any major changes to this specification. We will also publish
changes on our website at www.ccea.org.uk
The specification on our website is the most up-to-date version. Please note that the web version may
be different from printed versions.
1
Entry Level Occupational Studies
QAN
Entry Level Extended Occupational Studies
QAN
A CCEA Publication © 2015
2
Contents
A.1Aims
A.2
A.3
A.4
A.5
Key features
Prior learning and progression
Permitted unit combinations and entries
Qualification Accreditation Numbers
B Specification at a Glance
C Scheme of Assessment
C.1
C.2
C.3
C.4
C.5
C.6
Availability of assessment
Methods of assessment
Assessment objectives
Assessment objectives weighting
Reporting and grading
Guidance for candidates entering more than six units
D Guidance on Assessment
D.1
D.2
D.3
D.4
The portfolio of evidence
Internal assessment
Internal standardisation
External moderation
E
Guidance on Assessment
E.1Support
E.2 Curriculum objectives
E.3 Skills development
E.4 Entries and registration
E.5 Equality and inclusion
E.6 Health and safety
E.7 Contact details
Appendix 1
Glossary of terms
3
4
AIntroduction
This specification sets out the content and assessment details for our Entry Level qualifications in
Occupational Studies. First teaching begins from September 2015, and we will make the first awards
for this specification in Summer 2016.
You can view and download the latest version of the specification on our website at www.ccea.org.uk
We have designed this specification to be accessible to a wide range of learners. It is also intended to
provide flexible programmes rooted in practical and occupational contexts. Entry Level Occupational
Studies will appeal to learners who are better suited to developing their skills in a more practical,
occupationally orientated environment.
The world of work is constantly changing. It is increasingly unlikely that a single occupation will take
employees from the beginning to the end of their working lives, so transferability and adaptability
are important skills. This specification is uniquely structured with this in mind. Learners have the
opportunity to learn for work, through work and about work, with real outcomes that will give them
skills for life.
Entry Level Occupational Studies can provide a hands-on approach to learning. What makes it
different is its focus on particular kinds of knowledge, understanding and skills, providing the
potential for learning in important ‘out-of-school’ contexts.
Centres should ensure that learners will have access to any tools, equipment and materials they will
need to complete the practical tasks. In offering and designing courses to support this qualification,
they need to take account of the facilities and resources they have available, as well as the career
planning decisions of their learners.
A.1 Aims and learning outcomes
This specification gives learners the opportunity to:
• develop literacy, numeracy and ICT skills;
• develop employability skills;
• apply their learning in a practical context;
• develop the knowledge, understanding and skills they need to undertake work-based tasks;
• engage actively in work-based learning within coherent occupational contexts;
• reflect on their learning;
• develop an appreciation of the progression or job opportunities that exist through studying Entry
Level Occupational Studies;
• develop an appreciation of the environmental impacts of the practical tasks they carry out within
occupational contexts; and
• develop an awareness of general and specific health and safety issues arising from activities within
occupational contexts.
5
A.2 Key features
The key features of the specification appear below.
• Learners must achieve a level in six units to achieve a full Entry Level Occupational Studies
qualification. Learners must achieve a level in twelve units to achieve an Entry Level Occupational
Studies qualification and an Entry Level Extended Occupational Studies qualification.
• Learners can gain an NQF qualification at Entry 1, Entry 2 or Entry 3, depending on the level of the
units they achieve.
• Learners will achieve certification for achievement in each individual unit.
• Teachers carry out the assessment, and we carry out external moderation.
• The specification provides a progression route to further learning.
• It develops skills that prepare learners for working and adult life.
• The specification gives learners opportunities to build on knowledge, skills and capabilities
developed in this area across a variety of subjects.
• It has an occupational and employability focus.
• It enables progression to other courses, training and employment.
• It helps to raise levels of achievement, since learners are likely to be more motivated to achieve
success by applying their knowledge in practical, work-related situations and contexts.
• It emphasises learning by doing, which will help learners to develop the transferable skills
necessary in a changing and dynamic working environment.
A.3 Prior learning and progression
Learners do not need to have prior knowledge of any of the subject areas. Those who successfully
complete this qualification can progress to other NQF qualifications at Entry Level 1, Level 2 or Level 3,
Occupational Studies Level 1 and Level 2, GCSE qualifications, or other related training courses.
Learners taking a course in Occupational Studies do not need to have any previous experience in their
chosen occupational area.
Occupational Studies allows progression from Key Stage 3 of the Northern Ireland Curriculum.
A.4 Permitted unit combinations and entries
Learners must select any six units from the range available in the specification for an award in ELQ
Occupational Studies. Learners must select any twelve units for an award in ELQ Occupational Studies
and ELQ Extended Occupational Studies. Learners may repeat each unit once only.
A.5 Qualification Accreditation Numbers
Every qualification listed on the Register of Regulated Qualifications is assigned a Qualification
Accreditation Number (QAN). Since the QAN identifies the qualification, it is required for registration
and entry purposes. The QAN for Entry Level Occupational Studies is ???/????/?. The QAN for Entry
Level Extended Occupational Studies is ???/????/?.
6
B
Specs at a Glance
Subject: Entry Level 1, 2 and 3 Occupational Studies and Extended
Occupational Studies.
The following table summarises the structure and content themes of these qualifications. Learners
must select any six units from the 51 available to achieve an award in ELQ Occupational Studies.
Learners must select any twelve units for an award in both ELQ Occupational Studies and ELQ
Extended Occupational Studies. Learners who have not achieved a level in the required number of
units to be awarded an overall ELQ qualification will have their unit level achievements recognised on
their certificate.
Content themes and assessment structure for Entry 1, 2 and 3 are the same
Thematic area
Unit title
Bench Joinery
Unit 1: Making a Pot Stand
20
Unit 2: Making a Shelving Unit
20
Unit 3: Making a Storage Unit
20
Unit 4: Baking Skills
20
Unit 5: Contemporary Cuisine
20
Unit 6: Cake Decorating
20
Unit 7: Brick work
20
Unit 8: Painting & Decorating
20
Unit 9: Plumbing
20
Unit 10: Card Making
20
Unit 11: Making a gift
20
Unit 12: Making a decoration
20
Unit 13: Developing a character
20
Unit 14: Group Performance
20
Catering
Construction
Creative Crafts
Drama
Digital Imaging
Haircare
Horticulture
Hospitality
GLH
Unit 15: Stage Management
20
Unit 16: Using a Camera
20
Unit 17: Import photos to a PC/MAC
20
Unit 18: Photo editing
20
Unit 19: Blow-drying Hair
20
Unit 20: Setting Hair
20
Unit 21: Customer care for Hair and Beauty
20
Unit 22: Growing food from seeds
20
Unit 23: Growing bulbs for gifts
20
Unit 24: Hanging baskets and containers
20
Unit 25: Customer Service for Hospitality
20
Unit 26: Planning: Food and drink service
20
Unit 27: Practical: Food and drink service
20
Assessment and
Availability
Learners must
complete a
portfolio of
evidence.
Teachers assess
the work and we
carry out external
moderation.
Centres can submit
unit assessment
outcomes
in January
and Summer,
beginning in
Summer 2016.
7
ICT
Looking after
Children
Music
Office Procedures
Technology &
Design
Total Beauty
Vehicle
Working with
Children
8
Unit 28: Electronic communication
20
Unit 29: Using the Web
20
Unit 30: Computer Safety
20
Unit 31: Keeping children safe
20
Unit 32: Keeping children healthy
20
Unit 33: Healthy eating for children
20
Unit 34: Organising an event (Music or other)
20
Unit 35: Creating and producing music using
production software
20
Unit 36: Composing and performing a piece of
music as a group
20
Unit 37: Office Equipment
20
Unit 38: Word Processing
20
Unit 39: Using Spreadsheets
20
Unit 40: Model making
20
Unit 41: Manufacturing a Product
20
Unit 42: Designing a Product
20
Unit 43: Skincare
20
Unit 44: Nail Art
20
Unit 45: Washing and Conditioning Hair
20
Unit 46: Vehicle servicing
20
Unit 47: Valeting
20
Unit 48: Basic Fast fit
20
Unit 49: The play environment
20
Unit 50: Making a game for children
20
Unit 51: Playing a game with children
20
C
Scheme of Assessment
C.1 Availability of assessment
Assessment can take place as and when the learner is ready. Centres may submit assessment
outcomes to us for external moderation either in January or Summer, beginning in Summer 2016.
We will make the first full award based on this specification in Summer 2016.
C.2 Methods of assessment
For ELQ Occupational Studies and Extended Occupational Studies, learners must complete a portfolio
of work to show how they have met the assessment criteria for each unit. Assessments can take place
when the learner is ready. Teachers assess the work and CCEA carry out external moderation.
Teachers can choose any assessment method or combination of methods that clearly demonstrates
the learner has met the assessment criteria and achieved the learning outcomes. These methods may
include, for example:
•
•
•
•
•
•
•
•
•
•
•
photographs;
written evidence;
posters;
mind maps;
presentations;
storyboards;
screenshots;
videos;
witness statements;
models and/or
leaflets.
C.3 Assessment objectives
Below are the assessment objectives for this specification. Learners must:
• recall knowledge and understanding of the specified content (AO1);
• apply their knowledge, understanding and skills in occupational contexts through undertaking
relevant tasks (AO2); and
• review their work and make judgements about their performance, indicating where
improvements could be made (AO3).
In the unit content, you will find separate assessment criteria for each assessment objective in
individual units.
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C.4 Assessment Objective weightings
The table below sets out the assessment objective weightings for each unit.
Assessment Objective
Weighting in Each Unit
AO1
10%
AO2
80%
AO3
10%
Each qualification consists of six units. Each unit is equally weighted.
There may be pieces of assessment evidence in a learner’s portfolio that cover criteria for more than
one unit, but teachers must assess each unit independently.
C.5 Reporting and awarding
Unit results
Learners will be awarded Entry level 1, 2 or 3 in each unit. Learners whose work does not meet Entry
level 1 requirements will not be awarded a level.
Overall qualification results
We award Occupational Studies qualifications at either Entry Level 1 or Entry Level 2 or Entry level 3 on
the National Qualifications Framework.
Where performance is below the requirements for Entry Level 1, we report the results as unclassified
(U).
The following table summarises the structure and content themes of these qualifications. Learners
must select any six units from the 51 available to achieve an award in ELQ Occupational Studies.
Learners must select any twelve units for an award in both ELQ Occupational Studies and ELQ
Extended Occupational Studies. Learners who have not achieved a level in the required number of
units to be awarded an overall ELQ qualification will have their unit level achievements recognised on
their certificate. We will award a final overall level for ELQ Occupational Studies on the following basis:
Six Units: Occupational Studies
Level
10
Criteria
3
Minimum of 4 units (80 GLHs) awarded at Level 3 with the other units awarded at Level
2 or Level 1. (Candidates must achieve a level in all six units; if the candidate does not
achieve a level in a unit, we cannot award an overall level.)
2
If a candidate does not meet the requirements for an overall Level 3 award, we can
award a minimum of 4 units (80 GLHs) at Level 2 (or above) with other units awarded
at Level 1. We cannot award an overall level unless a candidate achieves a level in all six
units.
1
If a candidate does not meet the requirement for the award of an overall Level 2, we will
award all six units (120 GLHs) at Level 1 (or above).
C.6 Guidance for candidates entering more than six units
1.
Candidates can also choose to take additional units. These additional units must be chosen from
units which have not been previously taken.
2.
If a level is achieved in 6 additional units then an overall level for the qualification of ELQ
Extended Occupational Studies will be awarded (on the basis of the 6 unit model on page 10).
A candidate must achieve levels in 12 separate units to be awarded an overall level in both ELQ
Occupational Studies and ELQ Extended Occupational Studies.
3.
If the candidate has not achieved a level in 6 additional units then the individual unit level/s will be recognised on the candidate’s certificate.
4.
ELQ Occupational Studies and ELQ Extended Occupational Studies will be regarded as two standalone qualifications.
5.
Candidates can only be awarded one overall ELQ Occupational Studies level and one overall ELQ
Extended Occupational Studies level per series.
6.
If a candidate has previously cashed in for an ELQ Occupational Studies overall level, and
subsequently attempts a further 6 units to achieve an ELQ Extended Occupational Studies overall
level, centres are advised to cash-in both ELQ Occupational Studies and ELQ Extended
Occupational Studies. This will ensure the candidate achieves the best possible level in both ELQ
Occupational Studies and ELQ Extended Occupational Studies.
7.
Candidates entering less than 6 further units after ELQ Occupational Studies (without the
intention of cashing in ELQ Extended Occupational Studies) may wish to cash-in ELQ
Occupational Studies for a second time to ensure the highest possible level is awarded.
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D Guidance on Assessment
D.1 The portfolio of evidence
Teachers/Lecturers should plan practical occupational tasks to collect evidence of learning for each
unit. These tasks must give learners opportunities to demonstrate the knowledge, understanding and
skills described in the unit content (see Section 7). For each unit, learners must present their evidence
for assessment in a portfolio.
The portfolio of evidence for each unit must contain the following:
• Evidence of knowledge and understanding (AO1)
This may take the form of written answers to questions or, where appropriate, a record of oral
responses to questions. It must cover the range of knowledge and understanding set out in the
unit content.
•
Evidence of application of knowledge, understanding and skills (AO2)
Teachers/Lecturers must assess all activities to occupational standards by observing learners’
performance in practical tasks.
•
Evidence of evaluation of their work (AO3)
Learners should carry out a review for each assessment task within each unit. It should summarise
their performance and indicate how they could make improvements. They should also present
an end-of-unit review. This should reflect their new level of knowledge and understanding in the
specialist area and the impact it may have on their progression and career opportunities.
•
A record of all the assessment evidence
The record indicates where each piece of assessment evidence can be found.
Evidence in learners’ portfolios may be written, photographic, audio or video recorded. Other
assessment methods may be suitable to demonstrate that the learner has met the assessment criteria
and achieved the learning outcomes. Where the evidence includes photographs or videos, centres
should obtain permission from parents or guardians.
Centres should label the evidence and store it securely so that they can make it available for
moderators to review later.
We will provide centres with learner unit tracking grids, which teachers/lecturers must use to record
learners’ overall achievement for each unit.
See unit content for specific assessment guidance for each unit.
D.2 Internal assessment
Assessors must have the appropriate skills and knowledge to assess learners’ work for a unit. They
must also:
• be able to authenticate the work as the learners’ own;
• ensure that learners have met all the assessment criteria in order to achieve a unit; and
• keep accurate records of all assessment decisions.
Teachers assess learners as having achieved or not achieved each unit.
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D.3 Internal standardisation
Centres must have arrangements in place for quality assurance of their assessment outcomes. Centres
with more than one assessor must carry out internal standardisation before external moderation
takes place. This is to ensure that, as far as possible, each assessor has applied the assessment criteria
accurately.
The internal standardisation process may include meetings to discuss assessment decisions and
feedback from previous submissions to us. As a result of internal standardisation, it may be necessary
to adjust an individual teacher’s marking. Where this happens, centres should make sure that they
update their assessment documentation.
It is essential that all centres complete a Declaration of Internal Standardisation form and submit it to
us with their samples of learners’ work.
D.4 External moderation
Centres must submit assessment outcomes and samples to us according to the calendar of events
set out in our Qualifications Administration Handbook, which you can access at www.ccea.org.uk.
Moderators may adjust a centre’s assessments in order to bring outcomes into line with their agreed
standards.
We issue full instructions at the appropriate time on:
• the details of moderation procedures;
• the nature of sampling; and
• the dates by which centres must submit assessments and samples.
Centre staff may contact our officers (see Section 5) at any stage if they require advice, assistance or
support regarding any aspect of assessment. We provide support to groups of centres, and also to
individual centres, to discuss issues arising from the assessment and moderation processes.
E
Links, Resources and Support
E.1Support
For support for this specification, go to our website at www.ccea.org.uk
We intend to expand our range of support to include the following:
• Principal Moderator’s report;
• centre support visits;
• support days for teachers;
• agreement trials;
• a resource list; and
• possibly exemplar material
E.2
Curriculum objectives
This specification builds upon the broad objectives of the Northern Ireland Curriculum. In particular, it
enables learners to:
• develop as individuals and contributors to the economy, society and environment by providing
opportunities to explore topics such as baking, hospitality, customer service and joinery;
13
•
•
•
•
•
develop personal skills in areas such as:
- self-awareness, personal health and relationships (Personal Development);
- diversity and inclusion, human rights and social responsibility, and equality and social justice (Citizenship); and
- work in the local and global economy, and career management (Employability);
develop an understanding of social, economic and cultural issues , by providing opportunities to
explore topics such as health and safety legislation , the use of sustainable and environmentally
friendly materials, the disposable of waste materials and the costing and resourcing of materials;
investigate sustainable development, health and safety considerations, and European
developments, by providing opportunities to explore topics such as health and safety legislation;
develop vocational skills that will enhance employability by providing opportunities to select and
use appropriate materials, components and equipment and to gain an overview of the roles and
responsibilities of various occupations; and
demonstrate creativity and initiative when developing ideas and following them through.
E.3
Skills development
This specification provides opportunities for learners to develop the following key skills:
• application of number;
• communication;
• improving own learning and performance;
• information and communication technology;
• problem-solving; and
• working with others.
You can find details of the current standards and guidance for each of these skills on our website at
www.ccea.org.uk
E.4
Entries and registration
Entry codes for this subject and details on how to register are available in our Qualifications
Administration Handbook, which you can access at www.ccea.org.uk
Alternatively, you can telephone our Entries, Results and Certification team using the contact details
provided in this section.
E.5
Equality and inclusion
We have considered the requirements of equality legislation in developing this specification and have
designed it to be as free as possible from ethnic, gender, religious, political or other forms of bias.
Reasonable adjustments are made for learners with disabilities in order to reduce barriers to accessing
assessments. For this reason, very few learners will have a complete barrier to any part of the
assessment.
It is important to note that where access arrangements are permitted, they must not be used in
any way that undermines the integrity of the assessment. You can find information on reasonable
adjustments in the Joint Council for Qualifications’ document Access Arrangements, Reasonable
Adjustments and Special Consideration: General and Vocational Qualifications, available at www.jcq.
org.uk
14
E.6 Health and safety
As with all work-related programmes, centres must ensure compliance with all relevant health and
safety legislation with regard to facilities, equipment and staff training. Centres offering our ELQ
Occupational Studies and Extended Occupational Studies qualifications may be restricted in the
choice of units they offer due to insurance and resources. Learners’ use of electrical/power equipment
or machinery must be supervised at all times.
E.7
Contact details
The following list provides contact details for relevant staff members and departments:
Specification Support Officer: Nuala Tierney
(telephone (028) 9026 1200, extension 2292, email: [email protected])
Education Manager for the Qualification: Dawn Agnew
(telephone: (028) 9026 1200 extension 2445, email: [email protected])
Entries, Results and Certification
(telephone: (028) 9026 1262, email: [email protected])
Distribution
(telephone: (028) 9026 1242, email: [email protected])
Support Events Administration
(telephone: (028) 9026 1401, email: [email protected])
Information Section (including Freedom of Information requests)
(telephone: (028) 9026 1200, email: [email protected])
Business Assurance (appeals)
(telephone: (028) 9026 1244, email: [email protected])
Assessment Administration Team
(telephone: (028) 9026 1200, extension 2374, email: [email protected]).
15
Appendix 1
Glossary of terms
16
Term
Definition
Access arrangements
Steps put in place prior to an assessment to allow
candidates with an impairment or disability to
demonstrate their achievement
Assessment criteria
The requirements that learners must meet to show that
they have achieved the learning outcomes for a unit.
Assessment criteria do not describe the method of
assessment.
Centres
Organisations accountable to an awarding organisation
(such as CCEA) for the organisation of assessment
arrangements leading to a unit or qualification
Certificate
The document that records achievement in a unit or
qualification
External moderator
External moderators are appointed, trained and
monitored by the awarding body. They are responsible
for monitoring and sampling candidate evidence to
ensure that internal assessment decisions are valid,
reliable, fair, and consistent with national standards.
Internal assessment
The process by which teachers in a centre assess
candidates’ achievement of the learning outcomes of
the unit(s) that make up a qualification
Internal moderator
Monitors the teachers’ assessment practice and
procedure by sampling assessments, and ensures that
the teachers carry out their roles appropriately and are
appropriately trained
Learning outcomes
Statements of what a learner can be expected to know,
understand or do as a result of following a course of
learning for a unit
Qualifications Administration Handbook
An online document produced by CCEA that contains
all the information a centre requires regarding the
procedures and policies necessary for the smooth
administration of CCEA’s qualifications
Reasonable adjustments
Arrangements made for learners with specific
learning needs in order to reduce barriers to accessing
assessments
Register of Regulated Qualifications
An online database of units and qualifications that have
been accredited by the regulatory authorities
Unit
A set of learning outcomes and assessment criteria with
a title and level of achievement
Principles
1. Centres can choose from 51 units in total.
2. Candidates can take any 6 units for the qualification of ELQ Occupational Studies
3. The grading process will be exactly the same as the general 6 unit ELQ qualifications:
- Candidates enter by unit;
- Every unit will be receive a level which will be recognised on the candidate’s certificate;
- Candidates may receive an overall level on the following basis;
Six Units: Occupational Studies
Level
Criteria
3
Minimum of 4 units (80 GLHs) awarded at Level 3 with the other units awarded at
L2 or L1 (if there is a unit where no level is achieved, then overall level cannot be
awarded ie all six units must have achieved a level)
2
Where a candidate has not met the requirements for the award of an overall Level
3, then they must have been awarded a minimum of 4 units (80 GLHs) at Level 2
(or above) with the other units awarded at L1 (if there is a unit where no level is
achieved, then overall level cannot be awarded ie all six units must have achieved a
level)
1
Where a candidate has not met the requirements for the award of an overall Level 2,
all 6 units (120 GLHs) must be awarded at Level 1 (or above)
In addition
1.
2.
3.
4.
5.
6.
7.
Candidates can also choose to take additional units. These additional units must be chosen from
units which have not been previously taken.
If a level is achieved in 6 additional units then an overall level for the qualification of ELQ Extended
Occupational Studies will be awarded (on the basis of the 6 unit model on page 10). A candidate
must achieve levels in 12 separate units to be awarded an overall level in both ELQ Occupational
Studies and ELQ Extended Occupational Studies.
If the candidate has not achieved a level in 6 additional units then the individual unit level/s will
be recognised on the candidate’s certificate.
ELQ Occupational Studies and ELQ Extended Occupational Studies will be regarded as two standalone qualifications.
Candidates can only be awarded one overall ELQ Occupational Studies level and one overall ELQ
Extended Occupational Studies level per series.
If a candidate has previously cashed in for an ELQ Occupational Studies overall level, and
subsequently attempts a further 6 units to achieve an ELQ Extended Occupational Studies overall
level, centres are advised to cash-in both ELQ Occupational Studies and ELQ Extended
Occupational Studies. This will ensure the candidate achieves the best possible level in both ELQ
Occupational Studies and ELQ Extended Occupational Studies.
Candidates entering less than 6 further units after ELQ Occupational Studies (without the
intention of cashing in ELQ Extended Occupational Studies) may wish to cash-in ELQ Occupational
Studies for a second time to ensure the highest possible level is awarded.
17
18
Bench Joinery
UNIT
1
Bench Joinery
Unit 1: Making a pot stand
This unit is designed to provide vocational skills in making a pot stand at Entry Level 1,
Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to make a pot stand from timber. Learners will
follow appropriate health and safety procedures throughout the planning, preparation
and making process. They will also consider environmental issues and job opportunities.
Learners will develop their skills in working with wood by completing and presenting the
finished item(s) and will review their work
This unit includes:
•
•
•
•
•
•
health and safety issues relating to working with wood;
job opportunities relating to the manufacture of a timber product;
environmental issues relating to timber within carpentry and joinery;
using basic joinery tools and equipment appropriately;
construction of an end product; and
a review of performance.
Photograph of pot stand with tiled top.
Making a Pot Stand / Bench Joinery
19
Pot Stand
This is an example only.
Dimensions can be changed
20
Bench Joinery / Making a Pot Stand
Bench Joinery
UNIT
1
Pot Stand
215
215
10
20
150
30
30
30
210
Making a Pot Stand / Bench Joinery
21
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one job
opportunity in
opportunity in
the carpentry
the carpentry and
and joinery
joinery industry
industry and state
and the place of
at least two roles
work;
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the carpentry
and joinery
industry;
• identify two
health and
safety rules
which should be
observed in the
carpentry and
joinery industry;
identify what
is meant by the
‘3Rs’;
• identify two health
and safety rules
which should be
observed in the
carpentry and
joinery industry
and the potential
consequences of
non-compliance;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/
equipment and/or
materials used in
or materials used
materials used in
bench joinery; and
in bench joinery;
bench joinery; and
and
• demonstrate
bench joinery
skills using
pre-prepared
components.
22
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the carpentry
and joinery
industry;
• recognise what
is meant by the
‘3Rs’;
Materials and
related skills
knowledge
Entry Level 2
Bench Joinery / Making a Pot Stand
• demonstrate
• demonstrate bench
bench joinery
joinery skills using
skills using limited
no pre-prepared
pre-prepared
components.
components.
Bench Joinery
UNIT
1
AO2
Assessment
Criteria
AO2
Resources
Marking out
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
appropriate
timber product;
Learners who need
some help will:
• recognise two
appropriate
timber products;
• recognise and use
two hand tools;
• identify and use
four hand tools;
• mark out the pot
stand for a cross
halving joint,
using templates;
• mark out the pot
stand for a cross
halving joint with
limited use of
templates;
• mark out the pot
stand for a cross
halving joint;
• cut timber to
length, with
limited use of a
jig as a guide;
• cut timber to
length;
Cutting timber • cut timber to
length using a jig
as a guide;
Learners who need
little help will:
• select two
appropriate
timbers and
explain their use;
• recognise, select
and use five or
more hand tools
and explain how
they are used;
Fitting joints
• fit a cross halving • fit a cross halving
joint that has been
joint with limited
pre-fitted;
pre-fitting;
• fit a cross halving
joint;
Assembly
• assemble the pot
stand, including
the top; and
• assemble to
a reasonable
standard the pot
stand including
the top; and
• assemble to a good
standard the pot
stand including the
top; and
End product
• present an end
product fit for
purpose.
• present an end
product fit for
purpose.
• present an end
product fit for
purpose.
Making a Pot Stand / Bench Joinery
23
AO3
Assessment
Criteria
AO3
Task Review
Final Review
24
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Bench Joinery / Making a Pot Stand
Bench Joinery
UNIT
2
Bench Joinery
Unit 2: Making a shelving unit
This unit is designed to provide vocational skills in making a shelving unit at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to make a shelving unit. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and making
process. They will also consider environmental issues and job opportunities. Learners will
develop their skills in working with wood by completing and presenting the finished item
and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues relating to working with wood;
job opportunities relating to the manufacture of a timber product;
environmental issues relating to timber within carpentry and joinery;
using basic joinery tools and equipment appropriately;
construction of an end product; and
a review of performance.
Making a Shelving Unit / Bench Joinery
25
Shelf Unit
This is an example only.
Dimensions can be changed
26
Bench Joinery / Making a Shelving Unit
UNIT
2
30
20
Bench Joinery
25
25
390
R6
0
R6
0
125
6
125
6
70
70
70
336
20
350
Making a Shelving Unit / Bench Joinery
27
28
Bench Joinery / Making a Shelving Unit
Bench Joinery
UNIT
2
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in
opportunity in
the carpentry
the carpentry and
the carpentry and
and joinery
joinery industry
joinery industry;
industry and state
and the place of
at least two roles
work;
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the carpentry
and joinery
industry;
• identify two
health and
safety rules
which should be
observed in the
carpentry and
joinery industry;
• identify two health
and safety rules
which should be
observed in the
carpentry and
joinery industry
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• Demonstrate
• Demonstrate
• Demonstrate good
basic knowledge
some knowledge
knowledge and
and understanding
and understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/
equipment and/or
materials used in
or materials used
materials used in
bench joinery; and
in bench joinery;
bench joinery; and
and
• demonstrate
bench joinery
skills using
pre-prepared
components.
• demonstrate
• demonstrate bench
bench joinery
joinery skills using
skills using limited
no pre-prepared
pre-prepared
components.
components.
Making a Shelving Unit / Bench Joinery
29
AO2
Assessment
Criteria
AO2
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
appropriate
timber product;
Learners who need
some help will:
• identify two
appropriate
timber products;
Learners who need
little help will:
• select two
appropriate
timbers and
explain their use;
• recognise and use
two hand tools;
• identify and use
four hand tools;
• recognise, select
and use five or
more hand tools
and explain how
they are used;
• mark out a shelf
unit, using
templates for
housing joints
and other
components;
• mark out a shelf
unit with limited
use of templates
for housing
joints and other
components;
• mark out a shelf
unit for housing
joints and other
components;
Cutting timber • cut timber to
length using a jig
as a guide;
• cut timber to
length, with
limited use of a
jig as a guide;
• cut timber to
length;
Fitting joints
• fit housing joints
that have been
pre-fitted;
• fit housing joints
with limited
pre-fitting;
• fit housing joints;
Assembly
• assemble a shelf
unit; and
• assemble to
a reasonable
standard a shelf
unit; and
• assemble to a good
standard a shelf
unit; and
End product
• present an end
product fit for
purpose.
• present an end
product fit for
purpose.
• present an end
product fit for
purpose.
Resources
Marking out
30
Entry Level 1
Bench Joinery / Making a Shelving Unit
Bench Joinery
UNIT
2
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Making a Shelving Unit / Bench Joinery
31
32
Bench Joinery / Making a Shelving Unit
Bench Joinery
UNIT
3
Bench Joinery
Unit 3: Making a storage unit
This unit is designed to provide vocational skills in making a storage unit at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to make this storage unit. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and making
process. They will also consider environmental issues and job opportunities. Learners will
develop their skills in working with wood by completing and presenting the finished item(s)
and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues relating to working with wood;
job opportunities relating to the manufacture of a timber product;
environmental issues relating to timber within carpentry and joinery;
using basic joinery tools and equipment appropriately;
construction of an end product; and
a review of performance.
Making a Storage Unit / Bench Joinery
33
Storage Unit
This is an example only.
Dimensions can be changed
15
30
34
Bench Joinery / Making a Storage Unit
Bench Joinery
UNIT
3
Storage Unit
Position of rotating screw for lid
190
60
55
110
15
230
20
4
50
4
250
110
10
90
110
10
250
30
205
15
Making a Storage Unit / Bench Joinery
35
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the carpentry
and joinery
industry;
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one job
opportunity in
opportunity in
the carpentry
the carpentry and
and joinery
joinery industry
industry and state
and the place of
at least two roles
work;
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the carpentry
and joinery
industry;
• identify two
health and safety
rules which
should be
observed in the
carpentry and
joinery industry;
• identify two health
and safety rules
which should be
observed in the
carpentry and
joinery industry
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/
equipment and/or
materials used in
or materials used
materials used in
bench joinery; and
in bench joinery;
bench joinery; and
and
• demonstrate
bench joinery
skills using
pre-prepared
components.
36
Entry Level 2
Bench Joinery / Making a Storage Unit
• demonstrate
• demonstrate bench
bench joinery
joinery skills using
skills using limited
no pre-prepared
pre-prepared
components.
components.
Bench Joinery
UNIT
3
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
appropriate
timber;
Learners who need
some help will:
• identify two
appropriate
timbers;
Learners who need
little help will:
• select two
appropriate
timbers and
explain their use;
• recognise and use
two hand tools;
• identify and use
four hand tools;
• recognise, select
and use five hand
tools and explain
their use;
• mark out a
storage unit
using templates
for half-lapped
joints and other
components;
• mark out a
storage unit with
limited use of
templates for
half-lapped
joints and other
components;
• mark out a storage
unit for halflapped joints and
other components;
Cutting timber • cut timber to
length using a jig
as a guide;
• cut timber to
length, with
limited use of a
jig as a guide;
• cut timber to
length;
Fitting joints
• fit half-lapped
joints that have
been pre-fitted;
• fit half-lapped
• fit half-lapped
joints with limited
joints;
pre-fitting;
Assembly
• assemble a storage • assemble to
• assemble to a good
unit; and
a reasonable
standard a storage
standard a storage
unit; and
unit; and
• present an end
• present an end
• present an end
product fit for
product fit for
product fit for
purpose.
purpose.
purpose.
Resources
Marking out
End product
Making a Storage Unit / Bench Joinery
37
AO3
Assessment
Criteria
AO3
Task Review
Final Review
38
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Bench Joinery / Making a Storage Unit
Catering
UNIT
4
Catering
Unit 4: Baking Skills
This unit is designed to provide vocational skills in baking at Entry Level 1, Entry Level
2 and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need to bake. They should also develop skills in using specific baking
equipment. Learners will follow appropriate health and safety procedures throughout
the planning, preparation and making process. They will also consider environmental
issues and job opportunities. Learners will develop their baking skills by completing and
presenting the finished item(s) and will review their work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in catering activities;
job opportunities relating to working in catering;
environmental issues relating to catering;
using basic baking equipment appropriately;
using baking skills appropriately;
producing bakery products; and
a review of performance.
Baking Skills / Catering
39
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the catering
industry;
Learners who need
some help will:
• identify one job
opportunity in the
catering industry
and the place of
work;
Learners who need
little help will:
• identify one
job opportunity
in the catering
industry and state
at least two roles
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the catering
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
catering industry;
catering industry
and the potential
consequences of
non-compliance;
• recognise what is • identify what is
• identify what is
meant by the ‘3Rs’;
meant by the ‘3Rs’;
meant by the ‘3Rs’
and
and
and why recycling
is important; and
• recognise one
• identify two
• identify two
personal hygiene
personal hygiene
personal hygiene
procedure which
procedures which
procedures which
should be followed
should be followed
should be followed
in the catering
in the catering
in the catering
industry.
industry.
industry and
explain why they
are important.
40
Catering / Baking Skills
Catering
Assessment
Criteria
Entry Level 1
Entry Level 2
UNIT
4
Entry Level 3
AO1
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
Materials and • demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
related skills
knowledge and
understanding
understanding
knowledge
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
catering;
catering;
catering;
• identify two types • identify two types • identify three types
of equipment used
of equipment used
of equipment used
in baking each of
in baking each
in baking two of
the following
of the following
the following
products:
products:
products:
- scones;
- scones;
- scones;
- breads;
- bread;
- bread;
- buns;
- buns; or
- buns; or
- cakes;
- cakes.
- cakes.
- pastries; and
- pies.
Baking Skills / Catering
41
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Be aware
• follow two basic
of personal
personal hygiene
procedures
procedures when
when handling
handling food;
food
• wear clean
appropriate
clothing when
cooking;
42
Entry Level 2
Entry Level 3
Learners who need
some help will:
• follow two
personal hygiene
procedures when
handling food;
Learners who need
little help will:
• always follow
personal hygiene
procedures when
handling food;
• mostly maintain
a clean and tidy
work area;
• maintain a clean
and tidy work area;
• select and wear
clean appropriate
clothing when
cooking;
• select and wear
clean appropriate
clothing when
cooking;
• follow two basic
Be aware of
Food Hygiene
food hygiene
procedures
procedures when
handling food;
when handling
food
• mostly follow
food hygiene
procedures when
handling food
and explain their
importance;
• always follow food
hygiene procedures
when handling
food, explain their
importance and
the consequences
of not applying
the procedures;
Ingredients
• use appropriate
ingredients for
a simple baking
recipe; and
• select and use
appropriate
ingredients for
a simple baking
recipe; and
• identify, select and
use appropriate
ingredients for a
baking recipe; and
Equipment
• demonstrate how
to use one type
of equipment
appropriately.
• demonstrate how • demonstrate how
to use two pieces
to use three pieces
of equipment
of equipment
appropriately, and
appropriately, and
explain when it is
explain when and
used.
why they are used.
Catering / Baking Skills
Catering
UNIT
4
AO2
Assessment
Criteria
AO2
Baking
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need Learners who need
Learners who need
significant help will: some help will:
little help will:
• prepare and bake:
• help to prepare • prepare and bake:
- two different
and bake:
- two different
buns;
- two buns; and
buns; and
- two biscuits;
- two different
- two different
and
biscuits.
biscuits; and
These should
- one cake
These should
cover one seasonal
cover two seasonal
theme ie Easter,
themes ie Easter,
Christmas,
Christmas,
Halloween,
Halloween,
Valentine’s day or
Valentine’s day, or
St Patrick’s day;
St Patrick’s day;
and
and
• present products
• present products
Appearance or • present
with a high
that include
aesthetics
products that
standard of
decoration or
have appropriate
appearance, with
appearance and
garnish and are fit
consideration
are fit for
for purpose with an
given to colour,
appropriate taste,
consumption.
texture and aroma.
decoration or
garnish, taste and
texture.
Baking Skills / Catering
43
AO3
Assessment
Criteria
AO3
Task Review
Final Review
44
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Catering / Baking Skills
Catering
UNIT
5
Catering
Unit 5: Contemporary Cuisine
This unit is designed to provide vocational skills in contemporary cuisine at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to produce appropriate contemporary cuisine.
They should also develop skills in using specific catering equipment. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and making
process. They will also consider environmental issues and job opportunities. Learners will
develop their contemporary cuisine skills by completing and presenting the finished item(s)
and will review their work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in catering activities;
job opportunities relating to working in catering;
environmental issues relating to contemporary cuisine;
using basic catering equipment appropriately;
using cookery skills appropriately;
producing a variety of dishes; and
a review of performance.
Contemporary Cuisine / Catering
45
AO1
Assessment
Criteria
Entry Level 1
AO1
Learners who need
significant help will:
• recognise one job
Health
and safety,
opportunity in the
environment
catering industry;
and related
jobs
46
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one job
opportunity in the
opportunity in the
catering industry
catering industry
and the place of
and state at least
work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the catering
industry;
• identify two
health and
safety rules
which should be
observed in the
catering industry;
• identify two health
and safety rules
which should be
observed in the
catering industry
and the potential
consequences of
non-compliance;
• recognise what is
meant by the ‘3Rs’;
and
• identify what is
meant by the
‘3Rs’; and
• identify what is
meant by the ‘3Rs’
and why recycling is
important; and
• recognise one
personal hygiene
procedure which
should be followed
in the catering
industry.
• identify two
personal hygiene
procedures
which should be
followed in the
catering industry.
• identify two
personal hygiene
procedures which
should be followed
in the catering
industry and
explain why they
are important.
Catering / Contemporary Cuisine
Catering
UNIT
5
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
catering;
catering;
catering;
• identify two types • identify two types • identify three
types of
of equipment
of equipment
equipment used
used in each of
used in two of the
in each of the
the following
following cooking
following cooking
cooking methods:
methods:
methods:
- grilling;
- grilling;
- grilling;
- frying;
- frying;
- frying;
- boiling;
- boiling;
- boiling;
- steaming; or
- steaming; or
- steaming; and
- roasting.
- roasting.
- roasting;
for each cooking
method give one
example of a dish
that can be made.
Contemporary Cuisine / Catering
47
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Personal
• follow two basic
procedures
personal hygiene
when handling
procedures when
food
handling food;
• wear clean
appropriate
clothing when
cooking;
Food Hygiene • follow two basic
procedures
food hygiene
when handling
procedures when
handling food;
food
Entry Level 2
Entry Level 3
Learners who need
some help will:
• follow two
personal hygiene
procedures when
handling food;
Learners who need
little help will:
• always follow
personal hygiene
procedures when
handling food;
• mostly maintain
a clean and tidy
work area;
• maintain a clean
and tidy work area;
• select and wear
clean appropriate
clothing when
cooking;
• select and wear
clean appropriate
clothing when
cooking;
• mostly follow
food hygiene
procedures when
handling food
and explain their
importance;
• always follow food
hygiene procedures
when handling
food;
• explain their
importance and
the consequences
of not applying
the procedures;
48
Ingredients
• use appropriate
• select and use
• identify, select and
ingredients for a
appropriate
use appropriate
simple recipe; and
ingredients for a
ingredients for a
simple recipe; and
recipe; and
Equipment
• demonstrate how
to use one type
of equipment
appropriately.
Catering / Contemporary Cuisine
• demonstrate how • demonstrate how
to use two pieces
to use three pieces
of equipment
of equipment
appropriately, and
appropriately, and
explain why they
explain when and
are used.
why they are used.
Catering
UNIT
5
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• prepare and cook
• help to prepare
and cook:
two (one cold,
- a starter;
one hot):
- a main dish; and
- contemporary
- a dessert; and
starters;
- contemporary
main dishes; and
- contemporary
desserts; and
Learners who need
little help will:
• use at least two
different cooking
methods to
prepare and cook
two (one cold, one
hot):
- contemporary
starters;
- contemporary
main dishes; and
- contemporary
desserts; and
(at least one of
these will be an
international dish);
and
• present dishes
Appearance or • present dishes
that are fit for
aesthetics
that are fit for
purpose with an
consumption with
appearance that
an appropriate
includes
appearance.
decoration or
garnish and
appropriate taste,
texture and
aroma.
• present dishes with
a high standard of
overall appearance
or aesthetics with
consideration
given to colour,
decoration or
garnish and taste
and texture.
Cooking
Contemporary Cuisine / Catering
49
Assessment
Criteria
AO3
Task Review
Final Review
50
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Catering / Contemporary Cuisine
Catering
UNIT
6
Catering
Unit 6: Cake Decorating
This unit is designed to provide vocational skills in cake decorating at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to decorate cakes. They should also develop skills in using
specific cake decorating equipment. Learners will follow appropriate health and safety
procedures throughout the planning, preparation and decorating process. They will also
consider environmental issues and job opportunities. Learners will develop their cake
decorating skills by completing and presenting the finished item(s) and will review their
work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in catering activities;
job opportunities relating to working in catering;
environmental issues relating to catering;
using basic catering equipment appropriately;
using cake decorating skills appropriately;
decorating a variety of food products; and
a review of performance.
Cake Decorating Skills / Catering
51
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
52
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the catering
industry;
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one
opportunity in the
job opportunity
catering industry
in the catering
and the place of
industry and state
work;
at least two roles
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the catering
industry;
• identify two
health and
safety rules
which should be
observed in the
catering industry;
• identify two health
and safety rules
which should be
observed in the
catering industry
and the potential
consequences of
non-compliance;
• recognise what is • identify what is
meant by the ‘3Rs’;
meant by the
and
‘3Rs’; and
• identify what is
meant by the ‘3Rs’
and why recycling
is important; and
• recognise one
• identify two
personal hygiene
personal hygiene
procedure which
procedures
should be followed
which should be
in the catering
followed in the
industry.
catering industry.
• identify two
personal hygiene
procedures which
should be followed
in the catering
industry and
explain why they
are important.
Catering / Cake Decorating Skills
Catering
Assessment
Criteria
AO1
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
UNIT
6
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding of
understanding of
understanding of
the type of
the type of
the type of
equipment and/
equipment and/or
equipment and/or
materials used in
materials used in
or materials used
catering;
in catering;
catering;
• identify two types • identify two types • identify three types
of equipment used
of equipment
of equipment used
in each of the
used in decorating
in decorating one
following when
each of the
of the following
decorating:
following :
products:
- pastries;
- pastries;
- pastries;
- pies;
- pies;
- pies;
- buns; and
- buns; and
- buns; or
- cakes.
- cakes.
- cakes.
Cake Decorating Skills / Catering
53
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
AO2
Learners who need Learners who need
significant help will: some help will:
Be aware
• follow two basic • follow two
of personal
personal hygiene
personal hygiene
procedures
procedures when
procedures when
when handling
handling food;
handling food;
food
• wear clean
• mostly maintain
a clean and tidy
appropriate
clothing when
work area;
cooking;
• select and wear
clean appropriate
clothing when
cooking;
Entry Level 3
Learners who need
little help will:
• always follow
personal hygiene
procedures when
handling food;
• maintain a clean
and tidy work area;
• select and wear
clean appropriate
clothing when
cooking;
• follow two basic • mostly follow food • always follow food
Be aware of
hygiene procedures
hygiene procedures
Food Hygiene
food hygiene
when handling
when handling
procedures
procedures when
food, explain their
food and explain
handling food;
when handling
importance and
their importance;
food
the consequences
of not applying
the procedures;
54
Ingredients
• use appropriate • select and use
ingredients to
appropriate
decorate a simple
ingredients to
product; and
decorate a baked
product for one
seasonal theme;
and
• identify, select and
use appropriate
ingredients for two
seasonal themes;
and
Equipment
• demonstrate how • demonstrate how
to use one type
to use two piece
of equipment
of equipment
appropriately.
appropriately, and
explain why they
used these.
• demonstrate how
to use three pieces
of equipment
appropriately, and
explain when and
why they use these.
Catering / Cake Decorating Skills
Catering
Assessment
Criteria
AO2
Decorating
Entry Level 1
Entry Level 2
UNIT
6
Entry Level 3
Learners who need Learners who need
significant help will: some help will:
• help to decorate : • decorate using
- two buns;
one seasonal
- two biscuits;
theme such as
and
Easter, Christmas,
Valentine’s Day:
- two different
buns;
- two different
biscuits; and
Learners who need
little help will:
• prepare and
decorate using
two seasonal
themes such as
Easter, Christmas,
Valentine’s Day:
- two different
buns;
- two different
biscuits; and
- one cake; and
• present products
Appearance or • present products • present products
with a high
that are fit for
aesthetics
that are fit for
standard of
purpose with an
consumption
appearance,
with an
appearance that
demonstrating
appropriate
includes decoration
consideration of
or garnish and
appearance.
appropriate taste,
colour, decoration,
texture and aroma.
garnish, taste and
texture.
Cake Decorating Skills / Catering
55
AO3
Assessment
Criteria
AO3
Task Review
Final Review
56
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Catering / Cake Decorating Skills
Construction
UNIT
7
Construction
Unit 7: Brickwork
This unit is designed to provide vocational skills in bricklaying at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to bricklay. Learners will follow appropriate health and
safety procedures throughout the planning, preparation and making process. They will also
consider environmental issues and job opportunities. Learners will develop their building
skills by completing and presenting the finished item(s) and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in brickwork activities;
job opportunities relating to wet trades;
environmental issues relating to construction;
using basic building tools and equipment appropriately;
construction of a brickwork model (see example below);
a review of performance.
The drawing is a typical example of a brick return, which is an appropriate activity for this
unit.
Brickwork / Construction
57
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the bricklaying
industry;
Learners who need
some help will:
• identify one job
opportunity in
the bricklaying
industry and the
place of work;
Learners who need
little help will:
• identify one job
opportunity in
the bricklaying
industry and state
at least two roles
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the bricklaying
industry;
• identify two
health and
safety rules
which should be
observed in the
bricklaying
industry;
• identify two health
and safety rules
which should
be observed in
the bricklaying
industry and
the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
bricklaying; and
bricklaying; and
bricklaying; and
• use pre-prepared
bricklaying
components.
58
Entry Level 2
Construction / Brickwork
• use some
pre-prepared
bricklaying
components.
• use limited
pre-prepared
bricklaying
components.
Construction
UNIT
7
AO2
Assessment
Criteria
AO2
Resources
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• recognise
• recognise
• recognise
appropriate brick,
appropriate brick;
appropriate brick,
sand cement and
sand cement and
plasticiser;
plasticiser and
explain when used;
• recognise, select
• recognise, select
• recognise, select
and use two hand
and use four hand
and use five or
more hand tools
tools;
tools;
and explain how
they are used;
Marking out
• mark out the brick
• mark out the brick • mark out the
corner on the
brick corner
corner on the
ground using a
on the ground
ground using a
pencil or marker,
pencil or marker
using a pencil or
measuring tape and
and measuring
marker, measuring
dry bond the first
tape and dry bond
tape;
the first course;
course, explaining
the 3, 4, 5 method
of making sure the
corner is square;
Construct first
course
• construct the
first course
with significant
guidance;
Construct
brickwork
model
• construct the
• construct the
• construct the
remaining courses
remaining courses
remaining courses
with significant
with some
with little help; and
guidance; and
guidance; and
End product
• present an end
• present an end
• present an end
product displaying
product fit for
product fit for
basic skills.
purpose with
purpose with very
reasonable
good horizontal
horizontal and
and vertical
vertical alignment.
alignment.
• construct the first • construct the first
course with some
course with little
guidance;
help;
Brickwork / Construction
59
AO3
Assessment
Criteria
AO3
Task Review
Final Review
60
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning in this
unit.
Construction / Brickwork
Construction
UNIT
8
Construction
Unit 8: Painting and decorating
This unit is designed to provide vocational skills in painting and decorating at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to paint a door. Learners will follow appropriate
health and safety procedures throughout the planning, preparation and painting process.
They will also consider environmental issues and job opportunities. Learners will develop
their hand painting skills by completing and presenting the finished item(s) and will review
their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in painting and decorating activities;
job opportunities relating to painting and decorating;
environmental issues relating to painting and decorating;
using basic painting and decorating tools and equipment appropriately;
painting/decorating a suitable model eg panel door;
a review of performance.
Painting a panel door is an example of an appropriate activity for this unit.
Construction/ Painting and decorating
61
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the decorating
industry;
Learners who need
some help will:
• identify one job
opportunity in
the decorating
industry and the
place of work;
Learners who need
little help will:
• identify one job
opportunity in
the decorating
industry and state
at least two roles
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the decorating
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should
which should be
be observed in
observed in the
the decorating
decorating
industry and
industry;
the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
62
• demonstrate
basic knowledge
of materials,
equipment and
skills required
for painting and
decorating; and
• demonstrate
some knowledge
of materials,
equipment and
skills required
for painting and
decorating; and
• demonstrate
good knowledge
of materials,
equipment and
skills required
for painting and
decorating; and
• use pre-prepared
painting and
decorating
components;
• use some
pre-prepared
painting and
decorating
components;
• use limited
pre-prepared
painting and
decorating
components;
Construction/ Painting and decorating
Construction
UNIT
8
AO2
Assessment
Criteria
AO2
Resources
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• recognise
• recognise
• recognise
appropriate paints,
appropriate paints,
appropriate paints,
(undercoat and
(undercoat and
(undercoat and
finish coat) and
finish coat);
finish coat) and
explain when they
explain why and
are used;
when they are
used;
• recognise, select
and use two hand
tools;
• recognise, select
• recognise, select
and use five or
and use four hand
more hand tools
tools;
and state their
purpose;
Preparation
of surfaces
• understand what
is meant by prepreparing the
surface;
• understand the
importance of
pre-preparing the
surface for the
paint;
• understand the
importance of
pre-preparing the
surface for the
paint and state
their purpose;
Applying
undercoat for
paint
• apply the
undercoat to the
pre-prepared area
(application may
not be even); and
• apply the
undercoat to the
pre-prepared area
to a reasonable
standard; and
• apply the
undercoat to the
pre-prepared
area to a good
standard; and
Applying the • apply the finish
finish coat for
coat to the under
paint
coated area
(application may
not be even).
• apply the finish
coat to the under
coated area to
a reasonable
standard.
• apply the finish
coat to the under
coated area to a
good standard.
Construction/ Painting and decorating
63
AO2
Assessment
Criteria
AO2
Accuracy of
paint
End product
64
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• understand why
• understand why
the accuracy of
the accuracy of
paint is important;
paint is important
and
and make good
any defects; and
Learners who need
little help will:
• understand why
the accuracy of
paint is important
and make good
any defects
completely free
from brush and
roller marks, dirt
and runs; and
• produce an end
• produce an
product displaying
end product
basic skills.
fit for purpose
with reasonable
accuracy and few
major defects.
• produce an end
product fit for
purpose with good
accuracy and only
minor defects.
Construction/ Painting and decorating
Construction
UNIT
8
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Construction/ Painting and decorating
65
66
Construction/ Painting and decorating
Construction
UNIT
9
Construction
Unit 9: Plumbing
This unit is designed to provide vocational skills in plumbing at Entry Level 1, Entry Level
2 and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need to bend and join different pipes within plumbing. Learners will
follow appropriate health and safety procedures throughout the planning, preparation
and making process. They will also consider environmental issues and job opportunities.
Learners will develop their plumbing skills by completing and presenting the finished
item(s) and will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in plumbing activities;
job opportunities relating to plumbing;
environmental issues relating to copper and polybutylene pipes ;
using basic plumbing hand tools and equipment appropriately;
cutting pipes to given dimensions, bending pipes, joining pipes using compression
fittings and soldering; and
• a review of performance.
Learners could take part in a pipe exercise using copper and polybutylene pipes. The
exercise should include one bend in each type of pipe and at least three compression
fittings. The pipes should be water tight.
Construction/ Plumbing
67
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one job
opportunity in
the construction
industry;
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one job
opportunity in the
opportunity in the
plumbing industry
plumbing industry
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the plumbing
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
plumbing industry
plumbing industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important.
Materials and
related skills
knowledge
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
plumbing; and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
plumbing; and
• demonstrate
• demonstrate
plumbing skills
plumbing skills
using pre-prepared
using limited
components.
pre-prepared
components.
68
Construction/ Plumbing
• demonstrate
good knowledge
of materials,
equipment and
skills required for
plumbing; and
• demonstrate
plumbing
skills using no
pre-prepared
components.
Construction
UNIT
9
AO2
Assessment
Criteria
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
appropriate
material from
which pipes are
made;
Learners who need
some help will:
• recognise two
appropriate
materials from
which pipes are
made;
Learners who need
little help will:
• select two
appropriate
materials from
which pipes are
made and state
when they are
used;
• recognise, select
and use two hand
tools;
• recognise, select
• recognise, select
and use five or
and use four hand
more hand tools,
tools;
and explain how
they are used;
Marking out
• mark out
plumbing
materials using
templates;
• mark out
• mark out
plumbing materials
plumbing
materials;
with limited use of
templates;
Cutting pipes
• cut pipes to length • cut pipes to length • cut pipes to
using a jig as a
with limited use of
length;
guide;
a jig as a guide;
Fitting joints
• fit soldered joints • fit soldered
• fit soldered joints
and compression
joints and
and compression
joints using copper
compression joints
joints to a good
and polybutylene
to a reasonable
standard, using
pipes; and
standard, using
copper and
copper and
polybutylene
polybutylene
pipes; and
pipes; and
Assembly
• assemble
plumbing task.
AO2
Resources
Entry Level 1
• assemble
plumbing task
to a reasonable
standard.
• assemble
plumbing task to a
good standard.
Construction/ Plumbing
69
AO2
Assessment
Criteria
AO2
End product
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• produce an end
• produce an
product displaying
end product
basic skills.
fit for purpose
with reasonable
accuracy and few
major defects.
Entry Level 3
Learners who need
little help will:
• produce an end
product fit for
purpose with good
accuracy and only
minor defects.
AO3
Assessment
Criteria
AO3
Task Review
Final Review
70
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
this unit.
in this unit and
in this unit and
produce a basic
suggest how they
might improve.
review of their
learning.
Construction/ Plumbing
Creative Crafts
UNIT
10
Creative Crafts
Unit 10: Card Making
This unit is designed to provide vocational skills in creative crafts at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to follow a craft making process and produce a greetings
card(s). Learners will follow appropriate health and safety procedures throughout the
planning, preparation and making process. They will also consider environmental issues
and job opportunities. Learners will develop their skills by completing and presenting the
finished item(s) and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in card making activities;
job opportunities relating to creative crafts ;
environmental issues relating to card making;
using basic tools and equipment for making cards;
preparing, creating and completing a card(s);and
a review of performance.
Card Making / Creative Crafts
71
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in the
opportunity in the
the crafts industry
crafts industry and
crafts industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the crafts
industry;
• identify two health
• identify two
and safety rules
health and safety
which should be
rules which should
observed in the
be observed in the
crafts industry
crafts industry;
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
• demonstrate
• demonstrate
basic knowledge
some knowledge
good knowledge
of materials,
of materials,
of materials,
equipment and
equipment and
equipment and
skills required for
skills required for
skills required for
creative crafts; and
creative crafts; and
creative crafts; and
• identify suitable
• select suitable
materials or
materials or
equipment from a
equipment
pre-selected range
from the range
to help make a
provided to make
card.
two different
types of cards.
72
Entry Level 3
Creative Crafts / Card Making
• select suitable
materials or
equipment from
a wide range
to make three
different types of
cards for different
occasions.
Creative Crafts
UNIT
10
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Personal
health and
safety issues
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify suitable
• select suitable
• prepare for their
protective
protective
craft work by
clothing, for
clothing, for
wearing suitable
example an apron
example an apron
protective clothing;
or overalls;
or overalls;
Safe use of
tools and
materials
• use scissors safely; • use two tools
safely and
appropriately;
• use at least
three tools to
work safely, and
appropriately;
Correct basic
materials
• select a card to
• select two
different types
make from a
of cards to make
small selection of
from a selection
samples provided;
of samples;
• select at least
three different
types of cards to
make for different
occasions;
Materials and
Equipment
• select appropriate
materials or
equipment from
a limited range
provided, for
example glue,
scissors, pencils
and felt tips; and
Planning
• set out the chosen • make a plan of
materials and
work, using the
equipment to help
materials as a
make a plan of
guide.
work.
• select appropriate • select a variety
materials or
of appropriate
equipment for
materials and
two different
equipment to
types of cards
make at least three
from a broad
different types of
range provided;
cards for three
and
different occasions
demonstrating flair
and creativity; and
• make a plan of
work.
Card Making / Creative Crafts
73
AO2
Assessment
Criteria
Entry Level 1
AO2
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
End product(s) • follow the plan to • follow the plan
make the card.
to make two
different types
of cards and
answer questions
about what they
are doing. These
cards should be
of a reasonable
quality.
74
Creative Crafts / Card Making
Entry Level 3
Learners who need
little help will:
• follow the plan to
make at least three
different types of
cards for three
different occasions
and present the
cards in envelopes,
explaining the
processes involved.
These cards
should be of a
high quality finish,
pleasing to look at
and demonstrate
flair and creativity.
Creative Crafts
UNIT
10
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Card Making / Creative Crafts
75
76
Creative Crafts / Card Making
Creative Crafts
UNIT
11
Creative Crafts
Unit 11: Making a Gift
This unit is designed to provide vocational skills in creative crafts at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to make a gift for a special occasion. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and making
process. They will also consider environmental issues and job opportunities. Learners will
develop their creative skills by completing and presenting the finished item(s) and will
review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in creative craft activities;
job opportunities relating to making a gift;
environmental issues relating to creative crafts ;
using basic tools and equipment appropriately;
creation of a gift; and
a review of performance.
Making a Gift / Creative Crafts
77
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in the
opportunity in the
the crafts industry
crafts industry and
crafts industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the crafts
industry;
• identify two health
• identify two
and safety rules
health and safety
which should be
rules which should
observed in the
be observed in the
crafts industry
crafts industry;
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
• demonstrate
• demonstrate
basic knowledge
some knowledge
good knowledge
of materials,
of materials,
of materials,
equipment and
equipment and
equipment and
skills required for
skills required for
skills required for
creative crafts; and
creative crafts; and
creative crafts; and
• identify suitable
• select suitable
materials or
materials or
equipment from a
equipment
pre-selected range
from the range
to help make a
provided to make
gift.
two different
types of gift.
78
Entry Level 3
Creative Crafts / Making a Gift
• select suitable
materials or
equipment from
a wide range
to make three
different types of
gift for different
occasions.
Creative Crafts
UNIT
11
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Personal
health and
safety issues
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify suitable
• select suitable
• prepare for their
protective
protective
craft work by
clothing, for
clothing, for
wearing suitable
example an apron
example an apron
protective clothing;
or overalls;
or overalls;
Safe use of
tools and
materials
• use scissors safely; • use two tools
safely and
appropriately;
• use at least
three tools to
work safely, and
appropriately;
Choosing the
gift item to
make
• select a gift to
• select two
different types
make from a
of gifts to make
small selection of
from a selection
samples provided;
of samples;
• select at least
three different
types of gifts to
make for different
occasions;
Materials and
equipment
• select appropriate
materials or
equipment from
a limited range
provided, for
example glue,
scissors, pencils
and felt tips; and
Planning
• set out the chosen • make a plan of
materials and
work, using the
equipment in
materials as a
order, to help
guide.
make a plan of
work.
• select appropriate • select a variety
materials or
of appropriate
equipment for
materials and
two different
equipment to
types of gifts
make at least three
from a broad
different types
range provided;
of gifts for three
and
different occasions
demonstrating flair
and creativity; and
• make a plan of
work.
Making a Gift / Creative Crafts
79
AO2
Assessment
Criteria
AO2
End
Product(s)
80
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• follow the plan to
• follow the plan to • follow the plan
make at least three
make the gift.
to make two
different types of
different types
gifts and answer
of gifts for three
questions about
different occasions
explaining the
what they are
doing. These gifts
processes involved.
These gifts should
should be of a
be of a high
reasonable quality.
quality finish,
pleasing to look at
and demonstrate
flair and creativity.
Creative Crafts / Making a Gift
Creative Crafts
UNIT
11
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Making a Gift / Creative Crafts
81
82
Creative Crafts / Making a Gift
Creative Crafts
UNIT
12
Creative Crafts
Unit 12: Making a Decoration
This unit is designed to provide vocational skills in creative crafts at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to make a decoration for a festive or special occasion.
Learners will follow appropriate health and safety procedures throughout the planning,
preparation and making process. They will also consider environmental issues and job
opportunities. Learners will develop their creative skills by completing and presenting the
finished item(s) and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in creative craft activities;
job opportunities relating to creative crafts ;
environmental issues relating to creative crafts ;
using basic tools and equipment for a decoration;
selecting, preparing and constructing an appropriate decoration; and
a review of performance.
Making a Decoration / Creative Crafts
83
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in the
opportunity in the
the crafts industry
crafts industry and
crafts industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the crafts
industry;
• identify two health
• identify two
and safety rules
health and safety
which should be
rules which should
observed in the
be observed in the
crafts industry
crafts industry;
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
• demonstrate
• demonstrate
basic knowledge
some knowledge
good knowledge
of materials,
of materials,
of materials,
equipment and
equipment and
equipment and
skills required for
skills required for
skills required for
creative crafts; and
creative crafts; and
creative crafts; and
• identify suitable
• select suitable
materials or
materials or
equipment from a
equipment
pre-selected range
from the range
to help make a
provided to make
decoration.
two decorations.
84
Entry Level 3
Creative Crafts / Making a Decoration
• select suitable
materials or
equipment from
a wide range
to make three
different types of
decorations.
Creative Crafts
UNIT
12
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Personal
health and
safety issues
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify suitable
• select suitable
• prepare for their
protective
protective
craft work by
clothing, for
clothing, for
wearing suitable
example an apron
example an apron
protective clothing;
or overalls;
or overalls;
Safe use of
tools and
materials
• use scissors safely; • use two tools
safely and
appropriately;
• use at least
three tools to
work safely, and
appropriately;
Decoration
• select a decoration • select two
different types of
to make from a
decorations to
small selection of
make from a
samples;
selection of
samples;
• select at least three
different types of
decorations to
make;
Materials and
equipment
• select appropriate
materials or
equipment from
a range that the
teacher/tutor has
chosen; and
Planning
• set out the chosen • using the
materials and
materials as a
equipment in
guide, make a
order, to help
plan of work.
make a plan of
work.
• select appropriate • select a variety
materials or
of appropriate
equipment for
materials and
two different
equipment to
types of
make at least three
decorations from
different types
a broad range
of decorations
provided; and
demonstrating flair
and creativity; and
• make a plan of
work.
Making a Decoration / Creative Crafts
85
AO2
Assessment
Criteria
AO2
End
Product(s)
86
Entry Level 1
Learners who need
significant help will:
• follow the plan
to make the
decoration.
Creative Crafts / Making a Decoration
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• follow the plan
• follow the plan
to create at least
to make two
different types of
three different
decorations and
types of
answer questions
decorations
explaining the
about what they
are doing. These
processes involved.
These decorations
decorations
should be of a
should be of
reasonable quality.
high quality finish,
pleasing to look at
and demonstrate
flair and creativity.
Creative Crafts
UNIT
12
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Making a Decoration / Creative Crafts
87
88
Creative Crafts / Making a Decoration
Drama
UNIT
13
Drama
Unit 13: Developing a Character
This unit is designed to provide vocational skills in drama at Entry Level 1, Entry Level 2
and Entry Level 3. It gives learners the opportunity to experience and become familiar with
the skills they need to develop a character. They should also have the opportunity to show
their work to an audience. Learners will follow appropriate health and safety procedures
throughout the planning, preparation and development process. They will also consider
environmental issues and job opportunities. Learners will develop their drama skills by
learning more about rehearsal plans, performance space and setting and characteristics of
an actor. They will also review their work.
This unit includes:
• health and safety issues in drama activities when using lighting and sound and when
choosing specific setting, scenery and lighting in a performance space;
• job opportunities relating to drama including researching different roles and
professional actors;
• environmental issues relating to working in a performance space;
• using drama/theatre terminology appropriately and when identifying skills and
technical qualities required to play a character from a chosen play or musical which the
learner has read or seen; and
• a review of performance.
Developing a Character / Drama
89
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will: some help will:
• recognise one job • identify one job
opportunity in
opportunity in
theatre and the
theatre;
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
theatre and state at
least two roles and
responsibilities of
the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety rules
potential health
which should be
which should
and safety hazard
observed in theatre
be observed in
in theatre;
and the potential
theatre;
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
Materials and
related skills
knowledge
• identify what is
meant by the ‘3Rs’
and why recycling is
important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/
equipment and/or
equipment and/or
or materials used
materials used in
materials used in
in theatre; and
theatre; and
theatre; and
• understand what
is meant by
performance
space.
90
• identify what
is meant by the
‘3Rs’;
Drama / Developing a Character
• list appropriate
• identify aspects of
terminology for
the performance
the performance
space appropriate
space, for example
to the performance,
wings, apron, or
for example exit/
cyclorama, and
entrance or set, and
make an
explain the purpose
appropriate basic
of each.
ground plan.
Drama
UNIT
13
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO2
Learners who need
Learners who need
significant help will:
some help will:
• provide one piece • provide two
Select three
of information on
pieces of
characters
information on
from a play,
three characters;
three different
musical or film
which they
characters;
have read or
seen
Learners who need
little help will:
• provide three or
more pieces of
information on
three different
characters;
• identify two
• identify three
Identify the
qualities needed
qualities of
qualities needed to
for their chosen
a character
be an actor;
character;
at a chosen
moment in the
play
• demonstrate a
range of different
aspects of voice,
movement,
gesture/facial
expression which
an actor might use
to perform this
character;
Rehearsal plan • outline a basic
rehearsal plan;
• follow a rehearsal
plan;
• follow and
complete a
rehearsal plan;
Performance
space and
setting
• identify a basic
performance
space and set (for
example table/
chair); and
• clearly mark out
performance
space with exit/
entrances and
some setting; and
• clearly mark out
performance
space, exit/
entrances, and
setting, and
suggest
appropriate
lighting; and
Voice,
movement,
gesture
and facial
expression
• give basic detail
• give some detail
• give clear and
on use of voice to
on use of voice
detailed use of
perform the role.
and movement to
voice, movement,
perform the role.
gesture and facial
expression to
perform the role.
Developing a Character / Drama
91
AO2
Assessment
Criteria
AO2
Costume,
props and
basic set
Character role
Entry Level 1
Entry Level 2
Learners who need
significant help will:
• use one basic
costume, prop or
set; and
Learners who need
some help will:
• use two
appropriate
costumes, and
props or set; and
Entry Level 3
Learners who need
little help will:
• use three or
more appropriate
costumes and
props or set;
• record three
• state how they
• state how they
characters from
have performed
have performed
a play, musical or
in the role of one
in the role of two
character.
chosen characters;
film which they
and
have read or seen.
• make a one minute
recording of a
character when
performing.
92
Drama / Developing a Character
Drama
UNIT
13
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Developing a Character / Drama
93
94
Drama / Developing a Character
Drama
UNIT
14
Drama
Unit 14: Group Performance
This unit is designed to provide vocational skills in drama at Entry Level 1, Entry Level 2
and Entry Level 3. It gives learners the opportunity to experience and become familiar with
the skills they need to develop a group performance. They should also have the opportunity
to show their work to an audience. Learners will follow appropriate health and safety
procedures throughout the planning, preparation and performance process. They will also
consider environmental issues and job opportunities. Learners will develop their acting skills
by performing a role in a scene alongside other characters. They will also review their work.
This unit includes:
• health and safety issues in theatre while working in various locations;
• job opportunities relating to working as a member of an acting company;
• environmental issues relating to issues such as travel, energy efficiencies and sound
control when performing in an appropriate venue for an audience;
• using drama terminology appropriately and when working as a team and interacting
with each other through taking on a character in a short scene from a play which may be
edited and/or devised; and
• a review of performance.
Group Performance / Drama
95
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will: some help will:
• recognise one job • identify one job
opportunity in
opportunity in
theatre and the
theatre;
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
theatre and state at
least two roles and
responsibilities of
the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety rules
potential health
which should be
which should be
and safety hazard
observed in theatre
observed in
in theatre;
and the potential
theatre;
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what is
• identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
and why recycling is
important;
Materials and • demonstrate basic • demonstrate some
related skills
knowledge and
knowledge and
knowledge
understanding
understanding of
of the type of
the type of
equipment and/
equipment and/or
or materials used
materials used in
in theatre; and
theatre; and
• understand what
is meant by
performance
space.
96
Drama / Group Performance
• demonstrate good
knowledge and
understanding of
the type of
equipment and/or
materials used in
theatre; and
• list appropriate
• identify aspects
terminology for
of the performance
the performance
space appropriate
space, for example
to the performance,
wings, apron, or
for example exit/
cyclorama and
entrance or set,
make an
identify a ground
appropriate basic
plan, and explain
ground plan.
the purpose of
each.
Drama
UNIT
14
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• have some
Identify a play • identify a short
knowledge of a
or musical
scene from a play
which learners
or musical to
short scene from
have read or
suit the learners
a play or musical;
seen
allowing each
and
actor a minimum
of three minutes
in character on
stage (for example
‘Our Day Out’ or
‘West Side Story’);
and
Entry Level 3
Learners who need
little help will:
• have a clear and
detailed knowledge
and understanding
of a short scene
from a play or
musical; and
• identify one
• identify two
• identify three
Working as
important feature
important features
important features
part of a team
of working as part
of working as
of working as
(there should
of a team.
part of a team.
part of a team,
be three−five
actors in the
and explain their
group, and the
importance.
length of the
performance
will depend
on the number
in the group
(three– five
minutes))
Group Performance / Drama
97
AO2 (cont’d)
Assessment
Criteria
AO2
Perform a
role in one
short scene
alongside
other
characters in
the scene
(each
performer
should have a
minimum of
one minute as
a character on
stage, and the
performance,
including
stage
directions
and text, may
be edited
or extended
to suit the
learners)
Entry Level 1
Learners who need
significant help will:
• take on one role
from a chosen
scene from the
play/musical
and develop
the character
using either
appropriate voice
or movement,
or, gesture/facial
expression;
Learners who need
some help will:
• develop one
aspect of their
character for one
minute while
interacting with
at least one other
actor in the scene.
This will be
either:
- voice developing
aspects such
as using pitch,
pace and tone;
• work with other
- movementlearners/actors
developing
in the scene
aspects such as
showing elements
using position,
of response and
shape and pace;
interaction; and
or
- facial expression/
gesture developing
aspects such
as using their
eyes, hand(s) or
head; and
Performance
• have a basic
space and
knowledge of
setting to stage
performance
the scene
space.
98
Entry Level 2
Drama / Group Performance
• have some
knowledge of
exits/entrances
and basic set.
Entry Level 3
Learners who need
little help will:
• interact with at
least one other
actor while
performing their
chosen character
for one minute
using one
appropriate skill of
either:
- voice,
- movement or
- gesture/facial
expression;
• add appropriate
costume, props
and set, for
example table/
chair, and/or
lighting/sound
to enhance the
performance; and
• have a clear
knowledge of
exits/entrances
and set (chairs,
rostra and so on).
Drama
UNIT
14
AO2 (cont’d)
Assessment
Criteria
AO2
Costume,
props,
lighting and
sound for the
performance
Record/
Review
performance
Entry Level 1
Learners who need
significant help will:
• select a costume
for their own
character; and
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• select a costume • select appropriate
costumes for all
for their own
character and one
characters, identify
other, and identify
appropriate
appropriate
lighting and
sound, and explain
lighting and
sound; and
decisions; and
• record one
• watch a recording • watch a recording
of their own
of their own
character from
performance, give
performance and
a chosen scene
a simple critique,
give a simple
from a play or
and suggest one
critique.
musical which
way to improve.
they have read or
seen, and outline
the scene which
allows each actor
three minutes of
performance time.
Group Performance / Drama
99
AO3
Assessment
Criteria
AO3
Task Review
Final Review
100
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Drama / Group Performance
Drama
UNIT
15
Drama
Unit 15: Stage Management
This unit is designed to provide vocational skills in drama at Entry Level 1, Entry Level 2
and Entry Level 3. It gives learners the opportunity to experience and become familiar with
the skills they need to work in stage management. They should also have the opportunity
to design and operate roles in stage management (lighting, sound, costumes, props and set).
Learners will follow appropriate health and safety procedures throughout the planning,
preparation and operational process. They will also consider environmental issues and job
opportunities. Learners will develop their drama skills by operating one area for a short
performance with an audience. They will also review their work.
This unit includes:
• health and safety issues in drama activities connected with the stage and technical
aspects of stage management;
• job opportunities relating to stage management;
• environmental issues relating to working in a performance space;
• using drama terminology appropriately when taking on a technical role in a short
performance which is staged for an audience; and
• a review of performance.
Stage Management / Drama
101
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
102
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• recognise one job • identify one job
opportunity in
opportunity in
theatre and the
theatre;
place of work;
Entry Level 3
Learners who need
little help will:
• identify one
job opportunity
in theatre and
state at least
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in theatre; and
• identify two health • identify two
health and safety
and safety rules
rules which
which should be
should be
observed in
observed in
theatre; and
theatre and the
potential
consequences of
non-compliance;
and
• recognise what is
meant by the
‘3Rs’.
• identify what is
meant by the
‘3Rs’.
Drama / Stage Management
• identify what is
meant by the ‘3Rs’
and why recycling
is important.
Drama
UNIT
15
AO1 (cont)
Assessment
Criteria
AO1
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
theatre; and
theatre; and
theatre; and
• have a basic
knowledge of
the design and
operational
roles required
when putting
on a theatre
performance,
including set,
costume, props,
lighting and
sound.
• have a good
• have a basic
knowledge and
knowledge and
understanding of
understanding of
the skills required
the skills required
for:
for:
- lighting, for
- lighting, for
example cues,
example cues,
lamps, gels,
lamps, gels,
gobos, spot,
gobos, spot,
flood and so on;
flood and so on;
- sound, for
- sound, for
example cues,
example cues,
volume, radio
volume, radio
mics, amplifiers,
mics, amplifiers,
and so on;
and so on;
- costume, for
- costume, for
example collate,
example collate,
materials, shape,
materials, shape,
colour and so on;
colour and so
- props, for
on;
example lists,
- props, for
positioning,
example lists,
health and safety
positioning,
and so on; and
health and safety
- set, for example
and so on; and
design, plans,
- set, for example
exits/entrances
design, plans,
and so on.
exits/entrances
and so on.
Stage Management / Drama
103
AO1
Assessment
Criteria
AO1
Entry Level 1
Learners who need
significant help will:
Materials and
related skills
knowledge
(cont’d)
104
Drama / Stage Management
Entry Level 2
Learners who need
some help will:
Entry Level 3
Learners who need
little help will:
• be able to identify
elements of their
chosen technical
role appropriate
for the chosen
performance,
and explain their
responsibilities.
Drama
UNIT
15
AO2
Assessment
Criteria
AO2
Consider
the job
opportunities
involved
with the
technical and
design roles
in a theatre
production
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• identify the roles
• discuss and list
and responsibilities
the qualities
of working in a job
needed to take
backstage;
on a specific role
backstage during
a production;
Entry Level 3
Learners who need
little help will:
• meet with the
stage manager
(teacher) to discuss
clear objectives;
• meet after the
performance to
discuss results;
Rehearsal
schedules
• organise a rehearsal • follow the
rehearsal menu
schedule which
and schedule
includes meetings
appropriate
with the production
team; and
production
meetings; and
• complete a
rehearsal schedule
and attend all
production
meetings, and
make a visit
backstage to a
professional
theatre; and
Organise
and plan an
appropriate
role for each
learner
• understand the
work required to
successfully design
and operate one
of the five roles in
stage management:
- lighting;
- sound;
- costumes;
- props;
- set.
• complete a detailed
revised plan for
their appropriate
technical skill.
• develop the
skills and
understanding
of one technical
role.
Stage Management / Drama
105
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 3
Learners who need
significant help will:
Learners who need
some help will:
• design a lighting
or sound plot, or
assemble
appropriate
costumes or
props, or design
a set for a stage
performance;
Teamwork
• work as part of a
team supporting
each other to
successfully
execute a short
performance; and
• work as part of a
• work as part of
team to ensure the
a team to ensure
smooth operation
the smooth
of all roles during
operation of all
the performance
roles during the
of a production
rehearsals
for an audience;
for a stage
and
performance; and
Design
for a short
performance
(three–five
mins)
• design a lighting
• design a basic
lighting or sound
or sound plot or
plot (three cues
assemble
appropriate
for example
blackout/lights/
costumes or
props for a
blackout or start
/stop at specific
performance.
level), or assemble
a minimum of
three costumes or
props, or organise
a basic set, for
example table/
chair/doorway.
Organise
and plan an
appropriate
role for each
learner
(cont’d)
106
Entry Level 2
Drama / Stage Management
Learners who need
little help will:
• design a clear
and detailed
lighting or sound
plot or assemble
appropriate full
costumes or
specific props for a
performance.
Drama
UNIT
15
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• operate at an
• operate a basic
• operate at an
Operate one
lighting OR
appropriate skill
appropriate skill
area for a short
level for their role
level for their
sound plot; (three
performance
role during a
cues, for example
during rehearsals
(three–five
performance with
blackout/lights/
− technical
mins) with an
an audience; and
audience
blackout or
design may have
start /stop at
more range, for
work as part of a
example lighting
team to ensure the
specific level)
smooth operation
OR assemble
may have colour,
of a stage
a minimum of
sound may
performance.
three costumes
change volume,
costumes may
OR props, OR
organise a basic
follow a theme of
period or colour,
set, for example
props may be
table/chair/
doorway.
authentic and
the set may be
appropriate to the
period.
Stage Management / Drama
107
AO3
Assessment
Criteria
AO3
Task Review
Final Review
108
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Drama / Stage Management
Digital Imaging
UNIT
16
Digital Imaging
Unit 16: Using a Camera
This unit is designed to provide vocational skills in digital imaging at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to use a camera. They should also be aware of the
procedures to store the camera away. Learners will follow appropriate health and safety
procedures throughout the planning, preparation and carrying out process. They will also
consider environmental issues and job opportunities. Learners will develop their skills in
using a camera by completing and presenting the finished item(s) and will review their
work.
This unit includes:
•
•
•
•
•
•
health and safety issues in using a camera;
job opportunities relating to using a camera;
environmental issues relating to photography;
using camera equipment appropriately;
using a camera to produce photographs; and
a review of performance.
Using a Camera / Digital Imaging
109
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
digital imaging
digital imaging
digital imaging
industry and state
industry and the
industry;
at least two roles
place of work;
and responsibilities
of the position;
• recognise one
potential health
and safety
hazard in the
digital imaging
industry;
• identify two
health and
safety rules
which should be
observed in the
digital imaging
industry;
• identify two health
and safety rules
which should be
observed in the
digital imaging
industry and
the potential
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what
is meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/
equipment and/
equipment and/
or materials used
or materials used
or materials used
in digital imaging;
in digital imaging;
in digital imaging;
and
and
and
• identify two
• identify three
different types of
different types of
equipment used in
equipment used
photography.
in photography
and show an
understanding of
their usage.
110
Entry Level 3
Digital Imaging / Using a Camera
• identify more
than four
different types of
equipment used
in photography,
explaining how
and when each is
used.
Digital Imaging
UNIT
16
AO2
Assessment
Criteria
AO2
Switching on
a camera
Focusing a
camera
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• demonstrate how
to switch on a
camera on one
occasion and be
aware of safety
procedures;
Learners who need
some help will:
• be able on two
occasions to
select a camera
and appropriately
demonstrate
how to switch
the camera on
and follow safety
procedures;
• be able on one
occasion to focus
the camera using
live preview;
• on two occasions
• be able on two
identify and select
occasions to
select a subject to
two different
photograph and
subjects to
photograph and
focus the camera
accurately focus the
using live preview
camera using both
or viewfinder;
live preview and
the viewfinder;
Learners who need
little help will:
• on two occasions
identify and select
a camera and
appropriately
demonstrate how
to switch the
camera on and
install batteries,
and follow safety
procedures;
Using the
• be able on one
shutter release
occasion to
button
press the shutter
release to take a
photograph; and
• be able on two
• on two occasions
occasions to press
use the shutter
the shutter release
release, show an
and express an
understanding of
understanding of
the process and be
the process;
able to use the self
timer;
Previewing
• be able on one
the
occasion to
photograph
preview their
on the camera
photograph.
• be able on two
• preview and delete
occasions to
their photographs
preview and delete
on two occasions
their photograph
and explain what
and express an
they are doing; and
understanding of
the process; and
• scroll through
existing
photographs.
• scroll through
existing
photographs.
Using a Camera / Digital Imaging
111
AO2
Assessment
Criteria
AO2
Turn off the
camera
Storing the
camera
112
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• be able on one
• be able on two
occasion to switch
occasions to
off the camera;
switch off the
and
camera and
express an
understanding of
the process;
Learners who need
little help will:
• switch off the
camera on two
occasions and
explain what they
are doing;
• replace lens cap;
and
• remove batteries;
• replace lens cap;
and
• to know, follow
• be aware of
• be able on one
and demonstrate
two procedures to
occasion to follow
two procedures
a procedure to
securely store the
to securely store
store the camera
camera away after
the camera away
use.
away.
after use, on
two occasions.
Demonstrate how
to charge batteries
explaining the
procedure.
Digital Imaging / Using a Camera
Digital Imaging
UNIT
16
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Using a Camera / Digital Imaging
113
114
Digital Imaging / Using a Camera
Digital Imaging
UNIT
17
Digital Imaging
Unit 17: Import photos to a PC/MAC
This unit is designed to provide vocational skills in importing photos to a PC/MAC
at Entry Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to
experience and become familiar with the skills they need to import photographs to a PC/
MAC whilst working in a computer room. Learners will follow appropriate health and
safety procedures throughout the planning, preparation and carrying out process. They
will also consider environmental issues and job opportunities. Learners will develop their
skills in importing photographs by completing and presenting the finished item(s) and will
review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in photographic services;
job opportunities relating to photographic services;
environmental issues relating to photography and the computer room;
using basic importing equipment and software appropriately;
importing photographs and creation of folder on a PC/MAC; and
a review of performance.
Transferring Photos / Digital Imaging
115
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
116
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
digital imaging
digital imaging
digital imaging
industry and state
industry and the
industry;
at least two roles
place of work;
and responsibilities
of the position;
• recognise one
potential health
and safety
hazard in the
digital imaging
industry;
• identify two
health and
safety rules
which should be
observed in the
digital imaging
industry;
• identify two health
and safety rules
which should be
observed in the
digital imaging
industry and
the potential
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what
is meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/
equipment and/or
equipment and/or
or materials used
materials used in
materials used in
in digital imaging;
digital imaging;
digital imaging;
and
• identify two types • identify the
• identify two
of equipment
following types
different types of
used from the
of equipment and
equipment used
following:
explain how and
in transferring
- memory cards;
why they are used:
photos to a PC.
- portable storage;
- memory cards;
and
- portable storage;
- card readers.
and
- card readers.
Digital Imaging / Transferring Photos
Digital Imaging
UNIT
17
AO2
Assessment
Criteria
AO2
Follow health
and safety in
the computer
room
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• follow two basic
health and safety
procedures when
working in the
computer room;
and
Learners who need
some help will:
• follow two
health and safety
procedures when
working in the
computer room
and identify
why they are
important;
Learners who need
little help will:
• always follow
health and safety
procedures when
working in the
computer room
and explain why
they are important;
• mostly maintain
a clean and tidy
work area; and
• maintain a clean
and tidy work area
at all times;
• adjust the monitor
and seat to a
comfortable
position and
explain why this is
important; and
Log on to
computer
• demonstrate on
• demonstrate on
one occasion
one occasion how
to log onto the
how to log onto
computer.
the computer
and express an
understanding
of the terms
username and
password.
• demonstrate on
two occasions
how to log onto
the computer and
another piece of
equipment e.g.
iPad/mobile phone
and explain the
importance of
usernames and
passwords and
the importance
of keeping them
secret.
Transferring Photos / Digital Imaging
117
AO2 (cont’d)
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Learners who need
significant help will:
• demonstrate how
to create and
name one folder
using the menu
bar;
Learners who need
Learners who need
some help will:
little help will:
• demonstrate how • demonstrate how
to create and
to create and
name two folders
name two folders
on two pieces
on two pieces
of equipment
of equipment
e.g. iPad/mobile
e.g. iPad/mobile
phone by using
phone by using
the menu bar and
both the menu
right click. Explain
bar and right
click;
when and why
these are used;
Connect device • demonstrate on
to transfer
one occasion
photographs
how to connect a
device to import
photos; and
• on two occasions
• demonstrate on
select and show
one occasion how
how to connect
to connect a
two different
device to import
devices to import
photos and
photos and explain
express an
understanding of
what they are
the process;
doing;
Import
• demonstrate
photographs to
how to use one
folder
type of software
to import
photographs
appropriately
and eject media
correctly.
• demonstrate
• demonstrate
how to use one
how to use
piece of software
two pieces of
to import
software to import
photographs
photographs
appropriately, and
appropriately, and
explain when it is
explain when each
used; and
is used; and
Create and
name folders
• eject media
correctly.
118
Entry Level 3
Digital Imaging / Transferring Photos
• eject media
correctly and
securely.
Digital Imaging
UNIT
17
AO2
Assessment
Criteria
AO2
Log off
computer
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• demonstrate on
• demonstrate on
one occasion how
one occasion
to log off the
how to log off
computer.
the computer
and express an
understanding of
this procedure
in relation to
security and
privacy.
Entry Level 3
Learners who need
little help will:
• log off the
computer and
explain the
importance of
this procedure in
relation to security
and privacy.
Transferring Photos / Digital Imaging
119
AO3
Assessment
Criteria
AO3
Task Review
Final Review
120
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Digital Imaging / Transferring Photos
Digital Imaging
UNIT
18
Digital Imaging
Unit 18: Photo Editing
This unit is designed to provide vocational skills in digital imaging at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to edit photographs. Learners will follow appropriate
health and safety procedures throughout the planning, preparation and carrying out
process. They will also consider environmental issues and job opportunities. Learners will
develop their photo editing skills by completing and presenting the finished item(s) and will
review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in photo editing activities;
job opportunities relating to photo editing;
environmental issues relating to photo editing ;
using basic photo editing equipment and software appropriately;
editing of photographs; and
a review of performance.
Photo Editing / Digital Imaging
121
AO1
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO1
Learners who need
Learners who need
Learners who need little
significant help will:
some help will:
help will:
• identify one job
Health
• recognise one job • identify one job
opportunity in the
opportunity in the
and safety,
opportunity in the
digital imaging
digital imaging
environment
digital imaging
industry and state at
industry and the
and related
industry;
least two roles and
place of work;
jobs
responsibilities of the
position;
Materials
and related
skills
knowledge
122
• recognise one
potential health
and safety
hazard in the
digital imaging
industry;
• identify two health • identify two health
and safety rules which
and safety rules
should be observed
which should be
in the digital imaging
observed in the
industry and
digital imaging
the potential
industry;
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what
is meant by the
‘3Rs’;
• identify what is meant
by the ‘3Rs’ and why
recycling is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding of the
of the type of
of the type of
type of equipment
equipment and/
equipment and/
and/or software used
or software used
or software used
in digital imaging; and
in digital imaging;
in digital imaging;
and
and
• identify three types
• identify two
• identify two types
of equipment or
different types
of equipment or
software used to:
of equipment or
software used to:
- get a photo into the
software used in
- transfer a photo
computer
photo editing.
into the
- transfer a photo
computer; and
into the computer
- output a photo
- output a photo
from a computer.
from the computer
- for each item
selected a reason
will be given.
Digital Imaging / Photo Editing
Digital Imaging
UNIT
18
AO2
Assessment
Criteria
AO2
Entry Level 1
Learners who need
significant help will:
Follow health • follow two basic
and safety
health and safety
procedures
procedure when
working in the
computer room;
Entry Level 2
Entry Level 3
Learners who need
Learners who need little
some help will:
help will:
• always follow
• follow two
health and safety
health and safety
procedures when
procedures when
working in the
working in the
computer room
computer room and
explain why they are
and identify why
they are important;
important;
• mostly maintain
a clean and tidy
work area;
• maintain a clean and
tidy work area at all
times;
• adjust the monitor
and seat to a
comfortable position
and explain why it is
important;
Use
equipment
to capture
photos
• demonstrate how • demonstrate how
to use one piece
to use one piece
of equipment
of equipment
appropriately
appropriately
to capture one
to capture
photo; and
two photos of
different subjects
and explain why
they chose them;
and
Open photos • demonstrate how • demonstrate
in editing
to open one
how to open
software
photo using
two photos
the appropriate
of different
software.
subjects using
the appropriate
software.
• demonstrate how
to use two different
pieces of equipment
appropriately to
capture two photos
of different subjects
and explain the
advantages and
disadvantages of the
equipment used; and
• demonstrate how
to open two photos
using the appropriate
software and explain
what they are doing.
Photo Editing / Digital Imaging
123
AO2 (cont’d)
Assessment
Criteria
AO2
Photo editing
techniques
Save edited
photos
Appearance/
Display
124
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• demonstrate using • demonstrate using • demonstrate using
two photos how
one photo how
two photos how
to:
to:
to:
- add text;
- add text;
- add text;
- adjust colour
- adjust colour;
- adjust colour ;
- add filters;
- change the
filters;
photo size;
- change the photo
- print one
- convert one
size;
photo;
- convert one
photo to black
photo to black
and white;
and white;
- add filters;
- add filters;
- print two photos;
- print two photos
- one landscape,
one portrait;
• demonstrate with
help how to save
one edited photo
into a folder; and
• present a photo
that is based on
photo editing
techniques that is
part of a display.
Digital Imaging / Photo Editing
• demonstrate
with limited help
how to save two
edited photos to
different devices
e.g. USB pens and
folders; and
• demonstrate how
to save two edited
photos to different
devices e.g. USB
pens and folders;
• explain when and
why each device
might be used; and
• present a mounted • creatively present
photo based on
a mounted photo
photo editing
based on photo
techniques that is
editing techniques
part of a display.
that is part of a
display.
Digital Imaging
UNIT
18
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Photo Editing / Digital Imaging
125
126
Digital Imaging / Photo Editing
Haircare
UNIT
19
Haircare
Unit 19: Blow-drying Hair
This unit is designed to provide vocational skills in the hairdressing industry at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the basic skills they need to blow-dry and style hair. Learners will
follow appropriate health and safety procedures throughout the planning, preparation and
blow-drying process. They will also consider environmental issues and job opportunities.
Learners will develop their hairdressing skills by completing and presenting the finished
style. It is not expected that the finished look will be of a commercial standard. Learners
will review their work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in hairdressing;
job opportunities relating to the hairdressing industry;
environmental issues relating to hairdressing;
using products, tools and equipment appropriately;
preparation of peer/model (dollyhead) for practical work/assessment;
blow-drying and styling the hair into a finished look;
a review of performance.
Blow Drying Hair / Haircare
127
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• recognise one job • identify one job
opportunity in
opportunity in
the hairdressing
the hairdressing
industry and the
industry;
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
the hairdressing
industry and state
at least two roles
and responsibilities
of the position;
• identify two health
• identify two
• recognise one
and safety rules
health and safety
potential health
which should
rules which should
and safety hazard
be observed in
be observed in the
in the hairdressing
the hairdressing
hairdressing
industry;
industry and
industry;
the potential
consequences of
non-compliance;
Materials and
related skills
knowledge
128
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
blow drying hair;
and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
blow drying hair;
and
• demonstrate
good knowledge
of materials,
equipment and
skills required for
blow drying hair;
and
• identify one tool
and one product
used during the
practical skill of
blow-drying hair.
• identify two tools, • identify three
two products and
tools, three
one piece of
products and two
equipment used
pieces of
during the
equipment used
practical skill of
during the practical
blow-drying hair;
skill of blowand
drying hair; and
Haircare / Blow Drying Hair
Haircare
UNIT
19
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Learners who need
significant help will:
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• show an
• show an
understanding of
understanding of
how they are used.
each of their uses.
Blow Drying Hair / Haircare
129
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Ensure a
• identify and
safe work
implement one
environment
important health,
safety and salon
policy which
must be followed
when carrying
out a blow-drying
service;
Prepare self
for work
Set up work
area for
assessment
130
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify and
• identify and
implement three
implement two
health, safety and
important health,
safety and salon
salon policies
that should be
policies which must
be followed when
adhered to when
carrying out a blowblow-drying hair
drying service;
and explain their
importance;
• prepare oneself
• prepare oneself
• prepare oneself for
for carrying out
for carrying out
carrying out the
the treatment to
the treatment
treatment to follow
follow by
to follow by
by identifying,
identifying and
identifying, selecting
selecting and
wearing the
and wearing
wearing the
appropriate
the appropriate
appropriate
Personal Protective
Personal Protective
Personal Protective
Equipment (PPE);
Equipment (PPE);
Equipment (PPE)
and explain its
importance;
• ensure that their
appearance is of
a professional
standard; and
• ensure that their
own hair promotes
a professional
image; and
• identify at least
one piece of
equipment they
will need for their
work area to
prepare for the
treatment to
follow.
• be able to set up
• be able to set up
their work area with
their work area
at least one piece of
with all tools,
equipment and one
products and
product they will
equipment they
need for their
may need for their
work area to
work area to
prepare for the
prepare for the
treatment to follow.
treatment to
follow.
Haircare / Blow Drying Hair
• ensure that
their own hair
and appearance
promotes a
professional image;
and
Haircare
UNIT
19
AO2
Assessment
Criteria
Entry Level 1
AO2
Entry Level 2
Entry Level 3
Learners who need
significant help will:
Prepare client/ • identify and use,
model
if necessary, one
piece of PPE
to prepare their
model for the
treatment to
follow;
Learners who need
some help will:
• identify and use,
if necessary,
two pieces of
PPE to prepare
their model for
the treatment to
follow;
Learners who need
little help will:
• identify and use
all PPE needed
to prepare their
model for the
treatment to follow
and explain its
importance;
Blow-dry hair
• blow-dry onelength hair above
the shoulder into
a finished style;
• blow-dry one
length hair into a
finished style;
• blow-dry long
layered hair into a
finished style;
Dress, style
and finish hair
• dress the hair into • dress the hair
into the finished
the finished style;
style to create
and
movement; and
• dress the hair
into the finished
style to create
movement with
the aid of heated
styling equipment;
and
• apply a finishing
product.
• apply an
• select and apply
appropriate
an appropriate
finishing product.
finishing product.
Blow Drying Hair / Haircare
131
AO3
Assessment
Criteria
AO3
Task Review
Final Review
132
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Haircare / Blow Drying Hair
Haircare
UNIT
20
Haircare
Unit 20: Setting Hair
This unit is designed to provide vocational skills in the hairdressing industry at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the basic skills they need to set and dress hair. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and setting
process. They will also consider environmental issues and job opportunities. Learners will
develop their hairdressing skills by completing and presenting the finished style. It is not
expected that the finished look will be of a commercial standard. Learners will review their
work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in hairdressing activities;
job opportunities relating to the hairdressing industry;
environmental issues relating to hairdressing;
using products, tools and equipment appropriately;
preparation of peer/model (dollyhead) for practical work/assessment;
setting and styling the hair into a finished look;
a review of performance.
Setting Hair / Haircare
133
AO1
Assessment
Criteria
Entry Level 1
Entry Level 2
AO1
Learners who need
Learners who need
significant help will:
some help will:
Health
• recognise one job • identify one job
opportunity in
and safety,
opportunity in
the hairdressing
environment
the hairdressing
industry and the
and related
industry;
place of work;
jobs
• identify two health
and safety rules
which should
be observed in
the hairdressing
industry and the
potential
consequences of
non-compliance;
• identify what is
meant by the ‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate good
knowledge and
understanding of
the type of
equipment and/or
materials used in
the hairdressing
industry; and
• demonstrate basic • demonstrate some
knowledge and
knowledge and
understanding of
understanding of
the type of
the type of
equipment and/or
equipment and/or
materials used in
materials used in
the hairdressing
the hairdressing
industry; and
industry; and
• identify one tool,
one product and
one piece of
equipment used
during the
practical skill of
setting hair.
134
Learners who need
little help will:
• identify one job
opportunity in
the hairdressing
industry and state
at least two roles
and responsibilities
of the position;
• identify two health
• recognise one
and safety rules
potential health
which should be
and safety hazard
observed in the
in the hairdressing
hairdressing
industry;
industry;
• recognise what is
meant by the
‘3Rs’;
Materials
and related
skills
knowledge
Entry Level 3
Haircare / Setting Hair
• identify two tools,
two products and
two pieces of
equipment used
during the practical
skill of setting
hair, and show an
understanding of
how they are used.
• identify two tools,
four products
and two pieces of
equipment used
during the practical
skill of setting
hair, and show an
understanding of
each of their uses.
Haircare
UNIT
20
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Ensure a
• identify and
safe work
implement one
environment
important health,
safety and salon
policy that must
be followed when
carrying out a
setting service;
Prepare self
for work
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify and
• identify and
implement two
implement three
health, safety and
important health,
salon policies that
safety and salon
policies that must
must be followed
be followed when
when setting hair,
carrying out a
and explain their
setting service;
importance;
• prepare oneself for • prepare oneself
for carrying out
carrying out the
the treatment to
treatment to follow
follow by
by identifying and
identifying,
wearing the
selecting and
appropriate PPE;
wearing the
appropriate PPE;
• ensure that their
appearance is of
a professional
standard; and
Set up work
area for
assessment
Entry Level 2
• ensure that
their own hair
promotes a
professional
image; and
• identify at least one • be able to set
piece of equipment
up their work
they will need for
area with at least
their work area to
one piece of
be prepared for the
equipment and
treatment to follow.
one product they
will need for
the treatment to
follow.
• prepare oneself for
carrying out the
treatment to follow
by identifying,
selecting and
wearing the
appropriate PPE
and explain its
importance;
• ensure that
their own hair
and appearance
promotes a
professional image;
and
• be able to set up
their work area with
all tools, products
and equipment they
may need to use for
the treatment to
follow.
Setting Hair / Haircare
135
AO2
Assessment
Criteria
Entry Level 1
AO2
136
Entry Level 2
Entry Level 3
Learners who need
significant help will:
Prepare client/ • identify, and use
model
(if necessary),
one piece of
PPE to prepare
their model for
the treatment to
follow;
Learners who need
some help will:
• identify, and use
(if necessary),
two pieces of
PPE to prepare
their model for
the treatment to
follow;
Set hair
• set the hair by
using six velcro
rollers to achieve
volume at the
crown of the
head; and
• set the hair by
• set a full head of
hair using velcro
using ten velcro
rollers to achieve
rollers; and
volume in the hair
style; and
Dress, style
and finish hair
• remove the six
velcro rollers and
dress the hair on
the crown area
into the finished
style.
• remove all the
• remove the ten
velcro rollers and
velcro rollers and
dress the hair
dress the hair into
into the finished
the finished style.
style achieving
volume, lift or curl,
depending on the
requested finished
style.
Haircare / Setting Hair
Learners who need
little help will:
• identify and use
all PPE needed
to prepare their
model for the
treatment to
follow;
Haircare
UNIT
20
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Setting Hair / Haircare
137
138
Haircare / Setting Hair
Haircare
Haircare
Unit 21: Customer Care for Hair and Beauty
This unit is designed to provide vocational skills in customer care at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to carry out reception duties. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and
carrying out of reception duties in the hair and beauty industry. They will also consider
environmental issues and job opportunities. Learners will develop their interpersonal skills
by completing reception tasks and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in customer care activities;
job opportunities relating to health and beauty reception skills;
environmental issues relating to customer care for health and beauty;
using equipment appropriately at reception;
greeting and dealing with customers in the reception area;
a review of performance.
Customer Care for Health and Beauty / Haircare
139
UNIT
21
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
health and beauty
health and beauty
health and beauty
industry and state
industry and the
industry;
at least two roles
place of work;
and responsibilities
of the position;
• recognise one
potential health
and safety hazard
in the health and
beauty industry;
• identify two health
• identify two
and safety rules
health and safety
which should
rules which should
be observed in
be observed in the
the health and
health and beauty
beauty industry
industry;
and the potential
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling is
important;
• demonstrate
some knowledge
of materials,
equipment and
skills required for
customer; and
• demonstrate
good knowledge
of materials,
equipment and
skills required for
customer care; and
Materials and • demonstrate
related skills
basic knowledge
knowledge
of materials,
equipment and
skills required for
customer care;
and
• identify one
example of good
customer care
and one example
of bad customer
care.
140
Entry Level 2
• identify two
• identify two
examples of good
examples of good
customer care
customer care
and two examples
and two examples
of bad customer
of bad customer
care.
care, and explain
the effect on salon
business.
Haircare / Customer Care for Health and Beauty
Haircare
AO2
Assessment
Criteria
AO2
Ensure a
safe work
environment
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify and
• independently
• identify and
implement at least
identify and
implement at least
implement at
one important
two important
least three health,
health, safety and
health, safety and
salon policy that
salon policies that
safety and salon
must be followed
policies that must
must be followed
when working
when working
be followed when
in the salon
working in the
in the salon
reception area;
salon reception
reception area;
area and explain
their importance;
• set up the salon
• set up the salon
Preparing
• set up the salon
reception area with
reception area
salon reception
reception area
at least three
with at least two
area
with at least one
pieces of
pieces of
piece of
equipment a
equipment a
equipment a
receptionist would
receptionist would
receptionist would
use, and use them
use, and show an
use, and show an
effectively to carry
understanding of
understanding of
out their duties;
how to use it; and
how to use it; and
and
Prepare self
for work
• prepare oneself
for carrying out
duties in the
salon reception
area, and ensure
that your own
appearance
promotes a
professional
image in line with
salon policies.
• prepare oneself
• prepare oneself
for carrying out
for carrying out
duties in the
duties in the salon
salon reception
reception area, and
area, and ensure
ensure that your
that your own
own appearance,
appearance and
hair and makeup
hair promotes
promotes a
a professional
professional image
image in line with
in line with salon
salon policies.
policies.
Customer Care for Health and Beauty / Haircare
141
UNIT
21
AO2
Assessment
Criteria
AO2
Entry Level 1
Learners who need
significant help will:
Greet clients • welcome
clients into the
reception area
using non-verbal
communication;
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• welcome clients
• welcome clients
into the reception
into the reception
area using verbal
area using verbal
and non-verbal
and non-verbal
communication,
communication,
and confirm what
confirm what
treatment the
treatment the client
client is having
is having done;
done, and record
this information
accurately in the
appointment book;
• ensure the client is
Dealing with • ensure the client is • ensure the client
comfortable while
clients
comfortable while
is comfortable
waiting in the
waiting in the
while waiting in the
reception area and
reception area and
reception area; and
offer them suitable
offer them suitable
reading material
reading material
and refreshments
while they wait; and
while they wait;
and
Prepare
client for
treatment
service
142
• prepare the client • prepare the client
• prepare the client
for their treatment
for their treatment
for their treatment
by bringing them
by assisting them in
by assisting them
the appropriate
removing their
in removing their
Personal
coat and ‘dressing’
coat, ‘dressing’
Protective
them in the
them in the
Equipment (PPE).
appropriate
appropriate
Personal Protective
Personal Protective
Equipment (PPE).
Equipment
(PPE) and taking
their personal
belongings to a
safe place while
they are having
their treatment.
Haircare / Customer Care for Health and Beauty
Haircare
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
of a basic review;
how they might
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed
have performed
have performed in
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Customer Care for Health and Beauty / Haircare
143
UNIT
21
144
Haircare / Customer Care for Health and Beauty
Horticulture
UNIT
22
Horticulture
Unit 22: Planning: Growing food from seeds
This unit is designed to provide vocational skills in horticulture at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to grow food from seeds. Learners will follow appropriate
health and safety procedures throughout the planning, preparation and growing process.
They will also consider environmental issues and job opportunities. Learners will develop
their fine motor skills by completing and presenting the finished item(s) and will review
their work.
This unit includes:
•
•
•
•
•
•
•
•
•
•
health and safety issues in horticulture activities;
job opportunities relating to horticulture;
environmental issues relating to horticulture;
using basic tools and equipment appropriately;
parts and functions of a plant;
life cycle of a plant;
planting a variety of seeds;
potting out seedlings;
care for plants in a container;
a review of performance.
Growing Food from Seed / Horticulture
145
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Learners who need
significant help will:
• recognise one job
opportunity in
the horticultural
industry;
Entry Level 2
Learners who need
some help will:
• identify one job
opportunity in
the horticultural
industry and the
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
the horticultural
industry and state
at least two roles
and responsibilities
of the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety
potential health
which should
rules which should
and safety hazard
be observed in
be observed in the
in the horticultural
the horticultural
horticultural
industry;
industry and
industry;
the potential
consequences of
non-compliance;
Materials and
related skills
knowledge
146
• recognise what
is meant by the
‘3Rs’.; and
• identify what is
• identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
and why recycling
and
is important; and
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
horticulture.
• demonstrate
some knowledge
of materials,
equipment and
skills required for
horticulture.
Horticulture / Growing Food from Seed
• demonstrate
good knowledge
of materials,
equipment and
skills required for
horticulture.
Horticulture
UNIT
22
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• identify one pot
or container to
plant out a small
herb;
Learners who need
some help will:
• identify two
suitable pots or
containers to
plant out some
small herbs;
Learners who need
little help will:
• identify a pot
or container to
plant out a small
herb plant and a
container suitable
for larger plants;
• identify one tool;
• identify two tools; • identify three
tools;
• identify a seed and • identify two seeds • identify three seeds
and three flowers;
and two flowers;
a flower;
• identify three:
- root;
- stem;
- leaf; or
- flower; and
explain their
purpose; and
• identify one:
- root;
- stem;
- leaf; or
- flower; and
• identify two:
- root;
- stem;
- leaf; or
- flower; and
• help to make a
poster or leaflet
on how to care
for plants.
• help to make a
• help to make a
poster or leaflet
poster or leaflet
on how to care for
on how to care
plants indoors and
for plants indoors.
outdoors.
Growing Food from Seed / Horticulture
147
AO2
Assessment
Criteria
AO2
Select and put
on the correct
PPE for every
task
Plant an ‘egg
head’ with
cress,
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• choose one item
of PPE;
Learners who need
Learners who need
some help will:
little help will:
• choose two items • choose three items
of PPE and state
of PPE;
their importance;
• choose one
correct tool and
help clean it after
use;
• choose two
correct tools and
help clean these
after use;
• handle the egg
and fill it with
compost mixed
with seeds;
• handle the egg, fill • handle the egg and
it with compost
fill it with compost
and seeds and
and seeds, tidying
up afterwards;
water it;
• choose three
correct tools and
clean these after
use;
Plant a
• handle a large
• handle two large • handle three large
container with
seed and one
seeds and one
seeds and three
large seeds
seedling carefully;
seedling carefully;
seedlings carefully;
Plant out
large seeds
such as peas
and beans
in a large
container or
in a vegetable
patch
• help to place the
compost into the
container;
• place the compost • place the compost
into the container;
into the container
and water;
• plant one seed
and a small plant;
• plant two seeds
and two small
plants;
Select
container
• identify a suitable • identify two
• identify three
container and fill
suitable
suitable containers
it with compost
containers and fill
and fill with
and water; and
with compost and
compost and water;
water; and
and
Pot out a
• plant the
• plant seeds and
container with
seedlings or small
small plants and
herbs
plants and cover
cover with
with compost.
compost.
148
Horticulture / Growing Food from Seed
• plant three seeds
and a small plant
at correct depths
and cover with
compost;
• plant the seeds and
small plants and
cover with compost
and put in an
incubator.
Horticulture
UNIT
22
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Growing Food from Seed / Horticulture
149
150
Horticulture / Growing Food from Seed
Horticulture
UNIT
23
Horticulture
Unit 23: Planning: Growing bulbs for gifts
This unit is designed to provide vocational skills in horticulture at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to grow bulbs. They should also make the bulb container
into a gift, choosing suitable wrapping, labels and packaging. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and growing
process. They will also consider environmental issues and job opportunities. Learners will
develop their motor skills by completing and presenting the finished item(s) and will review
their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in horticulture activities;
job opportunities relating to horticulture;
environmental issues relating to horticulture;
using basic tools and equipment appropriately;
using suitable decorative materials for producing a seasonal gift;
a review of performance.
Planning: Growing Bulbs for Gifts / Horticulture
151
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Learners who need
significant help will:
• recognise one job
opportunity in
the horticultural
industry;
Entry Level 2
Learners who need
some help will:
• identify one job
opportunity in
the horticultural
industry and the
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
the horticultural
industry and state
at least two roles
and responsibilities
of the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety
potential health
which should
rules which should
and safety hazard
be observed in
be observed in the
in the horticultural
the horticultural
horticultural
industry;
industry and
industry;
the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
152
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
horticulture; and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
horticulture; and
• identify one bulb.
• identify two bulbs. • identify two bulbs
and one corm.
Horticulture / Planning: Growing Bulbs for Gifts
• demonstrate
good knowledge
of materials,
equipment and
skills required for
horticulture; and
Horticulture
UNIT
23
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify the root
• identify the root
• identify the root
and shoot ends of
and shoot ends of
and shoot ends of
a bulb and know
a bulb and which
a bulb; and
way up to plant it;
which way and
how deep to plant
and
it; know when
bulbs are planted
for Christmas gifts
and when they
flower; and
• help produce
a poster with
instructions on
how to care for
one named plant
given as a gift.
• produce a poster
with instructions
on how to care
for a gift of a
plant.
• produce a poster
with instructions
on how to care for
a gift of a plant for
Christmas.
Planning: Growing Bulbs for Gifts / Horticulture
153
AO2
Assessment
Criteria
AO2
Select
containers for
gifts
Decorate the
container
Entry Level 1
Learners who need
significant help will:
• choose a suitable
container for one
bulb;
• identify the
colours or
materials that can
be used for the
container;
Entry Level 2
Learners who need
Learners who need
some help will:
little help will:
• choose two
• choose three
suitable containers
suitable
for the bulbs;
containers for the
bulbs;
• decorate three
• decorate two
containers to
containers to a
good standard
a reasonable
standard as
as appropriate
appropriate for the
for the occasion
demonstrating
occasion;
flair and
creativity;
• handle the
• handle the
Plant
compost, taking
compost and keep
containers with
care and tidy up
working area clean
an amaryllis or
after planting;
hyacinth for a
and tidy;
Christmas gift
• handle the bulb
carefully; and
Entry Level 3
• handle two bulbs
carefully; and
• handle the
compost, taking
care not to spill it
and tidy up after
completing the
task;
• handle three
different bulbs
carefully;
• know how deep
to plant them in
the compost; and
Make a
• make a suitable
• make two suitable • make three
suitable gift tag
gift tag for one
and different gift
suitable and
gift item from
tags from a limited
different gift
recycled materials.
range of recycled
tags from a
materials.
wide range of
recycled materials
demonstrating
flair and creativity.
154
Horticulture / Planning: Growing Bulbs for Gifts
Horticulture
UNIT
23
AO2
Assessment
Criteria
AO2
Wrap the final
gift/s
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• choose suitable
• identify suitable
• identify suitable
wrapping material
wrapping material
wrapping material
from a range;
for two gifts;
for three gifts and
explain why they
chose it;
• wrap the
• wrap the container
container to
to a good standard;
and
a reasonable
standard; and
• attach the gift tag. • attach the two gift • attach the three
tags.
gift tags securely.
• wrap the
container; and
Attach the gift
tag
Planning: Growing Bulbs for Gifts / Horticulture
155
AO3
Assessment
Criteria
AO3
Task Review
Final Review
156
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed
have performed in
have performed
in this unit and
in this unit and
this unit.
produce a basic
suggest how they
review of their
might improve.
learning.
Horticulture / Planning: Growing Bulbs for Gifts
Horticulture
UNIT
24
Horticulture
Unit 24: Planning: Hanging Baskets and Containers
This unit is designed to provide vocational skills in horticulture at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to produce a hanging basket and container. They should
also produce a final product which can be sold. Learners will follow appropriate health and
safety procedures throughout the planning, preparation and making process. They will also
consider environmental issues and job opportunities. Learners will develop their motor
skills by completing and presenting the finished item(s) and will review their work
This unit includes:
•
•
•
•
•
•
•
•
•
health and safety issues in horticulture activities;
job opportunities relating to horticulture;
environmental issues relating to horticulture;
using basic tools and equipment appropriately;
identify a small range of plants;
produce a hanging basket or seasonal display;
place plants carefully in compost;
take part in planning and helping to run a plant sale;
a review of performance.
Planning: Hanging Baskets and Containers / Horticulture
157
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Learners who need
significant help will:
• recognise one job
opportunity in
the horticultural
industry;
Entry Level 2
Learners who need
some help will:
• identify one job
opportunity in
the horticultural
industry and the
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
the horticultural
industry and state
at least two roles
and responsibilities
of the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety
potential health
which should
rules which should
and safety hazard
be observed in
be observed in the
in the horticultural
the horticultural
horticultural
industry;
industry and
industry;
the potential
consequences of
non-compliance;
Materials and
related skills
knowledge
158
• recognise what
is meant by the
‘3Rs’.; and
• identify what is
• identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
and why recycling
and
is important; and
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
horticulture.
• demonstrate
some knowledge
of materials,
equipment and
skills required for
horticulture.
Horticulture / Planning: Hanging Baskets and Containers
• demonstrate
good knowledge
of materials,
equipment and
skills required for
horticulture.
Horticulture
UNIT
24
AO1
Assessment
Criteria
Entry Level 1
AO1
Learners who need
significant help will:
Materials and • identify one
related skills
plant that can be
knowledge
used in a hanging
(cont’d)
basket;
• identify a suitable
place for a
container in the
school;
Entry Level 2
Entry Level 3
Learners who need
Learners who need little
some help will:
help will:
• identify three plants
• identify two
that can be used in
plants that can be
a hanging basket;
used in a hanging
basket;
• identify two
suitable places
in school for the
container;
• identify three
suitable places for
a container in the
school grounds and
say why these are
suitable;
• make a poster of • make a poster of
• help to make a
the plants found
the plants found
poster of the
in shops in the
in shops in the
plants found
summer, winter or
summer, winter or
in shops in the
at Christmas and
at Christmas; and
summer, winter or
explain why they
at Christmas; and
are used; and
• identify two
• identify one
conditions plants
condition that
need to stay
plants need to stay
healthy and state
healthy.
reasons why.
• make an
information leaflet
about what plants
need to stay healthy.
Planning: Hanging Baskets and Containers / Horticulture
159
AO2
Assessment
Criteria
AO2
Choose a
suitable
container
Entry Level 1
Entry Level 3
Learners who need
significant help will:
• choose one
correct item of
PPE;
Learners who need
some help will:
• choose two
correct items of
PPE;
Learners who need little
help will:
• choose three
correct items of
PPE and state their
importance;
• choose one
container;
• choose two
containers;
• choose three
containers;
• identify two
suitable plants;
• identify three
suitable plants of
different sizes and
colours;
Choose
• identify one
suitable plants
suitable plant;
for the display
Place the
plants in the
container
Entry Level 2
• fill the container • fill two containers • fill three containers
with compost and
with compost and
with compost and
carefully arrange the
carefully arrange
carefully arrange
plants according to
the plant in the
the plants;
size;
pot with help;
• clean the work
station at the end
of each session;
• clean the work
• clean the work
stations at the end
stations at the end
of each session and
of each session;
recycle compost;
• water the container
appropriately;
Produce
a hanging
basket for
a seasonal
display
160
• identify a suitable
container for a
seasonal hanging
basket;
•
identify a suitable • identify a suitable
container for a
container for a
seasonal hanging
seasonal hanging
basket;
basket;
• identify one plant • identify two
for a hanging
plants for a
basket; and
hanging basket;
and
• identify a range of
plants for a hanging
basket; and
• plant a selection
of plants.
• plant a selection of
plants.
• plant a selection
of plants.
Horticulture / Planning: Hanging Baskets and Containers
Horticulture
UNIT
24
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Advertise the
plant sale
Learners who need
significant help will:
• take part in
producing a
suitable poster;
and
Take part in
running a
plant sale
• take part in group • take part in
activities for the
activities for the
plant sale.
plant sale.
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• help make a
• identify possible
poster and
places to put the
identify where
poster and explain
to place it to
why they have
advertise the plant
chosen them; and
sale; and
• take part in
activities for the
plant sale and
interact with
the customers
appropriately.
Planning: Hanging Baskets and Containers / Horticulture
161
AO3
Assessment
Criteria
AO3
Task Review
Final Review
162
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Horticulture / Planning: Hanging Baskets and Containers
Hospitality
UNIT
25
Hospitality
Unit 25: Customer Service for Hospitality
This unit is designed to provide vocational skills in customer service for hospitality at Entry
Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience
and become familiar with the skills they need to deliver customer service. They should also
demonstrate communication and presentation skills in a practical environment. Learners
will follow appropriate health and safety procedures in a front-of-house environment. They
will also consider environmental issues and job opportunities. Learners will develop their
customer service skills by completing tasks and they will review their work.
This unit includes:
•
•
•
•
•
•
•
•
health and safety issues in customer service delivery activities;
job opportunities relating to customer service front-of-house staff ;
environmental issues relating to customer service;
using basic equipment and materials related to customer service;
duties of front-of-house customer service staff;
practical skills of delivering customer service;
working in a safe, professional and hygienic manner in a front-of-house environment;
a review of performance.
Customer Service / Hospitality
163
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
164
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the hospitality
industry;
Learners who need
some help will:
• identify one job
opportunity in
the hospitality
industry and the
place of work;
• recognise one
potential health
and safety hazard
in the hospitality
industry;
• identify two health
• identify two
and safety rules
health and safety
which should be
rules which should
observed in the
be observed in the
hospitality industry
hospitality
and the potential
industry;
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
customer care;
and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
customer; and
• demonstrate
good knowledge
of materials,
equipment and
skills required for
customer care; and
• identify one
reason why good
customer service
skills in the
hospitality
industry are
important.
• explain two
reasons why
good customer
service skills in
the hospitality
industry are
important.
• explain three
reasons why good
customer service
skills in the
hospitality industry
are important.
Hospitality / Customer Service
Learners who may
need help will:
• identify one job
opportunity in the
hospitality industry
and state at least
two roles and
responsibilities of
the position;
Hospitality
UNIT
25
AO2
Assessment
Criteria
AO2
First
impression
Personal
presentation
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• demonstrate basic • demonstrate
satisfactory
standards of
preparing a front
standards of
office area in a
preparing a front
hospitality outlet
office area in a
hospitality outlet
for customer
service to include
for customer
service to include
a pen, notepad
a pen, notepad
and telephone;
and
and telephone,
and ensure that
the computer
is ready to take
bookings; and
• demonstrate
basic standards
of personal
appearance when
working in the
hospitality
industry by
wearing the
appropriate
uniform and
washing their
hands correctly.
Learners who need
little help will:
• demonstrate very
good standards of
preparing a front
office area in a
hospitality outlet
for customer
service to include
a pen, notepad and
telephone, ensure
that the computer
is ready to take
bookings, and that
the current menu,
map of local
area and tourism
leaflets are on
display; and
• demonstrate
• demonstrate very
satisfactory
good standards
standards of
of personal
personal
appearance when
appearance when
working in the
working in the
hospitality industry
hospitality
by wearing the
industry by
appropriate
wearing the
uniform, washing
appropriate
their hands
uniform, washing
correctly, wearing
their hands
a name badge, and
correctly and
giving three
wearing a name
reasons why
badge.
personal
presentation is
important in the
hospitality
industry.
Customer Service / Hospitality
165
AO2
Assessment
Criteria
AO2
Acknowledge
customers
Entry Level 1
Learners who need
Learners who need
significant help will:
some help will:
• demonstrate
• demonstrate
basic standards
satisfactory
of dealing with
standards of
one customer in a
dealing with two
polite, helpful and
customers in a
polite, helpful
timely manner;
and timely
manner - one
customer must
be a telephone
customer;
Communication • demonstrate
skills (verbal)
basic standards
of verbal
communication
by welcoming a
guest; and
Customer skills
(non-verbal)
166
Entry Level 2
• demonstrate
satisfactory
standards
of verbal
communication
by welcoming a
guest and
describing a
menu; and
Entry Level 3
Learners who need
little help will:
• demonstrate very
good standards
of dealing with
three customers
in a polite,
helpful and
timely manner to
include:
- a child,
- a foreigner, and
- an elderly
person.
One customer
must be a
telephone
customer;
• demonstrate very
good standards
of verbal
communication
by welcoming
a guest and
describing both
a food and drink
menu; and
• demonstrate basic • demonstrate
• demonstrate
knowledge of
a satisfactory
very good
the importance
knowledge of the
knowledge of
of non-verbal
importance of
the importance
communication
non-verbal
of non-verbal
by giving a guest
communication
communication
a menu with a
by giving a guest
by giving a guest
smile.
a menu with a
a menu with a
smile and making
smile, making
appropriate eye
appropriate eye
contact.
contact and
using special
awareness.
Hospitality / Customer Service
Hospitality
UNIT
25
AO2
Assessment
Criteria
AO2
Customer
needs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• demonstrate basic • demonstrate
satisfactory skills
skills when meeting
the needs
when meeting the
of two different
needs of three
types of customers
different types of
customers from
from the following;
- elderly person,
the following;
- elderly person,
- child,
- child,
- family,
- foreigner.
- family,
- foreigner.
Learners who need
little help will:
• demonstrate
good skills when
meeting the
needs of four
different types of
customers from
the following;
- elderly person,
- child,
- family,
- foreigner.
Customer Service / Hospitality
167
AO3
Assessment
Criteria
AO3
Task Review
Final Review
168
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Hospitality / Customer Service
Hospitality
UNIT
26
Hospitality
Unit 26: Planning: Food and Drink Service
This unit is designed to provide vocational skills in planning food and drink service at
Entry Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to
experience and become familiar with the skills they need to plan up-to-date food and drink
service which reflect current industry practices. They should also develop their practical
skills of selecting items and setting up a table for service. Learners will follow appropriate
health and safety procedures throughout the planning, preparation and table setting
process. They will also consider environmental issues and job opportunities. Learners will
develop their planning skills for food and drink service by completing and presenting the
finished item(s) and they will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in planning to serve food and drink;
job opportunities relating to the hospitality industry;
environmental issues relating to food and drink service;
using basic food and drink service items appropriately;
selecting items of cutlery, plates, cups, glasses, condiments, decorations and table
coverings to prepare for table food service;
• practical skills of setting up a place setting for food service;
• a review of performance.
Planning - Food and Drink Service / Hospitality
169
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the hospitality
industry;
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one job
opportunity in the
opportunity in the
hospitality industry
hospitality industry
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the hospitality
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
hospitality industry
hospitality
and the potential
industry;
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
170
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
table service place
setting; and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
table service place
setting; and
• identify five basic
items for a table
service place
setting.
• identify seven
• identify ten items
items for a table
for a table service
service place
place setting and
setting and explain
explain their uses,
their uses.
ensuring that the
settings should
relate to more than
one course.
Hospitality / Planning - Food and Drink Service
• demonstrate
good knowledge
of materials,
equipment and
skills required for
table service place
setting; and
Hospitality
UNIT
26
AO2
Assessment
Criteria
AO2
Table
coverings
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• select and place
• select and place
a tablecloth and
a tablecloth and
napkin on a table
napkin on a
correctly for food
table correctly
service to a basic
for food service
to a satisfactory
standard;
standard and
ensure that the
setting should
have a seasonal
theme;
Entry Level 3
Learners who need
little help will:
• select and place
a tablecloth and
napkin on a table
correctly for food
service to a very
good standard,
and ensure that
the setting should
link to the theme
of the food being
served;
Selection of
cutlery
• select and place
three items of
cutlery correctly
for a table service
place setting to
a basic standard;
and
• select and place
• select and place
five items of
five items of
cutlery correctly
cutlery correctly
for a table service
for a table service
place setting
place setting to
to a very good
a satisfactory
standard, and
standard; and
explain the order
in which the
cutlery should be
used; and
Selection of
plates
• select and place
two types of
plates correctly
for a table service
place setting to a
basic standard.
• select and place
• select and place
two types of
three types of
plates correctly
plates correctly
for a table service
for a table
place setting to
service place
a satisfactory
setting to a very
standard, and
good standard,
explain the
and explain the
purpose of each
purpose of each
plate.
plate.
Planning - Food and Drink Service / Hospitality
171
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Selection of
• select and place
glasses and cups
one cup and one
glass correctly
for a table service
place setting to a
basic standard;
172
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• select and place
• select and place
one cup and two
one cup and two
glasses correctly
glasses correctly
for a table service
for a table
place setting to
service place
a satisfactory
setting to a very
standard;
good standard,
and explain what
each item is for;
Selection of
condiments
• select and place
• select and place
• select and place
three condiments
four condiments
three condiments
correctly for
correctly for
correctly for a
a table service
a table service
table service place
place setting
place setting to
setting to a basic
to a very good
standard; and
a satisfactory
standard, and
standard, and
explain what
explain what each
are used for; and
each are used
for; and
Preparation
of table
decorations
(menus)
• select and
• select and
• select and
place two table
place two table
place two table
decorations
decorations
decorations
correctly for a
correctly for
correctly for
table service place
a table service
a table service
setting to a basic
place setting to
place setting
standard.
a satisfactory
to a very good
standard,
standard,
ensuring that the
ensuring that the
decorations are
decorations link
appropriate for an
appropriately
identified seasonal
to the theme of
theme.
the food being
served.
Hospitality / Planning - Food and Drink Service
Hospitality
UNIT
26
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Planning - Food and Drink Service / Hospitality
173
174
Hospitality / Planning - Food and Drink Service
Hospitality
UNIT
27
Hospitality
Unit 27: Practical: Food and Drink Service
This unit is designed to provide vocational skills in Hospitality practical food and drink
service at Entry Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity
to experience and become familiar with the skills they need to be a waiter/waitress in the
hospitality industry when delivering food service. They should also have the opportunity
to serve food and drink. Learners will follow appropriate health and safety procedures
throughout the planning, preparation and making process. They will also consider
environmental issues and job opportunities. Learners will develop their hospitality skills by
taking orders, serving hot and cold food and drink, and clearing tables. They will review
their work.
This unit includes:
•
•
•
•
•
•
•
•
health and safety issues in practical food and drink service activities;
job opportunities relating to the hospitality industry;
environmental issues relating to food and drink service;
using basic food and drink service items appropriately;
taking customer orders;
serving hot and cold food and drink;
clearing tables;
a review of performance.
Food and Drinks Service / Hospitality
175
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in the hospitality
industry;
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one job
opportunity in the
opportunity in the
hospitality industry
hospitality industry
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the hospitality
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
hospitality industry
hospitality industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
and
and
is important; and
Materials and • demonstrate
related skills
basic knowledge
knowledge
of materials,
equipment and
skills required for
customer care.
176
Hospitality / Food and Drinks Service
• demonstrate
some knowledge
of materials,
equipment and
skills required for
customer care.
• demonstrate
good knowledge
of materials,
equipment and
skills required for
customer care.
Hospitality
UNIT
27
AO2
Assessment
Criteria
AO2
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify, to a
• identify, to a very
• identify the
satisfactory
good standard,
appropriate basic
appropriate steps
steps for greeting
standard, the
for greeting a
a single customer,
appropriate steps
family or group
showing them
for greeting two
of people, showing
customers,
to their seats,
taking their order,
showing them
them to
to their seats,
their seats, taking
serving their food,
taking their order,
their order, serving
following up, and
their food,
clearing the table
serving their food,
following up, and
correctly.
following up, and
clearing the table
clearing the table
correctly.
correctly.
Food and Drinks Service / Hospitality
177
AO2
Assessment
Criteria
AO2
Present menu
178
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• demonstrate to a
• demonstrate to a • demonstrate to
a satisfactory
very good standard
basic standard an
ability to show a
standard an ability
an ability to show
customer a menu
to show two
a family or group
and take an order
customers a menu
of people the
and take an order
menus and take
for one food item
and one drink;
for two items of
an order for three
food items and
food and two
drinks;
three drinks;
Serve cold
food item
• demonstrate to
a basic standard
an ability to serve
a customer one
cold food item
correctly;
• demonstrate to a
• demonstrate to
very good standard
a satisfactory
an ability to serve
standard an ability
to serve two
a family or group
customers two
of people three
cold food items
cold food items
correctly;
correctly;
Serve hot food
item
• demonstrate to
a basic standard
an ability to serve
a customer one
hot food item
correctly; and
• demonstrate to
• demonstrate to a
a satisfactory
very good standard
standard an ability
an ability to serve
to serve two
a family or group
customers two
of people three
hot food items
hot food items
correctly; and
correctly; and
Serve cold
beverage
• demonstrate to
a basic standard
an ability to serve
a customer one
cold beverage
correctly.
• demonstrate to
• demonstrate to a
a satisfactory
very good standard
standard an ability
an ability to serve
to serve two
a family or group
customers two
of people three
cold beverages
cold beverages
correctly.
correctly.
Hospitality / Food and Drinks Service
Hospitality
UNIT
27
AO2
Assessment
Criteria
AO2
Serve hot
beverage
Table clearing
Entry Level 1
Learners who need
significant help will:
• demonstrate to
a basic standard
an ability to serve
a customer one
hot beverage
correctly; and
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• demonstrate to
• demonstrate
to a very good
a satisfactory
standard an ability
standard an
to serve two
ability to serve a
customers two
family or group
hot beverages
of people three
hot beverages
correctly; and
correctly; and
• demonstrate to
• demonstrate to
a satisfactory
a basic standard
standard an
the ability to clear
ability to clear
a table which has
a table, used by
been used by a
two customers,
single customer
correctly after
correctly after
food service.
food service.
• demonstrate
to a very good
standard an
ability to clear a
table, used by a
family or group
of people,
correctly after
food service.
Food and Drinks Service / Hospitality
179
AO3
Assessment
Criteria
AO3
Task Review
Final Review
180
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Hospitality / Food and Drinks Service
ICT
UNIT
28
ICT
Unit 28: Electronic communication
This unit is designed to provide vocational skills in ICT at Entry Level 1, Entry Level 2
and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need in relation to electronic communication. They should also develop
skills in sending and receiving e-mails. Learners will follow appropriate health and safety
procedures throughout the planning, preparation and carrying out process. They will also
consider environmental issues and job opportunities. Learners will develop electronic
communication skills by opening e-mails and attachments, composing and sending e-mails.
Learners will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in electronic communication activities;
job opportunities relating to electronic communication;
environmental issues relating to electronic communication;
using basic software tools and equipment appropriately;
developing skills in sending and receiving e-mail;
a review of performance.
Electronic Communication / ICT
181
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who may need
significant help will:
some help will:
help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in the
opportunity in the
the ICT industry
ICT industry and
ICT industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• identify two
• recognise one
health and safety
potential health
rules/
and safety hazard/
environmental
environmental
issues which
issue in the ICT
should be
industry;
observed in the
ICT industry;
Materials and
related skills
knowledge
Entry Level 3
• identify two health
and safety rules/
environmental
issues which should
be observed in the
ICT industry and
the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling is
important;
• demonstrate
basic knowledge
of materials,
equipment and
skills required
for electronic
communication;
and
• demonstrate
some knowledge
of materials,
equipment and
skills required
for electronic
communication;
and
• demonstrate
good knowledge
of materials,
equipment and
skills required
for electronic
communication;
• identify one
• identify two
• identify three
benefit of using
benefits of using
benefits of using
email in the office
email in the office
email in the office
environment.
environment.
environment; and
• identify a
disadvantage of
using email in the
office.
182
ICT / Electronic Communication
ICT
UNIT
28
AO2
Assessment
Criteria
AO2
Understand
the value of
using email
and email
software
procedures
and folders
Entry Level 1
Learners who need
significant help will:
• select one type
of information
that can be sent
through email;
Entry Level 2
Entry Level 3
Learners who need
some help will:
• select two
different types
of information
that can be sent
through email;
Learners who may
need help will:
• select three
different types
of information
that can be sent
through email;
• with help follow
• follow a sequence • log into email
software with little
of instructions to
a sequence of
log into email
or no help;
instructions to log
software;
into email
software;
• identify the
purpose of one
of the following:
- In folder,
- Sent folder, and
- Delete folder;
• identify the
purpose of two
of the following:
- In folder,
- Sent folder, and
- Delete folder;
Select an email • identify one
• identify two
message which
message in a
messages in a
has not been
mailbox still to be
mailbox still to
read, open
read; and
be read from two
and read it
different senders;
demonstrating
and
knowledge of
its layout
• open one unread
email message
without an
attachment.
• open two unread
email messages
from different
senders without
an attachment.
• identify the
purpose of all of
the following:
- In folder,
- Sent folder, and
- Delete folder;
• identify three
messages in a
mailbox still to
be read that have
been sent from
different senders
on different dates;
and
• open three
unread email
messages from
different senders
on different
dates with an
attachment.
Electronic Communication / ICT
183
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Select an email • identify the
parts of one
message which
has not been
received email
read, open
message: who
and read it
sent it and their
email address.
demonstrating
knowledge
Significant help
will be required;
of its layout
(Cont’d)
Entry Level 2
Entry Level 3
Learners who need
Learners who may
some help will:
need help will:
• identify the parts • identify the parts
of one received
of two received
email message:
email messages:
who sent it, their
who sent it, their
email address,
email address,
when it was sent,
when it was sent
and the content.
the content and
attachments. Little
Some help will be
required;
or no help will be
required;
• identify a message • identify two
Select an email • identify one
message which
which has two
messages which
message with
an attachment.
has an attachment;
attachments;
each have two
Open the
attachments;
attachment
• open two unread • open two
and save it into • open one
unread email
email messages
unread email
an appropriate
message with
with attachments
messages with
folder
an attachment
and open the
two attachments
and open the
attachments;
and open the
attachment;
attachments;
Understand
different ways
to respond to
emails
184
• save one
attachment to
a folder on the
computer; and
• save two
attachments to
a folder on the
computer; and
• save two
attachments to two
different folders
on the computer;
and
• respond to one
email message
using any one of
the following:
- reply
- forward
- delete.
• respond to two
email messages
using any two of
the following:
- reply
- forward
- delete.
• respond to three
email messages
using all of the
following:
- reply
- forward
- delete.
ICT / Electronic Communication
ICT
UNIT
28
AO2
Assessment
Criteria
AO2
Create and
send a new
email with an
awareness of
what an email
address is
Entry Level 1
Learners who need
significant help will:
• select one email
address from
a list of given
addresses; and
Entry Level 2
Learners who need
some help will:
• select two email
addresses from
a list of given
addresses; and
Entry Level 3
Learners who may
need help will:
• select three email
addresses from
a list of given
addresses; and
• compose one
• compose one
• compose one
email message with
email message
email message with
a given subject,
a given subject,
with a given
email address
email address
subject, email
and a complete
and an outline
address and a
message. Little or
of the message.
very brief outline
no help will be
Some help will be
of the message.
required;
required;
Significant help
will be required;
• spell check the
• spell check the
• spell check the
message content
message content
message content;
and make all
and make one
and
necessary changes;
change if required;
and
and
Send an email
to more than
one person
• send one email
to one given
address.
• send two emails
to two different
addresses.
• select and send
two different
emails to two
different addresses.
Electronic Communication / ICT
185
AO3
Assessment
Criteria
AO3
Task Review
Final Review
186
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who may
significant help will:
some help will:
need help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
ICT / Electronic Communication
ICT
UNIT
29
ICT
Unit 29: Using the web
This unit is designed to provide vocational skills in ICT at Entry Level 1, Entry Level 2
and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need to use the web. They should also develop skills in online research.
Learners will follow appropriate health and safety procedures throughout the planning,
preparation and carrying out process. They will also consider environmental issues and job
opportunities. Learners will develop their web skills by completing all assessment objectives
and will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in using the web;
job opportunities relating to using the web ;
environmental issues relating to using the web;
using basic tools and equipment appropriately;
a review of performance.
Using the Web / ICT
187
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in the
opportunity in the
the ICT industry
ICT industry and
ICT industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the ICT
industry;
• identify two health
• identify two
and safety rules
health and safety
which should
rules which should
be observed in
be observed in the
the ICT industry
ICT industry;
and the potential
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
ICT; and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
ICT; and
• demonstrate
good knowledge
of materials,
equipment and
skills required for
ICT; and
• state one business • state two business • state three
benefit and one
benefits and one
business benefits
problem of using
problem of using
and two problems
the internet.
the internet.
of using the
internet and
explain how to
minimise these.
188
ICT / Using the Web
ICT
UNIT
29
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
AO2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• identify one
Understand
• identify two
information
the importance
information
of being able
search the internet
searches the
to search
could be used for;
internet could be
the internet
used for;
in an office
environment
Learners who need
little help will:
• identify three
information
searches the
internet could be
used for;
Understand
how to log on
to the internet
correctly and
the hardware
and software
necessary
• select two pieces
of hardware and
one piece of
software necessary
for internet
connection;
• select one piece
of hardware
and/or software
necessary for
internet
connection;
• select one piece
of hardware and
one piece of
software
necessary for
internet
connection;
• follow a sequence • follow a sequence • log on or off the
internet correctly;
of instructions to
of instructions to
log on and off the
log on or off the
internet correctly;
internet correctly;
Find relevant
information
from a
website given
an internet
address
• select one web
address from
a variety of
information;
• select two web
addresses from
a variety of
information;
• select three web
addresses from
a variety of
information;
• identify the URL • identify the URL • identify the URL
on a webpage; and
on each webpage;
on each webpage;
and
and
• follow some
instructions to
open a website
by typing a given
internet address.
• follow limited
instructions to
open a website
by typing a given
internet address.
• independently
open a website
by typing a given
internet address.
Using the Web / ICT
189
AO2
Assessment
Criteria
AO2
Entry Level 1
Learners who need
significant help will:
• identify one
search engine;
Entry Level 2
Entry Level 3
Learners who need
some help will:
• identify two
search engines;
Learners who need
little help will:
• identify three
search engines;
Understand
what a search
engine is and
how to carry
• use one of the
• use two of the
• use all of the
out a basic
following browser
following browser
following browser
tools to move
internet search
tools to move
tools to move
using one
through a website:
through a website:
through a website:
- forward;
criterion
- forward;
- forward;
- backward;
- backward;
- backward;
- home;
- home;
- home;
• select one
• select two
• select three
appropriate search
appropriate search
appropriate search
term for a given
terms for a given
terms for a given
search;
search;
search;
• enter one search • enter two search
term in a browser;
terms in a
and
browser; and
• enter three search
terms in a browser;
and
• choose one
• choose two
• choose three
appropriate
appropriate
appropriate
website returned
websites returned
websites returned
by a search that
by a search that
by a search that
matches the
matches the
matches the
information
information they
information
they were asked
were asked to find
they were asked
to find and
and suggest how
to find and
suggest how the
the information
suggest how the
information meets
meets
information meets
requirements.
requirements.
requirements,
explaining the
differences found.
190
ICT / Using the Web
ICT
UNIT
29
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Search the
• carry out one
internet using
internet search
more than one
using one word;
criterion
Entry Level 2
Entry Level 3
Learners who need
some help will:
• carry out one
internet search
using two or
more words;
Learners who need
little help will:
• carry out one
internet search
using three or
more words;
• identify two
• identify one
websites
website containing
containing
relevant
relevant
information;
information;
• identify three
websites
containing relevant
information;
• outline in
• outline two
• outline one
detail how the
reasons why the
reason why the
information meets
information meets
information meets
requirements;
requirements;
requirements;
Use
bookmarks
to store
information
• understand what
a bookmark or
favourite is;
• understand what
a bookmark or
favourite is and
identify two
benefits of a
bookmark or
favourite;
• understand what
a bookmark
or favourite is,
identify two
benefits of a
bookmark or
favourite and give
an example of
when this might be
useful;
• bookmark one
website; and
• bookmark two
websites; and
• bookmark at least
three websites;
and
• open one
bookmark.
• open two
bookmarks.
• open at least three
bookmarks.
Using the Web / ICT
191
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• identify one
• identify two
Understand
the importance
information
information
of being able
search the internet
searches the
to search
could be used for.
internet could be
the internet
used for.
in an office
environment
192
ICT / Using the Web
Entry Level 3
Learners who need
little help will:
• identify three
information
searches the
internet could be
used for.
ICT
UNIT
29
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Using the Web / ICT
193
194
ICT / Using the Web
ICT
UNIT
30
ICT
Unit 30: Computer safety and security
This unit is designed to provide vocational skills in ICT at Entry Level 1, Entry Level 2
and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need for computer safety. They should also develop good computer
safety practice as a user and with data. Learners will follow appropriate health and safety
procedures at all times. They will also consider environmental issues and job opportunities.
Learners will develop their computer safety skills by completing all assessment objectives
and will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in computer safety activities;
job opportunities related to ICT safety;
environmental issues relating to computer safety;
using basic tools and equipment appropriately;
a review of performance
Computer Safety and Security / ICT
195
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in the
opportunity in the
the ICT industry
ICT industry and
ICT industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the ICT
industry;
• identify two
health and
safety rules
which should be
observed in the
ICT industry;
• identify two health
and safety rules
which should
be observed in
the ICT industry
and the potential
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what
is meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
Materials and • demonstrate basic • demonstrate some • demonstrate good
related skills
knowledge and
knowledge and
knowledge and
knowledge
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
ICT; and
ICT; and
ICT; and
• identify one
• identify two
• identify and explain
benefit of
benefits of
three benefits
minimising
minimising
of minimising
computer hazards
computer hazards
computer hazards
in an office
in an office
in an office
environment
environment
environment and
and one benefit
and two benefits
three benefits
of holding data
of holding data
of holding data
securely.
securely.
securely.
196
ICT / Computer Safety and Security
ICT
UNIT
30
AO1 (cont’d)
Assessment
Criteria
AO1
Choose
the correct
resources
Entry Level 1
Learners who need
significant help will:
• identify one
piece of sensitive
information
in a business
environment.
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify two
• identify three
pieces of sensitive
pieces of sensitive
information
information
in a business
in a business
environment.
environment.
Computer Safety and Security / ICT
197
AO2
Assessment
Criteria
AO2
Minimise
potential
physical
computer
hazards in the
workplace
Entry Level 1
Learners who need
significant help will:
• identify one
potential
computer related
hazard in the
workplace and
an associated
solution;
Entry Level 2
Entry Level 3
Learners who need
some help will:
• identify two
potential
computer related
hazards in
the workplace
and associated
solutions;
Learners who need
little help will:
• identify and
explain in some
detail three
potential computer
related hazards
in the workplace
and associated
solutions;
• follow a sequence • follow a sequence • correctly log onto
Use correct
a computer system;
of instructions
procedures
of instructions
to correctly log
to switch a
to correctly log
onto a computer
onto a computer
computer
system;
system;
system off and
on safely
• follow a sequence • follow a sequence • log off a computer
system; and
of instructions to
of instructions to
correctly log off a
correctly log off a
computer system;
computer system;
and
and
Set up your
workstation
correctlyadjusting
settings
to meet
individual
needs
198
• adjust one system • adjust two system • adjust three
setting to suit
settings to suit
system settings
individual needs,
individual needs,
to suit individual
for example:
for example:
needs, for example:
- adjust screen
- adjust screen
- adjust screen
brightness;
brightness;
brightness;
- make icons
- make icons
- make icons
larger;
larger;
larger;
- make the mouse
- make the mouse
- make the mouse
easier to use;
easier to use;
easier to use;
- change
- change
- change
background and
background and
background and
text colour.
text colour.
text colour.
ICT / Computer Safety and Security
ICT
UNIT
30
AO2 (cont’d)
Assessment
Criteria
AO2
Create
a strong
password
Entry Level 1
Learners who need
significant help will:
• identify one
strong password
giving reasons;
Entry Level 2
Learners who need
some help will:
• identify one
strong and one
weak password
giving reasons;
Entry Level 3
Learners who need little
help will:
• identify two strong
and two weak
passwords giving
reasons;
• create one very
• create one not
• create one
reasonably strong
strong password;
particularly strong
password;
password;
Make a
backup
• select three
• select one method • select two
methods of backup
methods of
of backup used
used in an office to
backup used in an
in an office to
protect data;
office to protect
protect data;
data;
• make one backup
• follow
• follow
copy of three files;
instructions to
instructions to
make one backup
make one backup
copy of two files;
copy of one file;
Have an
• identify one
awareness of
symbol on a
online security
website that
issues and
identifies the site
safety symbols
as being secure
and one problem
if the site is not
secure;
• identify two
• identify two
symbols on a
symbols on a
website that
website that
identifies the site
identifies the site
as being secure
as being secure and
and one problem
two problems if the
if the site is not
site is not secure;
secure;
• identify one way
of getting a virus
on a computer
system; and
• identify two ways • identify three ways
of getting a virus
of getting a virus on
on a computer
a computer system
system; and
and give solutions;
and
• give one way to
keep safe when
working online.
• give two ways to
keep safe when
working online.
• give three ways
to keep safe when
working online and
explain the benefits.
Computer Safety and Security / ICT
199
AO3
Assessment
Criteria
AO3
Task Review
Final Review
200
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
ICT / Computer Safety and Security
Looking after Children
UNIT
31
Looking after Children
Unit 31: Keeping Children Safe
This unit is designed to provide vocational skills in keeping children safe at Entry Level 1,
Entry Level 2 and Entry Level 3. It gives learners the opportunity to gain an understanding
of how to keep children safe in a childcare setting. They will also gain skills in health and
safety by identifying risks and putting control measures in place to minimise these. Learners
will also consider environmental issues and job opportunities. They will also complete a
review of their work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in a childcare setting and labelling of equipment;
job opportunities relating to caring for children;
environmental issues relating to working with children;
safe labelling on equipment for children;
common types of childhood accidents and accident prevention;
consideration of risks, hazards and control measures; and
a review of performance.
Keeping Children Safe / Looking after Children
201
AO1
Assessment
Criteria
Entry Level 1
AO1
Learners who need
significant help will:
Health
• recognise one
and safety,
job opportunity
environment
in the childcare
and related
industry;
jobs
Entry Level 2
Entry Level 3
Learners who need
some help will:
• identify one job
opportunity in the
childcare industry
and the place of
work;
Learners who need little
help will:
• identify one job
opportunity in the
childcare industry and
state at least two roles
and responsibilities of
the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety rules which
potential health
should be observed in
which should be
and safety hazard
the childcare industry
observed in the
in the childcare
and the potential
childcare industry;
industry;
consequences of noncompliance;
• recognise what
is meant by the
‘3Rs’;
Materials
and related
skills
knowledge
202
• identify what is meant
• identify what is
by the ‘3Rs’ and why
meant by the ‘3Rs’;
recycling is important;
• demonstrate
• demonstrate
basic knowledge
some knowledge
of materials,
of materials,
equipment and
equipment and
skills required for
skills required for
childcare;
childcare;
• demonstrate good
knowledge of
materials, equipment
and skills required for
childcare;
• recognise one
safety symbol;
and
• give one example
of where a safety
symbol would be
found; and
• give two examples
of safety symbols
and state where the
symbols would be
found; and
• identify one
type of accident
or injury that
can happen to
children.
• identify two
• identify three
different types of
different types of
accident or injury
accident or injury
that can happen to
that can happen to
children.
children, and explain
how each type of
accident could be
prevented.
Looking after Children / Keeping Children Safe
Looking after Children
UNIT
31
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one
• identify one
• identify two
Identifying
places to take
suitable indoor
suitable outdoor
suitable venues,
a group of
venue to take a
venue to take one
one outdoor, one
children for an
group of children
pre-school group
indoor, for a preouting
for an outing;
and one suitable
school group, and
indoor venue for
explain reasons;
a given primary
school age group;
Planning an
outing for
a group of
children
• help to plan one • plan one suitable
suitable outing for
outing for
children;
children;
• plan two suitable
outings for children
− one indoor, one
outdoor;
Identifying
risks getting
to the venue
• identify one risk
of taking the
children to the
venue;
• identify two
risks of taking
the children to a
venue;
• identify two risks
of taking both preschool and primary
school children to
a venue and explain
reasons;
Identifying
risks at the
venue
• help to identify
two risks at the
venue; and
• identify two risks • identify two risks
at each venue; and
at both the indoor
and outdoor
venues for both
pre-school and
primary school;
and
Assessing
risks
• help to assess each • assess each risk
risk identified as
identified as low,
low, medium or
medium or high.
high.
• assess each risk
identified as low,
medium or high,
and outline the
possible hazards.
Keeping Children Safe / Looking after Children
203
AO2
Assessment
Criteria
AO2
Putting
control
measures in
place for risks
204
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• help to complete a • complete a risk
risk assessment.
assessment for
one outing.
Looking after Children / Keeping Children Safe
Entry Level 3
Learners who need
little help will:
• complete a risk
assessment for
two outings − one
pre-school and one
primary school.
Looking after Children
UNIT
31
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Keeping Children Safe / Looking after Children
205
206
Looking after Children / Keeping Children Safe
Looking after Children
UNIT
32
Looking after Children
Unit 32: Keeping Children Healthy
This unit is designed to provide vocational skills in keeping children healthy at Entry
Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to gain an
understanding of the skills needed to keep children safe. They should also learn about the
signs and symptoms of common childhood illnesses and how to deal with them. Learners
will follow appropriate health and safety procedures throughout and will also consider
environmental issues and job opportunities. Learners will review their work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in a childcare setting;
job opportunities relating to caring for children;
environmental issues relating to working in a childcare environment;
common childhood illnesses;
signs and symptoms of illness and prevention of cross-infection;
dealing with a sick or injured child; and
a review of performance.
Keeping Children Healthy / Childcare
207
AO1
Assessment
Criteria
Entry Level 1
AO1
Learners who need
significant help will:
Health
• recognise one
and safety,
job opportunity
environment
in the childcare
and related
industry;
jobs
Entry Level 2
Entry Level 3
Learners who need
Learners who need little
some help will:
help will:
• identify one job
• identify one job
opportunity in the
opportunity in the
childcare industry and
childcare industry
and the place of
state at least two roles
and responsibilities of
work;
the position;
• identify two health
• identify two
• recognise one
health and
and safety rules which
potential health
should be observed in
safety rules
and safety hazard
the childcare industry
which should be
in the childcare
and the potential
observed in the
industry;
consequences of nonchildcare industry;
compliance;
• recognise what is
meant by the
‘3Rs’; and
Materials
and related
skills
knowledge
• identify what is
meant by the
‘3Rs’;
• identify what is meant
by the ‘3Rs’ and why
recycling is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding of
understanding of
understanding of
signs and
signs and
signs and symptoms
symptoms of
symptoms of
of childhood
childhood
childhood
illnesses;
illnesses.
illnesses; and
• explain when it is
necessary to get
urgent medical
attention for a sick
child; and
• identify two
• identify three
common
common childhood
childhood illnesses
illnesses and identify
and identify one
two symptoms of
symptom of each.
each.
208
Childcare / Keeping Children Healthy
Looking after Children
UNIT
32
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
Identifying a
sick or injured
child
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• recognise that the • recognise that the • recognise
nature of a child’s
nature of a child’s
that a child is
injury/illness is
injury/illness is of
unconscious;
minor;
a serious nature,
for example, a
bump to the head;
Questioning
the sick child
to find out
what is wrong
• ask the child one
question about
how he/she is
feeling;
AO3
• ask the child two
questions about
how he/she is
feeling;
• assess the situation
by questioning
others;
• use two different • communicate to
Reassuring the • use one method
reassure others
methods of
sick or injured
of communication
that the situation is
communication to
child
to reassure the
under control;
sick or injured
reassure the sick
child;
or injured child;
Following
the correct
procedure for
the sick or
injured child
Getting
appropriate
help for the
sick or injured
child
Recording
information
• follow the correct • follow the correct • follow the correct
procedure for
procedure for a
procedure,
a child with an
child with a more
including being
identified minor
serious illness or
able to put a child
illness or injury;
injury;
into the recovery
position;
• notify the parent/ • notify the parent/ • ring for emergency
guardian; and
guardian and
services, and
other appropriate
contact the
medical service;
parent/guardian;
and
and
• record
information,
with help, in the
accident book.
• complete some
• complete an entry
information in the
in the accident
accident book.
book.
Keeping Children Healthy / Childcare
209
AO3
Assessment
Criteria
AO3
Task Review
Final Review
210
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Childcare / Keeping Children Healthy
Looking after Children
UNIT
33
Looking after Children
Unit 33: Healthy Eating for Children
This unit is designed to provide vocational skills in making a healthy snack for children at
Entry Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to gain an
understanding of the importance of healthy eating for children. They will also learn about
the food groups and nutritional value of food. Learners will follow appropriate health and
safety procedures throughout the planning and preparation of snacks for children. They
will also consider environmental issues and job opportunities that require knowledge of
healthy eating and preparation of food for children. Learners will also review their work.
This unit includes:
•
•
•
•
•
•
•
•
health and safety issues in preparing food for children;
job opportunities relating to healthy eating and food preparation;
environmental issues relating to use of leftover food to make healthy snacks;
using basic tools and equipment appropriately;
food groups and healthy foods for children;
understanding of importance of healthy eating for children;
planning and preparing healthy snacks for children; and
a review of performance.
Healthy Eating for Children / Looking after Children
211
AO1
Assessment
Criteria
AO1
Entry Level 1
Learners who need
significant help will:
Health
• recognise one
and safety,
job opportunity
environment
in the childcare
and related
industry;
jobs
Entry Level 2
Entry Level 3
Learners who need
some help will:
• identify one job
opportunity in the
childcare industry
and the place of
work;
Learners who need little
help will:
• identify one job
opportunity in the
childcare industry and
state at least two roles
and responsibilities of
the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety rules which
potential health
should be observed in
which should be
and safety hazard
the childcare industry
observed in the
in the childcare
and the potential
childcare industry;
industry;
consequences of noncompliance;
• identify what is meant
• recognise what is • identify what is
by the ‘3Rs’ and why
meant by the ‘3Rs’;
meant by the
recycling is important;
‘3Rs’;
Materials
and related
skills
knowledge
• demonstrate
• demonstrate
basic knowledge
some knowledge
of materials,
of materials,
equipment and
equipment and
skills required for
skills required for
childcare;
childcare;
• demonstrate good
knowledge of
materials, equipment
and skills required for
childcare;
• list the main
• list the main food
food groups; and
groups and give
one example of a
food from each;
and
• list the main food
groups and give
one example of a
food from each, and
explain the benefit
of each food for a
growing child; and
• identify one
• identify two points • identify three points
point to consider
to consider when
to consider when
when preparing
preparing food for
preparing food for
food for
children.
children, and explain
children.
why.
212
Looking after Children / Healthy Eating for Children
Looking after Children
UNIT
33
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO2
Learners who need
significant help will:
Planning a
• help plan one
healthy snack
snack for young
for children
children;
Learners who need
Learners who need
some help will:
little help will:
• plan two snacks
• plan four snacks
for young
for young children
children including
including two
one warm snack;
warm snacks;
Personal
• follow two basic
hygiene when
personal hygiene
handling food
procedures when
handling food for
for children
children;
• follow three basic • follow all personal
personal hygiene
hygiene procedures
when handling
procedures when
food for children,
handling food
and independently
for children, and
select and wear
select and wear
an appropriate
an appropriate
apron and hat for
apron and hat for
cooking;
cooking;
• follow most
• follow all basic
Food hygiene • follow two basic
basic hygiene
hygiene procedures
when
hygiene procedures
procedures when
when handling
handling food
when handling
handling food for
food for children,
food for children;
for children
children, and with
and maintain a
support, maintain
clean and tidy work
a clean and tidy
area;
work area;
Selecting
ingredients
for a healthy
snack for
children
Preparation
of a healthy
snack for
children
• select ingredients
from at least one
food group; and
• select ingredients
from at least two
food groups; and
• help prepare one
snack for children.
• prepare two
• prepare four
snacks for
snacks for children
children including
including two
one warm snack.
warm snacks.
• select ingredients
from at least three
food groups; and
Healthy Eating for Children / Looking after Children
213
AO2
Assessment
Criteria
AO2
Presenting a
healthy snack
for children
214
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• help present
• help present
• help present
the snack in an
the snack in an
the snack in an
appropriate way,
appropriate way,
appropriate way,
having considered
having considered
having considered
one point relevant
two points
three points
to the children’s
relevant to the
relevant to the
children’s age.
age.
children’s age.
Looking after Children / Healthy Eating for Children
Looking after Children
UNIT
33
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Healthy Eating for Children / Looking after Children
215
216
Looking after Children / Healthy Eating for Children
Music
UNIT
34
Music
Unit 34: Organising an Event (Music or other)
This unit is designed to provide vocational skills in event management at Entry Level 1,
Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to organise an event. Events may for example
include organising a musical or dramatic production or a sports or charity event. They
should also work individually and as a team to identify a theme or purpose, decide on an
itinerary, promote and manage the event. Learners will follow appropriate health and safety
procedures throughout the planning and preparation process. They will also consider
environmental issues and job opportunities. Learners will develop their skills by completing
the final task and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in organising an event;
job opportunities relating to event management ;
environmental issues relating to event management;
promoting an event appropriately;
identification of a suitable theme;
a review of performance.
Organising an Event (Music or other) / Music
217
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
in event
management;
Learners who need
Learners who need
some help will:
little help will:
• identify one job
• identify one
opportunity in
job opportunity
event management
in event
and state at least
management and
two roles and
the place of work;
responsibilities of
the position;
• recognise one
potential health
and safety
hazard in event
management;
• identify two
health and safety
rules which
should be
observed in event
management;
• identify two health
and safety rules
which should be
observed in event
management and
the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• demonstrate
basic knowledge
of materials,
equipment and
skills required
for organising an
event;
• demonstrate
some knowledge
of materials,
equipment and
skills required
for organising an
event;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
good knowledge
of materials,
equipment and
skills required
for organising an
event;
• recognise the
• name the steps
• explain the steps
steps needed to
needed to
needed to organise
organise an event;
organise an event;
and event; and
and
and
• know there should • explain the need
• explain the need for
be a purpose/
for a theme/
a theme/purpose
theme for an
purpose and make
and recommend a
event.
suggestions.
theme supported by
justification.
218
Music / Organising an Event (Music or other)
Music
UNIT
34
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• understand the
importance of an
itinerary for the
event;
Learners who need
some help will:
• understand the
importance of
an itinerary and
identify two
items which need
included e.g.
timings and run
of order;
Learners who need
little help will:
• understand the
importance of
an itinerary and
identify at least
three items which
need included e.g.
timings, run of
order and named
roles for individuals
in the group;
• identify one
benefit of
promoting or
advertising the
event; and
• explain two
benefits of
promoting or
advertising and
explain one way
an event could be
promoted; and
• explain two
benefits of
promoting or
advertising and
explain two
different ways an
event could be
promoted; and
• recognise the
importance of
working as a
team to ensure a
successful event.
• explain two
benefits to
working as a
team to ensure a
successful event.
• explain three
benefits to working
as a team to ensure
a successful event.
Organising an Event (Music or other) / Music
219
AO2
Assessment
Criteria
AO2
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• take part in a
• take part in a
discussion by
discussion by
identifying an
suggesting a
appropriate theme
theme/purpose;
from a list;
Learners who need
little help will:
• take an active role
in discussions to
suggest a theme/
purpose supported
by reasons for the
suggestion;
Planning the
event and
agreeing an
itinerary
• contribute to
discussions
regarding the
planning and the
itinerary; and
• contribute to
the planning by
proposing an
itinerary for an
event to include
timings and run
of order; and
• contribute to
the planning by
developing an
itinerary for an
event to include
at least timings,
run of order, and
named roles; and
Working as
a team and
delegation
• with help, carry
out a delegated
role in relation to
the organisation
of the event and
as part of a team.
• suggest a role
for themselves
based on their
interests or skill
set and carry out
their own role
successfully as
part of a team.
• suggest an
appropriate role
for themselves
and at least one
other person
based on interests
and skill set, and
carry out their role
successfully as part
of a team.
Deciding on
a purpose/
theme
220
Entry Level 1
Music / Organising an Event (Music or other)
Music
UNIT
34
AO2
Assessment
Criteria
AO2
Designing the
promotion/
advertisement
Entry Level 1
Learners who need
significant help will:
• design and
develop one
promotional
item with basic
information;
- title/theme,
- date,
- time;
Promoting/
• contribute to the
advertising the
distribution of
event
the promotional
material/
advertisements;
and
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• design and
• design and develop
develop two
three different
promotional items
different
using different
promotional items
with information;
media eg:
- title/theme,
- print,
- date,
- online, or
- time;
- social media,
with relevant
information
including;
- title/theme,
- date,
- time,
- main acts;
• identify one
method of
distribution
relevant to the
material and the
target audience;
and
• identify one
appropriate
method of
distribution for at
least two of the
materials which
is relevant to the
target audience;
and
Managing and • contribute to the • use the agreed
• develop a checklist
co-ordinating
managing and coitinerary to ensure
for the event and
the event
ordination of the
the event runs to
use it to ensure
artists attending
order.
that the events
the event.
run to order, and
suggest a backup
plan should there
be a change to one
of the timetabled
artists.
Organising an Event (Music or other) / Music
221
AO3
Assessment
Criteria
AO3
Task Review
Final Review
222
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Music / Organising an Event (Music or other)
Music
UNIT
35
Music
Unit 35: Creating and Producing Music Using Production Software
This unit is designed to provide vocational skills in creating and producing music using
production software at Entry Level 1, Entry Level 2 and Entry Level 3. It gives learners the
opportunity to experience and become familiar with the skills they need to use simple loop
sequencers in creating popular music. They should create a piece of music. Learners will
follow appropriate health and safety procedures throughout the planning and preparation
process. They will also consider environmental issues and job opportunities. Learners will
develop their musical skills by completing the final task and will review their work.
This unit includes:
•
•
•
•
•
•
•
health and safety issues in the music industry;
job opportunities relating to the music industry;
environmental issues relating to the music industry;
using a simple loop sequencer, such as GarageBand;
learning about common musical structures;
creating a piece of music; and
a review of performance.
Music/ Creating and Producing Music Using Production Software
223
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
music industry
music industry and
music industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the music
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
music industry
music industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
224
• demonstrate
basic knowledge
of materials,
equipment and
skills required
for creating and
producing music;
and
• demonstrate
some knowledge
of materials,
equipment and
skills required
for creating and
producing music;
and
• demonstrate
good knowledge
of materials,
equipment and
skills required
for creating and
producing music;
and
• identify the
purpose of using
production
software.
• explain the
purpose of using
production
software.
• explain the
purpose of using
production
software and give
two examples of
this software.
Music/ Creating and Producing Music Using Production Software
Music
UNIT
35
AO2
Assessment
Criteria
AO2
Identify a
loop(s)
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• identify one loop
in a selected piece
of popular music;
Learners who need
some help will:
• identify two
different loops in
a selected piece of
popular music;
Learners who need
little help will:
• describe two loops
in a selected piece
of popular music;
Structures in • recognise the
• explain the
• explain the
popular music
accepted
accepted structures
accepted
in popular music;
structures in
structures in
popular music; and
and
popular music
and give two
examples of music
compliant with
these structures;
and
Producing a
CD
• know the methods • explain the
for producing an
methods for
audio CD.
producing an
audio CD.
• explain the
methods for
producing an
audio CD and
give two examples
of music media
players.
Music/ Creating and Producing Music Using Production Software
225
AO2
Assessment
Criteria
AO2
Using a
simple loop
sequencer
226
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• use production
• use production
• use production
software, such
software, such
software, such
as GarageBand,
as GarageBand,
as GarageBand,
to create a piece
to create a piece
to create a piece
of popular
of popular
of popular
music using four
music using five
music using six
instrumental
instrumental
instrumental
timbres and lasting
timbres and lasting
timbres and lasting
two minutes;
one minute;
one and a half
minutes;
Finalising the • choose an
piece
appropriate
tempo; and
• choose an
• choose an
appropriate tempo,
appropriate tempo
one additional
and one additional
effect and select
effect; and
appropriate
levels for each
instrumental
timbre; and
Importing
final track to
music media
player
• independently help • independently
to import the final
help to import
track to selected
the final track to
music media
selected music
player.
media player, and
burn to CD.
• with help, import
the final track to
selected music
media player.
Music/ Creating and Producing Music Using Production Software
Music
UNIT
35
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Music/ Creating and Producing Music Using Production Software
227
228
Music/ Creating and Producing Music Using Production Software
Music
UNIT
36
Music
Unit 36: Composing and Performing a Piece of Music as a Group
This unit is designed to provide vocational skills in composing and performing music based
on a given theme at Entry Level 1, Entry Level 2 and Entry Level 3. It gives learners the
opportunity to experience and improve the skills they need to perform and play a piece
in front of an audience.. They may work individually or as part of a team. Learners will
follow appropriate health and safety procedures throughout planning, preparation and
performance. They will also consider environmental issues and job opportunities. Learners
will develop their performance skills by completing the final task and will review their
work.
This unit includes:
•
•
•
•
•
•
•
•
health and safety issues in the music industry;
job opportunities relating to the music industry;
environmental issues relating to composing and performing in the music industry;
researching how rhythm is used in different styles of music;
practising rhythms and sequencing as a group;
composing a short piece of music for a chosen instrument;
performing a short piece of music to an audience;
a review of performance.
Music/ Composing and Performing a Piece of Music as a Group
229
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
music industry
music industry and
music industry;
and state at least
the place of work;
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the music
industry;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
music industry
music industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
230
• demonstrate
basic knowledge
of materials,
equipment and
skills required
for creating and
producing music;
and
• demonstrate
some knowledge
of materials,
equipment and
skills required
for creating and
producing music;
and
• demonstrate
good knowledge
of materials,
equipment and
skills required
for creating and
producing music;
and
• find out how
rhythm is used in
one selected style
of music.
• research how
rhythm is used in
one selected style
of music.
• research how
rhythm is used in
two different styles
of music.
Music/ Composing and Performing a Piece of Music as a Group
Music
UNIT
36
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise one
type of musical
instrument from
a short piece of
music from an
identified genre;
and
Learners who need
some help will:
• identify two
different types
of musical
instruments from
a short piece
of music from
different music
genres; and
Learners who need
little help will:
• name two
different types
of musical
instruments from
two short pieces
of music from
different music
genres; and
• find out how to
write a four bar
melody.
• explore how
• explore how to
to develop
develop a four bar
contrasting eight
melody into an
bar melodies.
eight bar melody.
Music/ Composing and Performing a Piece of Music as a Group
231
AO2
Assessment
Criteria
AO2
Copying
rhythms
Practising
rhythms
Entry Level 1
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• copy two rhythms • copy four rhythms • copy two four
on a selected
on a selected
rhythm sequences
instrument;
instrument;
on a selected
instrument;
• practise two
• practise four
rhythms until they
rhythms until they
can perform them
can perform them
independently;
independently;
• practise two four
rhythm sequences
until they can
perform them
independently;
• perform, with
help, the rhythm
with a group;
• perform the
rhythms with a
group;
• perform the
rhythms with a
group;
Composing
• compose two
rhythms on a
rhythmic musical
instrument;
• compose three
rhythms on a
rhythmic musical
instrument;
• compose at least
four rhythms on a
rhythmic musical
instrument;
Performing
• perform two
• perform three
• perform at least
rhythms as an
rhythms as an
four rhythms as an
accompaniment to
accompaniment to
accompaniment to
a melody;
a melody;
a melody;
Sequencing
• with help,
sequence at least
two rhythms; and
Performing to • perform their
an audience
composition as
part of a group
in front of an
audience.
232
Entry Level 2
• sequence at least
two rhythms to
compose a group
piece of music;
and
• sequence at least
three rhythms to
compose a group
piece of music;
and
• perform their
composition as
part of a group
in front of an
audience.
• perform their
composition as
part of a group
in front of an
audience.
Music/ Composing and Performing a Piece of Music as a Group
Music
UNIT
36
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Music/ Composing and Performing a Piece of Music as a Group
233
234
Music/ Composing and Performing a Piece of Music as a Group
Office Procedures
UNIT
37
Office Procedures
Unit 37: Using Office Equipment
This unit provides learners with the opportunity to develop skills relating to the use of
equipment used in an office setting. Learners will learn how to operate a range of office
equipment safely. Learners will develop an awareness of health and safety and consider
environmental issues relating to the use of office equipment. The learner will also consider
career opportunities providing support in an office environment. This unit will provide the
opportunity for the learner to develop team working skills.
This unit includes:
•
•
•
•
•
the use of a variety of office equipment;
consideration of health and safety issues when using office equipment;
consideration of environmental issues relating to the use of office equipment;
consideration of career opportunities providing support in an office environment; and
a review and evaluation of performance.
Using Office Equipment / Office Procedures
235
AO1
Assessment
Criteria
AO1
Health
and Safety
environment
and related
careers
Entry Level 1
Learners who need
significant help will:
• identify Health
and Safety risks
associated with
using office
equipment;
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify Health
• identify Health
and Safety risks
and Safety risks
associated with
associated with
using office
using office
equipment and
equipment and
suggest how these
suggest how these
risks might be
risks might be
avoided;
avoided;
• identify two
employee and
two employer
responsibilities
in relation to the
Health and Safety
at Work Act 1974;
236
• identify one
• identify two
career where it is
careers where it is
necessary to use
necessary to use
office equipment;
office equipment;
and
and
• identify two
careers where it is
necessary to use
office equipment
and outline the
duties of the
employee in these
careers; and
• identify one
environmental
issue related to
the use of office
equipment.
• identify three
environmental
issues related to
the use of office
equipment.
Office Procedures / Using Office Equipment
• identify two
environmental
issues related to
the use of office
equipment.
Office Procedures
UNIT
37
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of how to use a
of how to use a
of how to use a
range of office
range of office
range of office
equipment;
equipment;
equipment;
• identify terms
relating to the
use of office
equipment; and
• identify terms
relating to the
use of office
equipment;
• demonstrate an
understanding of
terms relating to
the use of office
equipment;
• identify other
• identify one
• identify how to
equipment/
reason for making
prepare for making
materials required
a telephone call.
a telephone call;
when using the
telephone;
• identify two
reasons for
making a
telephone call;
• list three pieces of
information which
may be given
when making
or receiving a
telephone call;
• identify the
• identify three
appropriate
reasons for making
person(s) to
a telephone call;
inform if unable
and
to make the
telephone call; and
• identify the
• identify the
procedure to
appropriate
follow when using
person(s) to
a photocopier,
inform if unable
a scanner and a
to make the
shredder.
telephone call.
Using Office Equipment / Office Procedures
237
AO1
Assessment
Criteria
AO2
Entry Level 1
Learners who need
significant help will:
Materials and
related skills
knowledge
(cont’d)
Entry Level 2
Learners who need
some help will:
• identify paper
sizes.
Entry Level 3
Learners who need
little help will:
• identify the
procedure to
follow when using
a photocopier,
a scanner and a
shredder;
• demonstrate an
understanding of
paper sizes; and
• identify what to
do in the event of
equipment failure.
238
Office Procedures / Using Office Equipment
Office Procedures
UNIT
37
AO2
Assessment
Criteria
AO2
Entry Level 1
Learners who need
significant help will:
Follow health • identify one
and safety
health and safety
procedures
risk when using
office equipment;
Follow
instructions
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify two health • identify three
health and safety
and safety risks
risks when using
when using office
equipment;
office equipment;
• follow health and
safety procedures
when using
a telephone,
shredder, scanner
and photocopier;
• follow health and
safety procedures
when using
a telephone,
shredder, scanner
and photocopier;
• follow health and
safety procedures
when using
a telephone,
shredder, scanner
and photocopier;
• follow
instructions to
make a telephone
call and leave a
short message;
• identify how to
• demonstrate
prepare for making
how to prepare
a telephone call;
for making a
telephone call;
• follow instructions • dial the number
• dial the number
to answer a
and say their name
and identify
telephone call
clearly when the
themselves
with a suitable
call is answered;
appropriately
greeting;
when the call is
answered;
• take a short
message for a
third person;
• leave a brief clear
message and end
the call politely;
• follow
instructions to
scan a document;
and
• answer a telephone • answer a telephone
call with a suitable
call with an
greeting; and
appropriate
greeting; and
• follow
instructions to
shred documents.
• take a message
and pass to a third
person.
• leave a brief
clear message
and end the call
appropriately;
• take a message
and pass to a third
person accurately.
Using Office Equipment / Office Procedures
239
AO2
Assessment
Criteria
AO2
Follow
instructions
Produce/
Reproduce
documents
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• follow instructions • identify how
to carry out
to scan text
single sided
documents and
photocopying
photographs;
tasks;
• identify how to
shred documents;
Entry Level 3
Learners who need
little help will:
• demonstrate
how to scan text
documents and
photographs;
• demonstrate
how to shred
documents;
• identify how to
carry out single
and double sided
photocopying
tasks;
• demonstrate how
to carry out single,
double sided and
multiple page
photocopying
tasks;
• complete ‘When
you were out’
document to
record telephone
message;
• complete ‘When
you were out’
document to
record telephone
message;
• participate
• print copies
in a shared
of scanned
photocopying
documents; and
activity to produce
single page copies.
• produce single
page and double
sided copies.
• check sufficient
paper in printer
and photocopier;
• participate in a
shared activity
to scan text
documents; and
• print copies
of scanned
documents; and
• produce single
page, double sided
and multiple page
copies.
240
Office Procedures / Using Office Equipment
Office Procedures
UNIT
37
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
Check quality • remove originals
from scanner;
Learners who need
some help will:
• remove originals
from scanner;
Learners who need
little help will:
• remove originals
from scanner;
• remove originals
and copies from
photocopier;
• remove original
and copies from
photocopier;
• remove original
and copies from
photocopier;
• check quality
of documents
scanned and
photocopied;
• check quality
of documents
scanned and
photocopied;
• sort and staple
documents;
Present work
Report
problems
• return originals
photocopied
and scanned
to appropriate
person(s);
• return originals
photocopied
and scanned
to appropriate
person(s);
• return originals
photocopied
and scanned
to appropriate
person(s);
• return copies
photocopied
to appropriate
person(s); and
• return copies
photocopied
to appropriate
person(s); and
• return copies
photocopied
to appropriate
person(s); and
• report problem(s) • report problem(s)
to appropriate
to appropriate
person.
person.
• report and explain
problem(s) to
appropriate
person.
Using Office Equipment / Office Procedures
241
AO3
Assessment
Criteria
AO3
Task Review
Final Review
242
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Office Procedures / Using Office Equipment
Office Procedures
UNIT
38
Office Procedures
Unit 38: Word processing
This unit is designed to provide vocational skills in administration at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to produce documents. Learners will follow appropriate
health and safety procedures throughout the planning, preparation and creation process.
They will also consider environmental issues and job opportunities. Learners will develop
their word processing and literacy skills by completing and presenting the finished products
and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in administrative activities;
job opportunities relating to creating documents;
environmental issues relating to using word-processing equipment;
using basic word processing equipment appropriately;
creating and editing documents; and
a review of performance.
Word Processing / Office Procedures
249
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 3
Learners who need
significant help will:
• recognise one
job opportunity
administration;
Learners who need
some help will:
• identify one job
opportunity in
administration
and the place of
work;
Learners who need
little help will:
• identify one job
opportunity in
administration
and state at least
two roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in administration;
• identify two
health and safety
rules which
should be
observed in the
administration;
• identify two health
and safety rules
which should
be observed in
administration
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/
equipment and/
equipment and/or
or materials used
or materials used
materials used in
in administration;
in administration;
administration; and
and
and
• recognise one
advantage of
word processing.
250
Entry Level 2
Office Procedures / Word Processing
• identify two
advantages and
one disadvantage
of word
processing.
• identify two
advantages and
one disadvantage
of word
processing.
Office Procedures
UNIT
38
AO1
Assessment
Criteria
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Entry Level 2
Entry Level 3
• suggest one
method to
improve the
document
appearance; and
• suggest two
methods to
improve the
document
appearance; and
• suggest three
methods to
improve the
document
appearance; and
• recognise one
type of word
processed
document.
• identify two types • identify at least
of word
three types of
word processed
processed
documents.
documents;
• suggest two
methods to
ensure document
accuracy.
Word Processing / Office Procedures
251
AO2
Assessment
Criteria
AO2
Log on and
load software
252
Entry Level 1
Learners who need
significant help will:
• log on and open
word processing
software;
Entry Level 2
Learners who need
some help will:
• log on, open
word processing
software, open
and display
specified file;
Entry Level 3
Learners who need
little help will:
• log on, open
word processing
software. Find,
open and display
specified file;
Create a
document
• create a document • create a document • create a document
of at least
of at least 250
of at least 150
words from
words from
200 words
supplied material
from supplied
supplied material
material with no
with no more than
with no more than
more than 30
20 typographical
40 typographical
and/or spacing
typographical
and/or spacing
errors;
and/or spacing
errors;
errors;
Amend a
document
• insert or delete
text in a
document; and
• insert and delete
text in a
document on
two occasions
and insert a given
heading; and
• insert and delete
text in a document
on at least three
occasions and
insert a given
heading, use
appropriate line
spacing; and
Amend font
• demonstrate the
use of a different
font style or font
size.
• demonstrate the
use of a different
font style and
size, use text
styles such as
bold or italics,
use one form
of justification
and cut and copy
specified sections
of text.
• demonstrate the
use of different
font styles and
sizes, use bold and
italics to enhance
the document’s
appearance and
two forms of
justification. Cut,
copy and paste
specified sections
of text.
Office Procedures / Word Processing
Office Procedures
UNIT
38
AO2
Assessment
Entry Level 1
Entry Level 2
Criteria
Save and print • save documents
• save documents
using given
a document
using given names.
Print original
names, print the
document and
original
documents
document and
showing
the documents
amendments
showing
made; and
amendments
made; and
Entry Level 3
• demonstrate using
the spell checker,
save documents
using appropriate
names, print the
original document
and documents
showing the
amendments
made; and
• demonstrate the
• demonstrate the
Close software • demonstrate the
procedure to close
and log off
procedure to close
procedure to close
word processing
word processing
word processing
software, log off
software.
software and log
correctly and leave
off correctly.
the workstation
tidy.
Word Processing / Office Procedures
253
AO3
Assessment
Criteria
AO3
Task Review
Final Review
254
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Office Procedures / Word Processing
Office Procedures
UNIT
39
Office Procedures
Unit 39: Using Spreadsheets
This unit is designed to provide vocational skills in administration at Entry Level 1,
Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to use spreadsheet software. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and creation
process. They will also consider environmental issues and job opportunities. Learners will
develop their spreadsheet and numerical skills by completing and presenting the finished
products and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues when using a computer;
job opportunities relating to using spreadsheets;
environmental issues relating to operating a computer;
using basic spreadsheet equipment appropriately;
editing spreadsheets; and
a review of performance.
Using Spreadsheets / Office Procedures
249
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Learners who need
some help will:
• identify one job
opportunity in
administration
and the place of
work;
Learners who need
little help will:
• identify one job
opportunity in
administration and
state at least two
roles and
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in administration;
• identify two
health and safety
rules which
should be
observed in
administration;
• identify two health
and safety rules
which should
be observed in
administration
and the potential
consequences of
non-compliance;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding of
understanding of
understanding of
equipment and/or
equipment and/or
equipment and/or
materials used
materials used
materials used
in producing
in producing
in producing
spreadsheets; and
spreadsheets; and
spreadsheets; and
• recognise one
• identify two
advantage of
advantages and
using spreadsheets.
one disadvantage
of using a
spreadsheet.
250
Entry Level 3
Learners who need
significant help will:
• recognise one job
opportunity in
administration;
recognise what is
meant by the
‘3Rs’;
Materials and
related skills
knowledge
Entry Level 2
Office Procedures / Using Spreadsheets
• identify two
advantages and one
disadvantage of
using a spreadsheet
and give reasons
why.
Office Procedures
UNIT
39
AO1
Assessment
Criteria
Materials and
related skills
knowledge
(cont’d)
Entry Level 1
Entry Level 2
Entry Level 3
• recognise one
method to
improve the
document’s
appearance;
• identify two
methods to
improve the
document
appearance; and
• demonstrate an
understanding of
cells, columns, rows
and formulae.
• recognise a row;
• identify a row;
• recognise a
column; and
• identify a column;
• suggest three
methods to
improve the
document
appearance.
• recognise a cell.
• and identify a cell;
and
• identify a formula.
Using Spreadsheets / Office Procedures
251
AO2
Assessment
Criteria
AO2
Follow
instructions
252
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• follow basic
• follow simple
instructions
instructions
to carry out
to carry out
spreadsheet tasks.
spreadsheet tasks.
Follow simple
Follow simple
health and safety
health and safety
procedures when
procedures when
using a computer;
using a computer;
Entry Level 3
Learners who need
little help will:
• follow detailed
instructions
to carry out
spreadsheet tasks.
Follow simple
health and safety
procedures when
using a computer;
Enter and
store data
• participate in a
• log on, open
• log on, open
spreadsheet
spreadsheet
shared task log on,
software. Find,
software, open and
open spreadsheet
open and display
display specified
software and
specified file;
enter data (letters
file;
and numbers)
in an existing
spreadsheet
template;
• Enter data (letters
• Enter data
and numbers)
(letters and
in an existing
numbers) in an
existing
spreadsheet
spreadsheet
template. Check
entries for
template; and
accuracy; and
Amend a
document
• insert and delete
• insert row into
• insert row into
data as instructed.
an existing
an existing
spreadsheet. Insert
spreadsheet.
and delete data as
Insert column
instructed. Insert a
into an existing
given heading.
spreadsheet. Insert
and delete data as
instructed. Insert a
given heading.
Office Procedures / Using Spreadsheets
Office Procedures
UNIT
39
AO2
Assessment
Criteria
Entry Level 1
AO2
Learners who need
significant help will:
Use
• use a basic
spreadsheet
formula (+/-)
software tools
to make a basic
calculation;
Entry Level 2
Entry Level 3
Learners who need
some help will:
• sort spreadsheet
data as instructed.
Use a basic
formula to make a
simple calculation.
Replicate a simple
formula;
Learners who need
little help will:
• sort spreadsheet
data as instructed.
Use tools to
display numerical
data to two
decimal places.
Use basic formulae
(+/-) to make
simple calculations.
Replicate a simple
formula;
Save and
print
document
• save documents
• save documents
• save documents
using appropriate
using given names.
using given names.
names. Print
Print original
Print original
original document
document and
document and
and documents
documents
documents
showing
showing
showing
amendments made.
amendments made;
amendments
Print formula; and
and
made; and
Close
software and
log off
• participating in
a shared task
demonstrate the
procedure to
close spreadsheet
software.
• demonstrate the
procedure to
close spreadsheet
software and
correctly log off.
• demonstrate the
procedure to
close spreadsheet
software and
correctly log off.
Leave workstation
tidy.
Using Spreadsheets / Office Procedures
253
AO3
Assessment
Criteria
AO3
Task Review
Final Review
254
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Office Procedures / Using Spreadsheets
Technology & Design
UNIT
40
Technology and Design
Unit 40: Model Making
This unit is designed to provide vocational skills in technology and design at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to draw and model an object through handdrawing, the use of computer and using materials i.e. paper, card, balsa wood, plaster, clay
etc. They should also use these skills to produce a model. Learners will follow appropriate
health and safety procedures throughout the planning, preparation and making process.
They will also consider environmental issues and job opportunities. Learners will develop
their practical skills by completing and presenting the finished item and will review their
work.
This unit includes:
•
•
•
•
•
health and safety issues in technology and design activities;
job opportunities relating to technology and design ;
environmental issues relating to technology and design;
using basic hand tools appropriately;
development of a range of skills in hand-drawing, the use of the computer ie 2D
design, paint etc using materials and colour; and
• a review of performance.
Model Making / Technology & Design
255
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
technology and
technology and
technology and
design industry
design industry
design industry;
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the technology
and design
industry;
• identify two
health and
safety rules
which should be
observed in the
technology and
design industry;
• identify two health
and safety rules
which should be
observed in the
technology and
design industry
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding of
understanding of
understanding of
the type of
the type of
the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
technology and
technology and
technology and
design; and
design; and
design; and
• identify one
material used for
model making.
256
Entry Level 2
Technology & Design / Model Making
• identify two
• identify three
materials used for
materials used for
model making.
model making and
explain how they
are used.
Technology & Design
UNIT
40
AO2
Assessment
Criteria
AO2
Drawing an
object
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• show evidence of
• show evidence of • show good
hand-drawing/
hand-drawing/use
evidence of
of computer to
hand-drawing/use
use of computer
draw an object/
of computer to
to draw an object/
product, ie a
draw an object/
product with use
product, ie a
of colour, ie a
robot, toy box etc;
robot, toy box etc;
robot, toy box etc;
Selecting
material and
marking out
• show evidence
• show good
• show good
evidence of using
evidence of using
of using card,
card, paper, balsa
card, paper, balsa
paper, balsa wood,
wood, plaster and
wood, plaster and
plaster and clay
clay including
clay including
and add one
three important
two important
measurement;
measurements and
measurements;
know why these
are important;
Cutting
material
• show evidence
of being able to
safely use basic
cutting tools e.g.
scissors; and
• show good
• show good
evidence of being
evidence of being
able to safely use
able to safely use
basic cutting tools
cutting tools e.g.
e.g. scissors; and
scissors etc and be
able to use folds
instead of cutting
their material; and
Joining
material
• be able to join
card or balsa
wood, plaster and
clay using glue or
a glue gun.
• show good
evidence of
joining card
or balsa wood,
plaster and clay
using glue or a
glue gun.
• show good
evidence of
joining card or
balsa wood, plaster
and clay using
glue or a glue gun
and knowledge of
any other joining
method.
Model Making / Technology & Design
257
AO2
Assessment
Criteria
Entry Level 1
AO2
258
Entry Level 2
Entry Level 3
Learners who need
significant help will:
Painting model • show evidence of
one basic colour
on the assembled
model; and
Learners who need
some help will:
• show evidence
of colour using
more than
one colour or
technique; and
Learners who need
little help will:
• show good
evidence of colour
using a variety of
colours or
different finishing
techniques i.e.
End model
• a good model,
finished and
showing a good
standard of
model making
skills.
• a very good model,
well finished and
showing very good
model making
skills.
• a satisfactory
model not totally
finished but
showing evidence
of model making
skills.
Technology & Design / Model Making
Technology & Design
UNIT
40
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Model Making / Technology & Design
259
260
Technology & Design / Model Making
Technology & Design
UNIT
41
Technology and Design
Unit 41: Manufacturing a Product
This unit is designed to provide vocational skills in technology and design at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to make a product, for example a toy, game or
clock. They should also learn how to select and use appropriate materials and equipment
and how to finish a product. They can use metal, wood, plastic or a combination of
materials. Learners will follow appropriate health and safety procedures throughout the
planning, preparation and making process. They will also consider environmental issues
and job opportunities. Learners will develop their practical skills by completing and
presenting the finished item and will review their work.
This unit includes:
•
•
•
•
health and safety issues in technology and design activities;
job opportunities relating to technology and design ;
environmental issues relating to technology and design;
using basic hand tools, ie tenon saw, chisel, mallet, hand file, hack saw, coping saw etc
or power tools, ie pillar drill, linisher etc appropriately;
• use of wood, metal or plastic;
• development of a range of skills to create an end product; and
• a review of performance.
Manufacturing a Product / Technology & Design
261
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
Manufacturing
Manufacturing
Manufacturing
industry and state
industry and the
industry;
at least two roles
place of work;
and responsibilities
of the position;
• recognise one
potential health
and safety
hazard in the
Manufacturing
industry;
• identify two
health and
safety rules
which should be
observed in the
Manufacturing
industry;
• identify two health
and safety rules
which should be
observed in the
Manufacturing
industry and
the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/
equipment and/
equipment and/
or materials used
or materials used
or materials used
in manufacturing;
in manufacturing;
in manufacturing;
and
and
and
• identify one
material used for
manufacturing a
product.
262
Entry Level 2
• identify two
• identify three
materials used for
materials used for
manufacturing a
manufacturing a
product.
product and
explain how to use
them.
Technology & Design / Manufacturing a Product
Technology & Design
UNIT
41
AO2
Assessment
Criteria
AO2
Drawing an
object
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• show good
• show good
• show limited
evidence of hand
evidence of hand
evidence of hand
drawing/use of
drawing/use of a
drawing/use of
computer to draw
computer to draw
computer to draw
an object/product
an object/product
an object/product
you would like
with a little colour
you would like
to make e.g. toy,
to make e.g. toy,
and basic sizes e.g.
mobile phone
toy, mobile phone
mobile phone
holder, table etc.;
holder, table etc.;
holder, table etc.;
Marking out
• show evidence
of being able to
use a ruler and
talk about the
importance of
measurement;
Cutting
material
• show evidence of • show good
• show good
using one hand
evidence of using
evidence of using
tool when cutting
two hand tools
three or more
their material; and
when cutting their
hand tools when
material; and
cutting material,
explaining what
they are doing; and
Assembling
the product
• show some
evidence of how
to join their
product using
clamps, glue etc.
• show good
evidence of
marking out and
using a ruler,
explaining why
measurement is
important;
• show good
evidence of how
to join their
product using
clamps, glue etc.
and the
importance of
checking their
work.
• show very good
evidence of
marking out,
using a ruler and
tri-square and
knowledge of
other marking
out equipment,
explaining its uses;
• show very good
evidence of how
to join all parts of
their product using
clamps, glue
etc. and the
importance of
checking their
work.
Manufacturing a Product / Technology & Design
263
AO2
Assessment
Criteria
AO2
Finishing the
product
End product
264
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will: some help will:
little help will:
• show good
• show very good
• show some
evidence of
evidence of
evidence of
finishing technique
cleaning their
finishing technique
material using
using sandpaper,
using sandpaper,
emery cloth etc.
sandpaper, emery
emery cloth etc.
cloth etc. but still
but limited marks
with no marks on
on their product;
their product;
showing marks
on their product;
• be able to apply a • be able to apply a
satisfactory finish;
good finish; and
and
• finish their product
using varnish,
paint etc. to a very
good standard; and
• present a good
and completely
finished product,
demonstrating a
good standard of
manufacturing
skills.
• present a very
good and well
finished product,
demonstrating a
very good standard
of manufacturing
skills.
• present a
satisfactory but
not completely
finished product,
demonstrating
manufacturing
skills.
Technology & Design / Manufacturing a Product
Technology & Design
UNIT
41
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Manufacturing a Product / Technology & Design
265
Technology and Design
Unit 42: Designing a Product
This unit is designed to provide vocational skills in technology and design at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to identify and solve real problems by designing
a product. This involves investigation that will include a design brief, specification and
existing ideas. Pupils will also be involved in drawing concept sketches, developing a
range of ideas, developing their ideas and producing a presentation drawing. They can
communicate these using different types of media such as ICT, photos, 2D design, CAD
and freehand sketching. Learners will follow appropriate health and safety procedures
throughout the planning, preparation and making process. They will also consider
environmental issues and job opportunities. Learners will develop their range of
communication skills that are central to designing and making. This will help develop their
confidence to modify and improve products. Learners will review their work.
This unit includes:
•
•
•
•
•
•
•
•
266
health and safety issues in product design activities;
job opportunities relating to product design ;
environmental issues relating to product design;
using product design tools appropriately;
production of a design brief, existing ideas specification and concept sketches;
production of a 2D or 3D drawing;
production of a model; and
a review of performance.
Technology & Design / Designing a Product
Technology & Design
UNIT
42
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
technology and
technology and
technology and
design industry
design industry
design industry;
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the technology
and design
industry;
• recognise what is
meant by the
‘3Rs’;
Materials and
related skills
knowledge
Entry Level 2
• identify two
health and
safety rules
which should be
observed in the
technology and
design industry;
identify what is
meant by the
‘3Rs’;
• identify two health
and safety rules
which should be
observed in the
technology and
design industry
and the potential
consequences of
non-compliance;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding of
understanding of
understanding of
the type of
the type of
the type of
equipment and/
equipment and/
equipment and/
or materials used
or materials used
or materials used
in technology and
in technology and
in technology and
design industry;
design industry;
design industry;
and
and
and
• identify one
material used for
designing a
product.
• identify two
• identify three
materials used for
materials used for
designing a
designing a
product.
product and
explain how they
are used.
Designing a Product / Technology & Design
267
AO2
Assessment
Criteria
AO2
Investigation
Concept
sketches
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• write up a design
brief limited in
detail using a
laptop/iPad/
computer;
Learners who need
some help will:
• write up a design
brief and a
specification in
some detail using
a laptop/iPad/
computer;
Learners who need
little help will:
• write up in detail
a design brief and
a specification
using a laptop/
iPad/computer.
Include existing
ideas;
• produce evidence
of two concept
sketches lacking
in colour and no
annotation;
• produce evidence • produce good
evidence of three
of two concept
sketches, using
concept sketches,
colour and limited
using colour and
good annotation;
annotation;
Range of ideas • from your
concept sketches
choose one idea,
showing limited
drawing skills,
lacking in colour;
and
• from your
concept sketches
choose one idea,
showing good
drawing skills,
using colour
and limited
annotation. Give
one reason for
choosing your
idea; and
• from your concept
sketches choose
one idea, showing
good drawing
skills using colour
and annotation.
Give two reasons
for choosing your
idea; and
Developing the • demonstrate
• demonstrate good • demonstrate very
idea
limited
development,
good development
development,
showing one
showing
showing very little
manufacturing
manufacturing
manufacturing
technique, good
techniques,
technique with
colour and
colour, annotation
very little colour.
annotation.
and two
measurements.
268
Technology & Design / Designing a Product
Technology & Design
UNIT
42
AO2
Assessment
Criteria
AO2
Final drawing
Model
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• present a good
• present a final
drawing showing
final drawing in
limited ICT or
2D or 3D with
drawing skills
good use of
with limited
ICT or drawing
annotation and
skills, colour
and annotation,
one measurement;
showing all the
and
parts and two
measurements;
and
Learners who need
little help will:
• present a very
good final
drawing in 3D
with good use of
ICT/ or drawing
skills, colour
and annotation,
showing all the
parts, and three
measurements; and
• make a model
in 3D that looks
like the product,
showing good
size and colour.
• make a very good
model in 3D, in
good proportion
that relates directly
to their final
drawing.
• make a model,
which may
be unfinished
showing limited
use of size.
Designing a Product / Technology & Design
269
AO3
Assessment
Criteria
AO3
Task Review
Final Review
270
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Technology & Design / Designing a Product
Technology & Design
Designing a Product / Technology & Design
UNIT
42
271
Total Beauty
Unit 43: Skincare
This unit is designed to provide vocational skills in the beauty industry at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to use facial skincare products. Learners will
follow appropriate health and safety procedures throughout the planning, preparation and
carrying out process. They will also consider environmental issues and job opportunities.
Learners will develop their beauty therapy skills by completing assessment objectives and
will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in beauty therapy activities;
job opportunities relating to the beauty industry;
environmental issues relating to beauty therapy;
using products, tools and equipment appropriately;
preparation of peer/model (dollyhead) for practical work/assessment;
application of skincare: cleansing, toning and moisturising products in a safe and
professional manner;
• completion of practical work/assessment to meet the standards; and
• a review of performance.
272
Total Beauty / Skin care
Total Beauty
UNIT
43
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
beauty industry
beauty industry
beauty industry;
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the beauty
industry;
• identify two
health and
safety rules
which should be
observed in the
beauty industry;
• identify two health
and safety rules
which should be
observed in the
beauty industry
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate
basic knowledge
relating to skills,
materials and
equipment in the
beauty industry;
and
• demonstrate
some knowledge
relating to skills,
materials and
equipment in the
beauty industry;
and
• demonstrate good
knowledge relating
to skills, materials
and equipment
in the beauty
industry; and
• identify two
• select four tools/ • select five or more
tools/or products
or products and
tools/or products
and their uses
demonstrate their
and demonstrate
related to the
uses related to the
their uses related
practical skill of
practical skill of
to the practical
skincare.
skincare.
skill of skincare,
and explain when
and how they can
be used.
Skin care / Total Beauty
273
AO2
Assessment
Criteria
AO2
Ensure a
safe work
environment
Prepare self
for work
Entry Level 1
• be able to prepare • be able to prepare • be able to prepare
yourself when
yourself when
yourself when
carrying out the
carrying out
carrying out
treatment to follow
the treatment
the treatment
by identifying,
to follow by
to follow by
selecting and
identifying,
identifying and
selecting and
wearing the
wearing the
wearing the
appropriate PPE
appropriate PPE;
and explain its
appropriate PPE;
importance;
• ensure that
their own skin
promotes a
professional
image;
• be able to help set • be able to set up
up their work area
most of their
for the treatment
work area for
to follow; and
the treatment to
follow; and
Prepare client/ • be able to help
model
prepare their
peer/model for
the treatment to
follow.
274
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• be able to identify • be able to identify • independently be
the health, safety
able to identify and
the health, safety
follow the health,
and salon policies
and salon policies
safety and salon
which must be
which must be
followed when
followed when
policies which
carrying out a
must be followed
carrying out a
skincare treatment
skincare treatment
when carrying
with limited
out a skincare
with assistance;
assistance;
treatment;
• ensure that their
appearance is of
a professional
standard;
Set up work
area for
assessment
Entry Level 2
Total Beauty / Skin care
• ensure that their
own skin and
make-up promotes
a professional
image;
• be able to set up
their work area for
the treatment to
follow; and
• be able to prepare • be able to well
their peer/model
prepare their
for the treatment
peer/model for
to follow.
the treatment to
follow.
Total Beauty
UNIT
43
AO2
Assessment
Criteria
AO2
Demonstrate
cleansing and
toning
Entry Level 1
Learners who need
significant help will:
• be able to cleanse
the skin; and
Entry Level 2
Learners who need
Learners who need
some help will:
little help will:
• be able to cleanse • be able to cleanse
the skin to include
the skin to include
lip cleanse;
eye and lip
make-up;
• be able to tone
the skin; and
Demonstrate
moisturising
and complete
treatment
Entry Level 3
• be able to tone the
skin and blot dry;
and
• be able to
• be able to
• be able to
moisturise the
moisturise the skin
moisturise the
skin and eye area
and eye area and
skin and complete
recommend future
and complete
treatment.
products.
treatment to a
pleasing standard.
Skin care / Total Beauty
275
AO3
Assessment
Criteria
AO3
Task Review
Final Review
276
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Total Beauty / Skin care
Total Beauty
Skin care / Total Beauty
UNIT
43
277
Total Beauty
Unit 44: Nail Art
This unit is designed to provide vocational skills in the beauty industry at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to apply polish and nail art. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and carrying
out process. They will also consider environmental issues and job opportunities. Learners
will develop their beauty therapy skills by completing assessment objectives and will review
their work.
This unit includes:
•
•
•
•
•
•
•
•
278
health and safety issues in beauty therapy activities;
job opportunities relating to the beauty industry ;
environmental issues relating to beauty therapy;
using products, tools and equipment appropriately;
preparation of peer/model(hand) for practical work/assessment;
application of nail polish and nail art products in a safe and professional manner;
completion of practical work/assessment to meet the standards; and
a review of performance.
Total Beauty / Nail Art
Total Beauty
UNIT
44
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
beauty industry
beauty industry
beauty industry;
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the beauty
industry;
• identify two
health and
safety rules
which should be
observed in the
beauty industry;
• identify two health
and safety rules
which should be
observed in the
beauty industry
and the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
• identify what is
meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling is
important;
Materials and • demonstrate basic • demonstrate some • demonstrate good
related skills
knowledge and
knowledge and
knowledge and
knowledge
understanding
understanding of
understanding of
of the type of
the type of
the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
nail art; and
nail art; and
nail art;
• identify two
tools/products
and their uses
related to the
practical skill of
nail painting/art.
• select three tools/ • select four or more
products and
tools/products and
demonstrate their
demonstrate their
uses related to the
uses related to the
practical skill of
practical skill of nail
nail painting/art.
painting/art; and
• explain when and
how they can be
used.
Nail Art / Total Beauty
279
AO2
Assessment
Criteria
AO2
Follow health
and safety
salon rules/
policies
Prepare self
for work
Set up work
area for
assessment
280
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• identify one
• identify two
health and safety
health and safety
salon policy which
salon policies
must be followed
which must be
when carrying out
followed when
carrying out nail
nail painting/art;
painting/art;
Entry Level 3
Learners who need
little help will:
• identify at least
three health
and safety salon
policies that must
be followed when
carrying out nail
painting/art and
explain their
importance;
• prepare oneself
for carrying out
the treatment to
follow by
identifying and
wearing the
appropriate PPE;
• prepare oneself
for carrying out
the treatment
to follow by
identifying,
selecting and
wearing the
appropriate PPE;
• prepare oneself for
carrying out the
treatment to follow
by identifying,
selecting and
wearing the
appropriate PPE
and explain its
importance;
• ensure that their
appearance is of
a professional
standard; and
• ensure that
their own skin
promotes a
professional
image; and
• ensure that their
own skin and
make-up promotes
a professional
image; and
• be able to set up
• be able to set up
their work area for
most of their
the treatment to
work area for
follow.
the treatment to
follow.
Total Beauty / Nail Art
• be able to set up
their work area for
the treatment.
Total Beauty
UNIT
44
AO2
Assessment
Criteria
AO2
Prepare
Client/model
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• be able to prepare • be able to prepare • be able to prepare
their peer/model
their peer/model
their peer/model
for the treatment;
for the treatment
for the treatment,
and ensure
ensure that they
that they are
are comfortable,
comfortable;
and describe what
they will be doing;
Demonstrate
nail painting
• be able to apply
light polish; and
• be able to apply
dark colour nail
polish; and
• be able to apply
french/dark colour
nail polish without
flooding the
cuticle; and
Demonstrate
nail art and
complete
treatment
• be able to apply
nail art on one
nail and complete
the treatment.
• be able to apply
nail art on
two nails and
complete the
treatment.
• be able to apply
nail art on all nails.
Nail Art / Total Beauty
281
AO3
Assessment
Criteria
AO3
Task Review
Final Review
282
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Total Beauty / Nail Art
Total Beauty
Nail Art / Total Beauty
UNIT
44
283
Total Beauty
Unit 45: Washing and Conditioning Hair
This unit is designed to provide vocational skills in the hairdressing industry at Entry Level
1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience and
become familiar with the skills they need to wash and condition hair. Learners will follow
appropriate health and safety procedures throughout the planning, preparation and carrying
out process. They will also consider environmental issues and job opportunities. Learners
will develop their hairdressing skills by completing the task(s) and will review their work.
This unit includes:
•
•
•
•
•
•
health and safety issues in hairdressing activities;
job opportunities relating to the hairdressing industry;
environmental issues relating to hairdressing;
using products, tools and equipment appropriately;
preparation of peer/model (dollyhead) for practical work/assessment;
application of shampooing and conditioning products in a safe and professional
manner;
• the completion of practical work/assessment to meet the standards; and
• a review of performance.
284
Total Beauty / Wash and Condition Hair
Total Beauty
UNIT
45
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• recognise one job • identify one job
opportunity in
opportunity in
the hairdressing
the hairdressing
industry and the
industry;
place of work;
Entry Level 3
Learners who need
little help will:
• identify one job
opportunity in
the hairdressing
industry and state
at least two roles
and responsibilities
of the position;
• identify two health • identify two health
• recognise one
and safety rules
and safety
potential health
which should be
rules which should
and safety hazard
observed in the
be observed in the
in the hairdressing
hairdressing
hairdressing
industry;
industry and
industry;
the potential
consequences of
non-compliance;
• recognise what is
meant by the
‘3Rs’;
Materials and
related skills
knowledge
• identify what is
• identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
and why recycling
is important;
• demonstrate basic • demonstrate some
knowledge and
knowledge and
understanding
understanding
of the type of
of the type of
equipment and/
equipment and/
or materials used
or materials used
in the hairdressing
in the hairdressing
industry; and
industry; and
• demonstrate good
knowledge and
understanding of
the type of
equipment and/or
materials used in
the hairdressing
industry; and
• identify two
• select two tools
• select four or more
tools/or products
and two products
tools/products and
and their uses
and demonstrate
demonstrate their
related to the
their uses related
uses related to
practical skill
to the practical skill
the practical skill
of washing and
of washing and
of washing and
conditioning hair.
conditioning hair.
conditioning hair.
Wash and Condition Hair / Total Beauty
285
AO2
Assessment
Criteria
AO2
Ensure a
safe work
environment
Prepare self
for work
Set up work
area for
assessment
286
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• identify one health • identify two health
and safety salon
and safety salon
policy which
policies which
must be followed
must be followed
when carrying
when carrying
out washing and
out washing and
conditioning hair;
conditioning hair;
Entry Level 3
Learners who need
little help will:
• identify at least
three health
and safety salon
policies that
must be followed
when carrying
out washing and
conditioning hair,
and explain their
importance;
• prepare oneself for • prepare oneself for • prepare oneself for
carrying out the
carrying out the
carrying out the
treatment to
treatment to follow
treatment to follow
follow by
by identifying,
by identifying,
identifying and
selecting and
selecting and
wearing the
wearing the
wearing the
appropriate
appropriate
appropriate
Personal Protective
Personal Protective
Personal Protective
Equipment (PPE);
Equipment (PPE);
Equipment (PPE)
and explain its
importance;
• ensure that their
appearance is of
a professional
standard; and
• ensure that their
• ensure that
own appearance
their own hair
promotes a
and appearance
professional image;
promotes a
and
professional image;
and
• identify at least
one piece of
equipment they
will need for their
work area to
prepare for the
treatment to
follow.
• be able to set up
• be able to set up
their work area
their work area
with at least one
with all tools,
piece of equipment
products and
and one product
equipment they
they will need for
may need for their
their
work area to
work area to
prepare for the
prepare for the
treatment to
treatment to follow.
follow.
Total Beauty / Wash and Condition Hair
Total Beauty
UNIT
45
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO2
Learners who need
significant help will:
Learners who need
some help will:
Learners who need
little help will:
Prepare
peer/model
(dollyhead)
• identify and use,
if necessary, one
piece of PPE
to prepare their
model for the
treatment to
follow;
• identify and use,
if necessary,
two pieces of
PPE to prepare
their model for
the treatment to
follow;
• identify and use
all PPE needed
to prepare their
model for the
treatment to follow
and explain its
importance;
• be able to carry
• be able to carry
• be able to select
Demonstrate
washing and
out one shampoo
out two shampoo
appropriate
rinsing the hair
and rinse hair; and
and rinse hair; and
shampoo and carry
out two shampoos
and rinse hair; and
Demonstrate
conditioning
and rinsing
the hair and
complete
treatment
• be able to
carry out one
conditioning
treatment and
rinse hair.
• be able to
carry out one
conditioning
treatment and
comb through.
• be able to
carry out one
conditioning
treatment, massage
and comb through.
Wash and Condition Hair / Total Beauty
287
AO3
Assessment
Criteria
AO3
Task Review
Final Review
288
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Total Beauty / Wash and Condition Hair
Total Beauty
Wash and Condition Hair / Total Beauty
UNIT
45
289
Vehicle
Unit 46: Vehicle Servicing
This unit is designed to provide vocational skills in vehicle servicing at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to service a vehicle. They should also plan the service and
keep records. Learners will follow appropriate health and safety procedures throughout the
planning, preparation and servicing of the vehicle. They will also consider environmental
issues and job opportunities. Learners will develop their vehicle maintenance skills by
completing the given task(s) and will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in vehicle servicing;
job opportunities relating to vehicle work ;
environmental issues relating to vehicle servicing;
using vehicle servicing equipment and appropriate hand tools;
vehicle servicing tasks eg changing spark plugs, engine oil and filter; wiper blades,
checking tyre pressure, wheel conditions and lights.
• a review of performance.
290
Vehicle / Servicing
Vehicle
UNIT
46
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
vehicle servicing
vehicle servicing
vehicle servicing
industry and state
industry and the
industry;
at least two roles
place of work;
and responsibilities
of the position;
• identify two
• recognise one
health and safety
potential health
rules which
and safety hazard
should be
in the vehicle
observed in the
servicing industry;
vehicle servicing
industry;
• Recognise what
is meant by the
‘3Rs’;
Materials and
related skills
knowledge
Entry Level 3
• identify what
is meant by the
‘3Rs’;
• identify two health
and safety rules
which should be
observed in the
vehicle servicing
industry and
the potential
consequences of
non-compliance;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/or
equipment and/or
materials used in
materials used in
materials used in
Vehicle Servicing;
Vehicle Servicing;
Vehicle Servicing;
and
and
and
• identify two
tools/items
of equipment
relating to vehicle
servicing.
• identify four
• identify five or
tools/items
more tools/items
of equipment
of equipment
relating to vehicle
relating to vehicle
servicing.
servicing and
explain their use.
Servicing / Vehicle
291
AO2
Assessment
Criteria
AO2
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise two
hand tools/items
of equipment;
Learners who need
Learners who need
some help will:
little help will:
• identify four hand • recognise and
tools/items of
select five or more
equipment;
hand tools/items
of equipment, and
explain how they
are used;
Written
records
• demonstrate an
ability to keep
basic records of
practical tasks,
with significant
help;
• demonstrate
an ability to
keep records of
practical tasks,
with some help;
Planning
• demonstrate some • demonstrate an
ability to read
ability to plan
a basic plan for
operations and
operations and
have all tools,
have all tools,
equipment and
equipment and
components
components
available before
available before
starting the task,
starting the task,
with some help;
with significant
and
help; and
Tools and
equipment
• demonstrate an
ability to use two
tools/items of
equipment.
Resources
292
Entry Level 1
Vehicle / Servicing
• demonstrate
an ability to
keep records of
practical tasks with
good detail and be
able to interpret
records with little
or no help;
• demonstrate an
ability to plan
and organise
operations and
have all tools,
equipment and
components
available before
starting the task,
with little or no
help; and
• demonstrate an
• demonstrate an
ability to use four
ability to use
tools/items of
five or more
equipment.
tools/items of
equipment.
Vehicle
UNIT
46
AO2 (cont)
Assessment
Criteria
AO2
Practical task
Components
assembled
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• carry out two
• carry out three
• carry out one
different vehicle
different vehicle
vehicle servicing
servicing tasks
task with
servicing tasks
with little or no
significant help,
with some help,
and ensure that
and ensure that
help, and ensure
operations are
that operations are
operations are
completed in the
completed in the
completed in the
correct order; and
correct order; and
correct order; and
• complete the
• complete the final • complete the
final tasks with
task with some
final tasks with
all components
components
most components
assembled and fit
assembled after
assembled.
some help is
for purpose with
provided.
little or no help.
Servicing / Vehicle
293
AO3
Assessment
Criteria
AO3
Task Review
Final Review
294
Vehicle / Servicing
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Vehicle
Servicing / Vehicle
UNIT
46
295
Vehicle
Unit 47: Valeting
This unit is designed to provide vocational skills in valeting at Entry Level 1, Entry Level
2 and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need to valet a vehicle. They should also plan the valeting operations.
Learners will follow appropriate health and safety procedures throughout the planning,
preparation and valeting process. They will also consider environmental issues and job
opportunities. Learners will develop their practical skills by completing the given task and
will review their work.
This unit includes:
•
•
•
•
•
•
296
health and safety issues in valeting activities;
job opportunities relating to valeting ;
environmental issues relating to valeting ;
using vehicle valeting equipment and appropriate hand tools;
planning for and valeting the inside and/or outside of a vehicle;
a review of performance
Vehicle / Valeting
Vehicle
UNIT
47
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Materials and
related skills
knowledge
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in the
opportunity in the
opportunity in the
valeting industry
valeting industry
valeting industry;
and state at least
and the place of
two roles and
work;
responsibilities of
the position;
• recognise one
potential health
and safety hazard
in the valeting
industry;
• identify two
health and
safety rules
which should be
observed in the
valeting industry;
• identify two health
and safety rules
which should be
observed in the
valeting industry
and the potential
consequences of
non-compliance;
• recognise what
is meant by the
‘3Rs’;
• identify what
is meant by the
‘3Rs’;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/or
equipment and/
equipment and/or
materials used in
or materials used
materials used in
valeting; and
in valeting; and
valeting; and
• identify two
tools/items
of equipment
relating to vehicle
valeting.
• identify four
• identify five or
tools/items
more tools/items
of equipment
of equipment
relating to vehicle
relating to vehicle
valeting.
valeting, and
explain their use.
Valeting / Vehicle
297
AO2
Assessment
Criteria
AO2
Resources
298
Entry Level 1
Learners who need
significant help will:
• recognise two
hand tools/items
of equipment;
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• identify four hand • recognise and
tools/items of
select five or more
equipment;
hand tools/items
of equipment, and
explain how they
are used;
Written
records
• demonstrate an
• demonstrate an
• demonstrate an
ability to keep
ability to keep
ability to keep
pre-valeting
more detailed
basic pre-valeting
inspection records
pre-valeting
inspection records
with good detail,
inspection records
with significant
and be able to
help;
with some help;
interpret records
with little or no
help;
Planning
• demonstrate
• demonstrate
• demonstrate an
some ability to
an ability to
ability to plan
read a basic plan
plan operations
and organise
for operations
and have all
operations and
and have all
equipment and
have all equipment
equipment and
products available
and products
products available
before starting the
available before
before starting
task, with some
starting the task,
the task, with
help in planning
with little or no
significant help;
tasks; and
help in planning
and
tasks; and
Tools and
equipment
• demonstrate
an ability to
use two items
of equipment/
products.
Vehicle / Valeting
• demonstrate an
ability to use
four items of
equipment/
products.
• demonstrate an
ability to use five
or more items
of equipment/
products.
Vehicle
UNIT
47
AO2 (cont)
Assessment
Criteria
AO2
Practical task
Components
assembled
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• carry out
• carry out three
• carry out one
two different
different vehicle
vehicle valeting
valeting operations
operation outside
vehicle valeting
outside or inside
the vehicle with
operations outside
significant help
or inside the
the vehicle with
vehicle with some
little or no help,
and ensure that
operations are
help and ensure
and ensure
that operations
operations are
completed in the
are completed in
completed in the
correct order; and
correct order; and
the correct order;
and
• valet the outside
of the vehicle
with significant
help.
• valet the vehicle
to a reasonable
standard after
some help has
been provided.
• valet the vehicle
to a high standard
with little or no
help.
Valeting / Vehicle
299
AO3
Assessment
Criteria
AO3
Task Review
Final Review
300
Vehicle / Valeting
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
the practiced task;
in each practical
each practical task
and
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Vehicle
Valeting / Vehicle
UNIT
47
301
Vehicle
Unit 48: Basic Fast-fit
This unit is designed to provide vocational skills in basic fast-fit at Entry Level 1, Entry
Level 2 and Entry Level 3. It gives learners the opportunity to experience and become
familiar with the skills they need to carry out fast-fit operations. They should also plan the
change and keep records. Learners will follow appropriate health and safety procedures
throughout the planning, preparation and completion of the tasks. They will also consider
environmental issues and job opportunities. Learners will develop their practical skills by
completing the given tasks and will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in basic fast-fit;
job opportunities relating to fast-fit operations;
environmental issues relating to fast-fit tasks;
using fast-fit components and appropriate hand tools and equipment;
planning for and carrying out basic fast-fit operations eg removing and replacing a
wheel, a battery, mud flaps.
• a review of performance.
302
Vehicle / Basic Fast-Fit
Vehicle
UNIT
48
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• identify one job
• recognise one job • identify one job
opportunity in
opportunity in
opportunity in
the vehicle fast-fit
the vehicle fast-fit
the vehicle fast-fit
industry and state
industry and the
industry;
at least two roles
place of work;
and responsibilities
of the position;
• identify two
• recognise one
health and
potential health
safety rules
and safety hazard
which should be
in the vehicle fastobserved in the
fit industry;
vehicle fast-fit
industry;
• recognise what is
meant by the
‘3Rs’;
Materials and
related skills
knowledge
Entry Level 3
• identify what is
meant by the
‘3Rs’;
• identify two health
and safety rules
which should
be observed in
the vehicle fastfit industry and
the potential
consequences of
non-compliance;
• identify what is
meant by the ‘3Rs’
and why recycling
is important;
• demonstrate basic • demonstrate some • demonstrate good
knowledge and
knowledge and
knowledge and
understanding
understanding
understanding
of the type of
of the type of
of the type of
equipment and/
equipment and/
equipment and/or
or materials used
or materials used
materials used in
in vehicle fast-fit;
in vehicle fast-fit;
vehicle fast-fit; and
and
and
• identify two
tools/items
of equipment
relating to fast-fit
operations.
• identify four
tools/items
of equipment
relating to fast-fit
operations.
• identify five or
more tools/items
of equipment
relating to fast-fit
operations and
explain their use.
Basic Fast-Fit / Vehicle
303
AO2
Assessment
Criteria
AO2
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• recognise two
hand tools/items
of equipment;
Learners who need
Learners who need
some help will:
little help will:
• identify four hand • recognise and
tools/items of
select five or more
equipment;
hand tools/items
of equipment, and
explain how they
are used;
Written
records
• demonstrate an
ability to keep
basic records of
practical tasks,
with significant
help;
• demonstrate an
ability to keep
more detailed
records of
practical tasks,
with some help;
Planning
• demonstrate some • demonstrate an
ability to read
ability to plan
a basic plan for
operations and
operations and
have all tools,
have all tools,
equipment and
equipment and
components
components
available before
available before
starting the task,
starting the task,
with some help;
with significant
and
help; and
Tools and
equipment
• demonstrate an
ability to use two
tools/items of
equipment.
Resources
304
Entry Level 1
Vehicle / Basic Fast-Fit
• demonstrate an
ability to keep
records of
practical tasks with
good detail and be
able to interpret
records with little
or no help;
• demonstrate an
ability to plan
and organise
operations and
have all tools,
equipment and
components
available before
starting the task,
with little or no
help; and
• demonstrate an
• demonstrate an
ability to use four
ability to use five
tools/items of
or more relevant
equipment.
tools/items of
equipment; and
Vehicle
UNIT
48
AO2 (cont’d)
Assessment
Criteria
AO2
Practical task
Components
assembled
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• carry out two
• carry out three
• carry out one
fast-fit tasks
fast-fit tasks with
fast-fit task with
significant help,
with some help,
little or no help,
and ensure that
and ensure that
and ensure that
operations are
operations are
operations are
completed in the
completed in the
completed in the
correct order; and
correct order; and
correct order; and
• complete the final • complete the
• complete the
final tasks with
task with some
final tasks with
all components
components
most components
assembled and fit
assembled.
assembled after
for purpose with
some help is
little or no help.
provided.
Basic Fast-Fit / Vehicle
305
AO3
Assessment
Criteria
AO3
Task Review
Final Review
306
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Vehicle / Basic Fast-Fit
Vehicle
Basic Fast-Fit / Vehicle
UNIT
48
307
Working with Children
Unit 49: The Play Environment
This unit is designed to provide vocational skills in childcare at Entry Level 1, Entry Level
2 and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need to understand the play environment. Pictures, where appropriate,
should be provided by the teacher/tutor. Learners will not be expected to have access to
children and role play may be carried out. Learners will follow appropriate health and safety
procedures throughout. They will also consider environmental issues and job opportunities.
Learners will review their work.
This unit includes:
•
•
•
•
•
health and safety issues in the play environment;
job opportunities relating to working in childcare ;
environmental issues relating to the play environment;
using basic equipment appropriately;
an introduction to learners of the importance of play in children’s learning and
development;
• a review of performance.
308
Childcare / The Play Environment
Childcare
UNIT
49
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• recognise one job • identify one job
opportunity in the
opportunity in the
childcare industry
childcare industry;
and the place of
work;
• recognise one
potential health
and safety hazard
in the childcare
industry;
Learners who need
little help will:
• identify one job
opportunity in the
childcare industry
and state at least
two roles and
responsibilities of
the position;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
childcare industry
childcare industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials
and related
skills
knowledge
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
childcare;
• demonstrate
some knowledge
of materials,
equipment and
skills required for
childcare;
• demonstrate
good knowledge
of materials,
equipment and
skills required for
childcare;
• from the pictures
provided, point
to one area of
learning; and
• from the pictures
provided, identify
two areas of
learning; and
• from the pictures
provided, identify
and explain three
areas of learning;
and
• from the pictures
provided, point
to one area of
development.
• from the pictures
provided, identify
two areas of
development.
• from the pictures
provided, identify
and explain three
areas of
development.
The Play Environment / Childcare
309
AO2
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
AO2
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• from a selection
• from a selection of
Provide games • from a selection
which are
of games choose
of games choose
games choose two
suitable for
one game to play
two games to play
games to play with
children
with an age group
with an age group
an age group of
of their choice;
of their choice;
their choice and say
why they choose
them;
Suitable place • point to the
• highlight on the
• draw a plan of the
to play the
place on the plan
plan where the
play area, showing
game
where the game
game can be
where the games
can be played;
played;
can be played;
310
Position the
child for the
game
• from the picture • from the picture of
• from the picture
the playroom, say
of the playroom,
of the playroom,
where the child can
highlight at the
point to the place
sit and play a game,
at the table where
table where the
and give reasons;
the child could sit
child could sit and
play a game;
and play a game;
Point to a
suitable seat
• point to one type
of seating in the
picture;
• highlight two
• identify three types
types of seating in
of seating in the
the picture;
picture, say what
they are and why;
Check for
distractions
• point to one
distraction in the
picture; and
• highlight two
distractions; and
• identify three
distractions and say
what they are; and
Identify stages • select one picture • select two
of play
to identify the
pictures which
stage of play from
identify two
a selection of
stages of play
pictures.
from a selection
of pictures.
• choose three
pictures and
identify what the
stages of play are
from a selection of
pictures.
Childcare / The Play Environment
Childcare
UNIT
49
AO3
Assessment
Criteria
AO3
Task Review
Final Review
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
improve; and
and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
The Play Environment / Childcare
311
Working with Children
Unit 50: Making a Game for Children
This unit is designed to provide vocational skills in childcare at Entry Level 1, Entry Level
2 and Entry Level 3. It gives learners the opportunity to experience and become familiar
with the skills they need to make a game for children. Learners will not be expected to
have access to children. Learners will follow appropriate health and safety procedures
throughout the planning, preparation and making process. They will also consider
environmental issues and job opportunities. Learners will develop their game making skills
by completing and presenting the finished item(s) and will review their work.
This unit includes:
•
•
•
•
•
•
•
312
health and safety issues in making a game for children;
job opportunities relating to working in childcare ;
environmental issues relating to making a game for children;
using basic equipment appropriately;
selecting a game suitable for the age and stage of development;
identification of how games encourage learning;
a review of performance.
Working with Children/ Making a Game for Children
Working With Children
UNIT
50
AO1
Assessment
Criteria
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
some help will:
Learners who need
little help will:
AO1
Learners who need
significant help will:
Health
and safety,
environment
and related
jobs
• recognise one job • identify one job
opportunity in the
opportunity in the
childcare industry
childcare industry;
and the place of
work;
• recognise one
potential health
and safety hazard
in the childcare
industry;
• identify one job
opportunity in the
childcare industry
and state at least
two roles and
responsibilities of
the position;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
childcare industry
childcare industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
childcare; and
• demonstrate
some knowledge
of materials,
equipment and
skills required for
childcare; and
• from the pictures
provided, point to
one skill required
when making a
game.
• from the pictures • from the pictures
provided, identify
provided, identify
two skills required
two skills required
when making a
when making a
game.
game and say what
they are.
• demonstrate
good knowledge
of materials,
equipment and
skills required for
childcare; and
Making a Game for Children / Working with Children
313
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
(cont’d)
314
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
significant help will:
some help will:
• identify one game • identify two
for an age group
games for an
of their choice
age group of
from a selection
their choice
of games for
from a selection
outdoor play and
of games for
outdoor and
for indoor play;
indoor play; and
and
Learners who need
little help will:
• identify three
games for an
age group of
their choice
from a selection
of games for
outdoor play and
indoor play, and
give reasons; and
• identify one
benefit of play.
• identify and
explain three
benefits of play.
• identify two
benefits of play.
Working with Children/ Making a Game for Children
Working With Children
UNIT
50
AO2
Assessment
Criteria
AO2
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
significant help will:
• select an age
group;
Learners who need
Learners who need
some help will:
little help will:
• select an age group • select an age
and choose one
group and state
reason for their
why they have
choice from the
chosen this age
list presented;
group;
Select type of
game
• pick one type
of game from
the selection
provided;
• pick two types of • pick three types
game from the
of game from the
selection provided
selection provided;
and give reasons
for their decisions;
Plan
• choose a plan for
their game;
• pick two types of
game from the
selection provided
to suit their plan;
Choose
recycled
materials
• choose one
recyclable material
from the selection
to design their
game;
• choose two
• choose three
recyclable
recyclable
materials from the
materials from the
selection to design
selection to design
their game;
their game;
Select an age
group
Make game
• make a simple
using recycled
game using one
materials
recycled material;
and
Prepare rules
• make a simple
game using two
recycled materials;
and
• choose one
game from their
selection and draw
a plan for their
game;
• make a game
using three
recycled materials;
and
• point to rules from • cut and paste rules • prepare their own
a prepared list.
from a prepared
set of rules.
list.
Making a Game for Children / Working with Children
315
AO3
Assessment
Criteria
AO3
Task Review
Final Review
316
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Working with Children/ Making a Game for Children
Working With Children
Making a Game for Children / Working with Children
UNIT
50
317
Working with Children
Unit 51: Playing a Game with Children
This unit is designed to provide vocational skills in playing a game with children at Entry
Level 1, Entry Level 2 and Entry Level 3. It gives learners the opportunity to experience
and become familiar with the skills they need to play a game with children and role play
will be carried out. Learners will not be expected to have access to children. Pictures, where
appropriate, should be provided by the teacher/tutor. Learners will follow appropriate
health and safety procedures throughout. They will also consider environmental issues and
job opportunities. Learners will develop their play skills by playing the game(s) and will
review their work.
This unit includes:
•
•
•
•
•
health and safety issues in playing a game with children;
job opportunities relating to working in childcare ;
environmental issues relating to playing a game with children;
using basic equipment appropriately;
an introduction to learners of the importance of play in children’s learning and
development;
• a review of performance.
318
Working with Children/ Playing a Game with Children
Working With Children
UNIT
51
AO1
Assessment
Criteria
AO1
Health
and safety,
environment
and related
jobs
Entry Level 1
Entry Level 2
Learners who need
Learners who need
significant help will:
some help will:
• Recognise one job • Identify one job
opportunity in the
opportunity in the
childcare industry
childcare industry;
and the place of
work;
• recognise one
potential health
and safety hazard
in the childcare
industry;
Entry Level 3
Learners who need
little help will:
• Identify one job
opportunity in the
childcare industry
and state at least
two roles and
responsibilities of
the position;
• identify two health • identify two health
and safety rules
and safety rules
which should be
which should be
observed in the
observed in the
childcare industry
childcare industry;
and the potential
consequences of
non-compliance;
• identify what is
• recognise what is • identify what is
meant by the ‘3Rs’
meant by the ‘3Rs’;
meant by the ‘3Rs’;
and why recycling
is important;
Materials and
related skills
knowledge
• demonstrate
basic knowledge
of materials,
equipment and
skills required for
childcare;
• demonstrate
some knowledge
of materials,
equipment and
skills required for
childcare;
• demonstrate
good knowledge
of materials,
equipment and
skills required for
childcare;
• identify one
benefit of the
game of their
choice; and
• identify two
benefits of the
game of their
choice; and
• identify three
benefits of the
game of their
choice; and
• point to one way • highlight two ways • explain how the
the game will assist
the game will assist
game assists
development from
development from
development.
a list provided.
a list provided.
Playing a Game with Children / Working with Children
319
AO1
Assessment
Criteria
AO1
Materials and
related skills
knowledge
(cont’d)
320
Entry Level 1
Learners who need
significant help will:
• from pictures
provided identify
one skill required
when playing a
game.
Entry Level 2
Entry Level 3
Learners who need
Learners who need
some help will:
little help will:
• from pictures
• state two skills
provided identify
required when
two skills required
playing a game,
when playing a
and give reasons
game.
why.
Working with Children/ Playing a Game with Children
Working With Children
UNIT
51
AO2
Assessment
Criteria
AO2
Plan the area
to play the
game
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• point to the play
• draw a simple
• draw a plan of the
area in the picture;
picture of the play
play area;
area;
Place
participants
• in role play,
• in role play, point • in role play,
to an area where
highlight in the
identify the area
where the game
participants will be
picture where
placed;
participants will be
will be played,
placed;
say where the
participants will
sit, and give
reasons;
Place game
• in role play, place
the parts of the
game on a table;
• in role play, place
the parts of the
game on a table in
the correct order;
Rules
• in role play, point
to the rules;
• in role play, give
• in role play, give
participants a copy
participants a copy
of the rules;
of the rules and
explain them;
Demonstrate
• in role play, show
participants how
to play the game;
and
• in role play, show
participants how
to play the game,
referring to the
rules; and
Play game
• in role play, play
the game with
participants.
• in role play, place
the game on the
table in the correct
order, making sure
it can be clearly
seen;
• in role play, play
the game with
participants,
making sure they
follow the rules;
and
• in role play, play
• in role play, let
the game with
participants know
participants
if they are not
following the rules.
following the
rules.
Playing a Game with Children / Working with Children
321
AO3
Assessment
Criteria
AO3
Task Review
Final Review
322
Entry Level 1
Entry Level 2
Entry Level 3
Learners who need
Learners who need
Learners who need
significant help will:
some help will:
little help will:
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed in
each task; and
in each practical
each practical task
task and suggest
and show evidence
how they might
of a basic review;
and
improve; and
• indicate how they • indicate how they • indicate how they
have performed in
have performed
have performed
in this unit and
this unit.
in this unit and
produce a basic
suggest how they
review of their
might improve.
learning.
Working with Children/ Playing a Game with Children
Working With Children
Playing a Game with Children / Working with Children
UNIT
51
323
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