btec firsts certificate and diploma l2 · first certificate and edexcel level 2 btec first diploma...

BTEC

Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diploma in Public Services

For first teaching from September 2006

Issue 5

March 2007

Specification

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Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests.

This specification is Issue 5. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.org.uk

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Moira Hargreaves

Publications Code BF017271

All the material in this publication is copyright © Edexcel Limited 2007

http://www.edexcel.org.uk/

Essential principles for delivering a BTEC This specification contains the rules and regulations along with the units and associated guidance to enable centres to deliver a programme of learning for the Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diploma in Public Services. The qualification structures set out the permitted combination of units learners need to complete the qualification. Each unit sets out the intended outcomes along with the content and also includes advice and guidance regarding appropriate delivery and assessment strategies. The following generic principles need to be adhered to in order that a BTEC qualification is delivered to the appropriate standard.

• The specification provides necessary information for the successful delivery and achievement of the units and the qualification as a whole. Consequently, the specification is of importance to the learner and tutor alike. The individual units may be delivered and studied in isolation but the learner and the deliverer should have access to the full information provided to support the programme of learning.

• Centres need to make regular use of the Edexcel website (www.edexcel.org.uk) to ensure that they have the most up to date information. In particular, the requirements relating to the external verification of the qualification receive regular updates and appropriate information for centres is posted on the website. It is the responsibility of the centre to ensure that they are familiar with the latest BTEC NQF Level 2/3 (including Short Courses at Levels 1–3) Handbook and that they implement any related policy documentation which may have been posted on the website.

• This specification contains details of the assessment and quality assurance procedures. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes. Centres must ensure that they conform to the policies outlined in the specification.

• Centres are required to recruit learners to BTEC qualifications with integrity. This includes ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to be able to successfully complete the programme of study and achieve the qualification.

• Centres are required to use the information in this specification to develop and deliver a programme of learning that will enable learners to achieve the grading criteria stipulated in the unit grading grids. Assessment assignments should ensure coverage of all criteria in the unit as set out in the Grading Grid for each unit. Assignments constructed by centres should be valid, reliable and fit for purpose, building on the application of the grading criteria. Centres should use a variety of assessment methods, including case studies, assignments and work-based assessments, along with projects, performance observation and time-constrained assessments. Further guidance relating to the setting of assignments is available in the Getting Started publication which is available on the Edexcel website (www.edexcel.org.uk).

• Centres are encouraged to place emphasis on the practical application of the grading criteria, providing wherever possible a realistic scenario for learners to work with, and making maximum use of, practical activities and work experience. The creation of assignments that are fit for purpose is vital to the learner’s achievement and their importance cannot be over emphasised.

http://www.edexcel/

• These qualifications have been accredited to the National Qualifications Framework (NQF) and are eligible for public funding as determined by the DfES under Sections 96 and 97 of the Learning and Skills Act 2000. Details of the qualification units can be seen on the QCA Open Qualifications database (www.qca.org.uk).

• The qualification titles feature in the funding lists published annually by the DfES and the regularly updated website www.dfes.gov.uk/. The NQF Qualification Accreditation Numbers (QANs) should be used by centres when they wish to seek public funding for their learners. The QANs for these qualifications are listed in Annexe A.

• This specification is accredited by the Qualifications and Curriculum Authority until 2011 and for certification of learners until 2013. Edexcel may update this specification during its period of accreditation and centres need to refer to the Edexcel website for the latest issue of the specification.

Centres that have not previously offered BTEC qualifications must apply for, and be granted, centre approval before they can apply for approval to offer the programme. When a centre applies for approval to offer a BTEC qualification they will be required to enter into an ‘approvals agreement’. The approvals agreement is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and linked codes or regulations.

Contents

What are BTEC Firsts? 1

BTEC First Diploma 1

BTEC First Certificate 1

National Occupational Standards 1

Key features of the BTEC Firsts in Public Services 2

Rationale of the BTEC Firsts in Public Services 2

Structure of the qualification 4

Edexcel Level 2 BTEC First Certificate in Public Services 4

Edexcel Level 2 BTEC First Diploma in Public Services 4

Unit format 5

Units 7

Unit 1: Uniformed Public Services Employment 9

Unit 2: Public Service Skills 19

Unit 3: Uniformed Public Service Fitness 27

Unit 4: Citizenship, the Individual and Society 35

Unit 5: Public Service Workplace Welfare 45

Unit 6: Adventurous Activities and Teamwork for the Public Services 53

Unit 7: The Value of Sport and Recreation in the Public Services 59

Unit 8: Land Navigation by Map and Compass 67

Unit 9: Law and its Impact on the Individual 75

Unit 10: Crime and its Effects on Society 83

Unit 11: Community and Cultural Awareness 93

Unit 12: Driving and its Relationship to the Public Services 101

Unit 13: Expedition Skills 109

Unit 14: Fundamentals of Nautical Studies 117

Assessment and grading 127

Quality assurance 128

Approval 128

Risk assessment 128

Internal verification 128

External verification 128

Calculation of the qualification grade 129

Awarding a qualification grade 129

School and College Achievement and Attainment Tables (SCAAT) equivalence 130

Programme design and delivery 131

Mode of delivery 131

Resources 131

Delivery approach 132

Accreditation of Prior Learning (APL) 132

Meeting local needs 132

Limitations on variations from standard specifications 132

Access and recruitment 133

Restrictions on learner entry 133

Access arrangements and special considerations 133

The Edexcel BTEC Qualification Framework for the public service sector 134

Further information 135

Useful publications 135

Professional development and training 135

Annexe A 137

QCA codes 137

Annexe B 139

Grading domains 139

Annexe C 141

Key skills 141

Key skills mapping — summary of opportunities suggested in each unit 142

Annexe D 143

National Occupational Standards/mapping with NVQs 143

Annexe E 145

Wider curriculum mapping 145

What are BTEC Firsts?

BTEC qualifications are designed to provide specialist work-related qualifications in a range of sectors. They have been developed to provide the knowledge, understanding and skills necessary to prepare learners for employment and/or to provide career development opportunities for those already in work. Consequently they provide a course of study for full-time or part-time learners in schools, colleges and training centres. They link to the National Occupational Standards for the sector, where these are appropriate, and are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). On successful completion of a BTEC First qualification, learners may progress into or within employment and/or continue their study in the vocational area.

BTEC First Diploma

The Edexcel Level 2 BTEC First Diploma is a 360 guided learning hour qualification comprising core and specialist units which cover aspects of knowledge, understanding and competency necessary for employment within the sector. As such the BTEC First Diploma offers a qualification which can extend a learner’s programme of study and provide vocational emphasis within their programme of study. Equally, the BTEC First Diploma offers a focused qualification for learners who wish to follow a programme of study that is directly related to their work experience, or to an aspect of employment that they wish to move into in due course.

BTEC First Certificate

The Edexcel Level 2 BTEC First Certificate is a 180-guided learning hour qualification which offers a bite-sized opportunity for learners to experience a vocational qualification. The BTEC First Certificate offers a focused vocational qualification for learners who wish to follow a shorter programme of study related to an aspect of employment that they might wish to move into; or a taster qualification which can extend their programme of study and provide an initial experience of a vocational area. This will also enable learners to progress to a higher-level qualification relevant to the sector.

National Occupational Standards

BTEC Firsts are designed to relate to the National Occupational Standards (NOS) in the sector, which in turn form the basis of the National Vocational Qualifications (NVQs). BTEC Firsts do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. However, the qualifications provide much of the underpinning knowledge for the NOS, as well as developing practical skills in preparation for work and possible achievement of NVQs in due course.

Each unit identifies relevant aspects of the NOS that are addressed by the outcomes and content of the unit. The Edexcel Level 2 BTEC Firsts in Public Services relate to:

• Edexcel Level 2 NVQ in Public Services.

BF017271 – Specification – Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Public Services – Issue 5 – March 2007 © Edexcel Limited 2007

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Key features of the BTEC Firsts in Public Services

The BTEC Firsts in Public Services have been developed in the Public Services sector to focus on:

• education and training for Public Service employees

• providing opportunities for Public Service employees to achieve a nationally recognised Level 2 vocationally specific qualification

• providing opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment in the public service sector or to progress to higher education vocational qualifications such as the Edexcel Level 3 BTEC National in Public Services

• providing opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life.

Rationale of the BTEC Firsts in Public Services

The BTEC First Certificate and Diploma in Public Services are designed to equip learners with the knowledge, understanding and skills required for success when moving towards a career in the uniformed services, for example, Police, Emergency Fire Services, Prison Service, Security or Armed Services. They will allow learners to investigate the uniformed services — what they are, what do people who work for them do, what careers are available to them. Learners will, through the units chosen find out what people in the different services do in their job roles, how they work and how they interact with each other. They will find out how the services interact with each other, the meaning of inter-agency working. As all the uniformed services are different, yet important within their individual roles across the public services, learners will be encouraged to investigate these differences and decide for themselves the service that appeals to them most.

The units will allow learners to discover, for example, the levels of fitness required for each of the uniformed services eg the difference between the Royal Marines and the Police. The range of specialist units will support learners in the direction they wish to take their careers. It may be that some will want to progress further in education onto the BTEC National in Public Services to expand their knowledge, skills and understanding; others will want to apply to for entry into one of the uniformed services. They will know by this stage the age and fitness levels, demands that will be made on them and the range of work that they will be expected to fulfil. This should contribute to the learner making an informed choice when they take their next steps.

The assessment approach of the BTEC Firsts in Public Services allows for learners to receive feedback on their progress throughout the course as they provide evidence towards the grading criteria. Evidence for assessment may be generated through a range of diverse activities including workplace assessment or simulation, role play and oral presentation. Delivery strategies should reflect the nature of work within the Public Services sector. Learners should be encouraged to take responsibility for their own learning and achievement, taking into account sector standards for behaviour and performance. In addition these qualifications support the development of key and basic skills and a range of skills, techniques, personal skills and attitudes essential for successful performance in working life.

These qualifications have been designed to build on learning from Key Stage 3, and to those that may wish to explore a vocational route throughout Key Stage 4, into post-16 education. It provides a suitable foundation for further study within the sector on qualifications such as the Edexcel Level 3 BTEC Nationals in Public Services.

This qualification is suitable for school leavers who wish to embark on a vocational route through training or education. They can do this following on from GCSEs or a vocational qualification at Level 1 for example the Edexcel Level 1 BTEC Award in Public Services.


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As BTEC Firsts are ‘mode-free’ those already employed in the Public Services sector may wish to study for the Certificate or Diploma on a part-time basis, using their sector knowledge and expertise to develop evidence for the assessment criteria, which they have gained in the workplace. The Certificate is designed to give learners a basic grounding in knowledge and understanding of the sector and its customs and practices. Learners studying for the Diploma may choose to specialise in an area such as crime or nautical studies. Learners completing these qualifications may seek employment within the Public Services sector at a junior level in a wide rage of organisations including local or central government, the emergency or armed services. The units that make up these qualifications have a strong public services element and are therefore suitable for learners who may wish move into employment, training or further education in a similar sector such as business or sport.


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Structure of the qualification

Edexcel Level 2 BTEC First Certificate in Public Services

For the Edexcel Level 2 BTEC First Certificate in Public Services, learners must complete at least one unit from Specialist Group A and at least one unit from the Specialist Group B to provide for a combined total of 180 guided learning hours (GLH) for the completed qualification.

Edexcel Level 2 BTEC First Certificate in Public Services

Unit Specialist Group A GLH Level 2 Public Service Skills 60 2 3 Uniformed Public Service Fitness 60 2

Unit Specialist Group B 4 Citizenship, the Individual and Society 60 2 6 Adventurous Activities and Teamwork for the Public Services 60 2 7 The Value of Sport and Recreation in the Public Services 60 2 11 Community and Cultural Awareness 60 2

Edexcel Level 2 BTEC First Diploma in Public Services

The Edexcel Level 2 BTEC First Diploma in Public Services consists of three core units plus three specialist units that provide for a combined total of 360 guided learning hours (GLH) for the completed qualification.

Edexcel Level 2 BTEC First Diploma in Public Services

Unit Core units GLH Level 1 Uniformed Public Services Employment 60 2 2 Public Service Skills 60 2 3 Uniformed Public Service Fitness 60 2

Unit Specialist units 4 Citizenship, the Individual and Society 60 2 5 Public Service Workplace Welfare 60 2 6 Adventurous Activities and Teamwork for the Public Services 60 2 7 The Value of Sport and Recreation in the Public Services 60 2 8 Land Navigation by Map and Compass 60 2 9 Law and its Impact on the Individual 60 2 10 Crime and its Effects on Society 60 2 11 Community and Cultural Awareness 60 2 12 Driving and its Relationship to the Public Services 60 2 13 Expedition Skills 60 2 14 Fundamentals of Nautical Studies 60 2


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Unit format

All units in Edexcel Level 2 BTEC First qualifications have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit is set out in the following way.

Unit title

The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance (NOP). In BTEC First qualifications each unit consists of 30, 60, 90 or 120 guided learning hours

NQF level

This is the level of study of the qualification as determined by the National Qualifications Framework (NQF).

Guided learning hours

Guided learning hours is ‘a notional measure of the substance of a unit’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Unit abstract

The unit abstract is designed to give the reader an appreciation of the value of the unit in the vocational setting of the qualification as well as highlighting the focus of the unit. It provides the reader with a snapshot of the aims of the unit and the key knowledge, skills and understanding developed while studying the unit. The unit abstract also emphasises links to the sector by describing what the unit offers the sector.

Learning outcomes

Learning outcomes state exactly what a learner should ‘know, understand or be able to do’ as a result of completing the unit.

Unit content

The unit content identifies the depth and breadth of knowledge, skills and understanding needed to design and deliver a programme of learning sufficient to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related National Occupational Standards (NOS). The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the pass grading criteria.

Each learning outcome is stated in full and then the prescribed key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

The unit content section will often have lists of topics that provide the range of the subject material required to be covered in order to meet the grading criteria. Subject material maybe further detailed by lists enclosed within brackets or an elongated dash which provide the defined elements of the specific topic item. Where the subject material list includes an ‘eg’, it should be noted that this provides an indicative range of material to support the specific topic item.


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Grading grid

Each Grading grid contains statements of the criteria used to determine the evidence that each learner must produce in order to receive a pass, merit or distinction grade. It is important to note that the merit and distinction grading criteria refer to a qualitative improvement in the learner’s evidence.

Essential guidance for tutors

This section is designed to give tutors additional guidance and amplification on the unit in order to provide for a coherence of understanding and a consistency of delivery and assessment. It is divided into the following sections:

• Delivery — explains the content and its relationship with the learning outcomes and offers guidance about possible approaches to delivery. This advice is based on the more usual delivery modes but is not intended to rule out alternative approaches.

• Assessment — provides amplification about the nature and type of evidence that learners need to produce in order to pass the unit or achieve the higher grades. This section should be read in conjunction with the grading criteria.

• Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications — sets out links with other units within the qualification. These could be used to ensure that learners can relate different aspects within the qualification and offer opportunities for integration of learning, delivery and assessment. Links to the Occupational Standards will be highlighted here.

• Essential resources — identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification.

• Indicative reading for learners — provides a short list of learner resource material that benchmark the level of study.

Key skills

This section identifies where there may be opportunities within the unit for the generation of evidence to meet the requirements of key skills units. Assessors should take care to become familiar with the key skills specifications and evidence requirements and not to rely on the contents of this section when presenting key skills evidence for moderation. Centres should refer to the QCA website (www.qca.org.uk) for the latest version of the key skills standards.


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Units

Unit 1: Uniformed Public Services Employment 9

Unit 2: Public Service Skills 19

Unit 3: Uniformed Public Service Fitness 27

Unit 4: Citizenship, the Individual and Society 35

Unit 5: Public Service Workplace Welfare 45

Unit 6: Adventurous Activities and Teamwork for the Public Services 53

Unit 7: The Value of Sport and Recreation in the Public Services 59

Unit 8: Land Navigation by Map and Compass 67

Unit 9: Law and its Impact on the Individual 75

Unit 10: Crime and its Effects on Society 83

Unit 11: Community and Cultural Awareness 93

Unit 12: Driving and its Relationship to the Public Services 101

Unit 13: Expedition Skills 109

Unit 14: Fundamentals of Nautical Studies 117


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UNIT 1: UNIFORMED PUBLIC SERVICES EMPLOYMENT

Unit 1: Uniformed Public Services Employment

NQF Level 2: BTEC First Diploma

Guided learning hours: 60

Unit abstract

The uniformed public services have a central function within a modern society and provide structure and support to the values of a modern democratic society.

Uniformed public services cover a variety of different roles and each has its own distinct purpose. It is important that learners have a clear understanding of the many different uniformed public services and the range of opportunities for employment within them. To allow learners to make a clear judgement as to which uniformed public service they wish to apply for it is important that they appreciate the diversity of them and their distinct roles. Conditions of service differ between the services and learners need to be aware of what is expected of them and what they would receive in return.

Each of the uniformed public services has its own selection processes and requires specific skills, qualities and qualifications which means the learner will have to investigate them to gain a better understanding of what they will need to do to apply. Learners will also be able to see what will be expected of them during basic training and look at what prospects there are for them during their public service career.

The unit also prepares learners for the application and selection process of their chosen public service. Learners will be required to examine the entry requirements and selection process for a uniformed public service. Opportunities are also provided for learners to practise and develop a range of skills to help them during their application and selection for a career in the uniformed public services.

In addition to examining basic training programmes, learners will examine the different opportunities that exist for career development within the public services that could be achieved by promotion or specialisation. This will enable them to prepare their own personal future development within the uniformed public services.

Learning outcomes

On completion of this unit a learner should:

1 Understand the purpose, roles and responsibilities of a range of uniformed public services

2 Understand a range of jobs and conditions of service within the uniformed public services

3 Know the application and selection process for a given uniformed public service

4 Understand the initial training and opportunities for career development within a given uniformed public service.


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Unit content

1 Understand the purpose, roles and responsibilities of a range of uniformed public services

Emergency services: the police; fire; ambulance

The armed forces: Army; Royal Navy; Royal Marines; Royal Air Force

Other uniformed services: the Prison Service; HM Revenue & Customs; Coast Guard; Private Security Services eg local government

Purpose: organisational objectives; mission statements; legislation eg Fire Service Act 1997/2002, Police Act 2004

Roles: dealing with accidents and emergencies; routine work; peace-keeping activities; other roles eg anti-terrorist and anti-smuggling roles; defence roles of the armed forces; humanitarian work; disaster relief; conflict; working in prisons; transporting prisoners; patrolling coast; operating CCTV; working with local communities

Responsibilities: accountability — legal, professional and political; performance indicators — what they are, examples of, effect on work

Public service work: range of emergency and routine work undertaken; daily work routine; administrative work; work with other public services; community work; implications of working in the public services on a personal level; positive and negative aspects of working in the services; examples of recent peace-keeping activities and humanitarian work; roles at major incidents; examples of activities in recent conflicts

2 Understand a range of jobs and conditions of service within the uniformed public services

Range: different operational jobs eg ambulance service, patient transport services, technician and paramedic, Royal Navy, operator mechanics, engineering technicians and writers; civilian support roles eg police control room operators and scenes of crime officers; community support officers; management and administrative; part-time opportunities eg special constables, retained fire fighters, Royal Navy Reserve, Territorial Army; jobs undertaken by the private sector

Conditions of service: starting salary; holiday entitlement; benefits eg gym use, private medical insurance; retirement age; pension arrangements; sick pay; maternity/paternity provisions; minimum length of service; postings; shift patterns; contracted hours; access to training; education

3 Know the application and selection process for a given uniformed public service

Application process: entry requirements — educational, physical, medical and other requirements; application forms — types of forms and their requirements on completing forms; personal statements and supporting information; curriculum vitae — different formats, essential information, good and bad practice

Selection process: types and purpose of psychometric tests; physical fitness tests; other types of selection tests eg simulations and presentations; types of interview; approaches; dress code; preparation for interview eg arrangements, potential questions, research; interview skills


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Understand the initial training and opportunities for career development within a given uniformed public service

Initial training: preparation suggested for new recruits prior to their basic training eg physical fitness, background knowledge; duration and content of basic training programmes eg theory/practical mix, main subjects/areas studied; skills and abilities developed during basic training eg technical skills, teamwork skills, communication skills; types and frequency of assessment; duration and purpose of probationary periods following basic training; main reasons for recruits not completing basic training eg injuries, personal problems, culture, wrong perception of service, fitness, assessment

Career development: promotion or career specialisation; rank structure; competition for promotion or specialisation; minimum service required; personal skills and qualities required; promotion or specialisation process including details of training and examinations; main roles and responsibilities of supervision eg leading paramedics, leading fire fighters, police sergeants, non-commissioned officers or specialist staff


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Delivery

Contact with staff from the public services is essential for the delivery of this unit. This can be achieved by arranging speakers or display teams to visit centres and through learner visits. Some public services, particularly the armed forces, may be able to offer residential visits.

It is important to introduce the learners to the purpose, roles and responsibilities of all the uniformed services to expand their perceptions of them. This can be done, for example, through the use of visits, visiting speakers, case studies and videos showing the different uniformed services in action. Learners should also be encouraged to investigate the work of the services and most of this can now be found on their individual websites. It will be essential, however, for the tutor to pull all of this together to enable the learner to see where the responsibilities of each service lie and how they are accountable for everything they do.

When working with the learners on the jobs and conditions of service use of visits, visiting speakers and case studies could also be used. This would allow learners and tutors to maximise the learning time which could be lost if a learner was expected to research this section on their own. There is also a danger of the learners bombarding the uniformed services from all directions for the same information. This obviously should be avoided, however most organisations are more than willing to pass on information packs or similar to the tutor for use in the centre.

Personal research could be encouraged through integrated learning technology eg public service internet sites, CD ROMs and videos produced by Armed Forces Careers Offices or by research through printed resources eg careers leaflets and books.

Learners should be given the opportunity to practise completing a variety of different application forms, produce a curriculum vitae, undertake a number of psychometric tests and participate in a mock interview.

If an information pack has been acquired by the centre the tutor may already have the necessary information to deliver to the learner on initial training and career development within a particular uniformed service. However, another delivery method for this could be through careers officers from the individual services being invited into the centre to talk to the learners. It is vital, however, to impress upon the visiting speaker that this is not a recruitment opportunity, but is for the benefit of the learners to widen their perception of careers and training offered by the uniformed services. Any visiting speakers should be briefed in advance to ensure that the required information as specified under the content section of learning outcome 4 forms the basis of their presentation.

Assessment

A number of different strategies can be employed to measure the achievement of outcomes in this unit. This may be in the form of assignments, research projects, presentations, mock interviews and selection tests.

Suitable assignments might include learners producing an information pack or making a presentation on their chosen service. To achieve a pass grade learners should, in their assignment brief, be guided to researching and providing information for two different uniformed public services for example Army, Police and the Prison Service. They will need to provide evidence that they have focused in on three of the jobs carried out in one of the services


13


(that should be named). Their evidence should then focus still further on the conditions of service that apply for the one job in their named service. The current entry requirements and selection stages that individuals are required to complete for the chosen service should then be described by the learner, clearly and concisely — this should cover all levels of entry if there are differences for more senior posts.

Learners could also be asked to make an application to, and be interviewed for, a fictitious job in a public service. In the assessment learners will need to satisfy all learning outcomes to achieve a pass.

A detailed description covering the initial training programme should be provided with the learner evidencing understanding of its content and outcome. This should therefore not merely be produced as a list of the programme printed from the information supplied by the service. Similarly the opportunities for career development should be expanded on with detailed descriptions of each job role and its connection with the previous grade or rank.

The merit grading for M1 expects the learner to explain in detail the role, purpose and responsibilities of their two named services. This is not repetition of the pass criteria but expansion in which they evidence their deeper understanding of the services. This also applies to their evidence for M2 and M3. M4 requires the learner to look at the basic training they have described and to comment on each part of it with reference to their own suitability for the service. Learners should also refer to the career opportunities that exist and comment on their suitability for a career in the service.

To achieve a distinction the learner should evidence their ability to evaluate. This means that the learner can refer to the wider implication of the roles, purpose and responsibilities of one of the named services in relation to that of the other uniformed services. Their evaluation of their personal potential and limitations for career development within their chosen service will need to be assessed sensitively. During learners’ evaluation it is possible that they could discover that the service they had always wanted to enter was not what they expected when they researched it in depth. However, the assessment should be on their evidence, not on their emotions.

Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications

This unit has links with Unit 2: Public Service Skills, Unit 3: Uniformed Public Service Fitness, Unit 4: Citizenship, the Individual and Society, Unit 6: Adventurous Activities and Teamwork for the Public Services and Unit 12: Driving and its Relationship to the Public Services.

Essential resources

Sufficient library resources, including books, journals, careers leaflets and videos should be available to enable learners to achieve this unit. It is recommended that learners have access to the internet and to recruitment officers from the appropriate public services.

The following websites may provide valuable information for learners in their choice of specific careers.

Army www.army.mod.uk

Emergency services (Home Office) www.homeofficegov.uk/new_indexs/emerge_serv.htm

Fire service www.fireservice.co.uk

Fire service recruitment (Office of www.opdm.gov.uk/stellent/groups_odpmfire/documents the Deputy Prime Minister) divisionhomepage/039372.hcsp

Her Majesty’s Revenue & Customs www.hmrc.gov.uk


14

http://www.army.mod.uk/

http://www.homeofficegov.uk/new_indexs/emerge_serv.htm

http://www.fireservice.co.uk/

http://www.hmrc.gov.uk/


HM Customs and Excise National www.liverpoolmuseums.org.uk/customs Museum

London Ambulance Service www.lond-amb.sthames.nhs.uk

London Fire Service www.london-fire.gov.uk

Maritime and Coastguard Agency www.mcga.gov.uk

NHS Careers www.nhscareers.nhs.uk/cgi-site/index.cgi

Police recruitment www.policecouldyou.co.uk

Police Service Information www.homeoffice.gov.uk/crimpol/police/inside/index.html (Home Office)

Royal Air Force www.raf.mod.uk/rafhome.html

Royal Navy/Royal Marines www.royal-navy.mod.uk

Indicative reading for learners

Materials that illustrate the level of learning required and that are particularly relevant.

Byron M — How to Pass Selection Tests (Kogan Page, 1998) ISBN 0749426977

Messmer M — Managing Your Career for Dummies (Hungry Minds Inc, 2001) ISBN 0764552538

Parkinson M — How to Master Psychometric Tests (Kogan Page, 2004) ISBN 0749442794


15

http://www.lond-amb.sthames.nhs.uk/

http://www.london-fire.gov.uk/

http://www.mcga.gov.uk/

http://www.nhscareers.nhs.uk/cgi-site/index.cgi

http://www.policecouldyou.co.uk/

http://www.homeoffice.gov.uk/crimpol/police/inside/index.html

http://www.raf.mod.uk/rafhome.html

http://www.royal-navy.mod.uk/


Key skills

Achievement of key skills is not a requirement of this qualification but it is encouraged. Suggestions of opportunities for the generation of Level 2 key skills evidence are given here. Staff should check that learners have produced all the evidence required by part B of the key skills specifications when assessing this evidence. Learners may need to develop additional evidence elsewhere to fully meet the requirements of the key skills specifications.

Communication Level 2

When learners are: They should be able to develop the following key skills evidence:

• examining the roles of a range of public services

• examining a range of jobs within the public services

• investigating the entry requirements and opportunities for career development within a given public service.

C2.2 Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long.

C2.3 Write two different types of documents each one giving different information.

One document must be at least 500 words long.

Information and communication technology Level 2




• investigating the application and selection process for a given public service


ICT2.1 Search for and select information to meet your needs.

Use different information sources for each task and multiple search criteria in at least one case.


16


Improving own learning and performance Level 2




• investigating the application and selection process for a given public service


LP2.1 Help set targets with an appropriate person and plan how these will be met.


17


18

UNIT 2: PUBLIC SERVICE SKILLS

Unit 2: Public Service Skills

NQF Level 2: BTEC First Certificate and Diploma


Unit abstract

The public services require a high level of teamwork and communication skills to enable them to meet public expectations.

This unit allows learners to develop a range of teamwork, professional and personal life skills and methods of instruction that are important for a career in the public services.

Learners will identify some of the different qualities essential for effective teamwork, in addition to examining the characteristics needed for working as a part of a team. Teamwork skills will be developed through learners taking part in a range of practical team-building activities. Learners will be able to draw on their new experiences in order to evaluate the performance of their team members.

This unit examines a range of interpersonal skills useful for learners’ studies as well as their daily work routine in the public services.

Learners will gain an insight into various methods of instruction conducted in the public services. This will be achieved through researching the main principles and techniques surrounding the qualities of good instruction culminating in learners being able to effectively deliver a short fact- or skills-based lesson to a small group of people.

Learning outcomes


1 Understand the purpose and importance of teamwork in the public services

2 Be able to use a range of interpersonal communication skills

3 Understand various methods of instruction.


19


Unit content

1 Understand the purpose and importance of teamwork in the public services

Teamwork: types of teams in the public services eg crew, shift/watch, regiment; multi-agency/services teams; specialist teams eg search and rescue, project teams; emergency services; projects for implementing new policies

Importance of teamwork: eg achieving organisational objectives; camaraderie; teamwork within organisational structures; command and control

Qualities for effective teamwork: group and self-discipline; leadership; cooperation; communication; combining individual skills; problem solving; achieving aims; working with others

Team building: participation in team activities; team-building exercises; sporting events and outdoor group activities; characteristics within teams

Teamwork skills: including communication, problem solving, co-operation, conflict management

2 Be able to use a range of interpersonal communication skills

Reading — relationship to public services: skimming, scanning and detailed reading of public service documents; barriers to effective reading

Writing — relationship to public services: structure and format of letters to personnel, internal memorandums; report writing; note taking; email

Verbal communication — relationship to public services: one way/two way communication, questioning skills, tone, emphasis, audience awareness, use of jargon, abbreviations, participating in group discussions; verbal presentations of basic information; barriers to verbal communication in both operational and non-operational situations

Listening — relationship to public services: effective listening skills; information collation; receiving orders and direction; taking statements; intelligence gathering; barriers to effective listening

Non-verbal communication: body language; gesture; facial expressions; eye contact; posture

3 Understand various methods of instruction

Instruction: select subject; plan instruction eg objective, audience, timing methods; give instructions eg demonstrate, practice instruction — role play, case studies, explanations, one to ones

Qualities of a good instructor: confidence; manner; ways of speaking, moving and appearance during lesson; attitude; firm/fair/friendly; diligence; enthusiasm and interest in the subject

Facts/skills: for instruction — time, parts and content, notes, beginning, preliminary instruction, introduction, objective, reason why and incentive; middle teaching points; Explain — Demonstrate — Imitate — Practise (EDIP), end of lesson; summary; handouts


20

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Delivery

This unit should be mainly practically based allowing learners the opportunity to demonstrate and develop teamwork and interpersonal skills. To achieve this, learners will need to be given the opportunity to participate in a range of teamwork/team-building activities. Learners will also need to be given appropriate underpinning knowledge to help them identify and develop these skills.

Delivery of the content for learning outcome 1 should involve the full range of team building, incorporating the qualities listed and the relevant skills as they occur. Communication skills are mainly oral, however, written communication skills will also be required. These should be taught at an early point in the unit. This will link directly to the requirements of learning outcome 2 and allows tutors to emphasise the importance of these skills to the work that they will carry out in the public services. The ‘discipline’ required for an individual in public services is a vital part of their ability to both perform and progress. The self-discipline required for anyone entering the public services as well as its relationship to group discipline needs to be stressed throughout the units.

Learning outcome 3 can be delivered using at least three approaches. Tutors can input information relative to the methods of instruction, however it is important to ensure that this is to the right level — learners who are not supervisory management level need only learn about basics.

Another approach can be to allow learners to research the institution they experience, both inside and outside their immediate learning environment. A third approach in the delivery of this knowledge can be to combine the previous two approaches and then to facilitate the learner in practising instructional methods themselves within their peer or similar group.

When using scenario-based training it is important to be sure that all angles have been considered. For example, when delivering conflict management scenarios are very effective. However care must be taken in dealing with conflict scenarios as emotions are involved which could run high, and may result in issues arising that endanger both learner and tutor. As all teamwork can involve conflict, if not carefully managed, then this area of delivery is very important.

Contact with the public services is strongly encouraged to help learners research the importance of teamwork and interpersonal skills within the public services. This can be done by arranging visits and speakers. Some services, particularly the Army, may give learners opportunities to participate in personal development days where they undertake a series of command tasks. Personal research should also be encouraged.

Assessment

A number of assessment activities can be used to measure the achievement of learning outcomes in this unit. Assessment evidence may be in the form of assignments, research projects, production of effective notes/reports, participation in team activities and presentations.

A suitable assignment could include learners keeping a diary of different teamwork activities undertaken. The diary could identify any skills used or developed by the learner. A portfolio could be produced to support the development of the learner’s interpersonal skills.


22


Most of the primary assessment should be practical, using observations records and witness testimony. These should be in the form of written reports relating to individuals’ actual performance against the set criteria. It is not acceptable to provide only a ‘tick list’ against criteria, as this does not allow for adequate feedback.

Integrated assessment works well within this unit as evidence of learning outcome 2 can be drawn from teamwork and instruction assignments. Tutors should restrict the assessment to approximately two teambuilding activities. Learners should, however, be briefed in such a way that they understand that their interpersonal skills are being assessed throughout.

Video can be used to record learners’ assessments eg when they are instructing others. If this mode of assessment is used it is important to annotate and reference this in the written feedback to the learner. Copies of both the annotation and the notes should be available for the National Standards Sampling (NSS) if required.

Learners should be awarded a pass grade for the successful completion of all assignment tasks required of the pass section of the grading grid. Merit grades should be awarded for learners making a greater contribution to teamwork tasks and undertaking practical tasks with greater accuracy. Learners will need to present their work in a more structured style with more detailed explanations to achieve a merit grade through tasks relating to the merit grade in the grading grid. Distinctions should be awarded for learners demonstrating exceptional skills and a thorough understanding of teamwork and interpersonal skills in the public services as required in the distinction grade in the grading grid.


This unit has links with Unit 2: Utilise resources to maintain personal effectiveness of the Edexcel Level 2 NVQ in Public Services.

This unit links with Unit 1: Uniformed Public Services Employment, Unit 3: Uniformed Public Service Fitness, Unit 6: Adventurous Activities and Teamwork for the Public Services, Unit 7: The Value of Sport and Recreation in the Public Services, Unit 8: Land Navigation by Map and Compass and Unit 13: Expedition Skills.

Essential resources

Sufficient library resources should be available to enable learners to achieve this unit. Communication and contact with recruitment officers from the appropriate public services and the internet should be provided.



Institute of Management — Personal Effectiveness and Career Development (Hodder & Stoughton, 1999) ISBN 0340742941

Jay R — How to Build a Great Team (Prentice Hall, 2002) ISBN 0273663232

Murdock A — Personal Effectiveness (Butterworth-Heinemann, 2002) ISBN 0750656220


23


Key skills




• developing a range of teamwork skills

• identifying and demonstrating a range of interpersonal communication skills

• developing a range of interpersonal communication skills

• investigating the purpose and importance of teamwork in the public services.

C2.1a Take part in a group discussion.

C2.1b Give a talk of at least four minutes.






• investigating the purpose and importance of teamwork in the public services

• developing a range of communication skills.



ICT2.3 Present combined information such as text with image, text with number, image with number.


24





• identifying and demonstrating a range of interpersonal and communication skills

• developing a range of communication skills

• developing a range of teamwork skills.


LP2.2 Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance.

LP2.3 Review progress with an appropriate person and provide evidence of your achievements.

Problem solving Level 2





PS2.1 Identify a problem, with help from an appropriate person, and identify different ways of tackling it.

PS2.2 Plan and try out at least one way of solving the problem.

PS2.3 Check if the problem has been solved and identify ways to improve problem solving skills.

Working with others Level 2





WO2.1 Plan work with others.

WO2.2 Work co-operatively towards achieving the identified objectives.

WO2.3 Review your contributions and agree ways to improve work with others.


25


26

UNIT 3: UNIFORMED PUBLIC SERVICE FITNESS

Unit 3: Uniformed Public Service Fitness



Unit abstract

‘By failing to prepare, you are preparing to fail’. The uniformed public services are active professions. Their roles are active and physical meaning that people working in the uniformed services need to be fit to do the work.

This unit will introduce and help learners to understand the importance of personal health and lifestyle and the impact that it has on their fitness. It will also give them the opportunity to take part in various public service fitness tests and assess their own fitness levels in relation to the required standards of that service. They will also gain knowledge to be able to develop and plan their own training programme.

This unit will introduce learners to the basic body systems that are associated with health and fitness and an understanding of basic anatomy and physiology; they will gain knowledge of the effects that exercise will have on these systems, both in the short and long term, and through this learners will have a better understanding of how they can be effectively trained and developed.

Learners will develop their knowledge of the importance of lifestyle and nutrition and its effect on their fitness. They will understand what is required from a balanced diet for nutritional health and the impact of good and bad nutrition in relation to this. Learners will also look at how various aspects of lifestyles can have a detrimental affect on their health and fitness.

This unit will also give learners the opportunity to research and undertake some of the various selection and annual fitness tests that are carried out within the public services. In addition they will gain an understanding into why such tests take place and their relevance and reasoning.

The final learning outcome will give learners the opportunity to develop their knowledge of various training methods and programmes used within the services to assess and develop the individual’s fitness. This will give all learners the knowledge to develop an individual fitness training programme in preparation for entry into their chosen public service.

Learning outcomes


1 Know the major body systems associated with health and fitness

2 Understand basic nutrition and its effect on health

3 Be able to take part in a fitness test in order to appreciate the requirements of the public services

4 Be able to develop and complete a personal fitness training programme.


27


Unit content

1 Know the major body systems associated with health and fitness

Definitions and explanations: anatomy; physiology; fitness; health

Body systems: major systems associated with health and fitness — skeletal, muscular, respiratory and cardiovascular; structure and function of these

Effects of exercise on the systems: short-term immediate effects — raised heart rate, increased respiration, blood flow; long-term effects — lowered heart rate and blood pressure, improved strength and muscle tone; effects on stamina, weight, cholesterol, digestion

Benefits of exercise: physical, mental and social

2 Understand basic nutrition and its effect on health

Nutrition: food groups — carbohydrates (simple and complex), proteins, fats, vitamins, minerals, fibre, water

Diet: what is diet; Recommended Nutrient Intake (RNI); Health Educational guidelines; types of diets (eg vegan); eating right pyramid; balanced diet

Impact of good and bad nutrition: hypoglycemia; diabetes; obesity; cholesterol; blood pressure; heart disease

Effect of lifestyle on health and fitness: stress/relaxation; relationships; drugs; alcohol; smoking; sleep; fad diets; housing depression

3 Be able to take part in a fitness test in order to appreciate the requirements of the public services

Components of fitness: skill-related fitness; health-related fitness; strength; speed; muscular endurance; cardiovascular endurance; flexibility; agility; co-ordination; reaction time

Testing methods: job specific public service fitness tests; purpose of tests for the services eg strength and stamina; content of tests eg shuttle runs, sit-ups, grip tests, body percentage fat measurement; performance testing; test protocol

Reasons: assess current levels; monitor; progression; set goals; motivation; feedback from training programme; benchmark after returning from injury; use of repeat tests to establish gains; annual fitness checks

4 Be able to develop and complete a personal fitness training programme

Training: FITT — frequency, intensity, type, time; types of training methods; continuous training — running; swimming, cycling; cross training; circuit training; weight lifting

Programme design: SPORT — specific, progressive, overload, relevant, time

Application: SMART — specific, measurable, achievable, relevant, time; SMARTER — enhance performance, raise standards

Health and safety: equipment; facilities; weather; environment; illness; injury; clothing; warm-ups; cool downs


28

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in a

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of

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goo

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met

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use

d w

hen

plan

ning

a

fitne

ss tr

aini

ng p

rogr

amm

e.

D1

reco

mm

end

impr

ovem

ents

to o

wn

perf

orm

ance

in

a p

ublic

serv

ice

fitne

ss te

st

D2

eval

uate

ow

n pe

rfor

man

ce o

n co

mpl

etio

n of

th

e tra

inin

g pr

ogra

mm

e.

Gui

danc

e to

supp

ort t

he a

sses

smen

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his u

nit i

s ava

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Delivery

This unit should be taught as practically as possible allowing for the development of personal fitness. The learner should be encouraged to formulate and follow a personal fitness programme with regular fitness testing to ensure progression of fitness occurs. However, equal opportunities must be given to learners who may experience difficulties in some activities as not all learners may want to progress directly into the public services.

Initially, the learner will require guidance in preparation of fitness programmes and training techniques; however, towards the end of the unit the learner should to some extent work independently. The use of sports facilities and fitness suites are a distinct advantage in the quality of provision for this unit, the practical element can be delivered through centre links with the public services. The theoretical element of the unit should give an understanding of the principles of fitness, basic anatomy and nutrition. Portfolio work and work sheets are a good format to adopt when delivering this area of work.

The section on diet should be approached with care not to go into too much academic depth, but also to avoid too much emphasis on ‘fad’ diets and ‘scaremongering’ media reports. There is a range of websites that relate to the ‘eating right pyramid’. These provide useful information which the tutor can draw upon for use in handouts or equivalent. From this tutors can move naturally into the impacts of good and bad nutrition and the effects of individual lifestyles on health and fitness. It would be useful to have the support and input of nutritional experts, but they should be asked not to go into too much depth.

Learning outcomes 3 and 4 follow naturally one from another. Both of these are very practical outcomes with theoretical support. Tutors should access actual public service fitness tests for use with their learners. It is good practice to introduce learners to more than one test — sourcing several from, for example, the Army, Royal Marines, Police and the Emergency Fire Services. Learners can then see the differences in levels between the services.

Having tried out the different public service tests learning outcome 4 can be merged to enable the learners to develop a personal fitness programme suited to their own individual needs. The theoretical input should be used to help the development of their individual programmes, with learners identifying how their programme links/maps to the training, design and application and how they are ensuring health and safety.

Assessment

A number of assessment strategies and activities can be used to measure the achievement of the outcomes and grading criteria for this unit. Evidence in the form of assignments, research projects, case studies, practical fitness tests and fitness programmes could be used.

The first two outcomes could be assessed together with theoretical evidence provided in the form of an information booklet for potential recruits to follow, giving them a basic understanding of how the body works and the effects of exercise on its systems. Information regarding lifestyle and nutrition and its impact on the individual would also give them a better understanding of its effect on them and their performances.


30


Learning outcomes 3 and 4 could also be assessed together. Using the results of the fitness tests undertaken in learning outcome 3, learners could use these as an indicator of their personal fitness. This could then be used as the basis when starting to develop their own personal fitness training programme and as a reference when assessing their progress and development with the programme itself.

From the work completed for the pass criteria learners should, for M1, provide an explanation of long- and short-term effects of exercise on each of the major body systems listed in the unit content. For M2, having provided a description of each food group, they should now apply that information, using it to explain the importance of each of the food groups on health. For M3, learners need to take the results of their fitness test and analyse how well or badly they performed.

To achieve D1, learners should then work out the improvements they would need to make to their own performance to increase their score in a public service fitness test. Having planned and undertaken a training programme over a period of time (at least three months if possible) M4 and D2 should be achievable.


This unit has partial links with Unit 5: Maintain Personal Level of Physical Fitness for Duty of the Edexcel Level 2 NVQ in Public Services.

The outcomes in this unit link with Unit 1: Uniformed Public Services Employment, Unit 2: Public Service Skills, Unit 5: Public Service Workplace Welfare, Unit 7: The Value of Sport and Recreation in the Public Services and Unit 13: Expedition Skills.

Essential resources

Access to a gymnasium and fitness testing equipment is an essential part of the delivery of this unit. Staff must be qualified to the relevant level to lead practical sessions. Sufficient library resources should be available to enable learners to achieve the level of knowledge required for this unit. Access to recruitment officers with knowledge of the fitness tests for the appropriate services should also be provided.



Bean A — Food for Fitness (A & C Black, 1998) ISBN 0713647949

Laura R and Dutton K — The Matrix Principle (Allen & Unwin, 1991) ISBN 0044423497

MaranGraphics — Weight Training (Wiley Publishing, 2004) ISBN 0764570323

Mindell E — The Vitamin Bible (Arlington Books, 2002) ISBN 0140299610

Scott T — GCSE PE for Edexcel (Heinemann, 2001) ISBN 0435506374

Website

I eat therefore I am website, food pyramid www.eat-online.net


31


Key skills




• developing a personal fitness programme

• exploring the requirements of public service fitness tests

• examining major body systems in relation to health and fitness

• explaining the importance of good nutrition and its impact on health and fitness.








• planning and implementing a personal fitness programme

• demonstrating a knowledge of training methods and health and safety

• planning a dietary programme, explaining the recommended nutrient intake and the good group system.



ICT2.2 Enter and develop the information to suit the task and derive new information.



32




• planning and implementing a personal fitness programme

• planning a dietary programme.





33


34

UNIT 4: CITIZENSHIP, THE INDIVIDUAL AND SOCIETY

Unit 4: Citizenship, the Individual and Society



Unit abstract

It is important for learners to take some time to study citizenship and the relationship between the individual and society. Public service workers need to demonstrate good citizenship within their working environment to enable them to develop local and national citizenship when carrying out their work or duty. This unit provides learners with suitable knowledge, skills, attitudes and values to become informed and thoughtful citizens. It is designed to develop awareness of rights and responsibilities as well as respect for different religious, ethnic and national groups.

The first part of the unit introduces citizenship and human rights in the context of public services, promoting moral, social and cultural development. It also examines the relationship between individuals, society and the work of the public services. It should make the learner aware of how they can make a difference in their community and further their understanding of society.

The second half of the unit looks at equal opportunities and the roles of public services in society. It involves the study of the economy, democratic institutions and the importance of voting intelligently, the role of government, the justice system, the media, multi-cultural society, voluntary organisations and international issues.

This unit should employ active, enjoyable, stimulating and challenging teaching strategies. Studying this unit will develop skills of communication, participation, research and debate. The learner will have to work co-operatively with others and will become prepared for the opportunities and responsibilities of work in the public services.

Learning outcomes


1 Know what is meant by the terms citizen, citizenship, individual rights and human rights

2 Understand the relationship between individuals, society and the public services

3 Understand the importance of equal opportunities in society and the public services

4 Understand the different roles of statutory and non-statutory public services to the citizen and to a changing society.


35


Unit content

1 Know what is meant by the terms citizen, citizenship, individual rights and human rights

Citizen: definition in the public services — a member of a political community or state; how you become a citizen — place of birth, family, residence, taxpayer, voter, worker, learner; community activity; member of an organisation

Citizenship: legal and political status; legal rights and responsibilities; public life and affairs; behaviour and actions; social and moral; responsibility to others; personal management; honesty; attitude; neighbour; qualities of good citizenship and entry into public services; expectations of self and others; levels of authority and different age groups; use of suitable language; equal opportunities; fairness; respect; discipline; empathy

Rights: principles of legal and human rights; topical events eg implication of Human Rights Act 1998; current national/international/global situation — political, religious, social and moral issues; role and operation of criminal and civil justice system; outline of Official Secrets Act 1989; drugs monitoring within public services; rights of service users and customers, employers, employees; economic structure/systems; respect for democracy; participation in democratic and electoral process

2 Understand the relationship between individuals, society and the public services

Public services: function and role of public services in society; reason for public services; how public services serve society and how they work with individuals

The individual: the role of the individual in local, national and international society as a member of a society; the role of the individual in public services; importance of the individual; how the individual is affected by society; society’s relationship with individuals

Society: what is society; how does society work; structure of society; democratic society; relationship with individuals and services; the multi-cultural society

3 Understand the importance of equal opportunities in society and the public services

In society: what is equality; why is it important in society; education and equality; current UK and EU Equal Opportunities legislation — Sex Discrimination Act 1997, Equal Pay Act 1970, Human Rights Act 1998, Race Relations Act 1992, Public Order Act 1986, Disability Discrimination Act 1996, Freedom of Information Act 2000 and any amendments and new legislation/directives/measures to eliminate inequalities

In the public services: what is equal opportunity in relation to public services; attitudes to equality in public services; consequences and implications of Acts of Parliament on public service recruitment; training; interaction with individuals and wider society; implications for uniformed services eg Lawrence Inquiry, institutional racism


36

4


Understand the different roles of statutory and non-statutory public services to the citizen and to a changing society

Services: difference between statutory and non-statutory public services; role of services; need for services; role of court; monarchy, work of Parliament, cabinet, ministers, central and local government affecting law; relationship of public services with central and local government and monarchy

Public services and changing society: how society is changing — family, crime, influence of religion, youth, elderly, music, politics; how the services are affecting and supporting society; impact of government action on individual lives — taxation, housing, employment; voluntary services eg Citizens Advice Bureau (CAB), statutory services eg Ombudsman, Office of Fair Trading; role and influence of media and pressure groups


37

UN

IT 4

: CIT

IZEN

SHIP

, TH

E IN

DIV

IDU

AL

AN

D S

OC

IETY

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

expl

ain

the

term

s ‘ci

tizen

’, ‘c

itize

nshi

p’,

‘indi

vidu

al ri

ghts

’ and

‘hum

an ri

ghts

’

P2

desc

ribe

the

qual

ities

a g

ood

citiz

en is

re

quire

d to

hav

e to

ent

er a

pub

lic se

rvic

e

P3

desc

ribe

how

pub

lic se

rvic

es, c

itize

ns a

nd

soci

ety

wor

k to

geth

er

P4

nam

e th

e le

gisl

ativ

e do

cum

ents

ass

ocia

ted

with

equ

al o

ppor

tuni

ties

P5

outli

ne th

e di

ffer

ent w

ays i

n w

hich

pub

lic

serv

ices

hav

e af

fect

ed so

ciet

y

P6

outli

ne th

e di

ffer

ent w

ays i

n w

hich

pub

lic

serv

ices

hav

e su

ppor

ted

soci

ety.

M1

anal

yse

how

eth

nic

iden

tity

and

cultu

re c

an

affe

ct c

omm

unity

life

M2

expl

ain

and

com

pare

how

two

publ

ic se

rvic

es

addr

ess t

he m

ain

issu

es a

ssoc

iate

d w

ith e

qual

op

portu

nitie

s

M3

expl

ain

the

diff

eren

t way

s in

whi

ch p

ublic

se

rvic

es h

ave

supp

orte

d so

ciet

y.

D1

eval

uate

how

the

ethn

ic a

nd c

ultu

ral d

iver

sity

of

a c

omm

unity

aff

ects

the

publ

ic se

rvic

es

D2

eval

uate

the

appr

oach

es u

sed

by th

e pu

blic

se

rvic

es to

add

ress

the

mai

n is

sues

of e

qual

op

portu

nitie

s

D3

anal

yse

the

diff

eren

t way

s in

whi

ch p

ublic

se

rvic

es h

ave

supp

orte

d so

ciet

y.

Gui

danc

e to

supp

ort t

he a

sses

smen

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his u

nit i

s ava

ilabl

e on

pag

e 39

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Delivery

This unit should be as practically based as possible, encouraging learners to participate and to develop personal research and evaluation techniques. Tutors should plan the teaching and learning programme to allow progressive introduction of a more learner-centred approach. This will allow learners to practise and develop citizenship skills necessary for progression into higher-level programmes, or entry into a public service. Subject tutors should combine and integrate the linked subject areas, allowing learners to gain additional information from other visits or guest speakers.

A brainstorming workshop could be used to introduce the unit, with learners sitting in a circle and the tutor writing ideas about citizenship and being a good citizen on a board. Then, as the unit develops, newspaper articles highlighting human rights issues — such as battles over health provision for babies, arranged marriages etc — could be used. Case studies, written specifically for issues relating to the cohort of learners, are a useful way to introduce laws, eg the Official Secrets Act 1989. These case studies could focus upon particular issues and allow learners to examine them in depth.

Debates could be set up, helping learners work within a format of constructive debate and encouraging the development of thinking and speaking skills. A sound debate will enable learners to hear differing viewpoints and if learners are allocated views which are of a different form to their own, they could research that viewpoint and acquire new opinions.

Practical projects to produce wall displays or project books are a way for learners to put research into practice. Other good ways to vary the delivery of the unit are small group workshops, personal investigations using libraries, the internet and interviews, inviting in guest speakers, visiting various public services to see them at work, and field work to collect data.

Thought needs to be given to active social research and the support materials required by learners to carry it out adequately and meaningfully.

A range of visiting speakers could provide accurate insights into situations, lives, problems etc. These speakers could be youth workers, public service employees, recruitment officers, members of local community groups and media representatives. Visits to multi-cultural events would be a worthwhile activity, as would involvement in specific community events.

Assessment

Formative assessment should be employed throughout the programme, allowing learners to receive constructive guidance and feedback. This will allow them to develop an understanding of their personal achievement and the methods suitable for developing their own learning.

Assessment should consider the diverse sources of evidence. These sources may come from activity based projects, where observation and questioning, peer/tutor/voluntary organisation witness testimony, or personal statements may be employed. Group or individual planning and implementation documents are also an invaluable source of evidence. Tables giving the meaning of terms, qualities and legislative documents are effective tools for assessment. Where explanations are required they should be in more depth descriptions. P5 and P6 could be produced as one piece of evidence perhaps in tabular form showing comparisons between effects on society and the support for society. Merit and distinction should be evidenced using the analysis and evaluations that follow naturally from the evidence sourced for the pass criteria.


39



This unit has links with Unit 1: Uniformed Public Services Employment, Unit 9: Law and its Impact on the Individual, Unit 10: Crime and its Effects on Society and Unit 11: Community and Cultural Awareness.

Essential resources

Access to a range of textbooks covering all subject content is recommended, as is access to the internet, although many sites are aimed at a higher level than is needed.



Brown W and Wilman J — GCSE Law (Sweet & Maxwell, 2002) ISBN 0421768401

Callinicos A — Equality (Themes for the 21st Century) (Polity Press, 2000) ISBN 0745623255

Fenwick H — Civil Liberties and Human Rights (Cavendish, 2004) ISBN 1859414931

Foster S — Citizenship in Focus: Democracy in Action (Collins Educational, 2003) ISBN 0007149751

Haughton E — Equality of the Sexes? (Viewpoints) (Franklin Watts, 2000) ISBN 0531144437


40


Key skills




• taking part in group and individual ICT discussions

• contributing fully to the group discussions

• researching results in report or presentation format to include visual images

• using annual reports/documents, collected from local newspapers.








• using the internet to collect information

• using the information to produce research report and associated presentation materials

• interpreting sources of internet research

• using research materials to enhance report or feedback materials

• producing final presentation materials using OHP or IT produced visual or text aids.






41




• discussing and producing assessment/action plans for two research purposes

• preparing and discussing ICT

• maintaining their deadlines, changing plans to overcome problems

• discussing and agreeing changes with tutor/mentor

• completing ICT

• discussing achievement with tutor/mentor on agreed review schedules

• providing written evidence of how they used previous learning to enable them to meet the new tasks.






• responding to two identified research problems or problem situations developed during that research

• discussing problems with tutor/mentor

• agreeing two possible options with tutor/mentor

• agreeing and planning the use of one option, this to be used to overcome the problems identified

• recording agreement within assessment/action plan

• following and reviewing the plan

• providing a short report on outcome and possible changes to methods employed.





42




• completing two assessments/ action plans, indicating objectives and responsibilities using a one-to-one or team approach

• discussing or debating arrangements, and ensuring deadlines have been met

• meeting individual or group deadlines

• discussing and changing plans to achieve objectives.





43


44

UNIT 5: PUBLIC SERVICE WORKPLACE WELFARE

Unit 5: Public Service Workplace Welfare



Unit abstract

This unit aims to help learners develop a greater awareness of their role regarding workplace welfare. It will provide the opportunity for them to gain a basic understanding into what constitutes safe working practices and the identification of potential hazards that will compromise a safe working environment.

Learners will explore the history of health and safety, looking at the various aspects of health and safety at work, specific terminology used and aspects of relevant legislation. Learners will also investigate the consequences to both a public service organisation and to the individual for failing to comply with health and safety legislation.

Learners will study emergency and evacuation procedures that are in place across a range of public service properties and buildings including exit points and routes to safe areas. Safety regarding the use of various fire extinguishers and fire hoses and the provision of emergency equipment in public service buildings will also be explored.

The unit will give learners a basic understanding of the terminology and methodology used in risk assessments. It will cover the practical application of specific documentation used to assess risk in the workplace and experience will be gained through carrying out workplace inspections. Some theoretical investigation will be conducted regarding the principles of accident prevention.

Learners will explore individual responsibilities in the organisation for safe working practices by investigating codes of practice relating to first aid, equipment and technological safety procedures for items such as display screen equipment that are common in the workplace. The learner will cover a final practical aspect in the subject of manual handling where they will establish the rules, regulations and techniques for correct lifting and carrying to avoid injury within the workplace.

Learning outcomes


1 Understand the provisions set out in health and safety at work legislation and explain the terminology, summarising the possible outcomes of failing to comply

2 Know the emergency procedures outlining differing practices in specific situations

3 Understand the purpose of risk assessments and describe the methodology used

4 Know the requirements for additional safe working practices and their integration into the work environment.


45


Unit content

1 Understand the provisions set out in health and safety at work legislation and explain the terminology, summarising the possible outcomes of failing to comply

History: basic terminology used in health and safety legislation eg Health and Safety at Work Act 1974, Health and Safety Executive, Health and Safety Commission (HSC), Approved Codes of Practice (ACOPS) duty of care, hazard, control measures, competent personnel, risk, regulations and accident management

Legislation: an overview and introduction to the acts and regulations, which contribute to a safe working environment eg

• Health and Safety at Work Act 1974

• Health and Safety (First Aid) Regulations 1981

• Noise at Work Regulations 1989

• Health and Safety (Display Screen Equipment) Regulations 1992

• Work Place (Health, Safety and Welfare) Regulations 1992

• Manual Handling Operations Regulations 1992

Heath and safety: roles and responsibilities placed upon a chosen public service, managers and the individual by current legislation eg duty of care, safety of self and others

Failure to act: consequences of failing to comply with current legislation; the outcome of negligence including tribunals; compensation and civil claims

2 Know the emergency procedures outlining differing practices in specific situations

Emergency procedures: action to be taken when discovering an emergency situation, including differing practices in specific situations eg fires, bomb threat, terrorist alerts

Evacuation procedures: evacuation of workers and visitors from public service buildings; evacuation of disabled persons; exits, signs and general maintenance — keeping exit routes clear at all times, signs are illuminated or clearly visible, acquainting visitors or large gatherings with procedures and exit routes

Equipment: types of equipment available and its use eg fire extinguishers, fire blankets, fire hose, ladders; provision of emergency equipment in public service buildings

3 Understand the purpose of risk assessments and describe the methodology used

Risk assessment: definition; purpose; documentation; format

Practical use: where and when they should be used; reduced risk; principles of accident prevention; assess risk within local establishment


46

4


Know the requirements for additional safe working practices and their integration into the work environment

Safe working practices: safe working practices; codes of practice; health — ventilation, room space, work stations; safety — maintenance of the working environments; welfare — washing and sanitary conveniences, accommodation for eating and changing facilities, reporting of incidents

First aid: duties imposed on employers — facilities, trained staff, information regarding identity of first-aider and location of equipment

Equipment and electrical safety: types of equipment used in public services eg office furniture, computers, display screen equipment, vehicles; communication — radio, telephone, mobile phones; protective clothing; kettles and food preparation; training requirements to enable correct usage; private equipment and its use within the public services

Manual handling: requirements to provide training for personnel in correct lifting techniques; individual knowledge in correct lifting


47

UN

IT 5

: PU

BLI

C S

ERV

ICE

WO

RK

PLA

CE

WEL

FAR

E

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

outli

ne th

e va

rious

Act

s and

regu

latio

ns re

late

d to

wor

kpla

ce w

elfa

re

P2

desc

ribe

the

role

s and

resp

onsi

bilit

ies

rega

rdin

g he

alth

and

safe

ty w

ithin

a c

hose

n pu

blic

serv

ice

esta

blis

hmen

t

P3

desc

ribe

the

requ

irem

ents

for t

he p

rodu

ctio

n of

a

risk

asse

ssm

ent

P4

desc

ribe

the

step

s to

be ta

ken

whe

n di

scov

erin

g an

inci

dent

and

sum

mar

ise

emer

genc

y ev

acua

tion

proc

edur

es

P5

outli

ne th

e re

gula

tions

con

cern

ing

the

prov

isio

n of

firs

t aid

at w

ork

P6

expl

ain

the

term

man

ual h

andl

ing

and

the

train

ing

requ

irem

ents

.

M1

expl

ain

parti

cula

r hea

lth a

nd sa

fety

issu

es

whi

ch m

ay im

pact

on

a ch

osen

pub

lic se

rvic

e an

d th

e co

nseq

uenc

es o

f fai

ling

to a

ct

M2

prod

uce

a ris

k as

sess

men

t for

a ro

om w

ithin

a

wor

kpla

ce

M3

expl

ain

the

first

aid

at w

ork

polic

y fo

r ow

n es

tabl

ishm

ent.

D1

anal

yse

two

case

s whe

re n

eglig

ence

rela

ting

to

heal

th a

nd sa

fety

mea

sure

s has

bee

n ch

alle

nged

in a

pub

lic se

rvic

e.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

pag

e 49

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UNIT 5: WORKPLACE WELFARE


Delivery

The unit should allow learners to practise and develop appropriate skills.

This unit should be practically based, encouraging learners to conduct personal research of the subject matter and have contact with health and safety officers from various public services. This could be achieved by arranging visits or guest speakers from a variety of agencies for example:

• the local Fire Prevention Officer

• Health and Safety Advisor (any public service)

• solicitor specialising in health and safety legislation

• Health and Safety Officer (local authorities).

A number of delivery activities can be used to contribute to evidence collected for the outcomes in this unit. For example, research projects into health and safety legislation, emergency procedures adopted by a chosen public service, the types of emergency equipment available in a public service building (eg fire-fighting equipment — location, types of extinguisher and its specific use). To show a greater understanding of emergency procedures, risk assessment and workplace welfare, learners may be encouraged to conduct research within a chosen public service.

Assessment

Assessment evidence may be in the form of assignments, research projects and/or production of effective notes/reports. Statistical data may be included to support research findings. Learners may be tasked to make presentations to the group to demonstrate their understanding of the selected topic.

Evidence may be integrated to allow for greater delivery flexibility and encourage a greater understanding of the subjects covered in this unit.

When assessing the evidence presented at pass level for the legislation and regulations, the explanation will show limited knowledge. Learners should be able to present an outline, either orally or in written format, but should not be expected to go into much depth. They should, however, be able to explain the meaning of all of the specialist terminology used in the acts and regulations referred to in their outlines. The same applies for the outline required for P6. When asked for a description it is acceptable for a list to be produced with descriptions that evidence the meaning of each of the items in the list.

To achieve a merit, learners will be expected to nominate a particular public service, provide an explanation of specific health and safety issues the service has, and an explanation of the consequences on the service if they do not rectify the situations. A workplace can include a room in college or school as well as in the public service environment.

Learners should be provided with a basic proforma risk assessment sheet to complete and the content that has been input by the learner should then be put forward for assessment. To achieve a distinction tutors would be best served to use two or more case studies of health and safety negligence that have occurred in the public services. Assessment could then be based on such things as a debate stemming from the issues or a written commentary analysing what happened and suggesting what should have been done to avoid the situations arising.


49



This unit has links with Unit 1: Promote and Maintain Health, Safety and Security in the Workplace of the Edexcel Level 2 NVQ in Public Services.

This unit has links with Unit 3: Uniformed Public Service Fitness, Unit 6: Adventurous Activities and Teamwork for the Public Services and Unit 7: The Value of Sport and Recreation in the Public Services.

Essential resources

Sufficient resources should be made available to enable learners to achieve this unit. Leaflets and other free resources are available from the Health and Safety Executive. Comprehensive but brief overviews of legislation will be found in many of the available publications.



The following books are available from HSE Books.

A Guide to the Health and Safety Act at Work (ISBN 0717604411)

Display Screen Equipment (ISBN 0717604101)

Electricity at Work: Safe Working Practices (ISBN 071760442X)

Essentials of Health and Safety at Work (ISBN 071760716X)

Five Steps to Risk Assessment (ISBN 0717615804)

Lighting at Work (ISBN 0717612325)

Seating at Work (ISBN 0717612317)

Slips and Trips: Guidance for Employers (ISBN 0717611450)

The Cost of Accidents at Work (ISBN 0717613437)

Workplace Health, Safely and Welfare (ISBN 0717604136)


50

UNIT 5: WORKPLACE WELFARE

Key skills




• communicating clearly when outlining the emergency evacuation procedures

• describing the ways in which health and safety legislation affects a chosen public service and the individual who works within that chosen area

• producing an explanation of risk assessment.

C2.la Take part in a group discussion.

C2. 1b Give a talk about of at least four minutes.


C2.3 Write two different types of documents each one giving different information. One document must be at least 500 words long.



• researching the subject of health and safety using the internet and/or CD ROM

• using a word-processing package to present evidence and final documents.






51




• investing the roles and responsibilities set out in health and safety legislation, outlining the practical implications

• outlining risk assessment and demonstrating an understanding

• identifying and explaining safe working practices.






• producing a risk assessment plan outlining how risk may be minimised

• outlining safe working practices within a chosen public service.






• researching health and safety legislation

• producing a risk assessment plan outlining how risk may be minimised

• researching the forms of protective equipment and clothing explaining its use.





52

UNIT 6: ADVENTUROUS ACTIVITIES AND TEAMWORK FOR THE PUBLIC SERVICES

Unit 6: Adventurous Activities and Teamwork for the Public Services

NQF Level 2 BTEC First Certificate and Diploma


Unit abstract

The purpose of this unit is to allow learners to participate in and review the benefits of outdoor activities to both their own skills development and to public service work and training. It allows learners the opportunity to investigate the benefit of participating in outdoor activities within a residential setting, consider the responsibilities of the organiser and have the opportunity to complete an outdoor activity residential. The learner will also investigate youth and community projects in society focusing on any links they have with the uniformed public services and their work.

The unit is a stand-alone unit and will allow the development of many transferable skills such as communication, leadership, discipline and trust that would be of use in many areas of employment and not just in uniformed public service work. Many learners will also benefit from challenging fears, building confidence and working as part of a team whilst participating in the outdoor activities. The residential allows the opportunity for learners to complete some criteria for Unit 8: Land Navigation by Map and Compass and Unit 13: Expedition Skills, if they are being taken.

To complete the unit learners must participate in at least two outdoor activities that are supervised by qualified personnel.

Learning outcomes


1 Be able to participate in outdoor pursuits and teamwork

2 Understand the benefits of outdoor pursuit residentials and the responsibilities of the organisers

3 Know about youth and community projects in our society and their use of outdoor activities

4 Understand how the uniformed public services may be involved with outdoor activities and youth and community projects in our society.


53


Unit content

1 Be able to participate in outdoor pursuits and teamwork

Types of outdoor pursuits available: eg rock climbing, abseiling, mountaincraft and camping; activity centres providing varied activities eg high ropes, blind trail, problem solving; public services use of activities eg team building, different experiences, developing fitness, developing skills and attributes; health and safety

2 Understand the benefits of outdoor pursuit residentials and the responsibilities of the organisers

Benefits of the different activities: eg skills development; benefits for organisations; benefits for individual groups; benefits of activities taking place within a residential setting; benefits of a residential with a uniformed public service

Responsibilities: health and safety; risk assessments; accommodation, fire and first aid facilities; availability of equipment and its maintenance; insurance requirements for activities; staff training and qualifications; provision of food and dietary needs; parental consent for under age participants; disclaimers; alternative bad weather activities planning

Organisations running residentials: eg army, Outward Bound, National Trust, private businesses

3 Know about youth and community projects in our society and their use of outdoor activities

Projects: youth projects intended to provide young people with opportunities to participate in outdoor activities; developing personal skills and abilities; organisation of projects; how they use outdoor activities to develop skills; community projects to provide participants of all ages with opportunities to take part in activities eg walks, outdoor activities for the disabled, athletics, caving

Providers: Prince’s Trust; youth clubs; Duke of Edinburgh’s Award; cadet groups; voluntary organisations

4 Understand how the uniformed public services may be involved with outdoor activities and youth and community projects in our society

Involvement of uniformed public services: purpose; type of projects including support for disabled people, disadvantaged people, elderly, young offenders, non-attendees at school; the role of volunteers, chair person, treasurer, project worker; public service involvement; advisory roles; reduction of crime; speakers; charity; benefits to the public services; responsibilities eg funding, trips and visits, staffing, liaison, record keeping, security of premises, child protection


54

UN

IT 6

: AD

VEN

TUR

OU

S A

CTI

VIT

IES

AN

D T

EAM

WO

RK

FO

R T

HE

PUB

LIC

SER

VIC

ES

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

take

par

t in

two

outd

oor p

ursu

its a

nd te

amw

ork

reco

rdin

g th

eir p

artic

ipat

ion

P2

desc

ribe

the

addi

tiona

l pot

entia

l ben

efits

of

parti

cipa

ting

in a

n ou

tdoo

r pur

suit

resi

dent

ial

P3

outli

ne y

outh

and

com

mun

ity p

roje

cts

incl

udin

g th

eir u

se o

f out

door

act

iviti

es

P4

expl

ain

the

links

one

pro

ject

has

with

the

unifo

rmed

pub

lic se

rvic

es a

nd e

xpla

in th

e pu

rpos

es o

f tho

se li

nks

P5

expl

ain

how

indi

vidu

als a

nd te

ams c

an b

enef

it fr

om p

roje

cts a

nd/o

r act

iviti

es

P6

expl

ain

how

the

unifo

rmed

pub

lic se

rvic

es c

an

be in

volv

ed in

out

door

act

iviti

es.

M1

anal

yse

the

bene

fits a

nd th

e sk

ills t

hat a

re

deve

lope

d fr

om p

artic

ipat

ing

in o

utdo

or

purs

uits

and

team

wor

k

M2

com

pare

you

th a

nd c

omm

unity

pro

ject

s tha

t in

clud

e th

e us

e of

adv

entu

rous

act

iviti

es a

nd

team

wor

k.

D1

eval

uate

the

bene

fits a

nd p

oten

tial f

or

indi

vidu

al sk

ills d

evel

opm

ent f

or u

nifo

rmed

pu

blic

serv

ice

wor

k

D2

eval

uate

you

th a

nd c

omm

unity

pro

ject

s tha

t in

clud

e th

e us

e of

out

door

pur

suits

and

te

amw

ork.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

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e on

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Delivery

Tutors must be aware of the Young Persons (Outdoor Centres) Act 1995 when delivering this unit to learners under 18 years. The regulations are stringent and must be taken seriously. Only the Uniformed Services are exempt from this Act.

This unit should primarily be practically based, encouraging learners to observe and participate in outdoor activities, individually and in teams as well as in different youth and community groups. The learners would benefit from visits to different groups. It is important to ensure that the activities are not sedentary, but provide elements of challenge for all participants. Visiting speakers from different groups would also enhance the unit.

Learners should be provided with opportunities to research the ways in which different services may be involved in outdoor activities and community groups. They should be encouraged to question leaders of specific groups and members of the public services to ascertain their level of involvement both locally and nationally.

The unit should also encourage learners to develop appropriate skills by participation in a variety of outdoor activities. Benefits both to the learner in general and if they were to go into uniformed public service work should be considered. A logbook of activities undertaken would be a useful tool to record participation throughout the course.

At least one residential with outdoor activities could be provided during this unit. However the activity can also be completed without residential involvement. Various residential activities provided by the armed service can provide a high quality yet low cost way of providing this opportunity. However, learners can be encouraged to understand the amount of organisation required for a residential by following the planning process in class.

Encouraging actual learner involvement in a range of youth and community projects and encouraging them to report back and discuss their findings will cover part of the content of learning outcome 3. Tutors should aim to access the providers of local and national projects for speakers, visits and literature to support their own input. The uniformed public services are very proud of their involvement in both outdoor activities and youth and community projects. Tutors will find them a good source for visits and speakers; however, they should be aware that the demand on these groups is often very high and they should therefore plan this input well in advance.

Assessment

Evidence can be in the form of assignments, research projects, brochures, logbooks or presentations. Notes from observations may be included and observation record sheets should be used. Evidence in the form of presentations should be video taped.

Assessment of outdoor activities and residentials should be based on the learner’s participation in the activities and their recording of it and their analysis of the benefits to themselves and the uniformed public services.

Assessment tools for P1 can consist of logbooks and personal diaries of participation. Any assessment carried out by people outside the delivery team should be done for the individual learner specifically. It is vital that any external assessors understand the criteria they are marking against. P2 does not require the individual to go on a residential, although it does not preclude it either. Their description should, however, cover at least three potential benefits of


56


participating in an adventurous activity. M1 and D1 require the learner to use analysis and evaluation techniques to delve into benefits and skills (for merit) pulling these from the evidence they have used in their description for P2. For D1 they will need to develop this further by evaluating how the potential for individual skills development can be beneficial for uniformed public service work.

P3 could be presented in a chart format which can then be expanded for evidence produced in M2 and D2. P4 and P5 can be assessed as an integrated task with a detailed explanation given for P4 and then expanded for P5. P6 must be referenced to actual uniformed public service involvement.


This unit has partial links with the Level 2 National Occupational Standards in Public Services Unit 2: Manage resources to maintain personal effectiveness.

This unit has links with Unit 1: Uniformed Public Services Employment, Unit 2: Public Service Skills, Unit 5: Public Service Workplace Welfare, Unit 7: The Value of Sport and Recreation in the Public Services, Unit 8: Land Navigation by Map and Compass, Unit 13: Expedition Skills and Unit 14: Fundamentals of Nautical Studies.

Essential resources

Sufficient learning resources should be available to complete this unit including specialist texts and access to the internet. Teaching staff should have reasonable experience of outdoor activities and community groups and contacts should be used from community groups and the uniformed public services. Access to a suitable residential course is highly recommended and equipment such as maps and compasses for outdoor work would be beneficial.



Cooper G — Outdoors with Young People (Russell House Publishing, 1998) ISBN 1898924244

Keay W and Gair N — Land Navigation: Routefinding with Map and Compass (Duke of Edinburgh’s Award Scheme, 1998) ISBN 0905425057

Langmuir E — Mountaincraft and Leadership (Sport Scotland and MLTB, 2002) ISBN 1850602956

Long S — Hill Walking (The Mountain Training Trust, 2003) ISBN 0954151100

Safety in Outdoor Education (HMSO, 1995)

Thomas M — Weather for Hill Walkers and Climbers (Sutton Publishing, 1995) ISBN 0750910801


57


Key skills




• meeting with individuals from youth and community groups and projects

• demonstrating their knowledge of the groups and projects following research work.





• participating in a range of outdoor activities or on an organised residential of at least two days duration.


PS2.2 Plan and try out at least one way of solving the problem




• taking part in team activities during the course whilst participating in a range of outdoor activities or a residential of a minimum of two days duration.





58

UNIT 7: THE VALUE OF SPORT AND RECREATION IN THE PUBLIC SERVICES

Unit 7: The Value of Sport and Recreation in the Public Services



Unit abstract

Sporting and recreational activities play important roles in the public services. This unit investigates how they benefit the individual members and the services as a whole. These activities often require participants to work in teams. Effective preparation and planning are essential components to get the most out of the activities and safety considerations need to be identified. Without active participation from all, many aspects will not be adequately covered. The public services place sporting and recreational activities high on their list of importance because of the individual discipline, team participation and wider skills they provide.

The first part of this unit explores the importance of sporting and recreational activities to individuals and the public services, including health, social development, self-esteem, behaviour, challenges, recruitment, psychological benefits, leadership and physical development. Then the unit moves onto the organisation of such activities to include safety, teams, clothing, equipment, transport, accommodation, weather, briefings, emergency procedures and fitness.

To successfully complete the unit, learners need to participate regularly in a sporting or recreational activity. This will enable them to fully understand the issues of safety, planning and preparation. It will also help them appreciate the personal benefits acquired from participation.

This unit will help learners to develop organisation, communication, discipline, problem-solving and interpersonal skills. Learners gain knowledge and understanding as a result of participation in, and reflection on, activities.

Learning outcomes


1 Understand the importance of sport and recreation to the public services

2 Know the safety issues that need to be taken into consideration when the public services organise sports and recreational activities

3 Be able to plan, prepare and organise activities and events

4 Be able to participate regularly in a sporting or recreational activity.


59


Unit content

1 Understand the importance of sport and recreation to the public services

Public services: for development of personnel; as used by the public services eg the Royal Navy, Royal Marines; as used in the youth and community services

Sport: eg cross country running, climbing, sailing, assault courses

Recreation: physical — participation in sport; passive leisure — use of leisure time for other activities eg social clubs, cinema, theatre, gardening, other hobbies

Key benefits: promotes health, fitness and well-being — decreases risk of cardiovascular disease, some cancers, strokes and obesity; decrease risk of anxiety and depression; to reduce high blood pressure, non-insulin dependent diabetes mellitus, osteoarthritis and osteoporosis; reduction in sick leave; maintenance of fitness

Other benefits: social cohesion — of members of public services and their families; provides opportunity to meet individuals; public visibility; morale; group/community identity; community development; personal satisfaction eg express physicality, self-esteem, pleasure, personal challenge, quality of life, fighting spirit; personal development eg cognitive development, emotional development, educational outcomes, psychological benefits, empathy, leadership, discipline, motivation; interpersonal skills; organisation skills eg time management; operational effectiveness; staff development; recruitment and retention; testing skills and abilities

2 Know the safety issues that need to be taken into consideration when the public services organise sports and recreational activities

Public service responsibility: provision of appropriate clothing, equipment, insurance, accommodation, surfaces for activities; risk assessments of equipment and areas; first aid provision; fire equipment if appropriate; trained supervisory staff; training; briefing; weather condition; alternative venues; routes; medical information of participants; consent documents; emergency contact details; costing; nomination of emergency contacts

Individual’s responsibility: attend briefings; follow directions of staff; ensure safety equipment; check routes; pack appropriate clothing and rations; check weather; carry safety equipment; first aid kit; carry personal contact details and details of any medical details; practise activity; undertake instruction courses; do not carry out activity if unfit

3 Be able to plan, prepare and organise activities and events

Planning: insurance; teams; groups; roles of individuals; equipment; rations; accommodation; booking transport; recording information; arranging first aid cover; identifying routes; permission from landowners; risk assessments

Organise: supervision rotas; contact lists


60

4


Be able to participate regularly in a sporting or recreational activity

Regular participation: eg sports clubs, activity centres, fitness centres; provide evidence of attendance and fitness improvements eg registration cards, charts

Benefits: improved fitness — stamina; flexibility; strength; recovery rates; social; relaxation; self-esteem and self-confidence; skills; weight; respect for self and others; psychological benefits; team spirit

Preparation: reaching fitness for physical sporting activities; eating; consuming appropriate foods/liquids; warming up; warming down; check equipment; resting


61

UN

IT 7

: TH

E V

ALU

E O

F SP

OR

T A

ND

REC

REA

TIO

N IN

TH

E PU

BLI

C S

ERV

ICES

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

desc

ribe

the

bene

fits o

f spo

rt an

d re

crea

tiona

l ac

tiviti

es to

the

publ

ic se

rvic

es

P2

desc

ribe

the

bene

fits o

f spo

rt an

d re

crea

tiona

l ac

tiviti

es to

the

indi

vidu

al

P3

iden

tify

the

safe

ty is

sues

to b

e ta

ken

into

co

nsid

erat

ion

by th

e pu

blic

serv

ices

whe

n or

gani

sing

a sp

ortin

g or

recr

eatio

nal a

ctiv

ity

P4

expl

ain

wha

t nee

ds to

be

take

n in

to

cons

ider

atio

n w

hen

plan

ning

, pre

parin

g an

d or

gani

sing

a sp

ort o

r rec

reat

iona

l act

ivity

P5

plan

and

par

ticip

ate

in re

gula

r spo

rt or

re

crea

tiona

l act

iviti

es

P6

iden

tify

the

pers

onal

ben

efits

from

pa

rtici

patio

n in

regu

lar s

port

or re

crea

tiona

l ac

tivity

.

M1

expl

ain

how

spor

t and

recr

eatio

nal a

ctiv

ity

cont

ribut

es to

the

deve

lopm

ent o

f mem

bers

of

a na

med

pub

lic se

rvic

e

M2

anal

yse

the

safe

ty p

ract

ices

app

lied

to a

na

med

spor

t act

ivity

or a

nam

ed re

crea

tiona

l ac

tivity

M3

anal

yse

the

need

for g

ood

plan

ning

and

in th

e or

gani

satio

n of

spor

t and

recr

eatio

nal

activ

ities

M4

expl

ain

the

long

- and

shor

t-ter

m b

enef

its to

th

e in

divi

dual

of p

artic

ipat

ing

regu

larly

in

spor

t or r

ecre

atio

nal a

ctiv

ities

.

D1

just

ify th

e us

es o

f spo

rt an

d re

crea

tiona

l ac

tiviti

es b

y tw

o na

med

pub

lic se

rvic

es

D2

eval

uate

the

diff

eren

ces b

etw

een

safe

ty

prac

tices

that

the

publ

ic se

rvic

es a

re re

quire

d to

app

ly a

nd th

ose

that

indi

vidu

als s

houl

d co

nsid

er w

hen

parti

cipa

ting

in tw

o na

med

sp

orts

act

iviti

es

D3

eval

uate

the

long

- and

shor

t-ter

m b

enef

its to

th

e in

divi

dual

from

regu

lar p

artic

ipat

ion

in

spor

t or r

ecre

atio

nal a

ctiv

ities

.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

pag

e 64

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Delivery

This unit should be mainly practically based and include as much contact with various different public services as possible. It is important to stress the use of sport and recreation in the public services throughout the delivery of this unit. It must not be seen as just a sport and recreation unit. The learner should be provided with opportunities to participate in sports or recreational activities of their choice, enabling them to experience the different aspects of the unit in a practical situation and to keep their own personal log of achievement and development.

A practical investigation could be carried out to look at the effect of regular exercise on the body. Surveys and interviews are useful ways of finding out more about the views of the individuals involved and research work like this can be undertaken in order to prepare for discussions and presentations. Speakers from various public services should be invited in to explain the benefits of sports and recreational activities to them. The use of a case study following a new recruit in one public service to see how sporting or recreational activities have affected them in their services is a useful delivery tool. Displays can be prepared and the use of debate can encourage research and communication skills. ICT can be used by the learners to assimilate their research and to produce graphs, charts etc, for presentations.

To enable learners to develop their knowledge of safety practices, planning and preparation, they could be given the opportunity to organise a sport or recreational activity event either within the educational establishment or within the community.

Activities that will help with the delivery of this unit can include: biological tests such as step test, agility, fat monitor, strength, lung capacity, recovery rate on group of learners, from various sporting or non-sporting backgrounds to compare active individuals to less active individuals.

Learners can produce a survey or questionnaire to find out in what way people can benefit from participating regularly in sporting or recreational activities. An analysis of the results can then be carried out by learners.

Invite visitors from two different public services to discuss the uses of sporting and recreational activities in their public service. Case studies can follow a new recruit in one public service to see how sporting or recreational activities have affected them in their service.

Learners could also carry out a personal research project analysing the safety practices applied to two named sporting and two named recreational activities. They could then develop their evaluation skills by evaluating at least four of the differences between safety practices that the public services are required to apply and those that individuals should consider in these named activities.

Planning a sporting or recreational activity for their group, taking into consideration all the aspects of the planning, can bring about learning whilst they have fun.

This can then be developed by following the above plan, and preparing for the sporting or recreational activity.

What is an individual’s responsibility when preparing for such activities? The group of learners could use art techniques or use ICT graphic packages to produce a poster highlighting a sports team, preferably one in the public services and annotate what their own individual responsibilities would be if they were preparing for the event.


63


Throughout the whole unit they could keep a personal log, recording regular participation in sporting or recreational activities. They should record their physical, emotional and social experiences. Following this they could investigate and evaluate the long and short-term benefits to an individual from participating in regular sporting or recreational activities.

Assessment

This unit lends itself to various means of assessment including presentations, assignments and research projects. Practical activities need to be recorded in an appropriate format, including witness statements of the different activities or certification of improved abilities. Learners may be encouraged to use different methods of recording their work using video, written work, photographic evidence and displays.

The assessment can be of groups working together or individuals. Participation in activities will have to be individual but other work can readily be developed by a group although it should be assessed for each individual.

Tasks relating to learning outcomes 1 and 2 should require evidence to be produced that research has been carried out into the ways in which sport and recreation are actually used in the public services. Learners should be able to differentiate between the benefits of sports and recreational activities to the individual and to the public services researched. Learning outcome 3 requires active individual learner participation in the planning and organising of activities and events. These should be either sport or recreational. The plans produced by the individual could be added to by videos or records of the organisation done by the individual, together with a record, videoed or written, about the activity or event as it takes place.

Learning outcome 4 requires the learner to actively participate in a sport or a recreational activity. Use of a logbook or a diary together with any supplementary evidence available would be suitable for this outcome. The personal benefits should be identified for the pass, a list of them, together with a brief note relating to each benefit. The merit criteria would then be achieved by taking each of the benefits identified and explaining the long and short term benefits to any individual of participation in the sport or recreational activity. The distinction criteria would be achieved by taking the merit evidence and evaluating how the benefits to the individual can be evidenced, with reference to the learners and other individuals who have participated. All evidence of research for the merit and distinction criteria should be included when the learner submits their work for assessment.


This unit has partial links with Unit 5 of the Edexcel Level 2 NVQ in Public Services.

This unit has links with core Unit 2: Public Service Skills, Unit 3: Uniformed Public Service Fitness, Unit 6: Adventurous Activities and Teamwork for the Public Services and Unit 14: Fundamentals of Nautical Studies.

Essential resources

Access to a range of textbooks, covering all subject content, is needed. Opportunities to use ICT for researching different aspects of the unit, including internet facility would be beneficial.

Learners will require regular opportunities to participate in sports and recreational activities either within the educational establishment or as a member of a club, ensuring that the participation is evidenced effectively, including through witness evidence. Advantage can be taken of activities provided by the armed services enabling learners to participate in different activities and test their fitness.


64


Key skills




• providing information to other class members about their activities and their research into safety practices.






• planning and preparing to take part in an activity of their choice.






• taking part in sporting or recreational activities as part of a group or team.





65


66

UNIT 8: LAND NAVIGATION BY MAP AND COMPASS

Unit 8: Land Navigation by Map and Compass

NQF Level 2 BTEC First Diploma


Unit abstract

The purpose of this unit is to allow learners to acquire knowledge and skills in relation to land navigation with map and compass and to demonstrate them practically in a safe manner. Learners will also be required to plan a route and investigate other key considerations when in the countryside, such as access laws, the country code, adopting a minimum impact approach and treating potential medical conditions that may be encountered.

It is vital for learners wishing to enter many of the uniformed public services to be able to read Ordnance Survey maps accurately and be able to use grid references. Teaching how to use road atlases accurately is also included as this relates to the work of many of the uniformed public services. Learners should also be given the opportunity to practise learnt navigation skills and gain an insight into the training undertaken by the uniformed public services. The skills learned would be of paramount importance to anyone wishing to pursue a career in search and rescue. Many of the skills such as communication, leadership, discipline and trust are transferable and could be used in many areas of employment.

On completion of the unit, learners should be able to plan a route, identify conventional map symbols, use a compass effectively, comment on environmental issues and identify equipment to be used whilst navigating for safety. Finally, learners should be able to recognise the symptoms of potential conditions that maybe encountered such as hypothermia and heat stroke, and demonstrate knowledge of how to treat them.

The unit is a stand-alone unit but learners undertaking Unit 13: Expedition Skills would benefit from taking this unit first or alongside it. Additional qualifications useful for work in the uniformed public services such as first aid could be taken to supplement this unit.

Learning outcomes


1 Be able to use map reading skills

2 Be able to use a compass

3 Be able to develop route planning skills whilst considering environmental issues

4 Understand safety issues, including how to treat potential medical conditions.


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Unit content

1 Be able to use map reading skills

Map reading skills: purpose of Ordnance Survey maps; road atlases used in uniformed public service work; conventional signs; contours; grid references; orienting map to ground; relating ground to map; understanding scale; calculation and distance from the map

2 Be able to use a compass

Using a compass: points of the compass; main features and uses of a lightweight compass; taking bearing from a map and features; magnetic bearings and variation; care of the compass; use at night and in limited visibility; ways of determining direction without a compass including sun, stars and vegetation; understand the difference between mils and degrees

3 Be able to develop route planning skills whilst considering environmental issues

Route planning skills: use of map to plan a route; production of route cards; production of route cards with timings; consideration of personal and group capabilities; obtaining weather information; estimation of journey times; consideration of the effects of gradient; route checks to ensure accurate navigation; identification of terrain types; identification of emergency escape routes; bearings and distance from and particular grid references

Environmental issues: access laws (CROW 2000); Country Code; techniques to minimise the impact of outdoor activities on the countryside

4 Understand safety issues, including how to treat potential medical conditions

Safety issues: consideration of equipment; clothing and footwear; packing and carrying kit

Medical conditions and basic treatment: first aid equipment; trained personnel; understanding causes; symptoms and treatment of hypothermia and heat stroke

Other requirements: basic survival techniques; health and safety considerations; water; escape routes; walking techniques; procedure on becoming lost


68

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70



Delivery

This unit should primarily be practically based with a mixture of classroom and outdoor teaching and assessment. The unit will require learners to take part in a variety of practical exercises so that the necessary skills can be learned to a sufficient level that they maybe readily applied under any circumstances.

Tutors will need to prepare their teaching aids eg PowerPoint, overheads, to enable learners to refer to them whilst having their own individual copies or equipment. For example, when referring to Ordnance Survey maps, each learner should have their own map and they should be directed to the conventional signs on them. Ordnance Survey Flashcard Packs are extremely useful when confirming learner knowledge. This area of work will also require accurate calculations to be made and therefore links with application of number.

When teaching compass use, handouts can be prepared in advance showing the main features, use and care. However, all other aspects should be taught with practice sessions immediately following theory to ensure consolidation of learning.

Visits and visiting speakers to support classroom learning when delivering the section on effects of land use on the environment will be productive. However, the basic legislation should be introduced taking care to keep it to bullet point style information. This can be taught in too much depth if care is not taken.

As with all areas of outdoor work safety is essential. Again, avoid teaching this in too much depth. The key issues, basic legislation and key points to be noted should be emphasised and evidence of learning elicited.

The final section covering medical conditions is intended to alert learners to the basic essentials that all individuals should be aware of when participating in outdoor expeditions of any kind. This is not a first aid course, but knowledge of this content will be beneficial to all learners and evidence of learning should be sought.

Assessment

Assessment should be both written and practical. A number of assessment activities can be used to measure the achievement of outcomes in this unit. Evidence may be submitted in the form of assignments, notes or reports on activities undertaken. Presentations may be a preferred method of assessment for some criteria and observation records should be used to record competence on practical activities. Documents such as route cards should also be produced for this unit and where possible should be followed to add reality to the learning experience. Mock situations, including emergency scenarios, may be set up to assess the learners’ knowledge of how to deal with potential medical situations that may be encountered.

The assessment for this unit should be as practical as possible. Although pass criteria 1–4 require descriptions or explanations for achievement this should be done as the learners is using their map reading skills, using their compass and their route plans. Most of the above need evidence of theory learned as well as how to put the theory into practice. Pass criteria 5–8 can be evidenced through written or oral reports or presentations and should have the evidence of the individual learner’s research attached. It is important, however, that any research documents attached are referred to in the report or presentation and this should be stressed as the tasks are


71


given to the learners in their brief/assignment. The merit and distinction criteria are expansion of the pass criteria, allowing learners to show their understanding and wider knowledge of the tasks required in the pass.


This unit has links with Unit 9: Plan and Navigate Routes of the Edexcel Level 2 NVQ in Public Services.

This unit has links with Unit 2: Public Service Skills, Unit 6: Adventurous Activities and Teamwork for the Public Services, Unit 13: Expedition Skills and Unit 14: Fundamentals of Nautical Studies.

The unit provides an excellent basis for the map reading skills that would be required for the Edexcel Level 3 BTEC National Diploma in Public Services, Unit 11: Expedition Skills and Unit 20: Outdoor Activities.

Essential resources

Sufficient library resources should be available to enable learners to achieve this unit. In addition to the reading list provided, a supply of maps and one compass per person should be available. The use of Ordnance Survey flashcard packs is also highly recommended to promote knowledge of conventional symbols. It would be helpful to learners if sufficient identical maps are available for group work. Laminated maps are always useful during practical work. Access to the internet is highly recommended for research. Finally, the practical aspects of the unit require that there is sufficient access to suitable outdoor facilities where map-reading exercises can be undertaken.



Keay W and Gair N — Land Navigation, Routefinding with Map and Compass (Duke Edinburgh’s Award Scheme, 1998) ISBN 0905425057

Langmuir E — Mountaincraft and Leadership (Sport Scotland and MLTB, 2002) ISBN 1850602956

Long S — Hillwalking (The Mountain Training Trust, 2003) ISBN 0954151100

Websites

BBC Weather www.bbc.co.uk/weather

Countryside code www.countrysideaccess.gov.uk


72

http://www.bbc.co.uk/weather

http://www.countrysideaccess.gov.uk/


Key skills


Application of number Level 2


• working with distances, timings, grid references, scales and compass bearing, degrees and mils

• using their data processing skills to produce and submit a route card and report.

N2.2 Use your information to carry out calculations to do with:

a amounts or sizes

b scales or proportion

c handling statistics

d using formulae.

N2.3 Interpret the results of your calculations and present your findings.



• discussing safety issues and potential medical emergency procedures

• presenting information

• presenting their assignment and route card.



C2.3 Write two different types of documents each one giving different information. One document must be at least 500 words long.



• producing a route card with bearings, degrees and mils recorded. The route card should have descriptions of the route.

ICT2.3 Present combined information such as text with image, text with number, image with text.


73




• producing an action plan detailing intended methods of approaching the task

• evaluating their own work

• explaining their work

• putting learning into practice with practical activities

• improving their grades using feedback provided by their tutor.



LP2.3 Review progress with an appropriate person and provide evidence of achievements.


74

UNIT 9: LAW AND ITS IMPACT ON THE INDIVIDUAL

Unit 9: Law and its Impact on the Individual



Unit abstract

The aim of this unit is to provide learners with an introduction to the British legal system, with the emphasis on the rights and responsibilities of the individual under the law. Learners will have the opportunity to investigate how law has evolved from ancient common law based upon long held beliefs within a community of socially acceptable behaviour to the current statutes enacted by Parliament.

Learners will follow the legal process from offences committed, which lead to the arrest of a suspect, to the eventual trial and to the close of proceedings, conviction and subsequent sentencing.

The first part of this unit will enable learners to acquire an understanding into how common law originated from the customs and norms of early communities over the last few centuries and how these have since been supplemented by Acts of Parliament to give precise definitions and guidance on the type of punishment to be dealt. With the introduction of written statute came the additional problem of how the words were interpreted which led to stated cases and decided cases being used by courts to assist the decision making process.

The second part of the unit will enable learners to investigate the categories of offences — summary, indictable and triable either way. They will learn about the powers of arrest available to the police for the lawful apprehension of a suspect — arrestable offences, and offences for which there is a power of arrest, under Section 25 of the Police and Criminal Evidence Act 1984. They will be introduced to the legal rights afforded to a suspect whilst in police custody through to their eventual appearance in court and the rights of victims and witnesses who will be required to give evidence at any subsequent trial.

In the third part of this unit, learners will examine the judicial system with an introduction to the parties involved in criminal cases — Attorney General, Director of Public Prosecution and the Crown Prosecution Service, the categories of trial and the various types of court — Crown Courts, Magistrates Courts, Youth Courts and the Court of Appeal.

Learning outcomes


1 Understand that communities generally have consensus of opinion on what is acceptable behaviour and how criminal law has evolved

2 Know the powers given and the points to prove to support a successful prosecution

3 Know the codes of practice set out by the Police and Criminal Evidence Act 1984 and subsequent amendments which apply to the rights of offenders throughout the judicial process

4 Understand the role of the prosecution, the defence and the courts.


75


Unit content

1 Understand that communities generally have consensus of opinion on what is acceptable behaviour and how criminal law has evolved

Communities: customs of early communities which developed over the years to set standards of behaviour including religious influences and the rise of offences eg murder, theft, rape, robbery; from common law to present-day legislation; cultural and sociological effects of crime; impact of victimisation, the media and support groups

Legislation: statutes created by Acts of Parliament to supplement common law giving definitions of offences and direction to how cases should be tried at court

Stated cases and decided cases: the complications caused by interpretations of meanings of words and phrases; well known cases that are used to advise and influence courts in a decision-making process

2 Know the powers given and the points to prove to support a successful prosecution

Types of offences and the mode of trial: indictable offences heard at Crown Court, summary offences tried at magistrates courts; triable either way — Crown Court or Magistrates; summary offence; common law bind over; breach of conditions imposed by the courts

Points to prove: how the Police and Crown Prosecution Service (CPS) establish that an offence has been committed; evidence and elements to include in witness statements to prove beyond all reasonable doubt an offence has been committed

Case building: evidence gathering; statements and file preparation — the Manual of Guidance (MG) forms; disclosure; shadow charging and the influence of CPS guidelines

3 Know the codes of practice set out by the Police and Criminal Evidence Act 1984 and subsequent amendments which apply to the rights of offenders throughout the judicial process

Powers of arrest: identification of a suspect; recording first descriptions; identification procedures; reasonable suspicion that an arrestable offence has been committed

Cautioning: at the time of arrest; before commencing an interview; tape recorded or contemporaneous notes; arrested for further offences and prior to charging

Suspect’s rights: grounds for arrest; detainee rights through out time in custody — detention times, welfare, food and drink, interviews, access to solicitor and/or appropriate adult, rights to telephone calls, letters and visitors

After charge: conditional/unconditional bail to appear in court; remand in custody — grounds to refuse bail; incidents that may be prejudicial to the court case and affect the subsequent outcome


76

4


Understand the role of the prosecution, the defence and the courts

The Crown Prosecution Service: independent of the police; determining the charges to be brought; determining which cases should be prosecuted and why; disclosure of evidence to the defence

Defence: disclosure and consultation prior to interview; access to custody records; interviews; representation in court

The courts: mode of trial — summary, indictable or either way; public hearings; open court and sitting in camera; judges and jury, magistrates and magistrates clerks, the Court of Appeal

Witnesses: competence and compellability, husbands, wives and children; the Youth Justice and Criminal Evidence Act 1999 — special measures for vulnerable and intimidated witnesses, witness support schemes

Giving evidence: oaths and affirmations to tell the truth; leading questions; cross examination and re-examination


77

UN

IT 9

: LA

W A

ND

ITS

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CT

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TH

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DIV

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ding

gri

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nit,

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lear

ner p

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smen

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ds to

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rate

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t all

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arni

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mes

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nit.

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f ach

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t req

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:

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ated

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es

may

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e di

rect

ion

to c

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nt c

ases

bei

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ed

in c

ourt

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expl

ain

the

pow

ers a

vaila

ble

to th

e po

lice

to

deal

with

susp

ects

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rese

arch

a se

lect

ed p

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of l

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latio

n an

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entif

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e po

ints

to p

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ond

all

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le d

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desc

ribe

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right

s aff

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po

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re a

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role

of t

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utio

n Se

rvic

e, th

e D

efen

ce a

nd th

e C

ourts

.

M1

anal

yse

the

pow

ers a

vaila

ble

to p

olic

e de

alin

g w

ith a

susp

ect

M2

expl

ain

whe

n ba

il ca

n be

refu

sed

afte

r cha

rge

for b

oth

adul

t and

juve

nile

off

ende

rs

M3

desc

ribe

the

proc

ess o

f dis

clos

ure

and

the

role

of

the

disc

losu

re o

ffic

er u

sing

a c

ase

stud

y to

pr

oduc

e th

e ne

cess

ary

docu

men

tatio

n.

D1

just

ify th

e us

e of

pol

ice

pow

ers w

hen

deal

ing

with

susp

ects

.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

pag

e 79

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Delivery

This unit is designed to give the learners an understanding of current legislation and how it has developed, how to compile prosecution cases and how the judicial system operates. It should be informative and challenging, encouraging them to research case history.

Delivery could conclude with the opportunity to explore the judicial system.

Tutor-led input can be used on a variety of issues such as the cultural and the sociological effects of crime. The unit lends itself to group discussion and debates on the impact of victimisation, the media and the effectiveness of support groups.

Learners could research the special measures for vulnerable or intimidated witnesses that are available in a court situated in their area, explaining when and why they would be used. Another way they could gather information would be to describe the file building process and explaining the requirement for each of the Manual of Guidance (MG) forms. They could gather written examples of each resulting in a complete prosecution file that they could use for reference.

A really interesting method of engaging learners would be to ask them to chose and then research a recent case that has been taken to the Court of Appeal and compile a full report of the case from start to conclusion.

Learners could be asked individually or in small groups to research and evaluate case studies presenting their findings and appropriate conclusions to the group on a variety of subjects for example: trials, convictions, modes of punishment and subsequent appeals or challenges, provisions made by statutory and voluntary agencies, and current or proposed crime reduction initiatives in the local community.

Guest speakers should be arranged from a variety of backgrounds, for example: file preparation and case building department, prisoner handling team (who conduct prisoner interviews and documentation) youth offending team manager, magistrates, judges, Crown Prosecution Service, Probation Service, social services, Victim Support, Witness Liaison and the Prison Service. All speakers should be thoroughly briefed on the outcomes required from their input to ensure learners are only given what they really need to know (obviously anecdotes etc used by the very best speakers make all input in this area more interesting and believable).

Visits to various establishments such as a court (Crown and Magistrates) and police station will also be beneficial.

Assessment

Evidence could be provided at unit or outcome level. The outcomes fall naturally into two broad groups which may influence the design of the assessment. Many different strategies could be used and should be integrated as much as possible.

To achieve a pass, learners will need to describe the evolution of the law from the Middle Ages to the present day. This could be put together, for example, as an oral presentation, a booklet or a series of information sheets detailing the stages of development. The same methods could be used for P3 and P6. A small research project could be set to provide the evidence required for P2, P4 and P5.


79


To achieve a merit, learners will need to, having discovered police powers for their pass grade, analyse them focussing on those powers that relate specifically to how police can deal with suspects who have committed specified offences, eg theft, and this can be expanded for the justification of the use of police powers required for the distinction.

The research project can be used as the tool continuing from the pass criteria to expand to allow for assessment of M2 and M3.


This unit has links with Unit 10: Crime and its Effects on Society.



Blackstone’s Police Manual — Crime (Oxford University Press, 2003) ISBN 0199262462

Blackstone’s Police Manual — Evidence & Procedure (Oxford University Press, 2003) ISBN 0199262489

Blackstone’s Police Manual — General Police Duties (Oxford University Press, 2003) ISBN 0199262470


80


Key skills




• taking part in group work

• using documents such as newspaper reports and police documents in order to complete their descriptions of the legal process

• writing their investigation results in a report, as presentation notes or visual aids, or in a display.







• producing assignments using the internet to collect information and a word-processing package to present final documents.





81


82

UNIT 10: CRIME AND ITS EFFECTS ON SOCIETY

Unit 10: Crime and its Effects on Society



Unit abstract

The overall aim of this unit is to help learners develop an awareness of the impact crime has on society, communities and individuals. Learners will be introduced to methods used to manage crime including the measures taken to combat crime and to reduce public anxieties. They will also look at methods of offender management and consider options available for punishment.

The first part of this unit will enable learners to acquire an understanding of the effects crime has on a victim’s quality of life, the manifestation of ‘fear of crime’ and the financial implications to society. To assist in problem solving, learners will be required to identify service providers who offer support, crime prevention advice and reassurance to victims of crime which will include crime reduction strategies, multi-agency partnerships, reducing the fear of crime, helping them to develop an awareness of community improvement.

The second part of this unit explores crime reporting and recording systems used by the police and the guidelines set out in the current national crime reporting standards. Learners will be introduced to the ways local police tackle crime trends using a problem solving approach which includes the National Intelligence Model, as well as researching crime investigation and detection techniques.

In the final part of this unit, learners will examine the judicial system and identify the options available to process and manage offenders — for example final warnings and reprimands, cautions, fixed penalty notices, prosecution — explaining the subsequent outcome.

Learning outcomes


1 Understand the impact of criminal behaviour

2 Be able to investigate a local crime reduction initiative

3 Know the methods used to report and record crime

4 Know the options available to effectively manage offenders.


83


Unit content

1 Understand the impact of criminal behaviour

Impact: the cost of crime — antisocial behaviour eg drunkenness, damage, graffiti, violence against the person; the financial implications of crime on the local authority, the health service and police service, multi-agency work; the psychological impact on the community

Victims of crime: businesses; communities; minority groups; individuals; agencies which offer support and solutions eg victim support groups, shelters for abused families, Help the Aged, Survive, Rape Crisis

2 Be able to investigate a local crime reduction initiative

Crime reduction initiatives: community safety initiatives eg to reduce racially aggravated offences, use of anti-social behaviour orders (ASBOs); overview of the Crime and Disorder Act 1998 — the section covering the obligations placed upon statutory agencies to work in partnerships

Safer communities and multi-agency partnerships: crime reduction initiatives; how agencies work together — antisocial behaviour orders; use and implementation of curfews

Crime prevention and crime reduction: eg secure by design; architectural liaison officers and advisors; town planning; social cost; Neighbourhood Renewal; Neighbourhood Watch; police community liaison officers; ‘Prison? Me! No Way!’ Scheme

3 Know the methods used to report and record crime

National crime reporting standards: promoting a greater consistency between police forces whilst taking a more victim-orientated approach to crime reporting; crimes recorded on the balance of probability; circumstances amounting to a crime as defined by law with no evidence to the contrary

Crime recording process: an auditable user-friendly system; crime management units; crime classification; full training for staff tasked with recording crime eg customer care skills, investigative skills, victim support knowledge

National Intelligence Model: intelligence led policing — policing practices; identification of crime trends or problem areas; targeting of offenders — Regulation of Investigatory Powers Act 2000; tasking and co-ordination meetings to identify crime hot-spots

Crime scene investigation: forensic science; DNA; finger printing; method of operation


84

4


Know the options available to effectively manage offenders

Offender Management: National Offender Management Service (NOMS); Mental Health Service

The Crown Prosecution Service: public interest; shadow charging

Youth justice: the Youth Offending Team — key players, diversionary action plans, reprimands and final warnings, parenting orders; Youth Justice Board; Juvenile Court and Young Offenders Institutes

Sanctioned detections: cautions; fixed penalty notices

Court system: County Court; Magistrates Court; tribunals; Crown Court; the Court of Appeal; the House of Lords; European Courts

Penalties and sentencing: bind over, conditional discharge, community sentences; tagging; custodial sentences; fines


85

UN

IT 1

0: C

RIM

E A

ND

ITS

EFFE

CTS

ON

SO

CIE

TY

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

expl

ain

the

role

of t

he p

ublic

serv

ices

to a

ssis

t an

d su

ppor

t vic

tims o

f crim

e

P2

desc

ribe

the

finan

cial

impl

icat

ion

of c

rime

P3

desc

ribe

a lo

cal c

rime

redu

ctio

n in

itiat

ive

P4

expl

ain

the

proc

ess i

nvol

ved

to re

port

and

reco

rd c

rime

P5

desc

ribe

the

role

of t

he C

rime

Scen

e In

vest

igat

ion

unit

P6

expl

ain

how

the

Nat

iona

l Int

ellig

ence

Mod

el

and

Inte

llige

nce

Led

Polic

ing

has l

ead

to n

ew

polic

ing

prac

tices

P7

desc

ribe

the

diff

eren

t way

s the

lega

l sys

tem

m

anag

es o

ffen

ders

.

M1

anal

yse

a lo

cal c

rime

redu

ctio

n in

itiat

ive

M2

expl

ain

how

crim

e sc

enes

can

be

linke

d an

d of

fend

ers p

rofil

ed

M3

anal

yse

how

the

Nat

iona

l Crim

e R

ecor

ding

St

anda

rds i

mpa

cted

nat

iona

lly u

pon

the

polic

e se

rvic

e an

d th

e ef

fect

on

crim

e st

atis

tics.

D1

eval

uate

a lo

cal c

rime

redu

ctio

n in

itiat

ive

show

ing

how

it h

as re

ache

d re

leva

nt g

roup

s in

the

com

mun

ity a

nd re

duce

d th

e fe

ar o

f crim

e

D2

eval

uate

the

impa

ct o

f nat

iona

l crim

e re

cord

ing

on c

rime

redu

ctio

n.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

pag

e 87

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Delivery

This unit is designed to give learners an understanding of crime and its effects on society. It should be informative and challenging, encouraging the learners to research into human feelings and responses to being a victim and to living in fear of crime. They will look at strategic problem solving in partnership with other agencies and how the focus has been placed on proactively fighting crime led by information and intelligence. Learners will also have the opportunity to explore the judicial system. The unit can be delivered in a variety of ways.

Tutor led input on a variety of issues, such as the cultural and the sociological effects of crime, will lend itself to group discussion and debates on the impact of victimisation, the media and the effectiveness of support groups.

Learners could be asked individually or in small groups to research and evaluate case studies, presenting their findings and appropriate conclusions to the group on a variety of subjects, for example trials, convictions, modes of punishment and subsequent appeals or challenges, provisions made by statutory and voluntary agencies, current or proposed crime reduction initiatives in the local community.

Guest speakers could be arranged from a variety of agencies, for example the police eg Crime Manager, Crime Prevention Officer, Youth Offending Team Manager, crime scene investigation, Local Intelligence Officer, IT department. They could also be magistrates, judges, Crown Prosecution Service, Probation Service, Social Services, Victim Support, Rape Crisis, Survive, local authority eg Safer Community Officer, Youth Offending Team, tackling Disadvantage, Education Welfare, Crime and Disorder Team etc and the Prison Service. Tutors should always brief guest speakers carefully to ensure that they cover the content required to enable learners to meet the assessment criteria.

Visits to various establishments such as Crown and Magistrates Courts, police stations, forensic science laboratory, prison, areas of high crime within the community could be arranged. Visits should be arranged in liaison with the appropriate agency who could also provide an educational input: again, care should be taken to ensure suitable content.

Assessment

Tutors should use a wide range of tools to allow learners to meet the criteria. These can include:

• assignments — written reports or accounts discussing findings and outlining the forms of research conducted

• researching the provisions listed in legislation, requiring local authorities to take action — taking into account local policies and aspects of funding

• case studies — the introduction of community safety into local towns, business parks, residential areas and rural communities

• research into the agencies who provide support to victims of crime and those tasked with making the community a safer place

• presentations — to the group on a chosen area, demonstrating research, evaluation and analysis leading to constructive conclusions.


87


Descriptions and explanations in all the pass criteria should cover the content. However, ‘egs’ are just that — examples of the type of thing that is required. Tutors should only assess learners on examples relevant to their individual areas of research. Analysis of research, both their own and pre-printed should be detailed if a merit is to be awarded. Learners should be using both primary and secondary research, this will then allow them to move towards the evaluations required in the distinction criteria.


This unit has links with Unit 9: Law and its Impact on the Individual, Unit 11: Community and Cultural Awareness and Unit 12: Driving and its Relationship to the Public Services.



Blackstone’s Police Manual — Crime (Oxford University Press, 2003) ISBN 0199262462

Blackstone’s Police Manual — General Police Duties (Oxford University Press, 2003) ISBN 0199262470


88


Key skills




• researching the fear of crime and the effects upon society

• identifying the systems to record crime

• explaining how crimes are recorded and the information used to produce statistical data.

N2.1 Interpret information from a suitable source.


a amounts or sizes



d using formulae.

N2.3 Interpret the results of your calculations and present your findings.



• researching the fear of crime and the effects upon society

• describing the systems used to report crime

• exploring crime and disorder strategies involving multi-agency partnerships.







89




• researching the effects of crime within a community

• identifying organisations and agencies involved in initiatives to reduce the fear of crime

• exploring offender management and prison service

• explaining crime and disorder community strategies.







• exploring the effects of crime

• explaining the concepts around the fear of crime

• outlining the systems of offender management

• demonstrating an understanding of crime and disorder strategies.






• producing a report identifying current crime trends and possible methods of crime pattern analysis

• researching the effect crime has upon its victims suggesting appropriate measures.





90




• researching the effects of crime in the community

• exploring the system of offender management and the agencies involved

• identifying crime and disorder multi-agency partnerships.





91


92

UNIT 11: COMMUNITY AND CULTURAL AWARENESS

Unit 11: Community and Cultural Awareness



Unit abstract

This unit introduces learners to the concepts of community and cultural awareness, including the issues of national and local community. Learners will explore all that makes a community — its cultures, its impact on our everyday life and the ways local and national community contribute to our understanding and awareness. The costs and benefits of community life are examined including the provision of facilities locally and nationally to support community life. The costs and benefits of living in a community often go unrecognised. Learners will be able to research community living for all age groups to underpin their understanding.

Diversity in the community is now a major contributor to the way we live our lives. Its importance cannot be stressed enough. Learners will investigate local and national diversity and its impact on public services. This will cover areas as ethnicity, enrichment, trends and lifestyles and virtual cultures. The benefits of cultural diversity will also be explored.

Problems, both social and cultural, will also be looked at from local and national perspectives. Having investigated diversity, learners will naturally gain a wide spread of information that will lead them into the realisation that there are both social problems and cultural problems across the local and national community. This unit provides them with an opportunity to look at different problems in more depth.

Learning outcomes


1 Understand community and cultural awareness in the local and national community

2 Understand the costs and benefits of living in a community

3 Understand cultural diversity as an aspect of local and national community

4 Know about the social and cultural problems that exist in a local community and those that exist nationally.


93


Unit content

1 Understand community and cultural awareness in the local and national community

Community: definitions — geographical eg concept of community development and changing communities; local and national communities

Culture: consideration of different cultures; diversity and cultural roles; values and norms; sub-cultures; benefits of understanding and being familiar with a range of different cultures

Awareness: impact upon everyday life; relation to individuals and groups; importance of community and cultural awareness to all members of communities and to public services

Local community: community membership and identity; features of local communities; provision and maintenance of facilities; provision for older members of communities; voluntary organisations; community groups eg tenants’ and residents’ associations, youth clubs, youth organisations — Scouts, Guides, cadet detachments

National community: examples of urban and rural communities; development of different communities; national identity and nationhood; positive and negative perceptions of national communities eg football supporters; role played by public services providing aid in the event of major incidents

2 Understand the costs and benefits of living in a community

Costs: personal investment in communities eg time and participation, tolerance and intolerance of differences; knowledge of ‘others’; facilities and lack of facilities for some groups eg younger and older community members; community change eg economic and political influences eg funding issues

Benefits: social networks and support; family and friendship networks; community centres; local education provision; communication; advantages of being a member of a community; the feeling of belonging and being part of a larger group; caring for and looking out for others; personal ties

3 Understand cultural diversity as an aspect of local and national community

Diversity: ethnic population and minority groups; statistics; cultural enrichment; trends and lifestyles of individuals and groups including alternative lifestyles; virtual culture (cyber community); development of the worldwide web community; benefits of understanding and appreciating diverse cultures; positive and negative aspects of cultural diversity

Local: eg village, town, place of work

National: regional; outside immediate total area

Impact on public services: provision required to meet cultural needs eg provision of schools, policing


94

4


Know about the social and cultural problems that exist in a local community and those that exist nationally

Social problems: categorising of social problems; scale of problems within local communities; scale of problems across the nation eg poverty and its effects on individuals and the whole of society; unemployment and the results of low income and poor housing on specific groups; racism and inequality eg ways which these are perpetuated; mental illness and the problems for those involved including people affected and those providing care; domestic abuse; substance abuse eg prescription and non-prescription drugs, alcohol

Cultural problems: cultural problems at local level eg how individuals and groups from different cultures exist alongside mainstream cultures; cultural problems at national level eg coherent national identity; cultural identity problems for those with more than one cultural influence; changes in culture leading to altered cultural transmission; cultural alienation; customs and traditions; views of different age groups; values, group and cultural identity


95

UN

IT 1

1: C

OM

MU

NIT

Y A

ND

CU

LTU

RA

L A

WA

REN

ESS

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

disc

uss c

omm

unity

and

cul

tura

l iss

ues i

n lo

cal

and

natio

nal c

omm

uniti

es

P2

iden

tify

the

diff

eren

ces b

etw

een

loca

l and

na

tiona

l com

mun

ity

P3

expl

ain

the

cost

s and

ben

efits

of l

ivin

g in

a

com

mun

ity

P4

outli

ne th

e po

sitiv

e an

d ne

gativ

e as

pect

s of

cultu

ral d

iver

sity

P5

iden

tify

the

cate

gorie

s of s

ocia

l pro

blem

s in

com

mun

ities

loca

lly a

nd a

cros

s the

UK

P6

iden

tify

the

cultu

ral p

robl

ems i

n co

mm

uniti

es

loca

lly a

nd a

cros

s the

UK

.

M1

expl

ain

wha

t is m

eant

by

com

mun

ity a

nd

cultu

ral a

war

enes

s

M2

expl

ain

the

soci

al a

nd c

ultu

ral p

robl

ems t

hat

exis

t with

in c

omm

uniti

es in

the

UK

.

D1

eval

uate

the

diff

eren

ces i

n co

mm

unity

and

cu

ltura

l aw

aren

ess l

ocal

ly a

nd n

atio

nally

D2

eval

uate

the

soci

al a

nd c

ultu

ral p

robl

ems t

hat

exis

t in

com

mun

ities

acr

oss t

he U

K.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

pag

e 97

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Delivery

The unit can be delivered in a practical way, allowing learners to bring their own experiences to the group and building on the meanings of community and culture. Current material from news articles, both local and national, will be advantageous and will generate discussions, and provide the basis for presentations and prompt active debate.

To allow learners to gather information accurately, a basic knowledge of social study techniques could be employed through the use of case studies.

Learners should be encouraged to visit or become involved in local community groups which serve different elements of their local community.

A network of visiting speakers would enhance classroom delivery, especially in learning outcome 4 — cultural diversity and learning outcome 5 — social and cultural problems. Appropriate people to invite in would be community development workers, community officers from the public services, voluntary members of community groups and members of religious and cultural groups.

Most areas often have awareness groups, who will give presentations in areas such as drugs/substance abuse, mental illness and different lifestyles.

The use of role play to assist with the understanding of cultural diversity and social and cultural problems could be highly effective, with the aim of encouraging greater awareness of the places and people we share our lives with.

Where delivery of theoretical material is to be included — for example definitions of community and culture, and cultural diversity — tutors should ensure that the level is appropriate to the learner group whilst encouraging development of their level of understanding and application.

Assessment

A number of assessment activities can be used to measure the achievement of outcomes in this unit. Assessment evidence may be in the form of assignments, research projects, production of reports or news sheets, presentations and through use of case studies.

In particular, the nature of the unit suggests that one or two pieces of work could cover the learning outcomes. A single project which covers all or most of the outcomes could be introduced and built upon throughout the delivery of the unit, encouraging learners to research and perform basic analysis of their own communities and presenting a comparison with wider communities.

Other evidence may be a learner-run news sheet which has a different focus for a number of editions, allowing learners to contribute and expand their communication and ICT key skills. Interviews could take place with community members and these could be the result of visiting speakers attending sessions.

Tutors would need to ensure that all learners contributed to the project and hold individual tutorials to monitor progress.

Learners could be encouraged to become involved in hosting a youth community forum, preparing background details on the need for such a forum in their area, carrying out publicity and liaising with public services, community groups and youth groups to stage the event.


97


Coverage of individual learning outcomes, eg learning outcome 1, could be by way of a fact-finding mission followed by presentations on local and/or national communities and displays consisting of evidence of different cultural and community experiences.

Learners should be awarded a pass grade for the successful and accurate completion of all assignment tasks required for the pass section in the grading criteria. Learners will need to present work in a more structured style with more detailed explanations in their answers when completing the tasks required for the merit section in the grading criteria. Distinctions may be awarded for learners demonstrating exceptional skills and a thorough understanding of the knowledge and application required for the distinction grade in the grading criteria.


This unit has partial links with Unit 6: Maintain Personal Level of Physical Fitness for Duty of the Edexcel Level 2 NVQ in Public Services.

This unit has links with specialist Unit 4: Citizenship, the Individual and Society and Unit 10: Crime and its Effects on Society.

Essential resources

Sufficient library resources should be available to enable learners to achieve this unit. Identification of visiting speakers from community groups would be beneficial to learners.



Donnellan C — Dealing with Mental Illness (Independence Educational Publishers, 2000) ISBN 1861681410

Donnellan C — Poverty and Inequality (Independence Educational Publishers, 2000) ISBN 1861681453

Gundara J and Hewitt R — Life Files: Racism (Evans Brothers, 1998) ISBN 0237515121

Help the Aged — Help the Aged (Butterworth-Heinemann, 1998) ISBN 0431027552

Moore S — Sociology Alive! (Nelson Thornes, 2004) ISBN 0748754644

Morgan P and Lawton C (editors) — Ethical Issues in Six Religious Traditions (Edinburgh University Press, 1996) ISBN 0748607099

Website

Britkid www.britkid.org


98

http://www.britkid.org/


Key skills




• communicating the concept of community to their peer group, verbally and visually

• describing information given in local and national community materials

• producing a news sheet or a project containing one image of cultural diversity.








• producing a comparison of cultural diversity in the local and national community and using the material in a report and a presentation.






99




• investigating social and cultural problems experienced in communities as a research task, reviewing progress with the tutor.






• producing promotional literature for a community forum, identifying audience, location to place material and unit content.






• producing promotional literature for a community forum, identifying audience, location to place material.





100

UNIT 12: DRIVING AND ITS RELATIONSHIP TO THE PUBLIC SERVICES

Unit 12: Driving and its Relationship to the Public Services



Unit abstract

All uniformed public services involve driving and it is important that learners have an understanding of the legal requirements to be able to drive on British roads. The main linkage that the public services have with driving is through road traffic accidents (RTAs). All the emergency services are in some way involved in RTAs as collisions are a common occurrence on roads, therefore learners need to appreciate some of the common traffic offences that cause them and the factors that can result.

Many collisions will involve the emergency services having to respond to them and once at the scene they have to work closely with each other. It is important that learners understand the responsibilities of each of the main services at the accident scene and how they co-operate with each other.

To try and reduce collisions on British roads, the Department for Transport has introduced a series of road safety campaigns targeting common traffic offences which result in collisions. Learners need an understanding of these to highlight the need for responsible driving and the reduction of collisions and injuries on British roads.

The unit will allow learners to know what legal requirements are placed upon them when learning to drive and on successfully completing a driving test. They will also identify the benefits of learning advanced driving skills. Learners will understand some of the common traffic offences committed on British roads which result in road traffic collisions and explain drivers attitudes and behaviour towards driving.

They will look closely at the role of the emergency services when responding to collisions and how they work closely with each other at the scene.

The unit will allow the learner to understand the importance of both local and national road safety campaigns and look at what impact they may have made in collision prevention.

Learning outcomes


1 Know the requirements of pre- and post-test driving

2 Understand common traffic offences and driver attitudes

3 Understand the role of emergency services in responding to road traffic collisions

4 Understand the importance of road safety campaigns, initiatives and strategies in accident prevention.


101


Unit content

1 Know the requirements of pre- and post-test driving

Pre- and post-test driving: pre — provisional driving licence; obtaining driving lessons; the theory and practical driving test; Highway Code; post — driving licence; advanced driving; RoSPA Advanced Drivers Association (UK), Institute of Advanced Motoring (IAM); attitude and behaviour

Requirements: responsibility of the individual; responsibility of the public services eg the police, the emergency fire service, the Ambulance Service; legal documentation eg insurance, vehicle excise licence, MOT test certificate, vehicle registration documents; cockpit and external vehicle checks

2 Understand common traffic offences and driver attitudes

Offences: eg speeding, dangerous driving, careless driving, using mobile phones, alcohol and drug abuse

Collisions: definition; main causes and types; age groups and vulnerability to collisions; outcomes of collisions; damage; injuries; death

Responsibility: employer eg drivers’ hours, time constraints, record keeping, driver profiling, managing occupational road risk, cost of collision to company; the role of the Health and Safety Executive (HSE) in road traffic collisions; investigation of vehicular workplace collisions

Individuals: eg fitness to drive — health, tiredness, stress, attitude and behaviour; alcohol and drug abuse; daily routines; lifestyle; cost of collision to driver and family

Effects: on victims, drivers, witnesses; cost of typical fatal accident; do risks outweigh the benefits; responsibility of the public services eg local councils, the police, the emergency fire service, the Ambulance Service, National Health Service (NHS)

3 Understand the role of emergency services in responding to road traffic collisions

Role: police — incident management, liaising with other emergency services, making the area safe, investigating causes, taking statements, preserving evidence; fire service — liaising with other emergency services, extinguishing fire, immobilising and making safe vehicles, extraction of casualties; ambulance service — medical care, liaising with other emergency services, transporting to hospital

Co-operation: chain of command; teamwork; collision simulations; how and why they co-operate


102

4


Understand the importance of road safety campaigns, initiatives and strategies in accident prevention

National provision: speeding; drink driving; tiredness; motorway driving; media eg television programmes; speed reduction and traffic calming; responsibility of central government; RoSPA and IAM

Local: driver improvement and development schemes; school visits; cycling proficiency and pedestrian awareness; responsibility of local councils eg road safety officers; assessment and evaluation of local road safety campaigns; initiatives and strategies in accident prevention; black spots and collision spots within local areas


103

UN

IT 1

2: D

RIV

ING

AN

D IT

S R

ELA

TIO

NSH

IP T

O T

HE

PUB

LIC

SER

VIC

ES

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

iden

tify

the

stag

es o

f lea

rnin

g to

driv

e an

d do

cum

enta

tion

asso

ciat

ed w

ith c

ar o

wne

rshi

p

P2

expl

ain

how

driv

er a

ttitu

des a

nd b

ehav

iour

co

ntrib

ute

to tr

affic

off

ence

s

P3

iden

tify

com

mon

traf

fic o

ffen

ces w

hich

cau

se

road

traf

fic c

ollis

ions

P4

desc

ribe

the

resp

onsi

bilit

ies o

f bot

h in

divi

dual

s an

d em

ploy

ers r

egar

ding

driv

ing

safe

ly a

nd

with

in th

e la

w

P5

outli

ne th

e re

spon

sibi

litie

s of t

he e

mer

genc

y se

rvic

es w

hen

deal

ing

with

road

traf

fic

colli

sion

s

P6

desc

ribe

natio

nal a

nd lo

cal r

oad

safe

ty

cam

paig

ns, i

nitia

tives

and

stra

tegi

es in

ac

cide

nt p

reve

ntio

n.

M1

expl

ain

the

lega

l req

uire

men

ts o

f car

ow

ners

hip

and

lear

ning

to d

rive

M2

expl

ain

how

the

emer

genc

y se

rvic

es w

ork

toge

ther

whe

n de

alin

g w

ith c

ollis

ions

M3

expl

ain

how

succ

essf

ul ro

ad sa

fety

cam

paig

ns

have

bee

n in

acc

iden

t pre

vent

ion.

D1

eval

uate

the

impo

rtanc

e of

the

emer

genc

y se

rvic

es w

orki

ng to

geth

er w

hen

deal

ing

with

co

llisi

ons

D2

eval

uate

the

succ

ess o

r fai

lure

of a

loca

l and

na

tiona

l cam

paig

n in

acc

iden

t pre

vent

ion.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

pag

e 10

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Delivery

This unit should be used to encourage learners to examine their own attitude and behaviour before starting to drive a motor vehicle. A wide range of delivery methods can be utilised from discussion groups to guest speakers, to visits to road safety departments.

Examples of all types of documentation should be explained and learners encouraged to complete practice documents. Throughout the exercise the tutor should highlight rules and regulations relating to all sections especially those with binding legal implications.

To gain information on road traffic collisions and the role of the emergency services visiting speakers or visits to the emergency services could be arranged.

Learners should be encouraged to investigate both local and national road safety campaigns, initiatives and strategies to increase their awareness of non-compliance.

Assessment

A number of different strategies can be employed to measure the achievement of outcomes in this unit. Contact with the public services involved in collisions should aid collection of case studies and scenarios for analysis. Practical investigations with use of questionnaires, analysis and evaluations, presentations and/or written reports would all be suitable assessment vehicles. Evidence for this unit may be gained primarily by written assessment, but also by observation/verbal questioning and accreditation of suitable portfolio of evidence.

To achieve a pass, learners should be set an assignment brief that requires them to produce individual evidence of research as well as oral or written work that meets the criteria. Learners who produce pre-printed documentation for P1 should have annotated or commented orally on the documentation, showing how each document relates to others. P2, P3 and P4 lend themselves to a presentation. This should be backed with supporting evidence such as interviews with drivers (both on tape and through questionnaires). P6 should be evidenced with research materials gathered on at least two national and local road safety campaigns, initiatives and strategies based on accident prevention. Learners should be able to describe the campaigns from their conception to implementation. M3 and D2 should follow from this looking at the success or failure of the road safety campaigns evaluating them with reference to accident prevention data.


This unit has links with Unit 1: Uniformed Public Services Employment and Unit 10: Crime and its Effects on Society.

Essential resources

Access to textbooks and classroom material should be provided for information on driving and collisions. Liaison with the local road safety department is essential as is access to the internet.


105




Department for Transport — The Highway Code (The Stationery Office, 2004) ISBN 0115524495

DSA — The Official Driving Manual (The Stationery Office, 1999) ISBN 0115521917

DSA — The Official Driving Test (The Stationery Office, 2001) ISBN 0115522549


106


Key skills




• discussing common traffic offences and driver attitude

• researching road safety campaigns, initiatives and strategies

• explaining the importance of road safety campaigns, initiatives and strategies.







• researching road safety campaigns, initiatives and strategies

• producing evidence of research into road safety campaigns initiatives and strategies.






107


108

UNIT 13: EXPEDITION SKILLS

Unit 13: Expedition Skills



Unit abstract

This practical unit will give learners the necessary skills and knowledge to be able to plan, undertake and evaluate a multi-day expedition in the outdoor environment safely. Through this unit they will have the opportunity to practically develop and pursue new and existing skills by participating in expedition training.

For years, the public services have used expedition training and outdoor activities to develop various qualities and attributes of their personnel, which both enhance and complement their service training. Through this unit learners will gain an insight and understanding of the reasons and benefits of these activities for the public services.

Learners will also look at both the hard skills required and the soft skills needed to take part in or lead such a venture, both of which are an essential part of being in the public services. The unit will provide them with the opportunity to develop these necessary skills in a practical environment giving them a greater understanding of their own needs and values when leading or taking part in expeditions.

Expedition equipment falls into three broad categories for any type of expedition or day venture: personal, group and safety. This unit will enable learners to develop their own knowledge and understanding of the design, purpose and correct use of such equipment. This will help them make informed judgements when selecting such equipment for the multi-day expedition.

The unit culminates in learners planning, taking part in and evaluating a multi-day expedition of their own choosing. They will experience the whole decision making process which is vital to the organisation of a successful, safe and thoroughly enjoyable expedition. They will also undertake an evaluation of the process as well as evaluating the experience gained in this outdoor adventure, which will also allow them to establish areas for improvement.

Learning outcomes


1 Understand the benefits of expeditions for the public services

2 Be able to select the correct equipment needed to take part in expeditions in the three areas of personal, group and safety

3 Be able to plan and carry out a multi-day expedition involving an overnight stay

4 Be able to evaluate individual and team performance during the expedition.


109


Unit content

1 Understand the benefits of expeditions for the public services

Benefits of expeditions: individual benefits — development of hard skills eg technical competence in the activities; development of soft skills eg communication, co-operation; developing the emotional intelligences; problem solving; confidence; self-esteem; self-reliance; resilience; managing emotions of fear, anxiety, anger, frustration, elation; working under pressure; concentration; physical benefits — development of all the components of health and skill-related fitness, strength, muscular endurance, cardiovascular endurance, flexibility, co-ordination, speed, dexterity, reaction times, balance; benefits to public services eg developing team work, problem solving skills, communication skills

2 Be able to select the correct equipment needed to take part in expeditions in the three areas of personal, group and safety

Equipment: personal — layering system, jackets, trousers, shorts, footwear, socks, hats, gloves, thermals, fleeces, gaiters, walking poles, map and compass, head torch, waterproofs, rucksacks; group — tents, cookers, sanitation

Safety: first aid kit; survival/bivvy bags; bothy bag; whistle; flares; emergency rations; spare clothing; suncream; insect repellent; route card

General points: purpose; types; designs; materials used; correct usage; selection of equipment appropriate to conditions and venture; care and maintenance of equipment

3 Be able to plan and carry out a multi-day expedition involving an overnight stay

Planning: aims and objectives of venture; ability of group; location; transport; cost; equipment; time available; accommodation; route cards; any necessary permission (eg landowners, consent forms), menus; emergency procedures

Carry out: carry out the expedition — minimum of one night; camp craft — navigate planned route as a group, set up camp if under canvas, cook own food from pre-planned menu; identification of necessary changes that could occur during expeditions resulting from accident or emergency and how these should be dealt with

Navigational skills: appropriate travelling techniques for conditions; terrain and ability of group; pace; rhythm; energy conservation; recognition and avoidance of hazards

Environment: knowledge and application of the Countryside Code; importance of hygiene and sanitation when on an expedition; minimal impact on the environment

4 Be able to evaluate individual and team performance during the expedition

Evaluation: achieving aims and objectives; methods of travel, accommodation and activities — suitability and value for money; positive aspects of expeditions, individuals’ and groups’ strengths and weaknesses; need for emergency plans; sufficiency of emergency plans; environmental impacts, making recommendations for future expeditions


110

UN

IT 1

3: E

XPE

DIT

ION

SK

ILLS

Gra

ding

gri

d

In o

rder

to p

ass t

his u

nit,

the

evid

ence

that

the

lear

ner p

rese

nts f

or a

sses

smen

t nee

ds to

dem

onst

rate

that

they

can

mee

t all

of th

e le

arni

ng o

utco

mes

for t

he u

nit.

The

crite

ria fo

r a p

ass g

rade

des

crib

e th

e le

vel o

f ach

ieve

men

t req

uire

d to

pas

s thi

s uni

t.

Gra

ding

cri

teri

a

To

achi

eve

a pa

ss g

rade

the

evid

ence

mus

t sho

w

that

the

lear

ner

is a

ble

to:

To

achi

eve

a m

erit

grad

e th

e ev

iden

ce m

ust s

how

th

at, i

n ad

ditio

n to

the

pass

cri

teri

a, th

e le

arne

r is

abl

e to

:

To

achi

eve

a di

stin

ctio

n gr

ade

the

evid

ence

mus

t sh

ow th

at, i

n ad

ditio

n to

the

pass

and

mer

it cr

iteri

a, th

e le

arne

r is

abl

e to

:

P1

desc

ribe

the

bene

fits o

f exp

editi

ons t

o th

e pu

blic

serv

ices

P2

desc

ribe

the

equi

pmen

t nee

ded

for a

mul

ti-da

y ex

pedi

tion

incl

udin

g pe

rson

al a

nd g

roup

safe

ty

P3

cont

ribut

e to

the

plan

ning

and

pre

para

tion

requ

ired

for a

mul

ti-da

y ex

pedi

tion

P4

use

cam

p cr

aft a

nd n

avig

atio

nal s

kills

dur

ing

the

expe

ditio

n

P5

defin

e th

e re

spon

sibi

litie

s of t

he in

divi

dual

w

hen

in th

e co

untry

side

P6

parti

cipa

te in

a m

ulti-

day

expe

ditio

n,

iden

tifyi

ng o

wn

role

s and

resp

onsi

bilit

ies.

M1

anal

yse

the

bene

fits o

f exp

editi

ons t

o th

e pu

blic

serv

ices

M2

expl

ain

the

purp

ose

and

func

tion

of e

quip

men

t ne

eded

for a

mul

ti-da

y ex

pedi

tion

M3

expl

ain

the

proc

ess o

f pla

nnin

g an

d th

e pr

epar

atio

n re

quire

d w

hen

plan

ning

an

expe

ditio

n

M4

desc

ribe

indi

vidu

al p

erfo

rman

ce a

nd th

at o

f gr

oup

mem

bers

, ide

ntify

stre

ngth

s, w

eakn

esse

s an

d ar

eas f

or im

prov

emen

t.

D1

eval

uate

the

bene

fits o

f exp

editi

ons t

o th

e in

divi

dual

s and

the

publ

ic se

rvic

es

D2

just

ify c

hoic

e of

equ

ipm

ent f

or a

mul

ti-da

y ex

pedi

tion

D3

eval

uate

the

expe

ditio

n pr

oces

s fro

m st

art t

o fin

ish,

mak

ing

reco

mm

enda

tions

and

just

ifyin

g de

cisi

ons m

ade.

Gui

danc

e to

supp

ort t

he a

sses

smen

t of t

his u

nit i

s ava

ilabl

e on

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e 11

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Delivery

Tutors delivering this unit need to be able to cover all aspects of the content. If specialist staff are brought in to deliver some of the content they must be made aware of the breadth and depth of knowledge required by the learners. The unit delivery must link participation in the expedition in P6 to P1, the benefits of expeditions to the public services; therefore input requires actual public service experience. P2, P3 and P4 also require actual public service experience to support the theoretical input.

Learners will be expected to take part in at least one multi-day expedition which should consist of one night as a minimum, although additional days or further expeditions would be extremely beneficial to develop the skills that are required for such a venture. Experience cannot be taught in the classroom.

Learners should develop and appreciate the need for such activities within the public services and the purposes that they serve. Talks from local careers officers and visits to establishments for learners to have the opportunity to question members of the services are invaluable.

Prior training and practical activities for any venture should be carried out in a controlled environment under the supervision of a suitably qualified and competent leader. Health and safety should be emphasised at key points, ie when using a trangia cooker, learners should be made aware of the almost invisible blue flame when this methylated spirit stove is lit.

In planning the expedition learners need to be made fully aware of the hazards associated with undertaking expeditions and how to manage them to minimise risk.

Assessment

This unit is largely practically based, supported by theoretical input whilst on expedition and in the classroom. It is recommended that, where possible, assessment should have as many practical components as possible. All tasks set must relate to the grading criteria and should take place in a realistic environment.

Centres should ensure that reasonable and appropriate steps are taken to create a safe and secure environment when selecting locations for these activities in support of learners. Assessment for a major part this unit should be based on an expedition that requires learners to leave their ‘comfort zone’ and use the skills and knowledge they have acquired having travelled a reasonable distance eg 8–10 kms.

Learners should show a basic understanding of applying practical navigational skills in the outdoor environment; they could demonstrate their knowledge of specialist equipment by using it safely and correctly and/or by explaining its safe and correct use. However, competence in the use of basic equipment eg maps, compasses, etc should always be demonstrated when carrying out the expedition. Evidence of the selection of equipment, the planning and the evaluations of performance should be provided either in written or oral presentation or reports.


112



This unit has links with Unit 9: Plan and Navigate Routes and Unit 13: Participate in Adventurous Activities of the Edexcel Level 2 NVQ in Public Services.

This unit has links with Unit 2: Public Service Skills, Unit 3: Uniformed Public Service Fitness, Unit 6: Adventurous Activities and Teamwork for the Public Services, Unit 8: Land Navigation by Map and Compass and Unit 14: Fundamentals of Nautical Studies.

Essential resources

Depending on the type of expedition(s) to be undertaken, sufficient walking/camping/canoeing/ kayaking equipment is required to adequately support the learners. In addition, for learners to experience the different types of designs and materials used, it is recommended that centres possess a wide and varied range of the types of equipment that are used and could be encountered on an expedition.

Access to the outdoor environment is essential for the acquisition of skills and unit delivery. To develop navigational skills, centres need to make full use of the local areas and countryside where practically possible before progressing onto more demanding and difficult terrain.

Centres will also require the appropriate safety equipment, personal protective equipment and qualified staff for the chosen activities.



Berger K — Everyday Wisdom: 1001 Expert Tips for Hikers (The Mountaineers, 1997) ISBN 0898865239

Hill P and Johnston S — The Mountain Skills Training Handbook (David and Charles, 2004) ISBN 0715318489

HMSO — Safety in Outdoor Education (The Stationery Office Books, 1989) ISBN 0112706908

Keay W — Expedition Guide (Ordnance Survey, 1995) ISBN 0319008967

Keay W — Land Navigation (Ordnance Survey, 1994) ISBN 0319008452

Long S — Hill Walking (Mountain Leader Training, 2003) ISBN 0954151100

Ogilvie K — Leading and Managing Groups in the Outdoors (Institute for Outdoor Learning, 2005) ISBN 1898555095

Out in the Country (HMSO)

Outdoor Trainers Environmental Resource Pack (MLTB)

The Countryside Code (HMSO)

The Duke of Edinburgh’s Award Manual

Tippet J — Navigation for Walkers (Cordee, 2001) ISBN 1871890543

Tread Lightly (BMC, 2000)

Where to ‘Go’ in the Great Outdoors (Mountain Council of Scotland, 1999)


113


Magazines

Summit magazine (quarterly)

TGO magazine (monthly)

Trail magazine (monthly)

CD ROMs

Memory Map — coverage of all major walking areas

Ordnance Survey Interactive Map Explorer

The Art of Outdoor Navigation


114


Key skills




• calculating the finances of the trip, logistics, and budgeting for the multi-day expeditions

• planning a route for a multi-day expedition, producing a route card (calculating distance, time, height gained/lost, bearings, etc).



a amounts or sizes



d using formulae.



• planning for expeditions

• discussing previous celebrated expeditions

• producing a storyboard/display and recording participation in all day and multi-day expeditions in a logbook.






• planning for a multi-day expedition, investigating accommodation/campsites, information on an area, etc.




115




• planning a day/multi-day expedition

• planning a day/multi-day expedition, and monitoring and evaluating own performance, producing an action plan

• planning, undertaking and evaluating a day/multi-day expedition, recording performance/achievements.






• planning a multi-day expedition and solving logistical problems

• dealing with route choice during an expedition.





• planning and undertaking a day/multi-day expedition, identifying objectives and monitoring and evaluating own performance, and that of team members

• observing and recording individual/group performance in a logbook and creating an action plan of how to extend skills.




116

UNIT 14: FUNDAMENTALS OF NAUTICAL STUDIES

Unit 14: Fundamentals of Nautical Studies



Unit abstract

This unit provides learners with some of the knowledge and practical skills necessary to undertake short passages in inshore waters. The unit supports the development of skills in navigation and practical seamanship, weather forecasting, and an awareness of the maritime emergency services.

The navigational section introduces learners to various types of charts and their information which is of relevance for the practical work which follows at a later stage. Learners will learn how to use charts to plot positions and calculate bearings and distances between two points.

The unit gives learners an understanding of the characteristics of weather fronts and the formation of sea and land breezes. They learn the sources of weather information, and using an example of an inshore forecast, they will be able to interpret this information in the context of a vessel at sea. They will gain an understanding of the specific effects on boat handling of wind, fog and rainfall which prepares them for water-borne practical activity.

Their understanding is developed to a level where they can produce a viable plan for a short sea passage which takes into account nautical hazards plotted on their route and possible alternative harbours which could be used should weather or sea conditions change.

The unit also supports the development of practical skills in seamanship, rope work and boat handling under power or sail and it is expected that all learners will undertake at least 12 hours practical boat handling to include manoeuvring under power or sail. This can be achieved either by short regular experience in boats or by a single practical session of two or three days aboard a large vessel, such as through a sail training trust for those establishments not close to a marine environment.

This unit develops an understanding of the types of local public services operating in a marine context as well as specialised agencies such as the Maritime and Coastguard agency the Royal National Lifeboat Institute. Learners will cover a variety of methods for summoning assistance from these agencies and reach an understanding of the applicability and limitations of these methods.

This unit supports the development of self-confidence and teamwork and provides the framework for learners to gain a better understanding of incidents at sea and the prevention of such incidents. The unit covers some of the Royal Yachting Association (RYA) Day Skipper Shore-based course and Level 2 RYA Dinghy Sailing, Level 2 RYA power boating and Level 2 RYA Competent Crew.


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Learning outcomes


1 Understand the fundamental elements of navigation

2 Know how to receive and interpret weather information

3 Be able to demonstrate the ability to handle a boat under sail or power

4 Understand how to summon assistance from the emergency services when in distress.


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Unit content

1 Understand the fundamental elements of navigation

Navigational skills: different types of nautical charts eg Admiralty, Imray, Stanfords; conventional symbols — finding a position using latitude and longitude; True North; Magnetic North; coastline; depth contours; yacht marina; visitors mooring; visitors berth; jetty; breakwater; harbour; slipway; anchorage; ferry; castle; church; spire; fort; lighthouse; leading lights; sector lights; rock which does not cover; rock which covers and uncovers; rock awash at the level of chart datum; wreck showing any portion of hull or superstructure at the level of chart datum; wreck over which the exact depth of water is unknown and which is considered dangerous to surface navigation; compass rose; variation and deviation; application of compass deviation to courses; International Association of Lighthouse Authorities (IALA); Region A buoyage system ie lateral marks; cardinal marks; isolated danger marks; safe water marks

Chartwork: meaning and use of common chart symbols; measuring distance between two points using minutes of latitude; plotting positions using latitude and longitude; dead reckoning (DR); passage planning; three point position fixing (given bearings)

Seamanship: rules of the road applicable to vessels under way and making way in sight

Rope work: reef knot; figure of eight; bowline; round turn and two half hitches; clove hitch; sheetbend; meaning of basic nautical terminology eg bow, stern, cockpit, pulpit, cleat, fairlead, port, starboard, windward, leeward, astern, ahead

2 Know how to receive and interpret weather information

Meteorology: sources of weather information eg inshore shipping forecast, local radio and television, coastguard VHF radio, newspapers; sea breezes; land breezes; weather fronts; extraction of basic information on the effect of weather on visibility; boat handling and sea state eg fog, rainfall, wind

3 Be able to demonstrate the ability to handle a boat under sail or power

Under sail: sailing a boat through a triangular course which includes a windward leg; taking in a reef; man overboard drill; use of warps in mooring; basic bends and hitches in preparation of running gear ready for sailing and coming alongside

Under power: stop and start engine with appropriate checks and precautions; getting under way; turning within a boat’s length using forward and reverse gears; picking up a mooring; use of warps in mooring; basic bends and hitches in preparation of running gear ready for sailing and coming alongside


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4


Understand how to summon assistance from the emergency services when in distress

Types of emergency services available to assist personnel and vessels in distress at sea: Royal National Lifeboat Institute (RNLI); Maritime and Coastguard agency; Air Sea Rescue Services; Harbour Masters

Methods of summoning assistance in times of distress: Very High Frequency (VHF) radio; Immediate Assistance (MAY DAY) and Urgency (PAN PAN) calls; distress flares — red, orange smoke, parachute rocket, mini flares; sound signals, eg voice and fog horn


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Delivery

This unit should be delivered as a close balance between practical and theory to encourage learners to appreciate how an understanding of the more theoretical aspects are essential to the success of the water-borne activities. While selecting a suitable location for the practical components of the unit, centres should ensure that reasonable and appropriate steps are taken to create a secure and safe environment for learners. Instructors might consider the use of a RYA recognised training centre for the practical components of the unit. Personal safety equipment should be worn by learners at all times when afloat and when on jetties. The time of year and weather conditions may have an effect on the timing of outdoor activity with regard to safety.

The use of visual aids such as sailing videos and display of items of boating equipment will enhance the interest and learning progress of learners. They should be provided with opportunities to view a variety of types of charts and vessels to widen their understanding and experience. Visits to or talks by members of the maritime emergency services will further enhance understanding of how these services are able to assist vessels in distress and how they could be summoned.

Tutors should plan the teaching and learning programme to allow the introduction of a more learner centred approach to take into account the differences in learner ability and progress. Within the unit tutors should combine and highlight the linked subject areas. Initially an understanding of charts and their symbols can be achieved by simple exercises in identification and interpretation. This theoretical side can be developed by moving on to the measurement of distance and direction on a chart and the plotting of dead reckoning positions. Teachers can introduce the practical side with explanations of parts of a vessel and their purpose. The use of flip charts or cards would make this a more informal and effective activity. This area of study can be further extended to cover zones around a vessel so that learners become familiar with and are able to make effective use of nautical terminology.

The use of a boat requires an understanding of rope work and thus a knowledge and ability to tie specific knots is essential at this stage. This skill can be conveniently taught in the classroom using short lengths of rope or cord with learners arranged in pairs. The importance and application of these specific knots in a sailing context should be fully explained by the tutor.

It is considered that for the achievement of the necessary level of competence in boat handling learners would be expected to have had at least 12 hours practical experience in a sail or powered vessel. Initially the learner would be guided through the use of boat controls on the water with close support from a tutor. Over a period of time learners would gain confidence and ability such that they could become more independent of the tutor in their handling of the vessel. They would at this stage be ready to take into account other factors such as rules of the road and Buoyage systems which could be introduced in the theory sessions.

At a more advanced stage learners could progress to passage planning which would necessarily include a consideration of sources of weather information and its interpretation. In this context a local inshore forecast or weather announcement would provide sufficient material for discussion and interpretation. The relevance of the emergency services and a consideration of the means by which they might be summoned needs to be covered as a penultimate section. Once this has been accomplished and learners have shown the necessary ability, they would be able to move on to show their sailing skills in an appropriate vessel whilst under more limited supervision by the tutor.


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Assessment

The unit is practically assessed but supported by theoretical input from the classroom and applied whilst afloat.

Assessments can be both written and practical. A number of different assessment activities can be used to measure the achievement of outcomes in this unit. Assessment evidence of theoretical sections may be in the form of assignments, navigation exercises/tests, production of notes, or written interpretations such as the influence of forecasted weather on a sailing trip. Assignments and tests constructed by centres should be valid, reliable and centred on the detail of the assessment criteria. Personal chartwork exercises will extend understanding and the written evidence can be used to authenticate outcome achievement at all three levels. The production of diagrams, illustrations or models by learners can also be used both as assessment and self-teaching material.

Practical boat handling skills should be assessed whilst afloat in a suitable vessel. It is a requirement of health and safety that an instructor is on board a vessel at all times. The level of competence and ability of the learner will determine the level of supervision appropriate for the assessor or teacher. Practical boat handling sessions can also be occasions for assessing the learner’s ability to apply theoretical aspects covered in the classroom. Evidence for practical activity can be produced through a logbook of activities supported by a witness statement by a suitably qualified RYA instructor for the type of vessel used.

Achievement of RYA Level 2 qualifications in sail or power would be evidence of merit level. Achievement of RYA Day Skipper shore-based plus RYA Level 2 power or sail, alternatively RYA Day Skipper practical would be evidence of distinction level.


This unit has links with Unit 6: Adventurous Activities and Teamwork for the Public Services, Unit 7: The Value of Sport and Recreation in the Public Services, Unit 8: Land Navigation by Map and Compass and Unit 13: Expedition Skills.

Essential resources

This unit contains the following requirements:

• the learner must have demonstrated in advance of commencing the unit that they can swim a minimum of 200 yards and can tread water for three minutes

• the centre must guarantee that the following health and safety controls are in place:

- radio control will be maintained form the sailing vessel to the shore

- clearance for the activity to take place will only be given if the conditions are suitable

- each leg is checked by a qualified instructor prior to the activity taking place

- one qualified adult assessor (minimum coastal Instructor qualified) to five learners

- either RYA Rules and Regulations of Royal Navy Regulations will be followed at all times

• learners who have achieved their RYA qualifications in sailing and/or power boating are able to APL across to this unit using an appropriate mapping to competencies within it. This will identify the level of exemption. The RYA qualification must have been certified within the three years prior to the APL being carried out


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• sufficient library resources should be available to enable learners to achieve this unit. Links with marine units of the public services, coastguard and voluntary services such as the RNLI would need to be made to obtain information on marine incidents. The following may be of help when delivering this unit.

The following publications are essential for the completion of this unit and are available from the Hydrographic Office, Taunton, Devon, Somerset, TA1 2DN (www.ukho.gov.uk).

• Admiralty Chart 5011

• Admiralty Nautical Charts

• Imray Nautical charts

• Stanfords Nautical charts

(Chart scales: 1:20,000, 1:50,000, 1:75,000.)



Dedekam I — Illustrated Navigation (Fernhurst Books, 2004) ISBN 1904475132

Judkins S — Knot Know-How (Fernhurst Books, 2003) ISBN 1898660980


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Key skills




• plotting dead reckoning (DR) position

• plotting distances between various points on a chart.


N2.2 Use information to carry out calculations to do with:

a scales or proportion

b using formulae.



• analysing weather information and identifying the methods to summon the maritime emergency services

• analysing a weather forecast and its implications for a vessel at sea in those conditions.





• checking and searching for information necessary to formulate their passage plan

• looking for information about the maritime emergency services

• obtaining a weather forecast.




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• undertaking their practical section on boat handling

• debriefing with their instructor following practical boat handling.





• identifying suitable destination harbours and deciding on an appropriate course for a sea passage

• planning a sea passage taking into account weather and hazards on route.





• undertaking practical boatwork

• effectively crewing a sail or powered vessel

• debriefing with instructor and other crew following practical boatwork.





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Assessment and grading

The purpose of assessment is to ensure that effective learning of the content of each unit has taken place.

Assignments should ensure coverage of all the criteria in the unit as set out in the Grading grid for each unit. It is advisable that criteria are clearly indicated on each assignment to provide a focus for learners (for transparency and to help ensure that feedback is specific to the criteria) and to assist with internal verification and standardisation processes. Tasks and activities should enable learners to produce evidence that relates directly to the specified criteria.

Assignments constructed by centres should be valid, reliable and fit for purpose, building on the application of the grading criteria. Centres should use a variety of assessment methods, including case studies, assignments and work-based assessments, along with projects, performance observation and time-constrained assessments. Centres are encouraged to place emphasis on the practical application of the grading criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities and work experience. The creation of assignments that are fit for purpose is vital to achievement by learners and their importance cannot be over emphasised.

When reading the grading grids and designing assessment instruments, centres should note that for learners to achieve a merit/distinction grade they will be required to provide evidence that is qualitative in its nature. Centres are encouraged to look across each assessment criterion in the grading grid to identify common topics within units and to assess learners’ work according to the level that they have achieved as determined by the grading criteria.

The grading criteria are developed in relation to grading domains which provide for the assessment of the learning outcomes of the unit. There are four grading domains which underpin the grading criteria.

• Application of knowledge and understanding.

• Development of practical and technical skills.

• Personal development for occupational roles.

• Application of generic and key skills.

The qualitative nature of the merit and distinction grading criteria are based upon indicative characteristics required of the assessment evidence to fulfil the higher grades. Please refer to Annexe B.

A grading scale of pass, merit and distinction is applied to all units.

In the Edexcel BTEC Firsts all units are internally assessed.

All assessment for BTEC Firsts is criterion referenced, based on the achievement of specified outcomes. Each unit has specified criteria to be used for grading. A summative unit grade can be awarded at pass, merit or distinction:

• to achieve a ‘pass’ a learner must have satisfied all the pass criteria

• to achieve a ‘merit’ a learner must additionally have satisfied all the merit criteria

• to achieve a ‘distinction’ a learner must additionally have satisfied all the distinction criteria.

Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’.


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Quality assurance

Edexcel’s qualification specifications set out clearly the standard to be achieved by each learner in order to gain the award of the qualification. This is covered in the statement of outcomes and grading criteria in each unit. Further guidance on delivery and assessment is given in the Essential guidance for tutors section of each unit. This section is designed to provide additional guidance and amplification related to the unit to support tutors, deliverers and assessors and to provide for a coherence of understanding and a consistency of delivery and assessment.

Edexcel operates a quality assurance process which is designed to ensure that these standards are maintained by all internal verifiers and external verifiers. It achieves this through the following activities.

Approval

Centres will be allowed ‘accelerated approval’ for a new programme where the centre already has approval for a programme that is being replaced by the new programme. Centres wishing to offer a vocational area for the first time will need to apply for approval to offer the programme.

Centres that have not previously offered BTEC qualifications will first need to apply for, and be granted, centre approval before they can apply for approval to offer the programme.

When a centre applies for approval to offer a BTEC qualification they will be required to enter into an approvals agreement.

The approvals contract is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and linked codes or regulations. Sanctions and tariffs may be applied if centres do not comply with the agreement. Ultimately, this could result in the suspension of certification or withdrawal of approval.

Risk assessment

Edexcel has an approval process which creates a quality profile of each qualification programme in each centre and for the centre as a whole. This profile contributes to the determination of the nature of external verification activity for each programme and will also be used to initiate other quality control measures by Edexcel.

Internal verification

Centres are required to have processes in place reviewing each assessor’s decisions to ensure that they are correctly interpreting and applying the standards set out in the specifications. The system used to do this is a matter for individual centres and Edexcel fully supports the use of the centre’s own quality assurance systems where this ensures robust internal standardisation.

Centres should refer to the BTEC NQF Level 2/3 (including Short Courses at Levels 1–3) Handbook (updated annually). This updated information may also be found on the Edexcel website/Services for centres/FE Colleges and Schools.

External verification

Edexcel will sample assessors’ decisions using sector-specialist external verifiers. For BTEC Firsts this process will follow the National Standards Sampling (NSS) protocol.

The learner work must have been internally assessed. Additionally, at least 50 per cent of submitted work must have been internally verified.

Centres should refer to the BTEC NQF Level 2/3 (including Short Courses at Levels 1–3) (updated annually). This updated information may also be found on the Edexcel website/Services for centres/FE Colleges and Schools.


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http://www.edexcel.org.uk:/

Calculation of the qualification grade

Awarding a qualification grade

The qualification grade will be calculated through the aggregation of points achieved through the successful achievement of individual units. Learners will achieve a pass, merit or distinction qualification grade based on the attainment of a stated minimum number of points for each unit grade. The number of points available will be dependent on the unit grade achieved and the size of the unit as determined by the stipulated guided learning hours.

For the calculation of a qualification grade for a BTEC First Certificate and a BTEC First Diploma a learner must:

• complete all designated units

• achieve a minimum points score of 18 points for a First Certificate and 36 points for a First Diploma

• achieve a pass grade for all designated units for a First Certificate and achieve a pass grade for units with a combined total of 300 guided learning hours for a First Diploma.

Points available

Size of unit (GLH) Pass grade Merit grade Distinction grade

10 1 2 3

30 3 6 9

60 6 12 18

90 9 18 27

120 12 24 36

Qualification grade

Qualification Pass grade Merit grade Distinction grade Distinction*

BTEC First Certificate (54 maximum) 18–29 30–41 42–53 54

BTEC First Diploma (108 maximum) 36–59 60–83 84–95 96–108


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School and College Achievement and Attainment Tables (SCAAT) equivalence

BTEC First Certificate and SCAAT points

BTEC First Certificates attract points for the DfES School and College Achievement and Attainment Tables (formerly Performance Tables). The qualification attracts the same points as two GCSEs at A* – C, and contributes 40 per cent towards the threshold. For the detailed point scores for a pass, merit, distinction, and distinction*, please see the QCA Openquals website at: www.openquals.org.uk.

BTEC grade boundaries BTEC First Certificate grade SCAAT points and GCSE grade equivalence

18–29 Pass P C C

30–41 Merit M B B

42–48 Distinction D A A

49–54 Distinction* D* A* A*

BTEC First Diploma and SCAAT points

BTEC First Diplomas attract points for the DfES School and College Achievement and Attainment Tables (formerly Performance Tables). The qualification attracts the same points as four GCSEs at A* – C, and contributes 80 per cent towards the threshold. For the detailed point scores for a pass, merit, distinction, and distinction*, please see the QCA Openquals website at: www.openquals.org.uk.

BTEC grade boundaries BTEC First Diploma grade SCAAT points and GCSE grade equivalence

36–59 Pass P C C C C

60–83 Merit M B B B B

84–95 Distinction D A A A A

96–108 Distinction* D* A* A* A* A*


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Programme design and delivery

These qualifications consist of core units (which are mandatory) and specialist units. Specialist units are designed to provide a specific focus to the qualification. Required combinations of specialist units are set out clearly in relation to each qualification in the defined qualification structures provided in this document.

In BTEC First qualifications each unit is 30, 60, 90 or 120 guided learning hours. The definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Mode of delivery

Edexcel does not define the mode of study for BTEC First qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment evidence based on the learners’ work environment should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC First qualification by:

• liaising with employers to ensure a course relevant to the specific needs of the learners

• accessing and using non-confidential data and documents from learners’ workplaces

• including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

• linking with company-based/workplace training programmes

• making full use of the variety of experience of work and life that learners bring to the programme.

Resources

BTEC First qualifications are designed to prepare learners for employment in specific sectors. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and therefore should normally be of industry standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel.

Where specific resources are required these have been indicated in individual units under the Essential resources section.


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Delivery approach

It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of BTEC First qualifications. Specifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learner’s experience.

Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experience through APL. Learners may have evidence that has been generated during previous study or in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the National Occupational Standards mapped in the specification. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met.

Full guidance on Edexcel’s policy on APL is provided on our website: www.edexcel.org.uk

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed in consultation with centres and employers, particularly the MOD Royal Marines (RMAT). The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment. Centres should make maximum use of the choice available to them within the specialist units in these specifications to meet the needs of their learners, and the local skills and training needs identified by organisations such as the Regional Development Agency and the Local Learning and Skills Council.

In certain circumstances, the units contained in these specifications may not enable centres to meet a local need. In this situation centres may seek approval from Edexcel to make use of units from other standard NQF BTEC First Diploma specifications. Centres will need to justify the need for importing units from other specifications and Edexcel will ensure that the vocational focus of the qualification has not been diluted. Units that have externally set assignments cannot be imported into other qualifications.

There may be exceptional circumstances where even this flexibility does not meet a particular local need. In this case centres can seek permission from Edexcel to develop a unit with us to meet this need. The cases where this will be allowable will be very limited. Centres will need strong evidence of the local need and the reasons why the existing standard units are inappropriate. Edexcel will need to submit these units for accreditation by QCA.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC First Diploma specifications and/or develop unique units is limited to one unit in a BTEC First Diploma qualification. This flexibility is not available within the BTEC First Certificate. The use of these units cannot be at the expense of the core units in any qualification.

More detailed guidance on delivery and assessment is given in each unit.


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Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

• the qualifications should be available to everyone who is capable of reaching the required standards

• the qualifications should be free from any barriers that restrict access and progression

• there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 2 qualification. For learners who have recently been in education, the profile is likely to include one of the following:

• a standard of literacy and numeracy supported by a general education equivalent to four GCSEs at grades D–G

• related work experience

• other related Level 1 or 2 qualifications.

More mature learners may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment.

Restrictions on learner entry

The Edexcel Level 2 BTEC First Certificate in Public Services and the Edexcel Level 2 BTEC First Diploma in Public Services are accredited on the National Qualifications Framework (NQF). The qualifications are listed on the DfES funding lists Section 96 and Section 97.

Additionally, the majority of BTEC First qualifications are available to learners aged 14–16 to enhance their curriculum and to help them gain experience of vocational skills which will prepare them for work.

Access arrangements and special considerations

Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence.

Further details are given in the policy ‘Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications’, which is on the Edexcel website (www.edexcel.org.uk). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.


133

The

Edex

cel B

TEC

Qua

lific

atio

n Fr

amew

ork

for

the

publ

ic s

ervi

ce s

ecto

r

Prog

ress

ion

oppo

rtuni

ties w

ithin

the

fram

ewor

k ar

e av

aila

ble

verti

cally

, dia

gona

lly a

nd h

oriz

onta

lly.

NQ

F L

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G

ener

al Q

ualif

icat

ions

B

TE

C F

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RQ

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rses

B

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in

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Further information

For further information please call Customer Services on 0870 240 9800 (calls may be recorded for training purposes) or visit our website at www.edexcel.org.uk.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN

Telephone: 01623 467 467 Fax: 01623 450 481 Email: [email protected]

Related information and publications include:

• Accreditation of Prior Learning available on our website: www.edexcel.org.uk

• Guidance for Centres Offering Edexcel/BTEC NQF Accredited Programmes — (Edexcel, distributed to centres annually)

• key skills publications — specifications, tutor support materials and question papers

• The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland — (QCA, 2004)

• the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and external verification of vocationally related programmes may be found on the Edexcel website and in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

• planning for the delivery of a new programme

• planning for assessment and grading

• developing effective assignments

• building your team and teamwork skills

• developing student-centred learning and teaching approaches


135


mailto:[email protected]

• building key skills into your programme

• building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website (www.edexcel.org.uk). You can request customised training through the website or by contacting one of our advisers in the Professional Development and Training team via Customer Services on telephone 0870 240 9800 (calls may be recorded for training purposes) to discuss your training needs.

The training we provide:

• is active — ideas are developed and applied

• is designed to be supportive and thought provoking

• builds on best practice.


136

Annexe A

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). This is the code that features in the DfES Funding Schedules — Section 96 and Section 97 and is to be used for all qualification funding purposes. Each unit within a qualification will also have a QCA NQF unit code.

The QCA qualification and unit codes will appear on the learner’s final certification documentation.

The QANs for qualifications in this publication are:

100/5663/4 Edexcel Level 2 BTEC First Certificate in Public Services

100/5664/6 Edexcel Level 2 BTEC First Diploma in Public Services

These qualification titles will appear on the learners’ certificates.

Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience.


137


138

Ann

exe

B

Gra

ding

dom

ains

Gra

ding

dom

ain

1 In

dica

tive

char

acte

rist

ics —

mer

it In

dica

tive

char

acte

rist

ics —

dis

tinct

ion

App

licat

ion

of k

now

ledg

e an

d un

ders

tand

ing

• Sh

ow d

epth

of k

now

ledg

e an

d de

velo

pmen

t of u

nder

stan

ding

in

giv

en si

tuat

ions

(eg

expl

ain

why

, mak

e ju

dgem

ents

bas

ed

on a

naly

sis)

.

• A

pply

and

/or s

elec

t rel

evan

t con

cept

s.

• A

pply

kno

wle

dge

to d

iffer

ent c

onte

xts.

• A

pply

kno

wle

dge

to n

on-r

outin

e co

ntex

ts (i

e as

sess

or

sele

ctio

n).

• M

ake

com

paris

ons.

• Sh

ow re

latio

nshi

ps b

etw

een

p cr

iteria

.

• Sy

nthe

sise

kno

wle

dge

and

unde

rsta

ndin

g ac

ross

p/m

crit

eria

.

• Ev

alua

te c

once

pts/

idea

s/ac

tions

.

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naly

se/re

sear

ch a

nd m

ake

reco

mm

enda

tions

.

• Ju

dges

impl

icat

ions

of a

pplic

atio

n of

kno

wle

dge/

un

ders

tand

ing.

• A

pplie

s kno

wle

dge

and

unde

rsta

ndin

g to

com

plex

ac

tiviti

es/c

onte

xts.

Gra

ding

dom

ain

2 In

dica

tive

char

acte

rist

ics —

mer

it In

dica

tive

char

acte

rist

ics —

dis

tinct

ion

Dev

elop

men

t of p

ract

ical

an

d te

chni

cal s

kills

•

Use

adv

ance

d te

chni

ques

/pro

cess

es/s

kills

succ

essf

ully

.

• A

ct u

nder

lim

ited

supe

rvis

ion/

dem

onst

rate

inde

pend

ence

(n

ote:

pas

s can

not r

equi

re su

ppor

t).

• A

pply

to n

on-r

outin

e ac

tiviti

es.

• D

emon

stra

te w

ithin

tim

e an

d/or

reso

urce

con

stra

ints

.

• Pr

oduc

e va

ried

solu

tions

(inc

ludi

ng n

on-r

outin

e).

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odify

tech

niqu

es/p

roce

sses

to si

tuat

ions

.

• D

emon

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te c

reat

ivity

/orig

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ity/o

wn

idea

s.

• A

pply

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(s) t

o ac

hiev

e hi

gher

ord

er o

utco

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• Se

lect

and

use

succ

essf

ully

from

a ra

nge

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dvan

ced

tech

niqu

es/p

roce

sses

/ski

lls.

• R

efle

cts o

n sk

ill a

cqui

sitio

n an

d ap

plic

atio

n.

• Ju

stifi

es a

pplic

atio

n of

skill

s/m

etho

ds.

• M

akes

judg

emen

ts a

bout

risk

s and

lim

itatio

ns o

f te

chni

ques

/pro

cess

es.

• In

nova

tes o

r gen

erat

es o

f app

licat

ion

of te

chni

ques

/pro

cess

es

for n

ew si

tuat

ions

.

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Gra

ding

dom

ain

3 In

dica

tive

char

acte

rist

ics —

mer

it In

dica

tive

char

acte

rist

ics —

dis

tinct

ion

Pers

onal

dev

elop

men

t for

oc

cupa

tiona

l rol

es

• Ta

kes r

espo

nsib

ility

in p

lann

ing

and

unde

rtaki

ng a

ctiv

ities

.

• R

evie

ws o

wn

deve

lopm

ent n

eeds

.

• Fi

nds a

nd u

ses r

elev

ant i

nfor

mat

ion

sour

ces.

• A

cts w

ithin

a g

iven

wor

k-re

late

d co

ntex

t sho

win

g un

ders

tand

ing

of re

spon

sibi

litie

s.

• Id

entif

ies r

espo

nsib

ilitie

s of e

mpl

oyer

s to

the

com

mun

ity a

nd

the

envi

ronm

ent.

• A

pplie

s qua

litie

s rel

ated

to th

e vo

catio

nal s

ecto

r.

• In

tern

alis

es sk

ills/

attri

bute

s (cr

eatin

g co

nfid

ence

).

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anag

es se

lf to

ach

ieve

out

com

es su

cces

sful

ly.

• Pl

ans f

or o

wn

lear

ning

and

dev

elop

men

t thr

ough

the

activ

ities

.

• A

naly

ses a

nd m

anip

ulat

es in

form

atio

n to

dra

w c

oncl

usio

ns.

• A

pplie

s ini

tiativ

e ap

prop

riate

ly.

• A

sses

ses h

ow d

iffer

ent w

ork-

rela

ted

cont

exts

or c

onst

rain

ts

wou

ld c

hang

e pe

rfor

man

ce.

• Ta

kes d

ecis

ions

rela

ted

to w

ork

cont

exts

.

• A

pplie

s div

erge

nt a

nd la

tera

l thi

nkin

g in

wor

k-re

late

d co

ntex

ts.

• U

nder

stan

ds in

terd

epen

denc

e.

Gra

ding

dom

ain

4 In

dica

tive

char

acte

rist

ics —

mer

it In

dica

tive

char

acte

rist

ics —

dis

tinct

ion

App

licat

ion

of g

ener

ic a

nd

key

skill

s •

Com

mun

icat

es u

sing

app

ropr

iate

tech

nica

l/pro

fess

iona

l la

ngua

ge.

• M

akes

judg

emen

ts in

con

text

s with

exp

lana

tions

.

• Ex

plai

ns h

ow to

con

tribu

te w

ithin

a te

am.

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akes

adj

ustm

ents

to m

eet t

he n

eeds

/exp

ecta

tions

of o

ther

s (n

egot

iatio

n sk

ills)

.

• Se

lect

and

just

ify so

lutio

ns fo

r spe

cifie

d pr

oble

ms.

• Pr

esen

ts se

lf an

d co

mm

unic

ates

info

rmat

ion

to m

eet t

he

need

s of a

typi

cal a

udie

nce.

• Ta

kes d

ecis

ions

in c

onte

xts w

ith ju

stifi

catio

ns.

• Pr

oduc

es o

utpu

ts su

bjec

t to

time/

reso

urce

con

stra

ints

.

• R

efle

cts o

n ow

n co

ntrib

utio

n to

wor

king

with

in a

team

.

• G

ener

ate

new

or a

ltern

ativ

e so

lutio

ns to

spec

ified

pro

blem

s.

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Annexe C

Key skills

All BTEC First qualifications include mapping and/or signposting of key skills. These are transferable skills, which play an essential role in developing personal effectiveness for adult and working life and in the application of specific vocational skills.

In each unit the opportunities for the generation of evidence for key skills are signposted. These are indicative links only. Tutors will need to become familiar with key skills specifications and their evidence requirements and they are advised not to rely on the signposting in the units when presenting key skills evidence for moderation. Centres should refer to the QCA website (www.qca.org.uk) for the latest key skills standards.

Key skills provide a foundation for continual learning. They enable and empower individuals who inevitably face a series of choices in work, education and training throughout their lives. Current and future initiatives such as learndirect, lifelong learning and widening participation all require a more flexible population in the workplace and key skills play a role in setting the framework.

Learners need the chance to show current and future employers that they can:

• communicate effectively, in a variety of situations, using a wide range of techniques

• work well with others — individuals or teams — so that work can be properly planned and targets met

• manage their own development, so that they are always ready to take on the challenges of change and diversification

• use number, not just within routine tasks and functions but to help them be more effective and efficient in all they do

• use ICT in a range of applications to support all aspects of their role

• solve problems in a variety of circumstances.


141

Key skills mapping — summary of opportunities suggested in each unit

Key skills Uni

t 1

Uni

t 2

Uni

t 3

Uni

t 4

Uni

t 5

Uni

t 6

Uni

t 7

Uni

t 8

Uni

t 9

Uni

t 10

Uni

t 11

Uni

t 12

Uni

t 13

Uni

t 14

N2.1 � � �

N2.2 � � � �

N2.3 � �

C2.1a � � � � � � � � � � � � �

C2.1b � � � � � � � � � � �

C2.2 � � � � � � � � � � �

C2.3 � � � � � � � �

ICT2.1 � � � � � � � � � � �

ICT2.2 � � � � � � �

ICT2.3 � � � � � � � �

�

LP2.1 � � � � � � � � �

LP2.2 � � � � � � � � �

LP2.3 � � � � � � � � �

PS2.1 � � � � � � � � �

PS2.2 � � � � � � � � �

PS2.3 � � � � � � �

WO2.1 � � � � � � �

WO2.2 � � � � � � � �

WO2.3 � � � � � � � �


142

Ann

exe

D

Nat

iona

l Occ

upat

iona

l Sta

ndar

ds/m

appi

ng w

ith

NVQ

s

The

follo

win

g gr

id m

aps t

he k

now

ledg

e co

vere

d in

the

Edex

cel L

evel

2 B

TEC

Firs

t Cer

tific

ate

and

BTE

C F

irst D

iplo

ma

in P

ublic

Ser

vice

s aga

inst

the

unde

rpin

ning

kno

wle

dge

of th

e Le

vel 2

NV

Q in

Pub

lic S

ervi

ces.

KE

Y

�

indi

cate

s tha

t the

Ede

xcel

Lev

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ers a

ll of

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unde

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kno

wle

dge

of th

e N

VQ

uni

t #

indi

cate

s par

tial c

over

age

of th

e N

VQ

uni

t a

blan

k sp

ace

indi

cate

s no

cove

rage

of t

he u

nder

pinn

ing

know

ledg

e

BT

EC

Fir

st C

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d Fi

rst D

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units

1 2

3 4

5 6

7 8

9 10

11

12

13

14

Lev

el 2

N

VQ

in

Publ

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Serv

ices

Uni

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�

Uni

t 2

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Uni

t 3

Uni

t 4

Uni

t 5

# #

#

Uni

t 6

#

Uni

t 7

Uni

t 8

Uni

t 9

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�

Uni

t 10

Uni

t 11

Uni

t 12

Uni

t 13

�

Uni

t 14

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144

Annexe E

Wider curriculum mapping

Study of the Edexcel Level 2 BTEC Firsts in Public Services provides opportunities for the learner to develop an understanding of spiritual, moral, ethical, social and cultural issues as well as an awareness of environmental issues, European developments, health and safety considerations and equal opportunities issues.

The Edexcel Level 2 BTEC Firsts in Public Services make a positive contribution to wider curricular areas as appropriate.

Moral, ethical, social and cultural issues

The specification contributes to an understanding of moral, ethical, social and cultural issues — in discussions about the role of the public services in society.

Environmental issues

Learners are led to appreciate the importance of environmental issues through the experience of the public service sector, in training and experience they gain in the outdoor units in the qualification.

European developments

Much of the content of the Edexcel Level 2 BTEC Firsts in Public Services applies throughout Europe even though the delivery is in a UK context. The European dimensions of public services are specifically addressed in application of European legislation and directives that are applicable to the work of the public services.

Health and safety considerations

The Edexcel Level 2 BTEC Firsts in Public Services are practically based and so health and safety issues are encountered throughout the units. Learners will develop awareness of the safety of others as well as themselves in all practical activities. Learners will also explore health and safety issues across the public services sector, particularly in outdoor and practical units.

Equal opportunities issues

Equal opportunities issues are implicit throughout the Edexcel Level 2 BTEC Firsts in Public Services.


145

Wid

er c

urri

culu

m m

appi

ng

Unit 14

Unit 13

�

Unit 12

Unit 11

�

Unit 10

�

Unit 9

�

Unit 8

�

Unit 7

�

Unit 6

�

Unit 5

�

Unit 4

� � � �

Unit 3

Unit 2�

Unit 1

�

Spiri

tual

issu

es

Mor

al a

nd e

thic

al is

sues

Soci

al a

nd c

ultu

ral i

ssue

s

Envi

ronm

enta

l iss

ues

Euro

pean

dev

elop

men

ts

Hea

lth a

nd sa

fety

con

side

ratio

ns

Equa

l opp

ortu

nitie

s iss

ues

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Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN

Telephone 01623 467467 Fax 01623 450481 Email: [email protected]

Publications Code BF017271 March 2007

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