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Level 1 Certificate in Skills for Employment (RQF)

DPC1

TUTOR GUIDE

Skillsfirst Awards Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD

0121 270 5100

www.skillsfirst.co.uk

http://www.skillsfirst.co.uk/

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Tutor Guide DPC1 v2.0 31102018

Contents Page Introduction 2

Units DP1 – DP19 3





Units DP100 – DP130 111

Units IH01 – IH13 128

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Introduction This handbook has been designed to provide some guidance to tutors and trainers delivering the Skillsfirst Level 1 Certificate in Skills for Employment (RQF). It contains an explanation of the criteria for each unit and where they add value to the guidance, examples of evidence are provided. This handbook provides guidance and is not a prescriptive document. In some cases, there are statements which state strong recommendations, but these are suggested guidelines that will provide the most effective method of assessment in Skillsfirst’s opinion. There are also a series of examples and lists of possible sources of evidence. These are not exhaustive and are only there to provide some guidance and structure for the tutor/trainer.

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DP1 Planning for progression Outcome 1 Understand own study or training programme Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what he/she needs to achieve in terms of qualifications, experience and/or job role. Evidence may include a learner statement or records from initial assessment and induction. For 2 the learner needs to describe what he/she needs to do to follow the programme e.g. attend timetabled sessions, complete set tasks. Evidence may include: a learner statement or annotated documents e.g. individual learning plan (ILP), training agreement, timetable, action plan. For 3 the learner needs to identify the rules and regulations that affect him/her as a learner. Evidence may include an annotated student handbook and induction pack but a handbook or induction pack without annotation or further evidence will not be sufficient. Outcome 2 Know the facilities and support available in the place of study or training Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list some of the facilities provided (e.g. library, IT, canteen, creche). Evidence may include highlighted information (e.g. student handbook and/or induction pack). For 2 the learner needs to identify the support available (e.g. internal support could be tutor guidance, student support services and external support could be Connexions/Information Advice and Guidance (IAG) services. Evidence may include annotated information (e.g. student handbook and/or induction pack) or learner statement. Outcome 3 Recognise personal strengths (skills, qualities and attitudes) needed for

learning and work Explanation of criteria and examples of evidence For the first criterion (3) the learner needs to identify a range of positive qualities and attitudes (e.g. being honest, punctual, conscientious, attentive to detail, polite, hard working, motivated). The learner does not need to distinguish between qualities and attitudes. For 2 the learner needs to list his/her own particular strengths (skills, qualities and attitudes). The learner does not need to distinguish between skills, qualities and attitudes. For 3 the learner needs to give an example of something relating to learning or work that he/she feels good about (e.g. successfully completing a task or an activity) and something he/she feels confident doing (e.g. answering the telephone, meeting new people, using a till). Evidence for 1 to 3 may include a learner statement/list or audio/video recordings of individual or group discussion. Outcome 4 Agree an action plan for self improvement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to consider what he/she can currently do in order to identify areas where he/she needs to improve. The learner should work with an appropriate person (assessor, tutor, supervisor or other appropriate person) who will help him/her to select areas for his/her individual self development (e.g. communication skills, punctuality, appropriate behaviour for the workplace/place of study).

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For 2 the learner needs to contribute to an action plan or contract relating to one or more areas for improvement identified in 1. Evidence for 1 and 2 may be an agreed detailed written action plan, showing the areas for improvement. This may be produced by the assessor, tutor, supervisor or other appropriate person but must show the learner’s contribution.

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DP2 Effective skills, qualities and attitudes for learning and work Outcome 1 Demonstrate a range of positive qualities, attitudes and behaviour for learning

and work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give examples of positive behaviour. Learners are expected to give general examples of positive behaviour which need not relate to their particular area of learning or work. These may include behaviours which they then go on to demonstrate in 1.2 to 1.5. For 2 the learner needs to demonstrate behaviours appropriate to learning and work e.g. be polite, show respect, punctuality, dress appropriately including wearing Personal Protective Equipment. For 3 the learner needs to demonstrate adaptability and flexibility e.g. be able to respond appropriately to changing circumstances. For 4 the learner needs to demonstrate motivation and enthusiasm e.g. volunteering for tasks, making suggestions. For 5 the learner needs to demonstrate commitment e.g. completing tasks despite difficult circumstances, being polite to customers even if they are impolite, valuing each other’s contributions, respecting confidentiality. Evidence for 2 to 5 is likely to be a witness statement giving specific examples that show the learner can meet the requirements over a period of time that is appropriate in the context of the length of the learner’s programme of study e.g. if the programme lasts a year then an appropriate period of time may be the last term or the last six weeks. Outcome 2 Understand why effective communication is important Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give examples of possible appropriate verbal communication (e.g. being polite) and inappropriate verbal communication (e.g. swearing.) Verbal communication refers to spoken communication. The learner may give the examples orally or in writing. For 2 the learner needs to give examples of appropriate non-verbal communication (e.g. shaking hands, smiling) and inappropriate non-verbal communication (e.g. unacceptable gestures.) Non-verbal communication refers to all communication that is not spoken, including body language. The learner may give the examples orally or in writing. Evidence for 1 and 2 may be a learner statement or an assessor record. For 3 the learner needs to use positive body language. Evidence for 2.3 may be a video or witness statement but must clearly show the learner’s behaviour. For 4 the learner needs to respond to questions and requests from colleagues and/or customers. This can be a real or simulated situation. Outcome 3 Work effectively under frequent supervision Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to receive and respond appropriately to instructions from a tutor or supervisor.

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For 2 the learner needs to check their own understanding of instructions e.g. by repeating instructions, asking for clarification, summarising. For 3 the learner needs to confirm what needs to be done and the deadlines for each task. For 4 the learner needs to confirm the help, if required, from tutor, supervisor, peers or others (e.g. help with moving items), and any materials, equipment and or tools needed to complete the tasks. For 5 the learner needs to work safely following health and safety guidelines i.e. follow organisation’s health and safety procedures and use Personal Protective Equipment (PPE) if appropriate. For 6 the learner needs to complete tasks to the standard required by the organisation. Evidence for 1 to 6 may include a work diary and witness statement. For 7 the learner needs to learn from mistakes and accept feedback e.g. on performance. Evidence may be a learner statement. These criteria could be met through one or more activities in the place of learning or work.

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DP3 Career planning and making applications Outcome 1 Agree a suitable career pathway Explanation of criterion and examples of evidence For the first criterion (1) the learner needs to list sources of careers advice and guidance. These could include people, organisations and websites. For 2 the learner needs to list at least two career options. For 3 the learner needs to agree a suitable career pathway with an appropriate person e.g. tutor, supervisor, careers adviser. Evidence for 1 to 3 can be a learner statement signed by the assessor to confirm agreement. Outcome 2 Know where to look for a job, training programme or course Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list a range of sources of information for job vacancies, training programmes or courses e.g. local media and job centre. Evidence for 2.1 may be a learner statement. Outcome 3 Recognise suitable jobs or training opportunities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list own skills and achievements. Skills might include being able to communicate effectively, manage time, multi-task, follow instructions, drive. Achievements might include qualifications or projects completed. For 2 the learner needs to list a range of jobs or training opportunities which may be suitable for him/her. For 3 the learner needs to match own skills and achievements to the range of jobs or training opportunities. The learner needs to consider, with help from an appropriate person (e.g. a careers adviser, tutor or supervisor) how his/her own skills in 3.1 meet the requirements of the jobs or training opportunities identified in 3.2 to agree one or more suitable job or training opportunity. Evidence for 1 to 3 may be a record of learner review. Outcome 4 Apply for a job, training placement or course Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to obtain an application form or job details. This could be in writing, by telephone, via the internet or face-to-face. Evidence may be the application form or job details. For 2 the learner needs to complete the application. This may be a form or letter but it could be a telephone application. Evidence may be the completed form or letter of application or for a telephone application may be an assessor observation or an audio recording. Outcome 5 Understand the interview process Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list what needs to be considered in preparation for the interview e.g. researching the job/course/placement and the company/institution, research transport and timings, prepare clothing, etc. Evidence may be a learner statement.

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For 2 the learner needs to observe or take part in a real or simulated interview. The learner could take part in a real interview or a practice interview. Alternatively, the learner could watch a video or role play. Evidence may be an assessor statement. For 3 the learner needs to give at least one example of effective interview practice and at least one example of ineffective interview practice. Evidence may be a learner statement.

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DP4 Work-based experience Outcome 1 Prepare for his/her work experience Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to suggest options for or agree suitable work experience. Work experience might include a placement or a current part time job. The placement could be found by the centre and agreed by the learner or the placement could be suggested by the learner. The learner is expected to attend suitable work experience for a minimum of 15 hours. Evidence may be a learner statement or review record. For 2 the learner needs to apply or prepare for work experience. The application can be by telephone, application form or interview depending on the requirements of the work placement. If the learner is given the placement without any application process (real or simulated) they should state how they prepare for the work experience e.g. research location, type of company. If they are already in employment they can use existing evidence, apply for a fictional position or state how they prepared for this work experience. Evidence may be an application form, a letter, an assessor observation, a witness statement or an audio recording. Outcome 2 Plan a journey to work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to find out relevant bus or train times (or the times of another type of public transport). This could be by reading a bus or train timetable or obtaining information via the internet or telephone. If the work experience does not require a bus or train journey this can be a simulated activity for another location. For 2 the learner needs to decide which bus or train (or other public transport) to catch. This can be a simulated activity. Evidence for 1 and 2 may be a highlighted timetable, print out or learner statement. For 3 the learner needs to work out the time he/she needs to leave home in order to arrive at a suitable time. If the work experience does not require the learner to plan a journey this can be a simulated activity for another location. Evidence for 3 may be a learner statement. Outcome 3 Follow requirements during the work experience Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to attend suitable work experience for a minimum of fifteen hours. Evidence may be a time sheet or witness statement. For 2 the learner needs to dress appropriately for the workplace. This may include wearing protective clothing. Evidence may be a photograph, a witness statement or an assessor observation. For 3 the learner needs to follow safe working practice. The tutor/work experience provider should ensure health and safety requirements are met. Evidence should be a witness statement or an assessor observation. For 4 the learner needs to follow simple instructions to carry out tasks in the workplace. Instructions may be written or verbal. Evidence may be a witness statement or an assessor observation. For 5 the learner needs to speak to other people in the workplace in an appropriate manner. ‘Speak’ can include sign language where appropriate. Evidence may be a witness statement or an assessor observation.

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Centres can use a “work-based experience placement diary” if appropriate. Outcome 4 Complete a work experience review Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what went well. This can include tasks completed and skills, qualities or attitudes identified and/or improved e.g. getting to work on time. For 2 the learner needs to state how he/she is going to build on this experience e.g. improve particular skills, apply for similar jobs. Evidence for 1 and 2 may be a learner statement or review record.

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DP5 Preparing for work placement Outcome 1 Know where they plan to do work placement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify key information about their placement. At this level support may be given. Key information e.g. location, type of placement, attendance times/days should be in a format understandable to the learner at their level. If transport is required this must be planned in at this stage of the unit. Evidence may include a simple annotated map and timetable; an induction pack from the work placement with key information highlighted, learner or assessor statement or audio recording Outcome 2 Know what is expected of them during the work placement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two different tasks they are likely to perform as part of the work placement. A pre-placement supported visit could be arranged. At this visit the learner should be supported and encouraged to ask questions of the supervisor. For 2 the learner needs to identify at least three appropriate behaviours and/or attitudes for the work placement. The learner should be able to understand what the placement will expect of them, how they must conduct themselves and how they must behave with others. Evidence for 1 and 2 may be a learner statement, audio recording, witness statement. Outcome 3 Know appropriate sources of support for dealing with anxiety or uncertainty

during the work placement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify factors which may cause anxiety or uncertainty during a work placement. The learner should be given the placement information and support pack with contact details of the tutor who will support them. Prior to the placement the tutor/assessor should review this on a one to one basis to highlight any areas of potential concern to the learner. This could be recorded on the ILP. If the learner has a mobile phone then the contact number(s) may be entered here prior to the start of the placement. For 2 the learner needs to identify appropriate sources of support they could use in situations of anxiety or uncertainty during the work placement Sources of support include the contact details of the tutor (or other appropriate person from the centre) as well as who to go to for help and support in the workplace. Evidence for 1 and 2 may be a learner statement, audio recording, witness statement Outcome 4 Know what they might achieve from the work placement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to set at least two simple goals of their own with support. It is important at this level not to allow unrealistic goals. Wherever possible these should be reviewed with the placement supervisor as well as the assessor and learner to give realism of outcome. Evidence may be an ILP or learner statement.

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DP6 Learning from work experience Outcome 1 Be able to reflect on the experience of the work placement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what they did well and/or what they could have done better during the work placement Evidence may be a simple worksheet for the learner to identify two positives and two negatives. Outcome 2 Know what they have learned from the work placement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify additional knowledge about the job role and their workplace and/or a new skill they now have from completing their work placement. This could be a simple task such as operating a basic piece of equipment, learning a routine for cleaning etc For 2 the learner needs to identify two things that they learned about themselves during the work placement. This may also provide a personal target for such as self-reliance, turning up on time, keeping to set tasks until completed etc Evidence for 1 and 2 may be a learner statement, an audio recording or an assessor/witness statement of a discussion. Outcome 3 Be able to use learning from the work placement to set goals Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to set realistic goals which build on their learning from the work placement. The assessor should take the lead in reviewing the ILP to establish what the learner has achieved from the work placement and then to set new goals. The goals should reflect the level of the learner and should focus on the short term goal, making targets SMART to enable the success of the learner. Evidence may be a revised ILP.

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DP7 Searching for a job Outcome 1 Know about sources of information for potential employment Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two sources of information about potential employment e.g. newspapers, Jobcentre Plus. Evidence may be a learner statement or annotated examples e.g. a newspaper advertisement, a job card. Outcome 2 Be able to search for job vacancies from given sources Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to name the key features of a job advert. Evidence may be a learner statement or a job advert with the features (e.g. job title, hours, rate of pay) labelled. For 2 the learner needs to use given sources of information appropriately to identify job vacancies. Support may be given by the tutor/trainer or by staff at an external agency e.g. at the Jobcentre.

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DP8 Applying for a job Outcome 1 Know different methods of applying for a job Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least two different methods of applying for a job. Evidence may be a learner statement or examples of different methods e.g. an application form or a speculative letter. Outcome 2 Know the purpose of a job application form Explanation of criteria and examples of evidence For this criterion (1) the learner needs to give at least two reasons why a job application form might be used as a way of applying for a job e.g. to provide a written record. Evidence may be a learner statement. Outcome 3 Be able to present personal information for a job application form Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what information will be needed for a job application form. This may include details of any qualifications achieved and the dates of any previous employment or work experience. The job application should be relevant to the individual but can be a real or simulated application. The evidence may be a learner statement. The learner needs to present the information for a job application form in an appropriate format e.g. completing the form rather than stating ‘see attached CV’. Learners can use paper-based or ICT based application forms. This can be a real or simulated job application but should be relevant to the individual.

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DP9 Preparing for an interview Outcome 1 Know what is required in the job, placement or course for which they are

applying Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two main tasks and activities associated with the job role or placement or areas of learning to be covered in the course. The main tasks and activities will relate to the job description or placement or area of learning covered in the course that attracted the learner to apply. Evidence may be a copy of the job advert, details of their placement or course with the main tasks and activities highlighted with a brief written explanation of each. Outcome 2 Be able to prepare responses for likely interview questions Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to work with an appropriate person to prepare brief answers to a given set of questions that are likely to be asked at the interview. The learner should take the lead in preparing the answers with the appropriate person giving guidance on content, style and format. The answers to the questions may be practised verbally in a role play situation. Evidence may be a written copy of the questions and answers and/or an observation record of the role play. Outcome 3 Know that it is important to plan their travel for the interview Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to clarify the time of the interview and the address where the interview will be held from the information provided to them. If the time is written in 24 hour clock, for example 14:00, they must understand this is 2pm and not 4pm. They may make a note of the time in a diary, calendar or store it electronically and set a reminder. They may need to find the address on a map if the place is not familiar to them. Evidence may be a copy of the map with the place highlighted and a note of the time of the interview. For 2 the learner needs to identify, with an appropriate person, the best route and means of transport which they plan to take. This may involve the learner accessing the organisation’s website and/or looking up bus times or travel routes with support from their assessor. The learner may contact the organisation and ask for directions, bus/train routes or details of where they can park their car. Evidence may be a copy of their route highlighted on a map with a note of their means of transport, a timetable with the bus or train times highlighted.

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DP10 Interview skills Outcome 1 Know how to present themselves appropriately at an interview Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to know how to dress appropriately and display an appropriate level of personal hygiene for the interview. Deciding what to wear for the interview will depend on the sort of work the learner is applying for. The learner might find out if there is a dress code. It is not essential to buy a new outfit but a neat, clean and tidy appearance should be sufficient. The learner needs to feel ‘good’ however he/she is dressed. The learner must understand the importance of personal hygiene in terms of presenting themselves with a fresh, clean appearance. They should not overdo it with too much perfume or aftershave. Evidence could be an assessor observation, witness statement or a photograph of the learner dressed in the clothes they would wear at an interview. The photograph must be annotated with a brief note explaining why they have chosen those clothes and how they have prepared to make sure their personal hygiene is acceptable. For 2 the learner needs to use non-verbal communication and demonstrate at least one example of appropriate body language and at least one example of an appropriate facial expression. The learner needs to have a clear understanding of what non-verbal communication is appropriate and what is not appropriate. The appropriate body language and facial expressions must be those suitable in an interview situation. Evidence for this criterion may be an assessor observation, witness statement or an annotated photograph. Outcome 2 Be able to give appropriate answers to the interviewer’s questions Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give clear, straightforward answers to at least two questions asked. The language the learner uses must be suitable for a formal situation. They should know how to use techniques to clarify and confirm understanding, respond appropriately and respect turn taking rights. Evidence for this criterion may be an assessor observation or witness statement. An observation record of a role play may provide evidence for this criterion. Outcome 3 Know how they performed in the interview Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify one aspect of the interview that went well and one that did not. This can be a real or simulated interview. The learner needs to recognise the good things in the interview that they think went well, for example, feeling relaxed and answering all the questions as well as recognising where things did not go so well, for example, being very nervous and forgetting everything they practised. Evidence may be a learner statement.

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DP11 Work awareness Outcome 1 Know about the types of employer that are found in their local area Explanation of criteria and examples of evidence For this criterion (11) the learner needs to identify three types of employer in their local area. For each employer they should state their main area of business. There should be an example from each of the following sectors: a) service sector b) manufacturing sector c) public and private sectors. For 2 the learner needs to choose one of the employers identified in 1 and identify how the employer makes money or is funded. Evidence for 1 and 2 may be a learner statement, a table or a poster. Outcome 2 Understand some of the expectations employers have of employees Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list at least two expectations that employers would have of their employees, e.g. timekeeping. Evidence may be a learner statement. For 2 the learner needs to give a reason why one of these expectations identified in 1 is important. Evidence for 1 and 2 may be a learner statement. Outcome 3 Be able to relate employer expectations to their own activities Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify one activity they have undertaken that shows they could meet at least one employer expectation. This could be at their place of learning, on work placement or a leisure activity. For 2 the learner needs to say why the activity identified in 1 shows they meet the employer’s expectation. Evidence for 1 and 2 may be a learner statement.

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DP12 Preparing for and learning from interviews Outcome 1 Be able to plan for interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify a suitable job role or programme of learning for interview. The job role could be one identified by the learner, a skills scan or a careers advisor. The programme of learning could be to do with the learner’s own interest or one that he/she is required to complete before applying for a job. Evidence might be a job advertisement, results of a skills scan or a prospectus with the programme of learning highlighted. For 2 the learner needs to find out all the basic arrangements for interview. They must find out the time of the interview, the location/venue, how to get there and what to wear. The learner should note the time and venue of the interview from their correspondence and ensure they have checked the correct location on a map and consulted the organisation’s website for travel details. They may seek advice from an appropriate person about the most suitable way to dress for the interview and may check on the website to see if there is a dress code. Evidence may be a copy of the correspondence, a map showing the location of the interview and details of the journey, a copy of the dress code or a written statement from an appropriate person, or information from a discussion giving advice on what to wear. Outcome 2 Be able to prepare for interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the key facts about the organisation being interviewed for. They must find out the name of the organisation and its main function, who is in charge or the owner and how many employees or students it has. The key facts could be obtained from the organisation’s website, an information pack or by contacting the organisation. Evidence may be a chart or information leaflet with the key facts highlighted. For 2 the learner needs to identify key facts about the job role or programme of learning being interviewed for. They need to find out about the hours of work or study, the rate of pay or cost of the course, whether any specialist equipment or clothing is needed and the work pattern or length of the course. The key facts could be obtained from the organisation’s website, an information pack or contacting the organisation. Evidence may be an information leaflet with the key facts highlighted. For 3 the learner needs to indicate the main skills and personal attributes for a job role or programme of learning being interviewed for. The main skills and personal attributes will be the most important ones needed for the job or programme of learning. Evidence may be a copy of the job description or course of study with the main skills and personal attributes highlighted. For 4 the learner needs to prepare responses to straightforward interviewer questions. The learner should be given a list of the most popular/frequently asked interview questions and, with help, prepare a list of suitable answers. The learner could practise these in a role play situation. Evidence may be a list of the responses or an observation of a role play.

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Outcome 3 Be able to communicate during interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to demonstrate how to make a positive first impression at interview with their personal appearance. The learner must show how they will present themselves for interview in terms of suitable dress and personal hygiene. Evidence may be an annotated photograph. For 2 the learner needs to demonstrate basic interview techniques by making introductions and responding to straightforward questions. The learner must show they can greet the interviewer with a smile and a handshake while introducing themselves. They must show they can listen to and answer fully the interviewer’s questions. The evidence may be an observation record of a role play situation. Outcome 4 Be able to reflect on interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify one thing that went well during interview, for example, feeling relaxed and confident or answering all the questions or making an impression with their appearance. Evidence may be a learner statement. For 2 the learner needs to identify one improvement for future interviews. This could be where something went well or where something may not have gone so well, but could be improved on. Evidence may be a written statement. For 3 the learner needs to indicate if a job role or programme of learning is still wanted after the interview. The evidence may be an observation record or witness statement following a 1:1 discussion or review.

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DP13 Learning about the range of opportunities in work Outcome 1 Understand about employment in different sector areas Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify different sectors, e.g. retail, care, manufacturing, land-based. This does not need to be in depth at this level. The learner should be able to identify at least three different sectors. For 2 the learner needs to name the job roles that they know of, perhaps jobs that friends, family or neighbours carry out. For 3 the learner needs to link the job role with the sector. This criterion brings together 1 and 2. For 4 the learner needs to identify different locations and types of environment involved with each sector and job role they have linked. Note 4 draws together the whole outcome and one piece of evidence could be used to meet all four criteria. Evidence could include a table headed with sectors, job roles involved, the products or services and the types of environment in which the work may be carried out. An example for the land-based sector might include herdsman, working with cattle, outdoor, etc; evidence might include charts or posters about local employment opportunities, copies of careers interviews, etc Outcome 2 Understand different types of work and working patterns Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give at least one example of types of work within their area in each of the three given categories. They will need an understanding of their local employment market, the types of work available and patterns of working, e.g. is there a lot of shift working, is there a big temporary/agency working model, etc? For 2 the learner needs to identify the likely associated working patterns for the types of work given in 1, e.g. shift work or weekend work. For 3 the learner needs to list at least one advantage and one disadvantage of each of the working patterns identified for 2. Outcome 3 Be able to find out about local opportunities for work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify where to find employment information, e.g. JobCentre Plus, Connexions and local employment agencies. Evidence could be a simple list of information sources or perhaps shown as a spider chart For 2 the learner needs to demonstrate that they can use at least two of the sources they have identified For 3 the learner needs to identify the name of key employers in their area, the employment and services they provide.

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Outcome 4 Understand reasons for selecting jobs Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to understand the different opportunities jobs may offer them, e.g. do they offer a high rate of pay but no training and no opportunity to progress or do they offer slightly less but good training opportunities etc? They must list the reasons for choosing different jobs. For 2 the learner needs to put in order their own reasons for selecting different jobs. The learner could put a careers plan in place to order their thoughts. If applicable they might also have an interview with a Connexions officer, JCP officer or careers officer at their place of training For 3 the learner needs to understand and understand that they may have to work their way up to the job they aspire to and that they will need several steps along the way. They need to indicate the jobs most likely to be an entry to employment.

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DP14 Learning about workplace values and practices Outcome 1 Understand the importance of workplace values Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to be either involved in a work placement or actively planning a work placement to make this unit realistic and of value. The learner must be able to identify the values held by their workplace, e.g. respect, diligence, loyalty. For 2 the learner needs to identify where these are important, this could be customer service, productivity, quality etc. For 3 the learner needs to show why some types of conduct would be unacceptable in their work placement e.g. carelessness, lack of respect for others. Outcome 2 Understand main employer and employee rights and responsibilities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list the rights and responsibilities of the employer They must list at least three rights and responsibilities, e.g. for health and safety, for data protection, employment contracts and pay and conditions. For 2 the learner needs to state why the rights and responsibilities listed in 1 are important, e.g. the effect of policies and procedures on employees. For 3 the learner needs to identify employees’ rights and responsibilities. They must list at least three rights and responsibilities, e.g. a contract of employment, abide by workplace policies and procedures. For 4 the learner needs to state why each of the rights and responsibilities listed in 2.3 are important, e.g. to keep their job. Outcome 3 Understand the importance of safe working practices Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two safe working practices, e.g. using personal protective equipment (PPE). There must be a basic understanding of health and safety in the workplace. For 2 the learner needs to identify how this applies in their work place and the steps they should take in each of the situations listed. For each situation the learner should identify at least three steps to be taken. For 3 the learner needs to identify how to deal with potential hazards. They should identify at least one hazard they can deal with and one they would refer to their supervisor Note learners will need to appreciate the level of hazard that they might know how to deal with and the level of hazard that they would refer to their supervisor. Outcome 4 Know who can give support and information in the workplace about workplace

values and practices Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to feel safe in their workplace and know who to go to for support about safe practices. The learner must identify the person responsible for health and safety

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For 2 the learner needs to identify the person responsible for health and safety and indicate at least one example of what they could do to help. Evidence could be a chart, poster or leaflet that identifies key rights and responsibilities for the employer and employee etc.

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DP15 Career planning and making applications Outcome 1 Choose a suitable career pathway Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list sources of careers advice and guidance. These could include people, organisations and websites. For 2 the learner needs to research at least two career options. For 3 the learner needs to agree a suitable career pathway with an appropriate person e.g. tutor, supervisor, careers adviser. Evidence for 1 to 3 can be a learner statement signed by the assessor to confirm agreement. Outcome 2 Identify a suitable job, training programme or course Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list sources of information for job vacancies, training programmes or courses e.g. local media and job centre. For 2 the learner needs to find a suitable job vacancy, training programme or course related to their chosen career pathway. For example, a part-time job may contribute to the learner’s skills development. Information could be provided for the learner in a manageable form e.g. extracts from newspapers or websites, although the learner is expected to identify relevant information and state why their choice is a suitable one in relation to the career pathway identified in 3. Evidence for 1 and 2 may be a learner statement. Outcome 3 Understand how to prepare a curriculum vitae Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify own skills, qualities, experience and qualifications. Skills might include being able to communicate effectively, manage time, multi-task, follow instructions, drive. Qualities might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Evidence for 1 may be a learner statement. For 2 the learner needs to draft a curriculum vitae (CV) but this can be typed up by someone else. Evidence for 2 should be the CV. Outcome 4 Understand how learners are selected for interview Explanation of criterion and examples of evidence For this criterion (1) the learner needs to describe the selection process e.g. job specifications, desirable and essential criteria, application forms, CVs, types of interview, short listing. Evidence for may be a learner statement.

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Outcome 5 Apply for a job, training placement or course Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to obtain an application form and/or job details. This could be in writing, by telephone, via the internet or face-to-face. Evidence may be the application form, job details or learner statement. For 2 the learner needs to complete the application. This may be a form or letter but it could be a telephone application. Evidence may be the completed form or letter of application or for a telephone application may be an assessor observation or an audio recording. Outcome 6 Understand the interview process Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list what needs to be considered in preparation for the interview e.g. researching the job/course/placement and the company/institution, research transport and timings, prepare clothes for the interview, etc. Evidence may be a learner statement. For 2 the learner needs to observe or take part in a real or simulated interview. The learner could take part in a real interview or a practice interview. Alternatively, the learner could watch a video or role play. Evidence may be an assessor statement. For 3 the learner needs to give at least two examples of effective interview practice and at least two examples of ineffective interview practice. Evidence may be a learner statement.

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DP16 Planning for progression Outcome 1 Understand own study or training programme Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to define what he/she needs to achieve in terms of qualifications, experience and/or job role. Evidence may include a learner statement. For 2 the learner needs to describe what he/she needs to do to follow the programme e.g. attend timetabled sessions, complete set tasks. Evidence may include: a learner statement or annotated documents e.g. individual learning plan (ILP), training agreement, timetable, action plan. For 3 the learner needs to identify the rules and regulations that affect him/her as a learner. Evidence may include an annotated student handbook and induction pack but a handbook or induction pack without annotation or further evidence will not be sufficient. Outcome 2 Know the facilities and services provided in the place of study or training Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe the facilities provided (e.g. library, IT, canteen, creche). For 2, the learner needs to outline the support available (e.g. internal support could be tutor guidance and student support services and external support could be Connexions and Information, Advice and Guidance (IAG) services). Evidence for 1 and 2 may include a learner statement supported by annotated or highlighted documentation. Outcome 3 Recognise personal strengths (skills, qualities and attitudes) needed for

learning and work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify a range of positive qualities and attitudes (e.g. being honest, punctual, conscientious, attentive to detail, polite, hard working, motivated).This criterion relates to qualities and attitudes in general and is not specific to the individual learner. The learner does not need to distinguish between qualities and attitudes. For 2 the learner needs to outline his/her own particular strengths (skills, qualities and attitudes). The learner does not need to distinguish between skills, qualities and attitudes. For 3 the learner needs to give an example of something relating to learning or work that he/she felt good about (e.g. successfully completing a task or an activity) and something he/she feels confident doing (e.g. answering the telephone, meeting new people, using a till). Evidence for 1 to 3 may include a learner statement/list or audio/video recordings of individual or group discussion.

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Outcome 4 Action plan for self improvement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to consider what he/she can currently do in order to identify areas where he/she needs to improve. Learners should select areas for their own individual self development (e.g. communication skills, punctuality, appropriate behaviour for the workplace/place of study). For 2 the learner needs to identify realistic targets e.g. demonstrate effective listening skills, arrive on time for five days. Targets should be specific, measurable, achievable, realistic and time bound. For 3 the learner needs to prepare an action plan or contract to meet the targets identified in 2. The learner should list suitable activities. For example, to develop listening skills activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising the skill with friends and family. Activities to improve punctuality could include using an alarm clock, checking bus/train timetables and planning ahead. An appropriate person should agree the plan. This could be the assessor, tutor, supervisor or other appropriate person. For 4 the learner needs to identify arrangements for reviewing the plan. This is likely to include person, place, date and time. Evidence for 1 to 4 is likely to be a detailed written action plan.

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DP17 Effective skills, qualities and attitudes for learning and work Outcome 1 Demonstrate a range of positive qualities, attitudes and behaviour for learning

and work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain the importance of positive and appropriate behaviour. Learners are expected to give general examples of positive behaviour which need not relate to their particular area of learning or work. These may include behaviours which they then go on to demonstrate in 2 to 5. Evidence for 1 may be a learner statement or assessor observation. For 2 the learner needs to consistently demonstrate appropriate codes of conduct over a significant period of time in the context of the length of the learner’s programme of study. If the programme lasts a year then a significant period of time may be the last term or the last six weeks. Codes of conduct are typically laid down by a place of learning or work. For 3 the learner needs to demonstrate adaptability and flexibility e.g. be able to respond appropriately to changing circumstances. For 4 the learner needs to demonstrate motivation and enthusiasm e.g. volunteering for tasks, making suggestions. For 5 the learner needs to demonstrate commitment and professionalism e.g. completing tasks despite difficult circumstances, being polite to customers even if they are impolite, valuing each other’s contributions, respecting confidentiality. Evidence for 2 to 5 may be a witness statement giving specific examples. Outcome 2 Understand why effective communication is important Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain (orally or in writing) the importance of effective a) verbal and b) non verbal communication. Verbal communication refers to spoken communication and non-verbal communication refers to communication which is not spoken, including body language. Evidence for 1 may be a learner statement or assessor record. For 2 the learner needs to demonstrate effective communication on a one-to-one basis with a colleague or customer. This can be a real or simulated situation. For 3 the learner needs to demonstrate effective communication with more than one other person. This might take the form of a group discussion. For 4 the learner needs to use positive body language. Evidence for 2 to 4 may be a video recording, witness statement giving specific examples and/or an assessor observation. Outcome 3 Work effectively Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to receive and respond appropriately to instructions from a tutor or supervisor.

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For 2 the learner needs to check their own understanding of instructions e.g. by repeating instructions, asking for clarification, summarising. For 3 the learner needs to identify what needs to be done and the deadlines for each task. For 4 the learner needs to identify the help, if required, from tutor, supervisor or peers (e.g. help with moving items), and any materials, equipment and/or tools needed to complete the tasks. For 5 the learner needs to work safely following health and safety guidelines i.e. follow an organisation’s health and safety procedures and use personal protective equipment if appropriate. For 6 the learner needs to complete tasks to the standard required by the organisation within given timescales. Evidence for 1 to 6 could include a work diary and witness statement and/or assessor observation. For 7 the learner needs to identify ways of working more effectively. The learner needs to review their performance and suggest how they could improve when carrying out similar tasks in the future. Evidence for 7 may be a learner statement. These criteria could be met through one or more activities in the place of learning or work.

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DP18 Work-based experience Outcome 1 Prepare for his/her work experience Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to suggest options for or agree suitable work experience. Work experience might include a placement or a current part time job. The placement could be found by the centre and agreed by the learner or the placement could be suggested by the learner. The learner is expected to attend a suitable work experience for a minimum of 15 hours. Evidence may be a learner statement or review record. For 2 the learner needs to apply or prepare for work experience. The application can be by telephone, application form or interview depending on the requirements of the work placement. If the learner is given the placement without any application process (real or simulated) they should state how they prepare for the work experience e.g. research location, type of company. If they are already in employment they can use existing evidence, apply for a fictional position or state how they prepared for this work experience. Evidence may be an application form, letter, assessor observation, witness statement or audio recording. For 3 the learner needs to state how this work experience relates to his/her employment and/or learning goals. This could be directly relevant e.g. intended employment area or indirectly relevant e.g. experience of a workplace. Evidence may be a learner statement. Outcome 2 Plan a journey to work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to find out relevant bus or train times (or the times of another type of public transport). This could be by reading a bus or train timetable or obtaining information via the internet or telephone. If the work experience does not require a journey on public transport this can be a simulated activity for another location. For 2 the learner needs to decide which bus or train (or other public transport) to catch. This can be a simulated activity. Evidence for 1 and 2 may be a highlighted timetable, print out or learner statement. For 3 the learner needs to work out the time he/she needs to leave home in order to arrive at a suitable time. If the work experience does not require the learner to plan a journey this can be a simulated activity for another location. Evidence for 3 may be a learner statement. Outcome 3 Follow requirements during the work experience Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to attend a suitable work experience for a minimum of fifteen hours. Evidence may be a time sheet or witness statement.

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For 2 the learner needs to dress appropriately for the workplace. This may include wearing protective clothing. Evidence may be a photograph, witness statement or assessor observation. For 3 the learner needs to follow safe working practice. The tutor/work experience provider should ensure health and safety requirements are met. Evidence should be a witness statement or assessor observation. For 4 the learner needs to follow instructions to complete tasks in the workplace. Instructions may be written or verbal. Evidence may be a witness statement or assessor observation. For 5 the learner needs to speak to other people in the workplace in an appropriate manner. ‘Speak’ can include sign language where appropriate. Evidence may be a witness statement or assessor observation. Centres can use or adapt a work-based experience placement diary. Outcome 4 Complete a work experience review Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what went well. This can include tasks completed and skills, qualities or attitudes identified and/or improved e.g. getting to work on time. For 2 the learner needs to describe what he/she has learned about himself/herself e.g. ability to communicate with people who are unfamiliar, does/doesn’t like working in a particular setting. For 3 the learner needs to explain how he/she is going to build on this experience e.g. improve particular skills, apply for similar jobs. Evidence for 1 to 3 may be a learner statement or review record.

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DP19 Preparation for work Outcome 1 Understand how own skills and qualities relate to those needed for working life Explanation of criteria and examples of evidence For the first criterion (1) the learner must describe the personal and employability skills and qualities which employees need. These might include: time management, being able to follow instructions, multi-tasking, conscientiousness, attention to detail, honesty, being punctual, politeness, hard work. In each case the skill or quality needs to be described rather than simply stated. Evidence could be generated in a group discussion as long as the learner’s own contribution is recorded. For 2 the learner must describe their own skills, qualities and achievements. This criterion is concerned more with the learner’s self-awareness rather than how many skills, qualities and achievements they have (in some cases these may be quite limited). In certain circumstances evidence could be generated through a group discussion as long as the learner’s own contributions are clearly recorded. For 3 the learner needs to explain how the skills and qualities described for 2 relate to those in 1 and how these are needed in the workplace. This might involve explaining how their skills and qualities could be transferred and applied to different situations e.g. experience of household budgeting demonstrates experience of budgeting or managing children demonstrates the ability to multi-task and prioritise. For 4 the learner must suggest at least two personal skills and/or qualities that they can develop. These might include the skills/qualities described in 1 and 2, although in all cases they need to be suggested by the learner as skills/qualities they need to develop or improve upon, and should be relevant to the workplace. Outcome 2 Research personal career opportunities Explanation of criteria and examples of evidence For 1 the learner must find out about a range of potential job roles which interest them. Information could include potential salary, likely hours of work, qualifications, skills and attributes needed. Information about the job roles could be provided to the learner in a manageable form (e.g. extracts from newspapers or websites) although the learner is expected to identify relevant information about each job role. For 2 the learner must match their skills, qualities and achievements to a potential job role. This will require learners to compare their own skills, qualities and achievements to those of the roles they researched in 1 (this could be through adverts, person specifications or job descriptions). The role should be one that the learner would be broadly capable of doing and suitable in other respects e.g. would it be likely to involve travelling, shift-work? Is it manual work or office based? For 3 the learner must identify and prepare key information needed for a job application or an interview. The learner will need to select appropriate and relevant information about the role and their own attributes (e.g. from the information gathered for 1 and 2) and prepare this in an appropriate manner. If preparing an application form, this could be provided to the learner as a pro-forma; for an interview, the learner’s preparation could be evidenced by a one-to-one discussion as long as the learner’s contribution is recorded.

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PD20 Positive attitudes and behaviours at work Outcome 1 Understand how positive attitudes and behaviours at work benefit themselves

and their organisation Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain why it is important to follow an organisation’s rules and procedures. For 2 the learner needs to describe at least three benefits of positive attitudes and behaviours for both themselves and their organisation. Evidence for 1 and 2 may be a learner statement. Outcome 2 Demonstrate a range of positive attitudes and behaviours in the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to interact appropriately in familiar routine situations with colleagues on at least two occasions and customers on at least one occasion. Customers can be internal or external customers depending on the workplace. Evidence will be an assessor observation or witness statement for each occasion. For 2 the learner needs to be aware of and follow organisational procedures governing attitudes and behaviours at work for a given period of time. The time will depend on the length of the learner’s placement. Evidence will be an assessor observation or witness statement for each occasion. Outcome 3 Evaluate their own conduct Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe both what went well and what did not go well in relation to their conduct in the work place. Evidence may be a learner statement.

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DP21 Preparing for work placement Outcome 1 Know about the company or organisation where they plan to do the work

placement See unit DP5 Outcome 2 Know what is expected of them during the work placement See unit DP5 Outcome 3 Be able to set goals to help them get the most out of the work placement See unit DP5

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DP22 Learning from work placement Outcome 1 Be able to show evidence of tasks undertaken during the work placement See unit DP6 Outcome 2 Understand what they learned from the work placement See unit DP6 Outcome 3 Be able to use learning from the tasks undertaken in the work placement to set

short term goals See unit DP6

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DP23 Searching for a job Outcome 1 Know potential job sources Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe different types of sources available for job-seekers to find employment. Sources can include job centres, publications, agencies, direct contact with employers. For 2 the learner needs to describe the roles/functions of at least two of the sources described in 1. Evidence for 1 and 1 may be a learner statement, talk/presentation, leaflet. Outcome 2 Know potential job roles related to their skills and interests Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to match their skills and interests to potential job roles. Skills are likely to include soft skills as well as skills obtained from training courses and employment experience. Learners should match their skills and interests to at least two job roles. Evidence may be a learner statement or witness statement/assessor observation/audio recording of a discussion with an appropriate person. Outcome 3 Be able to search for job vacancies Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to understand the layout and format of job adverts in relation to their personal circumstances. This includes key words e.g. salary, commission, pro-rata, and abbreviations, e.g. CV. For 2 the learner needs to identify at least three sources of information available for carrying out job searches e.g. trade journals, agencies, job centres. For 3 the learner needs to select appropriate methods to search for particular job vacancies. This may include family and friends, internet searches, trade journals. Evidence for 1 to 3 may be a learner statement supported by annotated advertisements and results of job search.

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DP24 Applying for a job Outcome 1 Understand different methods of applying for jobs Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe at least two different methods of applying for a job, e.g. application form. For 2 the learner needs to describe how and when at least two of the different methods of applying for a job from 1 are used e.g. an ICT role may require completing a form on the organisation’s website. Evidence for 1 and 2 may be a learner statement. Outcome 2 Know how to complete a job application form Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the information needed to prepare the job application form. This may include details of any qualifications achieved and the dates of any previous employment. For 2 the learner needs to assemble the relevant information for the job application form. For example, the learner could have a record of examination results, examination certificates, a personal profile or records from their initial interview when he/she produced the certificates. Evidence for 1 and 2 may be a learner statement/list of information needed and where this is located signed by the assessor to confirm relevant information was assembled. Outcome 3 Be able to apply for a job using the appropriate method Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe the conventions, formats and styles of presenting information in different job applications e.g. a formal letter. This can be for either a real or simulated job application. Evidence may be a learner statement. For 2 the learner needs to present the job application information accurately and in a suitable format. This can be for either a real or simulated job application. Evidence should be the job application information e.g. application form.

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DP25 Preparing for an interview Outcome 1 Know how to respond to questions they might be asked at the interview Refer to unit DP9 and use the evidence generated for outcome 2 to meet the requirements for the assessment criterion. Outcome 2 Be able to prepare appropriate questions to ask the interviewer Refer to unit DP9 and use the evidence generated for outcome 1 to meet the requirements for the assessment criterion. Outcome 3 Plan to arrive at the interview on time Refer to unit DP9 and use the evidence generated for outcome 3 to meet the requirements for the assessment criteria.

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DP26 Interview skills Outcome 1 Present themselves appropriately at an interview Refer to unit DP10 and use the evidence generated for outcome 1 to meet the requirements for the assessment criteria. Outcome 2 Answer the interviewer’s questions appropriately Refer to unit DP10 and use the evidence generated for outcome 2 to meet the requirements for the assessment criterion. Outcome 3 Understand their performance in an interview Refer to unit DP10 and use the evidence generated for outcome 3 to meet the requirements for the assessment criterion.

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DP27 Recognising employment opportunities Outcome 1 Appreciate the concept of the labour market Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list the key characteristics, and one advantage and/or disadvantage of each of the following: a) employment b) self-employment c) unemployment d) voluntary work. Key characteristics may relate to responsibility, income, motivation. Evidence may be a table with the headings: key characteristics, advantage, disadvantage Outcome 2 Demonstrate an understanding of how to prepare for an interview Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give a meaning of the term ‘labour market’. Evidence may be a learner statement. For 2 the learner needs to list the key characteristics of the following labour markets: a) local b) national c) European d) global. Evidence may be a table or learner statement For 3 the learner needs to list the main employment opportunities in their local labour market. Evidence may be a learner statement.

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DP28 Business and customer awareness Outcome 1 Understand the different types of business and organisations, their purposes

and customers in their area Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the main areas of business for one national organisation and two other types of organisations in their local area. For 2 the learner needs to identify the types of customer for one local and one national organisation identified in 1. Evidence for 1 and 2 may be a learner statement. Outcome 2 Understand why employers might require particular attitudes from their staff in

different situations Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give two examples of particular attitudes employers might require from their staff and state the different type of situation each attitude may be needed in. For 2 the learner needs to state why these attitudes identified in 1 are important to the employer and the business or organisation. Evidence for 1 and 2 may be a learner statement. Outcome 3 Be able to relate employer expectations to their own activities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two activities they have undertaken that would meet an employer’s expectations. These activities could be at their place of learning, on work placement or leisure activities. For 2 the learner needs to identify at least three of the attitudes they have shown within these activities. Evidence for 1 and 2 may be a learner statement.

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DP29 Preparing for and learning from interviews Outcome 1 Be able to plan for interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to outline a job role or programme of learning for interview. The job role or programme of learning should be one that has been decided by the learner and discussed with an appropriate person as to its suitability. Evidence may be an observation record of the discussion. For 2 the learner needs to outline arrangements for interview. The arrangements for the interview must include the date, time and address where the interview is to be held. The learner may want to include any personal arrangements for example, what to wear and travel arrangements. Evidence could be a diary page indicating the main interview arrangements. Outcome 2 Be able to prepare for interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to outline key information about an organisation being interviewed for. The key information will be the most important information the learner needs to know about the job. This will show they have taken an interest and they may use this information to ask further questions or clarification during the interview. Evidence may be their written notes. For 2 the learner needs to outline key information about a job role or programme of learning being interviewed for. The key information will be the most important information the learner needs to know about the job role or programme of learning. This will show they have taken an interest and confirm their understanding of what is required should they be successful. They may also use this information to ask further questions or clarification during the interview. Evidence may be their written notes. For 3 the learner needs to outline skills, personal attributes and experience for a job role or programme of learning being interviewed for. The skills, personal attributes and experience are important information the learner needs to know about the job role or programme of learning. They could use a skills scan to match their skills to those of the job to see if they are suitable. They may also use this information to ask further questions or clarification during the interview. Evidence may be a list of their skills, attributes and experience. For 4 the learner needs to prepare responses, including extended responses, to likely interviewer questions. The learner may be given interviewer questions by an appropriate person or they may research their own. The learner will need to decide the most appropriate responses related to the job role or programme of learning and the questions they think the interviewer might ask. The learner may ask for guidance on content, style and format for the answers they prepare. Their prepared responses should go beyond the standard answers and include information they have found in 1, 2 and 3. Evidence will be a copy of the questions with their prepared responses. For 5 the learner needs to identify questions about an organisation and a job role or programme of learning to ask at interview. The learner should use the information found in 1

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and 2 to create at least four questions they can ask at interview. The learner may ask for guidance on content, style and format for the questions they prepare. Evidence will be a copy of their questions. Outcome 3 Be able to communicate during interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to demonstrate ways to make a positive first impression at interview. The first impression at interview could be the difference between being successful and not being successful so it is important the learner understands about personal appearance and body language. Role play situations may be the best way to prepare for this criterion. Evidence may include a video to support an observation record. For 2 the learner needs to demonstrate interview techniques by making introductions, responding to questions and asking planned questions. The skills developed in outcome 2 criteria 4 and 5 and outcome 3 criterion 1 can be combined to produce a role play situation of an interview to evidence this criterion. Evidence may be an observation record. Outcome 4 Be able to reflect on interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to outline at least two things that went well during interview. The learner should be able to say where things have worked well during interview. They should also be encouraged to ask for feedback from the interviewer about how they performed during the interview. Evidence may be learner notes and written feedback from the interviewer. For 2 the learner needs to outline improvements for future interviews. They need to say where things did not go so well during interview and explain how they would improve on these for future interviews. They may also use their evidence from 1 and say how they might further improve the things that went well.

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DP30 Rights and responsibilities in the workplace Outcome 1 Understand that employees have rights Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list a range of employee rights. These could include a safe and secure workplace, a contract of employment and equal opportunities. For 2 the learner needs to state how employee rights are protected by law. This could include both the laws and the enforcement agencies e.g. Health and Safety Executive, Equal Opportunities Commission. Evidence for 1 and 2 may be a learner statement or a record of questioning. Outcome 2 Understand that employees have responsibilities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list a range of employee responsibilities. These could include health and safety and data protection. For 2 the learner needs to give examples of information that needs to be confidential e.g. individuals’ personal details. For 3 the learner needs to state why it is important to inform an employer of absence from work e.g. the employer may have rules and procedures you are required to follow, you may have a condition that by law the employer must report to the authorities (e.g. contact dermatitis in the hairdressing sector), the employer may need to cover for your absence. Evidence for 2.1 to 2.3 may be oral or written and may be a learner statement or record of questioning. Outcome 3 Understand why health and safety rules are important Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to recognise and respond to hazards in his/her place of learning or work e.g. report trailing wires, report unsafe equipment. These could be real or simulated hazards. For 2 the learner needs to list requirements for personal health and safety in his/her place of learning or work e.g. PPE, taking regular breaks. For 3 the learner needs to list the guidelines for alcohol and medication (prescribed and non-prescribed) in his/her place of work. Evidence for 1 to 3 may be oral or written and may be a learner statement or a record of questioning. For 4 the learner needs to follow requirements for personal health and safety i.e. follow organisation’s health and safety procedures and use PPE if appropriate. For 5 the learner needs to follow emergency procedures e.g. take part in a fire drill. Evidence for 4 and 5 may be an assessor observation.

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DP31 Contributing to a team Outcome 1 Know how team values and procedures can vary Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list different types of teams e.g. teams for sports, workplace teams. For 2 the learner needs to give examples of different ways of making decisions as a team e.g. autocratic, democratic, depending on roles. Evidence for 1 and 2 may be a learner statement. Outcome 2 Recognise roles other people may take in a teamwork situation Explanation of criterion and examples of evidence For criterion 1 the learner needs to give examples of different roles e.g. team leader, supervisor, reviewer, planner. Evidence for 1 may be a learner statement. Outcome 3 Know what needs to be done to achieve a team goal Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to state the overall goal of the team. The team goal may be decided by the team e.g. raising funds for charity or given to the team by the assessor or tutor e.g. to complete a project. For 2 the learner needs to outline own role as part of the team in a structured and familiar situation. Evidence for 1 and 2 may be a learner statement. Outcome 4 Work with others towards achieving shared objectives in a familiar routine

situation Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to agree an action plan of individual and group activities needed to achieve the goal. Evidence for 1 may be a signed action plan. For 2 the learner needs to check their own understanding of the action plan. The learner should be able to state what he or she needs to do. Evidence for 2 may be a learner statement or review record. For 3 the learner needs to identify who he/she could ask for help e.g. supervisor, assessor. Evidence for 3 may be a learner statement or review record. For 4 the learner needs to work co-operatively e.g. offering help and support and asking for support if required.

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For 5 the learner needs to carry out structured individual and group activities in a familiar situation as identified in the action plan and ensuing discussions. For 6 the learner needs to work safely. This includes following health and safety guidelines given by the assessor or supervisor and wearing appropriate clothing. Evidence for 4 to 6 should be an assessor observation or a witness statement. Outcome 5 Be aware of own contribution to team progress Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what he/she did well in working with others. The focus should be on the way the group worked together. For 2 the learner needs to identify what went less well in working with others. The focus should be on the way the group worked together. For 3 the learner needs to identify one way of improving own team working in the future. The focus should be on improving the learner’s interaction with others and not on how successfully the activity was completed. Evidence for 1 to 3 may be a learner statement or review record.

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D32 Career progression Outcome 1 Know about skills and qualities needed to progress in a career Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least three of their own personal skills or qualities relevant to career progression (e.g. communication skills, teamwork skills, reliability, honesty, enthusiasm). Evidence may be a learner statement. Outcome 2 Know different sources of information and guidance related to career

progression Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least three different types of sources of information and guidance. Sources may include human resources, e.g. a careers advisor, and text-based resources e.g. newspapers. Evidence may be a learner statement or annotated evidence e.g. a print out from the careers office. Outcome 3 Know the benefits of career progression Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least two reasons why career progression is beneficial. Reasons may include job satisfaction, increased salary. Evidence may be a learner statement.

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DP33 Investigating rights and responsibilities at work Outcome 1 Understand that they have rights in the workplace Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least three different aspects of working life for which they have rights as an employee. Evidence may be a poster, a leaflet and a list or assessor record of discussion. Outcome 2 Understand that they should respect the rights of others in the workplace Explanation of criteria and examples of evidence For this criterion (1) the learner needs to describe how the rights of others can be respected. The learner could be provided with a number of different scenarios or clips from a film or television programme which highlight different situations, for example an employee dominating the conversation in a meeting or someone using offensive language. The learner could then describe how the situation could be changed to respect the rights of others. Evidence may be an assessor observation record or learner statement. Outcome 3 Understand that they have responsibilities in the workplace Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify aspects of working life where they must fulfil certain responsibilities e.g. health and safety. They need to identify at least three different aspects. Evidence may be an assessor observation record or learner statement. Outcome 4 Understand that they have responsibilities in the workplace Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify three different sources of help if a problem arises at work. Evidence may be a list or a learner statement.

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DP34 Solving work-related problems Outcome 1 Be aware that a problem or issue has arisen which requires problem solving

skills Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify some common types of workplace problem or issues that require problem-solving skills, e.g. insufficient resources, equipment breakdown/failure. At least two different work place problems that require problem solving skills need to be identified. Evidence may assessor record of discussion or learner statement. Outcome 2 Be able to access sources of help for work-related problems Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least two different sources of general help, support or guidance for workplace problems. The sources identified by the learner can be straightforward, but should be different types of sources, e.g. people resources, written resources. Evidence may assessor record of discussion or learner statement. Outcome 3 Know a range of ways to solve work-place problems or issues Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to select one or more of the problems identified in Outcome 1 criterion1 and outline at least two reasons why listening to the suggestions of others could help them solve the problem, e.g. others may have encountered same problem before. Evidence may assessor record of discussion or learner statement. For 2 the learner needs to identify at least two possible ways to solve the problem they have identified. In identifying ways to solve the problem, the learner may use sources of help given to them by the assessor. Evidence may assessor record of discussion or learner statement. For 3 the learner needs to identify any previous experience of similar situations and include ideas on how they would use their own past experiences in solving the identified problem e.g. remembering what steps they took last time the photocopier jammed. Evidence may be an assessor record of discussion or a learner statement. Outcome 4 Select an appropriate solution Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify a range of workable options and consider which option would be most appropriate or effective. The learner needs to select one appropriate way to solve the problem from the possibilities given in outcome 3 criterion 2. Evidence may be an assessor record of discussion or a learner statement.

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Outcome 5 Know how to apply a problem-solving solution to a workplace problem or issue Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list the steps to be taken to solve the workplace problem for outcome 3 criterion 2. The steps listed do not need to be sophisticated, but, with the appropriate support, the learner should be able to show that they understand that common sense, logic and order are needed when taking steps to solve a problem in the workplace. Evidence may be an assessor record of discussion or a list produced by the learner.

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DP35 Safe learning in the workplace Outcome 1 Know about risks and hazards in the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list two hazards in the workplace. The learner should be given training in basic health and safety procedures. This should especially relate to personal safety and can be generic rather than specific to begin with. For 2 the learner needs to list three risks. Learners should be able to understand the meaning of hazard and risk. Evidence for 1 and.2 may be a learner statement. Outcome 2 Know what responsibilities people have for safety in the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify by name the person responsible for health & safety and their location. For 2 the learner needs to identify their personal responsibilities to maintaining their safety in the workplace and the responsibilities of others. Once their work placement is secured they should have a health and safety induction carried out by the supervisor to enable the generic underpinning knowledge to be transferred to the specific work placement they are embarking upon. Evidence for 1 and 2 may be a learner statement. Outcome 3 Be aware of how to reduce risk of harm to self or others Explanation of criteria and examples of evidence For the first criterion (3.1) the learner needs to identify three examples of possible risks within their work placement. This should be a supported activity at this level and will require the cooperation of the placement supervisor. Evidence may be a learner statement or photographs annotated to show possible risks. For 3.2 the learner needs to outline own behaviour for safe practice in the workplace environment. The learner should state what they would do to ensure a safe working environment including reporting to a supervisor. Evidence may be a learner statement. Outcome 4 Be aware of how to reduce risk of harm to self or others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to outline how to follow instructions to deal with low risk hazards in the workplace environment The learner should be able to deal with simple hazards such as keeping fire doors closed, escape ways clear of rubbish, work areas clean and tidy. They should know why these tasks are carried out as well as completing them satisfactorily. Evidence may be an assessor/supervisor statement recording how the learner has completed the task or a learner statement.

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DP36 Self-management skills Outcome 1 Understand self -management skill Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to recognise at least one way in which employees need to manage themselves in the workplace. They will need to know how to manage their time and how to adapt to changing situations in range of different workplace environments. This could form part of a group discussion and the evidence may be an observation record of the learner’s contribution to the discussion or a learner statement. For 2 the learner needs to identify at least two potential areas in which they need to manage themselves. Evidence could be generated from ideas in the group discussion in 1. The learner will need to reflect and be aware of their own skills that they may need to manage in a work situation. Evidence may be from a discussion and/or a learner statement. Outcome 2 Demonstrate self -management skills Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to demonstrate how to be punctual over a period of time. The period of time should be at least a week. Being punctual is not only about getting to their place of work/study on time but making sure they are back from breaks on time and meet deadlines. Punctuality needs to be consistent. Evidence may be a signed time sheet or witness statement. For 2 the learner needs to demonstrate on at least one occasion when to take a break from working. Taking breaks at work will depend on the length of time of the learner’s shift or working day and their age. They need to be clear at the start of their employment or work placement when they are entitled to take a break and for how long. Evidence could be an observation of a 1:1 discussion with their supervisor confirming the break times or a witness statement. For 3 the learner needs to identify who to contact if they need help or support in self-management. The learner should know who they should contact, e.g. their supervisor/line manager/or other appropriate person, if they are having difficulty with organising their time, keeping up to date with the demands of the job or meeting deadlines. Evidence will be written details of the name/s of who to contact and may include the best way to contact them. Outcome 3 Review self- management skills Explanation of criteria and examples of evidence For this criterion (1) the learner needs to review one aspect that went well and one that did not. The learner needs to recognise the good things about their self-management skills, for example, how well they adapted to a new situation as well as recognising where things did not go so well, for example, not meeting a deadline. Evidence may be a learner statement.

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DP37 Conduct at work Outcome 1 Know about appropriate conduct for the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to understand the conduct and behaviour that is appropriate in an adult work placement setting. An understanding of reliability, attendance and punctuality will be needed. (Some learners may need support at this level with independent travel arrangements to ensure they can meet the above requirements). Workplace rules need to be understood as a way of the employer maintaining their business and maintaining the safety of all employees. A list of three appropriate and three inappropriate behaviours needs to be completed by learners. Outcome 2 Be able to demonstrate good conduct Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to interact appropriately with colleagues. Training in how to relate to work colleagues politely and effectively may be needed. Witness statements should be encouraged to give examples of how the learner has interacted with others. For 2 the learner needs to identify an appropriate dress code for the work placement they are embarking upon prior to the start of the placement. Will they need a uniform? Will there be any PPE? Will they wear their own clothing? What type of shoes will be appropriate? Can jewellery and/or makeup be worn? For 3 the learner needs to demonstrate appropriate timekeeping during the working day. The learner will need to plan their journey to the placement to ensure they arrive on time. They will need to be aware of the length of any breaks to make sure they return in good time for a second session. Outcome 3 Be able to carry out a review of own conduct Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify an aspect of own conduct that went well, e.g. good time keeping and an aspect that did not go so well e.g. did not follow instructions

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DP38 Speaking confidently at work Outcome 1 Be able to contribute to workplace discussions and conversations Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to make relevant comments and suggestions. Some learners at this level may benefit from supported work initially especially when communicating with colleagues. They should be able to make simple and appropriate comments to colleagues e.g. non-offensive. This could be evidenced by a witness statement. For 2 the learner needs to ask straightforward questions “Where is...” “Do you know where I can find...” “What should I do next?” etc. They should feel confident to answer similar questions without feeling under pressure For 3 the learner needs to volunteer constructive ideas and opinions. Once the learner feels confident to ask questions they should also feel able to make simple suggestions “Would it help if I...” “Do you think that I could…” etc. Outcome 2 Be able to use language which is appropriate for the work situation Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe the difference between formal and informal language. The learner must be aware of appropriate and professional language to use in the work placement – no swearing, slang or terms that should be used only with friends of their own age. They should be able to identify what is formal and informal language giving one example of each. For 2 the learner needs to speak formally or informally as appropriate to the situation Following on from 1 the learner should put this knowledge into practice with witness statement(s) as evidence. For 3 the learner needs to identify ways to show politeness when speaking to others in the workplace e.g. not using inappropriate or offensive language, using an appropriate volume and tone of voice. Practice and role play discussions could form a key part of training for this activity. Emphasis should be put on appropriate body language, eye contact and facial expressions. Outcome 3 Know why it is important to speak confidently at work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe why confident speech is important in the work place e.g. to be effective, make a positive impression. They must understand that their contribution is important and they should communicate clearly and to the appropriate person – supervisor, colleague, member of the public etc.

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DP39 Presenting accurate documents Outcome 1 Know why it is important to record information accurately Explanation of criteria and examples of evidence For the first criterion (1.1) the learner needs to describe the importance of presenting accurate documents in the workplace. The learner should be given at least three typical work place documents that they may be expected to complete e.g.. simple forms, orders for customers meals, cleaning routine checklists, telephone messages, work cards, customer records. For each document the learner should describe why they should be completed accurately. Evidence may be annotated documents or a learner statement. Outcome 2 Know the appropriate use of different types of workplace documents Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify situations in the workplace where at least three different types of documents are appropriate. These may be the same documents as outcome 1. For each document they could discuss with their assessor/supervisor what information they will be expected to add to it, why and who the information will be used by. Evidence may be annotated documents or a learner statement. Outcome 3 Be able to produce grammatically accurate, accurately spelled and punctuated

documents common to the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to check a work document to correct grammar, punctuation and spelling of common words including those key to a specific workplace. The document may have been completed by the learner or another person. The learner may use a dictionary or spell checker. Evidence may be the document and/or a witness statement. For 2 the learner needs to use an appropriate format to produce work documents, including suitable font, spacing and at least two formatting features such as emboldening, italics, bullets and numbering The learner should be able to complete documents accurately to the level expected using ICT. Evidence should be at least one document that they have completed.

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DP40 Prioritising tasks Outcome 1 Be able to recognise tasks that they need to complete at work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the tasks that need to be completed in order to prioritise. These tasks may be in their place of study, for example work that needs to be completed for an assignment, or in their home, for example cleaning tasks, washing, or in a work placement, for example tasks given to the learner by the supervisor. Evidence may be a ‘To do’ list. For 2 the learner needs to give a reason why they feel each of the tasks is important. Evidence may be a learner statement or annotated list. Outcome 2 Know how to prioritise tasks Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to use an appropriate method to work out the order they will complete them. For 2 the learner needs to list the tasks in order of priority. Evidence may be a learner statement or a copy of the list from 1.1 cut up into activities and placed in the order the learner feels they should be completed. For 3 the learner needs to give a reason for the order of priority. Evidence may be a learner statement or a record of their explanation to their assessor or supervisor. Outcome 3 Be able complete straightforward work related tasks Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to use the priority list to carry out the tasks. Evidence should be an assessor observation or witness statement. For 2 the learner needs to identify whether the tasks have been completed successfully. Evidence may be a learner statement or review documentation.

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DP41 Managing your time Outcome 1 Know how to manage their time in a place of work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two ways in which people manage their time in a place of work. One way may be to complete tasks set for them in the order they are given, stick to the tasks and do not become distracted. For 2 the learner needs to identify systems and processes which help employees manage their time in the place of work. The learner should know ways in which an employer may help to manage the time of their employees this could include set tasks and knowing how long these should take, training the employee so that they can complete the tasks independently within the set timeframes, use of ICT systems. For 3 the learner needs to identify who to contact if they are going to be late or absent from work. They should know the name and contact details of who they must contact. Evidence for 1 to 3 may be a learner statement. Outcome 2 Be able to demonstrate time management skills in a place of work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to use time management systems and processes appropriately to document the time they have spent working. The method used may depend on the placement or workplace and could involve keeping a placement diary, a copy of a clock card or a signing in sheet. Evidence may be a completed copy of the recording system used. For 2 the learner needs to take breaks at appropriate points. The learner should know the fixed break times or when it is appropriate to take a break. They should demonstrate sufficient understanding of time to know what time to return from a break without being prompted. For 3 the learner needs to agree their work for the day with an appropriate person such as a supervisor. The learner should ask questions if they are unsure. For 4 the learner needs to complete agreed activities from 2.3 within the timescales set. Evidence for 2 to 4 must be an assessor observation or witness statement.

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DP42 Health and safety in places of work Outcome 1 Demonstrate an understanding of appropriate health and safety legislation for

their place of work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give basic reasons for health and safety legislation e.g. protection of the employee, the public, work colleagues etc. For 2 the learner needs to identify legislation that applies to their work placement e.g. Health & Safety at Work Act, COSHH, Food Safety Act etc. They should identify one piece of legislation. Outcome 2 Recognise responsibility for keeping themselves and others safe Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to understand that everyone has a responsibility for health and safety and they should be able to clearly identify their own responsibilities to themselves and to others For 2 the learner needs to carry out safe practices. Evidence for this could include of their post placement report from a supervisor or manager, a report from their visiting assessor, a recorded interview with the learner.

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DP43 Understanding conflict at work Outcome 1 Recognise what can cause conflict in the place of work and know how conflict

could be prevented Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give two examples of conflict which may be minor events which cause disharmony, irritation, or difference of opinion in action or speech that can occur on occasion within the workplace. For 2 the learner needs to indicate how the two examples of conflict given in 1.1 might be prevented by the staff or management. Outcome 2 Recognise types of behaviour that are unacceptable in the place of work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to state one form of unacceptable behaviour / unfair treatment that may occur. This will relate to how a person may treat another less favourably (in word or action) because of their race or ethnicity. For 2 the learner needs to state one form of unacceptable behaviour / unfair treatment that may occur, related to how a person may treat another less favourably (in word or action) because of a person disability. For 3 the learner needs to state one form of unacceptable behaviour / unfair treatment that may occur. This will relate to how a person may treat another less favourably (in word or action) because of their age, sexual orientation, gender, religion or belief.

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DP44 Rights and responsibilities in the workplace Outcome 1 Understand that employees have rights Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list a range of employee rights. These could include safe and secure workplace, contract of employment, equal opportunities. For 2 the learner needs to state how employee rights are protected by law. This could include both the laws and the enforcement agencies e.g. Health and Safety Executive, Equal Opportunities Commission. Evidence for 1 and 2 may be a learner statement or a record of questioning. Outcome 2 Understand that employees have responsibilities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list a range of employee responsibilities. These could include health and safety and data protection. For 2 the learner needs to describe his/her responsibilities at his/her place of learning or work e.g. working to the organisation’s health and safety guidelines, keeping relevant information confidential. For 3 the learner needs to explain why it is important to keep some information confidential. Evidence for 1 to 3 may be a learner statement or a record of questioning. Outcome 3 Understand why health and safety rules are important Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to recognise and respond to hazards in his/her place of learning or work e.g. report trailing wires, report unsafe equipment. These hazards may be real or simulated. For 2 the learner needs to list requirements for personal health and safety in his/her place of learning or work e.g. wearing Personal Protective Equipment (PPE), taking regular breaks. For 3 the learner needs to explain how he/she can contribute to keeping colleagues and customers safe and healthy e.g. by explaining fire safety procedures to visitors, by knowing how to access first aid provision. For 4 the learner needs to contribute to a risk assessment in terms of providing information to a person in a position of responsibility. Evidence for 1 to 4 may be oral or written and may be a learner statement or a record of questioning. For 5 the learner needs to work safely following health and safety guidelines i.e. follow organisation’s health and safety procedures and use PPE if appropriate. For 6 the learner needs to explain and follow emergency procedures e.g. explaining the purpose of, and taking part in, a fire drill. Evidence for 5 and 6 may be a learner statement and assessor observation.

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DP45 Career progression Outcome 1 Understand skills and qualities needed to progress in a career Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to discuss personal skills, qualities and experience relevant to career progression (e.g. communication skills, teamwork skills, reliability, honesty, enthusiasm). The discussion can be with any appropriate person such as a careers adviser, tutor, trainer or assessor. For 2 the learner needs to discuss areas of work or study that might be best suited to their personal skills, qualities or experience. This criterion may be evidenced in the same discussion as 1. Evidence for 1 and 2 is likely to be a witness statement or assessor observation or product evidence from the discussion, e.g. interview notes. Outcome 2 Understand information and guidance related to career progression Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify (with support from a careers adviser, tutor, trainer or other appropriate person) at least three sources of career progression information and guidance. For 2 the learner needs to use the information and guidance sources identified in 1 to identify at least two different career and/or course options. Evidence may be a learner statement or annotated documents such as career printouts and course details. Outcome 3 Understand the importance of career progression Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain orally or in writing the importance of career progression for the individual. For 2 the learner needs to explain orally or in writing the importance of career progression for others. Evidence for 1 and 2 may be a learner statement. Outcome 4 Be able to plan the next stage in their career progression Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify short-term goals that will help them progress their career. Support should be given by an appropriate person e.g. a careers adviser, tutor or trainer. A short-term goal is one that is likely to be achieved within a timescale of two to ten weeks, depending on the nature of the course. For 2 the learner needs to identify a realistic timeline and relevant resources for achieving the career progression goals. Resources can be people (e.g. tutor, family) as well as things (e.g. books, internet). Evidence for 1 and 2 may be a plan showing a timeline for achieving goals and the resources required.

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DP46 Introduction to health and safety awareness in the workplace Outcome 1 Understand the importance of health and safety in the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to state what is meant by health and safety in the workplace and why it is important e.g. to protect workers, customers and visitors. For 2 the learner needs to describe the legal responsibilities of employers (e.g. to carry out risk assessments, tell you how to do your job safely), employees (e.g. take care of your own health and safety and that of others), and the self-employed (e.g. providing your own Personal Protective Equipment (PPE)). For 3 the learner needs to describe how health and safety law is enforced e.g. Health & Safety Executive, Environmental Health Agency. For 4 the learner needs to identify sources of health and safety information within his/her organisation e.g. policies, notices. For 5 the learner needs to identify other sources of health and safety information e.g. Sector Skills Councils and Trades Unions websites. Evidence for 1 to 5 may be a learner statement or an assessor record. Outcome 2 Understand the need for risk assessment Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to define the terms ‘hazard’ and ‘risk’. For 2 the learner needs describe risk assessment i.e. what it is and who is responsible. For 3 the learner needs give examples of work related accidents and ill health e.g. trips, slips and falls, occupational dermatitis (contact dermatitis in hairdressing). Evidence for 1 to 3 may be a learner statement or an assessor record. Outcome 3 Be aware of the requirements for health and safety in his/her place of work or

learning Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list the health and safety information that should be provided for an employee or learner e.g. Health and Safety Executive’s Law Poster displayed. For 2 the learner needs to describe the process for reporting injuries, ill health, unsafe conditions and accidents, within his/her place of work or learning e.g. reporting to the appropriate person, entering details in an accident book. For 3 the learner needs to describe the provision for first aid in his/her place of work or learning e.g. first aider. For 4 the learner needs, for a chosen occupational sector, to describe the appropriate personal protective equipment (PPE) e.g. hard hat and steel toe-capped boots in construction and the hazards against which the PPE offers protection. The occupational sector may be the vocational area he/she is studying, working in, or one that is of interest. Evidence for 1 to 4 may be a learner statement.

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DP47 Building working relationships with colleagues Outcome 1 Understand why it is important to get on well with colleagues Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe a range of colleagues that may operate at different levels within an organisation. The learner should describe the colleagues they interact with during their working hours or infrequently, at meetings, or support them in an administrative or managerial way. Positive interaction relates to communication (written and oral), interpersonal skills. For 2 the learner needs to explain why they need to get on with each colleague described in 1 and the consequence of not working together effectively in relation to their own role and to the organisation. Outcome 2 Be able to work positively with employers and/or managers Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to be observed or witnessed completing a task as instructed. The instructions to complete the task may be verbal or written. For 2 the learner needs to be observed or witnessed communicating appropriately (using language that is clear, coherent, respectful and of the appropriate tone) with an employer and/or manager. Outcome 3 Be able to work positively with peers in the workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to observed or witnessed communicating appropriately (using language that is clear, coherent, respectful and of the appropriate tone) with peers. For 2 the learner needs to contribute an idea or ideas which are constructive and add value to the process/procedure or tasks within in the workplace. Opinions should be fair and without bias, and should be presented in a positive manner that peers will find acceptable. For 3 the learner needs to demonstrate they are able to perform, carry out their own role in agreement with peers, this may be written or inferred. The learner is able to keep pace with the output expected within the peer group and produce work which is of an acceptable quality. Evidence of achievement will likely be observed. For 4 the learner needs to demonstrate they have sought help and guidance to complete a task or resolve a problem or issue or ask for advice. The learner will have asked for feedback from a peer or peers to seek approval, consensus, and opinion that a task or action has been completed appropriately and identify if improvements could be made. Evidence could be observed, witnessed or a statement written.

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DP48 Building working relationships with customers Outcome 1 Know that the way they present themselves makes an impression on a

customer or client Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify positive self-presentation. The learner must show understanding of a positive manner, positive appearance and use of appropriate language. They need to evidence at least one example of each positive attribute through role play, discussion with others or by demonstrating each of these positive attributes in a workplace setting. It would be appropriate for the learner to describe or demonstrate these behaviours in a specific context, but the learner should be aware that what is appropriate in one context is not necessarily appropriate in another. Evidence may be an assessor observation, learner or witness statement. For 2 the learner needs to describe the possible effects on a customer or client of positive and negative self-presentation. They must describe at least two examples of the effects of negative self-presentation and two examples of the effects of positive self-presentation are required. Evidence may be an assessor observation, learner or witness statement. Outcome 2 Know that organisations normally have protocols for dealing with customers

or clients Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to extract the basic rules for dealing with customers or clients from the written protocol of an organisation and describe them. The assessor should provide either a protocol from the learner’s own workplace or from another appropriate workplace. Evidence may be a learner statement. Outcome 3 Interact positively with customers or clients in line with given protocols Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to provide accurate answers to straightforward customer questions about goods or services. Two examples of meeting a customer request or question are required. For 2 the learner needs to demonstrate at least two instances of appropriate and polite communication with a customer. Evidence may be an assessor observation, learner or witness statement. For 3 the learner needs to identify at least one instance when they are unable to deal with a customer request or question and should recognise that they therefore need to refer the customer to someone else in the organisation. It would be appropriate for the learner to identify these instances in a specific context. Where the learner has access to the workplace, they learner could identify the instances for referral within the context and protocol of that organisation. Alternatively, a simulated workplace situation using an appropriate written protocol could be used. Evidence may be an assessor observation, learner or witness statement.

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DP49 Investigating rights and responsibilities at work Outcome 1 Understand what ‘rights’ and ‘responsibilities’ are Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain what rights are, these could include basic human rights e.g. right to life; rights at work e.g. healthy and safe environment, working conditions. Evidence may be an assessor record of discussion or a learner statement. For 2 the learner needs to explain what responsibilities are e.g. contractual obligations, health and safety requirements. Evidence may be an assessor record of discussion or a learner statement. Outcome 2 Understand how to respect the rights of individuals Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify three different factors that may affect the rights of an individual. They should be able to explain how each factor may affect the rights of the individual. Evidence may be an assessor record of discussion or a learner statement. For 2 the learner needs to explain how we should respect our colleagues at work e.g. appropriate behaviour, not putting others in danger or at risk, showing tolerance and respect for differences and diversity. Evidence may be an assessor record of discussion or a learner statement. Outcome 3 Know laws that can protect the rights of employees Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify three different laws relating to the rights of individuals at work. The learner should name the law and provide a brief, basic outline of the purpose of the law e.g. laws relating to employee rights e.g. health and safety, equality of opportunity. Evidence is likely to be a learner statement. Outcome 4 Know that employers have certain responsibilities Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify and describe the employer’s responsibilities at work in regard to fulfilling a contract, health and safety and equal opportunities/prevention of discrimination. At least one example is required for each area. Evidence is likely to be a learner statement.

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DP50 Solving work-related problems Outcome 1 Understand problems/issues that arise at work Explanation of criteria and examples of evidence For this criterion (1) the learner needs to describe three causes of problems or issues that arise at work, e.g. differences of opinion, poor communication. Evidence may be an assessor record of discussion, a learner or witness statement. Outcome 2 Access sources of help Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify a particular workplace problem or issue and three appropriate sources of help must be suggested by the learner, e.g. colleagues, procedure manuals. For 2 the learner needs to identify and extract (from the three sources given in 1), information that is useful to solving the problem. For 1 and 2, evidence may be an assessor record of discussion, a learner or witness statement. Outcome 3 Understand possible solutions to workplace problems Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to suggest two appropriate solutions to the particular problem identified in 1, using information supplied by other people, for example human resources staff. For 2 the learner needs to suggest two appropriate solutions to the particular problem using other sources (which are not ‘people-based’), for example the company’s website or a training manual. Evidence for 1 and 2 may be an assessor record of discussion, a learner or witness statement. Outcome 4 Understand how to apply an appropriate strategy to solve a workplace problem Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the most appropriate solution to solving their problem from the two solutions given in outcome 3 criterion 1. Evidence may be an assessor record of discussion, a learner or witness statement. For 2 the learner needs to give two reasons why they have chosen the problem solving strategy given in 1. The reasons could be straightforward and brief but must be clearly linked to the particular problem-solving strategy given in outcome 3 criterion 2, e.g. consider options of different approaches. Evidence may be an assessor record of discussion, a learner or witness statement. For 3 the learner needs to explain the steps they would need to take when putting the particular problem-solving strategy into practice. The focus of the assessment is the decision making about solutions and not on the execution of the solution. Evidence may be an assessor record of discussion, a learner or witness statement.

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DP51 Taking notes at meetings Outcome 1 Know the importance of taking notes at meetings Explanation of criteria and examples of evidence For this criterion (1) the learner needs to describe at least two reasons why it is important to take notes at meetings. These might include reasons to do with the importance of keeping records about discussions, decisions, major points raised, those who attended and those who did not attend, the date and time of the meeting. The reasons can relate to either formal or informal meetings. Evidence may be a learner statement. Outcome 2 Know different ways of recording notes during meetings Explanation of criteria and examples of evidence For this criterion (1) the learner needs to describe at least four different methods used to take notes at meetings. One of the methods should be a method the learner uses or intends to try out. The methods might include writing in bullet points, using a three column format, developing short forms, using symbols, noting only the main points, leaving out vowels. Evidence may be a list of different note taking methods with examples of each. Outcome 3 Be able to write up notes of a meeting Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to produce notes which accurately capture the mains points raised at a meeting he/she has attended. The notes may be in any method outlined in outcome 2 criterion 1 and should accurately reflect the gist of the discussion in terms of issues discussed, major points raised and decisions taken. For 3.2 the learner needs to check their notes are accurate in terms of grammar, spelling and punctuation in relation to the method of note taking chosen in outcome 2 criterion 1. The checking may be carried out using an electronic spelling and grammar checker, dictionary and thesaurus. Evidence must show their proofread notes. For 3 the learner needs to produce a final copy of their notes which present the information clearly and appropriately and is a true record of issues discussed, major points raised and decisions taken during the meeting.

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DP52 Contributing to meetings Outcome 1 Know the format of a meeting Explanation of criteria and examples of evidence For this criterion (1) the learner needs to outline an agenda for a meeting e.g. role of chair person, order of meeting. Evidence for 1 may be a learner statement. Outcome 2 Know how to prepare for meetings Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify the main issues or topics to be covered at a meeting. This may be from the agenda outlined in 1 or from another agenda provided. Evidence for 1 is likely to be learner notes. For 2 the learner needs to list at least three questions that may be asked at a meeting, based on the agenda and papers provided in 1. Evidence for 2 is likely to be a list of questions For 3 the learner needs to identify at least three potential problems that might arise in preparing for the meeting, e.g. problems with the venue or equipment, or holding the meeting e.g. distracting behaviour. Evidence for 3 is likely to be a learner statement. Outcome 3 Be able to contribute effectively at meetings Explanation of criteria and examples of evidence For this criterion (1) the learner needs to make an effective contribution at the meeting e.g. asking a relevant question or providing information in response to a query. Evidence may be an assessor observation, witness statement or authenticated minutes of the meeting. DP53 Safe learning in the workplace See guidance for DP35 DP54 Self-management skills See guidance for DP36

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DP57 Managing your time Outcome 1 Understand and demonstrate how time can be managed and plan own work

activity Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give two examples of how time can be managed e.g. timed activities, working to job cards, self management. For 2 the learner needs to review own time management and identify two areas where they could improve. They should be able to see how they measure up to the expected work load e.g. can they manage their time, do they fall behind, do they forget to be back from breaks promptly, do particular tasks cause delays.. Evidence for 1 and 2 may be a learner statement. For 3 the learner needs to plan own work activity, with appropriate support from others. The learner should be given access/time to spend with their supervisor to enable them to begin a self management programme. They should agree their work activity (involving several simple tasks) and agree the timeframe for its completion. Evidence may be a plan of activity. For 4 the learner needs to carry out a work activity putting their plan into practice. They should provide evidence of their success or failure and why they feel they achieved the outcome they did. Evidence may be a witness statement. Outcome 2 Know how to access support when experiencing time management problems Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe two different time related problems that could cause disruption. The learner should not only understand the need to work within given timeframes but also the consequences of breaking these timeframes. Problems that could arise could be that if someone arrives late for a shift other people may have to work over beyond the end of their shift. If they are working in a service industry or care setting then customers/clients could be inconvenienced or endangered. For 2 the learner needs to identify the sources of support in their work place. The learner’s ability to keep to a time frame will come with practice and if they initially have difficulties they need to be able to approach their manager or supervisor for support. Evidence for 1 and 2 may be a learner statement. Outcome 3 Understand why punctuality and reliability are important in the place of work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give at least two examples of why punctuality is important and identify the consequences of not being punctual. For 2 the learner needs to identify what is meant by reliability in two different work related contexts: a) production b) customer service. The learner may be able to relate both of these contexts to their particular workplace or they may need to consider other workplaces. Evidence for 1 and 2 may be a learner statement

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DP58 Being safe and healthy at work Outcome 1 Be aware of the health and safety rules and framework that governs their own

and group behaviour in places of work Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify safe and appropriate behaviour in places of work e.g. following instructions, interpreting safety signs. There could be opportunities to map across certain aspects of a Level 1 Health & Safety certificate or use this unit to provide underpinning knowledge for a certificate. The learner should be able to identify what are safe working practices in the work place e.g., PPE, care of equipment, following guidelines etc. For 2 the learner needs to recognise unsafe or inappropriate behaviour in the workplace, e.g. carelessness, workers who are affected by drug or alcohol misuse, poor maintenance of equipment etc. For 3 the learner needs to understand the consequences of poor and inappropriate behaviour. They should give examples of the accidents or problems for least two different places of work. Outcome 2 Demonstrate awareness of health and safety legislation relevant to themselves

and others in a particular workplace Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to behave in a safe and appropriate manner in their place of work. The evidence for this outcome is practical and requires the learner to be in a work placement. For 2 the learner needs to review the risks associated with inappropriate behaviour in a particular place of work. The learner could keep a work placement diary and this could identify where they have employed safe working practices and where they feel they may have improved on particular aspects of safety.

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DP59 Understanding conflict at work Outcome 1 Know what can cause conflict in the place of work and understand some of the

approaches that can be used to prevent it Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give three examples of conflict which may be minor events which cause disharmony, irritation, or difference of opinion in action or speech that can occur frequently within the workplace. For 2 the learner needs to identify some solutions to how the three examples of conflict given in 1 could be prevented. Outcome 2 Understand employee rights in the place of work and recognise unacceptable

behaviour Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give one simple example how a person’s rights are guaranteed who are of a different race or ethnicity in the workplace. Secondly the learner needs to give one example of how disabled people are given support to work. The learner should give one example of how legislation supports a man, woman, a person of a different religion or belief, sexual orientation or age to work. Learners should refer to the Equality Act 2010 for guidance For 2 the learner needs to give one example of unacceptable behaviour for each of racial discrimination, disability discrimination and one other form of discrimination (due to a persons’ age, sexual orientation, gender, religion or belief) under the new Equality Act 2010 which is the legislation for all aspects of equality and diversity.

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DP60 Introduction to ICT Outcome 1 Interact with and use an ICT system Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to use correct procedures for start and shutdown of an ICT system (this can be logging on and off). They need to open and close applications such as those used in 4. For 2 the learner needs to use at least two input devices e.g. keyboard, microphone, touch screen and mouse. For 3 the learner needs to use at least two output devices e.g. screen, printer, sending an email. For 4 the learner needs to use at least two software applications e.g. word processing, graphics, web browser, email. For 5 the learner needs to recognise and use at least two interface features e.g. menus, scroll, drag and drop, option buttons. Evidence for 1 to 5 may be an assessor or a witness statement. Outcome 2 Follow recommended safe operating practices Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list (orally or in writing) at least two safety points to be remembered when using a computer e.g. sitting correctly, taking a break. Evidence may be a learner statement or an annotated photograph. For 2 the learner must follow safe practices. The tutor/assessor should ensure the learner can work safely. Evidence may be an assessor or witness statement. Outcome 3 Use ICT to search for, select and use information Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to use appropriate search techniques e.g. a menu, contents list or internet. Evidence may be screen prints, print outs or assessor observation. For 2 the learner needs to select information. This can involve copying and pasting or capturing images. Evidence may be screen prints, print outs or assessor observation. For 3 the learner needs to use information selected in 2 for an agreed purpose. The purpose should be stated and may be given by, or agreed with, an appropriate person. Examples of purposes could include planning a journey, emailing a friend, completing a course work assignment or producing a poster. Evidence may be screen prints, print outs or assessor observation and may be used for outcome 4.

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Outcome 4 Enter, develop and present information for an agreed purpose using an ICT system

Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to enter information. This can involve an email, on-line form, poster. For 2 the learner needs to format text e.g. change font style, size. For 3 the learner needs to insert and position images. Images can include clip art, photographs, pie charts. For 4 the learner needs to present the information for an agreed purpose. Evidence for 1 to 4 may include printouts or screen prints showing changes to the information and the final document e.g. email, on-line form, poster.

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DP61 Supporting others Outcome 1 Be aware of others who need support Explanation of criterion and examples of evidence For this criterion (1) the learner needs to describe the person(s) he/she has decided to support. The person who needs support could be someone known to the learner (e.g. a colleague) or someone he/she does not know (e.g. from a local day centre, national charity.) Evidence for 1 may be a learner statement. Outcome 2 Know what he/she can do to support others Explanation of criterion and examples of evidence For the first criterion (1) the learner needs to state one way he/she could support the person(s) e.g. for a house bound person, support could include fetching items of shopping, helping them to order their shopping via an internet site, walking the dog. Evidence for 2.1 may be a learner statement or an assessor record. Outcome 3 Understand what he/she cannot do to support others and why Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain what he/she cannot do to help or support the person(s). This includes anything which requires specialist knowledge or qualifications or an inappropriate level of involvement e.g. giving medicines. For 2 the learner needs to explain why he/she cannot help or support the person(s) in this way. Evidence for 1 and 2 may be a learner statement or an assessor record. Outcome 4 Be aware of relevant health and safety issues Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to agree with an appropriate person (e.g. assessor, supervisor) possible health and safety issues relevant to the support role undertaken. These could include lifting safely, not putting themselves at risk, safe storage of food etc. For 2 the learner needs to work safely in the support role. Evidence for 1 and 2 should be an assessor observation or a witness statement. This evidence may also be used for outcome 5 criterion 2. Outcome 5 Support others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to agree how he/she will support the person(s). This is likely to be the same support as identified in outcome 2 criterion 1. The support to be given should be agreed with and recorded by the assessor, supervisor or other appropriate person. Evidence may be an assessor record. For 2 the learner needs to support the person(s) as agreed in 1. Evidence may be a learner statement, an assessor/witness observation, photographs or audio/video recordings, but care must be taken to maintain the confidentiality of the person requiring support where appropriate.

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DP62 Working as part of a group Outcome 1 Know how to work with others in appropriate ways Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to contribute to setting ground rules for working with others (e.g. accepting others’ contributions, agreeing need for and/or extent of confidentiality). Ideas could be generated through a group discussion as long as the learner’s own contribution is clearly recorded. For 2 the learner should make suggestions about the role they should play. Roles will depend on the group and type of activity (e.g. in a fundraising group roles may include: chair, treasurer, secretary, researcher, responsibility for advertising and promotion, a range of active fundraising roles; in a small study group each person may research a different aspect, one person may produce some power point slides, other people may choose to present the findings. Outcome 2 Play an active role in working as part of a group Explanation of criteria and examples of evidence For 1 the learner needs to carry out the agreed activities. The learner should agree their own activities and carry them out to complete the group task (e.g. tasks in a fundraising group could include: researching a topic and sharing information with the group in order to plan an activity, producing an item for sale, producing posters, selling the item). Evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement. For 2 the learner needs to make suggestions appropriately to one or more of the group members and receive feedback from one or more of the group members appropriately (e.g. at appropriate times and in an appropriate manner). For 3 the learner needs to ask for or offer help when required. In the absence of any opportunity to seek or offer help within the activity, this could be evidenced by the assessor discussing a ‘what if’ scenario with the learner. Outcome 3 Review their role in the group Explanation of criteria and examples of evidence For 1 the learner needs to review their work with others in the group. This criterion focuses on the learner’s interaction with other members of the group, not how successful the activity was. For example, during a group fundraising activity the learner contributed ideas and listened to others. The amount of money raised is not relevant. For 2 the learner needs to identify how they contributed to the group e.g. did they complete their task; did they help others; did they come up with ideas; did they build on other people’s ideas? For 3 the learner needs to identify what went well and areas they could improve in working with others. Again, the focus is on what aspects of group working went well and not how successful the activity was. Evidence for 1 to 3 could be gathered in the course of a single one-to-one discussion but a written or taped record must be available for verification. Alternatively a pro-forma could be used.

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DP63 Self-assessment Outcome 1 Know their personal strengths and weaknesses Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list at least four strengths they believe they have, and list at least two weaknesses where they feel they could improve their skills, abilities or the way they communicate or interact with others. The learner could produce evidence in the form of a chart, poster or table for outcome 1 and combine this with outcome 2 criteria 1 and 2. Outcome 2 Know that they have useful skills and qualities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two skills and two qualities and say what these are. For 2 the learner needs to consider how each skill and each quality identified in 1 can be used to benefit themselves or others or support an objective to be achieved. The learner needs to identify at least three ways in which their skills and qualities can be used beneficially. The learner may relate this to the work, learning or personal environment. Evidence for 1 and 2 may be a chart, poster or table. Outcome 3 Know about setting both short and long term goals Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify one long term goal. The goal could relate to work, learning or personal goal such as moving home, learning a new skill, improving health and well-being or socialising. For 2 the learner needs to identify at least two short term goals. These can be related to the work place or learning environment, or the learner may identify goals related to their personal life. The goals need not be complex. For 3 the learner needs to identify how they will achieve their goals set in 3.2 with support from the tutor, colleagues, family or peers. This should include timescales, who will support them to achieve the goals, the resources needed and other information as required. Evidence for 1 to 3 may be a table, learner statement or simple personal development plan.

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DP64 Presenting personal information effectively Outcome 1 Understand how personal information is presented Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify what personal information is likely to be needed for routine situations e.g. ordering items, joining a gym. Evidence may be a learner statement. For 2 the learner needs to identify how personal information is provided. The learner should give at least three examples. These may include: orally e.g. telephone conversations, face to face; in writing e.g. forms, letters, social networking. Evidence may be a learner statement. Outcome 2 Be able to provide personal information using the telephone Explanation of criteria and examples of evidence For this criterion (1) the learner needs to make or receive routine telephone calls, providing personal information. This can be in a real or simulated situation. Evidence may be an audio recording, assessor observation or witness statement. Outcome 3 Be able to complete forms requiring personal information Explanation of criteria and examples of evidence For this criterion (1) the learner needs to complete straightforward forms for at least two different purposes. The forms should require the same level of literacy as Entry 3 Functional Skills. Evidence will be two completed forms. Outcome 4 Be able to communicate qualifications, skills and experience Explanation of criteria and examples of evidence For this criterion (1) the learner needs to produce curriculum vitae (CV). This should include name, contact details, details of education and any qualifications obtained, employment or work experience and skills. Outcome 5 Be able to communicate personal achievements Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to collect evidence of personal achievements e.g. certificates, qualifications, letters of praise For 2 the learner needs to present evidence of personal achievements. This may be communicated orally, e.g. as part of a real or simulated interview. Evidence may be an assessor observation or witness statement. Outcome 6 Be able to reflect on skills in presenting personal information Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list different ways they have presented personal information for this unit and state which written and verbal skills were used for each of these

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different ways. For 2 the learner needs to indicate ways to improve own written and verbal skills, as stated in Evidence for 1 and 2 may be a table or learner statement. For 3 the learner needs to identify situations when presenting personal information will be important in own working life e.g. applying for a course or a job. Evidence may be a learner statement.

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DP65 Supporting others Outcome 1 Identify others who need support Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list people who need support in different ways e.g. a house bound person could need help with their shopping, a new entrant at work or a place of learning could need mentoring, a parent could need the support of a baby sitter. For 2 the learner needs to choose a particular person and describe the support needs of the person(s) he/she has decided to support. The person who needs support could be someone known to the learner e.g. a colleague or someone he/she does not know e.g. from a local day centre, national charity. Evidence for 1 and 2 may be a learner statement. Outcome 2 Know what he/she can do to support others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to state two ways he/she could support the person(s) e.g. for a house bound person, support could include fetching items of shopping, helping them to order their main shopping via an internet site, posting letters, walking the dog. Evidence for 1 may be a learner statement or an assessor or witness statement generated during a review or tutorial session. For 2 the learner needs to agree how to support the person(s). Evidence should be a written record produced by the assessor or learner stating what the learner will do and when they will do it. This should be agreed with their tutor/supervisor and the person to be given support. Outcome 3 Understand what he/she cannot do to support others and why Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to explain what he/she cannot do to help or support. This includes anything which requires specialist knowledge/qualifications or an inappropriate level of involvement e.g. giving medicines. For 2 the learner needs to explain why he/she cannot help or support in this way. Evidence for 1 and 2 may be a learner statement. Outcome 4 Be aware of relevant health and safety issues Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list possible health and safety issues relevant to the support role undertaken. These could include lifting safely, not putting themselves at risk, safe storage of food etc. Evidence for 1 may be a learner statement. For 2 the learner needs to work safely in the support role.

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Evidence should be an assessor observation or witness statement. This evidence may also be used for outcome 5 criterion 1. Outcome 5 Support others Explanation of criterion and examples of evidence For this criterion (5) the learner needs to support the person or persons as agreed in outcome 2 criterion 2. Evidence may be a learner statement, assessor/witness observation, photographs or audio/video recordings but care must be taken to maintain the confidentiality of the person requiring support where appropriate. Outcome 6 Review the effectiveness of the support given Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what went well and what did not go well. For 2 the learner needs to identify the changes he/she would make if he/she provides the support again. Evidence for 1 and 2 may be a learner statement. Learners may cover several assessment criteria by giving a short talk to their peers. Evidence could include learner notes, photographs (e.g. of location) or assessor observation.

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DP66 Working as part of a group Outcome 1 Understand how to contribute to working as part of a group in appropriate

ways Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to suggest appropriate ground rules for working with others (e.g. valuing each other’s contributions, agreeing need for and/or extent of confidentiality). Ideas could be generated through a group discussion as long as the learner’s own contribution is clearly recorded. For 2 the learner should contribute to the planning of group and individual activities. This might include identifying tasks (e.g. within a fundraising activity these might include researching a topic, reviewing the research, producing an item for sale, producing posters and selling the item), allocating roles, identifying and agreeing success measures. Outcome 2 Demonstrate how to work as an effective group member Explanation of criteria and examples of evidence For 1 the learner needs to work with others in a positive way to carry out both individual and group activities. The learner will need to have agreed their activities (as part of the planning process for outcome 1, criterion 2) and carry them out to complete the activity. Evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement. For 2 the learner needs to make suggestions to other members of the group appropriately e.g. at appropriate times and in an appropriate manner. This could be evidenced as part of planning the activity, or at any other stage. For 3 the learner needs to deal with instructions from group members or a supervisor or tutor appropriately (e.g. listen carefully, ask for clarification if required, follow instructions). For 4 the learner needs to deal with feedback appropriately. This could involve giving and/or receiving feedback (or both). Feedback could be positive or negative, although feedback should be given/received in an appropriate manner (e.g. focusing on behaviour rather than person, asking for clarification or examples). It is expected that feedback will be acted upon. For 5 the learner needs to support others and ask for support when required. It is likely that an activity of this complexity will include instances where this can be evidenced, although if not this could be evidenced by the assessor discussing a ‘what if’ scenario with the learner. Outcome 3 Review the group’s progress and their contribution to it Explanation of criteria and examples of evidence For 1 the learner needs to review the progress the group has made in working together. The review should go beyond the activities they completed and focus on the learner’s interaction with other members of the group. This criterion focuses on the learner’s interaction with other members of the group, not how successful the activity was. For example, during a group fundraising activity the learner contributed ideas and listened to others. The amount of money raised is not relevant. For 2 the learner needs to describe their own role and activities undertaken and how these contributed to the work of the group.

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For 3 the learner needs to describe what went well and what went less well in working together. At least one example of each is needed. For 4 the learner needs to suggest how they could improve their generic skills in working with others not how they could have done that task better. The focus is on improving group working and not how successful the activity was.

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DP67 Working towards goals Outcome 1 Identify and explain their goals Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe at least two personal strengths. These might include their range of generic (e.g. communication, time-keeping, team-working) and vocational (e.g. using machinery, dealing with customers) skills and positive qualities (attitudes and behaviours e.g. patience, conscientiousness, respect for self and others, enthusiasm). The learner also needs to describe at least one thing they need to improve upon. For 2 the learner needs to identify at least one goal which is important for their development (from 1) e.g. using a particular tool to industry standard, creating a positive image, improving their listening skills. This goal should be challenging but achievable. For 3 the learner needs to explain why achieving the goal identified in 2 is important (e.g. to obtain employment or progress in education/training). For 4 the learner needs to agree the goal with an appropriate person (e.g. tutor or supervisor). Outcome 2 Prepare an action plan to meet their goal Explanation of criteria and examples of evidence For 1 the learner needs to identify the activities needed to work towards the goal e.g. if the goal is to develop listening skills, activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising with friends and family; if the goal is to improve punctuality, activities could include using an alarm clock, checking bus/train timetables, planning ahead. For 2 the learner needs to identify timescales and deadlines for the achievement of the goal. This should include stating when they will complete each activity by and when they expect to have achieved their goal. For 3 the learner needs to identify the resources needed to support them in achieving the goal. These could include people (e.g. assessor, tutor, supervisor, colleagues, friends or family) and physical resources (e.g. textbooks, videos, websites, etc). Evidence for 1 to 3 is likely to be in the form of a suitably detailed action plan, although it could be captured orally. Outcome 3 Review progress towards achieving their goal Explanation of criteria and examples of evidence For 1 the learner needs to follow the activities outlined in their plan. Evidence could be a learning log with entries confirmed by a tutor or supervisor. Other forms of evidence could include annotated photographs or witness statements. For 2 the learner needs to regularly review the activities and outcomes with an appropriate person (e.g. assessor, tutor, supervisor). For 3 the learner should identify in the review what has been achieved and what still needs to be done. Evidence for both 2 and 3 could be gathered during tutorials but a written or taped record of the discussion must be available for verification. For 4 the learner needs to amend the action plan to reflect their progress. These amendments

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should be agreed by the assessor. DP68 Self-assessment Outcome 1 Understand personal strengths and weaknesses Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe at least three of their own strengths and at least three weaknesses where they feel they could improve their skills, abilities, or the way they communicate or interact with others. For 2 the learner needs to select 3 weaknesses identified in 1 and suggest how each weakness could be remedied. Suggestions should be realistic and if followed should remedy the weaknesses identified. Evidence for 1 and 2 may be a learner statement or an assessor observation of a discussion. Outcome 2 Understand how to use skills and qualities Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to discuss how their own skills and qualities may be used in a work or learning or personal environment. Evidence may be a learner statement or an assessor observation of a discussion. Outcome 3 Understand the need for setting both short and long term goals in life Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe why it is important to set both long term and short term goals. They should show they understand the differences and why both are important. An example may be given to demonstrate understanding. Evidence may be a learner statement. For 2 the learner needs to set one long term goal and at least three short term goals which relate to their work or learning or personal environment or a skill or ability they would like to develop and give the timescale for this. The short term goals will enable them to work towards the long term goal and should be given anticipated completion dates. Evidence may be the goals on a personal development plan or a learner statement. For 3 the learner needs to describe how they will achieve the short term goals in 2. The learner can describe who will support them to achieve the goals, the resources needed and other information as required to enable them to achieve their goal. Evidence may be a learner statement. For 4 the learner needs to discuss how their skills, qualities and strengths may help them achieve each short term goal set in 2. Evidence may be a learner statement or an assessor record of a discussion.

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DP69 Developing personal skills for leadership Outcome 1 Know about the main features of leadership Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least two different types of leadership. The learner needs to identify leaders in a wide context e.g. prime minister, managing directors of large companies, managers of sports teams; familiar leaders who have formal responsibility for others e.g. head of school/college, tutor, line manager/supervisor, community leaders; informal leadership e.g. sports team captains, prefects/monitors, leaders of project teams, leaders of social groups. The learner needs to identify at least two different types of leadership For 2 the learner needs to outline at least two main features of leadership including responsibility for others e.g. making sure other people carry out their tasks or meet goals; giving instructions e.g. allocating work to others, telling people what they need to do; giving and receiving feedback e.g. telling someone they have done something right or that they needed to do something differently, listening to the opinions of others; making decisions e.g. deciding on what the others need to do and how they should do it. Evidence may come from a group or one-to-one discussion which shows the individual contribution. Evidence for 1 and 2 may be a taped discussion, video evidence, an assessor observation record, witness statement or learner statement. Outcome 2 Understand how to make decisions Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify a straightforward decision that needs to be made. Different types of decisions may need to be made e.g. in order to solve a problem, the best way of doing a task or activity, which team member will do which activity. For 2 the learner needs to describe the steps needed to make a decision e.g. consider talents, skills and interests of team members and match them to the requirements of the assignment before allocating tasks to individual team members; consider all appropriate solutions before deciding on the best way to solve a problem. The learner is not expected to deal with complex decision making that requires a sophisticated series of steps to be taken. For 1 and 2, evidence may be an assessor observation record, witness statement or learner statement. Outcome 3 Understand how to give instructions to members of a group Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the instructions needed for members of a group to carry out an aspect of their tasks or activities. Types of instructions may include: e.g. allocating tasks or work to team members, showing someone what they need to do to carry out a task or activity, telling someone what they need to do and how to do it, giving deadlines for tasks to be completed. Evidence may be an assessor observation record, witness statement or learner statement. For 2 the learner needs to give instructions to others ensuring that instructions are clear and

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correct; use the most appropriate method of communication e.g. written, verbal, a presentation; in an appropriate way e.g. at the correct time and in a polite manner. Evidence may be an assessor observation record, witness statement or learner statement. If in a written format, evidence of the written communication should be provided (for example copies of emails, memos, charts or letters). Outcome 4 Understand how to give and receive feedback about a task or activity Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give examples of when they gave feedback to another group member. Types of feedback can include formal e.g. written reports, appraisal; informal e.g. verbal feedback to individuals, feedback to a team on performance of task. For 4.1 the learner must give one example of giving feedback to others. Evidence may be an assessor observation record, witness statement or learner statement. For 2 the learner needs to give examples of when they received feedback from another group member. Types of feedback can include formal e.g. written reports, appraisal; informal e.g. verbal feedback to individuals, feedback to a team on performance of task. For 4.2 the learner must give one example of when they received feedback (individually or as part of a group). The feedback received need not be complex or detailed. Evidence may be an assessor observation record, witness statement or learner statement.

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DP70 Practising leadership skills with others Outcome 1 Understand leadership skills they could practise with others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe leadership skills that involve interaction with others. For 1 leadership skills that involve interaction with others may include relaying instructions, explaining a goal or aim to others, working with others to solve problems, helping to encourage or motivate others, making decisions, helping others see what they are good at, giving and receiving feedback. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. Outcome 2 Demonstrate leadership skills in a group Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to discuss at least one example of when they have demonstrated leadership skills. For 1 instances could include giving instructions, allocating tasks, showing someone what they need to do, telling someone what they need to do and how to do it, setting deadlines, making a decision to solve a problem, giving and receiving feedback. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. Outcome 3 Review their practice of leadership skills Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to review their leadership skills and discuss their effectiveness. For 1 carrying out a review could be formal evaluation e.g. assessment forms, checklists, or informal evaluation discussion with assessor. Effectiveness could include whether or not group achieved its goals, appropriateness of decisions made by the leader, feedback received from group members, whether group understood the purpose of the activity and what needed to be done to achieve the purpose. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. For 2 the learner needs to identify the effectiveness of their leadership including what went well and what did not go so well. For 2 an example of what went well and what did not go well could be, clear instructions were given to the group but time taken to give the instructions was too long. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement.

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DP71 Learning with colleagues and other learners Outcome 1 Be aware of situations where they learn with others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe one situation in which they learn with co-workers or other learners e.g. this may be using new machinery or following a new procedure. Evidence may be a learner statement. Outcome 2 Know how to interact with colleagues or other learners in a learning situation Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to express at least two opinions or feelings about an aspect of their learning. The opinions can be expressed orally or in writing. Evidence for 1 may be an assessor observation or witness statement or the learner’s written expressions. For 2 the learner needs to respond appropriately to others’ opinions and feelings about an aspect of learning. The learner should listen to the other person without interrupting and give an appropriate verbal or non-verbal response. Evidence for 2 will be an assessor observation or witness statement. For 3 the learner needs to give feedback and receive feedback about their learning. This could relate to a contribution to a discussion. Evidence for 3 will be an assessor observation or witness statement. Outcome 3 Understand that people have preferred methods of learning. Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to recognise own preferred method of learning e.g. visual, auditory, kinaesthetic. The learner may list a variety of activities. Evidence may be a learner statement. For 2 the learner needs to describe how this compares to others’ methods of learning. The learner should realise that people may prefer to learn in different ways e.g. one peer may learn by reading whereas another may prefer practical activities related to the same area of learning. Evidence may be a learner statement. Outcome 4 Be able to record progress in learning Explanation of criteria and examples of evidence For this criterion (1) the learner needs to describe the progress they have made towards an identified learning goal. The goal should have been agreed with an appropriate person such as an assessor or workplace supervisor. The learner may describe progress during an appraisal or tutorial. Evidence will be an assessor observation or witness statement or learner’s written description of progress made.

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DP72 Communicating solutions to others Outcome 1 Understand how to solve possible problems Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify an appropriate problem that they can solve. This should be a real not simulated problem and the assessor, or other appropriate person, should support the learner so an appropriate level of problem is identified. The problem could be a practical problem or a problem with working relationships. For 2 the learner needs to identify one way in which they can solve the problem identified in 1. The learner should find out enough information about the problem to consider different strategies and identify an approach. Evidence for 1 and 2 may be a learner statement. Outcome 2 Understand how to communicate the solution appropriately to others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe appropriate communication methods needed to present the solution to others. For 2 the learner needs to identify the appropriate information that is needed to communicate the solution. Evidence for 1 and 2 may be a learner statement. Outcome 3 Communicate the solution appropriately to others Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to present the solution to relevant others in an appropriate way. For 2 the learner needs to respond appropriately to others’ views Evidence for 1 and 2 may be an assessor observation, witness statement, copies of written communication or a presentation

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DP73 Learning from more experienced people Outcome 1 Understand a range of more experienced people with whom they could come

into contact Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe at least three types of an experienced person they come into contact with. The description could contain their role and the type of experience they have, and how the learner has come into contact with them. Outcome 2 Understand how they can learn from more experienced people Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe how they learn more from the experienced people described in 1. The learner can give specific examples of the skills, knowledge, processes or qualities they could learn. For 2 the learner needs to be able to tease out the benefits and drawbacks of learning from more experienced people. Benefits may be described in terms of skills, knowledge, processes or qualities learnt. The learner should describe how learning from ‘more experienced people’ can be unhelpful as the learner may learn poor practice, skills or attitude. It may be appropriate for the tutor to set a scenario or case study to enable the learner to evidence their understanding of 2. Outcome 3 Understand what they have learned from more experienced people Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to select two experienced people they know well in a work or learning setting or personal setting, and describe the skills they have. For 2 the learner needs to describe how they intend to use the skills demonstrated by the more experienced person in 1 within their work, learning or personal life.

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DP74 Summarising documents Outcome 1 Know that summaries are written for a particular audience and purpose Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify the audience for two summaries e.g. employer, customer, and the purpose of each of the two summaries e.g. report, article. Learners may be given the summaries. Evidence for 1 may be a learner statement. Outcome 2 Be able to distinguish between the main points and supporting detail in

straightforward documents Explanation of criteria and examples of evidence For this criterion (1) the learner needs to extract the key points from one straightforward document. Learners may be given the document. Evidence for 1 is likely to be learner notes. Outcome 3 Be able to summarise the key points of straightforward documents Explanation of criteria and examples of evidence For this criterion (1) the learner needs to produce a summary which contains the key points of the original document (as identified in outcome 2 criterion 1). The summary can be handwritten or word-processed and a spelling check and grammar check should be conducted. The learner must check for accuracy. The degree of accuracy of the proof reading and editing should be consistent with the English Functional Skills at this level.

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DP78 Family relationships Outcome 1 Recognise the changing nature of families Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to describe at least four types of family or create a diagram or poster with annotation or a table which describe the variety of families in society today. Outcome 2 Understand the different roles within the family Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the different roles of family members identified in outcome 1. Outcome 3 Understand some of the causes and effects of problems in family life Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least three common causes of problems within families. Common problems are issues that are well publicised as causes of family breakdown. Identify the effects each problem has on the family and family members. Outcome 4 Understand their personal responsibilities within the family to family members Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the responsibilities (legal and moral) of their own family members. Learners without immediate family should discuss the way evidence should be sourced with their tutor. A scenario may be used for this purpose. Outcome 5 Recognise that family members have changing needs Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to outline how the needs of three family members change as circumstances change. Circumstances may be advancing age, changes in finances, education, employment, housing, education, health and well-being, and family and social relationships. The learner may select three members of their own family or another family unit, to outline changes which have occurred. Outcome 6 Develop their own strategies for future direction and personal development as

a member of the family unit Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to produce a simple life plan which outlines the future of their own and family needs. The needs will likely refer to education, housing, employment, health and well-being. Learners without immediate family should discuss the way evidence should be sourced with their tutor. A scenario may be used for this purpose.

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DP81 Use tools and equipment for a practical activity Outcome 1 Know how to use tools and equipment for an agreed activity Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to agree an activity with their tutor/assessor and then state the purpose of all the tools and equipment required to complete the activity. For 2 the learner needs to state and follow the safety requirements for each tool that they will be using. This could include electrical safety, sharp items, heavy objects etc. For 3 the learner needs to use the appropriate tools and equipment for the agreed task. Evidence for 1 to 3 must include an assessor/witness statement. Photographs and learner statements may also be used. Outcome 2 Know how to care for, maintain and store a range of tools and equipment Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to outline the care that each piece of equipment and/or tool that they have used will need to maintain it in good order. The learner should be able to give one fact related to the care of each tool or piece of equipment they have used For 2 the learner needs to state and follow the safety precautions relevant to safe care of the tools and equipment they have used for the activity. The learner must state the care that will be carried out, to their assessor/supervisor, prior to completing the task. For 3 the learner needs to carry out as directed the care and/or maintenance of the tools and/or equipment used in producing the agreed artefact or completing the agreed task The learner should be given instruction and/or a demonstration of care of particular equipment and they must then demonstrate how they will carry this care and/or maintenance through. For 4 the learner needs to make safe and/or store safely tools and equipment as directed The learner should ensure that all the tools and equipment they have used for a particular task or activity are stored away and ready for future usage. For 5 the learner needs to demonstrate that they can clean and tidy the work area after they have completed the task and remove any waste materials. Evidence for 1 to 5 must be supported by an assessor/witness statement. Photographs and learner statements may also be used.

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DP82 Presenting personal information effectively Outcome 1 Be able to reflect on skills in presenting personal information Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify what personal information is likely to be needed for at least two routine and two non-routine situations. A routine situation may include ordering an item and a non-routine situation may include obtaining a passport. Evidence for 1 may be a table or learner statement. For 2 the learner needs to outline why different types of personal information are likely to be needed for the routine and non-routine situations in Evidence for 2 may be a learner statement. For 3 the learner needs to indicate ways in which personal information is provided. This may relate to the information provided in Evidence for 3 may be a learner statement. For 4 the learner needs to outline situations when personal information should not be given out, e.g. safe use of social networking sites. Evidence for 4 may be a learner statement. Outcome 2 Be able to prepare for interviews Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to make or receive routine telephone calls, providing personal information. This can be in a real or simulated situation. Evidence may be an audio recording, assessor observation or witness statement. For 2 the learner needs to make or receive non-routine telephone calls, providing personal information. This can be in a real or simulated situation. Evidence may be an audio recording, assessor observation or witness statement. Outcome 3 Be able to communicate during interviews Explanation of criteria and examples of evidence For 1 the learner needs to complete forms for at least two different purposes. The forms should require the same level of literacy as Level 1 Functional Skills Evidence will be at least two completed forms. Outcome 4 Be able to reflect on interviews Explanation of criteria and examples of evidence For this criterion 1 the learner needs to produce a curriculum vitae (CV). This should include name, contact details, details of education and any qualifications obtained, employment or work experience and skills. Evidence will be a curriculum vitae.

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Outcome 5 Understand the benefits of an effective communication strategy Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to collate evidence of personal achievements, e.g. certificates, qualifications, letters of praise For 2 the learner needs to present evidence of personal achievements collated in 1. This may be communicated orally, e.g. as part of a real or simulated interview. Evidence will be an assessor observation or witness statement. Outcome 6 Understand how faith groups can promote and support equality and diversity Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list different ways they have presented personal information for this unit and outline which written and verbal skills were used for each of these different ways. For 2 the learner needs to outline ways to improve own written and verbal skills, as stated in 1, for future presentation of personal information. Evidence for 1 and 2 may be a learner statement. For 3 the learner needs to outline situations when presenting personal information will be important in own working life e.g. applying for a course or a job. Evidence may be a learner statement.

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DP83 Assertive living Outcome 1 Understand different types of behaviour Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to list the characteristics of passive, assertive and aggressive behaviour. Two examples of each should be given and these may relate to how different people, men, women, teenagers, children or the elderly behave in given situations. Evidence may be a table or learner statement. Outcome 2 Know about self-esteem and how it can be enhanced Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give three examples of factors which influence how different people, may feel about themselves in given situations. Evidence may be a learner statement. For 2 the learner needs to identify their own self-esteem needs by looking at where they have low self- esteem or overtly high self esteem. For two areas identified, the learner needs to indicate how they may improve their self-esteem themselves or with the support from others. Evidence may be a learner statement, Outcome 3 Know about stress and strategies for reducing it Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to give a clear outline of what stress is using their own words. If the learner uses a dictionary, they must outline what the definition of stress means in an understandable way and not copy the definition word for word. For 2 the learner needs to give three examples of the causes of stress which may be related to their family, education, work, expectations, health and well-being, personality, peer group, friends or conflict. For 3 the learner needs to identify two ways to reduce their level of stress described in 2. Evidence for 1 to 3 may be a learner statement. Outcome 4 Understand the need for time management and be able to implement it Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to clearly define what time management is using their own words. The learner needs to demonstrate they are able to complete work on time and arrive at a place or meeting punctually. Evidence may be a learner statement for the definition. The learner’s time management skills may be evidenced using attendance records and/or a testimony from a designated person. For 2 the learner needs to list four ways to improve their time management. These should be realistic and achievable.

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Evidence for 1 and 2 may be a learner statement. Outcome 5 Understand personal strengths and interests Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify and outline three personal strengths and three interests they have or would like to pursue in their work, learning or home environment. Evidence may be a learner statement.

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DP85 Introduction to handling stock in a retail environment Explanation of criteria and examples of evidence Unpack items Cleared space, use appropriate tools, manual handling, disposed of packaging Move goods and materials safely Select and use appropriate equipment Storage place Height location Correct order Date order

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DP86 Introduction to looking after customers in a retail environment Explanation of criteria and examples of evidence Personal appearance Hair and nails, footwear, personal hygiene, clean clothes Clear language Open and closed questions, use of jargon Enquiries Enquiries that can be answered, enquiries that should be referred

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DP87 Introduction to keeping the work area clean, tidy and safe in a retail

environment Explanation of criteria and examples of evidence Keep the work area clean and tidy Infestation, contamination, safety, professional image, work place policy Instructions Verbal, written Types of waste Hazardous, non hazardous Emergencies Fire, bomb threat, water, suspicious package Accidents Slips, trips, falls, burns and scalds

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DP92 Customer service in the hospitality industry Outcome 1 Know the importance of good customer service Explanation of criteria and examples of evidence Customer service is important Profitability, customer loyalty, reputation, customer experience, job satisfaction Outcome 2 Communicate with customers Explanation of criteria and examples of evidence Verbal Face to face/telephone volume, tone, clarity Non verbal Body language facial expression, eye contact, posture, stance, email, text, written Outcome 3 Know the importance of good personal presentation Explanation of criteria and examples of evidence Present self Personal hygiene, uniform, polite and helpful, smiling, eye contact Good personal presentation Oral hygiene, hair, hands and nails, clean uniform

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DP93 Introduction to retail skills Outcome 1 Recognise good retail practice in a sales area Explanation of criteria and examples of evidence Benefits of a sales/display area Price; merchandise; promotions; atmosphere; events Outcome 2 Recognise what constitutes good customer care Explanation of criteria and examples of evidence First impression Approachability, appearance, cleanliness, helpfulness, observant and body language. Areas of advice After sales services, deliveries, location of products, credit and disability access. Outcome 3 Recognise how to make a sale Explanation of criteria and examples of evidence Understanding customer needs Communication (questioning and listening), product and services knowledge, approachable, helpful and patient. Key steps in a sales transaction Approach, identify needs, explain features and benefits, overcome objections, closing the sale and acknowledging. Outcome 4 Recognise how to work safely Explanation of criteria and examples of evidence Risks and hazards Risks: trips, slips and falls, cuts, burns and spills Hazards: fire, poor housekeeping and misconduct. Precautions to reduce accidents Risk assessments, good housekeeping and staff training.

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DP94 Introduction to the hospitality industry Outcome 1 Know the main outlets in the hospitality industry Explanation of criteria and examples of evidence Types of outlets: Hotels, guest houses, budget hotels, bed and breakfast, cafes, coffee chains, fast food, public houses, bars, nightclubs, leisure and tourism Services: Food and drink service, accommodation/guest services, reception, pottering, leisure facilities, event management, entertainment, gambling Outcome 2 Know the job opportunities within the hospitality industry Explanation of criteria and examples of evidence Job roles: General managers, supervisors, room attendant and cleaner, porters, storekeeper, housekeepers, assistant chef, head chef, kitchen assistants, restaurant staff, bar staff, barista, receptionist, cashier, concierge Job opportunities: Local, national, international transport, contract, event, welfare industrial, commercial, leisure industry Working patterns: Full time, part time, shift work, split shifts, seasonal

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DP95 Understanding human growth and development Explanation of criteria and examples of evidence Know about human growth and development

Life stages: infancy (0-3 years); childhood (4-10 years); adolescence (11-18 years); adulthood (19-65 years); later adulthood (65+); the difference between ‘growth’ and ‘development’ Aspects of development: physical e.g. growth, fine and gross motor skills, puberty, menopause, ageing; intellectual e.g. language acquisition, problem solving; emotional e.g. attachment and bonding, building self-esteem; social e.g. cooperation, relationship building, team working, developmental changes linked to life stages Know the factors which affect human growth and development Factors which affect physical growth and development: inherited genes; diet; exercise; lifestyle choices e.g. smoking, drugs, personal injury; environment e.g. rural/urban living, culture Life events which affect an individual’s emotional and social wellbeing: bonding with parent/carer; relationship with siblings; friendships; starting school; employment; redundancy; unemployment; marriage, civil partnership or cohabitation; divorce; parenthood; retirement; bereavement; abuse The effects of ageing in later stages of life: joints/bones/muscles; sensory decline e.g. sight, hearing, taste; short/long-term memory; energy levels

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DP96 Introduction to developing skills for caring for your child Explanation of criteria and examples of evidence Physical care Set up routine for checking and ensuring that hair, skin, teeth and feet are kept clean and healthy Different ages Baby, toddler, pre-school and school-aged child Clothing and footwear Suitable to the age of the child, suitable to the weather conditions, e.g. seasonal, specific Aspects of a daily routine Eating, toileting, child-initiated activities, adult-initiated activities, outdoor activities, resting

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DP97 Introduction to food and nutrition for children and young people Explanation of criteria and examples of evidence Food for good health Relative proportions of the five food groups – meat, fish and alternatives; milk and dairy food; fruit and vegetables; foods containing fat/sugar; bread, cereals and potatoes Individuals Babies, children, adults Physical health Growth, e.g. milk for bone growth for babies and children; energy e.g. pasta for adults to provide fuel for exercise; body functions e.g. orange juice for babies, children and adults to fight infection; repair, e.g. chicken for adults after an operation Emotional health Well-being e.g. mealtimes need to be relaxed and unhurried, presentation of food, personal preferences Healthy drinks Milk; hot milk drinks; fresh fruit juice; smoothies e.g. fruit or vegetables pureed with yogurt, milk; water; sugar free drinks Healthy snacks Fruit, e.g. fresh, dried, stewed; raw vegetables with dips e.g. hummus; yogurt; cereal with milk; cheese; wholemeal bread, e.g. sandwiches, bread sticks, toast, toasted sandwiches, pitta bread; wraps; crispbread; nuts and seeds; beans on toast; scrambled e.g.gs on toast Hygiene Food storage; hand washing; preparation areas; utensils; crockery Safety Correct use of equipment, e.g. knives, blenders; ensuring correct food is given to individuals Presentation of food and drink Amount, e.g. according to needs of individual, age, stage of development, health, appetite; colour; arrangement of food; appropriate plate, bowl, cup Health needs Special dietary requirements, e.g. for diabetes, allergies e.g. to dairy products, e.g.gs, wheat, nuts, coronary heart disease, e.g. low in saturated fat Individual needs Vegetarian; cultural, religious; personal preference; physical needs, e.g. unable to chew

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DP98 Introduction to preparing, presenting and keeping food for children and young

people Explanation of criteria and examples of evidence Legislation Food Safety Act 1990, Food Safety Regulations 2006 Food storage Chilled, frozen, cooked, fresh, temperature control, growth of micro-organisms/bacteria Use-by dates Dates relating to eggs, dairy, meat, dry goods, Exemptions, e.g. fresh fruit, vinegar, etc. Preparing nutritious meal Types of nutritious food, e.g. vegetables, fruit, raw nuts and seeds, grain, dairy, etc Types of menu suitable for baby, toddler, pre-school and school-aged child which might include illustrations. Use of colour, texture, taste and smell to make meal appeal to children and/or young people.

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DP99 Introduction to healthy eating Outcome 1 Know the effects of food on the body Explanation of criteria and examples of evidence Body uses Growth and repair, energy, warmth Benefits Healthy body, correct weight/BMI, good energy levels, general well being Healthy diet Balanced range of foods, low fat, low salt, low added sugar, government recommendations (e.g. ‘5 a day’) Groups of people Different age ranges, those suffering ill health, those following special diets for medical, cultural or religious reasons, pregnant women Different diets Weight loss (including low fat, low calorie), high energy, diabetic, food allergies, cultural/religious diets, medical diets Outcome 2 Know the different food groups and their contribution to a healthy, balanced

diet Explanation of criteria and examples of evidence Nutritional information Energy (calorific value), protein, carbohydrates including sugar, fats including saturated fats, fibre, salt, additives Major food groups Carbohydrates, proteins, fats, vitamins and minerals, water Healthy, balanced diet Variety of foods in the correct proportions, fresh, seasonal produce, healthy cooking methods without the addition of unnecessary sugar, fat or salt Importance Essential for life, aids digestion, hydrates the body Regular fluid/water intake Fresh palatable water must be available at all times, regular intake throughout the day

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DP102 Understanding child development Explanation of criteria and examples of evidence Physical Development Walking, talking, social skills, colour and shape identification and creative skills Types of toys and materials for children 0-3 years Can be used in a variety of ways: blocks, interlocking blocks, nesting blocks or cups, and toys for sand and water play Can grow with the child; plastic toy animals and action figures, toddler-friendly dollhouses, trains and dump trucks (and other vehicles), stuffed animals and dolls Can encourage exploration and problem: solving: puzzles, shape-sorters, blocks, nesting blocks or cups, art materials like clay, paint, crayons or play-dough Can spark a child's imagination. dress-up clothing, blocks, toy food and plastic plates, action figures, stuffed animals and dolls, trains and trucks, toddler-friendly dollhouses, toy tools, and "real-life" accessories such as a wrapping paper tube and the all-purpose large cardboard box Can encourage a child to be active. balls of different shapes and sizes, tricycles or three-wheeled scooters (with appropriate protective gear), plastic bowling sets, child-size basketball hoop, pull-toys (e.g., toys that the child can pull on a string), wagon to fill and pull, gardening tools to dig and rake with, moving boxes (open at both ends) to make tunnels to crawl through. Childcare provision Nannies, childminders, nursery/playgroups, after school clubs, etc. Safe environment Stair gates, fire/heater guards, door locks, plug socket covers, “sharp edge” covers, non-slip bathroom flooring/mats, cot bumpers, bed rails, banister guards, etc.

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DP103 Developing skills in caring for young children Outcome 1 Know how to wash/bathe babies and children Explanation of criteria and examples of evidence Skin different skin types; washing; thorough drying; use of oils and moisturisers; sun protection Hair hair types; combing and brushing; baby shampoos; methods for washing and rinsing Teeth cleaning as soon as teeth appear; importance of removing plaque; suitable brush e.g. soft baby toothbrush; baby toothpaste; brushing method e.g. brushing away from gum; teething; encouraging children to brush own teeth; avoiding sugary food and drinks Nappy area regular nappy change; topping and tailing routine; using moist swabs or baby wipes; patting dry; drying skin creases; use of baby lotions and protective creams; nappy rash Outcome 2 Know the correct procedures when feeding young children Explanation of criteria and examples of evidence The nutritional needs of babies Baby Friendly Initiative (UNICEF); breastfeeding; constituents of breast milk; constituents of formula milk; when to wean; first foods The nutritional needs of young children Starchy foods (pasta, rice, potatoes); fresh fruit and vegetables; proteins (lean meat, fish, pulses, e.g.gs); calcium (full fat milk, dairy); fats; water; importance of vitamin A, C, D; importance of iron. Healthy eating Balanced meals for young children: ‘eatwell plate’; meals; snacks; drinks; including five food types; correct proportions; guidelines on salt Nutritional allergies that may be experienced by babies and young children Milk (casein protein); lactose; wheat/gluten; peanuts; eggs Outcome 3 Know how to dress children appropriately Explanation of criteria and examples of evidence Clothing and footwear Suitable to the age of the child, e.g. baby, toddler, pre-school and school-aged child. Suitable to the weather conditions, e.g. seasonal, specific. Outcome 4 Know how to respond to a baby/child’s need for sleep and rest Explanation of criteria and examples of evidence Signs of tiredness Newborns: pulling at ears, closing fists, fluttering eyelids, jerky arm and leg movements, yawning, a worried look on the child’s face, arching backwards, difficulty focusing (the child might even go cross-eyed), sucking on fingers Babies and toddlers: clumsiness, clinginess, grizzling, crying, demands for constant attention, boredom with toys, fussiness with food.

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Child Bed time “Going to bed” routine: drink, bath, story, etc

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DP104 Introduction to developing language and communication skills in children Explanation of criteria and examples of evidence Methods of communication Verbal; non-verbal e.g. eye contact, posture, gestures, appropriate use of touch; Makaton; communication passports; British Sign Language; Braille; use of signs and symbols; written Identifying communication needs Use of personal histories; involvement of the individual; involvement of family, friends and carers barriers to communication: environmental e.g. seating, lighting, external noise, situation of the setting; emotional issues, shyness, low self-esteem; social; psychological, mental ill health, results of abuse, neglect; sensory, hearing and sight impairment; speech and language barriers following strokes, cerebral palsy; cultural e.g. related to gender, inappropriate use of gestures; English as an additional language Promotion of communication Use of preferred language including British Sign Language; use of human aids, interpreters, translators; use of technological aids, hearing aids, induction loops, Braille software; cultural awareness; active listening skills; the need to give individuals time to respond; speech and language therapy

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DP105 Understanding children’s social and emotional development Explanation of criteria and examples of evidence Aspects of development Physical, communication, intellectual/cognitive, social, emotional and behavioural, moral Personal factors Health status, disability, sensory impairment, learning difficulties External factors Poverty and deprivation, family environment and background, personal choices, looked after/care status, education Theories of development Cognitive (e.g. Piaget), psychoanalytic (e.g. Freud), humanist (e.g. Maslow), social Learning (e.g. Bandura), operant conditioning (e.g. Skinner), behaviourist (e.g. Watson) Framework Social pedagogy

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DP106 Understanding growth, social and emotional development of children Explanation of criteria and examples of evidence Physical development and motor skills Learning to support the head, rolling over, sitting, crawling, pulling to stand, walking, running, climbing stairs, hopping, playing football, skipping, riding a tricycle and a bicycle, standing on one leg, swimming, climbing, etc. Cognitive development Starts to develop general ideas, investigates using senses and using own action activity, makes eye communication and cries/attract attention to point out need. Social and emotional development Use of five senses, recognition of main carers, obey simple instructions, copy the actions of others, exhibits a range of emotions in different situations, etc Language and speech development Recognition of sounds and words, speech understood by non-family members, asking questions, size of vocabulary, ability to put forward ideas or needs.

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DP 107 Understanding play for early learning Explanation of criteria and examples of evidence Features of a positive learning environment To meet the needs of the child, to provide a safe, inclusive, productive and attractive environment, to enable the child to use and practise both fine and gross motor skills. Use of play in early learning development

Physical: throwing, catching and physical activities

Social: taking turns and sharing

Emotional development: vents anger on toys, shows affection during play Intellectual: investigating unusual materials such as dry and wet sand, noisy toys promoting the concept of cause and effect. Language: learning the names of toys, being able to talk to play mates Stereotyping and discrimination Gender: types of toys, use of coloured clothing, appropriate play Culture: inclusivity of learning material

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DP110 Understanding the physical and psychological needs of children Explanation of criteria and examples of evidence Physical and psychological needs of a child Physical needs: warmth, sleep, food, etc. Psychological needs: safety, learning development, friendship, etc Difficulty in meeting those needs: unavailability of physical and/or psychological needs Agencies and organisations Children Services, Barnardos, Childline, Kidscape, etc Development activities Child-initiated activities, adult-initiated activities, craft, creative, physical Physical care for children Skin: different skin types; washing; thorough drying; use of oils and moisturisers; sun protection Hair: hair types; combing and brushing; baby shampoos; methods for washing and rinsing Teeth: cleaning as soon as teeth appear; importance of removing plaque; suitable brush e.g. soft baby toothbrush; baby toothpaste; brushing method e.g. brushing away from gum; teething; encouraging children to brush own teeth; avoiding sugary food and drinks. Feet; kept clean and healthy. Common childhood illnesses Colds, coughs, ear, nose and throat infections

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DP111 Using craft activities with children and young people Explanation of criteria and examples of evidence Why creative development is important to children’s learning Creative development e.g. developing imagination and imaginative play, responding to experiences, expressing ideas, exploring media and materials; helps children give meaning to things; allows children to explore; encourages problem solving; aids concentration; gives children motivation to learn; for emotional development e.g. pleasure from creating, no right or wrong, freedom to make choices Activities that will aid children’s creative development Range e.g. drawing, collage, painting, printing, puppets, modelling, crafts, role play, drama, dance, music Preparing activities for creative development Follow plans of setting; prepare in advance e.g. before children arrive; ensure range of different creative experiences; provide wide range of resources e.g. different sizes of paper, large and small brushes; set out to enable children to make own choices e.g. on correct height shelves, labelled; preparation of materials e.g. paper, play dough, paint; have sufficient resources Supporting children to take part in creative activities Know children’s interests; suggest different activities; offer choices; sit alongside children and show them ways of exploring resources; give children time; join in if requested; offer help to children; ensure enough resources; talk and ask questions to encourage learning Giving children encouragement and praise when taking part in creative activities Praise all efforts; display or photograph products Maintaining a safe environment Ensure resources are appropriate to children’s age and stage of development; supervise children; observe children; help children who are having difficulty e.g. using scissors; mop up spills; remove equipment which has become unsafe; report safety issues to line manager.

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DP122 Interpersonal skills Outcome 1 Know own personal skills Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list at least four strengths they believe they do well, and list at least two weaknesses where they feel they could improve their skills, abilities or the way they communicate or interact with others. Using a basic self SWOT analysis or pre-prepared checklist may be helpful to the learner. Outcome 2 Understand the need for time management Explanation of criteria and examples of evidence For this criterion (1) the learner needs to state what is time management. This may refer to punctuality, getting tasks completed on time, optimising productivity, minimising time wasting For this criterion (2) the learner needs to identify methods to improve time management, such as schedules, plans and resources such as clocks and techniques to use time effectively. Outcome 3 Know about stress in self and others Explanation of criteria and examples of evidence For this criterion (1) the learner needs to identify at least two possible signs of symptoms of stress in self and four different signs and symptom of stress which may occur in other people. Physical signs of stress could include low energy, headaches, anxiety, depression, upset stomach, aches, pains, and tense muscles, insomnia and frequent colds and infections, etc. Outcome 4 Know about different types of criticism Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list in their own words the different types of criticism. The three most common being destructive, positive and constructive. Outcome 5 Be aware of confident behaviour in self and others Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list at least four situations in life, to illustrate when a person feels confident in their behaviour (they trust themselves and have belief in their own ability). Situations can be taken from real life situations in work or learning or personal life. Two examples of the learner and two different examples of others. Outcome 6 Know about body language Explanation of criteria and examples of evidence For this criterion (1) the learner needs to be able to identify three types of body language (such as different types of gestures, posture, facial expression) and show they understand what each one identifies means or infers. Outcome 7 Know the difference between aggressive, passive and assertive behaviour Explanation of criteria and examples of evidence For this criterion (1) the learner needs to list at least two examples of aggressive, passive and assertive behaviour. Examples may be based on different people in a range of settings such as work, learning or personal life. Examples could include verbal and non-verbal behaviours.

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Evidence for this unit may be an assessor or learner statement or a series of statements. DP123 Assertiveness and decision making skills Outcome 1 Understand the meaning of assertiveness Explanation of criteria and examples of evidence For the first criterion (1) the learner could identify three situations when being assertive can achieve results. For 2 the learner could list three benefits of being assertive within either their personal life or during a training programme. Examples of these benefits must show how both the learner and others were disadvantaged either individually or jointly. For 3 the learner could list three instances of being non-assertive within either their personal life or during a training programme. Examples must show how both the learner and others were disadvantaged either individually or jointly Outcome 2 Know how to prepare for personal decision making Explanation of criteria and examples of evidence For criteria 1 and 2 the learner could describe how they intend to make two personal choices which demonstrates they have considered alternatives, both positive and negative, different options, made preferences and have selected the choice in a positive manner (with confidence and assuredly). For criteria 3 the learner could identify sources of advice which could be family, friends, colleagues or professional. Outcome 3 Be able to use assertive behaviour to put forward own views in structured

situations Explanation of criteria and examples of evidence For this criterion (1) the learner should participate in a role play exercise. They could identify and make a strong case (a well-considered argument to follow a course of action or make a recommendation). This argument could be communicated to another person or to a small group of people taking part in the role play. The learner may select their own case to pursue or the tutor may offer topics or a scenario which the learner may prepare for the role play. Outcome 4 Be able to make a reasoned decision in structured situations Explanation of criteria and examples of evidence For criteria 1 and 2 the learner should be presented with decisions and choices to make during a planned role play. From the options offered, the learners should ask questions, listen and select the preferred options and make decisions and choices in a positive manner. They should then describe the process. Evidence for this unit may be an assessor or learner statement or a series of statements.

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DP124 Business communication Outcome 1 Know about the benefits of effective communication in a business environment Explanation of criteria and examples of evidence For the first criterion (1) the learner could give at two examples of ineffective communication, such as missed deadlines, possible conflict, poor quality output, etc. These examples should be business-related. For 2, the learner needs to outline the measurable benefits of effective communication, for example, efficiency, effectiveness, moral, motivation etc. Evidence may be an assessor or learner statement. Outcome 2 Know about forms of communication Explanation of criteria and examples of evidence For criteria 1 and 2, the learner needs to identify a range of forms of written and verbal communication in a business environment, such as e-mails, letters, texts, telephone, meetings, presentations/ demonstrations, etc. and explain when best to use each of those forms to communicate a specific message. For 3 and 4, the learner needs to identify examples of effective communication, such as clearly spoken, accurately heard and understood and a confirmation of agreement and ineffective communication, such as making assumptions, not providing all the information, using technical language, etc. Evidence may be an assessor or learner statement, plus a table showing “what” and “when”. Outcome 3 Know about communication in in teams Explanation of criteria and examples of evidence For criteria 1 and 2, the learner needs to identify individual and group communication within a team, for example, through a role-play exercise. Behaviours could include active speaking and listening, respecting the rights of others to, interrupting, not listening, inappropriate language. Evidence will be an assessor observation record. For 3, the learner needs to give an example of encouraging better communication. This could include training in effective communication techniques, using simple words and phrases, avoiding jargon, using visual as well as verbal information, show an example or demonstrate was it required, encourage feedback, etc. Evidence may be an assessor or learner statement.

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DP125 Personal development skills Outcome 1 Know own strengths and weaknesses Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify their strengths and at least three weaknesses where they feel they could improve their skills, abilities, or the way they communicate or interact with others. Outcome 2 Know own skills and investigate ways of self-improvement Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify at least three skills (the ability to do something well; this may relate to knowledge, aptitude or a talent that has been identified) which they have learned or acquired in their life, in the workplace and through training. For 2 the learner needs to state how they will be able to use the three skills identified in 1 as a basis for future self-improvement (short-term and long-term). Outcome 3 Understand their current life situation and relationships Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to map out their current life, home and family relationships on a diagram or table with descriptions or develop a written or oral statement. Outcome 4 Be able to set personal objectives and make action plans for self-improvement Explanation of criteria and examples of evidence For criteria 1 and 2, the learner needs to identify at least three short term goals and record these on a simple personal action plan or development plan. For criterion 3, the learner needs to produce a simple personal action plan or development plan which describes how they will achieve the short term goals identified in (1). The learner should describe who will support them to achieve the goals, the resources needed and other information as required to enable them to achieve their goal.

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DP126 Developing personal confidence and self awareness Outcome 1 Have an understanding of reasons for feeling confident and lacking confidence Explanation of criteria and examples of evidence For the criteria 1 and 2, the learner needs to identify one situation in work or learning or in their personal life when they felt confident. The learner should describe how they behaved or acted. For 3 and 4, the learner needs to identify one situation when they lacked confidence (felt timid, nervous or shy) and explain how they behaved. For 5, the learner needs to identify how other people would have viewed them when they lacked confidence, as well as when they felt confident. Evidence may be an assessor or learner statement. Outcome 2 Understand effective participation in social situations Explanation of criteria and examples of evidence For criteria 1 and 2, the learner needs to identify three social situations when they have felt uncomfortable and give reasons for this uncomfortable feeling. These could include being nervous, not being able to participate in the conversation, not knowing how to behave (e.g. not knowing which cutlery to use, etc.), being avoided or ridiculed, etc. For 3 the learner needs to give an example of inappropriate behaviour in a social setting. Inappropriate behaviour could be an action, attitude or communication which is not fitting or accepted by others within the social situation. For 4 the learner needs to identify their attitude and behaviour in social situations (situations may be formal/informal, with friends or new acquaintances). The learner needs to identify ways they can change their attitude to comply with the expected behaviour of others in the group and identify how they can participate more effectively. Outcome 3 Understand ways to manage stress Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to state at least two possible causes of stress in their personal life, or in work or learning. These could be personality issues, financial crises, training/work-related issues, etc. For 2 the learner needs to state how they deal with the stress they have stated in 1. This could be self or external coping strategies. For 3 the learner needs to identify at least two techniques to reduce stress which may be therapeutic, medicinal or may relate to strategies developed in work, learning or personal life to reduce opportunities for stress For 4 the learner needs to state the benefit of using the techniques identified in 3 and explain how they reduce their own stress levels.

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Outcome 4 Be able to set personal objectives and plan for personal progression Explanation of criteria and examples of evidence For the first criterion (1), the learner needs to identify one short term goal which relates to their work or learning or personal environment (home/social circle) which may be achieved in the near future (possibly in a day, within a week or within a few months). For 2, the learner needs to identify who will support them to achieve the goals, the resources needed and other information as required to enable them to achieve their goal. This information needs to be inserted into a simple action plan (likely in the format of a table) which they will produce. For 3, the learner needs to insert into the developed action plan the achievements identified and a form of measure which will enable the learner to know when they have achieve their goals. For 4, the learner needs to reflect on the completed action plan covering the evidence requirements for 1-3 and identify how setting the goal and working towards it, built their self-confidence. This could be a statement, reflective account or discussion.

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DP127 Improving own confidence Outcome 1 Know about confidence Explanation of criteria and examples of evidence For the first criterion (1), the learner needs to identify at least two characteristics of a confident person, e.g. body language, voice, clothing, etc. For 2, the learner needs to reflect on their own feelings to create a list of at least three personal characteristics, skills or qualities that makes/helps them feel confident. This might be to do with their health, fitness, status, self-image, etc. For 3, the learner needs to provide at three examples of having a success. These could be scenario in which the learner feels that they have achieved. For 4, the learner needs to outline the reasons why they want to improve their confidence. This could be for personal or work-related reasons. Evidence for 1 to 4 may be a learner statement or a record of discussion with their assessor or supervisor. Outcome 2 Understand how communication skills can contribute to improving confidence Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to consider verbal, non-verbal and/or written communication skills and indicate how they think improving their communication skills will improve their confidence. For 2 the learner needs to outline why it is important to receive and respond to others with tolerance and support. They may consider times when they may have their tolerance stretched by the communication styles of others e.g. someone who is rude or abusive, someone with a speech impediment, letters that seem threatening or unclear. For criteria 1 and 2, evidence may be a learner statement. For 3 the learner needs to give two benefits of being able to listen to ideas and opinions. This could be listening in both a one-to-one and a group situation. The learner should be aware of the basic rules for conversation and discussion e.g. listening, reflecting, moving the conversation forward, taking turns and demonstrate effective listening. Evidence may be a learner statement and assessor observation/witness statement. For 4, the learner needs to give two benefits of being able to express ideas and opinions. This could be listening in both a one-to-one and a group situation. The learner should give a clear indication of how they personally would benefit from making a contribution to a discussion e.g. they may feel accepted, valued, included. For criteria 3 and 4, evidence may be a learner statement and assessor observation/witness statement.

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Outcome 3 Know about decision-making and associated emotions and feelings Explanation of criteria and examples of evidence For the first criterion (1), the learner needs to define the term "decision-maker" and outline how being an effectual decision-maker can lead to increased confidence. They may consider the sort of decisions they could make currently and the decisions they would wish to be able to make and why this would improve their confidence. They may wish to reflect on a situation when they were unable to make a decision and had to be guided by the decision making of others. For 2, the learner needs to identify an occasion when they have made an important personal decision and when they have made an important decision with another person. These decisions could be made with family, friends and colleagues. For 3, the learner needs to list three factors that they considered when making each of the decisions in 2. These factors could be personal, financial, physical, etc. For 4, the learner needs to give an example of a likely emotion/feeling that someone might experience when they feel fully involved in the decision-making and also when someone is marginally involved or excluded from the decision-making. These emotions/feelings could include being accepted, valued, included, etc. or being shunned, having little value, excluded, etc. For 5, the learner needs to indicate how these feelings identified in 4 might impact on their self-confidence, self-belief or self-esteem. Evidence for 1 to 5 may be a learner statement. Outcome 4 Know that having goals/goals targets can increase confidence Explanation of criteria and examples of evidence For the first criterion (1), the learner needs to indicate the relevance of having specific goals and setting targets to increasing confidence. Learners may consider the use of small realistic and measureable targets and how they may feel when they meet their targets. Evidence may be a learner statement. For 2, the learner needs to list one short term goal for their personal life and one short term goal for their career/education. For 3, the learner needs to list one long term goal for their personal life and one long term goal for their career/education. For 4 the learner needs identify at least three ways they plan to achieve each of the goals in 2 and 3. For 5 the learner needs to outline the steps they will take to achieve one of the identified goals from 2. Evidence for 2 to 4 may be recorded as part of a tutorial and/or recorded on an ILP.

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DP130 Developing group and teamwork communication skills Outcome 1 Understand the roles and responsibilities associated with working in a group Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify different roles for group members when completing specific group tasks. The different roles identified should each have individual responsibilities that the group members will carry out to complete the specific task. Evidence may be a list of the roles and responsibilities. Outcome 2 Interact successfully with group members and staff in a range of contexts Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to communicate appropriately to others in a range of structured situations. Communicating appropriately could be verbal and non-verbal communication, using BSL and enabling technology ranging from symbols and word boards to sophisticated electronic communication aids. A range of structured situations should cover at least three situations and may include making a formal request using the telephone, taking part in a discussion, making a request for help from another team member, emailing a member of staff, texting another member of the group. Evidence may be the written communication or observation record. Outcome 3 Demonstrate listening and conversational skills for social interaction Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to select information being communicated orally and respond appropriately, showing that the information has been understood. The learner needs to listen carefully to what is being said and ask to repeat if they do not understand. They should reply using suitable tone and language to suit the situation. Evidence may be an audio tape supported by an observation record or witness statement. This may be linked to outcome 2. Outcome 4 Be aware of others’ rights to communicate within a group situation Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to allow others to express their view/responses without interrupting on a number of occasions in at least two different group situations. Learners should know about respecting the turn-taking rights of others and when to create an opportunity to make a contribution to discussion at an appropriate time. Evidence may be an audio tape supported by an observation record or witness statement. For 2 the learner needs to discuss why this is important. The discussion could be a one-to-one in a review situation or a group discussion prior to the assessment. Evidence may be a copy of the review or an observation record. Outcome 5 Recognise the importance of co-operation when working in group situations Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify a number of situations when co-operation is necessary to achieve a group task. The learner should understand that working co-operatively in a group situation is crucial to achieve the objectives set.

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The learner should name at least three different situations where they have recognised the importance of co-operation and at least two of these group situations should be where the learner has cooperated. Evidence may be a learner statement. Outcome 6 Accept and respond to praise and criticism in a variety of context Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify the appropriate response to praise and constructive criticism from group members in at least three different structured contexts. The responses given may depend on the nature of the learner as some might welcome praise and some might be shy and embarrassed when praised. They need to be taught the value of constructive criticism so they do not respond in the wrong way. Evidence may be a written statement or an observation record. Outcome 7 Be aware of the role of those in authority and their relationship with them Explanation of criteria and examples of evidence For the first criterion (1) the learner needs to identify their relationship with those in authority. Those in authority may be their tutor, assessor, line manager, supervisor or other appropriate person whom they may need to ask for advice and support while working in a group situation. They must understand the need for respect for those in authority while, at the same time, may have a more relaxed relationship depending on the nature of the situation. Evidence may be a written statement.

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IH01 Customer service in the hospitality industry Outcome 1 Know the benefits of good customer service Explanation of criteria and examples of evidence Good customer service Exceeding customer expectation, dealing effectively with customer requests and complaints, positive attitude, product knowledge, appropriate verbal and non-verbal communication with external and internal customers, personal presentation Benefits To the business: reputation, profitability, growth, new customer, repeat customers, customer loyalty, increased spend To the customer: exceeding expectations, customer satisfaction, positive experience, accuracy and reliability of information, e.g. menu information, local knowledge To the employee: secure employment, job satisfaction, improved morale, effective teamwork, increased pay Different customer groups External customers: existing customers, new customers, specific needs: visual/hearing/physical impairment, non-English speaking, Special diets: medical/cultural, satisfied/dissatisfied customers Internal customers: colleagues in the same department and different departments supervisors, managers, contractors, suppliers Age range of customers: children, young people, adults, elderly, Outcome 2 Communicate with customers in the hospitality environment Explanation of criteria and examples of evidence Verbal and non-verbal communication Verbal: face to face, telephone Non-verbal: email, text message, letter, body language, brochure leaflet Benefits Providing customers with accurate information, avoiding misunderstandings, reduce complaints, effective team work, customer satisfaction How to deal with customer needs Promptly, politely, effectively, accurately, according to customer type Outcome 3 Know the importance of good personal presentation Explanation of criteria and examples of evidence Personal hygiene and presentation Health safety and hygiene Professional image Clean uniform, appropriate footwear, clean hair, hands and nails, appropriate use of cosmetics and jewellery

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Dress codes Kitchen, front of house, housekeeping, food and drink service, cleaning

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IH09 Using kitchen equipment Outcome 1 Know about different types of kitchen equipment Explanation of criteria and examples of evidence Large kitchen equipment Food storage: fridge freezer Food preparation: tables, sinks Food cooking: stoves, ranges, ovens, steamers, deep fat fryers, griddle Food holding: hot cupboard, bain marie Cleaning: dishwasher, food waste disposer Small kitchen equipment and hand tools Food preparation: knives, small hand-held kitchen equipment, bowls, chopping boards, measuring equipment, weighing scales, whisks, food processor, sieves Food cooking: pots, pans, baking sheet, cooling rack, cake tins Safety requirements Induction and training, PPE, prescribed dangerous machinery, oven cloths Outcome 2 Select and use kitchen equipment Explanation of criteria and examples of evidence Equipment Large kitchen equipment: Food storage: fridge freezer Food preparation: tables, sinks Food cooking: stoves, ranges, ovens, steamers, deep fat fryers, griddle Food holding: hot cupboard, bain marie Cleaning: dishwasher, food waste disposer Small kitchen equipment and hand tools: Food preparation: knives, small hand held kitchen equipment, bowls, chopping boards, measuring equipment, weighing scales, whisks, food processor, sieves Food cooking: pots, pans, baking sheet, cooling rack, cake tins Safely and hygienically Safety: follow manufacturer’s instructions, use of oven cloths, PPE, temperature control, visual checks, guards are in place on machines Hygiene: protective clothing and footwear, hand washing procedures

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IH10 Serving food and drink Outcome 1 Be able to serve food and drink to customers Explanation of criteria and examples of evidence Politely Eye contact, smiling, appropriate language Safely Personal Protective Equipment (PPE), correct serving equipment, identify & deal with hazards (hot liquids, trips & slips, broken equipment, report hazards to supervisor) Hygienically Personal Protective Equipment (PPE), personal hygiene, e.g. hands and nails, jewellery, cosmetics, hand washing Stages Greet customer politely, take customer order, review customer order, prepare customer order, serve customer, check customer has all requirements Outcome 2 Be able to work as part of a food and drink service team Explanation of criteria and examples of evidence Preparation/assembly of food and drink Check customer requirements, select correct equipment, select correct food & drink items, check the completed food and drink order, check customer has all requirements Safe and hygienic Personal Protective Equipment (PPE), hand washing, cross-contamination, return unused food and drink products to storage, use correct cleaning products and equipment, clean as you go, disposal of waste Team Arrive for work on time, help other members of staff, follow instructions, be polite, pass on information, complete tasks on time, personal presentation

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IH11 Basic food preparation Outcome 1 Prepare food for cold presentation or cooking Explanation of criteria and examples of evidence Correct Quantity and quality Ingredients Vegetables, fruit, meat, poultry, fish, beans and pulses, pasta, rice, dairy, bread Equipment Knives, small handheld kitchen equipment, chopping boards, measuring equipment, bowls, trays, storage containers, gas/electrical equipment, saucepans, frying pans Safely Personal Protective Equipment (PPE), selecting correct equipment for job, identify and deal with hazards (hot liquids, trips & slips, broken equipment), report hazards to supervisor Hygienically Personal Protective Equipment (PPE), personal hygiene, e.g. hands and nails, jewellery, cosmetics, hand washing, cross-contamination Prepare Wash, trim, chop, slice, peel, grate, rub in, whisk, cream, sieve Set aside or store Products stored in correct place, covered, labelled and dated, correct position in fridge/freezer Safely and hygienically PPE, return unused food products to stores, use of cleaning products and equipment, clean as you go, using correct sinks, cleaning floors, correct storage of equipment, disposal of waste

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IH12 Basic cooking Outcome 1 Cook basic food items and dishes Explanation of criteria and examples of evidence Correct Quantity and quality Ingredients Vegetables, fruit, meat, poultry, fish, beans and pulses, pasta, rice, dairy, bread, oils and fats, herbs and spices, seasoning Equipment Knives, small hand-held kitchen equipment, chopping boards, trays, baking tins, gas/electrical equipment, saucepans, frying pans Safely Personal Protective Equipment (PPE), selecting correct equipment for job, identify and deal with hazards (hot liquids, trips & slips, broken equipment) report hazards to supervisor Hygienically Personal Protective Equipment (PPE), personal hygiene, e.g. hands and nails, jewellery, cosmetics, hand washing, cross-contamination Cook Poach, bake, roast, steam, boil, fry (stir, shallow, deep), microwave, grilling Safely and hygienically Personal Protective Equipment (PPE), hand washing, cross-contamination, return unused ingredients to storage, use correct cleaning products and equipment, clean as you go, disposal of waste

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IH13 Guest services in the hospitality industry Outcome 1 Work as part of the guest services team Explanation of criteria and examples of evidence Transporting materials, equipment and linen Maintenance of security, health and safety (manual handling), organisation (prevent cross-contamination, appropriate stock) Servicing of areas Cleaning of area, maintain health and safety, use of PPE, replenish consumables, correct use of signage, correct use of cleaning equipment and materials (including use of colour-coded or specified cloths to avoid cross-contamination), disposal of waste, hand washing procedures Service public areas Replenishment of current newspapers, magazines Service bedrooms Strip and remake beds, sorting of linen (collecting clean linen, separating dirty linen, avoiding cross-contamination) Service bathrooms / washrooms Clean to dirty cleaning, sorting of towels (avoiding unnecessary laundry), respect of customer wishes (towels, occupied rooms) Guest services Cleaning – of public areas, bedrooms, bathrooms/washrooms stripping/making beds replenish consumables – stocks of toiletries, towels, sugars/miniatures in rooms, minibar Work well Arrive for work on time, know own role in team, help other members of team, follow instructions, be polite, pass on information, complete tasks on time, correct personal presentation Outcome 2 Communicate with customers Explanation of criteria and examples of evidence Respond Meet customer needs Customer queries Requests, complaints Refer Reporting procedures for faults/queries, knowing limits of own authority, communication with other departments Correct person Supervisor (knowing limit of authority)

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Published by: Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD Tel - 0121 270 5100 Website – www.skillsfirst.co.uk

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