Specification
Edexcel Level 2 NVQ Diploma in Gambling Operations (QCF)
For first registration November 2011
Edexcel NVQ/competence-based qualifications
Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide.
Our specialist suite of qualifications include NVQs, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Martin Stretton Prepared by Catherine Dear
Publications Code N029625
All the material in this publication is copyright © Pearson Education Limited 2011
Contents
Qualification title covered by this specification 1
Key features of the Edexcel Level 2 NVQ Diploma in Gambling Operations (QCF) 2
What is the purpose of this qualification? 2
Who is this qualification for? 2
What are the benefits of these qualifications to the learner and employer? 2
What are the potential job roles for those working towards this qualification? 2
What progression opportunities are available to learners who achieve this qualification? 3
What is the qualification structure for the Level 2 Diploma in Gambling Operations (QCF)? 4
How is the qualification graded and assessed? 13
Types of evidence (to be read in conjunction with the assessment strategy in Annexe D) 14
Centre recognition and approval 15
Centre recognition 15
Approvals agreement 15
Quality assurance 15
What resources are required? 15
Unit format 16
Units 17
Unit 1: Give customers a positive impression of yourself and your organisation 19
Unit 2: Ensure responsibility for actions to reduce risks to health and safety 25
Unit 3: Support the protection of children and vulnerable people from gambling related harm 29
Unit 4: Monitor security in a licensed gambling venue 33
Unit 5: Control, process and account for betting transactions 37
Unit 6: Settle Bets 41
Unit 7: Facilitate play of gaming machines 45
Unit 8: Collect and record gaming machine takings 49
Unit 9: Reconcile gaming machine takings and recorded information 53
Unit 10: IT Communication Fundamentals 57
Unit 11: Work with others to improve customer service 59
Unit 12: Recognise and deal with customer queries, requests and problems 63
Unit 13: Maintain food safety when storing, holding and serving food 69
Unit 14: Work effectively in a licensed gambling venue 79
Unit 15: Provide change for customers in a licensed gambling venue 87
Unit 16: Provide reception services in a licensed gambling venue 91
Unit 17: Receive and store goods and materials in a licensed gambling venue 95
Unit 18: Maintain food safety when storing, preparing and cooking food 99
Unit 19: Prepare and serve dispensed and instant hot drinks 111
Unit 20: Receive and set up gaming machines 115
Unit 21: Prepare and clear the bar area 119
Unit 22: Serve alcoholic and soft drinks 127
Unit 23: Maintain cellars and kegs 133
Unit 24: Check claims and deliver prizes for bingo customers 139
Unit 25: Sell bingo books and tickets 143
Unit 26: Operate a payment point for ancillary bingo games 149
Unit 27: Call and validate ancillary bingo games 155
Unit 28: Reconcile takings for bingo books and tickets 159
Unit 29: Call and validate main stage bingo games 163
Unit 30: Install and set up gaming machines 169
Unit 31: Ensure the availability and suitability of resources to operate a game within a casino environment 175
Unit 32: Provide casino cash desk services 179
Unit 33: Facilitate the operation of the game within a casino environment 183
Unit 34: Diagnose faults in consumer electronic equipment 187
Unit 35: Replace components in consumer electronic equipment 191
Unit 36: Carry out preventative maintenance procedures on domestic appliances, consumer electronic equipment and signal reception equipment/systems 195
Further information 201
Useful publications 201
How to obtain National Occupational Standards 201
Professional development and training 202
Annexe A: Progression pathways 203
The Edexcel/BTEC qualification framework for the hospitality industry 203
Annexe B: Quality assurance 211
Key principles of quality assurance 211
Quality assurance processes 211
Annexe C: Centre certification and registration 213
What are the access arrangements and special considerations for the qualifications in this specification? 213
Annexe D: Assessment strategy 215
People1st Assessment Strategy 215
Customer Service Assessment Strategy 229
Pro Skills Assessment Strategy 237
Assessment Strategy for ITQ Qualifications 241
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
1
Qual
ific
atio
n t
itle
cov
ered
by
this
spec
ific
atio
n
This
spec
ific
atio
n g
ives
you t
he
info
rmation y
ou n
eed t
o o
ffer
the
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Gam
blin
g O
per
atio
ns
(QCF)
:
Qu
alifi
cati
on
tit
le
Qu
alifi
cati
on
N
um
ber
(QN
) A
ccre
dit
ati
on
st
art
date
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Gam
blin
g O
per
atio
ns
(QCF)
600/3
566/3
01/1
1/2
011
This
qual
ific
atio
n h
as
bee
n a
ccre
dited
within
the
Qual
ific
ations
and C
redit F
ram
ework
(Q
CF)
and is
elig
ible
for
public
fundin
g a
s det
erm
ined
by
the
Dep
artm
ent
for
Educa
tion (
DfE
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tion 9
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f th
e Le
arnin
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kills
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2000.
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qual
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itle
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ture
s in
the
fundin
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ts p
ublis
hed
annual
ly b
y th
e D
fE a
nd t
he
regula
rly
updat
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It w
ill
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r on t
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Lear
nin
g A
ims
Ref
eren
ce A
pplic
atio
n (
LARA),
wher
e re
leva
nt.
You s
hould
use
the
QCF
Qualif
icat
ion N
um
ber
(Q
N),
when
you w
ish t
o s
eek
public
fundin
g f
or
your
lear
ner
s. E
ach
unit w
ithin
a
qual
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a u
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QC
F re
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nce
num
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, w
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his
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The
QCF
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nit r
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s w
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made
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of th
is w
hen
they
are
rec
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the
centr
e an
d r
egis
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d w
ith E
dex
cel.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
2
Key features of the Edexcel Level 2 NVQ Diploma in Gambling Operations (QCF)
This qualification:
is nationally recognised
is based on the Gambling Operations National Occupational Standards (NOS). The NOS, assessment requirements/strategy and qualification structure(s) are owned by People1st.
What is the purpose of this qualification?
This qualification is for anyone working in the gambling industry who needs to develop their skills to comply with legislation requirements. Learners can specialise in one pathway including Betting, Bingo, Casino and Gaming Machines to fulfil the needs of their work environment.
Who is this qualification for?
This qualification is for all learners aged 18 and above who are capable of reaching the required standards.
Edexcel’s policy is that the qualification should:
be free from any barriers that restrict access and progression
ensure equality of opportunity for all wishing to access the qualification(s).
What are the benefits of these qualifications to the learner and employer?
This qualification will allow learners to develop the necessary skills needed to work within the Gambling industry and to comply with legislation and specialise in one pathway to meet the needs of their workplace.
What are the potential job roles for those working towards this qualification?
Croupier
Gaming machine technician
Bingo caller
Book seller
Betting office assistant.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
3
What progression opportunities are available to learners who achieve this qualification?
This qualification will allow learners to progress to a range of job roles in the gambling industry depending on the chosen pathway.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
4
What is the qualification structure for the Level 2 Diploma in Gambling Operations (QCF)?
Individual units can be found in the Units section. Candidates must complete a minimum of 37 credits by completing the mandatory units from Group A (13 credits) and then select one pathway.
Unit No
Unit Reference No.
Unit Title Credit Level
Group A: Mandatory Units
1 L/601/0933 Give customers a positive impression of yourself and your organisation
5 2
2 A/601/5867 Ensure responsibility for actions to reduce risks to health and safety
4 3
3 H/601/6530 Support the protection of children and vulnerable people from gambling related harm
4 2
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
5
Group B: Betting Pathway
Learners must complete a minimum of three credits from Group B1, a minimum of two credits from Group B2 and the remaining credits from anywhere within the Betting pathway (Groups B1, B2, and B3).
Unit No
Unit Reference No.
Unit Title Credit Level
Group B1: a minimum of three credits
4 L/601/6344 Monitor security in a licensed gambling venue
3 2
5 Y/601/6668 Control, process and account for betting transactions
4 2
6 A/601/6677 Settle bets 3 2
7 H/601/6317 Facilitate play of gaming machines 3 2
Group B2: a minimum of two credits
8 L/601/6277 Collect and record gaming machine takings
2 2
9 Y/601/6489 Reconcile gaming machine takings and recorded information
2 2
10 Y/502/4291 IT Communication Fundamentals 2 1
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
6
Group B3: Optional units
11 D/601/1553 Work with others to improve customer service
8 3
12 M/601/1508 Recognise and deal with customer queries, requests and problems
5 1
13 A/601/5030 Maintain food safety when storing, holding and serving food
4 2
14 M/601/6532 Work effectively in a licensed gambling venue
6 3
15 A/601/6436 Provide change for customers in a licensed gambling venue
2 2
16 J/601/6438 Provide reception services in a licensed gambling venue
3 2
17 J/601/6441 Receive and store goods and materials in a licensed gambling venue
2 2
18 D/601/6980 Maintain food safety when storing, preparing and cooking food
4 2
19 T/601/4927 Prepare and serve dispensed and instant hot drinks
3 2
20 L/601/6439 Receive and set up gaming machines
2 2
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
7
Group C: Bingo Pathway
Learners must complete a minimum of five credits from Group C1, a minimum of two credits from Group C2 and the remaining credits from anywhere within the Bingo pathway (Groups C1, C2 and C3).
Unit No
Unit Reference No.
Unit Title Credit Level
Group C1: a minimum of five credits
4 L/601/6344 Monitor security in a licensed gambling venue
3 2
24 R/601/6555 Check claims and deliver prizes for bingo customers
3 2
15 A/601/6436 Provide change for customers in a licensed gambling venue
2 2
Group C2: A minimum of two credits
7 H/601/6317 Facilitate play of gaming machines 3 2
8 L/601/6277 Collect and record gaming machine takings
2 2
9 Y/601/6489 Reconcile gaming machine takings and recorded information
2 2
25 T/601/6497 Sell bingo books and tickets 3 2
26 K/601/6349 Operate a payment point for ancillary bingo games
3 2
27 M/601/6546 Call and validate ancillary bingo games
3 2
28 H/601/6558 Reconcile takings for bingo books and tickets
2 2
16 J/601/6438 Provide reception services in a licensed gambling venue
3 2
29 A/601/6551 Call and validate main stage bingo games
3 2
30 F/601/6325 Install and set up gaming machines
5 2
10 Y/502/4291 IT Communication Fundamentals 2 1
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
8
Group C3: Optional units
11 D/601/1553 Work with others to improve customer service
8 3
12 M/601/1508 Recognise and deal with customer queries, requests and problems
5 1
13 A/601/5030 Maintain food safety when storing, holding and serving food
4 2
14 M/601/6532 Work effectively in a licensed gambling venue
6 3
17 J/601/6441 Receive and store goods and materials in a licensed gambling venue
2 2
18 D/601/6980 Maintain food safety when storing, preparing and cooking food
4 2
21 Y/601/4922 Prepare and clear the bar area 4 2
22 J/601/4978 Serve alcoholic and soft drinks 5 2
19 T/601/4927 Prepare and serve dispensed and instant hot drinks
3 2
23 M/601/4909 Maintain cellars and kegs 3 2
20 L/601/6439 Receive and set up gaming machines
2 2
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
9
Group D: Casino Pathway
Learners must complete a minimum of six credits from Group D1 and the remaining credits from anywhere within the Casino pathway (Groups D1 and D2).
Unit No
Unit Reference No.
Unit Title Credit Level
Group D1: A minimum of six credits
4 L/601/6344 Monitor security in a licensed gambling venue
3 2
7 H/601/6317 Facilitate play of gaming machines 3 2
8 L/601/6277 Collect and record gaming machine takings
2 2
9 Y/601/6489 Reconcile gaming machine takings and recorded information
2 2
10 Y/502/4291 IT Communication Fundamentals 2 1
16 J/601/6438 Provide reception services in a licensed gambling venue
3 2
31 J/601/6312 Ensure the availability and suitability of resources to operate a game within a casino environment
2 2
32 T/601/6435 Provide casino cash desk services 8 2
33 H/601/6320 Facilitate the operation of the game within a casino environment
15 2
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
10
Group D2: Optional units
21 Y/601/4922 Prepare and clear the bar area 4 2
22 J/601/4978 Serve alcoholic and soft drinks 5 2
19 T/601/4927 Prepare and serve dispensed and instant hot drinks
3 2
11 D/601/1553 Work with others to improve customer service
8 3
12 M/601/1508 Recognise and deal with customer queries, requests and problems
5 1
14 M/601/6532 Work effectively in a licensed gambling venue
6 3
17 J/601/6441 Receive and store goods and materials in a licensed gambling venue
2 2
18 D/601/6980 Maintain food safety when storing, preparing and cooking food
4 2
20 L/601/6439 Receive and set up gaming machines
2 2
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
11
Group E: Gaming Machines Pathway
Learners must complete a minimum of six credits from Group E1 and the remaining credits from anywhere within the Gaming Machines pathway (Groups E1 and E2).
Unit No
Unit Reference No.
Unit Title Credit Level
Group E1: A minimum of six credits
4 L/601/6344 Monitor security in a licensed gambling venue
3 2
7 H/601/6317 Facilitate play of gaming machines 3 2
8 L/601/6277 Collect and record gaming machine takings
2 2
9 Y/601/6489 Reconcile gaming machine takings and recorded information
2 2
15 A/601/6436 Provide change for customers in a licensed gambling venue
2 2
30 F/601/6325 Install and set up gaming machines
5 2
10 Y/502/4291 IT Communication Fundamentals 2 1
20 L/601/6439 Receive and set up gaming machines
2 2
34 Y/601/6671 Diagnose faults in consumer electronic equipment
8 2
35 K/601/6674 Replace components in consumer electronic equipment
7 2
36 H/601/6270 Carry out preventative maintenance procedures on domestic appliances, consumer electronic equipment and signal reception equipment/ systems
5 2
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
12
Group E2: Option units
11 D/601/1553 Work with others to improve customer service
8 3
12 M/601/1508 Recognise and deal with customer queries, requests and problems
5 1
13 A/601/5030 Maintain food safety when storing, holding and serving food
4 2
14 M/601/6532 Work effectively in a licensed gambling venue
6 3
17 J/601/6441 Receive and store goods and materials in a licensed gambling venue
2 2
18 D/601/6980 Maintain food safety when storing, preparing and cooking food
4 2
19 T/601/4927 Prepare and serve dispensed and instant hot drinks
3 2
Barred combinations
The following units must not be taken together:
Unit 8: Collect and record gaming machine takings (L/601/6277)
Unit 9: Reconcile gaming machine takings and recorded information (Y/601/6489)
Unit 9: Reconcile gaming machine takings and recorded information (Y/601/6489)
Unit 8: Collect and record gaming machine takings (L/601/6277)
Unit 13: Maintain food safety when storing, holding and serving food (A/601/5030)
Unit 18: Maintain food safety when storing, preparing and cooking food (D/601/6980)
Unit 18: Maintain food safety when storing, preparing and cooking food (D/601/6980)
Unit 13: Maintain food safety when storing, holding and serving food (A/601/5030)
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
13
How is the qualification graded and assessed?
The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.
To pass a unit the learner must:
achieve all the specified learning outcomes
satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
show that the evidence is their own.
The qualifications are designed to be assessed:
in the workplace or
in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or
as part of a training programme.
Assessment requirements/strategy
The assessment requirements/strategy for this qualification has been included in Annexe D. It has been developed by People1st in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:
risk assessment and management of centres
quality control of assessment
evidence requirements
criteria for defining realistic working environments
roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers.
Evidence of competence may come from:
current practice where evidence is generated from a current job role
a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace
the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification
a combination of these.
Some units have been imported from other sectors, such as Customer Service, IT users and Manufacturing. Assessment Strategies for these units have also been included in Annexe D.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
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It is important that the evidence is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Types of evidence (to be read in conjunction with the assessment strategy in Annexe D)
To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible.
direct observation of the learner’s performance by their assessor (O)
outcomes from oral or written questioning (Q&A)
products of the learner’s work (P)
personal statements and/or reflective accounts (RA)
outcomes from simulation, where permitted by the assessment strategy (S)
professional discussion (PD)
assignment, project/case studies (A)
authentic statements/witness testimony (WT)
expert witness testimony (EPW)
evidence of Recognition of Prior Learning (RPL).
The abbreviations may be used for cross-referencing purposes.
Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.
Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
15
Centre recognition and approval
Centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.
Approvals agreement
All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.
Quality assurance
Detailed information on Edexcel’s quality assurance processes is given in Annexe B.
What resources are required?
This qualification is designed to support learners working in the Gambling industry. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements/strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
16
Unit format
Each unit in this specification contains the following sections.
Unit title:
Unit code:
Unit reference number:
QCF level:
Credit value:
Guided learning hours:
Unit summary:
Assessment Requirements:
Assessment methodology:
Learning outcomes:
Assessment criteria:
Evidence type:
Portfolio reference:
Date:
The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
This is the unit owner’s reference number for the specified unit.
This code is a unique reference number for the unit.
All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.
All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.
A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.
This provides a summary of the purpose of the unit.
The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.
Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.
The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.
Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.
This provides a summary of the assessment methodology to be used for the unit.
The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.
The learner should give the date when the evidence has been provided.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
17
Units
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
18
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
19
Unit 1: Give customers a positive impression of yourself and your organisation
Unit reference number: L/601/0933
QCF level: 2
Credit value: 5
Guided learning hours: 33
Unit aim
Excellent customer service is provided by people who are good with people. The learner’s behaviour affects the impression that customers have of the service they are receiving. This unit is about communicating with the customers and giving a positive impression whenever dealing with a customer. By doing this the learner can create a positive impression of the organisation and the customer service it provides. All of us enjoy the experience of good customer service if we feel that the person serving us really wants to create the right impression, responds to us and gives us good information. Every detail of the learners’ behaviour counts when dealing with a customer.
Evidence requirements
1. Evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. However, for this unit, evidence collected in a realistic working environment or a work placement is permissible. Simulation is not allowed for any performance evidence within this Unit. (Guidelines for a Realistic Working Environment can be found in the Assessment Strategy for Customer Service at S/NVQ Levels 1,2,3 and 4 – see Annexe D.)
2. Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.
3. Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for the assessor to be confident that you are competent.
4. Learners’ communication with customers may be face to face, in writing, by telephone, text message, e-mail, internet (including social networking), intranet or by any other method they would be expected to use within their job role.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
20
5. Learners must provide evidence of creating a positive impression with customers:
a during routine delivery of customer service
b during a busy time in their job
c during a quiet time in their job
d when people, systems or resources have let them down.
6. Learners must provide evidence that they communicate with customers effectively by:
a using appropriate spoken or written language
b applying the conventions and rules appropriate to the method of communication they have chosen.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
21
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
M
eet
thei
r org
anis
atio
n’s
sta
ndard
s of
appea
rance
and b
ehav
iour
1.2
G
reet
thei
r cu
stom
er r
espec
tfully
and in a
fr
iendly
man
ner
1.3
Com
munic
ate
with t
hei
r cu
stom
er in a
way
that
make
s th
em f
eel va
lued
and r
espec
ted
1.4
Id
entify
and c
onfirm
thei
r cu
stom
er’s
ex
pec
tations
1.5
Tre
at t
hei
r cu
stom
er c
ourt
eousl
y an
d
hel
pfu
lly a
t al
l tim
es
1.6
Kee
p t
hei
r cu
stom
er info
rmed
and r
eass
ure
d
1
Est
ablis
h r
apport
with c
ust
om
ers
1.7
Adap
t th
eir
beh
avi
our
to r
espond t
o d
iffe
rent
cust
om
er b
ehav
iour
2.1
Res
pond p
rom
ptly
to a
cust
om
er s
eeki
ng h
elp
2.2
Choose
the
most
appro
pri
ate
way
to
com
munic
ate
with t
hei
r cu
stom
er
2.3
Chec
k w
ith t
hei
r cu
stom
er t
hat
they
hav
e fu
lly u
nder
stood t
hei
r ex
pec
tations
2.4
Res
pond p
rom
ptly
and p
osi
tive
ly t
o t
hei
r cu
stom
er’s
ques
tions
and c
om
men
ts
2
Res
pond a
ppro
priat
ely
to
cust
om
ers
2.5
Allo
w t
hei
r cu
stom
er t
ime
to c
onsi
der
thei
r re
sponse
and g
ive
furt
her
exp
lanat
ion w
hen
ap
pro
priat
e
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
22
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Q
uic
kly
find info
rmation t
hat
will
hel
p t
hei
r cu
stom
er
3.2
G
ive
thei
r cu
stom
er info
rmation t
hey
nee
d
about
the
serv
ices
or
pro
duct
s off
ered
by
thei
r org
anis
atio
n
3.3
Rec
ognis
e in
form
atio
n t
hat
thei
r cu
stom
er
mig
ht
find c
om
plic
ated
and c
hec
k w
het
her
th
ey f
ully
under
stan
d
3
Com
munic
ate
info
rmat
ion t
o
cust
om
ers
3.4
Exp
lain
cle
arly
to t
hei
r cu
stom
ers
any
reas
ons
why
thei
r ex
pec
tations
cannot
be
met
4.1
D
escr
ibe
thei
r org
anis
atio
n’s
sta
ndar
ds
for
appea
rance
and b
ehav
iour
4.2
Exp
lain
thei
r org
anis
atio
n’s
guid
elin
es f
or
how
to
rec
ognis
e w
hat
thei
r cu
stom
er w
ants
and
resp
ond a
ppro
priat
ely
4.3
Id
entify
thei
r org
anis
atio
n’s
rule
s an
d
pro
cedure
s re
gar
din
g t
he
met
hods
of
com
munic
atio
n t
hey
use
4.4
Exp
lain
how
to r
ecognis
e w
hen
a c
ust
om
er is
angry
or
confu
sed
4
Under
stan
d h
ow
to g
ive
cust
om
ers
a posi
tive
im
pre
ssio
n
of th
emse
lves
and t
he
org
anis
atio
n
4.5
Id
entify
thei
r org
anis
atio
n’s
sta
ndar
ds
for
tim
elin
ess
in r
espondin
g t
o c
ust
om
er
ques
tions
and r
eques
ts for
info
rmat
ion
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
23
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
24
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
25
Unit 2: Ensure responsibility for actions to reduce risks to health and safety
Unit reference number: A/601/5867
QCF level: 3
Credit value: 4
Guided learning hours: 38
Unit aim
The aim of this unit is to provide candidates with the knowledge, understanding and skills to understand their health and safety responsibilities in the workplace.
Assessment Requirements
This unit must be assessed in line with The Pro Skills Assessment Strategy which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
26
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
work
pla
ce inst
ruct
ions
that
are
re
leva
nt
to t
hem
and t
hei
r jo
b r
ole
1.2
Id
entify
work
ing p
ract
ices
and h
azar
ds
in t
he
work
pla
ce t
hat
could
be
harm
ful
1.3
Eva
luat
e th
e haz
ards
and p
riori
tise
in r
isk
ord
er
1
Be
able
to iden
tify
the
haz
ards
and e
valu
ate
the
risk
s in
the
work
pla
ce
1.4
Rep
ort
haza
rd(s
) to
the
resp
onsi
ble
per
son
2.1
Pe
rform
work
act
ivitie
s at
ow
n lev
el o
f co
mpet
ence
in a
ccord
ance
with iden
tified
hea
lth a
nd s
afe
ty:
–
work
pla
ce p
olic
ies
–
inst
ruct
ions
and p
roce
dure
s,
–
supplie
rs a
nd m
anufa
cture
rs’ in
form
atio
n
and
–
rele
vant
legal
req
uir
emen
ts
2.2
M
anag
e haza
rds
in a
ccord
ance
with
work
pla
ce inst
ruct
ions
and leg
al re
quir
emen
ts
2
Be
able
to r
educe
the
risk
s to
hea
lth a
nd s
afe
ty in t
he
work
pla
ce
2.3
Rep
ort
any
diffe
rence
s bet
wee
n w
ork
pla
ce
inst
ruct
ions
and s
upplie
r/m
anufa
cture
r in
stru
ctio
ns
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exp
lain
thei
r re
sponsi
bili
ty in r
emai
nin
g a
lert
to
haz
ards
and r
isks
3.2
D
escr
ibe
ow
n r
esponsi
bili
ties
and s
cope
for
action in c
ontr
olli
ng r
isk
3.3
Exp
lain
the
import
ance
of adher
ing t
o h
ealth
and s
afe
ty p
olic
ies
and p
ract
ices
3.4
D
escr
ibe
wher
e an
d w
hen
to g
et a
dditio
nal
hea
lth a
nd s
afe
ty a
ssis
tance
3
Know
how
to r
educe
ris
ks t
o
hea
lth a
nd s
afe
ty in t
he
work
pla
ce
3.5
D
escr
ibe
the
import
ance
of
per
sonal
pre
senta
tion a
nd b
ehav
iour
in m
ainta
inin
g
hea
lth a
nd s
afe
ty in t
he
work
pla
ce
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
28
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
29
Unit 3: Support the protection of children and vulnerable people from gambling related harm
Unit reference number: H/601/6530
QCF level: 2
Credit value: 4
Guided learning hours: 30
Unit aim
This unit assesses the learners’ skills, knowledge and understanding in relation to satisfying the relevant legislative requirements and Codes of Practice to provide gambling activities and services and to provide information and assistance to customers. This unit is appropriate for all staff working in a betting or gambling environment/venue.
Assessment Requirements
This unit must be assessed in line with the People 1st Sector Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Customer information: odds/chances of winning; responsible gambling leaflets.
Incidents or situations: breaches of under age policies; attempted breaches of self-exclusion agreements; breaches of confidentiality.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
30
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Com
munic
ate
with a
ppro
priat
e per
sonnel
on
inci
den
ts o
r si
tuat
ions
that
may
bre
ach
codes
of pra
ctic
e, leg
isla
tion a
nd t
he
org
anis
atio
n’s
polic
ies
1.2
Fo
llow
pro
cedure
s fo
r se
lf-e
xclu
sion r
eques
ts
1.3
Pr
ovi
de
accu
rate
and s
uff
icie
nt
cust
om
er
info
rmat
ion t
o e
nsu
re t
hei
r gam
blin
g is
in
acco
rdan
ce w
ith C
odes
of
Pract
ice
1.4
Res
pond a
ppro
priat
ely
to r
eques
ts for
info
rmat
ion a
bout
resp
onsi
ble
gam
blin
g
1.5
Pr
ovi
de
info
rmat
ion o
n a
vaila
ble
support
se
rvic
es
1
Be
able
to s
upport
the
pro
tect
ion
of
child
ren a
nd v
uln
erab
le p
eople
fr
om
gam
blin
g r
elat
ed h
arm
in
acco
rdan
ce w
ith t
he
rele
vant
Codes
of
Pra
ctic
e, leg
isla
tive
re
quirem
ents
and t
he
org
anis
atio
n’s
polic
ies
and
pro
cedure
s
1.6
M
ainta
in s
ignag
e an
d info
rmat
ion r
elate
d t
o
resp
onsi
ble
gam
blin
g
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te t
he
codes
of pra
ctic
e an
d leg
isla
tive
re
quirem
ents
rel
ated
to r
esponsi
ble
gam
blin
g
2.2
Sta
te w
ho n
eeds
to b
e in
form
ed a
bout
inci
den
ts o
r si
tuat
ions
conce
rnin
g b
reac
hes
of
Codes
of Pra
ctic
e, leg
isla
tion a
nd t
he
org
anis
atio
n’s
polic
ies
2.3
Sta
te t
he
import
ance
of
resp
ondin
g p
rom
ptly
and e
ffec
tive
ly t
o s
elf-
excl
usi
on r
eques
ts
2.4
O
utlin
e co
nte
nt
of
the
resp
onsi
ble
gam
blin
g
leaf
lets
ava
ilable
to c
ust
om
ers
2
Know
how
to s
upport
the
pro
tect
ion o
f ch
ildre
n a
nd
vuln
erable
peo
ple
fro
m g
amblin
g
rela
ted h
arm
in a
ccord
ance
with
the
rele
vant
codes
of
pra
ctic
e,
legis
lative
req
uirem
ents
and t
he
org
anis
atio
n’s
polic
ies
and
pro
cedure
s
2.5
Sta
te h
ow
to a
cces
s in
form
ation a
bout
resp
onsi
ble
gam
blin
g
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
32
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
33
Unit 4: Monitor security in a licensed gambling venue
Unit reference number: L/601/6344
QCF level: 2
Credit value: 3
Guided learning hours: 22
Unit aim
This unit assesses the learners’ skills, knowledge and understanding of the day-to-day operations in a gambling venue. It includes the protection of premises, stock, cash, colleagues and customers. This unit is applicable to all staff working in a gambling environment/venue.
Assessment requirements
This unit must be assessed in line with the People 1st Sector Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
34
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Red
uce
sec
uri
ty r
isks
within
the
limits
of
thei
r re
sponsi
bili
ty a
nd a
uth
ority
1.2
N
ote
and r
eport
unusu
al
pra
ctic
es/b
ehavi
ours
of pla
yers
and
onlo
oke
rs
1.3
Id
entify
and d
eal w
ith b
reakd
ow
ns
in
secu
rity
funct
ions
1.4
M
ainta
in t
he
secu
rity
of
reco
rds
and k
eys
at
all tim
es
1.5
U
se a
ppro
ved p
roce
dure
s an
d t
echniq
ues
for
pro
tect
ing o
wn s
afe
ty w
hen
sec
urity
ris
ks
aris
e
1
Be
able
to m
onitor
secu
rity
in a
lic
ense
d g
amblin
g v
enue
1.6
Adher
e to
the
org
anis
atio
n’s
sec
urity
pro
cedure
s, m
akin
g s
ure
that
sec
uri
ty is
mai
nta
ined
during b
reak
s and a
t th
e en
d o
f a
shift
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Know
how
to m
onitor
secu
rity
in
a lic
ense
d g
amblin
g v
enue
2.1
D
escr
ibe
the
types
of se
curi
ty r
isk
that
can
aris
e in
the
work
pla
ce
2.2
Sta
te o
wn a
uth
ority
and r
esponsi
bili
ty t
o
dea
l w
ith s
ecurity
ris
ks,
incl
udin
g p
erso
nal
le
gal
rig
hts
and d
uties
2.3
D
escr
ibe
how
to o
bse
rve
pla
yers
and
onlo
oke
rs w
ithout
bei
ng o
btr
usi
ve
2.4
D
escr
ibe
how
to iden
tify
unusu
al p
ract
ices
an
d b
ehavi
ours
2.5
D
escr
ibe
met
hods
of ch
eating
2.6
D
escr
ibe
how
to iden
tify
and d
eal w
ith
secu
rity
pro
ble
ms
2.7
Sta
te t
he
import
ance
of
keep
ing r
ecord
s an
d
mac
hin
e ke
ys s
ecure
2.8
Li
st t
he
appro
ved p
roce
dure
s an
d
tech
niq
ues
for
pro
tect
ing p
erso
nal
safe
ty
when
sec
urity
ris
ks a
rise
2.9
Exp
lain
the
import
ance
of
keep
ing u
p t
o
dat
e w
ith d
evel
opm
ents
in r
elat
ion t
o
frau
dule
nt
activi
ties
and h
ow
to p
rote
ct
agai
nst
fra
ud
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
0
Sta
te t
he
org
anis
atio
n’s
polic
ies
and
pro
cedure
s fo
r dea
ling w
ith s
ecurity
ris
ks,
carr
ying o
ut
secu
rity
chec
ks,
secu
rity
of
keys
and r
ecord
s, d
ealin
g w
ith b
reak
dow
ns
in s
ecuri
ty f
unct
ions
and m
ainta
inin
g
secu
rity
during b
reak
s an
d a
t th
e en
d o
f a
shift
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
37
Unit 5: Control, process and account for betting transactions
Unit reference number: Y/601/6668
QCF level: 2
Credit value: 4
Guided learning hours: 26
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to accept and process bets and to pay out winning bets. It is relevant to people who work in a licensed betting office and is equally applicable to offices with or without EPOS technology. The unit involves giving information to customers about different types of bets and the different types of events that are used for betting.
Assessment requirements
This unit must be assessed in line with the People 1st Sector Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Operational needs: normal trading periods; busy trading periods; emergency trading conditions.
Cash levels: incoming monies; outgoing monies; float.
Bet details: stake, time, legibility, validity, price, event, notification of liability, monitored requirements.
Types of bet: simple, complex.
Problems and difficulties: under-age betting; fraudulent bets; illegible betting slips; self-excluded customers; disputed bets.
Winnings: on bets; on fixed odds terminals.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
38
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to c
ontr
ol, p
roce
ss a
nd
acco
unt
for
bet
ting t
ransa
ctio
ns
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s
1.1
1.2
Chec
k bet
det
ails
and r
equirem
ents
agai
nst
ev
ent
info
rmat
ion
Iden
tify
bet
det
ails
, er
rors
and q
uer
ies
requir
ing c
larifica
tion o
r au
thori
sation a
nd
refe
r th
em t
o t
he
appro
priate
per
son
1.3
Chec
k th
at a
ccep
ted b
ets
pro
vide
the
required
tra
nsa
ctio
n info
rmation
1.4
Tak
e pay
men
t fo
r th
e bet
, va
lidat
ing
cheq
ues
, ca
sh a
nd c
ash
equiv
ale
nt
and
pro
vide
accu
rate
change
and b
et r
ecei
pts
to
the
cust
om
er
1.5
Chec
k an
d p
ay o
ut
win
nin
gs
to c
ust
om
ers
1.6
Id
entify
and r
ectify
pro
ble
ms
and d
ifficu
ltie
s w
ith p
aym
ents
, tr
ansa
ctio
ns
and p
ayouts
w
ithin
the
limits
of th
eir
auth
ori
ty,
refe
rrin
g
any
pro
ble
ms
outs
ide
thei
r au
thority
to t
he
appro
priat
e per
son
1.7
Rec
ord
and c
olla
te r
elev
ant
info
rmat
ion
accu
rate
ly o
n t
he
spec
ifie
d d
ocu
men
tation
1.8
M
ainta
in t
he
cash
lev
els
requir
ed t
o m
eet
oper
atio
nal nee
ds
1.9
Count,
pre
par
e an
d p
lace
cash
and c
ash
eq
uiv
ale
nts
in a
sec
ure
des
ignate
d loca
tion
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
0
Iden
tify
and t
ake
rel
evan
t act
ion t
o d
eal
with d
iscr
epan
cies
and e
rrors
within
the
limits
of th
eir
auth
ori
ty,
refe
rrin
g a
ny
dis
crep
anci
es a
nd e
rrors
outs
ide
the
limits
of th
eir
auth
ority
to t
he
appro
priat
e per
son
2.1
Li
st t
he
diffe
rent
types
of ev
ents
that
can
be
use
d f
or
bet
ting
2.2
Li
st t
he
diffe
rent
types
of bet
s th
at c
an b
e m
ade
and h
ow
to c
om
par
e pool ve
rsus
boar
d p
rice
s
2.3
D
escr
ibe
how
to e
xpla
in t
he
diffe
rent
types
of bet
s to
cust
om
ers
to a
ssis
t th
eir
under
stan
din
g
2.4
D
escr
ibe
how
to c
om
ple
te t
he
docu
men
tation r
elat
ed t
o c
ash
and b
etting
tran
sact
ions
2.5
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s fo
r dea
ling w
ith d
iscr
epanci
es a
nd e
rrors
2.6
D
escr
ibe
how
to iden
tify
unacc
epta
ble
and
counte
rfei
t fo
rms
of
pay
men
t an
d h
ow
to
dea
l w
ith t
hes
e, incl
udin
g c
ust
om
er
invo
lvem
ent
and im
plic
atio
ns
2.7
Sta
te t
he
import
ance
of lia
bili
ty lev
els
and
what
to d
o if
they
are
rea
ched
2
Know
how
to c
ontr
ol, p
roce
ss
and a
ccount
for
bet
ting
tran
sact
ions
2.8
D
escr
ibe
how
to iden
tify
val
id/i
nva
lid b
ets,
fr
audule
nt
bet
s an
d w
hat
to d
o a
bout
them
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sta
te h
ow
to follo
w t
he
org
anis
atio
n’s
pro
cedure
s an
d leg
isla
tive
req
uirem
ent
in
rela
tion t
o c
ust
om
ers
and b
etting
3.2
Sta
te t
he
safe
ty a
nd s
ecuri
ty p
roce
dure
s an
d h
ow
to c
arr
y th
em o
ut
3.3
Sta
te t
he
pote
ntial
conse
quen
ces
of not
confo
rmin
g t
o leg
isla
tive
req
uirem
ents
3
Know
how
to follo
w leg
isla
tive
re
quirem
ents
and t
he
org
anis
atio
n’s
polic
ies
and
pro
cedure
s w
hen
contr
olli
ng,
pro
cess
ing a
nd a
ccounting f
or
bet
ting t
ransa
ctio
ns
3.4
Sta
te t
he
emer
gen
cy t
radin
g c
onditio
ns
cove
ring e
quip
men
t bre
akdow
ns,
bom
b
thre
ats,
pow
er failu
re,
fire
and a
ny
oth
er
hea
lth a
nd s
afe
ty iss
ues
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
41
Unit 6: Settle Bets
Unit reference number: A/601/6677
QCF level: 2
Credit value: 3
Guided learning hours: 18
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to identify winning bets, calculate returns, manage liabilities on multi-bets and record and document all transactions. It is relevant to people who work in a licensed betting office and is equally applicable to offices with or without EPOS technology.
Assessment requirements
This unit must be assessed in line with the People 1st Sector Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Operational needs: normal trading conditions; busy trading conditions; emergency trading conditions.
Additional payout information: voids; discretionary; bonuses.
Problems: incomprehensible bet; incorrect bet; invalid bet; fraudulent bet; bets outside your expertise.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
42
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
O
bta
in b
etting s
lips
and e
vents
res
ults
ready
to s
ort
and s
ettle
at a
n a
ppro
priat
e tim
e
1.2
M
onitor
bet
s on a
n o
n-g
oin
g b
asi
s to
iden
tify
lia
bili
ties
and r
eport
pote
ntial
difficu
ltie
s or
pro
ble
ms
to t
he
appro
priat
e per
son
1.3
Set
tle
bet
s ac
cura
tely
and a
t a t
ime
to m
eet
oper
atio
nal nee
ds
1.4
Rec
ord
ret
urn
s an
d a
ny
additio
nal
payo
ut
info
rmation a
ccura
tely
and leg
ibly
onto
the
appro
priat
e docu
men
tation
1.5
Sto
re w
innin
g a
nd losi
ng b
ets
in t
he
des
ignat
ed loca
tions
1
Be
able
to s
ettle
bet
s
1.6
Car
ry o
ut
all bet
set
tlin
g a
ctiv
itie
s sa
fely
and
secu
rely
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d leg
isla
tive
req
uirem
ents
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te t
he
import
ance
of id
entify
ing a
nd
report
ing b
et lia
bili
ties
2.2
Sta
te h
ow
to o
bta
in a
nd u
se e
vent
resu
lts
2.3
D
escr
ibe
how
to inte
rpre
t an
d a
pply
bet
ting
rule
s
2.4
O
utlin
e th
e diffe
rent
types
of bet
s th
at c
an b
e pla
ced a
nd h
ow
to s
ettle
them
2.5
D
escr
ibe
how
to r
ecognis
e pro
ble
mat
ic b
ets
and w
hat
to d
o a
bout
them
2
Know
how
to s
ettle
bet
s
2.6
Sta
te h
ow
to c
arry
out
the
org
anis
atio
n’s
pro
cedure
s an
d c
onfo
rm t
o leg
isla
tive
re
quirem
ents
reg
ardin
g s
ettlin
g b
ets
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
44
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
45
Unit 7: Facilitate play of gaming machines
Unit reference number: H/601/6317
QCF level: 2
Credit value: 3
Guided learning hours: 20
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to conduct day-to-day operations in a gaming machines location. It covers ensuring that gaming machines are available and in working order for customers, carrying out promotional activities, witnessing payouts and ensuring the security of play. All types of gaming machine and ancillary equipment, as defined by the Gambling Act 2005, are covered by this unit eg AWPs; FOBTs; Section 16; Section 21; redemption; cranes and pushers; video machines; skill machines; bespoke machines; change machines etc. This unit is applicable to all staff working in a gambling environment/venue.
Assessment requirements
This unit should be assessed in line with the People 1st assessment strategy which can be found in Annexe D.
There must be performance evidence for the following:
Legislative requirements: health and safety; social responsibility.
Machine security: anti-fraud devices in place; signs of tampering; weak access locks; damage to machines.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
46
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k m
ach
ine
secu
rity
1.2
Ref
ill m
achin
es a
s ap
pro
priat
e fo
r pla
y
1.3
Id
entify
mac
hin
e fa
ults
and t
ake
appro
priat
e ac
tion w
ithin
thei
r le
vel of au
thority
in
acco
rdan
ce w
ith m
anufa
cture
r’s
inst
ruct
ions
and c
ausi
ng m
inim
um
dis
ruption t
o p
laye
rs
1.4
Pu
t unse
rvic
eable
mach
ines
‘out
of
ord
er’
pro
mptly
and r
eport
them
to t
he
rele
vant
per
son
1.5
Cle
an g
am
ing m
ach
ines
as
nec
essa
ry p
rior
to u
se b
y cu
stom
ers
and t
hro
ughout
trad
ing
per
iods
1.6
Car
ry o
ut
secu
rity
pra
ctic
es in a
ccord
ance
w
ith t
he
org
anis
atio
n’s
pro
cedure
s in
cludin
g
mac
hin
e pay-
outs
1
Be
able
to f
acili
tate
pla
y of
gam
ing m
achin
es in a
ccord
ance
w
ith t
he
org
anis
atio
n’s
pro
cedure
s an
d leg
isla
tive
re
quirem
ents
1.7
Conduct
pro
motional
act
ivitie
s as
required
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Know
how
to fac
ilita
te p
lay
of
gam
ing m
achin
es
2.1
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s an
d
supplie
r in
stru
ctio
ns
for
routine,
oper
atio
nal
m
ainte
nan
ce
2.2
D
escr
ibe
how
to c
arr
y out
mach
ine
secu
rity
ch
ecks
2.3
D
escr
ibe
how
to fill
, cl
ean a
nd t
est
gam
ing
mac
hin
es
2.4
Exp
lain
the
import
ance
of
routine
mai
nte
nan
ce
2.5
Sta
te t
he
most
conve
nie
nt
and s
ecure
tim
es
to c
arry
out
routine,
oper
atio
nal
mai
nte
nan
ce o
n m
ach
ines
2.6
Li
st t
he
pro
ble
ms
that
can o
ccur
with
gam
ing m
achin
es,
how
and w
hen
to d
eal
with t
hem
and t
he
per
son t
o r
eport
unre
solv
ed m
achin
e fa
ults
to
2.7
Sta
te t
he
exte
nt
of any
third p
art
y re
sponsi
bili
ties
for
gam
ing m
achin
es a
nd
thei
r m
ainte
nan
ce
2.8
Sta
te w
hat
act
ion t
o t
ake
if t
he
mac
hin
e fa
ils t
o d
eliv
er t
he
corr
ect
win
nin
gs
2.9
D
escr
ibe
the
chara
cter
istics
of
diffe
rent
mac
hin
es in r
elation t
o s
take
s, p
rize
s,
random
pay
outs
, non-r
andom
pay
outs
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
0
Sta
te t
he
legis
lative
req
uirem
ents
rel
ated
to
gam
ing m
achin
es a
nd p
rom
otional
act
ivitie
s an
d h
ow
they
aff
ect
thei
r ow
n job r
ole
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
49
Unit 8: Collect and record gaming machine takings
Unit reference number: L/601/6277
QCF level: 2
Credit value: 2
Guided learning hours: 11
Unit aim
This unit assesses learners’ skills; knowledge and understanding required to collect cash and cash equivalents from gaming machines and record the takings. It applies to all cash collections from gaming machines. All types of gaming machine and ancillary equipment, as defined by the Gambling Act 2005, are covered by this unit eg AWPs; FOBTs; Section 16; Section 21; redemption; cranes and pushers; video machines; skill machines etc. This unit is applicable to all staff working in a gambling environment/venue.
Assessment requirements
This unit should be assessed in line with the People 1st assessment strategy which can be found in Annexe D.
Barred combination
This unit must not be taken with Unit 9: Reconcile gaming machine takings and recorded information (Y/601/6489).
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
50
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Colle
ct t
he
mac
hin
e ta
kings
at t
imes
and in a
se
quen
ce w
hic
h r
educe
ris
ks t
o s
ecurity
and
dis
ruption t
o c
ust
om
ers
1.2
Kee
p t
he
taki
ngs
from
each
mac
hin
e se
cure
ly
at a
ll tim
es o
f day
during t
he
colle
ctio
n
pro
cess
, se
par
atin
g t
hem
in a
way
that
ensu
res
they
can
be
clea
rly
iden
tified
1.3
Ret
riev
e acc
ura
te info
rmat
ion f
rom
the
mac
hin
e
1.4
Rec
ord
the
taki
ngs
from
each
mac
hin
e cl
early
and a
ccura
tely
in a
way
whic
h iden
tifies
the
num
ber
and t
ype
of
mac
hin
e to
whic
h t
he
taki
ngs
rela
te
1.5
Ref
ill t
he
gam
ing m
achin
es a
ppro
priat
e fo
r pla
y
1.6
Sec
ure
all
mac
hin
es o
n c
om
ple
tion o
f ca
sh
colle
ctio
n
1
Be
able
to c
olle
ct a
nd r
ecord
gam
ing m
achin
e ta
kings
in
acco
rdan
ce w
ith t
he
org
anis
atio
n’s
pro
cedure
s
1.7
Tra
nsf
er a
ll ta
kings,
for
whic
h t
her
e is
per
sonal
res
ponsi
bili
ty f
or,
in a
sec
ure
m
anner
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
51
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s in
re
lation t
o w
hen
and h
ow
monie
s sh
ould
be
colle
cted
fro
m m
ach
ines
, ca
sh s
ecurity
duri
ng
colle
ctio
n a
nd r
etriev
ing info
rmat
ion f
rom
gam
ing m
achin
es
2.2
Exp
lain
why
it is
import
ant
to k
eep t
aki
ngs
from
each
mac
hin
e se
par
ate
and c
lear
ly
iden
tified
2
Know
how
colle
ct a
nd r
ecord
gam
ing m
achin
e ta
kings
2.3
D
escr
ibe
the
way
s in
whic
h m
ach
ine
taki
ngs
are
retr
ieve
d a
nd r
ecord
ed
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
52
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
53
Unit 9: Reconcile gaming machine takings and recorded information
Unit reference number: Y/601/6489
QCF level: 2
Credit value: 2
Guided learning hours: 14
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to reconcile the takings from gaming machines with the recorded information. The unit includes counting takings, ensuring security of cash and recording information accurately. Security procedures and accuracy are of prime importance in this unit. The term ‘cash equivalents’ is used to include: vouchers, tokens, refill notes and refund documents etc. This unit is appropriate for staff working in an operational capacity within a gambling venue.
Assessment requirements
This unit must be assessed in line with the People 1st Sector Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Takings: cash, cash equivalents.
Barred combination
This unit must not be taken with Unit 8: Collect and record gaming machine takings (Y/601/6489).
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
54
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Count
taki
ngs
acc
ura
tely
, so
rtin
g c
ash
into
th
e re
quired
den
om
inat
ions
and iden
tify
the
num
ber
and t
ype
of
mac
hin
e th
e ta
kings
rela
te t
o
1.2
Rec
onci
le t
he
taki
ngs
colle
cted
fro
m t
he
mac
hin
e to
the
retr
ieve
d info
rmat
ion
1.3
Rep
ort
and d
eal w
ith a
ny
cash
dis
crep
anci
es
1.4
Colla
te t
he
mac
hin
e ta
kings
and c
om
ple
te
reco
nci
liation r
ecord
s
1
Be
able
to r
econci
le g
amin
g
mac
hin
e ta
kings
and r
ecord
ed
info
rmat
ion,
secu
rely
and in
acco
rdan
ce w
ith t
he
org
anis
atio
n’s
pro
cedure
s
1.5
D
eposi
t th
e ta
kings
safe
ly a
nd s
ecure
ly in t
he
des
ignat
ed loca
tion
2.1
D
escr
ibe
the
kinds
of
pro
ble
ms
that
can
ari
se
with m
ach
ine
taki
ngs
reco
nci
liation a
nd h
ow
to
dea
l w
ith t
hem
2.2
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s fo
r re
port
ing a
nd d
ealin
g w
ith c
ash
dis
crep
anci
es
and t
he
conse
quen
ces
of
faili
ng t
o d
o s
o
2.3
D
escr
ibe
how
to c
arr
y out
mach
ine
reco
nci
liation incl
udin
g r
ecord
com
ple
tion a
nd
dea
ling w
ith n
on-l
egal te
nder
and c
ash
eq
uiv
ale
nts
2
Know
how
to r
econci
le g
amin
g
mac
hin
e ta
kings
and r
ecord
ed
info
rmat
ion
2.4
D
escr
ibe
how
to c
arr
y out
secu
rity
pre
cautions
and s
tate
the
import
ance
of
com
ply
ing w
ith s
ecuri
ty p
roce
dure
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
55
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
56
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
57
Unit 10: IT Communication Fundamentals
Unit reference number: Y/502/4291
QCF level: 1
Credit value: 2
Guided learning hours: 15
Unit aim
This is the ability to access, search for and retrieve information using browser software from the Internet and/or intranets and exchange information using e-mail or IT-based communication systems.
This unit is about the skills and knowledge needed by the IT User to use appropriate IT tools and techniques to find and evaluate information and send and receive messages using IT-based communication systems when undertaking routine and straightforward activities. Any aspect that is unfamiliar will require support and advice from others.
An activity will typically be ‘straightforward or routine’ because:
the task or context will be familiar and involve few factors (for example, time available, audience needs, content, structure);
the input and output of information will be predetermined by the person supervising the task; and
the techniques used will be familiar or commonly undertaken.
Assessment requirements
This unit must be assessed in line with the Assessment Strategy for ITQ qualifications which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
58
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
U
se a
ppro
priat
e so
urc
es o
f IT
-bas
ed a
nd
oth
er f
orm
s of in
form
atio
n t
o m
eet
nee
ds
1.2
Id
entify
diffe
rent
feat
ure
s of in
form
atio
n
1
Use
a v
arie
ty o
f so
urc
es o
f in
form
atio
n t
o m
eet
nee
ds
1.3
Rec
ognis
e co
pyr
ight
const
rain
ts o
n t
he
use
of
info
rmat
ion
2.1
Acc
ess,
navi
gat
e an
d s
earc
h inte
rnet
sourc
es
of in
form
atio
n p
urp
ose
fully
and e
ffec
tive
ly
2.2
U
se a
ppro
priat
e se
arch
tec
hniq
ues
to loca
te
and s
elec
t re
leva
nt
info
rmation
2
Acc
ess,
sea
rch f
or,
sel
ect
and u
se
Inte
rnet
-bas
ed info
rmat
ion a
nd
asse
ss its
fitnes
s fo
r purp
ose
2.3
O
utlin
e how
the
info
rmat
ion m
eets
re
quirem
ents
and is
fit
for
purp
ose
3.1
Cre
ate,
acc
ess,
rea
d a
nd r
espond
appro
priat
ely
to e
-mai
l an
d o
ther
IT-b
ased
co
mm
unic
atio
n
3
Sel
ect
and u
se I
T t
o
com
munic
ate
and e
xchan
ge
info
rmat
ion
3.2
U
se I
T t
ools
to m
ain
tain
an a
ddre
ss b
ook
and
sched
ule
act
ivitie
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
59
Unit 11: Work with others to improve customer service
Unit reference number: D/601/1553
QCF level: 3
Credit value: 8
Guided learning hours: 53
Unit aim
Teamwork is a key component of delivering and improving excellent customer service. The people the learner works with to improve customer service may include one or more of the following: team members; colleagues; suppliers; service partners; supervisors; managers; team leaders. The delivery of excellent customer service depends on their skills and those of others. It involves communicating with each other and agreeing how they can work together to give a more effective service. They all need to work together positively. The learner must also monitor their own and the team’s performance and change the way they do things if that improves customer service. This unit is about how the learner develops a relationship with others to improve their customer service performance.
Evidence requirements
1. Evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit. (Also see the Customer Service Assessment Strategy in Annexe D.)
2. Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.
3. Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for the assessor to be confident that they are competent.
4. Learners’ evidence must include examples of agreeing customer service roles and responsibilities which are:
a part of their own role
b part of other people’s roles.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
60
5. Learners must provide evidence that they have worked with two of these groups of people:
a team members or colleagues
b suppliers or service partners
c supervisors, team leaders or managers.
6. Learners’ evidence must show that their work with others involves communication by two of these methods as expected within their job role:
a face to face
b in writing
c by telephone
d using text messages
e by e-mail
f using the internet (including social networking)
g using an intranet.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
61
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Contr
ibute
const
ruct
ive
idea
s fo
r im
pro
ving
cust
om
er s
ervi
ce
1.2
Id
entify
what
they
hav
e to
do t
o im
pro
ve
cust
om
er s
ervi
ce a
nd c
onfirm
this
with o
ther
s
1.3
Agre
e w
ith o
ther
s w
hat
they
have
to d
o t
o
impro
ve c
ust
om
er s
ervi
ce
1.4
Co-o
per
ate
with o
ther
s to
im
pro
ve c
ust
om
er
serv
ice
1.5
Kee
p t
hei
r co
mm
itm
ents
mad
e to
oth
ers
1
Impro
ve c
ust
om
er s
ervi
ce b
y w
ork
ing w
ith o
ther
s
1.6
M
ake
oth
ers
aware
of an
ythin
g t
hat
may
af
fect
pla
ns
to im
pro
ve c
ust
om
er s
ervi
ce
2.1
D
iscu
ss w
ith o
ther
s how
what
they
do a
ffec
ts
cust
om
er s
ervi
ce p
erfo
rman
ce
2
Monitor
thei
r ow
n p
erfo
rman
ce
when
im
pro
ving c
ust
om
er s
ervi
ce
2.2
Id
entify
how
the
way
they
work
with o
ther
s co
ntr
ibute
s to
war
ds
impro
ving c
ust
om
er
serv
ice
3.1
D
iscu
ss w
ith o
ther
s how
tea
mw
ork
aff
ects
cu
stom
er s
ervi
ce p
erfo
rman
ce
3.2
W
ork
with o
ther
s to
colle
ct info
rmat
ion o
n
team
cust
om
er s
ervi
ce p
erfo
rman
ce
3.3
Id
entify
with o
ther
s how
cust
om
er s
ervi
ce
team
work
could
be
impro
ved
3
Monitor
team
per
form
ance
when
im
pro
ving c
ust
om
er s
ervi
ce
3.4
Tak
e act
ion w
ith o
ther
s to
im
pro
ve c
ust
om
er
serv
ice
per
form
ance
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
D
escr
ibe
who e
lse
is invo
lved
either
direc
tly
or
indirec
tly
in t
he
del
iver
y of cu
stom
er
serv
ice
4.2
D
escr
ibe
the
role
s and r
esponsi
bili
ties
of
oth
ers
in t
hei
r org
anis
atio
n
4.3
D
escr
ibe
the
role
s of
oth
ers
outs
ide
thei
r org
anis
atio
n w
ho h
ave
an im
pact
on t
hei
r se
rvic
es o
r pro
duct
s
4.4
Eva
luat
e w
hat
the
goal
s or
targ
ets
of
thei
r org
anis
atio
n a
re in r
elat
ion t
o c
ust
om
er
serv
ice
and h
ow
thes
e ar
e se
t
4
Under
stan
d h
ow
to w
ork
with
oth
ers
to im
pro
ve c
ust
om
er
serv
ice
4.5
Eva
luat
e how
thei
r org
anis
atio
n iden
tifies
im
pro
vem
ents
in c
ust
om
er s
ervi
ce
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
63
Unit 12: Recognise and deal with customer queries, requests and problems
Unit reference number: M/601/1508
QCF level: 1
Credit value: 5
Guided learning hours: 33
Unit aim
No matter how good the learner is at providing consistent and reliable customer service, some of their customers will from time to time expect more. They can signal this in various ways and when they do the learner must know how to handle it. Sometimes customers ask different questions and request special treatment. The learner may be able to help them and they certainly need to know who to ask for help if necessary. Some customers may be dissatisfied with the service and may present a problem. The learner’s job is to recognise that there is a problem and make sure that the appropriate person deals with it.
Evidence requirements
1. Wherever possible, evidence should be based on a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. However, for this unit, evidence based on a realistic working environment or a work placement is permissible. Simulation is also allowed for evidence within this unit but ideally this should be based on either previous or existing experience from a work placement, a realistic working environment or real work. (Guidelines for the assessment of Simulated Activities and a Realistic Working Environment can be found in the Assessment Strategy for Customer Service S/NVQs at Levels 1,2,3 and 4 – February 2010)
2. Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.
3. Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for their assessor to be confident that they are competent.
4. Learners’ evidence must include examples of problems which are:
a brought to their attention by customers
b identified first by them and/or by their colleagues.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
64
5. The problems included in learners’ evidence must include examples of:
a a difference between customer expectations and what is offered by the organisation
b a problem resulting from a system or procedure failure.
See also the Customer Service Assessment Strategy in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
65
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
eal w
ith q
uer
ies
and r
eques
ts fro
m
cust
om
ers
in a
posi
tive
and p
rofe
ssio
nal
w
ay
1.2
See
k in
form
atio
n o
r hel
p f
rom
a c
olle
ague
if
they
can
not
answ
er t
hei
r cu
stom
er’s
quer
y or
reques
t
1.3
O
bta
in h
elp fro
m a
colle
ague
if t
hey
are
not
able
to d
eal w
ith t
hei
r cu
stom
er’s
req
ues
t
1
Rec
ognis
e an
d d
eal w
ith
cust
om
er q
uer
ies
and r
eques
ts
1.4
Alw
ays
tell
thei
r cu
stom
er w
hat
is
hap
pen
ing
2.1
Rec
ognis
e w
hen
som
ethin
g is
a p
roble
m
from
the
cust
om
er’s
poin
t of vi
ew
2.2
Avo
id s
ayin
g o
r doin
g a
nyt
hin
g w
hic
h m
ay
mak
e th
e pro
ble
m w
ors
e
2.3
D
eal w
ith a
difficu
lt c
ust
om
er c
alm
ly a
nd
confiden
tly
2.4
Rec
ognis
e w
hen
to p
ass
a pro
ble
m o
n t
o a
n
appro
priat
e co
lleague
2.5
Pa
ss t
he
pro
ble
m o
n t
o t
hei
r co
lleag
ue
with
the
appro
priat
e in
form
atio
n
2
Rec
ognis
e an
d d
eal w
ith
cust
om
er p
roble
ms
2.6
Chec
k th
at t
he
cust
om
er k
now
s w
hat
is
hap
pen
ing
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
66
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Li
st w
ho in t
he
org
anis
atio
n is
able
to g
ive
hel
p a
nd info
rmation
3.2
Sta
te t
he
limits
of w
hat
they
are
allo
wed
to
do
3.3
Id
entify
what
pro
fess
ional beh
avio
ur
is
3.4
D
escr
ibe
how
to s
pea
k to
peo
ple
who a
re
dis
satisf
ied
3.5
D
escr
ibe
how
to d
eal w
ith d
ifficu
lt p
eople
3.6
Sta
te w
hat
cust
om
ers
norm
ally
exp
ect
3.7
Id
entify
how
to r
ecognis
e a
pro
ble
m fro
m
what
a c
ust
om
er s
ays
or
does
3.8
D
escr
ibe
what
kin
ds
of beh
avi
ours
/act
ions
would
mak
e si
tuat
ions
wors
e
3.9
Li
st t
he
org
anis
atio
nal
pro
cedure
s th
ey m
ust
fo
llow
when
they
dea
l w
ith p
roble
ms
or
com
pla
ints
3
Know
how
to r
ecognis
e an
d d
eal
with c
ust
om
er q
uer
ies,
req
ues
ts
and p
roble
ms
3.1
0
Iden
tify
the
types
of
beh
avio
ur
that
may
mak
e a
pro
ble
m w
ors
e
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
67
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
68
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
69
Unit 13: Maintain food safety when storing, holding and serving food
Unit reference number: A/601/5030
QCF level: 2
Credit value: 4
Guided learning hours: 31
Unit aim
This unit reflects current food safety guidance in the UK and integrates the key themes of cleaning and preventing cross-contamination. It provides staff with the knowledge and skills of reviewing hazards and using hazard based procedures such that they are part of a team maintaining food safety. This unit is appropriate to staff who store, hold and serve food. Separate units are available for those who cook and prepare food, and for managers and supervisors who have wider responsibilities for food safety in a catering operation.
Assessment requirements
This unit must be assessed in line with the People 1st Sector Assessment Strategy, which can be found in Annexe D.
Barred combination
This unit must not be taken with Unit 18: Maintain food safety when storing, preparing and cooking food (D/601/6980).
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
70
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
what
mig
ht
hap
pen
if
signific
ant
food s
afe
ty h
azard
s ar
e not
contr
olle
d
1.2
D
escr
ibe
the
types
of si
gnific
ant
food s
afet
y haz
ards
likel
y to
com
e ac
ross
when
han
dlin
g
and s
toring food
1.3
D
escr
ibe
how
thes
e haz
ards
should
be
contr
olle
d b
y per
son h
ygie
ne,
cle
anin
g ,
safe
st
ora
ge
and t
he
avoid
ance
of cr
oss
-co
nta
min
ation
1.4
Sta
te w
hy
som
e haz
ard
s ar
e m
ore
im
port
ant
than
oth
ers
in t
erm
s of
food
safe
ty
1
Be
able
to m
ainta
in food s
afet
y
1.5
Sta
te w
ho t
o r
eport
sig
nific
ant
foods
safe
ty
haz
ards
to
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
W
ear
clea
n a
nd s
uitab
le c
loth
es a
ppro
pri
ate
to t
he
jobs
to b
e done
2.2
O
nly
wea
r je
wel
lery
and o
ther
acc
esso
ries
th
at d
o n
ot
cause
food s
afe
ty h
azar
ds
2.3
Chan
ge
cloth
es w
hen
nec
essa
ry t
o p
reve
nt
bac
teria
spre
adin
g
2.4
W
ash h
ands
thoro
ughly
at
appro
priat
e tim
es
2.5
Avo
id u
nsa
fe b
ehav
iour
that
could
co
nta
min
ate
the
food
2.6
Rep
ort
any
cuts
, gra
ze,
illnes
s and
infe
ctio
ns
pro
mptly
to t
he
pro
per
per
son
2
Be
able
to k
eep s
elf cl
ean a
nd
hyg
ienic
2.7
M
ake
sure
any
cuts
and g
raze
s ar
e tr
eate
d
and c
ove
red w
ith a
n a
ppro
priat
e dre
ssin
g
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
72
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sta
te w
hy
clea
n a
nd s
uitab
le c
loth
es
appro
priat
e to
job m
ust
be
worn
3.2
Sta
te w
hat
typ
es o
f cl
oth
es a
re a
ppro
priat
e to
diffe
rent
jobs
in t
he
han
dlin
g a
nd s
ervi
ng
of
food
3.3
D
escr
ibe
how
jew
elle
ry a
nd a
cces
sories
can
cause
food s
afe
ty h
azar
ds
3.4
Sta
te w
hen
to c
han
ge
cloth
es t
o p
reve
nt
bac
teria
spre
adin
g a
nd w
hy
this
is
import
ant
3.5
Sta
te w
hy
han
ds
should
be
wash
ed a
fter
goin
g t
o t
he
toile
t, w
hen
goin
g t
o food
pre
par
ation a
nd c
ooki
ng a
reas
, af
ter
touch
ing r
aw food a
nd w
aste
, bef
ore
ser
ving
food
3.6
Sta
te t
he
import
ance
of
not
han
dlin
g food
with a
n o
pen
wound
3.7
Sta
te h
ow
to d
eal w
ith o
pen
wounds
when
han
dlin
g food
3.8
Sta
te t
he
import
ance
of
report
ing illn
esse
s and infe
ctio
ns
pro
mptly
3.9
Sta
te w
hy
it is
import
ant
to r
eport
ing
stom
ach
illn
esse
s in
par
ticu
lar
3
Know
how
to k
eep s
elf cl
ean a
nd
hyg
ienic
3.1
0
Sta
te t
he
import
ance
of
avoid
ing t
ouch
ing
face
, nose
, or
mouth
, ch
ewin
g g
um
, ea
ting,
smoki
ng w
hen
work
ing w
ith food
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
73
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
M
ake
sure
surf
ace
s and e
quip
men
t fo
r dis
pla
ying a
nd s
ervi
ng food a
re c
lean
and in
good c
onditio
n
4.2
U
se c
lean
and s
uitab
le c
loth
s an
d e
quip
men
t fo
r w
ipin
g a
nd c
lean
ing b
etw
een t
asks
4.3
Rem
ove
fro
m u
se a
ny
surf
ace
s an
d
equip
men
t th
at a
re d
amag
ed o
r hav
e lo
ose
par
ts
4.4
Rep
ort
any
surf
aces
and e
quip
men
t th
at
hav
e dam
aged
or
loose
part
s to
the
per
son
resp
onsi
ble
for
food s
afet
y
4.5
D
ispose
of
was
te p
rom
ptly,
hyg
ienic
ally
and
appro
priat
ely
4.6
Id
entify
, ta
ke a
ppro
priat
e ac
tion o
n a
nd
report
to t
he
appro
priat
e per
son a
ny
dam
age
to w
alls
, floors
, ce
ilings
furn
iture
an
d fittings
4
Be
able
to k
eep w
ork
ing a
rea
clea
n a
nd h
ygie
nic
4.7
Id
entify
, ta
ke a
ppro
priat
e ac
tion o
n a
nd
report
to a
ppro
priat
e per
son a
ny
signs
of
pes
ts
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
74
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Know
how
to k
eep w
ork
ing a
rea
clea
n a
nd h
ygie
nic
5.1
Sta
te w
hy
surf
ace
s and e
quip
men
t m
ust
be
clea
n b
efore
beg
innin
g a
new
task
and h
ow
to
do s
o
5.2
Sta
te t
he
import
ance
of only
usi
ng c
lean
an
d s
uitab
le c
loth
s an
d e
quip
men
t w
hen
cl
eanin
g b
etw
een t
asks
and h
ow
to d
o s
o
5.3
Sta
te w
hy
surf
ace
s and e
quip
men
t th
at a
re
dam
aged
or
have
loose
par
ts c
an b
e dan
ger
ous
to f
ood s
afe
ty
5.4
Li
st t
he
types
of dam
aged
surf
aces
and
equip
men
t th
at c
an c
ause
food s
afet
y haz
ards
5.5
D
escr
ibe
how
to d
eal w
ith d
am
aged
surf
ace
s an
d e
quip
men
t th
at a
re d
anger
ous
to f
ood
safe
ty
5.6
Sta
te t
he
import
ance
of
clea
ring a
nd
dis
posi
ng o
f w
ast
e pro
mptly
and s
afe
ly
5.7
D
escr
ibe
how
to c
lear
and d
ispose
of w
ast
e sa
fely
5.8
Sta
te h
ow
dam
age
to w
alls
, floors
, ce
iling ,
fu
rniture
and fittings
can c
ause
food s
afe
ty
haz
ards
5.9
Sta
te w
hat
types
of
dam
age
to look
for
in
wal
ls,
floors
, ce
iling,
furn
iture
and fitting
that
could
cau
se f
ood s
afe
ty h
azar
ds
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
75
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
0
List
the
types
of
pes
ts t
hat
could
be
found in
cate
ring o
per
atio
ns
5.1
1
Des
crib
e how
to iden
tify
the
signs
that
pes
ts
are
pre
sent
6.1
Chec
k th
at food is
undam
aged
and w
ithin
its
‘u
se-b
y date
’ once
it
has
bee
n r
ecei
ved
6.2
Pr
epare
food f
or
stora
ge
6.3
Pu
t fo
od in t
he
corr
ect
stora
ge
are
a as
quic
kly
as n
eces
sary
to m
ain
tain
its
saf
ety
6.4
M
ake
sure
sto
rage
are
as a
re c
lean
and
mai
nta
ined
at
the
corr
ect
tem
per
ature
for
the
type
of fo
od
6.5
Sto
re food s
o t
hat
cro
ss-c
onta
min
atio
n is
pre
vente
d
6.6
Fo
llow
sto
ck r
ota
tion p
roce
dure
s
6.7
Saf
ely
dis
pose
of
food t
hat
is
bey
ond ‘use
-by
date
’
6
Be
able
to s
tore
food s
afel
y
6.8
Kee
p n
eces
sary
rec
ord
s up-t
o-d
ate
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7
Know
how
to s
tore
food s
afel
y 7.1
Sta
te t
he
import
ance
of
maki
ng s
ure
food
del
iver
ies
are
undam
aged
and w
ithin
thei
r ‘u
se-b
y date
’
7.2
Sta
te w
hy
it is
import
ant
that
food is
store
d
at t
he
corr
ect
tem
per
ature
7.3
D
escr
ibe
how
to e
nsu
re f
ood is
store
d a
t th
e co
rrec
t te
mper
ature
7.4
Sta
te t
he
import
ance
of pre
par
ing food f
or
stora
ge
whis
t re
tain
ing im
port
ant
label
ling
info
rmat
ion
7.5
Sta
te w
hy
food m
ust
be
put
in t
he
corr
ect
stora
ge
are
a
7.6
Sta
te w
hat
tem
per
ature
diffe
rent
foods
should
be
store
d a
t
7.7
Sta
te t
he
import
ance
of
clea
n s
tora
ge
area
s
7.8
D
escr
ibe
what
do t
o if
stora
ge
area
s are
not
kept
clea
n
7.9
D
escr
ibe
how
to c
hec
k fo
od is
store
d a
t th
e co
rrec
t te
mper
ature
7.1
0
Sta
te t
he
import
ance
of
separ
atin
g r
aw a
nd
read
y-to
-eat
food
7.1
1
List
what
typ
es o
f fo
od a
re r
aw a
nd w
hic
h
are
read
y-to
-eat
7.1
2
Exp
lain
why
stock
rota
tion p
roce
dure
s ar
e im
port
ant
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
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Nove
mber
2011
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ears
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
3
Sta
te w
hy
food b
eyond its
'use
-by-
dat
e'
must
be
dis
pose
d o
f
8.1
H
andle
food in a
way
that
pro
tect
s it f
rom
haz
ards
8.2
Fo
llow
org
anis
atio
nal
pro
cedure
s fo
r item
s th
at m
ay
cause
alle
rgic
rea
ctio
ns
8.3
U
se m
ethods,
tim
es a
nd t
emper
ature
s th
at
mai
nta
in food s
afet
y
8
Be
able
to h
old
and s
erve
food
safe
ly
8.4
Kee
p n
eces
sary
rec
ord
s up-t
o-d
ate
9.1
D
escr
ibe
how
to c
hec
k fo
od d
uri
ng h
old
ing
and s
ervi
ng
9.2
Sta
te t
he
import
ance
of
know
ing t
hat
ce
rtain
foods
can c
ause
alle
rgic
rea
ctio
ns
9.3
Sta
te w
hat
pro
cedure
to f
ollo
w t
o d
eal w
ith
food t
hat
can
cau
se a
llerg
ic r
eact
ions
9.4
Sta
te w
hat
to d
o if
a cu
stom
er a
sks
if a
par
ticu
lar
dis
h is
free
fro
m a
cer
tain
food
alle
rgen
9.5
D
escr
ibe
how
cro
ss c
onta
min
ation c
an
hap
pen
bet
wee
n r
aw
food a
nd food t
hat
is
read
y to
eat
9.6
D
escr
ibe
how
to a
void
cro
ss c
onta
min
atio
n
bet
wee
n r
aw a
nd r
eady
to e
at f
ood
9
Know
how
to h
old
and s
erve
food
safe
ly
9.7
Sta
te t
he
hold
ing t
emper
ature
and t
imes
th
at m
ust
be
use
d f
or
the
food
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
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Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
79
Unit 14: Work effectively in a licensed gambling venue
Unit reference number: M/601/6532
QCF level: Level 3
Credit value: 6
Guided learning hours: 44
Unit aim
This unit assesses learners’ skills, knowledge and understanding of being an effective team member, including taking some responsibility for helping colleagues to learn. The unit involves supporting the team’s efforts by sharing the workload fairly, making realistic commitments and doing their best to keep them, and contributing to team morale and good working relations. The unit is also about being an effective learner in the workplace. It assumes that learners receive some help and support in planning and carrying out their learning plans. Learners’ responsibilities are to contribute to the planning process, carry out their plan and report on their progress. Finally, the unit is about helping colleagues to gain the information and skills they need to do their jobs. It involves passing knowledge and skills onto colleagues when going about their day-to-day work. This standard is not about being a professional trainer and learners are not expected to assess their colleagues’ performance formally. This unit has been adapted from Skillsmart Retail’s Unit E.8 ‘Work effectively in your retail organisation’.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
80
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Shar
e w
ork
fairly
with c
olle
agues
, ta
king
acco
unt
of
thei
r ow
n a
nd o
ther
s’ p
refe
rence
s,
skill
s an
d t
ime
ava
ilable
1.2
M
ake
realis
tic
com
mitm
ents
to c
olle
agues
and
do w
hat
has
bee
n p
rom
ised
to d
o
1.3
In
form
colle
agues
pro
mptly
if w
hat
has
bee
n
pro
mis
ed c
annot
be
done
and s
ugges
t su
itab
le a
lter
nat
ives
1.4
Enco
ura
ge
and s
upport
colle
agues
when
w
ork
ing c
onditio
ns
are
difficu
lt
1.5
Enco
ura
ge
colle
agues
who a
re f
indin
g it
difficu
lt t
o w
ork
toget
her
to t
reat
each
oth
er
fairly
, polit
ely
and w
ith r
espec
t
1
Be
able
to s
upport
eff
ective
tea
m
work
ing in a
lic
ense
d g
amblin
g
venue
1.6
Fo
llow
the
org
anis
atio
n’s
hea
lth a
nd s
afe
ty
pro
cedure
s w
hils
t w
ork
ing
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
iscu
ss a
nd a
gre
e w
ith t
he
right
peo
ple
goal
s th
at a
re r
elev
ant,
rea
listic
and c
lear
2.2
Id
entify
the
know
ledge
and s
kills
nee
ded
to
achie
ve p
erso
nal
goals
2.3
Agre
e ac
tion p
oin
ts a
nd d
eadlin
es t
hat
are
re
alis
tic,
tak
ing into
acc
ount
past
lea
rnin
g
exper
ience
s an
d t
he
tim
e an
d r
esourc
es
avai
lable
for
lear
nin
g
2.4
Chec
k per
sonal
pro
gre
ss a
nd,
when
nec
essa
ry,
chan
ge
met
hods
of
work
ing,
on a
re
gula
r basi
s
2
Be
able
to h
elp w
ith p
lannin
g a
nd
org
anis
ing o
wn lea
rnin
g in a
lic
ense
d g
amblin
g v
enue
2.5
Ask
for
feed
bac
k on p
erso
nal pro
gre
ss f
rom
th
ose
in a
posi
tion t
o g
ive
it,
and u
se t
he
feed
back
to im
pro
ve p
erfo
rman
ce
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
82
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Enco
ura
ge
colle
agues
to a
sk f
or
work
-rel
ate
d
info
rmat
ion o
r ad
vice
that
is
likel
y to
be
within
thei
r au
thority
to p
rovi
de
3.2
Id
entify
when
colle
agues
are
hav
ing d
ifficu
lty
per
form
ing t
asks
at
whic
h t
hey
are
co
mpet
ent,
and t
act
fully
off
er a
dvi
ce
3.3
Pr
ovi
de
clea
r, a
ccura
te a
nd r
elev
ant
info
rmat
ion a
nd a
dvi
ce r
elat
ing t
o t
asks
and
pro
cedure
s
3.4
Exp
lain
and d
emonst
rate
pro
cedure
s cl
earl
y,
accu
rate
ly a
nd in a
logic
al s
equen
ce
3.5
Enco
ura
ge
colle
agues
to a
sk q
ues
tions
if t
hey
do n
ot
under
stan
d t
he
info
rmation a
nd a
dvi
ce
giv
en t
o t
hem
3.6
Pr
ovi
de
colle
agues
with o
pport
unitie
s to
pra
ctis
e new
ski
lls,
and g
ive
const
ruct
ive
feed
back
3.7
Chec
k th
at h
ealth,
safe
ty a
nd s
ecurity
are
not
com
pro
mis
ed w
hile
hel
pin
g o
ther
s to
lea
rn
3
Be
able
to h
elp o
ther
s to
lea
rn in
a lic
ense
d g
amblin
g v
enue
3.8
G
uid
e co
lleag
ues
to s
uitab
le s
ourc
es o
f hel
p
when
they
are
not
the
most
appro
priat
e per
son t
o a
dvi
se c
olle
agues
in t
hei
r le
arnin
g
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
83
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Know
how
to s
upport
effec
tive
te
am w
ork
ing in a
lic
ense
d
gam
blin
g v
enue
4.1
4.2
Sta
te t
hei
r te
am’s
purp
ose
, ai
ms
and t
arget
s
Sta
te t
hei
r per
sonal
res
ponsi
bili
ty f
or
contr
ibuting t
o t
he
team
’s s
ucc
ess
4.3
Sta
te t
hei
r co
lleag
ues
’ ro
les
and m
ain
resp
onsi
bili
ties
4.4
Sta
te t
he
import
ance
of
shar
ing w
ork
fairly
w
ith c
olle
agues
4.5
D
escr
ibe
the
fact
ors
that
can
aff
ect
thei
r ow
n
and c
olle
agues
’ w
illin
gnes
s to
car
ry o
ut
work
, in
cludin
g s
kills
and e
xist
ing w
ork
load
4.6
Sta
te t
he
import
ance
of bei
ng a
rel
iable
tea
m
mem
ber
4.7
Li
st t
he
fact
ors
to t
ake
acco
unt
of w
hen
m
akin
g c
om
mitm
ents
, in
cludin
g t
hei
r ex
isting
work
load
and t
he
deg
ree
to w
hic
h
inte
rruptions
and c
hanges
of pla
n a
re w
ithin
th
eir
contr
ol
4.8
O
utlin
e th
e im
port
ance
of m
ain
tain
ing t
eam
m
ora
le,
the
circ
um
stan
ces
when
mora
le is
likel
y to
fla
g,
and t
he
kinds
of en
coura
gem
ent
and s
upport
that
are
likel
y to
be
valu
ed b
y co
lleag
ues
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.9
Sta
te t
he
import
ance
of good w
ork
ing
rela
tions,
and t
echniq
ues
for
rem
ovi
ng
tensi
on b
etw
een c
olle
agues
4.1
0
Sta
te t
he
import
ance
of
follo
win
g t
he
org
anis
atio
n’s
polic
ies
and p
roce
dure
s fo
r hea
lth a
nd s
afet
y, incl
udin
g s
etting a
good
exam
ple
to c
olle
agues
5.1
Sta
te w
ho c
an h
elp s
et g
oals
, hel
p p
lan
lear
nin
g,
and g
ive
feed
bac
k on t
hei
r per
sonal
pro
gre
ss
5.2
D
escr
ibe
how
to iden
tify
the
know
ledge
and
skill
s nee
ded
to a
chie
ve p
erso
nal goals
5.3
Exp
lain
how
ref
lect
ing o
n p
ast
lear
nin
g
exper
ience
s ca
n h
elp t
o p
lan t
hei
r fu
ture
le
arnin
g,
and t
echniq
ues
for
doin
g s
o
5.4
Sta
te h
ow
to w
ork
out
how
much
tim
e nee
ds
to b
e dev
ote
d t
o lea
rnin
g a
nd h
ow
m
uch
tim
e ca
n b
e m
ade
ava
ilable
for
lear
nin
g
5.5
Sta
te h
ow
oft
en t
o c
hec
k per
sonal
pro
gre
ss
and h
ow
to d
o t
his
5.6
D
escr
ibe
how
to a
dju
st p
lans
as n
eeded
to
mee
t per
sonal
goal
s
5
Know
how
to h
elp w
ith p
lannin
g
and o
rgan
isin
g o
wn lea
rnin
g in a
lic
ense
d g
amblin
g v
enue
5.7
Exp
lain
why
to a
sk f
or
feed
back
on
pro
gre
ss,
how
to d
o s
o,
and h
ow
to r
espond
posi
tive
ly
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Sta
te t
hei
r ro
le in h
elpin
g o
ther
s to
lea
rn in
the
work
pla
ce
6.2
Sta
te h
ow
to w
ork
out
what
per
sonal
ski
lls
and k
now
ledge
can b
e use
fully
shar
ed w
ith
oth
ers
6.3
D
escr
ibe
how
and w
hen
to o
ffer
hel
p a
nd
advi
ce t
o c
olle
agues
who a
re lea
rnin
g
6.4
Li
st m
ethods
of hel
pin
g o
ther
s to
lea
rn o
n
the
job,
and h
ow
to c
hoose
suitab
le m
ethods
for
diffe
rent
learn
ing s
ituat
ions
6.5
Sta
te h
ealth,
safe
ty a
nd s
ecuri
ty r
isks
that
are
likel
y to
arise
when
peo
ple
are
lea
rnin
g
on t
he
job,
and h
ow
to r
educe
thes
e risk
s
6
Know
how
to h
elp o
ther
s to
lea
rn
in a
lic
ense
d g
am
blin
g v
enue
6.6
Li
st s
ourc
es o
f hel
p w
ithin
the
org
anis
atio
n
for
peo
ple
who a
re lea
rnin
g,
and h
ow
to
acce
ss t
hem
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
86
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
87
Unit 15: Provide change for customers in a licensed gambling venue
Unit reference number: A/601/6436
QCF level: Level 2
Credit value: 2
Guided learning hours: 14
Unit aim
This unit assesses the learner’s skills, knowledge and understanding required to provide change for customers ie notes into coins and coins into notes. Change may be from the learner’s float or from change machines. Learners will need to show they can provide change accurately and in such a way as to maintain customer satisfaction. This unit is appropriate for staff working in an operational capacity within a gambling venue.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Problems: counterfeit money; non-legal tender; disputes; operational faults on change machines.
Change: from float; from change machines.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
88
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Rec
eive
and c
hec
k th
e float
1.2
Chec
k th
at t
her
e is
suff
icie
nt
chan
ge
ava
ilable
in
tim
e to
mee
t cu
stom
er n
eeds
1.3
Confirm
with c
ust
om
ers
the
chan
ge
that
is
required
and t
he
change
giv
en t
o t
hem
1.4
M
ake
accu
rate
exc
hanges
of
cash
1.5
Pr
ovi
de
the
type
and q
uan
tity
of ch
ange
required
by
cust
om
ers
so a
s to
kee
p p
ace
w
ith g
am
e pla
y
1.6
Sort
all
monie
s re
ceiv
ed into
the
corr
ect
den
om
inations
1.7
Rec
onci
le c
ash a
nd r
eturn
all
monie
s to
the
rele
vant
per
son
1.8
M
ainta
in t
he
safe
ty a
nd s
ecurity
of m
onie
s at
al
l tim
es
1
Be
able
to p
rovi
de
chan
ge
for
cust
om
ers
in a
lic
ense
d g
am
blin
g
venue
in lin
e w
ith t
he
org
anis
atio
n’s
pro
cedure
s
1.9
Rep
ort
pro
ble
ms
and d
iscr
epan
cies
to t
he
rele
vant
per
son
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te w
hy
it is
import
ant
to r
ecognis
e th
at
cust
om
ers
nee
d c
han
ge
and t
he
nee
d t
o
resp
ond q
uic
kly
to t
hei
r nee
ds
2.2
Sta
te w
hy
it is
import
ant
to c
onfirm
what
chan
ge
the
cust
om
er w
ants
and w
hat
monie
s th
ey a
re b
eing g
iven
2.3
Sta
te w
hy
it is
import
ant
to m
ake
a v
isual
ch
eck
of
the
chan
ge
when
rec
eivi
ng it
2.4
D
escr
ibe
the
types
of pro
ble
ms
that
can
occ
ur
when
giv
ing c
han
ge
and h
ow
to d
eal w
ith
them
2.5
Sta
te t
he
den
om
inations
of ca
sh in u
se a
nd
thei
r ex
chan
ge
valu
es
2.6
Sta
te t
he
valu
e of,
and d
enom
inat
ions
in,
the
chan
ge
float
2
Know
how
to p
rovi
de
chan
ge
for
cust
om
ers
in a
lic
ense
d g
am
blin
g
venue
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s
2.7
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s fo
r re
ceiv
ing,
han
dlin
g a
nd s
ecuri
ty o
f ca
sh,
dea
ling w
ith n
on-l
egal te
nder
incl
udin
g
susp
ecte
d c
ounte
rfei
t note
s, a
nd for
report
ing
pro
ble
ms
and d
iscr
epan
cies
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
90
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
91
Unit 16: Provide reception services in a licensed gambling venue
Unit reference number: J/601/6438
QCF level: Level 2
Credit value: 3
Guided learning hours: 19
Unit aim
This unit assesses learners’ skills, knowledge and understanding of providing a reception services for visitors to a gambling venue. The word visitor is used to include customers, employees, service contractors and individuals who have a right of entry. It involves providing clear information, guidance and support to individuals, whilst ensuring that the organisation’s procedures and legal requirements are met. This unit is appropriate for staff working in an operational capacity within a gambling environment.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Visitors: customers; employees; service contractors; individuals with rights of entry.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
92
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
M
eet
and g
reet
vis
itors
in a
court
eous
and
pro
fess
ional
man
ner
1.2
Com
munic
ate
effe
ctiv
ely
with c
ust
om
ers
1.3
Pr
ovi
de
clea
r and a
ppro
priate
info
rmation a
nd
advi
ce o
n t
he
serv
ices
and faci
litie
s av
aila
ble
to
cust
om
ers
1.4
Pr
ovi
de
a cl
ear
expla
nat
ion o
f th
e gam
blin
g
rule
s an
d a
ny
legis
lative
req
uirem
ents
1.5
Pr
ovi
de
guid
ance
and s
upport
to e
nab
le
visi
tors
to r
egis
ter
with t
he
venue
1.6
Ver
ify
cust
om
er info
rmat
ion a
nd c
onfirm
that
vi
sito
rs c
om
ply
with a
ge
regula
tions,
ref
usi
ng
adm
issi
on t
o indiv
idual
s w
ho d
o n
ot
com
ply
w
ith t
he
entr
y cr
iter
ia
1.7
Ref
er a
ny
dis
pute
s ove
r en
try
to t
he
appro
priat
e per
son
1
Be
able
to p
rovi
de
a re
ception
serv
ice
in lin
e w
ith t
he
org
anis
atio
n’s
pro
cedure
s an
d
legal
req
uirem
ents
1.8
M
ainta
in r
ecord
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
93
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
com
munic
ation t
echniq
ues
2.2
D
escr
ibe
the
serv
ices
and faci
litie
s av
aila
ble
to
cust
om
ers
2.3
Sta
te t
he
legal
req
uirem
ents
, th
e org
anis
atio
n’s
pro
cedure
s an
d r
ecord
ing
syst
ems
rela
ting t
o t
he
entr
y re
quirem
ents
fo
r vi
sito
rs
2.4
Sta
te w
hy
it is
import
ant
to p
rovi
de
good
qual
ity
cust
om
er s
ervi
ce a
nd t
he
implic
atio
ns
of not
doin
g s
o
2.5
Sta
te t
he
nee
d t
o c
reat
e a g
ood im
pre
ssio
n o
f th
e gam
blin
g v
enue
for
all vi
sito
rs
2.6
Sta
te t
he
tele
phone
pro
cedure
s
2
Know
how
pro
vide
rece
ption
serv
ices
in a
lic
ense
d g
amblin
g
venue
2.7
Sta
te t
he
actions
to t
ake
in t
he
even
t of an
emer
gen
cy s
uch
as
a f
ire,
bom
b t
hre
at o
r ro
bber
y.
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
94
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
95
Unit 17: Receive and store goods and materials in a licensed gambling venue
Unit reference number: J/601/6441
QCF level: Level 2
Credit value: 2
Guided learning hours: 17
Unit aim
This unit assesses learners’ skills, knowledge and understanding with checking deliveries and storing goods and materials in the right places so that they are safe and secure and can be easily located when needed. This unit includes the receipt and storage of gambling related items, consumables and catering items; it does not include gaming machines or cash. This unit is appropriate for staff working in an operational capacity within a gambling venue.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
96
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k th
at t
he
type,
quan
tity
and q
ual
ity
of
item
s del
iver
ed a
re a
ccep
table
1.2
Chec
k del
iver
ies
in a
way
that
is s
afe
and
hyg
ienic
and d
oes
not
dam
age
the
rece
ived
item
s
1.3
Tak
e su
itable
act
ion t
o d
eal w
ith
unac
cepta
ble
and inco
rrec
t del
iver
ies
1.4
Com
ple
te p
aper
work
rel
ating t
o r
ecei
ved
goods
and m
ater
ials
fully
, ac
cura
tely
and
pro
mptly
1
Be
able
to r
ecei
ve g
oods
and
mat
eria
ls in a
lic
ense
d g
amblin
g
venue
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
1.5
Fo
llow
org
anis
atio
n’s
sec
urity
pro
cedure
s
2.1
M
ainta
in s
tock
contr
ol re
cord
s fu
lly a
nd
accu
rate
ly,
updat
ing a
s nec
essa
ry
2.2
Sto
re g
oods
and m
ater
ials
in t
he
corr
ect
spac
es,
so t
hat
they
can
be
easi
ly r
each
ed
when
nee
ded
2.3
U
se t
he
ava
ilable
sto
rage
spac
e ef
fici
ently
and s
afe
ly
2
Be
able
to s
tore
goods
and
mat
eria
ls in a
lic
ense
d g
amblin
g
venue
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
2.4
Com
ple
te p
aper
work
rel
ating t
o s
toring g
oods
and m
ater
ials
fully
, acc
ura
tely
and p
rom
ptly
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
97
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
D
escr
ibe
how
to h
andle
goods
and m
ater
ials
sa
fely
and h
ygie
nic
ally
and s
tate
the
implic
atio
ns
of not
doin
g s
o
3.2
Sta
te w
her
e del
iver
ies
should
be
off
-load
ed
3.3
D
escr
ibe
how
to d
eal w
ith u
nacc
epta
ble
and
inco
rrec
t del
iver
ies
3.4
Sta
te h
ow
to c
om
ple
te t
he
reco
rds
(man
ual
/com
pute
rise
d)
ass
oci
ated
with
rece
ivin
g d
eliv
erie
s
3
Know
how
to r
ecei
ve g
oods
and
mat
eria
ls in a
lic
ense
d g
amblin
g
venue
3.5
D
escr
ibe
org
anis
ation’s
sec
urity
pro
cedure
s
4.1
D
escr
ibe
why
goods
and m
ater
ials
nee
d t
o b
e ro
tate
d
4.2
D
escr
ibe
how
to p
osi
tion g
oods
and m
ater
ials
in
the
right
ord
er a
nd s
o t
hat
they
can
be
easi
ly r
each
ed
4.3
D
escr
ibe
how
to u
se t
he
stora
ge
space
ef
fici
ently
4.4
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
for
storing g
oods
and
mat
eria
ls
4
Know
how
to s
tore
goods
and
mat
eria
ls in a
lic
ense
d g
amblin
g
venue
4.5
Sta
te h
ow
to c
om
ple
te t
he
reco
rds
(man
ual
/com
pute
rise
d)
ass
oci
ated
with
putt
ing g
oods
and m
ater
ials
into
sto
rage
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
98
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
99
Unit 18: Maintain food safety when storing, preparing and cooking food
Unit reference number: D/601/6980
QCF level: Level 2
Credit value: 4
Guided learning hours: 32
Unit aim
This unit covers the main competencies needed for preparing and cooking food safely, and focuses on the four main areas of control - cooking, cleaning, chilling and preventing cross-contamination, in addition to supplies being satisfactory. It provides staff with a broad understanding of reviewing hazards and hazard procedures such that they are part of a team maintaining food safety. This unit is appropriate to staff that directly prepare and cook food.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Barred combinations
This unit must not be taken with Unit 13: Maintain food safety when storing, holding and serving food (A/601/5030).
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
100
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
W
ear
clea
n a
nd h
ygie
nic
clo
thes
appro
priat
e to
the
jobs
bei
ng u
nder
take
n
1.2
Tie
hai
r back
and/o
r w
ear
appro
priat
e hai
r co
vering
1.3
O
nly
wea
r je
wel
lery
and o
ther
acc
esso
ries
th
at d
o n
ot
cause
food s
afe
ty h
azar
ds
1.4
Chan
ge
cloth
es w
hen
nec
essa
ry
1.5
W
ash h
ands
thoro
ughly
at
appro
priat
e tim
es
1.6
Avo
id u
nsa
fe b
ehav
iour
that
could
co
nta
min
ate
the
food b
eing w
ork
ed w
ith
1.7
Rep
ort
cuts
, boils
gra
zes
illnes
s an
d
infe
ctio
ns
pro
mptly
to t
he
appro
priat
e per
son
1
Be
able
to k
eep y
ours
elf
clea
n
and h
ygie
nic
1.8
M
ake
sure
any
cuts
, boils
, sk
in infe
ctio
ns
and g
raze
s ar
e tr
eate
d a
nd c
ove
red w
ith a
n
appro
priat
e dre
ssin
g
2
Know
how
to k
eep y
ours
elf
clea
n
and h
ygie
nic
2.1
Sta
te w
hy
clea
n a
nd h
ygie
nic
clo
thes
must
be
worn
2.2
Sta
te w
hy
hai
r m
ust
be
tied
bac
k or
an
appro
priat
e hai
r co
vering b
e w
orn
2.3
Sta
te t
he
diffe
rent
types
of pro
tect
ive
cloth
es t
hat
are
appro
priat
e fo
r diffe
rent
jobs
in s
tora
ge,
pre
par
atio
n a
nd c
ooki
ng
food
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
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atio
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F) –
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2011
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2011
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ing
ou
tco
mes
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iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.4
D
escr
ibe
the
food s
afe
ty h
azard
s th
at
jew
elle
ry a
nd a
cces
sories
can
cause
2.5
Sta
te w
hen
clo
thin
g s
hould
be
chan
ged
2.6
Sta
te t
he
import
ance
of
chan
gin
g c
loth
es
2.7
Sta
te w
hy
han
ds
must
be
was
hed
aft
er
goin
g t
o t
he
toile
t, b
efore
goin
g into
food
pre
par
ation a
nd c
ooki
ng a
reas
, af
ter
touch
ing r
aw food a
nd w
aste
, bef
ore
han
dlin
g r
eady-
to-e
at food
2.8
D
escr
ibe
how
to w
ash h
ands
safe
ly
2.9
Sta
te t
he
import
ance
of
not
han
dlin
g food
when
open
cuts
are
pre
sent
2.1
0
Des
crib
e w
hat
to d
o if
anyo
ne
has
an o
pen
cu
t
2.1
1
Sta
te t
he
import
ance
of
report
ing illn
esse
s and infe
ctio
ns
pro
mptly
2.1
2
Sta
te w
hy
stom
ach
illn
esse
s ar
e par
ticu
larl
y im
port
ant
to r
eport
2.1
3
Sta
te t
he
import
ance
of
avoid
ing t
ouch
ing,
face
, nose
or
mouth
, blo
win
g n
ose
, ch
ewin
g
gum
, ea
ting,
smoki
ng w
hen
work
ing w
ith
food
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
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F) –
Is
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mes
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iteri
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Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
M
ake
sure
surf
ace
s and e
quip
men
t ar
e cl
ean a
nd in g
ood c
onditio
n
3.2
U
se c
lean
and s
uitab
le c
loth
s an
d e
quip
men
t fo
r w
ipin
g a
nd c
lean
ing b
etw
een t
asks
3.3
Rem
ove
fro
m u
se a
ny
surf
ace
s an
d
equip
men
t th
at a
re d
amag
ed o
r hav
e lo
se
par
ts
3.4
Rep
ort
dam
aged
surf
aces
, eq
uip
men
t to
the
per
son r
esponsi
ble
for
food s
afet
y
3.5
D
ispose
of
was
te p
rom
ptly,
hyg
ienic
ally
and
appro
priat
ely
3.6
Id
entify
, ta
ke a
ppro
priat
e ac
tion o
n a
ny
dam
age
to w
alls
, floors
, ce
ilings,
furn
iture
an
d fittings
3.7
Rep
ort
any
dam
age
to w
alls
, floors
, ce
ilings,
fu
rniture
and fittings
to t
he
appro
priate
per
son
3.8
Id
entify
, ta
ke a
ppro
priat
e ac
tion o
n a
ny
signs
of pes
ts
3
Be
able
to k
eep w
ork
ing a
rea
clea
n a
nd h
ygie
nic
3.9
Rep
ort
any
signs
of
pes
t to
the
appro
priat
e per
son
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
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mber
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imited
2011
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mes
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iteri
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Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Know
how
to k
eep w
ork
ing a
rea
clea
n a
nd h
ygie
nic
4.1
Sta
te w
hy
surf
ace
s and e
quip
men
t m
ust
be
clea
n,
hyg
ienic
and s
uitab
le for
the
inte
nded
use
bef
ore
beg
innin
g a
new
task
4.2
D
escr
ibe
how
to e
nsu
re t
hat
surf
aces
and
equip
men
t ar
e cl
ean,
hyg
ienic
and s
uitab
le
for
the
inte
nded
use
bef
ore
beg
innin
g a
new
ta
sk
4.3
Sta
te t
he
import
ance
of only
usi
ng c
lean
an
d s
uitab
le c
loth
s w
hen
cle
anin
g b
efore
ta
sks
4.4
Sta
te h
ow
to e
nsu
re t
hat
cle
an a
nd s
uitab
le
cloth
s are
use
d b
efore
task
s
4.5
Exp
lain
why
surf
ace
s an
d e
quip
men
t th
at
are
dam
aged
or
hav
e lo
ose
par
ts c
an b
e haz
ardous
to food s
afe
ty
4.6
Li
st t
he
types
of dam
aged
surf
aces
or
equip
men
t th
at c
an c
ause
food s
afet
y haz
ards
4.7
D
escr
ibe
how
to d
eal w
ith d
am
aged
surf
ace
s an
d e
quip
men
t
4.8
Sta
te t
he
import
ance
of
clea
ring a
nd
dis
posi
ng o
f w
ast
e pro
mptly
and s
afe
ly
4.9
D
escr
ibe
how
to s
afe
ly d
ispose
of w
ast
e
4.1
0
Des
crib
e how
dam
age
to w
alls
, floors
, ce
ilings,
furn
iture
, fo
od e
quip
men
t an
d
fitt
ings
can c
ause
food s
afe
ty h
azar
ds
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
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mber
2011
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imited
2011
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mes
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iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
1
Sta
te t
he
types
of dam
age
that
should
be
looke
d o
ut
for
4.1
2
Sta
te t
he
types
of pes
ts t
hat
could
be
found
in c
ate
ring o
per
ations
4.1
3
Sta
te h
ow
to r
ecognis
e th
e si
gns
that
pes
t m
ay b
e pre
sent
5.1
Chec
k th
at food is
undam
aged
, at
ap
pro
priat
e te
mper
ature
and w
ithin
‘use
-by-
dat
e’ o
n d
eliv
ery
5.2
Lo
ok
at a
nd r
etain
any
import
ant
label
ling
info
rmat
ion
5.3
Pr
epare
food f
or
stora
ge
5.4
Pl
ace
food in s
tora
ge
as q
uic
kly
as
nec
essa
ry t
o m
ain
tain
its
saf
ety
5.5
M
ake
sure
sto
rage
are
as a
re c
lean
, su
itable
an
d m
ain
tain
ed a
t th
e co
rrec
t te
mper
atu
re
for
the
type
of fo
od
5.6
Sto
re food s
o t
hat
cro
ss c
onta
min
atio
n is
pre
vente
d
5.7
Fo
llow
sto
ck r
ota
tion p
roce
dure
s
5.8
Saf
ely
dis
pose
of
food t
hat
is
bey
ond ‘use
-by-
date
’
5
Be
able
to s
tore
food s
afel
y
5.9
Kee
p n
eces
sary
rec
ord
s up-t
o-d
ate
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
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F) –
Is
sue
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mber
2011
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2011
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ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Sta
te t
he
import
ance
of
maki
ng s
ure
food
del
iver
ies
are
undam
aged
, at
the
corr
ect
tem
per
ature
and w
ithin
use
-by-
dat
e
6.2
Sta
te t
he
import
ance
of pre
par
ing food f
or
stora
ge
6.3
Sta
te w
hy
food m
ust
be
put
in t
he
corr
ect
stora
ge
are
a
6.4
Sta
te t
he
tem
per
atu
re food s
hould
be
store
d
at
6.5
Sta
te t
he
import
ance
of
keep
ing s
tora
ge
area
s cl
ean a
nd t
idy
6.6
D
escr
ibe
what
to d
o o
f st
ora
ge
are
as a
re
not
clea
n a
nd t
idy
6.7
Sta
te t
he
import
ance
of
storing f
ood a
t th
e co
rrec
t te
mper
ature
6.8
D
escr
ibe
how
to s
tore
food a
t th
e co
rrec
t te
mper
ature
6.9
Sta
te w
hat
typ
es o
f fo
od a
re r
aw
6.1
0
Sta
te w
hy
types
of
food a
re r
eady-
to-e
at
6.1
1
Sta
te w
hy
stock
rota
tion p
roce
dure
s ar
e im
port
ant
6
Know
how
to s
tore
food s
afel
y
6.1
2
Sta
te w
hy
food b
eyond its
‘use
-by-
dat
e’
must
be
dis
pose
d o
f
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
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atio
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Is
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mber
2011
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2011
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ou
tco
mes
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ess
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t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Chec
k fo
od b
efore
and d
uring o
per
atio
ns
for
any
haz
ards
7.2
Fo
llow
corr
ect
pro
cedure
s fo
r dea
ling w
ith
food h
azar
ds
7.3
Fo
llow
org
anis
atio
nal
pro
cedure
s fo
r item
s th
at m
ay
cause
alle
rgic
rea
ctio
ns
7.4
Pr
even
t cr
oss
-conta
min
atio
n b
etw
een
diffe
rent
types
of
food
7.5
U
se m
ethods,
tim
es,
tem
per
ature
s an
d
chec
ks t
o m
ake
sure
food is
safe
follo
win
g
oper
atio
ns
7
Be
able
to p
repar
e, c
ook
and
hold
food s
afel
y
7.6
Kee
p n
eces
sary
rec
ord
s up-t
o-d
ate
N029625 –
Spec
ific
atio
n –
Edex
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vel 2 D
iplo
ma
in G
amblin
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atio
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Is
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ou
tco
mes
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t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
D
escr
ibe
how
to o
per
ate
a food s
afet
y m
anag
emen
t sy
stem
8.2
Exp
lain
the
conce
pt
of haza
rds
to f
ood
safe
ty in a
cat
erin
g o
per
atio
n
8.3
Sta
te t
he
nec
essi
ty o
f co
ntr
olli
ng h
azar
ds
to
food s
afe
ty in o
rder
to r
emove
or
keep
ris
ks
to a
safe
lev
el
8.4
D
escr
ibe
what
may
hap
pen
if haz
ards
are
not
contr
olle
d
8.5
Sta
te t
he
types
of haza
rds
that
may
occ
ur
in
a ca
tering o
per
atio
n
8.6
D
escr
ibe
how
to c
ontr
ol haza
rds
by
cooki
ng,
chill
ing,
clea
nin
g a
nd t
he
avo
idan
ce o
f cr
oss
-conta
min
atio
n
8.7
Sta
te w
hy
monitoring is
import
ant
8.8
Sta
te t
he
key
stages
in t
he
monitoring
pro
cess
8.9
Sta
te t
he
import
ance
of kn
ow
ing w
hat
to d
o
when
thin
gs
go w
rong
8.1
0
Sta
te w
hy
som
e haz
ard
s ar
e m
ore
im
port
ant
than
oth
ers
in t
erm
s of
food
safe
ty
8
Know
how
to m
ainta
in food
safe
ty
8.1
1
Sta
te w
ho t
o r
eport
to if th
ere
are
food
safe
ty h
azar
ds
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
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Is
sue
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mber
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mes
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iteri
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Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
9
Know
how
to p
repar
e, c
ook
and
hold
food s
afel
y 9.1
Sta
te w
hy
it is
nec
essa
ry t
o d
efro
st f
oods
bef
ore
cooki
ng
9.2
Sta
te w
hen
it
is n
eces
sary
to d
efro
st f
oods
bef
ore
cooki
ng
9.3
D
escr
ibe
how
to s
afe
ly a
nd t
horo
ughly
def
rost
food b
efore
cooki
ng
9.4
D
escr
ibe
how
to r
ecognis
e co
nditio
ns
lead
ing t
o s
afet
y haz
ards
9.5
Sta
te w
hat
to d
o if
any
food s
afe
ty h
aza
rds
are
dis
cove
red
9.6
Sta
te t
he
import
ance
of
know
ing t
hat
ce
rtain
foods
cause
alle
rgic
rea
ctio
ns
9.7
D
escr
ibe
org
anis
ational
pro
cedure
s to
dea
l w
ith foods
poss
ible
of
causi
ng a
llerg
ic
reac
tions
9.8
Sta
te w
hat
to if
a cu
stom
er a
sks
if a
par
ticu
lar
dis
h is
free
fro
m c
erta
in f
ood
alle
rgen
9.9
D
escr
ibe
how
cro
ss-c
onta
min
ation c
an
hap
pen
bet
wee
n d
iffe
rent
food t
ypes
9.1
0
Des
crib
e how
to a
void
cro
ss-c
onta
min
atio
n
bet
wee
n d
iffe
rent
food t
ypes
9.1
1
Exp
lain
why
thoro
ugh c
ooki
ng a
nd r
ehea
ting
met
hods
should
be
use
d
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
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mber
2011
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ears
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mes
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iteri
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Evid
en
ce
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e
Po
rtfo
lio
re
fere
nce
D
ate
9.1
2
Sta
te c
ooki
ng ,
reh
eating,
tem
per
ature
s and
tim
es t
o u
se f
or
food b
eing w
ork
ed w
ith
9.1
3
Des
crib
e how
to c
hec
k th
at
food is
thoro
ughly
cooke
d o
r sa
fely
reh
eate
d
9.1
4
Sta
te t
he
import
ance
of
maki
ng s
ure
that
fo
od is
at t
he
corr
ect
tem
per
ature
bef
ore
an
d d
uring h
old
ing,
prior
to s
ervi
ng it
to t
he
cust
om
er
9.1
5
Sta
te t
he
types
of
foods
that
may
nee
d t
o
be
chill
ed o
r fr
oze
n b
ecau
se t
hey
are
not
for
imm
edia
te c
onsu
mption
9.1
6
Des
crib
e how
to s
afe
ly s
tore
food n
ot
for
imm
edia
te c
onsu
mption
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
110
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
111
Unit 19: Prepare and serve dispensed and instant hot drinks
Unit reference number: T/601/4927
QCF level: Level 2
Credit value: 3
Guided learning hours: 30
Unit aim
This unit is about preparing basic equipment such as small dispensing machines, kettles, urns, coffee and tea pots. The unit also covers the preparation and service of hot drinks such as coffee, tea, and hot chocolate.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
112
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Pr
epare
the
pre
par
atio
n,
serv
ice
and o
ther
eq
uip
men
t re
ady
for
use
1.2
Cle
an t
he
work
are
as,
lea
ving t
hem
tid
y and
read
y fo
r use
1.3
M
ake
sure
that
pre
para
tion,
serv
ice
and o
ther
eq
uip
men
t is
cle
an a
nd fre
e fr
om
dam
age
1
Be
able
to p
repar
e eq
uip
men
t an
d w
ork
are
a fo
r se
rvic
e
1.4
Sto
re s
uffic
ient
dri
nk
ingre
die
nts
and
acco
mpan
imen
ts r
eady
for
use
2.1
D
escr
ibe
safe
and h
ygie
nic
work
ing p
ract
ices
w
hen
pre
par
ing a
nd s
ervi
ng h
ot
drinks
2.2
Sta
te w
hy
drink,
ingre
die
nts
and
acco
mpan
imen
ts m
ust
be
ava
ilable
and r
eady
for
imm
edia
te u
se
2.3
Sta
te w
hy
it is
import
ant
to c
hec
k fo
r dam
age
in a
ll w
ork
are
as a
nd s
ervi
ce e
quip
men
t bef
ore
taki
ng o
rder
s
2
Under
stan
d h
ow
to p
repar
e eq
uip
men
t an
d w
ork
are
a fo
r se
rvic
e
2.4
O
utlin
e th
e ty
pes
of
unex
pec
ted s
ituat
ion t
hat
m
ay o
ccur
when
pre
par
ing a
reas
and
equip
men
t fo
r th
e pre
par
atio
n o
f hot
drinks
an
d h
ow
to d
eal w
ith t
hem
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
113
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
cust
om
er r
equirem
ents
3.2
Pr
ovi
de
cust
om
ers
with a
ccura
te info
rmation
on d
rinks
as
required
3.3
Pr
om
ote
com
pan
y dri
nks
to c
ust
om
ers
at
all
appro
priat
e tim
es
3.4
M
ake
the
drinks
usi
ng t
he
corr
ect
equip
men
t an
d ingre
die
nts
3.5
Ser
ve t
he
drink
in c
om
pan
y st
yle,
off
erin
g t
he
corr
ect
acco
mpan
imen
ts
3
Be
able
to p
repar
e an
d s
erve
hot
drinks
3.6
Cle
an p
repar
atio
n a
nd s
ervi
ng e
quip
men
t af
ter
use
and t
idy
the
pre
para
tion a
nd
serv
ing a
rea
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
114
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
D
escr
ibe
safe
and h
ygie
nic
work
ing p
ract
ices
w
hen
pre
par
ing a
nd s
ervi
ng h
ot
drinks
4.2
Sta
te w
hy
info
rmat
ion a
bout
pro
duct
s giv
en
to c
ust
om
ers
should
be
accu
rate
4.3
D
escr
ibe
what
the
diffe
rent
tech
niq
ues
are
for
mix
ing a
nd p
reparing d
iffe
rent
types
of
bev
erages
to c
ust
om
er r
equirem
ents
4.4
Sta
te w
hy
and t
o w
hom
all
cust
om
er
inci
den
ts s
hould
be
report
ed
4.5
Exp
lain
why
and t
o w
hom
all
bre
akag
es a
nd
spill
ages
should
be
report
ed
4
Under
stan
d h
ow
to p
repar
e an
d
serv
e hot
drinks
4.6
Sta
te w
hy
cust
om
ers
and s
ervi
ce a
reas
should
be
kept
clea
n,
tidy
and fre
e fr
om
ru
bbis
h a
nd u
sed e
quip
men
t
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
115
Unit 20: Receive and set up gaming machines
Unit reference number: L/601/6439
QCF level: Level 2
Credit value: 2
Guided learning hours: 15
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to receive and set up gaming machines. Learners are expected to change over machines as well as accepting new machines. The unit involves setting up, testing and reporting any inconsistencies so that the machine functions to the gambling parameters required. The machine contents may be cash or goods. The preparations learners need to make to receive and set up gaming machines (new and change over machines) may include verifying the delivery schedule; for out-going machines: taking meter readings, de-floating, locking, handing over keys and administration procedures and for incoming machines: receiving keys and administration procedures. This unit is applicable to all staff working in a gambling environment/venue.
Assessment requirements
This unit must be assessed in line with the People1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
116
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
M
ake
nec
essa
ry p
repar
atio
ns
to r
ecei
ve n
ew
gam
ing m
achin
es a
nd for
chan
ge
ove
r m
achin
es
1.2
Chec
k gam
ing s
et u
p r
equirem
ents
with t
he
rele
vant
per
son(s
)
1.3
Fi
ll m
ach
ines
with t
he
required
conte
nts
and
to t
he
corr
ect
leve
l in
acc
ord
ance
with
man
ufa
cture
r’s
inst
ruct
ions
1.4
Chec
k th
at g
amin
g m
achin
es a
re in w
ork
ing
ord
er in a
ccord
ance
with m
anufa
cture
r’s
inst
ruct
ions
and b
efore
bei
ng m
ade
ava
ilable
fo
r cu
stom
er p
lay
1.5
Le
ave
gam
ing m
ach
ines
and m
ach
ine
site
cl
ean,
tidy
and h
azard
fre
e w
hen
the
work
is
com
ple
ted
1.6
Reg
iste
r new
mach
ines
onto
the
rele
vant
syst
ems
1
Be
able
to r
ecei
ve a
nd s
et u
p
gam
ing m
achin
es in a
ccord
ance
w
ith t
he
org
anis
atio
n’s
pro
cedure
s an
d leg
isla
tive
re
quirem
ents
1.7
Com
ple
te d
ocu
men
tation a
ccura
tely
and
clea
rly
and p
ass
it t
o t
he
rele
vant
per
son
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
117
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te p
erso
nal
rig
hts
, duties
and
resp
onsi
bili
ties
under
the
Hea
lth a
nd S
afet
y at
Work
Act
and a
ny
curr
ent
legis
lation
applic
able
spec
ific
ally
to d
iffe
rent
types
of
gam
ing m
achin
es
2.2
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s in
re
lation t
o c
han
gin
g o
ver
gam
ing m
ach
ines
, gam
ing m
achin
e in
stal
lation s
ites
, han
dlin
g
any
pro
ble
ms
with t
he
inst
alla
tion,
test
ing o
r se
t up o
f gam
ing m
achin
es,
the
conte
nts
and
leve
l of
fill
of gam
ing m
achin
es,
regis
tering
new
mach
ines
onto
the
org
anis
atio
n’s
sy
stem
s, c
om
ple
tion o
f docu
men
tation
2.3
D
escr
ibe
how
to c
onfirm
that
gam
ing
mac
hin
es a
re in w
ork
ing o
rder
2
Know
how
to r
ecei
ve a
nd s
et u
p
gam
ing m
achin
es in a
ccord
ance
w
ith t
he
org
anis
atio
n’s
pro
cedure
s an
d leg
isla
tive
re
quirem
ents
2.4
D
escr
ibe
how
to p
osi
tion g
am
ing m
ach
ines
to
attr
act
maxi
mum
att
ention a
nd u
se
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
118
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
119
Unit 21: Prepare and clear the bar area
Unit reference number: Y/601/4922
QCF level: Level 2
Credit value: 4
Guided learning hours: 29
Unit aim
This unit is about preparing stock and equipment in the bar area before service and clearing down. It also covers clearing and storing glassware, and dealing with broken glass.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
120
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k st
ock
s fo
r dri
nks
ser
vice
, re
stock
and
rota
te t
hem
in lin
e w
ith w
ork
pla
ce p
roce
dure
s
1.2
Pr
epare
and s
tore
the
drink
acc
om
pan
imen
ts,
read
y fo
r se
rvic
e
1.3
M
ake
sure
that
ser
vice
and e
lect
rica
l eq
uip
men
t is
cle
an,
free
fro
m d
amag
e an
d
dis
pla
yed a
s re
quired
1.4
M
ake
sure
that
men
us
and p
rom
otional
m
ater
ial are
acc
ura
te,
clea
n,
free
fro
m
dam
age
and d
ispla
yed a
s re
quired
1
Be
able
to p
repar
e cu
stom
er a
nd
serv
ice
are
a
1.5
M
ake
sure
ser
vice
are
as a
re c
lean,
tidy
and
read
y fo
r se
rvic
e
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
121
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
safe
and h
ygie
nic
pra
ctic
es w
hen
pre
par
ing c
ust
om
er a
nd s
ervi
ce a
reas
2.2
Sta
te w
hy
and t
o w
hom
bre
akages
should
be
report
ed
2.3
Exp
lain
why
it is
esse
ntial
to c
hec
k th
e ex
piry
dat
es o
n s
tock
ite
ms
2.4
Sta
te w
hy
refr
iger
atio
n u
nits
should
be
mai
nta
ined
at
the
corr
ect
tem
per
ature
2.5
Sta
te w
hy
corr
ect
stora
ge
and r
ota
tion
pro
cedure
s sh
ould
be
follo
wed
2.6
Sta
te w
hy
serv
ice
area
s m
ust
be
secu
re
from
unau
thorise
d a
cces
s at
all tim
es
2.7
Sta
te w
hy
mai
nte
nan
ce s
hould
not
be
atte
mpte
d o
n e
lect
ronic
ite
ms
2.8
Sta
te w
hy
a co
nst
ant
stock
of drinks
and
acco
mpan
imen
ts m
ust
be
main
tain
ed
2.9
Sta
te w
hy
stock
s of drinks
must
be
rota
ted
2
Under
stan
d h
ow
to p
repar
e cu
stom
er a
nd s
ervi
ce a
rea
2.1
0
Outlin
e th
e ty
pes
of
unex
pec
ted s
ituat
ions
that
may
occ
ur
when
pre
par
ing t
he
bar
are
a an
d h
ow
to d
eal w
ith t
hes
e
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
122
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sto
re,
rest
ock
, or
dis
pose
of dri
nks
sto
cks
and d
rink
acco
mpan
imen
ts,
in lin
e w
ith
work
pla
ce p
roce
dure
s
3.2
Ensu
re t
hat
serv
ice
equip
men
t is
cle
an a
nd
store
d a
s re
quired
3.3
M
ake
sure
ele
ctrica
l eq
uip
men
t an
d m
ach
ines
ar
e le
ft in t
he
corr
ect
conditio
n
3
Be
able
to c
lear
cust
om
er a
nd
serv
ice
are
a
3.4
Ensu
re t
hat
cust
om
er a
nd s
ervi
ce a
reas
are
tidy,
fre
e fr
om
rubbis
h a
nd r
eady
for
clea
nin
g
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
123
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
D
escr
ibe
safe
and h
ygie
nic
work
ing p
ract
ices
w
hen
cle
arin
g c
ust
om
er a
nd s
ervi
ce a
reas
4.2
Exp
lain
why
serv
ice
are
as s
hould
be
left
tid
y an
d fre
e fr
om
rubbis
h a
fter
ser
vice
4.3
Sta
te w
hy
was
te m
ust
be
han
dle
d a
nd s
tore
d
corr
ectly
4.4
Sta
te w
hy
cert
ain
ele
ctri
cal eq
uip
men
t m
ust
be
turn
ed o
ff a
fter
ser
vice
4.5
Sta
te w
hy
mai
nte
nan
ce m
ust
not
be
atte
mpte
d o
n e
lect
rica
l eq
uip
men
t
4.6
Sta
te w
hy
cust
om
er s
ervi
ce a
reas
must
be
secu
re f
rom
unau
thorise
d a
cces
s aft
er s
ervi
ce
4.7
Sta
te w
hy
spill
ages
and b
reaka
ges
must
be
report
ed t
o t
he
appro
priat
e per
son
4.8
Sta
te w
hy
corr
ect
stora
ge
pro
cedure
s m
ust
be
follo
wed
for
food a
nd d
rink
stock
s
4
Under
stan
d h
ow
to c
lear
cu
stom
er a
nd s
ervi
ce a
rea
4.9
O
utlin
e th
e ty
pes
of
unex
pec
ted s
ituat
ions
that
may
occ
ur
when
cle
arin
g t
he
bar
are
a
and h
ow
to d
eal w
ith t
hem
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
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mber
2011
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ears
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duca
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Em
pty
gla
ssw
are
and p
osi
tion it
read
y fo
r cl
eanin
g
5.2
Chec
k th
at c
lean
ing e
quip
men
t or
mach
iner
y is
cle
an,
safe
, fr
ee f
rom
dam
age
and r
eady
for
use
5.3
Cle
an g
lass
war
e at
the
reco
mm
ended
te
mper
ature
usi
ng a
ppro
priat
e cl
eanin
g
met
hod
5.4
Chec
k th
at fin
ished
gla
ssw
are
is c
lean
, dry
an
d fre
e fr
om
dam
age
5.5
D
ispose
of
dam
aged
or
bro
ken g
lass
war
e fo
llow
ing r
ecom
men
ded
pro
cedure
s
5.6
D
ispose
of
was
te o
r dir
ty w
ater
follo
win
g
reco
mm
ended
pro
cedure
s
5.7
Chec
k th
at c
lean
ing e
quip
men
t or
mach
ines
ar
e le
ft c
lean
, dry
, undam
aged
and r
eady
for
futu
re u
se
5
Be
able
to c
lean
and s
tore
gla
ssw
are
5.8
Kee
p s
tora
ge
area
s cl
ean,
tidy
and fre
e fr
om
ru
bbis
h
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
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F) –
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sue
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mber
2011
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imited
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Learn
ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
D
escr
ibe
safe
and h
ygie
nic
work
ing p
ract
ices
w
hen
han
dlin
g g
lass
war
e, c
lean
ing e
quip
men
t an
d m
ater
ials
6.2
Exp
lain
why
gla
ssw
are
should
be
han
dle
d
care
fully
6.3
Sta
te w
hy
gla
ssw
are
should
be
clea
ned
at
the
corr
ect
tem
per
ature
6.4
D
escr
ibe
the
pro
per
pro
cedure
for
dis
posi
ng
of bro
ken g
lass
6.5
D
escr
ibe
how
to m
ainta
in g
lass
was
hin
g
equip
men
t
6
Under
stan
d h
ow
to c
lean
and
store
gla
ssw
are
6.6
O
utlin
e th
e ty
pes
of
unex
pec
ted s
ituat
ions
that
may
occ
ur
when
han
dlin
g a
nd c
lean
ing
gla
ssw
are
and h
ow
to d
eal w
ith t
hem
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
126
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
127
Unit 22: Serve alcoholic and soft drinks
Unit reference number: J/601/4978
QCF level: Level 2
Credit value: 5
Guided learning hours: 46
Unit aim
This unit is about providing customers with a range of alcoholic and non-alcoholic drinks – bottled, draught, cans and cartons, and those served by free pouring or optics, for example spirits and liqueurs.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
128
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
eal w
ith c
ust
om
ers
in o
rder
of
arri
val w
her
e poss
ible
1.2
M
ainta
in f
ocu
s on t
he
cust
om
ers
and t
hei
r nee
ds
1.3
O
ffer
cust
om
ers
accu
rate
info
rmat
ion o
n
avai
lable
drinks
1.4
Tak
e th
e opport
unity
to m
axi
mis
e sa
les
thro
ugh u
p-s
ellin
g in lin
e w
ith c
urr
ent
bes
t pra
ctic
e an
d o
r le
gis
lation
1.5
Id
entify
cust
om
er r
equirem
ents
acc
ura
tely
an
d o
ffer
them
drink
acco
mpan
imen
ts
appro
priat
e to
the
type
of drink
1.6
Pr
ovi
de
alco
holic
drinks
to p
erm
itte
d p
eople
only
1
Be
able
to t
ake
cust
om
er’s
ord
ers
1.7
D
eal w
ith c
ust
om
er inci
den
ts e
ffec
tive
ly a
nd
info
rm t
he
pro
per
per
son w
her
e nec
essa
ry
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
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duca
tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Under
stan
d h
ow
to t
ake
cust
om
ers
ord
ers
2.1
Sta
te t
he
Lice
nsi
ng O
bje
ctiv
es r
elev
ant
to
the
countr
y w
ork
ing w
ithin
2.2
Sta
te c
urr
ent
rele
vant
legis
lation t
o
licen
sing a
nd w
eights
and m
easu
res
2.3
Sta
te w
hy
it is
import
ant
to c
hec
k gla
ssw
are
fo
r dam
age
2.4
Exp
lain
why
dri
nks
should
be
store
d a
t th
e co
rrec
t te
mper
ature
2.5
D
escr
ibe
how
to d
eal w
ith v
iole
nt/
dis
ord
erly
cu
stom
ers
2.6
Exp
lain
why
it is
import
ant
to o
ffer
cu
stom
ers
accu
rate
info
rmation e
g a
bout
stre
ngth
of
drinks
and t
hei
r basi
c ch
arac
terist
ics
2.7
Sta
te w
hy
it is
import
ant
to o
ffer
cust
om
er
accu
rate
info
rmation a
bout
spec
ial offer
s an
d p
rom
otions
2.8
Sta
te w
hat
leg
al m
easu
res
must
be
use
d t
o
serv
e alc
ohol an
d w
hy
they
must
be
use
d
2.9
Sta
te w
hat
law
is
in r
elat
ion t
o s
ervi
ng
under
age
drinke
rs a
nd h
ow
this
aff
ects
the
bar
sta
ff
2.1
0
Sta
te w
hat
law
is
in r
elat
ion t
o t
he
tim
es o
f day
/nig
ht
that
alc
ohol m
ay b
e se
rved
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
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duca
tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
1
Des
crib
e sy
mpto
ms
that
indic
ate
when
a
cust
om
er h
as d
runk
exce
ssiv
e am
ounts
and
what
are
the
legal
res
ponsi
bili
ties
are
in
rela
tion t
o t
his
2.1
2
Sta
te u
nder
what
cir
cum
stan
ces
cust
om
ers
must
not
be
serv
ed w
ith a
lcohol
2.1
3
Des
crib
e how
to r
espond t
o s
igns
that
som
eone
mig
ht
be
under
the
influen
ce o
f dru
gs
or
buy/
selli
ng d
rugs
2.1
4
Des
crib
e w
hat
pro
cedure
s to
follo
w in
resp
onse
to p
eople
sm
oki
ng in a
no s
moki
ng
area
2.1
5
Des
crib
e th
e ty
pe
of
non-r
outine
nee
ds
that
cu
stom
ers
may
have
and h
ow
to d
eal w
ith
them
2.1
6
Des
crib
e org
anis
ations’
sta
ndard
s fo
r cu
stom
er s
ervi
ce
2.1
7
Des
crib
e diffe
rent
serv
ice
styl
es w
ithin
org
anis
atio
n
2.1
8
Des
crib
e w
hy
cust
om
ers
should
be
dea
lt
with in o
rder
of ar
riva
l w
her
e poss
ible
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
131
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sel
ect
a g
lass
in w
hic
h t
o s
erve
the
dri
nk
acco
rdin
g t
o o
rgan
isations’
pro
cedure
s an
d
cust
om
er r
equirem
ents
3.2
Chec
k th
at t
he
gla
ss is
clea
n a
nd u
ndam
aged
3.3
Po
ur
drink
acco
rdin
g t
o t
he
pro
duct
that
is
bei
ng s
erve
d
3.4
Ensu
re t
hat
the
drink
is a
t th
e co
rrec
t te
mper
ature
bef
ore
ser
ving
3
Be
able
to s
erve
alc
oholic
and
non-a
lcoholic
drinks
3.5
Pr
om
ote
additio
nal
pro
duct
s to
the
cust
om
er
as a
ppro
priat
e
4.1
D
escr
ibe
the
corr
ect
way
to o
pen
cap
ped
, sc
rew
top a
nd c
ork
ed b
ott
les
and h
ow
to u
se
the
appro
priat
e eq
uip
men
t
4.2
Sta
te w
hy
the
bott
le s
hould
be
left
fac
ing t
he
cust
om
er
4.3
D
escr
ibe
the
corr
ect
way
to p
our
and s
erve
diffe
rent
dra
ught
drinks
4.4
D
escr
ibe
the
corr
ect
way
to p
our
and s
erve
diffe
rent
drinks
for
free
or
optic
pouring
4.5
D
escr
ibe
types
of gla
sses
ava
ilable
to s
erve
drinks
and w
hic
h o
nes
to u
se a
ccord
ing t
o
org
anis
atio
n’s
pro
cedure
s an
d c
ust
om
er
requirem
ents
4
Under
stan
d h
ow
to s
erve
al
coholic
and n
on-a
lcoholic
drinks
4.6
Sta
te c
orr
ect
tem
per
ature
for
diffe
rent
types
of drinks
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
132
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
133
Unit 23: Maintain cellars and kegs
Unit reference number: M/601/4909
QCF level: 2
Credit value: 3
Guided learning hours: 23
Unit aim
This unit is about keeping cellars clean, ensuring that equipment such as refrigeration units are in working order, and that conditions are correct. The unit also covers connecting and disconnecting kegs and gas cylinders and checking to see that they are functioning properly.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
134
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
M
ake
sure
that
cel
lar
surf
ace
s ar
e fr
ee f
rom
dirt,
rubbis
h,
spill
ages
and m
ould
1.2
M
ake
sure
that
the
floors
are
cle
an a
nd t
hat
dra
ins,
gulli
es a
nd s
um
ps
are
free
fro
m
blo
ckag
es
1.3
M
ake
sure
that
cel
lar
equip
men
t is
cle
an a
nd
in g
ood w
ork
ing o
rder
1.4
U
se t
he
reco
mm
ended
cle
anin
g e
quip
men
t an
d m
ater
ials
and s
tore
them
corr
ectly
afte
r use
1.5
M
ainta
in c
ella
r en
viro
nm
enta
l co
nditio
ns
in
line
with s
ervi
ce o
per
atio
ns
1
Be
able
to m
ainta
in c
ella
rs
1.6
Sec
ure
the
cella
r ag
ainst
unau
thorise
d a
cces
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
safe
and h
ygie
nic
pra
ctic
es w
hen
m
ainta
inin
g c
ella
rs
2.2
Exp
lain
why
ther
e are
spec
ific
sec
urity
pro
cedure
s fo
r goin
g in a
nd o
ut
of th
e ce
llar
2.3
Sta
te w
hy
cella
rs s
hould
be
secu
red a
gai
nst
unau
thorise
d a
cces
s at
all
tim
es
2.4
Sta
te w
hy
the
cella
r sh
ould
be
kept
clea
n a
nd
tidy
at a
ll tim
es
2.5
Sta
te w
hy
the
cella
r m
ust
be
kept
at a
re
com
men
ded
tem
per
ature
and w
hat
that
te
mper
ature
should
be
2
Under
stan
d h
ow
to m
ainta
in
cella
rs
2.6
O
utlin
e th
e ty
pes
of
unex
pec
ted s
ituat
ions
that
may
hap
pen
when
mai
nta
inin
g c
ella
rs
and h
ow
to d
eal w
ith t
hem
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
136
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Po
sition t
he
full
keg o
r gas
cylin
der
for
conve
nie
nce
at
the
appro
pri
ate
tim
e
3.2
D
isco
nnec
t em
pty
keg
or
gas
cyl
inder
usi
ng
the
reco
mm
ended
met
hod
3.3
Chec
k th
at t
he
new
keg
or
gas
cylin
der
co
nta
ins
the
corr
ect
pro
duct
and s
how
s th
e co
rrec
t dat
e
3.4
Connec
t ke
g o
r gas
cylin
der
usi
ng t
he
reco
mm
ended
met
hod
3.5
Chec
k th
at n
ew k
eg o
r gas
cylin
der
is
work
ing
pro
per
ly
3
3.6
Sto
re u
sed k
eg o
r gas
cylin
der
rea
dy
for
dis
patc
h
Be
able
to p
repar
e ke
gs
and g
as
for
use
3.7
D
eal w
ith lea
kages
in k
eg o
r gas
cylin
der
ef
fect
ivel
y an
d info
rm t
he
pro
per
per
son
wher
e nec
essa
ry
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
137
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Under
stan
d h
ow
to p
repar
e ke
gs
and g
as
for
use
4.1
D
escr
ibe
safe
and h
ygie
nic
work
ing
pra
ctic
es w
hen
pre
par
ing k
egs
and g
as
cylin
der
s fo
r use
4.2
D
escr
ibe
the
risk
s of
mis
han
dlin
g k
egs
and
gas
cyl
inder
s
4.3
Sta
te w
hy
the
corr
ect
and s
afe
lifting
tech
niq
ues
must
be
use
d
4.4
Sta
te w
hy
gas
cyl
inder
s fo
r use
must
be
chai
ned
or
stra
pped
to t
he
wal
l
4.5
Sta
te w
hy
and t
o w
hom
any
signs
of
dam
age
to k
egs/
cylin
der
s m
ust
be
report
ed
4.6
Sta
te w
hy
it is
esse
ntial
to t
urn
off t
he
gas
su
pply
bef
ore
dis
connec
ting t
he
keg
4.7
Sta
te w
hat
the
safe
ty c
onsi
der
atio
ns
are
in
dea
ling w
ith m
ixed
gas
es
4.8
D
escr
ibe
pro
cedure
s in
an e
vent
of an
em
ergen
cy
4.9
D
escr
ibe
how
to d
eter
min
e if k
egs/
cylin
der
s ar
e le
akin
g
4.1
0
Sta
te w
hy
it is
import
ant
to c
hec
k dat
e st
amp o
n s
tock
4.1
1
Des
crib
e how
to t
ell if s
tock
is
out
of
conditio
n
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
138
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
2
Outlin
e th
e ty
pes
of si
tuat
ions
that
may
hap
pen
when
pre
par
ing k
egs
and g
as
cylin
der
s and h
ow
to d
eal w
ith t
hem
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
139
Unit 24: Check claims and deliver prizes for bingo customers
Unit reference number: R/601/6555
QCF level: Level 2
Credit value: 3
Guided learning hours: 24
Unit aim
This unit assesses the learners’ skills, knowledge and understanding relating to checking claims for winnings and delivering the right prizes to the right customers. Learners are expected to handle customers courteously and to ensure that they adhere to legislation and work in line with their organisation’s systems and procedures correctly. The unit is typically carried out by floor staff.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Claims: main stage games; national games; link games.
Prizes: cash; goods.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
140
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
and loca
te c
laim
ants
for
whom
they
ar
e re
sponsi
ble
quic
kly
and a
ccura
tely
1.2
Acc
ept
and c
hec
k gam
e cl
aim
s fr
om
cu
stom
ers
accu
rate
ly,
clea
rly
and a
t a
pace
w
hic
h c
an b
e fo
llow
ed
1.3
H
andle
inva
lid c
laim
s in
a w
ay w
hic
h
cust
om
ers
can u
nder
stan
d a
nd a
ppre
ciat
e
1
Be
able
to c
hec
k cl
aim
s fo
r bin
go
prize
s
1.4
Chec
k th
at c
ust
om
ers
are
satisf
ied w
ith t
he
resu
lts
of
thei
r cl
aim
and w
her
e nec
essa
ry
report
inst
ance
s of cu
stom
er d
issa
tisf
action
to t
he
appro
priate
per
son
2.1
D
eliv
er a
nd h
and o
ver
pri
zes
to c
ust
om
ers
on
com
ple
tion o
f co
nfirm
atio
n d
etai
ls in a
way
th
at a
void
s dis
turb
ing p
lay
2
Be
able
to d
eliv
er p
rize
s fo
r bin
go
cust
om
ers
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
2.2
Id
entify
and r
eport
any
pro
ble
ms
ass
oci
ate
d
with p
rize
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
141
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sta
te t
he
legis
lative
req
uirem
ents
for
chec
king a
nd iss
uin
g b
ingo p
rize
s
3.2
Sta
te t
he
conse
quen
ces
of not
confo
rmin
g t
o
legis
lative
req
uirem
ents
3.3
Sta
te w
hy
it is
import
ant
to info
rm c
ust
om
ers
of w
hat
is h
appen
ing t
o r
esolv
e th
eir
pro
ble
ms
and q
uer
ies
3.4
D
escr
ibe
how
to c
hec
k m
ain
sta
ge,
nat
ional
an
d lin
k bin
go g
am
es
3.5
D
escr
ibe
the
types
of pro
ble
ms
that
can
occ
ur
when
chec
king c
laim
s an
d d
eliv
erin
g p
rize
s to
cu
stom
ers
and h
ow
to d
eal w
ith t
hem
3.6
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s fo
r:
–
acce
pting g
ames
cla
ims
–
chec
king g
ame
clai
ms
–
report
ing c
ust
om
er d
issa
tisf
action
–
han
dlin
g p
roble
ms
in r
elation t
o c
laim
s an
d p
rize
s
3
Know
how
to c
hec
k cl
aim
s an
d
del
iver
prize
s fo
r bin
go p
rize
s
3.7
D
escr
ibe
how
to e
xpla
in inva
lid c
laim
s to
cu
stom
ers
and w
hy
it is
import
ant
to e
nsu
re
that
they
under
stan
d t
he
reaso
ns
for
an
inva
lid c
laim
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
142
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
143
Unit 25: Sell bingo books and tickets
Unit reference number: T/601/6497
QCF level: Level 2
Credit value: 3
Guided learning hours: 21
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to sell bingo books and tickets. Learners need to show that they can set up and maintain the book selling point and sell main, national and link game bingo books. They are expected to be able to handle customers courteously and helpfully and complete sales in the given time before the start of sessions. Accuracy, customer service and speed are essential skills for achievement of this unit. This unit is appropriate for staff working in an operational capacity within a bingo hall.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Bingo books: main stage games; national games; link games.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
144
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k th
at t
he
corr
ect
equip
men
t an
d
mat
eria
ls a
re o
bta
ined
bef
ore
open
ing t
he
sale
s poin
t
1.2
Chec
k an
d a
ccura
tely
rec
ord
book
seri
al
num
ber
s
1.3
Chec
k th
e ac
cura
cy o
f th
e float
1.4
Rep
ort
unre
solv
ed b
ook
and t
icke
t pro
ble
ms
and flo
at d
iscr
epan
cies
and a
void
unnec
essa
ry d
elay
to s
ellin
g
1.5
D
ispla
y price
s an
d leg
ally
req
uired
gam
blin
g
info
rmat
ion s
o t
hat
it
is c
lear
ly v
isib
le t
o
cust
om
ers
1
Be
able
to p
repar
e fo
r se
lling
bin
go b
ooks
and t
icke
ts
1.6
M
ake
availa
ble
an a
deq
uat
e num
ber
of books
of th
e right
types
to m
eet
expec
ted c
ust
om
er
dem
and
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
145
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Is
sue
cust
om
ers
with t
he
type
and q
uan
tity
of books
and t
icke
ts t
hey
hav
e re
ques
ted
2.2
Tak
e pay
men
t fo
r th
e books
and t
icke
ts,
valid
atin
g c
ash a
nd c
ash e
quiv
ale
nts
and
pro
vide
accu
rate
change
to t
he
cust
om
er
2.3
Split
and s
ell books
in a
way
whic
h a
void
s duplic
atio
n o
f se
rial
num
ber
s
2.4
Rep
ort
pro
ble
ms
outs
ide
thei
r ar
ea o
f re
sponsi
bili
ty
2.5
Car
ry o
ut
secu
rity
pro
cedure
s
2
Be
able
to s
ell bin
go b
ooks
and
tick
ets
in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
2.6
Ret
urn
and s
tore
unso
ld b
ooks
in t
he
corr
ect
sequen
ce f
or
the
nex
t sa
les
per
iod
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
146
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sta
te t
he
import
ance
of
com
ple
ting b
ook
sale
s as
quic
kly
as p
oss
ible
3.2
Sta
te t
he
import
ance
of
mai
nta
inin
g t
he
sequen
ce o
f num
ber
s an
d t
he
implic
atio
ns
if
num
ber
s go m
issi
ng a
nd b
ooks
are
sold
and
split
inco
rrec
tly
3.3
D
escr
ibe
how
to p
lay
the
diffe
rent
types
of
bin
go g
ames
3.4
D
escr
ibe
how
to e
xpla
in b
ook
sale
options
to
cust
om
ers
to f
acili
tate
thei
r under
stan
din
g
3.5
D
escr
ibe
how
to e
stim
ate
cust
om
er d
eman
d
for
bin
go b
ooks
and t
icke
ts
3.6
Li
st t
he
types
of books
and t
icke
ts a
vaila
ble
an
d d
escr
ibe
how
to m
ake
them
up f
or
the
diffe
rent
types
of bin
go g
am
e
3.7
Li
st t
he
paym
ent
met
hods
that
are
acc
epta
ble
an
d d
escr
ibe
how
to v
alid
ate
thes
e fo
rms
of
pay
men
t
3
Know
how
to s
ell bin
go b
ooks
an
d t
icke
ts
3.8
D
escr
ibe
the
kinds
of pro
ble
ms
and d
ispute
s th
at c
an a
rise
with b
ook
pre
par
ation a
nd
sale
s an
d h
ow
and w
hen
to d
eal w
ith t
hem
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
147
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Know
the
org
anis
atio
n’s
rule
s an
d s
tatu
tory
reg
ula
tions
for
selli
ng b
ingo b
ooks
and t
icke
ts
4.1
Sta
te t
he
legal
req
uirem
ents
rel
atin
g t
o:
the
dis
pla
y of
char
ges
to p
lay
notice
s, p
aym
ents
fo
r bin
go b
ooks
, th
e te
aring o
f bin
go b
ooks
4.2
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s re
lating
to:
–
bin
go b
ook
pre
para
tion a
nd s
ales
–
chec
king a
nd r
ecord
ing b
ook
serial
num
ber
s
–
tear
ing b
ingo b
ooks
to a
void
duplic
ation o
f num
ber
s
–
chec
king t
he
accu
racy
of th
e float
–
dea
ling w
ith p
roble
ms
and d
iscr
epan
cies
w
ithin
and o
uts
ide
thei
r au
thority
–
valid
atin
g c
ash a
nd c
ash e
quiv
ale
nts
–
split
ting b
ooks
–
secu
rity
–
retu
rnin
g u
nso
ld b
ooks
–
tim
e in
volv
ed t
o s
ell books
and t
icke
ts
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
148
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.3
Sta
te t
he
org
anis
atio
n’s
rule
s and s
tatu
tory
re
gula
tions
rela
ting t
o:
–
the
diffe
rent
types
of
bin
go g
am
es
–
tick
et s
ales
–
stora
ge
of
tick
ets
–
dam
aged
tic
kets
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
149
Unit 26: Operate a payment point for ancillary bingo games
Unit reference number: K/601/6349
QCF level: Level 2
Credit value: 3
Guided learning hours: 21
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to make up and issue prize payouts for ancillary bingo games, to operate the cashier’s console and to provide and reconcile change for floor staff. When operating the console learners are expected to identify and issue refunds to customers. They need to show they can work quickly and accurately to keep pace with the needs of customers, staff and the pace of games. Security is an essential skill for achievement of this unit. This unit is appropriate for staff working in an operational capacity within a bingo hall.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
150
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k th
e float
, en
suring s
uff
icie
nt
chan
ge
is
ava
ilable
to m
eet
the
rate
of
pla
y and t
he
dem
ands
of floor
staf
f an
d r
eport
dis
crep
anci
es t
o t
he
rele
vant
per
son
1.2
Is
sue
chan
ge
to f
loor
staf
f in
the
corr
ect
mix
of
coin
s to
the
set
tota
l va
lue
1
Be
able
to p
repar
e a
pay
men
t poin
t fo
r anci
llary
bin
go g
am
es
1.3
Tes
t all
equip
men
t to
ensu
re it
is s
afe
and in
work
ing o
rder
and r
eport
unre
solv
ed
equip
men
t pro
ble
ms
to t
he
appro
priate
per
son
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
151
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Com
ple
te c
ash r
ecei
pts
acc
ura
tely
2.2
O
per
ate
the
conso
le e
quip
men
t co
rrec
tly
in
line
with t
he
pace
of
the
gam
es
2.3
Chec
k re
turn
ed c
han
ge
and c
ash
acc
epte
d
from
flo
or
staf
f
2.4
Val
idate
cre
dit r
efunds
to c
ust
om
ers
at
appro
priat
e in
terv
als
in t
he
gam
es
2.5
Is
sue
accu
rate
prize
pay
outs
to m
atch
the
pac
e of gam
es a
nd a
void
del
ays
and
bac
klogs
2.6
D
eal w
ith p
rize
rec
eipts
in a
ccord
ance
with
the
org
anis
atio
n’s
pro
cedure
s
2.7
H
andle
dis
pute
d c
laim
s in
a w
ay
that
mai
nta
ins
cust
om
er g
oodw
ill
2.8
Rec
onci
le t
akin
gs
again
st r
ecord
ed
info
rmat
ion a
nd c
om
ple
te r
ecord
s acc
ura
tely
2.9
Pr
ovi
de
cash
rec
onci
liation r
ecord
s an
d c
ash
to
the
rele
vant
per
son a
nd r
eport
var
iance
s
2
Be
able
to o
per
ate
a pay
men
t poin
t fo
r anci
llary
bin
go g
am
es
and r
econci
le t
akin
gs
2.1
0
Oper
ate
the
pay
men
t poin
t in
a w
ay t
hat
mai
nta
ins
per
sonal
sec
urity
and t
he
taki
ngs
and in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d leg
isla
tive
req
uirem
ents
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
152
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Know
how
to o
per
ate
a pay
men
t poin
t fo
r anci
llary
bin
go g
am
es
3.1
Sta
te t
he
legal
req
uirem
ents
that
apply
to
gam
e ch
arges
and r
efund o
f cu
stom
er c
redits
3.2
Sta
te w
hy
it is
import
ant
to e
nsu
re c
han
ge
is
issu
ed t
o a
nd r
eturn
ed b
y th
e sa
me
per
son
3.3
Li
st t
he
types
of
coin
den
om
ination r
equired
fo
r ea
ch s
essi
on
3.4
Li
st t
he
pri
ze a
mounts
and t
ypes
for
the
gam
es b
eing p
laye
d
3.5
Sta
te w
hy
it is
import
ant
to iss
ue
prize
s an
d
oper
ate
the
conso
le t
o k
eep u
p w
ith t
he
pac
e of th
e gam
e
3.6
Sta
te t
he
org
anis
atio
ns’
pro
cedure
s in
re
lation t
o:
–
cash
colle
ctio
n
–
han
dlin
g a
nd h
old
ing c
ash
on t
he
pre
mis
es
–
usi
ng c
ash
–
pre
par
ing,
issu
ing a
nd r
econci
ling c
han
ge
–
sess
ion e
arn
ings
and p
rofit
targ
ets
–
oper
atin
g t
he
pay
men
t poin
t eq
uip
men
t
–
dis
pute
d c
laim
s
–
report
ing c
ash v
aria
nce
s an
d:
–
secu
rity
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
153
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.7
D
escr
ibe
how
to u
se m
echan
ised
cash
bin
go
info
rmat
ion in r
econci
ling c
ash
tak
ings
and
how
to o
per
ate
the
conso
le
3.8
D
escr
ibe
how
to d
efuse
pote
ntial
ly s
tres
sful
cust
om
er c
om
pla
int
situ
atio
ns
so a
s to
m
ainta
in c
ust
om
er g
oodw
ill
3.9
Li
st t
he
type
of eq
uip
men
t pro
ble
ms
that
can
occ
ur
and w
hat
act
ion t
o t
ake
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
154
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
155
Unit 27: Call and validate ancillary bingo games
Unit reference number: M/601/6546
QCF level: Level 2
Credit value: 3
Guided learning hours: 18
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to call bingo games and validate claims. Learners are expected to show that they can mix games in such a way as to meet spend per head targets and that they can call games to meet the needs of both their customers and their organisation. Learners also need to show that they can call games in a lively and entertaining way whilst complying with the organisation’s procedures and legislative requirements. Essential skills are the ability to check and use equipment and customer service. This unit is appropriate for staff working in an operational capacity within a bingo hall.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Equipment: the caller’s console; the display board; sound system; random generator.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
156
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Tes
t all
equip
men
t and e
nsu
re it
is s
afe
and
in w
ork
ing o
rder
, an
d c
orr
ectly
pro
gra
mm
ed,
and r
eport
any
unre
solv
ed p
roble
ms
1.2
Chec
k th
at t
he
ord
er o
f pla
y an
d p
rom
otional
in
form
atio
n is
as r
equired
for
the
gam
es a
nd
report
rel
ate
d u
nre
solv
ed p
roble
ms
1.3
W
elco
me
cust
om
ers
to b
ingo g
am
es in a
way
th
at is
appro
priate
to t
he
sess
ion a
nd t
hei
r nee
ds
1.4
Advi
se c
ust
om
ers
of
the
rule
s of
pla
y pri
or
to
star
ting t
he
gam
e
1.5
D
ispla
y ac
cura
te info
rmat
ion a
bout
the
curr
ent
type
of gam
e
1.6
Cal
l bin
go n
um
ber
s cl
early
and a
udib
ly a
nd a
t a
rate
whic
h b
alan
ces
both
the
cust
om
ers’
an
d o
rgan
isat
ion’s
nee
ds
1.7
M
ix t
he
type
of gam
es t
o m
axim
ise
the
opport
unitie
s of ach
ievi
ng s
et t
arg
ets
1.8
Res
pond t
o a
nd v
alid
ate
cust
om
er c
laim
s pro
mptly
and in a
way
that
dem
onst
rate
s th
e in
tegrity
of th
e gam
e
1
Be
able
to c
all an
d v
alid
ate
anci
llary
bin
go g
am
es in
acco
rdan
ce w
ith t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
1.9
H
andle
any
dis
pute
d c
laim
s in
a w
ay t
hat
m
ainta
ins
cust
om
er g
oodw
ill
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
157
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
how
to p
lay
anci
llary
bin
go g
am
es,
incl
udin
g d
iffe
rent
gam
e an
d w
innin
g
poss
ibili
ties
2.2
D
escr
ibe
the
import
ance
of
max
imis
ing
opport
unitie
s to
ach
ieve
set
tar
get
s an
d t
he
implic
atio
ns
of not
ach
ievi
ng t
arg
ets
2.3
D
escr
ibe
how
to u
se a
nd o
per
ate
the
equip
men
t
2.4
D
escr
ibe
how
to m
ake
announce
men
ts a
nd
call
in a
liv
ely
and e
nte
rtai
nin
g w
ay a
nd s
tate
w
hy
this
is
import
ant
2.5
D
escr
ibe
how
to s
truct
ure
what
is
said
so
cust
om
ers
can u
nder
stan
d
2.6
Li
st p
oss
ible
fau
lts
that
can
occ
ur
with
equip
men
t an
d h
ow
to d
eal w
ith t
hem
2.7
D
escr
ibe
how
to v
alid
ate
clai
ms
2
Know
how
to c
all an
d v
alid
ate
anci
llary
bin
go g
am
es
2.8
D
escr
ibe
how
to d
efuse
pote
ntial
ly s
tres
sful
situ
atio
ns
so a
s to
mai
nta
in c
ust
om
er
goodw
ill
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
158
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sta
te t
he
rule
s, r
egula
tions
and p
roce
dure
s fo
r an
cilla
ry b
ingo g
am
es
3.2
Sta
te t
he
legal
req
uirem
ents
for
calli
ng b
ingo
gam
es a
nd v
alid
atin
g c
laim
s
3.3
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s in
re
lation t
o:
–
calli
ng g
am
es
–
valid
atin
g c
laim
s
–
dea
ling w
ith d
ispute
s
–
test
ing e
quip
men
t
–
dea
ling w
ith fau
lty
equip
men
t
–
dea
ling w
ith p
roble
ms
and d
iscr
epan
cies
w
ithin
and o
uts
ide
of th
eir
auth
ority
3
Know
the
rule
s, r
egula
tions,
leg
al
requirem
ents
and t
he
org
anis
atio
n’s
pro
cedure
s fo
r ca
lling a
nd v
alid
atin
g a
nci
llary
bin
go g
ames
3.4
Sta
te t
he
import
ance
of
ensu
ring p
erso
nal
pre
senta
tion,
body
languag
e and v
oca
bula
ry
confo
rm t
o t
he
org
anis
atio
n’s
pro
cedure
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
159
Unit 28: Reconcile takings for bingo books and tickets
Unit reference number: H/601/6558
QCF level: Level 2
Credit value: 2
Guided learning hours: 15
Unit aim
This unit assesses the learners’ skills, knowledge and understanding to reconcile takings for bingo books and tickets.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Takings: main stage games; national games; link games.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
160
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Cal
cula
te t
ota
l book
sale
s, les
s vo
id b
ooks
ac
cura
tely
at
the
end o
f ea
ch s
ales
per
iod
1.2
Chec
k th
at t
he
cash
and c
ash
equiv
alen
ts
mat
ch t
he
tota
l sa
les
figure
for
each
sal
es
per
iod
1.3
Rep
ort
and r
ecord
dis
crep
anci
es c
lear
ly a
nd
accu
rate
ly
1
Be
able
to r
econci
le t
akin
gs
for
bin
go b
ooks
and t
icke
ts in
acco
rdan
ce w
ith t
he
org
anis
atio
n’s
pro
cedure
s
1.4
Fo
rwar
d t
aki
ngs
and v
oid
books
to t
he
rele
vant
per
son in a
way
that
mai
nta
ins
per
sonal
sec
urity
and t
hat
of th
e ta
kings
2.1
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s fo
r:
–
reco
nci
ling c
ash
and s
ales
–
reco
rd k
eepin
g
–
report
ing d
iscr
epan
cies
and s
ecurity
2.2
Sta
te t
he
acce
pta
ble
met
hods
of paym
ent
2
Know
how
to r
econci
le t
akin
gs
for
bin
go b
ooks
and t
icke
ts in
acco
rdan
ce w
ith t
he
org
anis
atio
n’s
pro
cedure
s
2.3
D
escr
ibe
how
to r
ecognis
e an
d d
eal w
ith
counte
rfei
t, s
usp
icio
us
and u
nac
cepta
ble
ban
k note
s an
d c
oin
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
161
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
162
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
163
Unit 29: Call and validate main stage bingo games
Unit reference number: A/601/6551
QCF level: Level 2
Credit value: 3
Guided learning hours: 21
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to call bingo games and validate claims. Learners are expected to show that they can call games to meet the needs of both their customers and their organisation; calling games in a lively and entertaining way whilst complying with the organisation’s procedures and legislative requirements. Essential skills are the ability to check and use equipment and customer service. This unit is appropriate for staff working in an operational capacity within a bingo hall.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Equipment: the caller’s console; the display board, the sound system.
Bingo games: main stage games; link games; national games.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
164
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Tes
t eq
uip
men
t an
d e
nsu
re it
is s
afe
and in
work
ing o
rder
, an
d c
orr
ectly
pro
gra
mm
ed,
and r
eport
any
unre
solv
ed e
quip
men
t pro
ble
ms
1.2
Chec
k th
at t
he
ord
er o
f pla
y an
d p
rom
otional
in
form
atio
n n
eeded
for
the
gam
es is
obta
ined
an
d r
eport
rel
ate
d u
nre
solv
ed p
roble
ms
1.3
W
elco
me
cust
om
ers
to t
he
bin
go g
ames
in a
w
ay t
hat
is a
ppro
priate
to t
he
sess
ion a
nd
thei
r nee
ds
1.4
Advi
se c
ust
om
ers
of
the
rule
s of
pla
y pri
or
to
star
ting t
he
gam
e
1.5
D
ispla
y ac
cura
te info
rmat
ion a
bout
the
curr
ent
type
of gam
e
1.6
Cal
l bin
go n
um
ber
s cl
early
and a
udib
ly a
nd a
t a
rate
whic
h b
alan
ces
the
nee
ds
of cu
stom
ers
with t
he
nee
ds
of th
e org
anis
ation
1
Be
able
to c
all m
ain s
tage
bin
go
gam
es in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
1.7
Pr
om
ote
spec
ial ev
ents
and g
am
blin
g
opport
unitie
s an
d m
ake
announce
men
ts in
acco
rdan
ce w
ith o
per
atio
nal nee
ds
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
165
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Res
pond t
o c
ust
om
er c
laim
s pro
mptly
2.2
Lo
cate
and d
irec
t floor
staf
f quic
kly
to
win
nin
g c
ust
om
ers
as n
eces
sary
2.3
Val
idate
cla
ims
in a
way
that
dem
onst
rate
s th
e in
tegrity
of
the
gam
e
2
Be
able
to d
eal w
ith c
laim
s an
d
valid
ate
main
sta
ge
bin
go g
am
es
2.4
H
andle
any
dis
pute
d c
laim
s in
a w
ay t
hat
m
ainta
ins
cust
om
er g
oodw
ill
3
Know
how
to c
all m
ain s
tage
bin
go g
ames
3.1
D
escr
ibe
how
to p
lay
mai
n s
tage
bin
go
gam
es,
incl
udin
g d
iffe
rent
gam
e an
d w
innin
g
poss
ibili
ties
3.2
Sta
te t
he
legal
req
uirem
ents
for
calli
ng b
ingo
gam
es
3.3
Sta
te t
he
rule
s, r
egula
tions
and p
roce
dure
s fo
r m
ain s
tage
bin
go g
ames
3.4
D
escr
ibe
how
to u
se a
nd o
per
ate
the
equip
men
t
3.5
D
escr
ibe
how
to m
ake
announce
men
ts a
nd
call
in a
liv
ely
and e
nte
rtai
nin
g w
ay a
nd
expla
in w
hy
this
is
import
ant
3.6
D
escr
ibe
how
to s
truct
ure
what
is
said
so
cust
om
ers
can u
nder
stan
d
3.7
D
escr
ibe
the
poss
ible
fau
lts
that
can
occ
ur
with e
quip
men
t an
d h
ow
to d
eal w
ith t
hem
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
166
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s in
re
lation t
o:
–
calli
ng g
am
es
–
test
ing e
quip
men
t
3.8
–
dea
ling w
ith fau
lty
equip
men
t
–
dea
ling w
ith p
roble
ms
within
the
limits
of
thei
r au
thority
–
dea
ling w
ith p
roble
ms
outs
ide
the
limits
of th
eir
auth
ority
3.9
Exp
lain
the
import
ance
of
ensu
ring p
erso
nal
pre
senta
tion,
body
languag
e and v
oca
bula
ry
confo
rm t
o t
he
org
anis
atio
n’s
pro
cedure
s w
hen
calli
ng
3.1
0
Des
crib
e how
to p
rom
ote
spec
ial ev
ents
and
gam
blin
g o
pport
unitie
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
167
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Sta
te t
he
legal
req
uirem
ents
for
valid
atin
g
clai
ms
4.2
Sta
te h
ow
to v
alid
ate
cla
ims
4.3
D
escr
ibe
how
to d
efuse
pote
ntial
ly s
tres
sful
situ
atio
ns
so a
s to
mai
nta
in c
ust
om
er
goodw
ill
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s in
re
lation t
o:
–
valid
atin
g c
laim
s
–
dea
ling w
ith d
ispute
s
–
dea
ling w
ith p
roble
ms
and d
iscr
epan
cies
w
ithin
the
limits
of th
eir
auth
ority
4.4
–
dea
ling w
ith p
roble
ms
and d
iscr
epan
cies
outs
ide
the
limits
of
thei
r au
thority
4
Know
how
val
idat
e m
ain s
tage
bin
go g
ames
4.5
Exp
lain
the
import
ance
of
ensu
ring p
erso
nal
pre
senta
tion,
body
languag
e and v
oca
bula
ry
confo
rm t
o t
he
org
anis
atio
n’s
pro
cedure
s w
hen
valid
atin
g c
laim
s an
d d
ealin
g w
ith
dis
pute
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
168
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
169
Unit 30: Install and set up gaming machines
Unit reference number: F/601/6325
QCF level: Level 2
Credit value: 5
Guided learning hours: 37
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to install and set up gaming machines. Learners will be expected to carry out setting up, testing and adjusting activities so that the machine functions to the gambling parameters required. The machine contents may be cash or goods. This unit is appropriate for staff working in an operational capacity within a gambling venue.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Fit for purpose: all necessary services; right amount of space; suitable for the type of intended promotional activity; will attract the most customers.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
170
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k in
stal
lation s
ites
are
fit f
or
purp
ose
1.2
Acc
ess
suitab
le s
ourc
es o
f te
chnic
al a
dvi
ce t
o
support
inst
alla
tions,
as
nec
essa
ry
1.3
In
stal
l gam
ing m
achin
es s
ecure
ly in t
he
agre
ed s
ite
usi
ng t
he
corr
ect
tools
1.4
Tes
t an
d c
onfirm
gam
ing m
achin
es a
re in
work
ing o
rder
in a
ccord
ance
with t
he
man
ufa
cture
r’s
inst
ruct
ions,
usi
ng t
he
corr
ect
tools
1.5
Id
entify
and r
ectify
pro
ble
ms
and d
ifficu
ltie
s w
ith inst
alli
ng g
am
ing m
ach
ines
within
thei
r lim
its
of auth
ority
, re
ferr
ing p
roble
ms
outs
ide
the
limits
of th
eir
auth
ority
to t
he
appro
priat
e per
son
1
Be
able
to inst
all gam
ing
mac
hin
es in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
1.6
Car
ry o
ut
inst
alla
tions
at a
tim
e an
d in a
m
anner
whic
h r
educe
ris
ks t
o s
ecurity
and
min
imis
es d
isru
ption t
o c
ust
om
ers
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
171
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Chec
k gam
ing s
et u
p r
equirem
ents
with t
he
rele
vant
per
son(s
)
2.2
Adju
st a
nd s
et m
ach
ines
to t
he
required
oper
atin
g p
aram
eter
s usi
ng t
he
corr
ect
tools
2.3
Fi
ll m
ach
ines
with t
he
required
conte
nts
and
to t
he
corr
ect
leve
l in
acc
ord
ance
with t
he
man
ufa
cture
r’s
inst
ruct
ions
2.4
Tes
t m
achin
es a
nd c
onfirm
the
gam
ing
mec
han
ism
is
in w
ork
ing o
rder
in a
ccord
ance
w
ith m
anufa
cture
r’s
inst
ruct
ions,
usi
ng t
he
corr
ect
tools
2.5
Id
entify
and r
ectify
pro
ble
ms
and d
ifficu
ltie
s w
ith s
etting u
p g
amin
g m
ach
ines
within
the
limits
of th
eir
auth
ori
ty,
refe
rrin
g a
ny
pro
ble
ms
outs
ide
the
limits
of
thei
r au
thority
to
the
appro
priate
per
son
2.6
Le
ave
gam
ing m
ach
ines
and m
ach
ine
site
s cl
ean,
tidy
and h
azard
fre
e on c
om
ple
tion o
f th
e w
ork
2
Be
able
to s
et u
p g
am
ing
mac
hin
es in a
ccord
ance
with t
he
org
anis
atio
n’s
pro
cedure
s an
d
legis
lative
req
uirem
ents
2.7
Com
ple
te d
ocu
men
tation a
ccura
tely
and
clea
rly
and p
ass
it t
o t
he
rele
vant
per
son
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
172
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to inst
all an
d s
et
up g
amin
g m
achin
es
3.1
Sta
te p
erso
nal
rig
hts
, duties
and
resp
onsi
bili
ties
under
the
Hea
lth a
nd S
afet
y at
Work
Act
and a
ny
curr
ent
legis
lation
applic
able
spec
ific
ally
to d
iffe
rent
types
of
gam
ing m
achin
es
3.2
Sta
te t
he
org
anis
atio
n’s
pro
cedure
s in
re
lation t
o:
–
gam
ing m
achin
e in
stal
lation s
ites
–
han
dlin
g a
ny
pro
ble
ms
with t
he
inst
alla
tion,
test
ing o
r se
t up o
f gam
ing
mac
hin
es
–
the
conte
nts
and lev
el o
f fill
of gam
ing
mac
hin
es
–
com
ple
tion o
f docu
men
tation
3.3
Sta
te t
he
peo
ple
fro
m w
hom
cla
rifica
tion a
nd
agre
emen
ts m
ust
be
sought
bef
ore
inst
alli
ng
and s
etting u
p g
amin
g m
ach
ines
3.4
Sta
te t
he
acce
pta
ble
min
imum
per
centa
ge
pay
out
for
rele
vant
gam
ing m
achin
es
3.5
Sta
te t
he
sourc
es o
f te
chnic
al a
dvi
ce f
or
inst
alla
tions
and h
ow
to a
cces
s th
em
3.6
Exp
lain
how
to inte
rpre
t an
d u
se g
amin
g
mac
hin
e si
te p
lans,
man
ufa
cture
r’s
inst
ruct
ions
and t
echnic
al s
pec
ific
atio
ns
3.7
Sta
te t
he
spac
e an
d s
ervi
ces
required
for
the
mac
hin
es t
o b
e in
stal
led
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
173
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.8
D
escr
ibe
how
mach
ines
are
pla
yed,
incl
udin
g a
ny
spec
ial fe
ature
s
3.9
D
escr
ibe
how
to u
se t
ools
and e
quip
men
t sa
fely
when
inst
allin
g a
nd s
etting u
p g
amin
g
mac
hin
es
3.1
0
Des
crib
e how
to u
se s
afe
man
ual
han
dlin
g
tech
niq
ues
and lifting e
quip
men
t to
move
gam
ing m
achin
es t
o t
he
inst
alla
tion s
ite
3.1
1
Des
crib
e m
achin
e fitt
ing t
echniq
ues
suitable
fo
r diffe
rent
types
of
gam
ing m
achin
es
3.1
2
Des
crib
e how
to t
est
that
both
the
mach
ine
inst
alla
tion a
nd g
amin
g m
ach
ine
sett
ings
are
in w
ork
ing o
rder
3.1
3
Des
crib
e how
to p
osi
tion g
am
ing m
ach
ines
to
att
ract
max
imum
att
ention a
nd u
se
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
174
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
175
Unit 31: Ensure the availability and suitability of resources to operate a game within a casino environment
Unit reference number: J/601/6312
QCF level: Level 2
Credit value: 2
Guided learning hours: 20
Unit aim
This unit assesses learners’ skills, knowledge and understanding needed to ensure that the relevant equipment and materials to operate the game are available, in good working order and comply with regulatory requirements. This unit is appropriate for staff working in an operational capacity within a casino environment.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Equipment that can affect the outcome of the game: roulette wheel/balls; cards; table; dice.
Equipment to support the smooth running of the game: chips; shufflers; audio equipment; CCTV; writing implements; rake; shoes; table layout; discard rack.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
176
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Chec
k th
at t
he
equip
men
t th
at c
an a
ffec
t th
e outc
om
e of th
e gam
e is
ava
ilable
, in
good
work
ing c
onditio
n a
nd m
eets
leg
al
requirem
ents
1.2
Rep
ort
to t
he
appro
priat
e per
son,
when
any
equip
men
t th
at c
an a
ffec
t th
e outc
om
e of
the
gam
e does
not
com
ply
with leg
al
requirem
ents
1.3
Chec
k th
at t
hat
the
anci
llary
equip
men
t to
su
pport
the
smooth
runnin
g o
f th
e gam
e is
av
aila
ble
and in g
ood w
ork
ing c
onditio
n
1.4
Chec
k th
at t
he
seat
ing a
rran
gem
ents
and
seat
ing a
re a
ppro
priat
e fo
r th
e gam
e bei
ng
under
take
n
1.5
Chec
k th
at t
he
appro
priat
e in
form
atio
n a
bout
the
gam
e is
ava
ilable
and c
learly
dis
pla
yed in
acco
rdan
ce w
ith n
atio
nal
reg
ula
tions
1
Be
able
to e
nsu
re t
he
avai
labili
ty
and s
uitab
ility
of re
sourc
es t
o
oper
ate
a gam
e w
ithin
a c
asin
o
envi
ronm
ent
in a
ccord
ance
with
legis
lative
req
uirem
ents
and t
he
org
anis
atio
n’s
pro
cedure
s
1.6
M
ake
sure
that
all
equip
men
t is
corr
ectly
posi
tioned
in p
repar
atio
n for
the
gam
e, in lin
e w
ith t
he
regula
tions
for
the
gam
e
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
177
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te h
ow
to c
om
ply
with t
he
org
anis
atio
n’s
pro
cedure
s, leg
isla
tive
req
uirem
ents
and
gam
blin
g r
egula
tions
rela
ting t
o t
he
appro
priat
e co
nditio
n a
nd p
osi
tionin
g o
f eq
uip
men
t to
oper
ate
the
gam
e
2.2
O
utlin
e th
e eq
uip
men
t use
d t
o o
per
ate
the
gam
e
2.3
Sta
te t
he
report
ing p
roce
dure
s re
lating t
o
equip
men
t w
hic
h d
oes
not
com
ply
with leg
al
requirem
ents
and t
he
implic
atio
ns
of not
follo
win
g t
hem
2
Know
how
to e
nsu
re t
he
avai
labili
ty a
nd s
uitabili
ty o
f re
sourc
es t
o o
per
ate
a gam
e w
ithin
a c
asin
o e
nvi
ronm
ent
in
acco
rdan
ce w
ith leg
isla
tive
re
quirem
ents
and t
he
org
anis
atio
n’s
pro
cedure
s
2.4
Sta
te t
he
com
pan
y pro
cedure
s fo
r th
e se
curity
of
and a
cces
s to
the
reso
urc
es
nee
ded
to o
per
ate
the
gam
e
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
178
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
179
Unit 32: Provide casino cash desk services
Unit reference number: T/601/6435
QCF level: Level 2
Credit value: 8
Guided learning hours: 60
Unit aim
This unit assesses learners’ skills, knowledge and understanding when providing financial services within a casino environment. It covers the skills and knowledge needed to process transactions in accordance with the organisation’s procedures and legislative requirements. This unit is appropriate for staff working in an operational capacity within a casino environment.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Process: receiving; paying out; converting.
Financial instruments: cash; cash chips; cheques; drop plaques; bankers drafts; foreign currency; telephone transfers; debit cards; cheque cashing facility.
Financial checks: table cash count; machine counts; bank balances.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
180
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
In
tera
ct w
ith c
ust
om
ers
in a
court
eous
and
appro
priat
e m
anner
1.2
Pr
ovi
de
appro
priat
e and c
lear
info
rmation a
nd
advi
ce o
n t
he
finan
cial se
rvic
es a
nd faci
litie
s av
aila
ble
to c
ust
om
ers
1.3
Ref
er n
on-c
om
ply
ing r
eques
ts t
o t
he
appro
priat
e per
son
1.4
Cal
cula
te t
ransa
ctio
ns
and p
roce
ss t
he
finan
cial
inst
rum
ents
1.5
U
nder
take
reg
ula
r finan
cial
chec
ks in
acco
rdan
ce w
ith r
egula
tions
1.6
Conso
lidat
e ca
sh d
esk
tran
sact
ions
1.7
M
ainta
in t
he
smooth
runnin
g o
f th
e ca
sh d
esk
oper
atio
n in c
om
plia
nce
with t
he
org
anis
atio
n’s
cas
h h
andlin
g p
roce
dure
s and
follo
w o
pen
ing a
nd c
losi
ng p
roce
dure
s
1
Be
able
to p
rovi
de
casi
no c
ash
des
k se
rvic
es in a
ccord
ance
with
legis
lative
req
uirem
ents
, th
e org
anis
atio
n’s
polic
y an
d
pro
cedure
s
1.8
Pr
epare
com
ple
tion r
eport
s an
d m
ainta
in
reco
rds
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
181
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Sta
te t
he
legis
lation a
nd fin
anci
al r
egula
tory
re
quirem
ents
gove
rnin
g t
he
handlin
g,
pro
cess
ing a
nd r
ecord
ing o
f tr
ansa
ctio
ns
2.2
Sta
te t
he
range
of
finan
cial
inst
rum
ents
and
the
org
anis
atio
n’s
polic
ies
and p
roce
dure
s fo
r ac
cepting,
calc
ula
ting a
nd p
ayin
g o
ut
finan
cial
inst
rum
ents
2.3
D
escr
ibe
the
syst
ems
and p
roce
dure
s re
lating
to c
onso
lidat
e ca
sh d
esk
tran
sact
ion
2
Know
how
to p
rovi
de
casi
no c
ash
des
k se
rvic
es in a
ccord
ance
with
legis
lative
req
uirem
ents
, th
e org
anis
atio
n’s
polic
y an
d
pro
cedure
s
2.4
Sta
te w
hy
it is
import
ant
to p
rovi
de
good
qual
ity
cust
om
er s
ervi
ce a
nd t
he
implic
atio
ns
of not
doin
g s
o
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
182
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
183
Unit 33: Facilitate the operation of the game within a casino environment
Unit reference number: H/601/6320
QCF level: Level 2
Credit value: 15
Guided learning hours: 120
Unit aim
This unit assesses learners’ skills, knowledge and understanding required to facilitate the operation of the game. The unit also covers relevant gambling regulations, procedures and financial calculations for the game being undertaken. This unit is appropriate for staff working in an operational capacity within a casino environment.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
There must be performance evidence for the following:
Financial instruments: cash; chips; plaques; sealed packets.
Appropriate information: rules of the game – for inexperienced players; minimum/maximum allowable stakes; instructions associated with the game.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
184
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
O
per
ate
the
gam
e ef
fect
ivel
y usi
ng t
he
appro
priat
e te
chnic
al a
nd m
anual
ski
lls
1.2
O
per
ate
the
equip
men
t an
d t
he
gam
e in
acc
ord
ance
with t
he
rele
vant
gam
blin
g
regula
tions
1.3
Exc
han
ge
finan
cial in
stru
men
ts a
ccura
tely
, as
re
ques
ted b
y th
e cu
stom
er
1.4
Rec
ord
and s
ecure
tra
nsa
ctio
ns
at t
he
table
1.5
Id
entify
unusu
al p
ract
ices
/beh
avi
ours
by
obse
rvin
g p
laye
rs a
nd o
nlo
oke
rs a
nd n
ote
an
d/o
r re
port
them
to t
he
appro
priat
e per
son
1.6
Acc
ept,
cal
cula
te a
nd p
ay o
ut
bet
s acc
ura
tely
in
acc
ord
ance
with t
he
regula
tions
for
the
gam
e
1.7
Res
olv
e bet
ting r
elate
d d
ispute
s w
ithin
the
limits
of th
eir
resp
onsi
bili
ty a
nd r
eport
act
ions
take
n,
or
dis
pute
s outs
ide
the
limits
of th
eir
auth
ority
, to
the
appro
priate
per
son
1
Be
able
to f
acili
tate
the
oper
atio
n
of th
e gam
e w
ithin
a c
asin
o
envi
ronm
ent
in a
ccord
ance
with
the
org
anis
atio
n’s
pro
cedure
s
1.8
Com
munic
ate
appro
priat
e in
form
atio
n t
o
cust
om
ers
bef
ore
, during a
nd a
fter
the
gam
e in
a c
ourt
eous
and a
ppro
priat
e m
anner
, in
lin
e w
ith t
he
regula
tions
for
the
gam
e bei
ng
under
take
n
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
185
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
the
obse
rvational
ski
lls r
equired
during t
he
oper
atio
n o
f th
e gam
e
2.2
Sta
te t
he
rule
s an
d p
roce
dure
s of th
e gam
e (i
ncl
udin
g s
ecurity
pro
cedure
s) t
hat
are
bei
ng
oper
ated
2.3
Sta
te t
he
import
ance
of
adher
ing t
o t
he
rele
vant
gam
blin
g r
egula
tions
2.4
Sta
te t
he
org
anis
atio
n’s
polic
ies
and
pro
cedure
s fo
r ac
cepting,
calc
ula
ting a
nd
pay
ing o
ut
bet
s
2.5
D
escr
ibe
how
to o
per
ate
the
equip
men
t re
leva
nt
to t
he
gam
e
2.6
Sta
te t
he
import
ance
of pro
vidin
g c
lear
co
mm
unic
atio
n a
bout
the
gam
e th
roughout
the
pro
cess
, an
d t
he
implic
atio
ns
of not
doin
g
so
2.7
Sta
te w
hy
it is
import
ant
to p
rovi
de
good
qual
ity
cust
om
er s
ervi
ce a
nd t
he
implic
atio
ns
of not
doin
g s
o
2
Know
how
to fac
ilita
te t
he
oper
atio
n o
f th
e gam
e w
ithin
a
casi
no e
nvi
ronm
ent
in
acco
rdan
ce w
ith t
he
org
anis
atio
n’s
pro
cedure
s
2.8
Sta
te t
he
limits
of th
eir
auth
ority
and t
he
corr
ect
report
ing p
roce
dure
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
186
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
187
Unit 34: Diagnose faults in consumer electronic equipment
Unit reference number: Y/601/6671
QCF level: Level 2
Credit value: 8
Guided learning hours: 75
Unit aim
This unit assesses learners’ skills, knowledge and understanding when diagnosing faults in consumer electronic equipment, in accordance with approved procedures. Learners are required to use logical service techniques, and to select and use the appropriate test equipment. Their responsibilities require them to comply with health and safety and other legislative requirements and the policies and procedures of their service organisation in respect of diagnosing faults.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment criteria covers:
Hazards associated with carrying out fault diagnosis: eg live electrical components or chassis, stored energy, misuse of tools.
Fault finding techniques: half-split, input-to-output, function testing, injection and sampling techniques and equipment self-diagnostics.
Operation and care of test equipment eg multimeter, oscilloscope, function generator.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
188
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Est
ablis
h t
he
most
lik
ely
cause
of th
e fa
ult b
y id
entify
ing r
elev
ant
info
rmation o
n t
he
sym
pto
ms
and p
roble
ms
ass
oci
ate
d w
ith t
he
equip
men
t
1.2
Lo
cate
the
fault b
y usi
ng d
iagnost
ic
tech
niq
ues
, to
ols
and a
ids
1.3
Com
ple
te t
he
fault d
iagnosi
s sa
fely
and
within
the
agre
ed t
ime,
info
rmin
g t
he
appro
priat
e peo
ple
when
this
cannot
be
achie
ved
1.4
D
raw
val
id c
oncl
usi
ons
about
the
nat
ure
and
cause
of th
e fa
ult u
sing t
he
evid
ence
gai
ned
1.5
D
eter
min
e th
e im
plic
atio
ns
of th
e fa
ult in
rela
tion t
o o
ther
work
and s
afet
y co
nsi
der
atio
ns
1
Be
able
to d
iagnose
fau
lts
in
consu
mer
ele
ctro
nic
equip
men
t in
ac
cord
ance
with h
ealth a
nd
safe
ty leg
isla
tion a
nd o
ther
re
leva
nt
regula
tions
and
guid
elin
es
1.6
Rec
ord
det
ails
on t
he
exte
nt
and loca
tion o
f th
e fa
ult in a
n a
ppro
priat
e fo
rmat
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
189
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Know
how
dia
gnose
fau
lts
in
consu
mer
ele
ctro
nic
equip
men
t in
ac
cord
ance
with h
ealth a
nd
safe
ty leg
isla
tion a
nd o
ther
re
leva
nt
regula
tions
and
guid
elin
es
2.1
2.2
2.3
Sta
te t
he
spec
ific
saf
ety
pre
cautions
to t
ake
when
work
ing w
ith c
onsu
mer
ele
ctro
nic
eq
uip
men
t
Sta
te t
he
safe
ty iss
ues
rel
atin
g t
o w
ork
ing o
n
live
equip
men
t at
a c
ust
om
er's
pre
mis
es
Sta
te t
he
codes
of pra
ctic
e th
at a
pply
to t
he
type
of eq
uip
men
t or
syst
em b
eing d
iagnose
d
2.4
Sta
te t
he
cust
om
er c
are
pro
cedure
s an
d
tech
niq
ues
2.5
D
escr
ibe
the
corr
ect
sold
erin
g t
echniq
ues
to
use
for
the
work
2.6
Exp
lain
how
to m
inim
ise
the
risk
of
faults
reocc
urr
ing
2.7
D
escr
ibe
how
to u
se
work
shop/m
anufa
cture
rs’ m
anual
s an
d o
ther
ap
pro
priat
e so
urc
es o
f in
form
atio
n
2.8
Sta
te t
he
haz
ards
ass
oci
ated
with c
arr
ying
out
fault d
iagnosi
s on e
lect
rica
l eq
uip
men
t an
d h
ow
they
can
be
min
imis
ed
2.9
D
escr
ibe
how
to u
se a
nd c
are
for
fault
dia
gnost
ic t
ools
and e
quip
men
t
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
190
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
0
Des
crib
e th
e va
rious
fault f
indin
g t
echniq
ues
th
at
can b
e use
d,
and h
ow
they
are
applie
d
2.1
1
Sta
te e
ach s
tage
of
the
basi
c oper
atio
n o
f th
e pro
duct
2.1
2
Exp
lain
the
import
ance
of
isola
ting a
liv
e (T
V)
chas
sis
bef
ore
sta
rtin
g w
ork
ing o
n it
2.1
3
Des
crib
e th
e si
gnal
req
uirem
ents
of
the
pro
duct
2.1
4
Des
crib
e th
e oper
atio
n a
nd c
are
of
test
eq
uip
men
t
2.1
5
Sta
te t
he
exte
nt
of th
eir
resp
onsi
bili
ty a
nd
who t
o r
eport
unre
solv
ed p
roble
ms
to
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
191
Unit 35: Replace components in consumer electronic equipment
Unit reference number: K/601/6674
QCF level: Level 2
Credit value: 7
Guided learning hours: 65
Unit aim
This unit assesses learners’ skills, knowledge and understanding when rectifying faults in consumer electronic equipment, by replacing ie removing and replacing faulty components and/or by making adjustments to components to bring the product back to full working order, in accordance with approved procedures. They will be required to ensure that any replacement parts are correct for their intended purpose, that they meet any safety requirements, and are fitted without damage. Their responsibilities require them to comply with health and safety and other legislative requirements and the policies and procedures of their service organisation in respect of replacing components in consumer electronics.
Assessment requirements
This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe D.
Assessment criteria covers:
Component replacement techniques and safety precautions: eg de-soldering, soldering.
Component handling and disposal precautions: eg for static sensitive components.
Component operating conditions and any associated hazards: eg stored electrical or mechanical energy.
Operation and care of test equipment eg multimeter, oscilloscope, signal generator, etc.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
192
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
O
bta
in t
he
required
com
ponen
ts a
nd e
nsu
re
that
they
are
in a
suitab
le c
onditio
n for
repla
cem
ent
and f
it for
purp
ose
in lin
e w
ith
the
equip
men
t sp
ecific
ation
1.2
Pr
even
t dam
age
to c
om
ponen
ts,
tools
and
equip
men
t by
taki
ng n
eces
sary
pre
cautions
during r
epla
cem
ent
1.3
Rep
lace
the
com
ponen
ts in t
he
corr
ect
sequen
ce u
sing a
ppro
priat
e to
ols
and
tech
niq
ues
1.4
M
ake
any
nec
essa
ry s
ettings
or
adju
stm
ents
to
the
equip
men
t to
ensu
re t
hat
it
is w
ithin
th
e norm
al o
per
ating s
pec
ific
atio
n a
nd m
eets
th
e cu
stom
er’s
exp
ecta
tions
1.5
D
eal pro
mptly
with p
roble
ms
within
thei
r co
ntr
ol an
d r
eport
those
that
cannot
be
solv
ed
1
Be
able
to r
epla
ce c
om
ponen
ts in
consu
mer
ele
ctro
nic
equip
men
t in
ac
cord
ance
with h
ealth a
nd
safe
ty leg
isla
tion a
nd o
ther
re
leva
nt
regula
tions
and
guid
elin
es
1.6
M
ainta
in d
ocu
men
tation in a
ccord
ance
with
the
org
anis
atio
n’s
req
uirem
ents
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
193
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Know
how
to r
epla
ce c
om
ponen
ts
in c
onsu
mer
ele
ctro
nic
equip
men
t in
acc
ord
ance
with h
ealth a
nd
safe
ty leg
isla
tion a
nd o
ther
re
leva
nt
regula
tions
and
guid
elin
es
2.1
2.2
2.3
Sta
te t
he
spec
ific
saf
ety
pre
cautions
to t
ake
when
work
ing w
ith c
onsu
mer
ele
ctro
nic
eq
uip
men
t
Sta
te t
he
safe
ty iss
ues
rel
atin
g t
o w
ork
ing o
n
live
equip
men
t at
a c
ust
om
er's
pre
mis
es
Sta
te t
he
cust
om
er c
are
pro
cedure
s an
d
tech
niq
ues
2.4
D
escr
ibe
how
to u
se w
ork
shop m
anual
s and
inte
rpre
t ci
rcuit d
iagra
ms,
mec
han
ical
and
com
ponen
t dra
win
gs
2.5
D
escr
ibe
com
ponen
t re
pla
cem
ent
tech
niq
ues
an
d s
afe
ty p
reca
utions
2.6
Sta
te t
he
corr
ect
sold
erin
g t
echniq
ues
for
the
work
2.7
D
escr
ibe
the
com
ponen
t han
dlin
g a
nd
dis
posa
l pre
cautions
for
the
work
2.8
D
escr
ibe
the
com
ponen
t oper
atin
g c
onditio
ns
and a
ny
asso
ciat
ed h
azar
ds
2.9
Sta
te h
ow
to s
elec
t, u
se a
nd c
are
for
the
tools
and e
quip
men
t in
cludin
g c
ontr
ol
pro
cedure
s
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
194
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
0
Outlin
e th
e pro
duct
spec
ific
atio
ns,
and s
tate
th
e te
sts
nee
ded
to c
onfirm
that
they
are
bei
ng m
et
2.1
1
Sta
te t
he
was
te d
isposa
l pro
cedure
s in
cludin
g o
wner
ship
and a
dvi
ce t
o g
ive
cust
om
ers
2.1
2
Outlin
e ea
ch s
tage
of
the
bas
ic o
per
atio
n o
f th
e pro
duct
2.1
3
Exp
lain
the
nee
d t
o iso
late
a liv
e (T
V)
chas
sis
bef
ore
work
ing o
n it
2.1
4
Des
crib
e th
e si
gnal
req
uirem
ents
of
the
pro
duct
2.1
5
Des
crib
e th
e oper
atio
n a
nd c
are
of
test
eq
uip
men
t
2.1
6
Sta
te t
he
exte
nt
of th
eir
resp
onsi
bili
ty a
nd
who t
o r
eport
unre
solv
ed p
roble
ms
to
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
195
Unit 36: Carry out preventative maintenance procedures on domestic appliances, consumer electronic equipment and signal reception equipment/systems
Unit reference number: H/601/6270
QCF level: Level 2
Credit value: 5
Guided learning hours: 45
Unit aim
This unit assesses learners’ skills, knowledge and understanding when carrying out preventive maintenance on domestic appliances, consumer electronic equipment or signal reception equipment/systems. Learners are required to implement the preventive maintenance procedures in compliance with the manufacturer’s instructions, to use the appropriate test equipment, and to restore the appliance to normal operation at the end of the work. Their responsibilities require them to comply with health and safety and other legislative requirements and the policies and procedures of their service organisation in respect of maintenance procedures.
Assessment requirements
This unit should be assessed against People 1st assessment strategy and evidence requirements which can be found in Annexe D.
Assessment criteria covers:
Signal loss in a system: eg cable type and length, diplexers, outlets.
Operation and care of test equipment: signal reception, eg spectrum analyser, signal level meter.
Operation and care of test equipment: consumer/commercial electronics, eg multimeter, oscilloscope, function generator.
Operation and care of test equipment: domestic appliance servicing, eg multimeter, earth loop impedance tester, insulation resistance tester.
Modules contained in the appliance: motors, pumps, water valves, heaters, processors.
Basic operation principles of the modules: eg motors, pumps, water valves, heaters, processors, etc.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
196
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
197
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Car
ry o
ut
mai
nte
nan
ce a
ctiv
itie
s sa
fely
and in
line
with m
ainte
nan
ce s
ched
ule
s, w
ithin
the
limits
of th
eir
auth
ori
ty
1.2
Rep
ort
any
inst
ance
s w
her
e th
e m
ainte
nan
ce
activi
ties
can
not
be
fully
met
or
wher
e th
ere
are
iden
tified
def
ects
outs
ide
the
pla
nned
sc
hed
ule
1.3
Com
ple
te r
elev
ant
mai
nte
nan
ce r
ecord
s ac
cura
tely
and p
ass
them
on t
o t
he
appro
priat
e per
son
1
Be
able
to c
arry
out
pre
venta
tive
m
ainte
nan
ce p
roce
dure
s in
ac
cord
ance
with h
ealth a
nd
safe
ty leg
isla
tion a
nd o
ther
re
leva
nt
regula
tions
and
guid
elin
es
1.4
D
ispose
of
was
te m
ater
ials
in a
ccord
ance
w
ith s
afe
work
ing p
ract
ices
and a
ppro
ved
pro
cedure
s
2
Know
how
to c
arry
out
pre
venta
tive
mai
nte
nan
ce
pro
cedure
s in
acc
ord
ance
with
hea
lth a
nd s
afe
ty leg
isla
tion a
nd
oth
er r
elev
ant
regula
tions
and
guid
elin
es
2.1
2.2
2.3
2.4
Sta
te t
he
spec
ific
saf
ety
pre
cautions
to b
e ta
ken w
hen
pre
venting fau
lts
Des
crib
e how
to u
se w
ork
shop m
anual
s an
d
mai
nte
nan
ce p
roce
dure
s
Des
crib
e th
e cu
stom
er c
are
pro
cedure
s an
d
tech
niq
ues
Des
crib
e co
mponen
t an
d m
odule
rep
lace
men
t m
ethods
and t
echniq
ues
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
198
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.5
O
utlin
e th
e re
quir
emen
ts f
or
handlin
g
spec
ific
com
ponen
ts o
r m
odule
s in
cludin
g
stat
ic-s
ensi
tive
com
ponen
ts
2.6
Sta
te t
he
corr
ect
tools
and e
quip
men
t re
quired
for
the
work
2.7
D
escr
ibe
the
docu
men
tation r
equired
for
serv
ice
pro
cedure
s
2.8
Sta
te t
he
was
te d
isposa
l pro
cedure
s,
incl
udin
g o
wner
ship
and a
dvi
ce t
o
cust
om
ers
2.9
D
escr
ibe
the
dis
asse
mbly
and r
eass
embly
pro
cedure
s fo
r th
e pro
duct
or
syst
em
2.1
0
Outlin
e th
e pro
duct
or
syst
em s
pec
ific
ation
2.1
1
Sta
te t
he
faults
that
can b
e pre
vente
d b
y m
ainte
nan
ce a
nd t
hose
that
cannot
2.1
2
Sta
te t
he
exte
nt
of th
eir
resp
onsi
bili
ty a
nd
who t
o r
eport
unre
solv
ed p
roble
ms
to
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
199
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
D
escr
ibe
the
alig
nm
ent
met
hods
for
both
sa
telli
te a
nd t
erre
strial
ante
nna
3.2
O
utlin
e th
e ca
use
s of
signal
loss
in a
sys
tem
3
Know
how
to c
arry
out
pre
venta
tive
mai
nte
nan
ce
pro
cedure
s re
lating t
o s
ignal
rece
ption in a
ccord
ance
with
hea
lth a
nd s
afe
ty leg
isla
tion a
nd
oth
er r
elev
ant
regula
tions
and
guid
elin
es
3.3
D
escr
ibe
the
oper
atio
n a
nd c
are
of
test
eq
uip
men
t
4.1
O
utlin
e ea
ch s
tage
of th
e bas
ic o
per
atio
n o
f th
e pro
duct
4.2
Exp
lain
the
import
ance
of
isola
ting a
liv
e (T
V)
chas
sis
bef
ore
sta
rtin
g w
ork
ing o
n it
4.3
Sta
te t
he
signal
req
uirem
ents
of
the
pro
duct
4
Know
how
to c
arry
out
pre
venta
tive
mai
nte
nan
ce
pro
cedure
s re
lating t
o c
onsu
mer
/ co
mm
erci
al el
ectr
onic
s in
ac
cord
ance
with h
ealth a
nd
safe
ty leg
isla
tion a
nd o
ther
re
leva
nt
regula
tions
and
guid
elin
es
4.4
D
escr
ibe
the
oper
atio
n a
nd c
are
of
test
eq
uip
men
t
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
200
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
O
utlin
e th
e bas
ic o
per
atio
nal
princi
ple
s of th
e m
odule
s co
nta
ined
in t
he
applia
nce
5.2
Sta
te t
he
sequen
ce in w
hic
h t
he
applia
nce
oper
ates
5.3
Exp
lain
the
nee
d t
o e
nsu
re a
saf
e, p
roper
ly
bonded
eart
h for
the
applia
nce
5.4
D
escr
ibe
the
serv
ice
requirem
ents
of
the
pro
duct
5.5
Li
st a
pplia
nce
set
tings
that
can b
e ad
just
ed
5.6
D
escr
ibe
the
oper
atio
n a
nd c
are
of
test
eq
uip
men
t
5
Know
how
to c
arry
out
pre
venta
tive
mai
nte
nan
ce
pro
cedure
s re
lating t
o d
om
estic
applia
nce
ser
vici
ng in a
ccord
ance
w
ith h
ealth a
nd s
afet
y le
gis
lation
and o
ther
rel
evan
t re
gula
tions
and g
uid
elin
es
5.7
Sta
te t
he
gas
leg
isla
tion a
nd w
ater
by-
law
s as
appro
priat
e
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
201
Further information
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Useful publications
Related information and publications include:
Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually
functional skills publications – specifications, tutor support materials and question papers
Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)
the current Edexcel publications catalogue and update catalogue.
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NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.
How to obtain National Occupational Standards
To obtain the National Occupational Standards go to www.ukstandards.org.uk.
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
202
Professional development and training
Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
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The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
The training we provide:
is active
is designed to be supportive and thought provoking
builds on best practice
may be suitable for those seeking evidence for their continuing professional development.
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
203
Annex
e A
: Pro
gres
sion
pat
hw
ays
The
Edex
cel/
BT
EC q
ual
ific
atio
n f
ram
ewor
k fo
r th
e hos
pit
alit
y in
dust
ry
Progre
ssio
n o
pport
unitie
s w
ithin
the
fram
ework
.
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTEC
vo
cati
on
all
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
ali
fica
tio
n/
pro
fess
ion
al
NV
Q/
com
pete
nce
7
Edex
cel Le
vel 7 B
TEC
Adva
nce
d P
rofe
ssio
nal
Cer
tifica
te/D
iplo
ma
in
Str
ateg
ic H
osp
italit
y M
anag
emen
t
5
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in H
osp
ital
ity
Man
agem
ent
(QC
F)
4
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Hosp
ital
ity
Man
agem
ent
(QC
F)
Edex
cel BTEC L
evel
4 A
war
d
in M
anagin
g F
ood S
afet
y in
Cat
erin
g (
QCF)
3
Edex
cel
Leve
l 3
Prin
cipal
Lear
nin
g
in
Hosp
italit
y
Edex
cel BTEC L
evel
3
Cer
tifica
te,
Subsi
dia
ry
Dip
lom
a, D
iplo
ma
and
Ext
ended
Dip
lom
a in
H
osp
italit
y (Q
CF)
Edex
cel Le
vel 3 B
TEC
Cer
tifica
te in F
ood a
nd
Bev
erag
e Ser
vice
Edex
cel Le
vel 3 B
TEC
Cer
tifica
te in F
ront
Offic
e O
per
atio
ns
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry (
QCF)
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry
(Pre
par
atio
n a
nd C
ooki
ng)
(QCF)
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
204
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTEC
vo
cati
on
all
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
ali
fica
tio
n/
pro
fess
ion
al
NV
Q/
com
pete
nce
3
con
t’d
Edex
cel Le
vel 3 B
TEC
Cer
tifica
te in H
osp
ital
ity
Cust
om
er R
elat
ions
Edex
cel Le
vel 3 B
TEC
Cer
tifica
te in H
osp
ital
ity
Sm
all Busi
nes
s O
per
atio
ns
Edex
cel BTEC L
evel
3 A
war
d
in P
rinci
ple
s of Super
visi
ng
Cust
om
er S
ervi
ce
Perf
orm
ance
in H
osp
ital
ity,
Le
isure
, Tra
vel an
d T
ourism
(Q
CF)
Edex
cel BTEC L
evel
3 A
war
d
in H
osp
ital
ity
Super
visi
on a
nd
Lead
ersh
ip P
rinci
ple
s (Q
CF)
Edex
cel BTEC L
evel
3
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry)
(QCF)
Edex
cel BTEC L
evel
3
Cer
tifica
te/D
iplo
ma
in F
ood
and B
ever
age
Ser
vice
Super
visi
on (
QCF)
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry
(Pat
isse
rie
and
Confe
ctio
ner
y) (
QC
F)
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Hosp
ital
ity
Super
visi
on a
nd
Lead
ersh
ip (
QCF)
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
205
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTEC
vo
cati
on
all
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
ali
fica
tio
n/
pro
fess
ion
al
NV
Q/
com
pete
nce
2
Edex
cel
Leve
l 2
Prin
cipal
Lear
nin
g
in
Hosp
italit
y
Edex
cel BTEC L
evel
2
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
in
Hosp
italit
y (Q
CF)
Edex
cel BTEC L
evel
2 A
war
d
in P
rinci
ple
s of Cust
om
er
Ser
vice
in H
osp
italit
y,
Leis
ure
, Tra
vel an
d T
ourism
(Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (F
ood a
nd
Bev
erag
e Ser
vice
) (Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (F
ood
Ser
vice
) (Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (B
ever
age
Ser
vice
) (Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (H
ouse
keep
ing)
(QCF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (F
ront
of
House
Rec
eption)
(QCF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Food a
nd B
ever
age
Ser
vice
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Bev
erag
e Ser
vice
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Food S
ervi
ce (
QCF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Food P
roduct
ion a
nd
Cooki
ng (
QCF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Fro
nt
of
House
Rec
eption
(QCF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
House
keep
ing (
QC
F)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Hosp
ital
ity
Ser
vice
s (Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Kitch
en S
ervi
ces
(QCF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry (
QCF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry
(Pre
par
atio
n a
nd C
ooki
ng)
(QCF)
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
206
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTEC
vo
cati
on
all
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
ali
fica
tio
n/
pro
fess
ion
al
NV
Q/
com
pete
nce
2
con
t’d
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (F
ood
Product
ion a
nd C
ooki
ng)
(QCF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (K
itch
en
Ser
vice
s) (
QCF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry)
(QCF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry –
Food
Prep
ara
tion a
nd C
ooki
ng)
(QCF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry –
Ban
gla
des
hi Cuis
ine)
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry
(Bangla
des
hi Cuis
ine)
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry
(Chin
ese
Cuis
ine)
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry
(India
n C
uis
ine)
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Pro
fess
ional
Cooke
ry (
Thai
Cuis
ine)
(Q
CF)
Edex
cel Le
vel 2 N
VQ
Dip
lom
a in
Gam
blin
g O
per
atio
ns
(QCF)
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
207
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTEC
vo
cati
on
all
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
ali
fica
tio
n/
pro
fess
ion
al
NV
Q/
com
pete
nce
2
con
t’d
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry –
Thai
Cuis
ine)
(Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry –
Chin
ese
Cuis
ine)
(Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (P
rofe
ssio
nal
Cooke
ry –
In
dia
n C
uis
ine)
(Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in H
osp
ital
ity
and
Cat
erin
g P
rinci
ple
s (H
osp
ital
ity
Ser
vice
s) (
QC
F)
Edex
cel BTEC L
evel
2
Cer
tifica
te in F
ront
of
House
O
per
atio
ns
(QCF)
Edex
cel BTEC L
evel
2 A
war
d
in H
om
e C
ooki
ng S
kills
(Q
CF)
Edex
cel BTEC L
evel
2 A
war
d
in F
ood S
afe
ty in C
ater
ing
(QCF)
N029625 –
Spec
ific
atio
n –
Edex
cel Le
vel 2 D
iplo
ma
in G
amblin
g O
per
atio
ns
(QC
F) –
Is
sue
1 –
Nove
mber
2011
© P
ears
on E
duca
tion L
imited
2011
208
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTEC
vo
cati
on
all
y-r
ela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
ali
fica
tio
n/
pro
fess
ion
al
NV
Q/
com
pete
nce
1
Edex
cel
Leve
l 1
Prin
cipal
Lear
nin
g
in
Hosp
italit
y
Edex
cel BTEC L
evel
1 A
war
d
in I
ntr
oduct
ion t
o t
he
Hosp
italit
y In
dust
ry (
QCF)
Edex
cel BTEC L
evel
1
Cer
tifica
te in I
ntr
oduct
ion t
o
the
Hosp
ital
ity
Indust
ry
(QCF)
Edex
cel BTEC L
evel
1 A
war
d
in G
ener
al F
ront
Offic
e O
per
atio
ns
(QCF)
Edex
cel BTEC L
evel
1 A
war
d
in G
ener
al H
ouse
keep
ing
Oper
atio
ns
(QCF)
Edex
cel BTEC L
evel
1
Cer
tifica
te in I
nve
stig
atin
g
the
Hosp
ital
ity
Indust
ry
(QCF)
Edex
cel BTEC L
evel
1
Cer
tifica
te in G
ener
al F
ood
and B
ever
age
Ser
vice
(Q
CF)
Edex
cel BTEC L
evel
1
Cer
tifica
te in G
ener
al C
ooke
ry
(QCF)
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N029625 –
Spec
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Edex
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vel 2 D
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in G
amblin
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per
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F) –
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Level
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Entr
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Edex
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Annexe B: Quality assurance
Key principles of quality assurance
A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.
The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.
Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.
An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.
Quality assurance processes
The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.
The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.
For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.
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The Edexcel quality-assurance processes will involve:
gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications
annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer
annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector
the provision of support, advice and guidance towards the achievement of National Occupational Standards.
Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.
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Annexe C: Centre certification and registration
Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:
direct centres to take action
limit or suspend certification
suspend registration.
The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.
What are the access arrangements and special considerations for the qualifications in this specification?
Centres are required to recruit learners to Edexcel qualifications with integrity.
Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.
Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.
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Annexe D: Assessment strategy
People1st Assessment Strategy
1 Introduction
The sector assessment strategy applies to all competence based units and qualifications that sit within the industries represented by People 1st. Competence based units and qualifications are those that are accredited to the Qualifications and Credit Framework, for England, Wales and Northern Ireland, which include National Vocational Qualifications (NVQs). In Scotland it applies to all sector Scottish Vocational Qualifications (SVQs). The sector assessment strategy comes into force on the 1st August 2009 and will apply to any new competence based units and qualifications. It will also replace other assessment strategies, currently used for existing NVQs and SVQs, as and when they are updated and re-accredited. See www.people1st.co.uk for a list of all competence based units and qualification that are covered by the sector assessment strategy.
There are four components to the sector assessment strategy which set out requirements and guidance relating to:
external quality control
assessment principles
occupational expertise of assessors and verifiers
continuous professional development
The purpose of the sector assessment strategy is for People 1st and awarding organisations/bodies to work in partnership to:
maximise the quality assurance arrangements for the sector’s competence based units and qualifications and maintain standardisation across assessment practice
assure employers and candidates that the sector’s competence based units and qualification are consistently assessed to the National Occupational Standards, and
promote continuous professional development amongst assessors and verifiers.
The content of the assessment strategy has been reviewed in close consultation with employers, awarding organisations/bodies, training providers and other sector stakeholders. While many of these stakeholders have an interest in the assessment strategy, its primary audience are awarding organisations/bodies that offer competence based units and qualifications in the hospitality, leisure, travel and tourism industries. Prospective or approved centres should not need to work directly with this document as its requirements will be incorporated within the procedures of their chosen awarding organisation/body.
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The strategy should be used alongside the assessment and quality assurance guidance published by the regulatory authorities. Further information about competence based units and qualifications can be found at www.people1st.co.uk. Feedback or comments on the sector assessment strategy can be emailed to [email protected].
2 External Quality Control
2.1 Risk Assessment and Management of Centres
External quality control is achieved through rigorous monitoring and standardisation of assessment decisions. Awarding organisations/bodies achieve this by operating their existing systems for quality monitoring, risk assessment and management of their approved centres, following guidance issued by the regulatory authorities.
As part of this process People 1st requires awarding organisations/bodies to:
ensure that external verification, monitoring and support provided to centres takes into account their level of risk. For example new assessment centres, and those that are experiencing difficulty in meeting the assessment requirements, should be given additional support by their awarding organisation/body
supply People 1st with standardised information on their statistical monitoring, including registration and certification figures, on a quarterly basis. This data will remain confidential and no individual awarding organisation’s/body’s data will be published
report annually on the outcomes of, and any issues arising from, external verification and quality control arrangements
highlight specific issues relating to the assessment of the sector’s competence based units and qualifications that require immediate attention, as and when they arise
contribute to the awarding organisations’/bodies’ forums to review and discuss matters relating to the assessment of the sector’s competence based units and qualifications. The forum will meet at least biannually, or during key stages of projects and reviews
resolve issues relating to the assessment and verification of the sector’s competence based units and qualifications with the action(s), and in the timeframe, agreed.
3 Assessment
People 1st advocate the integration of National Occupational Standards within employers’ organisations in order to achieve a national level of competence across the sector’s labour market. As such, assessment of the sector’s competence based units and qualifications will, ideally, take place within the workplace and assessment should, where possible, be conducted by the candidate’s supervisors and/or line managers. People 1st recognise, however, that it is not always feasible for candidates to be assessed in the workplace and as such it permits the use of assessment within Realistic Working Environments (RWE). Additionally, where sector employers do not have the infrastructure to manage assessment independently, it values the role of peripatetic assessors to support the assessment process.
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Within these parameters, People 1st expects that:
the majority of assessment of the sector’s competence based units and qualifications will be based on performance evidence, ie direct observation, outputs of work and witness testimony within the workplace or an RWE approved by an awarding organisation/body, (see section 3.4).
opportunities to ascertain candidate’s accreditation of prior learning is maximised by early contact between the assessor and candidate and during initial assessment/induction period.
Please note: External tests do not form part of People 1st's assessment strategy, other than linkage to IATA approved tests in Unit TT27, Sell Multi-Sector Air Travel, part of the Travel S/NVQ (where it may be a specific requirement and therefore applicable in that instance).
3.1 Witness Testimony
People 1st recognise the use of witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on candidates’ performance.
Witness testimonies can be obtained from people that are occupationally competent and whom may be familiar with the National Occupational Standards, such as the candidate’s line manager.
They may also be obtained from people who are not occupationally competent, and do not have a knowledge of the National Occupational Standards, such as other people within the candidate’s workplace, customers and suppliers. The assessor must judge the validity of the witness testimony and these may vary depending on the source. Witness testimonies can only support the assessment process and may remove or reduce the need to collect supplementary evidence, however, the awarding organisation’s/body’s minimum observations requirements must be met.
Expert witnesses may be used where additional support relating to the assessment of technical competence is required. Expert witnesses may be:
other approved assessors that are recognised to assess the relevant National Occupational Standards, or
line managers, other managers or experienced colleagues that are not approved assessors, but whom the awarding organisation/body agrees has current occupational competence, knowledge and expertise to make a judgement on a candidate’s competence.
Expert witnesses must be able to demonstrate through relevant qualifications, practical experience and knowledge that they are qualified to provide an expert opinion on a candidate’s performance in relation to the unit being assessed. People 1st believe that it is unlikely for an expert witness to be fully expert within any of the sector’s occupational areas in less than twelve months to two years. The final judgement on the validity of the expert witness testimony rests with the assessor and such testimonies may only be used in line with awarding organisation’s/body’s requirements.
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3.2 Professional Discussion
Professional discussion is encouraged as a supplementary form of evidence to confirm a candidate’s competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the candidate has a firm understanding of the standard being assessed.
3.3 Simulation
Simulation can only be used to assess candidates for the sector’s competence based units and qualifications where the opportunity to assess naturally occurring evidence is unlikely or not possible, for example assessment relating to health and safety, fire and emergency procedures. It should not include routine activities that must be covered by performance evidence.
There are no People 1st units that can be solely achieved by simulation. In the case of imported units, where simulation is acceptable in the evidence requirements, it should only be used when performance evidence is unlikely to be generated through normal working practices.
See Annexe A to this assessment strategy for competence based units which permit the use of simulation.
Awarding organisations/bodies must issue adequate guidance which informs centres how simulation should be planned and organised, ensuring that demands on candidates are neither more nor less than they would encounter in a real work situation. In particular:
a centre’s overall strategy for simulation must be examined and approved by the external verifier
all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the unit seeks to assess
ideally, there should be a range of simulations to cover the same aspect of the standard
the physical environment for the simulation, and the nature of the contingency, must be realistic
candidates should carry out the simulation in a professional manner
the candidate should be given no indication as to what the simulation will present.
3.4 Realistic Working Environment
Assessment of the sector’s competence based units and qualifications should ideally be carried out within the workplace, however, where this is not possible candidates can be assessed within an approved Realistic Working Environment (RWE) that replicates a real work setting. The criteria for RWE currently operated in the sector can be found at Annexe B to this assessment strategy.
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4 Occupational expertise of assessors and verifiers
The requirements relating to the occupational expertise of assessors and verifiers is set out in Annexe C to this assessment strategy. Guidance on additional qualifications and/or training relevant to assessors and verifiers can be found in Annexe D to this Assessment Strategy.
4.1 Using employers' in-house training programmes to assess competence based units and qualifications (please note this section is not applicable for centres which are either colleges or training providers)
(a) People 1st recognises that employers within the sector provide robust in-house training, development and assessment programmes which meet the standards for assessors and verifiers.
Where an employer maps its in-house training, development and assessment programme to the Assessor and Verifier standards and has this approved by their awarding organisation/body, People 1st fully supports the removal of the need to achieve the Assessor and Verifier Units. The individual assessing and verifying the qualifications must still meet the other mandatory requirements for occupational competence as specified in Annexe C to this Assessment Strategy.
(b) It should also be noted that People 1st encourages employers and awarding organisations/bodies to examine in-house employer training, development and assessment programmes to see whether these provide robust evidence against the relevant competence based units and/or qualifications (England, Wales and Northern Ireland) or the SVQs (Scotland). Where a direct mapping of the in-house training, development and assessment programme can be made to the:
relevant units (based on the National Occupational Standards), and assessment meets the requirements of the assessment strategy and awarding organisation/body evidence requirement, then awarding organisations/bodies should recognise this training for the purposes of achievement of the specified qualification or Unit.
In both instances specified in (a) and (b) above the awarding organisation/body will be required to ensure that a copy of the mapping is available to the Qualification Regulators.
5 Continuous Professional Development
To maintain high standards of quality and standardisation within assessment, and achieve best practice People 1st require all external verifiers, internal verifiers and assessors to maintain a record of their continuous professional development – see guidance at Annexe E to this Assessment Strategy.
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Annexe A to the People 1st Assessment Strategy
Competence based units in Hospitality, Leisure, Travel and Tourism that permits simulation
Unit number Unit title Competence based qualifications that the unit is in
1GEN1 Maintain a safe, hygienic and secure working environment
Level 1 & 2 NVQ/SVQ Hospitality and Catering
HSL4 Maintain the health, hygiene, safety and security of the working environment
Level 3 Diploma in Hospitality Supervision and Leadership Skills
(NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership
GS3009 Maintain the health, hygiene, safety and security of the working environment (adapted from HS4)
Level 3 NVQ Gambling Operations
People 1st have a special dispensation for the imported Customer Service units listed below to be assessed in a Realistic Working Environment (RWE) conforming to People 1st's criteria specified in Annexe B of this Assessment Strategy. This would only apply to these units when delivered as part of the L3 Diploma in Hospitality Supervision and Leadership (NVQ) and L3 Hospitality Supervision and Leadership SVQ.
CfA Unit 26 Improve the customer relationship
Level 3 Diploma in Hospitality Supervision and Leadership Skills(NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership
CfA Unit 32 Monitor and solve customer service problems
Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership
CfA Unit 42 Lead a team to improve customer service
Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership
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People 1st does not permit the use of simulation, other than as listed below:
The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where
there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others
the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates
there would otherwise be a breach of confidentiality or privacy.
The following two units are the only accepted Realistic Working Environments, and no other Realistic Working Environments will be accepted.
TT09 Assist with travel and tourism problems and emergencies
Level 2 NVQ/SVQ in Travel Services and Level 2 NVQ/SVQ in Tourism Services
TT37 Deal with travel and tourism problems and emergencies
Level 3 NVQ/SVQ in Travel Services and Level 3 NVQ/SVQ in Tourism Services
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Annexe B to the People 1st Assessment Strategy : Criteria for Realistic Working Environments
It is essential for organisations operating a Realistic Working Environment (RWE) to ensure it reflects current and real work settings. By doing so, sector employers can be confident that competence achieved in an RWE will be continued into employment. RWEs can offer many opportunities to employers and individuals that have limited access to assessment.
The number of hours candidates work and their input is not prescribed, as it is acknowledged that RWEs cannot operate without some flexibility. However, centres must provide evidence that the following criteria are being met as well as fulfilling the awarding organisation’s/body’s criteria for this purpose. EVs are expected to ensure RWEs meet the criteria set out below on at least one visit.
Hospitality
1 The work situation being represented is relevant to the competence based units and qualifications being assessed
The type of work situation being represented mirrors the relevant setting eg quick service takeaway, restaurant, brasserie, café/snack bar, cafeteria, housekeeping department, front office, reception or reservations.
Appropriate industrial equipment, furnishings and resources (eg ingredients and technology) that replicate the work situation are used, ensuring that assessment requirements can be covered.
Industry trends are considered in the product and service offer.
2 The candidate’s work activities reflect those found in the situation being represented
Candidates operate in a professional capacity with corresponding job schedules and/or descriptions.
Candidates are clear on their work activities and responsibilities.
3 The RWE is operated in the same manner to as a real work situation
Customers are not prompted to behave in a particular manner.
Customer feedback is maintained and acted upon.
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4 The RWE is underpinned by commercial principles and responsibilities.
Organisational charts indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements.
There is evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions.
Candidates are encouraged to carry out their function in line with business expectations, eg within timescales and budget, minimising wastage.
Legislative regulations are adhered to eg food safety, health and safety, equal opportunities, trade description.
Consumer information is provided on products and services eg allergy advice on food products.
Gambling
1 The work situation being represented is relevant to the competence based units and qualifications being assessed
The type of work situation being represented mirrors the relevant setting eg betting shop, bingo hall, casino.
Appropriate industrial equipment, furnishings and resources that replicate the work situation are used, ensuring that assessment requirements can be covered.
Industry trends are considered in the work situation represented.
2 The candidate’s work activities reflect those found in the situation being represented
Candidates operate in a professional capacity with corresponding job schedules and/or descriptions.
Candidates are clear on their work activities and responsibilities.
3 The RWE is operated in the same manner to as a real work situation
Customers are not prompted to behave in a particular manner.
Customer feedback is maintained and acted upon.
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4 The RWE is underpinned by commercial principles and responsibilities
Organisational charts indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements.
There is evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions.
Candidates are encouraged to carry out their function in line with business expectations, eg within timescales and budget, minimising wastage.
Legislative regulations are adhered to eg health and safety, equal opportunities, trade description.
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Annexe C to the People 1st Assessment Strategy: Occupational Expertise of Assessors and Verifiers
The requirements set out below relates to all assessors and verifiers. The only exception may relate to in-house employees and managers that are not required to achieve the regulatory approved assessor and verified units based on the arrangement referred to in section 4.1 of this assessment strategy.
= mandatory
Assessors, Internal Verifiers and External Verifiers must:
A IV EV
Have a good knowledge and understanding of the national occupational standard and competence based units and qualifications that is being assessed or verified.
Hold or be working towards relevant assessment and/or verification qualification(s) as specified by the appropriate authority, confirming their competence to assess or externally verify competence based units and qualifications assessment. These should be achieved within eighteen months of commencing their role. These are as follows:
D35 or V2
D34 or V1 – In the case that the IV is working towards their V1 unit, a representative sample of verification decisions, as agreed with the awarding organisation, must be counter-signed by a colleague who has achieved either the D34 or V1 unit. This colleague must have the same occupational expertise.
D32/D33 or A1/A2 – In the case that the assessor is working towards the A1/A2 units, a representative sample of assessment decisions, as agreed with the awarding organisation, must be countersigned by a colleague who has achieved either the D32/D33 or A1/A2 units. This colleague must have the same occupational expertise.
Have relevant occupational expertise and knowledge, at the appropriate level of the occupational area(s) they are assessing and verifying, which has been gained through ‘hands on’ experience in the industry.
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Assessors, Internal Verifiers and External Verifiers must:
A IV EV
Adhere to the awarding organisation’s assessment requirements and practice standardised assessment principles
Have sufficient resources to carry out the role of assessor or verifier, ie time and budget
Have supervisory/management, interpersonal and investigative skills, including the ability to analyse information, hold meetings, guide, advise, plan and make recommendations at all levels, taking into account the nature and size of the organisation in which assessment is taking place. High standards of administration and record keeping are also essential.
Hold qualifications, or have undertaken training, that has legislative relevance to the competence based units and qualifications being assessed (See Annex D of this Assessment Strategy).
Good practice
Good practice
Update their occupational expertise and industry knowledge in the areas being assessed and verified through planned Continuous Professional Development (see Annex E of this assessment strategy).
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Annexe D to the People 1st Assessment Strategy: Qualifications and Training relevant to Assessors and Verifiers
The following sets out areas in which assessors, verifiers and external verifiers should either received training or achieve qualifications. People 1st is not stipulating that assessors, verifiers or external verifiers must achieve specific qualifications, there is the option to either undertake appropriate training or an accredited qualification.
= mandatory
Qualification/Training Competence based unit/ qualification
A IV EV
Heath and Safety All sector units and qualifications
Good Practice
Good Practice
Food Safety Food Processing and Cooking
Multi-Skilled
Hospitality Services
Professional Cookery
Food and Drink Service
Hospitality Supervision and Leadership (with food and drink units)
Good Practice
Good Practice
Licensing Food and Drink Service
Hospitality Supervision (with food and drink units)
Good Practice
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Annexe E to the People 1st Assessment Strategy: Continuous Professional Development for Assessors and Verifiers
It is necessary for assessors and verifiers to maintain a record of evidence of their continuous professional development (CPD). This is necessary to maintain currency of skills and understanding of the occupational area(s) being assessed, and can be achieved in a variety of ways. It should be a planned process, reviewed on an annual basis, for example as part of an individual’s performance review.
Assessors and verifiers should select CPD methods that are appropriate to meeting their development needs. The following provides an example of a variety of methods that can be utilised for CPD purposes.
Updating occupational expertise
Internal and external work placements
Work experience and shadowing (eg within associated departments)
External visits to other organisations
Updated and new training and qualifications (www.uksp.co.uk)
Training sessions to update skills
Visits to educational establishments
Trade fairs
Keeping up to date with sector developments and new legislation
Relevant sector websites
Membership of professional bodies
Papers and documents on legislative change
Networking events
Seminars, conferences, workshops, membership of committees/working parties (eg People 1st events)
Staff development days
Standardising and best practice in assessment
Regular standardisation meetings with colleagues
Sharing best practice through internal meetings, news letters, email circulars
Comparison of assessment and verification in other sectors
Attending awarding organisation meetings/seminars
Downloadable guidance on CPD can be found at www.ifl.ac.uk
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Customer Service Assessment Strategy
This Assessment Strategy applies to the following units:
Unit 1: Give customers a positive impression of yourself and your organisation (L/601/0933)
Unit 11: Work with others to improve customer service (D/601/1553)
Unit 12: Recognise and deal with customer queries, requests and problems (M/601/1508)
This document gives details of the Assessment Strategy for the Customer Service S/NVQs at Levels 1, 2, 3 and 4. It gives the key requirements for Customer Service Awarding Organisations/Bodies, External and Internal Verifiers, Assessors and S/NVQ Centres regarding:
external quality control
assessor and verifier occupational competence
workplace performance and simulation
employer direct model.
1 External Quality Control
1a Monitoring Centre Performance
Awarding Organisations/Bodies should:
carry out thorough risk assessments of organisations applying to become Approved Centres for the Customer Service Level 1, 2, 3 and 4 S/NVQs;
apply quality control management measures appropriate to assess each centre’s risk.
1b External Verification
Awarding Organisations/Bodies will appoint External Verifiers and will monitor all External Verifier practices.
In particular the AO/B will:
seek centre feedback regarding the performance of External Verifiers and act on this feedback
ensure that centres have requested feedback from their employers in the feedback process
ensure that External Verifiers follow the relevant regulatory code of practice for EVs and if no code of practice is developed Awarding Organisations/Bodies will develop their own and apply it
ensure that where a Realistic Working Environment is used IVs and EVs carry out a full examination of the working practices and the assessment process1;
1 Additional Requirements for Qualifications using the title NVQ within the QCF: Version 2 August 2009
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2 Assessor, Internal and External Verifier Occupational Competence
2a Customer Service Awarding Organisations/Bodies will facilitate Assessment, Internal and External Verification by ensuring that EVs have:
a thorough knowledge of the Level 1,2, 3 or 4 National Occupational Standards for Customer Service, appropriate to the Level the EV is working at, and the ability to interpret them across a wide variety of Customer Service environments;
experience and working knowledge of the operational and assessment processes of the Customer Service S/NVQ at the Level the EV is working at ;
relevant and credible customer service experience across the level and breadth of the National Occupational Standards and S/NVQs at the Level the EV is working at;
knowledge of current customer service practice and emerging issues in the customer service arena;
high levels of communication and interpersonal skills.
The table at Appendix 1 shows the CfA requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 2.
In this table the CfA has suggested some ways in which Awarding Organisations/Bodies can gain evidence to meet these requirements – these are not compulsory, just a guide. The tick boxes on the right show whether the evidence applies to Assessors (A), Internal Verifiers (IV) or External Verifiers (EV)
2b Awarding Organisations/Bodies and the CFA will work together to:
circulate and disseminate information appropriate to the job role, from the CFA, to all EVs when this supports the Awarding Organisations/Bodies’s communication strategy/schedule;
advise EVs of the availability of the CFA Web Pages;
hold briefings for External Verifiers about the revised Customer Service Standards and S/NVQs;
encourage EVs to take part in CfA events regarding the Customer Service Standards and S/NVQs whenever this is felt appropriate.
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3 Simulation and realistic workplace performance
Wherever possible, assessment of the Customer Service National S/NVQ Units should be carried out in a real job (either paid or voluntary). Where this is not possible this Assessment Strategy does allow for:
3a The use of simulation for the following Level 1 S/NVQ Units only:
C1 Recognise and deal with customer queries, requests and problems
C2 Take details of customer service problems
To undertake assessment of simulated activities for the units above the Guidelines for Simulation shown at Appendix E must be met.
3b The use of a Realistic Working Environment including work experience and work placement is allowed for all Units in the Level 1 and Level 2 S/NVQ
To undertake assessment in a Realistic Working Environment the Guidelines shown at Appendix F must be met.
All other Units must be achieved in a real working situation (either paid or voluntary)
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4 Employer Direct Model
The CfA feels that the Employer Direct Model of in-house assessment will encourage more employers to offer the Customer Service SVQs and NVQs, particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the A1 and V1 qualifications. Wherever possible, the CfA works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the A1 and V1 units as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers.
The Employer Direct Model has been developed to meet the needs of specific employers based on their knowledge of the Customer Service NOS and qualifications and their history of internal assessor/internal verifier expertise.
The CfA supports this model with several provisos:
The organisation must:
liaise with an Awarding Organisation/Body who will be offering the qualification prior to beginning the process
prepare, validate and review the assessment/verification roles
carry out 100% mapping of the employers training to the National Occupational Standards for the A and V units which the qualifications are based on
agree the mapping process with the awarding organisation/body involved
demonstrate an equivalent level of rigour and robustness as the achievement of the unit qualification.
The Awarding Organisation/Body must:
offer this model to employers only
inform the CfA of employers who are using this model
supply the CfA with statistical data including take-up, sector, size of organisation etc. when requested
keep the CfA informed of any problems/issues incurred in the delivery of this model.
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Appendix 1 to the Customer Service Assessment Strategy
The Assessor, IV and EV working at Level 2 must have:
This can be evidenced by: A IV EV
gathering feedback from a variety of centres
1.
A thorough understanding of the National Occupational Standards in Customer Service at Level 2 with the ability to interpret them within the environments and sectors they are working in
explaining and putting the National Occupational Standards into the contexts they are working in
taking active participation in consultations and briefings with Awarding Organisations/Bodies, UKCES, Accreditation Bodies and the CfA
2.
Knowledge of current practice and emerging issues and changes in the VQ area across the UK
explaining the differences between the 4 UK Countries
gathering feedback from a variety of employers and centres
attending conferences or workshops where trends and developments in Customer Service are on the agenda
reading Customer Service publications and articles
regularly looking at the CfA Website for new developments
keeping up to date with media news regarding Customer Service
3.
Knowledge of current practice and emerging issues and changes in Customer Service across organisations and industries
joining the CfA
having a successful track record of assessing or verifying the current Standards across a variety of organisations
4.
Experience and working knowledge of the operational, assessment and verification processes specifically for Customer Service S/NVQ Level 2
achieving or be working towards the Level 2, 3 or 4 Customer Service S/NVQ
gathering feedback from a variety of employers and centres
5.
Sufficient, relevant and credible Customer Service experience across the level and breadth of the Standards and S/NVQs at Level 2
curriculum vitae and references/testimonies
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The Assessor, IV and EV working at Level 2 must have:
This can be evidenced by: A IV EV
6.
Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVs and within 12 months for EVs.
In Scotland all assessors and verifiers should provide evidence of CPD to show that they are working to the A and/or V unit standards where appropriate; those not yet qualified
should show that they are working towards achieving the appropriate units.
producing certificates or evidence of working towards these units or by taking part in a Employer Direct Model in partnership with an Awarding Organisation/Body
7. Demonstrated high levels of communication and interpersonal skills
Gathering feedback from candidates, employers or peers
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Appendix 2 to the Customer Service Assessment Strategy
Simulated Activities Guidelines for Customer Service National Occupational Standards
Simulation can only be applied to the Level 1 S/NVQ Units listed below
C1 Recognise and deal with customer queries, requests and problems
C2 Take details of customer service problems
Simulation is defined by the CfA as any activities where dealing with customers and work activities are carried out through using individuals acting the part of the customer or scenarios which are not ‘real’ customer transactions.
To undertake the assessment of simulated activities for these two units the following guidelines must be met:
a. when role playing, candidates and anybody taking part as a customer must have a brief that gives sufficient information for them to recognise the equivalent real situation and decide what they would do and say;
b. the simulated situation should represent normal and routine experience wherever possible and not exceptional or unusually difficult circumstances that might be faced;
c. the person taking part in the simulation as a customer must be credible for the situation that is being simulated;
d. any resources or equipment that would normally be in real work should be available and in working order for the simulation;
e. candidates should complete the required tasks to the National Occupational Standards and in the timescales that would normally be expected in real work;
f. candidates should complete the required tasks taking account of legislation and regulation that would apply in real work;
g. candidates must carry out the simulated activity in a professional manner taking into account establishment requirements such as appearance and dress code, personal conduct, hygiene, reliability and punctuality;
h. whilst the primary purpose of the Simulation is for Assessment, feedback must be given in a way that builds confidence.
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Appendix 3 to the Customer Service Assessment Strategy
Realistic Working Environment Guidelines
for Customer Service National Occupational Standards
RWE can be applied to all Units in the Level 1 and 2 S/NVQs
It is essential that organisations wishing to operate a Realistic Working Environment (RWE) operate in an environment which reflects a real work setting. This will ensure that any competence achieved in this way will be sustained in real employment.
To undertake the assessment in a RWE the following guidelines must be met:
a. assessments must be carried out under realistic business pressures, using real customers and within a defined service offer;
b. all services that are carried out should be completed in a way, and to a timescale, that is acceptable in business organisations;
c. candidates must be expected to achieve a volume of work comparable to normal business practices;
d. the range of services, products, tools, materials and equipment that the candidates use must be up to date and available. They must enable candidates to meet the requirements of the National Occupational Standards;
e. account must be taken of any legislation or regulations in relation to the type of work that is being carried out;
f. candidates must be given workplace responsibilities to enable them to meet the requirements of the Customer Service National Occupational Standards at Level 2;
g. candidates must show that their productivity reflects those found in the work situation being represented;
h. customer perceptions of the RWE is similar to that found in the work situation being represented;
i. the RWE is managed as a real work situation.
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Pro Skills Assessment Strategy
This Assessment Strategy applies to the following unit:
Unit 2: Ensure responsibility for actions to reduce risks to health and safety (A/601/5867)
Section 1: Simulation
Simulation is generally not acceptable. The exceptions to this are:
dealing with emergencies
dealing with accidents
certain pre-approved real time simulators
limited other procedures that can not be practically performed in the workplace, and for which sufficient evidence can not be collected through other means.
any simulation must be approved in advance by the External Verifier, and clear reasons must be given for its intended use
if approval is given, all Awarding Body guidance and requirements must be observed.
Simulation should not be the primary source of a candidate’s claim to competence.
Section 2: Expertise of Witnesses, Assessors and Verifiers
Third party 'witnesses' must also be competent to make judgements about the activity(ies) for which they are providing the testimony. As the assessment decision lies with the Assessor, it is their responsibility to verify this and, where challenged, to justify their acceptance of third party 'witness testimony' to the Internal Verifier.
Assessors must:
be registered and recognised by an approved centre
be competent to make qualitative judgements about the units they are assessing. Illustrations of competence could include the assessor:
– having achieved the award themselves
– having substantial demonstrable experience in the job roles they are assessing
– being in a day-to-day line management or quality assurance role with responsibility for the job roles they are assessing
be in possession of or working towards the A1/A2 award or hold the D32/33 award,
carry out their duties in accordance with the current NOS for Assessment, and in line with current guidance on assessment practice issued by the regulatory authorities and the appropriate Awarding Body
maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)
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have a working knowledge of awards and a full understanding of that part of the award for which they have responsibility. The Awarding Body will confirm this through examination of relevant CVs supported by relevant references.
be approved by the Awarding Body who must maintain records demonstrating how they meet the assessment strategy. The appointment of Assessors may require the prior approval of the Awarding Body.
meet any additional requirements as specified in the award specific annex.
meet any additional requirements as specified by the awarding body
Internal Verifiers must:
Be registered and recognised by an approved centre.
Be in possession of or working towards the V1 award or hold the D34 award, as recommended by SQA/QCA and supported by an appropriate CPD record.
Carry out their duties in accordance with the current NOS for Verification, and in line with current guidance on verification practice issued by the regulatory authorities and the appropriate Awarding Body.
Maintain appropriate evidence of development activities to ensure their verification skills and occupational understanding are current (CPD).
Have expertise and knowledge of awards and a full understanding of that part of the award for which they have responsibility. The Awarding Body will confirm this through examination of relevant CVs supported by relevant references.
Be approved by the Awarding Body who must maintain records demonstrating how they meet the assessment strategy. The appointment of Internal Verifiers may require the prior approval of the Awarding Body.
Meet any additional requirements as specified by the awarding body.
External Verifiers must:
Be registered and recognised by an approved Awarding Body.
Be familiar with and/or experienced in the relevant sector and/or context to be able to verify that candidate evidence has met the National Occupational Standards and the requirements of the appropriate Awarding Body.
Be in possession of or be working towards the V2 or hold the D35 External Verifier Award. To be achieved within 12 months of registration in England, Wales and Northern Ireland.
Carry out their duties in accordance with the current National Occupational Standards for Assessment and Verification and current guidance on best verification practice issued by the regulatory authorities and appropriate Awarding Body.
Maintain appropriate evidence of development activities to ensure their verification skills and occupational awareness are current (CPD)
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Meet any additional requirements as specified in the award specific annex.
Not work with any centre in which they have a personal or financial interest.
Meet any additional requirements as specified by the awarding body
Section 3: Evidence and Location of Assessment
Evidence
The majority of the Candidate’s evidence should come from direct observations of competence in the real
workplace, unless specified in the award specific annex. Other types of acceptable evidence include, but are not limited to:
witness testimony (details of acceptable witnesses are found in Section 2 Expertise of Verifiers, Witnesses and Assessors)
logs/diaries kept by candidates
recorded answers to questions posed by the assessor
recorded/transcribed interviews with the candidate
recorded use of up-to-date commercial/industrial equipment
e-portfolios and other forms of digital media
works documentation attributable to the candidate
both interim and final internal verification.
location of assessment.
Although the majority of the candidate’s evidence should come from direct observations of competence in the real work place, in exceptional circumstances simulation of the real workplace may be allowed. Occasions in which this may be approved are listed under Section1: Simulation.
Section 4: Enhanced Quality Control
The External Quality Control will be through enhanced external verification and enhanced internal verification the latter moderated or monitored by the External Verifier.
Enhanced Internal Verification Strategy
All Internal Verifiers must provide evidence of having verified:
Evidence supporting any key units (where specified in the award specific guidance) and evidence supporting at least one other unit from the award
OR
The evidence supporting at least two distinct units (or as documented in the Award Specific Guidance) for each award per annum.
As well as:
all evidence from all simulations/simulators
over time, an example of each unit the assessor is qualified to assess
over time, an example of each assessment method used in the centre
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evidence of internal verification.
Enhanced External Verification Strategy
External Verifiers must carry out regular risk assessments and subsequent statistical analysis for each of the centres for which they have verification responsibilities. Where problems are identified through this procedure, the External Verifier will take further measures to ensure that the centre is performing to an acceptable level.
This could include, but should not be limited to:
verifying a representative sample of candidates’ work from each Assessor, covering all Assessors in the centre over an agreed period of time, including:
– evidence supporting any key units from the award (where specified in the award specific guidance)
– selected evidence supporting distinct units identified by the external verifier in response to issues raised through risk assessment
– all evidence from all simulations.
verifying selected evidence of internal verification procedures identified by the external verifier in response to issues raised through risk assessment
externally-set banks of questions and answers that will test the presence of ‘essential’ knowledge and understanding for selected candidates.
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Assessment Strategy for ITQ Qualifications
This guidance applies to the following unit:
Unit 10: IT Communication Fundamentals (Y/502/4291)
This assessment strategy is being developed in consultation with employers, training providers, awarding bodies and the regulatory authorities.
Scope of the assessment strategy
This assessment strategy applies to all units and qualifications that are aligned to the IT User NOS and accredited onto credit frameworks to be included in the final ITQ Framework (both directly and partly aligned).
During the transition period, the assessment arrangements for existing ‘contributing’ units and NQF qualifications will apply.
Choice of assessment method
All ITQ units may be assessed using any method, or combination of methods, which clearly demonstrates that the learning outcomes and assessment criteria have been met. Assessments must also take into account the additional information provided in the unit Purpose and Aims relating to the level of demand of
the activity, task, problem or question and the context in which it is set;
the information input and output type and structure involved; and
the IT tools, techniques or functions to be used.
Examples of assessment methods are:
e-assessment;
knowledge tests;
scenario-based assessment;
portfolio of evidence taken from activities involving the use of contemporary ICT systems;
witness testimony;
professional discussion;
APA or APL; or
other methods which have been approved by e-skills UK and the Awarding Body.
See Annexe A of this Assessment Strategy for further details of recommended assessment methods.
Mandatory unit assessment
In order to reflect the standards of competence expected by employers, assessment of the mandatory unit (Improving Productivity using IT) within Certificates and Diplomas must demonstrate that candidates can apply their relevant skills and knowledge to develop a specified outcome, product or solution. The candidate must independently determine, select and apply the necessary IT tools and techniques to achieve their goal.
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The assessment design must cover the following aspects:
Objectives for using IT – understanding the context in which IT is to be used or the conditions that may affect the way IT is to be used; understanding what outcome needs to be developed, and the expectations and requirements that the outcome must meet;
Application of IT skills and knowledge – understanding what is involved in a piece of work and the best way to get it done;
Evaluation of the use of IT – being able to evaluate the strengths and weaknesses of the use of IT, including identifying improvements to inform future work.
Accreditation of prior achievement (APA)
For candidates starting their studies towards the ITQ under the QCF the process for accreditation of prior achievement is straightforward. Under the QCF, awarding bodies agree to mutual recognition of achievement, so that candidates will be able to count any relevant units towards the ITQ regardless of which awarding body issues the certificates.
Many people may have developed their skills in using IT through undertaking existing or ‘legacy’ accredited units, qualifications or from non-accredited units and employer training schemes, such as:
the QCF ITQ in trials between September 07 and August 09
the current ITQ, which is technically a Scottish or National Vocational Qualification [S/NVQ]
Functional Skills ICT, ICT Skills for Life [Basic Skills] and in Essential Skills ICT (Northern Ireland);
legacy units from VQs or VRQs accredited on the National Qualifications Framework (NQF) or accredited by the Scottish Qualifications Authority (SQA);
vendor units and qualifications; and
employer training schemes.
The ITQ Framework lists which units or schemes can contribute to the ITQ, and whether there are any limits on counting credit from such achievement. The up-to-date ITQ Framework, will be published on the e-skills UK website.
Acceptance of contributing qualifications is mandatory for all ITQ Awarding Bodies irrespective of the originating Awarding Body (AB). An Awarding Body offering ITQs must accept recognised units and qualifications from any other AB if the following conditions are met:
the candidate presents the original qualification, unit certificate or other agreed record of achievement for inspection by the ITQ centre; and
the unit was achieved no more than three years prior to the date of presentation to the centre. It is the responsibility of the AB and their centres to ensure that a representative sample of certificated skills and knowledge are still current.
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Some approved contributing units entitle candidates to claim exemptions for more than one ITQ unit. In such cases, the candidate does not have to claim exemptions for all of the possible ITQ units unless he/she chooses to do so.
Progression
Candidates may carry forward credits for a period of 3 years to support progression from ITQ Award to ITQ Certificate, and from ITQ Certificate to ITQ Diploma or from Level 1 to 2, or Level 2 to 3.
Candidates may not include the same unit at more than 1 level in any qualification. Thus a candidate who has completed, for example, both Word Processing at Level 1 (3 credits) and Word Processing at Level 2 (4 credits) may only count credits from the higher level towards the qualification.
Assessment roles and quality assurance
Assessors, internal and external moderators/verifiers
The new ITQs are not NVQs, therefore there is no need for assessors to hold the A1 qualification, or for verifiers to hold the V1 qualification, or indeed to be working towards these qualifications.
To ensure the quality of assessment decisions, it is expected that awarding bodies will have in place methods to ensure that assessors, internal and external moderators/verifiers have:
the necessary IT skills and experience to assess the units and qualifications they are making judgements on, such as demonstrated by holding an ITQ at level 3. Centres must maintain a current register of curriculum vitae (CVs), including reference to continuing professional development.
e-skills UK do not require assessors, internal or external moderators/verifiers to hold assessor qualifications beyond those required by the awarding or regulatory body.
Standardisation, moderation and verification
Awarding Bodies must use quality assurance systems that are fit for purpose for the assessment method(s) being used and are in line with the relevant regulatory requirements.
For example:
internal/external moderation of externally set examinations or online tests;
external moderation of externally set and internally marked tasks;
records to authenticate candidate’s evidence for assessment;
internal standardisation/ external moderation of scenario based assignments set by centres;
internal moderation/verification of internally assessed evidence by a suitably qualified internal moderator/verifier using procedures approved by the awarding body; and
external moderation/verification of internally assessed evidence by a suitably qualified external moderator/verifier using procedures specified by the awarding body.
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Joint Awarding Body Forum
Awarding Bodies, through the quality control mechanisms specified by the regulatory authorities, must ensure a rigorous and effective control of centres and the assessment and verification process so that judgement of what is valid, authentic, current, reliable and sufficient evidence is maintained across all assessment contexts.
To ensure consistency of assessment it is required that all Awarding Bodies routinely participate in the e-skills UK Joint Awarding Body Forum which will be the focus for ensuring that assessment and verification of competence is carried out consistently and fairly across all assessment contexts.
The Awarding Body Forum will, within the individual Awarding Bodies agreed methodologies, develop and maintain a common understanding of the standards and promote good assessment and verification practice.
Annexe A to Assessment Strategy for ITQ Qualifications: Recommended assessment methods
The following methods are recommended for the assessment of IT User skills, knowledge and understanding for all ITQ units.
Whatever method is used, Awarding bodies must have appropriate systems and procedures to:
ensure that assessment arrangements meet relevant assessment design principles and quality assurance regulations; and
make sample assessment materials available for discussion by the Joint Awarding Body Forum, as required.
e-Assessment
Online or e-assessment may be used to assess some learning outcomes and assessment criteria relating to performance, knowledge and understanding, for example, of the performance skills in formatting text or understanding of the reasons for choosing different software tools.
Awarding Bodies, employers or providers may develop e-assessments. Where e-assessment is used, Awarding Bodies must ensure that on each assessment occasion:
the performance, knowledge and understanding being assessed matches that specified in the relevant ITQ unit;
the level is sufficiently challenging; and
the assessment methodology used is robust and reliable.
Where employers or providers develop e-assessments, these should be agreed in advance with the Awarding Body.
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Knowledge tests
Knowledge tests, often delivered electronically, can be used to assess some learning outcomes and assessment criteria relating to knowledge and understanding, for example, knowledge of security risks or organisational guidelines.
Awarding Bodies, employers or providers may develop knowledge tests. Where knowledge tests are used, Awarding Bodies must ensure that on each testing occasion:
the knowledge being tested matches that specified in the relevant ITQ unit;
the level is sufficiently challenging; and
the assessment methodology used is robust and reliable.
Where employers or providers develop knowledge tests, these should be agreed in advance with the awarding body.
Scenario based assessment
‘Scenarios’ may be developed to provide a purpose for using IT, which requires the candidate to undertake practical tasks or activities that produce assessable outcomes. Scenarios may be combined with other methods of assessment, for example to provide a purpose for a series of online assessment tasks.
Awarding Bodies, employers or providers may develop scenarios. The scenario and associated tasks must be carefully designed to ensure that:
the performance, knowledge and understanding being assessed matches that specified in the relevant ITQ unit;
the level is sufficiently challenging; and
the demands and constraints result in the purposeful use of IT, and where relevant reflect those that would typically be met in a real work context.
Valid evidence can arise from:
activities undertaken for or at work;
the search for employment (e.g. CVs, job applications and emails to potential employers);
social activities (e.g. club membership databases, posters and websites), such as:
– enterprise activities (e.g. business plans, budgets and marketing materials);
– voluntary activities (e.g. cash flows, programmes and newsletters); or
– learning and studying subjects other than IT (e.g. internet research for a geography assignment, reports/dissertations and presentations).
By the very nature of IT, activities can be carried out in a variety of locations not confined to the traditional office setting.
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Portfolio evidence should arise naturally from tasks and activities involving the use of IT and may include:
– product outcomes – in the form of outputs or screenshots produced using IT – which should form the majority of evidence; and
– ephemeral evidence – where this is the only evidence for an element (for example, of planning), should be cross checked by professional discussion and backed up by brief written evidence – for example in the form of annotations, storyboards or ‘witness statement’ (see below).
e-skills UK actively encourages the use of electronic portfolio management tools.
Witness statements
A ‘witness’ is someone who provides a written statement about the quality and authenticity of a candidate’s work for assessment purposes. To make a statement the witness must have first hand experience of the candidate’s performance and understanding of knowledge, skills and understanding required to do the work. Witnesses can be drawn from a wide range of people who can attest to performance, including line managers and experienced colleagues from inside the candidate’s organisation.
A witness statement may be needed when the candidate is performing day-to-day activities, which leave little or no evidence behind, for example, agreeing the outcomes to be produced using IT and any deadlines that need to be met or understanding and meeting organisational guidelines for data security and file storage. The witness can, in particular, provide evidence relating to the candidate’s competence:
– when reviewing, testing and recommending ways of improving productivity using IT towards [IPU] the mandatory unit for ITQ Certificates and Diplomas;
– when using specialist or bespoke IT software applications;
– in meeting customer requirements; and
– of working within organisational guidelines.
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Annexe B to Assessment Strategy for ITQ Qualifications: Summary of key changes to the ITQ
Current position Proposed approach
Type NQF accredited NVQ QCF accredited qualification
Titles Level 1 NVQ for IT Users (ITQ)
Level 2 NVQ for IT Users (ITQ)
Level 3 NVQ for IT Users (ITQ)
Level 1 ITQ Award in IT User Skills
Level 1 ITQ Certificate in IT User Skills
Level 1 ITQ Diploma in IT User Skills
Level 2 ITQ Award in IT User Skills
Level 2 ITQ Certificate in IT User Skills
Level 2 ITQ Diploma in IT User Skills
Level 3 ITQ Award in IT User Skills
Level 3 ITQ Certificate in IT User Skills
Level 3 ITQ Diploma in IT User Skills
Unit template
Consists of:
Statements of competence
Knowledge criteria
Knowledge components
Skills criteria
Skills component
Key skills in IT related but not integrated
Consists of:
Learning outcomes
Assessment criteria
Skills and knowledge components are indicative and will not form the basis of assessment (unless defined through a syllabus or test specification)
Functional skills ICT integrated into 3 new units
Rules of combination
Defined in terms of points totals
Defined for each level in terms of QCF unit credit values
Spiky profile extended to include Entry level units
Accreditation of prior achievement
Exemption for recognised contributing units and qualifications
No change
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Current position Proposed approach
Type NQF accredited NVQ QCF accredited qualification
Assessment strategy
Assessment must follow NVQ Code of Practice2
Assessment must be based on purposeful activities
Assessors must hold a ‘D’ or ‘A’ award
Assessment must adhere to the Regulatory Arrangements for the QCF3
Assessment for mandatory unit must demonstrate purposeful application of skills and knowledge
Assessors must be appropriately trained
Abbreviations used in Assessment Strategy for ITQ Qualifications
AB Awarding Body
AoC Area of Competence
APA Accreditation of Prior Achievement
APL Accreditation of Prior Learning
CCEA Council for the Curriculum, Examinations and Assessment (Northern Ireland)
CQFW Credit and Qualification Framework for Wales
DCELLS Department for Children, Education, Lifelong Learning and Skills (Wales)
FLT Foundation Learning Tier
FS Functional Skills
FS ICT Functional Skills ICT
IPU Improving Productivity using IT (mandatory unit in ITQ Certificate and Diploma programmes)
NICATS Northern Ireland Credit Accumulation and Transfer System
NOS National Occupational Standards
NQF National Qualifications Framework
NVQ National Vocational Qualification
2 The NVQ Code of Practice covers: administrative resources; equality of opportunity; expertise of external verifiers; centre registration and approval; and data requirements; issue of certificates; enquiries and appeals; customer service, monitoring and evaluation; use of languages / assessment; application of assessment methodology (including the role and qualifications for assessors, internal and external verifiers; sampling and external reporting); and dealing with malpractice 3 The Regulatory Arrangements for the QCF covers: Delivery of assessment – roles and responsibilities, procedures and systems, access, special consideration, personal interest, standardisation and quality assurance; Centre recognition; Award of credits; Award of qualifications; Ongoing review; Fees; Data requirements; Awards outside England, Wales and Northern Ireland; Use of languages; Appeals; Dealing with malpractice; Customer service; and Submitting qualifications for accreditation
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
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PLTS Personal Learning and Thinking Skills
QCA Qualifications and Curriculum Authority
QCF Qualifications and Credit Framework
SCQF Scottish Credit and Qualification Framework
SQA Scottish Qualifications Authority
SQLS Sector Qualifications and Learning Strategy
SSA Sector Skills Agreement
SVQ Scottish Vocational Qualification
ULN Unique Learner Number
VQ Vocational Qualification
VRQ Vocationally Related Qualification
N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
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N029625 – Specification – Edexcel Level 2 Diploma in Gambling Operations (QCF) – Issue 1 – November 2011 © Pearson Education Limited 2011
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Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title
Please go to www.ofqual.gov.uk to access the document ‘Operating rules for using the term ‘NVQ’ in a QCF qualification title’.
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