edexcel nvq/competence-based qualifications...15 a/601/6436 provide change for customers in a...

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

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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.


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.


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

http://register.ofqual.gov.uk/Unit/Details/L_601_0933�

http://register.ofqual.gov.uk/Unit/Details/A_601_5867�

http://register.ofqual.gov.uk/Unit/Details/H_601_6530�


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.


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


http://register.ofqual.gov.uk/Unit/Details/Y_601_6668�







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

http://register.ofqual.gov.uk/Unit/Details/D_601_1553�

http://register.ofqual.gov.uk/Unit/Details/M_601_1508�




http://register.ofqual.gov.uk/Unit/Details/J_601_6438�



http://register.ofqual.gov.uk/Unit/Details/T_601_4927�



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.


Group C1: a minimum of five credits


3 2

24 R/601/6555 Check claims and deliver prizes for bingo customers

3 2


2 2

Group C2: A minimum of two credits



2 2


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


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



http://register.ofqual.gov.uk/Unit/Details/R_601_6555�






http://register.ofqual.gov.uk/Unit/Details/K_601_6349�





http://register.ofqual.gov.uk/Unit/Details/F_601_6325�



8

Group C3: Optional units


8 3


5 1


4 2


6 3


2 2


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


3 2

23 M/601/4909 Maintain cellars and kegs 3 2


2 2













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.


Group D1: A minimum of six credits


3 2



2 2


2 2



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











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


3 2


8 3


5 1


6 3


2 2


4 2


2 2











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.


Group E1: A minimum of six credits


3 2



2 2


2 2


2 2

30 F/601/6325 Install and set up gaming machines

5 2



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






http://register.ofqual.gov.uk/Unit/Details/F_601_6325�




http://register.ofqual.gov.uk/Unit/Details/K_601_6674�



12

Group E2: Option units


8 3


5 1


4 2


6 3


2 2


4 2


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)









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.


14

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.

http://www.edexcel.com/�


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.


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.


17

Units


18


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.



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

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Learn

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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:___________________________


24


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


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.



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:___________________________


28


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


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.



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:___________________________


32


33

Unit 4: Monitor security in a licensed gambling venue


QCF level: 2

Credit value: 3


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




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:___________________________


37

Unit 5: Control, process and account for betting transactions

Unit reference number: Y/601/6668

QCF level: 2

Credit value: 4


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.




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.



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:___________________________


41

Unit 6: Settle Bets


QCF level: 2

Credit value: 3


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.




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.



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:___________________________


44


45

Unit 7: Facilitate play of gaming machines


QCF level: 2

Credit value: 3


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.


This unit should be assessed in line with the People 1st assessment strategy which can be found in Annexe D.


Legislative requirements: health and safety; social responsibility.

Machine security: anti-fraud devices in place; signs of tampering; weak access locks; damage to machines.



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:___________________________


49

Unit 8: Collect and record gaming machine takings


QCF level: 2

Credit value: 2


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.


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).



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:___________________________


52


53

Unit 9: Reconcile gaming machine takings and recorded information


QCF level: 2

Credit value: 2


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.




Takings: cash, cash equivalents.

Barred combination

This unit must not be taken with Unit 8: Collect and record gaming machine takings (Y/601/6489).




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:___________________________


56


57

Unit 10: IT Communication Fundamentals


QCF level: 1

Credit value: 2


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.


This unit must be assessed in line with the Assessment Strategy for ITQ qualifications which can be found in Annexe 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

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:___________________________


59

Unit 11: Work with others to improve customer service

Unit reference number: D/601/1553

QCF level: 3

Credit value: 8


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.


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.)


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.



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.



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:___________________________


63

Unit 12: Recognise and deal with customer queries, requests and problems

Unit reference number: M/601/1508

QCF level: 1

Credit value: 5


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.


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)


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.


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.



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:___________________________


68


69

Unit 13: Maintain food safety when storing, holding and serving food


QCF level: 2

Credit value: 4


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.



Barred combination

This unit must not be taken with Unit 18: Maintain food safety when storing, preparing and cooking food (D/601/6980).



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

76

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

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

77

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

78

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:___________________________


79

Unit 14: Work effectively in a licensed gambling venue


QCF level: Level 3

Credit value: 6


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’.


This unit must be assessed in line with the People 1st Assessment Strategy, which can be found in Annexe 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

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:___________________________


86


87

Unit 15: Provide change for customers in a licensed gambling venue


QCF level: Level 2

Credit value: 2


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.




Problems: counterfeit money; non-legal tender; disputes; operational faults on change machines.

Change: from float; from change machines.



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:___________________________


91

Unit 16: Provide reception services in a licensed gambling venue

Unit reference number: J/601/6438

QCF level: Level 2

Credit value: 3


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.




Visitors: customers; employees; service contractors; individuals with rights of entry.



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:___________________________


94


95

Unit 17: Receive and store goods and materials in a licensed gambling venue


QCF level: Level 2

Credit value: 2


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.





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:___________________________


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


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.



Barred combinations

This unit must not be taken with Unit 13: Maintain food safety when storing, holding and serving food (A/601/5030).



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

g O

per

atio

ns

(QC

F) –

Is

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

101

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

2.4

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

ns

(QC

F) –

Is

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

102

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

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

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

103

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 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

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

104

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

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

(QC

F) –

Is

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

105

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

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

g O

per

atio

ns

(QC

F) –

Is

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

106

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

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

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

107

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

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

(QC

F) –

Is

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

108

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

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

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

109

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

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:___________________________


110


111

Unit 19: Prepare and serve dispensed and instant hot drinks

Unit reference number: T/601/4927

QCF level: Level 2

Credit value: 3


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.





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:___________________________


115

Unit 20: Receive and set up gaming machines


QCF level: Level 2

Credit value: 2


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.


This unit must be assessed in line with the People1st Assessment Strategy, which can be found in Annexe 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

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:___________________________


118


119

Unit 21: Prepare and clear the bar area


QCF level: Level 2

Credit value: 4


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.





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

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

124

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

ns

(QC

F) –

Is

sue

1 –

Nove

mber

2011

© P

ears

on E

duca

tion L

imited

2011

125

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

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:___________________________


126


127

Unit 22: Serve alcoholic and soft drinks


QCF level: Level 2

Credit value: 5


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.





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

on E

duca

tion L

imited

2011

129

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

on E

duca

tion L

imited

2011

130

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:___________________________


133

Unit 23: Maintain cellars and kegs


QCF level: 2

Credit value: 3


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.





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

135

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:___________________________


139

Unit 24: Check claims and deliver prizes for bingo customers

Unit reference number: R/601/6555

QCF level: Level 2

Credit value: 3


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.




Claims: main stage games; national games; link games.

Prizes: cash; goods.



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:___________________________


143

Unit 25: Sell bingo books and tickets


QCF level: Level 2

Credit value: 3


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.




Bingo books: main stage games; national games; link games.



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:___________________________


149

Unit 26: Operate a payment point for ancillary bingo games

Unit reference number: K/601/6349

QCF level: Level 2

Credit value: 3


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.





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:___________________________


154


155

Unit 27: Call and validate ancillary bingo games


QCF level: Level 2

Credit value: 3


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.




Equipment: the caller’s console; the display board; sound system; random generator.



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:___________________________


159

Unit 28: Reconcile takings for bingo books and tickets


QCF level: Level 2

Credit value: 2


Unit aim

This unit assesses the learners’ skills, knowledge and understanding to reconcile takings for bingo books and tickets.




Takings: main stage games; national games; link games.



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:___________________________


162


163

Unit 29: Call and validate main stage bingo games


QCF level: Level 2

Credit value: 3


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.




Equipment: the caller’s console; the display board, the sound system.

Bingo games: main stage games; link games; national games.



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:___________________________


169

Unit 30: Install and set up gaming machines

Unit reference number: F/601/6325

QCF level: Level 2

Credit value: 5


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.




Fit for purpose: all necessary services; right amount of space; suitable for the type of intended promotional activity; will attract the most customers.



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:___________________________


174


175

Unit 31: Ensure the availability and suitability of resources to operate a game within a casino environment


QCF level: Level 2

Credit value: 2


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.




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.



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:___________________________


178


179

Unit 32: Provide casino cash desk services


QCF level: Level 2

Credit value: 8


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.




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.



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:___________________________


182


183

Unit 33: Facilitate the operation of the game within a casino environment


QCF level: Level 2

Credit value: 15


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.




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.



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:___________________________


187

Unit 34: Diagnose faults in consumer electronic equipment


QCF level: Level 2

Credit value: 8


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 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.



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:___________________________


191

Unit 35: Replace components in consumer electronic equipment

Unit reference number: K/601/6674

QCF level: Level 2

Credit value: 7


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.




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.



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:___________________________


195

Unit 36: Carry out preventative maintenance procedures on domestic appliances, consumer electronic equipment and signal reception equipment/systems


QCF level: Level 2

Credit value: 5


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.


This unit should be assessed against People 1st assessment strategy and evidence requirements which can be found in Annexe D.


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.


196



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:___________________________


201

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

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.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

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.


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

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building functional skills into your programme

building effective and efficient quality assurance systems.

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

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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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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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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 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 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







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


249

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


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251

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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http://archive.ofqual.gov.uk/files/2008-08-28-operating-rules-for-using-nvq-in-qcf-qualification-title.pdf�

http://archive.ofqual.gov.uk/files/2008-08-28-operating-rules-for-using-nvq-in-qcf-qualification-title.pdf�

Publications Code N029625 November 2011 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

http://www.edexcel.com/�

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