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Qualification Handbook
Courts and TribunalsClerking
Version 4 2 © SFJ Awards
Qualification Handbook
SFJ Awards Level 3 Diploma in Courts and Tribunals Clerking
Qualification Number: 600/9256/7
Version Date of issue Amendment(s) Page
V4 18.08.17 Section 2.4 Add Total Qualification Time (TQT) 6-7
Section 2.9 Update Use of Languages 7
Section 3 Update Centre Requirements (no change to requirements)
8
Section 4 Update Assessment (no change to requirements, more information provided for centres)
9-18
Add SFJ Awards copyright information 47
V3 23.12.15 Remove references to QCF Various
Update SFJ Awards contact details 4
Version 4 3 © SFJ Awards
Contents
1 Introduction 1.1 About us 1.2 Customer Service Statement 1.3 Centre Support 2 The Qualification 2.1 Overall Objective for the Qualification 2.2 Pre-entry Requirements 2.3 Units and Rules of Combination 2.4 Total Qualification Time (TQT) 2.5 Age Restriction 2.6 Opportunities for Progression 2.7 Exemption 2.8 Credit Transfer 2.9 Use of Languages 3 Centre Requirements 4 Assessment 4.1 Qualification Assessment Methods 4.2 Assessors 4.3 Internal Quality Assurers 4.4 External Quality Assurers 4.5 Expert Witnesses 4.6 Assessing Competence 4.7 Methods for Assessing Competence 4.8 Assessing Knowledge and Understanding 4.9 Methods for Assessing Knowledge and Understanding 4.10 Assessment Planning 4.11 Standardisation 4.12 Recognition of Prior Learning (RPL) 4.13 Equality and Diversity 4.14 Health and Safety 5 Qualification Units
Version 4 4 © SFJ Awards
1 Introduction
1.1 About us SFJ Awards is part of the Skills for Health and Justice Group. For over 10 years Skills for
Health and Skills for Justice have been working with employers, Governments of the UK and
agencies within the skills system, to better equip workforces with the right skills now and for
the future.
During this time both Skills for Health and Skills for Justice have earned an enviable
reputation for their knowledge of the sectors and their proactive approach to the
development of skills and qualifications, along with an ability to deliver genuinely workable
solutions for the employers they represent.
SFJ Awards is an awarding organisation that builds upon this reputation, and understands
the specific challenges facing the Policing, Community Safety, Legal, Armed Forces and
Health sectors, enabling us to quality assure learning outcomes that are suited to the needs
of the sectors.
Customer satisfaction is the cornerstone of our organisation, and is delivered through an
efficient, customer-led service, providing excellent value for money.
1.2 Customer Service Statement
Our Customer Service Statement is published on SFJ Awards website giving the minimum
level of service that Centres can expect. The Statement will be reviewed annually and
revised as necessary in response to customer feedback, changes in legislation, and
guidance from the qualifications Regulators.
1.3 Centre Support
SFJ Awards works in partnership with its customers. For help or advice contact:
SFJ Awards
Consult House
Meadowcourt Business Park
4 Hayland Street
Sheffield
S9 1BY
Tel: 0114 284 1970
E-mail: [email protected]
Website: www.sfjawards.com
Version 4 5 © SFJ Awards
2 The Qualification
This handbook relates to the following qualification:
• SFJ Awards Level 3 Diploma in Courts and Tribunals Clerking
2.1 Overall Objective for the Qualification
This qualification is competence based and involves the assessment of skills, knowledge
and understanding in the real working environment.
Learners will need to demonstrate they can carry out a number of important functions
including supporting proceedings and processing the outcomes of courts/tribunals.
2.2 Pre-entry Requirements
There are no pre-entry requirements for enrolling to complete this qualification. However,
learners will require suitable literacy and numeracy skills to achieve the assessment criteria.
2.3 Units and Rules of Combination
This qualification is made up of a total of thirteen units which have been arranged into
mandatory and optional units (see below).
Learners must complete all five mandatory units in Group A and sufficient optional units in
Groups B to achieve at least 44 credits.
Level 3 Diploma in Courts and Tribunals Clerking
Group A - Mandatory Units:
Unit
Reference
Number
Unit Title Level Credit
Value
Y/601/5312 Equality and diversity 3 6
J/602/5642 Support proceedings in courts/tribunals 3 8
R/602/5644 Maintain public order and protocols at courts/tribunals 3 8
L/600/9586 Manage own professional development within an organisation
3 4
J/503/7389 Process the outcomes of court/tribunal hearings 3 6
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Group B – Optional Units:
Unit
Reference
Number
Unit Title Level Credit
Value
H/504/6102 Conclude legal matters 4 4
R/602/5630 Progress requests for the rescheduling/adjournment of court/tribunal cases
3 6
A/602/5637 Address requirements for special arrangements at courts/tribunals
3 5
A/602/5640 Prepare the court/tribunal room for proceedings 2 5
T/600/9601 Provide leadership and direction for own area of responsibility
4 5
A/601/4864 Manage jurors and protect their integrity at court 3 6
L/503/5742 Receive, transmit, store and retrieve information 2 2
A/602/2642 Develop personal performance and maintain working relationships
3 3
The detailed content of each of the units in the above qualification is provided in Section 5.
2.4 Total Qualification Time (TQT)
Total Qualification Time comprises of the following two elements.1 (a) The number of hours which an awarding organisation has assigned to a qualification
for Guided Learning, and
(b) An estimate of the number of hours a Learner will reasonably be likely to spend in
preparation, study or any other form of participation in education or training, including
assessment, which takes place as directed by – but, unlike Guided Learning, not
under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other
appropriate provider of education or training.
Please note these are estimated hours. It is the responsibility of centres to decide the
appropriate course duration, based on their learners’ ability and level of existing knowledge.
It is possible, therefore, that the number of guided learning hours will vary from one centre to
another according to learners' needs.
1 Total Qualification Time criteria, Ofqual September 2015 https://www.gov.uk/government/publications/total-qualification-time-criteria
Version 4 7 © SFJ Awards
Guided learning hours consist of all occasions when a member of training centre staff is
present to give specific guidance towards the learning aim of the programme. This definition
includes lectures, tutorials, supervised study and assignments.
The Total Qualification Time and Guided Learning Hours for this qualification are as follows:
Qualification Title TQT GLH
SFJ Awards Level 3 Diploma In Courts and Tribunals Clerking 440 170
2.5 Age Restriction
This qualification is available to learners aged 18+ years.
2.6 Opportunities for Progression
This qualification offers progression from, and into, other legal related qualifications.
2.7 Exemption
No exemptions have been identified.
2.8 Credit Transfer
Credits from identical units that have already been achieved by the learner may be
transferred.
2.9 Use of Languages
SFJ Awards business language is English and we provide assessment materials and
qualification specifications that are expressed in English. Assessment specifications and
assessment materials may be requested in Welsh or Irish and, where possible, SFJ Awards
will try to fulfil such requests. SFJ Awards will provide assessment materials and
qualification specifications that are expressed in Welsh or Irish and support the assessment
of those learners, where the number of learners makes it economically viable for SFJ
Awards to do so. More information is provided in the SFJ Awards’ Use of Language Policy.
For learners seeking to take a qualification and be assessed in British Sign Language or
Irish Sign Language, please refer to SFJ Awards’ Reasonable Adjustments Policy. A learner
may be assessed in British Sign Language or Irish Sign Language where it is permitted by
SFJ Awards for the purpose of Reasonable Adjustment.
Policies are available on our website http://sfjawards.com/policies/ or on request from SFJ
Awards.
Version 4 8 © SFJ Awards
3 Centre Requirements
Centres must be approved by SFJ Awards and also have approval to deliver the
qualifications they wish to offer. This is to ensure centres have the processes and resources
in place to deliver the qualifications. Approved centres must adhere to the requirements
detailed in the SFJ Awards Centre Handbook, which includes information for centres on
assessment and internal quality assurance processes and procedures and is available in the
centres’ area of the SFJ Awards website http://sfjawards.com/approved-centres.
Centres are responsible for ensuring that their assessor and internal quality assurance staff:
• are occupationally competent and/or knowledgeable as appropriate to the assessor
or IQA role they are carrying out
• have current experience of assessing/internal quality assuring as appropriate to the
assessor or IQA role they are carrying out, and
• have access to appropriate training and support.
Information on the induction and continuing professional development of those carrying out
assessment and internal quality assurance must be made available by centres to SFJ
Awards through the external quality assurance process.
This qualification handbook should be used in conjunction with the SFJ Awards Centre
Handbook, the SFJ Awards Assessment Policy and the SFJ Awards Quality Assurance
(Internal and External) Policy. All policies are available on the website www.sfjawards.com
or on request from SFJ Awards.
Version 4 9 © SFJ Awards
4 Assessment
4.1 Qualification Assessment Methods
Assessment methods that can be used for the SFJ Awards Level 3 Diploma In Courts and
Tribunals Clerking are as follows:
• Coursework
• E-assessment
• Multiple Choice Examination
• Oral Examination
• Portfolio of Evidence (including for example records of professional discussions,
question and answer sessions, reflective accounts)
• Practical Demonstration / Assignment
• Written Examination
4.2 Assessors
4.2.1 Occupational Competence
Due to the risk-critical nature of the work, particularly when assessing in the justice and
health sectors, and the legal implications of the assessment process, assessors must
understand the nature and context of the learners’ work. This means that assessors must
be occupationally competent. Each assessor must therefore be, according to current sector
practice, competent in the functions covered by the units they are assessing. They will have
gained their occupational competence by working within the sector relating to the units or
qualification they are assessing.
Assessors must be able to demonstrate consistent application of the skills and the current
supporting knowledge and understanding in the context of a recent role directly related to the
qualification units they are assessing as a practitioner, trainer or manager.
4.2.2 Occupational Knowledge
Where assessors are assessing knowledge-based qualifications, they must be
occupationally knowledgeable.
4.2.3 Qualification Knowledge
Assessors must be familiar with the qualification units they are assessing. They must be
able to interpret and make judgements on current working practices and technologies within
the area of work.
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4.2.4 Assessor Competence
Assessors must be able to make valid, reliable and fair assessment decisions. To
demonstrate their competence, assessors must be:
• qualified with a recognised assessor qualification, or
• working towards a recognised assessor qualification, or
• able to prove equivalent competence through training to appropriate national
standards, for example, National Occupational Standard 9: Assess learner
achievement2 or Police Sector Standard for the Training of Assessors, Assessor
Standard.
Approved centres will be required to provide SFJ Awards with current evidence of how each
assessor meets these requirements, for example certificates of achievement or testimonials.
4.2.5 Continuing Professional Development
Assessors must actively engage in continuous professional development activities to
maintain:
• occupational competence and knowledge by keeping up-to-date with the changes
taking place in the sector(s) for which they carry out assessments
• professional competence and knowledge as an assessor.
4.3 Internal Quality Assurers
4.3.1 Occupational Knowledge
Internal quality assurers (IQAs) must be occupationally knowledgeable across the range of
units for which they are responsible prior to commencing the role. Due to the risk-critical
nature of the work, particularly in the justice and health sectors, and the legal implications of
the assessment process, they must understand the nature and context of the assessors’
work and that of their learners. This means that they must have worked closely with staff
who carry out the functions covered by the qualifications, possibly by training or supervising
them, and have sufficient knowledge of these functions to be able to offer credible advice on
the interpretation of the units.
4.3.2 Qualification Knowledge
IQAs must understand the content, structure and assessment requirements for the
qualification(s) they are internal quality assuring.
Centres should provide IQAs with an induction to the qualifications that they are responsible
for quality assuring. IQAs should also have access to ongoing training and updates on
current issues relevant to these qualifications.
2 National Occupational Standards for Learning and Development, LLUK 2010
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4.3.3 Internal Quality Assurer Competence
IQAs must occupy a position in the organisation that gives them the authority and resources
to:
• coordinate the work of assessors
• provide authoritative advice
• call meetings as appropriate
• conduct pre-delivery internal quality assurance on centre assessment plans, for
example, to ensure that any proposed simulations are fit for purpose
• visit and observe assessment practice
• review the assessment process by sampling assessment decisions
• ensure that assessment has been carried out by assessors who are occupationally
competent, or for knowledge-based qualifications occupationally knowledgeable, in
the area they are assessing
• lead internal standardisation activity
• resolve differences and conflicts on assessment decisions.
To demonstrate their competence, IQAs must be:
• qualified with a recognised internal quality assurance qualification, or
• working towards a recognised internal quality assurance qualification, or
• able to prove equivalent competence through training to appropriate national
standards, for example National Occupational Standard 11: Internally monitor and
maintain the quality of assessment3 or Police Sector Standard for the Training of
Internal Verifiers, Internal Verifier Standard.
Approved centres will be required to provide SFJ Awards with current evidence of how each
IQA meets these requirements, for example certificates of achievement or testimonials.
4.3.4 Continuing Professional Development
IQAs must actively engage in continuous professional development activities to maintain:
• occupational knowledge by keeping up-to-date with the changes taking place in the
sector(s) for which they carry out assessments
• professional competence and knowledge as an IQA.
4.4 External Quality Assurers
External quality assurers (EQAs) are appointed by SFJ Awards to approve centres and to
monitor the assessment and internal quality assurance carried out by centres. SFJ Awards
is responsible for ensuring that their external quality assurance team have:
3 National Occupational Standards for Learning and Development, LLUK 2010
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• sufficient occupational knowledge
• current experience of external quality assurance
• access to appropriate training and support.
External quality assurance is carried out to ensure that there is compliance, validity,
reliability and good practice in centres. EQAs must have appropriate occupational and
verifying knowledge and expertise.
4.4.1 External Quality Assurer Competence
To demonstrate their competence, EQAs must be:
• qualified with a recognised external quality assurance qualification, or
• working towards a recognised external quality assurance qualification.
4.4.2 Continuing Professional Development
EQAs must maintain their occupational and external quality assurance knowledge. They will
attend training and development designed to keep them up-to-date, facilitate standardisation
between staff and share good practice.
4.5 Expert Witnesses
Expert witnesses, for example line managers and supervisors, can provide evidence that a
learner has demonstrated competence in an activity. Their evidence contributes to
performance evidence and has parity with assessor observation. Expert witnesses do not
however perform the role of assessor.
4.5.1 Occupational Competence
Expert witnesses must, according to current sector practice, be competent in the functions
covered by the units for which they are providing evidence.
They must be able to demonstrate consistent application of the skills and the current
supporting knowledge and understanding in the context of a recent role directly related to the
qualification unit that they are witnessing as a practitioner, trainer or manager.
4.5.2 Qualification Knowledge
Expert witnesses must be familiar with the qualification unit(s) and must be able to interpret
current working practices and technologies within the area of work.
4.6 Assessing Competence
The purpose of assessing competence is to make sure that an individual is competent to
carry out the activities required in their work. Assessors gather and judge evidence during
normal work activities to determine whether the learner demonstrates their competence
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against the standards in the qualification unit(s). Competence should be demonstrated at a
level appropriate to the qualification. The skills required at the different qualification levels
are defined in Ofqual’s level descriptors.4 Further information on qualification levels is
included in the SFJ Awards Assessment Guide, which is available in the centre area of our
website http://sfjawards.com/approved-centres/ or on request from SFJ Awards.
Evidence must be:
• Valid
• Authentic
• Sufficient
• Current
• Reliable.
Assessment should be integrated into everyday work to make the most of opportunities that
arise naturally within the workplace.
4.7 Methods for Assessing Competence
Qualifications may be assessed using any method, or combination of methods in Section
4.1, which clearly demonstrate that the learning outcomes and assessment criteria have
been met.
Assessors need to be able to select the right assessment methods for the competences that
are being assessed, without overburdening the learner or the assessment process, or
interfering with everyday work activities. SFJ Awards expects assessors to use a
combination of different assessment methods to make a decision about an individual’s
occupational competence. Further information on assessment methods is provided below
and also in the SFJ Awards Assessment Guide which is available in the centre area of our
website http://sfjawards.com/approved-centres/, or on request from SFJ Awards.
4.7.1 Observation
SFJ Awards believes that direct observation in the workplace by an assessor or testimony
from an expert witness is preferable as it allows for authenticated, valid and reliable
evidence. Where learners demonstrate their competence in a real work situation, this must
be done without the intervention from a tutor, supervisor or colleague.
However SFJ Awards recognises that alternative sources of evidence and assessment
methods may have to be used where direct observation is not possible or practical.
4 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations
and All Qualifications, Ofqual 2015, www.gov.uk/government/publications/qualification-and-component-levels
Version 4 14 © SFJ Awards
4.7.2 Testimony of witnesses and expert witnesses
Witness testimonies are an accepted form of evidence by learners when compiling portfolios.
Witness testimonies can be generated by peers, line managers and other individuals
working closely with the learner. Witnesses are defined as being those people who are
occupationally expert in their role.
Testimony can also be provided by expert witnesses who are occupationally competent and
familiar with the qualification unit(s). Assessors will not need to spend as long assessing
expert witness testimony as they would a witness testimony from a non-expert. Therefore if
expert witnesses are involved in the assessment strategy for a qualification a greater
number of learners can be managed by a smaller number of assessors.
The assessor is however responsible for making the final judgement in terms of the learner
meeting the evidence requirements for the qualification unit(s).
4.7.3 Work outputs (product evidence)
Examples of work outputs include plans, reports, budgets, photographs, videos or notes of
an event. Assessors can use work outputs in conjunction with other assessment methods,
such as observation and discussion, to confirm competence and assure authenticity of the
evidence presented.
4.7.4 Professional discussion
Discussions allow the learner to describe and reflect on their performance and knowledge in
relation to the standards. Assessors can use discussions to test the authenticity, validity and
reliability of a learner’s evidence. Written/audio records of discussions must be maintained.
4.7.5 Questioning the learner
Questioning can be carried out orally or in written form and used to cover any gaps in
assessment or corroborate other forms of evidence. Written/audio records of all questioning
must be maintained.
4.7.6 Simulations
Simulations may take place either in a non-operational environment which is not the
learner’s workplace, for example a training centre, or in the workplace. Proposed
simulations must be reviewed to ensure they are fit for purpose as part of the IQA’s pre-
delivery activity.
Simulations can be used when:
• the employer or assessor consider that evidence in the workplace will not be
demonstrated within a reasonable timeframe
• there are limited opportunities to demonstrate competence in the workplace against
all the assessment criteria
• there are health and safety implications due to the high risk nature of the work activity
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• the work activity is non-routine and assessment cannot easily be planned for
• assessment is required in more difficult circumstances than is likely to happen day to
day.
Simulations must follow the principles below:
1. The nature of the contingency and the physical environment for the simulation must be
realistic
2. Learners should be given no indication as to exactly what contingencies they may come
across in the simulation
3. The demands on the learner during the simulation should be no more or less than they
would be in a real work situation
4. Simulations must be planned, developed and documented by the centre in a way that
ensures the simulation correctly reflects what the specific qualification unit seeks to
assess and all simulations should follow these documented plans
5. There should be a range of simulations to cover the same aspect of a unit and they
should be rotated regularly.
4.8 Assessing Knowledge and Understanding
Knowledge-based assessment involves establishing what the learner knows or understands
at a level appropriate to the qualification. The depth and breadth of knowledge required at
the different qualification levels are defined in Ofqual’s level descriptors.5 Further
information on qualification levels is included in the SFJ Awards Assessment Guide which is
available in the centre area of our website http://sfjawards.com/approved-centres/, or on
request from SFJ Awards.
Assessments must be:
• Fair
• Robust
• Rigorous
• Authentic
• Sufficient
• Transparent
• Appropriate.
Good practice when assessing knowledge includes use of a combination of assessment
methods to ensure that as well as being able to recall information, the learner has a broader
understanding of its application in the workplace. This ensures that qualifications are a valid
measure of a learner’s knowledge and understanding.
A proportion of any summative assessment may be conducted in controlled environments to
ensure conditions are the same for all learners. This could include use of:
5 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations and All Qualifications, Ofqual 2015 www.gov.uk/government/publications/qualification-and-component-levels
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• Closed book conditions, where learners are not allowed access to reference
materials
• Time bound conditions
• Invigilation.
4.9 Methods for Assessing Knowledge and Understanding
Qualifications may be assessed using any method, or combination of methods in Section
4.1, which clearly demonstrate that knowledge-based learning outcomes and assessment
criteria have been met. Evidence of assessment, examples listed below, can be included in
a portfolio of evidence.
a) Written tests in a controlled environment
b) Multiple choice questions
c) Evidenced question and answer sessions with assessors
d) Evidenced professional discussions
e) Written assignments (including scenario-based written assignments).
Where written assessments are used centres must maintain a sufficient bank of assignments
which are changed regularly.
4.10 Assessment Planning
Planning assessment allows a holistic approach to be taken, which focuses on assessment
of the learner’s work activity as a whole. This means that the assessment:
• reflects the skills requirements of the workplace
• saves time
• streamlines processes
• makes the most of naturally occurring evidence opportunities.
Planning assessment enables assessors to track learners’ progress and incorporate
feedback into the learning process; assessors can therefore be sure that learners have had
sufficient opportunity to acquire the skills and knowledge to perform competently and
consistently to the standards before being assessed. The assessment is therefore a more
efficient, cost effective process which minimises the burden on learners, assessors and
employers.
4.11 Standardisation
Internal and external standardisation is required to ensure the consistency of evidence,
assessment decisions and qualifications awarded over time.
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4.11.1 Internal standardisation
IQAs should facilitate internal standardisation events for assessors to attend and participate,
in order to review evidence used, make judgments, compare quality and come to a common
understanding of what is sufficient.
4.11.2 External standardisation
SFJ Awards will enable access to external standardisation opportunities for centres and
EQAs over time.
Further information on standardisation is available in the SFJ Awards Quality Assurance
(Internal and External) Policy, available in the centre area of our website
http://sfjawards.com/approved-centres/ and the SFJ Awards Standardisation Policy,
available on our website http://sfjawards.com/policies/. All policies are available on request
from SFJ Awards.
4.12 Recognition of Prior Learning (RPL)
‘Recognition of prior learning (RPL) is the process of recognising previous formal, informal or
experiential learning so that the learner avoids having to repeat learning/assessment within a
new qualification. RPL is a broad concept and covers a range of possible approaches and
outcomes to the recognition of prior learning (including credit transfer where an awarding
organisation has decided to attribute credit to a qualification)’.6
The use of RPL encourages transferability of qualifications and/or units, which benefits both
learners and employers. SFJ Awards supports the use of RPL and centres must work to the
principles included in Section 6 Assessment and Quality Assurance of the SFJ Awards
Centre Handbook, available in the centre area of our website http://sfjawards.com/approved-
centres/, and outlined in SFJ Awards Recognition of Prior Learning Policy, available on our
website http://sfjawards.com/policies/. All policies are available on request from SFJ
Awards.
4.13 Equality and Diversity
Centres must comply with legislation and the requirements of the RQF relating to equality
and diversity. There should be no barriers to achieving a qualification based on:
• Age
• Disability
• Gender
• Gender reassignment
• Marriage and civil partnerships
• Pregnancy and maternity
6 After the QCF: A New Qualifications Framework, Ofqual 2015 https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework
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• Race
• Religion and belief
• Sexual orientation
Reasonable adjustments are made to ensure that learners who are disabled are not
disadvantaged in any way. Learners must declare their needs prior to the assessment and
all necessary reasonable adjustment arrangements must have been approved by SFJ
Awards and implemented before the time of their assessment.
Further information is available in the SFJ Awards Reasonable Adjustments and Special
Considerations Policy and the SFJ Awards Equality of Opportunity Policy, which are
available on our website http://sfjawards.com/policies/ or on request from SFJ Awards.
4.14 Health and Safety
SFJ Awards is committed to safeguarding and promoting the welfare of learners, employees
and volunteers and expect everyone to share this commitment.
SFJ Awards fosters an open and supportive culture to encourage the safety and well-being
of employees, learners and partner organisations to enable:
• learners to thrive and achieve
• employees, volunteers and visitors to feel secure
• everyone to feel assured that their welfare is a high priority.
Assessment of competence based qualifications in the justice sector can carry a high risk
level due to the nature of some roles. Centres must therefore ensure that due regard is
taken to assess and manage risk and have procedures in place to ensure that:
• qualifications can be delivered safely with risks to learners and those involved in the
assessment process minimised as far as possible
• working environments meet relevant health and safety requirements.
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5 Qualification Units
Ofqual Reference Y/601/5312
Title Equality and diversity
Level 3
Credit value 6
GLH 30
Learning outcomes:
The learner will
Assessment criteria:
The learner can
1. Understand the key features of a
culture which promotes equality
and values diversity
1.1 Explain the meaning and benefits of
diversity and the promotion of equality
1.2 Explain forms of inequality and
discrimination and their impact on
individuals, communities and society
1.3 Identify and outline the relevant legislation,
employment regulations and policies and
codes of practice relevant to the promotion
of equality and valuing of diversity
2. Understand the importance of the
promotion of equality and valuing
of diversity for effective work in the
sector
2.1 Explain how the promotion of equality and
diversity can protect people from risk of
harm
2.2 Explain action taken to value individuals
and its impact
2.3 Explain good practice in providing
individuals with information
3. Understand and demonstrate
behaviour appropriate to the
promotion of equality and valuing
of diversity
3.1 Explain and demonstrate ways of
communication and behaviour which
support equality and diversity
3.2 Explain impact of own behaviour on
individuals and their experience of the
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organisation’s culture and approach
3.3 Explain how own behaviour can impact on
own organisation’s culture
3.4 Explain how working with other agencies
can promote diversity
4. Understand how to actively help
others in the promotion of equality
and valuing of diversity
4.1 Describe actions by individuals which can
undermine equality and diversity and
review strategies for dealing with these
effectively
4.2 Explain strategies for dealing with systems
and structures which do not promote
equality and diversity
5. Understand how to review own
contribution to promoting equality
and valuing diversity
5.1 Identify own strengths and areas for
development in promoting equality and
valuing diversity, using reflection and
feedback from individuals
5.2 Identify and use appropriate sources for
support in promoting equality and valuing
diversity, explaining why this is necessary
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
N/A
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Ofqual Reference J/602/5642
Title Support proceedings in courts/tribunals
Level 3
Credit value 8
GLH 30
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand factors that affect the
support of proceedings in
courts/tribunals
1.1 identify current organisational
requirements and procedures relating to
providing support and direction to those at
court/tribunal
1.2 give examples of the benefits of allowing
cases of a short duration to be heard first,
where relevant
1.3 describe the range of special
arrangements available with relative
advantages and disadvantages, for those
using them and for the court/tribunal
process
1.4 describe own role and responsibilities with
regard to providing instruction and advice
of procedure within the courts/tribunals
1.5 identify current procedures within those
courts/tribunals in own area of
responsibility
1.6 describe current organisational
requirements and procedures relating to
receiving and recording outcomes
1.7 describe those authorities to be notified of
the outcome of different cases
2 Understand how to support
proceedings in courts/tribunals
2.1 describe how to operate the different
types of equipment associated with
special arrangements
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3 Be able to provide support and
direction to parties in courts/tribunals
3.1 allow cases of short duration to be heard
first, where there is more than one case to
be heard, and where relevant
3.2 confirm that special arrangements
required by individuals are available
ensuring:
• associated equipment is working
correctly
• any problems are addressed promptly
and accurately
• individual(s) understand and can
operate the equipment provided
3.3 operate recording equipment correctly,
where required
3.4 call the case clearly and accurately, where
relevant
3.5 provide relevant support and direction to
relevant parties correctly, clearly and at
the appropriate time
3.6 demonstrate behaviour which shows
respect and helpfulness
3.7 communicate using styles appropriate to
different people and situations
4 Be able to provide procedural
direction on behalf of the
court/tribunal
4.1 provide relevant instruction upon
proceedings clearly, accurately and at the
necessary time
4.2 respond promptly to requests for advice
upon procedures:
• clearly and accurately
• presenting information concisely
• in ways which promote understanding
4.3 arrange relevant information promptly for
those who need and have a right to it
4.4 act within the limits of own authority
Version 4 23 © SFJ Awards
5 Be able to receive and record the
outcome
5.1 establish correctly that an outcome has
been reached
5.2 request the outcome correctly from the
appropriate person(s), where relevant
5.3 check all relevant parties present are
aware and understand the outcome and
its impact upon them
5.4 produce accurate and up to date records
of the outcomes
5.5 notify the outcomes correctly to the
necessary authority
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Individuals must demonstrate they have
supported proceedings in courts/tribunals on at
least two separate occasions and within their
organisational guidelines.
Version 4 24 © SFJ Awards
Ofqual Reference R/602/5644
Title Maintain public order and protocols at courts/tribunals
Level 3
Credit value 8
GLH 30
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand the principles of
maintaining public order and protocols
at courts/tribunals
1.1 explain the importance of:
• recognising the signs of potential
disorder at an early stage, and how to
do this
• remaining calm when managing
difficult situations
2 Understand factors affecting the
maintenance of public order and
protocols at courts/tribunals
2.1 identify current organisational
requirements and procedures for
maintaining public order within hearings
2.2 identify the persons/authorities
responsible for managing public order
within hearings, and their roles and levels
of responsibility
2.3 give examples of the principal types of
public disorder and how to recognise
these
2.4 describe own role and level of
responsibility in maintaining public order
3 Be able to maintain public order and
protocols at courts/tribunals
3.1 monitor the behaviour of those attending
the hearing, being alert to signs of
potential unacceptable behaviour
3.2 take action promptly to contain instances
of unacceptable behaviour
3.3 take positive action promptly to address
problems and circumstances requiring
Version 4 25 © SFJ Awards
attention
3.4 give verbal warnings to individual(s)
displaying initial and unacceptable signs
of behaviour
3.5 alert the relevant authority to instances
requiring physical intervention
3.6 address instances of unacceptable
behaviour by:
• remaining calm in difficult
circumstances
• demonstrating respect and a
professional attitude
3.7 communicate clearly and concisely, and in
ways which promote understanding
3.8 deal with individuals in an ethical manner,
recognising their needs with respect to
race, diversity and human rights
3.9 maintain own personal safety and that of
other court officials/panel members and
members of the public
3.10 act within the limits of own authority
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Individuals must demonstrate they have
maintained public order and protocols at
courts/tribunals on at least two separate
occasions and within their organisational
guidelines.
Version 4 26 © SFJ Awards
Ofqual Reference L/600/9586
Title Manage own professional development within an organisation
Level 3
Credit value 4
GLH 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Be able to assess own career goals
and personal development.
1.1 Identify own career and personal goals
1.2 Assess how own career goals affect work
role and professional development
2. Be able to set personal work
objectives
2.1 Agree SMART (Specific, Measurable,
Achievable, Realistic and Time-bound)
personal work objectives in line with
organisational objectives
3. Be able to produce a personal
development plan
3.1 Identify gaps between objectives set, own
current knowledge and skills
3.2 Produce a development plan
4. Be able to implement and monitor own
personal development plan
4.1 Plan activities identified in own
development plan
4.2 Explain how to monitor and review own
personal development plan
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
N/A
Version 4 27 © SFJ Awards
Ofqual Reference J/503/7389
Title Process the outcomes of court/tribunal hearings
Level 3
Credit value 6
GLH 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand the principles of
processing the outcomes of
court/tribunal hearings
1.1 identify current organisational
requirements and procedures relating to
the processing of the outcomes of
court/tribunal hearings
2 Understand factors affecting the
processing of outcomes of
court/tribunal hearings
2.1 identify current organisational
requirements and procedures for
processing different types of appeals,
including the qualifying grounds upon
which appeals can be granted
2.2 give examples of the time limits for
processing different decisions
2.3 explain the levels of own authority and to
whom to refer should these be exceeded
2.4 identify the different authorities available
to the courts/tribunals and their different
areas of activity and authority
2.5 describe organisational requirements for
maintaining file records
2.6 explain the importance of identifying and
processing promptly
emergency/immediate orders
3 Be able to progress the outcomes of
courts/tribunal hearings
3.1 record the outcomes of courts/tribunals
promptly and accurately, within
organisational guidelines
3.2 prepare relevant documentation relating to
the outcomes correctly
3.3 prioritise cases requiring the issue of
emergency/immediate orders and issue
Version 4 28 © SFJ Awards
these promptly, where relevant
3.4 refer any aspects relating to the
processing of outcomes which are outside
own area of expertise or authority to the
relevant person(s)
3.5 produce accurate and up to date records
the outcomes of court/tribunal hearings
4 Be able to notify relevant parties of
the outcomes of courts/tribunal
hearings
4.1 notify all relevant parties of the outcomes
of cases
4.2 keep confidential information secure
4.3 produce case records that are accurate
and up to date
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Individuals must demonstrate they have
processed the outcomes of court/tribunal
hearings for at least two separate
courts/tribunals sittings within their
organisational guidelines.
Version 4 29 © SFJ Awards
Ofqual Reference H/504/6102
Title Conclude legal matters
Level 4
Credit Value 4
GLH 20
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. understand factors relevant to
communicating the outcomes of legal
matters
1.1 explain the different outcomes of legal
matters in relation to own area of
responsibility
1.2 explain the implications of different
outcomes for legal matters for relevant
parties
1.3 explain the relevant parties that are
entitled to be informed about the
outcomes of legal matters
1.4 contrast types of information about an
outcome that can be given out with
types of information that should not be
given out
1.5 explain methods of communicating
outcomes of legal matters to relevant
parties
2. understand the principles of closing
legal matters
2.1 explain how to close and archive legal
matters in line with legal, organisational
and regulatory requirements
2.2 explain how to store information from
legal matters that must be kept in line
with legal, organisational and regulatory
requirements
2.3 explain how to destroy information from
legal matters that does not need to be
kept
2.4 explain how to differentiate between the
handling of information, including:
• original documents
• certified copies of original
Version 4 30 © SFJ Awards
documents
2.5 explain the importance of closing and
archiving legal matters in line with legal,
organisational and regulatory
requirements
3. be able to communicate the
outcomes of legal matters
3.1 identify the outcomes of legal matters
that affect relevant parties
3.2 assess the impact of outcomes for
relevant parties to inform how these
should be communicated
3.3 prepare appropriate communications for
relevant parties in line with legal,
organisational and regulatory
requirements
3.4 communicate outcomes along with their
implications in line with legal,
organisational and regulatory
requirements
4. be able to complete the required
actions to close legal matters
4.1 identify any further actions needed in
order to conclude legal matters by
reviewing work carried out
4.2 close and archive files for legal matters
in accordance with legal, organisational
and regulatory requirements
4.3 decide what documentation relating to
legal matters should be destroyed in
accordance with legal, organisational
and regulatory requirements
4.4 provide feedback to relevant parties in
accordance with legal, organisational
and regulatory requirements
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment
of occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Version 4 31 © SFJ Awards
Ofqual Reference R/602/5630
Title Progress requests for the rescheduling/adjournment of
court/tribunal cases
Level 3
Credit value 6
GLH 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand the principles of
rescheduling/adjournment of
court/tribunal cases
1.1 explain the importance of allocating and
listing rescheduled cases:
• correctly
• at the earliest appropriate opportunity
• potential issues arising where this is
not carried out
2 Understand factors affecting the
rescheduling/adjournment of
court/tribunal cases
2.1 describe current organisational
requirements and procedures relating to
rescheduling cases
2.2 identify the principal reasons why
different parties seek to reschedule listed
cases
2.3 give examples of reasons where
rescheduling is justified
2.4 identify the jurisdiction of the
courts/tribunals for which you are
responsible, and the types of cases that
they can hear
2.5 describe factors to consider when
assessing the likely duration of a case
2.6 identify those personnel required to hear
the types of cases within own area of
responsibility
2.7 give examples of relevant timescales
within which cases must be heard
2.8 identify the range of individuals to be
notified of rescheduled cases, and of the
Version 4 32 © SFJ Awards
dates of rescheduled hearings, and how
to do this
2.9 give examples of work outside own level
of authority and responsibility, and whom
to refer these to
3 Be able to progress requests for the
rescheduling/adjournments of
court/tribunal cases
3.1 identify requests to reschedule cases,
and where necessary, refer these to the
relevant internal and external authority
3.2 ensure all necessary information is
available to reschedule cases, and
address any gaps promptly and correctly
3.3 alert the required external and internal
parties of the rescheduling promptly and
correctly
3.4 identify when the case might next be
scheduled in line with own organisation’s
procedures
3.5 estimate the likely duration of the case
when it is next heard in line with own
jurisdictional procedures
3.6 check the availability of relevant
personnel for the rescheduled case, its
location and anticipated duration
3.7 arrange the availability of the necessary
facilities for the anticipated duration of
the rescheduled case
3.8 ensure that arrangements are made to:
• reschedule cases correctly
• at the earliest appropriate date
• rebook the required resources
3.9 confirm where relevant that the date for
the case is within required timescales
3.10 notify promptly and correctly relevant
internal and external authorities and
personnel of:
• any potential difficulties in meeting
timescales
• the dates of cases that are
rescheduled
• any barriers identified with the
Version 4 33 © SFJ Awards
attendance of witnesses and others
3.11 communicate clearly, concisely and
accurately
3.12 maintain accurate and up to date records
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment
of occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Individuals must demonstrate they have
progressed requests for the
rescheduling/adjournment of court/tribunal
cases on at least two separate occasions and
within their organisational guidelines.
Version 4 34 © SFJ Awards
Ofqual Reference A/602/5637
Title Address requirements for special arrangements at
courts/tribunals
Level 3
Credit value 5
GLH 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand requirements for special
arrangements at courts/tribunals
1.1 describe the range of special
arrangements available with relative
advantages and disadvantages, for those
using them and for the court/tribunal
process
1.2 describe current organisational
requirements and procedures for
identifying the special arrangements used
in courts/tribunals
1.3 identify the location of the different
equipment used to meet special
arrangements
1.4 identify the relevant person(s) to notify
where aspects of the equipment are faulty
1.5 describe the procedures for organising
special arrangements where their
requirement is raised on the day of the
hearing
1.6 explain the importance of leaving clear
instructions regarding the equipment’s use
for those who are to operate it whilst in
court/tribunal, and how to do this
1.7 describe organisational requirements for
cleaning and storing special arrangements
equipment following its use
Version 4 35 © SFJ Awards
2 Understand how to set up and
operate equipment associated with
special arrangements
2.1 describe how to correctly and safely set
up and operate the equipment used for
special arrangements
3 Be able to identify the special
arrangements required
3.1 identify correctly where special
arrangements are required
3.2 confirm the nature of the special
arrangements required
3.3 organise the special arrangements, ahead
of the hearing, confirming any equipment
is in good working order
3.4 address any problems with the availability
or use of equipment promptly and
correctly
3.5 check the equipment in preparation for the
hearing, ensuring that this is in good time
and does not interfere with other cases to
be heard
4 Be able to organise the required
special arrangements
4.1 prepare the room, confirming that the
layout is suited for the special
arrangements
4.2 set up the equipment in readiness for the
appropriate hearing and in line with the
manufacturer’s instructions
4.3 test the equipment and confirm that it is
operating correctly
4.4 notify the relevant person promptly and
accurately of any faulty equipment
4.5 provide full and clear instructions
regarding the use of the equipment to
those who will operate it during the
hearing, where relevant
4.6 arrange to remove and correctly store the
equipment from the court/tribunal room
following its use
Version 4 36 © SFJ Awards
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Individuals must demonstrate they have
addressed requirements for special
arrangements at courts/tribunals on at least
two separate occasions and within their
organisational guidelines.
Version 4 37 © SFJ Awards
Ofqual Reference A/602/5640
Title Prepare the court/tribunal room for proceedings
Level 2
Credit value 5
GLH 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand the factors affecting the
preparation of court/tribunal rooms for
proceedings
1.1 identify current organisational
requirements and procedures relating to
preparing court/ tribunal rooms for
different types of hearings
1.2 describe the correct seating layout,
facilities and arrangements for:
• different types of hearings
• court officials/panel members
1.3 identify the relevant person(s) to contact
to arrange for:
• the servicing of rooms and how to do
this
• the general maintenance of facilities
• any faulty facilities to be addressed
1.4 give examples of different types of special
arrangements and the procedures for
arranging these
2 Be able to prepare the court/tribunal
room for proceedings
2.1 locate correctly the room(s) to be used
and the facilities required
2.2 establish correctly the numbers of
personnel, including court officials and
other parties, likely to be present
2.3 arrange all required seating according to
the needs of:
• the hearing
• the court officials/panel members
2.4 check that the room has been correctly
Version 4 38 © SFJ Awards
serviced and address any issues
2.5 ensure that all facilities are clean and in
good repair
2.6 report promptly and correctly any
damaged or faulty facilities to the relevant
person
2.7 prepare the room with the correct
requirements for refreshments
2.8 organise the recording equipment and
sufficient blank tapes for use, where
required
2.9 organise the correct equipment and
facilities for special arrangements
2.10 demonstrate behaviour which shows
respect, helpfulness and cooperation
2.11 prepare the court/tribunal room to allow
proceedings to begin on schedule
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence wherever
practicable. For the knowledge and
understanding component of the unit,
assessment from a learning and development
environment is allowed.
Individuals must demonstrate they have
prepared the court/tribunal room for
proceedings on at least two separate
occasions and within their organisational
guidelines.
Version 4 39 © SFJ Awards
Ofqual Reference T/600/9601
Title Provide leadership and direction for own area of responsibility
Level 4
Credit Value 5
GLH 30
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Be able to lead in own area of
responsibility
1.1 Identify own strengths and ability to lead
in a leadership role
1.2 Evaluate strengths within own area of
responsibility
2. Be able to provide direction and set
objectives in own area of
responsibility
2.1 Outline direction for own area of
responsibility
2.2 Implement objectives with colleagues that
align with those of the organisation
3. Be able to communicate the
direction for own area of
responsibility and collect feedback to
inform improvement
3.1 Communicate the agreed direction to
individuals within own area of
responsibility
3.2 Collect feedback to inform improvement
4. Be able to assess own leadership
performance
4.1 Assess feedback on own leadership
performance
4.2 Evaluate own leadership performance
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence.
Version 4 40 © SFJ Awards
Ofqual Reference A/601/4864
Title Manage jurors and protect their integrity at court
Level 3
Credit value 6
GLH 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1 Understand the principles of
managing jurors and protecting their
integrity
1.1 identify current organisational
requirements and procedures for
preparing, supporting and addressing the
needs of jurors
2 Understand factors and procedures
affecting the management jurors and
the protection of their integrity
2.1 describe the importance of how to monitor
progress against the schedule
2.2 explain the importance of ensuring that
jurors understand the charges being
addressed in the court cases which they
are attending
2.3 describe the court proceedings within the
courts they are responsible for including:
• the principal roles of court officials
• the role and principal responsibilities of
jurors
2.4 explain different types of expenses that
can be claimed by jurors and the process
for claiming and reimbursing these
expenses
2.5 describe emergency procedures for
evacuating the court building and own role
and responsibilities in the event of an
emergency
2.6 describe the procedures for selecting
jurors for different courts within the scope
of own responsibility
Version 4 41 © SFJ Awards
2.7 identify the schedule of cases for
providing jurors
2.8 identify different types of emergency or
requirements for security that might affect
individual jurors
3 Know how to manage jurors and
protect their integrity at court
3.1 describe how to monitor the safety and
security of jurors
3.2 describe how to deal with types of
emergency or requirements for security
that might affect individual jurors
3.3 describe how to deal with potential
breaches of jury integrity including the
need for jurors not to communicate with
members of the public during a case
4 Be able to ensure jurors are prepared
for court proceedings
4.1 Demonstrate own conformance to
relevant court proceedings, codes of
conduct and behaviour
4.2 present information to jurors clearly,
concisely and accurately and:
• apply appropriate communication
techniques to put jurors at their ease
• ask jurors for questions, check their
understanding and provide clarification
where necessary
4.3 organise requirements by individual jurors
for special arrangements correctly
• including those affecting access to the
courtroom
4.4 give advice to jurors on the location of
facilities within the court/tribunal building
that are available to them
4.5 deal with individuals in an ethical manner,
recognising their needs with respect for
equality, diversity and human rights
Version 4 42 © SFJ Awards
5 Be able to prepare and monitor jurors
during court cases
5.1 locate sufficient numbers of potential
jurors on time for different cases
5.2 select and escort a sufficient number of
potential jurors to the correct courtrooms
on time
5.3 ensure that jurors understand the charges
being addressed by the court case which
they are attending
5.4 address correctly the needs of individual
jurors in line with court proceedings
5.5 address indications of any breaches of
jury integrity promptly and correctly, where
necessary
5.6 ensure that any jurors not chosen for a
jury are advised promptly and correctly of
the next steps
5.7 keep confidential information secure
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
N/A
Version 4 43 © SFJ Awards
Ofqual Reference L/503/5742
Title Receive, transmit, store and retrieve information
Level 2
Credit Value 2
GLH 15
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Understand the requirements for
receiving, transmitting, storing and
retrieving information
1.1 identify the legal and organisational
requirements for receiving, transmitting,
storing and retrieving information
1.2 explain the different types and purposes
of information required in your area of
responsibility
1.3 explain the organisational processes for
handling information
2. Be able to receive and transmit
information
2.1 record information consistent with
organisational policy
2.2 pass on accurate information to the
appropriate person
2.3 transmit information according to legal
and organisational requirements
2.4 provide information to the appropriate
person by the agreed times
2.5 maintain confidentiality of information
received or transmitted
2.6 report any problems with receiving or
transmitting information to the appropriate
person
3. Be able to store and retrieve records 3.1 locate the correct records for their
intended purpose
3.2 send records on time to the correct
location
3.3 store records, in accordance with
organisational requirements
3.4 report any problems with storing or
retrieving records to the appropriate
Version 4 44 © SFJ Awards
person
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Version 4 45 © SFJ Awards
Ofqual Reference A/602/2642
Title Develop personal performance and maintain working relationships
Level 3
Credit Value 3
GLH 3
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Know and understand the principles
for developing personal performance
and maintaining working relationships
1.1 explain the risks involved in not
obtaining advice when unclear about
specific tasks and activities
1.2 explain why personal performance
should be reviewed
1.3 explain why good working relationships
are important
1.4 give examples of why changes in
working practices should be supported
1.5 outline own levels of responsibility in
relation to dealing with disagreements
1.6 give examples of why effective
communication is important
2. Be able to maintain and develop
personal performance
2.1 carry out work in accordance with own
responsibilities and organisational
requirements
2.2 obtain advice from the appropriate
person when clarification is required
concerning specific tasks
2.3 agree with the appropriate person own:
• performance targets with regard to completing specific tasks and quality of work
• own development needs and methods of meeting these needs
2.4 develop own performance according to
agreed targets, development needs and
organisational requirements
2.5 review own performance with the
Version 4 46 © SFJ Awards
appropriate person at suitable intervals
3. Be able to establish and maintain
working relationships with others
3.1 establish and maintain effective working
relationships with colleagues,
supervisors, managers and persons
external to the team, department or
organisation
3.2 discuss opportunities to improve working
practices with the appropriate person
3.3 carry out activities requiring co-operation
with others in accordance with required
procedures
3.4 deal with any disagreements effectively
in an appropriate way
3.5 communicate with others in a way which
promotes effective working relationships
Additional information about the unit
Assessment requirements specified by a
sector or regulatory body (if appropriate)
N/A
Version 4 47 © SFJ Awards
Copyright
The content of this document is, unless otherwise indicated, Copyright © SFJ Awards and
may not be copied, revised, reproduced or distributed, without prior written consent from SFJ
Awards.
However, approved SFJ Awards centres may use and reproduce this document free of
charge when teaching/assessing learners working towards SFJ Awards qualifications, or for
SFJ Awards related administration purposes. Learners may copy the document for their own
use only when working towards SFJ Awards qualifications via an approved SFJ Awards
centre.