ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Islamabad || Registration Open

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ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Islamabad || Registration Open

Registration Open= +92-3315999937, +92- 3215056755 (WhatsApp Only)

Introduction

The ProQual Level 1 STEP-UP Award provides accreditation for flexible learning opportunities.

This qualification:

targets learners aged 14+
offers a wide choice of learning opportunities
enables learners with ‘spiky profiles’ to demonstrate skill levels
provides an opportunity for learners to progress to other qualifications and training,

such as employability skills qualifications or apprenticeship programmes

allows learners to experience vocational tasters, enabling them to make the transition

into further learning and training

can be used to develop English, Maths and ICT skills

Unit Groups:

Core Skills

Child Development and Wellbeing

Agriculture

Horticulture and Forestry

Animal Care and Veterinary Science

Engineering

Transportation, Operations and Maintenance

Building and Construction

ICT for Users

Service Enterprises

Sport, Leisure and Recreation

Crafts, Creative Arts and Design

The awarding body for this qualification is ProQual Awarding Body and the regulatory body is

the Office of Qualifications and Examinations Regulation (Ofqual). The specification for the

qualification has been approved by the Welsh Government for use by centres in Wales and by

the Council for the Curriculum Examinations and Assessment (CCEA) for use by centres in

Northern Ireland.

The qualification has been accredited onto the Regulated Qualifications Framework (RQF) and

provides an opportunity for learners to progress to other qualifications and training, such as

employability skills.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Qualification Profile

Level 1 Award in Skills Towards Enabling Progression

Qualification title ProQual Level 1 Award in Skills Towards Enabling

Progression (Step-UP)

Ofqual qualification number 600/5200/4

Level Level 1

Total qualification time 150 hours

Guided learning hours 54

Assessment

Pass or fail

Internally assessed and verified by centre staff

External quality assurance by ProQual verifiers

Qualification start date 01/05/2012

Qualification end date

Entry Requirements

There are no formal entry requirements for this qualification.

Centres should carry out an initial assessment of candidate skills and knowledge to identify any

gaps and help plan the assessment.

Qualification Structure

Candidates must achieve a total of 6 credits from any combination of units. A maximum of 3

credits can be from Group I – IT for Users.

The list of units for all Optional Groups follows.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Group A – Core Skills

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

L/500/5317 Undertaking an Enterprise Project 1 3 27

M/500/8890 Work-based Placement 1 3 27

A/503/3291 Handling Data 1 2 18

D/503/3056 Measure: Time and Temperature 1 2 18

L/503/3392 Punctuation and Grammar Skills 1 2 18

R/503/3278 Understanding and Using Decimals 1 2 18

Y/503/3170 Understanding and using Fractions 1 2 18

D/503/3252 Understanding and Using Percentages 1 2 18

R/503/3166 Understanding Numbers 1 2 18

F/503/3356 Using Calculations: Multiplication and Division of

Whole Numbers 1 2 18

K/503/3044 Data Calculations 1 1 9

Y/503/3282 Probability 1 1 9

H/503/3169 Understanding and Using 2D Shapes 1 1 9

L/503/3277 Understanding Length, Weight and Capacity 1 1 9

J/503/3276 Understanding Perimeter and Area 1 1 9

F/503/3258 Understanding Volume 1 1 9

J/503/3259 Using Calculations: Addition and Subtraction of Whole

Numbers 1 1 9

H/503/3172 Personal Budgeting and Managing Money 1 3 27

T/503/3158 Skills Used in Reading for Meaning 1 3 27

F/503/3163 Spelling Rules and Strategies in Practical Use 1 3 27

F/503/3390 Spelling Skills 1 3 27

D/503/3302 Writing for Meaning Skills 1 3 27

H/503/2667 Understanding Customer Service 1 3 27

H/503/3043 College Induction 1 3 27

Y/600/3239 Health and Safety in a Practical Environment 1 1 9

R/600/3241 Participating in a Vocational Taster 1 2 18

K/500/5423 Work Experience 1 3 27

J/502/3072 Understanding what volunteering is about 1 1 10

H/502/3094 Food Safety in the home and community 1 2 20

M/500/5682 Developing Customer Service Skills 1 3 27

D/506/0774 Banking and Other Financial Organisations 1 1 9

D/504/8429 Developing own Interpersonal Skills 1 3 27

D/506/0760 Time Management 1 3 27

Group B – Child Development and Well Being

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

K/500/5096 Developing Skills in Caring for Young Children 1 3 27

R/503/3183 Understanding Play 1 3 27

Y/503/3184 Understanding the Intellectual and Language

Development of Children from Birth to Eight 1 3 27

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Group C – Agriculture

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

A/502/4588 Assist with the care of animals 1 2 18

F/502/4589 Principles of the care of animals 1 2 18

H/600/0473 Assist with feedstuffs for small animals 1 2 18

L/502/5714 Principles of the movement and handling of small

animals 1 2 18

T/502/5710 Assist with the movement and handling of small

animals 1 1 9

D/600/0469 Principles of dealing with animal accommodation 1 2 18

R/600/0470 Assist with animal accommodation 1 2 18

Group D – Horticulture and Forestry

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

F/500/5119 Understanding Plant Pruning 1 1 9

R/503/2714 Cultivating Herbs 1 3 27

Group E – Animal Care and Veterinary Science

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

H/502/5119 Assist with maintaining the health and wellbeing of

animals 1 6 50

Y/600/0471 Principles of dealing with foodstuffs for small animals 1 1 9

R/503/2986 Developing Confidence Working with Animals 1 3 27

Group F – Engineering

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

H/600/9142 Developing skills in assembling mechanical

components

1 3 30

H/601/0095 Developing skills in electronic assembly 1 3 30

D/600/9138 Developing skills in making engineering components

using hand tools 1 4 40

Y/600/9140 Developing skills in planning and making a machined

product 1 6 60

H/600/9139 Developing skills in using a bench/pedestal drilling

machine 1 4 40

L/601/0124 Developing skills in wiring electrical circuits and

components

1 3 30

K/601/0096 Developing skills in joining materials using welding 1 3 30

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Group G – Transportation, Operations and Maintenance

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

H/502/7324 Carry out a systematic cycle check 1 1 6

Y/502/7322 Remove and replace a cycle rim brake assembly 1 2 10

R/502/7321 Repair a cycle puncture 1 1 5

D/600/3310 Routine motorcycle maintenance processes and

procedures 1 4 30

F/600/3297

Tools, equipment and materials for vehicle

maintenance 1 4 30

Group H – Building and Construction

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

L/500/5639 Constructing a Half Brick Wall Using Bricklaying Skills 1 3 27

F/500/5640 Constructing a One Brick Wide Wall Using Bricklaying

Skills 1 3 27

M/500/5603 Preparing Ceilings and Walls for Decoration 1 1 9

D/500/5354 Use of Tools and Equipment for Bricklaying 1 3 27

M/500/5598 Using Floor and Wall Tiling Techniques 1 3 27

M/500/5357 Using Painting Skills for Interior Ceilings and Walls 1 3 27

A/500/5359 Using Plastering Skills – Floating Coat to an Attached

Pier 1 3 27

T/500/5358 Using Plastering Skills – Plastering to a Window Reveal 1 3 27

J/503/2659 Carpentry Hand Skills 1 3 27

A/503/2657 Plastering Techniques 1 3 27

Y/503/2651 Using and Maintaining Woodworking Tools 1 3 27

R/503/2650 Wallpapering Skills 1 3 27

A/600/3069 Assemble Units for Interiors 1 1 10

M/600/3070 Fitting Units for Interiors 1 1 10

R/600/3076 Fix and Fit Work Surfaces 1 1 10

K/502/3694 Developing Plumbing Skills 1 4 40

Group I – IT for Users (a maximum of 3 credits from this group)

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

H/502/4374 Using Mobile IT Devices 1 2 15

K/502/4621 Presentation Software 1 3 20

Y/502/4291 IT Communication Fundamentals 1 2 15

H/502/4553 Database Software 1 3 20

Y/502/4565 Desktop Publishing Software 1 3 20

A/502/4624 Spreadsheet Software 1 3 20

L/502/4627 Word Processing Software 1 3 20

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Group J – Service Enterprises

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

R/600/4874 Colour hair using temporary colour 1 3 30

A/502/3795 Styling Men’s Hair 1 3 30

F/502/3796 Styling Women’s Hair 1 3 30

Y/600/6335 Create and maintain retail displays in the salon 1 2 17

R/600/6334 Salon reception duties 1 3 22

Y/502/3805 Plaiting and twisting hair 1 3 30

Group K – Hospitality and Catering

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

J/502/4898 Customer Service in the Hospitality Industry 1 3 20

K/502/4957 Food service 1 3 30

K/502/5073 Front office operations 1 3 30

M/502/4894 Introduction to the hospitality industry 1 2 20

L/502/5051 Preparing and serving drinks 1 3 30

T/502/5075 Using kitchen equipment 1 1 10

Group L – Sport, Leisure and Recreation

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

A/501/7253 Sport and active leisure project 1 4 30

K/501/7250 Planning own fitness programme 1 4 30

M/501/7248 Taking part in exercise and fitness 1 4 30

T/501/7249 How the body works 1 4 30

J/503/3570 The angling environment 1 3 27

Group M – Travel and Tourism

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

A/502/3702 Planning a trip to a visitor attraction 1 4 30

Group N – Crafts, Creative Arts and Design

Unit Reference

Number Unit Title Unit

Level

Credit

Value GLH

R/503/3345 Preparation for garment construction 1 2 18

F/503/3339 Using commercial garment patterns 1 3 27

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Centre Requirements

Centres must be approved to offer this qualification. If your centre is not approved please

complete and submit form ProQual Additional Qualification Approval Application.

Staff

Staff delivering this qualification must be appropriately qualified and/or occupationally

competent.

Assessors/Internal Quality Assurance

For each competence-based unit centres must be able to provide at least one assessor and one

internal quality assurance verifier who are suitably qualified for the specific occupational area.

Assessors and internal quality assurance verifiers for competence-based units or qualifications

will normally need to hold appropriate assessor or verifier qualifications, such as:

Award in Assessing Competence in the Work Environment
Award in Assessing Vocationally Related Achievement
Certificate in Assessing Vocational Achievement
Award in the Internal Quality Assurance of Assessment Processes and Practices
Certificate in Leading the Internal Quality Assurance of Assessment Processes and

Practices

Support for Candidates

Materials produced by centres to support candidates should:

enable them to track their achievements as they progress through the learning

outcomes and assessment criteria;

provide information on where ProQual’s policies and procedures can be viewed;
provide a means of enabling Internal and External Quality Assurance staff to

authenticate evidence

Links to National Standards / NOS mapping

National Occupational Standards (NOS) are owned by a Sector Skills Council or Standard Setting

Body and they describe the skills, knowledge and understanding needed to undertake a

particular task or job at different levels of competence.

The structure and units of this qualification are based on employability skills NOS.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Assessment

This suite of qualifications are competence-based, candidates must demonstrate the level of

competence described in the units. Assessment is the process of measuring a candidate’s skill,

knowledge and understanding against the standards set in the qualification.

The qualifications must be internally assessed by an appropriately experienced and qualified

assessor.

Each candidate is required to produce a portfolio of evidence which demonstrates their

achievement of all of the learning outcomes and assessment criteria for each unit.

Evidence can include: – observation report by assessor

– assignments/projects/reports

– professional discussion

– witness testimony

– candidate product

– worksheets

– record of oral and written questioning

– Recognition of Prior Learning

Learning outcomes set out what a candidate is expected to know, understand or be able to do.

Assessment criteria specify the standard a candidate must meet to show the learning outcome

has been achieved.

Learning outcomes and assessment criteria can be found from page 12.

Internal Quality Assurance

An internal quality assurance verifier confirms that assessment decisions made in centres are

made by competent and qualified assessors, that they are the result of sound and fair

assessment practice and that they are recorded accurately and appropriately.

Adjustments to Assessment

Adjustments to standard assessment arrangements are made on the individual needs of

candidates. ProQual’s Reasonable Adjustments Policy and Special Consideration Policy sets

out the steps to follow when implementing reasonable adjustments and special considerations

and the service that ProQual provides for some of these arrangements.

Centres should contact ProQual for further information or queries about the contents of the

policy.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Results Enquiries and Appeals

All enquiries relating to assessment or other decisions should be dealt with by centres, with

reference to ProQual’s Enquiries and Appeals Procedures.

Certification

Candidates who achieve the required credits for qualifications will be awarded:

A certificate listing all units achieved with their related credit value, and
A certificate giving the full qualification title –

ProQual Level 1 Award in Skills Towards Enabling Progression

Claiming certificates

Centres may claim certificates for candidates who have been registered with ProQual and who

have successfully achieved the required number of credits for a qualification. All certificates

will be issued to the centre for successful candidates.

Unit certificates

If a candidate does not achieve all of the units/credits required for a qualification, the centre

may claim a unit certificate for the candidate which will list all of the units/credits achieved.

Replacement certificates

If a replacement certificate is required a request must be made to ProQual in writing.

Replacement certificates are labelled as such and are only provided when the claim has been

authenticated. Refer to the Fee Schedule for details of charges for replacement certificates.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome and Assessment Criteria

Unit L/500/5317

Undertaking an Enterprise Project

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Select an appropriate enterprise

project for a particular target

market.

1.1 State two ways in which s/he could undertake

market research and identify the most suitable

for his/her enterprise project.

1.2 State, giving reasons for choice, the selected

product or service.

1.3 Identify and list their target market and main

competitors.

2 Appreciate the unit cost of, and

how to set the price for, their

product or service.

2.1 Identify and list all the costs involved in

producing the product or service.

2.2 Using a given simple arithmetic formula calculate

the total cost of producing the product or

service.

2.3 State the price s/he will charge the customer for

their product or service.

3 Demonstrate an understanding of

the significance of effective

marketing.

3.1 Identify and list the key personal skills/qualities

required to effectively market and sell their

product or service.

3.2 Identify and list the most appropriate methods

for marketing this produce or service.

3.3 Create a resource for marketing their product or

service to their target market giving two reasons

for their choice of resource.

4 Plan, monitor and review the

enterprise project.

4.1 Devise an action plan that identifies and lists

each stage of the enterprise project, giving a

target time/date for their completion.

4.2 Review and revise the action plan at each stage

of the enterprise project stating new target

times/dates for their completion.

4.3 State what worked well and what could be

improved.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/500/8890

Work–based Placement

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the benefits a workbased placement can provide.

1.1 State one benefit that he/she might gain from the

preferred choice of work-based placement in a

particular vocational/occupational area.

1.2 Produce a simple action plan (from a given

template) for the work-based placement

identifying three targets:

a) personal
b) learning
c) career.

2 Understand the structure and

purpose of the organisation.

2.1 Describe the main purposes and activities of the

chosen organisation.

2.2 Identify and describe the other most important

activities undertaken by the organisation.

2.3 Describe the agreed dress conventions for the

chosen organisation explaining the reasons for it.

3 Understand own role within

organisation.

3.1 State his/her occupation and role in the

workplace.

3.2 List three work related skills used to carry out

assigned tasks.

3.3 Carry out given tasks as following instructions

and/or demonstrations.

3.4 Sustain punctuality throughout placement.

4 Understand own role within

organisation.

5 Comply with safe working

practices demanded by his/her

work environment.

5.1 Give two examples of potential health and safety

hazards within his/her work environment.

5.2 Give two examples of how to carry out work tasks

that does not endanger self or others.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

6 Understand what s/he has learned

from the work-based placement

6.1 State what s/he has learned from the placement

in relation to at least two of the following:

a) main purpose and structure of the organisation
b) the most important activities undertaken by

the organisation

c) roles, rights and responsibilities in the work

place

d) agreed dress conventions within the chosen

organisation

e) the need for discipline in the workplace
f) equal opportunities
g) trade unions and/or professional associations
h) risk assessment and risk management
i) relationships at work
j) opportunities for further learning in this area.

6.2 Up-date his/her career action plan in the light of

experience gained from the placement.

7 Recognise the value of the workbased placement in terms of self.

7.1 State how far s/he was able to meet identified

learning and career targets through the workbased placement.

7.2 State one way in which the work-based

placement contributed to his/her personal

development and increased self-awareness.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/503/3291

Handling Data

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to extract information from data. 1.1 Extract information from tables.

1.2 Extract information from line graphs.

1.3 Extract information from pie charts.

2 Be able to interpret information from

data.

2.1 Interpret information from tables.

2.2 Interpret information from line graphs.

2.3 Interpret information from pie charts.

2.4 Interpret diagrams in practical contexts.

2.5 Interpret scale drawings using a simple

scale.

3 Be able to represent discrete data. 3.1 Implement methods for collecting data.

3.2 Represent data collected in suitable ways.

3.3 Organise given data sets in suitable ways.

3.4 Represent given data sets in suitable ways.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/503/3056

Measure: Time and Temperature

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Understand times written in

different formats.

1.1 Read time from a 24-hour clock.

1.2 Record time in 24-hour notation.

1.3 Match 12-hour and 24-hour times.

1.4 Convert between 12-hour and 24-hour times.

1.5 Choose appropriate devices to measure different

lengths of time.

1.6 Extract simple information from timetables.

2 Understand dates written in

different formats.

2.1 Identify common date formats.

2.2 Use common date formats.

2.3 Use a calendar to calculate the length of time

between given dates.

3 Know the relationship between

units of time.

3.1 Identify uses of different units of time for activities

and events.

3.2 Estimate in appropriate units the time different

activities and events will take.

4 Be able to calculate using time. 4.1 Identify the relationships between units of time.

4.2 Convert between units of time.

4.3 Add hours and minutes.

4.4 Subtract hours and minutes.

4.5 Calculate durations of time.

4.6 Compare durations of time.

5 Be able to read temperatures. 5.1 Read thermometers in degrees Celsius.

5.2 Read thermometer in degrees Fahrenheit.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

5.3 Identify freezing point as 0°C and 32°F.

6 Be able to compare

temperatures.

6.1 Compare temperatures in degrees Celsius and

degrees Fahrenheit.

7 Be able to measure

temperature.

7.1 Estimate and measure temperature in everyday

situations.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/503/3392

Punctuation and Grammar Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to use punctuation to aid

understanding.

1.1 Use commas correctly to punctuate sentences

in different contexts.

1.2 Use punctuation so that meaning is clear.

2 Be able to use grammar to aid

understanding.

2.1 Identify complete sentences, including some

with clauses.

2.2 Use correct subject/verb agreement.

2.3 Use correct tense to meet the purpose of the

text.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/3278

Understanding and Using Decimals

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to read numbers with up to three

decimal places.

1.1 Read numbers with up to three

decimal places.

2 Be able to write numbers with up to three

decimal places.

2.1 Write numbers with up to three

decimal places.

3 Be able to order numbers with up to three

decimal places.

3.1 Arrange numbers with up to three

decimal places.

4 Understand that the position of a digit

signifies its value.

4.1 Identify place value in numbers with

up to three decimal places.

4.2 Identify that the decimal point

separates whole numbers from

decimal fractions.

5 Be able to approximate decimals by

rounding to a whole number or 2 decimal

places.

5.1 Round numbers with up to three

decimal places to the nearest whole

numbers.

5.2 Round numbers with up to three

decimal places to one decimal place.

5.3 Round numbers with up to three

decimal places to two decimal places.

6 Be able to add decimals up to 2 decimal

places.

6.1 Add decimals up to 2 decimal places.

7 Be able to subtract decimals up to 2

decimal places.

7.1 Subtract decimals up to 2 decimal

places.

8 Be able to multiply decimals up to 2

decimal places.

8.1 Multiply decimal numbers by 10 and

100.

8.2 Multiply decimals up to 2 decimal

places by whole numbers.

9 Be able to divide decimals up to 2 decimal

places.

9.1 Divide decimal numbers by 10 and 100.

9.2 Divide decimals up to 2 decimal places

by whole numbers.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

10 Know how to use strategies to check

answers.

10.1 Use different strategies to check

answers.

11 Be able to use a calculator to calculate

decimals.

11.1 Use a calculator to solve everyday

problems using decimals.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/503/3170

Understanding and Using Fractions

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to read common fractions and

mixed numbers.

1.1 Read common mixed number names.

1.2 Read common mixed numbers in digit form.

1.3 Read common non unit fractions.

2 Be able to write common fractions and

mixed numbers.

2.1 Write common mixed number names.

2.2 Write common mixed numbers in digit

form.

2.3 Write common non unit fractions.

3 Be able to order common fractions and

mixed numbers.

3.1 Arrange in order of size a set of common

unit, non-unit fractions and mixed numbers.

4 Know common equivalent fractions. 4.1 Identify and write common equivalent

fractions.

5 Be able to find fractions of whole

number quantities and measurements.

5.1 Find a unit fraction by division.

5.2 Find a non unit fraction as a multiple of a

unit fraction.

5.3 Find a non unit fraction by a combination of

unit fractions.

5.4 Use fractions in everyday situations.

6 Be able to use a calculator to solve

problems involving fractions.

6.1 Use a calculator to solve everyday problems

involving fractions.

7 Understand ratio and direct proportion. 7.1 Calculate quantities involved in mixtures

using simple ratio.

7.2 Use direct proportion to scale quantities up

or down.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/503/3252

Understanding and Using Percentages

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand whole number

percentages.

1.1 Read the percentage symbol.

1.2 Write the percentage symbol.

1.3 Identify 100% as the whole.

1.4 Identify 1% as one part in 100.

2 Be able to calculate percentage

parts of whole number quantities.

2.1 Find 1% of a quantity.

2.2 Find 10% of a quantity, dividing by 10.

2.3 Find 5%, 20% of a quantity by different methods.

2.4 Find 50%, 25%, 75% of a quantity using

combinations of division, multiplication, addition

and subtraction.

2.5 Find any whole number % of a quantity.

3 Understand how to calculate

percentage increase.

3.1 Find percentage increase.

3.2 Apply percentage increase to everyday examples.

4 Understand how to calculate

percentage decrease.

4.1 Find percentage decrease.

4.2 Apply percentage decrease to everyday examples.

5 Be able to use a calculator to

calculate percentages.

5.1 Calculate percentages using the % key on the

calculator.

5.2 Use a calculator to solve everyday problems

involving percentages.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/3166

Understanding Numbers

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to read whole numbers. 1.1 Read whole numbers with up to seven

digits in digit form.

1.2 Read names of whole numbers with up to

seven digits.

2 Be able to write whole numbers. 2.1 Write whole numbers with up to seven

digits in digit form.

2.2 Write names of whole numbers with up to

seven digits.

3 Be able to order whole numbers. 3.1 Identify place value in whole numbers with

up to seven digits.

3.2 Order whole numbers with up to seven

digits in order of size.

4 Understand the symbols for greater than

and less than.

4.1 Identify the symbols for greater than and

less than.

4.2 Record the symbols for greater than and

less than.

5 Be able to round whole numbers. 5.1 Round whole numbers with up to seven

digits.

6 Be able to recognise negative numbers in

practical contexts.

6.1 Identify the temperature at which water

freezes.

6.2 Identify negative temperatures.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/503/3356

Using Calculations: Multiplication and Division of Whole Numbers

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to multiply whole

numbers.

1.1 Multiply whole numbers up to 4 digits by numbers

up to 2 digits using written methods.

1.2 Multiply whole numbers up to 4 digits by numbers

up to 2 digits using a calculator.

1.3 Select and use correct operation in context using a

calculator.

2 Be able to divide whole numbers. 2.1 Divide whole numbers up to 4 digits by numbers

up to 2 digits using written methods and interpret

remainders.

2.2 Divide whole numbers up to 7 digits by numbers

up to 2 digits using a calculator and interpret

remainders.

2.3 Identify division written in more than one format.

2.4 Select and use correct operation for the context

using a calculator.

3 Be able to check answers. 3.1 Check answers using a different method.

3.2 Estimate answers by rounding numbers to nearest

10, 100 or 1000 to check that answers are

reasonable.

4 Understand the effect of

multiplying whole numbers by 10

and 100.

4.1 Multiply whole numbers by 10.

4.2 Multiply whole numbers by 100.

5 Understand the effect of dividing

whole numbers by 10 and 100.

5.1 Divide whole numbers by 10.

5.2 Divide whole numbers by 100.

6 Be able to recognise numerical

relationships.

6.1 Recall multiplication facts up to 10 x 10.

6.2 Recall multiples of 10, 50, 100 and 1000.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

6.3 Make connections between multiplication and

division facts.

6.4 Use strategies for dealing with larger numbers.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/503/3044

Data Calculations

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the arithmetical

average for a set of data.

1.1 Use the term ‘average’ in everyday contexts.

1.2 Find the mean for a given set of data.

2 Understand the range of a set of

data.

2.1 Use the term ‘range’ as a measure of spread for

sets of data in everyday usage.

2.2 Calculate the range of given data sets.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/503/3282

Probability

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand probability as an

expression of an event occurring.

1.1 Identify what is meant by expressions such as

‘one in two chance’, ‘fifty fifty’.

2 Understand that probability can

be written as a fraction, decimal

or percentage.

2.1 Express the probability of events occurring as

decimals and percentages.

2.2 Express the probability of an event as the number

of ways the event can happen divided by the total

number of outcomes.

3 Be able to calculate probability. 3.1 Use real data to calculate probabilities.

3.2 Use simulated data to calculate probabilities.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/503/3169

Understanding and Using 2D Shapes

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the properties of 2D shapes. 1.1 Use vocabulary related to shape.

1.2 Identify a right angle.

1.3 Identify two right angles.

1.4 Identify four right angles.

1.5 Identify the properties of the sides and

angles of 2D shapes.

1.6 Identify a line of symmetry.

2 Be able to use the properties of 2D shapes

to solve problems.

2.1 Identify which regular shapes tessellate.

2.2 Plan a tiling pattern.

2.3 Produce 2D shapes in different

orientations using grids.

3 Be able to read and record angles in

degrees.

3.1 Read and record angles using the symbol

for degrees.

4 Be able to measure and record angles in

degrees.

4.1 Measure and record a variety of angles

using a protractor.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/503/3277

Understanding Length, Weight and Capacity

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Understand metric units of

measurement.

1.1 Identify metric units of length, weight and capacity

including their abbreviations.

1.2 Convert measurements of length, weight and

capacity from one metric unit to another.

1.3 Add units of measure within the same system in

practical situations.

1.4 Subtract units of measure within the same system in

practical situations.

2 Be able to use units for

measurement.

2.1 Choose units of measurement for different

measuring tasks.

3 Be able to use instruments for

measurement.

3.1 Choose measuring instruments for different

measuring tasks.

4 Be able to read scales. 4.1 Read scales to the nearest labelled or unlabelled

division.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit J/503/3276

Understanding Perimeter and Area

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the perimeters of

shapes.

1.1 Identify perimeter as being measured in units of

length.

1.2 Produce different squares and rectangles with

the same perimeter.

2 Be able to find the perimeters of

shapes.

2.1 Find the perimeters of shapes in different ways.

2.2 Find a formula in words for calculating the

perimeter of rectangular shapes.

2.3 Check the formula.

2.4 Find the perimeters of rectangular shapes using a

formula.

3 Be able to read and record

measurement of an area.

3.1 Read and write the units of measure for the area,

in words and in other ways.

3.2 Identify measurements used to calculate the

area.

4 Be able to find the areas of

rectangles.

4.1 Identify that area is measured in square units.

4.2 Find the area of drawings on squared paper by

counting squares.

4.3 Find the areas of rectangular shapes identifying

and using the formula.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/503/3258

Understanding Volume

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand how volume is

measured.

1.1 Identify that volume is a measure of space.

1.2 Identify volume as measured in cubic units.

1.3 Read and record units of measure of volume.

2 Know how to find the volume of

cuboid shapes.

2.1 Use practical methods to find the volume of a

cuboid container.

2.2 Identify the dimensions of a cuboid to calculate

volume.

2.3 Use the formula to calculate the volume of a

cuboid.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit J/503/3259

Using Calculations: Addition and Subtraction of Whole Numbers

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Be able to add whole

numbers.

1.1 Add whole numbers up to 7 digits, using written methods.

1.2 Add whole numbers up to 7 digits, using a calculator.

1.3 Select and use the correct operation for the context using a

calculator.

2 Be able to subtract

whole numbers.

2.1 Subtract whole numbers up to 7 digits, using written

methods.

2.2 Subtract whole numbers up to 7 digits, using a calculator.

2.3 Select and use the correct operation for the context using a

calculator.

3 Be able to check

answers.

3.1 Check answers using a different method.

3.2 Estimate answers by rounding numbers to nearest 10, 100 or

1000 to check that answers are reasonable.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/503/3172

Personal Budgeting and Managing Money

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand what is meant by income

and expenditure.

1.1 State possible sources of personal income.

1.2 State items of personal expenditure.

1.3 Give examples of essential and non-essential

expenditure.

2 Understand ways to deal with living

on a limited budget.

2.1 Outline possible difficulties of coping on a

limited budget.

2.2 Give examples of ways to minimise the

difficulties of coping on a limited budget.

3 Know how to undertake financial

transactions.

3.1 Give examples of financial transactions and

their purpose.

3.2 Outline different methods of paying for goods

or a service.

3.3 Outline different methods of paying money

into an account.

4 Understand key financial information

on everyday documents.

4.1 Outline the purpose of a receipt and identify

key items on it.

4.2 Identify key items recorded on a payslip and

state what they can be used for.

4.3 Identify key items on a financial statement.

4.4 State how the information in one document

might be checked for errors.

5 Understand what saving means. 5.1 Outline the benefits of saving.

5.2 Outline different ways to save money.

5.3 State preferred method of saving in a given

situation.

6 Be able to produce a simple budget

plan.

6.1 State the purpose of a budget plan for the

future.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

6.2 Outline personal spending and income over a

given period.

6.3 State whether income or expenditure is

higher.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit T/503/3158

Skills Used in Reading for Meaning

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Understand written words. 1.1 Use reference material to find the meaning of

unfamiliar words.

2 Be able to use imagery to aid

understanding.

2.1 Give examples of where meaning can be inferred

from images.

3 Be able to identify the purpose

of texts from their format.

3.1 Give examples of where organisational and

structural features can be used to locate

information.

3.2 Identify how language and other textual features

are used to achieve different purposes in a variety of

texts.

4 Be able to read for meaning. 4.1 Summarise the main events of short texts including:

a) descriptive texts
b) explanatory texts
c) persuasive texts.

4.2 Read and follow written instructions to complete an

activity.

4.3 Use different reading strategies to obtain

information.

5 Be able to find information for a

specific purpose.

5.1 Select key points from a text to answer questions,

recognising relevant and irrelevant information.

5.2 Use a range of reference materials to find

straightforward information.

5.3 Distinguish fact from opinion.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/503/3163

Spelling Rules and Strategies in Practical Use

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the language of spelling. 1.1 Give examples of roots, prefixes and suffixes.

1.2 Spell regular verb endings.

1.3 Use two syllable words containing double

consonants.

2 Be able to match sounds to written

symbols.

2.1 Identify the difference in spelling between

nouns and verbs.

2.2 Give examples of digraphs.

2.3 Give examples of the difference between the

spelling and meaning of common

homophones.

2.4 Identify words with common letter strings but

different pronunciations.

2.5 Use common suffixes.

3 Be able to use methods to learn how

to spell words.

3.1 Use reference materials to check unknown

spelling.

3.2 Pronounce words as they are spelt to aid

spelling.

3.3 Demonstrate the application of spelling rules.

4 Understand the importance of

developing memory skills in learning

spellings.

4.1 Demonstrate the division of words to aid

memory.

4.2 Use mnemonics to aid memory.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/503/3390

Spelling Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to locate correct

spellings.

1.1 Select and use paper based resources to find

correct spellings.

1.2 Use a spell-check on a computer to check

spellings.

1.3 Demonstrate an awareness of when to ask for

help to work out unknown spellings.

2 Understand own spelling

strengths and weaknesses.

2.1 Identify own most common spelling errors.

2.2 Locate patterns of errors in own writing.

2.3 Give examples of different strategies that can be

used to aid spelling.

3 Be able to maintain a personal

spelling programme.

3.1 Plan a spelling programme.

3.2 Practise spellings in private study time.

3.3 Demonstrate the need to review learning

regularly.

3.4 Demonstrate progress in own writing.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/503/3302

Writing for Meaning Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to use writing to

communicate clearly and

effectively.

1.1 Present information in a logical sequence to give

instructions and directions.

1.2 Sequence ideas in own short piece of writing,

using paragraphs where appropriate.

1.3 Use vocabulary and detail appropriate for

purpose and audience.

2 Be able to use different writing

formats.

2.1 Adjust own writing style to suit purpose of

writing.

2.2 Use appropriate layouts and structure for

different purposes.

3 Understand the need to plan

written work.

3.1 Outline a plan for writing indicating key points.

3.2 Make a rough draft from plan.

4 Be able to revise written work. 4.1 Proof read written work identifying changes to

be made to improve accuracy and meaning.

4.2 Revise writing.

5 Be able to present writing

appropriately.

5.1 Produce legible final text, with the accuracy

required for the purpose.

5.2 Use tools appropriate to the presentation.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/503/2667

Understanding Customer Service

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the benefits to an

organisation of good customer

service.

1.1 Outline reasons why good customer service is

important for an organisation.

1.2 Identify examples of good practice in customer

service.

2 Understand the possible

consequences of poor customer

service.

2.1 Outline how poor customer service can impact

on the organisation, customers and staff.

3 Understand the value of first

impressions.

3.1 Outline why it is important to make a good first

impression.

3.2 Give examples of how to create a positive first

impression when communicating:

a) face to face
b) on the telephone
c) in writing (including by email).

4 Understand positive verbal and

non-verbal interaction with

customers.

4.1 Identify appropriate and inappropriate ways of

communicating verbally with customers in

commonly met situations.

4.2 Give examples of types of non-verbal

communication.

5 Understand that respect for the

individual is at the heart of good

customer service.

5.1 Outline why it is important to maintain

customer confidentiality.

5.2 Indicate ways in which s/he can respect

individual customer needs from diverse cultures

and backgrounds.

6 Understand own role in dealing

with complaints from customers.

6.1 List the types of complaints that are commonly

made by customers.

6.2 Identify appropriate people that need to be

informed in response to a complaint made by a

customer.

6.3 Identify the details of a customer’s complaint

that need to be recorded.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

6.4 Give examples of positive ways of dealing with

complaints made by customers.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/503/3043

College Induction

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to locate facilities at college. 1.1 Outline how to get to different facilities at

the college.

2 Be able to identify members of staff and

their roles.

2.1 Identify key members of staff and their

roles in college.

2.2 State the arrangements for contacting

these people.

3 Be able to identify reasons for attending

college.

3.1 Outline two reasons why s/he has come

to college.

3.2 Outline what s/he hopes attendance at

college will lead to.

4 Understand own responsibilities while at

college.

4.1 Outline own responsibilities during the

college day.

4.2 State why the responsibilities are

important.

5 Understand differences between college

and a previous establishment.

5.1 Outline differences between college and

previous establishment.

5.2 State what is preferred about the college

setting.

6 Be able to identify Health and Safety

procedures.

6.1 Outline fire evacuation procedures and

own role in carrying them out.

6.2 Outline key Health and Safety procedures.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/600/3239

Health and Safety in a Practical Environment

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be aware of relevant health

and safety requirements,

procedures and equipment.

1.1 State the purpose of relevant, current Health and

Safety requirements, for example, Health and Safety

at Work Act or the Control of Substances Hazardous

to Health Regulations.

1.2 State the correct procedures for reporting accidents

and potential hazards.

1.3 State the correct response to two emergency

situations.

1.4 State the location of the use of emergency

equipment, for example, fire/emergency alarm and

first aid box.

2 Recognise and manage risk by

following safe working

practices.

2.1 Identify the potential risks of a given situation.

2.2 State the purpose and use of safety equipment and/or

clothing to minimise risk in particular tasks.

2.3 Follow relevant health and safety procedures, for

example, by selecting and using appropriate personal

protective equipment or using correct manual

handling techniques.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/600/3241

Participating in a Vocational Taster

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand different job roles within

a vocational area.

1.1 Identify three job roles within a vocational

area.

1.2 Identify the skills, knowledge and personal

qualities required to perform one of the job

roles identified.

2 Use relevant skills, knowledge and

personal qualities in a vocational

context.

2.1 Carry out tasks as directed in a vocational

context using relevant skills and knowledge.

2.2 Identify the ways in which own personal

qualities have been applied in a vocational

context.

3 Understand the health and safety

requirements relevant to the

vocational context.

3.1 Outline the health and safety issues relevant

to the vocational context.

3.2 Identify the risks associated with own role.

3.3 Follow safe working procedures to minimise

risks identified.

4 Reflect on suitability for job role in

chosen vocational context.

4.1 Identify own strengths and areas for

development.

4.2 Outline the positive and negative aspects of

the vocational experience.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/500/5423

Work Experience

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the structure and

purpose of the organisation.

1.1 State the main purpose and activities of the

organisation.

1.2 Identify and list the other most important

activities undertaken by the organisation.

1.3 Outline the main aspects of the management

structure.

2 Understand own role within

organisation.

2.1 State his/her occupation and role in the

workplace.

2.2 List agreed limitations of his/her responsibilities.

3 Maintain acceptable conventions

for personal presentation and

behaviour in the workplace.

3.1 List the reasons for agreed dress conventions.

3.2 Sustain punctuality throughout the placement.

3.3 Behave within agreed standards without

direction.

4 Comply with safe working practices

demanded by the work

environment.

4.1 Identify a range of safety hazards and list the

precautions they require.

4.2 Select and use appropriate safety equipment for

given tasks.

4.3 Locate First Aid Box and list its contents.

4.4 State the organisations procedures in the event

of a specific accident or emergency.

4.5 Identify and name the member(s) of staff and

their post with responsibility for health and

safety and first aid in the organisation.

4.6 Give two examples of how to carry out work

tasks that does not endanger self or others

5 Carry out tasks as requested using

appropriate work related skills.

5.1 Carry out given tasks following instructions

and/or demonstrations.

5.2 Request guidance as necessary.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

5.3 List the work related skills utilised in carrying out

tasks.

5.4 Ensure that relevant information is passed on to

appropriate others.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit J/502/3072

Understanding what volunteering is about

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand that there are a range

of volunteering opportunities

1.1 Identify a range of needs that different

organisations that involve volunteers try to meet

1.2 Name voluntary organisations that are set up to

address these needs

1.3 Identify several different skills that could be

useful to organisations that involve volunteers

2 Understand the benefits of

volunteering

2.1 Identify benefits that could be gained from

volunteering

2.2 Describe at least one personal benefit they hope

to gain (or have gained) through volunteering

3 Understand that volunteers have

rights and responsibilities

3.1 Give examples of rights that volunteers can

expect when volunteering

3.2 List responsibilities that volunteers have towards

their organisation or project

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/502/3094

Food Safety in the home and community

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the importance of

handling food safely

1.1 Describe why it is important to maintain good

practice when handling food

1.2 Identify hazards related to food safety and

describe appropriate actions

1.3 State why it is important to store and dispose of

waste safely, and give examples of how to do it.

2 Understand the importance of

personal hygiene when handling

food

2.1 List ways to maintain personal hygiene in the

food work area, including how and when to wash

hands

2.2 List potential problems resulting from not

maintaining personal hygiene in the food work

area

3 Understand the importance of

cleaning a food work area

3.1 State why cleaning is important in keeping food

safe

3.2 List ways of keeping the food work area clean

3.3 Select and safely use appropriate cleaning

materials in a food work area

4 Understand the importance of

keeping food products safely

4.1 Describe how to store different types of food

correctly

4.2 State why it is important to follow food storage

instructions

4.3 List ways in which food should be handled to

avoid contamination

4.4 List ways in which food should be stored to avoid

contamination

5 Handle food safely 5.1 Handle food safely following correct procedures

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/500/5682

Developing Customer Service Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the benefits to the

organisation of good customer

service.

1.1 Identify examples of good practice in customer

service.

1.2 Outline reasons why good customer service is

important for an organisation.

2 Understand the possible

consequences of poor customer

service.

2.1 Give examples of how poor customer service

can impact upon:

a) customers
b) the organisation
c) staff.

2.2 Outline how poor customer service can have an

impact on the reputation of an organisation.

3 Understand the value of first

impressions.

3.1 Indicate why it is important to make a good

impression.

3.2 List and outline ways of creating a positive first

impression when communicating:

a) face to face
b) on the telephone
c) in writing (including by email).

4 Understand positive verbal and

non-verbal interaction with

customers.

4.1 Identify appropriate and inappropriate ways of

communicating verbally with customers in

commonly met situations.

4.2 Give examples of types of non-verbal

communication.

4.3 Demonstrate ways in which non-verbal

communication can be used positively to

support face-to-face communication.

5 Understand that respect for the

individual is at the heart of good

customer service.

5.1 Outline why it is important to maintain

customer confidentiality.

5.2 Indicate ways in which s/he can respect

individual customer needs from a diversity of

cultures and backgrounds.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

6 Understand his/her role in dealing

with complaints from customers.

6.1 List and outline the types of workplace

situations in which complaints are commonly

made by customers.

6.2 Identify appropriate people that need to be

informed in response to a complaint made by a

customer.

6.3 Identify the details that need to be recorded of a

complaint by a customer.

6.4 Give examples of positive ways of dealing with

complaints made by customers.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/506/0774

Banking And Other Financial Organisations

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand credit and borrowing. 1.1 Outline the advantages and

disadvantages of borrowing.

1.2 Calculate the cost of making a purchase

using credit.

2 Understand how different bank accounts

work.

2.1 Outline different kinds of banking

accounts available.

2.2 Outline different ways to withdraw cash

from an account.

2.3 Outline different ways that money can

be deposited into an account.

3 Understand the role of financial

organisations offering saving and

borrowing.

3.1 Identify different services offered by

high street banks.

3.2 Give examples of different ways and

places to save money.

3.3 Indicate different ways and places to

borrow money.

3.4 Compare different ways and places to

borrow money.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/504/8429

Developing own Interpersonal Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to identify own skills. 1.1 Outline own strengths and weaknesses.

2 Understand the need for time

management.

2.1 Outline why managing own time is

important.

2.2 Identify ways of improving own time

management.

3 Be able to recognise signs of stress. 3.1 Identify signs and symptoms of stress in

self and others.

4 Be able to recognise different types of

criticism.

4.1 Outline the difference between

constructive and destructive criticism.

5 Be able to recognise confident behaviour in

self and others.

5.1 Outline real situations which illustrate

confident behaviour.

6 Know what is meant by non-verbal

communication.

6.1 Identify different examples of non-verbal

communication.

7 Know the difference between aggressive,

passive and assertive behaviour.

7.1 Outline examples of aggressive, passive

and assertive behaviour.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/506/0760

Time Management

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how he/she spends his/her

time.

1.1 Record the number of hours he/she spends over a

three-day period on the following activities:

(a) sleeping

(b) eating

(d) studying

(e) socialising.

1.2 Give two examples of activities for each of the

following uses of time:

(a) productive time

(b) maintenance time

2 Understand time management

skills.

2.1 Outline what is meant by time management.

2.2 Identify how he/she uses time management skills

for his/her use of time for two priorities in his/her

daily life.

3 Know how to use time

management as a way of

reducing stress.

3.1 Give two examples of physical symptoms of stress.

3.2 Give two examples of emotional reactions to

stress.

3.3 Give two examples of ways people suffering from

stress might behave.

3.4 Identify how time management can help reduce

stress.

3.5 Outline a plan of his/her time that will avoid hectic

and potentially stressful schedules.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/500/5096

Developing Skills in Caring for Young Children

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how to wash/bathe babies and

children.

1.1 Demonstrate through simulation the correct

procedure when bathing a baby/toddler.

1.2 Identify products available for personal care of

children.

1.3 Describe the importance of hygiene for specific

areas of the body.

2 Know the correct procedures when

feeding young children.

2.1 Use a correct method for sterilising feeding

equipment.

2.2 Use the correct method for preparing a bottlefeed.

2.3 Use appropriate hygiene and safety procedures

when feeding young children.

3 Know how to dress children

appropriately.

3.1 Identify suitable clothing for children for

different ages and for different seasons.

3.2 Demonstrate how to care for these clothes

appropriately.

4 Know how to respond to a

baby/child’s need for sleep and rest.

4.1 Identify when a child/baby requires sleep.

4.2 Describe the correct method for putting a

child/baby to bed.

4.3 Collect information showing equipment

available for aiding rest and sleep.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/3183

Understanding Play

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the role of play in a child’s

development.

1.1 Identify the role of play in child

development.

1.2 Give examples of the role of play in

individual and group play.

1.3 Give two play activities which can

encourage a child’s development.

2 Understand the purpose of play activities

for children at different levels of

development.

2.1 Give examples of at least two play

activities for different stages of child

development.

2.2 Identify the purpose of each activity.

3 Understand the importance of a plan for

play activities.

3.1 State the importance of a play activity

plan.

3.2 Select materials for a play activity and

state how these relate to a plan for play

activities.

3.3 Suggest how this activity is inclusive and

relates to equal opportunities.

4 Know how stereotyping can affect

children’s participation in activities.

4.1 List different stereotypes.

4.2 Give two examples of activities which can

result in stereotypical play.

4.3 State how these activities may affect

children’s participation.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/503/3184

Understanding the Intellectual and Language Development of

Children from Birth to Eight

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the stages of intellectual

development in children.

1.1 Identify the key stages of intellectual

development in children.

1.2 Outline how a child’s intellect develops at two

of these stages.

2 Understand the stages of language

development in children.

2.1 Identify the key stages of language

development in children.

2.2 Outline how a child’s language develops at

two of these stages.

3 Understand why it is important to

communicate with young children.

3.1 Identify why communicating with children is

important to their language and intellectual

development.

3.2 Outline different ways of communicating with

children.

4 Understand factors which affect

intellectual and language

development in children.

4.1 Identify key factors which may affect language

and intellectual development in children.

4.2 Outline how two of these factors may affect a

child’s language and intellectual

development.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/502/4588

Assist with the care of animals

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to assist with

monitoring and caring for the

health and well-being of

animals

1.1 Treat animals according to relevant legislation

1.2 Minimise any likelihood of stress and injury to the

animals

1.3 Optimise the health and well-being of animals during

their work

1.4 Provide animals with the necessary opportunity to

display natural behaviour, e.g. appearance, posture

and movement, behaviour, bodily functions, social

interaction

1.5 Monitor and report physical condition, behaviour and

the general health and well-being of animals clearly

and accurately to others

1.6 Monitor and report on the animal’s environment

1.7 Maintain health and safety, and the welfare of

animals, during work

2 Be able to assist with

providing food and water for

animals

2.1 Feed animals in accordance with instructions

2.2 Supply water to the animals from the correct sources,

in the correct quantities and using the system in

accordance with instructions

2.3 Monitor and report on the animal’s feeding and

drinking habits

2.4 Clean and maintain equipment ready for use and

store it safely and securely in an appropriate place

2.5 Dispose of any waste from feeding in the correct

manner and place

2.6 Maintain health and safety, and the welfare of

animals, during work

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/502/4589

Principles of the care of animals

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Know how to monitor and

care for the health and

well-being of animals

1.1 Describe how to promote the health and well-being of

animals and minimise any stress or injury

1.2 state their responsibility under health and safety and

animal welfare legislation

1.3 State why animals need exercise and how the type and

amount of this varies between different species and

different animals

1.4 State how animals optimise their own physical

functioning and appearance

1.5 Describe signs of health in different animal species in

relation to appearance, posture and movement,

behaviour, bodily functioning, social interaction

1.6 State signs which indicate potential problems with an

animal’s health and well-being and state appropriate

actions which could be taken when this occurs

1.7 List signs of stress in animals

1.8 Give examples of preventative care which is designed to

maintain the health and well-being of animals

1.9 State how the environment may be adjusted to

maintain the animal’s health

1.10 State how to recognise an animal health emergency and

what should be done if this occurs

1.11 State why it is important to report unusual signs

2 Know how to provide food

and water to animals

2.1 State an appropriate method and system for feeding

three types of animals

2.2 Describe the normal feeding habits of the animals

2.3 State the hygiene requirements for feeding and

watering of animals

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

2.4 state their responsibility for safe and effective animal

handling under relevant legislation and codes of

practice

2.5 State why waste should be disposed of in a safe manner

and place

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/600/0473

Assist with feedstuffs for small animals

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Be able to assist with

receiving and storing

animal feed

1.1 work in a healthy and safe way which complies with

legislation

1.2 check report that the correct quantities and types of

animal feed have been delivered and that they are in an

acceptable condition

1.3 move, store and handle 2 types of animal feed safely, and

in a way that protects it from damage and contamination

and minimises wastage

1.4 store animal feed safely according to instructions, in the

order in which it is to be used

1.5 check stored animal feed regularly for any signs of pest

infestation and report this to the appropriate person

straight away

1.6 check stock levels regularly and tell the appropriate person

if stocks are low

2 Be able to assist with

preparing feed for

animals

2.1 wash their hands effectively before and after handling

animal feed

2.2 obtain the equipment and materials needed to prepare

and serve animal feed

2.3 clean work surfaces, utensils and equipment effectively

before and after use

2.4 identify the type and quantity of animal feed required for

each animal from feeding plans

2.5 prepare the required amount of two types of animal feed

according to instructions in a way that minimises wastage

2.6 use the appropriate utensils in a hygienic way according to

instructions

2.7 work in a healthy and safe way that complies with

legislation

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

2.8 dispose of any stale and unusable animal feed in a safe

place and put equipment and utensils away safely

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/502/5714

Principles of the movement and handling of small animals

Learning Outcome –

The learner will: Assessment Criterion – The learner can:

1 Know how to

move animals on

a site

1.1 State the correct methods of handling the animals concerned

1.2 State normal and abnormal behaviour in the animals concerned

1.3 State the normal pace or movement for the animals concerned

1.4 State why it is important to approach animals in a calm manner

which promotes confidence

1.5 State the risks that there are when moving animals and how they

can be minimised

1.6 State how to settle animals in a new place, and why this is

important

1.7 State the organisational health and safety and animal welfare

policy in relation to moving animals and their responsibility under

health and safety and animal welfare legislation

2 Know how to

handle animals

2.1 State how and where to obtain information about the

temperament and usual behaviour patterns of an animal

2.2 List safe and effective methods of handling animals

2.3 State why it is important to monitor an animal’s response to

handling, signs of negative responses, why and to whom these

should be reported

2.4 State the potential consequences of not reporting changes in an

animal’s behaviour, its reaction to handling or factors that affect

the animal’s behaviour

2.5 List the different factors that can affect an animal’s behaviour and

what to do if these are observed

2.6 State their responsibility for safe and effective animal handling

under relevant legislation and codes of practice

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit T/502/5710

Assist with the movement and handling of small animals

Learning Outcome –

The learner will: Assessment Criterion – The learner can:

1 Assist with moving

animals on a site

1.1 Approach the animals calmly, confidently and in a way that is

likely to minimise stress

1.2 Assist with moving animals in accordance with instructions

1.3 Assist with moving animals without damage to the health, safety

and well-being of the animal or self

1.4 Help to settle the animals in the new location in accordance with

instructions

1.5 Maintain health and safety, and the welfare of the animals, during

their work

2 Assist with

handling animals

2.1 Approach animals in accordance with instructions

2.2 Handle animals in a manner likely to promote their co-operation

and minimise the possibility of distress

2.3 Handle animals in a manner that minimises the possibility of risk

to the health and safety of the animal, self and other animals and

people in the environment

2.4 Monitor the animal’s behaviour and its response to handling and

report any problems to the appropriate person without delay

2.5 Use handling methods, which promote health and safety and are

consistent with relevant legislation and codes of practice

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/600/0469

Principles of dealing with animal accommodation

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how to clean animal

accommodation

1.1 State how to prepare equipment and materials

ready for cleaning

1.2 Outline how to prepare the accommodation for

cleaning

1.3 State the correct procedures for cleaning the

animal accommodation

1.4 Describe the condition in which accommodation

must be left after cleaning

2 Know how to maintain animal

accommodation

2.1 State the welfare requirements and describe how

to promote the health and well-being of animals

2.2 List the materials which animals need within their

accommodation to maintain their health and wellbeing

2.3 List the hazards which may arise in the animal’s

accommodation, and to whom they should be

reported

3 Know relevant health and safety

precautions to be observed

3.1 State how and where to dispose of waste safely

3.2 State their responsibilities under animal welfare

and health and safety legislation

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/600/0470

Assist with animal accommodation

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to assist with cleaning animal

accommodation

1.1 prepare the equipment and materials for the

work

1.2 prepare the animal accommodation ready for

cleaning

1.3 clean the animal’s accommodation in

accordance with instructions

1.4 leave the animal accommodation in the

appropriate condition after cleaning

1.5 maintain health and safety, and the welfare of

the animals, during their work

2 Be able to assist with maintaining

animal accommodation

2.1 check the animal accommodation in

accordance with instructions

2.2 keep the animal accommodation safe and

secure

2.3 correctly identify and report any hazards

2.4 dispose of waste in a safe manner and place

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/500/5119

Understanding Plant Pruning

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the reasons for

pruning plants.

1.1 State what is meant by pruning.

1.2 State three reasons why pruning is carried out.

1.3 Name six plants which are usually pruned.

2 Know where and how to cut when

pruning.

2.1 Identify a node.

2.2 Using practice material, make a firm clean cut.

3 Know how to prune different

types of plants.

3.1 Prune two different plants successfully on at least

four occasions by:

a) cutting in the correct place
b) making a clean cut.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/2714

Cultivating Herbs

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand the use of herbs. 1.1 Identify plants from the onion family and state

their medicinal or culinary use.

1.2 Identify plants from the mint family and state

their medicinal or culinary use.

1.3 Identify plants from the thyme or sage family

and state their medicinal or culinary use.

2 Understand the factors in selecting

herbs for a particular site.

2.1 Identify the characteristics of different herbs.

2.2 Identify what different herbs need to grow well.

2.3 Identify the container and location most suited

to selected herbs.

3 Be able to cultivate herbs. 3.1 Grow a member of the onion family from seeds

or bulbs.

3.2 Grow a member of the mint family from seeds or

cuttings.

3.3 Grow a member of the thyme or sage family

from seeds or cuttings.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/502/5119

Assist with maintaining the health and wellbeing of animals

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Assess (visually) the physical

state of an animal

1.1 Identify the visual signs of health in animals

1.2 Identify the visual signs of ill health in animals

1.3 Record the health status of animals

1.4 State the procedures, and to whom, the health status

of animal should be reported:

routine
animal is sick or injured

1.5 State the records to be kept to help maintain the

health of animals

1.6 List signs of stress or pain in an animal

2 Administer preventative care

to animals

2.1 Administer preventative care to animals

2.2 Check animals for signs of ecto-parasites

2.3 Restrain animals for preventative care

2.4 Work in a way which complies with health and safety

legislation, including PPE

2.5 List the routes for administering preventative care

2.6 State how to dispose of waste

2.7 State the importance of following instructions and

reporting damaged/faulty equipment

3 Deal with different potential

animal emergency situations

3.1 Assist in an animals emergency situation

3.2 Identify the visual signs of an animal emergency

3.3 Identify and report potential hazards

3.4 Identify the correct location of safety equipment

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

3.5 State the procedures, and the importance of following

procedures, in the event of:

fire
sick/injured animals
escaped animal

3.6 State the procedure to follow if there are potential

hazards or damaged equipment

3.7 Identify the location of both human and animal

emergency and safety equipment

3.8 State how to ensure health, safety and wellbeing to

self, others and animals when dealing with animal

emergencies

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/600/0471

Principles of dealing with feedstuffs for small animals

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Know how to receive

and store animal feed

Know how to prepare

feed for animals

1.1 state the process used for ordering stocks of feed, and the

types of records kept

1.2 state the purpose of checking the quantity and quality of

received feed and the possible consequences of not doing

this

1.3 state why the feed received and used is recorded and what

to do if any shortfalls are identified

1.4 state how to identify feed that is not acceptable, and what

to do about it

1.5 list types of feed and the possible consequences of

incorrectly storing feed

1.6 state the principles of stock rotation and why this is done

1.7 list the signs of possible pest infestation and the action to

take if these are found

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/2986

Developing Confidence Working with Animals

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to follow relevant health and safety

rules.

1.1 List the general hazards in the

working environment.

1.2 List the specific hazards which may

occur when working around animals.

1.3 List the specific hazards which may

occur when handling animals.

1.4 Use personal protective equipment

effectively.

1.5 Use appropriate tools and

equipment safely.

1.6 Follow safety rules when working in

an animal environment.

2 Understand the natural behaviour and original

habitat of a range of domesticated animals and

the implications of this for their care.

2.1 Describe the origins and natural

habitat of at least three

domesticated animals.

2.2 Explain why these animals were

domesticated.

2.3 List the five freedoms expected for

good animal welfare.

2.4 Apply the five freedoms when

working with animals.

3 Be able to recognise a range of behaviours in

both animals and humans and understand why

they show these behaviours.

3.1 List a range of behaviours animals

and humans use to express their

feelings.

3.2 Give examples of how human

behaviour can impact on animals,

both positively and negatively.

3.3 Give examples of how human

thoughts and feelings are affected by

animals.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

4 Know how to look after a range of animals and

themselves with reference to feelings and

physical needs.

4.1 Assist with caring for at least three

animals such as horses, poultry,

goats, pigs, dogs or cats.

4.2 Recognise normal and abnormal

behaviour in at least two of these

types of animals.

4.3 State care routines that encourage

normal behaviour in the types of

animals chosen.

4.4 Change their personal behaviour so

as to have a more positive impact

on:

(a) animals

(b) people.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/600/9142

Developing skills in assembling mechanical components

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to prepare a work area in

readiness for assembly operations

1.1 Confirm with a supervisor what has to be done

before assembly operations are carried out

safely

1.2 Prepare a work area ready for the assembly of

components

1.3 Check components are correct and that tools

and equipment are safe to use

2 Be able to carry out assembly

operations using mechanical

components

2.1 Use appropriate tools to assemble components

2.2 Check that the finished assembly conforms to

specified limits of accuracy

2.3 Clean down work area and return tools and

equipment to storage

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/601/0095

Developing Skills in Electronic Assembly

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to prepare for and carry out

an electronic assembly activity

1.1 Take precautions ready to carry out an

electronic assembly activity

1.2 Prepare components, tools and equipment

ready for an electronic assembly activity

1.3 Check components before they are used in an

electronic assembly activity

2 Be able to assemble electronic

components correctly and safely

2.1 List the safety aspects for an electronic

assembly activity

2.2 Produce an electronic assembly correctly and

safely

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/600/9138

Developing Skills in Making Engineering Components Using Hand

Tools

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to prepare a work area

for hand cutting and shaping

activities

1.1 Confirm with a supervisor what has to be done

before hand cutting and shaping activities are

carried out safely in a work area

1.2 Prepare a work area so that hand cutting and

shaping activities can be carried out

1.3 Check that raw materials are correct and tools safe

to use

2 Be able to produce components

using hand tools safely

2.1 Mark out components for required operations

2.2 Use appropriate hand tools to safely make

components

2.3 Check that components meet the standard required

2.4 Clean down work areas and return tools to storage

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/600/9140

Developing Skills in Planning and Making a Machined Product

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know about equipment, tooling and materials

required to make machined products

1.1 List the types of equipment used

when making machined products

1.2 List the tools and work holding

devices used when making

machined products

1.3 List the types of materials from

which machined products can be

made

2 Be able to use simple engineering drawings to

plan the manufacture of a machined product

2.1 Identify features of a component by

interpreting an engineering drawing

2.2 List the steps in a plan which can be

followed when manufacturing a

product

3 Be able to prepare a work area for producing a

machined product

3.1 Confirm with a supervisor what has

to be done before manufacturing

activities are carried out

3.2 Prepare a manufacturing work area

3.3 Check raw materials are correct and

that machinery and tools are safe to

use

4 Be able to make an engineered product to a

specification using appropriate equipment and

processes which are carried out in a safe

manner

4.1 Use machines, tools and equipment

to manufacture a product

4.2 Check that the product meets the

standard required

4.3 Clean down work area and return

tools to storage

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/600/9139

Developing skills in using a bench/pedestal drilling machine

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to prepare a work area for

producing components using a

bench/pedestal drilling machine

1.1 Confirm with a supervisor what has to be

done before drilling activities are carried

out safely in a work area

1.2 Prepare a work area ready for drilling

activities to be carried out

1.3 Check that machinery and tools are safe to

use

2 Be able to safely carry out drilling

activities using a bench/pedestal drilling

machine

2.1 Set up a bench/pedestal drilling machine

which can be used to carry out drilling

activities.

2.2 Use a bench/pedestal drilling machine to

safely carry out drilling activities to a

required specification

2.3 Check that drilled holes are to the required

standard

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/601/0124

Developing Skills in Wiring Electrical Circuits and Components

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to prepare for and carry out an

electrical wiring activity

1.1 Take precautions ready to carry out an

electrical wiring activity

1.2 Prepare components, cables, tools and

equipment ready for an electrical wiring

activity

1.3 Check components and cables before they

are used in an electrical wiring activity

2 Be able to wire and terminate

electrical components correctly and

safely

2.1 List the safety aspects for an electrical wiring

activity

2.2 Wire up electrical components correctly and

safely

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/601/0096

Developing Skills in Joining Materials Using Welding

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to prepare a work area in

readiness for welding operations

1.1 Confirm with a supervisor what has to be done

before welding operations are carried out safely

1.2 Prepare a work area ready for the welding of

materials

1.3 Check that materials are correct and tools and

equipment are safe to use

2 Be able to produce welded joints to

the required standard

2.1 Use appropriate equipment to safely weld

materials together

2.2 Check that the welded joints meet the standards

required

2.3 Follow correct procedures to close down and

safely store welding equipment

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/502/7324

Carry out a systematic cycle check

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to work efficiently and safely

carrying out a systematic cycle check

and basic adjustments.

1.1 Use appropriate Personal Protective

Equipment and safety methods when

carrying out a systematic cycle check and

basic adjustments.

1.2 Demonstrate Health and Safety workplace

procedures when carrying out a systematic

cycle check and basic adjustments.

1.3 Demonstrate and describe workplace and

legislative procedures for handling, disposal

and recycling of used and waste materials.

1.4 Work minimising the risk of damage to the

cycle, its systems, the environment, other

people and their property.

1.5 Explain the importance of working to agreed

timescales and keeping others informed of

progress.

2 Use relevant sources of information

when carrying out a systematic cycle

check and basic adjustments.

2.1 Ensure that records for carrying out a

systematic cycle check and basic adjustments

are accurate.

2.2 State the importance of following correct

technical data for carrying out a systematic

cycle check and basic adjustments.

3 Know how to carry out a systematic

cycle check and basic adjustments.

3.1 State the different stages of a systematic

safety check.

4 Select and use the appropriate tools

and equipment to carry out a

systematic cycle check and basic

adjustments.

4.1 Demonstrate how to prepare and use all the

equipment required to carry out a systematic

cycle check and basic adjustments.

5 Carry out a systematic cycle check and

basic adjustments.

5.1 Demonstrate the correct procedure for

carrying out a systematic cycle check.

5.2 Decide whether the cycle is in a safe and

roadworthy condition.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

5.3 Carry out basic adjustments required to leave

the cycle in a safe and roadworthy condition.

5.4 Recognise and report cosmetic damage to

cycle components to the relevant person.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/502/7322

Remove and replace a cycle rim brake assembly

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to work efficiently and

safely when removing and

replacing a cable operated rim

brake assembly.

1.1 Use appropriate Personal Protective Equipment

and safety methods when working on a cable

operated rim brake assembly.

1.2 Demonstrate Health and Safety workplace

procedures when working on a cable operated

rim brake assembly.

1.3 Demonstrate and describe workplace and

legislative procedures for handling, disposal and

recycling of used and waste materials.

1.4 Work minimising the risk of damage to the cycle,

its systems, the environment, other people and

their property when removing and replacing a

cable operated rim brake assembly.

1.5 Explain the importance of working to agreed

timescales and keeping others informed of

progress.

2 Use relevant sources of

information when removing and

replacing a cable operated rim

brake assembly.

2.1 Ensure that records for cycle rim brake assembly

are accurate.

2.2 Follow correct technical data for removal,

inspection and replacement of a rim brake

assembly.

3 Know how cycle rim brakes

function.

3.1 Identify the components which are relevant to a

rim brake system.

3.2 State the basic function of a brake

i lever

ii inner and outer cable

iii calliper

iv block

v calliper balancing screw

vi block wear indicator

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

4 Identify and use the appropriate

tools and equipment to remove

and replace a cable operated rim

brake assembly.

4.1 Demonstrate how to prepare and use the

equipment required to carry out the removal and

replacement of a cable operated rim brake

assembly.

5 Carry out the removal and

replacement of a cable operated

rim brake assembly.

5.1 Demonstrate how to carry out the removal and

replacement of a cable operated rim brake

assembly.

5.2 Demonstrate the procedure for setting up a cable

operated rim brake.

5.3 Explain how to recognise and report cosmetic

damage to cycle components to the relevant

person.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/502/7321

Repair a cycle puncture

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to work efficiently and safely

when repairing a puncture on a rear

wheel.

1.1 Use appropriate Personal Protective

Equipment and safety methods when repairing

a puncture on a rear wheel.

1.2 Demonstrate Health and Safety workplace

procedures when repairing a puncture.

1.3 Demonstrate and describe workplace

legislative procedures for handling, disposal

and recycling of used and waste materials

when repairing a puncture.

1.4 Work minimising the risk of damage to the

cycle, its systems, the environment, other

people and their property.

1.5 Explain the importance of working to agreed

timescales and keeping others informed of

progress.

2 Use relevant sources of information

when repairing a puncture on a rear

wheel.

2.1 Ensure that records for cycles, wheels, tyres

and inner tubes are accurate.

2.2 Follow correct technical data for puncture

repair.

3 Know how cycle wheel rims, tyres

and inner tubes function.

3.1 Identify the major components which are

relevant to the removal and replacement of

cycle wheels, tyres and inner tubes and the

repair of punctures.

3.2 Identify the common sizes and types of

i wheel

ii tyres

iii inner tubes

iv valves

v repair patches

3.3 Outline the function of

i wheels

ii tyres

iii inner tubes

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

iv fasteners

v repair patches

vi valves

3.4 State causes of different types of punctures.

4 Be able to identify and use the

appropriate tools and equipment to

carry out the repair of a puncture on

a rear wheel.

4.1 Demonstrate how to prepare and use the

equipment required to repair a puncture on a

rear wheel.

5 Be able to carry out the repair of a

puncture on a rear wheel.

5.1 Demonstrate how to carry out the repair of a

puncture on a rear wheel.

5.2 Demonstrate how to locate the puncture and

identify the cause.

5.3 Demonstrate undoing and tightening of

fasteners associated with the repair of a

puncture on a rear wheel.

5.4 Explain how to recognise and report cosmetic

damage to cycle components to the relevant

person.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/600/3310

Routine Motorcycle Maintenance Processes and Procedures

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to work safely when

carrying out routine motorcycle

maintenance

1.1 Use appropriate Personal Protective Equipment

when working on motorcycles

1.2 Use appropriate and safe working practices when

carrying out routine motorcycle maintenance

2 Know motorcycle components

and systems that require

maintenance

2.1 Identify the main components and systems found

on a modern motorcycle or scooter that require

maintenance

3 Know routine maintenance

requirements for motorcycles

3.1 Locate the correct and appropriate sources of

information, tools and equipment required to carry

out motorcycle maintenance

4 Be able to carry out routine

maintenance on motorcycles e.g

interim service

4.1 . Locate and use the correct technical data when

carrying out routine maintenance of motorcycles or

scooters

4.2 . Demonstrate the correct procedures when

removing body panels and seat units prior to

carrying out routine motorcycle maintenance.

4.3 Demonstrate the correct procedures when

inspecting systems and components during basic

motorcycle maintenance e.g interim service

4.4 Demonstrate the correct procedures when

replacing and replenishing fluids and service items

during basic motorcycle maintenance

4.5 Demonstrate the correct procedures when

adjusting and lubricating motorcycle components

and systems

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/600/3297

Tools, Equipment and Materials for Vehicle Maintenance

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to work safely 1.1 Select and use appropriate Personal Protective

Equipment when using tools and equipment for

vehicle maintenance

1.2 Use safe methods of working when using tools and

equipment

1.3 Identify common defects in basic tools

2 Be able to use and maintain

hand tools for vehicle

maintenance

2.1 Identify and select appropriate hand tools for

vehicle maintenance

2.2 Prepare and use hand tools correctly

2.3 Maintain hand tools in a safe condition

3 Be able to use workshop

equipment for vehicle

maintenance

3.1 Identify and select appropriate workshop

equipment for vehicle maintenance

3.2 Prepare and use common workshop equipment

correctly

3.3 Carryout basic care and maintenance of common

workshop equipment

4 Be able to use materials when

carrying out vehicle

maintenance

4.1 Identify common materials in the construction of

vehicles

4.2 Identify common materials and consumables used

for vehicle maintenance

4.3 Select and use appropriate materials and

consumables for vehicle maintenance

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/500/5639

Constructing a Half Brick Wall Using Bricklaying Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Demonstrate a familiarity with a range

of hand tools used for constructing half

brick wide walls.

1.1 Choose and use relevant hand tools and

equipment safely for a set task.

1.2 Handle tools correctly.

1.3 Clean, maintain and store tools safely.

2 Demonstrate relevant skills and

techniques used in constructing half

brick wide walls.

2.1 Apply basic trowel skills, for example, bed

preparation, application of cross joint.

2.2 Produce neat and tidy cuts to bricks using

lump hammer and bolster chisel, for

example, half brick.

2.3 Produce a mortar joint finish, for example,

half round flush.

3 Understand the purpose of planning,

organising and setting out a workstation.

3.1 State the need for planning, organising and

setting out materials for a work area.

4 Construct a half brick wall in stretcher

bond.

4.1 Follow task instructions to complete a half

brick wide wall.

4.2 Construct a wall in half brick wide walling,

for example, straight, return, piers, stopped

end return corner.

4.3 Set out, dry bond, gauge, level, plumb, line

jointing finish to acceptable standards and

tolerances.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/500/5640

Constructing a One Brick Wide Wall Using Bricklaying Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Demonstrate a familiarity with a range

of hand tools used for constructing

one brick wide walls.

1.1 Choose and use relevant hand

tools/equipment safely for a set task.

1.2 Demonstrate the ability to handle tools

correctly.

1.3 Clean, maintain and store tools safely.

2 Demonstrate relevant skills and

techniques used in one brick walling.

2.1 Apply basic trowel skills, for example, bed

preparation, application of cross joint.

2.2 Produce neat and tidy cuts to bricks using

lump hammer and bolster chisel, for example,

queen closer, half brick.

3 Understand the purpose of planning,

organising and setting out a

workstation for one brick wide walls.

3.1 State the need for planning, organising and

setting out materials for a work area.

4 Identify materials used in bricklaying. 4.1 Give two examples of suitable bricks used for

bricklaying, for example, facing brick,

common brick or engineering brick.

4.2 Identify common materials used for mixing

mortar, for example, building sand, cement,

lime and water.

5 Construct a one brick wide wall. 5.1 Follow task instructions to construct and

complete a one brick wide wall.

5.2 Construct a wall in one brick wide walling, for

example, straight, return corners, piers,

stopped end, return corner etc.

5.3 Set out, dry bond, gauge, level, plumb, line,

jointing finish to standards and tolerances.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/500/5603

Preparing Ceilings and Walls for Decoration

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Know how to remove a

decorative covering from a

ceiling/wall area.

1.1 Identify and use the appropriate tools and

equipment to remove existing coverings, for

example steam stripper, scraper.

1.2 Identify the correct removal technique for fixtures

and fittings in relation to a ceiling/wall area.

1.3 State why you need to protect non-removable

fixtures and fittings within that area.

2 Prepare the ceiling/wall for

decoration.

2.1 Identify surface defects correctly from a range.

2.2 Select tools and equipment to remedy the defect(s).

2.3 Remedy the defects using relevant materials and

techniques.

3 Maintain tools and working

area.

3.1 Clean and store dustsheets.

3.2 Clean hand tools.

3.3 Make good the work area.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit D/500/5354

Use of Tools and Equipment for Bricklaying

Learning Outcome –

The learner will: Assessment Criterion – The learner can:

1 Identify commonly

used materials in

the workshop.

1.1 Identify five materials from a given range, for example, bricks

(various), blocks (various), cement (masonry, port-land),

hydrated lime, mortar plasticiser.

2 Stack and store

materials.

2.1 Handle materials correctly.

2.2 Correctly store materials.

2.3 Display manual handling skills.

3 Use access

equipment.

3.1 Identify three items of access equipment.

3.2 Assist in positioning equipment.

3.3 Assist in erecting equipment.

3.4 Dismantle access equipment.

4 Identify bricklaying

tools.

4.1 Identify eight tools and items of equipment from a given range,

for example, trowels, line & pins, corner blocks, scotch chisel,

spirit level, tape measure, soft brush, shovel, bucket, wheel

barrow, builders square, hawk, pocket level, straight edge, gauge

lath (rod), spot board, mechanical mixer.

5 Use a brick trowel. 5.1 Roll and spread the mortar.

5.2 Prepare a mortar bed.

5.3 Place a cross joint on a brick head.

5.4 Cut off the surplus mortar.

5.5 Handle the trowel safely.

6 Re-point an area of

brickwork.

6.1 Select and use one of the following finishes: keyed, struck,

weather-struck, flush.

6.2 Prepare the joint.

6.3 Fill the joint.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome –

The learner will: Assessment Criterion – The learner can:

6.4 Cut/brush off mortar rags with a minimum of smearing to the

face brickwork.

7 Measure, cut and

level bricks

7.1 Use a tape measure to accurately measure brickwork.

7.2 Use a hammer and chisel to cut a brick to a given size.

7.3 Use a spirit level to level the brick on a mortar bed.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/500/5598

Using Floor and Wall Tiling Techniques

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Identify relevant tools and

equipment used in floor and

wall tiling.

1.1 Identify and state the purpose of at least five basic

tiling tools, for example, tile cutter, scribe, tile saw.

2 Identify relevant materials. 2.1 Identify two types of adhesive and two types of tiles.

3 Identify background surfaces. 3.1 Identify three surfaces to which tiles are commonly

fixed and state a characteristic of each.

4 Plan and prepare for the

project.

4.1 Check any straight edges (windows, doors, base units)

are plumb.

4.2 Use a simple gauge rod to ensure even distribution of

the tiles and minimise cutting.

4.3 Clean and prepare surface.

4.4 Position tools, equipment and material as directed.

5 Demonstrate setting out and

fixing techniques.

5.1 Identify and use a basic setting out procedure, for

example, set an appropriate datum line on the surface

to be tiled and fix a baton accordingly.

5.2 Evenly spread tile adhesive over a given area.

5.3 Position and fix tiles, ensuring that they are straight,

level and in adequate contact with the adhesive.

5.4 Use tile spacers to ensure an even gap between tiles.

5.5 Clean excess adhesive from tile surface.

6 Demonstrate tile cutting

techniques.

6.1 Cut tiles into internal corners, to ensure neat finish.

6.2 Select and use appropriate tools to cut round fixed

obstacles.

6.3 Observe safe working practices.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

7 Demonstrate grouting

techniques.

7.1 Mix the grout according to instructions.

7.2 Apply grout to tiles, ensuring the joints are filled and

remove any surplus.

7.3 Compact the joints and clean off any surplus.

7.4 Clean down the tiled area.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/500/5357

Using Painting Skills for Interior Ceilings and Walls

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Demonstrate good practice

in preparing and

maintaining the work area.

1.1 Assist in assessment of site and identification of

necessary actions.

1.2 Assist in identification of items to be removed and

stored.

1.3 Apply dust sheets appropriately.

1.4 Maintain a clean and tidy working area at all times.

2 Use and maintain tools and

equipment appropriately.

2.1 Identify and use correctly relevant tools for specified

tasks.

2.2 Demonstrate safe use of portable access equipment.

2.3 Clean, check and store tools and equipment and report

any deficiencies to supervisor.

3 Prepare one surface for

painting.

3.1 Assist in assessment of surface condition and identify

appropriate action.

3.2 Assist in preparation of one of the following to the

required standard, using hand or power tools as

appropriate: wooden surface, plastered, rendered or

brick surface, and metal surface.

4 Paint area. 4.1 Select type of paint for surface/area.

4.2 Follow manufactures instructions.

4.3 Apply paint as instructed.

4.4 Achieve an appropriate finish, for example, free from

runs, avoiding over painting, no obvious misses.

5 Maintain work area and

equipment.

5.1 Reinstate work area, for example, removing spillages,

dust sheet, materials, remove waste.

5.2 Clean tools and equipment as required.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/500/5359

Using Plastering Skills – Floating Coat to an Attached Pier

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be familiar with tools and

equipment used in plastering.

1.1 Select and state the purpose of the range of tools

and equipment required for the job.

2 Prepare the work area. 2.1 Remove any existing plaster.

2.2 Form a mechanical key to an existing background.

2.3 Position the tools and equipment as per

instructions.

2.4 Brush walls.

2.5 Test the wall for suction.

2.6 Safely remove any waste.

3 Fix rules/angle beads to corners. 3.1 Adopt the correct setting out procedures.

3.2 Secure the angle beads or rules to the external

corners to allow 8 to 10mm floating thickness.

3.3 Fix rules/beads which must be plumb to within the

agreed tolerances.

4 Apply a floating coat to the wall. 4.1 Fill in with render coat between the angle beads.

4.2 Straighten the floating coat between the beads.

4.3 Smooth the wall to a flat finish with wood or plastic

float.

5 Apply a finishing coat. 5.1 Apply a finishing coat onto the prepared base coat.

5.2 Ensure that there is no double thickness.

5.3 Square the internal and external corners.

5.4 Apply second thinner coat.

5.5 Trowel the walls, filling in any gauls (blemishes) to a

smooth finish.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit T/500/5358

Using Plastering Skills – Plastering to a Window Reveal

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be familiar with the tools and

equipment used in plastering.

1.1 Select and state the purpose of the range tools

and equipment required for the job.

2 Prepare the work area. 2.1 Remove any existing plaster.

2.2 Brush the walls.

2.3 Position the tools and equipment as per

instructions.

2.4 Test the wall for suction.

2.5 Safely remove any waste.

3 Fix rules/angles beads to corners. 3.1 Adopt the correct setting out procedures.

3.2 Secure angle beads or rules to the external

corners and allow 8 to 10mm of floating

thickness.

3.3 Fix rules or angle beads which will be plumb to

within agreed tolerances.

4 Apply a floating coat to the wall. 4.1 Fill in with a render coat between the angle

beads.

4.2 Straighten the floating coat between the angle

beads.

4.3 Square the internal corners.

4.4 Devil float the surface.

4.5 Keep the correct margins around the window.

5 Apply a finishing coat. 5.1 Ensure that there is no double thickness of plaster

at the edges.

5.2 Square the internal and external corners.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The learner will: Assessment Criterion – The learner can:

5.3 Apply a second thinner finishing coat.

5.4 Trowel the wall, filing in any gauls (blemishes) to a

smooth finish.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit J/503/2659

Carpentry Hand Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know about hand tools used in

carpentry.

1.1 Identify basic hand tools used in carpentry.

1.2 State the use of basic hand tools used in

carpentry.

1.3 Indicate the condition of tools before use.

2 Be able to use face and edge marks. 2.1 Demonstrate how to use face and edge marks.

2.2 Indicate why face and edge marks are used in

carpentry.

3 Be able to saw to a line. 3.1 Mark timber square.

3.2 Saw timber square to a line.

3.3 Mark to a given angle.

3.4 Saw timber square to a given angle.

4 Be able to plane timber. 4.1 Identify a plane for a given task.

4.2 Set a plane for use.

4.3 Plane timber flat.

5 Be able to use a chisel. 5.1 Mark out the timber working from the face and

edge.

5.2 Saw down to the required depth.

5.3 Remove the timber with the chisel.

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/503/2657

Plastering Techniques

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Know about tools and

equipment used in plastering.

1.1 Identify and state the purpose of hand tools/items of

equipment used in plastering.

2 Know about materials used in

plastering.

2.1 Identify and state the purpose of materials used in

plastering.

2.2 Outline the process involved in mixing two types of

plaster.

2.3 Mix two types of plaster.

3 Know about backgrounds that

receive plaster.

3.1 Indicate backgrounds that commonly receive plaster.

3.2 Identify a given background and state one of its

characteristics in relation to plastering.

4 Be able to plan and prepare for

plastering.

4.1 State checks required before starting to plaster.

4.2 State and demonstrate the process for checking the

suction of a wall.

4.3 Outline and demonstrate one basic method for

setting out a wall.

4.4 Outline and demonstrate the process for fixing

angle-beads.

5 Know about floating

techniques.

5.1 Outline the procedure for floating a wall using either

plumb and dot or broad screed methods.

6 Be able to plaster. 6.1 Pick up plaster from a spot board and a hawk.

6.2 Apply a plaster coat onto a sample section of wall.

6.3 Scratch the base coat.

6.4 Lay a second coat of plaster onto the wall.

6.5 Smooth surface with a float.

100

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/503/2651

Using and Maintaining Woodworking Tools

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know about manual tools and their

uses in woodwork.

1.1 Identify manual tools used in carpentry and

state their use.

1.2 Demonstrate the use of hand tools in

carpentry.

2 Be able to maintain tools. 2.1 Use a wheel or oilstone to sharpen a bladed

manual tool.

2.2 Indicate when a tool needs sharpening.

2.3 Outline and carry out a safe wiring check.

3 Know about electrical tools and their

use in woodwork.

3.1 Identify electrical tools used in carpentry and

state their uses.

3.2 Use electrical tools to:

(a) drill holes in timber

(b) saw timber

(d) insert screws.

4 Be able to store tools used in

woodwork.

4.1 State points to take into account when storing

electrical tools.

4.2 Store tools and materials after use in the

correct manner and place.

101

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/2650

Wallpapering Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to select equipment and

materials for wallpapering.

1.1 Indicate suitable tools and materials for the job.

2 Be able to plan and prepare for the

wallpapering task.

2.1 Identify obvious defects in the surface to be

papered.

2.2 Give an approximate number of complete

drops needed to cover the surface area.

2.3 Set up a workstation in a given position.

2.4 Mix adhesive as directed.

2.5 Measure straight drops, making an allowance

for trimming, and cut paper.

2.6 Mark a plumb line from a given starting point.

3 Be able to wallpaper. 3.1 Apply adhesive to the paper, ensuring even and

complete coverage.

3.2 Fold paper before applying to wall.

3.3 Apply first drop to the plumb line and ensure

subsequent drops are butted.

3.4 Smooth paper to minimise creases and bubbles.

3.5 Ensure internal angles are correctly finished.

3.6 Ensure external angles are correctly finished.

3.7 Trim excess paper and remove any excess

paste.

4 Be able to maintain tools and the

working area.

4.1 Clean all tools and make good the working

area.

102

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/600/3069

Assemble Units for Interiors

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how to interpret information 1.1 Follow drawings and assembly instructions to

complete assembly of interior units

2 Know how to prepare and assemble

components to specification

2.1 Check the correct quality and quantity of

components are available

2.2 Check that resources are available and ready

for use

2.3 Carry out any specified preparatory work on

components and materials correctly

2.4 Lay out resources and components in a logical

order for effective working

2.5 Complete assembly in the correct sequence

according to work specifications and specified

quality

3 Know how to finish and check the

assembly

3.1 Check assembly with relevant person to ensure

quality standards

3.2 Clean and clear work area ready for further

work

4 Understand the ways of working that

ensure their own and other’s safety

4.1 Maintain a safe working environment

103

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/600/3070

Fitting Units for interiors

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how to interpret information 1.1 Follow drawings and verbal instructions to

complete fitting of interior units

2 Know how to fix and fit furniture

components in location

2.1 Select the correct units as specified for

each location

2.2 Level up and secure the components in

location

3 Know how to check the final fitting of an

interior

3.1 Check interior for quality standards with

relevant person

3.2 Clean and clear work area

4 Understand the ways of working that

ensure their own and other’s safety

4.1 Maintain a safe working environment

104

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/600/3076

Fix and Fit Work Surfaces

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how to interpret information 1.1 Follow drawings and verbal instructions to

complete the fitting and fixing of a work surface

2 Know how to check the work area is

ready for positioning the work

surface/s

2.1 Check with an appropriate person that the work

area is ready and that all preparations have

been completed

2.2 Ensure the required tools and fixings are

available to carry out the work required

2.3 Make sure that dimensions and alignments are

to the required specification

3 Know how to secure work surface/s

in position

3.1 Securely fit the work surface in location using

the appropriate fixings

3.2 Finish the work surface using the appropriate

method

3.3 Check with an appropriate person that the work

surface/s have been fitted correctly

4 Understand the ways of working

that ensure their own and other’s

safety

4.1 Maintain a safe working environment

105

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/502/3694

Developing Plumbing Skills

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know the hand tools used in basic

plumbing processes

1.1 List and describe appropriate hand tools to

be used in basic plumbing processes

2 Know the materials and components

used in basic plumbing processes

2.1 List and describe appropriate materials to

be used in basic plumbing processes

2.2 List and describe appropriate components

to be used in basic plumbing processes

3 Know the Personal Protective Equipment

(PPE) used in basic plumbing processes

3.1 List and describe appropriate PPE to be

used in basic plumbing processes

4 Be able to apply safe working practices to

perform plumbing operations

4.1 Select and use hand tools safely to connect

copper tubes

4.2 Select and use hand tools safely to install a

functioning sink

5 Be able to work responsibly with others 5.1 Maintain a clean and tidy work

environment

5.2 Work responsibly in the workshop

6 Be able to seek and respond to guidance

when working as part of a team

6.1 Follow instructions when working with

others

6.2 Communicate appropriately with others

106

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/502/4374

Using Mobile IT Devices

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Set up the mobile device to

meet needs

1.1 Set up the mobile device for use

1.2 Use mobile device interface features effectively

1.3 Identify when and how to adjust device settings

1.4 Adjust device settings to meet needs

1.5 Identify any specific health and safety issues associated

with the use of mobile devices

1.6 Follow guidelines and procedures for the use of mobile

devices

2 Use applications and files

on the mobile device

2.1 Identify the different applications on the mobile device

and what they can be used for

2.2 Select and use applications and files on the mobile

device for an appropriate purpose

2.3 Input data accurately into a mobile device

2.4 Organise, store and retrieve data on a mobile device

3 Transfer data to and from

the mobile device

3.1 Identify different types of secure connection methods

that can be used between devices

3.2 Transfer information to and from a mobile device

3.3 Recognise copyright and other constraints on the use

and transfer of information

3.4 Identify why it is important to stay safe, keep

information secure and to respect others when using a

mobile device

3.5 Keep information secure when using a mobile device

4 Maintain the performance

of the mobile device

4.1 Identify factors that can affect performance of the

mobile device

107

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

4.2 Use appropriate techniques to maintain the

performance of the mobile device

4.3 Identify common problems that occur with mobile

devices and what causes them

4.4 Identify when to try to solve a problem and where to get

expert advice

4.5 Use available resources to respond quickly and

appropriately to common device problems

108

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/502/4621

Presentation Software

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Input and combine text and other

information within presentation

slides

1.1 Identify what types of information are required

for the presentation

1.2 Select and use different slide layouts as

appropriate for different types of information

1.3 Enter information into presentation slides so that

it is ready for editing and formatting

1.4 Identify any constraints which may affect the

presentation

1.5 Combine information of different forms or from

different sources for presentations

1.6 Store and retrieve presentation files effectively,

in line with local guidelines and conventions

where available

2 Use presentation software tools to

structure, edit and format slides

2.1 Identify what slide structure to use

2.2 Select and use an appropriate template to

structure slides

2.3 Select and use appropriate techniques to edit

slides

2.4 Select and use appropriate techniques to format

slides

3 Prepare slides for presentation to

meet needs

3.1 Identify how to present slides to meet needs and

communicate effectively

3.2 Prepare slides for presentation

3.3 Check presentation meets needs, using IT tools

and making corrections as necessary

109

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/502/4291

IT Communication Fundamentals

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Use a variety of sources of information to

meet needs

1.1 Use appropriate sources of IT-based and

other forms of information to meet needs

1.2 Identify different features of information

1.3 Recognise copyright constraints on the

use of information

2 Access, search for, select and use

Internet-based information and assess its

fitness for purpose

2.1 Access, navigate and search Internet

sources of information purposefully and

effectively

2.2 Use appropriate search techniques to

locate and select relevant information

2.3 Outline how the information meets

requirements and is fit for purpose

3 Select and use IT to communicate and

exchange information

3.1 Create, access, read and respond

appropriately to e-mail and other IT-based

communication

3.2 Use IT tools to maintain an address book

and schedule activities

110

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit H/502/4553

Database Software

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Enter, edit and organise structured

information in a database

1.1 Identify the main components of a

database

1.2 Create a database table for a purpose using

specified fields

1.3 Enter structured data into records to meet

requirements

1.4 Locate and amend data records

1.5 Respond appropriately to data entry error

messages

1.6 Check data meets needs, using IT tools and

making corrections as necessary

2 Use database software tools to extract

information and produce reports

2.1 Identify queries which meet information

requirements

2.2 Run simple database queries

2.3 Identify reports which meet information

requirements

2.4 Generate and print pre-defined database

reports

111

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/502/4565

Desktop Publishing Software

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Select and use appropriate designs

and page layouts for publications

1.1 Identify what types of information are needed

1.2 Identify what page design and layout will be

required

1.3 Select and use an appropriate page design and

layout for publications in line with local

guidelines, where relevant

1.4 Select and use appropriate media for the

publication

2 Input and combine text and other

information within publications

2.1 Input information into publications so that it is

ready for editing and formatting

2.2 Identify copyright constraints on using others’

information

2.3 Organise and combine information of different

types or from different sources in line with any

2.4 Store and retrieve publication files effectively, in

line with local guidelines and conventions where

available

3 Use desktop publishing software

techniques to edit and format

publications

3.1 Identify what editing and formatting to use for

the publication

3.2 Select and use appropriate techniques to edit

publications and format text

3.3 Manipulate images and graphic elements

accurately

3.4 Control text flow within single and multiple

columns and pages

3.5 Check publications meet needs, using IT tools and

making corrections as necessary

112

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/502/4624

Spreadsheet Software

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Use a spreadsheet to enter, edit and

organise numerical and other data

1.1 Identify what numerical and other information

is needed and how the spreadsheet should be

structured to meet needs

1.2 Enter and edit numerical and other data

accurately

1.3 Store and retrieve spreadsheet files

effectively, in line with local guidelines and

conventions where available

2 Use appropriate formulas and tools to

summarise and display spreadsheet

information

2.1 Identify how to summarise and display the

required information

2.2 Use functions and formulas to meet

calculation requirements

2.3 Use spreadsheet tools and techniques to

summarise and display information

3 Select and use appropriate tools and

techniques to present spreadsheet

information effectively

3.1 Select and use appropriate tools and

techniques to format spreadsheet cells, rows

and columns

3.2 Identify which chart or graph type to use to

display information

3.3 Select and use appropriate tools and

techniques to generate, develop and format

charts and graphs

3.4 Select and use appropriate page layout to

present and print spreadsheet information

3.5 Check information meets needs, using

spreadsheet tools and making corrections as

necessary

113

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/502/4627

Word Processing Software

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Enter, edit and combine text and other

information accurately within word

processing documents

1.1 Identify what types of information are

needed in documents

1.2 Identify what templates are available and

when to use them

1.3 Use keyboard or other input method to

enter or insert text and other information

1.4 Combine information of different types or

from different sources into a document

1.5 Enter information into existing tables,

forms and templates

1.6 Use editing tools to amend document

content

1.7 Store and retrieve document files

effectively, in line with local guidelines and

conventions where available

2 Structure information within word

processing documents

2.1 Create and modify tables to organise

tabular or numeric information

2.2 Select and apply heading styles to text

3 Use word processing software tools to

format and present documents

3.1 Identify what formatting to use to enhance

presentation of the document

3.2 Select and use appropriate techniques to

format characters and paragraphs

3.3 Select and use appropriate page layout to

present and print documents

3.4 Check documents meet needs, using IT

tools and making corrections as necessary

114

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/600/4874

Colour hair using temporary colour

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to prepare for

application of temporary

colour

1.1 identify the purpose and effects of temporary, semi

permanent and permanent colouring and lightening

1.2 state the factors that influence the choice of

temporary colouring products and method of

application

1.3 state the importance of the preparation procedures

for temporary colouring

1.4 list types of temporary colouring products

1.5 outline procedures for temporary colouring

1.6 select temporary colouring products

2 Be able to apply a temporary

colour

2.1 Carry out hair sectioning techniques

2.2 Apply temporary colouring products according to

manufacturers’ instructions

2.3 follow safe and hygienic working practices

2.4 communicate and behave in a professional manner

2.5 State the basic structure of the hair

2.6 state the methods and techniques used for temporary

colouring

2.7 State how to remove colouring products from hair

115

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/502/3795

Styling Men’s Hair

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Be able to prepare for

styling for men

1.1 identify basic styling techniques for men’s hair

1.2 state the factors that influence the choice of hair styling

techniques for men

1.3 state the importance of the preparation procedures for

styling men’s hair

1.4 prepare for styling men’s hair

2 Be able to provide styling

for men

2.1 State the purpose of hair styling and finishing products,

tools and equipment

2.2 select appropriate products, tools and equipment

2.3 style men’s hair using basic styling techniques

2.4 follow safe and hygienic working practices

2.5 communicate and behave in a professional manner

116

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/502/3796

Styling Women’s Hair

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to prepare for styling

for women

1.1 identify basic techniques for styling women’s hair

1.2 state the factors that influence the choice of hair styling

techniques for women

1.3 state the importance of the preparation procedures for

styling women’s hair

1.4 prepare for styling women’s hair

2 Be able to provide styling for

women

2.1 State the purpose of hair styling and finishing products,

tools and equipment

2.2 select appropriate products, tools and equipment

2.3 style women’s hair using basic techniques

2.4 follow safe and hygienic working practices

2.5 communicate and behave in a professional manner

117

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/600/6335

Create and maintain retail displays in the salon

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to create and maintain a

retail display

1.1 obtain advice for planning and positioning of

display

1.2 create and maintain retail displays consistent with

salon image

1.3 outline the factors to be taken into account when

creating a retail display

1.4 state the types of products suitable for retail

displays

1.5 state the procedure for reporting retail stock

shortages

1.6 outline safe and hygienic working practices

118

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/600/6334

Salon reception duties

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to carry out salon

reception duties

1.1 present a positive image of them self and the

salon

1.2 communicate and behave in a professional

manner

1.3 record and pass on information accurately and

clearly

1.4 maintain client confidentiality

1.5 outline the need to present a positive image

1.6 outline typical salon reception duties

1.7 list features of a well-run reception service

1.8 state the importance of maintaining client

confidentiality

1.9 identify payment methods used for salon services

1.10 state how to communicate and behave within a

salon environment

2 Be able to record salon

appointments

2.1 record salon appointments for a variety of

services

2.2 outline how to record appointments for a variety

of services

2.3 list the basic information required from the client

2.4 identify the different systems for recording

appointments

2.5 outline factors to consider when agreeing

appointments

119

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit Y/502/3805

Plaiting and Twisting Hair

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to prepare for basic

plaiting and twisting hair

1.1 Identify a range of finished looks that use plaiting

and twisting techniques

1.2 Prepare for plaiting and twisting techniques

1.3 State the importance of the preparation

procedures for plaiting and twisting techniques

1.4 State the factors that influence the choice of

plaiting and twisting techniques

1.5 Select products and tools for plaiting and

twisting techniques

1.6 State when and how to use products, tools and

equipment

2 Be able to carry out basic hair

plaiting and twisting techniques

2.1 Carry out plaiting and twisting techniques with

and without decoration

2.2 Provide home care advice

2.3 Follow safe and hygienic working practices

2.4 Communicate and behave in a professional

manner

2.5 State the purpose of home care advice

120

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit J/502/4898

Customer Service in the Hospitality Industry

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Know the benefits of good

customer service

1.1 Outline what good customer service is

1.2 State the benefits of good customer service

1.3 Give examples of good service for different customer

groups within the industry

2 Be able to communicate with

customers in the hospitality

environment

2.1 Identify the benefits of good communication

2.2 State how to deal with routine customer needs

2.3 Communicate positively in a hospitality environment

(to include verbal and non-verbal communication)

3 Know the importance of good

personal presentation

3.1 Outline the importance of good personal hygiene and

presentation in a hospitality environment

3.2 Identify different dress codes for roles in a hospitality

environment

121

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/502/4957

Food Service

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Know different types of

food service

1.1 Describe different types of food service

2 Be able to serve food 2.1 State health and safety and hygiene requirements when

serving food

2.2 Serve hot/cold food, including plated and counter service,

in a safe and hygienic manner

3 Be able to work in a food

service area

3.1 Set up, maintain and close down the service area

according to instructions

122

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/502/5073

Front Office Operations

Learning Outcome – The

learner will: Assessment Criterion – The learner can:

1 Know the purpose of the

front office

1.1 State how the front office meets the needs of different

customers

1.2 State the role of the front office in maintaining security

1.3 State the importance of communication with other

departments

2 Know the structure of the

front office

2.1 . Identify job roles in the front office

2.2 Describe the responsibilities of different job roles in the

front office

3 Be able to work in the front

office

3.1 Meet and greet customers

3.2 Follow procedures when answering telephone calls

3.3 Pass on simple messages accurately

3.4 Deal with routine enquiries including enquiries about

local events and services

3.5 Prepare and copy routine documents

123

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/502/4894

Introduction to the Hospitality Industry

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know the structure of the hospitality

industry

1.1 Identify different types of outlets within the

industry

1.2 Outline the services offered within the

industry

2 Know the career opportunities in the

hospitality industry

2.1 Describe job roles in the industry

2.2 Describe career opportunities in the industry

2.3 State different working patterns in the

industry

2.4 Identify sources of information on training

and career opportunities

124

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit L/502/5051

Preparing and Serving Drinks

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Be able to prepare and serve

different drinks

1.1 Identify different types of drink

1.2 List correct equipment for preparing and serving

different drinks

1.3 Describe the main stages in serving the customer

1.4 Prepare different drinks:

safely and hygienically
according to instructions
using the correct equipment

1.5 Serve different drinks:

safely and hygienically
according to instructions
using the correct equipment (including cup/glass)

1.6 List suitable accompaniments for drinks service

2 Be able to work in a drinks

service area

2.1 Set up, maintain and close down the service area

according to instructions

125

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit T/502/5075

Using kitchen equipment

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Know about different types of

kitchen equipment

1.1 Give examples of large kitchen equipment and

describe how they are used

1.2 Give examples of small kitchen equipment and hand

tools and describe how they are used

1.3 State the safety requirements for using kitchen

equipment

2 Be able to select and use

kitchen equipment

2.1 Select the correct equipment for routine tasks

2.2 Use different kitchen equipment for routine tasks

safely and hygienically

2.3 Follow correct procedures when cleaning equipment

126

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/501/7253

Sport and Active Leisure Project

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Be able to find out about an aspect of sport

and active leisure

1.1 Plan the aspect of sport and active

leisure to be researched.

1.2 Work as part of a team to research

information.

2 Be able to demonstrate work-related skills

in presenting the information as a team

member

2.1 Use communication skills to present

information clearly and accurately

2.2 Make a positive contribution as a team

member

2.3 Use self-management skills to meet

deadlines and solve problems

3 Be able to assess own work-related skills in

researching an aspect of sport and active

leisure

3.1 Assess own work-related skills in

researching an aspect of sport and active

leisure.

127

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit K/501/7250

Planning own Fitness Programme

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know the components of physical fitness 1.1 Describe the components of physical

fitness

2 Be able to assess own fitness level 2.1 Assess own fitness level.

3 Be able to plan and use own fitness

programme

3.1 With guidance plan own fitness

programme with set targets

3.2 Use own fitness programme over a

given period of time.

4 Know how to overcome barriers that may

affect achievement of fitness goals

4.1 Identify barriers to achieving fitness

goals

4.2 Identify ways to overcome barriers

5 Be able to review own fitness programme 5.1 Assess the results of own fitness

programme.

128

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit M/501/7248

Taking part in Exercise and Fitness

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know about different exercise and fitness

activities and facilities

1.1 Describe different exercise and fitness

activities

1.2 Identify different exercise and fitness

facilities

2 Know how to take part in exercise and

fitness safely

2.1 Describe an induction process for an

exercise and fitness activity

2.2 Describe warm up and cool down

activities.

3 Be able to demonstrate work skills through

participation in exercise and fitness

activities

3.1 Actively participate in exercise and

fitness activities and demonstrate:

– time management skills

– appropriate dress for the activity

– following instructions provided by the

activity leader

– following health and safety guidelines

before, during and after activities.

4 Be able to review own performance 4.1 Identify own strengths and areas for

improvement in exercise and fitness

activities

4.2 Suggest ways of improving own

performance in one activity.

129

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit T/501/7249

How the Body Works

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know the functions of the skeletal and

muscular systems

1.1 Identify the functions of the skeleton

1.2 Identify the functions of the muscular

system

2 Know the functions of the cardiorespiratory systems

2.1 Identify the structure and function of the

heart

2.2 Identify the structure and function of the

lungs

3 Know the requirements of a healthy diet 3.1 Identify the different nutrients for a

healthy diet

3.2 Identify the functions of each nutrient for

a healthy body.

130

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit J/503/3570

The Angling Environment

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand why people go fishing. 1.1 Outline the reasons why people go fishing.

2 Understand how to respect the

environment when angling.

2.1 Outline the Countryside Code and how it

relates to angling.

2.2 Identify ways in which anglers may harm the

environment.

2.3 Outline measures that can be taken to protect

and enhance the angling environment.

3 Understand the influence of the water

cycle and weather on angling.

3.1 Outline the water cycle.

3.2 Indicate how weather patterns and conditions

can affect fishing.

4 Know about the anatomy of fish. 4.1 Identify internal parts of a fish.

4.2 Identify external features of a fish.

5 Know about the habitat and food

source of different species of fish.

5.1 Identify five species of fish and their preferred

habitat.

5.2 Outline the preferred food source for each

species identified.

5.3 Outline the effects of pollution on food

sources.

131

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit A/502/3702

Planning a Trip to a Visitor Attraction

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Understand which attraction would

be most appropriate for a given

visitor

1.1 Assess which would be the most appropriate

attraction for a given visitor

2 Be able to plan an itinerary for a day

trip showing details and costings

2.1 Plan an itinerary schedule for a day trip

2.2 Calculate the cost of the trip using whole

numbers

2.3 Record the cost of the trip

3 Be able to present the itinerary 3.1 Present information about the itinerary

demonstrating communication skills for a given

customer.

132

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit R/503/3345

Preparation for Garment Construction

Learning Outcome – The learner will: Assessment Criterion – The learner can:

1 Know how to select sewing notions

relevant to a given task.

1.1 State what is meant by ‘sewing notions’.

1.2 Select sewing notions necessary for a given

task.

2 Know how to select suitable fabric and

patterns.

2.1 Select pattern and fabric for a given purpose.

2.2 State why the pattern has been selected.

2.3 State why the fabric has been selected.

3 Be able to prepare a pattern and fabric

for garment construction.

3.1 Outline the purpose of pattern markings.

3.2 Demonstrate how to create pattern lay.

3.3 Demonstrate how to mark and cut fabric

according to pattern.

3.4 Demonstrate how to make economical use of

fabric.

3.5 Use temporary stitching to secure the fabric

ready for permanent construction.

133

ProQual November 2017

Level 1 Award in Skills Towards Enabling Progression (Step-UP)

Unit F/503/3339

Using Commercial Garment Patterns

Learning Outcome – The learner

will: Assessment Criterion – The learner can:

1 Know how to choose

commercially available

patterns.

1.1 State the purpose of cut paper patterns and

diagrams, charts and templates used in garment

making.

1.2 Select a pattern type for a given purpose.

1.3 Outline why the pattern type was chosen.

2 Know how to prepare patterns

for use.

2.1 Prepare a pattern for use.

2.2 Make size adjustments to a pattern to enlarge or

reduce the size of the finished garment.

2.3 Make size adjustments to a pattern to lengthen or

shorten part of the finished garment.

3 Be able to use the information

contained in a pattern.

3.1 State the meaning of common pattern marks and

symbols.

3.2 Demonstrate the application of pattern information

in the production of an article.

4 Be able to transfer pattern

information onto a garment.

4.1 Use common methods to transfer pattern

information onto fabric.

Registration Open= +92-3315999937, +92- 3215056755 (WhatsApp Only)

ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Islamabad || Registration Open

ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Islamabad || Registration Open

Registration Open= +92-3315999937, +92- 3215056755 (WhatsApp Only)

Registration Open= +92-3315999937, +92- 3215056755 (WhatsApp Only)

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ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Islamabad || Registration Open

ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Islamabad || Registration Open

Registration Open= +92-3315999937, +92- 3215056755 (WhatsApp Only)

Registration Open= +92-3315999937, +92- 3215056755 (WhatsApp Only)

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