ProQual Level 1 Award in Skills Towards Enabling Progression (Step-UP) Course in Pakistan || Registration Open
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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.
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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.
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
25
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.
26
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.
27
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.
28
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.
29
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.
30
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.
31
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.
32
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.
33
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.
34
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.
35
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.
36
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.
37
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.
38
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.
39
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.
40
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.
41
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.
42
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.
43
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.
44
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.
45
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.
46
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
47
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
48
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.
49
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.
50
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.
51
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.
52
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
(c) working
(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
(c) leisure 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.
53
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.
54
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.
55
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.
56
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
57
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
58
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
59
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
60
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
61
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
62
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
63
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
64
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
65
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.
66
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.
67
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
68
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
69
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
70
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.
71
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.
72
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
73
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
74
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
75
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
76
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
77
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
78
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
79
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.
80
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.
81
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
82
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.
83
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
84
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.
85
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
86
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
87
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.
88
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.
89
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.
90
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.
91
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.
92
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.
93
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.
94
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.
95
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.
96
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.
97
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.
98
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.
99
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
(c) sand 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
copyright constraints
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.
