Level 2 NVQ Certificate in Active Leisure, Learning and ... - Active IQ

Level 2 NVQ Certificate in Active Leisure, Learning and Wellbeing Operational Services – Complete

LearnerAchievementPortfolio

Version AIQ006121

Qualification Accreditation Number:

501/0174/2

Introduction

The Operational Services NVQ is aimed at employees who work in a sport and activity environment (for example in a leisure centre) and who also work with other staff and customers and for staff who use and maintain equipment and facilities, including caravan parks. The employees should be responsible for operational roles acting under supervision.

The primary target group is facility staff, who provide services – such as setting up and taking down equipment, equipment maintenance, cleaning and tidying, customer care, life-guarding or plant operation – to customers or members. Typical settings will be public or private leisure centres, sports centres, stadia, fitness centres, sports clubs, caravan parks or outdoor activity centres.

GLH: 145 TQT: 200 Credit value: 20

Active IQ wishes to emphasise that whilst every effort is made to ensure accuracy, the material contained within this document is subject to alteration or amendment in terms of overall policy, financial or other constraints. Reproduction of this publication is prohibited unless authorised by Active IQ Ltd. No part of this document should be published elsewhere or reproduced in any form without prior written permission.

Copyright © 2021 Active IQ Ltd. Not for resale

Qualification Structure

Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services

This NVQ consists of four mandatory and four optional units.

Mandatory (Core) Units1. Support the work of the team and organisation2. Promote health, safety and welfare in active leisure and recreation 3. Support equality and diversity in active leisure and recreation4. Give customers a positive impression of yourself and your organisation (ICS)

Optional UnitsThe optional units can be selected from any of the groupings shown below.

Equipment 5. Set up, take down and store activity equipment6. Check and service activity equipment7. Site caravans on parks

Facilities 8. Clean and tidy facility areas9. Deal with substances hazardous to health10. Operate plant to maintain the quality of pool water 11. Operate plant to provide and maintain an ice surface12. Carry out maintenance and minor repairs (Asset Skills)13. Prepare hard standings and paths for caravans14. Use and maintain pedestrian controlled powered equipment (LANTRA)15. Use and maintain ride-on powered equipment (LANTRA)16. Use and maintain chippers and/or shredders (LANTRA)17. Use and maintain non-powered and hand held powered tools and equipment (LANTRA)18. Maintain grounds of premises and facilities (Asset Skills)19. Monitor and maintain electrical and plumbing services (Asset Skills)20. Maintain site security and safety (Asset Skills)21. Check and maintain sport/ play surfaces and equipment22. Contribute to environmental conservation in active leisure and recreation

Customer Care23. Maintain the safety of the pool environment and its users24. Maintain the safety of the ice rink environment and its users25. Process payments for purchases26. Provide a facility reception service27. Resolve customer service problems (ICS)

Team Leading28. Support other team members in their work

Copyright © 2021 Active IQ Ltd. Not for resale | 3

Personal details

Learner details

First Name: Surname:

Date of birth: Place of work:

Home address: Work address:

Telephone No: Telephone No:

Mobile No: Fax No:

Email:

Work-based assessor details

First Name: Surname:

Address:

Telephone No: Mobile No:

Email:

4 | Copyright © 2021 Active IQ Ltd. Not for resale

Introduction

Welcome to the Active IQ Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services

This document is designed to assist you in gathering evidence to prove your competence against the standards in each of the following units. Your work-based Assessor will provide you with guidance and support and help you decide on the best types of evidence to produce to prove competence.

What are NVQs?

National Vocational Qualifications (NVQs) are work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that you are competent in the area of work the NVQ framework represents. NVQs are based on national occupational standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpin competent performance. Within reason, NVQs do not have to be completed in a specified amount of time. They can be taken by full-time employees or by school and college Learners with a work placement or part-time job that enables them to develop the appropriate skills. There are no age limits and no special entry requirements. While NVQs technically stipulate no time limit, within reason, it is worth bearing in mind that setting time targets and limits is usually an important part of achieving goals of any sort. It is not helpful to drift aimlessly towards qualification ‘one day’ or ‘sometime in the future’, which under such vague circumstances often never actually comes. The best idea is to set and agree clear achievable and staged time targets with your work-based Assessor who will assess and monitor your progress against those agreed targets.

Who is Involved?

You will be assigned a work-based Assessor who will support, guide and assess you throughout this qualification. You will also have an assigned Internal Verifier who will check the work of your Assessor and ensure that the Assessor is working to the required standard. You may also meet the External Verifier. This person works for Active IQ and checks that the Assessor and the Internal Verifier are working to the correct standard and that you are being assessed fairly and reliably.How are NVQs Achieved?

NVQs are achieved through assessment and training. Assessment is normally through on-the-job observation and questioning. You will produce evidence to prove you have the competence to meet the NVQ standards. Assessors sign off units when they believe you are ready. The assessor tests your knowledge, understanding and work-based performance to make sure you can demonstrate competence in the workplace. When you start the qualification, your work-based assessor will usually help you to:

• identify what you can do already• agree on the standard and level you are aiming for • analyse what you need to learn • choose and agree on activities that allow you to learn what you need.


At this point, you might take a course if that seems the best way to learn what you need. Or, you might agree with your employer or supervisor to do slightly different work to gain the evidence of competence you need.

You will compare your performance with the standards as you learn. You look at what you have achieved, how much you still need to do and how you should go about it, until you are assessed as competent for a unit or a whole NVQ. The system is suited to those who already have skills and want to develop them.

Your Assessment should follow a cyclic process:

You will agree with your Assessor what is to be assessed. Assessor will

complete an Assessment Plan

If you have produced sufficient evidence to meet the standards,

the Assessor will sign off the Unit or qualification

You will gather the agreed evidence

and your Assessor may carry out an

observation

Your Assessor will give you feedback on what has been achieved and what still needs to be

achieved


Methods of Assessment

When planning assessments assessors should intend to use a range of methods appropriate to you and required by the awarding body. Within this section we will look at the various methods of assessment that can be used to assess you against the standards Whatever type of assessment method is used, you should always ensure they are: Valid - Is the evidence to be produced relevant to the qualification being assessed? Authentic - Can the evidence be attributed to your own work? Reliable – Does the evidence come from a reliable source? Sufficient - Will the evidence to be produced be sufficient to cover fully each of the performance criteria? Direct Observation Direct observation requires the assessor to watch you physically performing the performance criteria. This can be done by either natural performance of their job or through simulation.

The assessor will usually complete a report or an observation checklist, confirming how you have met the required performance criteria. Examination of Product

This method of assessment is used by an assessor to judge your ability in producing a piece of work.

Remember that copies of blank documents which you use in the workplace do not prove competence; the documents need to be copies of working documents that you have been involved in completing. If a document is too large to be placed in your portfolio, the assessor will write a written statement detailing the product, the performance criteria it covers, its location and how an internal or external verifier can access it.

Questioning The use of questions, either oral or written, is the main method for establishing whether you have the required knowledge and understanding required by the particular qualification. This is vital, as without knowing what exactly you are doing, why and what the possible alternatives are, there is little possibility that you will be able to transfer any skill from one situation to another. All questions and responses should be recorded, signed and dated by yourself and your assessor.


Professional Discussion

Professional discussion gives you an opportunity to talk through, demonstrate, show and clarify aspects of your work that still need evidencing and/or for which other types of assessment are less appropriate. The assessor will plan carefully for professional discussion in order to obtain the clarification needed. The plan needs to be agreed by you and should always be led by you. Professional discussions must be recorded in some way. One method of recording is by audiotape, as this unobtrusive method gives proof of the discussion. The assessor may also choose to take photographic evidence to augment the taped conversations. It is not necessary to transcribe the conversation. If the camera can record date and time, this is often a more acceptable form of recording ‘live’ evidence than videotape, and sits well alongside an indexed audiotape. Video, ideally using a small digital recorder, can be used where it would cause no disruption to normal work activity and where you feel it would aid your demonstration of competence. The third method of recording, taking down the discussion verbatim, is the most difficult and least appropriate to do, as the assessor is less able to give you full attention, and the discussion can become stilted owing to the need to write everything down. Dictaphone recording of a professional discussion should be accompanied with a written agenda listing the topics discussed and the start point on the tape indicated by tape counter number.

Witness Testimony

If you think you are competent (i.e. have relevant qualifications or experience) in the work activities on which you are being assessed, you can provide a witness testimony to confirm that you can and have been working to the required standards. Witness testimony is a very useful method of assessment in this type of qualification where you have to prove competence over a period of time. The witness should write up their comments in a letter format or use a pre-designed form, the assessor will then make a decision whether to accept the evidence on face value. Simulation

Although in assessment the emphasis is usually placed on you carrying out real work activities. In some cases, it is difficult to collect evidence through a real work situation, the real work environment or within an acceptable time frame and therefore, simulation may be accepted. Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently.


Video or DVD and Audio Evidence If you choose to use video or DVD evidence of you doing the job then your evidence should meet the following guidelines:

• The whole session should be filmed non-stop from start to finish. • You should remain in camera at all times. • The video or DVD should not be edited in any way. • Photo-id should be sent with the video or DVD to prove authenticity (passport or driving licence).

If the filming contains children then parental consent should be given in writing prior to filming. The parental consent form should clearly state the purpose of the video or DVD and that it will be destroyed following assessment and verification.

Audio

Dictaphone can be used to record professional discussions or question and answer sessions. This is particularly useful if you have dyslexia. The tape should be placed in your portfolio along with an agenda clearly detailing what is recorded on the tape and at what point (use the tape counter for reference).

Past Experiences and Achievements which Contribute to Assessment Process During the assessment planning process, the assessor will encourage you to consider any past experiences or achievements which will contribute to the assessment process. This could include:

• prior learning which relates to part(s) of the course • prior achievement of qualifications which match part(s) of the course • prior experience which relates to part(s) of the course.


Building your Portfolio

Follow this step by step process to building your portfolio of evidence. Your Assessor should guide you through the process to begin with until you feel confident at referencing your evidence into each unit.

Step 1

Your Assessor will guide you towards the type of evidence

you need to produce and you will have signed an

Assessment Plan which clearly details how you are to be

assessed and the evidence you need to produce.

Step 2

Place your evidence into the back of this portfolio and give

the evidence a reference number

Always remember to sign and date every piece of evidence

Step 3

Refer to the Assessment Plan and the unit numbers to

which the evidence refers.

Check to see that it does meet the assessment criteria.

Step 4

With the unit/assessment criteria in front of you, reference

each piece of evidence into the evidence referencing grids

and place a tick next to the criteria you feel the evidence

covers

Step 5

Your Assessor will check the referencing and may ask

you questions to clarify your understanding – once your

Assessor is happy that all the criteria have been met – he/

she will sign off the unit.


Witness/Assessor Status List

Please ensure anybody who has made an assessment decision or provided a witness testimony within your portfolio has completed the witness/ assessor list

Witness Name and address

Status ofWitness(See keybelow)

Relationship to learner Signature

Witness Status Key:1. Qualified Assessor, occupationally competent and familiar with standards2. Qualified Assessor, not occupationally competent or familiar with standards3. Occupationally competent, not an assessor (eg line manager)4. Not occupationally competent, familiar with learner (eg customer)


Record of Achievement

Unit Name Date Completed

Assessor Signature

IV Signature (if sampled)

Date EV Signature (if sampled)

Date

Mandatory

Support the work of the team and organisation

Promote health, safety and welfare in active leisure and recreation

Support equality and diversity in active leisure and recreation

Give customers a positive impression of yourself and your organisation (ICS)



Assessor Signature



Date

Optional

Equipment

Set up, take down and store activity equipment

Check and service activity equipment

Site caravans on parks

Facilities

Clean and tidy facility areas

Deal with substances hazardous to health

Operate plant to maintain the quality of pool water

Operate plant to provide and maintain an ice surface



Assessor Signature



Date

Carry out maintenance and minor repairs (Asset Skills)

Prepare hard standings and paths for caravans

Use and maintain pedestrian controlled powered equipment (LANTRA)

Use and maintain ride-on powered equipment (LANTRA)

Use and maintain chippers and/or shredders (LANTRA)

Use and maintain non-powered and hand held powered tools and equipment (LANTRA)



Assessor Signature



Date

Maintain grounds of premises and facilities (Asset Skills)

Monitor and maintain electrical and plumbing services (Asset Skills)

Maintain site security and safety (Asset Skills)

Check and maintain sport/ play surfaces and equipment

Contribute to environmental conservation in active leisure and recreation

Customer Care

Maintain the safety of the pool environment and its users

Maintain the safety of the ice rink environment and its users



Assessor Signature



Date

Process payments for purchases

Provide a facility reception service

Resolve customer service problems (ICS)

Team Leading

Support other team members in their work


Ass

essm

ent

Doc

umen

ts

The

follo

win

g do

cum

ents

hav

e be

en p

rovi

ded

for

the

asse

ssm

ent o

f thi

s qu

alifi

catio

n. Y

our

Asse

ssor

may

al

so h

ave

copi

es o

f the

doc

umen

ts o

r si

mila

r ty

pes

of d

ocum

ents

whi

ch m

ay a

lso

be u

sed.

The

docu

men

ts in

clud

ed a

re:

Ass

essm

ent

Pla

nEa

ch p

lann

ed a

sses

smen

t is

reco

rded

on

one

of th

ese

docu

men

ts to

rem

ind

you

wha

t typ

es o

f evi

denc

e yo

u ar

e ex

pect

ed to

pr

oduc

e, w

hen

and

whe

re th

e as

sess

men

t is

due

to ta

ke p

lace

and

if th

ere

are

any

othe

rs in

volv

ed in

the

asse

ssm

ent p

roce

ss.

Rev

iew

and

Act

ion

Pla

nFo

llow

ing

the

plan

ned

asse

ssm

ent,

your

Ass

esso

r w

ill r

evie

w y

our

prog

ress

tow

ards

the

qual

ifica

tion

as a

who

le a

nd w

ill a

gree

an

act

ion

plan

for

your

con

tinue

d de

velo

pmen

t tow

ards

ach

ievi

ng th

e fu

ll aw

ard.

Ass

esso

r R

epor

tYo

ur a

sses

sor

will

com

plet

e an

ass

esso

r re

port

dur

ing

obse

rved

ass

essm

ents

.

Ass

esso

r Q

uest

ion

Shee

tFo

llow

ing

asse

ssm

ent,

your

ass

esso

r m

ay n

eed

to q

uest

ion

you

to c

heck

you

r un

derp

inni

ng k

now

ledg

e –

all q

uest

ions

and

yo

ur r

espo

nses

sho

uld

be r

ecor

ded.

Fol

low

ing

ques

tioni

ng, y

our

asse

ssor

will

giv

e yo

u fe

edba

ck o

n yo

ur p

erfo

rman

ce, t

his

shou

ld a

lso

be r

ecor

ded.


Ass

essm

ent

Pla

n

Lear

ner

Nam

eLo

catio

n

Asse

ssor

Nam

e

Dat

e an

d Ti

me

of P

lann

ed

Asse

ssm

ent

Key

for

Asse

ssm

ent M

etho

ds

OQ

- O

ral Q

uest

ioni

ng, O

– O

bser

vatio

n ,W

T -

Witn

ess

Test

imon

y, S

- S

imul

atio

n,P

D

- Pr

ofes

sion

al D

iscu

ssio

n ,W

Q –

Writ

ten

Que

stio

ns, A

-

Ass

ignm

ent/P

roje

ct, W

P -

Wor

k Pr

ojec

tC

S -

Cas

e St

udy,

RA

– R

eflec

tive

Acco

unt

Brie

f des

crip

tion

of w

hat i

s to

be

asse

ssed

Asse

ssm

ent M

etho

dsAs

sess

men

t Crit

eria

Cov

ered

Any

othe

rs w

ho n

eed

to b

e in

volv

ed in

or

info

rmed

of t

his

asse

ssm

ent (

give

det

ails

)

Lear

ner

sign

atur

e:

Ass

esso

r Si

gnat

ure:

Dat

e:


Rev

iew

and

Act

ion

Pla

n

Lear

ner

Nam

e

Asse

ssor

Nam

e

Dat

e of

Act

ual A

sses

smen

tTi

me:

Loca

tion:

Feed

back

on

Prog

ress

Aga

inst

the

Plan

ned

Asse

ssm

ent

Actio

n Pl

an to

Ach

ieve

Out

stan

ding

Ass

essm

ent C

riter

ia

Lear

ner

sign

atur

e:

Ass

esso

r Si

gnat

ure:

D

ate:


Assessor Report

Learner Name

Assessor Name

Date of Actual Assessment Time: Location:

What was Assessed Assessment Criteria Covered

Learner signature: Date:

Assessor signature: Date:


Assessor Question Sheet

Learner Name

Assessor Name

Date of Actual Assessment Time: Location:

Questions Asked Assessment Criteria Covered

Learner signature: Date:

Assessor signature: Date:


Master Evidence Index

Evidence Number

Description

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.


Title

:Su

ppor

t the

wor

k of

the

team

and

org

anis

atio

n

Leve

l:2

8

Cre

dit

valu

e:2

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to s

uppo

rt th

e w

ork

of

o

wn

team

and

org

anis

atio

n.

This

out

com

e ca

n be

ass

esse

d by

:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Des

crib

e th

e va

lues

or

code

s of

pra

ctic

e re

leva

nt to

the

wor

k

be

ing

carr

ied

out

1.2

Out

line

the

impo

rtan

ce o

f effe

ctiv

e te

am w

ork

1.3

Des

crib

e ho

w im

prov

ing

own

wor

k an

d th

e w

ork

of th

e te

am

can

impr

ove

the

orga

nisa

tion

as a

who

le a

nd th

e le

vel o

f ser

vice

th

at th

e cu

stom

er r

ecei

ves

2. K

now

how

to w

ork

effe

ctiv

ely

with

col

leag

ues.

This

out

com

e ca

n be

ass

esse

d by

:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e w

hat ‘

good

wor

king

rel

atio

nshi

ps’ w

ith c

olle

ague

s

m

eans

2.2

Out

line

how

to e

stab

lish

good

wor

king

rel

atio

nshi

ps w

ith

colle

ague

s

2.3

Des

crib

e w

hy it

is im

port

ant t

o co

mm

unic

ate

clea

rly w

ith

colle

ague

s

2.4

Out

line

how

to c

omm

unic

ate

with

man

ager

s in

org

anis

atio

n

2.5

List

the

dutie

s w

ithin

are

a of

ow

n re

spon

sibi

lity

2.6

Des

crib

e w

hy it

is im

port

ant t

o ca

rry

out d

utie

s as

agr

eed

or

war

n co

lleag

ues

in g

ood

time

if no

t pos

sibl

e

Man

dato

ry U

nits


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2.7

Iden

tify

situ

atio

ns in

whi

ch h

elp

may

be

need

ed

2.8

Des

crib

e th

e im

port

ance

of a

lway

s as

king

for

help

and

in

form

atio

n w

hen

it is

nee

ded

2.9

Des

crib

e si

tuat

ions

in w

hich

hel

p an

d in

form

atio

n m

ay n

eed

to

be p

rovi

ded

to c

olle

ague

s2.

10 D

escr

ibe

situ

atio

ns in

whi

ch it

is n

ot a

ppro

pria

te to

pro

vide

h

elp

and

info

rmat

ion

to c

olle

ague

s2.

11 O

utlin

e th

e pu

rpos

e of

team

mee

tings

2.12

Out

line

why

team

dis

cuss

ions

are

impo

rtan

t and

why

they

s

houl

d co

ntrib

ute

to th

em2.

13 O

utlin

e th

e pr

oced

ures

for

deal

ing

with

con

flict

in o

wn

org

anis

atio

n3.

Be

able

to w

ork

effe

ctiv

ely

with

col

leag

ues

This

out

com

e m

ust b

e as

sess

ed

usin

g w

orkp

lace

evi

denc

e ge

nera

ted

whe

n th

e le

arne

r is

sup

port

ing

the

wor

k of

the

team

and

org

anis

atio

n. W

hen

wor

king

effe

ctiv

ely

with

co

lleag

ues,

the

lear

ner

mus

t cov

er 2

of

the

follo

win

g ty

pes:

a co

lleag

ue1

wor

king

at t

he s

ame

leve

l as

self

2 re

spon

sibl

e to

sel

f3

line

man

ager

4 pe

ople

from

out

side

ow

n

or

gani

satio

n

3.1

Esta

blis

h go

od w

orki

ng r

elat

ions

hips

with

col

leag

ues

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf

2 re

spon

sibl

e to

sel

f

3 lin

e m

anag

er

4 pe

ople

from

out

side

ow

n or

gani

satio

n

3.2

Com

mun

icat

e ve

rbal

ly a

nd in

writ

ing

with

col

leag

ues

clea

rly

b c

omm

unic

atio

n

1 sp

oken


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

with

bot

h of

the

follo

win

g ty

pes:

b co

mm

unic

atio

n 1

spok

en2

writ

ten

2 w

ritte

n

a c

olle

ague

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf

2 re

spon

sibl

e to

sel

f

3 lin

e m

anag

er

4 pe

ople

from

out

side

ow

n or

gani

satio

n

3.3

Mai

ntai

n st

anda

rds

of p

rofe

ssio

nal b

ehav

iour

3.4

Carr

y ou

t ow

n du

ties

and

com

mitm

ents

to c

olle

ague

s as

agr

eed,

or

tell

them

in g

ood

time

whe

n it

is n

ot p

ossi

ble

to d

o w

hat t

hey

expe

ct3.

5 As

k fo

r he

lp a

nd in

form

atio

n w

hen

need

ed


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

3.6

Prov

ide

colle

ague

s w

ith h

elp

and

info

rmat

ion

whe

n th

ey n

eed

it, in

line

with

org

anis

atio

n’s

polic

ies

and

proc

edur

es

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf

2 re

spon

sibl

e to

sel

f

3 lin

e m

anag

er

4 pe

ople

from

out

side

ow

n or

gani

satio

n

3.7

Take

par

t in

team

dis

cuss

ions

3.8

Follo

w th

e co

rrec

t pro

cedu

res

in th

e ca

se o

f dis

agre

emen

ts o

r

pr

oble

ms

with

col

leag

ues

4. K

now

how

to im

prov

e ow

n w

ork

This

out

com

e ca

n be

ass

esse

d by

:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Des

crib

e w

hy it

is im

port

ant t

o co

ntin

uous

ly im

prov

e ow

n w

ork

4.2

Des

crib

e w

hy it

is im

port

ant t

o as

sess

ow

n w

ork

and

get

feed

back

from

col

leag

ues

4.3

Des

crib

e w

hat i

t mea

ns to

‘han

dle

criti

cism

pos

itive

ly’

4.4

Des

crib

e w

hy it

is im

port

ant t

o ha

ndle

crit

icis

m p

ositi

vely

4.5

Iden

tify

the

rele

vant

mem

ber

of s

taff

in o

wn

orga

nisa

tion

with

w

hom

ow

n w

ork

can

be p

lann

ed a

nd d

evel

oped

4.6

Iden

tify

the

proc

edur

es to

follo

w to

take

par

t in

train

ing

and

deve

lopm

ent a

ctiv

ities


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4.7

Iden

tify

oppo

rtun

ities

to ta

ke o

n ne

w r

espo

nsib

ilitie

s an

d

de

velo

p in

ow

n ca

reer

, and

the

skill

s an

d kn

owle

dge

need

ed to

do

this

4.8

Out

line

how

to d

evel

op a

car

eer

plan

that

will

hel

p ow

n

p

rogr

essi

on

5. B

e ab

le to

impr

ove

own

wor

k.

This

out

com

e m

ust b

e as

sess

ed

usin

g w

orkp

lace

evi

denc

e ge

nera

ted

whe

n th

e le

arne

r is

sup

port

ing

the

wor

k of

the

team

and

org

anis

atio

n. W

hen

impr

ovin

g ow

n w

ork,

the

lear

ner

mus

t cov

er 2

of t

he fo

llow

ing

type

s:

a c

olle

ague

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf2

resp

onsi

ble

to s

elf

3 lin

e m

anag

er

5.1

Eval

uate

all

aspe

cts

of o

wn

wor

k

5.2

Ask

colle

ague

s an

d cu

stom

ers

for

feed

back

on

own

wor

k

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf

2 re

spon

sibl

e to

sel

f

3 lin

e m

anag

er

5.3

Han

dle

feed

back

pos

itive

ly

5.4

Wor

k w

ith a

rel

evan

t per

son

to a

gree

:

• ow

n st

reng

ths

• ar

eas

whe

re o

wn

wor

k co

uld

be im

prov

ed

• ne

w a

reas

of s

kill

and

know

ledg

e w

hich

may

be

need

ed fo

r fu

ture

res

pons

ibili

ties

5.5

Take

par

t in

rele

vant

trai

ning

and

dev

elop

men

t

5.6

Reg

ular

ly r

evie

w p

erso

nal d

evel

opm

ent


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

6. K

now

how

to h

elp

to im

prov

e th

e

w

ork

of o

wn

orga

nisa

tion.

This

out

com

e ca

n be

ass

esse

d by

:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

Des

crib

e th

e ty

pes

of s

ituat

ions

in w

hich

cus

tom

ers

give

fe

edba

ck o

n th

e se

rvic

es th

ey r

ecei

ve

6.2

Out

line

why

it is

impo

rtan

t to

liste

n to

cus

tom

er fe

edba

ck

6.3

Out

line

how

to id

entif

y ar

eas

whe

re th

e or

gani

satio

n’s

wor

k

co

uld

be im

prov

ed

6.4

Iden

tify

the

proc

edur

es to

follo

w fo

r m

akin

g su

gges

tions

on

how

to

impr

ove

serv

ices

to c

usto

mer

s

6.5

Des

crib

e w

hy it

is im

port

ant t

o di

scus

s ow

n su

gges

tions

with

co

lleag

ues

and

to ta

ke a

ccou

nt o

f the

ir id

eas

7. B

e ab

le to

hel

p to

impr

ove

the

w

ork

of o

wn

orga

nisa

tion.

This

out

com

e m

ust b

e as

sess

ed

usin

g w

orkp

lace

evi

denc

e ge

nera

ted

whe

n th

e le

arne

r is

sup

port

ing

the

wor

k of

the

team

and

org

anis

atio

n.

Whe

n he

lpin

g to

impr

ove

the

wor

k of

ow

n or

gani

satio

n, th

e le

arne

r m

ust

cove

r 2

of t

he fo

llow

ing

type

s:a

colle

ague

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf2

resp

onsi

ble

to s

elf

3 lin

e m

anag

er

7.1

Ask

cust

omer

s fo

r fe

edba

ck o

n th

e or

gani

satio

n’s

serv

ices

7.2

Iden

tify

way

s th

e te

am c

ould

impr

ove

serv

ices

7.3

Dis

cuss

with

rel

evan

t col

leag

ues

how

to c

hang

e se

rvic

es fo

r th

e

be

tter

1 w

orki

ng a

t the

sam

e le

vel a

s se

lf

2 re

spon

sibl

e to

sel

f

3 lin

e m

anag

er

7.4

Hel

p to

cha

nge

serv

ices

so

that

they

mee

t cus

tom

ers’

nee

ds


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

Sim

ulat

ion

Sim

ulat

ion

is a

llow

ed fo

r th

e ty

pe o

f col

leag

ue r

espo

nsib

le to

you

onl

y, if

ther

e is

no

natu

rally

occ

urrin

g ev

iden

ce.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s un

der

‘ass

essm

ent r

equi

rem

ents

or

guid

ance

spe

cifie

d by

a s

ecto

r or

reg

ulat

ory

body

’ tha

t do

not

requ

ire e

vide

nce

of r

eal w

ork

activ

ity. Q

uest

ioni

ng is

als

o al

low

ed fo

r 1.

8 if

no n

atur

ally

occ

urrin

g ev

iden

ce is

ava

ilabl

e.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

:Pr

omot

e he

alth

, saf

ety

and

wel

fare

in a

ctiv

e le

isur

e an

d re

crea

tion

Leve

l:2

8

Cre

dit

valu

e:4

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to p

rom

ote

heal

th,

s

afet

y an

d w

elfa

re in

act

ive

le

isur

e an

d re

crea

tion

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

List

the

valu

es o

r co

des

of p

ract

ice

rele

vant

to th

e w

ork

bein

g

ca

rrie

d ou

t

1.2

Des

crib

e th

e re

quire

men

ts fo

r he

alth

, saf

ety

and

wel

fare

re

leva

nt to

ow

n w

ork,

incl

udin

g H

ealth

and

Saf

ety

at W

ork

Act

and

requ

irem

ents

from

rel

evan

t Nat

iona

l Gov

erni

ng B

odie

s 1.

3 Id

entif

y m

anuf

actu

rers

’ gui

delin

es a

nd in

stru

ctio

ns fo

r th

e us

e of

fa

cilit

ies

and

equi

pmen

t

1.4

Des

crib

e w

hy h

ealth

, saf

ety

and

wel

fare

are

impo

rtan

t in

an

activ

e le

isur

e an

d re

crea

tion

env

ironm

ent

1.5

Iden

tify

the

pers

ons

resp

onsi

ble

for

heal

th a

nd s

afet

y in

ow

n

w

orkp

lace

1.6

Out

line

own

orga

nisa

tion’

s se

curit

y pr

oced

ures

2. K

now

how

to c

ontro

l ris

ks in

act

ive

leis

ure

and

recr

eatio

n

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e th

e ty

pes

of h

azar

ds th

at a

re li

kely

to o

ccur

in o

wn

area

of w

ork

and

the

acci

dent

s an

d in

jurie

s ea

ch c

ould

cau

se

2.2

Out

line

how

to id

entif

y ha

zard

s

2.3

List

hea

lth, s

afet

y an

d se

curit

y ch

ecks

to b

e fo

llow

ed


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2.4

Des

crib

e ho

w to

car

ry o

ut b

asic

ris

k as

sess

men

ts o

f the

type

s of

ha

zard

s th

at m

ay o

ccur

2.5

Des

crib

e w

hy it

is im

port

ant t

o ge

t adv

ice

from

a r

elev

ant

colle

ague

if u

nsur

e ab

out h

azar

ds a

nd r

isks

in o

wn

wor

kpla

ce

2.6

Iden

tify

who

to a

sk if

uns

ure

abou

t haz

ards

and

ris

ks in

ow

n

w

orkp

lace

2.7

Des

crib

e ho

w to

dea

l cor

rect

ly w

ith th

e ty

pes

of h

azar

ds th

at

may

occ

ur in

ow

n w

orkp

lace

, tak

ing

acco

unt o

f ris

ks

2.8

Iden

tify

docu

men

ts r

elat

ing

to h

ealth

and

saf

ety

whi

ch m

ay

hav

e to

be

com

plet

ed

2.9

Out

line

how

to c

ompl

ete

heal

th a

nd s

afet

y do

cum

ents

cor

rect

ly

2.10

Out

line

why

col

leag

ues

and

cust

omer

s sh

ould

be

enco

urag

ed

to

beha

ve in

a s

afe

man

ner

2.11

Des

crib

e ho

w to

enc

oura

ge c

olle

ague

s an

d cu

stom

ers

to

beh

ave

in a

saf

e m

anne

r

2.12

Out

line

why

it is

impo

rtan

t to

mak

e su

gges

tions

abo

ut h

ealth

a

nd s

afet

y is

sues

2.13

Des

crib

e ho

w to

mak

e su

gges

tions

abo

ut h

ealth

and

saf

ety

iss

ues

2.14

Out

line

why

it is

impo

rtan

t to

iden

tify

and

repo

rt a

ny

diff

eren

ces

betw

een

heal

th a

nd s

afet

y re

quire

men

ts a

nd o

wn

wor

kpla

ce p

olic

ies

and

proc

edur

es

2.15

Des

crib

e ho

w to

iden

tify

and

repo

rt a

ny d

iffer

ence

s be

twee

n

h

ealth

and

saf

ety

requ

irem

ents

and

ow

n w

orkp

lace

pol

icie

s

and

pro

cedu

res


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

3. B

e ab

le to

hel

p to

con

trol r

isks

in th

e ac

tive

leis

ure

and

r

ecre

atio

n en

viro

nmen

t.

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n .

Whe

n he

lpin

g to

con

trol r

isks

in th

e sp

ort a

nd a

ctiv

ity e

nviro

nmen

t, th

e le

arne

r m

ust c

over

4 o

f the

follo

win

g ty

pes:

a h

azar

ds

1 un

safe

faci

litie

s or

env

ironm

ent

2 un

safe

equ

ipm

ent

3 un

safe

wor

king

pra

ctic

es4

unsa

fe b

ehav

iour

5 us

e of

haz

ardo

us s

ubst

ance

s6

secu

rity

brea

ches

7 si

tuat

ions

like

ly to

cau

se e

mot

iona

l

dist

ress

with

3 o

f the

follo

win

g ty

pes:

b m

etho

ds o

f co

ntro

l 1

deal

ing

with

the

haza

rd p

erso

nally

2 re

port

ing

the

haza

rd to

the

rele

vant

col

leag

ue3

prot

ectin

g ot

hers

from

har

m

3.1

Ensu

re th

at r

elev

ant a

nd u

p-to

-dat

e, h

ealth

and

saf

ety

info

rmat

ion

is a

vaila

ble

3.2

Follo

w th

e re

leva

nt h

ealth

and

saf

ety

requ

irem

ents

at a

ll tim

es

3.3

Carr

y ou

t hea

lth a

nd s

afet

y ch

ecks

as

requ

ired

3.4

Iden

tify

haza

rds

1 un

safe

faci

litie

s or

env

ironm

ent

2 un

safe

equ

ipm

ent

3 un

safe

wor

king

pra

ctic

es

4 un

safe

beh

avio

ur

5 us

e of

haz

ardo

us s

ubst

ance

s

6 se

curit

y br

each

es

7 si

tuat

ions

like

ly to

cau

se e

mot

iona

l dis

tress

3.5

Asse

ss a

nd c

ontr

ol r

isks

usi

ng o

rgan

isat

iona

l pro

cedu

res

1 de

alin

g w

ith th

e ha

zard

per

sona

lly

2 re

port

ing

the

haza

rd to

the

rele

vant

col

leag

ue

3 pr

otec

ting

othe

rs fr

om h

arm

3.6

Get

adv

ice

from

rel

evan

t col

leag

ues

whe

n un

sure

abo

ut h

azar

ds

and

risks

3.7

Pass

on

sugg

estio

ns fo

r im

prov

ing

heal

th a

nd s

afet

y to

the

rele

vant

col

leag

ue


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4. K

now

how

to h

elp

safe

guar

d

and

pro

tect

chi

ldre

n an

d

vul

nera

ble

adul

ts

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Des

crib

e w

hat i

s m

eant

by

safe

guar

ding

and

pro

tect

ing

the

wel

fare

of c

hild

ren

and

vuln

erab

le a

dults

4.2

Des

crib

e ow

n ro

le a

nd r

espo

nsib

ilitie

s fo

r sa

fegu

ardi

ng a

nd

prot

ectin

g ch

ildre

n an

d ot

her

vuln

erab

le p

eopl

e4.

3 Li

st th

e fo

ur ty

pes

of a

buse

4.4

Out

line

the

basi

c in

dica

tors

and

impa

ct o

f eac

h of

the

four

type

s

of

abu

se4.

5 D

escr

ibe

the

risks

that

indi

vidu

al a

buse

rs o

r po

tent

ial a

buse

rs

pose

to c

hild

ren

and

vuln

erab

le p

eopl

e4.

6 D

escr

ibe

orga

nisa

tiona

l pol

icie

s an

d pr

oced

ures

in r

elat

ion

to

safe

guar

ding

and

pro

tect

ing,

incl

udin

g th

e re

port

ing

proc

edur

es4.

7 O

utlin

e w

hat t

o do

if c

once

rned

abo

ut p

ossi

ble

abus

e

4.8

Des

crib

e ho

w to

res

pond

to a

chi

ld o

r so

meo

ne e

lse

disc

losi

ng

abus

e or

con

cern

s ab

out a

buse

4.9

Out

line

wha

t to

do if

ther

e ar

e ba

rrie

rs to

rep

ortin

g ow

n

co

ncer

ns4.

10 Id

entif

y st

atut

ory

agen

cies

with

res

pons

ibili

ties

for

safe

guar

ding

a

nd p

rote

ctin

g4.

11 O

utlin

e w

hen

to c

onta

ct s

tatu

tory

age

ncie

s w

ith r

espo

nsib

ilitie

s

f

or s

afeg

uard

ing

and

prot

ectin

g4.

12 O

utlin

e ho

w to

con

tact

sta

tuto

ry a

genc

ies

with

res

pons

ibili

ties

for

saf

egua

rdin

g an

d pr

otec

ting

4.13

Des

crib

e w

hy it

is im

port

ant t

o sh

are

conc

erns

abo

ut p

ossi

ble

abu

se w

ith o

ther

s4.

14 D

escr

ibe

the

limits

of o

wn

com

pete

nce

with

reg

ard

to

saf

egua

rdin

g an

d pr

otec

ting

4.15

Out

line

why

it is

impo

rtan

t to

treat

info

rmat

ion

abou

t pos

sibl

e

a

buse

con

fiden

tially


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

5. B

e ab

le to

hel

p sa

fegu

ard

and

p

rote

ct c

hild

ren

and

vuln

erab

le

a

dults

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n he

lpin

g to

saf

egua

rd a

nd

prot

ect c

hild

ren

and

vuln

erab

le

adul

ts, t

he le

arne

r m

ust c

over

2 o

f th

e fo

llow

ing

type

s:a

abus

e (in

clud

ing

bully

ing)

1 ph

ysic

al2

emot

iona

l3

negl

ect

4 se

xual

5.1

Ensu

re th

at u

p-to

-dat

e in

form

atio

n on

gui

delin

es fo

r

sa

fegu

ardi

ng a

nd p

rote

ctin

g ch

ildre

n an

d vu

lner

able

adu

lts is

av

aila

ble

5.2

Iden

tify

wha

t the

pol

icie

s an

d pr

oced

ures

mea

n fo

r ow

n jo

b an

d

a

rea

of w

ork

5.3

Follo

w th

e re

leva

nt p

roce

dure

s fo

r:

• Sa

fegu

ardi

ng a

nd p

rote

ctin

g ch

ildre

n an

d vu

lner

able

adu

lts a

t all

times

• Pr

otec

ting

self

from

pot

entia

l acc

usat

ions

5.4

Be

aler

t to

poss

ible

sig

ns o

f abu

se

1 ph

ysic

al

2 em

otio

nal

3 ne

glec

t

4 se

xual

5.5

Iden

tify,

rec

ord

and

repo

rt a

ny c

once

rns

abou

t the

wel

fare

of

child

ren

and

vuln

erab

le a

dults

, whi

le m

aint

aini

ng c

onfid

entia

lity


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

6. K

now

how

to d

eal w

ith in

jurie

s

and

sig

ns o

f illn

ess

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

List

the

type

s of

acc

iden

ts, i

njur

ies

and

illne

sses

that

may

occ

ur

in o

wn

area

of w

ork

6.2

Out

line

how

to r

espo

nd c

orre

ctly

to e

mot

iona

l dis

tress

6.3

Out

line

how

to d

eal w

ith a

ccid

ents

, inj

urie

s an

d ill

ness

es b

efor

e

qu

alifi

ed a

ssis

tanc

e ar

rives

6.4

Des

crib

e ho

w to

dec

ide

whe

ther

to c

onta

ct th

e on

-site

firs

t aid

er

or im

med

iate

ly c

all t

he e

mer

genc

y se

rvic

es6.

5 Id

entif

y w

ho is

the

on-s

ite fi

rst a

ider

and

how

to c

onta

ct th

em

6.6

Des

crib

e th

e pr

oced

ures

to c

onta

ct th

e em

erge

ncy

serv

ices

6.7

Out

line

why

it is

impo

rtan

t to

prot

ect t

he c

asua

lty a

nd o

ther

s

in

volv

ed fr

om fu

rthe

r ha

rm6.

8 O

utlin

e th

e pr

oced

ures

to p

rote

ct th

e ca

sual

ty a

nd o

ther

s

6.9

Out

line

why

it is

impo

rtan

t to

prov

ide

com

fort

and

rea

ssur

ance

6.10

Des

crib

e ho

w to

pro

vide

com

fort

and

rea

ssur

ance

6.11

Out

line

own

resp

onsi

bilit

ies

for

repo

rtin

g ac

cide

nts

6.12

Out

line

the

proc

edur

es fo

r re

port

ing

acci

dent

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

7. B

e ab

le to

dea

l with

inju

ries

and

s

igns

of i

llnes

s

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n de

alin

g w

ith in

jurie

s an

d si

gns

of il

lnes

s, th

e le

arne

r m

ust c

over

2

of th

e fo

llow

ing

type

s;a

casu

alty

1 ad

ult

2 ch

ild3

pers

on w

ith p

artic

ular

nee

ds

with

2 o

f the

follo

win

g ty

pes:

b q

ualifi

ed a

ssis

tanc

e 1

qual

ified

firs

t aid

er2

emer

genc

y se

rvic

es

7.1

Rem

ain

calm

and

follo

w o

rgan

isat

iona

l pro

cedu

res

7.2

Prot

ect t

he c

asua

lty a

nd o

ther

peo

ple

from

furt

her

risk

1 ad

ult

2 ch

ild

3 pe

rson

with

par

ticul

ar n

eeds

7.3

Call

for

qual

ified

ass

ista

nce

appr

opria

te to

the

casu

alty

’s

co

nditi

on

b qu

alifi

ed a

ssis

tanc

e

1 qu

alifi

ed fi

rst a

ider

2 em

erge

ncy

serv

ices

a ca

sual

ty

1 ad

ult

2 ch

ild

3 pe

rson

with

par

ticul

ar n

eeds


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

with

2 o

f the

follo

win

g ty

pes:

c co

nditi

on

1 m

inor

inju

ry th

at c

an b

e de

alt w

ith

o

n-si

te2

min

or il

lnes

s th

at c

an b

e de

alt

w

ith o

n-si

te3

maj

or in

jury

req

uirin

g m

edic

al

at

tent

ion

4 m

ajor

illn

ess

requ

iring

med

ical

atte

ntio

n5

emot

iona

l dis

tress

c co

nditi

on

1 m

inor

inju

ry th

at c

an b

e de

alt w

ith o

n-si

te

2 m

inor

illn

ess

that

can

be

deal

t with

on-

site

3 m

ajor

inju

ry r

equi

ring

med

ical

atte

ntio

n

4 m

ajor

illn

ess

requ

iring

med

ical

atte

ntio

n

5 em

otio

nal d

istre

ss

7.4

Prov

ide

reas

sura

nce

and

com

fort

to th

e pe

ople

invo

lved

7.5

Giv

e th

e qu

alifi

ed a

ssis

tanc

e cl

ear

and

accu

rate

info

rmat

ion

abou

t wha

t hap

pene

d1

qual

ified

firs

t aid

er

2 em

erge

ncy

serv

ices

7.6

Follo

w th

e re

leva

nt a

ccid

ent r

epor

ting

proc

edur

es

8. K

now

how

to fo

llow

em

erge

ncy

p

roce

dure

s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

8.1

Des

crib

e th

e em

erge

ncy

proc

edur

es in

ow

n pl

ace

of w

ork

8.2

Out

line

wha

t ins

truct

ions

mus

t be

give

n to

the

peop

le in

volv

ed

8.3

Out

line

orga

nisa

tiona

l rep

ortin

g pr

oced

ures

for

emer

genc

ies

8.4

Des

crib

e th

e ty

pes

of p

robl

ems

that

may

occ

ur w

hen

carr

ying

ou

t em

erge

ncy

proc

edur

es8.

5 D

escr

ibe

why

pro

blem

s th

at o

ccur

whe

n ca

rryi

ng o

ut e

mer

genc

y

pr

oced

ures

sho

uld

be r

epor

ted

8.6

Iden

tify

to w

hom

you

rep

ort p

robl

ems


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

9. B

e ab

le to

follo

w e

mer

genc

y

pro

cedu

res

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n fo

llow

ing

emer

genc

y pr

oced

ures

, the

lear

ner

mus

t cov

er 2

of

the

follo

win

g ty

pes:

a pe

ople

invo

lved

1

adul

ts2

child

ren

3 pe

ople

with

dis

abili

ties

9.1

Giv

e th

e pe

ople

invo

lved

cle

ar a

nd c

orre

ct in

stru

ctio

ns

9.2

Carr

y ou

t ow

n ro

le in

the

emer

genc

y pr

oced

ures

cal

mly

and

co

rrec

tly9.

3 M

aint

ain

the

safe

ty o

f the

peo

ple

invo

lved

1 ad

ults

2 ch

ildre

n

3 pe

ople

with

dis

abili

ties

9.4

Follo

w th

e co

rrec

t pro

cedu

res

for

repo

rtin

g th

e em

erge

ncy

9.5

Rep

ort a

ny p

robl

ems

with

the

emer

genc

y pr

oced

ures

to th

e

re

leva

nt c

olle

ague

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

Sim

ulat

ion

Sim

ulat

ion

is a

llow

ed fo

r 5.

3, 5

.4 a

nd 5

.5 a

nd th

e w

hole

of l

earn

ing

outc

omes

7 a

nd 9

onl

y, if

ther

e is

no

natu

rally

occ

urrin

g ev

iden

ce a

vaila

ble.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s th

at d

o no

t req

uire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

:Su

ppor

t equ

ality

and

div

ersi

ty in

act

ive

leis

ure

and

recr

eatio

n

Leve

l:3

8

Cre

dit

valu

e:2

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to s

uppo

rt e

qual

ity

a

nd d

iver

sity

in a

ctiv

e le

isur

e an

d

rec

reat

ion

This

out

com

e ca

n be

ass

esse

d by

:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

how

to fi

nd o

ut a

bout

cur

rent

lega

l and

org

anis

atio

nal

requ

irem

ents

for

equa

lity

and

dive

rsity

1.2

List

the

curr

ent l

egal

req

uire

men

ts fo

r eq

ualit

y an

d di

vers

ity a

s

re

leva

nt to

ow

n w

ork

and

own

orga

nisa

tion’

s po

licie

s

1.3

Out

line

how

to id

entif

y ho

w o

wn

orga

nisa

tion’

s po

licie

s af

fect

ow

n w

ork

1.4

List

the

dive

rsity

of p

eopl

e in

the

com

mun

ity s

erve

d

1.5

List

way

s in

whi

ch p

eopl

e ca

n be

dis

crim

inat

ed a

gain

st

1.6

List

the

mos

t com

mon

bar

riers

to p

eopl

e ta

king

par

t in

the

serv

ices

pro

vide

d by

ow

n or

gani

satio

n

1.7

Des

crib

e w

hy it

is im

port

ant t

o gi

ve p

eopl

e in

form

atio

n ab

out

the

orga

nisa

tiona

l app

roac

h to

equ

ality

and

div

ersi

ty

1.8

Out

line

how

to w

ork

in a

way

that

res

pect

s be

liefs

, nee

ds a

nd

pref

eren

ces


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1.9

Out

line

how

to w

ork

in a

way

that

doe

s no

t dis

crim

inat

e

1.10

Out

line

how

to h

elp

peop

le ta

ke p

art t

o th

e be

st o

f the

ir ab

ility

1.11

Des

crib

e th

e im

port

ance

of e

xplo

ring

and

chal

leng

ing

ow

n as

sum

ptio

ns o

r th

ose

of o

ther

s, a

bout

act

ual a

nd p

oten

tial

cus

tom

ers

1.12

Iden

tify

type

s of

wor

ds a

nd b

ehav

iour

from

sta

ff an

d cu

stom

ers

tha

t are

inco

nsis

tent

with

val

uing

equ

ality

and

div

ersi

ty

1.13

Out

line

how

to c

halle

nge

wor

ds a

nd b

ehav

iour

from

sta

ff an

d

c

usto

mer

s th

at a

re in

cons

iste

nt w

ith v

alui

ng e

qual

ity a

nd

div

ersi

ty1.

14 O

utlin

e w

hy it

is im

port

ant t

o re

port

con

cern

s ab

out

dis

crim

inat

ion

1.15

Out

line

how

to r

espo

nd c

orre

ctly

to b

ehav

iour

and

pra

ctic

e th

at

mig

ht d

iscr

imin

ate

agai

nst p

eopl

e

1.16

Out

line

how

to r

epor

t beh

avio

ur a

nd p

ract

ice

that

mig

ht

dis

crim

inat

e ag

ains

t peo

ple

1.17

Out

line

own

orga

nisa

tion’

s co

mpl

aint

s pr

oced

ures

1.18

Out

line

why

com

plai

nts

proc

edur

es a

re im

port

ant

1.19

Out

line

why

it is

impo

rtan

t to

help

cus

tom

ers

to u

se

com

plai

nts

proc

edur

es

1.20

Iden

tify

appr

opria

te p

eopl

e to

wor

k w

ith, i

n ow

n or

gani

satio

n,

on

issu

es to

do

with

equ

ality

and

div

ersi

ty


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2. B

e ab

le to

hel

p to

trea

t peo

ple

e

qual

ly a

nd in

a w

ay th

at r

espe

cts

d

iver

sity

.

This

out

com

e m

ust b

e as

sess

ed

usin

g w

orkp

lace

evi

denc

e ge

nera

ted

whe

n th

e le

arne

r is

sup

port

ing

equa

lity

and

dive

rsity

in a

ctiv

e le

isur

e an

d re

crea

tion.

Whe

n tre

atin

g pe

ople

equ

ally

and

in

a w

ay th

at r

espe

cts

dive

rsity

, the

le

arne

r m

ust c

over

4 o

f the

follo

win

g ty

pes:

a eq

ualit

y an

d di

vers

ity in

ter

ms

of

1 se

x2

race

/cul

ture

/lang

uage

3 di

sabi

lity

4 re

ligio

n5

heal

th6

econ

omic

and

soc

ial s

tatu

s7

age

8 se

xual

orie

ntat

ion

2.1

Keep

up-

to-d

ate

with

ow

n or

gani

satio

n’s

polic

ies

and

valu

es fo

r

eq

ualit

y an

d di

vers

ity

2.2

Iden

tify

wha

t ow

n or

gani

satio

n’s

polic

ies

and

valu

es m

ean

for

own

area

of w

ork

2.3

Wor

k in

a w

ay th

at:

• re

spec

ts in

divi

dual

s’ b

elie

fs, n

eeds

and

pre

fere

nces

• is

incl

usiv

e th

roug

h th

eir

beha

viou

r an

d la

ngua

ge

• he

lps

peop

le to

take

par

t to

the

best

of t

heir

abili

ties

1 se

x

2 ra

ce/c

ultu

re/la

ngua

ge

3 di

sabi

lity

4 re

ligio

n

5 he

alth

6 ec

onom

ic a

nd s

ocia

l sta

tus

7 ag

e

8 se

xual

orie

ntat

ion


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2.4

Corr

ectly

dea

l with

and

rep

ort b

ehav

iour

and

pra

ctic

e th

at

disc

rimin

ate

agai

nst p

eopl

e2.

5 Id

entif

y an

d re

port

any

bar

riers

to p

eopl

e ge

tting

the

best

from

th

e se

rvic

e2.

6 Su

gges

t way

s th

e or

gani

satio

n co

uld

rem

ove

or r

educ

e ba

rrie

rs

2.7

Giv

e pe

ople

info

rmat

ion

abou

t com

plai

nts

proc

edur

es w

hen

they

ne

ed it

2.8

Hel

p pe

ople

to u

se c

ompl

aint

s pr

oced

ures

2.9

Seek

adv

ice

on p

robl

ems

impl

emen

ting

equa

lity

and

dive

rsity

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

n

Sim

ulat

ion

is n

ot a

llow

ed fo

r th

is u

nit.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s un

der

‘ass

essm

ent r

equi

rem

ents

or

guid

ance

spe

cifie

d by

a s

ecto

r or

reg

ulat

ory

body

’ tha

t do

not

requ

ire e

vide

nce

of r

eal w

ork

activ

ity


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

:G

ive

cust

omer

s a

posi

tive

impr

essi

on o

f you

rsel

f and

you

r or

gani

satio

nLe

vel:

28

Cre

dit

valu

e:5

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. E

stab

lish

rapp

ort w

ith c

usto

mer

s

You

mus

t pro

vide

evi

denc

e of

cr

eatin

g a

posi

tive

impr

essi

on w

ith

cust

omer

s:

1. d

urin

g ro

utin

e de

liver

y of

cus

tom

er s

ervi

ce2.

dur

ing

a bu

sy ti

me

in y

our

job

3. d

urin

g a

quie

t tim

e in

you

r jo

b4.

whe

n pe

ople

, sys

tem

s or

reso

urce

s ha

ve le

t you

dow

n.

1.1.

Mee

t the

ir or

gani

satio

n’s

stan

dard

s of

app

eara

nce

and

beh

avio

ur

1.2.

Gre

et th

eir

cust

omer

res

pect

fully

and

in a

frie

ndly

man

ner

1.3.

Com

mun

icat

e w

ith th

eir

cust

omer

in a

way

that

mak

es th

em

feel

val

ued

and

resp

ecte

d1.

dur

ing

rout

ine

deliv

ery

of c

usto

mer

ser

vice

2. d

urin

g a

busy

tim

e in

you

r jo

b

3. d

urin

g a

quie

t tim

e in

you

r jo

b

4. w

hen

peop

le, s

yste

ms

or r

esou

rces

hav

e le

t you

dow

n.

1.4.

Iden

tify

and

confi

rm th

eir

cust

omer

’s e

xpec

tatio

ns

1.5.

Tre

at th

eir

cust

omer

cou

rteo

usly

and

hel

pful

ly a

t all

times

1.6.

Kee

p th

eir

cust

omer

info

rmed

and

rea

ssur

ed

1.7.

Ada

pt th

eir

beha

viou

r to

res

pond

to d

iffer

ent c

usto

mer

b

ehav

iour

Opt

iona

l Uni

ts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2. R

espo

nd a

ppro

pria

tely

to

c

usto

mer

s.

You

mus

t pro

vide

evi

denc

e of

cr

eatin

g a

posi

tive

impr

essi

on w

ith

cust

omer

s:

1. d

urin

g ro

utin

e de

liver

y of

cus

tom

er s

ervi

ce2.

dur

ing

a bu

sy ti

me

in y

our

job

3. d

urin

g a

quie

t tim

e in

you

r jo

b4.

whe

n pe

ople

, sys

tem

s or

res

ourc

es h

ave

let y

ou d

own.

You

mus

t pro

vide

evi

denc

e th

at

you

com

mun

icat

e w

ith c

usto

mer

s ef

fect

ivel

y by

:

1. u

sing

app

ropr

iate

spo

ken

or

w

ritte

n la

ngua

ge2.

app

lyin

g th

e co

nven

tions

and

rul

es a

ppro

pria

te to

the

met

hod

of

c

omm

unic

atio

n yo

u ha

ve c

hose

n.

2.1

Res

pond

pro

mpt

ly to

a c

usto

mer

see

king

hel

p

1. d

urin

g ro

utin

e de

liver

y of

cus

tom

er s

ervi

ce

2. d

urin

g a

busy

tim

e in

you

r jo

b

3. d

urin

g a

quie

t tim

e in

you

r jo

b

4. w

hen

peop

le, s

yste

ms

or r

esou

rces

hav

e le

t you

dow

n.

2.2

Choo

se th

e m

ost a

ppro

pria

te w

ay to

com

mun

icat

e w

ith th

eir

cust

omer

1. u

sing

app

ropr

iate

spo

ken

or w

ritte

n la

ngua

ge

2. a

pply

ing

the

conv

entio

ns a

nd r

ules

app

ropr

iate

to th

e m

etho

d of

com

mun

icat

ion

you

have

cho

sen.

2.3

Chec

k w

ith th

eir

cust

omer

that

they

hav

e fu

lly u

nder

stoo

d th

eir

expe

ctat

ions

2.4

Res

pond

pro

mpt

ly a

nd p

ositi

vely

to th

eir

cust

omer

’s q

uest

ions

an

d co

mm

ents

2.5

Allo

w th

eir

cust

omer

tim

e to

con

side

r th

eir

resp

onse

and

giv

e

fu

rthe

r ex

plan

atio

n w

hen

appr

opria

te3.

Com

mun

icat

e in

form

atio

n to

cus

tom

ers

3.1

Qui

ckly

find

info

rmat

ion

that

will

hel

p th

eir

cust

omer

3.2

Giv

e th

eir

cust

omer

info

rmat

ion

they

nee

d ab

out t

he s

ervi

ces

or

prod

ucts

offe

red

by th

eir

orga

nisa

tion

3.3

Rec

ogni

se in

form

atio

n th

at th

eir

cust

omer

mig

ht fi

nd

com

plic

ated

and

che

ck w

heth

er th

ey fu

lly u

nder

stan

d3.

4 Ex

plai

n cl

early

to th

eir

cust

omer

s an

y re

ason

s w

hy th

eir

expe

ctat

ions

can

not b

e m

et


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4. U

nder

stan

d ho

w to

giv

e

cus

tom

ers

a po

sitiv

e im

pres

sion

of t

hem

selv

es a

nd th

e

org

anis

atio

n th

ey m

ust k

now

and

und

erst

and

4.1

Des

crib

e th

eir

orga

nisa

tion’

s st

anda

rds

for

appe

aran

ce a

nd

beha

viou

r4.

2 Ex

plai

n th

eir

orga

nisa

tion’

s gu

idel

ines

for

how

to r

ecog

nise

wha

t

th

eir

cust

omer

wan

ts a

nd r

espo

nd a

ppro

pria

tely

4.3

Iden

tify

thei

r or

gani

satio

n’s

rule

s an

d pr

oced

ures

reg

ardi

ng th

e

m

etho

ds o

f com

mun

icat

ion

they

use

4.4

Expl

ain

how

to r

ecog

nise

whe

n a

cust

omer

is a

ngry

or

conf

used

4.5

Iden

tify

thei

r or

gani

satio

n’s

stan

dard

s fo

r tim

elin

ess

in

resp

ondi

ng to

cus

tom

er q

uest

ions

and

req

uest

s fo

r in

form

atio

nEvi

denc

e of

Rea

l Wor

k A

ctiv

ity

Your

evi

denc

e sh

ould

be

colle

cted

whe

n ca

rryi

ng o

ut a

rea

l job

, whe

ther

pai

d or

vol

unta

ry, a

nd w

hen

deal

ing

with

rea

l cus

tom

ers,

whe

ther

inte

rnal

or

exte

rnal

to th

e or

gani

satio

n. H

owev

er, f

or th

is U

nit,

evid

ence

col

lect

ed in

a r

ealis

tic w

orki

ng e

nviro

nmen

t or

a w

ork

plac

emen

t is

perm

issi

ble.

Yo

u m

ust p

rovi

de e

vide

nce

that

sho

ws

you

have

don

e th

is o

ver

a su

ffici

ent p

erio

d of

tim

e w

ith d

iffer

ent c

usto

mer

s on

diff

eren

t occ

asio

ns fo

r yo

ur a

sses

sor

to

be c

onfid

ent t

hat y

ou a

re c

ompe

tent

.

Sim

ulat

ion

Sim

ulat

ion

is n

ot a

llow

ed fo

r an

y pe

rfor

man

ce e

vide

nce

with

in th

is U

nit.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

:Se

t up,

take

dow

n an

d st

ore

activ

ity e

quip

men

t

Leve

l:2

8

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to s

et u

p, ta

ke d

own

a

nd s

tore

act

ivity

equ

ipm

ent

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

List

the

type

s of

equ

ipm

ent t

hat m

ay r

equi

re s

ettin

g up

and

ta

king

dow

n1.

2 O

utlin

e w

hat a

ctiv

ity e

quip

men

t is

used

for

1.3

Des

crib

e w

hy a

ctiv

ity e

quip

men

t mus

t be

in a

saf

e an

d

se

rvic

eabl

e co

nditi

on w

hen

it is

use

d1.

4 D

escr

ibe

the

lega

l and

oth

er h

ealth

and

saf

ety

requ

irem

ents

that

co

ver

activ

ity e

quip

men

t1.

5 St

ate

whe

re a

ctiv

ity e

quip

men

t is

stor

ed

1.6

Des

crib

e th

e im

port

ance

of s

ettin

g up

, tak

ing

dow

n an

d st

orin

g

ac

tivity

equ

ipm

ent a

s re

ques

ted

and

on ti

me

1.7

Des

crib

e st

anda

rd o

pera

ting

proc

edur

es fo

r se

tting

up,

taki

ng

dow

n, h

andl

ing

and

mov

ing

1.8

Des

crib

e w

hy it

is im

port

ant t

o fo

llow

sta

ndar

d op

erat

ing

proc

edur

es fo

r se

tting

up,

taki

ng d

own,

han

dlin

g an

d m

ovin

g1.

9 D

escr

ibe

how

to c

heck

the

equi

pmen

t for

dam

aged

and

mis

sing

pa

rts

1.10

Des

crib

e w

hy th

e co

rrec

t pro

cedu

res

mus

t be

follo

wed

whe

n

fi

ndin

g da

mag

ed a

nd m

issi

ng p

arts

1.11

Des

crib

e th

e re

cord

kee

ping

pro

cedu

res

that

rel

ate

to th

e

e

quip

men

t bei

ng s

et u

p, ta

ken

dow

n an

d st

ored

1.12

Out

line

the

impo

rtan

ce o

f acc

urat

e re

cord

kee

ping

Opt

iona

l Uni

ts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2. K

now

how

to s

et u

p eq

uipm

ent.

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Iden

tify

the

corr

ect l

ocat

ions

for

setti

ng u

p eq

uipm

ent

2.2

Stat

e th

e co

rrec

t pro

cedu

res

for

setti

ng u

p eq

uipm

ent

2.3

Des

crib

e ho

w to

che

ck th

at th

e eq

uipm

ent i

s op

erat

ing

corr

ectly

2.4

Des

crib

e w

hy it

is im

port

ant t

o m

ake

sure

the

equi

pmen

t is

in a

sa

fe a

nd s

ecur

e co

nditi

on w

hen

set u

p2.

5 D

escr

ibe

how

to m

ake

sure

the

equi

pmen

t is

in a

saf

e an

d

se

cure

con

ditio

n w

hen

set u

p3.

Be

able

to s

et u

p eq

uipm

ent.

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is s

ettin

g up

, tak

ing

dow

n an

d st

orin

g ac

tivity

eq

uipm

ent.

Whe

n se

tting

up,

taki

ng d

own

and

stor

ing

activ

ity e

quip

men

t, th

e le

arne

r m

ust c

over

all

of th

e fo

llow

ing

type

s:a

eq

uipm

ent

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t 3

pow

ered

equ

ipm

ent

3.1

Find

the

equi

pmen

t ne

eded

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t

3.2

Chec

k th

e eq

uipm

ent

and

mak

e su

re it

is s

afe

and

fit fo

r

pu

rpos

e

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

with

all

of th

e fo

llow

ing

type

s:b

stan

dard

ope

ratin

g pr

oced

ures

fo

r:1

equi

pmen

t nee

ding

onl

y on

e

pers

on to

set

up

2 eq

uipm

ent n

eedi

ng m

ore

than

one

pers

on to

set

up

3.3

Follo

w th

e st

anda

rd o

pera

ting

proc

edur

es w

hen:

• ha

ndlin

g an

d m

ovin

g th

e eq

uipm

ent

• se

tting

up

the

equi

pmen

t

stan

dard

ope

ratin

g pr

oced

ures

for

1 eq

uipm

ent n

eedi

ng o

nly

one

pers

on to

set

up

2 eq

uipm

ent n

eedi

ng m

ore

than

one

per

son

to s

et u

p

3.4

Set u

p th

e eq

uipm

ent

on ti

me

and

in th

e co

rrec

t pla

ce

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t

3.5

Chec

k th

e eq

uipm

ent

is in

saf

e w

orki

ng o

rder

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t

3.6

Mak

e su

re th

e eq

uipm

ent

is s

ecur

e

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4. K

now

how

to d

eal w

ith

e

quip

men

t afte

r us

e.

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Des

crib

e th

e co

rrec

t pro

cedu

res

for

deal

ing

with

equ

ipm

ent i

n

ow

n ar

ea o

f wor

k

5. B

e ab

le to

dea

l with

equ

ipm

ent

a

fter

use.

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is s

ettin

g up

, tak

ing

dow

n an

d st

orin

g ac

tivity

eq

uipm

ent.

Whe

n se

tting

up,

taki

ng d

own

and

stor

ing

activ

ity e

quip

men

t, th

e le

arne

r m

ust c

over

all

of th

e fo

llow

ing

type

s:a

equi

pmen

t1

sim

ple

equi

pmen

t2

com

plex

equ

ipm

ent

3 po

wer

ed e

quip

men

t

5.1

Find

equ

ipm

ent

at th

e re

ques

ted

time

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

with

all

of th

e fo

llow

ing

type

s:b

stan

dard

ope

ratin

g pr

oced

ures

fo

r:1

equi

pmen

t nee

ding

onl

y on

e

pers

on to

set

up

2 eq

uipm

ent n

eedi

ng m

ore

than

one

pers

on to

set

up

5.2

Follo

w th

e st

anda

rd o

pera

ting

proc

edur

es for

:

• de

alin

g w

ith th

e eq

uipm

ent a

fter

use

• ha

ndlin

g an

d m

ovin

g th

e eq

uipm

ent

b st

anda

rd o

pera

ting

proc

edur

es for

:

1 eq

uipm

ent n

eedi

ng o

nly

one

pers

on to

set

up

2 eq

uipm

ent n

eedi

ng m

ore

than

one

per

son

to s

et u

p

5.3

Chec

k th

e eq

uipm

ent

for

dam

aged

and

mis

sing

par

ts

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t

5.4

Rep

ort d

amag

e or

mis

sing

par

ts to

the

resp

onsi

ble

colle

ague

5.5

Com

plet

e an

y re

quire

d re

cord

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

6. K

now

how

to s

tore

equ

ipm

ent

fo

llow

ing

use.

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

Des

crib

e th

e m

anuf

actu

rer’s

inst

ruct

ions

for

stor

ing

equi

pmen

t

af

ter

use

6.2

Des

crib

e th

e im

port

ance

of s

torin

g eq

uipm

ent s

afel

y an

d

se

cure

ly

6.3

Iden

tify

type

s of

equ

ipm

ent t

hat s

houl

d be

set

asi

de b

ecau

se it

is

faul

ty, d

irty

or w

et

6.4

Iden

tify

the

corr

ect p

lace

for

each

item

of e

quip

men

t in

stor

age

area

s

6.5

Des

crib

e w

hy it

is im

port

ant t

o pl

ace

item

s of

equ

ipm

ent i

n th

e

co

rrec

t pla

ce

6.6

Iden

tify

the

type

s of

hea

lth a

nd s

afet

y ha

zard

s th

at m

ay b

e

fo

und

in e

quip

men

t sto

rage

are

as

6.7

Des

crib

e ho

w to

dea

l with

hea

lth a

nd s

afet

y ha

zard

s in

eq

uipm

ent s

tora

ge a

reas


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

7. B

e ab

le to

sto

re e

quip

men

t

follo

win

g us

e.

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is s

ettin

g up

, tak

ing

dow

n an

d st

orin

g ac

tivity

eq

uipm

ent.

Whe

n se

tting

up,

taki

ng d

own

and

stor

ing

activ

ity e

quip

men

t, th

e le

arne

r m

ust c

over

all

of th

e fo

llow

ing

type

s:a

equi

pmen

t1

sim

ple

equi

pmen

t2

com

plex

equ

ipm

ent

3 po

wer

ed e

quip

men

t

with

all

of th

e fo

llow

ing

type

s:b

stan

dard

ope

ratin

g pr

oced

ures

fo

r:1

equi

pmen

t nee

ding

onl

y on

e

pers

on to

set

up

2 eq

uipm

ent n

eedi

ng m

ore

than

one

pers

on to

set

up

7.1

Follo

w th

e st

anda

rd o

pera

ting

proc

edur

es w

hen

hand

ling

and

mov

ing

the

equi

pmen

t1

equi

pmen

t nee

ding

onl

y on

e pe

rson

to s

et u

p

2 eq

uipm

ent n

eedi

ng m

ore

than

one

per

son

to s

et u

p

7.2

Mov

e th

e eq

uipm

ent

to th

e rig

ht s

tora

ge a

rea

1 si

mpl

e eq

uipm

ent

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t

7.3

Follo

w th

e co

rrec

t pro

cedu

res

for

equi

pmen

t w

hich

nee

ds

atte

ntio

n1

sim

ple

equi

pmen

t

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t

7.4

Put e

ach

item

of e

quip

men

t in

the

corr

ect p

lace

with

in th

e

st

orag

e ar

ea1

sim

ple

equi

pmen

t

2 co

mpl

ex e

quip

men

t

3 po

wer

ed e

quip

men

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

7.5

Leav

e th

e st

orag

e ar

ea:

• sa

fe

• tid

y

• se

cure

7.6

Com

plet

e an

y re

quire

d re

cord

s

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k in

a r

eal a

ctiv

ity

lead

ersh

ip c

onte

xt (

with

the

poss

ible

exc

eptio

ns o

f tho

se it

ems

liste

d un

der

‘use

of s

uppl

emen

tary

evi

denc

e’ b

elow

). T

his

evid

ence

mus

t be

gath

ered

by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

Sim

ulat

ion

Sim

ulat

ion

is a

llow

ed fo

r 5.

4 on

ly, i

f no

natu

rally

occ

urrin

g ev

iden

ce is

ava

ilabl

e.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s un

der

‘ass

essm

ent r

equi

rem

ents

or

guid

ance

spe

cifie

d by

a s

ecto

r or

reg

ulat

ory

body

’ tha

t do

not

requ

ire e

vide

nce

of r

eal w

ork

activ

ity


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

:Ch

eck

and

serv

ice

activ

ity e

quip

men

t

Leve

l:2

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to c

heck

and

ser

vice

act

ivity

equ

ipm

ent

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y;•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n

an

swer

s

1.1

Out

line

the

impo

rtan

ce o

f rec

ordi

ng w

hat h

as b

een

done

and

an

y fu

rthe

r ac

tion

that

nee

ds to

be

take

n an

d ho

w to

com

plet

e

th

ese

reco

rds

1.2

Iden

tify

heal

th a

nd s

afet

y re

quire

men

ts fo

r th

e eq

uipm

ent t

o be

m

aint

aine

d in

ow

n ar

ea o

f res

pons

ibili

ty

2. K

now

how

to c

heck

equ

ipm

ent

a

nd id

entif

y w

hat m

aint

enan

ce is

nee

ded

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e th

e im

port

ance

of h

ealth

and

saf

ety

whe

n ch

ecki

ng

equi

pmen

t

2.2

Des

crib

e th

e da

nger

s of

not

che

ckin

g eq

uipm

ent t

horo

ughl

y

2.3

Iden

tify

the

rele

vant

par

ts o

f the

org

anis

atio

n’s

mai

nten

ance

sc

hedu

le a

nd m

anuf

actu

rer’s

gui

delin

es fo

r th

e ty

pes

of

equi

pmen

t in

own

area

of w

ork

2.4

Out

line

the

impo

rtan

ce o

f cau

sing

as

little

dis

rupt

ion

as p

ossi

ble

to n

orm

al a

ctiv

ities

2.5

Out

line

how

to c

ause

as

little

dis

rupt

ion

as p

ossi

ble

to n

orm

al

activ

ities

Opt

iona

l Uni

ts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2.6

Out

line

how

to id

entif

y w

hen

equi

pmen

t nee

ds m

aint

enan

ce

2.7

Des

crib

e th

e im

port

ance

of r

emov

ing

unsa

fe e

quip

men

t fro

m

use

2.8

Des

crib

e ho

w to

rem

ove

unsa

fe e

quip

men

t fro

m u

se

2.9

Des

crib

e th

e lim

its o

f ow

n re

spon

sibi

lity

in r

elat

ion

to c

arry

ing

out m

aint

enan

ce

2.10

Out

line

how

to r

epor

t mai

nten

ance

whi

ch n

eeds

to b

e ca

rrie

d

o

ut b

y a

tech

nica

l exp

ert

2.11

Des

crib

e th

e im

port

ance

of r

ecor

ding

che

cks

and

the

wor

k

w

hich

nee

ds to

be

carr

ied

out

2.12

Des

crib

e ho

w to

rec

ord

chec

ks a

nd th

e w

ork

whi

ch n

eeds

to

be

carr

ied

out

3. B

e ab

le to

che

ck e

quip

men

t

and

iden

tify

wha

t mai

nten

ance

is

n

eede

d.

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

chec

king

and

ser

vici

ng a

ctiv

ity

equi

pmen

t.

Whe

n ch

ecki

ng e

quip

men

t and

id

entif

ying

wha

t mai

nten

ance

is

need

ed, t

he le

arne

r m

ust c

over

all

of

the

follo

win

g ty

pes:

a e

quip

men

t1

man

ually

ope

rate

d eq

uipm

ent

2 po

wer

ed e

quip

men

t

3.1

Iden

tify

the

equi

pmen

t w

hich

nee

ds m

aint

enan

ce

1 m

anua

lly o

pera

ted

equi

pmen

t

2 po

wer

ed e

quip

men

t

3.2

Chec

k th

e eq

uipm

ent,

follo

win

g th

e m

aint

enan

ce s

ched

ule

and

man

ufac

ture

r’s in

stru

ctio

ns

1 m

anua

lly o

pera

ted

equi

pmen

t

2 po

wer

ed e

quip

men

t

3.3

Caus

e as

littl

e di

srup

tion

to n

orm

al a

ctiv

ities

as

poss

ible


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

3.4

Rem

ove

any

unsa

fe e

quip

men

t fro

m u

se

1 m

anua

lly o

pera

ted

equi

pmen

t

2 po

wer

ed e

quip

men

t

3.5

Confi

rm o

wn

com

pete

nce

and

auth

ority

to c

arry

out

the

mai

nten

ance

3.6

Rep

ort a

ny m

aint

enan

ce w

hich

mus

t be

carr

ied

out b

y so

meo

ne

else

3.7

Rec

ord:

• th

e ch

ecks

mad

e

• th

e w

ork

whi

ch n

eeds

to b

e do

ne

• an

y ac

tion

take

n

4. K

now

how

to s

ervi

ce e

quip

men

t.

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:

• pr

ofes

sion

al d

iscu

ssio

n•

oral

que

stio

ns a

nd a

nsw

ers

• qu

estio

ns r

equi

ring

writ

ten

answ

ers

4.1

Out

line

the

impo

rtan

ce o

f mak

ing

sure

equ

ipm

ent i

s in

a s

afe

cond

ition

for

serv

icin

g

4.2

Out

line

how

to m

ake

sure

the

equi

pmen

t in

own

area

of w

ork

is

safe

for

mai

nten

ance

4.3

Iden

tify

the

right

tool

s an

d m

ater

ials

for

the

serv

icin

g in

ow

n

ar

ea o

f res

pons

ibili

ty

4.4

Out

line

the

impo

rtan

ce o

f usi

ng th

e rig

ht to

ols

and

mat

eria

ls


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4.5

Out

line

the

impo

rtan

ce o

f fol

low

ing

the

man

ufac

ture

r’s a

nd

orga

nisa

tion’

s pr

oced

ures

for

serv

icin

g an

d ac

ting

safe

ly

thro

ugho

ut, i

nclu

ding

wha

t may

hap

pen

if th

is is

not

don

e4.

6 O

utlin

e th

e m

anuf

actu

rer’s

and

org

anis

atio

n’s

proc

edur

es fo

r

se

rvic

ing

the

equi

pmen

t in

own

area

of r

espo

nsib

ility

4.7

Out

line

the

impo

rtan

ce o

f rep

ortin

g an

y pr

oble

ms

to th

e

re

spon

sibl

e co

lleag

ue

4.8

Out

line

how

to r

epor

t any

pro

blem

s to

the

resp

onsi

ble

colle

ague

4.9

Out

line

the

impo

rtan

ce o

f car

ryin

g ou

t fina

l che

cks

befo

re th

e

eq

uipm

ent i

s pu

t bac

k in

to u

se

4.10

Lis

t the

sta

ndar

ds fo

r sa

fety

and

ser

vice

abili

ty fo

r eq

uipm

ent i

n

o

wn

area

of r

espo

nsib

ility

4.11

Sta

te w

hat c

heck

s ne

ed to

be

carr

ied

out t

o m

ake

sure

s

tand

ards

for

safe

ty a

nd s

ervi

ceab

ility

are

met

4.12

Des

crib

e th

e im

port

ance

of r

ecor

ding

wha

t has

bee

n ch

ecke

d

f

or s

afet

y an

d se

rvic

eabi

lity

4.13

Des

crib

e ho

w to

com

plet

e re

cord

s of

che

cks

for

safe

ty a

nd

ser

vice

abili

ty


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

5. B

e ab

le to

ser

vice

equ

ipm

ent.

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

chec

king

and

ser

vici

ng a

ctiv

ity

equi

pmen

t.

Whe

n se

rvic

ing

equi

pmen

t, th

e le

arne

r m

ust c

over

all

of th

e fo

llow

ing

type

s:a

equi

pmen

t1

man

ually

ope

rate

d eq

uipm

ent

2 po

wer

ed e

quip

men

t

5.1

Confi

rm o

wn

com

pete

nce

and

auth

ority

to c

arry

out

the

serv

icin

g

5.2

Mak

e su

re th

e eq

uipm

ent

is in

a s

afe

cond

ition

for

serv

icin

g

1 m

anua

lly o

pera

ted

equi

pmen

t

2 po

wer

ed e

quip

men

t

5.3

Caus

e as

littl

e di

srup

tion

to n

orm

al a

ctiv

ities

as

poss

ible

5.4

Org

anis

e ow

n w

ork

area

so

that

the

wor

k ca

n be

car

ried

out

saf

ely

and

effic

ient

ly

5.5

Choo

se th

e rig

ht to

ols

and

mat

eria

ls fo

r th

e jo

b

5.6

Carr

y ou

t the

ser

vici

ng fo

llow

ing

orga

nisa

tion’

s pr

oced

ures

and

th

e m

anuf

actu

rer’s

inst

ruct

ions

5.7

Rep

ort a

ny p

robl

ems

durin

g se

rvic

ing

to th

e re

spon

sibl

e

co

lleag

ue

5.8

Mak

e fin

al c

heck

s to

the

equi

pmen

t to

mak

e su

re it

is s

afe

and

ser

vice

able

1 m

anua

lly o

pera

ted

equi

pmen

t

2 po

wer

ed e

quip

men

t

5.9

Rec

ord

the

wor

k ca

rrie

d ou

t


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

Sim

ulat

ion

Sim

ulat

ion

is a

llow

ed fo

r 3.

4 an

d 5.

7 on

ly, i

f no

natu

rally

occ

urrin

g ev

iden

ce is

ava

ilabl

e.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s un

der

‘ass

essm

ent r

equi

rem

ents

or

guid

ance

spe

cifie

d by

a s

ecto

r or

reg

ulat

ory

body

’ tha

t do

not

requ

ire e

vide

nce

of r

eal w

ork

activ

ity.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Si

te c

arav

ans

on p

arks

Leve

l:2

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to s

ite c

arav

ans

on

park

s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

List

the

diffe

rent

type

s of

car

avan

s co

mm

only

foun

d on

car

avan

pa

rks

and

thei

r fe

atur

es

1.2

Des

crib

e th

e lo

cal s

ite li

cenc

e co

nditi

ons,

mod

el s

tand

ards

and

by

elaw

s th

at a

re r

elev

ant t

o si

ting

cara

vans

on

own

park

1.3

Iden

tify

the

heal

th a

nd s

afet

y le

gisl

atio

n an

d re

gula

tions

that

are

re

leva

nt to

siti

ng c

arav

ans

1.4

Iden

tify

rele

vant

indu

stry

cod

es o

f pra

ctic

e

2. K

now

how

to in

spec

t the

car

avan

on

del

iver

y

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e w

hy it

is im

port

ant t

o ca

rry

out t

he in

spec

tion

as s

oon

afte

r de

liver

y as

pos

sibl

e

2.2

Out

line

com

pany

pro

cedu

res

for

carr

ying

out

insp

ectio

ns

2.3

Out

line

how

to c

ompl

ete

rele

vant

doc

umen

ts

2.4

Des

crib

e th

e pr

oced

ures

for

reco

rdin

g an

d re

port

ing

dam

aged

an

d m

issi

ng p

arts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. B

e ab

le to

insp

ect t

he c

arav

an o

n de

liver

y

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is s

iting

ca

rava

ns o

n pa

rks

Whe

n in

spec

ting

the

cara

van

on

deliv

ery,

the

lear

ner

mus

t cov

er b

oth

of th

e fo

llow

ing

type

s:a

in

spec

tion

1 ex

tern

al2

inte

rnal

with

1 o

f the

follo

win

g ty

pes:

b

car

avan

1 ca

rava

n ho

liday

hom

e2

park

hom

e (e

ither

sin

gle

or tw

in

un

it)

3.1

Insp

ect

the

cara

van

as s

oon

as p

ossi

ble

afte

r de

liver

y, fo

llow

ing

orga

nisa

tion’

s pr

oced

ures

a in

spec

tion

1 ex

tern

al

2 in

tern

al

b c

arav

an

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

t)

3.2

Chec

k th

e do

cum

ents

sup

plie

d w

ith th

e ca

rava

n

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

t)

3.3

Com

plet

e th

e re

leva

nt d

ocum

ents

acc

urat

ely

and

legi

bly

3.4

Rec

ord

and

repo

rt a

ny d

amag

ed o

r m

issi

ng p

arts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4. K

now

how

to m

ove

the

cara

vans

on

the

park

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Des

crib

e w

hy lo

ose

furn

ishi

ngs

shou

ld b

e pa

cked

and

fixt

ures

an

d fit

tings

mad

e sa

fe

4.2

Out

line

how

to m

ake

safe

fixt

ures

and

fitti

ngs

4.3

Out

line

how

to s

uppo

rt th

e ca

rava

n

4.4

Des

crib

e ho

w to

mov

e sm

all,

med

ium

and

larg

e ca

rava

ns,

incl

udin

g to

urin

g ca

rava

ns, o

n th

e pa

rk s

afel

y an

d ef

fect

ivel

y

4.5

Out

line

how

to p

reve

nt th

e ca

rava

n si

nkin

g

4.6

Iden

tify

the

proc

edur

es fo

r tra

nspo

rtin

g an

d to

win

g

4.7

Iden

tify

the

proc

edur

es fo

r di

rect

ing

driv

ers

5. B

e ab

le to

mov

e th

e ca

rava

n on

the

park

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is s

iting

ca

rava

ns o

n pa

rks

Whe

n m

ovin

g th

e ca

rava

n on

the

park

, the

lear

ner

mus

t cov

er 1

of t

he

follo

win

g ty

pes:

a

car

avan

1 ca

rava

n ho

liday

hom

e2

park

hom

e (e

ither

sin

gle

or tw

in u

nits

)

5.1

Pack

all

loos

e fu

rnis

hing

s

5.2

Mak

e sa

fe a

ll fix

ture

s an

d fit

tings

5.3

Win

d up

or

rem

ove

all s

uppo

rts

5.4

Mov

e th

e ca

rava

n to

the

corr

ect l

ocat

ion

usin

g an

app

ropr

iate

ve

hicl

e

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

ts)


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5.5

Mov

e th

e ca

rava

n sa

fely

with

out c

ausi

ng in

jury

to p

eopl

e or

da

mag

e to

pro

pert

y

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

ts)

6. K

now

how

to s

ite th

e ca

rava

n an

d m

ake

it re

ady

for

use

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

Des

crib

e th

e ty

pes

of e

quip

men

t and

mat

eria

ls a

vaila

ble

for

stea

dyin

g ca

rava

ns

6.2

Des

crib

e w

hy th

e co

rrec

t typ

es o

f equ

ipm

ent a

nd m

ater

ials

sh

ould

be

used

for

stea

dyin

g ca

rava

ns

6.3

Des

crib

e th

e ty

pes

of a

ncho

rage

ava

ilabl

e 6.

4 D

escr

ibe

why

the

corr

ect t

ypes

of a

ncho

rage

sho

uld

be u

sed

6.5

List

the

type

s of

doo

rs a

nd s

teps

use

d

6.6

Des

crib

e th

e co

rrec

t met

hods

of fi

tting

diff

eren

t doo

rs a

nd s

teps

6.7

Des

crib

e ho

w to

con

nect

wat

er, w

aste

and

sew

erag

e se

rvic

es

with

due

reg

ard

to h

ealth

and

saf

ety

6.8

Des

crib

e ho

w to

test

wat

er, w

aste

, sew

erag

e, e

lect

ricity

, gas

and

te

leph

one

serv

ices

with

due

reg

ard

to h

ealth

and

saf

ety

6.9

Iden

tify

the

lega

l req

uire

men

ts c

over

ing

the

need

for

com

pete

nce

test

ing

for

staf

f con

nect

ing

serv

ices

suc

h as

wat

er, g

as a

nd

elec

trici

ty, a

nd th

e co

nseq

uent

nee

d fo

r su

perv

isio

n by

app

rove

d co

ntra

ctor

s du

ring

lear

ning

and

ass

essm

ent


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

7. B

e ab

le to

site

the

cara

van

and

mak

e it

read

y fo

r us

e

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is s

iting

ca

rava

ns o

n pa

rks

Whe

n si

ting

the

cara

van

and

mak

ing

it re

ady

for

use,

the

lear

ner

mus

t co

ver

1 o

f the

follo

win

g ty

pes:

a

ca

rava

n1

cara

van

holid

ay h

ome

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

unit)

with

2 o

f the

follo

win

g ty

pes:

b

de

vice

1 co

rner

ste

ady

2 tri

pod

jack

3 tri

pod

bloc

k

with

bot

h of

the

follo

win

g ty

pes:

c

do

or1

inte

rnal

2 ex

tern

al

with

4 o

f the

follo

win

g ty

pes:

d

se

rvic

e1

wat

er2

was

te3

sew

erag

e4

elec

trici

ty5

gas

6 te

leph

one

7.1

Anch

or th

e ca

rava

n sa

fely

usi

ng a

n ap

prov

ed m

etho

d

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

t)

7.2

Posi

tion

the

cara

van

acco

rdin

g to

ow

n si

te li

cenc

e

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

t)

7.3

Mak

e th

e ca

rava

n st

eady

usi

ng a

dev

ice

reco

mm

ende

d by

the

man

ufac

ture

r

a

cara

van

1 ca

rava

n ho

liday

hom

e

2 pa

rk h

ome

(eith

er s

ingl

e or

twin

uni

t)

b

de

vice

1 co

rner

ste

ady

2 tri

pod

jack

3 tri

pod

bloc

k


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

7.4

Fit t

he d

oors

and

mak

e su

re th

ey a

re fu

nctio

ning

cor

rect

ly

1 in

tern

al

2 ex

tern

al

7.5

Fit t

he s

teps

and

mak

e su

re th

ey a

re s

ecur

e an

d fu

nctio

ning

c

orre

ctly

7.6

Conn

ect w

ater

, was

te a

nd s

ewer

age

pipe

s sa

fely

and

sec

urel

y

7.7

Mak

e su

re th

at a

ll se

rvic

es a

re o

pera

ting

corr

ectly

1 w

ater

2 w

aste

3 se

wer

age

4 el

ectri

city

5 ga

s

6 te

leph

one

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k in

a r

eal a

ctiv

ity

lead

ersh

ip c

onte

xt (

with

the

poss

ible

exc

eptio

ns o

f tho

se it

ems

liste

d un

der

‘use

of s

uppl

emen

tary

evi

denc

e’ b

elow

). T

his

evid

ence

mus

t be

gath

ered

by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

3.4

only

, if n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Cl

ean

and

tidy

faci

lity

area

sLe

vel:

2C

redi

t va

lue:

2Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to c

lean

and

tidy

fa

cilit

y ar

eas

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

why

cle

anin

g an

d tid

ying

sho

uld

avoi

d di

srup

tion

1.2

Out

line

the

basi

c re

quire

men

ts o

f the

Hea

lth a

nd S

afet

y at

Wor

k Ac

t whi

ch a

re r

elev

ant t

o th

is u

nit

1.3

Out

line

the

basi

c re

quire

men

ts o

f the

Con

trol o

f Sub

stan

ces

Haz

ardo

us to

Hea

lth r

egul

atio

ns w

hich

are

rel

evan

t to

this

uni

t1.

4 Id

entif

y th

e or

gani

satio

nal r

equi

rem

ents

and

man

ufac

ture

r’s

inst

ruct

ions

for

hand

ling

and

stor

ing

the

haza

rdou

s su

bsta

nces

be

ing

wor

ked

with

2. K

now

how

to c

lean

spo

rt a

nd

recr

eatio

n ar

eas

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Out

line

the

prog

ram

me

for

the

area

s to

be

clea

ned

2.2

Des

crib

e th

e or

gani

satio

nal a

nd le

gal r

equi

rem

ents

for

usin

g cl

eani

ng e

quip

men

t and

mat

eria

ls a

nd fo

r th

e di

spos

al o

f sp

illag

es, b

reak

ages

, was

te a

nd r

ubbi

sh2.

3 O

utlin

e th

e or

gani

satio

nal a

nd le

gal s

tand

ards

of h

ygie

ne a

nd

clea

nlin

ess

2.4

Out

line

how

to s

elec

t equ

ipm

ent,

clot

hing

and

mat

eria

ls fo

r ea

ch

circ

umst

ance

2.5

Out

line

how

to m

ake

sure

that

equ

ipm

ent a

nd m

ater

ials

are

fit

for

futu

re u

se2.

6 O

utlin

e th

e im

port

ance

of s

afe

and

hygi

enic

dis

posa

l of w

aste

3. B

e ab

le to

cle

an s

port

and

re

crea

tion

area

s3.

1 Cl

ean

area

s fo

llow

ing

the

plan

ned

sche

dule

3.2

Caus

e as

littl

e di

srup

tion

as p

ossi

ble


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

clea

ning

and

tidy

ing

faci

lity

area

s.

Whe

n cl

eani

ng s

port

and

rec

reat

ion

area

s, th

e le

arne

r m

ust c

over

all

of

the

follo

win

g ty

pes:

a

are

as1

area

s w

ithou

t par

ticul

ar h

azar

ds2

area

s w

ith p

artic

ular

haz

ards

3 pu

blic

are

as4

non-

publ

ic a

reas

with

all

of th

e fo

llow

ing

type

s:b

e

quip

men

t an

d m

ater

ials

1 m

anua

l equ

ipm

ent

2 po

wer

ed e

quip

men

t3

clea

ning

age

nts

3.3

Use

equ

ipm

ent,

mat

eria

ls a

nd m

etho

ds a

ppro

pria

te to

the

area

be

ing

clea

ned

1 m

anua

l equ

ipm

ent

2 po

wer

ed e

quip

men

t

3 cl

eani

ng a

gent

s

3.4

Wea

r pr

otec

tive

clot

hing

sui

tabl

e fo

r th

e eq

uipm

ent

and

mat

eria

ls b

eing

use

d

1 m

anua

l equ

ipm

ent

2 po

wer

ed e

quip

men

t

3 cl

eani

ng a

gent

s

3.5

Han

dle

and

use

equi

pmen

t an

d m

ater

ials

saf

ely

and

effic

ient

ly

1 m

anua

l equ

ipm

ent

2 po

wer

ed e

quip

men

t

3 cl

eani

ng a

gent

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3.6

Mak

e su

re th

e ar

ea m

eets

thei

r or

gani

satio

n’s

stan

dard

s fo

r cl

eanl

ines

s an

d hy

gien

e

1 ar

eas

with

out p

artic

ular

haz

ards

2 ar

eas

with

par

ticul

ar h

azar

ds

3 pu

blic

are

as

4 no

n-pu

blic

are

as

3.7

Stor

e eq

uipm

ent

and

mat

eria

ls s

afel

y an

d re

ady

for

futu

re u

se

1 m

anua

l equ

ipm

ent

2 po

wer

ed e

quip

men

t

3 cl

eani

ng a

gent

s

3.8

Dis

pose

of w

aste

saf

ely

and

acco

rdin

g to

org

anis

atio

nal

proc

edur

es

4. K

now

how

to ti

dy s

port

and

rec

reat

ion

area

s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Out

line

how

to id

entif

y ha

zard

ous

and

non-

haza

rdou

s sp

illag

es,

brea

kage

s, w

aste

and

rub

bish

4.2

Out

line

the

orga

nisa

tiona

l pro

cedu

res

for

deal

ing

with

un

supe

rvis

ed p

rope

rty

4.3

Out

line

why

esc

ape

rout

es s

houl

d al

way

s be

cle

ar

4.4

Out

line

the

impo

rtan

ce o

f hon

esty

whe

n de

alin

g w

ith m

embe

rs

of th

e pu

blic

4.5

Out

line

the

proc

edur

es to

follo

w w

hen

deal

ing

with

mem

bers

of

the

publ

ic


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5. B

e ab

le to

tidy

spo

rt a

nd r

ecre

atio

n ar

eas

Whe

n tid

ying

spo

rt a

nd r

ecre

atio

n ar

eas,

the

lear

ner

mus

t cov

er b

oth

of

the

follo

win

g ty

pes:

a

spill

ages

, br

eaka

ges,

was

te a

nd

rubb

ish

1 ha

zard

ous

2 no

n-ha

zard

ous

with

all

of th

e fo

llow

ing

type

s:b

a

reas

1 ar

eas

with

out p

artic

ular

haz

ards

2 ar

eas

with

par

ticul

ar h

azar

ds3

publ

ic a

reas

4 no

n-pu

blic

are

as

with

2 o

f the

follo

win

g ty

pes:

c

pro

pert

y1

clot

hing

2

valu

able

s3

susp

icio

us o

bjec

ts

5.1

Iden

tify

and

deal

with

any

spi

llage

s, b

reak

ages

, w

aste

and

ru

bbis

h co

rrec

tly

1 ha

zard

ous

2 no

n-ha

zard

ous

5.2

Dis

pose

of t

hese

spi

llage

s, b

reak

ages

, w

aste

and

rub

bish

saf

ely

and

in li

ne w

ith o

rgan

isat

iona

l and

lega

l req

uire

men

ts

1 ha

zard

ous

2 no

n-ha

zard

ous

5.3

Mai

ntai

n th

e ar

eas

in a

saf

e an

d tid

y co

nditi

on

1 ar

eas

with

out p

artic

ular

haz

ards

2 ar

eas

with

par

ticul

ar h

azar

ds

3 pu

blic

are

as

4 no

n-pu

blic

are

as

5.4

Mak

e su

re th

at e

scap

e ro

utes

are

not

obs

truct

ed


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5.5

Dea

l with

lost

and

uns

uper

vise

d pr

oper

ty h

ones

tly a

nd in

line

w

ith fa

cilit

y pr

oced

ures

1 cl

othi

ng

2 va

luab

les

3 su

spic

ious

obj

ects

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

5.5

only

, if n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

Su

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: D

eal w

ith s

ubst

ance

s ha

zard

ous

to h

ealth

Leve

l:2

Cre

dit

valu

e:2

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to d

eal w

ith s

ubst

ance

s ha

zard

ous

to h

ealth

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

the

basi

c re

quire

men

ts o

f the

Hea

lth a

nd S

afet

y at

Wor

k Ac

t w

hich

are

rele

vant

to d

ealin

g w

ith s

ubst

ance

s ha

zard

ous

to h

ealth

1.2

Out

line

the

basi

c re

quire

men

ts o

f the

Con

trol o

f Sub

stan

ces

Haz

ardo

us to

Hea

lth r

egul

atio

ns w

hich

are

rel

evan

t to

deal

ing

with

sub

stan

ces

haza

rdou

s to

hea

lth1.

3 D

escr

ibe

the

orga

nisa

tiona

l req

uire

men

ts a

nd m

anuf

actu

rer’s

in

stru

ctio

ns fo

r ha

ndlin

g an

d st

orin

g th

e ha

zard

ous

subs

tanc

es

with

in o

wn

area

of w

ork

1.4

Out

line

how

to id

entif

y th

e ha

zard

ous

subs

tanc

es w

ithin

ow

n ar

ea o

f wor

k1.

5 Li

st th

e pa

rtic

ular

haz

ards

invo

lved

in h

andl

ing

and

stor

ing

the

subs

tanc

es w

ithin

ow

n ar

ea o

f wor

k 2.

Kno

w h

ow to

han

dle

subs

tanc

es

haza

rdou

s to

hea

lth

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e th

e im

port

ance

of f

ollo

win

g in

stru

ctio

ns fo

r ha

ndlin

g ha

zard

ous

subs

tanc

es a

nd w

hat c

ould

hap

pen

if no

t fol

low

ed2.

2 Li

st th

e ty

pes

of p

rote

ctiv

e cl

othi

ng w

hich

are

nee

ded

for

the

type

s of

sub

stan

ces

whi

ch a

re b

eing

wor

ked

with

2.3

Out

line

the

impo

rtan

ce o

f dea

ling

with

spi

llage

s an

d co

ntam

inat

ion

quic

kly

and

acco

rdin

g to

inst

ruct

ions

2.

4 O

utlin

e ho

w to

dea

l with

spi

llage

s an

d co

ntam

inat

ion

invo

lvin

g ha

zard

ous

subs

tanc

es

2.5

Out

line

the

type

s of

pro

blem

s w

hich

nee

d to

be

repo

rted

to a

re

spon

sibl

e co

lleag

ue

2.6

Iden

tify

the

resp

onsi

ble

colle

ague

2.7

Des

crib

e ho

w to

com

plet

e in

cide

nt r

epor

ts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. B

e ab

le to

han

dle

subs

tanc

es

haza

rdou

s to

hea

lth

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is d

ealin

g w

ith s

ubst

ance

s ha

zard

ous

to h

ealth

.

Whe

n ha

ndlin

g su

bsta

nces

ha

zard

ous

to h

ealth

, the

lear

ner

mus

t co

ver

all o

f the

follo

win

g ty

pes:

a

pro

tect

ive

clot

hing

1 co

vera

ll2

gogg

les

3 gl

oves

4 bo

ots

5 m

ask

3.1

Iden

tify

the

haza

rdou

s su

bsta

nce

and

the

risks

invo

lved

in

hand

ling

it

3.2

Han

dle

the

haza

rdou

s su

bsta

nce

follo

win

g th

e m

anuf

actu

rer’s

in

stru

ctio

ns a

nd o

rgan

isat

iona

l and

lega

l req

uire

men

ts

3.3

Sele

ct a

nd w

ear pr

otec

tive

clot

hing

sui

tabl

e fo

r th

e su

bsta

nce

bein

g ha

ndle

d

1 co

vera

ll

2 go

ggle

s

3 gl

oves

4 bo

ots

5 m

ask

3.4

Dea

l with

any

spi

llage

s an

d co

ntam

inat

ion

of p

eopl

e ac

cord

ing

to th

e m

anuf

actu

rer’s

inst

ruct

ions

and

org

anis

atio

nal a

nd le

gal

requ

irem

ents

3.5

Get

hel

p fro

m th

e re

spon

sibl

e co

lleag

ue w

hen

ther

e ar

e an

y ot

her

prob

lem

s

3.6

Rep

ort a

ny in

cide

nts

and

prob

lem

s cl

early

and

acc

urat

ely


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4. K

now

how

to s

tore

sub

stan

ces

haza

rdou

s to

hea

lth

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Out

line

the

impo

rtan

ce o

f sto

ring

haza

rdou

s su

bsta

nces

im

med

iate

ly a

fter

use

4.2

Stat

e th

e co

rrec

t sto

rage

are

as fo

r th

e su

bsta

nces

4.3

Out

line

why

it is

impo

rtan

t to

stor

e in

com

patib

le s

ubst

ance

s se

para

tely

4.

4 O

utlin

e w

hat a

re in

com

patib

le s

ubst

ance

s an

d ho

w to

iden

tify

and

stor

e th

em4.

5 O

utlin

e ho

w to

iden

tify

haza

rds

in th

e st

orag

e ar

ea a

nd d

eal w

ith

them

effe

ctiv

ely

4.6

Des

crib

e w

hat m

ay h

appe

n if

the

rang

e of

haz

ards

in th

e st

orag

e ar

ea a

re n

ot d

ealt

with

pro

perly

4.7

Out

line

the

impo

rtan

ce o

f ide

ntify

ing

subs

tanc

es p

ast t

heir

expi

ry d

ate

4.8

Out

line

the

proc

edur

es to

follo

w if

sub

stan

ces

are

iden

tified

to b

e pa

st th

eir

expi

ry d

ate

4.9

Out

line

the

impo

rtan

ce o

f kee

ping

rec

ords

up-

to-d

ate

and

writ

ing

clea

rly a

nd le

gibl

y4.

10 O

utlin

e ho

w to

com

plet

e th

e ne

cess

ary

reco

rds

5. B

e ab

le to

sto

re s

ubst

ance

s ha

zard

ous

to h

ealth

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is d

ealin

g w

ith s

ubst

ance

s ha

zard

ous

to h

ealth

.

5.1

Ret

urn

the

subs

tanc

es to

the

corr

ect s

tora

ge a

rea

imm

edia

tely

af

ter

use

5.2

Mak

e su

re th

at in

com

patib

le s

ubst

ance

s ar

e st

ored

sep

arat

ely

5.3

Iden

tify

any

haza

rds

in th

e st

orag

e ar

ea

1 de

fect

ive

cont

aine

rs

2 de

fect

ive

stor

age

area

s

3 un

safe

wor

king

pra

ctic

es


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

Whe

n st

orin

g su

bsta

nces

haz

ardo

us

to h

ealth

, the

lear

ner

mus

t cov

er 2

of

the

follo

win

g ty

pes:

a

ha

zard

s1

defe

ctiv

e co

ntai

ners

2

defe

ctiv

e st

orag

e ar

eas

3 un

safe

wor

king

pra

ctic

es

5.4

Dea

l with

any

haz

ards

acc

ordi

ng to

ow

n le

vel o

f res

pons

ibili

ty

and

orga

nisa

tiona

l and

lega

l req

uire

men

ts

1 de

fect

ive

cont

aine

rs

2 de

fect

ive

stor

age

area

s

3 un

safe

wor

king

pra

ctic

es

5.5

Iden

tify

any

subs

tanc

es p

ast t

heir

expi

ry d

ate

and

follo

w th

e co

rrec

t pro

cedu

res

for

deal

ing

with

thes

e

5.6

Upd

ate

stor

age

reco

rds

acco

rdin

g to

org

anis

atio

nal r

equi

rem

ents

5.7

Lock

the

stor

age

area

sec

urel

y w

hen

it is

una

ttend

ed

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

Sim

ulat

ion

Sim

ulat

ion

is a

llow

ed fo

r 3.

4, 3

.5, 3

.6, 5

.3, 5

.4 a

nd 5

.5 o

nly,

if n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: O

pera

te p

lant

to m

aint

ain

the

qual

ity o

f poo

l wat

erLe

vel:

2C

redi

t va

lue:

4Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to o

pera

te p

lant

to

mai

ntai

n th

e qu

ality

of p

ool

wat

er

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Des

crib

e th

e m

anuf

actu

rer’s

inst

ruct

ions

and

the

norm

al

oper

atin

g pr

oced

ures

for

the

plan

t1.

2 Id

entif

y th

e ch

emic

als

com

mon

ly u

sed

in p

ool p

lant

1.3

For

each

che

mic

al, i

dent

ify:

• its

effe

ct

• th

e ha

zard

s as

soci

ated

with

it

• th

e co

ntro

l mea

sure

s th

at m

ust b

e pu

t in

plac

e to

ens

ure

safe

use

1.4

Out

line

the

emer

genc

y ac

tion

plan

for

the

plan

t

1.5

Iden

tify

the

reco

rds

conc

erni

ng th

e op

erat

ion

of th

e pl

ant w

hich

ne

ed to

be

kept

up-

to-d

ate

1.6

Out

line

how

to c

ompl

ete

the

nece

ssar

y re

cord

s

1.7

Iden

tify

who

is th

e re

spon

sibl

e co

lleag

ue to

giv

e re

cord

s to

, and

re

port

equ

ipm

ent n

eedi

ng r

epai

r1.

8 O

utlin

e th

e ba

sic

requ

irem

ents

of t

he H

ealth

and

Saf

ety

at W

ork

Act a

nd C

OSH

H r

egul

atio

ns a

s th

ey a

pply

to th

e op

erat

ion

of

plan

t2.

Kno

w h

ow to

sta

rt u

p an

d sh

ut

dow

n pl

ant

2.1

Des

crib

e th

e im

port

ance

of f

ollo

win

g in

stru

ctio

ns fo

r th

e op

erat

ion

of th

e pl

ant

2.2

Des

crib

e ho

w to

set

the

syst

ems

in p

repa

ratio

n fo

r st

art u

p an

d sh

ut d

own


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.3

Des

crib

e ho

w to

beg

in s

tart

up

and

shut

dow

n se

quen

ces

2.4

Des

crib

e ho

w to

mon

itor

the

plan

t ope

ratio

n du

ring

star

t up

and

shut

dow

n2.

5 O

utlin

e ho

w to

take

cor

rect

ive

actio

n w

hen

the

norm

al o

pera

ting

proc

edur

es a

re n

ot m

et d

urin

g st

art u

p an

d sh

ut d

own

2.6

Iden

tify

the

faul

ts a

nd a

larm

s w

hich

may

occ

ur d

urin

g st

art u

p an

d sh

ut d

own

3. B

e ab

le to

sta

rt u

p an

d sh

ut d

own

plan

t

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

oper

atin

g pl

ant t

o m

aint

ain

the

qual

ity o

f poo

l wat

erW

hen

star

ting

up a

nd s

hutti

ng d

own

plan

t, th

e le

arne

r m

ust c

over

all

of

the

follo

win

g ty

pes:

a

sys

tem

s1

Circ

ulat

ion

(incl

udin

g pu

mps

)2

Filtr

atio

n (in

clud

ing

stra

iner

s an

d fil

ters

)3

Dis

infe

ctio

n (in

clud

ing

stor

age

and

dosi

ng ta

nks,

pum

ps)

4 H

eatin

g (in

clud

ing

calo

rifier

s, h

eat

exch

ange

rs)

5 Co

agul

atio

n (in

clud

ing

dosi

ng

tank

s, p

umps

)6

Pres

sure

gau

ges

7 M

easu

ring

(aut

omat

ic d

osin

g,

test

ing)

8 Co

ntro

l (in

clud

ing

calib

ratio

n an

d co

ntro

l sys

tem

s)

3.1

Mak

e su

re th

e sy

stem

s ar

e co

rrec

tly s

et fo

r st

art u

p an

d sh

ut

dow

n

1 Ci

rcul

atio

n (in

clud

ing

pum

ps)

2 Fi

ltrat

ion

(incl

udin

g st

rain

ers

and

filte

rs)

3 D

isin

fect

ion

(incl

udin

g st

orag

e an

d do

sing

tank

s, p

umps

)

4 H

eatin

g (in

clud

ing

calo

rifier

s, h

eat e

xcha

nger

s)

5 Co

agul

atio

n (in

clud

ing

dosi

ng ta

nks,

pum

ps)

6 Pr

essu

re g

auge

s

7 M

easu

ring

(aut

omat

ic d

osin

g, te

stin

g)

8 Co

ntro

l (in

clud

ing

calib

ratio

n an

d co

ntro

l sys

tem

s)


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

all

of th

e fo

llow

ing

type

s:b

r

ecor

ds1

star

t up

and

shut

dow

n tim

es2

inle

t and

out

let p

ress

ures

3 w

ater

and

air

tem

pera

ture

s4

resu

lts o

f che

mic

al te

sts

5 va

riatio

ns fr

om n

orm

al s

tart

up

and

shut

dow

n pr

oced

ures

6 su

gges

tions

for

impr

ovin

g no

rmal

op

erat

ing

proc

edur

es

7 Ch

emic

al le

vels

(bu

lk a

nd d

ay ta

nk

leve

ls a

nd g

as p

ress

ures

– w

here

ap

prop

riate

)

3.2

Beg

in th

e st

art u

p an

d sh

ut d

own

sequ

ence

s fo

llow

ing

the

man

ufac

ture

r’s in

stru

ctio

ns3.

3 M

onito

r th

e sy

stem

s fo

r fa

ults

and

ala

rms

1 Ci

rcul

atio

n (in

clud

ing

pum

ps)

2 Fi

ltrat

ion

(incl

udin

g st

rain

ers

and

filte

rs)

3 D

isin

fect

ion

(incl

udin

g st

orag

e an

d do

sing

tank

s, p

umps

)

4 H

eatin

g (in

clud

ing

calo

rifier

s, h

eat e

xcha

nger

s)

5 Co

agul

atio

n (in

clud

ing

dosi

ng ta

nks,

pum

ps)

6 Pr

essu

re g

auge

s

7 M

easu

ring

(aut

omat

ic d

osin

g, te

stin

g)

8 Co

ntro

l (in

clud

ing

calib

ratio

n an

d co

ntro

l sys

tem

s)

3.4

Take

the

corr

ect a

ctio

n to

dea

l with

any

faul

ts a

nd a

larm

s pr

ompt

ly a

nd a

ccor

ding

to g

uide

lines

3.5

Follo

w th

e em

erge

ncy

actio

n pl

an in

the

even

t of a

ny

emer

genc

ies

3.6

Com

plet

e al

l the

nec

essa

ry r

ecor

ds a

ccur

atel

y an

d le

gibl

y

1 st

art u

p an

d sh

ut d

own

times

2 in

let a

nd o

utle

t pre

ssur

es


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3 w

ater

and

air

tem

pera

ture

s

4 re

sults

of c

hem

ical

test

s

5 va

riatio

ns fr

om n

orm

al s

tart

up

and

shut

dow

n pr

oced

ures

6 su

gges

tions

for

impr

ovin

g no

rmal

ope

ratin

g pr

oced

ures

7 ch

emic

al le

vels

(bul

k an

d da

y ta

nk le

vels

and

gas

pre

ssur

es –

whe

re

appr

opria

te)

3.7

Mak

e re

cord

s av

aila

ble

to th

e re

spon

sibl

e co

lleag

ue w

hen

requ

ired

3.8

Ensu

re p

lant

ope

rate

s w

ithin

the

reco

mm

ende

d pa

ram

eter

s an

d st

anda

rds

laid

dow

n by

the

man

ufac

ture

r or

inst

alle

r an

d in

ac

cord

ance

with

nat

iona

lly a

ccep

ted

guid

elin

es3.

9 Fo

llow

all

rele

vant

legi

slat

ion

and

othe

r sa

fety

req

uire

men

ts a

t all

times

4. K

now

how

to m

aint

ain

plan

t in

wor

king

ord

er

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Des

crib

e th

e im

port

ance

of m

aint

aini

ng p

lant

in g

ood

wor

king

or

der

4.2

Out

line

the

basi

c pr

inci

ples

of:

• fil

tratio

n

• di

sinf

ectio

n

• ci

rcul

atio

n


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

• st

orag

e

• bo

ilers

and

hea

ting

equi

pmen

t

• as

soci

ated

mea

surin

g an

d co

ntro

l equ

ipm

ent

4.3

Stat

e th

e re

quire

men

ts o

f the

mai

nten

ance

sch

edul

e an

d lo

g sh

eets

4.4

Iden

tify:

• no

rmal

rat

es o

f ene

rgy

use

• no

rmal

rat

es o

f ene

rgy

flow

• no

rmal

leve

ls o

f pre

ssur

e

• no

rmal

tem

pera

ture

4.5

Out

line

how

to c

arry

out

the

rout

ine

test

s an

d m

aint

enan

ce

requ

ired

4.6

Out

line

how

to c

alcu

late

, mon

itor

and

reco

rd e

nerg

y an

d w

ater

us

age

figur

es4.

7 O

utlin

e ho

w to

iden

tify

item

s ne

edin

g re

pair

4.8

Out

line

wha

t to

do w

hen

item

s ne

edin

g re

pair

are

foun

d

4.9

Out

line

how

to id

entif

y w

hen

the

plan

t is

not r

unni

ng p

rope

rly

4.10

Out

line

how

to te

st a

larm

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5. B

e ab

le to

mai

ntai

n pl

ant i

n w

orki

ng o

rder

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

oper

atin

g pl

ant t

o m

aint

ain

the

qual

ity o

f poo

l wat

er.

Whe

n m

aint

aini

ng p

lant

in w

orki

ng

orde

r, th

e le

arne

r m

ust c

over

all

of

the

follo

win

g ty

pes:

a

tes

ts a

nd c

heck

s1

rate

s of

ene

rgy

use

2 ra

tes

of fl

ow3

leve

ls o

f pre

ssur

e4

leve

ls o

f tem

pera

ture

5 m

easu

ring

and

cont

rol

6 al

arm

s7

ener

gy s

avin

g de

vice

s8

leve

ls o

f che

mic

als

in s

tora

ge a

nd

dos

ing

tank

s

with

all

of th

e fo

llow

ing

type

s:b

p

lant

sys

tem

s1

filtra

tion

2 di

sinf

ectio

n3

heat

ing

4 pr

essu

re5

mea

surin

g an

d co

ntro

l

with

all

of th

e fo

llow

ing

type

s:c

ro

utin

e m

aint

enan

ce t

o en

sure

1 pl

ant e

ffici

ency

2 pl

ant e

ffect

iven

ess

3 pl

ant e

cono

my

5.1

Carr

y ou

t reg

ular

tes

ts, v

isua

l and

aud

ible

che

cks

and

rout

ine

mai

nten

ance

acc

ordi

ng to

the

pres

crib

ed m

aint

enan

ce s

ched

ule

and

log

shee

t req

uire

men

ts fo

r th

e pl

ant

syst

ems

a

tes

ts a

nd c

heck

s

1 ra

tes

of e

nerg

y us

e

2 ra

tes

of fl

ow

3 le

vels

of p

ress

ure

4 le

vels

of t

empe

ratu

re

5 m

easu

ring

and

cont

rol

6 al

arm

s

7 en

ergy

sav

ing

devi

ces

8 le

vels

of c

hem

ical

s in

sto

rage

and

dos

ing

tank

s

c

rout

ine

mai

nten

ance

to

ensu

re

1 pl

ant e

ffici

ency

2 pl

ant e

ffect

iven

ess

3 pl

ant e

cono

my

b

pla

nt s

yste

ms

1 fil

tratio

n

2 di

sinf

ectio

n

3 he

atin

g

4 pr

essu

re

5 m

easu

ring

and

cont

rol


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5.2

Iden

tify

any

item

s w

hich

nee

d re

pair

and

repo

rt th

ese

to th

e re

spon

sibl

e co

lleag

ue

5.3

Take

the

appr

opria

te a

ctio

n w

hen

the

norm

al o

pera

ting

proc

edur

es a

re n

ot b

eing

met

5.4

Log

and

repo

rt e

nerg

y an

d w

ater

usa

ge fi

gure

s, ta

king

ap

prop

riate

act

ion

to d

eal w

ith w

aste

ful l

osse

s an

d le

aks

to

mai

ntai

n th

e ef

ficie

ncy

and

safe

ty o

f the

pla

nt5.

5 M

onito

r th

e al

arm

s an

d re

spon

d to

them

follo

win

g no

rmal

op

erat

ing

proc

edur

es a

nd th

e em

erge

ncy

actio

n pl

an

5.6

Com

plet

e al

l the

nec

essa

ry r

ecor

ds

5.7

Mak

e re

cord

s av

aila

ble

to th

e re

spon

sibl

e co

lleag

ue w

hen

requ

ired

5.8

Follo

w a

ll re

leva

nt le

gisl

atio

n an

d m

eet r

ecom

men

ded

oper

atin

g co

nditi

ons

at a

ll tim

es

6. K

now

how

to e

nsur

e th

e qu

ality

of

wat

er

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

Stat

e th

e im

port

ance

of m

aint

aini

ng th

e qu

ality

and

tem

pera

ture

of

the

wat

er

6.2

Out

line

the

basi

c pr

inci

ples

invo

lved

in m

aint

aini

ng w

ater

qua

lity

6.3

Iden

tify

the

test

s an

d ch

ecks

whi

ch n

eed

to b

e ca

rrie

d ou

t in

orde

r to

mon

itor

the

qual

ity a

nd te

mpe

ratu

re o

f the

wat

er

6.4

Des

crib

e ho

w to

car

ry o

ut te

sts

and

chec

ks o

n th

e qu

ality

and

te

mpe

ratu

re o

f the

wat

er

6.5

Des

crib

e th

e re

med

ial a

ctio

ns r

equi

red

for

a ra

nge

of c

hem

ical

co

ntam

inan

ts a

nd b

iolo

gica

l rel

ease

s in

to th

e po

ol


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

6.6

Des

crib

e th

e im

port

ance

of u

ncon

tam

inat

ed te

st e

quip

men

t 6.

7 D

escr

ibe

how

to e

nsur

e te

st e

quip

men

t is

not c

onta

min

ated

6.8

Out

line

the

wat

er te

mpe

ratu

res

whi

ch a

re a

ppro

pria

te fo

r a

rang

e of

diff

eren

t act

iviti

es

6.9

Des

crib

e th

e ty

pes

of c

orre

ctiv

e ac

tion

to ta

ke w

hen

wat

er

qual

ity a

nd te

mpe

ratu

re d

o no

t mee

t sta

ndar

ds

7. B

e ab

le to

ens

ure

the

qual

ity o

f w

ater

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

oper

atin

g pl

ant t

o m

aint

ain

the

qual

ity o

f poo

l wat

er.

Whe

n en

surin

g th

e qu

ality

of w

ater

, th

e le

arne

r m

ust c

over

all

of th

e fo

llow

ing

type

s:a

t

ests

and

mon

itoring

1 pH

2 fre

e an

d co

mbi

ned

disi

nfec

tant

leve

ls3

air

and

wat

er te

mpe

ratu

res

4 re

lativ

e hu

mid

ity5

fresh

wat

er d

ilutio

n6

pool

load

ing

7 pl

ant r

unni

ng ti

me

8 m

icro

biol

ogic

al

7.1

Carr

y ou

t the

reg

ular

tes

ts,

mon

itoring

and

sen

sory

insp

ectio

ns

acco

rdin

g to

pre

scrib

ed w

ater

test

pro

cedu

res

a t

ests

and

mon

itoring

1 pH

2 fre

e an

d co

mbi

ned

disi

nfec

tant

leve

ls

3 ai

r an

d w

ater

tem

pera

ture

s

4 re

lativ

e hu

mid

ity

5 fre

sh w

ater

dilu

tion

6 po

ol lo

adin

g

7 pl

ant r

unni

ng ti

me

8 m

icro

biol

ogic

al


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

all

of th

e fo

llow

ing

type

s:b

s

enso

ry in

spec

tions

1 w

ater

cla

rity

2 w

ater

qua

lity

3 al

gae

4 fo

amin

g5

diss

olve

d pa

rtic

ulat

e m

atte

r6

scum

line

s7

the

clea

nlin

ess

of th

e po

ol s

urro

und

with

all

of th

e fo

llow

ing

type

s:c

sa

mpl

es1

the

calib

ratio

n of

aut

omat

ic c

ontro

ls2

wat

er b

alan

ce3

tota

l dis

solv

ed s

olid

s4

alka

linity

5 ca

lciu

m h

ardn

ess

6 ba

cter

ia

b

sen

sory

insp

ectio

ns

1 w

ater

cla

rity

2 w

ater

qua

lity

3 al

gae

4 fo

amin

g

5 di

ssol

ved

part

icul

ate

mat

ter

6 sc

um li

nes

7 th

e cl

eanl

ines

s of

the

pool

sur

roun

d

7.2

Chec

k th

e w

ater

cla

rity

to e

nsur

e it

rem

ains

in o

ptim

um

cond

ition

7.3

Pay

care

ful a

nd o

ngoi

ng a

ttent

ion

to th

e al

arm

s w

hich

mon

itor

wat

er q

ualit

y

7.4

Mak

e su

re th

at te

st e

quip

men

t is

free

from

con

tam

inat

ion

7.5

Take

wat

er s

ampl

es in

a w

ay th

at c

onfo

rms

to n

orm

al o

pera

ting

proc

edur

es

1 th

e ca

libra

tion

of a

utom

atic

con

trols

2 w

ater

bal

ance

3 to

tal d

isso

lved

sol

ids


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4 al

kalin

ity

5 ca

lciu

m h

ardn

ess

6 ba

cter

ia

7.6

Take

cor

rect

ive

actio

n w

hen

norm

al o

pera

ting

proc

edur

es a

re

not b

eing

met

and

in r

espo

nse

to b

acte

riolo

gica

l tes

t res

ults

in

clud

ing:

• fa

ecal

• di

arrh

oeal

• vo

mit

• bl

ood

• m

icro

biol

ogic

al

7.7

Com

plet

e al

l the

nec

essa

ry r

ecor

ds a

ccur

atel

y an

d le

gibl

y

7.8

Mak

e re

cord

s av

aila

ble

to th

e re

spon

sibl

e co

lleag

ue w

hen

requ

ired

7.9

Follo

w a

ll re

leva

nt le

gisl

atio

n an

d ot

her

safe

ty r

equi

rem

ents

at a

ll tim

esEvi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

3.4,

3.5

, 5.2

, 5.3

, 5.5

and

5.6

onl

y, if

no

natu

rally

occ

urrin

g ev

iden

ce is

ava

ilabl

e.

Use

of su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: O

pera

te p

lant

to p

rovi

de a

nd m

aint

ain

an ic

e su

rfac

eLe

vel:

2C

redi

t va

lue:

4Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to o

pera

te p

lant

to

prov

ide

and

mai

ntai

n an

ice

surf

ace

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

the

basi

c pr

inci

ples

of c

reat

ing

and

mai

ntai

ning

an

ice

surf

ace

1.2

Des

crib

e th

e m

anuf

actu

rer’s

inst

ruct

ions

and

the

norm

al

oper

atin

g pr

oced

ures

for

the

plan

t1.

3 Id

entif

y th

e ch

emic

als

com

mon

ly u

sed

in ic

e pl

ant

1.4

For

each

che

mic

al, i

dent

ify:

• its

effe

ct

• th

e ha

zard

s as

soci

ated

with

it

• th

e co

ntro

l mea

sure

s th

at m

ust b

e pu

t in

plac

e to

ens

ure

safe

use

1.5

Des

crib

e th

e em

erge

ncy

actio

n pl

an fo

r th

e pl

ant

1.6

Iden

tify

the

reco

rds

conc

erni

ng th

e op

erat

ion

of th

e pl

ant w

hich

ne

ed to

be

kept

up-

to-d

ate

1.7

Des

crib

e ho

w to

com

plet

e th

e ne

cess

ary

reco

rds

1.8

Iden

tify

who

is th

e re

spon

sibl

e co

lleag

ue to

giv

e re

cord

s to

, and

re

port

equ

ipm

ent n

eedi

ng r

epai

r1.

9 O

utlin

e th

e ba

sic

requ

irem

ents

of t

he H

ealth

and

Saf

ety

at W

ork

Act a

nd C

OSH

H r

egul

atio

ns a

s th

ey a

pply

to th

e op

erat

ion

of

plan

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2. K

now

how

to m

aint

ain

ice

plan

t

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Out

line

the

impo

rtan

ce o

f fol

low

ing

inst

ruct

ions

for

the

oper

atio

n of

the

plan

t 2.

2 D

escr

ibe

how

to s

et th

e sy

stem

s co

rrec

tly fo

r a

rang

e of

re

quire

men

ts2.

3 O

utlin

e ho

w to

mon

itor

the

plan

t ope

ratio

n

2.4

Iden

tify:

• no

rmal

rat

es o

f ene

rgy

use

• no

rmal

rat

es o

f ene

rgy

flow

• no

rmal

leve

ls o

f pre

ssur

e

• no

rmal

tem

pera

ture

2.5

Out

line

how

to ta

ke c

orre

ctiv

e ac

tion

whe

n th

e no

rmal

ope

ratin

g pr

oced

ures

are

not

met

2.

6 O

utlin

e th

e fa

ults

and

ala

rms

whi

ch m

ay o

ccur

2.7

Des

crib

e ho

w to

res

pond

cor

rect

ly to

faul

ts a

nd a

larm

s

3. B

e ab

le to

mai

ntai

n ic

e pl

ant

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

oper

atin

g pl

ant t

o pr

ovid

e an

d m

aint

ain

an ic

e su

rfac

e

3.1

Mak

e su

re th

e sy

stem

s ar

e co

rrec

tly s

et fo

r da

ily p

rogr

amm

es

1 cr

eatin

g th

e co

nditi

ons

for

the

form

atio

n of

an

ice

surf

ace

2 as

soci

ated

mea

surin

g an

d co

ntro

l equ

ipm

ent

3.2

Mon

itor

the

syst

ems

and

gaug

es f

or fa

ults

and

ala

rms


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

Whe

n m

aint

aini

ng th

e ic

e pl

ant,

the

lear

ner

mus

t cov

er a

ll of

the

follo

win

g ty

pes:

a

s

yste

ms

1 cr

eatin

g th

e co

nditi

ons

for

the

fo

rmat

ion

of a

n ic

e su

rfac

e2

asso

ciat

ed m

easu

ring

and

cont

rol

eq

uipm

ent

with

all

of th

e fo

llow

ing

type

s:b

g

auge

s1

rate

s of

flow

2 ra

tes

of p

ress

ure

3 le

vels

of t

empe

ratu

re4

rate

s of

ene

rgy

use

5 de

nsity

of t

he c

oola

nt m

ediu

m

with

all

of th

e fo

llow

ing

type

s:c

r

ecor

ds1

whi

ch c

ompr

esso

r is

ope

ratin

g2

cool

ant m

ediu

m p

ress

ure

3 co

olan

t med

ium

tem

pera

ture

4 co

olan

t med

ium

den

sity

5 en

ergy

use

6 ai

r te

mpe

ratu

re7

retu

rn te

mpe

ratu

re8

outs

ide

air

tem

pera

ture

9 su

gges

tions

for

impr

ovin

g no

rmal

oper

atin

g pr

oced

ures

a

sys

tem

s

1 cr

eatin

g th

e co

nditi

ons

for

the

form

atio

n of

an

ice

surf

ace

2 as

soci

ated

mea

surin

g an

d co

ntro

l equ

ipm

ent

b

gau

ges

1 ra

tes

of fl

ow

2 ra

tes

of p

ress

ure

3 le

vels

of t

empe

ratu

re

4 ra

tes

of e

nerg

y us

e

5 de

nsity

of t

he c

oola

nt m

ediu

m

3.3

Chec

k re

adin

gs a

gain

st p

revi

ous

data

for

trend

s

3.4

Take

the

corr

ect a

ctio

n to

dea

l with

any

faul

ts, a

larm

s an

d tre

nds

prom

ptly

and

acc

ordi

ng to

man

ufac

ture

rs’ g

uide

lines

3.2

Mon

itor

the

syst

ems

and

gaug

es fo

r fa

ults

and

ala

rms

a s

yste

ms

1 cr

eatin

g th

e co

nditi

ons

for

the

form

atio

n of

an

ice

surf

ace

2 as

soci

ated

mea

surin

g an

d co

ntro

l equ

ipm

ent

b g

auge

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1 ra

tes

of fl

ow

2 ra

tes

of p

ress

ure

3 le

vels

of t

empe

ratu

re

4 ra

tes

of e

nerg

y us

e

5 de

nsity

of t

he c

oola

nt m

ediu

m

3.3

Chec

k re

adin

gs a

gain

st p

revi

ous

data

for

trend

s

3.4

Take

the

corr

ect a

ctio

n to

dea

l with

any

faul

ts, a

larm

s an

d tre

nds

prom

ptly

and

acc

ordi

ng to

man

ufac

ture

rs’ g

uide

lines

3.5

Chec

k to

ens

ure

that

cor

rect

ive

actio

n ha

s re

solv

ed th

e is

sue

3.6

Com

plet

e al

l the

nec

essa

ry r

ecor

ds a

ccor

ding

to s

ched

ule

accu

rate

ly a

nd le

gibl

y1

whi

ch c

ompr

esso

r is

ope

ratin

g

2 co

olan

t med

ium

pre

ssur

e

3 co

olan

t med

ium

tem

pera

ture

4 co

olan

t med

ium

den

sity

5 en

ergy

use

6 ai

r te

mpe

ratu

re

7 re

turn

tem

pera

ture

8 ou

tsid

e ai

r te

mpe

ratu

re


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

9 su

gges

tions

for

impr

ovin

g no

rmal

ope

ratin

g pr

oced

ures

3.7

Mak

e re

cord

s av

aila

ble

to th

e re

spon

sibl

e co

lleag

ue w

hen

requ

ired

3.8

Follo

w a

ll re

leva

nt le

gisl

atio

n an

d ot

her

safe

ty r

equi

rem

ents

at a

ll tim

es

3.9

Follo

w th

e em

erge

ncy

actio

n pl

an in

the

even

t of a

ny

emer

genc

ies

4. K

now

how

to m

aint

ain

anci

llary

ic

e rin

k eq

uipm

ent i

n w

orki

ng

orde

rTh

is le

arni

ng o

utco

me

can

be

asse

ssed

by:

• pr

ofes

sion

al d

iscu

ssio

n•

oral

que

stio

ns a

nd a

nsw

ers

• qu

estio

ns r

equi

ring

writ

ten

answ

ers

4.1

Des

crib

e th

e im

port

ance

of m

aint

aini

ng a

ncill

ary

equi

pmen

t in

good

wor

king

ord

er

4.2

Stat

e th

e re

quire

men

ts o

f the

mai

nten

ance

sch

edul

e an

d lo

g sh

eets

4.3

List

the

com

mon

type

s of

anc

illar

y eq

uipm

ent u

sed

in ic

e rin

ks

4.4

Des

crib

e ho

w to

car

ry o

ut th

e ro

utin

e te

sts

and

mai

nten

ance

re

quire

d

4.5

Out

line

how

to id

entif

y ite

ms

need

ing

repa

ir an

d w

hat t

o do

w

hen

they

are

foun

d

4.6

Out

line

how

to te

st a

larm

s

5. B

e ab

le to

mai

ntai

n an

cilla

ry ic

e rin

k eq

uipm

ent i

n w

orki

ng o

rder

5.1

Carr

y ou

t reg

ular

test

s, c

heck

s an

d ro

utin

e m

aint

enan

ce a

nd

anci

llary

equ

ipm

ent

acco

rdin

g to

man

ufac

ture

rs’ i

nstru

ctio

ns

1 ef

ficie

ncy

2 ef

fect

iven

ess

3 ec

onom

y


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is o

pera

ting

plan

t to

prov

ide

and

mai

ntai

n an

ice

surf

ace

Whe

n m

aint

aini

ng a

ncill

ary

ice

rink

equi

pmen

t in

wor

king

ord

er, t

he

lear

ner

mus

t cov

er a

ll of

the

follo

win

g ty

pes:

a r

outin

e m

aint

enan

ce t

o en

sure

1 ef

ficie

ncy

2 ef

fect

iven

ess

3 ec

onom

y

with

all

of th

e fo

llow

ing

type

s:b

anc

illar

y eq

uipm

ent

1 re

surf

acer

2 ed

ger

3 zi

pper

/che

rry

pick

er4

palle

t tru

ck5

gas

bottl

e ca

rrie

r un

it 6

light

ing

rigs

7 pl

atfo

rms

8 ba

rrie

r/tem

pora

ry b

arrie

r9

glas

s/ne

tting

10 s

eatin

g11

floo

ring/

tem

pora

ry fl

oorin

g12

ska

te h

ire b

oots

13 r

egrin

d m

achi

ne14

ice

pit

15 r

esur

face

r ga

rage

16 lo

cker

s17

oth

er a

ncill

ary

equi

pmen

t

b a

ncill

ary

equi

pmen

t

1 re

surf

acer

2 ed

ger

3 zi

pper

/che

rry

pick

er

4 pa

llet t

ruck

5 ga

s bo

ttle

carr

ier

unit

6 lig

htin

g rig

s

7 pl

atfo

rms

8 ba

rrie

r/tem

pora

ry b

arrie

r

9 gl

ass/

netti

ng

10 s

eatin

g

11 fl

oorin

g/te

mpo

rary

floo

ring

12 s

kate

hire

boo

ts

13 r

egrin

d m

achi

ne

14 ic

e pi

t

15 r

esur

face

r ga

rage

16 lo

cker

s

17 o

ther

anc

illar

y eq

uipm

ent


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5.2

Iden

tify

any

item

s of

anc

illar

y eq

uipm

ent

that

nee

d re

pair

and

repo

rt th

ese

to th

e re

spon

sibl

e co

lleag

ue

1 re

surf

acer

2 ed

ger

3 zi

pper

/che

rry

pick

er

4 pa

llet t

ruck

5 ga

s bo

ttle

carr

ier

unit

6 lig

htin

g rig

s

7 pl

atfo

rms

8 ba

rrie

r/tem

pora

ry b

arrie

r

9 gl

ass/

netti

ng

10 s

eatin

g

11 fl

oorin

g/te

mpo

rary

floo

ring

12 s

kate

hire

boo

ts

13 r

egrin

d m

achi

ne

14 ic

e pi

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

15 r

esur

face

r ga

rage

16 lo

cker

s

17 o

ther

anc

illar

y eq

uipm

ent

5.3

Take

the

appr

opria

te a

ctio

n w

hen

the

norm

al o

pera

ting

proc

edur

es a

re n

ot b

eing

met

5.4

Ensu

re a

ncill

ary

equi

pmen

t is

sto

red

corr

ectly

acc

ordi

ng to

lega

l re

quire

men

ts

1 re

surf

acer

2 ed

ger

3 zi

pper

/che

rry

pick

er

4 pa

llet t

ruck

5 ga

s bo

ttle

carr

ier

unit

6 lig

htin

g rig

s

7 pl

atfo

rms

8 ba

rrie

r/tem

pora

ry b

arrie

r

9 gl

ass/

netti

ng

10 s

eatin

g


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

11 fl

oorin

g/te

mpo

rary

floo

ring

12 s

kate

hire

boo

ts

13 r

egrin

d m

achi

ne

14 ic

e pi

t

15 r

esur

face

r ga

rage

16 lo

cker

s

17 o

ther

anc

illar

y eq

uipm

ent

5.5

Mon

itor

the

alar

ms

and

resp

ond

to th

em fo

llow

ing

norm

al

oper

atin

g pr

oced

ures

and

the

emer

genc

y ac

tion

plan

5.6

Com

plet

e al

l the

nec

essa

ry r

ecor

ds

5.7

Mak

e re

cord

s av

aila

ble

to th

e re

spon

sibl

e co

lleag

ue w

hen

requ

ired

5.8

Follo

w a

ll re

leva

nt le

gisl

atio

n an

d ot

her

safe

ty r

equi

rem

ents

at a

ll tim

es6.

Kno

w h

ow to

ens

ure

the

qual

ity o

f th

e ic

e su

rfac

e

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

Stat

e th

e im

port

ance

of m

aint

aini

ng th

e qu

ality

and

tem

pera

ture

of

the

ice

6.2

Out

line

the

basi

c pr

inci

ples

invo

lved

in m

aint

aini

ng th

e qu

ality

of

an

ice

surf

ace

6.3

Des

crib

e th

e te

sts

and

chec

ks w

hich

nee

d to

be

carr

ied

out i

n or

der

to c

heck

the

qual

ity a

nd te

mpe

ratu

re o

f the

ice

6.4

Des

crib

e ho

w to

car

ry o

ut te

sts

and

chec

ks o

n th

e qu

ality

and

te

mpe

ratu

re o

f the

ice


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

6.5

Des

crib

e th

e ty

pes

of ic

e su

rfac

e w

hich

are

app

ropr

iate

to a

ra

nge

of a

ctiv

ities

6.6

Des

crib

e th

e ty

pes

of c

orre

ctiv

e ac

tion

to ta

ke w

hen

ice

qual

ity

and

tem

pera

ture

do

not m

eet s

tand

ards

7. B

e ab

le to

ens

ure

the

qual

ity o

f the

ic

e su

rfac

e

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

oper

atin

g pl

ant t

o pr

ovid

e an

d m

aint

ain

an ic

e su

rfac

e

Whe

n en

surin

g th

e qu

ality

of t

he ic

e su

rfac

e, th

e le

arne

r m

ust c

over

all

of

the

follo

win

g ty

pes:

a

tes

ts a

nd m

onito

ring

1 ic

e su

rfac

e te

mpe

ratu

res

2 in

side

air

tem

pera

ture

3 ou

tsid

e ai

r te

mpe

ratu

re4

rela

tive

hum

idity

5 in

com

ing

and

outg

oing

coo

lant

tem

pera

ture

6 co

nditi

on v

ersu

s us

age/

activ

ity

7.1

Carr

y ou

t the

dai

ly t

ests

, mon

itoring

and

sen

sory

insp

ectio

ns

acco

rdin

g to

pre

scrib

ed p

roce

dure

s

a t

ests

and

mon

itoring

1 ic

e su

rfac

e te

mpe

ratu

res

2 in

side

air

tem

pera

ture

3 ou

tsid

e ai

r te

mpe

ratu

re

4 re

lativ

e hu

mid

ity

5 in

com

ing

and

outg

oing

coo

lant

tem

pera

ture

6 co

nditi

on v

ersu

s us

age/

activ

ity

b s

enso

ry in

spec

tions

1 w

et p

atch

es/li

nes/

area

s/ex

its

2 ob

ject

s/de

bris

3 cr

acks

/hol

es

4 di

scol

oura

tion/

text

ure

of th

e ic

e su

rfac

e

5 irr

egul

ariti

es


Lear

ning

out

com

es

The

lear

ner

will

:

Initi

alEv

iden

ce r

efer

ence

Num

ber/

s

with

all

of th

e fo

llow

ing

type

s:b

s

enso

ry in

spec

tions

1 w

et p

atch

es/li

nes/

area

s/ex

its2

obje

cts/

debr

is3

crac

ks/h

oles

4 di

scol

oura

tion/

text

ure

of th

e ic

e

surf

ace

5 irr

egul

ariti

es

with

all

of th

e fo

llow

ing

type

s:c

m

aint

enan

ce p

roce

dure

s1

wet

res

urfa

ce2

dry

resu

rfac

e3

cros

s re

surf

ace

4 do

uble

ice

resu

rfac

ers

5 m

anua

l res

urfa

ce6

edge

7 flo

odin

g8

tem

pera

ture

cha

nges

9 ic

e pe

bblin

g10

ice

scra

ping

7.2

Mak

e su

re th

at th

e ic

e su

rfac

e is

app

ropr

iate

for

the

activ

ities

ta

king

pla

ce

7.3

Pay

care

ful a

ttent

ion

to, a

nd m

onito

r, th

e ic

e co

nditi

on

7.4

Whe

re a

ppro

pria

te, t

ake

corr

ectiv

e ac

tion

7.5

Pay

care

ful a

nd o

ngoi

ng a

ttent

ion

to th

e al

arm

s w

hich

mon

itor

the

qual

ity o

f the

ice

surf

ace

7.6

Mea

sure

the

ice

dept

h at

pre

scrib

ed p

oint

s

7.7

Take

cor

rect

ive

actio

n w

hen

norm

al o

pera

ting

proc

edur

es a

re n

ot

bein

g m

et a

nd in

res

pons

e to

bac

terio

logi

cal t

est r

esul

ts

7.8

Carr

y ou

t rou

tine

mai

nten

ance

pro

cedu

res

acco

rdin

g to

the

mai

nten

ance

sch

edul

e

1 w

et r

esur

face

2 dr

y re

surf

ace

3 cr

oss

resu

rfac

e

4 do

uble

ice

resu

rfac

ers

5 m

anua

l res

urfa

ce

6 ed

ge

7 flo

odin

g


Lear

ning

out

com

es

The

lear

ner

will

:

Initi

alEv

iden

ce r

efer

ence

Num

ber/

s

8 te

mpe

ratu

re c

hang

es

9 ic

e pe

bblin

g

10 ic

e sc

rapi

ng

7.9

Com

plet

e al

l the

nec

essa

ry r

ecor

ds a

ccur

atel

y an

d le

gibl

y

7.10

Mak

e re

cord

s av

aila

ble

to th

e re

spon

sibl

e co

lleag

ue w

hen

requ

ired

7.11

Fol

low

all

rele

vant

legi

slat

ion

and

othe

r sa

fety

req

uire

men

ts a

t al

l tim

es

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

3.4,

3.5

, 5.2

, 5.3

, 5.5

, and

5.6

onl

y, if

no

natu

rally

occ

urrin

g ev

iden

ce is

ava

ilabl

e.

Use

of su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Ca

rry

out m

aint

enan

ce a

nd m

inor

rep

airs

Le

vel:

2C

redi

t va

lue:

3Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. U

nder

stan

d ho

w to

pre

pare

to

carr

y ou

t mai

nten

ance

and

min

or

repa

irs

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Stat

e th

e ty

pe a

nd a

mou

nt o

f mai

nten

ance

and

rep

air

wor

k th

at

is r

equi

red

1.2

Des

crib

e ho

w e

nviro

nmen

tal a

nd o

ther

site

con

ditio

ns c

an

influ

ence

how

wor

k is

car

ried

out

1.3

Stat

e w

hich

tool

s an

d eq

uipm

ent a

re a

ppro

pria

te fo

r th

e ta

sk

1.4

Des

crib

e th

e im

port

ance

of c

arry

ing

out p

repa

rato

ry w

ork

befo

re

carr

ying

out

rep

airs

1.

5 D

escr

ibe

the

impo

rtan

ce o

f pro

tect

ing

the

surr

ound

ing

area

1.6

Stat

e m

etho

ds w

hich

can

be

used

to p

rote

ct th

e su

rrou

ndin

g ar

ea2.

Und

erst

and

how

to c

arry

out

m

aint

enan

ce a

nd m

inor

rep

airs

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e sa

fe, a

ppro

ved

wor

king

pra

ctic

es fo

r ca

rryi

ng o

ut th

e w

ork

2.2

Des

crib

e ho

w to

mak

e su

re th

at th

e su

rrou

ndin

g ar

eas

are

mai

ntai

ned

durin

g m

aint

enan

ce a

nd r

epai

r2.

3 D

escr

ibe

the

impo

rtan

ce o

f ret

aini

ng th

e ite

ms

to b

e re

plac

ed

2.4

Des

crib

e ho

w to

che

ck th

at it

ems

that

hav

e be

en r

epai

red

func

tion

corr

ectly

and

why

this

sho

uld

be d

one

2.5

Des

crib

e th

e or

gani

satio

nal r

equi

rem

ents

for

repo

rtin

g an

y m

aint

enan

ce a

nd r

epai

r w

ork

that

they

are

not

com

pete

nt to

ca

rry

out

2.6

Des

crib

e m

etho

ds o

f cle

anin

g to

ols

and

equi

pmen

t

2.7

Stat

e th

e im

port

ance

of c

lean

ing

tool

s an

d eq

uipm

ent a

fter

use


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2.8

Stat

e w

here

tool

s, e

quip

men

t and

unu

sed

mat

eria

ls s

houl

d be

st

ored

3. B

e ab

le to

pre

pare

to c

arry

out

m

aint

enan

ce a

nd m

inor

rep

airs

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d ca

rryi

ng o

ut m

aint

enan

ce

and

min

or r

epai

rs

3.1

Iden

tify

the

item

s th

at n

eed

mai

nten

ance

and

the

repa

ir w

ork

requ

ired

3.2

Asse

ss th

at e

nviro

nmen

tal a

nd o

ther

site

con

ditio

ns a

re s

uita

ble

to b

e ab

le to

car

ry o

ut m

aint

enan

ce a

nd r

epai

rs

3.3

Sel

ect t

he h

and

tool

s an

d eq

uipm

ent t

hat a

re th

e m

ost

appr

opria

te fo

r th

e ta

sk3.

4 Pr

otec

t the

imm

edia

te s

urro

undi

ng a

reas

thro

ugho

ut th

e pr

epar

atio

ns a

nd th

e w

ork

3.5

Appl

y th

e ap

prop

riate

met

hod

for

repa

iring

dam

aged

are

as o

r su

rfac

es fo

r re

pair

4. B

e ab

le to

car

ry o

ut m

aint

enan

ce

and

min

or r

epai

rs

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d ca

rryi

ng o

ut m

aint

enan

ce

and

min

or r

epai

rs, i

n ad

ditio

n 4.

2,

4.6

and

4.7

can

be a

sses

sed

by:

• pr

ofes

sion

al d

iscu

ssio

n•

oral

que

stio

ns a

nd a

nsw

ers

• qu

estio

ns r

equi

ring

writ

ten

answ

ers

4.1

Use

saf

e an

d ap

prov

ed w

orki

ng p

ract

ices

and

tech

niqu

es

4.2

Isol

ate

any

elec

trica

l sup

plie

s

4.3

Ensu

re th

at th

ere

are

no a

dver

se e

ffect

s to

the

finis

hed

item

s or

ap

pear

ance

of t

he s

urro

undi

ng a

reas

4.

4 Ch

eck

that

rep

lace

men

t ite

ms

func

tion

corr

ectly

and

ope

rate

sa

fely

4.

5 Ch

eck

that

the

wor

king

and

sur

roun

ding

are

as m

atch

follo

win

g m

aint

enan

ce a

nd r

epai

r w

ork

4.6

Rep

ort a

ny m

aint

enan

ce o

r re

pair

wor

k th

at th

ey a

re n

ot

com

pete

nt to

car

ry o

ut

4.7

Rep

ort a

ny c

lean

ing

requ

irem

ents

that

can

not b

e ca

rrie

d ou

t 4.

8 Cl

ean

tool

s an

d eq

uipm

ent a

fter

use

4.9

Secu

re to

ols,

equ

ipm

ent a

nd u

sed

mat

eria

ls in

the

corr

ect

stor

age

area


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Pr

epar

e ha

rd s

tand

ings

and

pat

hs fo

r ca

rava

nsLe

vel:

2C

redi

t va

lue:

3Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to m

ark

out a

nd

prep

are

the

area

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

own

resp

onsi

bilit

ies

with

reg

ard

to s

tatu

tory

reg

ulat

ions

fo

r si

ting

cara

vans

1.2

Des

crib

e ho

w to

mak

e su

re th

e ar

ea is

mar

ked

out a

nd le

vels

set

co

rrec

tly1.

3 St

ate

how

to id

entif

y an

d is

olat

e ga

s an

d el

ectri

city

ser

vice

s

1.4

Des

crib

e th

e le

gal r

equi

rem

ents

cov

erin

g th

e ne

ed fo

r co

mpe

tenc

e te

stin

g fo

r st

aff w

orki

ng w

ith s

ervi

ces

such

as

gas

and

elec

trici

ty1.

5 D

escr

ibe

the

need

for

supe

rvis

ion

by a

ppro

ved

cont

ract

ors

durin

g le

arni

ng a

nd a

sses

smen

t1.

6 D

escr

ibe

how

to p

repa

re s

ites,

rem

ove

soil,

and

site

ser

vice

s

2. B

e ab

le to

mar

k ou

t and

pre

pare

th

e ar

ea

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prep

arin

g ha

rd s

tand

ings

and

pat

hs

for

cara

vans

Whe

n m

arki

ng o

ut a

nd p

repa

ring

the

area

, the

lear

ner

mus

t cov

er a

ll of

the

follo

win

g ty

pes:

a

sta

tuto

ry d

ista

nce

1 m

odel

sta

ndar

ds2

loca

l bye

-law

s3

site

lice

nce

cond

ition

s

2.1

Rem

ove

all o

bstru

ctio

ns a

nd d

ebris

from

the

area

2.2

Mar

k ou

t the

are

a, e

nsur

ing

ther

e is

a s

tatu

tory

dis

tanc

e fro

m

adja

cent

pitc

hes

1 m

odel

sta

ndar

ds

2 lo

cal b

ye-la

ws

3 si

te li

cenc

e co

nditi

ons

2.3

Mak

e su

re th

at th

e si

ze a

nd a

lignm

ent o

f the

har

d st

andi

ng a

nd

path

mee

t the

spe

cific

atio

n2.

4 Lo

cate

, ide

ntify

and

mak

e sa

fe th

e m

ain

serv

ices

2.5

Exca

vate

the

area

rem

ovin

g so

il an

d su

rplu

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

3 o

f the

follo

win

g ty

pes:

b

ser

vice

1 ga

s2

wat

er3

elec

trici

ty4

sew

erag

e5

tele

phon

e6

tele

visi

on

2.6

Prot

ect a

nd m

aint

ain

the

exis

ting

serv

ices

for

reus

e

1 ga

s

2 w

ater

3 el

ectri

city

4 se

wer

age

5 te

leph

one

6 te

levi

sion

3. K

now

how

to a

pply

the

corr

ect

finis

h to

the

area

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

3.1

Stat

e th

e ty

pes

of m

ater

ial t

hat a

re s

uita

ble

for

the

base

3.2

Stat

e th

e ty

pes

of m

ater

ial s

uita

ble

for

top/

finis

h of

bas

e

3.3

Out

line

the

dura

bilit

y of

mat

eria

ls a

nd o

ther

rea

sons

for

sele

ctio

n

3.4

Out

line

the

reas

ons

for

shut

terin

g

3.5

Out

line

the

reas

ons

for

com

pact

ing

the

sub-

base

3.6

Out

line

the

reas

ons

for

prot

ectin

g bo

th th

e si

te a

nd th

e pi

tch


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4. B

e ab

le to

app

ly th

e co

rrec

t fini

sh

to th

e ar

ea

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prep

arin

g ha

rd s

tand

ings

and

pat

hs

for

cara

vans

Whe

n ap

plyi

ng th

e co

rrec

t fini

sh to

th

e ar

ea, t

he le

arne

r m

ust c

over

1 o

f th

e fo

llow

ing

type

s:a

m

ater

ial

1 ba

se h

ard

core

2 in

term

edia

te h

ard

core

with

2 o

f the

follo

win

g ty

pes:

b

top

/fini

sh1

conc

rete

2 ch

ippi

ngs

3 sh

utte

ring

4.1

Prov

ide

a su

b-ba

se th

at is

leve

l and

sta

ble,

usi

ng m

ater

ial

appr

opria

te to

inte

nded

use

1 ba

se h

ard

core

2 in

term

edia

te h

ard

core

4.2

Use

wor

k m

etho

ds th

at m

eet t

he r

equi

rem

ents

of t

he u

nit t

o be

in

stal

led

4.3

Appl

y th

e to

p/fin

ish

to m

eet s

peci

ficat

ions

1 co

ncre

te

2 ch

ippi

ngs

3 sh

utte

ring

4.4

Prot

ect t

he s

ite w

hile

wor

k is

in p

rogr

ess

4.5

Rei

nsta

te th

e su

rrou

ndin

g ar

ea, m

akin

g su

re a

cces

s is

saf

e an

d cl

ear

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: U

se a

nd m

aint

ain

pede

stria

n co

ntro

lled

pow

ered

equ

ipm

ent

Leve

l:2

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. B

e ab

le to

use

and

mai

ntai

n pe

dest

rian

cont

rolle

d p

ower

ed

equi

pmen

t

1.1

Ensu

re th

e pe

dest

rian

cont

rolle

d po

wer

equ

ipm

ent i

s sa

fe a

nd in

go

od w

orki

ng o

rder

1.2

Use

equ

ipm

ent a

ccor

ding

to m

anuf

actu

rer’s

inst

ruct

ions

and

le

gal r

egul

ator

y re

quire

men

ts1.

3 Cl

ean

and

stor

e eq

uipm

ent c

orre

ctly

afte

r us

e

1.4

Mai

ntai

n pe

dest

rian

cont

rolle

d po

wer

equ

ipm

ent i

n ac

cord

ance

w

ith m

anuf

actu

rers

inst

ruct

ions

. 1.

5 Se

lect

and

use

the

appr

opria

te p

erso

nal p

rote

ctiv

e cl

othi

ng a

nd

equi

pmen

t 1.

6 Id

entif

y an

y pr

oble

ms

with

the

equi

pmen

t and

take

the

corr

ect

actio

n2.

Be

able

to w

ork

safe

ly a

nd

min

imis

e en

viro

nmen

tal d

amag

e 2.

1 W

ork

in a

way

whi

ch m

aint

ains

hea

lth a

nd s

afet

y an

d is

co

nsis

tent

with

cur

rent

legi

slat

ion,

cod

es o

f pra

ctic

e an

d an

y ad

ditio

nal r

equi

rem

ents

2.

2 Ca

rry

out w

ork

in a

man

ner

whi

ch m

inim

ises

env

ironm

enta

l da

mag

e2.

3 D

ispo

se o

f was

te s

afel

y an

d co

rrec

tly

3. K

now

how

to u

se a

nd m

aint

ain

pede

stria

n co

ntro

lled

pow

ered

eq

uipm

ent.

3.1

List

the

mai

n ha

zard

s an

d ris

ks a

ssoc

iate

d w

ith u

sing

the

pede

stria

n co

ntro

lled

pow

ered

equ

ipm

ent a

nd d

escr

ibe

appr

opria

te a

ctio

n3.

2 Ex

plai

n th

e im

port

ance

of o

pera

ting

equi

pmen

t in

line

with

m

anuf

actu

rer’s

inst

ruct

ions

. 3.

3 D

escr

ibe

met

hods

of c

heck

ing

and

mai

ntai

ning

the

equi

pmen

t fo

r us

e co

verin

g:


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

(i)

corr

ect p

re-u

se c

heck

s

(ii)

cor

rect

sta

rt-u

p pr

oced

ure

(iii)

use

app

ropr

iate

wor

k m

etho

d

(iv)

cor

rect

sto

ppin

g pr

oced

ure

(v)

cor

rect

pos

t-us

e m

aint

enan

ce

(vi)

rep

ortin

g pr

oble

ms

to th

e ap

prop

riate

per

son

4. K

now

the

oper

atin

g pr

inci

ples

of

pow

ered

equ

ipm

ent

4.1

Expl

ain

the

oper

atin

g di

ffere

nces

bet

wee

n tw

o an

d fo

ur-s

troke

en

gine

s4.

2 Ex

plai

n th

e pr

inci

ples

of o

pera

ting

line

s of

driv

e –

clut

ch,

v-be

lts, c

hain

s4.

3 D

escr

ibe

the

basi

c di

ffere

nces

bet

wee

n pe

trol a

nd d

iese

l eng

ines

5. K

now

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion

and

envi

ronm

enta

l pr

actic

e.

5.1

Out

line

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion,

cod

es o

f pr

actic

e an

d an

y ad

ditio

nal r

equi

rem

ents

.5.

2 D

escr

ibe

how

env

ironm

enta

l dam

age

can

be m

inim

ised

5.3

Des

crib

e th

e co

rrec

t met

hods

for

disp

osin

g of

org

anic

and

in

orga

nic

was

te.

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: U

se a

nd m

aint

ain

ride-

on p

ower

ed e

quip

men

t Le

vel:

2C

redi

t va

lue:

3Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. B

e ab

le to

set

up,

use

and

m

aint

ain

ride-

on p

ower

ed

equi

pmen

t

1.1

Ensu

re th

at th

e rid

e-on

pow

ered

equ

ipm

ent i

s sa

fe a

nd in

goo

d w

orki

ng o

rder

1.2

Sele

ct a

nd u

se th

e co

rrec

t per

sona

l pro

tect

ive

clot

hing

and

eq

uipm

ent

1.3

Set u

p an

d us

e rid

e-on

pow

ered

equ

ipm

ent i

n ac

cord

ance

with

th

e m

anuf

actu

rers

inst

ruct

ions

and

lega

l req

uire

men

ts1.

4 M

aint

ain

chip

pers

and

/or

shre

dder

s in

acc

orda

nce

with

m

anuf

actu

rer’s

inst

ruct

ions

. 1.

5 Id

entif

y an

y pr

oble

ms

with

the

ride-

on p

ower

ed e

quip

men

t and

ta

ke a

ppro

pria

te a

ctio

n1.

6 Cl

ean

and

stor

e th

e eq

uipm

ent c

orre

ctly

afte

r us

e

2. B

e ab

le to

wor

k sa

fely

and

m

inim

ise

envi

ronm

enta

l dam

age

2.1

Wor

k in

a w

ay w

hich

mai

ntai

ns h

ealth

and

saf

ety

and

is

cons

iste

nt w

ith c

urre

nt le

gisl

atio

n, c

odes

of p

ract

ice

and

any

addi

tiona

l req

uire

men

ts

2.2

Carr

y ou

t wor

k in

a m

anne

r w

hich

min

imis

es e

nviro

nmen

tal

dam

age

2.3

Dis

pose

of w

aste

saf

ely

and

corr

ectly

3. K

now

how

to u

se a

nd m

aint

ain

ride-

on p

ower

ed e

quip

men

t3.

1 D

escr

ibe

met

hods

of c

heck

ing

and

mai

ntai

ning

the

equi

pmen

t re

ady

for

use

cove

ring:

(i)

corr

ect p

re-u

se c

heck

s

(ii)

cor

rect

sta

rt-u

p pr

oced

ure

(iii)

use

app

ropr

iate

wor

k m

etho

d


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

(iv)

cor

rect

sto

ppin

g pr

oced

ure

(v)

cor

rect

pos

t-us

e m

aint

enan

ce

(vi)

rep

ortin

g pr

oble

ms

to th

e ap

prop

riate

per

son

3.2

List

the

mai

n ha

zard

s an

d ris

ks a

ssoc

iate

d w

ith u

sing

the

ride-

on p

ower

ed e

quip

men

t and

sta

te a

ppro

pria

te a

ctio

n3.

3 Ex

plai

n th

e im

port

ance

of o

pera

ting

equi

pmen

t in

line

with

m

anuf

actu

rers

’ ins

truct

ions

. 3.

4 D

escr

ibe

the

type

s of

pro

blem

s th

at m

ay o

ccur

with

the

equi

pmen

t and

how

to d

eal w

ith e

ach

of th

ese

appr

opria

tely

4. K

now

the

oper

atin

g pr

inci

ples

of

pow

ered

equ

ipm

ent

4.1

Des

crib

e th

e op

erat

ing

diffe

renc

es b

etw

een

two

and

four

- st

roke

en

gine

s4.

2 D

escr

ibe

the

prin

cipl

es o

f ope

ratin

g li

nes

of d

rive

– cl

utch

, v-

belts

, cha

ins

4.3

Des

crib

e th

e ba

sic

diffe

renc

es b

etw

een

a pe

trol a

nd d

iese

l en

gine

5. K

now

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion

and

envi

ronm

enta

l go

od p

ract

ice.

5.1

Out

line

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion,

cod

es o

f pr

actic

e an

d an

y ad

ditio

nal r

equi

rem

ents

.5.

2 D

escr

ibe

how

env

ironm

enta

l dam

age

can

be m

inim

ised

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: U

se a

nd m

aint

ain

chip

pers

and

/or

shre

dder

s Le

vel:

2C

redi

t va

lue:

3Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. B

e ab

le to

use

and

mai

ntai

n ch

ippe

rs a

nd/o

r sh

redd

ers

1.1

Mak

e su

re th

at th

e ch

ippe

rs a

nd/o

r sh

redd

ers

are

in s

afe

and

good

wor

king

ord

er1.

2 Se

lect

and

use

the

corr

ect p

erso

nal p

rote

ctiv

e cl

othi

ng a

nd

equi

pmen

t1.

3 Se

t up

and

use

the

chip

pers

and

/or

shre

dder

s in

acc

orda

nce

with

the

man

ufac

ture

r’s in

stru

ctio

ns a

nd le

gal r

equi

rem

ents

1.4

Mai

ntai

n ch

ippe

rs a

nd/o

r sh

redd

ers

in a

ccor

danc

e w

ith

man

ufac

ture

r’s in

stru

ctio

ns.

1.5

Iden

tify

any

prob

lem

s w

ith th

e ch

ippe

rs a

nd/o

r sh

redd

ers

and

ta

ke th

e co

rrec

t act

ion

1.6

Clea

n an

d st

ore

the

equi

pmen

t cor

rect

ly a

fter

use

2. B

e ab

le to

wor

k sa

fely

and

m

inim

ise

envi

ronm

enta

l dam

age

2.1

Wor

k in

a w

ay w

hich

mai

ntai

ns h

ealth

and

saf

ety

and

is

cons

iste

nt w

ith c

urre

nt le

gisl

atio

n, c

odes

of p

ract

ice

and

any

addi

tiona

l req

uire

men

ts

2.2

Carr

y ou

t wor

k in

a m

anne

r w

hich

min

imis

es e

nviro

nmen

tal

dam

age

2.3

Dis

pose

of w

aste

saf

ely

and

corr

ectly

3. K

now

how

to u

se a

nd m

aint

ain

ch

ippe

rs a

nd/o

r sh

redd

ers

3.1

List

the

mai

n ha

zard

s an

d ris

ks a

ssoc

iate

d w

ith u

sing

chi

pper

s an

d/or

shr

edde

rs a

nd a

ctio

n to

be

take

n3.

2 Ex

plai

n th

e im

port

ance

of o

pera

ting

equi

pmen

t in

line

with

m

anuf

actu

rer’s

inst

ruct

ions

. 3.

3 D

escr

ibe

met

hods

of p

repa

ring

and

mai

ntai

ning

the

equi

pmen

t fo

r us

e co

verin

g:


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

(i) c

orre

ct p

re-u

se c

heck

s

(ii)

cor

rect

sta

rt-u

p pr

oced

ure

(iii)

use

app

ropr

iate

wor

k m

etho

d

(iv)

cor

rect

sto

ppin

g pr

oced

ure

(v)

cor

rect

pos

t-us

e m

aint

enan

ce

(vi)

rep

ortin

g pr

oble

ms

to th

e ap

prop

riate

per

son

3.4

desc

ribe

the

type

s of

pro

blem

s th

at m

ay o

ccur

with

the

equi

pmen

t and

des

crib

e ho

w to

dea

l with

eac

h of

thes

e co

rrec

tly3.

5 D

escr

ibe

type

s of

pro

tect

ive

clot

hing

and

exp

lain

why

it m

ust b

e w

orn

4. K

now

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion

and

envi

ronm

enta

l go

od p

ract

ice.

4.1

Out

line

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion,

cod

es o

f pr

actic

e an

d an

y ad

ditio

nal r

equi

rem

ents

.4.

2 D

escr

ibe

how

env

ironm

enta

l dam

age

can

be m

inim

ised

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: U

se a

nd m

aint

ain

non-

pow

ered

and

han

d he

ld p

ower

ed to

ols

and

equi

pmen

t Le

vel:

2C

redi

t va

lue:

3Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1 B

e ab

le to

use

and

mai

ntai

n no

n-

pow

ered

and

han

d he

ld p

ower

ed

tool

s an

d eq

uipm

ent

1.1

Ensu

re th

at th

e eq

uipm

ent i

s sa

fe a

nd in

goo

d w

orki

ng o

rder

r 1.2

Sele

ct a

nd u

se th

e co

rrec

t per

sona

l pro

tect

ive

clot

hing

and

eq

uipm

ent

1.3

Set u

p an

d us

e th

e eq

uipm

ent a

nd m

achi

nery

in a

ccor

danc

e w

ith th

e m

anuf

actu

rer’s

inst

ruct

ions

and

lega

l reg

ulat

ory

requ

irem

ents

1.4

Mai

ntai

n no

n-po

wer

ed a

nd h

and

held

equ

ipm

ent i

n ac

cord

ance

w

ith m

anuf

actu

rer’s

inst

ruct

ions

. 1.

5 Id

entif

y an

y pr

oble

ms

with

the

equi

pmen

t and

take

app

ropr

iate

ac

tion

1.6

Clea

n an

d st

ore

equi

pmen

t cor

rect

ly a

fter

use

2 B

e ab

le to

wor

k sa

fely

and

m

inim

ise

envi

ronm

enta

l dam

age

2.1

Wor

k in

a w

ay w

hich

mai

ntai

ns h

ealth

and

saf

ety

and

is

cons

iste

nt w

ith c

urre

nt le

gisl

atio

n, c

odes

of p

ract

ice

and

any

addi

tiona

l req

uire

men

ts

2.2

Carr

y ou

t wor

k in

a m

anne

r w

hich

min

imis

es e

nviro

nmen

tal

dam

age

2.3

Dis

pose

of w

aste

saf

ely

and

corr

ectly

3 K

now

how

to u

se a

nd m

aint

ain

the

tool

s an

d eq

uipm

ent

3.1

Expl

ain

the

impo

rtan

ce o

f usi

ng e

quip

men

t in

line

with

m

anuf

actu

rers

’ ins

truct

ions

. 3.

2 D

escr

ibe

the

pre-

oper

atio

nal c

heck

s an

d th

e m

etho

ds o

f m

aint

aini

ng th

e eq

uipm

ent f

or u

se3.

3 Li

st th

e m

ain

haza

rds

and

risks

ass

ocia

ted

with

usi

ng th

e eq

uipm

ent


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3.4

Des

crib

e th

e ty

pes

of p

robl

ems

that

may

occ

ur w

ith th

e eq

uipm

ent a

nd h

ow to

dea

l with

eac

h of

thes

e co

rrec

tly3.

5 St

ate

the

type

s of

pro

tect

ive

clot

hing

and

the

reas

ons

why

it

mus

t be

wor

n4

Kno

w th

e cu

rren

t hea

lth a

nd s

afet

y

legi

slat

ion

and

good

env

ironm

enta

l

prac

tice.

4.1

Out

line

the

curr

ent h

ealth

and

saf

ety

legi

slat

ion,

cod

es o

f pr

actic

e an

d an

y ad

ditio

nal r

equi

rem

ents

.4.

2 D

escr

ibe

how

env

ironm

enta

l dam

age

can

be m

inim

ised

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: M

aint

ain

grou

nds

of p

rem

ises

and

faci

litie

sLe

vel:

2C

redi

t va

lue:

3Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to c

arry

out

m

aint

enan

ce, a

nd th

e ap

prop

riate

co

nditi

ons

for

doin

g so

1.1

Stat

e th

e re

quire

d pe

rson

al p

rote

ctiv

e eq

uipm

ent a

nd w

hy it

is

impo

rtan

t to

wea

r it

1.2

Stat

e th

e to

ols

and

equi

pmen

t ava

ilabl

e fo

r us

e, a

nd w

hich

are

th

e m

ost a

ppro

pria

te fo

r th

e w

ork

1.3

Expl

ain

why

it is

impo

rtan

t to

carr

y ou

t mai

nten

ance

onl

y w

hen

the

grou

nd c

ondi

tions

and

wea

ther

are

sui

tabl

e, a

nd w

hat t

hese

co

nditi

ons

are

2. C

arry

out

mai

nten

ance

acc

ordi

ng

to g

iven

inst

ruct

ions

2.

1 Ch

oose

the

pers

onal

pro

tect

ive

equi

pmen

t, ha

nd to

ols

and

equi

pmen

t whi

ch a

re m

ost s

uita

ble

for

the

task

2.2

Carr

y ou

t mai

nten

ance

whe

n th

e w

eath

er a

nd g

roun

d co

nditi

ons

are

suita

ble

and

at th

e ap

prop

riate

tim

es2.

3 M

inim

ise

dam

age

and

degr

adat

ion

to th

e a

rea

whe

n m

aint

aini

ng g

roun

ds3.

Und

erst

and

how

to r

emov

e de

bris

an

d lit

ter

from

the

area

, and

why

th

is is

impo

rtan

t

3.1

Giv

e ex

ampl

es o

f deb

ris a

nd li

tter

that

may

nee

d to

be

rem

oved

fro

m g

roun

ds

3.2

Stat

e w

hy it

is im

port

ant t

o co

rrec

tly id

entif

y th

e na

ture

of d

ebris

an

d lit

ter,

and

the

appr

opria

te m

etho

ds fo

r di

spos

ing

of th

ese

diffe

rent

type

s of

ref

use

3.3

Stat

e ho

w a

nd w

here

unw

ante

d de

bris

and

litte

r sh

ould

be

disp

osed

of,

and

to w

hom

que

ries

rega

rdin

g th

eir

safe

dis

posa

l sh

ould

be

dire

cted

3.4

Stat

e th

e re

quire

men

ts r

egar

ding

the

segr

egat

ion

of w

aste

for

disp

osal

and

rec

yclin

g, w

hy th

ese

mus

t be

adhe

red

to, a

nd th

e po

ssib

le c

onse

quen

ces

of n

ot d

oing

so

3.5

List

the

colle

ctio

n po

ints

to w

hich

was

te c

onta

iner

s m

ust b

e tra

nsfe

rred


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4. R

emov

e an

y un

wan

ted

debr

is a

nd

litte

r as

inst

ruct

ed

4.1

Iden

tify

the

natu

re o

f any

unw

ante

d de

bris

or

litte

r

4.2

Usi

ng th

e ap

prop

riate

met

hods

, cle

ar a

ny u

nwan

ted

debr

is fr

om

the

area

, and

dis

pose

in a

ccor

danc

e w

ith s

afe

prac

tice

4.3

Rep

ort a

ny h

azar

dous

item

s or

pro

blem

s af

fect

ing

the

mai

nten

ance

of t

he a

rea

to th

e re

leva

nt p

erso

n 4.

4 Se

ek a

dvic

e re

gard

ing

the

rem

oval

and

dis

posa

l of h

azar

dous

ite

ms

4.4

Mak

e su

re c

ompl

eted

wor

k ar

eas

mee

t the

req

uire

men

ts o

f the

w

ork

spec

ifica

tion

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: M

onito

r an

d m

aint

ain

elec

trica

l and

plu

mbi

ng s

ervi

ces

Leve

l:2

Cre

dit

valu

e:4

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. U

nder

stan

d ho

w to

saf

ely

prep

are

to c

arry

out

plu

mbi

ng a

nd

elec

trica

l mai

nten

ance

1.1

Stat

e th

e ty

pe o

f mai

nten

ance

or

repa

ir:

• th

at is

req

uire

d an

d its

ext

ent

• is

with

in o

wn

com

pete

nce

and

resp

onsi

bilit

y

1.2

Out

line

the

safe

ty r

egul

atio

ns a

nd a

ppro

ved

code

s of

pra

ctic

e re

leva

nt to

ele

ctric

al a

nd p

lum

bing

mai

nten

ance

1.

3 Ex

plai

n w

hy it

is im

port

ant t

o al

way

s ad

here

to s

afet

y re

gula

tions

an

d co

des

of p

ract

ice

1.4

Stat

e th

e im

port

ance

of w

earin

g pe

rson

al p

rote

ctiv

e eq

uipm

ent

1.5

Iden

tify

whi

ch to

ols

and

equi

pmen

t are

mos

t app

ropr

iate

for

the

task

1.6

Des

crib

e th

e ac

tions

whi

ch m

ust b

e ta

ken

to w

arn

othe

rs o

f m

aint

enan

ce w

ork

1.7

Des

crib

e ho

w to

isol

ate

equi

pmen

t fro

m th

e su

pply

1.8

Stat

e w

hy e

quip

men

t mus

t be

isol

ated

bef

ore

mai

nten

ance

is

star

ted

1.9

Stat

e w

here

to tu

rn o

ff th

e su

pply

2. S

afel

y pr

epar

e to

car

ry o

ut

mai

nten

ance

2.1

Choo

se to

ols,

equ

ipm

ent a

nd p

erso

nal p

rote

ctiv

e eq

uipm

ent

appr

opria

te to

the

task

2.2

Expl

ain

why

it is

impo

rtan

t to

prev

ent f

aulty

equ

ipm

ent f

rom

be

ing

used


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2.3

Bef

ore

star

ting

mai

nten

ance

, iso

late

the

equi

pmen

t fro

m th

e su

pply

2.

4 W

arn

othe

rs o

f the

wor

k be

ing

carr

ied

out a

nd th

e po

tent

ial

impa

ct o

n pr

emis

es a

nd fa

cilit

ies

3. K

now

how

to c

arry

out

bas

ic

elec

trica

l and

plu

mbi

ng

mai

nten

ance

3.1

Des

crib

e ho

w to

rem

ove

faul

ty c

ompo

nent

s

3.2

Stat

e th

e co

nseq

uenc

es o

f fai

ling

to d

ispo

se o

f fau

lty

com

pone

nts

corr

ectly

3.3

Expl

ain

why

it is

impo

rtan

t to

use

the

corr

ect r

epla

cem

ent p

arts

3.4

Des

crib

e th

e ap

prop

riate

met

hods

for

rem

ovin

g da

mag

ed p

arts

an

d fit

ting

repl

acem

ent c

ompo

nent

par

ts3.

5 G

ive

exam

ples

of n

eces

sary

adj

ustm

ents

and

how

to m

ake

them

4. C

arry

out

bas

ic e

lect

rical

and

pl

umbi

ng m

aint

enan

ce a

ccor

ding

to

inst

ruct

ions

4.1

Use

app

rove

d sa

fe w

orki

ng p

ract

ices

thro

ugho

ut th

e ta

sk

4.2

Rem

ove

faul

ty c

ompo

nent

s an

d di

spos

e of

them

app

ropr

iate

ly

4.3

Rem

ove

dam

aged

par

ts a

nd fi

t rep

lace

men

t par

ts o

r co

mpo

nent

s

4.4

Conn

ect t

he a

ppro

pria

te fi

tting

s an

d co

mpo

nent

s ac

cord

ing

to

proc

edur

es a

nd m

anuf

actu

rer’s

inst

ruct

ions

4.5

Mak

e an

y ne

cess

ary

adju

stm

ents

and

rea

ssem

ble

the

equi

pmen

t fo

llow

ing

mai

nten

ance

4.6

Rep

ort t

o th

e ap

prop

riate

per

son

any

mai

nten

ance

that

can

not

be c

ompl

eted

4.7

Rec

onne

ct th

e su

pply

acc

ordi

ng to

pro

cedu

res


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5. U

nder

stan

d ho

w to

car

ry o

ut p

ost-

mai

nten

ance

che

cks

5.1

Stat

e th

e pr

oced

ures

for

reco

nnec

ting

supp

ly

5.2

Des

crib

e ho

w to

che

ck th

at e

quip

men

t is

wor

king

pro

perly

fo

llow

ing

mai

nten

ance

5.3

Expl

ain

why

it is

impo

rtan

t to

leav

e eq

uipm

ent c

lean

and

saf

e to

us

e6.

Car

ry o

ut th

e ne

cess

ary

post

-m

aint

enan

ce c

heck

s6.

1 Ch

eck

equi

pmen

t is

wor

king

cor

rect

ly fo

llow

ing

mai

nten

ance

6.2

Ret

urn

tool

s an

d eq

uipm

ent t

o th

e ap

prop

riate

are

a in

a

cond

ition

rea

dy fo

r th

eir

next

use

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

133Copyright © 2021 Active IQ Ltd. Not for resale | 133

Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: M

aint

ain

site

sec

urity

and

saf

ety

Leve

l:2

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. U

nder

stan

d th

e pr

inci

ples

of s

ite

secu

rity

and

safe

ty1.

1 D

escr

ibe

the

equi

pmen

t che

cks

and

pers

onal

saf

ety

prec

autio

ns

whi

ch m

ust b

e ta

ken,

and

the

cons

eque

nces

of n

ot d

oing

so

1.2

Giv

e ex

ampl

es o

f the

type

s of

sec

urity

bre

ach

whi

ch c

ould

occ

ur

1.3

Stat

e th

e pe

rson

(s)

to w

hom

any

sec

urity

bre

ach

shou

ld b

e re

port

ed, a

nd th

e co

nseq

uenc

es o

f not

doi

ng s

o1.

4 D

escr

ibe

the

limits

of o

wn

com

pete

nce

and

resp

onsi

bilit

y fo

r re

ctify

ing

secu

rity

brea

ches

, and

how

to r

ectif

y th

em1.

5 St

ate

the

orga

nisa

tion’

s re

quire

men

ts a

nd o

wn

pers

onal

in

stru

ctio

ns fo

r se

curit

y m

onito

ring,

and

why

it is

impo

rtan

t tha

t th

ese

are

follo

wed

cor

rect

ly1.

6 D

escr

ibe

why

it is

impo

rtan

t to

keep

acc

urat

e re

cord

s, w

hat t

he

reco

rds

shou

ld c

onta

in a

nd w

here

they

sho

uld

be s

tore

d1.

7 Id

entif

y th

e ot

her

peop

le in

volv

ed in

mai

ntai

ning

site

sec

urity

an

d w

hy it

is im

port

ant t

o lia

ise

with

them

2. C

arry

out

site

sec

urity

mon

itorin

g

acc

ordi

ng to

inst

ruct

ions

2.1

Fol

low

inst

ruct

ions

for

carr

ying

out

sec

urity

mon

itorin

g

2.2

Take

all

nece

ssar

y pr

ecau

tions

to m

inim

ise

risk

to s

elf a

nd

othe

rs d

urin

g se

curit

y m

onito

ring

2.3

Liai

se w

ith o

ther

s in

volv

ed w

hen

mai

ntai

ning

site

sec

urity

2.4

Iden

tify

brea

ches

of s

ecur

ityy 2.

5 R

epor

t any

bre

ache

s of

sec

urity

to th

e ap

prop

riate

per

son


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. U

nder

stan

d ho

w to

mon

itor

secu

rity

syst

ems

3.1

Des

crib

e th

e ch

ecks

whi

ch m

ust b

e ca

rrie

d ou

t on

secu

rity

and

emer

genc

y eq

uipm

ent,

and

the

regu

larit

y w

ith w

hich

this

mus

t be

don

e3.

2 D

escr

ibe

how

to r

ecog

nise

mal

func

tions

and

/or

dam

age

to th

e eq

uipm

ent

3.3

Iden

tify

the

pers

on to

who

m e

quip

men

t mal

func

tions

sho

uld

be

repo

rted

, and

the

poss

ible

con

sequ

ence

s of

faili

ng to

do

this

4. C

arry

out

the

appr

opria

te

c

heck

s on

sec

urity

and

em

erge

ncy

e

quip

men

t

4.1

Carr

y ou

t the

nec

essa

ry c

heck

s on

sec

urity

and

em

erge

ncy

equi

pmen

t acc

ordi

ng to

man

ufac

ture

rs’ i

nstru

ctio

ns a

nd

legi

slat

ive

requ

irem

ents

4.2

Prom

ptly

rep

ort a

ny e

quip

men

t mal

func

tion

4.3

Take

act

ion

to a

ddre

ss s

ecur

ity a

nd s

afet

y is

sues

, with

in th

e lim

its o

f ow

n co

mpe

tenc

e an

d re

spon

sibi

lity

4.4

Keep

acc

urat

e re

cord

s of

the

outc

omes

of s

afet

y an

d se

curit

y m

onito

ring,

and

sto

re th

em a

ppro

pria

tely

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Ch

eck

and

mai

ntai

n sp

ort/p

lay

surf

aces

and

equ

ipm

ent

Leve

l:2

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to c

heck

and

mai

ntai

n si

tes,

sur

face

s, e

quip

men

t and

pe

rimet

ers

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Iden

tify

rele

vant

sta

ndar

ds fo

r si

tes,

sur

face

s, e

quip

men

t and

pe

rimet

ers

1.2

Iden

tify

rele

vant

indu

stry

cod

es o

f pra

ctic

e

1.3

Des

crib

e re

leva

nt r

egul

atio

ns

1.4

Iden

tify

safe

guar

ds to

pro

tect

the

wor

k en

viro

nmen

t

1.5

Des

crib

e th

e or

gani

satio

n’s

reco

rdin

g an

d re

port

ing

proc

edur

es

2. K

now

how

to c

heck

site

s,

surf

aces

, equ

ipm

ent a

nd

perim

eter

s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Iden

tify

info

rmat

ion

for

iden

tifyi

ng a

nd in

spec

ting

the

site

, su

rfac

es, e

quip

men

t and

per

imet

ers

2.2

Iden

tify

met

hods

of i

nter

pret

ing

sche

dule

s an

d ch

eckl

ists

2.3

List

type

s of

vis

ual c

heck

2.4

Des

crib

e th

e or

gani

satio

n’s

reco

rdin

g an

d re

port

ing

proc

edur

es

2.5

List

met

hods

of p

rovi

ding

evi

denc

e

2.6

Des

crib

e re

ason

s fo

r, an

d m

etho

ds o

f, ta

king

faci

litie

s ou

t of

serv

ice

2.7

Iden

tify

resp

onsi

bilit

ies

and

acco

unta

bilit

ies

rela

ting

to th

e co

mpl

etio

n of

insp

ectio

n sc

hedu

les

and

chec

klis

ts2.

8 Id

entif

y m

etho

ds o

f ide

ntify

ing,

sel

ectin

g an

d ob

tain

ing

the

reso

urce

s (e

quip

men

t and

mat

eria

ls)

need

ed fo

r m

aint

enan

ce


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. B

e ab

le to

che

ck s

ites,

sur

face

s,

equi

pmen

t and

per

imet

ers

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

chec

king

and

mai

ntai

ning

spo

rt/p

lay

surf

aces

and

equ

ipm

ent.

Whe

n ch

ecki

ng s

ites,

sur

face

s,

equi

pmen

t and

per

imet

ers,

the

lear

ner

mus

t cov

er a

ll of

the

follo

win

g ty

pes:

a

che

cks

for

1 va

ndal

ism

2 m

isus

e of

equ

ipm

ent

3 sa

fety

of e

quip

men

t4

site

sec

urity

5 co

ntam

inan

ts

with

all

of th

e fo

llow

ing

type

s:b

v

isua

l ins

pect

ion

of1

site

2 su

rfac

es3

equi

pmen

t4

perim

eter

s

3.1

Loca

te th

e ar

eas

to b

e in

spec

ted

and

mai

ntai

ned

3.2

Che

ck a

ll th

e ite

ms

on th

e m

aint

enan

ce a

nd in

spec

tion

chec

klis

t an

d id

entif

y th

eir

imm

edia

te a

nd fu

ture

mai

nten

ance

nee

ds1

vand

alis

m

2 m

isus

e of

equ

ipm

ent

3 sa

fety

of e

quip

men

t

4 si

te s

ecur

ity

5 co

ntam

inan

ts

3.3

Iden

tify

any

item

s ad

ditio

nal t

o th

e ch

eckl

ist d

urin

g vi

sual

in

spec

tion

and

reco

rd th

ese

1 si

te

2 su

rfac

es

3 eq

uipm

ent

4 pe

rimet

ers

3.4

Rep

ort a

ny a

dditi

onal

item

s th

at a

re b

eyon

d ow

n le

vel o

f co

mpe

tenc

e to

mai

ntai

n, to

the

resp

onsi

ble

pers

on4.

Kno

w h

ow to

mai

ntai

n si

tes,

su

rfac

es, e

quip

men

t and

pe

rimet

ers

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Iden

tify

info

rmat

ion

rela

ting

to m

ater

ials

, met

hods

and

ser

vice

s us

ed in

the

mai

nten

ance

pro

cess

es

4.2

Iden

tify

met

hods

and

tech

niqu

es fo

r m

aint

aini

ng s

ites,

sur

face

s,

equi

pmen

t and

per

imet

ers

4.3

Des

crib

e th

e lim

its o

f ow

n au

thor

ity in

car

ryin

g ou

t mai

nten

ance

ac

tiviti

es

4.4

Iden

tify

met

hods

of d

ispo

sing

of h

azar

dous

and

non

-haz

ardo

us

was

te a

nd s

urpl

us r

esou

rces


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5. B

e ab

le to

mai

ntai

n si

tes,

sur

face

s,

equi

pmen

t and

per

imet

ers

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

chec

king

and

mai

ntai

ning

spo

rt/p

lay

surf

aces

and

equ

ipm

ent

Whe

n m

aint

aini

ng s

ites,

sur

face

s,

equi

pmen

t and

per

imet

ers

the

lear

ner

mus

t cov

er 4

of t

he fo

llow

ing

type

s:a

m

etho

ds1

repa

ir2

clea

ning

3 br

ushi

ng4

repl

acem

ent

5 tre

atm

ent

6 pr

otec

tion

7 re

-leve

lling

of l

oose

fill

5.1

Use

effe

ctiv

e an

d ap

prop

riate

mat

eria

ls a

nd m

etho

ds to

m

aint

ain

the

site

, sur

face

s, e

quip

men

t and

per

imet

ers

1 re

pair

2 cl

eani

ng

3 br

ushi

ng

4 re

plac

emen

t

5 tre

atm

ent

6 pr

otec

tion

7 re

-leve

lling

of l

oose

fill

5.2

Take

mea

sure

s to

pro

tect

the

wor

k en

viro

nmen

t

5.3

Dis

pose

of u

nwan

ted

mat

eria

ls fo

llow

ing

lega

l req

uire

men

ts a

nd

the

orga

nisa

tion’

s pr

oced

ures

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

3.3

and

3.4

only

, if n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Co

ntrib

ute

to e

nviro

nmen

tal c

onse

rvat

ion

in a

ctiv

e le

isur

e an

d re

crea

tion

Leve

l:3

Cre

dit

valu

e:6

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to c

ontri

bute

to

envi

ronm

enta

l con

serv

atio

n in

ac

tive

leis

ure

and

recr

eatio

n

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Expl

ain

wha

t is

mea

nt b

y:•

envi

ronm

enta

l con

serv

atio

n

• su

stai

nabi

lity

• bi

o-di

vers

ity

1.2

Expl

ain

why

env

ironm

enta

l con

serv

atio

n is

impo

rtan

t to

own

orga

nisa

tion

1.3

Out

line

the

basi

c re

quire

men

ts o

f leg

isla

tion

that

is r

elev

ant t

o en

viro

nmen

tal c

onse

rvat

ion

1.4

Out

line

orga

nisa

tion’

s en

viro

nmen

tal m

anag

emen

t pla

n

1.5

Out

line

own

resp

onsi

bilit

ies

rela

ting

to e

nviro

nmen

tal

cons

erva

tion

1.6

Out

line

avai

labl

e bu

dget

s an

d ot

her

orga

nisa

tiona

l con

stra

ints

1.7

List

age

ncie

s an

d ot

her

orga

nisa

tions

that

can

pro

vide

in

form

atio

n an

d ad

vice

on

envi

ronm

enta

l con

serv

atio

n1.

8 D

escr

ibe

how

to m

ake

sugg

estio

ns to

impr

ove

envi

ronm

enta

l co

nser

vatio

n in

ow

n or

gani

satio

n1.

9 D

escr

ibe

why

it is

impo

rtan

t to

try

to c

ontin

uous

ly im

prov

e en

viro

nmen

tal c

onse

rvat

ion


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2. K

now

how

to c

ontri

bute

to

man

agin

g re

sour

ces

in a

su

stai

nabl

e w

ay

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Expl

ain

why

it is

impo

rtan

t to

man

age

reso

urce

s re

spon

sibl

y

2.2

Iden

tify

the

mai

n m

etho

ds a

n or

gani

satio

n ca

n us

e to

red

uce

was

te in

: •

ener

gy

• w

ater

• m

ater

ials

2.3

Out

line

the

type

s of

res

ourc

es a

n or

gani

satio

n ca

n re

-use

2.4

Out

line

mai

n m

etho

ds b

y w

hich

an

orga

nisa

tion

can

re-u

se

reso

urce

s an

d th

e pr

oced

ures

that

sho

uld

be fo

llow

ed2.

5 O

utlin

e th

e ty

pes

of r

esou

rces

an

orga

nisa

tion

can

recy

cle

2.6

Out

line

the

mai

n m

etho

ds b

y w

hich

an

orga

nisa

tion

can

recy

cle

reso

urce

s (in

clud

ing

com

post

ing)

and

the

proc

edur

es to

follo

w2.

7 Li

st th

e ty

pes

of r

esou

rces

that

hav

e an

impa

ct o

n th

e en

viro

nmen

t 2.

8 D

escr

ibe

how

the

impa

ct o

n th

e en

viro

nmen

t by

use

of

reso

urce

s ca

n be

min

imis

ed2.

9 D

escr

ibe

why

it is

impo

rtan

t to

mai

ntai

n eq

uipm

ent a

ccor

ding

to

the

man

ufac

ture

rs’ i

nstru

ctio

ns

2.10

Des

crib

e th

e im

pact

poo

rly m

aint

aine

d eq

uipm

ent c

an h

ave

on

the

envi

ronm

ent

2.11

Out

line

ener

gy c

onse

rvat

ion

and

the

use

of ‘g

reen

tran

spor

t’

2.12

Out

line

why

it is

impo

rtan

t to

use

loca

lly p

rodu

ced

reso

urce

s w

here

ver

poss

ible


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. B

e ab

le to

con

tribu

te to

man

agin

g re

sour

ces

in a

sus

tain

able

way

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

cont

ribut

ing

to e

nviro

nmen

tal

cons

erva

tion

in a

ctiv

e le

isur

e an

d re

crea

tion.

W

hen

cont

ribut

ing

to m

anag

ing

reso

urce

s in

a s

usta

inab

le w

ay, t

he

lear

ner

mus

t cov

er 6

of t

he fo

llow

ing

type

s:a

r

espo

nsib

ilitie

s fo

r1

pollu

tion

prev

entio

n 2

was

te r

educ

tion

3 w

aste

re-

use

4 w

aste

rec

yclin

g (in

clud

ing

com

post

ing)

5 en

ergy

con

serv

atio

n (in

clud

ing

the

p

rom

otio

n of

‘gre

en’ t

rans

port

)6

wat

er c

onse

rvat

ion

and

re-u

se7

spec

ifyin

g, p

urch

asin

g an

d us

ing

ra

w m

ater

ials

, pro

duct

s

and

equi

pmen

t tha

t hav

e as

littl

e

envi

ronm

enta

l im

pact

as

poss

ible

8 us

ing

tradi

tiona

l met

hods

and

mat

eria

ls th

at a

re a

ppro

pria

te to

own

loca

lity

with

all

of th

e fo

llow

ing

type

s:b

re

sour

ces

1 en

ergy

: all

fuel

s an

d el

ectri

city

2 w

ater

3 al

l oth

er m

ater

ials

rele

vant

to o

wn

job

3.1

Iden

tify

and

agre

e ow

n re

spon

sibi

litie

s fo

r m

anag

ing

reso

urce

s

a

res

pons

ibili

ties

for

1 po

llutio

n pr

even

tion

2 w

aste

red

uctio

n

3 w

aste

re-

use

4 w

aste

rec

yclin

g (in

clud

ing

com

post

ing)

5 en

ergy

con

serv

atio

n (in

clud

ing

the

prom

otio

n of

‘gre

en’ t

rans

port

)

6 w

ater

con

serv

atio

n an

d re

-use

7 sp

ecify

ing,

pur

chas

ing

and

usin

g ra

w m

ater

ials

, pro

duct

s an

d

equi

pmen

t tha

t hav

e as

littl

e en

viro

nmen

tal i

mpa

ct a

s po

ssib

le

8 us

ing

tradi

tiona

l met

hods

and

mat

eria

ls th

at a

re a

ppro

pria

te to

own

loca

lity

b

reso

urce

s

1 en

ergy

: all

fuel

s an

d el

ectri

city

2 w

ater

3 al

l oth

er m

ater

ials

rele

vant

to o

wn

job


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

all

of th

e fo

llow

ing

type

s:c

ad

vice

and

info

rmat

ion

1 fro

m w

ork

colle

ague

s2

from

ext

erna

l org

anis

atio

ns

3.2

Carr

y ou

t ow

n re

spon

sibi

litie

s fo

r m

anag

ing

reso

urce

s as

agr

eed

a r

espo

nsib

ilitie

s fo

r

1 po

llutio

n pr

even

tion

2 w

aste

red

uctio

n

3 w

aste

re-

use

4 w

aste

rec

yclin

g (in

clud

ing

com

post

ing)

5 en

ergy

con

serv

atio

n (in

clud

ing

the

prom

otio

n of

‘gre

en’ t

rans

port

)

6 w

ater

con

serv

atio

n an

d re

-use

7 sp

ecify

ing,

pur

chas

ing

and

usin

g ra

w m

ater

ials

, pro

duct

s an

d

equi

pmen

t tha

t hav

e as

littl

e en

viro

nmen

tal i

mpa

ct a

s po

ssib

le

8 us

ing

tradi

tiona

l met

hods

and

mat

eria

ls th

at a

re a

ppro

pria

te to

own

loca

lity

b re

sour

ces

1 en

ergy

: all

fuel

s an

d el

ectri

city

2 w

ater

3 al

l oth

er m

ater

ials

rele

vant

to o

wn

job

3.3

Mai

ntai

n eq

uipm

ent a

ccor

ding

to m

anuf

actu

rers

’ ins

truct

ions


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3.4

Get

adv

ice

and

info

rmat

ion

on m

anag

ing

reso

urce

s in

a

sust

aina

ble

way

whe

n ne

eded

c ad

vice

and

info

rmat

ion

1 fro

m w

ork

colle

ague

s

2 fro

m e

xter

nal o

rgan

isat

ions

b re

sour

ces

1 en

ergy

: all

fuel

s an

d el

ectri

city

2 w

ater

3 al

l oth

er m

ater

ials

rele

vant

to o

wn

job

3.5

Wor

k w

ithin

the

budg

et a

nd o

ther

org

anis

atio

nal c

onst

rain

ts

3.6

Mak

e su

gges

tions

on

how

to im

prov

e th

e m

anag

emen

t of

reso

urce

s w

ithin

ow

n or

gani

satio

n

1 en

ergy

: all

fuel

s an

d el

ectri

city

2 w

ater

3 al

l oth

er m

ater

ials

rele

vant

to o

wn

job


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4. K

now

how

to c

ontri

bute

to th

e go

od e

colo

gica

l man

agem

ent o

f ou

tdoo

r ar

eas

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Out

line

why

it is

impo

rtan

t to

sust

ain

and

deve

lop:

• bo

unda

ries,

bor

ders

and

buf

fer

zone

s

• fo

rmal

gar

dens

• gr

assl

and,

moo

r, he

ath

and

othe

r op

en a

reas

• tre

es a

nd w

oodl

and

area

s

• riv

ers,

stre

ams,

pon

ds a

nd w

etla

nd a

reas

4.2

Des

crib

e th

e m

ain

met

hods

an

orga

nisa

tion

can

use

to s

usta

in

and

deve

lop:

• bo

unda

ries,

bor

ders

and

buf

fer

zone

s

• fo

rmal

gar

dens

• gr

assl

and,

moo

r, he

ath

and

othe

r op

en a

reas

• tre

es a

nd w

oodl

and

area

s

• riv

ers,

stre

ams,

pon

ds a

nd w

etla

nd a

reas

4.3

Out

line

how

to c

reat

e ‘w

ild a

reas

’, fo

r ex

ampl

e w

ildflo

wer

m

eado

ws

4.4

Out

line

how

to in

stal

l fea

ture

s su

ch a

s ne

stin

g bo

xes

and

log

pile

s to

attr

act a

nd b

enefi

t wild

life

4.5

Des

crib

e w

hy it

is im

port

ant t

o us

e tra

ditio

nal m

ater

ials

and

m

etho

ds w

hen

cons

truct

ing

boun

darie

s, p

aths

and

roa

ds


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4.6

Des

crib

e th

e m

ater

ials

and

met

hods

that

sho

uld

be u

sed

to

cons

truct

bou

ndar

ies,

pat

hs a

nd r

oads

4.7

List

the

type

s of

bui

ldin

g an

d ot

her

mat

eria

ls th

at s

houl

d be

av

oide

d an

d w

hy

4.8

Stat

e th

e m

ain

type

s of

nat

ive

spec

ies

of p

lant

s on

ow

n si

te

4.9

Iden

tify

the

corr

ect t

imes

and

met

hods

that

sho

uld

be u

sed

to

plan

t and

mai

ntai

n th

e m

ain

type

s of

nat

ive

spec

ies

of p

lant

s on

ow

n si

te, f

rom

the

poin

t of v

iew

of t

he h

ealth

of t

he p

lant

and

th

e im

pact

on

loca

l wild

life

4.10

Des

crib

e ho

w to

dea

l with

cut

tings

, for

exa

mpl

e gr

ass

cutti

ngs,

lo

gs a

nd p

runi

ngs,

in a

way

mos

t app

ropr

iate

to th

e si

te

4.11

Des

crib

e w

hy it

is im

port

ant t

o de

al w

ith c

uttin

gs in

a w

ay

mos

t app

ropr

iate

to th

e si

te

4.12

Sta

te th

e m

ain

type

s of

wild

life

loca

l to

own

site

, in

part

icul

ar

thos

e th

at a

re v

ulne

rabl

e an

d in

nee

d of

enc

oura

gem

ent a

nd

prot

ectio

n

4.13

Des

crib

e ho

w to

enc

oura

ge a

nd p

rote

ct th

e m

ain

type

s of

w

ildlif

e lo

cal t

o ow

n si

te

4.14

Lis

t the

type

s of

pla

nts

and

wild

life

that

sho

uld

not b

e in

trodu

ced

4.15

Des

crib

e w

hy c

erta

in ty

pes

of p

lant

s an

d w

ildlif

e sh

ould

not

be

intro

duce

d

4.16

Des

crib

e w

hy it

may

be

nece

ssar

y to

man

age/

enco

urag

e ce

rtai

n ty

pes

of lo

cal w

ildlif

e

4.17

Des

crib

e ac

cept

able

met

hods

for

man

agin

g/en

cour

agin

g ce

rtai

n ty

pes

of lo

cal w

ildlif

e

4.18

Des

crib

e th

e di

ffere

nce

betw

een

wan

ted

and

unw

ante

d pl

ants

4.19

Des

crib

e ho

w to

man

age

unw

ante

d pl

ants


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4.20

Out

line

how

to s

elec

t and

use

che

mic

als

(her

bici

des

and

pest

icid

es)

in a

way

that

is n

ot d

etrim

enta

l to

the

natu

ral

envi

ronm

ent

4.21

Out

line

the

requ

irem

ent f

or a

ppro

pria

te c

hem

ical

app

licat

ion

cert

ifica

tes

5. B

e ab

le to

con

tribu

te to

the

good

ec

olog

ical

man

agem

ent o

f out

door

ar

eas

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

cont

ribut

ing

to e

nviro

nmen

tal

cons

erva

tion

in a

ctiv

e le

isur

e an

d re

crea

tion

Whe

n co

ntrib

utin

g to

the

good

ec

olog

ical

man

agem

ent o

f out

door

ar

eas,

the

lear

ner

mus

t cov

er 5

of t

he

follo

win

g ty

pes:

a

res

pons

ibili

ties

for

1 co

nser

ving

and

pro

tect

ing

exis

ting

w

ildlif

e an

d ha

bita

ts2

grow

ing

and

plan

ting

trees

and

othe

r pl

ants

(no

rmal

ly n

ativ

e

spec

ies)

that

attr

act a

nd b

enefi

t

inse

cts

and

othe

r an

imal

s3

man

agin

g ou

tdoo

r ar

eas

in a

natu

ralis

tic w

ay th

at e

ncou

rage

s

wild

life

to th

rive

4 cr

eatin

g ne

w h

abita

ts a

nd ‘w

ild

ar

eas’

5

inst

allin

g fe

atur

es th

at a

ttrac

t and

bene

fit w

ildlif

e

5.1

Iden

tify

and

agre

e ow

n re

spon

sibi

litie

s fo

r m

anag

ing

outd

oor

area

s in

way

s th

at b

enefi

t wild

life

a r

espo

nsib

ilitie

s fo

r

1 co

nser

ving

and

pro

tect

ing

exis

ting

wild

life

and

habi

tats

2 gr

owin

g an

d pl

antin

g tre

es a

nd o

ther

pla

nts

(nor

mal

ly n

ativ

e

spec

ies)

that

attr

act a

nd b

enefi

t ins

ects

and

oth

er a

nim

als

3 m

anag

ing

outd

oor

area

s in

a n

atur

alis

tic w

ay th

at e

ncou

rage

s

wild

life

to th

rive

4 cr

eatin

g ne

w h

abita

ts a

nd ‘w

ild a

reas

’

5 in

stal

ling

feat

ures

that

attr

act a

nd b

enefi

t wild

life

6 us

ing

appr

opria

te b

uild

ing

mat

eria

ls a

nd e

quip

men

t

7 de

alin

g w

ith c

uttin

gs a

nd o

ther

hor

ticul

tura

l was

te p

rope

rly

b na

tura

l env

iron

men

t

1 bo

unda

ries,

bor

ders

and

buf

fer

zone

s

2 fo

rmal

gar

dens


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

6 us

ing

appr

opria

te b

uild

ing

m

ater

ials

and

equ

ipm

ent

7 de

alin

g w

ith c

uttin

gs a

nd o

ther

hort

icul

tura

l was

te p

rope

rly

with

3 o

f the

follo

win

g ty

pes:

b

natu

ral e

nviron

men

t1

boun

darie

s, b

orde

rs a

nd b

uffe

r

zone

s2

form

al g

arde

ns3

gras

slan

d, m

oor,

heat

h an

d ot

her

op

en a

reas

4 tre

es a

nd w

oodl

and

area

s5

river

s, s

tream

s, p

onds

and

wet

land

area

s

with

all

of th

e fo

llow

ing

type

s:c

ad

vice

and

info

rmat

ion

1 fro

m w

ork

colle

ague

s2

from

ext

erna

l org

anis

atio

ns

3 gr

assl

and,

moo

r, he

ath

and

othe

r op

en a

reas

4 tre

es a

nd w

oodl

and

area

s

5 riv

ers,

stre

ams,

pon

ds a

nd w

etla

nd a

reas

5.2

Carr

y ou

t ow

n re

spon

sibi

litie

s fo

r m

anag

ing

outs

ide

area

s in

w

ays

that

ben

efit w

ildlif

e

a r

espo

nsib

ilitie

s fo

r

1 co

nser

ving

and

pro

tect

ing

exis

ting

wild

life

and

habi

tats

2 gr

owin

g an

d pl

antin

g tre

es a

nd o

ther

pla

nts

(nor

mal

ly n

ativ

e

spec

ies)

that

attr

act a

nd b

enefi

t ins

ects

and

oth

er a

nim

als

3 m

anag

ing

outd

oor

area

s in

a n

atur

alis

tic w

ay th

at e

ncou

rage

s

wild

life

to th

rive

4 cr

eatin

g ne

w h

abita

ts a

nd ‘w

ild a

reas

’

5 in

stal

ling

feat

ures

that

attr

act a

nd b

enefi

t wild

life

6 us

ing

appr

opria

te b

uild

ing

mat

eria

ls a

nd e

quip

men

t

7 de

alin

g w

ith c

uttin

gs a

nd o

ther

hor

ticul

tura

l was

te p

rope

rly

b na

tura

l env

iron

men

t

1 bo

unda

ries,

bor

ders

and

buf

fer

zone

s

2 fo

rmal

gar

dens


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3 gr

assl

and,

moo

r, he

ath

and

othe

r op

en a

reas

4 tre

es a

nd w

oodl

and

area

s

5 riv

ers,

stre

ams,

pon

ds a

nd w

etla

nd a

reas

5.3

Get

adv

ice

and

info

rmat

ion

on m

anag

ing

outs

ide

area

s in

way

s th

at b

enefi

t wild

life

whe

n ne

cess

ary

c ad

vice

and

info

rmat

ion

1 fro

m w

ork

colle

ague

s

2 fro

m e

xter

nal o

rgan

isat

ions

b na

tura

l env

iron

men

t

1 bo

unda

ries,

bor

ders

and

buf

fer

zone

s

2 fo

rmal

gar

dens

3 gr

assl

and,

moo

r, he

ath

and

othe

r op

en a

reas

4 tre

es a

nd w

oodl

and

area

s

5 riv

ers,

stre

ams,

pon

ds a

nd w

etla

nd a

reas

5.4

Mak

e su

gges

tions

on

how

to m

anag

e ou

tsid

e ar

eas

in w

ays

that

be

nefit

wild

life

1 bo

unda

ries,

bor

ders

and

buf

fer

zone

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2 fo

rmal

gar

dens

3 gr

assl

and,

moo

r, he

ath

and

othe

r op

en a

reas

4 tre

es a

nd w

oodl

and

area

s

5 riv

ers,

stre

ams,

pon

ds a

nd w

etla

nd a

reas

6. K

now

how

to p

rovi

de in

form

atio

n an

d ad

vice

on

envi

ronm

enta

l is

sues

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

Out

line

why

it is

impo

rtan

t to

prov

ide

info

rmat

ion

and

advi

ce o

n th

e lo

cal e

nviro

nmen

t and

met

hods

of s

usta

inin

g it

to v

isito

rs

and

colle

ague

s6.

2 Li

st th

e m

ain

met

hods

ava

ilabl

e fo

r pr

ovid

ing

info

rmat

ion

and

advi

ce6.

3 O

utlin

e w

hy it

is im

port

ant t

o in

form

vis

itors

abo

ut p

roce

dure

s fo

r m

anag

ing

reso

urce

s re

spon

sibl

y an

d th

e re

ason

s fo

r th

is6.

4 D

escr

ibe

how

to s

ite a

nd m

aint

ain

inte

rpre

tatio

n bo

ards

and

le

aflet

s ab

out t

he n

atur

al e

nviro

nmen

t 6.

5 D

escr

ibe

how

to d

evel

op a

nd in

volv

e vi

sito

rs in

act

iviti

es th

at

prom

ote

thei

r un

ders

tand

ing

of e

nviro

nmen

tal c

onse

rvat

ion

6.6

Stat

e th

e ty

pes

of c

onfli

ct th

at m

ay a

rise

betw

een

visi

tors

and

th

e or

gani

satio

n 6.

7 D

escr

ibe

how

to d

eal w

ith c

onfli

ct th

at m

ay a

rise

betw

een

visi

tors

and

the

orga

nisa

tion

6.8

List

type

s of

‘env

ironm

enta

lly fr

iend

ly’ t

rans

port

that

vis

itors

sh

ould

be

enco

urag

ed to

use

6.9

Des

crib

e ho

w to

enc

oura

ge th

e us

e of

‘env

ironm

enta

lly fr

iend

ly’

trans

port

6.10

Des

crib

e w

hy it

is im

port

ant t

o en

cour

age

visi

tors

to b

uy lo

cal

food

and

pro

duce

and

con

tribu

te to

the

loca

l eco

nom

y6.

11 D

escr

ibe

how

to e

ncou

rage

vis

itors

to b

uy lo

cal f

ood

and

prod

uce

and

cont

ribut

e to

the

loca

l eco

nom

y


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

7. B

e ab

le to

pro

vide

info

rmat

ion

and

advi

ce o

n en

viro

nmen

tal i

ssue

s

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

cont

ribut

ing

to e

nviro

nmen

tal

cons

erva

tion

in a

ctiv

e le

isur

e an

d re

crea

tion

Whe

n pr

ovid

ing

info

rmat

ion

and

advi

ce o

n en

viro

nmen

tal i

ssue

s, th

e le

arne

r m

ust c

over

3 o

f the

follo

win

g ty

pes:

a

info

rmat

ion

and

advi

ce in

the

fo

rm o

f1

info

rmat

ion/

inte

rpre

tatio

n bo

ards

2 le

aflet

s3

spok

en4

invo

lvin

g vi

sito

rs in

env

ironm

enta

l

activ

ities

with

4 o

f the

follo

win

g ty

pes:

b

in

form

atio

n an

d ad

vice

co

vering

1 m

anag

ing

reso

urce

s in

a

su

stai

nabl

e w

ay2

the

natu

ral e

nviro

nmen

t3

sust

aini

ng a

nd d

evel

opin

g th

e

natu

ral e

nviro

nmen

t4

nois

e an

d lig

ht p

ollu

tion

5 ‘g

reen

’ tra

nspo

rt is

sues

6 th

e im

port

ance

of b

uyin

g lo

cal

pr

oduc

e (p

artic

ular

ly lo

cal,

se

ason

al fo

od)

and

supp

ortin

g th

e

loca

l eco

nom

y

7.1

Iden

tify

and

agre

e ow

n re

spon

sibi

litie

s fo

r pr

ovid

ing

info

rmat

ion

and

advi

ce o

n en

viro

nmen

tal c

onse

rvat

ion

a in

form

atio

n an

d ad

vice

in t

he for

m o

f

1 in

form

atio

n/in

terp

reta

tion

boar

ds

2 le

aflet

s

3 sp

oken

4 in

volv

ing

visi

tors

in e

nviro

nmen

tal a

ctiv

ities

b in

form

atio

n an

d ad

vice

cov

erin

g

1 m

anag

ing

reso

urce

s in

a s

usta

inab

le w

ay

2 th

e na

tura

l env

ironm

ent

3 su

stai

ning

and

dev

elop

ing

the

natu

ral e

nviro

nmen

t

4 no

ise

and

light

pol

lutio

n

5 ‘g

reen

’ tra

nspo

rt is

sues

6 th

e im

port

ance

of b

uyin

g lo

cal p

rodu

ce (

part

icul

arly

loca

l,

seas

onal

food

) an

d su

ppor

ting

the

loca

l eco

nom

y

7.2

Prov

ide

info

rmat

ion

and

advi

ce to

peo

ple

on th

e si

te w

hen

nece

ssar

y

a in

form

atio

n an

d ad

vice

in t

he for

m o

f


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1 in

form

atio

n/in

terp

reta

tion

boar

ds

2 le

aflet

s

3 sp

oken

4 in

volv

ing

visi

tors

in e

nviro

nmen

tal a

ctiv

ities

b in

form

atio

n an

d ad

vice

cov

erin

g

1 m

anag

ing

reso

urce

s in

a s

usta

inab

le w

ay

2 th

e na

tura

l env

ironm

ent

3 su

stai

ning

and

dev

elop

ing

the

natu

ral e

nviro

nmen

t

4 no

ise

and

light

pol

lutio

n

5 ‘g

reen

’ tra

nspo

rt is

sues

6 th

e im

port

ance

of b

uyin

g lo

cal p

rodu

ce (

part

icul

arly

loca

l,

seas

onal

food

) an

d su

ppor

ting

the

loca

l eco

nom

y

7.3

Prov

ide

info

rmat

ion

and

advi

ce th

at is

cle

ar a

nd e

asily

un

ders

tood

a in

form

atio

n an

d ad

vice

in t

he for

m o

f

1 in

form

atio

n/in

terp

reta

tion

boar

ds

2 le

aflet

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3 sp

oken

4 in

volv

ing

visi

tors

in e

nviro

nmen

tal a

ctiv

ities

b in

form

atio

n an

d ad

vice

cov

erin

g

1 m

anag

ing

reso

urce

s in

a s

usta

inab

le w

ay

2 th

e na

tura

l env

ironm

ent

3 su

stai

ning

and

dev

elop

ing

the

natu

ral e

nviro

nmen

t

4 no

ise

and

light

pol

lutio

n

5 ‘g

reen

’ tra

nspo

rt is

sues

6 th

e im

port

ance

of b

uyin

g lo

cal p

rodu

ce (

part

icul

arly

loca

l,

seas

onal

food

) an

d su

ppor

ting

the

loca

l eco

nom

y

7.4

Mak

e su

re e

nviro

nmen

tal a

ctiv

ities

are

enj

oyab

le fo

r vi

sito

rs

7.5

Expl

ain

the

reas

ons

for

the

info

rmat

ion

and

advi

ce p

rovi

ded

a in

form

atio

n an

d ad

vice

in t

he for

m o

f

1 in

form

atio

n/in

terp

reta

tion

boar

ds

2 le

aflet

s

3 sp

oken


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4 in

volv

ing

visi

tors

in e

nviro

nmen

tal a

ctiv

ities

b in

form

atio

n an

d ad

vice

cov

erin

g

1 m

anag

ing

reso

urce

s in

a s

usta

inab

le w

ay

2 th

e na

tura

l env

ironm

ent

3 su

stai

ning

and

dev

elop

ing

the

natu

ral e

nviro

nmen

t

4 no

ise

and

light

pol

lutio

n

5 ‘g

reen

’ tra

nspo

rt is

sues

6 th

e im

port

ance

of b

uyin

g lo

cal p

rodu

ce (

part

icul

arly

loca

l,

seas

onal

food

) an

d su

ppor

ting

the

loca

l eco

nom

y

7.6

Dea

l with

any

con

flict

sen

sitiv

ely

and

in li

ne w

ith o

wn

orga

nisa

tion’

s pr

oced

ures

7.7

Mak

e su

gges

tions

to im

prov

e th

e in

form

atio

n an

d ad

vice

ow

n or

gani

satio

n pr

ovid

esEvi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

4.6

only

, if t

here

is n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

Use

of su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: M

aint

ain

the

safe

ty o

f the

poo

l env

ironm

ent a

nd it

s us

ers

Leve

l:2

Cre

dit

valu

e:4

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to p

repa

re a

nd

mai

ntai

n a

heal

thy

and

safe

poo

l en

viro

nmen

t

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Des

crib

e th

e ty

pes

of h

azar

ds w

hich

may

occ

ur

1.2

Des

crib

e ho

w to

look

for

diffe

rent

type

s of

haz

ards

and

pro

vide

th

e pr

oper

res

pons

e to

eac

h

1.3

Out

line

the

rule

s, r

egul

atio

ns a

nd b

ye-la

ws

cove

ring

the

pool

in

clud

ing

Hea

lth a

nd S

afet

y at

Wor

k Ac

t, an

d H

ealth

and

Saf

ety

Exec

utiv

e’s

‘Man

agin

g H

ealth

and

Saf

ety

in S

wim

min

g Po

ols’

1.4

Des

crib

e th

e ty

pes

of e

mer

genc

y eq

uipm

ent r

equi

red

1.5

Iden

tify

whe

re e

mer

genc

y eq

uipm

ent i

s ke

pt

1.6

Des

crib

e ho

w to

mai

ntai

n em

erge

ncy

equi

pmen

t

1.7

Out

line

the

chec

ks r

equi

red

for

each

type

of p

ool e

nviro

nmen

t

1.8

Out

line

wha

t rec

ords

nee

d to

be

kept

1.9

Des

crib

e ho

w to

com

plet

e re

quire

d re

cord

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2. B

e ab

le to

pre

pare

and

mai

ntai

n a

heal

thy

and

safe

poo

l env

ironm

ent

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

poo

l en

viro

nmen

t and

its

user

s.

Whe

n pr

epar

ing

and

mai

ntai

n a

heal

thy

and

safe

poo

l env

ironm

ent,

the

lear

ner

mus

t cov

er 2

of t

he

follo

win

g ty

pes:

a

poo

l1

conv

entio

nal p

ools

2 le

isur

e po

ols

3 di

ving

poo

ls

with

3 o

f the

follo

win

g ty

pes:

b

fac

ilitie

s1

wat

er fe

atur

es2

play

equ

ipm

ent

3 po

ol s

urro

unds

4 si

gnag

e5

mov

eabl

e flo

ors

6 po

ol h

oist

s

with

3 o

f the

follo

win

g ty

pes:

c

em

erge

ncy

equi

pmen

t1

stre

tche

rs2

pool

sid

e re

scue

aid

s3

first

aid

equ

ipm

ent,

incl

udin

g

de

fibril

lato

rs

4 co

mm

unic

atio

ns e

quip

men

t5

cam

eras

and

com

pute

r-ai

ded

su

rvei

llanc

e sy

stem

s

2.1

Carr

y ou

t vis

ual w

ater

qua

lity

and

othe

r sa

fety

che

cks

of th

e po

ol

and

its fa

cilit

ies,

com

plyi

ng w

ith o

rgan

isat

iona

l req

uire

men

ts,

and

with

min

imal

dis

rupt

ion

to n

orm

al a

ctiv

ities

as

poss

ible

1 w

ater

feat

ures

2 pl

ay e

quip

men

t

a p

ool

1 co

nven

tiona

l poo

ls

2 le

isur

e po

ols

3 di

ving

poo

ls

b fac

ilitie

s

1 w

ater

feat

ures

2 pl

ay e

quip

men

t

3 po

ol s

urro

unds


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4 si

gnag

e

5 m

ovea

ble

floor

s

6 po

ol h

oist

s

2.2

Iden

tify

and

asse

ss a

ny h

azar

ds

2.3

Dea

l with

any

haz

ards

qui

ckly

, fol

low

ing

orga

nisa

tiona

l and

lega

l re

quire

men

ts

2.4

Chec

k an

d st

ore

emer

genc

y eq

uipm

ent

corr

ectly

1 st

retc

hers

2 po

ol s

ide

resc

ue a

ids

3 fir

st a

id e

quip

men

t, in

clud

ing

defib

rilla

tors

2.5

Mak

e an

y re

quire

d re

port

s an

d co

mpl

ete

rele

vant

rec

ords

3. K

now

how

to s

uper

vise

poo

l ac

tiviti

es

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

3.1

Des

crib

e th

e ty

pes

of a

dvic

e an

d as

sist

ance

whi

ch e

ach

of th

e di

ffere

nt ty

pes

of c

usto

mer

may

req

uire

3.2

Des

crib

e th

e m

ost a

ppro

pria

te w

ay o

f pro

vidi

ng a

dvic

e an

d as

sist

ance

to d

iffer

ent t

ypes

of c

usto

mer

s

3.3

Out

line

the

norm

al o

pera

ting

proc

edur

es fo

r th

e po

ol

3.4

Iden

tify

staf

fing

leve

ls fo

r di

ffere

nt ty

pes

of a

ctiv

ities

and

wha

t to

do if

thes

e ar

e no

t ade

quat

e


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3.5

Out

line

the

type

s of

haz

ards

whi

ch m

ay o

ccur

3.6

Des

crib

e ho

w to

look

for

diffe

rent

type

s of

haz

ards

and

pro

vide

th

e pr

oper

res

pons

e to

eac

h

3.7

Out

line

the

prin

cipl

es o

f wat

er s

afet

y an

d ac

cide

nt p

reve

ntio

n

3.8

Out

line

the

role

of t

he li

fegu

ard

3.9

Des

crib

e ho

w th

e po

ol is

zon

ed fo

r ef

fect

ive

supe

rvis

ion

3.10

Des

crib

e th

e ef

fect

of t

he p

ool e

nviro

nmen

t on

safe

ty

3.11

Out

line

whe

n an

d ho

w to

com

mun

icat

e w

ith c

usto

mer

s

4. B

e ab

le to

sup

ervi

se p

ool a

ctiv

ities

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

poo

l en

viro

nmen

t and

its

user

sW

hen

supe

rvis

ing

pool

act

iviti

es, t

he

lear

ner

mus

t cov

er 2

of t

he fo

llow

ing

type

s:a

p

ool

1 co

nven

tiona

l poo

ls2

leis

ure

pool

s3

divi

ng p

ools

4.1

Appl

y th

e or

gani

satio

nal a

dmis

sion

s po

licy

4.2

Obs

erve

act

iviti

es c

aref

ully

and

con

tinuo

usly

in th

e po

ol a

rea

bein

g su

perv

ised

b a

ctiv

ities

1 le

isur

e sw

imm

ing

2 la

ne s

wim

min

g

3 di

ving

and

jum

ping

4 or

gani

sed

gam

es


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

4 o

f the

follo

win

g ty

pes:

b

act

iviti

es1

leis

ure

swim

min

g2

lane

sw

imm

ing

3 di

ving

and

jum

ping

4 or

gani

sed

gam

es5

sub-

aqua

6 ca

noei

ng7

teac

hing

of s

wim

min

g

with

2 o

f the

follo

win

g ty

pes:

c

cus

tom

er1

adul

ts2

child

ren

3 cu

stom

ers

with

par

ticul

ar n

eeds

with

all

of th

e fo

llow

ing

type

s:d

h

azar

d 1

inad

equa

te a

dult

supe

rvis

ion

of

ch

ildre

n2

unac

cept

able

cus

tom

er b

ehav

iour

3 fa

ilure

of e

quip

men

t4

poor

wat

er q

ualit

y5

phys

ical

haz

ards

with

4 o

f the

follo

win

g ty

pes:

e

way

s to

com

mun

icat

e 1

spee

ch2

hand

sig

nals

3 w

hist

les

4 al

arm

sys

tem

s5

publ

ic a

ddre

ss6

radi

o

5 su

b-aq

ua

6 ca

noei

ng

7 te

achi

ng o

f sw

imm

ing

a

poo

l

1 co

nven

tiona

l poo

ls

2 le

isur

e po

ols

3 di

ving

poo

ls

4.3

Giv

e cu

stom

ers

any

info

rmat

ion

and

help

that

they

nee

d

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

par

ticul

ar n

eeds

4.4

Supe

rvis

e an

d ed

ucat

e cu

stom

ers

to u

se th

e po

ol s

afel

y

4.5

Iden

tify

and

deal

with

any

pot

entia

l haz

ards

pro

mpt

ly a

nd in

lin

e w

ith th

e po

ol s

afet

y op

erat

ing

proc

edur

es1

inad

equa

te a

dult

supe

rvis

ion

of c

hild

ren

2 un

acce

ptab

le c

usto

mer

beh

avio

ur

3 fa

ilure

of e

quip

men

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

4 po

or w

ater

qua

lity

5 ph

ysic

al h

azar

ds

4.6

Com

mun

icat

e ef

fect

ivel

y w

ith c

usto

mer

s an

d co

lleag

ues

whe

n ne

cess

ary

e

way

s to

com

mun

icat

e

1 sp

eech

2 ha

nd s

igna

ls

3 w

hist

les

4 al

arm

sys

tem

s

5 pu

blic

add

ress

6

radi

o

c c

usto

mer

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

par

ticul

ar n

eeds

4.7

Follo

w th

e no

rmal

ope

ratin

g pr

oced

ures

at a

ll tim

es


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5. K

now

how

to c

arry

out

poo

l em

erge

ncy

proc

edur

es

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

5.1

Out

line

the

Emer

genc

y Ac

tion

Plan

for

the

pool

and

faci

lity

5.2

Des

crib

e th

e di

ffere

nces

in d

ealin

g w

ith a

ll th

e di

ffere

nt k

inds

of

cust

omer

s 5.

3 D

escr

ibe

how

to id

entif

y an

d as

sess

the

natu

re o

f the

em

erge

ncy

situ

atio

n 5.

4 D

escr

ibe

the

right

cou

rse

of a

ctio

n to

mee

t the

nee

ds o

f eac

h ki

nd o

f em

erge

ncy

situ

atio

n 5.

5 D

escr

ibe

the

impo

rtan

ce o

f res

pond

ing

calm

ly a

nd p

rom

ptly

and

pr

ovid

ing

reas

sura

nce

to a

ll th

ose

invo

lved

5.

6 D

escr

ibe

the

natu

re a

nd ty

pe o

f qua

lified

ass

ista

nce

requ

ired

for

each

of t

he ty

pes

of e

mer

genc

y si

tuat

ion

5.7

Out

line

the

impo

rtan

ce o

f ide

ntify

ing

the

poss

ible

cau

se o

f the

em

erge

ncy

5.8

Out

line

the

impo

rtan

ce o

f rep

ortin

g an

y di

fficu

lties

whi

ch

occu

rred

in im

plem

entin

g th

e em

erge

ncy

proc

edur

es

6. B

e ab

le to

car

ry o

ut p

ool

emer

genc

y pr

oced

ures

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

poo

l en

viro

nmen

t and

its

user

sW

hen

carr

ying

out

poo

l em

erge

ncy

proc

edur

es, t

he le

arne

r m

ust c

over

2

of th

e fo

llow

ing

type

s:a

e

mer

genc

y 1

drow

ning

2 in

jure

d cu

stom

ers

3 un

cons

ciou

s ca

sual

ties

4 m

ultip

le c

asua

lties

6.1

Prom

ptly

iden

tify

and

asse

ss th

e em

erge

ncy

1 dr

owni

ng

2 in

jure

d cu

stom

ers

3 un

cons

ciou

s ca

sual

ties

4 m

ultip

le c

asua

lties

6.2

Impl

emen

t the

em

erge

ncy

actio

n pl

an

6.3

Take

act

ion

appr

opria

te to

the

emer

genc

y


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

all

of th

e fo

llow

ing

type

s:b

a

ctio

n1

aler

ting

colle

ague

s2

resc

uing

the

casu

alty

from

the

side

of th

e po

ol3

resc

uing

the

casu

alty

in s

tand

ing

de

pth

4 re

scui

ng th

e ca

sual

ty o

ut o

f

stan

ding

dep

th5

deal

ing

with

oth

er c

usto

mer

s

with

2 o

f the

follo

win

g ty

pes:

c

cas

ualty

1

adul

ts2

child

ren

3 cu

stom

ers

with

dis

abili

ties

4 cu

stom

ers

with

med

ical

con

ditio

ns

b

act

ion

1 al

ertin

g co

lleag

ues

2 re

scui

ng th

e ca

sual

ty fr

om th

e si

de o

f the

poo

l

3 re

scui

ng th

e ca

sual

ty in

sta

ndin

g de

pth

4 re

scui

ng th

e ca

sual

ty o

ut o

f sta

ndin

g de

pth

5 de

alin

g w

ith o

ther

cus

tom

ers

a

em

erge

ncy

1 dr

owni

ng

2 in

jure

d cu

stom

ers

3 un

cons

ciou

s ca

sual

ties

4 m

ultip

le c

asua

lties

6.4

Call

for

qual

ified

ass

ista

nce

that

is a

ppro

pria

te to

the

emer

genc

y

6.5

Giv

e ap

prop

riate

firs

t aid

and

bas

ic li

fe s

uppo

rt a

s ne

cess

ary

to

the

casu

alty

1

adul

ts

2 ch

ildre

n


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3 cu

stom

ers

with

dis

abili

ties

4 cu

stom

ers

with

med

ical

con

ditio

ns

6.6

Hel

p to

ret

urn

the

pool

to n

orm

al o

pera

ting

proc

edur

es

6.7

Prov

ide

clea

r re

port

s on

the

emer

genc

y an

d th

e ev

ents

lead

ing

up to

it

1 dr

owni

ng

2 in

jure

d cu

stom

ers

3 un

cons

ciou

s ca

sual

ties

4 m

ultip

le c

asua

lties

6.8

Iden

tify

and

repo

rt a

ny p

robl

ems

with

the

emer

genc

y ac

tion

plan

to

the

resp

onsi

ble

colle

ague

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

2.2,

2.3

, 4.5

and

the

who

le o

f lea

rnin

g ou

tcom

e 6

only

, if n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: M

aint

ain

the

safe

ty o

f the

ice

rink

envi

ronm

ent a

nd it

s us

ers

Leve

l:2

Cre

dit

valu

e:3

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to p

repa

re a

nd

mai

ntai

n a

heal

thy

and

safe

ice

rink

envi

ronm

ent

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Des

crib

e th

e ty

pes

of h

azar

ds w

hich

may

occ

ur

1.2

Des

crib

e ho

w to

look

for

diffe

rent

type

s of

haz

ards

and

pro

vide

th

e pr

oper

res

pons

e to

eac

h1.

3 D

escr

ibe

the

rule

s, r

egul

atio

ns a

nd b

ye-la

ws

cove

ring

the

ice

rink

incl

udin

g H

ealth

and

Saf

ety

at W

ork

Act

1.4

Des

crib

e th

e ty

pes

of e

mer

genc

y eq

uipm

ent r

equi

red

1.5

Iden

tify

whe

re e

mer

genc

y eq

uipm

ent i

s ke

pt

1.6

Des

crib

e ho

w to

mai

ntai

n em

erge

ncy

equi

pmen

t

1.7

Out

line

the

chec

ks r

equi

red

for

each

type

of i

ce r

ink

envi

ronm

ent

1.8

Out

line

wha

t rec

ords

nee

d to

be

kept

1.9

Des

crib

e ho

w to

com

plet

e re

quire

d re

cord

s

2. B

e ab

le to

pre

pare

and

mai

ntai

n a

heal

thy

and

safe

ice

rink

envi

ronm

ent

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

ice

rink

envi

ronm

ent a

nd it

s us

ers

2.1

Carr

y ou

t ice

qua

lity

and

othe

r sa

fety

che

cks

of th

e rink

and

its

faci

litie

s, c

ompl

ying

with

org

anis

atio

nal r

equi

rem

ents

and

with

m

inim

al d

isru

ptio

n to

nor

mal

act

iviti

es a

s po

ssib

lea

r

ink

1 co

nven

tiona

l rin

ks

2 le

isur

e rin

ks


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

Whe

n pr

epar

ing

and

mai

ntai

ning

a

heal

thy

safe

ice

rink

envi

ronm

ent,

the

lear

ner

mus

t cov

er 2

of t

he fo

llow

ing

type

s:a

r

ink

1 co

nven

tiona

l rin

ks2

leis

ure

rinks

3 ou

tsid

e4

curli

ng5

aren

as

with

bot

h of

the

follo

win

g ty

pes:

b

fac

ilitie

s1

ice

rink

surr

ound

s2

sign

age

with

2 o

f the

follo

win

g ty

pes:

c

em

erge

ncy

equi

pmen

t1

stre

tche

rs2

first

aid

equ

ipm

ent

3 co

mm

unic

atio

ns e

quip

men

t4

cam

eras

and

com

pute

r-ai

ded

su

rvei

llanc

e sy

stem

s

3 ou

tsid

e

4 cu

rling

5 ar

enas

b

fac

ilitie

s

1 ic

e rin

k su

rrou

nds

2 si

gnag

e

2.2

Iden

tify

and

asse

ss a

ny h

azar

ds

2.3

Dea

l with

any

haz

ards

qui

ckly

, fol

low

ing

orga

nisa

tiona

l and

lega

l re

quire

men

ts2.

4 Ch

eck

and

stor

e em

erge

ncy

equi

pmen

t co

rrec

tly

1 st

retc

hers

2 fir

st a

id e

quip

men

t

3 co

mm

unic

atio

ns e

quip

men

t

4 ca

mer

as a

nd c

ompu

ter-

aide

d su

rvei

llanc

e sy

stem

s

2.5

Mak

e an

y re

quire

d re

port

s an

d co

mpl

ete

rele

vant

rec

ords

3. K

now

how

to is

sue,

che

ck in

and

mai

ntai

n sk

ates

3.1

Out

line

how

to tr

eat c

usto

mer

s in

a p

olite

and

frie

ndly

way

3.2

Iden

tify

shoe

and

ska

te s

izes

and

how

to s

elec

t the

cor

rect

sk

ates

for

diffe

rent

cus

tom

ers


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

3.3

Des

crib

e th

e co

rrec

t pro

cedu

res

for

stor

ing

cust

omer

s’ s

hoes

3.4

Des

crib

e ty

pica

l pro

blem

s th

at c

usto

mer

s ha

ve w

ith s

kate

s an

d ho

w to

pro

vide

them

with

ass

ista

nce

3.5

Out

line

the

corr

ect p

roce

dure

s fo

r ex

chan

ging

sho

es a

nd s

kate

s fo

llow

ing

use

3.6

Des

crib

e ty

pica

l fau

lts th

at o

ccur

with

ska

tes

and

the

corr

ect

proc

edur

es to

follo

w in

ord

er to

dea

l with

eac

h of

thes

e4.

Be

able

to is

sue,

che

ck in

and

mai

ntai

n sk

ates

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

ice

rink

envi

ronm

ent a

nd it

s us

ers

Whe

n is

suin

g, c

heck

ing

in a

nd

mai

ntai

ning

ska

tes,

the

lear

ner

mus

t co

ver

2 o

f the

follo

win

g ty

pes:

a

cus

tom

er1

adul

ts2

child

ren

3 cu

stom

ers

with

par

ticul

ar n

eeds

with

2 o

f the

follo

win

g ty

pes:

b

fau

lts1

dull

blad

es2

brok

en/m

issi

ng la

ces

3 da

mag

e to

fabr

ic

4.1

Dea

l with

cus

tom

ers

in a

pol

ite a

nd fr

iend

ly m

anne

r

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

par

ticul

ar n

eeds

4.2

Issu

e sk

ates

that

are

app

ropr

iate

for

the

cust

omer

and

in a

saf

e an

d se

rvic

eabl

e co

nditi

on4.

3 St

ore

the

cust

omer

s’ s

hoes

in th

e co

rrec

t loc

atio

n

4.4

Prov

ide

the

cust

omer

s w

ith a

ny a

ssis

tanc

e th

ey m

ay n

eed

4.5

Follo

w th

e co

rrec

t pro

cedu

res

for

exch

angi

ng s

kate

s an

d sh

oes

follo

win

g us

e4.

6 Id

entif

y an

y fa

ults

with

the

skat

es a

nd fo

llow

the

corr

ect

mai

nten

ance

pro

cedu

res

1 du

ll bl

ades

2 br

oken

/mis

sing

lace

s

3

dam

age

to fa

bric


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

5. K

now

how

to s

uper

vise

ice

rink

activ

ities

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

5.1

Des

crib

e th

e ty

pes

of a

dvic

e an

d as

sist

ance

whi

ch e

ach

of th

e di

ffere

nt ty

pes

of c

usto

mer

may

req

uire

5.

2 D

escr

ibe

the

mos

t app

ropr

iate

way

of p

rovi

ding

adv

ice

and

assi

stan

ce to

diff

eren

t typ

es o

f cus

tom

ers

5.3

Out

line

the

norm

al o

pera

ting

proc

edur

es fo

r th

e ic

e rin

k

5.4

Out

line

staf

fing

leve

ls fo

r di

ffere

nt ty

pes

of a

ctiv

ities

and

wha

t to

do if

thes

e ar

e no

t ade

quat

e5.

5 O

utlin

e th

e ty

pes

of h

azar

ds w

hich

may

occ

ur

5.6

Des

crib

e ho

w to

look

for

diffe

rent

type

s of

haz

ards

and

pro

vide

th

e pr

oper

res

pons

e to

eac

h5.

7 D

escr

ibe

prin

cipl

es o

f saf

ety

on ic

e an

d a

ccid

ent p

reve

ntio

n

5.8

Des

crib

e th

e ro

le o

f the

ice

stew

ard

5.9

Out

line

how

the

ice

rink

is z

oned

for

effe

ctiv

e su

perv

isio

n

5.10

Out

line

the

effe

ct o

f the

ice

rink

envi

ronm

ent o

n sa

fety

5.11

Des

crib

e w

hen

and

how

to c

omm

unic

ate

with

cus

tom

ers

and

othe

r m

embe

rs o

f sta

ff6.

Be

able

to s

uper

vise

ice

rink

activ

ities

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

ice

rink

envi

ronm

ent a

nd it

s us

ers

6.1

Follo

w o

rgan

isat

iona

l pro

cedu

res

for

dres

s, e

quip

men

t and

pe

rson

al p

rese

ntat

ion

6.2

Appl

y th

e or

gani

satio

nal a

dmis

sion

s po

licy

6.3

Obs

erve

act

iviti

es c

aref

ully

and

con

tinuo

usly

in th

e rin

k ar

ea

bein

g su

perv

ised

1 le

isur

e sk

atin

g


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

Whe

n su

perv

isin

g ic

e rin

k ac

tiviti

es,

the

lear

ner

mus

t cov

er 2

of t

he

follo

win

g ty

pes:

a

rink

1 co

nven

tiona

l rin

ks2

leis

ure

rinks

3 ou

tsid

e4

curli

ng5

aren

as

with

3 o

f the

follo

win

g ty

pes:

b

act

iviti

es1

leis

ure

skat

ing

2 le

sson

s3

figur

e sk

atin

g4

spor

ts

with

2 o

f the

follo

win

g ty

pes:

c

cus

tom

er1

adul

ts2

child

ren

3 cu

stom

ers

with

par

ticul

ar n

eeds

with

all

of th

e fo

llow

ing

type

s:d

h

azar

d 1

inad

equa

te a

dult

supe

rvis

ion

of

ch

ildre

n2

unac

cept

able

cus

tom

er b

ehav

iour

3 fa

ilure

of e

quip

men

t4

poor

ice

qual

ity5

phys

ical

haz

ards

2 le

sson

s

3 fig

ure

skat

ing

4 sp

orts

6.4

Giv

e cu

stom

ers

any

info

rmat

ion

and

help

that

they

nee

d

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

par

ticul

ar n

eeds

6.5

Supe

rvis

e an

d ed

ucat

e cu

stom

ers

to u

se th

e rin

k sa

fely

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

par

ticul

ar n

eeds

6.6

Safe

ly p

rovi

de a

ssis

tanc

e to

cus

tom

ers

who

hav

e fa

llen

over

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

par

ticul

ar n

eeds

6.7

Iden

tify

and

deal

with

any

pot

entia

l haz

ards

pro

mpt

ly a

nd in

lin

e w

ith th

e rin

k sa

fety

ope

ratin

g pr

oced

ures

1 in

adeq

uate

adu

lt su

perv

isio

n of

chi

ldre

n


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

4 o

f the

follo

win

g ty

pes:

e

way

s to

com

mun

icat

e 1

spee

ch2

hand

sig

nals

3 w

hist

les

4 al

arm

sys

tem

s5

publ

ic a

ddre

ss6

radi

o

2 un

acce

ptab

le c

usto

mer

beh

avio

ur

3 fa

ilure

of e

quip

men

t

4 po

or ic

e qu

ality

5 ph

ysic

al h

azar

ds

6.8

Com

mun

icat

e ef

fect

ivel

y w

ith c

usto

mer

s an

d co

lleag

ues

whe

n ne

cess

ary

1 sp

eech

2 ha

nd s

igna

ls

3 w

hist

les

4 al

arm

sys

tem

s

5 pu

blic

add

ress

6 ra

dio

6.9

Follo

w th

e no

rmal

ope

ratin

g pr

oced

ures

at a

ll tim

es

7. K

now

how

to c

arry

out

ice

rink

emer

genc

y pr

oced

ures

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

7.1

Des

crib

e th

e Em

erge

ncy

Actio

n Pl

an fo

r th

e rin

k an

d fa

cilit

y

7.2

Out

line

the

diffe

renc

es in

dea

ling

with

all

the

diffe

rent

kin

ds o

f cu

stom

ers

7.3

Des

crib

e ho

w to

iden

tify

and

asse

ss th

e na

ture

of t

he e

mer

genc

y si

tuat

ion

7.4

Iden

tify

the

right

cou

rse

of a

ctio

n to

mee

t the

nee

ds o

f eac

h ki

nd

of e

mer

genc

y si

tuat

ion


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

7.5

Out

line

the

impo

rtan

ce o

f res

pond

ing

calm

ly a

nd p

rom

ptly

and

pr

ovid

ing

reas

sura

nce

to a

ll th

ose

invo

lved

7.6

Des

crib

e th

e na

ture

and

type

of q

ualifi

ed a

ssis

tanc

e re

quire

d fo

r ea

ch o

f the

type

s of

em

erge

ncy

situ

atio

n

7.7

Out

line

the

impo

rtan

ce o

f ide

ntify

ing

the

poss

ible

cau

se o

f the

em

erge

ncy

7.8

Out

line

the

impo

rtan

ce o

f rep

ortin

g an

y di

fficu

lties

whi

ch

occu

rred

in im

plem

entin

g th

e em

erge

ncy

proc

edur

es

8. B

e ab

le to

car

ry o

ut ic

e rin

k em

erge

ncy

proc

edur

es

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

mai

ntai

ning

the

safe

ty o

f the

ice

rink

envi

ronm

ent a

nd it

s us

ers

8.1

Prom

ptly

iden

tify

and

asse

ss th

e em

erge

ncy

1 m

inor

sof

t tis

sue

inju

ry

2 m

ajor

sof

t tis

sue

inju

ry

3 fra

ctur

e/se

rious

inju

ry

4 un

cons

ciou

s ca

sual

ties

5 m

ultip

le c

asua

lties

6 pu

blic

dis

orde

r

8.2

Impl

emen

t the

em

erge

ncy

actio

n pl

an


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

Whe

n ca

rryi

ng o

ut ic

e rin

k em

erge

ncy

proc

edur

es, t

he le

arne

r m

ust c

over

2 o

f the

follo

win

g ty

pes:

a

em

erge

ncy

1 m

inor

sof

t tis

sue

inju

ry2

maj

or s

oft t

issu

e in

jury

3 fra

ctur

e/se

rious

inju

ry4

unco

nsci

ous

casu

altie

s5

mul

tiple

cas

ualti

es6

publ

ic d

isor

der

with

3 o

f the

follo

win

g ty

pes:

b

act

ion

1 al

ertin

g co

lleag

ues

2 at

tend

ing

to th

e ca

sual

ty o

n ic

e

surf

ace

3 de

alin

g w

ith o

ther

cus

tom

ers

4 cl

earin

g cu

stom

ers

from

the

rink

area

with

2 o

f the

follo

win

g ty

pes:

c

cas

ualty

1

adul

ts2

child

ren

3 cu

stom

ers

with

dis

abili

ties

4 cu

stom

ers

with

med

ical

con

ditio

ns

com

petit

ors/

perf

orm

ers/

spor

ts

of

ficia

l/spe

ctat

ors

8.3

Take

act

ion

appr

opria

te to

the

emer

genc

y

b

act

ion

1 al

ertin

g co

lleag

ues

2 at

tend

ing

to th

e ca

sual

ty o

n ic

e su

rfac

e

3 de

alin

g w

ith o

ther

cus

tom

ers

4 cl

earin

g cu

stom

ers

from

the

rink

area

a

emer

genc

y

1 m

inor

sof

t tis

sue

inju

ry

2 m

ajor

sof

t tis

sue

inju

ry

3 fra

ctur

e/se

rious

inju

ry

4 un

cons

ciou

s ca

sual

ties

5 m

ultip

le c

asua

lties

6 pu

blic

dis

orde

r

8.4

Call

for

qual

ified

ass

ista

nce

that

is a

ppro

pria

te to

the

emer

genc

y


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

8.5

Giv

e ap

prop

riate

firs

t aid

and

bas

ic li

fe s

uppo

rt a

s ne

cess

ary

to

the

casu

alty

1 ad

ults

2 ch

ildre

n

3 cu

stom

ers

with

dis

abili

ties

4 cu

stom

ers

with

med

ical

con

ditio

ns, c

ompe

titor

s/pe

rfor

mer

s/sp

orts

offic

ial/s

pect

ator

s

8.6

Hel

p to

ret

urn

the

ice

rink

to n

orm

al o

pera

ting

proc

edur

es

8.7

Prov

ide

clea

r re

port

s on

the

emer

genc

y an

d th

e ev

ents

lead

ing

up to

it

1 m

inor

sof

t tis

sue

inju

ry

2 m

ajor

sof

t tis

sue

inju

ry

3 fra

ctur

e/se

rious

inju

ry

4 un

cons

ciou

s ca

sual

ties

5 m

ultip

le c

asua

lties

6 pu

blic

dis

orde

r

8.8

Iden

tify

and

repo

rt a

ny p

robl

ems

with

the

emer

genc

y ac

tion

plan

to

the

resp

onsi

ble

colle

ague


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

2.2,

2.3

, 4.6

and

6.7

and

the

who

le o

f lea

rnin

g ou

tcom

e 8

only

, if n

o na

tura

lly o

ccur

ring

evid

ence

is a

vaila

ble.

U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Pr

oces

s pa

ymen

ts fo

r pu

rcha

ses

Leve

l:2

Cre

dit

valu

e:2

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to p

roce

ss p

aym

ents

fo

r pu

rcha

ses

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

how

to id

entif

y an

d ch

eck

pric

es in

ow

n or

gani

satio

n

1.2

Iden

tify

whe

re to

get

info

rmat

ion

and

advi

ce to

dea

l with

pric

ing

prob

lem

s1.

3 O

utlin

e ho

w to

iden

tify

any

defe

cts

in p

rodu

cts

as th

ey a

re b

eing

pr

oces

sed

for

sale

1.

4 O

utlin

e ho

w to

iden

tify

any

curr

ent d

isco

unts

and

spe

cial

offe

rs

1.5

Des

crib

e ho

w p

aym

ents

are

cal

cula

ted

in o

wn

orga

nisa

tion

1.6

Des

crib

e th

e co

mm

on m

etho

ds o

f cal

cula

ting

paym

ents

in

clud

ing

poin

t of s

ale

tech

nolo

gy a

nd p

hysi

cal c

alcu

latio

ns1.

7 O

utlin

e ho

w to

kee

p ca

sh a

nd o

ther

pay

men

ts s

afe

and

secu

re

1.8

List

the

type

s of

pay

men

t whi

ch c

an b

e re

ceiv

ed

1.9

Iden

tify

proc

edur

es fo

r au

thor

isin

g no

n-ca

sh tr

ansa

ctio

ns

1.10

Out

line

how

to c

heck

for

and

iden

tify

coun

terf

eit p

aym

ents

1.11

Out

line

how

to c

heck

for

stol

en c

hequ

es, c

redi

t car

ds, c

harg

e ca

rds

or d

ebit

card

s1.

12 O

utlin

e ho

w to

dea

l with

cus

tom

ers

offe

ring

susp

ect t

ende

r or

sus

pect

ed fr

aud

of n

on-c

ash

paym

ents

, in

line

with

or

gani

satio

nal p

roce

dure

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1.13

Iden

tify

the

rele

vant

rig

hts,

dut

ies

and

resp

onsi

bilit

ies

rela

ting

to T

he S

ale

of G

oods

Act

1.14

Iden

tify

orga

nisa

tiona

l pro

cedu

res

for

calc

ulat

ing

and

taki

ng

paym

ents

1.15

Des

crib

e th

e va

lue

and

impo

rtan

ce o

f cus

tom

er s

ervi

ce to

ef

fect

ive

tradi

ng o

pera

tions

1.16

Des

crib

e ho

w to

bal

ance

giv

ing

the

corr

ect a

mou

nt o

f atte

ntio

n to

indi

vidu

al c

usto

mer

s w

hils

t mai

ntai

ning

a r

espo

nsib

ility

to

war

ds o

ther

cus

tom

ers

in b

usy

tradi

ng p

erio

ds2.

Be

able

to c

alcu

late

the

pric

e of

cu

stom

ers’

pur

chas

es

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

proc

essi

ng p

aym

ents

for

purc

hase

s

Whe

n ca

lcul

atin

g th

e pr

ice

of

cust

omer

s’ p

urch

ases

, the

lear

ner

mus

t cov

er b

oth

of th

e fo

llow

ing

type

s:a

c

alcu

latio

n1

usin

g po

int o

f sal

e te

chno

logy

2 ph

ysic

al (

incl

udin

g ca

lcul

ator

and

long

han

d ca

lcul

atio

ns)

with

bot

h of

the

follo

win

g ty

pes:

b

pur

chas

e1

stoc

k ite

ms

2 sp

ecia

l offe

rs a

nd d

isco

unts

2.1

Accu

rate

ly id

entif

y th

e pr

ice

of it

ems

2.2

Prom

ptly

res

olve

any

pro

blem

s in

pric

ing

good

s

2.3

Gai

n ad

vice

from

rel

evan

t peo

ple

if pr

oble

ms

with

pric

es c

anno

t be

res

olve

d al

one

2.4

Mak

e co

rrec

t cal

cula

tions

for

purc

hase

s

a

cal

cula

tion

1 us

ing

poin

t of s

ale

tech

nolo

gy

2 ph

ysic

al (

incl

udin

g ca

lcul

ator

and

long

han

d ca

lcul

atio

ns)

b

pur

chas

e

1 st

ock

item

s

2 sp

ecia

l offe

rs a

nd d

isco

unts

2.5

Mak

e su

re th

e pu

rcha

se m

eets

exp

ecte

d st

anda

rds


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. B

e ab

le to

pro

cess

sal

es p

aym

ents

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

proc

essi

ng p

aym

ents

for

purc

hase

s

Whe

n pr

oces

sing

sal

es p

aym

ents

, the

le

arne

r m

ust c

over

2 o

f the

follo

win

g ty

pes:

a

pay

men

t1

cash

2 ch

eque

s3

card

s

3.1

Clea

rly a

nd a

ccur

atel

y in

form

cus

tom

ers

of th

e am

ount

due

3.2

Confi

rm th

e ca

sh a

mou

nt g

iven

by

the

cust

omer

and

the

chan

ge

give

n to

the

cust

omer

3.3

Gai

n au

thor

isat

ion

for

acce

ptin

g no

n-ca

sh p

aym

ents

whe

n th

e va

lue

of th

e ite

m e

xcee

ds o

wn

limit

of a

utho

rity

3.4

Tact

fully

info

rm th

e cu

stom

er w

hen

auth

oris

atio

n fo

r pa

ymen

t ca

nnot

be

obta

ined

for

non-

cash

tran

sact

ions

3.5

Accu

rate

ly c

ompl

ete

paym

ent

docu

men

tatio

n

1 ca

sh

2 ch

eque

s

3 ca

rds

3.6

Secu

rely

sto

re p

aym

ents

, pro

tect

ing

from

thef

t

1 ca

sh

2 ch

eque

s

3 ca

rds

3.7

Offe

r ad

ditio

nal s

ervi

ces

to th

e cu

stom

er w

here

they

are

av

aila

ble

3.8

Be

cour

teou

s to

cus

tom

ers

at a

ll tim

es

3.9

Giv

e at

tent

ion

to in

divi

dual

cus

tom

ers

whi

lst e

nsur

ing

othe

rs a

re

not l

eft w

ithou

t atte

ntio

n


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Pr

ovid

e a

faci

lity

rece

ptio

n se

rvic

eLe

vel:

2C

redi

t va

lue:

2Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to w

elco

me

cust

omer

s an

d vi

sito

rs

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Out

line

why

cus

tom

er c

are

is im

port

ant

1.2

Des

crib

e th

e ty

pes

of v

isito

rs a

nd c

usto

mer

s w

ho c

ome

to th

e fa

cilit

y an

d w

hy1.

3 D

escr

ibe

how

to g

reet

and

wel

com

e cu

stom

ers

and

visi

tors

1.4

Out

line

the

impo

rtan

ce o

f exp

lain

ing

any

dela

y in

dea

ling

with

cu

stom

ers

1.5

Out

line

how

to e

xpla

in a

ny d

elay

in d

ealin

g w

ith c

usto

mer

s po

litel

y1.

6 O

utlin

e th

e ty

pes

of in

form

atio

n w

hich

cus

tom

ers

and

visi

tors

us

ually

nee

d 1.

7 D

escr

ibe

how

to r

espo

nd to

cus

tom

er/v

isito

r re

ques

ts fo

r in

form

atio

n, a

ccor

ding

to o

rgan

isat

iona

l pro

cedu

res

1.8

Iden

tify

whe

n co

lleag

ues

need

to b

e to

ld a

bout

cus

tom

ers

and

visi

tors

1.

9 D

escr

ibe

why

it is

impo

rtan

t to

tell

colle

ague

s ab

out c

usto

mer

s an

d vi

sito

rs w

hen

rele

vant

1.10

Des

crib

e w

hy it

is im

port

ant t

o de

al w

ith c

usto

mer

s’ a

nd

visi

tors

’ ind

ivid

ual n

eeds

1.11

Out

line

the

corr

ect e

ntry

and

sec

urity

pro

cedu

res

for

the

faci

lity

1.12

Out

line

why

it is

impo

rtan

t to

follo

w th

e co

rrec

t ent

ry a

nd

secu

rity

proc

edur

es


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1.13

Des

crib

e w

hy it

is im

port

ant t

o be

pol

ite w

hen

refu

sing

ent

ry

and

to tr

y to

mak

e al

tern

ativ

e ar

rang

emen

ts fo

r th

e cu

stom

er o

r vi

sito

r1.

14 Id

entif

y w

hat t

ypes

of i

ssue

s m

ay n

eed

to b

e re

ferr

ed to

a

resp

onsi

ble

colle

ague

1.15

Iden

tify

who

‘a r

espo

nsib

le c

olle

ague

’ may

be

acco

rdin

g to

di

ffere

nt s

ituat

ions

2. B

e ab

le to

wel

com

e cu

stom

ers

and

visi

tors

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prov

idin

g a

faci

lity

rece

ptio

n se

rvic

e

Whe

n w

elco

min

g cu

stom

ers

and

visi

tors

, the

lear

ner

mus

t cov

er 2

of

the

follo

win

g ty

pes:

a

cus

tom

er a

nd v

isito

r1

adul

ts2

child

ren

and

youn

g pe

ople

3 pe

ople

with

par

ticul

ar n

eeds

2.1

Gre

et c

usto

mer

s an

d vi

sito

rs p

rom

ptly

, tre

atin

g th

em p

olite

ly

and

mak

ing

them

feel

wel

com

e in

the

faci

lity

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

2.2

Expl

ain

to c

usto

mer

s an

d vi

sito

rs th

e re

ason

s fo

r an

y de

lay

in d

ealin

g w

ith th

em, a

nd c

ome

back

to th

em a

s qu

ickl

y as

po

ssib

le

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

2.3

Find

out

wha

t cus

tom

ers

and

visi

tors

wou

ld li

ke a

nd a

ny

indi

vidu

al n

eeds

they

may

hav

e

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3 pe

ople

with

par

ticul

ar n

eeds

2.4

Clea

rly p

rovi

de c

usto

mer

s an

d vi

sito

rs w

ith r

eque

sted

in

form

atio

n an

d ot

her

info

rmat

ion

whi

ch m

ay b

e us

eful

to th

em1

adul

ts

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

2.5

Whe

n ne

cess

ary,

tell

the

appr

opria

te c

olle

ague

abo

ut th

e cu

stom

ers’

and

vis

itors

’ arr

ival

and

thei

r in

divi

dual

nee

ds

2.6

Follo

w th

e co

rrec

t ent

ry a

nd s

ecur

ity p

roce

dure

s fo

r th

e ty

pe o

f cu

stom

ers

and

visi

tors

invo

lved

2.7

Assi

st c

usto

mer

s an

d vi

sito

rs to

loca

te a

reas

of t

he fa

cilit

y th

ey

need

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

2.8

Polit

ely

expl

ain

any

reas

ons

why

cus

tom

ers

and

visi

tors

can

not

ente

r, an

d ne

gotia

te a

n al

tern

ativ

e ar

rang

emen

t1

adul

ts

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

2.9

Prom

ptly

ref

er a

ny is

sues

whi

ch c

anno

t be

deal

t with

per

sona

lly,

to th

e re

leva

nt r

espo

nsib

le c

olle

ague


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3. K

now

how

to e

nrol

cus

tom

ers

and

ta

ke b

ooki

ngs

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

3.1

Out

line

the

book

ing

and

enro

lmen

t sys

tem

for

the

faci

lity

3.2

Des

crib

e th

e im

port

ance

of c

heck

ing

that

ser

vice

s ar

e av

aila

ble

for

enro

lmen

ts a

nd b

ooki

ngs,

and

wha

t may

hap

pen

if th

is d

oes

not t

ake

plac

e3.

3 O

utlin

e ho

w to

che

ck th

e av

aila

bilit

y of

ser

vice

s

3.4

Out

line

how

to h

elp

the

cust

omer

to p

rovi

de th

e ne

cess

ary

info

rmat

ion

3.5

Out

line

the

impo

rtan

ce o

f tho

roug

hly

chec

king

info

rmat

ion

give

n by

cus

tom

ers

3.6

Des

crib

e th

e pr

oced

ures

for

mak

ing

char

ges

for

serv

ices

in t

he

faci

lity

and

hand

ling

paym

ents

3.7

Out

line

how

to u

se th

e in

form

atio

n st

orag

e sy

stem

in th

e fa

cilit

y

3.8

Out

line

the

impo

rtan

ce o

f usi

ng th

e in

form

atio

n st

orag

e sy

stem

pr

oper

ly3.

9 O

utlin

e ho

w to

com

plet

e th

e ap

prop

riate

reg

iste

rs

4. B

e ab

le to

enr

ol c

usto

mer

s an

d

take

boo

king

sTh

is le

arni

ng o

utco

me

mus

t be

asse

ssed

usi

ng w

orkp

lace

evi

denc

e ge

nera

ted

whe

n th

e le

arne

r is

pr

ovid

ing

a fa

cilit

y re

cept

ion

serv

ice

Whe

n en

rolli

ng c

usto

mer

s an

d ta

king

bo

okin

gs, t

he le

arne

r m

ust c

over

2 o

f th

e fo

llow

ing

type

s:a

b

ooki

ng1

indi

vidu

al b

ooki

ng2

grou

p bo

okin

g

4.1

Mak

e su

re th

at th

ere

are

avai

labl

e se

rvic

es fo

r th

e en

rolm

ents

an

d bo

okin

gs ta

ken

1 in

divi

dual

boo

king

2 gr

oup

book

ing

4.2

Clea

rly te

ll th

e cu

stom

er a

bout

ava

ilabl

e se

rvic

es a

nd a

ny

wai

ting

list a

rran

gem

ents

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

with

2 o

f the

follo

win

g ty

pes:

b

cus

tom

er

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le3

peop

le w

ith p

artic

ular

nee

ds

3 pe

ople

with

par

ticul

ar n

eeds

4.3

Hel

p th

e cu

stom

er to

pro

vide

the

nece

ssar

y in

form

atio

n an

d ch

eck

that

it is

com

plet

e an

d co

rrec

t1

adul

ts

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

4.4

Confi

rm a

ll th

e as

pect

s of

the

book

ing

or e

nrol

men

t with

the

cust

omer

a b

ooki

ng

1 in

divi

dual

boo

king

2 gr

oup

book

ing

b c

usto

mer

1 ad

ults

2 ch

ildre

n an

d yo

ung

peop

le

3 pe

ople

with

par

ticul

ar n

eeds

4.5

Mak

e su

re th

at a

ll ch

arge

s an

d th

e ha

ndlin

g of

pay

men

ts fo

llow

or

gani

satio

nal p

roce

dure

s 4.

6 R

ecor

d al

l the

nec

essa

ry in

form

atio

n co

mpl

etel

y an

d ac

cura

tely

us

ing

the

orga

nisa

tion’

s sy

stem

4.7

Mak

e su

re th

at r

egis

ters

are

up-

to-d

ate,

com

plet

e an

d ac

cura

te


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

2.2,

2.5

, 2.7

, 2.8

and

2.9

onl

y, if

no

natu

rally

occ

urrin

g ev

iden

ce is

ava

ilabl

e.U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: R

esol

ve c

usto

mer

ser

vice

pro

blem

s

Leve

l:2

Cre

dit

valu

e:6

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. S

pot c

usto

mer

ser

vice

pro

blem

s1.

1 Li

sten

car

eful

ly to

cus

tom

ers

abou

t any

pro

blem

they

hav

e ra

ised

1.2

Ask

cust

omer

s ab

out t

he p

robl

em to

che

ck th

eir

unde

rsta

ndin

g

1.3

Rec

ogni

se r

epea

ted

prob

lem

s an

d al

ert t

he a

ppro

pria

te a

utho

rity

1.4

Shar

e cu

stom

er fe

edba

ck w

ith o

ther

s to

iden

tify

pote

ntia

l pr

oble

ms

befo

re th

ey h

appe

n1.

5 Id

entif

y pr

oble

ms

with

sys

tem

s an

d pr

oced

ures

bef

ore

they

be

gin

to a

ffect

cus

tom

ers

2. P

ick

the

best

sol

utio

n to

res

olve

cu

stom

er s

ervi

ce p

robl

ems

2.1

Iden

tify

the

optio

ns fo

r re

solv

ing

a cu

stom

er s

ervi

ce p

robl

em

2.2

Wor

k w

ith o

ther

s to

iden

tify

and

confi

rm th

e op

tions

to r

esol

ve a

cu

stom

er s

ervi

ce p

robl

em2.

3 W

ork

out t

he a

dvan

tage

s an

d di

sadv

anta

ges

of e

ach

optio

n fo

r th

eir

cust

omer

and

the

orga

nisa

tion

2.4

Pick

the

best

opt

ion

for

thei

r cu

stom

er a

nd th

e or

gani

satio

n

2.5

Iden

tify

for

thei

r cu

stom

er o

ther

way

s th

at p

robl

ems

may

be

reso

lved

if th

ey a

re u

nabl

e to

hel

p3.

Tak

e ac

tion

to r

esol

ve c

usto

mer

se

rvic

e pr

oble

ms

3.1

Dis

cuss

and

agr

ee th

e op

tions

for

solv

ing

the

prob

lem

with

thei

r cu

stom

er3.

2 Ta

ke a

ctio

n to

impl

emen

t the

opt

ion

agre

ed w

ith th

eir

cust

omer

3.3

Wor

k w

ith o

ther

s an

d th

eir

cust

omer

to m

ake

sure

that

any

pr

omis

es r

elat

ed to

sol

ving

the

prob

lem

are

kep

t


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

Your

evi

denc

e m

ust i

nclu

de e

xam

ples

of

res

olvi

ng p

robl

ems

invo

lvin

g ea

ch

of th

e fo

llow

ing:

1. a

pro

blem

firs

t ide

ntifi

ed b

y

cus

tom

ers

2. a

pro

blem

iden

tified

with

in th

e

org

anis

atio

n be

fore

it h

as a

ffect

ed

y

our

cust

omer

3. a

pro

blem

cau

sed

by d

iffer

ence

s

bet

wee

n yo

ur c

usto

mer

’s

e

xpec

tatio

ns a

nd w

hat y

our

o

rgan

isat

ion

can

offe

r4.

a p

robl

em c

ause

d by

a s

yste

m o

r

pro

cedu

re fa

ilure

5.

a p

robl

em c

ause

d by

a la

ck o

f

res

ourc

es o

r hu

man

err

or.

You

mus

t pro

vide

evi

denc

e th

at y

ou:

1. s

uppl

ied

rele

vant

info

rmat

ion

w

hen

cust

omer

s ha

ve r

eque

sted

it2.

sup

plie

d re

leva

nt in

form

atio

n w

hen

c

usto

mer

s ha

ve n

ot re

ques

ted

it3.

hav

e us

ed a

gree

d or

gani

satio

nal

p

roce

dure

s w

hen

solv

ing

prob

lem

s4.

hav

e m

ade

exce

ptio

ns to

usu

al

p

ract

ice

with

the

agre

emen

t of

o

ther

s.

3.1

Dis

cuss

and

agr

ee th

e op

tions

for

solv

ing

the

prob

lem

with

thei

r cu

stom

er

3.2

Take

act

ion

to im

plem

ent t

he o

ptio

n ag

reed

with

thei

r cu

stom

er

3.3

Wor

k w

ith o

ther

s an

d th

eir

cust

omer

to m

ake

sure

that

any

pr

omis

es r

elat

ed to

sol

ving

the

prob

lem

are

kep

t

3.4

Keep

thei

r cu

stom

er fu

lly in

form

ed a

bout

wha

t is

happ

enin

g to

re

solv

e th

e pr

oble

m

1. a

pro

blem

firs

t ide

ntifi

ed b

y cu

stom

ers

2. a

pro

blem

iden

tified

with

in th

e or

gani

satio

n be

fore

it h

as a

ffect

ed

y

our

cust

omer

3. a

pro

blem

cau

sed

by d

iffer

ence

s be

twee

n yo

ur c

usto

mer

’s

e

xpec

tatio

ns a

nd w

hat y

our

orga

nisa

tion

can

offe

r

4. a

pro

blem

cau

sed

by a

sys

tem

or

proc

edur

e fa

ilure

5. a

pro

blem

cau

sed

by a

lack

of r

esou

rces

or

hum

an e

rror

.


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3.5

Chec

k w

ith th

eir

cust

omer

to m

ake

sure

the

prob

lem

has

bee

n re

solv

ed to

the

cust

omer

’s s

atis

fact

ion

3.6

Giv

e cl

ear

reas

ons

to th

eir

cust

omer

whe

n th

e pr

oble

m h

as n

ot

been

res

olve

d to

the

cust

omer

’s s

atis

fact

ion

4. K

now

how

to r

esol

ve c

usto

mer

se

rvic

e pr

oble

ms

4.

1 D

escr

ibe

orga

nisa

tiona

l pro

cedu

res

and

syst

ems

for

deal

ing

with

cu

stom

er s

ervi

ce p

robl

ems

4.

2 Ex

plai

n ho

w to

def

use

pote

ntia

lly s

tress

ful s

ituat

ions

4.3

Des

crib

e ho

w to

neg

otia

te

4.4

Iden

tify

the

limita

tions

of w

hat t

hey

can

offe

r th

eir

cust

omer

4.5

Des

crib

e ty

pes

of a

ctio

n th

at m

ay m

ake

a cu

stom

er p

robl

em

wor

se a

nd s

houl

d be

avo

ided

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

n Si

mul

atio

n is

not

allo

wed

for

this

uni

t.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


Title

: Su

ppor

t oth

er te

am m

embe

rs in

thei

r w

ork

Le

vel:

2C

redi

t va

lue:

1

Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

1. K

now

how

to h

elp

new

team

m

embe

rs s

ettle

in to

the

wor

kpla

ce

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Des

crib

e th

e im

port

ance

of n

ew m

embe

rs o

f sta

ff se

ttlin

g in

to

the

wor

kpla

ce a

nd w

hat m

ight

hap

pen

if th

ey d

o no

t1.

2 O

utlin

e th

e re

leva

nt in

form

atio

n ne

eded

abo

ut th

e ne

w te

am

mem

ber

1.3

Des

crib

e ho

w to

enc

oura

ge g

ood

wor

king

rel

atio

nshi

ps b

etw

een

new

team

mem

bers

and

the

rest

of t

he te

am1.

4 Id

entif

y th

e fa

cilit

ies

in th

e w

orkp

lace

that

the

new

team

m

embe

r w

ill n

eed

to k

now

abo

ut a

nd th

e be

st w

ay o

f sho

win

g th

em1.

5 D

escr

ibe

the

basi

c w

ork

rout

ines

and

sta

ndar

ds th

e ne

w te

am

mem

ber

will

nee

d to

kno

w a

bout

1.

6 D

escr

ibe

the

impo

rtan

ce o

f che

ckin

g th

at th

e ne

w te

am m

embe

r ha

s un

ders

tood

wha

t the

y ha

ve b

een

told

1.

7 D

escr

ibe

the

impo

rtan

ce o

f enc

oura

ging

the

team

mem

ber

to

ask

ques

tions

if th

ey a

re u

nsur

e1.

8 O

utlin

e th

e ty

pes

of p

robl

ems

that

the

new

team

mem

ber

may

ex

perie

nce

1.9

Des

crib

e ho

w to

dea

l with

pro

blem

s th

at th

e ne

w te

am m

embe

r m

ay e

xper

ienc

e2.

Be

able

to h

elp

new

team

m

embe

rs s

ettle

in to

the

wor

kpla

ce

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce.

2.1

Enco

urag

e th

e ne

w te

am m

embe

r to

feel

wel

com

e

2.2

Colle

ct r

elev

ant i

nfor

mat

ion

abou

t the

new

team

mem

ber

2.3

Intro

duce

the

new

team

mem

ber

to th

e re

st o

f the

team

and

ot

her

rele

vant

peo

ple

2.4

Enco

urag

e th

e re

st o

f the

team

to s

uppo

rt th

e ne

w te

am m

embe

r w

hile

they

are

set

tling

in


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

2.5

Show

the

new

team

mem

ber

all t

he r

esou

rces

and

faci

litie

s th

ey

will

nee

d 2.

6 G

ive

the

new

team

mem

ber

rele

vant

info

rmat

ion

2.7

Chec

k th

e ne

w te

am m

embe

r un

ders

tand

s w

hat t

hey

have

bee

n to

ld

2.8

Enco

urag

e th

e ne

w te

am m

embe

r to

ask

que

stio

ns if

they

are

un

sure

abo

ut a

nyth

ing

2.9

Reg

ular

ly c

heck

for

any

prob

lem

s w

hile

the

new

team

mem

ber

is s

ettli

ng in

, and

follo

w th

e or

gani

satio

n’s

proc

edur

es fo

r de

alin

g w

ith th

ese

2.10

Pro

vide

the

rele

vant

col

leag

ue w

ith in

form

atio

n on

the

new

t

eam

mem

ber’s

pro

gres

s3.

Kno

w h

ow to

sho

w te

am m

embe

rs

how

to c

arry

out

new

task

s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

3.1

Des

crib

e th

e ty

pes

of ta

sks

in w

hich

thei

r te

am m

embe

r ne

eds

to b

e tra

ined

3.2

Des

crib

e th

e ty

pes

of s

ituat

ions

, equ

ipm

ent a

nd m

ater

ials

that

ar

e ap

prop

riate

for

train

ing

3.3

Out

line

how

to in

stru

ct te

am m

embe

rs a

nd h

ow to

dem

onst

rate

ta

sks

clea

rly a

nd c

orre

ctly

3.4

Des

crib

e th

e im

port

ance

of m

akin

g su

re th

e te

am m

embe

r un

ders

tand

s w

hat t

hey

have

to d

o 3.

5 D

escr

ibe

the

impo

rtan

ce o

f mak

ing

sure

the

team

mem

ber

cont

inue

s to

be

com

pete

ntly

sup

ervi

sed

until

they

can

ach

ieve

th

e st

anda

rd r

equi

red

3.6

Iden

tify

who

cou

ld p

rovi

de c

ompe

tent

sup

ervi

sion

3.7

Des

crib

e w

hat m

ight

hap

pen

if th

e te

am m

embe

r’s s

elf-

confi

denc

e is

und

erm

ined

whe

n co

rrec

ting

thei

r m

ista

kes


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

ref

eren

ce N

umbe

r/s

3.8

Des

crib

e ho

w to

offe

r po

sitiv

e en

cour

agem

ent

3.9

Des

crib

e w

hy it

is im

port

ant t

o of

fer

posi

tive

enco

urag

emen

t

3.10

Iden

tify

the

orga

nisa

tiona

l and

lega

l req

uire

men

ts th

at a

re

rel

evan

t to

the

task

s in

whi

ch th

e te

am m

embe

r is

bein

g tra

ined

4. B

e ab

le to

sho

w te

am m

embe

rs

how

to c

arry

out

new

task

s

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce.

4.1

Confi

rm w

ith th

e re

leva

nt c

olle

ague

wha

t the

team

mem

ber

need

s to

lear

n4.

2 M

ake

sure

ow

n sk

ills

and

know

ledg

e ar

e ap

prop

riate

and

ad

equa

te4.

3 Pr

ovid

e th

e te

am m

embe

r w

ith th

e in

form

atio

n an

d ad

vice

they

ne

ed, i

nclu

ding

: •

Hea

lth a

nd s

afet

y re

quire

men

ts

• St

anda

rd o

pera

ting

proc

edur

es

4.4

Dem

onst

rate

the

task

saf

ely

and

corr

ectly

4.5

Chec

k th

at th

e te

am m

embe

r un

ders

tand

s w

hat i

s ex

pect

ed

4.6

Obs

erve

the

team

mem

ber

carr

ying

out

the

task

4.7

Iden

tify

and

corr

ect a

ny m

ista

kes

in a

way

that

sup

port

s th

e te

am m

embe

r’s s

elf-c

onfid

ence

and

offe

rs p

ositi

ve

enco

urag

emen

t4.

8 Le

t the

team

mem

ber

prac

tise

unde

r su

perv

isio

n un

til th

ey

cons

iste

ntly

ach

ieve

the

stan

dard

saf

ely

4.9

Mak

e su

re a

ll in

stru

ctio

ns a

nd ta

sks

are

in li

ne w

ith

orga

nisa

tiona

l and

lega

l req

uire

men

ts4.

10 K

eep

the

rele

vant

col

leag

ue in

form

ed o

f the

team

mem

ber’s

pr

ogre

ss


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

nSi

mul

atio

n is

not

allo

wed

for

this

uni

t.U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

asse

ssor

you

feel

the

lear

ner

has

achi

eved

this

uni

t

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

Dat

e:


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Level 2 NVQ Certificate in Active Leisure, Learning and ... - Active IQ

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Transcript of Level 2 NVQ Certificate in Active Leisure, Learning and ... - Active IQ