Edexcel Level 3 Diploma in Work-Based Environmental ... · Conservation (QCF) Specification Edexcel NVQ/competence-based qualifications (QCF) ... Produce management plans for environmental

Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF)

Specification

Edexcel NVQ/competence-based qualifications (QCF) For first registration May 2010

Issue 2

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers work-based qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Publications Code N035269

All the material in this publication is copyright © Pearson Education Limited 2013

http://www.edexcel.com/�

Contents

Why choose Edexcel? 1

Qualification titles covered by this specification 2

Key features of the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) 3

This qualification: 3

What is the purpose of this qualification? 3

Who is this qualification for? 3

What are the potential job roles for those working towards these qualifications? 3

What progression opportunities are available to learners who achieve these qualifications? 4

How is this qualification graded and assessed? 4

What is the qualification structure for the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF)? 5

What are the assessment requirements for this qualification? 15 Types of evidence 16

Centre recognition and approval 17 Centre recognition 17

Approvals agreement 17

Quality assurance 17

What resources are required? 17

Functional skills and Essential Skills Wales 18

Unit format 19

Units 21 Unit 1: Promote, monitor and maintain health, safety and security of

the workplace 23

Unit 2: Implement environmental good practice at work 29

Unit 3: Communicate with, and care for, the public and others 35

Unit 4: Plan, deliver and evaluate environmental projects 41

Unit 5: Consult and work with the local community 51

Unit 6: Monitor and report on environmental conditions 57

Unit 7: Prepare, conduct and report on field surveys 65

Unit 8: Interpret surveys and report on findings 71

Unit 9: Produce management plans for environmental sites 75

Unit 10: Research and plan environmental interpretations 81

Unit 11: Prepare interpretive entertainment and educational activities 87

Unit 12: Deliver and evaluate interpretive entertainment and educational activities 91

Unit 13: Prepare, produce and evaluate interpretive media 95

Unit 14: Negotiate changes to the use of land or sea areas 103

Unit 15: Protect the environment through legal enforcement 111

Unit 16: Maintain child welfare and safety during environmental activities and outings 119

Unit 17: Manage environmental emergencies and incidents 125

Unit 18: Manage and deal with actual or potential breaches of the law or security 129

Unit 19: Advise on environmental information and developments 133

Unit 20: Assist community groups to develop plans for collective action 141

Unit 21: Assist community groups to evaluate and select options for collective action 147

Unit 22: Communicate information within the workplace 153

Unit 23: Maintain and store records within the workplace 157

Unit 24: Plan the construction and maintenance of structures and surfaces 161

Unit 25: Monitor and evaluate the construction and maintenance of structures and surfaces 167

Unit 26: Identify the need for, and plan, habitat management work 171

Unit 27: Co-ordinate and oversee habitat management work 177

Unit 28: Monitor and evaluate the effectiveness of habitat management work 183

Unit 29: Encourage and motivate volunteers 187

Unit 30: Manage the work of volunteers 191

Unit 31: Plan, allocate and monitor work of a team 201

Unit 32: Monitor and solve customer service problems 205

Unit 33: Maintain and develop personal performance 209

Unit 34: Promote responsible public use of the environment 213

Unit 35: Contribute to the prevention of aggressive and abusive behaviour of people 217

Unit 36: Contribute to managing aggressive and abusive behaviour of people 221

Unit 37: Work with children and young people during environmental activities 225

Unit 38: Deal with accidents and emergencies involving children and young people during environmental activities 229

Unit 39: Encourage involvement in recycling 233

Unit 40: Involve people in community recycling 239

Unit 41: Prepare to undertake and report on a field survey 245

Unit 42: Conduct and report on a field survey for people 249

Unit 43: Conduct and report on a field survey for physical features 253

Unit 44: Conduct and report on a field survey for animals 257

Unit 45: Conduct and report on a field survey for habitat types 261

Unit 46: Conduct and report on a field survey for plants 265

Unit 47: Conduct and report on a field survey for access networks 269

Unit 48: Identify and respond to incidents of flooding 273

Unit 49: Contribute to restoring polluted environments to acceptable conditions 281

Unit 50: Carry out habitat management 289

Unit 51: Carry out habitat management work to maintain suitable site conditions for woodlands 295

Unit 52: Carry out habitat management work to maintain suitable site conditions for wetland 299

Unit 53: Carry out habitat management work to maintain suitable site conditions for moorland 303

Unit 54: Carry out habitat management work to maintain suitable site conditions for hedgerows/farmland 307

Unit 55: Carry out habitat management work to maintain suitable site conditions for heathland 311

Unit 56: Carry out habitat management work to maintain suitable site conditions for grassland 315

Unit 57: Carry out habitat management work to maintain suitable coastal site conditions 319

Unit 58: Manage vegetation by coppicing 323

Unit 59: Manage vegetation by cutting/mowing 329

Unit 60: Manage vegetation by felling 335

Unit 61: Manage vegetation by hedge maintenance 341

Unit 62: Manage vegetation by mulching 347

Unit 63: Manage vegetation by spraying 353

Unit 64: Manage vegetation by thinning 359

Unit 65: Manage vegetation by uprooting 365

Unit 66: Manage vegetation by pruning 371

Unit 67: Present and promote the characteristics and values of the organisation 377

Unit 68: Monitor and evaluate the effectiveness of promoting the characteristics and values of the organisation 381

Unit 69: Chainsaw maintenance 385

Unit 70: Cross-cut and stack small diameter timber using a chainsaw 389

Unit 71: Manage physical resources 393

Unit 72: Prepare sites for landscape works 397

Unit 73: Design and install drainage systems 403

Unit 74: Control vertebrate pests and predators using traps 409

Unit 75: Control vertebrate pests and predators by shooting 417

Unit 76: Control vertebrate pest populations using chemical means 425

Unit 77: Preparing ground for seeding and planting 433

Unit 78: Establishing plants or seeds in soil 439

Unit 79: Maintain equipment and machines 443

Unit 80: Maintaining plants outdoors 447

Unit 81: Remove unwanted plant growth to maintain development 451

Unit 82: Prepare sites to create habitats 455

Unit 83: Establish and protect woodland vegetation 459

Unit 84: Establish and protect moorland vegetation 465

Unit 85: Establish and protect hedgerows/farmland vegetation 471

Unit 86: Establish and protect grassland vegetation 477

Unit 87: Establish and protect heathland vegetation 483

Unit 88: Establish and protect wetland vegetation 489

Unit 89: Manage a budget for own area or activity of work 495

Unit 90: Operate work boats 499

Unit 91: Prepare and maintain the operational condition of work boats 505

Unit 92: Plan change in own area of responsibility 509

Unit 93: Ensure compliance with legal, regulatory, ethical and social responsibility 513

Unit 94: Establish and maintain effective working relationship with others 515

Unit 95: Recruit staff in own area of responsibility 519

Unit 96: Make effective decisions 523

Unit 97: Identify areas at risk of flooding 527

Unit 98: Work in co-operation with other organisations 531

Unit 99: Develop a presentation 535

Unit 100: Deliver a presentation 539

Unit 101: Contribute to running a project 545

Unit 102: Develop, maintain and evaluate emergency plans and arrangements 551

Unit 103: Share information with other organisations 557

Unit 104: Anticipate and assess the risk of emergencies 561

Unit 105: Raise awareness of the risk, potential impact and arrangement in place for emergencies 565

Unit 106: Warn, inform and advise the community in the event of emergencies 569

Unit 107: Prepare for and support quality audits 575

Further information 579

Useful publications 579 How to obtain National Occupational Standards 580

Professional development and training 581

Annexe A: Progression pathways 583 The Edexcel qualification framework for the environmental and land-based sector 583

Annexe B: Quality assurance 587 Key principles of quality assurance 587

Quality assurance processes 587

Annexe C: Centre certification and registration 589 What are the access arrangements and special considerations for the qualifications in this specification? 589

Annexe D: Personal, learning and thinking skills 591 PLTS performance indicator (suggested recording sheet) 591

N035269 – Specification – Level 3 Diploma in Work-Based Environmental Conservation (QCF) – Issue 2 – April 2013 © Pearson Education Limited 2013

1

Why choose Edexcel?

At Edexcel, we want to make sure that when you are delivering our qualifications, you have all the support and guidance you need to maximise your learners’ achievement rates and improve your operational efficiencies.

Inside this specification you will find:

units written by experts in the sector so you can be assured that it is appropriate for your organisation and will make it easier for you to deliver this qualification to your learners

a clear and explicit qualification structure which explains which units the learner can choose to achieve the qualification

an outline of the benefits to the employer and the learner as a result of taking this qualification

the progression opportunities available to your learners after they have taken this qualification

clear and comprehensive guidance on the types of evidence required to achieve this qualification and how to record the evidence

a list of publications and resources that you may be interested in to support you with the delivery of this qualification

We look forward to working with you to maximise the achievement of your learners.

If you have any questions regarding the content of this specification or if there is anything you’re unsure of, please do not hesitate to contact us:

Telephone: 0844 576 0045 Email: [email protected] Visit: www.edexcel.com

mailto:[email protected]�

N035269 –

Spec

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Lev

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3

Key features of the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF)

This qualification:

is nationally recognised

is based on the environmental conservation National Occupational Standards (NOS). The NOS, assessment strategy and qualification structures are owned Lantra.

What is the purpose of this qualification?

This qualification has been designed for those working in environmental conservation. To achieve the qualification learners must complete a mandatory unit which covers monitoring and maintaining health and safety. Learners must follow one of two optional routes which cover Environmental Conservation and Access and Recreation. Optional units must be completed to achieve their chosen route.

Who is this qualification for?

This qualification is for all learners aged 16 and above who are capable of reaching the required standards.

Edexcel’s policy is that the qualification should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualification.

What are the potential job roles for those working towards these qualifications?

This qualification is for people who work in a range of environmental and land-based industries. Roles could include:

conservation Officer (industry policy and legislation requirements, habitat/wildlife management, identification skills, supervision)

volunteer (estate management, wildlife monitoring)

countryside warden/ranger

parks officer

environmental officer

recycling officer.


4

What progression opportunities are available to learners who achieve these qualifications?

Progression from these qualifications could be into other relevant Level 3 and/or Level 4 qualifications, for example:

Edexcel BTEC Level 3 in Countryside Management

Edexcel BTEC Level 3 in Forestry and Arboriculture

Edexcel BTEC Level 4 in Environmental Conservation.

Further information is available in Annexe A.

How is this qualification graded and assessed?

The overall grade for this qualification is a ‘pass’. To gain a ‘pass’ the learner must achieve all the required units within the specified qualification structure.

Learners must provide evidence of their competence for each learning outcome. This evidence can be provided through products of learners’ work, observations, witness statements, simulation (where approved by the SSC), question and answers, expert witness statements etc.

Further information on the assessment methodology for this qualification is given in the section entitled ‘What are the assessment requirements for this qualification?’


5

What is the qualification structure for the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF)?

Detailed information about individual units, including the credit value and unit level, can be found in the Unit Section of this specification.

There are three pathways which learners can follow in order to achieve the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF).

Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) —Environmental Conservation pathway

In order to achieve the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) — Environmental Conservation pathway, learners must achieve 57 credits.

Mandatory units – 23 credits

Group A optional units – minimum of 25 credits

Group B optional units – minimum of 9 credits

At least 60% of the units achieved must be at Level 3.

Mandatory units Level Credit

Unit 1: Promote, monitor, and maintain health, safety and security of the workplace

3 6

Unit 2: Implement environmental good practice at work

3 4

Unit 3: Communicate with, and care for, the public and others

3 3

Unit 4: Plan, deliver and evaluate environmental projects

3 10

Optional units — Group A Level Credit

Unit 5: Consult and work with the local community 3 5

Unit 6: Monitor and report on environmental conditions

3 10

Unit 7: Prepare, conduct and report on field surveys 3 6

Unit 8: Interpret surveys and report on findings 3 5

Unit 9: Produce management plans for environmental sites

3 9

Unit 10: Research and plan environmental interpretations

3 5

Unit 11: Prepare interpretive entertainment and educational activities

3 4

Unit 12: Deliver and evaluate interpretive entertainment and educational activities

3 4


6


Unit 13: Prepare, produce and evaluate interpretive media

3 8

Unit 14 Negotiate changes to the use of land or sea areas

4 8

Unit 15: Protect the environment through legal enforcement

3 8

Unit 16: Maintain child welfare and safety during environmental activities and outings

3 4

Unit 17: Manage environmental emergencies and incidents

3 2

Unit 18: Manage and deal with actual or potential breaches of the law or security

4 2

Unit 19: Advise on environmental information and developments

4 10

Unit 20: Assist community groups to develop plans for collective action

3 4

Unit 21: Assist community groups to evaluate and select options for collective action

3 4

Unit 22: Communicate information within the workplace 3 2

Unit 23: Maintain and store records within the workplace

3 2

Unit 24: Plan the construction and maintenance of structures and surfaces

3 4

Unit 25: Monitor and evaluate the construction and maintenance of structures and surfaces

3 4

Unit 26: Identify the need for, and plan, habitat management work

3 4

Unit 27: Co-ordinate and oversee habitat management work

3 4

Unit 28: Monitor and evaluate the effectiveness of habitat management work

3 4

Unit 29: Encourage and motivate volunteers 3 5

Unit 30: Manage the work of volunteers 3 6

Unit 31: Plan, allocate and monitor work of a team 3 5


7

Optional units — Group B Level Credit

Unit 32: Monitor and solve customer service problems 3 6

Unit 33: Maintain and develop personal performance 2 2

Unit 34: Promote responsible public use of the environment

2 4

Unit 35: Contribute to the prevention of aggressive and abusive behaviour of people

3 4

Unit 36: Contribute to managing aggressive and abusive behaviour of people

3 5

Unit 37: Work with children and young people during environmental activities

2 3

Unit 38: Deal with accidents and emergencies involving children and young people during environmental activities

2 4

Unit 39: Encourage involvement in recycling 2 3

Unit 40: Involve people in community recycling 3 3

Unit 41: Prepare to undertake and report on a field survey

2 4

Unit 42: Conduct and report on a field survey for people 2 4 Max

Unit 43: Conduct and report on a field survey for physical features

2 4 of 3

Unit 44: Conduct and report on a field survey for animals

2 4 units

Unit 45: Conduct and report on a field survey for habitat types

2 4 only

Unit 46: Conduct and report on a field survey for plants 2 4

Unit 47: Conduct and report on a field survey for access networks

2 4

Unit 48: Identify and respond to incidents of flooding 2 10

Unit 49: Contribute to restoring polluted environments to acceptable conditions

2 10


8


Unit 50: Carry out habitat management 2 7

Unit 51: Carry out habitat management work to maintain suitable site conditions for woodlands

2 3

Unit 52: Carry out habitat management work to maintain suitable site conditions for wetland

2 3 Max

Unit 53: Carry out habitat management work to maintain suitable site conditions for moorland

2 3 of 2

Unit 54: Carry out habitat management to maintain suitable site conditions for hedgerows/farmland

2 3 units

Unit 55: Carry out habitat management work to maintain suitable site conditions for heathland

2 3 only

Unit 56: Carry out habitat management work to maintain suitable site conditions for grassland

2 3

Unit 57: Carry out habitat management work to maintain suitable coastal site conditions

2 3

Unit 58: Manage vegetation by coppicing 2 4

Unit 59: Manage vegetation by cutting/mowing 2 4 Max

Unit 60: Manage vegetation by felling 2 4

Unit 61: Manage vegetation by hedge maintenance 2 4 of 3

Unit 62: Manage vegetation by mulching 2 4

Unit 63: Manage vegetation by spraying 2 4 units

Unit 64: Manage vegetation by thinning 2 4

Unit 65: Manage vegetation by uprooting 2 4 only

Unit 66: Manage vegetation by pruning 2 4

Unit 67: Present and promote the characteristics and values of the organisation

3 3

Unit 68: Monitor and evaluate the effectiveness of promoting the characteristics and values of the organisation

3 4

Unit 69: Chainsaw maintenance 2 1

Unit 70: Cross-cut and stack small diameter timber using a chainsaw

2 1

Unit 71: Manage physical resources 4 3

Unit 72: Prepare sites for landscape works 3 6

Unit 73: Design and install drainage systems 3 4

Unit 74: Control vertebrate pests and predators using traps

2 6


9


Unit 75: Control vertebrate pests and predators by shooting

2 6

Unit 76: Control vertebrate pest populations using chemical means

2 6

Unit 77: Preparing ground for seeding and planting 2 4

Unit 78: Establishing plants or seeds in soil 2 4

Unit 79: Maintain equipment and machines 2 4

Unit 80: Maintaining plants outdoors 2 3

Unit 81: Remove unwanted plant growth to maintain development

2 5

Unit 82: Prepare sites to create habitats 2 3

Unit 83: Establish and protect woodland vegetation 2 3

Unit 84: Establish and protect moorland vegetation 2 3

Unit 85: Establish and protect hedgerows/farmland vegetation

2 3

Unit 86: Establish and protect grassland vegetation 2 3

Unit 87: Establish and protect heathland vegetation 2 3

Unit 88: Establish and protect wetland vegetation 2 3

Max

of 2

units

only

Unit 89: Manage a budget for own area of activity or work

5 7

Unit 90: Operate work boats 2 6

Unit 91: Prepare and maintain the operational condition of work boats

2 6

Unit 92: Plan change in own area of responsibility 5 6

Unit 93: Ensure compliance with legal, regulatory, ethical and social requirements

4 5

Unit 94: Establish and maintain effective working relationships with others

2 2

Unit 95: Recruit staff in own area of responsibility 5 4

Unit 96: Make effective decisions 3 3

Unit 107: Prepare for and support quality audits 4 4


10

Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) - Access and Recreation pathway

In order to achieve the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) - Access and Recreation pathway learners must achieve 57 credits.







3 6


3 4


3 3


3 10


Unit 5: Consult and work with the local community 3 5



Unit 11: Prepare interpretive entertainment and educational activities

3 4

Unit 12: Deliver and evaluate interpretive entertainment and educational activities

3 4


3 8

Unit 14: Negotiate changes to the use of land or sea areas

4 8


3 8

Unit 16: Maintain child welfare and safety during environmental activities and outings

3 4

Unit 17: Manage environmental emergencies and incidents

3 2

Unit 18: Manage and deal with actual or potential breaches of the law or security

4 2

Unit 20: Assist community groups to develop plans for collective action

3 4


11


Unit 21: Assist community groups to evaluate and select options for collective action

3 4

Unit 22: Communicate information within the workplace

3 2

Unit 23: Maintain and store records within the workplace

3 2

Unit 24: Plan the construction and maintenance of structures and surfaces

3 4


3 4

Unit 27: Co-ordinate and oversee habitat management work

3 4

Unit 28: Monitor and evaluate the effectiveness of habitat management work

3 4

Unit 29: Encourage and motivate volunteers 3 5

Unit 30: Manage the work of volunteers 3 6

Unit 31: Plan, allocate and monitor work of a team 3 5



3 4

Unit 32: Monitor and solve customer service problems 3 6

Unit 33: Maintain and develop personal performance 2 2

Unit 34: Promote responsible public use of the environment

2 4

Unit 35: Contribute to the prevention of aggressive and abusive behaviour of people

3 4

Unit 36: Contribute to managing aggressive and abusive behaviour of people

3 5

Unit 37: Work with children and young people during environmental activities

2 3

Unit 38: Deal with accidents and emergencies involving children and young people during environmental activities

2 4

Unit 42: Conduct and report on a field survey for people

2 2

Unit 43: Conduct and report on a field survey for physical features

2 2

Unit 47: Conduct and report on a field survey for access networks

2 4


12

Optional units — Group B (continued) Level Credit


Unit 49: Contribute to restoring polluted environments to acceptable conditions

2 10

Optional units — Group B Level

Credit

Unit 50: Carry out habitat management 2 7

Unit 59: Manage vegetation by cutting/mowing 2 4

Unit 60: Manage vegetation by felling 2 4

Unit 63: Manage vegetation by spraying 2 4

Unit 69: Chainsaw maintenance 2 1



Unit 78: Establishing plants or seeds in soil 2 4

Unit 79: Maintain equipment and machines 2 4

Unit 84: Establish and protect moorland vegetation 2 3 Max

Unit 86: Establish and protect grassland vegetation 2 3 of 2

Unit 88: Establish and protect wetland vegetation 2 3 units only


5 7

Unit 92: Plan change in own area of responsibility 5 6

Unit 93: Ensure compliance with legal, regulatory, ethical and social requirements

4 5

Unit 94: Establish and maintain effective working relationships with others

2 2

Unit 95: Recruit staff in own area of responsibility 5 4

Unit 96: Make effective decisions 3 3


13

Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) – Flood Risk Management pathway

In order to achieve the Edexcel Level 3 Diploma in Work-Based Environmental Conservation (QCF) —Flood Risk Management pathway learners must achieve 53 credits.




Further to these minimum credits, an additional one credit (1) must be achieved from either Groups A or B.




3 6

Unit 97: Identify areas at risk of flooding 3 10

Unit 98: Work in co-operation with other organisations 4 2

Optional units — Group A


3 4




3 8


3 8



14





5 7

Unit 99: Develop a presentation 3 3

Unit 100: Deliver a presentation 3 3

Unit 101: Contribute to running a project 3 5

Unit 102: Develop, maintain and evaluate emergency plans and arrangements

4 3

Unit 103: Share information with other organisations 4 2

Unit 104: Anticipate and assess the risk of emergencies 5 3

Unit 105: Raise awareness of the risk, potential impact and arrangements in place for emergencies

5 2

Unit 106: Warn, inform and advise the community in the event of emergencies

4 3


15

What are the assessment requirements for this qualification?

These qualifications are designed to be assessed in the workplace, or in conditions resembling the workplace – as specified in the assessment requirements/strategy for the sector. Learners should be assessed when they can consistently meet the standard required in the assessment criterion.

Learners must be able to demonstrate that they are competent in each assessment criterion within a unit. There will be instances when the learner is able to use one piece of evidence to prove their competence across different assessment criteria. There may also be evidence which is relevant across different units. It is therefore not necessary for the learner to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria that the evidence relates to.

All assessment in these qualifications is criterion-referenced, based on the evidence required to achieve all of the specified learning outcomes. To achieve a unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each

provide evidence that it is their own work, appropriate to the work context and sufficient to demonstrate that they have the knowledge, skills and understanding for each assessment criteria within the unit

cross reference evidence within and between units. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria.

Evidence of competence may come from:

current practice – where evidence is generated from a current job role

a programme of development – where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the recognition of prior learning (RPL) - where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, units or a whole qualification

a combination of these.


16

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards in spirit as well as to the letter.

Types of evidence

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements – witness testimony (WT)

expert witness testimony (EPW)

evidence of recognition of prior learning (RPL).

The abbreviations may be used for cross-referencing purposes. Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively centres may develop their own.


17

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required?

This qualifications is designed to support learners working in the sector or preparing for work. Physical resources need to support the delivery of the programme and the assessment of the learning outcomes and must be of industry standard.

Staff assessing learners must meet the requirements within the overarching assessment strategy for the sector.


18

Functional skills and Essential Skills Wales

Functional skills have been developed to provide young people and adults with the core transferable skills they need to help them adapt and learn thorough their working life and in a changing economy. Functional Skills replace key skills in all apprenticeship frameworks from September 2010. From September 2010 Level 2 apprenticeship frameworks require the apprentice to gain Functional Skills qualifications in mathematics and English at a minimum of level 1If learners have already achieved Level 1 Functional Skills English and/or Level 1 Functional Skills Mathematics the employer may allow the learner to study for a Functional Skills qualification at Level 2 as part of the Apprenticeship framework.

Edexcel is accredited to offer Essential Skills Wales Entry to Level 4 qualifications.


19

Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

This code is a unique reference number for the unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.


20


21

Units


22


23

Unit 1: Promote, monitor and maintain health, safety and security of the workplace

Unit reference number: D/502/1523

QCF level: 3

Credit value: 6

Guided learning hours: 39

Unit summary

The aim of this unit is to provide the learner with the knowledge, understanding and skills required for monitoring and maintaining the safety and security of the workplace. It also covers carrying out risk assessments, promoting good standards of health and safety and understanding how to deal with any accidents or health emergencies

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

24Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d h

ow

to

monitor

and m

ainta

in t

he

hea

lth,

safe

ty a

nd s

ecurity

of th

e w

ork

are

a

1.1

Exp

lain

the

legal an

d o

rgan

isat

ional

res

ponsi

bili

ties

in

rel

atio

n t

o h

ealth,

safe

ty a

nd s

ecurity

cove

ring:

(i)

peo

ple

(ii)

eq

uip

men

t an

d m

ater

ials

(iii)

th

e w

ork

are

a

1.2

Exp

lain

the

import

ance

of

carr

ying o

ut

risk

as

sess

men

ts f

or

all w

ork

act

ivitie

s in

cludin

g

asse

ssin

g r

isks

fro

m n

ew a

nd n

on-r

outine

activi

ties

1.3

Exp

lain

the

import

ance

of ass

essi

ng s

ecuri

ty iss

ues

as

soci

ate

d w

ith t

he

work

are

a c

ove

ring:

(i)

bio

sec

urity

(ii)

build

ing s

ecurity

(iii)

dat

a se

curi

ty

(iv)

per

sonal

sec

uri

ty

1.4

D

escr

ibe

how

to c

arr

y out

and e

valu

ate

a r

isk

asse

ssm

ent

1.5

Exp

lain

the

hie

rarc

hy

of m

easu

res

to c

ontr

ol risk

s (i

ncl

udin

g e

limin

atio

n,

subst

itution,

rele

vant

engin

eeri

ng c

ontr

ols

, sa

fe s

yste

ms

of w

ork

, tr

ainin

g/i

nst

ruct

ion a

nd p

erso

nal

pro

tect

ive

equip

men

t (P

PE))

1.6

O

utlin

e sa

fe s

yste

ms

of w

ork

when

peo

ple

are

w

ork

ing a

lone

or

at r

isk

of ab

use

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in W

ork

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.7

Exp

lain

safe

met

hods

and s

yste

ms

of w

ork

ing w

ith

haz

ardous

mat

eria

ls a

nd e

quip

men

t in

lin

e w

ith

rele

vant

legis

lation

1.8

Exp

lain

how

haz

ardous

and n

on-h

azar

dous

was

te

should

be

man

aged

in lin

e w

ith leg

isla

tion

2

Under

stan

d h

ow

to

pro

mote

good s

tandard

s of hea

lth a

nd s

afe

ty

2.1

Exp

lain

the

met

hods

of co

mm

unic

atin

g h

ealth a

nd

safe

ty p

reca

utions

to o

ther

s en

tering t

he

work

are

a

2.2

Exp

lain

how

good s

tandar

ds

of

hea

lth a

nd s

afe

ty

contr

ibute

to t

he

man

agem

ent

and e

ffic

iency

of

busi

nes

ses

or

org

anis

atio

ns

3

Under

stan

d h

ow

to d

eal

with h

ealth e

mer

gen

cy

situ

atio

ns

3.1

D

escr

ibe

the

types

of acc

iden

ts o

r in

ciden

ts w

hic

h

may

occ

ur

and t

he

corr

ect

actions

to t

ake

3.2

Exp

lain

the

import

ance

of not

carr

ying o

ut

actions

bey

ond o

wn c

apabili

ties

3.3

Exp

lain

the

pote

ntial risk

s to

oth

ers

from

an

emer

gen

cy s

ituat

ion

3.4

Exp

lain

the

reaso

ns

for

offer

ing s

upport

and h

elp t

o

oth

ers

invo

lved

in t

he

acci

den

t or

inci

den

t an

d h

ow

th

is s

hould

be

ach

ieve

d

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

26 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d t

he

reco

rds

required

and t

hei

r im

port

ance

4.1

Exp

lain

the

resp

onsi

bili

ty f

or

and t

ypes

of re

cord

s re

quired

and t

he

import

ance

of

accu

rate

rec

ord

ke

epin

g

4.2

Exp

lain

the

rele

vant

legis

lative

req

uirem

ents

for

com

ple

ting r

ecord

s of

acci

den

ts a

nd inci

den

ts

5

Monitor

and m

ainta

in t

he

hea

lth,

safe

ty a

nd s

ecurity

of th

e w

ork

are

a

5.1

Car

ry o

ut

risk

ass

essm

ents

in a

ccord

ance

with

rele

vant

legal

and o

rgan

isat

ional

req

uirem

ents

5.2

Eva

luat

e th

e risk

s w

hic

h h

ave

bee

n iden

tified

and

imple

men

t ap

pro

priate

contr

ol m

easu

res

6

Prom

ote

good s

tandard

s of hea

lth a

nd s

afe

ty

6.1

Ensu

re a

ppro

priat

e cl

oth

ing a

nd p

rote

ctiv

e eq

uip

men

t is

worn

whic

h is

consi

sten

t w

ith

reco

gnis

ed h

ealth a

nd s

afe

ty p

ract

ice

and in lin

e w

ith r

isk

ass

essm

ent

6.2

Com

munic

ate

any

hea

lth a

nd s

afet

y pre

cautions

that

are

bei

ng a

pplie

d in t

he

work

are

a to

oth

ers

ente

ring t

he

area

6.3

U

se a

ppro

ved s

afe

met

hods

of lif

ting a

nd h

andlin

g

when

carr

ying o

ut

work

6.4

Ensu

re s

tandar

d p

roce

dure

s fo

r per

sonal

hyg

iene

are

follo

wed

at

all tim

es

6.5

Adopt

safe

sys

tem

s of w

ork

whic

h a

re c

onsi

sten

t w

ith o

rgan

isat

ional

pro

cedure

s and t

he

findin

gs

of

the

risk

ass

essm

ent

6.6

Tak

e appro

priat

e act

ion if th

ere

is a

dan

ger

of

acci

den

ts o

r in

jury

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in W

ork

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Res

pond t

o h

ealth

emer

gen

cies

within

the

work

are

a

7.1

Im

ple

men

t pro

cedure

s sa

fely

, co

rrec

tly

and w

ithout

del

ay in a

n e

mer

gen

cy s

ituat

ion

7.2

Sum

mon a

ssis

tance

im

med

iate

ly f

or

any

hea

lth

emer

gen

cy a

nd initia

te a

ctio

n a

ppro

priat

e to

the

conditio

n a

nd s

ituat

ion

7.3

G

ive

assi

stan

ce a

s re

quired

within

the

limits

of

your

capab

ility

, in

cludin

g s

uitab

le v

erbal

support

7.4

M

ake

the

imm

edia

te v

icin

ity

as

safe

as

poss

ible

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


28


29


Unit reference number: Y/502/3285

QCF level: 3

Credit value: 4


Unit summary

The aim of this unit is to provide the learner with the knowledge, skills and understanding required to implement and improve environmental good practice at work.

Assessment requirements

Simulation will not be acceptable where this unit is included in qualifications which verify competent performance.

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

30Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to e

nco

ura

ge

envi

ronm

enta

l good

pra

ctic

e at

work

1.1

Ensu

re w

ork

is

carr

ied o

ut

effici

ently,

eff

ective

ly

and in a

man

ner

whic

h m

inim

ises

envi

ronm

enta

l dam

age

1.2

Ensu

re w

ork

is

carr

ied o

ut

in a

ccord

ance

with

rele

vant

legis

lation a

nd o

rgan

isat

ional

req

uirem

ents

w

ith r

espec

t to

envi

ronm

enta

l good p

ract

ice

1.3

Tak

e ef

fect

ive

and p

rom

pt

action in r

esponse

to

dam

age

or

to p

reve

nt

dam

age

to t

he

envi

ronm

ent

1.4

Pr

ovi

de

clea

r and a

ccura

te info

rmat

ion o

n

envi

ronm

enta

l pro

ble

ms

to o

ther

s w

ithin

the

org

anis

atio

n

1.5

Car

ry o

ut

monitoring a

ctiv

itie

s in

acc

ord

ance

with

org

anis

atio

nal

req

uirem

ents

and e

nvi

ronm

enta

l good p

ract

ice

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in W

ork

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to im

pro

ve w

ork

ac

tivi

ties

to e

nhan

ce

envi

ronm

enta

l per

form

ance

2.1

Id

entify

way

s of ch

angin

g w

ork

act

ivitie

s fo

r w

hic

h

they

hav

e re

sponsi

bili

ty in o

rder

to im

pro

ve

envi

ronm

enta

l per

form

ance

2.2

Eva

luat

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

changes

to w

ork

act

ivitie

s and m

ake

a d

ecis

ion o

n

how

bes

t to

pro

ceed

2.3

M

ake

chan

ges

to w

ork

act

ivitie

s in

acc

ord

ance

with

org

anis

atio

nal and leg

isla

tive

req

uirem

ents

2.4

Enco

ura

ge

inte

rest

ed p

arties

to im

pro

ve t

hei

r en

viro

nm

enta

l per

form

ance

2.5

Public

ise

the

envi

ronm

enta

l ben

efits

of

chan

ges

in

work

act

ivitie

s

2.6

M

onitor

and e

valu

ate

the

effe

ctiv

enes

s of

chan

ges

to

work

act

ivitie

s an

d u

se t

he

findin

gs

to info

rm

futu

re p

ract

ice

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

32 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Under

stan

d h

ow

to

enco

ura

ge

envi

ronm

enta

l good p

ract

ice

at w

ork

3.1

Exp

lain

way

s of w

orki

ng w

hic

h m

inim

ise

envi

ronm

enta

l dam

age

3.2

O

utlin

e re

leva

nt

legis

lation,

regula

tory

and

org

anis

atio

nal

req

uirem

ents

with r

espec

t to

en

viro

nm

enta

l good p

ract

ice

3.3

Exp

lain

the

action t

o t

ake

in r

esponse

to

envi

ronm

enta

l dam

age

3.4

D

escr

ibe

the

corr

ect

met

hods

for

min

imis

ing w

aste

an

d d

isposi

ng o

f w

ast

e

3.5

Exp

lain

the

info

rmation w

hic

h s

hould

be

pro

vided

re

gar

din

g e

nvi

ronm

enta

l good p

ract

ice

and t

he

pro

cedure

s in

volv

ed

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in W

ork

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to

impro

ve w

ork

act

ivitie

s to

en

han

ce e

nvi

ronm

enta

l per

form

ance

4.1

Exp

lain

way

s of w

ork

ing w

hic

h m

ainta

in a

nd

impro

ve e

nvi

ronm

enta

l per

form

ance

cove

ring:

(i)

id

entify

ing a

nd o

ptim

isin

g t

he

envi

ronm

enta

l im

plic

atio

ns

of re

sourc

e

(ii)

id

entify

ing a

nd o

ptim

isin

g t

he

envi

ronm

enta

l im

pac

t of

an o

rgan

isat

ion’s

work

(iii)

id

entify

ing a

nd o

ptim

isin

g t

he

envi

ronm

enta

l im

plic

atio

ns

of an

org

anis

atio

n’s

pro

duct

s or

serv

ices

(iv)

m

ainta

inin

g o

r in

crea

sing lev

els

of re

cycl

ing

and r

e-use

(v)

mee

ting t

he

envi

ronm

enta

l re

quirem

ents

of

legis

lation

(vi)

m

eeting t

he

envi

ronm

enta

l re

quirem

ents

of

inte

rest

ed p

arties

4.2

D

escr

ibe

the

fact

ors

whic

h m

ay lim

it im

pro

vem

ents

to

envi

ronm

enta

l per

form

ance

4.3

D

escr

ibe

ben

efits

to a

n o

rgan

isat

ion a

nd t

he

envi

ronm

ent

of im

pro

ved e

nvi

ronm

enta

l good

pra

ctic

e an

d p

erfo

rmance

4.4

O

utlin

e th

e si

tuat

ions

whic

h m

ay n

eed p

reve

nta

tive

or

rem

edia

l ac

tion a

s a

conse

quen

ce o

f w

ork

by

an

org

anis

atio

n

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

34 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.5

Exp

lain

the

conse

quen

ces

of

faili

ng t

o m

ain

tain

and

impro

ve e

nvi

ronm

enta

l good p

ract

ice

4.6

Exp

lain

way

s of

influen

cing a

nd m

otiva

ting o

ther

s (i

nte

rnal and e

xter

nal)

to im

pro

ve e

nvi

ronm

enta

l per

form

ance

4.7

Exp

lain

ways

of m

onitoring a

nd e

valu

atin

g t

he

effe

ctiv

enes

s of im

pro

vem

ents

in e

nvi

ronm

enta

l per

form

ance

4.8

D

escr

ibe

reas

ons

for,

and w

ays

of public

isin

g t

he

ben

efits

and r

esults

of im

pro

ved e

nvi

ronm

enta

l per

form

ance

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


35



QCF level: 3

Credit value: 3


Unit summary

The aim of this unit is to provide the learner with the knowledge, understanding and skills required to communicate with, and care for, the public and others, including organised groups, individual members of the general public, people with special interests, people with special needs, colleagues and partner organisations when visiting sites.


Simulations may be used to demonstrate candidates’ ability to deal with people who cause a threat. Simulations must reflect the requirements of the real working environment

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

36Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

om

munic

ate

with t

he

public

and o

ther

s 1.1

Com

munic

ate

with m

ember

s of

the

public

and

oth

ers

polit

ely

and in a

way

whic

h p

rom

ote

s th

e va

lues

of th

e org

anis

atio

n

1.2

Com

munic

ate

in a

way

whic

h is

suitab

le t

o t

he

nee

ds

of

mem

ber

s of th

e public

and o

ther

s,

incl

udin

g indiv

idual

s an

d g

roups

1.3

Res

pond t

o r

eques

ts for

info

rmat

ion c

lear

ly a

nd

accu

rate

ly w

ithin

the

area

of

resp

onsi

bili

ty

1.4

Ref

er m

ember

s of th

e public

and o

ther

s to

oth

er

appro

priat

e so

urc

es o

f in

form

atio

n

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in W

ork

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to w

ork

with,

and

care

for,

the

public

and

oth

ers

2.1

Car

e fo

r m

ember

s of

the

public

and o

ther

s in

ac

cord

ance

with r

elev

ant

legis

lation,

codes

of

pra

ctic

e, o

rgan

isational

req

uirem

ents

and t

hei

r nee

ds

2.2

Enco

ura

ge

mem

ber

s of th

e public

and o

ther

s to

use

th

e si

te in a

way

whic

h is

consi

sten

t w

ith its

purp

ose

and c

onditio

n

2.3

Enco

ura

ge

mem

ber

s of th

e public

and o

ther

s to

m

ainta

in t

hei

r ow

n s

afet

y duri

ng v

isits

to t

he

site

2.4

D

eal w

ith m

ember

s of th

e public

and o

ther

s w

ho

may

cau

se a

thre

at a

nd t

ake

the

appro

priat

e act

ion

to m

inim

ise

any

dam

age

or

risk

. At

least

tw

o o

f th

e fo

llow

ing t

hre

ats

must

be

cove

red:

(i)

to t

he

site

and its

conte

nts

(ii)

to

flo

ra a

nd fau

na

(iii)

to

them

selv

es

(iv)

to

oth

er p

eople

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

38 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Under

stan

d leg

isla

tion a

nd

org

anis

atio

nal

polic

ies

and

pro

cedure

s

3.1

O

utlin

e th

e re

sponsi

bili

ties

of

self,

mem

ber

s of th

e public

and o

ther

s in

rel

atio

n t

o r

elev

ant

hea

lth a

nd

safe

ty leg

isla

tion

3.2

O

utlin

e th

e va

lues

of

the

org

anis

atio

n e

.g.

polic

ies

and p

ract

ices

for

cust

om

er c

are,

pro

motion o

f en

viro

nm

enta

l good p

ract

ice

or

equal

ity

of

opport

unity

3.3

O

utlin

e th

e org

anis

atio

nal

req

uirem

ents

for

the

care

of m

ember

s of th

e public

and o

ther

s

4

Under

stan

d h

ow

to

com

munic

ate

with t

he

public

and o

ther

s

4.1

Exp

lain

how

com

munic

atio

n m

ethods

diffe

r to

mee

t th

e nee

ds

of th

e public

and o

ther

s

4.2

D

escr

ibe

the

corr

ect

pro

cedure

s fo

r han

dlin

g a

nd

com

munic

atin

g c

onfiden

tial

info

rmat

ion

4.3

O

utlin

e th

e diffe

rent

sourc

es o

f in

form

ation –

in

tern

al a

nd e

xter

nal

to t

he

org

anis

atio

n;

writt

en

and v

erbal

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in W

ork

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Under

stan

d h

ow

to w

ork

w

ith,

and c

are

for,

the

public

and o

ther

s

5.1

Exp

lain

the

import

ance

of

bal

anci

ng t

he

nee

ds

of

the

site

and t

he

effe

cts

whic

h t

he

public

may

have

on it

5.2

D

escr

ibe

way

s in

whic

h t

he

nee

ds

of th

e si

te a

re

most

effec

tive

ly m

et w

hils

t al

low

ing for

appro

pri

ate

public

acc

ess

5.3

O

utlin

e w

her

e th

e org

anis

atio

n h

as c

erta

in a

cces

s polic

ies

or

area

s fo

r sp

ecific

public

acc

ess

5.4

Exp

lain

when

and h

ow

to inte

rcep

t th

e use

of th

e si

te b

y th

e public

and o

ther

s to

offer

advi

ce o

r hel

p

5.5

D

escr

ibe

how

to h

andle

peo

ple

who c

ause

a t

hre

at

to s

ites

in a

n e

ffec

tive

, sa

fe a

nd c

ourt

eous

way:

(i)

to t

he

site

and its

conte

nts

(ii)

to

flo

ra a

nd fau

na

(iii)

to

them

selv

es

(iv)

to

oth

er p

eople

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

40 Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


41



QCF level: 3

Credit value: 10


Unit summary

The aim of this unit is to provide the learner with the knowledge, understanding and skills required for planning, delivering and evaluating a wide range of environmental projects.

‘Environmental projects’ include any type of project work. The unit looks at the specific skills required in planning for and maintaining the quality of work, sustaining a good working environment and evaluating the project against initial objectives.


Simulation will not be acceptable where the unit is included in qualifications which verify competent performance.

N035269 –

Spec

ific

atio

n –

Lev

el 3

Dip

lom

a in

Work

-Bas

ed E

nvi

ronm

enta

l Conse

rvat

ion (

QCF)

–

Issu

e 2 –

April 2013

© P

ears

on E

duca

tion L

imited

2013

42Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

lan

envi

ronm

enta

l pro

ject

s

1.1

N

egotiate

pro

ject

spec

ific

ations

that

:

(i)

mee

t ag

reed

org

anis

atio

nal

(ii)

re

quirem

ents

(iii)

m

eet

appro

priat

e m

anag

emen

t pla

ns

(iv)

co

nfo

rm t

o c

urr

ent

stat

uto

ry a

nd leg

al

requirem

ents

(v)

confo

rm t

o p

rinci

ple

s of en

viro

nm

enta

l good

pra

ctic

e

(vi)

ta

ke into

acc

ount

the

view

s an

d o

pin

ions

of

those

with r

elev

ant

tech

nic

al ex

per

tise

tak

e in

to a

Documents

Edexcel Level 3 Diploma in Work-Based Environmental ... · Conservation (QCF) Specification Edexcel NVQ/competence-based qualifications (QCF) ... Produce management plans for environmental