(nsp) overview of module content[2] - ocr.org.uk · responding to requests for personal information...

National Skills Profile

Overview of module content

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NATIONAL SKILLS PROFILE COMMUNICATION Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Have a conversation Make requests and ask questions in familiar situations

Provide personal information

Read and understand short texts

Write words and phrases

FIRST GRADE

This module is about:

Taking part in conversations with others (for example, a friend, your course tutor) in everyday situations (for example, during the coffee break, in class) and showing that you understand that a conversation is a two-way interactive process


Making a request in a familiar situation (for example, requesting meal choice, asking for help with a task), asking a question to obtain information in a familiar situation (for example, in class, with friends/colleagues) and using appropriate terms (for example, please/thank you)


Responding to requests for personal information (for example, name, mobile number) from trusted individuals


Reading and understanding short texts (for example, a message in a greetings card, a short email message) and recognizing the purpose of different texts (for example, to tell you what to do, to give you information)


Writing words (for example, your name, words on a �to do� list) and phrases (for example, the greeting in a birthday card) and using correct punctuation (for example, capital letters, full stops) and spelling (for example, personal key and familiar words)

Module title: Take part in discussions Make requests and ask questions in everyday situations

Provide personal information in writing

Read and understand chronological and instructional texts

Present written information

SECOND GRADE


Taking part in discussions (for example, on last night�s TV programmes, a local sporting event) in familiar situations (for example, with your work colleagues), following the main points of the discussion and making relevant contribution/s at the appropriate time/s


Making requests in everyday situations (for example, when booking an appointment, when using the library), asking questions to obtain information (for example, when asking about a child�s progress at school), using questions to clarify understanding (for example, check instructions for a work task) and using appropriate terms (for example, �Please could you tell me�� )


Providing personal information in writing (for example, National Insurance number, address) that is fit for purpose (for example, capital letters for proper nouns, separate lines for each line of address)


Reading and understanding a short chronological text (for example, the life of a famous person) and a short instructional text (for example, clothes care instructions) and recognising the purpose of different texts (for example, to persuade you to buy something, to entertain)


Presenting written information (for example, an email, a telephone message) and using different formats (for example, numbered points) and styles (for example, formal/informal) that are appropriate for the context, audience and purpose, using correct punctuation (for example, capital letters, full stops, questions marks) and spelling (for example, personal details, familiar common words)

NATIONAL SKILLS PROFILE COMMUNICATION Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Contribute to discussions and respond to the views of others

Make requests and ask questions in a variety of situations

Complete forms with personal information

Use different reading techniques to understand a variety of texts

Present written information using short paragraphs

THIRD GRADE


Following the main points of discussions (for example, on a workplace training video), responding to the contributions of others, making relevant contributions at the appropriate times and respecting the turn-taking rights of others


Making requests in familiar situations (for example, in work) and unfamiliar situations (for example, using the telephone to make an appointment) and asking questions to obtain information in familiar and unfamiliar situations using formal language and register where appropriate (for example, using the term Doctor when speaking to your Doctor)


Completing forms that require personal information (for example, job application form, passport application form) and following the instructions given on the form (for example, use block capitals, use black ink)


Reading and understanding a variety of texts (for example, descriptive, explanatory, instructional) and using a range of reading techniques (for example, skim read, scan) as appropriate


Drafting and presenting written information using more than one paragraph (for example, a description of a memorable event), using different formats (for example, a report) and styles (for example, formal/informal) that are appropriate for the context, audience and purpose, using correct punctuation (for example, capital letters, exclamation marks), grammar (for example, correct verb tense) and spelling (for example, common words, relevant key words for work) and proof reading for errors

NATIONAL SKILLS PROFILE INFORMATION AND COMMUNICATION TECHNOLOGY Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Interact with ICT for a purpose

Identify and get information from an ICT

based source

Enter and edit simple information

Receive ICT based communication

Use creative software tools

FIRST GRADE


Using a system which is already switched on (for

example, a screen based

game, initial assessment software), identifying and

using the appropriate interface feature (icon,

option buttons) and following safe working

practices (adjust seat height, keep drinks away

from the computer keyboard)


Identify ICT sources of information (an electronic

display of train times, a

screen at a travel agent), obtain ICT based

information (for example, the time and platform for

your train, a holiday available for a late booking)

from a system which is already set up


Entering simple information (for example, password,

PIN-personal identification

number), identifying and correcting errors if required

(by deleting and re-entering)


Using communications technology which has been

set up ready (for example,

mobile phone which has been switched on, computer

set up with email open ready for viewing) to receive

information specifically for the user, reading the

communication (for example, text message, email) and

explaining what the communication is about (for

example, to wish me Happy Birthday, to tell me where to

meet)


Using creative software which has been set up ready

for use (for example, a

graphics package, a music package) and a software tool

to make a change to a composition (for example,

using the copying icon to replicate an image, using

software buttons to change the rhythm)

Module title: Interact with and use ICT

for a purpose

Find information from

ICT based sources

Enter and edit text for a

purpose

Use ICT to communicate Develop a composition

using creative software tools

SECOND GRADE


Using a software

application which has already been loaded (for

example, a prepared template, a drawing

programme), selecting and using the appropriate

interface feature/s (scrolling to navigate, using

icons to draw a picture), entering information (for

example, text, drawing)

following safe working practices (adjusting angle

of the screen to minimise glare, taking breaks at

recommended intervals)


Identifying the information

required (a mobile phone number, the price of a train

ticket), identifying a suitable ICT based

information source which is already set up (mobile

phone directory, touch screen station kiosk), using

the interface features to navigate the system (for

example, buttons, icons)

and obtaining the information required (for

example, the phone number for your work

placement, the price of an off peak train ticket)


Entering small amounts of

text (for example, phrase, sentence) for a purpose (for

example, for a text message, a sentence/s to accompany a

digital photograph), editing content (for example, by

overwriting), checking content and making changes

(for example, by deleting and re-entering) and presenting

information that is fit for

purpose (for example, by sending the message, by

printing the page)


Using communications

technology (for example, a mobile phone, a digital

television) to receive and send communications (for

example, to receive a text message, to follow the links

to lodge a vote) and reading and explaining what the

communication received is about (for example, to ask

me if I want to go out tonight)


Using creative software

which has been set up ready for use (for example, a

graphics package, a music package) and software tools

to develop a composition (for example, by adding detail to

an image using brush, fill and spray tools, by adding a

backing rhythm and making changes to the instruments

used)

NATIONAL SKILLS PROFILE INFORMATION AND COMMUNICATION TECHNOLOGY Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Interact with and use ICT systems

Find and use information from internet sources

Enter and develop text for a purpose

Access and use email to communicate

Create, develop and present a composition

THIRD GRADE


Using the correct procedures to start an ICT system (for example, switch, button), opening a suitable software application (for example, spreadsheet, email), selecting and using appropriate interface features (for example, directional keys to move around and insert information into a spreadsheet, select �message � new� and input email message), following correct procedures to close the application and shut down the ICT system (for example, �close� icon, �start � turn off computer�) and following safe working practices (for example, checking for trailing cables, adjusting text size to meet personal needs)


Identifying the information required (for example, a recipe for lentil soup, the cost of a CD), using appropriate internet search techniques to find a suitable website (for example, using a search engine, entering a given web address), using appropriate search techniques to navigate the website, (using the �search� function, using menus), selecting the information required (for example, by printing out the relevant page, by writing it down) and using the information for a purpose (for example, to make some soup, to compare prices before making a purchase)


Entering text for a purpose (for example, a short story, a letter), editing the text using appropriate techniques (for example, select, cut), applying formatting features appropriately (for example, underlining, changing font style), checking for errors (for example, by using a spell checker, by proof reading for sense) and presenting information that is fit for purpose (for example, by printing it off,

by sending it electronically)


Accessing email by opening a mailbox (for example, by clicking on the icon, using the start menu), reading an email, replying to an email, deleting an email and creating and sending an email (for example, by using the toolbar menu, by using an address book)


Using creative software (for example, a graphics package, a music package) to create and develop a composition using software tools (for example, a drawing, a piece of music) and presenting the composition appropriately (for example, a colour printout, music to accompany a performance)

NATIONAL SKILLS PROFILE LEARNING SKILLS Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Identify achievements and areas for improvement

Use a given learning method

Ask questions to find out information

Identify key points from information

Label and store work

FIRST GRADE


Identifying how your achievements in your learning, work and/or personal life have helped you (for example, learning how to use email has helped me communicate with my friends) and identifying areas for improvement (for example, I want to improve my timekeeping)


Using a given learning method (for example, watching a demonstration) to learn something new (for example, how to take cuttings from plant material), checking that the intended learning has taken place (for example, copying the method you�ve been shown) and identifying the learning method used


Getting information that you need (for example, to log on to a PC, to borrow a library book) by asking people questions


Identifying the information source provided (for example, flyer promoting an event) and identifying the key points (for example,

date, time, place, cost)


Labelling work with the heading/title you have been given, your name and the date and storing work appropriately (for example, in a course file, handing it in to your tutor)

Module title: Identify learning goals Use different ways of learning

Use different sources of information

Identify and recall the key points from information

Label, store and retrieve work

SECOND GRADE


Identifying goals in your learning, work and/or personal life that you would like to achieve (for example, get a qualification), how these achievements will help you (for example, help me to get a job) and what you need to do to achieve your goals (for example, find out about, attend and complete an appropriate course)


Using different ways of learning (for example, watch and do, follow written instructions) to learn new activities (for example, how to use new functions on a mobile phone, learning lines for a performance), checking that the intended learning has taken place (for example, show someone else how to change contact details, recite lines without the script), identifying the learning methods used and which one you preferred


Getting information that you need for two different purposes (for example, to get ready for your work experience, to complete coursework) using different sources of information for each purpose (for example, work experience supervisor, internet)


Identifying the information source provided (for example, video presentation about a job role), identifying the key points (for example, training needed, wage, personal skills required) and recalling the key points (for example, by answering questions)


Labelling work with an appropriate heading/title, your name and the date, storing work appropriately (for example, in a project file) and retrieving work on request (for example, for your tutor)

NATIONAL SKILLS PROFILE LEARNING SKILLS Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Develop an individual learning plan

Use different ways of learning over a period of time

Use different sources of information to complete a project

Identify, recall and use the key points from different written information sources

Organise written work

THIRD GRADE


Agreeing an individual learning plan that includes your target (for example, pass the driving theory test), actions (for example, learn the highway code, complete practice tests), deadlines for completing each action, the support you will need and progress review dates


Using different ways of learning (for example, reading) to learn new activities that take place over a period of time (for example, learning the Highway Code), agreeing the timescales (for example, one week, one month) checking that the intended learning has taken place (for example, successfully completing a practice theory test), identifying the learning methods used and which one you preferred


Getting information for a project (for example, how to save energy, managing your money), using different sources of information (for example, internet, newspaper) and then using the information to complete the project


Identifying the written information source provided (for example, a short newspaper article on a sports event), identifying the key points (for example, the result, who scored, who was injured), recalling the key points (for example, writing notes) and using the points identified for a purpose (for example, to give a presentation)


Organising written work in a file (for example, course notes, portfolio of evidence), labelling the work, ordering pages, separating and labelling sections, completing a contents page, labelling the file and retrieving the work for a purpose (for example, to revise for an end of course test, to discuss with your tutor at a progress review)

NATIONAL SKILLS PROFILE NUMERACY Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Use whole numbers up to 10

Recognise and select coins and notes

Relate familiar events to time/day/season

Sort and present numerical information

Use common measures to compare items

FIRST GRADE


Working with numbers up to 10 in practical situations: counting (for example, the number of photocopies needed by the group), ordering (for example, sequence pages of a document in the correct order), reading and writing numbers (for example, recognising house numbers, writing down a telephone number), adding and subtracting (for example, totalling clean mugs in cupboard and mugs waiting to be washed, working out the shortfall in numbers of chairs for visitors)


Recognising coins and notes (for example, knowing the names of different coins and notes), comparing the value of coins and notes (for example, a 50p coin is worth more than a 20p coin) and selecting appropriate coins for a purpose (for example, the coins needed to buy a drink from a vending machine)


Relating familiar events to parts of the day (for example, watching a particular TV programme in the evening), naming and ordering the days of the week and relating familiar events to each day (for example, aerobics class on Tuesday), naming and ordering the seasons and relating familiar events to each season (for example, Bonfire Night in the autumn)


Sorting objects (for example, glass for recycling, supermarket tokens for school equipment) using a single criterion (for example, colour, token value), presenting the information obtained (using a table or a list or pictorially) and making one simple observation about your findings (for example, there are more green glass bottles than brown)


Using common measures to compare items by size (for example, smaller/larger), by length/width/height (for example, longer/shorter), by weight (for example, lighter/heavier) and by capacity (for example, holds more than/less than)



Carry out calculations using coins and notes

Read and record time: quarter hour/half hour /hour/ day/month/year

Collect and present numerical information

Estimate and measure

SECOND GRADE


Working with numbers up to 100 in practical situations: adding and subtracting (for example, calculate the cost in pence of a drink and crisps, work out the difference in pence between two varieties of pasta), multiplying single digit whole numbers (for example, working out the number of tablets if 2 are taken three times a day), using mathematical symbols (+, � , x and =) to record calculations and approximating numbers to the nearest 10 (for example, rounding up the number of cups needed for a meeting)


Counting out the exact amount of money for an item costing less than £1 (for example, a packet of crisps), using mental strategies to calculate the cost of two items totalling less than £1 and the change (for example, the cost of a newspaper and a chocolate bar and the change from £1) and two items in whole pounds and the change in whole pounds (for example, the cost of two T shirts at £7 each and the change from £20)


Reading the time displayed on analogue and 12 hour digital clocks in hours, half hours and quarter hours using the appropriate terms (for example, 2:30/half past two/two-thirty), using common date formats (for example, 25 Aug 2007, 25/08/2007) and sequencing common date formats (for example, arrange food items in the fridge in order of their �use by� dates)


Collecting simple numerical information (for example, a survey of favourite TV soaps), presenting the information collected (using a table or a tally chart or a list or a diagram) and making observations about your findings (for example, naming the most popular TV soap)


Estimating and measuring length/width/height (for example, a room), weight (for example, a parcel for posting), capacity (for example, a bucket of water) to the nearest labelled division on the scale



Use decimal notation when working with money

Read and record time (five minute intervals) and record appointments on a calendar or in a diary

Collect, organise and present numerical information

Select and use standard units and measuring instruments

THIRD GRADE


Working with numbers up to 1000 in practical situations: adding and subtracting (for example, adding stock deliveries to existing stock), multiplying two-digit numbers by a single digit number (for example, the number of flower bunches sold where each box contains 60 bunches), dividing two-digit numbers by a single digit (for example, the number of tubs that can be planted each with 7 plants when there are 200 plants available) and interpreting remainders (for example, the number of plants that will be left over), using mathematical symbols (+, -, x, and =) to record calculations and rounding answers to the nearest 10 or 100 as appropriate


Rounding money to the nearest 10p/£ as appropriate (for example, rounding the cost of a loaf of bread from 57p to 60p), using this to make an approximate calculation of the total cost of items (for example, a basket of groceries estimated to cost £8.50) before carrying out an accurate written calculation using decimal notation to find the actual total (for example, £8.23), the change from £5, £10, £20, £30, £40 or £50 as appropriate (for example, £10 � £8.23 = £1.27) and comparing estimated total with written calculation. (Calculators must not be used)


Reading time displayed on analogue and 12 hour digital clocks to the nearest five minutes using the appropriate terms (for example, five past nine, 9.05) and entering appointments (for example, dental appointment) on a calendar or in a diary)


Collecting numerical information (for example, time spent watching TV and time spent playing computer games each day for a week), recording the information in a suitable format (for example, on a tally chart or table), presenting the information in a bar chart, labelling the different elements correctly (for example, title, axis, scale) and making observations about your findings (for example, more time was spent watching TV on Saturday than on any other day)


Selecting the appropriate unit (for example, centimetre, kilogram, litre, degree Celsius) and measuring instrument (for example, measuring tape, kitchen scales, measuring spoon, thermometer) to measure length/width/height, weight, capacity and temperature to the nearest labelled or unlabelled division on the scale

NATIONAL SKILLS PROFILE PERSONAL SKILLS Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Identify your local community

Identify daily routine activities

Identify healthy lifestyle requirements

Identify interpersonal skills that contribute to positive relationships

Identify ways to keep safe in the community

FIRST GRADE


Identifying the communities that you belong to (for example, residential community, religious community), identifying others who are part of these communities (for example, friends, neighbours), identifying different local community facilities (for example, village hall, post office) and identifying the purpose of each community facility (for example, a place for local activities such as a playgroup, personal banking)


Identifying the activities that are part of your daily routine (for example, cleaning teeth, attending a college course) and identifying what you need to do in order to complete the activities (for example, making sure you have toothpaste and brush, taking relevant college files) and the support you may need (for example, writing yourself a reminder, asking support staff to help you pack your bag)


Identifying factors that contribute to a healthy lifestyle (for example, adequate sleep, eating �5 a day�), identifying healthy snacks and meals (for example, nuts/dried fruit, grilled meat/jacket potato), identifying ways of exercising (for example, walking the dog, riding a bike) and identifying at least one reason for washing and keeping clean (for example, washing hands helps stop the spread of germs)


Identifying the interpersonal skills that contribute to positive relationships (for example, eye contact, caring for others), identifying who it is important to develop or maintain positive relationships with (for example, parents, friends) and identifying the possible consequences of negative relationships (for example, loss of support, loneliness)


Identifying activities that you do in the community where you need to keep safe (for example, using taxis/minicabs, using the internet) identifying ways to keep safe when you do these activities (for example, use a trusted, licensed company, don�t give out personal information on the internet) and identifying what to do if you feel unsafe in these situations (for example, ask the driver to stop in a busy area and get out of the taxi, let someone else know if you find something on the web that worries or upsets you)


Module title: Identify individual responsibilities in the community

Identify and carry out weekly routine activities

Identify own needs for a healthy lifestyle

Identify strengths and weakness in your interpersonal skills

Improve personal safety in public places and on public transport

SECOND GRADE


Identifying individual responsibilities in the community (for example, using litter bins, reporting crime), identifying the possible consequences of acting irresponsibly in the community (for example, dropping litter may create a health hazard, not reporting crime may lead to another victim of crime), identifying the positive outcomes of acting responsibly in the community (for example, using litter bins maintains a pleasant environment for everyone, reporting crime maintains safety and security for everyone), identifying ways in which you can make a positive contribution to your community (for example, supporting a community event, greeting neighbours)


Identifying the activities that are part of your weekly routine (for example, getting up on time to go to college, packing your bag at the end of the week ready to go home), identifying the activities that you could start to take responsibility for (for example, setting your own alarm clock, reminding your care worker that you will need help to pack your bag) and carrying out these activities over a period of time (for example, each college day for a month, weekly for half a term)


Identifying areas of your life which contribute to a healthy lifestyle (for example, making time for friends, belonging to a football team), identifying areas which do not contribute to a healthy lifestyle (for example, snacking on �junk� food between meals, using a computer without a break), identifying changes that could make your lifestyle more healthy (for example, giving up smoking, going swimming) and identify the support you will need to make these changes (for example, attend a support group, go swimming with a friend)


Identifying interpersonal skills which are your strengths (for example, thinking of others, working as part of a team), identifying interpersonal skills which could be improved (for example, remembering a friend�s birthday, patience when working with others) and identifying why you would like to improve interpersonal skills (for example, feeling more positive about yourself, maintaining relationships)


Identifying ways to improve personal safety in public places (for example, travel with a group of friends, make sure your mobile phone is charged before you go out), identifying ways to improve personal safety on public transport (for example, check departure times of last buses/trains, arrange for someone to meet you at the bus stop/train station), identifying ways to reduce the risk of becoming the victim of crime (for example, when using a cash point machine don�t count your money in the street, carry personal items in a small bag slung across your body under a coat or jacket) and identifying different strategies for dealing with unsafe situations in public places (for example, alert other people by shouting, sound the emergency alarm on public transport)


Module title: Agree and carry out a personal action plan to increase your contribution to the community

Agree and carry out a personal action plan to complete a new personal goal

Agree and carry out a personal action plan for a healthier lifestyle

Agree and carry out a personal action plan to develop your interpersonal skills

Agree and carry out a personal action plan to improve your personal safety in the community

THIRD GRADE


Agreeing a personal action plan for improving your contribution to the community (for example, working in a charity shop, helping an elderly person with their garden), that includes actions (for example, contacting a charity shop which is advertising for help, confirming a regular time to cut the grass), the timescales for completing each action, the support you will need (for example, a lift to the charity shop) and carrying out the actions identified


Agreeing a personal action plan for completing a new personal goal (for example, travelling independently for the first time, joining a ten-pin bowling club) that includes actions (for example, practising the route, researching club joining details), the timescales for completing each action, the support you will need and carrying out the actions identified


Agreeing a personal action plan for a healthier lifestyle (for example, getting adequate sleep, improving fitness) that includes actions (for example, going to bed earlier, walking to college), the timescales for completing each action, the support you will need (for example, walk to college with a friend) and carrying out the actions identified


Agreeing an individual personal action plan for developing your interpersonal skills (for example, improving listening, improving group work skills) that includes the actions you will take to develop them (for example, let people finish speaking before I start, respond positively to others), the timescales for reviewing each action, the support you will need (for example, ask someone to watch you in a group discussion and give you feedback) and carrying out the actions identified


Agreeing a personal action plan for improving your personal safety in the community that includes the activities where you need to improve your personal safety (for example, walking to college, meeting friends) the actions you will take (for example, walk in the middle of the pavement and face oncoming traffic, meet in a well lit place), carrying out the actions identified over a period of time and identifying the safe and unsafe ways of dealing with potentially threatening situations (for example, if you feel threatened by someone in the street, move away and cross the road rather than confront the person)

NATIONAL SKILLS PROFILE PRACTICAL WORK SKILLS Module 1 Module 2 Module 3 Module 4 Module 5

Module title: Get ready for the first day of your work experience

Identify how to keep safe at your work experience

Identify your rights at work

Carry out a routine task at your work experience

Use indicators to find your way around an unfamiliar building

FIRST GRADE


Finding out the information you need for the first day of your work experience: the name of the organisation/business, the day and start time of the first day, appropriate clothing and footwear to wear on the first day (for example, warm clothing, sturdy shoes), at least one item you will need to take with you (for example, bus fare, medication) and how you will travel to and from your work experience on the first day (for example, get a lift, walk)


Finding out what to do in the event of an emergency (for example, fire, bomb scare) and illness (for example, migraine) whilst at your work experience


Identifying some of your rights at work (for example, to be paid the minimum wage for your age, to be treated fairly) and how you could be affected if you didn�t have these rights


Carrying out the same routine task at your work experience on different days (for example, cleaning the canteen tables after use, �facing up� stock on a shelf) and following the instructions and safety points you have been given (for example, wear protective gloves, use a step to reach high shelves)


Using visual, auditory and/or kinaesthetic indicators (for example, signs/symbols, recorded instructions/sounds, tactile signs/changes in flooring) to find your way around buildings that you have not been to before (for example, a new college placement) and finding specified areas in each building (for example, reception, toilets)


Module title: Get ready for your work experience

Identify how to keep yourself and others safe at your work experience

Identify your rights and responsibilities at work

Carry out routine tasks at your work experience

Use indicators to find your way around an unfamiliar area

SECOND GRADE


Finding out the information you need to get ready for your work experience: the name and address of the organisation/business, at least one task you expect to carry out (for example, play with the children, grade vegetables), appropriate clothing and footwear (for example, smart casual), the duration of your work experience (for example, one week, one day a week for six weeks), how you will travel (for example, bus, cycle), your daily start and finish times, where you need to report to on the first day (for example, reception, back entrance), at least one rule you will need to observe (for example, be punctual)


Finding out about the procedures to be followed at your work experience if you hear the fire alarm (for example, don�t panic, leave by the nearest safe exit), if you discover a fire (for example, alert others, raise the alarm), if someone is ill or has an accident (for example, contact the first aider, stay with the casualty until help arrives) and identifying how you would help keep yourself and others safe (for example, by behaving sensibly)


Identifying some of your rights at work (for example, to receive training on how to do a job, to have breaks whilst at work) and understanding that these come with responsibilities (for example, to complete tasks as instructed, to be punctual with break times)


Carrying out two routine tasks at your work experience on different days (for example, setting up equipment for nursery activities, laying tables in a restaurant), following the instructions and safety points you have been given (for example, ask for help to carry heavy equipment, handle glass ware as instructed) and letting your supervisor know when you have finished each task


Using a range of indicators (for example, signs/symbols, landmarks, written/verbal directions, simple map, changes in pavement surface) to find your way around areas that you have not been to before (for example, shopping centre, outdoor activity area) and finding specified locations in each area (for example, public toilets, boathouse)


Module title: Prepare for work experience

Identify health and safety measures at your work experience

Identify rights and responsibilities in the workplace

Carry out practical tasks at your work experience

Use public transport independently

THIRD GRADE


Finding out the information you need to prepare for your work experience: the name, address, telephone number and main activity of the organisation/business, at least two tasks you expect to carry out (for example, carrying bricks, clearing up), appropriate clothing and footwear and the reason/s for wearing it (for example, old clothes because the work is dirty), start and finish dates and the time you will need to leave in order to get to your work experience on time, where and who you need to report to on the first day (for example, the front desk and ask for Mrs Jones), at least two rules you will need to observe (for example, work safely, no smoking)


Finding out about the procedures to be followed at your work experience if you hear the fire alarm (for example, don�t panic, leave by the nearest safe exit), if you discover a fire (for example, alert others, raise the alarm), if someone is ill or has an accident (for example, contact the first aider, stay with the casualty until help arrives), identifying other emergency situations in your work experience (for example, chemical spillage, missing child) and the procedures to be followed, identifying safety equipment and its purpose (for example, fire blanket to smother a fire) and identifying the meaning of safety signs/symbols used in your work experience (for example, no smoking symbol, fire exit sign)


Identifying some employee rights (for example, to work in a safe working environment, to receive a pay slip) and corresponding employee responsibilities (for example, to follow safe working practices, to check that the information on your pay slip is correct) and identifying responsibilities which employers have for their employees (for example, to provide any personal protective clothing and equipment required, to provide a payslip)


Carrying out practical tasks at your work experience (for example, loading building waste into a skip, cleaning decorating equipment after use), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Using public transport (for example, bus, taxi) independently for a purposeful journey (for example, getting to work experience, college), keeping yourself safe (for example, using the handrail when going upstairs on the bus, using the taxi seat belt) and asking for help if needed (for example, the bus driver to tell you where to get off, the taxi driver for the cost of the fare)

NATIONAL SKILLS PROFILE ANIMAL CARE Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about animal care

Select and find out about a job role in animal care

Assist with handling and moving animals

Prepare animal feed Clean animal accommodation

THIRD GRADE


Identifying different types of establishments where animals are kept and cared for (for example, boarding kennels, pig farm), finding out about the main purpose of these establishments (for example, to care for dogs whilst their owners are away, to raise pigs for meat), the different activities carried out in an animal care situation (for example, exercising, mucking out) and the different job roles that people do (for example, kennel maid, pig man)


Selecting and finding out about a job role in animal care (for example, RSPCA officer, veterinary nurse), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Identifying reasons for handling animals (for example, to move animals, to check animal health), identifying those animals which you can safely handle (for example, pony, rabbit), assisting with handling an animal (for example, a hamster, a dog) and moving animal/s (for example, move a horse to enable a stable to be mucked out, move a cat into a carrying basket ready to transport to the vet)


Identifying appropriate animal feedstuffs (for example, pony nuts, hay), following instructions to prepare the type and quantity of feed required, disposing of unusable feed appropriately, cleaning and storing equipment and supplying clean water appropriately


Preparing the equipment and materials required (for example, wheelbarrow, straw bale), preparing the animal accommodation for cleaning (for example, by moving the animal to alternative accommodation), cleaning the animal accommodation (for example, by sweeping out, by hosing down), disposing of waste correctly (for example, using a wheelbarrow to move waste to the muck heap, sweeping waste into a slurry pit), replenishing with fresh bedding (for example, spread straw in a calf pen) and cleaning and storing equipment after use (for example, rewind hose, wash and put away dustpan and brush)

NATIONAL SKILLS PROFILE ARTS AND CRAFTS Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about the arts and crafts sector

Select and find out about a job role in the arts and crafts sector

Design and plan an art/craft product

Make an art/craft product Display and exhibit an art/craft product

THIRD GRADE


Identifying a range of disciplines in the arts and crafts sector (for example, painting, ceramics), identifying the different sources of inspiration that artists may use to develop ideas (for example, nature, events), finding out what�s involved in an arts/crafts project (for example, design phase, sourcing materials), the reasons why people buy arts and crafts products (for example, as an investment, for enjoyment) and the different job roles that people do (for example, weaver, photographer)


Selecting and finding out about a job role in the arts and crafts sector (for example, silversmith, jewellery designer), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Using different sources (for example, magazines, internet) to develop ideas for an art/craft product, asking for feedback on your ideas (for example, materials, decorative effects), developing your design, identifying the resources needed to complete the art/craft product (for example, materials, equipment) and presenting the final design


Preparing the materials/tools/equipment you will need to make an art/craft product, ensuring that the work area is safe and making the art/craft product following safe working practices


Displaying an art/craft product you have made to its best advantage (for example, selecting an appropriate colour mountboard for a photograph), exhibiting the product (for example, on an easel in a reception area) asking for feedback on the product (for example, from visitors to the reception area) and identifying how you could develop your art and craft activities (for example, move on to black and white photography, move from 2 D format to 3 D format)

NATIONAL SKILLS PROFILE CARE Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about care provision

Select and find out about a job role in care

Promote good personal hygiene in care

Carry out practical tasks in a care setting

Look after clients in a care setting

THIRD GRADE


Identifying different client groups that use care provision (for example, pre-school, children, the elderly), the reasons why care provision is used (for example, working parents need day care for their pre-school children, the elderly need 24 hour assistance), the different types of care provision (for example, nursery, care home) and the services offered (for example, play activities, all meals) and the different job roles in care (for example, nursery nurse, care worker)


Selecting and finding out about a job role in care (for example, nursery nurse, health care assistant), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Identifying how to promote good personal hygiene (for example, washing hands, bathing/showering) and the purpose (for example, to protect yourself against infection), identifying the personal protective equipment worn in care settings (for example, apron, gloves) and demonstrating the correct washing procedure for hands and nails


Carrying out practical tasks in a care setting (for example, make up a bed, setting up a children�s water play area), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Demonstrating appropriate behaviour with clients, presenting the right personal image, communicating appropriately, showing willingness and asking for help when needed to provide client care

NATIONAL SKILLS PROFILE CATERING Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about catering Select and find out about a job role in catering

Promote good personal hygiene in catering

Prepare to cook Cook food for a meal

THIRD GRADE


Identifying different types of catering establishments (for example, college canteen, fast food outlet), the different work areas within catering establishments (for example, food storage area, serving area), the different activities carried out (for example, check use by dates, check servery temperature) and the different job roles in catering (for example, sous chef, kitchen porter)


Selecting and finding out about a job role in catering (for example, chef, banqueting manager), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Identifying how to promote good personal hygiene (for example, washing hands, bathing/showering) and the purpose (for example, to ensure food is not contaminated), identifying the personal protective equipment worn in catering (for example, apron, gloves) and demonstrating the correct washing procedure for hands and nails


Preparing yourself for a cooking activity (for example, cover cuts with a blue plaster, remove jewellery), preparing the immediate work environment (for example, clean work surfaces), identifying the utensils (for example, bowl, knife) and equipment needed (for example, mixer, microwave), checking that these are clean and safe to use, identifying the food required for preparation and handling this food safely (for example, defrost frozen food thoroughly, handle raw meat separately and wash hands before other tasks) and checking with an appropriate person that each task has been completed to the required standard


Cooking meals following basic recipes (for example, spaghetti bolognaise), using different types of food (for example, dry goods - spaghetti, fresh meat -bolognaise sauce), following safe working practices (for example, wash hands between tasks, use different chopping boards for different foodstuffs), cleaning equipment and work area after use (for example, by washing with hot water and detergent, by wiping down work surface with cleaner) and storing equipment and utensils safely after use (for example, check the oven is switched off, put knives back into the right drawer)

NATIONAL SKILLS PROFILE FLORISTRY Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about floristry Select and find out about a job role in floristry

Carry out practical tasks in floristry

Arrange flowers Look after customers in floristry

THIRD GRADE


Identifying the reasons why people buy/receive cut flowers (for example, Valentine�s Day, to express thanks), the different places where cut flowers are sold (for example, market stall, internet) and displayed (for example, office foyer, church) the services offered by florists (for example, home delivery, making up wedding bouquets) and the different activities that florists do (for example, source flowers, arrange flowers)


Selecting and finding out about a job role in floristry (for example, florist, flower buyer), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Carrying out practical tasks in floristry (for example, replenish stock), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Selecting and arranging flowers/foliage, asking for feedback on the arrangement, adjusting the arrangement in line with the feedback received (for example, reducing the number of stems, adding more foliage) and handling the materials in a way that minimises damage


Demonstrating appropriate behaviour with customers, presenting the right personal image, making a good first impression, showing willingness and asking for help when needed to provide customer service

NATIONAL SKILLS PROFILE HAIR AND BEAUTY Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about the hair and beauty industry

Select and find out about a job role in the hair and beauty industry

Promote good personal hygiene in hair and beauty

Carry out practical tasks in hair and beauty

Look after clients in hair and beauty

THIRD GRADE


Identifying different types of hair and beauty establishments (for example, a barber, a mobile beautician) and the services offered by each (for example, a shave, a pedicure), identifying the range of products used and their purpose (for example, aftershave balm to reduce redness and help eliminate nicks) and the different job roles that people do (for example, senior stylist, nail technician)


Selecting and finding out about a job role in the hair and beauty industry (for example, colour technician, beauty therapist), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Identifying the purpose of good personal hygiene (for example, to protect yourself against infection) and how to promote it (for example, washing hands, bathing/showering), identifying the personal protective equipment (PPE) worn by staff in hair and beauty salons (for example, gloves, apron) and demonstrating the correct procedure for washing hands and nails


Carrying out practical tasks in hair and/or beauty (for example, comb out a client�s hair, prepare the beauty therapy area for a manicure), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Demonstrating appropriate behaviour with clients, presenting the right personal image, making a good first impression, showing willingness and asking for help when needed to provide customer service

NATIONAL SKILLS PROFILE HORTICULTURE Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about horticulture

Select and find out about a job role in horticulture

Propagate plants Prepare and plant Care for young plants until maturity

THIRD GRADE


Identifying places where plants and flowers are grown for sale/display (for example, commercial nursery, municipal nursery), identifying places where plants/flowers are sold/displayed (for example, garden centre, hanging baskets in a town centre), identifying why people buy plants/flowers (for example, leek plants to grow in an allotment, a cyclamen to display in the home), how seasonal change affects what is available for sale/display (for example, bare root trees available for sale in the winter, summer bedding displayed in parks and gardens) and the different job roles that people do (for example, landscape gardener, groundskeeper)


Selecting and finding out about a job role in horticulture (for example, nursery worker, groundskeeper), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Propagating plants from seeds (for example, beetroot, marigold), bulbs (for example, hyacinth, Asiatic lilies) and cuttings (for example, pelagoniums, willow), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Preparing a site or container (for example, allotment site, hanging basket) for planting, planting up the prepared site or container (for example, with vegetable seeds, with bedding plants), following safe working practices and checking with an appropriate person that the planting has been completed to the required standard


Providing appropriate care for young plants/seeds following planting (for example, by weeding, by protecting from pests) over an appropriate period of time (for example, until planted out, until produce harvested), following safe working practices and checking with an appropriate person that the appropriate care has been given to the required standard

NATIONAL SKILLS PROFILE MANUFACTURING Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about manufacturing

Select and find out about a job role in manufacturing

Plan and prepare to manufacture a product

Work with others to manufacture a product

Check a manufactured product for compliance

THIRD GRADE


Identifying different types of manufacturing industries (for example, food, textiles), the products made (for example, coleslaw, duvet) and the raw materials used (for example, cabbage, carrots, onion and mayonnaise), the processes used (for example, cutting and machining) and the different job roles that people do (for example, machine line operative, quality controller)


Selecting and finding out about a job role in manufacturing (for example, machine line operative, product tester), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Planning � listing the range of steps involved in the manufacture of a product, identifying your contribution to the final product, the tolerances you will be expected to work to (for example, ± 2mm) and the personal protective equipment you will need (for example, overalls, ear defenders)

Preparing � preparing the materials/tools/equipment you will need and ensuring that the work area is safe for you to carry out your task/s


Taking part in the manufacturing process, following the instructions you have been given and following safe working practices


Listing the features to be checked for compliance (for example, dimensions, operation) and the methods to be used (for example, measurement, user test), carrying out checks and reporting the results (for example, confirming the product meets the required standard)

NATIONAL SKILLS PROFILE MEDIA Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about the media industry

Select and find out about a job role in media

Produce and edit images for a media product

Record and edit material for a media product

Write and edit material for a media product

THIRD GRADE


Identifying a range of media products (for example, magazines, films, websites), their purpose (for example, to inform, to entertain), their target audience/major consumer group (for example, women, young people) and the different job roles that people do (for example, photographer, sound recordist)


Selecting and finding out about a job role in media (for example, camera operator, assistant editor), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Producing image/s for a media product (for example, a photograph for a CD cover, a graphic image for a web page), asking for feedback (for example, on suitability for purpose, content of image) and editing the image/s in line with the feedback received (for example, change from colour to black and white photographs, resize image)


Recording material for a media product (for example, music for a short animation, material for a video), asking for feedback (for example, on quality of sound, length of recording) and editing the recorded material in line with the feedback received (for example, cut material, enhance picture quality)


Writing and editing material for a media product (for example, an article for a newsletter, a script for a radio feature) asking for feedback (for example, on style, suitability for target readership) and editing the written material in line with the feedback received (for example, re-order content, reduce number of words)

NATIONAL SKILLS PROFILE MOTOR VEHICLES Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about motor vehicle maintenance and repair

Select and find out about a job role in the motor vehicle industry

Find out about vehicle layouts

Carry out practical tasks in motor vehicle maintenance and repair

Carry out maintenance/safety checks on a motor vehicle

THIRD GRADE


Identifying different types of motor vehicles (for example, commercial vehicle, private car), legal safety requirements (for example, two dipping headlights) the different types of establishments where vehicles are maintained and repaired (for example, body shop), the services they offer (for example, panel repair) and the different job roles that people do (for example, body repairer, vehicle technician)


Selecting and finding out about a job role in the motor vehicle industry (for example, car sales person, vehicle refinisher), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Finding out about the different types of vehicle layout (for example, rear wheel drive, front wheel drive), identifying the major vehicle components (for example, engine, clutch) and the main purpose of these components (for example, to provide motive power for the vehicle, to disconnect the engine from the rest of the transmission system)


Carrying out practical tasks in motor vehicle maintenance and repair (for example, replace a fuse change a wheel), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Listing a range of maintenance/safety checks (for example, operation of lights, tyre condition) and the methods to be used (for example, work in pairs to check lights, measure tread depth), carrying out and recording checks (for example, using a prepared checklist) and reporting the results

NATIONAL SKILLS PROFILE OFFICE PRACTICE Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about office work

Select and find out about a job role in office work

Use office equipment Carry out practical tasks in an office

Receive and assist visitors

THIRD GRADE


Identifying different office settings (for example, departmental office, call centre) and their purposes (for example, to provide an accounts service, to provide effective customer service), identifying the range of activities/services provided (for example, handling post, arranging meetings, filing) and the different job roles that people do (for example, clerical assistant, data input clerk)


Selecting and finding out about a job role in office work (for example, administration assistant, receptionist), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Identifying different pieces of equipment used in an office (for example, paper shredder) and the purpose of each (for example, to destroy confidential documents), using equipment safely (for example, remove paper clips before shredding) and effectively (for example, shredded paper no longer readable) and leaving the equipment ready for the next user (checking that the shredder bin is not full)


Carrying out practical tasks in an office (for example, destroying confidential documents, sorting incoming mail), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Greeting and looking after visitors on their arrival in line with the organisation�s procedures (for example, signing in visitors), ensuring visitors are comfortable while they are waiting (for example, offering refreshment), providing relevant information (for example, the approximate waiting time) and giving clear directions (for example, to the meeting room)

NATIONAL SKILLS PROFILE PERFORMING ARTS Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about performing arts

Select and find out about a job role in performing arts

Prepare for a performance

Take part in a performance

Review a live performance

THIRD GRADE


Identifying different types of performing arts (for example, circus, music) and performing artists (for example, clown, singer), identifying where performances might take place (for example, circus tent, theatre), why people choose to attend a live performance (for example, to experience the atmosphere, to watch a friend perform) and the different job roles that support performing artists (for example, light and sound technician, make up artist)


Selecting and finding out about a job role in performing arts (for example, wardrobe assistant, set dresser), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Carrying out task/s to prepare for a performance (for example, attending rehearsals, painting scenery), following safe working practices and checking with an appropriate person that the task/s has been completed to the required standard


Taking part in a performance in front of an audience, following safe working practices, asking for feedback and identifying the changes you would make


Watching a live performance (for example, a circus, a dance performance), reviewing different aspects of the performance (for example, sound quality), identifying ways in which the performance could be improved (for example, shorter duration) and using your review to justify your overall opinion of the performance

NATIONAL SKILLS PROFILE RETAIL Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about retail Select and find out about a job role in retail

Replenish stock Process donated goods for resale

Look after customers in retail

THIRD GRADE


Identifying different types of retail outlets (internet website, market stall), identifying named examples of each outlet type (for example, buyitnow.co.uk, Borough Road Market), the type of product sold (for example, books, vegetables), additional services offered by retailers (for example, next day delivery, reduced prices for buying in bulk) and the different job roles people do (for example, merchandiser, buyer)


Selecting and finding out about a job role in retail (for example, store detective, market trader), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Following instructions to replenish stock (packets of biscuits onto a particular shelf, blouses onto a clothes rail in size order), handling stock in a way that minimises risks to yourself and others (for example, use approved lifting techniques, keep aisles as clear as possible), handling stock in a way that protects the stock (for example, load boxes squarely onto a pallet lifter, ensure clothes on hangers are secure on the rail), cleaning and tidying the work area when you have finished (for example, return surplus stock to the correct position in the store room, collect packaging and return to the recycling area) and checking with an appropriate person that each task has been completed to the required standard


Sorting donated goods for resale by type (for example, women�s tops, men�s trousers, toys), labelling goods appropriately for resale (for example, sticky label with price and size), identifying goods which cannot be resold and the reason/s why (for example, torn clothing), identifying goods which need to be cleaned, tidied or repaired (for example, wash, iron, mend box corners with sticky tape), cleaning, tidying and repairing goods, following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Demonstrating appropriate behaviour with customers, presenting the right personal image, making a good first impression, showing willingness and asking for help when needed to provide customer service

NATIONAL SKILLS PROFILE SPORT AND LEISURE Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about sport and leisure

Select and find out about a job role in the sport and leisure industry

Find out about local sports and leisure facilities

Carry out practical work tasks in sport/leisure

Plan and carry out a visit to use a sports or leisure facility

THIRD GRADE


Identifying the factors that influence leisure time (for example, money, work commitments), identifying different sport and leisure pursuits (for example, golf, eating out), the places where sport and leisure activities take place (for example, golf course, restaurant) and the reasons why people do them (to keep fit and healthy, for company) and identifying different leisure entertainment products (for example, magazine, computer game)


Selecting and finding out about a job role in the sport and leisure industry (for example, lifeguard, park ranger), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Identifying local sports facilities (for example, tennis courts, skateboard park), local leisure facilities (for example, cinema, museum) and finding out relevant information that you would need to know to use these facilities (for example, opening times for the swimming pool, footwear required for the squash court, films showing at the weekend, special exhibitions dates at the museum)


Carrying out practical work tasks in a sport/leisure environment (for example, set up equipment at a leisure centre, help out in the box office at the local theatre), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Taking part in planning a visit to use a sports or leisure facility (for example, an ice rink for an ice skating session, a restaurant to mark the end of the college course), contributing to making arrangements for the visit (for example, finding out the session fee, telephoning to book), reporting back to the group and participating in the visit to use the facility

NATIONAL SKILLS PROFILE TRAVEL AND TOURISM Module 1 Module 2 Module 3 Module 4 Module 5

Module title:

Find out about the travel and tourism industry

Select and find out about a job role in travel and tourism

Find out about accommodation in the travel and tourism industry

Carry out practical tasks in travel and tourism/hospitality

Plan and carry out a visit to a local visitor attraction

THIRD GRADE


Identifying different types of tourist attractions (for example, seaside, historical attraction), different ways of travelling and reason/s for choice (for example, coach because its cheaper, air because its quicker) and the different job roles that people do (for example, travel agent, tour guide


Selecting and finding out about a job role in travel and tourism (tour guide, air steward), the key tasks, training/qualifications, personal skills, clothing and usual working pattern


Selecting a tourist destination (for example, Dublin, Blackpool), identifying different types of accommodation (for example, hotel, bed and breakfast), the location and contact details for each (for example, near the city centre/email address, near the tower/telephone number), the cost (for example, per night, per week), the services offered (for example, pick up from the airport, tea and coffee making facilities) and any additional costs for these services


Carrying out practical tasks in travel and tourism including hospitality (for example, helping out in a tourist information office, helping out in a bed and breakfast), following safe working practices and checking with an appropriate person that each task has been completed to the required standard


Taking part in planning a visit to a local visitor attraction (for example, a city farm, a sailing regatta), contributing to making arrangements for the visit (for example, finding out the opening times, telephoning to book), reporting back to the group and participating in the visit

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