BTEC Apprenticeship Assessment Workbook Level 2 Retail. Contents

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1 Contents Introduction... 2 How to use the BTEC Apprenticeship Assessment... 2 Qualification coverage... 3 Structure of the BTEC Apprenticeship Assessment... 3 How to use the Assessor Support Materials... 4 Adding and removing units from the BTEC Apprenticeship... 6 Functional Skills, Key Skills and Essential Skills Wales... 7 Tracking progress through the BTEC Apprenticeship... 8 Original text and illustrations Pearson Education Ltd

2 Introduction This introduction has been written to help support assessors using the BTEC Apprenticeship Assessment and its accompanying online assessor support materials. Each candidate taking a BTEC Apprenticeship at this level in this sector will, upon registration, receive a free copy of the BTEC Apprenticeship Assessment to help them complete their Apprenticeship. The online assessor support materials have been written to support you when you and your Apprentice are working through the BTEC Apprenticeship Assessment. How to use the BTEC Apprenticeship Assessment The BTEC Apprenticeship Assessment covers a number of units and qualifications within the Apprenticeship framework. It provides a holistic assessment plan, focusing on real work tasks, to guide candidates through demonstrating and evidencing their knowledge, understanding and competence. In addition to the Assessment, provides extra support for both the assessor and the apprentice. The following table explains how the and website work alongside each other to support each part of the Apprenticeship Framework. Induction (Visit 1) Assessment Activities to demonstrate understanding of main features of Apprenticeship and own work role, and provide evidence for Unit 1 of BTEC WorkSkills in Effective Learning and Employment Indicative answers for the assessor to use as a mark scheme for the candidate s work. Knowledge and understanding required for Knowledge and Competence qualifications Practical skills required for the Competence qualification Personal, Learning and Thinking Skills Activities to demonstrate the apprentice s knowledge and understanding, and guidance to prepare them for related professional discussions. Guidance to prepare an apprentice for an observation and suggestions for identifying naturally occurring workplace evidence. Embedded into the activities, and mapped to BTEC WorkSkills in Effective Learning and Employment Units 7 9. Indicative answers for the assessor to use as a mark scheme for the candidate s work. Guidance documents to help structure a professional discussion that demonstrates related criteria. Observation guides to help identify and record criteria that can be evidenced during a real work task. Where there are opportunities to demonstrate underpinning knowledge and understanding, there is also a discussion guide. In addition, evidence gathering logsheets help record naturally occurring workplace evidence. Indicative answers for the assessor to use as a mark scheme for the candidate s work. The website also provides additional support for Functional Skills, Key Skills and Essential Skills Wales. More information about this support can be found on page 7 of this introduction. 2 Original text and illustrations Pearson Education Ltd 2012.

3 Qualification coverage The BTEC Apprenticeship Assessment covers the following qualifications and units. BTEC Level 2 Certificate in Retail Knowledge (QCF) Unit 1: Understanding customer service in the retail sector Unit 2: Understanding the retail selling process Unit 3: Understanding how individuals and teams contribute to the effectiveness of a retail business Unit 4: Understanding how a retail business maintains health and safety on its premises Unit 5: Understanding retail consumer law Unit 7: Understanding the handling of customer payments in a retail business NVQ Level 2 Certificate/Diploma in Retail Skills Unit 79: Work effectively in a retail team Unit 3: Keep stock on sale at required levels in a retail environment Unit 30: Display stock to promote sales to customers in a retail environment Unit 31: Help customers to choose products in a retail environment Unit 33: Deal with customer queries and complaints in a retail environment Unit 35: Process payments for purchases in a retail environment Unit 71: Give customers a positive impression of yourself and your organisation Unit 72: Protect own and others health and safety when working in a retail environment Level 2 BTEC WorkSkills for Effective Learning and Employment Unit 1: Preparing for an Apprenticeship Unit 6: Understanding employment rights and responsibilities Unit 7: Using enquiry and investigative skills to solve problems Unit 8: Participating in teamwork Unit 9: Managing own learning Structure of the BTEC Apprenticeship Assessment The is split into visits, which are further broken down into sequences of activities based around real work themes and tasks. It is suggested that an apprentice completes all the Knowledge and understanding activities within a visit, or a sequence of activities, in advance of the assessor visiting. The candidate should also read the guidance contained within the about gathering workplace evidence and preparing for observations and professional discussions. During the visit, the assessor can carry out any necessary observations and professional discussions and review the work the apprentice has completed. Original text and illustrations Pearson Education Ltd

4 The number of visits in the Apprenticeship is only a suggestion you may have more or fewer, depending on the needs of your Apprentice. Activity sequences can be assessed in any order, so you can combine and separate them to suit your needs. You can also add and remove units from the BTEC Apprenticeship Assessment to better reflect the different needs of your apprentices. Guidance on doing this can be found on page 6 of this introduction. There are supporting materials to use alongside the Assessment, written specifically for assessors, on On the website you will also find a mapping document that shows how the qualifications have been mapped within the BTEC Apprenticeship Assessment. This can be used alongside a progress tracking spreadsheet. (For further details, see page 8.) The Assessment is provided in loose-leaf format, ready to be inserted into a ring binder. This means that it can be used alongside your own activities and recording documentation. It also means learners can insert into relevant sections of the any logsheets and recording documents that you have downloaded from the online Assessor Support Materials. Paper-based evidence could also be inserted, if appropriate. How to use the Assessor Support Materials The Assessor Support Materials have been designed to help make the delivery of an Apprenticeship more time efficient and maximise the opportunities for holistic assessment provided in the Assessment. They mirror the four main types of activity that have been used in the Assessment. This section explains how the Assessor Support Materials work alongside the BTEC Apprenticeship Assessment and how they can be used to gather assessment evidence. Knowledge and understanding activities These structured activities can be used to demonstrate underpinning knowledge. These should be included in the candidate s action plan and completed independently by the candidate in preparation for their next assessment visit. These could include write-in activities, research tasks, developing a presentation, reporting writing etc. and contribute towards the SASE/W requirement for learning hours. Candidate completes knowledge and understanding activities independently in preparation for the next assessor visit. Answers checked by assessor as evidence for the candidate s portfolio. Activities can be completed in a different sequence from the order in the Assessment, and assessors may advise candidates not to complete all activities in order to focus only on units that the candidate is covering. Additional knowledge and understanding criteria can be incorporated within the professional discussion. Evidence gathering activities Indicative answers show the kind of information the candidate needs to produce in order to demonstrate their knowledge and understanding and can be used as a mark scheme. Achievement of criteria can be recorded on the tracking spreadsheet. Interactive PDFs of the Assessment activities are included on the website so candidates can type into the. These activities suggest opportunities for candidates to identify naturally occurring workplace evidence that could contribute towards their portfolio. By giving clear criteria for example, explaining what a relevant piece of workplace evidence should demonstrate candidates are encouraged to gather evidence independently in advance of their next assessor visit. 4 Original text and illustrations Pearson Education Ltd 2012.

5 Guidance for candidates about what kind of evidence they could generate from their work role. Suggestions for selection criteria are included to guide apprentices when collecting relevant and meaningful evidence. Evidence logsheets help identify and record the criteria demonstrated through naturally occurring workplace evidence. Some evidence logsheets also include discussion questions to help evidence any relevant underpinning knowledge and understanding. Once completed, the learner can also insert copies of these into the relevant section of their. Pro formas are also provided for expert witness statements and personal statements, giving you additional opportunities to gather assessment evidence. Putting it into practice These sections prepare candidates for possible observations. While the observation choices are entirely in the hands of the assessor, the suggests how typical workplace activities can demonstrate competence in a wide range of assessment criteria. It will also help prepare candidates by letting them know what they will be expected to do and what their assessor will need to see. Preparation notes for apprentices, suggesting one or more observation opportunities within a theme. Professional discussion Observation logsheets help identify and record the criteria demonstrated through real workplace tasks. Criteria are listed in a logical sequence to match the sequence in which the apprentice is likely to complete the task. Once completed, the learner can also insert copies of these into the relevant section of their. These sections of the Assessment help candidates to prepare for the professional discussion in advance of their next assessment visit. Each section includes suggestions for the topics that might be covered in the discussion and some questions for apprentices to think about before their assessor visits. Each professional discussion section is focused on one specific work topic, with several discussions within each visit. You may wish to combine the professional discussions from different sequences of activities to focus a single discussion on the range of topics covered by an entire visit. Provides a selection of potential discussion topics to prepare the candidate for the professional discussion. Professional discussion guides provide a structure for the assessor that is designed to evidence criteria related to the topic being discussed. These guides can be used to identify and record criteria evidenced during the discussion and create a log of criteria covered by an audio recording. Once completed, the learner can also insert copies of these into the relevant section of their. Original text and illustrations Pearson Education Ltd

6 Additional Assessor Support Materials In addition to the Assessor Support Materials listed above, you will also find the following at A mapping document, identifying which criteria are covered by which part of the Apprenticeship. This can also be used as a sign-off sheet to record and track progress through the Apprenticeship (see page 8). Interactive quizzes for the units of the Technical Certificate that can be assessed via an onscreen test, which candidates can use as practice materials. Contextualised practice activities for Functional Skills, providing candidates with tasks to complete in the context of their Apprenticeship sector. A Key Skills assignment designed to generate evidence for the skills-based qualifications. An Essential Skills Wales assignment designed to generate evidence for the Welsh skills-based qualifications. Blank templates for witness statements, personal statements, professional discussions, observations and evidence gathering logs. Adding and removing units from the BTEC Apprenticeship The BTEC Apprenticeship Assessment covers the mandatory and most popular optional units for the Knowledge and Competence qualifications. However, with such a broad range of units, you may need to replace, remove or add one or more units to the content of the BTEC Apprenticeship. Below is a suggested step-by-step guide to removing and adding units to the Apprenticeship. To remove a unit 1. Use the holistic mapping document to identify where the unit you want to remove is covered. This should help you to identify which visits and which sequences of activities include criteria from the unit in question. For example, if you wanted to remove NVQ Unit 3, the mapping document would highlight parts of Receiving and managing stock and Displaying and replenishing stock from Visit 4 for removal. 2. Within the Assessment, remove any tasks or parts of tasks that cover only the unit that you wish to remove. Note that due to the overlaps of criteria between units, there may be relatively little that you need to remove wholesale. The easiest way or removing tasks is simply to cross them out so the candidate knows to skip over them. In the example of removing NVQ Unit 3, you could cross out Tasks 1 and 2 from Displaying and replenishing stock, but would need to decide how much of Tasks 3 and 4 you could remove without affecting the other units covered in the same activities. 3. Also within the Assessment, identify whether any elements of the evidence gathering, observation or professional discussion activities relate specifically to the unit you want to remove. 4. Repeat the same exercise for the accompanying assessor support materials, deleting content relating to the unit you want to remove. The assessor support materials are provided in Word format, making them easier to customise. Remember to save these documents to your local area before you start making changes. 6 Original text and illustrations Pearson Education Ltd 2012.

7 To add a unit 1. Because there is often cross-over between topics covered by different units, your first step should be to identify how much of the content of the new unit may overlap with the content of the units already covered. The unit s learning outcomes should give a clear indication of where the overlap may occur. 2. Using the holistic mapping document, you can identify where any overlapping or related criteria appear within individual tasks or sequences of activities. You can map in these new criteria by updating the holistic mapping document, and by writing the unit number and criteria references in the margin of the Assessment. 3. You can incorporate additional units and criteria in the accompanying professional discussion, observation and evidence gathering activities in the same way. Depending on the balance of knowledge and competence criteria, you may find that the new unit is easier to fit into the assessor support materials than the Assessment. Functional Skills, Key Skills and Essential Skills Wales The BTEC Apprenticeship Assessment website also includes support materials for the skills element of the BTEC Apprenticeship, covering Functional Skills, Key Skills and Essential Skills Wales. At the time of writing, Key Skills has been extended in England until 2012 for Apprenticeships. However, in England, Functional Skills are also available for the skills elements of the Apprenticeship and are due to become a mandatory element in September The support provided on this website covers: Functional Skills o Level 1 Functional English o Level 1 Functional Mathematics Key Skills o Level 1 Communication o Level 1 Application of Number Essential Skills Wales o Level 1 Communication o Level 1 Application of Number Functional Skills Sample assessment activities, following the assessment style of the Edexcel paper-based exam, have been provided. These use the vocational context of the BTEC Apprenticeship in Retail so candidates can practise applying problem-solving skills in a familiar context. These activities can be used to help learners to develop their Functional Skills before they complete their assessment. Please note the contexts used in the actual Functional Skills tests are generic and therefore unlikely to be the same as the apprentice s work sector, so candidates need to be prepared to apply their skills in unfamiliar contexts. Mark schemes are provided for each of the Functional Skills activities and are only available on the website under the assessor login. Key Skills Key Skills is assessed through a combination of portfolio evidence and external assessment. On the BTEC Apprenticeship Assessment s website you will find a holistic assignment covering the relevant Key Skills for the Level 2 BTEC Apprenticeship in Retail. Original text and illustrations Pearson Education Ltd

8 The assignment is based in the context of the learner s work sector and has been designed to cover all the necessary skills criteria for developing a portfolio of evidence. It can be used as supplementary skills material to prepare a candidate for producing a Key Skills portfolio, or it can be used to produce a portfolio of evidence that can be submitted for assessment. It is recommended that any evidence produced through using the assignment is supported with additional workplace evidence. This will prove consistency and help plug any gaps where the candidate may not have demonstrated the necessary breadth of skills. Essential Skills Wales To support centres delivering Essential Skills Wales, the BTEC Apprenticeship Assessment website includes a holistic assignment, based in the learner s work sector and covering the necessary skills. As with Key Skills, this can be used to practise skills o to produce a portfolio of evidence that can be submitted for assessment. If your candidates use the assignment to develop a portfolio of evidence, it is recommended that additional workplace evidence is collected alongside this. This will prove that the candidate can consistently apply these skills as well as help plug any gaps where the candidate may not have demonstrated the necessary breadth of skills. Tracking progress through the BTEC Apprenticeship The BTEC Apprenticeship Assessment takes a holistic approach to assessment, combining criteria from the Knowledge, Competence and WorkSkills qualifications. There is a holistic mapping grid available on the BTEC Apprenticeship Assessment website to show you clearly which assessment criteria are covered by each part of the Assessment. This helps you to efficiently and effectively assess your candidate, but does not allow you to see how close your candidates are to completion, or how far through each unit they have progressed. The BTEC Apprenticeship tracker spreadsheet, which can also be found on can be used to record achievement and monitor progress through the Apprenticeship. Full details on how to use the tracker spreadsheet are available together on the website with the spreadsheet itself. 8 Original text and illustrations Pearson Education Ltd 2012.