Consumer Awareness. Module Descriptor

Transcription

1 The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Consumer Awareness Level 3 BF0134

2 Contents Introduction Summary of module details and aims... 4 Units... 5 Specific Learning Outcomes Assessment... 4 Performance Criteria Individual Candidate Marking Sheet Appendix: Guidelines for presentation and recording of evidence Integrating Consumer Awareness and Personal Effectiveness Key to Level 3 Module Descriptors

3 Introduction A module is a self-contained unit of learning. Modules may be followed and assessed alone or in association with other modules. The FETAC offers certification to candidates who achieve the standards specified in modules approved by FETAC. This module descriptor describes: The purpose and aims of the module The knowledge, skills and attitudes which successful learners will achieve on completion of the module The standard of work required The range of work which candidates are required to submit to FETAC as evidence of their achievements How the work should be presented for assessment. The purpose of this module descriptor is to: Provide clear guidelines for centre staff to assist them in planning programmes Provide a system of assessment which will allow candidates to demonstrate their achievements. The overall content of the module and the method of delivery should be planned by centre staff, where possible in consultation with learners, taking into account the assessment requirements outlined in the module descriptor.

4 1 Title Consumer Awareness 2 Code BF Level 3 4 Value 1 credit 5 Purpose This module descriptor outlines the learning outcomes which introduce pre-vocational learners to the skills and information needed to deal with everyday consumer situations. Course providers are encouraged to design programmes which are consistent with these learning outcomes and are relevant to learners needs and interests. This is a cross-curricular area of study which includes aspects of civics and social issues, safety and the law. It may be offered as a stand-alone module or, alternatively, may be integrated with other Level 3 modules, such as Communications. Candidates who successfully complete this module will explore a range of issues concerning consumer entitlements, redress and basic consumer law, and will practise the personal skills involved in decision-making, information-gathering and assertive communication. 6 Preferred Entry Level No previous qualifications are required. 7 Special Requirements None. 8 General Aims Candidates who successfully complete this module will: 8.1 explore consumer rights and responsibilities 8.2 become aware of the factors which influence a consumer s entitlements to redress 8.3 make an effective case as a consumer, responding appropriately to problematic situations 8.4 practise assertiveness and communication skills. 1

5 9 Units The Specific Learning Outcomes are grouped as four units. 1 The Consumer 2 Shopping 3 Safety 4 Making your Case 10 Specific Learning Outcomes Candidates must achieve all of the following Specific Learning Outcomes: Unit 1 The Consumer 1.1 Define the terms consumer and consumer contract. 1.2 Identify a range of personal consumer activities. 1.3 Give an outline of consumer rights and responsibilities. 1.4 Outline the main conditions of the Sale of Goods and Supply of Services Act, Outline different types of redress. 1.6 Outline the factors which could influence a consumer s right to redress. 1.7 Explain the uses of guarantees, exclusion clauses and credit notes. 1.8 Explain the importance of proof of purchase. Unit 2 Shopping 2.1 Give examples of good and bad trade descriptions. 2.2 Explain what is meant by good service. 2.3 Explain what is meant by value for money. 2.4 Read and interpret common fabric care labels. 2.5 Identify common signs and symbols which designate goods of high quality or other special characteristics. 2.6 Outline the information which must appear on food labels. 2.7 Summarise the type of nutritional information which may appear on food labels. 2.8 Outline the information which must be displayed where goods or services are sold or supplied. Unit 3 Safety 3.1 Interpret common EU hazard symbols. 3.2 Suggest ways to avoid hazards in the home. 3.3 List the people who may be responsible for damage or injury caused by a defective product. 2

6 Unit 4 Making your Case 4.1 Discuss experiences of unsatisfactory consumer transactions. 4.2 Plan the steps for making a consumer complaint. 4.3 Present a case as outlined in the plan. 4.4 Write a letter to further a consumer case. 4.5 Demonstrate good listening skills. 4.6 Demonstrate poor listening skills. 4.7 Demonstrate the difference between assertive and aggressive behaviour when making a complaint. 4.8 Identify the main agencies which handle consumer complaints. 3

7 11 Assessment Candidates present a portfolio of coursework which shows that they have achieved all of the Specific Learning Outcomes. Portfolio The portfolio must contain the following: Assignment on Safety Assignment on a Consumer Complaint Evidence of Role Play Other Evidence Assignment on Safety: Assignment on a Consumer Complaint: designed by the centre, this shows that candidates are familiar with the specified safety issues of relevance to consumers. (real or imagined) which shows that candidates are familiar with consumer rights, responsibilities, redress and the procedures for making an effective complaint. The assignment should include: a description of the problem the basis on which redress is sought plan of action supporting documentation (eg receipts) letter of complaint description of outcome. Evidence of Role Play: candidates take part in at least one role play which demonstrates that they have: presented an effective consumer complaint practised both good and poor listening skills practised assertive behaviour. Evidence may consist of audio-tape, video-tape, or Assessor verification of the role play. Guidelines on Assessor Verification of Achievements are given in the Appendix. Other Evidence: candidates submit evidence that they have achieved the required number of Specific Learning Outcomes. Evidence may be submitted in written, graphic, audio or audiovisual form, or a combination of these. A summary of the range of work which may be presented as evidence is given in the Appendix, Description of Portfolio. 4

8 12 Performance Performance Criteria provide guidelines on Specific Learning Criteria Outcomes and describe the standards which successful candidates must achieve. Generally, candidates who fulfil 80% or more of the Performance Criteria are deemed to be successful in the relevant Specific Learning Outcome. For ease of reference, Performance Criteria are itemised alongside the relevant Specific Learning Outcome. Unit 1 The Consumer Specific Learning Outcomes The learner should be able to: 1.1 Define the terms consumer and consumer contract Performance Criteria explain that a consumer is one who purchases goods or services for personal use explain the difference between a consumer and one who buys goods or services for the purpose of trade explain the term the consumer contract and give examples. 1.2 Identify a range of personal consumer activities 1.3 Give an outline of consumer rights and responsibilities 1.4 Outline the main conditions of the Sale of Goods and Supply of Services Act, 1980 give examples of consumer activities involving goods, eg car sales, shopping in supermarket or newsagent, etc. give examples of consumer activities involving services, eg dry cleaning, car hire, use of electricity supply. list the five consumer rights set out by the European Charter of Consumer Rights list three consumer responsibilities. give examples of goods and services which are: of merchantable quality fit for intended purpose as described correspond with sample give examples of goods and services which do not meet these standards. 5

9 1.5 Outline different types of redress define the term redress give examples of different types of redress: full or partial refund; exchange; repair; compensation; credit note. 1.6 Outline the factors which could influence a consumer s right to redress give two examples of cases where a consumer may be entitled to redress give two examples of cases where a consumer may not be entitled to redress list the main factors to take account of when seeking redress, eg length of time since purchase, condition of item returned, proof of purchase, etc. 1.7 Explain the uses of guarantees, exclusion clauses and credit notes describe the following: guarantee, exclusion clause, credit note give examples of one case where each of these could be used. 1.8 Explain the importance of proof of purchase give examples of different types of proof of purchase: receipts, cheques, Christmas club books, signed rent books, etc. give examples of situations where it is important to have proof of purchase. 6

10 Unit 2 Shopping Specific Learning Outcomes The learner should be able to: 2.1 Give examples of good and bad trade descriptions Performance Criteria indicate where trade descriptions are found, eg advertising, brochures, labels, packaging, sales talk give examples of fair and accurate descriptions of goods and services give examples of descriptions and notices which are inaccurate or misleading. 2.2 Explain what is meant by good service give examples of service in different situations, eg restaurant, dry cleaner s, home decoration, electricity supply outline the standards of service which a consumer should expect: service must be provided with necessary skill, care and diligence goods or materials used must be sound and of merchantable quality. 2.3 Explain what is meant by value for money give examples of goods and services which provide good value give examples of goods and services which provide poor value suggest ways of adding value, eg use of special offers, sales, choice of outlets, timing, etc. 2.4 Read and interpret common fabric care labels identify the instruction symbols on washing, ironing, dry cleaning, etc. state the meaning of each symbol. 7

11 2.5 Identify common signs and symbols which designate goods of high quality or other special characteristic 2.6 Outline the information which must appear on food labels identify and interpret the following signs and symbols: quality mark Irish Standard mark standard numbers Guaranteed Irish mark woolmark hotel rating stars C E quality mark other useful symbols. list the appropriate range of information, eg country of origin best before/use by date irradiation ingredients in descending order of weight instructions for preparation instructions for storage net weight or volume name and address of manufacturer. 2.7 Summarise the type of nutritional information which may appear on food labels 2.8 Outline the information which must be displayed where goods or services are sold or supplied list the appropriate range of information, eg vitamins energy content protein content carbohydrate content fat content. give examples of places where specific information must be displayed, eg cafés, restaurants, garages, dry cleaners, hairdressers, etc. list the information which must be displayed suggest reasons why this information should be displayed. 8

12 Unit 3 Safety Specific Learning Outcomes The learner should be able to: Performance Criteria 3.1 Interpret common EU hazard symbols identify the following hazard symbols: toxic highly flammable corrosive harmful irritant oxidising explosive damaging to the environment indicate the meaning of four of these signs, eg corrosive causes chemical burns. 3.2 Suggest ways to avoid hazards in the home identify common causes of accidents in the home, eg fire, medicines, electricity, toxic substances, incorrect storage, misuse of substances suggest ways to avoid danger from these sources. 3.3 List the people who may be responsible for damage or injury caused by a defective product explain the term defective product outline the functions of the producer, importer, supplier and retailer of a product give examples of situations where each of these could be held responsible for damage or injury. 9

13 Unit 4 Making your Case Specific Learning Outcomes The learner should be able to: 4.1 Discuss experiences of unsatisfactory consumer transactions Performance Criteria identify the cause for complaint decide whether or not this is covered by the Sales of Goods and Supply of Services Act suggest a satisfactory solution. 4.2 Plan the steps for making a consumer complaint document the plan, including the following steps: specify cause for complaint specify the time-scale (how long since purchase) gather proof of purchase identify where responsibility lies identify the person who should receive the complaint specify redress sought outline a plan of action. 4.3 Present a case as outlined in the plan take part in at least one role play of a consumer complaint make a presentation to peers, describing a real life or imagined situation where the case as planned was presented. 4.4 Write a letter to further a consumer case identify clearly the nature of the complaint include suitable proof of purchase direct letter to appropriate person request suitable redress follow correct format, greetings, etc. keep personal copy. 10

14 4.5 Demonstrate good listening skills identify the features of good listening, eg good eye contact, open posture, tone, appropriateness of input, appropriateness of feedback take part in at least one role play where these features are demonstrated. 4.6 Demonstrate poor listening skills identify the features of poor listening, eg avoidance of eye contact, closed posture, inappropriate input, no feedback, interruptions take part in at least one role play where these features are demonstrated. 4.7 Demonstrate the difference between assertive and aggressive behaviour when making a complaint give examples of aggressive behaviour give examples of assertive behaviour identify the differences take part in at least one role play demonstrating assertive behaviour. 4.8 Identify the main agencies which handle consumer complaints give examples of unresolved consumer complaints, eg disputed telephone bill name the main agencies which assist consumers in seeking redress, eg Ombudsman, Ombudsman for Credit Institutions, Small Claims Court, Consumer Association, Office of Director of Consumer Affairs, courts, etc. state the main issues which are dealt with by two of these agencies. 11

15 Level 3 Individual Candidate Marking Sheet Consumer Awareness BF0134 This form is to be copied, completed and attached to the front of each candidate s portfolio. Candidate's Name: PPSN: Specific Learning Outcome The learner can: 1.1 Define the terms consumer and consumer contract. 1.2 Identify a range of personal consumer activities. 1.3 Give an outline of consumer rights and responsibilities. 1.4 Outline the main conditions of the Sale of Goods and Supply of Services Act, Outline different types of redress. 1.6 Outline the factors which could influence a consumer s right to redress. 1.7 Explain the uses of guarantees, exclusion clauses and credit notes. 1.8 Explain the importance of proof of purchase. 2.1 Give examples of good and bad trade descriptions. 2.2 Explain what is meant by good service. 2.3 Explain what is meant by value for money. 2.4 Read and interpret common fabric care labels. 2.5 Identify common signs and symbols which designate goods of high quality. 2.6 Outline the information which must appear on food labels. SLO ( ) Evidence Explanatory Information* ( ) indicates that the candidate has achie ved the SLO. *see Appendix, paragraphs 1, 2 and 3. CONTINUED OVER 12

16 Specific Learning Outcome The learner can: 2.7 Summarise the type of nutritional information which may appear on food labels. 2.8 Outline the information which must be displayed where goods or services are sold or supplied. 3.1 Interpret common EU hazard symbols. 3.2 Suggest ways to avoid hazards in the home. 3.3 List the people who may be responsible for damage or injury caused by a defective product. 4.1 Discuss experiences of unsatisfactory consumer transactions. 4.2 Plan the steps for making a consumer complaint. 4.3 Present a case as outlined in the plan. 4.4 Write a letter to further a consumer case. 4.5 Demonstrate good listening skills. SLO ( ) Evidence Explanatory Information* 4.6 Demonstrate poor listening skills. 4.7 Demonstrate the difference between assertive and aggressive behaviour when making a complaint. 4.8 Identify the main agencies which handle consumer complaints. ( ) indicates that the candidate has achieved the SLO. *see Appendix, paragraphs 1, 2 and 3. This is to state that the evidence presented in the attached portfolio is complete and is the work of the named candidate. Candidate's signature: Date: Assessor's signature: Date: External Authenticator's signature: Date: 13

17 Appendix 1 Description of Portfolio Guidelines for presentation and recording of evidence for assessment at Level 3. Level 3 portfolios may contain a wide range of evidence which relates to different Specific Learning Outcomes. Evidence may consist of different types of work, such as: written assignments, completed worksheets, cloze exercises articles, short answer questions personal journals, logs, notes of class sessions graphics, logos, drawings, diagrams, montage photographs, storyboards, maps, plans charts, computer print-outs objective test answers, questionnaires, checklists audio tapes, audio reviews, video tapes completed items or artefacts and Assessor verification of tasks accomplished and activities carried out. All evidence presented in the portfolio should be the candidate s own work. Independent achievement of the presented work is encouraged; however, where Assessors have assisted in the production of final evidence, this should be clearly indicated on the finished piece. 2 Completion of Marking Sheets The Individual Candidate Marking Sheet should be copied from this module descriptor, completed by the Assessor and presented along with other evidence of the candidate s achievements. Specific Learning Outcomes attained by the candidate should be identified with a tick ( ). The completed marking sheet should be signed by the candidate and the Assessor, indicating that the portfolio contains the candidate s own work. 14

18 3 Assessor Verification of Achievements All the Specific Learning Outcomes achieved by the candidate should be verified by the Assessor. In most cases, where evidence of the candidate s achievements is contained in the portfolio, this will consist of a tick ( ). However, some work cannot be included in the portfolio, for example: if the evidence consists of a demonstration of skill, execution of a task, role play, live performance or other behaviour observed by the Assessor if the evidence is perishable, for example foodstuffs. A brief note from the Assessor in the Evidence column of the Individual Candidate Marking Sheet should describe the relevant activity, for example satisfactory role-play observed ; took part in weekly soccer games. In some cases the evidence may need to be described in more detail. If so, the written verification should consist of a note in the candidate s portfolio. If the Assessor verification applies to activities carried out by a group of candidates, one note will cover the whole group. Some Assessors may encourage candidates to complete their own Marking Sheets. This is acceptable provided that their accuracy is verified and guaranteed by the Assessor. Assessor verification is accepted as the sole evidence of a candidate s achievement only if no other work can be submitted: that is, if the Specific Learning Outcome refers to an observed task or practical activity, or if the evidence is perishable. 4 Submission of Evidence All Specific Learning Outcomes in which the candidate has achieved success must be verified by suitable evidence which shows that the learner has reached the required standard. Guidelines on the specifications of evidence for individual modules are given in the Assessment section above. In some cases, a single piece of work can demonstrate that the candidate has succeeded in several Specific Learning Outcomes. This should be clearly indicated on the Individual Candidate Marking Sheet in the Evidence column. 15

19 5 Group Activity and Group Projects If the candidate has participated in a group activity, this may be submitted as evidence of achievement, provided that the individual s contribution is summarised on the Individual Candidate Marking Sheet in the column headed Evidence. In cases where a group project is undertaken as part of the assessment procedure, the portfolio of each group member should record or contain supporting evidence of their individual contribution to the group task, such as notes, plans, costings, sketches, drafts. 6 Volume of Evidence Work submitted for assessment should consist of the candidate s best efforts. It should demonstrate that s/he has achieved the Specific Learning Outcomes and should comply with specifications outlined in the Assessment section. In many instances, it will be unnecessary to submit all the work produced by a candidate during the course. 7 Assessment Procedures Centre-based assessment: portfolios of coursework are assessed by the course Assessor in his/her own centre. Portfolios which have reached the required standard are submitted for external monitoring on designated dates throughout the year. It is important that Assessors judge carefully that candidates portfolios are ready to be submitted for external monitoring, since those which do not meet the standard will be referred back to the candidate. External monitoring: Assessors present the portfolios which they judge have reached the required standard. Portfolios which do not yet meet the requirements are referred back to the candidate for further work. The process of external monitoring ensures that a national standard is defined and applied to work submitted by all candidates. 16

20 Integrating Consumer Awareness and Personal Effectiveness This table gives a general guide to those areas where Consumer Awareness and Personal Effectiveness may be readily integrated for delivery and/or assessment. This is not an exhaustive guide: Assessors and learners may design activities which integrate Consumer Awareness and Personal Effectiveness in other areas. Personal Effectiveness S.L.O.s Draw up a Gather Review and Practise Evaluate the Work as Evaluate Maintain a Observe Observe personal information adapt the different quality of a member the work of safe and safe work hygienic learning plan needed to learning plan, ways of work of a team the team efficient practices work carry out if necessary learning in completed working practices task(s) different environment situations Consumer 1.1 Awareness 1.2 S.L.O.s

21 Key to Level 3 Module Descriptors 1 Module Title: gives an indication of the module content. This appears on the candidate s Certificate. 2 Module Code: a code for each module is assigned by FETAC. 3 Level: This module descriptor outlines the requirements for Level 3. 4 Value: most modules have a value of 1 credit. A small number of modules have a value of 0.5 credit or 2 credits. 5 Purpose: this is a general statement which describes the rationale and context for the module. 6 Preferred Entry Level: indicates the level of previous achievement or experience which a learner should have in order to start work on the module. No previous qualifications are required for Level 3 modules. 7 Special Requirements: describes any specific conditions which the centre must provide in order to present candidates for assessment in this module. 8 General Aims: these are broad statements of the key areas of competence (knowledge, skills, aptitudes) which the learner should develop as a result of following the module. 9 Units: some modules are sub-divided into groups of related Specific Learning Outcomes. 10 Specific Learning Outcomes: these describe in detail what the learner should be able to do when s/he has completed the module. These may include practical skills, behaviour, specific knowledge or understanding. 11 Assessment: this describes the range of work which candidates present as evidence of their achievements. Technique: at Level 3, assessment is carried out through a portfolio of coursework. Each candidate presents a portfolio containing a selection of work which demonstrates that s/he has achieved success in all the Specific Learning Outcomes listed. The type of evidence which may be presented varies according to the module. 12 Performance Criteria: these provide guidelines on the Specific Learning Outcomes and describe the standards which successful candidates must reach in order to gain credit. For ease of reference, Performance Criteria are listed alongside the relevant Specific Learning Outcomes. 13 Grading: At Level 3, the achievement of the required standard is indicated by the grade successful.