Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services

Transcription

1 Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services Specification BTEC Specialist qualification First teaching August 2014 Issue 2

2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com This specification is Issue 2. Key changes are listed in the summary table on the next page. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com This qualification was previously known as: Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services (QCF) The QN remains the same. References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. ISBN All the material in this publication is copyright Pearson Education Limited 2017

3 Summary of Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services specification Issue 2 changes Summary of changes made between previous Issue 1 and this current Issue 2 Section number All references to QCF have been removed throughout the specification Throughout Definition of TQT added Section 1 Definition of sizes of qualifications aligned to TQT Section 1 TQT value added Section 2 GLH range removed and replaced with lowest GLH value for the Section 2 shortest route through the qualification Reference to credit transfer within the QCF removed Section 5 QCF references removed from unit titles and unit levels in all units Section 12 Guided learning definition updated Section 12 Earlier issue(s) show(s) previous changes. If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

4

5 Contents Purpose of this specification 1 1 Introducing BTEC Specialist qualifications 3 Sizes of Specialist qualifications 3 2 Qualification summary and key information 4 Qualification Number and qualification title 5 Qualification objective 5 Apprenticeships 5 Relationship with previous qualifications 5 Progression opportunities through Pearson qualifications 5 Industry support and recognition 5 Relationship with National Occupational Standards 5 3 Qualification structure 6 Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services 6 4 Assessment 7 5 Recognising prior learning and achievement 8 Recognition of Prior Learning 8 6 Centre resource requirements 9 7 Centre recognition and approval centre recognition 10 Approvals agreement 10 8 Quality assurance of centres 11 9 Programme delivery Access and recruitment Access to qualifications for learners with disabilities or specific needs Units 15 Unit title 15 Unit reference number 15 Level 15 Credit value 15 Guided learning hours 15

6 Unit aim 15 Essential resources 15 Learning outcomes 15 Assessment criteria 16 Unit amplification 16 Information for tutors 16 Unit 1: Unit 2: Understanding how Individuals and Teams Contribute to the Work of a Funeral Business 17 Understanding how a Funeral Business Maintains Health and Safety within the Working Environment 25 Unit 3: Understanding Employment Responsibilities and Rights 33 Unit 4: Understanding the Features and Benefits of Funeral Plans 40 Unit 5: Unit 6: Unit 7: Unit 8: Understanding how to Sell and Arrange Memorial Products for Clients of a Funeral Business 47 Understanding how to Maintain Sensitive Communication and Client Care within a Funeral Business 54 Understanding how Religious and Cultural Customs can Affect Funeral Services 62 Understand Funeral Law and its Importance to the Arrangements of Funerals Further information and useful publications Professional development and training 74 Annexe A 75 Assessment requirements/strategy 75

7 Purpose of this specification The purpose of a specification as defined by Ofqual is to set out: the qualification s objective any other qualification that a learner must have completed before taking the qualification any prior knowledge, skills or understanding that the learner is required to have before taking the qualification units that a learner must have completed before the qualification will be awarded and any optional routes any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth) the method of any assessment and any associated requirements relating to it the criteria against which the learner s level of attainment will be measured (such as assessment criteria) any specimen materials any specified levels of attainment. 1

8 2

9 1 Introducing BTEC Specialist qualifications BTEC Specialist qualifications are work-related qualifications available from Entry to Level 3 in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment in a specific occupational area. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications. Sizes of Specialist qualifications For all regulated qualifications, Pearson specify a total number of hours that it is estimated learners will require to complete and show achievement for the qualification this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification. Within the TQT, Pearson identifies the number of Guided Learning Hours (GLH) that we estimate a centre delivering the qualification might provide. Guided learning means activities, such as lessons, tutorials, online instruction, supervised study and giving feedback on performance, that directly involve tutors and assessors in teaching, supervising and invigilating learners. Guided learning includes the time required for learners to complete external assessment under examination or supervised conditions. In addition to guided learning, other required learning directed by tutors or assessors will include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. As well as TQT and GLH, qualifications can also have a credit value equal to one tenth of TQT, rounded to the nearest whole number. TQT and credit values are assigned after consultation with users of the qualifications. BTEC Specialist qualifications are generally available in the following sizes: Award a qualification with a TQT value of 120 or less (equivalent to a range of 1 12 credits) Certificate a qualification with a TQT value in the range of (equivalent to a range of credits) Diploma a qualification with a TQT value of 370 or more (equivalent to 37 credits and above). 3

10 2 Qualification summary and key information Qualification title Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services Qualification Number (QN) 601/0122/2 Regulation start date 03/07/2013 Operational start date 01/08/2014 Approved age ranges Credit value 13 Assessment Centre-devised assessment (internal assessment). Total Qualification Time (TQT) 130 Guided learning hours 87 Grading information Entry requirements The qualification and units are at pass grade. No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow our access and recruitment policy (see Section 10 Access and recruitment). 4

11 Qualification Number and qualification title Centres will need to use the Qualification Number (QN) when they seek public funding for their learners. The qualification title, unit titles and QN are given on each learner s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our UK Information Manual, available on our website, qualifications.pearson.com Qualification objective The Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services is for learners who work in, or want to work in, the funeral sector. It gives learners the opportunity to: develop knowledge related to the funeral sector achieve a nationally-recognised Level 2 qualification. Apprenticeships Skillsmart Retail UK Ltd (People 1st) approve the Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services as a knowledge component for the Intermediate Apprenticeship in Funeral Operations and Services. Relationship with previous qualifications This qualification is a direct replacement for the EDI Level 3 Certificate in Funeral Operations and Services (QCF). Progression opportunities through Pearson qualifications Learners who have achieved the Certificate can progress to the Pearson BTEC Level 3 Certificate in Principles of Funeral Operations and Services or the Pearson Edexcel Level 2 Certificate in Funeral Operations and Services. Industry support and recognition This qualification is supported by Skillsmart Retail UK Limited (People 1st), the SSC for retail, hospitality, passenger transport, travel and tourism. Relationship with National Occupational Standards This qualification relates to the National Occupational Standards in Funeral Operations and Services. 5

12 3 Qualification structure Pearson BTEC Level 2 Certificate in Principles of Funeral Operations and Services The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification. Minimum number of credits that must be achieved 13 Number of mandatory credits that must be achieved 8 Number of optional credits that must be achieved 5 Unit Unit reference number Mandatory units Level Credit Guided learning hours 1 R/503/9792 Understanding how Individuals and Teams Contribute to the Work of a Funeral Business 2 D/503/9794 Understanding how a Funeral Business Maintains Health and Safety within the Working Environment 3 D/602/4769 Understanding Employment Responsibilities and Rights Unit Unit reference number Optional units Level Credit Guided learning hours 4 Y/503/9793 Understanding the Features and Benefits of Funeral Plans 5 H/503/9795 Understanding how to Sell and Arrange Memorial Products for Clients of a Funeral Business 6 K/503/9796 Understanding how to Maintain Sensitive Communication and Client Care within a Funeral Business 7 M/503/9797 Understanding how Religious and Cultural Customs can Affect Funeral Services 8 T/503/9798 Understand Funeral Law and its Importance to the Arrangements of Funerals

13 4 Assessment The table below gives a summary of the assessment methods used in the qualification. Units All units Assessment method Centre-devised assessment Centre-devised assessment (internal assessment) Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all of the unit s learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria. Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted. Assignment briefs and evidence produced by learners must meet any additional requirements given in the Information for tutors section of each unit. Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria. Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment. To avoid over-assessment, centres are encouraged to link delivery and assessment across units. There is more guidance about internal assessment on our website. For details please see Section 13 Further information and useful publications. 7

14 5 Recognising prior learning and achievement Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Pearson encourages centres to recognise learners previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website, qualifications.pearson.com 8

15 6 Centre resource requirements As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification. Centres must have appropriate physical resources (for example IT, learning materials, teaching rooms) to support delivery and assessment. Staff involved in the assessment process must have relevant expertise and occupational experience. There must be systems in place that ensure continuing professional development (CPD) for staff delivering the qualification. Centres must have in place appropriate health and safety policies relating to the use of equipment by learners. Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details of the Equality Act 2010, please go to 9

16 7 Centre recognition and approval centre recognition Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. Existing centres will be given automatic approval for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met. Guidance on seeking approval to deliver BTEC qualifications is given on our website. Approvals agreement All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval. 10

17 8 Quality assurance of centres Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below. 1 Delivery of the qualification as part of a BTEC Apprenticeship ( single click registration): an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions. 2 Delivery of the qualification outside the Apprenticeship: an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems Lead Internal Verifier accreditation this involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, each year we will allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area. For further details please see the UK Vocational Quality Assurance Handbook on our website. 11

18 9 Programme delivery Centres are free to offer this qualification using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units. Those planning the programme should aim to enhance the vocational nature of the qualification by: liaising with employers to make sure that a course is relevant to learners specific needs accessing and using non-confidential data and documents from learners workplaces developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector giving learners the opportunity to apply their learning in practical activities including sponsoring employers in the delivery of the programme and, where appropriate, in assessment making full use of the variety of experience of work and life that learners bring to the programme. Where legislation is taught, centres must ensure that it is current and up to date. 12

19 10 Access and recruitment Pearson s policy regarding access to our qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all those wishing to access the qualifications. Centres are required to recruit learners to BTEC Specialist qualifications with integrity. Applicants will need relevant information and advice about the qualification to make sure it meets their needs. Centres should review the applicant s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification. For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs. Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre s responsibility to ensure that the work environment they go into is safe. 13

20 11 Access to qualifications for learners with disabilities or specific needs Equality and fairness are central to our work. Pearson s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner. We are committed to making sure that: learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information on reasonable adjustments and special consideration in Section 4, Assessment. Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments. 14

21 12 Units Units have the following sections. Unit title This is the formal title of the unit that will appear on the learner s certificate. Unit reference number Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications. Level All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors defined by Ofqual, the qualifications regulator. Credit value When a learner achieves a unit, they gain the specified number of credits. Guided learning hours Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study. Unit aim This gives a summary of what the unit aims to do. Essential resources This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification. Learning outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. 15

22 Assessment criteria Assessment criteria specify the standard required by the learner to achieve each learning outcome. Unit amplification This section clarifies what a learner needs to know to achieve a learning outcome. Information for tutors This section gives tutors information on delivery and assessment. It contains the following subsections. Delivery explains the content s relationship to the learning outcomes and offers guidance on possible approaches to delivery. Assessment gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria. Suggested resources lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites. 16

23 Unit 1: Understanding how Individuals and Teams Contribute to the Work of a Funeral Business Unit reference number: R/503/9792 Level: 2 Credit value: 3 Guided learning hours: 17 Unit aim The purpose of this unit is to provide learners with the knowledge and understanding of how individuals and teams contribute to the operation and effective working of funeral businesses. It covers the benefits of working as a team and building constructive relationships with colleagues including the importance of good communication skills. It also looks at personal performance of individuals in terms of monitoring own performance and looking after own emotional wellbeing. Essential resources There are no special resources needed for this unit. 17

24 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Know how the roles and responsibilities of colleagues relate to the structure and operation of a funeral business 1.1 Describe the different job roles and responsibilities of colleagues within a funeral business 1.2 Describe the lines of accountability within a funeral business Colleagues you work with and the different jobs each colleague performs Different responsibilities each colleague has Who each of your colleagues reports to and who reports to them Organisational chart 2 Understand the characteristics of effective team work within a funeral business 2.1 Explain how working as a team benefits the operation of a funeral business Benefits to you: e.g. sharing of ideas, collaboration, leadership experience Benefits to colleagues: e.g. working with people with different personalities, compromise, influencing skills Benefits to the company: e.g. find a better solution to the problem, find a more streamlined approach to work through the problem, motivation in the workplace, friendly atmosphere will be created Disadvantages to the company: e.g. arguments, hostility towards each other, dictatorship 2.2 Outline the personal qualities required to be an effective member of a team Qualities of an effective team player: e.g. listening skills, motivating, role model, flexibility Qualities you wouldn t want to see: e.g. selfishness, argumentative, dictator 18

25 Learning outcomes Assessment criteria Unit amplification 3 Know how to communicate with colleagues within the working environment 3.1 Describe the importance of effective communication with colleagues Effective communication: e.g. timely, to the point, appropriately written or spoken Importance when working in a team: e.g. everyone gets the same message, everyone understands, minimum number of questions will need to be asked, task will be done efficiently 3.2 Describe the different methods for communicating information between colleagues Ways of communicating: e.g. verbal, non-verbal, electronic, written Advantages and disadvantages of different communication methods 3.3 Describe how presenting inaccurate, incomplete or illegible written information to colleagues can impact upon the performance of a funeral business Bad communication: e.g. rushed, inaccurate, incomplete Be able to give example of bad communication and the impact on colleagues Impact on clients: e.g. wrong thing put in place, not what the client wanted and/or ordered, upsetting to the client The negative impact this has on the company: e.g. unprofessional, bad reputation 4 Know how to maintain confidentiality of information within the working environment 4.1 State the type of information that must be treated as confidential 4.2 Describe organisational procedures for exchanging confidential information between colleagues Confidential: information that can t be shared, information that is personal to the client Company s policy on confidentiality How the Data Protection Act (1998) impacts on the company Confidential information: where it s stored, how it s stored, who has access to it, procedure for how to relay the information between colleagues and onto external agencies e.g. ministers of religion, doctors, police 19

26 Learning outcomes Assessment criteria Unit amplification 5 Know how to maintain constructive relationships with colleagues within a funeral business 5.1 Describe approaches that can be used to resolve disagreements and/or conflicts with colleagues 5.2 Identify organisational standards and guidelines relating to behaviour in the workplace What to do and what not to do if you have had a disagreement with a colleague Person, people, agency and/or organisation that can give support and/or advice in relation to a disagreement Company's policy on behaviour in the workplace Company s policy on behaviour towards colleagues Professional relationship: behaviour and attitude towards someone you work with being appropriate to the workplace 5.3 Identify different situations where behaviours with colleagues will need to be adapted Type of conflicts and/or disagreements that can occur between colleagues Give examples of how behaviour needs to change to resolve the conflict/ disagreement Company's policy limits and expectations in relation to behaviours with colleagues 5.4 Describe how to provide support to colleagues in their work Different situations when colleagues would have to be supported: e.g. returning to work, a specific task or job, mentoring Types of support that can be provided: e.g. listening, 1:1 discussions, shadowing, physical support, emotional support 5.5 Describe how to respond to feedback from colleagues Different situations that you can be given feedback Difference between positive, negative and constructive feedback How to turn negative feedback into constructive feedback How to respond to feedback appropriately How to use all feedback to enhance practice 20

27 Learning outcomes Assessment criteria Unit amplification 6 Know how to reflect upon personal performance 6.1 Describe methods for assessing personal development needs SWOT analysis: strengths, weaknesses, opportunities and threats Discuss and document personal training needs Company s procedure for identifying staff training needs 6.2 Describe how work and/or personal learning objectives are set SMART objectives: how to set them, who to set them with, how to assess them, how they help to achieve work objectives, how they fit into team and company objectives 6.3 Describe how work and/or personal learning objectives are monitored and reviewed Ways of measuring objectives: e.g. team meetings, one to one supervision, staff appraisals, development plans and work reviews, 6 monthly appraisals Tools that can be used to show objectives: e.g. Personal Development Plan (PDP), to do lists, work calendars 6.4 Describe how work and/or personal learning objectives can inform future learning and career decisions Knowledge and application of TNA (training needs analysis) How career goals link to current work and knowledge needed for job role Importance of long-term objectives which will further your career Career progression routes 21

28 Learning outcomes Assessment criteria Unit amplification 7 Know how to deal with the pressures within a funeral service environment that can affect emotional wellbeing 7.1 State the importance of emotional wellbeing when working in a funeral service environment 7.2 Identify the circumstances that can trigger emotional distress within the funeral service environment Emotional wellbeing: looking after your own emotions especially when working in an environment which may have a greater emotional impact on you then most environments Importance of emotional wellbeing Events and activities: e.g. children, emotional relative, emotional stories relating to the situation Personal issues that may impact on your work: e.g. moving house, marriage, children, personal relationships Support that is available if you are distressed at work 7.3 Describe personal strategies for coping with emotions Research and assess different techniques for managing emotions Identify which techniques may work better in different situations 7.4 Describe how to maintain a work life balance Work life balance: e.g. spending equal amount of time and emotion on both work and home life, ensure that one doesn t dominate Identify strategies that are helpful for maintaining a work life balance 7.5 Identify sources of support that are available to help employees cope with the pressures of the funeral service environment Internal and external support systems should be identified 22

29 Information for tutors Delivery This unit should be delivered and assessed in the workplace. This unit can be delivered individually or in groups as is suggested in the title. The learning outcomes can be covered in different sections and do not have to be in set order as certain learning outcomes can be delivered as stand-alone, e.g. learning outcome 7. Learners should be encouraged to use their company policies and procedures and they need to be able to show a clear understanding of these and the importance of adhering to them in their workplace. It would be good practice for learners to have an open discussion in relation to learning outcomes 1 and 2 as certain learners might work in larger funeral businesses which would obviously have more people working in different roles. Carrying out role-play exercises in relation to communication, where scenarios and activities were set up to demonstrate barriers, would help learners to understand what effective communication is. It would also help them to understand how to communicate important information accurately to ensure that the recipient fully understands what is being communicated. This would include all aspects of active listening, which is a key component of effective communication. Also, tasks with different electronic systems such as instant and text messaging could be used to highlight inappropriate use of abbreviations and jargon. These exercises would help learning outcome 3. For learning outcome 4, learners should be encouraged to use their workplace documentation, e.g. communication registers and books to show how they communicate and check that confidential information is correct and stored appropriately. Where these registers are in multiple-copy format, the learners would be able to demonstrate how confidential data is passed between internal departments and external agencies when needed. For learning outcome 5, it would be beneficial to look at the Code of Practice and also behaviour management. Again, role-play may be used for this but special attention needs to be paid to organising this professionally to safeguard learners. The use of "real-life" experiences may be sought from the learners so that they can talk through their experiences of how they have dealt with situations where they have had to manage their behaviour. These could be openly discussed to encourage looking at other options which could have been used. This would help learners to look at the impact of inappropriate behaviour on them as well as on their company. Learning outcome 6 is a very personal outcome and learners should be encouraged to carry out an individual SWOT analysis. A blank document could be prepared and provided for each learner to encourage them to think of their strengths, weaknesses, etc. Some learners will have other methods which are being used to assess their personal development needs and these can be shared if appropriate. Tutors need to be aware that not all learners will have access to formal staff appraisals or regular supervision but this process should still be discussed as it helps to promote best practice in the funeral service. 23

30 For learning outcome 7, scenarios could be devised as some learners might not have the life-experiences to draw upon and being given this scenario to work through would help their understanding of situations which could trigger emotional distress so that the learner can understand how to identify such triggers. Assessment LO3 and LO4, "working environment" and LO7 AC7.1 AC7.5 "funeral service environment" refer to a funeral business premises and other environments outside of the business' premises where the employee may be working, such as the deceased's home, crematoria and hospitals. Please refer to the overall Skillsmart Retail UK Limited (People 1st) assessment requirements/strategy in Annexe A. The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. Workbooks and assignments can be used for learners to record evidence which can be assessed to the criteria and professional discussion should be used to ensure that the evidence collected is valid, authentic, etc. Because this is a knowledge-based unit, professional discussion can be an excellent stand-alone method of collecting evidence, especially when this has been planned for by the assessor and the candidate is well prepared. Suggested resources Books Adair J Effective Communication (Revised Edition): The Most Important Management Skills of All (Pan, 2009) ISBN: Websites This is a website where there is information on carrying out a SWOT analysis and also provides templates Government site where you can find the Data Protection Act (1998) This website allows you to access the National Association of Funeral Directors' Code of Practice This is an NHS website which gives information on well being and tools to assist in identifying risks This is a website where you can find a basic organisational chart for learners to use 24

31 Unit 2: Understanding how a Funeral Business Maintains Health and Safety within the Working Environment Unit reference number: D/503/9794 Level: 2 Credit value: 2 Guided learning hours: 17 Unit aim The purpose of this unit is to provide learners with the knowledge and understanding of the procedures and legislation required for maintaining health and safety on the premises of a funeral business as well as in the employees working environment outside of the funeral business. It also covers employers and employees responsibilities in terms of legislation and safe working practices. Essential resources There are no special resources needed for this unit. 25

32 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Know the main provisions of health and safety legislation in relation to a funeral business 1.1 Describe the responsibilities, in relation to health and safety legislation, of: employers employees Health & Safety at Work Act in relation to yours and your employer's responsibilities Management of Health & Safety at Work Regulations in relation to yours and your employer's responsibilities 1.2 Describe how the legal requirements of funeral businesses are met in terms of: the control of substances hazardous to health the disposal of clinical waste the notification of infectious diseases Cleaning materials or other hazardous substances: where and how they are stored, what you must never do Clinical waste: types, company s policy on disposal Infectious diseases: examples, who to inform if you identify one or come into contact with someone that has one, legislation that covers this, your company s policy Personal Protective Equipment (PPE): who provides it, different types within workplace, how PPE should be disposed of once it has been used the use of personal protective equipment 26

33 Learning outcomes Assessment criteria Unit amplification 2 Know what actions to take in accidents and emergencies 2.1 State the actions, within own limits of authority, that should be taken in the event of accidents and emergencies such as: Fire: company s policy, who to notify, what to do if you discover the fire Burst water pipe: company s policy, who to notify Illness: company s policy, who to notify, different types of illness that need to be reported fire floods/water leakage acute illness or accident Accidents: company s policy, who to notify, information that is recorded in an accident book, location of the accident book Procedure for fused lights in the workplace faults in power supply 27

34 Learning outcomes Assessment criteria Unit amplification 3 Understand the employees' responsibilities in reducing risks to health and safety within own working environment 3.1 Explain why it is important to report hazards and potential risks to health and safety to a designated person within own organisation 3.2 Describe organisational procedures for reporting: Meaning of the term hazard Meaning of the term risk Reasons why you need to identify hazards and risks Person and/or people that you have to report risks and hazards to Person and/or people to contact if an emergency occurs in your workplace accidents and emergencies potential hazards and risks to health and safety Where these incidents and accidents are recorded Any potential hazards Person and/or people you should inform if you identify a potential hazard 3.3 Identify the infectious diseases which are notifiable to the local Health Authority What is meant by the term infectious disease Infectious diseases that need to be reported to your manager Infectious diseases that need to be reported to the local Health Authority 3.4 Explain how safe working practices can contribute to: the prevention of the spread of disease and infection the prevention of personal injury and damage to clothing the reduction of wastage and spillage of hazardous substances How infections and/or diseases are spread How to prevent the spread of diseases and/or infections Type of accidents that can occur in the workplace How clothes can get damaged when you are carrying out your normal duties How to protect your clothes when carrying out your normal duties How to prevent the spillage of substances How to prevent wastage within your workplace 28

35 Learning outcomes Assessment criteria Unit amplification 3.5 Explain the importance of not exceeding the limits of own responsibility and authority when dealing with health and safety risks Your responsibility when dealing with risk Your manager's responsibility when dealing with risk Importance of each person keeping to their own roles 4 Know safe handling and lifting techniques for own working environment 4.1 State the importance of identifying potential risks in situations which require handling and lifting of: deceased persons equipment materials Potential risks when moving a deceased person and how to identify the risks Type of equipment you are likely to use Types of risks that are involved in moving equipment Types of materials you are likely to be moving within your workplace Types of risks that are likely to happen when moving such materials 4.2 Describe safe techniques for the handling and lifting of: deceased persons How a deceased person should be moved and handled Person and/or people that can help you move and handle a deceased person equipment How to move and handle empty coffins materials How to move and handle a coffin with a deceased person in it How to move materials within your work environment 29

36 Learning outcomes Assessment criteria Unit amplification 5 Know how to handle hazardous substances and materials 5.1 Identify hazardous substances and materials that may be found in own working environment Types of cleaning materials and chemicals that are in your work environment Types of hazardous substances that are in your work environment 5.2 Describe safe practices for: storing hazardous substances and materials using hazardous substances and materials disposing of hazardous substances and materials Location where hazardous substances are stored in your work environment How hazardous substances are stored, according to your company s policies How you should use the hazardous substances within your work environment Precautions that should be taken before you use hazardous substances within your work environment How to dispose of hazardous substances within your work environment Storage of hazardous substances until they are collected 6 Know own role and responsibilities in maintaining health and safety standards within own working environment 6.1 State the importance of complying with organisations' health and safety procedures Why Health & Safety procedures within your work environment have to be followed What could happen to you if you do not follow your company's Health & Safety procedures What could happen to your colleagues and/or your clients if you do not follow your company's Health & Safety procedures 6.2 State own responsibilities and duties for ensuring that equipment, materials and instruments are: used correctly stored safely How to ensure that equipment and materials are stored safely within your work environment How to ensure equipment and materials are used correctly What could happen to you, or your colleagues, if equipment and/or materials were used incorrectly Where you store your instruments when they are not in use 30

37 Information for tutors Delivery This unit should be delivered and assessed in the workplace. This unit can be delivered to individuals but it might be better if delivered in groups where learners can share experiences which will help their understanding. It would be ideal if the learning outcomes were dealt with in order for this unit. Learners should be encouraged to use their company's policies and procedures and they need to show a clear understanding and knowledge of these and the importance of adhering to them in their workplace. For learning outcome 1, a summary of the relevant legislation should be used to spur discussions. Tutors could look at the comparisons between the two pieces of legislation and the impact they have on employers. The tutors could also provide Control of Substances Hazardous to Health (COSHH) Regulations as well as demonstrate Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR). It could also be beneficial if the tutor could provide a range of Personal Protective Equipment (PPE) that is available within funeral businesses. Demonstrations could take place on the correct use of PPE including the correct procedure for removing gloves, aprons, etc. For learning outcome 2, learners could be asked to bring in copies of their company's fire procedures and policies as well as their accident books/forms. These could be compared, in groups, to ensure that learners fully understand procedures to follow. These policies and procedures could be compared to the relevant policies and procedures within the learning environment. Learning outcomes 3 and 4 naturally follow on from learning outcome 2 in identifying accidents and risks. It would be good practice to carry out "mock" risk assessments where learners are encouraged to identify hazards and risks. By physically carrying out these assessments, it would help to reduce the fear of risk assessment and would promote the understanding that it is everyone's responsibility within the work environment to identify risk. Learning outcome 5 is looking at identifying hazardous substances and materials and, again, it would be beneficial if this was discussed between learners so that they could benefit from each other's experiences. Tutors need to be aware that some learners, especially those from private funeral businesses, may not have access to such robust policies and procedures and their storage of hazardous materials might be more ad hoc so discussion with others may encourage better practice. Learning outcome 6 is more of a summing up outcome which reinforces learners' own responsibilities and duties. 31

38 Assessment LO3, LO4, AC5.1 and LO6 "working environment" refers to a funeral business premises and other environments outside of the business' premises where the employee may be working, such as the deceased's home, crematoria and hospitals. Please refer to the overall Skillsmart Retail UK Limited (People 1st) assessment requirements/strategy in Annexe A. The centre must devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. Workbooks and assignments can be used for learners to record evidence which can be assessed to the criteria and professional discussions should be used to ensure that the evidence collected is valid, authentic, etc. Suggested resources Books Workplace Health, Safety and Welfare: Workplace (Health, Safety & Welfare) Regulations 1992 Approved Code of Practice & Guidance (Health & Safety Commission) (Health & Safety Executive (HSE) (1998)) Websites This is a Government website which shows the five steps to risk assessment and how to identify hazards This is a Government website which explains the Control of Substances Hazardous to Health This is a Government website which explains the use of Personal Protective Equipment This is a Government website which explains the Reporting of Injuries, Diseases and Dangerous Occurrences Type in "Requested: Putting On and Removing Personal Protective Equipment". This is a short demonstration on how to put on and remove PPE effectively and correctly 32

39 Unit 3: Understanding Employment Responsibilities and Rights Unit reference number: D/602/4769 Level: 2 Credit value: 3 Guided learning hours: 30 Unit aim The purpose of this unit is to assess the knowledge and understanding of employment responsibilities and rights within the workplace. Essential resources There are no special resources needed for this unit. 33

40 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Know the statutory rights and responsibilities of employees and employers within own area of work 1.1 Outline employee rights and responsibilities under Employment Law 1.2 Describe how related legislation can support employees in the workplace Employee rights: e.g. terms, itemised pay slip, national minimum wage, paid holiday What you have to do in relation to Employment Law Legislation: Employment Rights Act 1996 The support your employer has to give What your employer has to provide for you when you are in the workplace 1.3 Describe employer responsibilities in the workplace 1.4 Identify sources and types of information and advice on own employment rights and responsibilities Responsibilities: what your employer has to provide for you, what your employer has to do for you, what information your employer has to give to you Information you might need from your employer in relation to your work Where you can get this information from Person, people, agencies and/or organisations that can help with this information 34