Drinks Dispense Systems (England)

Transcription

1 Drinks Dispense Systems (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr00544 Issue date: 26 April 2011 Issued by People 1st

2 Drinks Dispense Systems (England)

3 Framework summary Drinks Dispense Systems Intermediate Level Apprenticeship in Drinks Dispense Systems This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 2 include: Pathway 1: Drinks Dispense Systems Competence qualifications available to this pathway: C1 - Level 2 NVQ Certificate in Drinks Dispense Systems Knowledge qualifications available to this pathway: K1 - Level 2 Certificate in Cellar Service Installation and Maintenance Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills

4 Framework information Information on the Issuing Authority for this framework: People 1st The Apprenticeship sector for occupations in hospitality, leisure, travel and tourism. Issue number: 2 Framework ID: FR00544 This framework includes: Level 2 Date this framework is to be reviewed by: 31/07/2012 This framework is for use in: England Short description This framework has been specifically designed for Drinks Dispense Technicians and Maintenance Team Technicians (level 2) to develop a standardised, formalised, nationally recognised training programme, ensuring safety throughout the industry as well as creating a nationally recognised career pathway. It is believed that this will not only improve the quality of products served within pubs and clubs but also improve retention rates within the industry as well as professionalising the industry.

5 Contact information Proposer of this framework This framework is being proposed by the Brewing, Food & Beverage Industry Suppliers Association (BFBi) which represents the entire range of suppliers to the brewing industry and works closely with the BFBi Dispense Committee, Brands Dispense Association and Regional Brewers Association who between them comprise nearly 100% of the dispense sector. This framework has been proposed to develop a standardised, formalised, nationally recognised training programme, ensuring safety throughout the industry as well as creating a nationally recognised career pathway. Developer of this framework Name: Organisation: Organisation type: Job title: Preetkiran Sumal / Sophia Nicola People 1st Sector Skills Council Head of National Programmes Phone: Postal address: Website: preetkiran.sumal@people1st.co.uk 2nd Floor, Armstrong House 38 Market Square Uxbridge Middlesex UB8 1LH Issuing Authority's contact details Issued by: People 1st Issuer contact name: Jo Parker Issuer phone: Issuer joanne.parker@people1st.co.uk

6 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Why this framework is being revised (no information) Summary of changes made to this framework (no information) Qualifications removed (no information) Qualifications added (no information) Qualifications that have been extended (no information)

7 Purpose of this framework Summary of the purpose of the framework This framework relates to Drinks Dispense/Maintenance Team Technicians of which there are approximately 3,000 working in the drink dispense industry. Approximately 150 of these have been trained to level 3. The purpose of the industry is to install and remove drinks dispense systems and provide an on-going maintenance service including cleaning, repairs and upgrading. As such, technicians and supervisors in the industry require a wide range of skills including those relating to electrical, plumbing, gas and refrigeration services. The drinks dispense industry is associated in particular with beer but also includes soft drinks and wine and cider. The aim of the industry is to ensure that the equipment and systems are safely installed and the cellar delivers the end user the best possible drink experience. Drinks can then be served at the highest standard by the retailer and received by the customer at the right specification set by the drinks brand owners. While the drinks dispense industry is a relatively small niche market in terms of numbers employed it supports a much larger industry, pubs, bars and clubs, which could not operate without the services of drinks dispense technicians. Drinks dispense technicians and supervisors play an essential role in supporting the British licensed retail trade. The Profit through quality booklet*, focuses on improving profits through, for example, high levels of cellar hygiene and temperature control, line cleaning and stock control. The booklet states that extensive research on customers who drink beer in the UK revealed the following: Customers walk away - 34% of consumers will go to a different outlet if quality is poor Customers order something else - 49% of consumers will not order the same drink if quality is poor Customers will pay for the best - 53% of consumers will pay more for a good quality product This coupled with recent changes to the industry supply chain has highlighted the need within the industry to ensure safety, quality and best practice via a formalised framework. Cellar bar equipment and services have traditionally been provided by the brewer/brand owner, however due to changes of ownership of pubs by brand owners/brewers to ownership of pubs by pub operators more and more pub operators are now taking purchasing responsibility for cellar and bar equipment. Since 2006 there has been significant increase in the use of sub contracted local or national cellar service installation companies, therefore a number of drinks dispense technicians are now either self-employed or employed by a service provider. With an increasing number of self-employed technicians the safety implications relevant to the

8 industry, which involve adhering to Codes of Practice and the legal requirement to ensure best practice and safety through due diligence and training are of particular importance. The Brewing, Food & Beverage Industry Suppliers Association (BFBi), which represents the entire range of suppliers to the brewing industry, points out that the sector works with two derogations from legislation (working to codes of practice and self imposed best practice) one relating to confined spaces and one relating to pressure vessels. So far the industry s excellent safety record has achieved support from the Health & Safety Executive. However, mixed gas cylinder pressures are up at around 4000psi and pub outlets have a large number of public on the premises, therefore the effect of accidents can be far greater if something were to happen than in a factory. As such it is important to ensure safety and best practice within the sector, and BFBI has taken on the mantle of holding best practice standards, benchmark test procedures and other forms of support on behalf of the drinks dispense industry. Additionally, BFBi provide an Accreditation Scheme for cellar service installers and service providers, ensuring a minimum standard of best practice and safety. There is increasing pressure upon cellar service technicians to provide a high quality job within strict deadlines and with many demands placed upon them. However within the industry there is the view that there is limited appreciation of the skill levels involved in even the most basic maintenance of dispense equipment. This Apprenticeship framework will assist in establishing a professional career pathway, demonstrating the different skills base of technicians, and provide a nationally recognised training programme which ensures safety throughout the industry. *A guide to cellar management and beer dispense BIIAB, BBPA and Cask Marque - Version 3 (April 2009) Aims and objectives of this framework (England) Aims The aim of this framework is to provide a professional and recognised career pathway for cellar dispense technicians which helps ensure safety, quality and best practice within the sector and encourages more entrants from minority groups into the sector. Objectives To contribute to ensuring safety throughout the industry, no matter the size of the installation provider To contribute to improving the quality of products served within pubs and clubs To help improve recruitment and retention rates within the industry by offering career progression.

9 To contribute to increasing productivity by ensuring that the workforce is up-skilled and has the skills and knowledge to work safely and securely To help bring about a more diverse workforce At present the likely number of Apprenticeships offered will be approximately per year in total. Brand Owners, Installers and Manufacturers have all been involved with the development of the Apprenticeship framework including the likes of Innserve Ltd, City Dispense, Hallamshire Brewery Services, InBev, Heineken UK and Global Beverage Dispense & Cooling Consultants. Charnwood Training Group, a leading provider in this area, has also been involved in the development of this framework. This Apprenticeship framework also forms the basis of the Cellar Service Installation and Maintenance Card (CSIM Card), which has been developed by the entire supply chain of the industry, giving licencees a proof of competence for installers working in confined spaces (cellars) with gas dispense systems. The development of this framework will contribute to the 'Skills for Sustainable Growth' strategy which talks about increasing the number of places available so that more learners and employers can benefit from the advantages of an. Click here to download the latest skills strategy for England: or-sustainable-growth-strategy.pdf Please note that inclusion of transferable skills in Mathematics/Application of Number and English/Communication only at level 1 within this framework reflects the needs of the sector.

10 Entry conditions for this framework People applying for this should demonstrate the following qualities: Are keen to work in the sector Have good practical skills Have the ability to work on their own initiative Have good problem solving skills Have basic literacy, numeracy and communication skills on which the will build Have an interest in plumbing or electrical roles Applicants will be a variety of ages, and come with a range of experience and/or qualifications. Examples will include: Work / work experience Portfolio of evidence of experience and / or achievement including non accredited qualifications GCSE (A-E) grades, for example in English and Maths / A levels Related Young Apprenticeships (for example: Hospitality, Engineering) Any of the14-19 Diplomas Foundation Learning A vocationally related qualification (VRQ) Other information Apprentices should be 18 years old or over before starting the NVQ (competence-based) element of the. This is due to the fact the apprentices will need to sample the product to ensure it is being dispensed correctly. However, they can start the framework at the age of 17 years and complete the components that do not require sampling of alcohol. It is also beneficial for entrants to be willing to work in enclosed spaces as the job requires this as well as a certain amount of lifting. A full Driving Licence is not essential for entry to the industry but will eventually be required to enable technicians to conduct site visits. RULES TO AVOID REPEATING QUALIFICATIONS Processes exist to make sure that applicants with prior knowledge, qualifications and experience are not disadvantaged by having to repeat learning. Training providers and awarding organisations will be able to advise on the current rules for accrediting prior learning and recognising prior experience. In the meantime, this is a short summary (which also

11 includes the requirements for functional skills / GCSE (with enhanced functional content) and key skills for this framework): 1. Functional Skills / GCSE (with enhanced functional content) and Key Skills An apprentice must achieve (or have achieved) at least one from the following options (a-k): a. a Functional Skills qualification in English to Level 1; or b. a GCSE qualification (with enhanced functional content) in English to at least grade E (Level 1 equivalent); or c. a Key Skills qualification in Literacy to Level 1 achieved either before September 2013 as part of the Apprenticeship or before September 2012 and within the 5 years immediately prior to starting an Apprenticeship; or d. a GCSE qualification in English to at least grade C achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or e. an A Level or AS Level qualification in English Language to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or f. an A Level or AS Level qualification in English Literature to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship: or g. an A Level or AS Level qualification in English Language and Literature to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or h. a GCSE or O Level qualification in English to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or i. an A Level or AS Level qualification in English Language to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or j. an A Level or AS Level qualification in English Literature to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or k. an A Level or AS Level qualification in English Language and Literature to at least grade A achieved before September 2012 and prior to starting the Apprenticeship. An Intermediate Level Apprenticeship framework must also achieve (or have achieved) at least one from the following options (a-k): a. a Functional Skills qualification in Mathematics to Level 1; or b. a GCSE qualification (with enhanced functional content) in Mathematics to at least grade E (Level 1 equivalent); or c. a Key Skills qualification in Application of Number to Level 1 achieved either before September 2013 as part of the Apprenticeship or before September 2012 and within the 5 years immediately prior to starting an Apprenticeship; or d. a GCSE qualification in Mathematics to at least grade C achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or e. an A Level or AS Level qualification in Mathematics to at least grade E achieved before

12 September 2012 and within the five years immediately prior to starting the Apprenticeship; or f. an A Level or AS Level qualification in Pure Mathematics to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship: or g. an A Level or AS Level qualification in Further Mathematics to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or h. a GCSE or O Level qualification in Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or i. an A Level or AS Level qualification in Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or j. an A Level or AS Level qualification in Pure Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or k. an A Level or AS Level qualification in Further Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship. To promote progression, where an individual has achieved Functional Skills qualifications at level 1 in English, Mathematics or ICT (if the framework requires this), or has the relevant GCSE qualifications (with increased functional content) or Key Skills qualifications at level 1 equivalent prior to starting an Intermediate Level Apprenticeship (Level 2), the employer may allow the individual to study for a similar qualification at Level 2 or equivalent as part of the Intermediate Level Apprenticeship framework. 3. Knowledge qualifications. If applicants already have the Level 2 KNOWLEDGE qualifications before they started their Apprenticeship, (see knowledge qualifications page in this framework) they can count this and do not have to redo the qualification. The hours they spent gaining this qualification will also count towards the minimum hours required for this framework. 4. Competence qualifications. If applicants already have the Level 2 COMPETENCE qualification (see competence qualifications page in this framework) for the Apprenticeship they cannot count this as this must be achieved as part of the Apprenticeship. 5. Prior experience. Applicants already working in the sector will be able to have their prior experience recognised by the Awarding Organisation and this will count towards the competence and the knowledge qualifications in this framework. Initial Assessment Training providers and employers will use initial assessment to ensure that applicants have a

13 fair opportunity to demonstrate their ability and to tailor programmes to meet individual needs, recognising prior qualifications and experience.

14 ... level 2 Level 2 Title for this framework at level 2 Intermediate Level Apprenticeship in Drinks Dispense Systems Pathways for this framework at level 2 Pathway 1: Drinks Dispense Systems

15 ... level 2... Pathway 1 Level 2, Pathway 1: Drinks Dispense Systems Description of this pathway Drinks Dispense Systems The total credit value for this pathway is 70 credits. Entry requirements for this pathway in addition to the framework entry requirements N/A

16 ... level 2... Pathway 1 Job title(s) Drinks Dispense Technician/ Maintenance Team Technician Job role(s) Planning, installing, removing, repairing and maintaining drinks dispense systems and equipment

17 ... level 2... Pathway 1 Qualifications Competence qualifications available to this pathway C1 - Level 2 NVQ Certificate in Drinks Dispense Systems No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 501/2205/8 City and Guilds N/A Knowledge qualifications available to this pathway K1 - Level 2 Certificate in Cellar Service Installation and Maintenance No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 501/1532/7 BIIAB N/A

18 ... level 2... Pathway 1 Combined qualifications available to this pathway N/A Notes on competence and knowledge qualifications (if any) The Level 2 Certificate in Cellar Service Installation and Maintenance (K1) provides the underpinning knowledge and understanding for the Level 2 NVQ Certificate in Drinks Dispense Systems (C1). The knowledge qualification supports key areas of knowledge development needed for apprentices in this role including: Health and Safety and Survey of the Cellar Properties of Beer and Beer Dispense Equipment Cellar Service Equipment Service Installation Dispense Pressure Systems It is advised that apprentices complete the Health and Safety and Survey of the Cellar unit of the Level 2 Certificate in Cellar Installation and Maintenance prior to entering the cellar environment.

19 ... level 2... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

20 ... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) ICT has not been included in this pathway, due to the nature of the job role and as per employer feedback. It was felt that because computers do not tend to be used in smaller companies it should not be included. Progression routes into and from this pathway Progression routes into this framework: Progression routes into the framework are many and varied. These include:

21 ... level 2... Pathway 1 Work / work experience Portfolio of evidence of experience and / or achievement including non accredited qualifications GCSE (A-E) grades, for example in English and Maths / A levels Related Young Apprenticeships (for example: Hospitality, Engineering) Any of the14-19 Diplomas Foundation Learning A vocationally related qualification (VRQ) Progression into the framework is not restricted to these routes. Progression routes from this framework Further qualifications/advanced Level Apprenticeship frameworks - As this is a new Apprenticeship framework there is currently no Level 3 Apprenticeship framework. However learners can progress on to the next level of qualification, which is a competence qualification - City and Guilds Level 3 NVQ Diploma in Drinks Dispense Systems (QCF) (500/8793/9). Candidates may also progress to other general team leader and management frameworks / qualifications. However, it is unlikely that an apprentice will progress onto a Diploma having completed this. The need for a Level 3 Apprenticeship framework will be explored with industry. Industry - Upon completion of the, progression in terms of industry roles would be to Technician, Senior Technician, Cell Leaders, Technical Services Manager, Area Manager and eventually into general management roles, and could ultimately include Marketing, Trade or Quality roles.

22 ... level 2... Pathway 1 Delivery and assessment of employee rights and responsibilities The ERR unit (T/601/ Employment Rights and Responsibilities in the Hospitality, Leisure, Travel and Tourism Sector) is included in (and therefore delivered and demonstrated through) the competence based qualification: City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems (QCF) (501/2205/8) and this unit must be taken as part of the. The ERR element within this framework covers the nine requirements set out in the Specification of Apprenticeship Standards for England (SASE) Guidance. Completion of the unit ensures that the apprentice: knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health & Safety, together with the responsibilities and duties of employers; knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme; knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme; understands the role played by their occupation within their organisation and industry; has an informed view of the types of career pathways that are open to them; knows the types of representative bodies and understand their relevance to their industry and organisation, and their main roles and responsibilities; knows where and how to get information and advice on their industry, occupation, training and career; can describe and work within their organisation's principles and codes of practice; recognises and can form a view on issues of public concern that affect their organisation and industry The apprentice's induction is an important way of meeting some of the ERR requirements and apprentices will use an awarding organisation activity log and portfolio of evidence to record and evidence the ERR element. It is advised that apprentices complete the Health and Safety and Survey of the Cellar unit of the Level 2 Certificate in Cellar Installation and Maintenance prior to entering the cellar environment and this could be completed as part of the induction process.

23 ... level 2... Pathway 1 Proof of this process having taken place will be required when claiming certification. As the ERR unit is contained within the competence-based qualification, the evidence for this will be the certificate for this qualification with the ERR unit listed on the certificate as having been completed. This certificate must be submitted to People 1st upon completion of the framework.

24 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met There is an under representation of both women and ethnic minorities in the drinks dispense industry largely due to the lack of a recognised career pathway. The lack of a career pathway and a formalised national training programme has meant that it has been difficult to attract entrants to the industry and that the workforce has not been as diverse as it could be. The flexible entry conditions to this framework will attract applicants from under represented groups. Therefore, this Apprenticeship framework will not only provide a formalised training route but will enable industry to promote the roles of drinks dispense technicians and maintenance team technicians to a wider market thus opening up the potential of a more diverse workforce. We need to be aware of, and explain the benefits of, a workforce that is diverse. We will work with partners to ensure that consideration is given to the whole programme from recruitment and selection, induction through to successful completion of the and progression. The fact that People 1st monitor these statistics allows us to act, with providers and with industry at large, to try to re-dress any potential imbalance in the profile of staff being recruited on to the Apprenticeship programme and, if required, will lead us to develop case studies of good practice. We see the Apprenticeship as being a powerful tool to promote equality and inclusion through the following activities: Ongoing monitoring of data to identify any issues and intervene where necessary Developing careers materials and making them accessible to all Expand the network of apprentices on sector specific programmes using social media and Apprenticeships are seen as a vital route to encourage, and facilitate, a greater diversity of individuals into the industry, therefore entry conditions to this framework are extremely flexible. People 1st expects training providers and employers to comply with the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to and progression within, the Industry, using the 9 protected characteristics of : 1. Age 2. Disability 3. Gender

25 4. Gender reassignment 5. Marriage and civil partnerships 6. Pregnancy and maternity 7. Race 8. Religion and Belief 9. Sexual orientation People 1st will continue to monitor the development of the Apprenticeship and equality of opportunity, primarily by the analysis of start and achievement data.

26 On and off the job guided learning (England) Total GLH for each pathway The total amount of Guided Learning Hours (GLH) which includes both on and off-the-job guided learning is 628GLH over 15 months of which a minimum of 280GLH must take place in the first 12 months. A minimum of 70GLH must take place after the first year. This meets the minimum requirement of 280GLH per year. As a guide only, this could be split annually as follows: 502 GLH in the first 12 months and 126 GLH in the final three months Minimum off-the-job guided learning hours As there is a significant amount of knowledge required for this and pathway an apprentice will need to complete a minimum of 438GLH off-the-job over 15 months for this framework of which a minimum of 100GLH must take place in the first 12 months. This is 36% of the minimum 280GLH that is required to take place in the first 12 months. This meets the requirement of a minimum of 30% or 100 GLH off the job GLH per year. As a guide only, this could be split annually as follows: 350 GLH in the first 12 months and 88 GLH in the final three months How this requirement will be met Off-the-job learning will comprise: 299GLH BIIAB Level 2 Certificate in Cellar Service Installation and Maintenance 45GLH Level 1 Functional Skill in Maths (alternatively apprentices can complete one of therelevant transferable skills qualifications as described under the 'Rules to Avoid Repeating Qualifications' section within 'Entry conditions for this framework') 45GLH Level 1 Functional Skill in English (alternatively apprentices can complete one of the relevant transferable skills qualifications as described under the 'Rules to Avoid

27 Repeating Qualifications' section within 'Entry conditions for this framework') 42GLH - Company training - this can include: practical and technical training, health and safety training and equipment training 7GLH - Appraisals (which should relate to this programme) GLH should : achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; be delivered during contracted working hours; be delivered through one or more of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study. be recorded e.g. in a log book or diary Evidence to support the application for a completion certificate for off-the-job GLH will include: BIIAB Level 2 Certificate in Cellar Service Installation and Maintenance Certificate Level 1 Functional skills Certificates for Maths and English/Level 1 Key Skills Certificates for Communication and Application of Number (or certificate for the relevant transferable skills qualifications as described under the 'Rules to Avoid Repeating Qualifications' section within 'Entry conditions for this framework') We would expect the training to be recorded in the companies training records and logs however we would not require to see these. We will however expect the completion of a signed form stating completion of Appraisals and Company Training (including dates of completion) which should be submitted at certification to Apprenticeship Certification Team, People 1st, Second Floor, Armstrong House, 38 Market Square, Uxbridge, Middlesex, UB8 1LH Minimum on-the-job guided learning hours For this and pathway an apprentice will need to complete a minimum of 190GLH on-the-job using the City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems, which incorporates the ERR unit.

28 As a guide only, this could be split annually as follows: 152 GLH in the first 12 months and 38 GLH in the final three months How this requirement will be met GLH should : achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; be delivered during contracted working hours; be delivered through one or more of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study. On-the-job learning will comprise: 190GLH City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems Evidence to support the application for a completion certificate for on-the-job GLH will include: For the competence element and ERR, the City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems Certificate showing the ERR unit listed as having been completed (190GLH)

29 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills Please see the individual Personal Learning and Thinking Skill for information. Creative thinking The Creative Thinking Personal Learning and Thinking Skill (PLTS) has been mapped to the units within the competence qualification (City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems (QCF) (501/2205/8) and will be delivered by practical experience. We are satisfied that by carrying out their job and achieving this competence qualification, the requirements of the PLTS will have been met. The outcomes of the Creative Thinking PLTS are that the apprentice will: generate ideas and explore possibilities ask questions to extend their thinking connect their own and others ideas and experiences in inventive ways question their own and others assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change Apprentices must be introduced to PLTS during induction so that they learn to recognise for themselves when and where they are practicing these skills. Evidencing and recognition of PLTS The assessors will adopt a holistic approach to assessments and PLTS will be evidenced as part of the competence qualification units but recognised separately. PLTS will be cross-referenced within the unit s assessment documentation and also cross-referenced to the unit s documentary evidence as on-going developmental activities and achievement when the apprentice is deemed to have achieved the skills. An evidencing and recognition sheet must be completed by all apprentices and is available on the People 1st website This process will therefore mean that all areas of the Creative Thinking PLTS are met with the achievement of the competence qualification which is required to be completed as part of this. The evidence that this PLTS has been achieved will be the certificate for the competence qualification.

30 Independent enquiry The Independent Enquiry Personal Learning and Thinking Skill (PLTS) has been mapped to the units within the competence qualification (City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems (QCF) (501/2205/8) and will be delivered by practical experience. We are satisfied that by carrying out their job and achieving this competence qualification, the requirements of the PLTS will have been met. The outcomes of the Independent Enquiry PLTS are that the apprentice will: identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence Apprentices must be introduced to PLTS during induction so that they learn to recognise for themselves when and where they are practicing these skills. Evidencing and recognition of PLTS The assessors will adopt a holistic approach to assessments and PLTS will be evidenced as part of the competence qualification units but recognised separately. PLTS will be cross-referenced within the unit s assessment documentation and also cross-referenced to the unit s documentary evidence as on-going developmental activities and achievement when the apprentice is deemed to have achieved the skills. An evidencing and recognition sheet must be completed by all apprentices and is available on the People 1st website This process will therefore mean that all areas of the Independent Enquiry PLTS are met with the achievement of the competence qualification which is required to be completed as part of this. The evidence that this PLTS has been achieved will be the certificate for the competence qualification. Reflective learning The Reflective Learning Personal Learning and Thinking Skill (PLTS) has been mapped to the units within the competence qualification (City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems (QCF) (501/2205/8) and will be delivered by practical experience. We are satisfied that by carrying out their job and achieving this competence qualification, the requirements of the PLTS will have been met. The outcomes of the Reflective Learning PLTS

31 are that the apprentice will: assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways for different audiences Apprentices must be introduced to PLTS during induction so that they learn to recognise for themselves when and where they are practicing these skills. Evidencing and recognition of PLTS The assessors will adopt a holistic approach to assessments and PLTS will be evidenced as part of the competence qualification units but recognised separately. PLTS will be cross-referenced within the unit s assessment documentation and also cross-referenced to the unit s documentary evidence as on-going developmental activities and achievement when the apprentice is deemed to have achieved the skills. An evidencing and recognition sheet must be completed by all apprentices and is available on the People 1st website This process will therefore mean that all areas of the Reflective Learning PLTS are met with the achievement of the competence qualification which is required to be completed as part of this. The evidence that this PLTS has been achieved will be the certificate for the competence qualification. Team working The Team Working Personal Learning and Thinking Skill (PLTS) has been mapped to the units within the competence qualification (City & Guilds Level 2 NVQ Cerificate in Drinks Dispense Systems (501/2205/8) and will be delivered by practical experience. We are satisfied that by carrying out their job and achieving this competence qualification, the requirements of the PLTS will have been met. The outcomes of the Team Working PLTS are that the apprentice will: collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others Apprentices must be introduced to PLTS during induction so that they learn to recognise for

32 themselves when and where they are practicing these skills. Evidencing and recognition of PLTS The assessors will adopt a holistic approach to assessments and PLTS will be evidenced as part of the competence qualification units but recognised separately. PLTS will be cross-referenced within the unit s assessment documentation and also cross-referenced to the unit s documentary evidence as on-going developmental activities and achievement when the apprentice is deemed to have achieved the skills. An evidencing and recognition sheet must be completed by all apprentices and is available on the People 1st website This process will therefore mean that all areas of the Team Working PLTS are are met with the achievement of the competence qualification which is required to be completed as part of this. The evidence that this PLTS has been achieved will be the certificate for the competence qualification. Self management The Self Management Personal Learning and Thinking Skill (PLTS) has been mapped to the units within the competence qualification (City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems (501/2205/8) and will be delivered by practical experience. We are satisfied that by carrying out their job and achieving the competence qualification the requirements of the PLTS will have been met. The outcomes of the Self Management PLTS are that the apprentice will: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and workrelated demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships. Apprentices must be introduced to PLTS during induction so that they learn to recognise for themselves when and where they are practicing these skills. Evidencing and recognition of PLTS The assessors will adopt a holistic approach to assessments and PLTS will be evidenced as part

33 of the competence qualification units but recognised separately. PLTS will be cross-referenced within the unit s assessment documentation and also cross-referenced to the unit s documentary evidence as on-going developmental activities and achievement when the apprentice is deemed to have achieved the skills. An evidencing and recognition sheet must be completed by all apprentices and is available on the People 1st website This process will therefore mean that the Self Management PLTS are met with the achievement of the competence qualification which is required to be completed as part of this. The evidence that this PLTS has been achieved will be the certificate for the competence qualification. Effective participation The Effective Participation Personal Learning and Thinking Skill (PLTS) has been mapped to the units within the competence qualification (City & Guilds Level 2 NVQ Certificate in Drinks Dispense Systems (501/2205/8) and will be delivered by practical experience. We are satisfied that by carrying out their job and achieving the competence qualification the requirements of the PLTS will have been met. The outcomes of the Effective Participation PLTS are that the apprentice will: discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own Apprentices must be introduced to PLTS during induction so that they learn to recognise for themselves when and where they are practicing these skills. Evidencing and recognition of PLTS The assessors will adopt a holistic approach to assessments and PLTS will be evidenced as part of the competence qualification units but recognised separately. PLTS will be cross-referenced within the unit s assessment documentation and also cross-referenced to the unit s documentary evidence as on-going developmental activities and achievement when the apprentice is deemed to have achieved the skills. An evidencing and recognition sheet must be completed by all apprentices and is available on the People 1st website

34 This process will therefore mean that the Effective Participation PLTS are met with the achievement of the competence qualification which is required to be completed as part of this. The evidence that this PLTS has been achieved will be the certificate for the competence qualification.

35 Additional employer requirements N/A

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