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["All","All","All","All","All"]
["01 - Coach Builder","01 - Track","01 -Aerospace Manufacturing Fitter","01 - Heritage Engineering Aviation Technician","01 - Modern Upholsterer"]
["02 - Electrical","02 - Electrification","02 - Aerospace Manufacturing Electrical / Mechanical & Systems Fitter","02 - Heritage Engineering Marine Technician","02 - Traditional Upholsterer"]
["03 - Mechanical","03 - Overhead Lines","03 - Aircraft Maintenance Fitter/Technician (Fixed & Rotary Wing)","03 - Heritage Engineering Steam (Mechanical Overhaul) Technicians"]
["04 - Mechelec","04 - Signalling","04 -  Airworthiness, Planning, Quality & Safety Technician","04 - Heritage Engineering Steam (Boiler-smith) Technicians"]
[null,"05 - Telecoms","10 - Mechatronics Maintenance Technician","05 - Heritage Engineering Vehicle Mechanical Technicians"]
[null,"06 - Traction & Rolling Stock",null,"06 - Heritage Engineering Coach-building & Trim Technicians"]
[null,"07 - Rail Systems"]

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["GUIDE TO KSB MAPPING  "]
["Applicants must show how their qualification will enable a person to demonstrate that they have attained as many of the knowledge, skills and behaviours set out in the standard as may be reasonably expected by undertaking a course of education. "]
[]
["1. You can map your qualification to one or more occupational standards. "]
["2. Select the occupational standard(s) you wish to map to your qualification from the tabs in this spreadsheet. You may delete sheets/tabs that are not relevant to your qualification. "]
["3. Please fill in the following details in cells B1-7 on your selected tab: Awarding Body/Applicant, Qualification name, Programme title if applicable."]
["4. Please respond to each KSB statement."]
["5. Populate columns C-G as shown in the example at the top of each standard tab. "]
["6. Please be as specific as possible about which content in the qualification aligns to each KSB statement. "]
["7. Submit the completed spreadsheet along with 'Qualification structure' spreadsheet and any documents you have cited in the 'EVIDENCE UPLOAD' part of the application form. Where we have capacity we are happy to feedback on early drafts of your KSB mapping."]
["8. Please contact Ifate.Post16@education.gov.uk if you need further help or guidance on mapping."]

{"sheet":"OCC1297","index":2,"n_rows":104,"n_cols":9,"rows_kept":104,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","29/08/2023"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC1297 - Creative industries production technician"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Health and safety standards including: manual handling, work at height provision and use of work equipment, construction - design and management, noise, first aid, working time regulations, electricity at work, fire and emergency procedures, accident reporting, HSE guidance on running events safely, personal protective equipment, legal requirements for the maintenance of technical systems. ","FULLY MET"]
["16 - 19 & Adults","Core","K2","Typical management structures within the production, performance and events work environment. Etiquette and culture, and interdependencies between departments. ","FULLY MET"]
["16 - 19 & Adults","Core","K3","The sub-sectors, relevant industry bodies and their roles in the creative industries such as Production Services Association (PSA), Association of British Theatre Technicians (ABTT), Live Events Network Charter, BECTU, Professional Lighting and Sound Association (PLASA), Association of Studio and Production Equipment Companies (ASPEC), Producers Alliance for Cinema and Television (PACT).","FULLY MET"]
["16 - 19 & Adults","Core","K4","Lifting operations; theory and practice. ","FULLY MET"]
["16 - 19 & Adults","Core","K5","Security and control of equipment protocols.","FULLY MET"]
["16 - 19 & Adults","Core","K6","Planning processes required to deliver a production, live performance or event and the importance of eliminating errors. ","FULLY MET"]
["16 - 19 & Adults","Core","K7","Principles used to select the correct tools and equipment for tasks. ","FULLY MET"]
["16 - 19 & Adults","Core","K8","Electricity and temporary electrical supplies; theory, practice and safety. ","FULLY MET"]
["16 - 19 & Adults","Core","K9","Stock control, storage, logistics and transportation.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Approaches used to control environmental impact and how these contribute to sustainable management. ","FULLY MET"]
["16 - 19 & Adults","Core","K11","Software and tools to view, extract information and realise specifications from system designs. ","FULLY MET"]
["16 - 19 & Adults","Core","K12","Principles of systematic and methodical approaches to problem solving.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Methods used to identify potential improvements to systems and procedures.","FULLY MET"]
["16 - 19 & Adults","Core","K14","The use and function of mechanical and electromechanical systems relevant to your workplace such as stage machinery, moving fixtures, safety curtains, powered hoists and winches.  ","FULLY MET"]
["16 - 19 & Adults","Core","K15","The importance of keeping work and storage areas clean, tidy and free from the build-up of waste materials.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Principles and terminology relating to the set-up of lighting, sound or video systems for live performance and events. ","FULLY MET"]
["16 - 19 & Adults","Core","K17","Methods used to prepare, test and maintain lighting, sound or video equipment and systems.","FULLY MET"]
["16 - 19 & Adults","Core","K18","Methods used to troubleshoot and carry out basic repairs to lighting, sound or video equipment and systems.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Different verbal and digital communication methods and how these may be adapted to suit for different stakeholders.","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","K20","The application of troubleshooting techniques to fault find and repair complex issues at sub assembly and component level. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","K21","Procedures to calibrate equipment and systems and the impact this has on the final production. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","K22","Venue specific considerations and application of products in different environments such as the scale of the venue, indoor or outdoor productions.","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","K23","How to identify and undertake service requirements after use - as per manufacturer recommendations. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","K24","Network interface and compatibility requirements across live event systems.","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","K25","Techniques used to identify required packing space for equipment and for truck packs. How to prepare carnets and manifests for shows travelling across customs boarders.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","K26","Principles of stage and production management. ","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","K27","Types and styles of performance spaces such as proscenium arch, thrust, traverse, studio, open air and site specific venues and the impact on production design.  ","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","K28","History and development of lighting, sound and set design.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","K29","The application of troubleshooting techniques to fault find and carry out basic repairs to creative venue systems.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","K30","Appreciation of other departmental requirements and production design elements – scenic, lighting, audio and visual.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","K31","The key information for installing wiring or temporary wiring for practicals and equipment, including the use of specialty lighting and starting systems and various voltage systems.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","K32","The legislation, regulatory requirements and current British standards relevant to assessing and monitoring power supply systems. ","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","K33","How to install and operate electrical distribution systems: multiple phases, balanced loads; and the switch gear loading characteristics on the shoot and the different earthing systems. ","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","K34","The types of lighting effects available, when to use them, and the methods of achieving them, using different lighting fixtures, ancillary equipment and techniques.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","K35","Key issues relating to preparing and operating extra low voltage lighting equipment and systems.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","K36","How to optimise consistent beam quality, colour temperature and lamp life.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Interpret system specifications and drawings such as sound, lighting or video. ","FULLY MET"]
["16 - 19 & Adults","Core","S2","Prepare system specifications and drawings.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Use specialist software systems such as computer aided design and asset management to extract information and input basic information. ","FULLY MET"]
["16 - 19 & Adults","Core","S4","Assemble systems to support production, live performance or events from component parts using correct tools. ","FULLY MET"]
["16 - 19 & Adults","Core","S5","Troubleshoot and fault find issues in discrete pieces of equipment. ","FULLY MET"]
["16 - 19 & Adults","Core","S6","Deploy, operate and maintain technical equipment and tools. ","FULLY MET"]
["16 - 19 & Adults","Core","S7","Prepare, test, repair and maintain lighting, sound or video equipment and systems. ","FULLY MET"]
["16 - 19 & Adults","Core","S8","Collaborate with stakeholders and adapt communication appropriately to suit the audience. ","FULLY MET"]
["16 - 19 & Adults","Core","S9","Use digital collaboration tools to collaborate with colleagues and stakeholders.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Direct team members taking into consideration their level of experience.  ","FULLY MET"]
["16 - 19 & Adults","Core","S11","Interpret and apply method statements in response to dynamic risk assessment to help ensure safe planning and delivery of work processes. ","FULLY MET"]
["16 - 19 & Adults","Core","S12","Use safety and access equipment in accordance with manufacturer instructions or to an alternative safe scheme of use.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Assemble and configure structures and systems from component parts to production specification. ","FULLY MET"]
["16 - 19 & Adults","Core","S14","Disassemble structures and systems, storing component parts and equipment safely.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Prepare written information and reports. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S16","Trouble shoot, fault find and repair at sub assembly and component level. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S17","Calibrate equipment and systems to meet production requirements. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S18","Identify, specify and use components, systems and products applicable for the environment. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S19","Identify and undertake servicing requirements in line with manufacturer recommendations. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S20","Achieve effective network connectivity across live event systems.","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S21","Identify required packing space for equipment and for truck packs. ","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S22","Prepare and operate lifting and ground rigging equipment. ","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S23","Comply with creative venue budgetary and financial management protocols.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S24","Undertake set and change scenes in live performance – setting and striking scenic elements under show conditions.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S25","Operate suspension systems. ","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S26","Undertake stage crafts such as basic scenic construction, carpentry, metalwork, stage machinery, props, scene changes, knots and terminations.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S27","Trouble shoot, fault find and carry out basic repairs to creative venue and production systems.","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S28","As directed, inspect, test and maintain creative venue systems and production systems.","FULLY MET"]
["16 - 19 & Adults","01: Live event technician (LET)","S29","Program and operate production control consoles. Undertake cueing and operation during the live performance or event. ","FULLY MET"]
["16 - 19 & Adults","02: Creative venue technician (CVT)","S29","Program and operate production control consoles. Undertake cueing and operation during the live performance or event. ","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S30"," Program and operate lighting control systems. ","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S31","Assess and monitor power supply systems, installing wiring for practicals and equipment as required.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S32","Prepare, set and operate lighting equipment to create the desired effect.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S33","Manipulate and modify lighting, using diffusion materials, filters or reflectors to create the desired effect.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S34","Adapt lighting to meet short notice creative changes in the production design or script.","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S35","Prepare and operate extra low voltage lighting equipment and systems. ","FULLY MET"]
["16 - 19 & Adults","03: Screen lighting technician (SLT)","S36","Identify the dangers and restrictions in the use of battery supplies including charging and mitigate for these.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Adopts a flexible approach and is adaptable to change. ","FULLY MET"]
["16 - 19 & Adults","Core","B2","Punctual, reliable and personally responsible. ","FULLY MET"]
["16 - 19 & Adults","Core","B3","Team-focused, respectful of others and works and communicates effectively with stakeholders. ","FULLY MET"]
["16 - 19 & Adults","Core","B4","Self-motivated with a positive and disciplined approach to work. Takes ownership of work and personal responsibility for timely delivery. ","FULLY MET"]
["16 - 19 & Adults","Core","B5","Committed to achieving clear goals and ambitions and to continuously improve and develop.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Puts safety first for themselves and others.","FULLY MET"]
["16 - 19 & Adults","Core","B7","Remains calm and safe when exposed to time pressures or deadlines.","FULLY MET"]
["16 - 19 & Adults","Core","B8","Proactively identifies solutions and keeps up to date with industry best practice. ","FULLY MET"]
["16 - 19 & Adults","Core","B9","Takes personal responsibility for sustainable outcomes in how they carry out the duties of their role by reference to environmental good practice.","FULLY MET"]

{"sheet":"OCC0918","index":3,"n_rows":92,"n_cols":9,"rows_kept":92,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","28/02/2023"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0918 - Hair, wigs, make-up and prosthetics technician"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","History of hairstyles and make-up. The typical characteristics of period styles through the centuries to allow further detailed research to be undertaken.","FULLY MET"]
["16 - 19 & Adults","Core","K2","Research methods to ensure that make-up, hair, wigs, facial and prosthetics meet Supervisor/Designer /Director requirements for example, historical period","FULLY MET"]
["16 - 19 & Adults","Core","K3","Understand the overall look required for each role for example different age groups using drawings, photographs or models to identify the Supervisor/Designer/Director design requirements","FULLY MET"]
["16 - 19 & Adults","Core","K4","The design process including the development of a detailed plan which must contain details of the performer, their role, design references including costumes, how many looks, if using own hair, a wig or hair pieces, switches and weft pieces, own facial or is facial required, any known allergies or sensitivities, colour palette for hair/wig and make up; sfx prosthetics required; timescales for making, fittings and application","FULLY MET"]
["16 - 19 & Adults","Core","K5","The range of tools and materials required for hair, wigs, make-up and prosthetics activities including those for wig, hair piece, facial making; hair, wig, hair piece, switches and weft pieces, facial cutting, styling and application; make-up application; sfx making and application","FULLY MET"]
["16 - 19 & Adults","Core","K6","Health and Safety Legislation, Regulations, policies and procedures including hygiene standards, data protection, COSHH, Manual Handling and producing Risk Assessments.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Environmental Legislation including storage and disposal of chemicals, disposal of rubbish; recycling, as it applies to the role.","FULLY MET"]
["16 - 19 & Adults","Core","K8","Impact on and requirements of other departments to complete hair, wigs, make-up and prosthetics activities ","FULLY MET"]
["16 - 19 & Adults","Core","K9","How to prepare and store detailed design notes, reference sheets and photographs for individual performers to ensure consistency and continuity throughout the performance/production","FULLY MET"]
["16 - 19 & Adults","Core","K10","The requirements of the preparatory stages, rehearsals and actual performance/production","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to assess individual performer’s make-up requirements in accordance with the plan and identify workspace, environment, allergies/sensitivities, skin type, colour, skincare and timings","FULLY MET"]
["16 - 19 & Adults","Core","K12","The range of make-up assessment techniques to ensure the required look","FULLY MET"]
["16 - 19 & Adults","Core","K13","A variety of make-up application techniques for body and face for example brushes, sponges, stippling, painting, airbrushing, stencils, embellishment","FULLY MET"]
["16 - 19 & Adults","Core","K14","Equipment set up, maintenance, cleaning and storage","FULLY MET"]
["16 - 19 & Adults","Core","K15","Colour assessment techniques including colour mixing; colour washes; highlights and shades","FULLY MET"]
["16 - 19 & Adults","Core","K16","Airbrushing techniques including spray techniques (lines, areas, shades, highlighting and shading; concealing; even colour washing); using stencils, templates, masking; temporary tattoos, body painting, tanning ","FULLY MET"]
["16 - 19 & Adults","Core","K17","Monitor and touch-up make-up processes to ensure continuity for the duration of the performance/production","FULLY MET"]
["16 - 19 & Adults","Core","K18","Typical make-up allergic reactions and action required","FULLY MET"]
["16 - 19 & Adults","Core","K19","Make-up removal process including hygiene and material disposal requirements","FULLY MET"]
["16 - 19 & Adults","Core","K20","Hair preparation techniques for wig, hair piece, switch, weft or facial making including assessing/selecting according to texture, type, length, colour/shade, pre-blend/mix as drawn as required, colouring or root shading as required","FULLY MET"]
["16 - 19 & Adults","Core","K21","Pressure boiling and perming for pre-curling","FULLY MET"]
["16 - 19 & Adults","Core","K22","Storage requirements for hair/wig/hair piece/switch/weft/facial hair including tying hair bundles, washing wigs and hair pieces","FULLY MET"]
["16 - 19 & Adults","Core","K23","Fitting techniques for head wraps and measurements, face wraps, preparation of the head/face block and foundation making using whipping or sewing techniques","FULLY MET"]
["16 - 19 & Adults","Core","K24","Prepare for and knot facial hair, wigs and hair pieces using a variety of knotting techniques and knotting direction template/instructions to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","K25","Weft making, using weaving technique, to required density and colour, to stitch into wigs or incorporate into artists own hair","FULLY MET"]
["16 - 19 & Adults","Core","K26","Switch making from weft pieces, using a twisting machine, to incorporate into a wig or artists own hair","FULLY MET"]
["16 - 19 & Adults","Core","K27","A range of typical techniques covering, periods, cultures and genres to cut, colour, set and dress and style hair, set and dress-out wigs or hair pieces and cut and dress-out facial hair to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","K28","Processes for life casting, mould making, use of foam latexes and silicones and surface rendering","FULLY MET"]
["16 - 19 & Adults","Core","K29","Prosthetics creation including bald caps, body parts, wounds and blemishes","FULLY MET"]
["16 - 19 & Adults","Core","K30","Prosthetics application process including fitting and comfort, blending edges and colouring ","FULLY MET"]
["16 - 19 & Adults","Core","K31","Typical prosthetics allergic reactions and the actions to take if they occur","FULLY MET"]
["16 - 19 & Adults","Core","K32","Prosthetics removal process including health and safety impact","FULLY MET"]
["16 - 19 & Adults","Core","K33","A range of modelling products to create injuries","FULLY MET"]
["16 - 19 & Adults","Core","K34","A range of stage bloods products for different effects ","FULLY MET"]
["16 - 19 & Adults","Core","K35","Injury fitting techniques","FULLY MET"]
["16 - 19 & Adults","Core","K36","Stage blood application process","FULLY MET"]
["16 - 19 & Adults","Core","K37","The range of resources required to support hair, wigs, make-up and prosthetics activities for example stock, budget, tools and equipment","FULLY MET"]
["16 - 19 & Adults","Core","K38","The production schedules and their impact on personal workload","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Use research to establish exact make-up, hair, wigs, facial and prosthetics requirements of the Supervisor/ Designer/Director to meet requirements ","FULLY MET"]
["16 - 19 & Adults","Core","S2","Produce a detailed plan for the make-up/hair/wigs/facial/prosthetics to meet the Supervisor/Designer/Director requirements to include:Tools and materials, Health and Safety Legislation, Regulations, policies and procedures including Risk Assessments, hygiene standards, data protection, Environmental Legislation impact, Impact on and requirements of other departments, design notes, reference sheets and photographs to ensure consistency and continuity, the requirements of the preparatory stages, rehearsals and actual performance/production, timescales","FULLY MET"]
["16 - 19 & Adults","Core","S3","Choose and apply make-up to meet the design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S4","Undertake colour assessment in order to apply body and facial make-up","FULLY MET"]
["16 - 19 & Adults","Core","S5","Prepare and maintain equipment including cleaning and storage after use","FULLY MET"]
["16 - 19 & Adults","Core","S6","Monitor and touch-up make-up to ensure continuity for the duration of the performance/production","FULLY MET"]
["16 - 19 & Adults","Core","S7","Explain what to do if an allergic reaction to make-up occurs","FULLY MET"]
["16 - 19 & Adults","Core","S8","Remove make-up in accordance with hygiene requirements, dispose of materials in accordance with process requirements","FULLY MET"]
["16 - 19 & Adults","Core","S9","Store make-up removal products, tools and equipment in accordance with process requirements","FULLY MET"]
["16 - 19 & Adults","Core","S10","Prepare hair for wig, hair piece, switch, weft, facial making including assessing/selecting according to texture, type, length, colour/shade, pre-blend/mix as drawn, colouring or root shading as required","FULLY MET"]
["16 - 19 & Adults","Core","S11","Pre-curl hair as required","FULLY MET"]
["16 - 19 & Adults","Core","S12","Store hair, wigs, hair pieces, switches, weft, facial hair in accordance with requirements","FULLY MET"]
["16 - 19 & Adults","Core","S13","Take head wraps including measurements, face wraps, creating head/face blocks and making foundations to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S14","Knot facial hair, wigs and hair pieces using a knotting direction template/instructions to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S15","Make weft pieces and switches to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S16","Make alterations and repairs to wigs","FULLY MET"]
["16 - 19 & Adults","Core","S17","Cut, colour, set, dress-out and style hair: set and dress-out wigs or hair pieces and cut and dress-out facial hair to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S18","Create prosthetics including bald caps, body parts, wounds and blemishes ","FULLY MET"]
["16 - 19 & Adults","Core","S19","Apply prosthetics ensuring fit and comfort, blending edges and colouring","FULLY MET"]
["16 - 19 & Adults","Core","S20","Explain what to do if an allergic reaction to prosthetics occurs","FULLY MET"]
["16 - 19 & Adults","Core","S21","Remove prosthetics in accordance with health and safety requirements","FULLY MET"]
["16 - 19 & Adults","Core","S22","Create and fit injuries to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S23","Apply stage bloods to meet design requirements","FULLY MET"]
["16 - 19 & Adults","Core","S24","Monitor spend/use of resources and highlight under/overspend/use in accordance with agreed process","FULLY MET"]
["16 - 19 & Adults","Core","S25","Develop a personal work plan to identify potential periods of peak workloads","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Is respectful of others views and beliefs – equality, diversity and inclusion","FULLY MET"]
["16 - 19 & Adults","Core","B2","Works effectively with others ","FULLY MET"]
["16 - 19 & Adults","Core","B3","Continuously develops their knowledge and skills","FULLY MET"]
["16 - 19 & Adults","Core","B4","Pays attention to achieve the detail required","FULLY MET"]
["16 - 19 & Adults","Core","B5","Balances many differing elements of work","FULLY MET"]
["16 - 19 & Adults","Core","B6","Takes ownership of work","FULLY MET"]
["16 - 19 & Adults","Core","B7","Plans work and manages time","FULLY MET"]

{"sheet":"OCC0916","index":4,"n_rows":73,"n_cols":9,"rows_kept":73,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","28/02/2023"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0916 - Scenic artist"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Colour theory- identify and fully understand the main categories in colour theory. The colour wheel, that consists of primary, secondary and tertiary, colour harmony, and provides the context of how colour is used within the role, for example accurate colour matching.","FULLY MET"]
["16 - 19 & Adults","Core","K2","Painting theory for example colour mixing, product use, wood-graining, marbling, sign writing, trompe l’oeil, spray techniques, painting on various materials, appliques and cut-cloths, faux finishes, peeling and cracked paint. ","FULLY MET"]
["16 - 19 & Adults","Core","K3","Basic geometry, namely sizes, shapes, positions, angles and dimensions of objects such as squares, circles and triangles.","FULLY MET"]
["16 - 19 & Adults","Core","K4","Art history - recognise the differences in styles and periods in the story of world art, including that of notable historical and contemporary individual artists.","FULLY MET"]
["16 - 19 & Adults","Core","K5","History of architecture and interiors - recognise the different styles and periods , including that of notable buildings and interiors.","FULLY MET"]
["16 - 19 & Adults","Core","K6","Principles of portraiture - understand the processes of portrait artists including anatomical drawing of the human figure, painting techniques such as fresco or oil painting in order to reproduce in scenic terms.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Carving and sculptural techniques for example polycarving and scrimming. ","FULLY MET"]
["16 - 19 & Adults","Core","K8","Texture techniques for example different texture products, additives and adhesives, accurate replication of given building materials, rendering of natural and man-made surfaces, ageing and distressing.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Recognise the differences in preparation for and working on a variety of surfaces.","FULLY MET"]
["16 - 19 & Adults","Core","K10","The rules of perspective drawing to suggest three dimensions on a two-dimensional surface.","FULLY MET"]
["16 - 19 & Adults","Core","K11","Understand design requirements, from discussion with the head of department, production manager and designer or director, including those related to concept and finish, using drawings, photographs or models.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The design process including model boxes and scale.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Recognise materials and products, for example paints, glazes, textures, adhesives, canvases.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Impact of health and safety legislation, regulations, policies and procedures including, safe working practice COSHH regulations, manual handling and risk assessments.","FULLY MET"]
["16 - 19 & Adults","Core","K15","Impact of environmental legislation - the importance of environmental responsibilities within the role for example the Refuse Disposal Act 1978 and Control of Pollution (Amendment) Act 1989 and the sustainability of resources.","FULLY MET"]
["16 - 19 & Adults","Core","K16","CAD (computer aided design) and creative software to develop and create images and adapt those provided by the designer or design brief.","FULLY MET"]
["16 - 19 & Adults","Core","K17","Research techniques to be able to identify requirements from the design brief.","FULLY MET"]
["16 - 19 & Adults","Core","K18","Project management principles to supervise projects including costing processes.","FULLY MET"]
["16 - 19 & Adults","Core","K19","The broad intent of the organisation or productions policies and procedures including diversity and inclusivity.","FULLY MET"]
["16 - 19 & Adults","Core","K20","The objectives and requirements of other craft skills and activities in theatre stages and art departments and their relationship with scenery and props.","FULLY MET"]
["16 - 19 & Adults","Core","K21","Maintenance and storage requirements of tools and equipment used to create the scenery or set for example mobile access equipment, hand tools, hoists and lifts.","FULLY MET"]
["16 - 19 & Adults","Core","K22","The safe use of tools and equipment  for example hand tools, hoists and lifts.","FULLY MET"]
["16 - 19 & Adults","Core","K23","Approaches to keeping knowledge up to and sharing skills with work colleagues. ","FULLY MET"]
["16 - 19 & Adults","Core","K24","Accurate industry terminology.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Liaise with designers and production managers to create or adapt work in accordance with requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Use drawing equipment including a scale rule, measuring stick, straight edge, stencil making, pounce making and projection.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Draw using methods such as plotting, gridding, freehand and figurative.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Use painting theory for example colour mixing, product use, wood-graining, marbling, sign writing, trompe l’oeil, spray techniques, painting on various materials, appliques and cut-cloths, faux finishes, peeling and cracked paint.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Use carving and sculptural techniques for example polycarving, scrimming.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Apply texture techniques for example different texture products, additives and adhesives, accurate replication of given building materials, rendering of natural and man-made surfaces, ageing and distressing.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Use industry practices including accurate industry terminology and safe working practices.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Interpret the design process including model boxes and scale.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Use tools and equipment for example hand tools, hoists and lifts.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Operate and use mobile access equipment.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Undertake work on different surfaces.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Undertake the hanging and stretching out of cloths and wallpaper.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Undertake repair and modification, and finish activities as required and in accordance with safe working and manufacturing practices.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Modify any completed works during production if alterations are required by the director or designer.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Demonstrate and share best practice with the team.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Use IT systems to facilitate administrative, communications and online requirements for example diaries, blogs, schedules, budgets, costings and progress reports.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Communicate with others including understanding and responding to instructions and briefings.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Develop drawings, paintings, colour samples etc. in accordance with a design concept.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Maintain safe working practices and efficient use of hand tools, machinery, materials and resources.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Puts safety first.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Takes ownership and responsibility for actions.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Positively adapts to change, is flexible and looks for the benefits when changes occur.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Is organised and timely in work delivery.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Solves problems within own area of responsibility.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Remains focused, balancing competing priorities to achieve required outcomes.  ","FULLY MET"]
["16 - 19 & Adults","Core","B7","Team-focused and works effectively with colleagues and others.","FULLY MET"]
["16 - 19 & Adults","Core","B8","Committed to keeping up to date with employer needs, industry best practice and own professional development.","FULLY MET"]

{"sheet":"OCC0783","index":5,"n_rows":68,"n_cols":9,"rows_kept":68,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","18/10/2023"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0783 - Costume technician - stage and screen"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Departmental structure, vision and purpose and how each department interacts with each other.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The significance and importance of the role within the setting and the importance of working logically with other departments.","FULLY MET"]
["16 - 19 & Adults","Core","K3","Communication techniques: verbal, written, and digital. How to use industry specific terminology relevant to the role.","FULLY MET"]
["16 - 19 & Adults","Core","K4","Equality, diversity and inclusion principles and the relevance to the role. ","FULLY MET"]
["16 - 19 & Adults","Core","K5","Data protection laws and confidentiality protocols for the setting and the impact on the role including social media policy. ","FULLY MET"]
["16 - 19 & Adults","Core","K6","Current workplace rules and procedures regarding safeguarding and child protection and how they impact the role.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Health and Safety legislation including Health and Safety at Work etc Act (HaSaWA), Control of Substances Hazardous to Health (COSHH), personal protective equipment (PPE). Manual handling techniques and company health, safety and security policies.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The importance of environmental sustainability and departmental processes for working on a production. For example, ‘Theatre Green Book’ for theatre, Albert Carbon Calculator for screen or activities that contribute to the monitoring and reduction of the carbon footprint.","FULLY MET"]
["16 - 19 & Adults","Core","K9","The requirements and purpose of show or production documentation such as costume breakdown,  running notes, running  lists, dressing plots, costume description lists. ","FULLY MET"]
["16 - 19 & Adults","Core","K10","Dressing protocols pre, during and post production including the order of processes. For example, make-up, wigs, microphone. The importance of collaborative working processes and interdependency of departments in a performance or production.","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to identify clothing and other costume elements to meet period or genre requirements for a specific performance or production.","FULLY MET"]
["16 - 19 & Adults","Core","K12","How to maintain the design of costumes taking into account the fit and the properties of fabrics and materials and how they are used in the context of the performance or production. ","FULLY MET"]
["16 - 19 & Adults","Core","K13","Machine and hand sewing techniques and the importance of this for the authenticity of the costume.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Laundry techniques and garment care and processes. For example, silk care versus woollen or cotton care. Costume finishing including ironing or steaming, as appropriate. ","FULLY MET"]
["16 - 19 & Adults","Core","K15","Costume packing techniques for storage while costumes are inactive to avoid damage such as moth and mould,  adhering to health and safety considerations.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Workplace practices such as use of IT systems software or record keeping systems relating to costume.","FULLY MET"]
["16 - 19 & Adults","Core","K17","How photographic records are used in productions and performances.","FULLY MET"]
["16 - 19 & Adults","Core","K18","Costume or wardrobe departmental administrative requirements, such as alterations records, continuity notes, timesheets and work rotas. ","FULLY MET"]
["16 - 19 & Adults","Core","K19","Costume rigging requirements including the health and safety implications when using these such as specialist quick changes, harnesses or integrated props, appropriate to a specific performance or production.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Work to the requirements of the organisation’s or production’s data protection policy specifically in respect of confidentiality in relation to artists and the projects such as NDAs (non-disclosure agreements).","FULLY MET"]
["16 - 19 & Adults","Core","S2","Comply with health, safety and security policies and procedures, including where appropriate selecting, using and wearing the required personal protective equipment.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Plan for and safely relocate costumes as required ensuring costumes are protected from damage.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Safely pack and unpack costumes and wardrobe equipment for storage and future use. For example, returning hires ensuring compliance with agreed terms and conditions.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Organise the keeping of the costumes and equipment in a tidy and secure manner and contribute to good housekeeping.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Safely operate equipment such as sewing machines, washing machines or steam irons.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Create and maintain documentation relating to costumes for the purposes of a production. For example, dressing plots, costume descriptions and packing lists, using organisational recording systems, such as IT or paper-based records.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Set costumes in dressing areas and check off costumes against the costume list.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Prepare costume changes by pre-setting or laying out for performance.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Dress and undress performers before, during and after an event, production or scene adhering to health and safety requirements and professional etiquette.  ","FULLY MET"]
["16 - 19 & Adults","Core","S11","Tactfully advise cast and performers on how to wear the costumes and when restrictions may need to be in place such as food and drink consumption, delicate fabrics.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Communicate verbally with colleagues for example actively participating in meetings or rehearsals that impact on costume.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Respond to short notice variations, such as cast or production staff cover. For example, costume fittings, alterations or covering a plot.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Ensure the correct and consistent appearance of costumes to meet production specifications including preparing, maintaining and working to dressing notes and original designs.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Undertake minor alterations and repairs to costumes, shoes and accessories. For example, hand or machine sewing, before, during or after performances.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Care for costumes and accessories according to the specific design and maintenance requirements of the item.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Assess and select the correct products, processes and techniques for cleaning and finishing a costume.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Follow sustainable practices in line with industry standard recommendations. For example, recycling, reusing and repurposing. ","FULLY MET"]
["16 - 19 & Adults","Core","S19","Follow reporting procedures for broken or missing items to allow for replacements or repair.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Prepare costumes for fittings, check the equipment needed is in the fitting rooms before you start: such as measurement sheet, alterations book, pins, tape measure, scissors, camera. ","FULLY MET"]
["16 - 19 & Adults","Core","S21","Assist with fittings in accordance with fitting room etiquette and procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Take notes and record accurate measurements as required. ","FULLY MET"]
["16 - 19 & Adults","Core","S23","Assist with post-fitting labelling for remake workrooms or alterations. ","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Commitment to maintaining high standards with attention to detail in all tasks.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Displays respect, tolerance and dignity when working with colleagues and others in line with required equality, diversity and inclusion standards.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Works calmly under pressure.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Displays resilience and flexibility when facing challenges. Actively works to find solutions, accepts support and acts on feedback. ","FULLY MET"]

{"sheet":"OCC0439","index":6,"n_rows":290,"n_cols":9,"rows_kept":290,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","30/10/2020"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0439 - Jewellery, silversmithing, and allied trades professional"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Relevant H & S legislation related to their role and that of the wider workplace.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The systems, processes and organisational procedures used to ensure compliance with H & S and other relevant legislation.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The purpose and use of different hand tools and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The maintenance of hand tools and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K5","How to purchase hand tools and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K6","The purpose and use of different powered plant and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The maintenance of powered plant and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K8","How to purchase powered plant and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K9","How to read working drawings and specifications, including industry standard descriptions and symbols used to describe processes and finishes","FULLY MET"]
["16 - 19 & Adults","Core","K10","How to measure, interpret size and scale.","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to communicate design requirements to colleagues and clients.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The limitations of different design approaches.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Where different materials used in manufacture are sourced from","FULLY MET"]
["16 - 19 & Adults","Core","K14","The organisational procedures to follow when obtaining materials","FULLY MET"]
["16 - 19 & Adults","Core","K15","The physical properties and limitations of different materials used and their relative financial value.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Alternative materials that may be used/substituted.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The importance of reducing waste and the methods used for managing it.","FULLY MET"]
["16 - 19 & Adults","Core","K18","The importance of working to tolerances against the original design/specification.","FULLY MET"]
["16 - 19 & Adults","Core","K19","The importance of self-reflection to assist with the development of skills.","FULLY MET"]
["16 - 19 & Adults","Core","K20","The industry specific terminology used to describe materials, processes and finishes","FULLY MET"]
["16 - 19 & Adults","Core","K21","The roles of differing team members within the organisation and an understanding of how their own work relies upon and impact on the work of others","FULLY MET"]
["16 - 19 & Adults","Core","K22","The different skill sets available within the organisation and those services that are outsourced to other individuals and organisations","FULLY MET"]
["16 - 19 & Adults","Core","K23","The organisational methods used to communicate with customers","FULLY MET"]
["16 - 19 & Adults","Core","K24","How customer requirements can be identified.","FULLY MET"]
["16 - 19 & Adults","Core","K25","How different techniques, processes and finishes can be communicated to customers.","FULLY MET"]
["16 - 19 & Adults","Core","K26","How work can be accurately priced.","FULLY MET"]
["16 - 19 & Adults","Core","K27","Where information regarding new and emerging techniques and materials can be sought.","FULLY MET"]
["16 - 19 & Adults","Core","K28","The organisational procedures which ensure the security of materials, work in progress, employees and the general public.","FULLY MET"]
["Adults Only","01: Silversmithing","K29","Different shaping and forming techniques that may be utilised.","FULLY MET"]
["Adults Only","01: Silversmithing","K30","Different tools and equipment that may be used for the task.","FULLY MET"]
["Adults Only","01: Silversmithing","K31","Process and purpose of annealing metal when shaping and forming materials.","FULLY MET"]
["Adults Only","01: Silversmithing","K32","Removal of oxides, etc. from the item during processing.","FULLY MET"]
["Adults Only","01: Silversmithing","K33","Different processes used to join items.","FULLY MET"]
["Adults Only","01: Silversmithing","K34","How the different properties of metals impact on the method used to join them.","FULLY MET"]
["Adults Only","01: Silversmithing","K35","How to support and hold work during the joining process.","FULLY MET"]
["Adults Only","01: Silversmithing","K36","Different finishes that can be applied to silverware.","FULLY MET"]
["Adults Only","01: Silversmithing","K37","How surfaces should be prepared prior to polishing and finishing.","FULLY MET"]
["Adults Only","01: Silversmithing","K38","The use of plating and patination","FULLY MET"]
["Adults Only","01: Silversmithing","K39","How different finishes can be achieved.","FULLY MET"]
["Adults Only","01: Silversmithing","K40","The principle of part polishing when assembling an item.","FULLY MET"]
["Adults Only","01: Silversmithing","K41","The importance of cleaning the item prior to and after polishing.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K42","The various moulding making materials used by the industry and their application.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K43","The limitations of different mould making materials,","FULLY MET"]
["16 - 19 & Adults","02: Casting","K44","The mould making and cutting process related to each material.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K45","The types of wax pot that may be employed, both manual and automated.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K46","The working temperature and pressure of molten wax.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K47","The removal of wax patterns from moulds avoiding damage or deformation.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K48","The identification and prevention of defects that could affect the viability of the wax pattern.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K49","The tools required to build wax trees.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K50","The basic principles of metal flow, solidification and spruing.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K51","How wax patterns are assembled","FULLY MET"]
["16 - 19 & Adults","02: Casting","K52","The stages of the investment process.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K53","The importance of the burnout cycle in the investment process","FULLY MET"]
["16 - 19 & Adults","02: Casting","K54","The operation of the furnace","FULLY MET"]
["16 - 19 & Adults","02: Casting","K55","The various casting processes and their appropriate application to different metals.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K56","The use and purpose of cloaking gases, over-pressure and vacuum when applied to casting processes.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K57","The temperature and casting cycles that should be applied.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K58","The processes needed to ensure that casts are fully formed","FULLY MET"]
["16 - 19 & Adults","02: Casting","K59","Identifying common defects and how to rectify them.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K60","The purpose process for quenching.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K61","The post-processing of flasks including the removal of investment by jet washing.","FULLY MET"]
["16 - 19 & Adults","02: Casting","K62","Techniques and tools required to remove the finished castings from the central sprue or tree.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K63","The different types of stone setting used in the industry.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K64","The tools and techniques required to successfully complete the task including those used for marking out, the use of burrs, drills and frazes.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K65","The different levels of hardness of different stone types and its impact on the type of setting used","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K66","How to create bearers and grains using the appropriate tools including scorpers and gravers.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K67","The correct process for setting stones using pushers, burnishers, etc.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K68","The correct process for removing stones using the appropriate equipment.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K69","The process for finishing items once these are set.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","K70","The use of burnishers to deburr items post-setting.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K71","How to measure dimensions accurately.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K72","How to transfer the design to the item and mark out.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K73","How to translate the design onto materials.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K74","How designs can be measured and marked out on materials and the different tools that can be used.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K75","The terminology used within working drawings in stone mounting activities.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K76","The properties of different materials used in the production of jewellery.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K77","The different melting points of non-ferrous metals and precious metals.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K78","The ductility and malleability of the metals used.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","K79","The required level of metal surface finishing required prior to final polishing.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K80","Know the various types of letter forms and layouts for inscriptions and monograms.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K81","Know about the key differences between repair, restoration, conservation and reconstruction.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K82","How associated crafts (e.g. silversmithing, enamelling, metal spinning, polishing, stone mounting etc), impact on the completion of the engraved work.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K83","How customer requirements can be identified.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K84","How different engraving techniques and finishes can be communicated to customers.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K85","How work can be accurately priced.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K86","Where information regarding new and emerging engraving techniques can be sought.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","K87","The process of repairing engraved items damaged during the engraving process.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K88","The appropriate chemicals to use to prepare the specific metal to be enamelled.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K89","The methods of preparing the enamel prior to application.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K90","How the grade of the enamel can be assessed.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K91","How wet lay enamel should be applied.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K92","How dust enamel should be applied.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K93","How enamel can be reworked prior to firing.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K94","The different firing methods suitable for enamelling purposes including gas torch, batch, firing in electric kiln, firing in an electric conveyor furnace.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K95","The finishing methods that may be applied to enamelled products.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K96","Spotting and identifying errors in enamelling.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","K97","How defects can be corrected.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K98","How surfaces can be cleaned and prepared correctly","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K99","The correct sequences for removing fire stain, preliminary abrasive polishing, pickling, barrelling, finishing, chemical stripping, bright polishing and finishing.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K100","The differing polishing materials that may be used.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K101","The appropriate hand or machine polishing processes to achieve required finishes.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K102","The properties associated with differing polishing materials.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K103","How to specify the use of specific compounds including abrasive, polishing, finishing and matting.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K104","How to specify the use of polishing tools and equipment including mops, felt bobs, brushes and composition wheels.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K105","How to specify the use of polishing equipment including hand and machine polishing.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K106","How tools should be prepared.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K107","The function of materials used in barrel polishing.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K108","How to appropriately use ultra sonic cleaner and chemicals.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K109","The use of different drying methods in the polishing processes.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K110","How plating equipment should be used.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","K111","How to measure the micron thickness of the product used when plating.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K112","How to read a working drawing, industry standard terminology and descriptors around finishes, etc.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K113","How to communicate with the designer to ensure that the CAD design is optimal.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K114","How to interpret what the designer is seeking to achieve","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K115","The functional and practical aspects and nature of materials needed to produce differing designs including weights and thicknesses","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K116","The importance of accurate measurement of existing components","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K117","The importance of accurate measurement of existing components, e.g. stones","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K118","How to assess the practicality of a design in regard to its production","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K119","Relevant industry specific software packages.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K120","The differences between 2D, 2.5D and 3D software programmes.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K121","The use of component libraries and other software tools that support effective design and production.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K122","How to create forms and shapes relevant to the trade specialisation.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K123","The different forms of output e.g. machining files, SLA, STL., etc.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K124","How parts can be produced using CAD and CAM processes","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K125","The range of materials that are available and suitable for CAM processing.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K126","The role of support materials and supports in the CAM process.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K127","The limitations, strengths and weaknesses of the available CAM solutions","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K128","The post-processing of CAM models","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K129","Why models may require curing and the different methods by which this can be achieved.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K130","How to assess the design is to scale and meets the requirements of the design.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K131","The impact that shrinkage, warping and fitting can have on items produced","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K132","How the design can be adjusted to take account of shrinkage and warping.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","K133","The protocols for storage and security of data and intellectual property","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K134","Different types of stones used within the jewellery and creative industries, including precious and semi-precious","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K135","Fundamentals of gemmology and how stones are created","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K136","Different levels of hardness of different stone types and its impact on the approaches used to cut and shape the stone","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K137","Terminology used to describe the most common cuts and shapes of stone","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K138","Tools and techniques required to mark and set the cuts required to create the shape and/or facets required","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K139","Methods used to cleave and cut stones","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K140","Tools used to cut stones and how they should be set up for use","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K141","Methods used to measure and assess the effectiveness and quality of the cut","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K142","Tools and used to achieve a range of finishes","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K143","Media used to achieve differing finishes","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K144","Process for polishing different types of stones  once cut","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","K145","The organisational standards for the finishes required","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Demonstrate the application of H & S, COSHH and other policies within the workplace.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Demonstrate an understanding of workplace hazards and other areas of legislative non-compliance and how these can be addressed.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Select and utilise tools and equipment to achieve the desired finish/outcome.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Maintain the effectiveness of hand tools and rectify any defects should these arise.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Purchase or order appropriate tools and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Select and utilise the correct powered plant or equipment for the task to achieve the desired finish/outcome.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Maintain the effectiveness of the powered plant and/or equipment; and rectify defects and damage.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Translate designs into physical items from working drawings to a specification.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Identify the material required to produce an item based upon a given specification.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Communicate requirements of the design to colleagues using industry standard language.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Select the correct quantity of material for the task as specified within the design and specification and in accordance with organisational procedures","FULLY MET"]
["16 - 19 & Adults","Core","S12","Identify alternative materials that could be substituted.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Organise and implement the production process to minimise waste.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Demonstrate a wider understanding of waste management within the workplace.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Select and utilise tools to measure tolerances and accuracy throughout the production process.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Implement actions to improve the finish/accuracy of the item.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Communicate with colleagues and other individuals involved in the manufacturing process in a manner that is clear, indicates understanding of the desired outcome and which promotes teamwork.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Communicate with the customer different options that may be possible to produce the item","FULLY MET"]
["16 - 19 & Adults","Core","S19","Translate customer requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Communicate the various techniques, processes and finishes related to the item(s)","FULLY MET"]
["16 - 19 & Adults","Core","S21","Follows procedures to promotes their own security and that of colleagues and the organisation.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Takes action to recognise and mitigate risks","FULLY MET"]
["Adults Only","01: Silversmithing","S23","Demonstrate the processes required to shape a piece of silverware from a given design, including the tools and equipment that would be required.","FULLY MET"]
["Adults Only","01: Silversmithing","S24","Demonstrate annealing process to shape and form metals.","FULLY MET"]
["Adults Only","01: Silversmithing","S25","Maintain an effective working environment.","FULLY MET"]
["Adults Only","01: Silversmithing","S26","Demonstrate the use of suitable joining techniques in the successful completion of the task.","FULLY MET"]
["Adults Only","01: Silversmithing","S27","Demonstrate an understanding of different types of solder and related fluxes.","FULLY MET"]
["Adults Only","01: Silversmithing","S28","Demonstrate an understanding around the use of jigs, binding wire, “stiches” and other fixtures used when soldering.","FULLY MET"]
["Adults Only","01: Silversmithing","S29","Demonstrate an understanding of the use of safety pickle and oxide prevention techniques and materials","FULLY MET"]
["Adults Only","01: Silversmithing","S30","Use abrasives, papers, powders and blocks to prepare items for polishing and finishing.","FULLY MET"]
["Adults Only","01: Silversmithing","S31","Demonstrate a range of polishing and finishing techniques","FULLY MET"]
["Adults Only","01: Silversmithing","S32","Use lathe, and/or other suitable equipment to polish work to the required standard.","FULLY MET"]
["Adults Only","01: Silversmithing","S33","Post-process work to a commercial standard.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S34","Demonstrate a range of relevant mould making skills to the required standard.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S35","Demonstrate relevant cutting techniques.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S36","Checks that moulds are free from defects.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S37","Inject rubber mould with wax to a consistent standard and remove from mould","FULLY MET"]
["16 - 19 & Adults","02: Casting","S38","Check on the quality to ensure that the wax pattern is free from defects","FULLY MET"]
["16 - 19 & Adults","02: Casting","S39","Maintain a clean and tidy work area","FULLY MET"]
["16 - 19 & Adults","02: Casting","S40","Create a functional wax tree ready for investing.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S41","Prepare machinery for the investment process.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S42","Mix the investment material and invest the mould within its flask","FULLY MET"]
["16 - 19 & Adults","02: Casting","S43","Load, program and run the furnace for casting.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S44","Calculate the volume of metal required to successfully fill a given flask.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S45","Prepare metal and machinery for casting and cast metal into flasks.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S46","Quench flasks and remove the investment using appropriate equipment.","FULLY MET"]
["16 - 19 & Adults","02: Casting","S47","Remove casting from trees using appropriate equipment.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","S48","Select the correct setting technique suitable for the type and hardness of the stone(s) being used","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","S49","Prepare the item for setting by marking out and/or opening out the item to be set to accommodate the precious gems.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","S50","Demonstrate a range of techniques to create bearers or grains prior to setting the piece","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","S51","Demonstrate a range of setting processes using the correct techniques.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","S52","Demonstrate the successful removal of precious gems using the correct techniques.","FULLY MET"]
["16 - 19 & Adults","03: Stone setting","S53","Complete post-processing of set items to a standard that meets the requirement of the employer.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S54","Use dividers and calliper and measuring gauges for marking out.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S55","Use measuring devises to attain correct dimensions.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S56","Select and use appropriate measuring and marking equipment.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S57","Transfer the design and drawing requirements to metal.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S58","Mark out positions on material for cutting, shaping and drilling to the required specification.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S59","Cut and shape material to the specifications set out in the design.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S60","Select the correct metal and fineness to produce the required item.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S61","Task is completed without damage to the surface.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S62","Material is used economically, producing as little waste as possible.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S63","Achieve an acceptable surface level finish on precious metals.","FULLY MET"]
["16 - 19 & Adults","04: Mounting","S64","Ensure that the mount is adequately prepared for setting.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S65","Mark out and measure materials for engraving.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S66","Lay out scroll work and ornamental patterns.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S67","Produce engraved surfaces using a range of materials, designs, surface types, standard and advanced techniques (including cutting, seal engraving, carving, piercing, inlay and overlay).","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S68","Apply designs using hand or machine-based processes.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S69","Translate customer requirements.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S70","Effectively communicate the various techniques surrounding engraving.","FULLY MET"]
["16 - 19 & Adults","05: Engraving","S71","Implement repair techniques including the use of burnishers, etc.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S72","Follow correct safe handling processes for use of chemicals.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S73","Clean and prepare the surface ready to enamel.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S74","Grind and wash the enamel to the required grade.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S75","Dry the enamel ready for application if using dry sifting technique.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S76","Grind enamel in purified water for applying wet enamel onto the product as per design requirements.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S77","Apply wet enamel onto the product as per design requirements.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S78","Dust the enamel onto the product to the correct level ready for firing.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S79","Select the appropriate method of firing the product.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S80","Set kiln to the correct temperature for vitrifying the enamel.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S81","Produce the surface required including matt, shiny or satin finishes.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S82","Finish the enamel to the required surface effect.","FULLY MET"]
["16 - 19 & Adults","06: Enamelling","S83","Correct pin holes, surface dirt and cracks.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S84","Apply the appropriate pre-polishing processes","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S85","Produce a commercially acceptable finish on completed work.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S86","Finish work using a range of equipment, compounds and chemicals.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S87","Polish and finish work made from a range of materials.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S88","Select the appropriate hand or machine polishing tools, equipment and machinery.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S89","Prepare and dress mops and bobs.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S90","Select and use appropriate polishing media.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S91","Prepare and use ultra sonic cleaner and solution.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S92","Prepare and use plating equipment.","FULLY MET"]
["16 - 19 & Adults","07: Polishing/finishing","S93","Apply drying methods within the polishing process.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S94","Demonstrate an understanding of how to read technical drawings and specifications.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S95","Work effectively with colleagues to ensure that CAD designs are fit for purpose and reflective of the design intent.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S96","Develop production drawings and specifications which take account of the manufacturing processes being used and the properties of the material selected.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S97","Assess the functionality and practicality of the design","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S98","Selecting the correct software tools to achieve the required outcome.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S99","Demonstrate the use of rendering packages for presentation purposes.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S100","Create appropriate files for CAM usage.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S101","Check that CAM parts have adequate supports and that the model is orientated correctly to ensure an optimal outcome.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S102","Demonstrate the application of an appropriate CAM and CNC processes.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S103","Check on the successful curing of 3D printed resin models.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S104","Produce post-process models.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S105","Remove support and build lines in preparation for casting","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S106","Utilise software to address issues of shrinkage, etc.","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S107","Use measuring equipment to assess whether the item has been built to acceptable tolerances and to scale","FULLY MET"]
["16 - 19 & Adults","08: CAD/CAM processes","S108","Apply organisational protocols around data storage, file naming and security.","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S109","Select stones based on size, weight, colour and shape in accordance with standards required by the customer and set by the organisation","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S110","Interpret work documentation to identify types of cut required","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S111","Demonstrate a range of techniques to mark areas and facets to be cut","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S112","Cut stones using saws","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S113","Cut stones using abrasion techniques","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S114","Measure and assess the effectiveness of the cut of precious gems using the correct techniques.","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S115","Set up and use correct polishing equipment","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S116","Apply suitable media to achieve specified standard","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S117","Assess as to whether the required standard has been achieved","FULLY MET"]
["16 - 19 & Adults","09: Lapidary","S118","Store polished stones in a manner that preserves their finish","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Embrace and promote the values of the organisation","FULLY MET"]
["16 - 19 & Adults","Core","B2","Treat team, customers and other stakeholders with courtesy and respect","FULLY MET"]
["16 - 19 & Adults","Core","B3","Take ownership and responsibility for their role and working area, including other team members where appropriate","FULLY MET"]
["16 - 19 & Adults","Core","B4","Display loyalty, integrity and accountability to the organisation","FULLY MET"]
["16 - 19 & Adults","Core","B5","Commit to continuous development of self and team, including improvements to systems and processes","FULLY MET"]

{"sheet":"OCC0900","index":7,"n_rows":64,"n_cols":9,"rows_kept":64,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","10/07/2020"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0900 - Camera prep technician"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The role of camera preparation in the production process and the impact of camera preparation on production schedules and budgets.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The workflow for camera preparation including the roles, responsibilities and dependencies of everyone involved and the impact of own punctuality and attendance on the organisation and productivity of self and others.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The differences between film and digital cameras and the features and capabilities of industry standard cameras and how they are useful or limited in different production genres, applications and contexts.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The functional role and compatibility of camera accessories, lenses and other peripherals and the features, capabilities and limitations of general and specialist lenses including parfocal, anamorphic, spherical, coated, uncoated, prime and zoom.","FULLY MET"]
["16 - 19 & Adults","Core","K5","The range, capabilities and role of timecode and its role in production.","FULLY MET"]
["16 - 19 & Adults","Core","K6","The capabilities, limitations and uses of different battery types, maintenance and charge logs and current related legislation including that related to the transportation of industry standard batteries.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Digital formats, compression codecs and workflow and their use in appraising standards including those for delivery specifications, shooting specifications and signal output standards.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The features, role, capabilities and limitations of currently used grip, sound and lighting equipment, including radio channels for wireless mics and video,  and their impact on camera preparation and use.","FULLY MET"]
["16 - 19 & Adults","Core","K9","The purpose and format of camera kit list specifications, the terminology and industry colloquialisms used and how long it takes to prepare typical kit lists.","FULLY MET"]
["16 - 19 & Adults","Core","K10","How to technically compile equipment in order to meet specification for both equipment kit lists and to meet specification for storage after use.  This includes identifying when it is appropriate to replace and when it is appropriate to substitute equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K11","Company procedures, processes, protocols and record keeping requirements for checking availability, logging equipment in and out, preparing kit, making changes and substitutions to specified kit, amending kit lists and dispatching and returning kit including resolving issues with resource availability, authorisation processes for amendments to kit lists and GDPR requirements.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The importance of camera and lens testing, why and when they should be carried out, the facilities and conditions required, appropriate methods of testing different types and configurations of equipment and the remit and boundaries of own role in supporting camera crew with camera tests.","FULLY MET"]
["16 - 19 & Adults","Core","K13","The purpose of quality assessments on lenses, filters, LCD and other screens and delicate optical/visual surfaces and the process for carrying out quality assessments of optical elements.","FULLY MET"]
["16 - 19 & Adults","Core","K14","The importance of regular maintenance of equipment, types of basic first-line maintenance and repairs that fall within own expertise and responsibility and how to carry them out.","FULLY MET"]
["16 - 19 & Adults","Core","K15","How all items of camera equipment should be protected and packaged to avoid damage during transit.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Relevant health and safety legislation and company-specific policies to ensure environmental sustainability and a safe working environment for themselves, colleagues and clients, including manual handling.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The importance of, and company protocols for, accurate, effective and timely communication with own team, other departments and clients including where, when and how to seek clarification on kit list specification or instruction and where when and how to offer suggestions and alternative solutions.","FULLY MET"]
["16 - 19 & Adults","Core","K18","The advantages and disadvantages of communicating in person, by phone and by email and different communication techniques that might be applicable for each.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Typical difficulties that may arise during equipment use and how to combat them to pre-empt complications on a shoot.","FULLY MET"]
["16 - 19 & Adults","Core","K20","The protocols for, and differences of, working on location or in a studio as opposed to working in the kit room, camera floor or warehouse.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Analyse and interpret kit lists to identify equipment and configuration requirements, identifying incompatibilities and cameras, accessories, lenses and other peripherals that do not meet requirements.  Make changes and substitutions to cameras, accessories, lenses and other peripherals specified in kit lists in line with company procedures including as requested by crew when possible.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Plan and prioritise own camera preparation activities in order to meet required timescales and quality requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Select camera accessories, general and specialist lenses and other peripherals that are compatible and meet kit list specifications. Lenses might include parfocal, anamorphic, spherical, coated, uncoated, prime and zoom.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Configure cameras, accessories, lenses and other peripherals during the prep stage so they are complete and shoot-ready, taking account of the requirements of any related grip, sound or lighting equipment and removing any camera accessories that are not relevant or required to meet production requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Provide advice and recommendations about alternative compatible peripherals which meet or benefit kit list specifications.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Communicate work progress to managers, colleagues and clients as appropriate and alert appropriate people at appropriate times about issues which may affect the job preparation, specification or quality.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Give advice about the capabilities or compatibility of cameras, accessories, lenses and other peripherals using language that promotes understanding.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Test cameras, accessories, lenses and other peripherals to ensure they work in the configuration specified and for which they are intended to work.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Identify damage and imperfections on lenses and other optical elements and record and log them as per company procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Support camera crew during camera tests either in camera testing facilities in warehousing environments or on filming locations.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Assist clients on ways to resolve operational difficulties with camera equipment during use.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Carry out first-line maintenance and other checks to identify required repairs and maintenance to cameras, accessories, lenses and other peripherals.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Maintain accurate records of equipment dispatch and return and amendments, changes and substitutions made to kit lists as per company procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Hand equipment over to, and accept equipment from clients, couriers and drivers in line with logistics procedures and processes.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Return equipment to the specification it should be stored in after use and remove and store cameras, accessories, lenses and other peripherals in line with company requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Comply with company policies and practices for health and safety, security and protection of equipment and to make environmentally friendly choices: identifying, mitigating and reporting any incidents or risks to the appropriate person.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Works with a high level of sustained concentration and attention to detail, producing accurate work which meets quality specifications within agreed deadlines.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Works as part of a team, offering and accepting support from colleagues so that work deadlines are met.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Applies an appreciation of the value of the equipment to their work, using appropriate handling and packaging techniques to maintain the safety and security of equipment.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Works safely to ensure a safe working environment for themselves and others in the workplace in line with health and safety requirements at all times.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Thinks creatively and logically to solve technical issues, identifying incompatibilities and alternatives that benefit and improve on given kit list specifications.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Maintains a key interest in the equipment and technology of the industry, identifying new and emerging innovations and developments.","FULLY MET"]

{"sheet":"OCC0925 v1.0","index":8,"n_rows":62,"n_cols":9,"rows_kept":62,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","23/01/2024"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0925 - Junior advertising creative"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The roles and departments and functions within an advertising team and how they interact with their own role. For example account planning, Account Executives, production specialists.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The way in which a creative idea is developed from brief to production (For example, the key stages such as the client brief, creative briefing, presentation of ideas, research, pre-production, production, post production, delivery to the media channels) including basic understanding of what channels the Media Executives are recommending.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The multiple ways an idea can be communicated and distributed and their benefits e.g. TV, cinema, You Tube, social media, radio, posters, and influencers","FULLY MET"]
["16 - 19 & Adults","Core","K4","The basics of advertising ethics and the importance of work being legal, decent, honest and truthful","FULLY MET"]
["16 - 19 & Adults","Core","K5","How to put together and present an idea. Typically this might include slides, mood boards, storyboards, music, illustration and film references","FULLY MET"]
["16 - 19 & Adults","Core","K6","How to understand a client’s brief and the timing and budgetary restrictions therein","FULLY MET"]
["16 - 19 & Adults","Core","K7","How to interrogate and challenge a brief in a constructive way","FULLY MET"]
["16 - 19 & Adults","Core","K8","Trends and opportunities that can enhance an idea or add value to a client’s business (such as the role o f influencers, new advertising delivery platforms like Virtual Reality, short form mobile videos.)","FULLY MET"]
["16 - 19 & Adults","Core","K9","How to identify and source the most appropriate internal and external craftsmen that can help produce the idea e.g. voice talent, directors, designers, photographers.","FULLY MET"]
["16 - 19 & Adults","Core","K10","The typical characteristics of a “brand” (for example, tone of voice, values)","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to give constructive feedback (For example, to designers)","FULLY MET"]
["16 - 19 & Adults","Core","K12","How text and stories bring the idea to life within the appropriate medium (For example, magazines, radio, leaflets or within digital channels such as Snapchat, emails, web pages.)","FULLY MET"]
["16 - 19 & Adults","Core","K13","How design and layout bring the idea to life within the appropriate medium (For example, magazines, radio, leaflets or within digital channels such as Snapchat, emails, content in web pages.)","FULLY MET"]
["16 - 19 & Adults","Core","K14","Importance of approaching ideas from different perspectives (For example how to combine ideas, or how to use an interesting fact)","FULLY MET"]
["16 - 19 & Adults","Core","K15","How advertising can persuade people to do something e.g. change behaviour, or buy a different product","FULLY MET"]
["16 - 19 & Adults","Core","K16","Typical terminology used (For example, UX, Motion Graphics, Editor, Project Manager, Coder)","FULLY MET"]
["16 - 19 & Adults","Core","K17","Understand the relationship between stories and the time limits of the selected media option and how to create short stories that fit the duration of the advert (For example, scripts for radio)","FULLY MET"]
["16 - 19 & Adults","Core","K18","That there is a legal and regulatory code (The Code) and have knowledge of how it is applied such as the basics of what can and can’t be shown in advertising (For example, Portman rules on alcohol, gender stereotyping)","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Interrogate a creative brief and find advertising potential within it, asking questions to clarify understanding","FULLY MET"]
["16 - 19 & Adults","Core","S2","Solve client communication problems (for example, using mind maps)","FULLY MET"]
["16 - 19 & Adults","Core","S3","Originate brand, products or service communications/ideas which answer a client’s brief","FULLY MET"]
["16 - 19 & Adults","Core","S4","Present their idea, using visual aids (For example, slides, mood boards, storyboards and make use of music, photo, illustration and film references)","FULLY MET"]
["16 - 19 & Adults","Core","S5","Research cultural trends and opportunities that can enhance an idea or add value to a client’s business (For example, an awareness of the importance of environmental issues, or of an upcoming event/film, could build references to this into the advert)","FULLY MET"]
["16 - 19 & Adults","Core","S6","Identify and source the most appropriate internal and external experts and suppliers that can help produce the idea","FULLY MET"]
["16 - 19 & Adults","Core","S7","Research and interpret characteristics of a brand to establish most appropriate media option(s)","FULLY MET"]
["16 - 19 & Adults","Core","S8","Deliver their work to brief and on time","FULLY MET"]
["16 - 19 & Adults","Core","S9","Write text and stories that bring the idea to life within the appropriate medium (For example, magazines, radio, leaflets or within digital channels such as Snapchat, emails, content in web pages)","FULLY MET"]
["16 - 19 & Adults","Core","S10","Create design and layout that bring the idea to life within the appropriate medium (For example, magazines, radio, leaflets or within digital channels such as Snapchat, emails, web pages)","FULLY MET"]
["16 - 19 & Adults","Core","S11","Apply feedback to amend or redevelop their ideas","FULLY MET"]
["16 - 19 & Adults","Core","S12","Undertake research into latest trends in advertising and new delivery platforms. (For example, keep abreast of new poster variants such as interactive superlite films at bus shelters and consider and recommend ways to use them.)","FULLY MET"]
["16 - 19 & Adults","Core","S13","Collaborate with the wider team and encourage them to share ideas to help bring the project to life","FULLY MET"]
["16 - 19 & Adults","Core","S14","Prioritise competing demands","FULLY MET"]
["16 - 19 & Adults","Core","S15","Write in any tone/style, being aware of the need to communicate to different audiences taking into account cultural differences and social representation","FULLY MET"]
["16 - 19 & Adults","Core","S16","Influence others (For example, buy a different product or change their behaviour.)","FULLY MET"]
["16 - 19 & Adults","Core","S17","Write scripts of different lengths to suit different media platforms and of different durations","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Creative curiosity – researches the brief and shares their ideas","FULLY MET"]
["16 - 19 & Adults","Core","B2","Empathy – takes into account a range of viewpoints when carrying out tasks, shows emotional intelligence when managing other people","FULLY MET"]
["16 - 19 & Adults","Core","B3","Resilience – considers feedback objectively, bounces back from criticism of their idea, and continues working on the brief with enthusiasm by continuing to achieve deadlines and maintain rapport","FULLY MET"]
["16 - 19 & Adults","Core","B4","Working under pressure – manages multiple projects and deadlines","FULLY MET"]
["16 - 19 & Adults","Core","B5","Courageous – puts forward ideas to more senior colleagues and is prepared to challenge others","FULLY MET"]

{"sheet":"OCC0925 v1.1","index":9,"n_rows":71,"n_cols":9,"rows_kept":71,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","23/01/2024"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0925 - Junior advertising creative"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The roles and departments and functions within an advertising team and how they interact with their own role. For example account planning, Account Executives, production specialists.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The way in which a creative idea is developed from brief to production for example, the key stages such as the client brief, creative briefing, presentation of ideas, research, pre-production, production, post production, delivery to the media channels, including basic understanding of what channels the Media Executives are recommending.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The multiple ways an idea can be communicated and distributed and their benefits e.g. TV, cinema, You Tube, social media, radio, posters, and influencers. ","FULLY MET"]
["16 - 19 & Adults","Core","K4","The basics of advertising ethics and the importance of work being legal, decent, honest and truthful.","FULLY MET"]
["16 - 19 & Adults","Core","K5","How to put together and present an idea. Typically this might include slides, mood boards, storyboards, music, illustration and film references.","FULLY MET"]
["16 - 19 & Adults","Core","K6","How to understand a client’s brief and the timing and budgetary restrictions therein.","FULLY MET"]
["16 - 19 & Adults","Core","K7","How to interrogate and challenge a brief in a constructive way.","FULLY MET"]
["16 - 19 & Adults","Core","K8","Trends and opportunities that can enhance an idea or add value to a client’s business, such as the role of influencers, new advertising delivery platforms like Virtual Reality, short form mobile videos.","FULLY MET"]
["16 - 19 & Adults","Core","K9","How to identify and source the most appropriate internal and external craftsmen that can help produce the idea e.g. voice talent, directors, designers, photographers.","FULLY MET"]
["16 - 19 & Adults","Core","K10","The typical characteristics of a “brand” for example, tone of voice, values.","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to give and receive constructive feedback.","FULLY MET"]
["16 - 19 & Adults","Core","K12","How text and stories bring the idea to life including for publications, leaflets, web pages and social media.  ","FULLY MET"]
["16 - 19 & Adults","Core","K13","How design and layout bring the idea to life including for publications, leaflets and web pages and social media.  ","FULLY MET"]
["16 - 19 & Adults","Core","K14","Importance of approaching ideas from different perspectives for example how to combine ideas, or how to use an interesting fact.","FULLY MET"]
["16 - 19 & Adults","Core","K15","How advertising can persuade people to do something e.g. change behaviour, or buy a different product ","FULLY MET"]
["16 - 19 & Adults","Core","K16","Typical terminology used for example, UX, Motion Graphics, Editor, Project Manager, Coder.","FULLY MET"]
["16 - 19 & Adults","Core","K17","Understand the relationship between stories and the time limits of the selected media option and how to create short stories that fit the duration of the advert for example, scripts for radio. ","FULLY MET"]
["16 - 19 & Adults","Core","K18","That there is a legal and regulatory code (The Code) and have knowledge of how it is applied such as the basics of what can and can’t be shown in advertising for example, Portman rules on alcohol, gender stereotyping.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Principles and policies of equity, diversity, and inclusion in the workplace.  ","FULLY MET"]
["16 - 19 & Adults","Core","K20","Digital tools and software to communicate and interact with a range of key stakeholders.   ","FULLY MET"]
["16 - 19 & Adults","Core","K21","Policies and procedures relating to environmental impact and sustainability.  ","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Interrogate a creative brief and find advertising potential within it, asking questions to clarify understanding.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Solve client communication problems for example, using mind maps.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Originate brand, products or service communications/ideas which answer a client’s brief. ","FULLY MET"]
["16 - 19 & Adults","Core","S4","Present their idea, using visual aids for example, slides, mood boards, storyboards and make use of music, photo, illustration and film references.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Research cultural trends and opportunities that can enhance an idea or add value to a client’s business for example, an awareness of the importance of environmental issues, or of an upcoming event and or film, could build references to this into the advert.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Identify and source the most appropriate internal and external experts and suppliers that can help produce the idea.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Research and interpret characteristics of a brand to establish most appropriate media option(s).","FULLY MET"]
["16 - 19 & Adults","Core","S8","Deliver their work to brief and on time.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Write text and stories that bring the idea to life for publications, leaflets, web pages and social media. ","FULLY MET"]
["16 - 19 & Adults","Core","S10","Create design and layout that bring the idea to life for publications, leaflets, web pages and social media. ","FULLY MET"]
["16 - 19 & Adults","Core","S11","Apply feedback to amend or redevelop their ideas.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Undertake research into latest trends in advertising and new delivery platforms for example, keep abreast of new poster variants such as interactive superlite films at bus shelters and consider and recommend ways to use them. ","FULLY MET"]
["16 - 19 & Adults","Core","S13","Collaborate with the wider team and encourage them to share ideas to help bring the project to life.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Prioritise competing demands.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Write in any tone and or style, being aware of the need to communicate to different audiences taking into account cultural differences and social representation. ","FULLY MET"]
["16 - 19 & Adults","Core","S16","Influence others for example, buy a different product or change their behaviour.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Write scripts of different lengths to suit different media platforms and of different durations. ","FULLY MET"]
["16 - 19 & Adults","Core","S18","Communicate information through appropriate channels when seeking support to undertake tasks. ","FULLY MET"]
["16 - 19 & Adults","Core","S19","Use digital collaboration tools to work with colleagues and key stakeholders.  ","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Creative curiosity – researches the brief and shares their ideas.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Empathy – takes into account a range of viewpoints when carrying out tasks, shows emotional intelligence when managing other people.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Resilience – considers feedback objectively, bounces back from criticism of their idea, and continues working on the brief with enthusiasm by continuing to achieve deadlines and maintain rapport.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Working under pressure – manages multiple projects and deadlines.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Courageous – puts forward ideas to more senior colleagues and is prepared to challenge others.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Accountable for tasks, actions and work proactively seeks support. ","FULLY MET"]
["16 - 19 & Adults","Core","B7","Support an inclusive culture treating colleagues and external stakeholders fairly and with respect. ","FULLY MET"]
["16 - 19 & Adults","Core","B8","Acts professionally when representing the business virtually, in person and when communicating.","FULLY MET"]
["16 - 19 & Adults","Core","B9","Prioritises sustainable practices for example reducing paper waste, turning off unused lights, car sharing or using public transport to travel for business meetings. ","FULLY MET"]

{"sheet":"OCC0378","index":10,"n_rows":45,"n_cols":9,"rows_kept":45,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","03/02/2020"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0378 - Blacksmith"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Health & Safety (H&S) - health & safety process, legislation and regulations in the forge and on site including COSHH, H&S at work act 1974.  Knowledge of safe work processes that ensures the safety of self and others such as personal health surveillance, hazard recognition, risk assessment, method statements, disposal of waste, equipment inspection, personal protective equipment.  Knowledge of exposure, risk and prevention of flash burns, arc eye, radiant heat, noise exposure and fumes as well as knowledge of preventing musculoskeletal and manual handling injuries","FULLY MET"]
["16 - 19 & Adults","Core","K2","Materials - the properties and uses of materials used for blacksmithing such as the effects of heat and working on forgeable metals.  The effects of combining metals and other media such as wood, stone or plastic.  Modes of supply, methods for handling and storing resources.  The effects of the environment and techniques for protecting metalwork","FULLY MET"]
["16 - 19 & Adults","Core","K3","Tools - the key equipment, fixed and hand tools, the principles of operation, manufacture, set up, maintenance and safe use.  Hand tools such as tongs, punches, chisels, hammers, anvil tools and jigs.  Hand held machine tools such as drills and grinders.  Fixed forge equipment such as power hammers, presses, forges, furnaces.  Fixed fabrication equipment such as guillotines, rolls, metalworkers and linishers.  Fixed welding equipment such as welding plant, profile cutters and extraction systems. Fixed machine equipment such as drills, lathes, milling and grinding machines","FULLY MET"]
["16 - 19 & Adults","Core","K4","Quality - knowledge of quality standards including those expected by the client, employer, suppliers and regulatory bodies, including methods of recording work, use of product data sheets, International Standardisation Organisation (ISO) 9001, Conformete European (CE) marking and building regulations","FULLY MET"]
["16 - 19 & Adults","Core","K5","Design - knowledge of elements and principles of design, drawing conventions and techniques by hand or computer aided design (CAD).  Interpreting models and samples as part of the initial design process when presenting an idea to a client or as a component of design realisation when working out production samples","FULLY MET"]
["16 - 19 & Adults","Core","K6","Manufacture, conservation and repair of metalwork - Finishing and protection methods and  processes.  The occupational roles and responsibilities within the processes regarding work relationships such as knowledge of those responsible for advising the client or other relevant parties, an appreciation of the costs of time and materials in the production of forged ironwork and the issues involved in seeking approval for work to commission or for direct retail","FULLY MET"]
["16 - 19 & Adults","Core","K7","Setting up for work, problems that may occur and how to respond to them, knowledge of relevant mathematics and science such as volumes of metal required when calculating forging allowances, linear calculations for frameworks and bending, trigonometry for squaring and calculating angles when setting up working drawings or constructions, the chemistry and physics of ferrous metals in their heat treatment, the properties of common alloying elements and the chemistry of corrosion and its causes","FULLY MET"]
["16 - 19 & Adults","Core","K8","Context of the craft - the context of the craft such as design styles, notable blacksmiths and artistic movements.  Historical and contemporary processes and techniques","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Health & Safety and working environment - maintain standards of health and safety for self and for others, using safe working practices.  Prepare and maintain a safe working environment, where both hand and mechanical tools are used, as well as being able to safely handle fuel and light and operate the forge.  Identify hazards and minimise risk in the working environment","FULLY MET"]
["16 - 19 & Adults","Core","S2","Technical interpretation and understanding - create and interpret specifications, samples, drawings, and other written and verbal instructions for the manufacture or repair of metalwork.  The identification and appropriate response to problems such as calculating jointing, forging and bending allowances, creation of working templates or jigs from drawings, arriving at an appropriate order of dismantling and construction including testing and adjustment, seeking advice and guidance as appropriate","FULLY MET"]
["16 - 19 & Adults","Core","S3","Design - produce technical drawings, designs and models by hand or computer aided design (CAD) which can be interpreted by colleagues and clients when developing the final product","FULLY MET"]
["16 - 19 & Adults","Core","S4","Manufacturing and repair processes - select and use the appropriate processes, techniques, materials, tools and equipment for manufacture or repair of metalwork and undertake the blacksmith making process to the industrial standard from inception to realisation.  Plan and manage time effectively","FULLY MET"]
["16 - 19 & Adults","Core","S5","Hot Forging - efficiently manage a forge or furnace when using forge tools to hot forge, form, cut and join metals by hand and machine","FULLY MET"]
["16 - 19 & Adults","Core","S6","Thermal Welding and cutting - use hand operated thermal equipment, cutting and joining techniques to cut and join metals","FULLY MET"]
["16 - 19 & Adults","Core","S7","Machining - use hand operated machine tools for cutting, drilling and shaping components","FULLY MET"]
["16 - 19 & Adults","Core","S8","Bench work - use hand tools to cold cut and shape materials.  Join materials using fastening systems","FULLY MET"]
["16 - 19 & Adults","Core","S9","Tools, materials and equipment - carry out testing and adjustment.  Manufacture, prepare and maintain materials, equipment and tools appropriately.  Manufacture and maintain hand tools such as tongs, punches, chisels, hammers, anvil tools and jigs.  Maintain equipment such as hand held machine tools, fixed forge equipment such as power hammers, presses, forges and furnaces.  Fabrication, welding and engineering equipment.  Preparing materials such as consumables, metal for the job, fixings and coatings","FULLY MET"]
["16 - 19 & Adults","Core","S10","Finishing - clean, prepare and protect metalwork.  Finish surfaces by specifying and applying specified surface treatments, coatings or coverings as required such as wire brushing, degreasing, descaling, polishing, waxing, oiling, painting and specifying sub-contract finishes such as hot dip galvanising, electro polishing and powder coating","FULLY MET"]
["16 - 19 & Adults","Core","S11","Fitting - construct and fit work in the workshop and/or on site as appropriate, which includes assembly and dismantling of components and products and correcting faults in metalwork","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Promote positive safety culture - ensure at all times that work is carried out in a safe way that does not put themselves or others at risk","FULLY MET"]
["16 - 19 & Adults","Core","B2","Quality focused - work to appropriate quality standards such as working to client requirements, workshop samples, drawing specifications, historical listings, building regulations and workshop procedures, with efficient use of time, materials and resources.  Record work and either self-evaluate or obtain feedback from others to improve work and working practice","FULLY MET"]
["16 - 19 & Adults","Core","B3","Professionalism - have a strong professional work ethic including pride in work and attention to detail.  Recognise the need for efficient and clear communication and the importance of working effectively with others.  Promote and represent the craft, apply ethics and professional judgment in all areas of work.  Take responsibility for own work and monitoring the work of others","FULLY MET"]
["16 - 19 & Adults","Core","B4","Self-development - keep up to date with best practice and emerging technologies within the sector.  Obtain and offer constructive feedback to others, develop and maintain professional relationships","FULLY MET"]

{"sheet":"OCC0447","index":11,"n_rows":91,"n_cols":9,"rows_kept":91,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","03/02/2020"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0447 - Clock maker"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The understanding of health and safety legislation such as COSHH and PPE and common hazards within the employees working environment as well as any other current legislation relevant to the business for example GDPR.","FULLY MET"]
["16 - 19 & Adults","Core","K2","Knowledge of company regulations for conforming to the Health and Safety at Work Act 1974.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The benefit of risk analysis to ensure the safety of self and others when using tools equipment and materials, the benefits of the safe disposal of all waste materials.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The construction, operational principles and maintenance of tools and equipment required within clock making for example Hand tools:- \nfiles, screwdrivers mainspring winders etc\nMachine tools:-\nlathes, drilling machines, \nOther workshop equipment:- cleaning machines, test instruments","FULLY MET"]
["16 - 19 & Adults","Core","K5","The procedures for the identification of operational faults found within clock movements using experience and test equipment","FULLY MET"]
["16 - 19 & Adults","Core","K6","Knowledge of the procedure for visual inspection of the movement components.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The principles for determining appropriate action level.","FULLY MET"]
["16 - 19 & Adults","Core","K8","Knowledge of the differing techniques used in conservation, restoration and repair.","FULLY MET"]
["16 - 19 & Adults","Core","K9","The procedure for determining the condition and safety of the clock case.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Knowledge of how to transport clocks to and from the workshop and within the workshop.","FULLY MET"]
["16 - 19 & Adults","Core","K11","The basic function and construction of clock movements.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The operational principles of a clock mechanism and the characteristics of the components (e.g. gear trains, springs, consumable materials).","FULLY MET"]
["16 - 19 & Adults","Core","K13","The procedure for the servicing of clock movements and the specifying of new components to be manufactured or fitted through the use of simple drawings and description. (e.g. springs, wheels, pinions, raw materials).","FULLY MET"]
["16 - 19 & Adults","Core","K14","Awareness of the possible security procedures within a workshop to ensure that customers clocks are protected from fire and theft","FULLY MET"]
["16 - 19 & Adults","Core","K15","Knowledge of Escapement action and geometry (predominantly for the anchor escapement)","FULLY MET"]
["16 - 19 & Adults","Core","K16","Knowledge of Strike work action and set-up both rack and countwheel striking.","FULLY MET"]
["16 - 19 & Adults","Core","K17","Knowledge of allied trades available and when to use them.","FULLY MET"]
["16 - 19 & Adults","Core","K18","Knowledge of different types of weight lines, there advantages and disadvantages of each type and how to select the correct one for a given application.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Understand the need for keeping records of work carried out including the condition of the clock before and after work, research of differing methods and suggestion and application of original methods and procedures.","FULLY MET"]
["16 - 19 & Adults","Core","K20","Understand the customers requirements which may be complex and require original solutions.","FULLY MET"]
["16 - 19 & Adults","Core","K21","Understand the needs of other professionals.","FULLY MET"]
["16 - 19 & Adults","Core","K22","Knowledge of where professional development opportunities may be found (e.g. professional publications, lectures and seminars).","FULLY MET"]
["16 - 19 & Adults","Core","K23","General knowledge on the development of time keeping. To include the major developments in mechanical clocks such as the development of escapements and historical styles.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Maintain a safe working environment when using tools, equipment and materials.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Identify and minimise hazards and risks within the working environment, suggesting improvements to processes where appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Implement risk assessments.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Maintain tools in correct working order in line with manufacturers/company specifications.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Select and use appropriate tools in the construction, service and repair of clocks.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Identify faults within a clock, both through visual means and through testing procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Apply the knowledge of conservation, restoration and repair to form an action plan for both standard and complex customer requests in order for the work to be carried out .","FULLY MET"]
["16 - 19 & Adults","Core","S8","Seeking approval for the work to be carried out from the employer or customer.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Carry out case inspections to assess suitability and stability of the case.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Select and use the appropriate tools, materials and techniques to service and repair clock movements displaying dexterous skill and attention to detail.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Ensure that all components are in a suitable condition for re-assembly, suggesting improvements where necessary.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Select and apply a suitable lubricant for a given situation.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Ensure that the clock is running correctly using suitable testing procedures and review how effective the repair/manufacture methods have been.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Manufacture new components where required by more complex customer orders or specify for manufacture through the use of drawings.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Service a clock within an appropriate time scale.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Research and apply appropriate procedures within company quality guidelines ensuring that any repair or service is suitable and fit for purpose.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Ensure any manufactured parts are in keeping with the original clock, but identifiable under close inspection.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Manage time effectively whilst undertaking repair work.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Calculating the length of, adjusting and manufacturing pendulums.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Re-facing anchor recoil pallets to correct operation and geometry with appropriate materials and in line with best conservation practice and company policy.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Re-bushing according to required company specifications to include plugging and re planting where necessary.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Safe selection, maintenance and handling of barrels and springs.","FULLY MET"]
["16 - 19 & Adults","Core","S23","Tying of different types of weigh and fusee lines, to ensure safe and secure operation for both the clock and the customer.","FULLY MET"]
["16 - 19 & Adults","Core","S24","Selection of the appropriate type of test stand and the correct operational use of the test stand.","FULLY MET"]
["16 - 19 & Adults","Core","S25","Where appropriate undertake the refinishing of components in line with conservation ethics, guidelines and company policy. Such as the re-silvering and re-waxing dials or the cleaning of tarnished silvered dials prior to re-assembly where appropriate within conservation ethics and through detailed discussion with the customer as to the required work and effect visually upon the artifact.","FULLY MET"]
["16 - 19 & Adults","Core","S26","Keep a detailed record of all work carried out ensuring that there is a description of the clock along with materials of manufacture approximate age and size and suggesting improvements to procedures where necessary. Also include in detail with supporting photographs any work carried out along with justification for the work, methods used and evaluation of the work and methods.","FULLY MET"]
["16 - 19 & Adults","Core","S27","Use written and verbal communication to simplify and provide complex information in a way that supports positive customer outcome in the relevant format.","FULLY MET"]
["16 - 19 & Adults","Core","S28","Identify short comings or need for more knowledge and skill-based learning through the keeping of records and self-assessment.","FULLY MET"]
["16 - 19 & Adults","Core","S29","Apply the historical knowledge and use clear explanations, providing options and solutions to influence and help customers make choices and agree next steps.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Remain mindful of safe practice and company risk assessments.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Exercise proactivity when identifying safety solutions and improvements to safe working practice.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Share knowledge and experience with others with regards to maintaining safety and the safety of others.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Respect tooling and tools and use them for the correct purpose and in the correct manor for which they are intended to be used.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Appreciate own knowledge and skill levels when there is a need for tool maintenance that may beyond own or company capabilities.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Be diligent in carrying out maintenance as part of daily work to ensure that tools and equipment are safe and efficient to use.","FULLY MET"]
["16 - 19 & Adults","Core","B7","When assessing a clock and its components treat them with respect.","FULLY MET"]
["16 - 19 & Adults","Core","B8","Act with diligence and responsibility to ensure thorough inspection, ensuring notes and records are accurately kept in order to assist in further work and reporting.","FULLY MET"]
["16 - 19 & Adults","Core","B9","Demonstrate company advocacy, values and belief when dealing with customer requests,  working to company standards in keeping with the style and quality of the clock.","FULLY MET"]
["16 - 19 & Adults","Core","B10","Develop and maintain a health and safety mindset to ensure work carried out is safe and suitable, seeking guidance where necessary.","FULLY MET"]
["16 - 19 & Adults","Core","B11","Ethically and diligently record all work carried out along with reasoning as to why and how this relates to the action plan.","FULLY MET"]
["16 - 19 & Adults","Core","B12","Ensure personal presentation, in all forms of communication, reflects positively on your organisation’s brand by treating all customers respectfully.","FULLY MET"]
["16 - 19 & Adults","Core","B13","Work effectively and collaboratively with colleagues at all levels to achieve results.","FULLY MET"]
["16 - 19 & Adults","Core","B14","Continually identify own short comings and the need for more knowledge and skill-based learning.","FULLY MET"]
["16 - 19 & Adults","Core","B15","Proactively keep your service, industry and best practice knowledge and skills up-to-date.","FULLY MET"]
["16 - 19 & Adults","Core","B16","Where appropriate support and suggest through observation where changes could be made to improve quality of work.","FULLY MET"]
["16 - 19 & Adults","Core","B17","Be honest and accurate when recording continual professional development.","FULLY MET"]

{"sheet":"OCC0476","index":12,"n_rows":63,"n_cols":9,"rows_kept":63,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","18/12/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0476 - Assistant puppet maker"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Understand the history of puppet making and performance including the contexts and cultures within which they have been used and how audiences engage and empathise with puppets, along with the different types of puppet used through the ages such as string puppets, glove puppets, shadow puppets and muppet-style puppets","FULLY MET"]
["16 - 19 & Adults","Core","K2","Have awareness of the types and scales of organisation that commission, use and/or apply puppetry","FULLY MET"]
["16 - 19 & Adults","Core","K3","Know how to operate as a freelance puppet maker which may include project management, utilising online platforms, networking","FULLY MET"]
["16 - 19 & Adults","Core","K4","Nderstand the costs associated with different materials, where they’re sourced from and how these are selected to meet budget requirements","FULLY MET"]
["16 - 19 & Adults","Core","K5","Understand how to minimise waste when using materials to comply with the organisation’s sustainability policy","FULLY MET"]
["16 - 19 & Adults","Core","K6","Know which materials to use appropriate to the nature, purpose and frequency of the puppet’s use such as paper, wood, papier mache, foam, wire, metal, rubber, acrylic and soft materials","FULLY MET"]
["16 - 19 & Adults","Core","K7","Understand the importance of and variation in protective cases for the safe storage and transport of different puppets before, during and after a performance and how these should prevent water damage, rodent and insect damage, environmental damage, and accidental damage during transport","FULLY MET"]
["16 - 19 & Adults","Core","K8","Understand basic anatomy and bio-mechanics such as skeletal structure, muscles, and tendons in humans and wildlife and how this influences a puppet’s movement","FULLY MET"]
["16 - 19 & Adults","Core","K9","Understand the use of joints and mechanisms appropriate to a puppet’s planned usage/purpose","FULLY MET"]
["16 - 19 & Adults","Core","K10","Understand the most appropriate design method(s)to use to best respond to the design brief which may include technical illustration, CAD and/or Virtual Reality design","FULLY MET"]
["16 - 19 & Adults","Core","K11"," Understand basic health and safety requirements associated with the environments within which puppets are used such as outdoor settings, film and TV sets, Theatres and other indoor venues, which may include basic audience and staff safety and security, noise regulations, working at height, basic electrics and handling workshop equipment","FULLY MET"]
["16 - 19 & Adults","Core","K12","Derstanding in a range of basic repair and restoration methods that can help prolong the life of a puppet relevant to different materials e.g. wood, metal, acrylic","FULLY MET"]
["16 - 19 & Adults","Core","K13","Know how to safely and appropriately move and store puppets, relevant to their type, to minimise general wear and tear or long-term damage to them","FULLY MET"]
["16 - 19 & Adults","Core","K14","Understand the performance techniques and conditions associated with live or recorded productions, such as performing in front of a green screen, voice-overs, CGI, or hidden puppeteers","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Build joints and mechanisms suitable for the type of puppetry and performance environment which may include leather hinge joints, wooden pin joints and plastic pipe joints","FULLY MET"]
["16 - 19 & Adults","Core","S2"," Demonstrate the basic mechanics of puppetry such as the relationship/separation between puppeteer and puppet, focus, reaction, use of breath and expression to give life to an inanimate object","FULLY MET"]
["16 - 19 & Adults","Core","S3","Show how to hold and animate a puppet based on its type, such as rod, table top, bunraku, glove, shadow, muppet-style, large scale, and digital to ensure it is suitable for its intended purpose and environment","FULLY MET"]
["16 - 19 & Adults","Core","S4"," Select and use the most appropriate materials for construction such as paper, wood, papier mache, foam, wire, metal, rubber, acrylic and/or soft materials for the puppet’s desired use, weight, balance and desired longevity","FULLY MET"]
["16 - 19 & Adults","Core","S5","Undertake construction methods such as carving, foam patterning, mould casting, soft sculpture, seam-stressing, metalwork, assemblage, large scale construction, animatronics, paints and finishes, suitable to the type of puppetry.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Apply relevant mechanics such as push pull cable and rod mechanisms, basic digital robotics, hydraulics, suitable to the type of puppetry","FULLY MET"]
["16 - 19 & Adults","Core","S7","Use and maintain hand and machine tools appropriate to the type of puppet making, which may include pillar drills, hand drills, belt sanders, bandsaws, glue and air heat tools, hammers, pliers, grips and vices, knives and scalpels, files and abrasives, spanners, chisels, sewing machines","FULLY MET"]
["16 - 19 & Adults","Core","S8","Make costumes for puppets using appropriate methods that allow for necessary movement and withstand the frequency and environments within which the puppets are used, which may include costumes in fabric, plastic or hand painted attire directly applied to the puppet","FULLY MET"]
["16 - 19 & Adults","Core","S9","Modify a puppet's build to respond to design and/or environmental changes, such as changes in weather conditions, indoor lighting and heat, or a puppeteer’s size, using tools and materials that are appropriate to the type of puppetry","FULLY MET"]
["16 - 19 & Adults","Core","S10"," Work to agreed briefs and/or designs by creating accurate technical drawings of puppets using graphic illustration techniques that are to scale, which may include the use of CAD design software such a Rhino of Fusion 360","FULLY MET"]
["16 - 19 & Adults","Core","S11","Build appropriate maquette and/or prototypes in line with the agreed project timeline to assess the puppet’s suitability for the intended performance/environment","FULLY MET"]
["16 - 19 & Adults","Core","S12","Select and use the most appropriate Personal Protective Equipment (PPE)","FULLY MET"]
["16 - 19 & Adults","Core","S13","Comply with Health and safety regulations including IOSH and COSHH","FULLY MET"]
["16 - 19 & Adults","Core","S14","Apply relevant H&S considerations to a puppet’s build to prevent injury and aid safe, comfortable and efficient manipulation of the puppet by the puppeteer","FULLY MET"]
["16 - 19 & Adults","Core","S15","Select and use necessary building and finishing techniques and materials to ensure the puppet’s appropriate resistance to damage caused by different conditions such as weather, heat and light, performance wear and tear, audience interaction and pest corrosion","FULLY MET"]
["16 - 19 & Adults","Core","S16"," Build basic storage cases using materials such as wood, plastic or metal, to aid puppet preservation before, during and after performances to reduce damage/corrosion, including during transit.","FULLY MET"]
["16 - 19 & Adults","Core","S17"," Confidently work alongside and support others as part of a project or permanent team to ensure the successful completion of a brief","FULLY MET"]
["16 - 19 & Adults","Core","S18","Clearly present ideas and methods to aid the design and construction of puppets","FULLY MET"]
["16 - 19 & Adults","Core","S19"," Stay focused on the task at hand to fulfil tasks within agreed timeframes","FULLY MET"]
["16 - 19 & Adults","Core","S20"," Organise workload effectively to ensure time is used wisely and tasks are completed in agreed priority order","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Be pro-active about learning new techniques, ways of working and improving personal knowledge","FULLY MET"]
["16 - 19 & Adults","Core","B2","Work with colleagues to trouble shoot in a methodical way","FULLY MET"]
["16 - 19 & Adults","Core","B3","Respond constructively and maturely when things don’t go as planned","FULLY MET"]
["16 - 19 & Adults","Core","B4","Remain calm under pressure","FULLY MET"]
["16 - 19 & Adults","Core","B5","Take and respond to instruction","FULLY MET"]
["16 - 19 & Adults","Core","B6","Seek solutions to problems and takes advice from those with relevant expertise","FULLY MET"]
["16 - 19 & Adults","Core","B7","Friendly and approachable at all times and open to sharing learning","FULLY MET"]

{"sheet":"OCC0639","index":13,"n_rows":92,"n_cols":9,"rows_kept":92,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","30/09/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0639 - Bespoke furniture maker"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["Adults Only","Core","K1","Health, safety and environmental management and risk assessment for example Control Of Substances Hazardous to Health (COSHH), Provision and Use of Work Equipment Regulations (PUWER), Health And Safety At Work Act (HASAWA), Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) and manual handling","FULLY MET"]
["Adults Only","Core","K2","Furniture making drawings, specifications, scales, technical terms related to furniture making, for example terms such as bunching, beading, chamfer, marquetry and sauvage","FULLY MET"]
["Adults Only","Core","K3","Visualisation of final furniture making designs","FULLY MET"]
["Adults Only","Core","K4","Furniture making industry materials - limitations and uses of materials, defects - characteristics including wood and timber, manmade composite materials including plywood, MDF (Medium Density Board) and MFC (Melamine Faced Chipboard), veneers, laminates, edging materials, stains and finishes, fixtures and fittings (including glass, plastics, electrical components and fittings), fabrics, springs, manmade and natural fillings and adhesives","FULLY MET"]
["Adults Only","Core","K5","How to reduce waste in furniture making","FULLY MET"]
["Adults Only","Core","K6","Furniture manufacturing/production methods for example cutting, bending, molding, laminating and assembly","FULLY MET"]
["Adults Only","Core","K7","Drawings, specifications, scales, technical terms related to furniture making","FULLY MET"]
["Adults Only","Core","K8","Construction methods for furniture produced for example doweling, jointing, gluing","FULLY MET"]
["Adults Only","Core","K9","Quality standards and control methods for example British and European standards","FULLY MET"]
["Adults Only","Core","K10","Current legislation related to furniture machinery and equipment used in your workplace for example Safe Use of Woodworking Machinery Approved Code of Practice","FULLY MET"]
["Adults Only","Core","K11","Safe Systems of Work, the formal procedures for safe methods and procedures adopted during work activities, for relevant processes, including use and maintenance of machinery used","FULLY MET"]
["Adults Only","Core","K12","How to create complex jigs and templates to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","K13","Machine tooling used for example drills, blades or profile cutters","FULLY MET"]
["Adults Only","Core","K14","How to operate furniture making machinery, tools and equipment used","FULLY MET"]
["Adults Only","Core","K15","Fixtures and fittings used in furniture making, for example brackets, hinges, runners and handles","FULLY MET"]
["Adults Only","Core","K16","Assembly methods used in furniture making","FULLY MET"]
["Adults Only","Core","K17","Joints used in furniture making","FULLY MET"]
["Adults Only","Core","K18","Adhesives used in furniture making","FULLY MET"]
["Adults Only","Core","K19","Quality standards you need to meet","FULLY MET"]
["Adults Only","Core","K20","Faults and problems that could occur and problem-solving techniques for example plan-do-check-act or root cause analysis","FULLY MET"]
["Adults Only","Core","K21","Furniture finishing preparation methods for example sanding","FULLY MET"]
["Adults Only","Core","K22","Different furniture finishes, their limitations and uses for example stains, sealers, lacquers/UV (ultravoilet), primers, solvents and water-based materials, paints, waxes, oils, grain fillers, patinas, varnish and polish","FULLY MET"]
["Adults Only","Core","K23","Effective communication skills and techniques including verbal, written and physical non-verbal","FULLY MET"]
["Adults Only","Core","K24","Coaching, mentoring and feedback techniques","FULLY MET"]
[null,null,null,"Skills"]
["Adults Only","Core","S1","Work safely at all times, wearing appropriate PPE, adhering to COSHH records and completing health and safety records and reports","FULLY MET"]
["Adults Only","Core","S2","Operate equipment to PUWER regulations","FULLY MET"]
["Adults Only","Core","S3","Carry out health and safety risk assessments","FULLY MET"]
["Adults Only","Core","S4","Create furniture making specifications, cutting lists and other relevant information from designs","FULLY MET"]
["Adults Only","Core","S5","Identify any problems and issues that may occur such as feasibility or cost","FULLY MET"]
["Adults Only","Core","S6","Challenge furniture making designs and offer solutions to any problems identified, for example can the design be made, is it the wrong wood species","FULLY MET"]
["Adults Only","Core","S7","Identify materials used in furniture making for example wood and timber, manmade composite materials","FULLY MET"]
["Adults Only","Core","S8","Select appropriate materials to meet furniture making specification for example wood and timber, manmade composite materials","FULLY MET"]
["Adults Only","Core","S9","Manage furniture production including setting timescales and priorities to meet company objectives and delegating furniture making work tasks to others","FULLY MET"]
["Adults Only","Core","S10","Cut, sand, bore, drill, create joints, mould, saw and plane wood and components","FULLY MET"]
["Adults Only","Core","S11","Calibrate measuring equipment and use accurately","FULLY MET"]
["Adults Only","Core","S12","Create complex jigs and templates to meet furniture making specifications for example Lock Jigs, Jigs for making Arcs as well as Jigs for making Frieze and Dentil Moulding","FULLY MET"]
["Adults Only","Core","S13","Set up appropriate tooling to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","S14","Set up machinery, tools and equipment to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","S15","Operate and use machinery, tools and equipment to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","S16","Maintain furniture machinery, tools and equipment within limits of responsibility for example lubricating machinery, keeping machinery clean, sharpening tools","FULLY MET"]
["Adults Only","Core","S17","Fit, fix and assemble components to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","S18","Use cramps to assemble components","FULLY MET"]
["Adults Only","Core","S19","Attach fixtures and fittings to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","S20","Create joints to meet furniture making specifications","FULLY MET"]
["Adults Only","Core","S21","Test and check furniture and components against specifications for example open and close drawers","FULLY MET"]
["Adults Only","Core","S22","Rectify and remedy any faults, for example marking and blisters, defects, scratches, marks, density, holes, weave","FULLY MET"]
["Adults Only","Core","S23","Identify trends in furniture making faults","FULLY MET"]
["Adults Only","Core","S24","Prepare surfaces for furniture finishes for example sanding","FULLY MET"]
["Adults Only","Core","S25","Repair any defects identified for example blooming, moisture, temperature, blotching, runs, streaks, curing, and silicones - orange peel, fish eye","FULLY MET"]
["Adults Only","Core","S26","Apply appropriate finishes including by hand and by spray gun for example stains, sealers, lacquers/UV, primers, solvents and water-based materials, paints, waxes, oils, grain fillers, patinas, varnish and polish","FULLY MET"]
["Adults Only","Core","S27","Apply effective communication techniques at all levels including written and verbal communication skills","FULLY MET"]
["Adults Only","Core","S28","Identify training needs of self and others","FULLY MET"]
["Adults Only","Core","S29","Maintain own continued professional development (CPD)","FULLY MET"]
["Adults Only","Core","S30","Give appropriate feedback and support to others","FULLY MET"]
["Adults Only","Core","S31","Seek constructive feedback on own skills and techniques against current standards","FULLY MET"]
["Adults Only","Core","S32","Evaluate own skills and expertise","FULLY MET"]
[null,null,null,"Behaviours"]
["Adults Only","Core","B1","Have a safety-first attitude, ensuring the safety of self and others as appropriate","FULLY MET"]
["Adults Only","Core","B2","Be flexible in changing environment and demands","FULLY MET"]
["Adults Only","Core","B3","Maintain focus and concentration during furniture making activities","FULLY MET"]
["Adults Only","Core","B4","Demonstrates a positive can-do attitude by looking at every situation with a sense of enthusiasm","FULLY MET"]
["Adults Only","Core","B5","Has a methodical approach to furniture making tasks","FULLY MET"]
["Adults Only","Core","B6","Is decisive when accomplishing furniture making tasks","FULLY MET"]
["Adults Only","Core","B7","Thorough and accurate when accomplishing furniture making tasks","FULLY MET"]
["Adults Only","Core","B8","Shows integrity, aims for excellence and manages time effectively","FULLY MET"]
["Adults Only","Core","B9","Works safely at all times","FULLY MET"]
["Adults Only","Core","B10","Sets an example to others, is fair, consistent and reliable","FULLY MET"]
["Adults Only","Core","B11","Be friendly and approachable in a furniture making environment","FULLY MET"]
["Adults Only","Core","B12","Willing to help and support others","FULLY MET"]
["Adults Only","Core","B13","Actively participates in discussions","FULLY MET"]
["Adults Only","Core","B14","Shows ambition, drive and is self-motivated","FULLY MET"]

{"sheet":"OCC0846","index":14,"n_rows":78,"n_cols":9,"rows_kept":78,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","07/11/2023"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0846 - Garment maker"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The ‘end-to-end’ process required to make a garment from concept to finished product for example design, pattern development, sampling, cutting, sewing, final checks.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The principles of clothing design and construction for example style, function, fit, balance, proportion, aesthetics.","FULLY MET"]
["16 - 19 & Adults","Core","K3","Garment making quality standards, for example, British Standards (BSI)  International Standards (ISO).","FULLY MET"]
["16 - 19 & Adults","Core","K4","Garment making instructions and specifications, for example pattern markings, grain lines, component shapes, garment dimensions, allowances, tolerances.","FULLY MET"]
["16 - 19 & Adults","Core","K5","The characteristics, properties, and cost of materials including compatibility with different designs, faults,threads and different handling methods for a range of materials, for example, stretch jersey, satin, wool, linen, cotton.","FULLY MET"]
["16 - 19 & Adults","Core","K6","Different types of machines, equipment and tools used to produce garments, for example lockstitch machine, blind hemmer, scissors, snips, corner shaper, loop turner, measuring tape, mannequins; machine testing, setting up and operating machines safely.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Health, safety, welfare and environmental policies and procedures including Health & Safety at Work Act; safe working practices, workplace risks employer and employee legal obligations, employees’ rights and responsibilities, ethical trading standards, equality and diversity.","FULLY MET"]
["16 - 19 & Adults","Core","K8","Sewing needle systems, functions and physical characteristics including needle point, size and specialism.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Sewing work aids and attachments including function, compatibility and advantages for example to decrease handling, increase production, improve quality decrease manufacturing cost.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Hand stitches and what they are used for, for example basting, buttonhole stitch, catch stitch, beading weaving stitch, blind hemming.","FULLY MET"]
["16 - 19 & Adults","Core","K11","Seam types and what they are used for, for example lapped seams, bound seams, decorative seams.","FULLY MET"]
["16 - 19 & Adults","Core","K12","Finishing techniques, for example rolled hems zips, closures.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Garment assembly processes including sewing methods and assembly sequence.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Garment shaping techniques, for example, darts, gathers, and tucks.","FULLY MET"]
["16 - 19 & Adults","Core","K15","Garment labelling and related legislation for example fibre content, care requirements.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Measurement and figuration techniques,  for example measurement points, girth measurement, length and breadth measurements, body shape.","FULLY MET"]
["16 - 19 & Adults","Core","K17","Garment  balance, drape, silhouette  and sizing, including  national, international, made-to-measure and bespoke sizes.","FULLY MET"]
["16 - 19 & Adults","Core","K18","Specialist terminology used in garment construction, for example drape, ease, baste, nap, ruching, applique.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Common manufacturing issues and construction faults, and rectification  for example unsuitable sewing techniques, poorly cut components, incorrect construction, mismatched seams, damage, incorrect markings.","FULLY MET"]
["16 - 19 & Adults","Core","K20","Garment making costs and effective use of resources for example minimising waste, time and materials.","FULLY MET"]
["16 - 19 & Adults","Core","K21","The garment review and approval processes, for example review of fit, balance, drape, measurements, quality, design, pattern, construction, cost and risk assessment, sample sealing, customer approval.","FULLY MET"]
["16 - 19 & Adults","Core","K22","Returns and faults analysis and the impact of faulty products.","FULLY MET"]
["16 - 19 & Adults","Core","K23","The use and importance of garment making documentation, for example production make-up sheets, dockets, electrical systems.","FULLY MET"]
["16 - 19 & Adults","Core","K24","The principles of lean manufacturing, for example continuous improvement, work flow,  performance monitoring, production rates, waste elimination.","FULLY MET"]
["16 - 19 & Adults","Core","K25","Customer and brand awareness for example customer profile, customer expectations and target market.","FULLY MET"]
["16 - 19 & Adults","Core","K26","Routine sewing machine maintenance, for example machine cleaning, lubrication, stitch setting, needle replacement, reporting more serious machine problems that require a machine mechanic.","FULLY MET"]
["16 - 19 & Adults","Core","K27","Garment pressing techniques, equipment settings and the effects of heat, steam and, pressure on fabric and garments.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Interpret and follow garment specifications, patterns and/or instructions.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Inspect garment components, identify and deal with any issues found, for example material/design compatibility, surface flaws, shading, misprint, pulls, holes, shrinkage.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Select, prepare and operate sewing machines, for example lockstitch machine, blind hemmer including machine adjustment for different materials.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Organise work and workstation layout.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Assemble fabric components to make a whole garment.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Select and use different types of sewing needles for different materials, for example size, diamond point, ballpoint.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Select and use different types of attachments, for example adjustable presser foot, zipper foot, seam guide, applique foot.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Match fabric prints, checks and stripes during garment assemble.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Hand stitch garments, for example baste, catch, running, slip, chain or couching stitch.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Sew different seam types, for example, flat seams, lapped seams, over locked seam.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Shape garments using different sewing techniques, for example, darts, gathers, tucks.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Position and attach trimmings, for example braid, bias lace. buttons, eyelets.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Finish garments; selecting appropriate techniques, for example rolled hems, zip insertion, pockets, fusing.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Press garments; set up and operate pressing equipment for example steam irons, block press, trouser press and steamroll.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Check the balance, component positions, set, grain, ease and drape of garments using mannequins or modelling.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Use the tools of the trade to make and shape garments, for example scissors, snips, steamroll, corner shaper, loop turner, measuring tape, mannequins.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Measure and figurate garments considering critical measurement points, body shape and silhouette.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Select, position and apply labels for example care, size and brand labels.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Complete records and technical documents, for example production make-up sheets, work dockets.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Inspect the quality of construction during the garment make-up process and change methods if required.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Identify, diagnose and rectify garment faults, for example poor fit, sizing, mismatched seams, fabric damage, incorrect markings, returns.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Develop and apply the production sequence and assembly method.","FULLY MET"]
["16 - 19 & Adults","Core","S23","Review complete garments, contribute recommendations that may benefit the garment or the manufacturing process.","FULLY MET"]
["16 - 19 & Adults","Core","S24","Communicate with colleagues and/or stakeholders – verbal and written; using industry terminology, for example drape, ease, baste, nap, grain.","FULLY MET"]
["16 - 19 & Adults","Core","S25","Make and apply collars for example shirt collar and stand, convertible collar, shawl collar or mandarin collar.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Health and safety first attitude, for example prioritises the health, safety and welfare of self and others over other demands.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Takes ownership for work, for example accepts responsibilities, demonstrates initiative, motivated and self-managing.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Team player, for example builds co-operative and respectful working relationships across all relevant levels and department; takes account of equality and diversity interactions.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Committed to continued professional development, for example reflects on knowledge, skills and behaviours, seeks opportunities to develop and advance in response to the evolving production environment and technologies.","FULLY MET"]

{"sheet":"OCC0174","index":15,"n_rows":66,"n_cols":9,"rows_kept":66,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","20/09/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0174 - Props technician"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","How to break a script down for dressing and standing by.","FULLY MET"]
["16 - 19 & Adults","Core","K2","How to research and identify specific periods in time for design purposes.","FULLY MET"]
["16 - 19 & Adults","Core","K3","How to read and understand dressing, shooting and rehearsal schedules.","FULLY MET"]
["16 - 19 & Adults","Core","K4","How to assist in the creation of a props store and props room, what is required and how props should be stored.","FULLY MET"]
["16 - 19 & Adults","Core","K5","How to receive props to set and understand the protocols for cataloguing and archiving information.","FULLY MET"]
["16 - 19 & Adults","Core","K6","The dressing and design brief and how that will be executed.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The working constraints of the set or location.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The health and safety legislation and organisational procedures associated with each build.","FULLY MET"]
["16 - 19 & Adults","Core","K9","It is involved in striking a set.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Identify the strike requirements.","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to work in a safe and responsible manner when striking sets.","FULLY MET"]
["16 - 19 & Adults","Core","K12","Health and safety legislation for working in workshops, on set and on location.","FULLY MET"]
["16 - 19 & Adults","Core","K13","How to identify which working practices can cause harm.","FULLY MET"]
["16 - 19 & Adults","Core","K14","How to report risk to the appropriate personnel.","FULLY MET"]
["16 - 19 & Adults","Core","K15","The structure and culture of feature films, television drama and theatre productions.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Commercial pressures, production deadlines, and organisational working practices.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The hierarchy of the department and the production for correct reporting procedures.","FULLY MET"]
["16 - 19 & Adults","Core","K18","The hierarchy of the shooting unit and who to approach and when.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Effectively break down a script for both dressing with props and standing by.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Cost and source props or materials required for the production.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Select appropriate props for period designs.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Prepare props according to the shooting and dressing schedule.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Work with the props team to create appropriate work and storage spaces.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Use suitable methods to adapt props to meet production requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Repair any broken props on set using the correct adhesives and good working practices.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Work with a team to dress the set or location to the design and dressing brief.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Work in accordance with the constraints of the set or location.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Work in an effective, safe and timely manner to meet the dressing schedule.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Use selected tools and kit to complete the required task for set building or dressing.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Work effectively as part of a team to meet the requirements of the strike.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Follow the brief outlined by Chargehands and Storeman.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Adhere to current Health and Safety legistation and organisational policies when striking a set.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Apply health and safety knowledge practices to minimise the risk to cast and crew.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Identify, mitigate and report any incidents or risk to the appropriate personnel.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Select the appropriate tools and equipment and use these safely on set, on location and in workshops on productions.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Develop, maintain and use professional networks.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Develop and maintain own competence and knowledge in props areas.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Communicate clearly and concisely using discretion when required.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Work within budget and timescales to support the production.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","An ability to work effectively both individually and collaboratively as part of a props team.","FULLY MET"]
["16 - 19 & Adults","Core","B2","The ability to build and maintain positive relationships with cast and crew.","FULLY MET"]
["16 - 19 & Adults","Core","B3","A strong work ethic and commitment in order to meet the standards and etiquette required on set.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Recognition and compliance with equality and diversity in the workplace","FULLY MET"]
["16 - 19 & Adults","Core","B5","The ability to think creatively to solve problems.","FULLY MET"]

{"sheet":"OCC0424","index":16,"n_rows":59,"n_cols":9,"rows_kept":59,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","13/01/2021"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0424 - Broadcast and media systems technical operator"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["Adults Only","Core","K1","How Networks can be used to deliver cost effective, efficient and quality content for broadcast/playout/online services such as live broadcasts","FULLY MET"]
["Adults Only","Core","K2","The end-to-end broadcast workflow from production (studio) to distribution (home) and their role within this","FULLY MET"]
["Adults Only","Core","K3","How to prepare the agreed technical set up for broadcast systems and networks","FULLY MET"]
["Adults Only","Core","K4","How to collect, filter and analyse data regarding service operations to aid problem/incident management","FULLY MET"]
["Adults Only","Core","K5","How to recognise faults, and who and when to escalate these to, in line with organisational procedures","FULLY MET"]
["Adults Only","Core","K6","The industry standards, such as, delivery protocols and recommendations relevant to own role","FULLY MET"]
["Adults Only","Core","K7","The level of service agreed for delivery","FULLY MET"]
["Adults Only","Core","K8","The regulatory environment of own organisation, and how the wider broadcast media operates","FULLY MET"]
["Adults Only","Core","K9","The agreed quality standards for service delivery and how to maintain these","FULLY MET"]
["Adults Only","Core","K10","The resources required to deliver the broadcast service including people, equipment and systems","FULLY MET"]
["Adults Only","Core","K11","The causes and consequences of service failure, and how to respond appropriately","FULLY MET"]
["Adults Only","Core","K12","How to identify service problems and establish workarounds","FULLY MET"]
["Adults Only","Core","K13","Business continuity procedures","FULLY MET"]
["Adults Only","Core","K14","How to safely use all tools and equipment required for the role","FULLY MET"]
["Adults Only","Core","K15","How to assess new and existing event spaces (venues) for safety, operational and creative suitability","FULLY MET"]
["Adults Only","Core","K16","The risks and hazards that apply to the role and how and when to report Health and Safety issues to the appropriate personnel","FULLY MET"]
[null,null,null,"Skills"]
["Adults Only","Core","S1","Follow processes to ensure that the integrity and security of file based media content is maintained e.g. to avoid hacking or theft of assets","FULLY MET"]
["Adults Only","Core","S2","Prepare and assemble the agreed technical set up for live or pre-recorded content including video and sound equipment, broadcast systems and networks","FULLY MET"]
["Adults Only","Core","S3","Use industry specific software and hardware and follow industry specified processes relating to sound and visual workflows transmission","FULLY MET"]
["Adults Only","Core","S4","Use the appropriate systems to assess suitability of media for broadcast such as subtitles or audio description","FULLY MET"]
["Adults Only","Core","S5","Accurately monitor audio and video signals","FULLY MET"]
["Adults Only","Core","S6","Monitor channel outputs for quality and continuity of service ensuring adherence to OFCOM specifications and guidelines","FULLY MET"]
["Adults Only","Core","S7","Communicate fault conditions in a timely and coherent manner to colleagues, customers and suppliers, escalating to managers as required","FULLY MET"]
["Adults Only","Core","S8","Apply incident control procedures and complete incident control reports in line with organisational procedures","FULLY MET"]
["Adults Only","Core","S9","Work with broadcast technicians and engineers to re-establish and maintain service when it is interrupted","FULLY MET"]
["Adults Only","Core","S10","Implement agreed processes and log work carried out to services in line with service agreements","FULLY MET"]
["Adults Only","Core","S11","Communicate clearly and concisely using discretion when required","FULLY MET"]
["Adults Only","Core","S12","Work effectively, both individually and collaboratively as part of a team","FULLY MET"]
["Adults Only","Core","S13","Build and maintain professional relationships with colleagues, customers and suppliers","FULLY MET"]
["Adults Only","Core","S14","Work accurately with a high degree of attention to detail","FULLY MET"]
["Adults Only","Core","S15","Ensure health and safety guidelines and policies, including electrical safety procedures, are followed at all times, reporting any health and incidents or hazards to the appropriate personnel","FULLY MET"]
["Adults Only","Core","S16","Maintain a secure working environment, in line with organisational policies, in order to protect individuals, information and organisational assets","FULLY MET"]
[null,null,null,"Behaviours"]
["Adults Only","Core","B1","A strong work ethic, taking personal responsibility for own work, meeting deadlines, setting the right example for others and displaying honesty and integrity","FULLY MET"]
["Adults Only","Core","B2","Treating others with respect, showing sensitivity to others and demonstrating an openness to others’ ideas and input to develop effective working relationships with colleagues and customers","FULLY MET"]
["Adults Only","Core","B3","A positive attitude, adaptability and responsiveness to change","FULLY MET"]
["Adults Only","Core","B4","Thinking creatively and using a systematic approach to resolve technical issues relating to broadcast and media systems operations","FULLY MET"]
["Adults Only","Core","B5","Developing and maintaining own professional competence in broadcast and media systems operations; a willingness to learn new skills","FULLY MET"]

{"sheet":"OCC0559","index":17,"n_rows":90,"n_cols":9,"rows_kept":90,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","12/04/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0559 - Museums and galleries technician"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The security issues facing museums and galleries including access.","FULLY MET"]
["16 - 19 & Adults","Core","K2","Health and Safety issues specific to the safe display, storage and movement of objects and those who may come into contact with them. This may include lifting and handling, protective equipment and clothing, and working at height.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The role of the organisation's disaster and emergency response systems and associated policies and procedures where applicable e.g. fire, flood, pest outbreak, theft, vandalism and accidental damage, and the role each relevant member of staff plays within this including the Technician.","FULLY MET"]
["16 - 19 & Adults","Core","K4","Specific threats and associated security in relation to the organisation","FULLY MET"]
["16 - 19 & Adults","Core","K5","How to recognise and identify risks within spaces that technicians work.","FULLY MET"]
["16 - 19 & Adults","Core","K6","Good practice and full compliance with health and safety regulations eg COSHH, RIDDOR and the organisation's associated policies and procedures.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The documentation associated with the entry and exit of objects, such as works on loan, acquisitions or objects left for identification by the public.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The Government Indemnity Scheme and/or other appropriate insurer conditions.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Guidelines for transporting objects of varying conditions to different locations using a range of different transportation methods which may include courier requirements for loans and touring exhibitions.","FULLY MET"]
["16 - 19 & Adults","Core","K10","The organisation's and lender's (where appropriate) conditions of loan and the need for compliance with these.  Where an organisation doesn't loan objects, show understanding in recommended principles of loan conditions such as those set out by the Museum Association.","FULLY MET"]
["16 - 19 & Adults","Core","K11","The most appropriate materials for use to support specific displays, storage and in-transit design.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The most appropriate equipment and tools to use when making display, storage and packing solutions.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Curatorial and/or conservation instructions (method statements) to know how to successfully deliver agreed tasks or projects.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Environmental and human impacts on objects to ensure their long term preservation and safe keeping.","FULLY MET"]
["16 - 19 & Adults","Core","K15","The principles behind the care of objects, showing awareness of and ability to make sound judgements about their care.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Recognise and report risks as per company procedures, and create/interpret data relating to the storage and movement of objects in line with industry standards and/or respective company standards as appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The risk factors and vulnerabilities of objects, their materials and construction to inform and plan for appropriate technical work associated with the sound storage, movement and display of objects including manual handling techniques, installation, and types of transportation to prevent object damage/decay.","FULLY MET"]
["16 - 19 & Adults","Core","K18","The range of materials for packing and storage and the appropriate application of these.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Impact of sound cataloguing practices and risks associated with data errors.","FULLY MET"]
["16 - 19 & Adults","Core","K20","Environmental impact on objects including pest management, humidity, temperature, light levels including UV, environmental pollution.","FULLY MET"]
["16 - 19 & Adults","Core","K21","How risks, as a result of environmental and human impacts, should be reported to.","FULLY MET"]
["16 - 19 & Adults","Core","K22","Budget implications and constraints.","FULLY MET"]
["16 - 19 & Adults","Core","K23","The mission, values and objectives of your organisation and the context within which it operates (e.g. public/private facing, financial model, audiences and customers).","FULLY MET"]
["16 - 19 & Adults","Core","K24","How to work with third parties and the importance of upholding their standards, and the importance of them upholding yours (the organisational).","FULLY MET"]
["16 - 19 & Adults","Core","K25","The importance of audiences and their make-up and their impact on your organisation.","FULLY MET"]
["16 - 19 & Adults","Core","K26","The organisation's code of ethics and approaches to sustainable practices.","FULLY MET"]
["16 - 19 & Adults","Core","K27","Identify the types of Museums and Galleries across the UK and the economic and social conditions within which these operate.","FULLY MET"]
["16 - 19 & Adults","Core","K28","The organisation's strategies for widening access, inclusion and diversity, where applicable and how to support them.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Contribute to the design, modify, prepare and build containers, fixings and packing for the safe storage and transit of objects, and justify the selection and use of materials for this, based on the specifications of the objects.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Undertake safe handling, movement and installation of objects taking into account location, fragility, weight, size and other hazards.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Ensure the safe use, appropriate selection and application of hand/machine tools and equipment relevant to objects specifications and their value. This may include fixed and hand-held equipment, ladders, scaffolding and band saws.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Keep storage areas and associated work spaces clean and tidy in line with the organisationâ€™s and associated parties (where applicable) policies and procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Carry out planned reviews and improvements to storage and display areas.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Review, repair, reline and adapt showcases.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Assist with the identification of faults and appropriate maintenance of equipment and machinery used in technicians work in accordance with the organisations policies and procedures such as ladders, scaffolding, hand tools, trolleys, band saws, laser cutters and any hot metal equipment for making mounts for objects.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Move, or oversee the safe movement of, objects for photography, collections care, loans and/or changes to displays demonstrating special awareness at all times.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Identify and minimise any pest or environmental related risks to objects in the organisation's care.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Assist with collections and object care procedures including examination, treatment and full documentation on a wide range of objects.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Undertake risk assessments either manually or electronically, in-line with company process, to ensure safe working practices for staff and public.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Ensure all completed risk assessments are effectively communicated with relevant parties.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Liaise with relevant staff to ensure that objects databases are accurately maintained and updated.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Document and report information about the condition of objects as per the organisation's policies and procedures including photographing objects to maintain visual records and aid accurate record keeping.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Assist relevant staff with the writing of condition and treatment reports for objects and advise on suitable storage.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Assist relevant staff with the writing of condition and treatment reports for objects and advise on suitable storage.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Prepare the relevant space for object installation and de-installation in line with agreed plans e.g. plinth manufacture, false wall building, artist commissions.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Offer advice and guidance about appropriate display, storage and environmental controls for objects for internal or external stakeholders.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Research and source materials, tools, equipment and supplies needed to make displays, mounts, cases and commissions.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Where appropriate order these in line with the organisation's purchasing procedures and budget constraints of the task, to deliver technical designs and store objects.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Complete documentation associated with sourcing and managing materials in-line with company standards.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Identify unexpected challenges such as changes in environmental and biological conditions, deviation from the specifications and operational restrictions.","FULLY MET"]
["16 - 19 & Adults","Core","S23","Offer and implement appropriate solutions to the identified challenge or seek appropriate guidance.","FULLY MET"]
["16 - 19 & Adults","Core","S24","Write, speak and present information clearly.","FULLY MET"]
["16 - 19 & Adults","Core","S25","Complete required documentation in-line with company standards.","FULLY MET"]
["16 - 19 & Adults","Core","S26","Explain complex issues and difficult decisions in a way that is easy to understand to a range of audiences adapting methods of communication as appropriate for the audience.","FULLY MET"]
["16 - 19 & Adults","Core","S27","Work as part of a team, and cross-departmentally, sharing responsibilities as appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","S28","Undertake all tasks within agreed timeframes and budgets and in line with curatorial and/or collections care requirements, reporting progress as appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","S29","Work independently on a range of agreed tasks.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Promotes equality and diversity by developing and maintaining positive working relationships and best practice by treating all colleagues, visitors and members of the public with respect, tolerance and dignity at all times.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Listens to and respects others views and opinions, is diplomatic and tactful at all times.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Rigorous, meticulous, accurate and confident in undertaking role tasks.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Be pro-active and purposeful when working on activities, apply the appropriate knowledge and seek support when it is needed","FULLY MET"]
["16 - 19 & Adults","Core","B5","Positive, cooperative, receptive and resilient at all times.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Prepared to work outside of one's comfort zone, to undertake different tasks.","FULLY MET"]
["16 - 19 & Adults","Core","B7","A willingness to learn, adapt and be trained in new skills and approaches, and share learning.","FULLY MET"]
["16 - 19 & Adults","Core","B8","Act as an Ambassador for the organisation at all times.","FULLY MET"]
["16 - 19 & Adults","Core","B9","Committed approach to problem solving.","FULLY MET"]
["16 - 19 & Adults","Core","B10","Clear enthusiasm and passion for learning about and working with the organisation's objects and stakeholders.","FULLY MET"]
["16 - 19 & Adults","Core","B11","Work in a sustainable and environmentally friendly way in relation to the organisation's policies and procedures.","FULLY MET"]

{"sheet":"OCC0506","index":18,"n_rows":121,"n_cols":9,"rows_kept":121,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","10/04/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0506 - Photographic assistant"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Own responsibilities towards health, safety, environmental hazards and how to recognise and action correct practices applied in their workplace.","FULLY MET"]
["16 - 19 & Adults","Core","K2","Current legislation relevant to the photo imaging industry such as: copyright and intellectual property, data protection, privacy and freedom of expression, defamation, model release, equality and discrimination, obscenity, official Secrets Act, trespass (photography only), property release, photography of children, rights and permissions, contracts, professional indemnity and public liability. ","FULLY MET"]
["16 - 19 & Adults","Core","K3","The range of functions roles and skills within photo imaging.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The key organisations and professional bodies related to photo-imaging.","FULLY MET"]
["16 - 19 & Adults","Core","K5","Relevant sources of information to help you keep your knowledge and skills relevant to your work up-to-date.","FULLY MET"]
["16 - 19 & Adults","Core","K6","How and when to work independently and interact effectively within a team.  ","FULLY MET"]
["16 - 19 & Adults","Core","K7","How to handle enquiries, questions, comments and complaints from clients.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The importance of maintenance activities.","FULLY MET"]
["16 - 19 & Adults","Core","K9","The importance of good housekeeping activities.","FULLY MET"]
["16 - 19 & Adults","Core","K10","How to make sure your imaging system is secure, virus and password protected.","FULLY MET"]
["16 - 19 & Adults","Core","K11","Colour management – hardware calibration and profiles.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The principles of additive and subtractive colour theory.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Own organisation’s procedures relating to sending and receiving material.","FULLY MET"]
["16 - 19 & Adults","Core","K14","How to set up and operate digital imaging equipment and software.","FULLY MET"]
["16 - 19 & Adults","Core","K15","The key functions of the digital workflow.","FULLY MET"]
["16 - 19 & Adults","Core","K16","How your organisation ensures computer security relating to viruses and password control.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The basic concepts and techniques of audio and video editing, and how to operate industry standard editing systems.","FULLY MET"]
["16 - 19 & Adults","Core","K18","How to construct video sequences and edit points to tell a story with pictures.","FULLY MET"]
["16 - 19 & Adults","Core","K19","What licences may be required with regard to copyright and use of music.","FULLY MET"]
["16 - 19 & Adults","Core","K20","How to output the task in a format to meet the customer brief.","FULLY MET"]
["16 - 19 & Adults","Core","K21","The range of available industry standard software relevant to image retouching and how to use it.","FULLY MET"]
["16 - 19 & Adults","Core","K22","Colour management – the reasons for and use of colour profiles and the calibration of monitors.","FULLY MET"]
["16 - 19 & Adults","Core","K23","How to convert and manage file formats.","FULLY MET"]
["16 - 19 & Adults","Core","K24","File compression methods and the significance of “lossy” or “lossless” compression.","FULLY MET"]
["16 - 19 & Adults","Core","K25","The operation of enlarging equipment and darkroom procedures.","FULLY MET"]
["16 - 19 & Adults","Core","K26","The characteristics of light sensitive material, e.g. film and photographic paper – colour and monochrome.","FULLY MET"]
["16 - 19 & Adults","Core","K27","The principles of monochrome and colour printing and how to control colour castes.","FULLY MET"]
["16 - 19 & Adults","Core","K28","Types of cropping techniques and the principles of localised exposure control.","FULLY MET"]
["16 - 19 & Adults","Core","K29","Common hand-printing faults and how they can be corrected.","FULLY MET"]
["16 - 19 & Adults","Core","K30","The importance of metadata in allowing for the search and proper identifications of stored images.","FULLY MET"]
["16 - 19 & Adults","Core","K31","The importance of effective descriptive metadata and keywording.","FULLY MET"]
["16 - 19 & Adults","Core","K32","How to enter key metadata to store specific information.","FULLY MET"]
["16 - 19 & Adults","Core","K33","Own business or organisation’s strategy and objectives.","FULLY MET"]
["16 - 19 & Adults","Core","K34","How to evaluate and present the possible approaches in line with the following requirements: the clients’ needs and expectations; how much can be achieved within the budget; aesthetic issues, including your own personal style; technical feasibility; the time and resources required; legal and ethical implications.","FULLY MET"]
["16 - 19 & Adults","Core","K35","How to safely handle, assemble, set up, operate and store photographic equipment in different environments and situations.","FULLY MET"]
["16 - 19 & Adults","Core","K36","The causes of common faults in photographic equipment and user-permissible maintenance, fault-finding and minor repairs.","FULLY MET"]
["16 - 19 & Adults","Core","K37","The principles of light, lenses and exposure and composition.","FULLY MET"]
["16 - 19 & Adults","Core","K38","How to use available light including combinations of daylight, free-standing lights and camera mounted flash.","FULLY MET"]
["16 - 19 & Adults","Core","K39","How to safely set up, calibrate and maintain the equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K40","How to safely load processing chemicals or printing inks.","FULLY MET"]
["16 - 19 & Adults","Core","K41","The principles and practice of process control (sensitometry, densitometry and other image evaluation tools).","FULLY MET"]
["16 - 19 & Adults","Core","K42","Own business or organisation’s targets for waste reduction.","FULLY MET"]
["16 - 19 & Adults","Core","K43","The characteristics of sensitive media, such as digital, film and paper.","FULLY MET"]
["16 - 19 & Adults","Core","K44","How to calibrate, control, set up and operate minilab equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K45","How to load printing paper into the minilab and resolve any difficulties.","FULLY MET"]
["16 - 19 & Adults","Core","K46","The different types and size of digital media and film formats, with appropriate cropping techniques relative to output, size and the format required.","FULLY MET"]
["16 - 19 & Adults","Core","K47","The causes of common faults in photography, minilab and machine processing and printing.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Comply with relevant legislation and guidance including health, safety, COSHH, PPE and environmental issues in own workplace.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Comply with legal and copyright issues according to the task specification.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Obtain necessary permissions for use of images and confirm all agreements in writing.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Ensure that all licenses to use own work are issued in writing.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Demonstrate an understanding of the different sub sectors of the photo imaging industry, and the job opportunities they present.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Build and maintain positive relationships with clients/customers.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Start up and close down imaging hardware following proper procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Follow workplace security procedures to check the system security, virus protection and file security.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Recognise any problems in the imaging system and resolve them where you can.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Carry out housekeeping activities.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Ensure that the digital imaging software is set up for efficient performance.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Ensure procedures are in place to maintain a history of all image files.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Ensure that system security and access procedures have been set up correctly.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Ensure that maintenance and servicing procedures have been set up correctly.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Ensure that all paperwork is completed accurately and in full and that copies are kept and accurate records maintained.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Determine the approach to be adopted in retouching the image(s) in agreement with the client.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Produce retouched images that clearly and accurately, meet the client’s requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Check the quality of the retouched images against client requirements and workplace standards.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Save the retouched image files in the correct format ready for outputting or storage.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Embed copyright and other metadata in images in standard image file formats.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Embed key metadata information in own image files to avoid orphan work status.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Assign keywords to classify images including by content, topic and concept.","FULLY MET"]
["16 - 19 & Adults","Core","S23","Ensure key metadata is preserved throughout the workflow to storage.","FULLY MET"]
["16 - 19 & Adults","Core","S24","Agree with the client the purpose of the work, the deadline and the budget.","FULLY MET"]
["16 - 19 & Adults","Core","S25","Agree with the client the amount of flexibility in meeting the brief.","FULLY MET"]
["16 - 19 & Adults","Core","S26","Recognise any Health and Safety issues likely to arise from the brief.","FULLY MET"]
["16 - 19 & Adults","Core","S27","Use the information gathered to evaluate and decide on the preferred approach to the task.","FULLY MET"]
["16 - 19 & Adults","Core","S28","Ensure that the terms and conditions of any contract are mutually agreeable to own business or organisation and the client.","FULLY MET"]
["16 - 19 & Adults","Core","S29","Identify the main characteristics of the task and decide what needs to be emphasised in the images.","FULLY MET"]
["16 - 19 & Adults","Core","S30","Ensure model release or booking forms are correctly completed.","FULLY MET"]
["16 - 19 & Adults","Core","S31","Select equipment and materials suitable for the task considering: the end purpose of the imagery; locations and prevailing light conditions.","FULLY MET"]
["16 - 19 & Adults","Core","S32","Assemble / dismantle equipment and position safely.","FULLY MET"]
["16 - 19 & Adults","Core","S33","Determine the camera settings and lighting arrangements to meet the task and adjust if required.","FULLY MET"]
["16 - 19 & Adults","Core","S34","Take images that achieve the viewpoint, composition and point of focus.","FULLY MET"]
["16 - 19 & Adults","Core","S35","Ensure that digital images files are backed-up during the assignment.","FULLY MET"]
["16 - 19 & Adults","Core","S36","Record, clearly and accurately, any information required on the assignment.","FULLY MET"]
["16 - 19 & Adults","Core","S37","Check the condition of the equipment before start up and close down.","FULLY MET"]
["16 - 19 & Adults","Core","S38","Resolve problems within your own limits.","FULLY MET"]
["16 - 19 & Adults","Core","S39","Process control strips and assess the results to control quality.","FULLY MET"]
["16 - 19 & Adults","Core","S40","Maintain chemicals /inks for the type of equipment used.","FULLY MET"]
["16 - 19 & Adults","Core","S41","If appropriate, dispose of used chemicals in accordance with workplace and legal requirements. ","FULLY MET"]
["16 - 19 & Adults","Core","S42","Calibrate and operate the minilab equipment to print the media, in accordance with the manufacturer’s instructions.","FULLY MET"]
["16 - 19 & Adults","Core","S43","Assess the processed imagery against client requirements and organisational standards. ","FULLY MET"]
["16 - 19 & Adults","Core","S44","Detect any defects, identify the causes and work within own limits to rectify these. ","FULLY MET"]
["16 - 19 & Adults","Core","S45","Forward the original material and prints for delivery or collection. ","FULLY MET"]
["16 - 19 & Adults","Core","S46","Record, clearly and accurately, all necessary data to meet own business or organisation’s requirements.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Strong work ethic – motivated, proactive, committed, reflecting on own practice.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Dependability and responsibility – punctual and reliable.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Positive attitude – constructive thinking, motivated to succeed.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Adaptability and responsiveness to change.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Honesty and integrity – truthful, sincere.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Self-motivation – self-starter, proactive approach to tasks and managing own development.","FULLY MET"]

{"sheet":"OCC0221","index":19,"n_rows":73,"n_cols":9,"rows_kept":73,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","24/08/2022"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0221 - Archaeological technician"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The limits of their own understanding, abilities and responsibilities, and how to practice within them.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The role and purpose of project specific Written Schemes of Investigations (WSIs) and Project or Research Designs.","FULLY MET"]
["16 - 19 & Adults","Core","K3","Sources and types of existing data, including records and collections held at museums, Historic England (HE) the National Monuments Record (NMR), local authority Historic Environment Records (HERs), the Archaeology Data Service (ADS), local and national libraries, the Environment Agency.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The role and purpose of project specific finds and environmental specialist reports and typescript archaeological investigation reports. ","FULLY MET"]
["16 - 19 & Adults","Core","K5","The fundamentals of British archaeological practice and chronology, including a broad understanding and recognition of archaeological site types, periods, artefacts and ecofacts.","FULLY MET"]
["16 - 19 & Adults","Core","K6","The fundamentals of the relevant Health and Safety legislation and construction site Health & Safety. For example, this may include gaining a relevant Construction Skills Certification Scheme (CSCS) qualification. ","FULLY MET"]
["16 - 19 & Adults","Core","K7","How to recognise and report risks. ","FULLY MET"]
["16 - 19 & Adults","Core","K8","Their Employer’s Health and Safety Policy and Procedures and operational procedures, including risk assessment, technical manuals and recording systems, and how those relate to industry Chartered Institute for Archaeologists (CIfA) standards, including their Employer’s technical manuals, procedures and guidance for: fieldwork recording, survey, artefact and environmental sample collection and artefact/environmental sample processing and archiving. ","FULLY MET"]
["16 - 19 & Adults","Core","K9","How their work programme is determined and to whom they report to.","FULLY MET"]
["16 - 19 & Adults","Core","K10","How to select the appropriate tools and equipment for the job.","FULLY MET"]
["16 - 19 & Adults","Core","K11","How to identify milestones and targets.","FULLY MET"]
["16 - 19 & Adults","Core","K12","Archaeological site formation processes and  stratigraphy (analysis of the order and position of layers of archaeological remains).","FULLY MET"]
["16 - 19 & Adults","Core","K13","How to identify and collect (and protect) appropriate artefacts and environmental samples.","FULLY MET"]
["16 - 19 & Adults","Core","K14","How to adapt procedures and practices to suit different ground/soil/weather conditions, archaeological materials,  logistical and Client requirements.","FULLY MET"]
["16 - 19 & Adults","Core","K15","How to record and store data recovered from archaeological works, including contextual data, plan and digital data, artefactual and ecofactual data in accordance with the manuals, procedures and guidance of the Employer.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Basic short-term artefact protection, stabilisation and storage principles, such as the safe recovery and bagging of fragile artefacts, correct labelling of artefacts and samples, and ensuring appropriate short-term storage and safe/secure transportation.","FULLY MET"]
["16 - 19 & Adults","Core","K17","How to present and report results, including basic use of spreadsheets and databases.","FULLY MET"]
["16 - 19 & Adults","Core","K18","How to prepare themselves appropriately for work in a range of environments and weather conditions.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Where to find, and how to interpret, key project-specific documentation including sampling strategies and research objectives.","FULLY MET"]
["16 - 19 & Adults","Core","K20","How to access their Employer’s technical manuals and guidance.","FULLY MET"]
["16 - 19 & Adults","Core","K21","How to  maintain honest and constructive colleague relationships.","FULLY MET"]
["16 - 19 & Adults","Core","K22","Their role in the context of the project or material on which they are working.","FULLY MET"]
["16 - 19 & Adults","Core","K23","How to develop a personal action plan for learning and self-development with realistic but challenging objectives.","FULLY MET"]
["16 - 19 & Adults","Core","K24","How to select and apply appropriate learning techniques and methods.","FULLY MET"]
["16 - 19 & Adults","Core","K25","How to identify personal goals, expectations and priorities.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Apply an awareness of professional judgement and ethical behaviour.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Research and assimilate appropriate background information, including that from project specific Written Schemes of Investigation, archaeological archives and reports, aerial photographic collections, LiDAR data, and geophysical and topographic surveys and local and national listings.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Catalogue data recovered from archaeological excavations, including environmental and geological samples, artefacts and ecofacts.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Maintain their own safety, and that of others, by adhering to all applicable Health and Safety rules, policies and procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Recognise and report risks in order to reduce the risk of incidents.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Conduct work in line with Employer’s and industry procedures and standards, specifically the CIfA Standards and Guidance for Archaeological Excavation, Watching Brief, Evaluation and Archives.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Establish the requirements upon them for forthcoming projects, including timescales, deadlines, work locations and supervisors.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Estimate resources and select appropriate equipment, including hand tools, survey, recording and measuring equipment, and artefact sampling, collection packaging, labelling and processing equipment.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Investigate and understand archaeological sites and heritage assets.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Recognise and be able to appropriately package and preserve fragile material evidence of past communities.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Compile catalogues and databases of archaeological context records, samples and finds.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Contribute to the preparation of archaeological site archives and materials for museum deposition.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Carry out work both indoors and outdoors in variable weather conditions, all year round.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Identify information required to achieve research objectives, for instance reference to project specific Written Schemes of Investigation for archaeological strategies, and to appropriate published regional, period or subject research agendas.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Follow correct procedures to access and use information, including Employer’s technical manuals, GIS systems and databases.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Validate/evaluate accuracy of  information, including proof reading of data entry and reports.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Categorise and classify data appropriately, including creation of databases and stratigraphic matrices for archaeological excavations.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Present and report data using field records in appropriate form for various audiences, including plans, sections, pro-forma context recording sheets and databases.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Contribute to advances in the body of knowledge and Historic Environment Practice.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Commit to continuous improvement and personal development.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Take reasonable care for the health and safety of themselves and of others who may be affected by their acts or omissions at work.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Commit to quality and their continuous professional development.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Focus and pay attention to detail.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Work effectively individually and as part of a team.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Be approachable and able to communicate with all levels of their own and other organisations, as well as the general public.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Be sensitive to and aware of the cultural, historic and spiritual context of objects and structures.","FULLY MET"]

{"sheet":"OCC0173","index":20,"n_rows":54,"n_cols":9,"rows_kept":54,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","15/02/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0173 - Fashion studio assistant"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Understanding of the seasonal cycle. Understanding of a product journey: conception, design, sample, sales, delivery, in store, marketing, PR. Understanding of the basic business cycle: cashflow, buying, producing, shipping, budgeting. How the different departments are involved in the creation and selling of a collection.","FULLY MET"]
["16 - 19 & Adults","Core","K2","Understanding of how a collection is brought together, how a Critical Path is created and followed.","FULLY MET"]
["16 - 19 & Adults","Core","K3","Working as part of a wide team. Understanding of health and safety issues.","FULLY MET"]
["16 - 19 & Adults","Core","K4","Awareness of how different departments contribute to a company’s goals.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","K5","Working in a studio team, dealing with designers, manufacturers, technical staff, suppliers, production team, freelancers and clients.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","K6","Basic understanding of different fabrics, yarns and trims, how they work, how they are priced, where they may be sourced from. Learning about ways to handle, cut and store materials. Potential to learn about designer specific techniques, such as print, embroidery, knit, jacquard and leather work.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","K7","A basic understanding of pattern cutting and grading and the importance of fit. How to take measurements and cost a garment. Awareness of how CAD/CAM may be part of the process.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","K8","Good basic knowledge of garment construction. Knowledge of the proto development stage, and the sealing of samples. Be able to cut and sew a toile.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","K9","Awareness of the different selling channels open to designers: wholesale, retail, online, via a franchisor, licensor, with agents and distributers.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","K10","Understanding of how a strategy will be created and followed for targeting a market. Understanding in more detail of how either wholesale, ecommerce or retail works.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","K11","Develop knowledge of a specific market, either domestic or international. Gain the ability to describe who a brand’s customer is and to be able to undertake basic market and competitor research.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","K12","Understanding of the importance of range planning, price architecture and sales analysis. Involvement in sales analysis, gathering sell through information, assistance in report creation.","FULLY MET"]
["16 - 19 & Adults","03: Fashion marketing and communications","K13","Understanding of how and why a brand is promoted in different channels and markets. Awareness of how a strategy is created for a brand or product and what the marketing calendar will be.","FULLY MET"]
["16 - 19 & Adults","03: Fashion marketing and communications","K14","Involvement in digital marketing: social media, mailers, websites. Understanding of how the channels work, how they contribute to brand awareness and how to effectively use them for communication. Ability to create basic reports on traffic and growth in brand following.","FULLY MET"]
["16 - 19 & Adults","03: Fashion marketing and communications","K15","Understanding of the role played by print media, and events. May include fashion shows, VIP dressing, collaborations with other brands and partnerships with retailers.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Time Management: Able to work to a strict deadline, and to deal with simple project management.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Communication: Communication skills both written and verbal. Professional emails, diary management. Working as part of a team. Communicating with people internal and external to the organisation. Representing the organisation.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Office Admin: Basic invoicing or ordering, diary management, planning and preparation for meetings, admin and data entry.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","S4","Researching or sourcing of fabric/components. Placing orders and assistance with controlling inventory. Awareness of leadtimes and minimums for bulk ordering. Consideration of ethical and environmental factors when working with suppliers and factories.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","S5","How to cost garments, ability to create a layplan and a bill of materials, how to enter information onto a product management system for use in sales and production.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","S6","Understanding of the importance of an accurate technical sheet for manufacturers.","FULLY MET"]
["16 - 19 & Adults","01: Product development and production","S7","Able to quality control garments, fabrics or accessories. Good eye for detail, awareness of what to look for, how to report and communicate issues. How to prepare garments ready for sale or presentation: steaming, labelling, packing, storing.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","S8","Packaging, dispatch and shipping, including an awareness of basic international regulations. Dealing with couriers and deliveries, to and from suppliers and customers.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","S9","How to present a collection, look after a space, greet clients, maintain a required standard of visual merchandising. Involvement in preparing documents for sales such as linesheets.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","S10","Ability to manage customer data in a responsible way. Awareness of how it is used, and how it should be protected. Knowledge of the importance of customer service and an ability to deal with certain customer service issues.","FULLY MET"]
["16 - 19 & Adults","02: Sales and operations","S11","Assistance with clienteling or chasing sales leads.","FULLY MET"]
["16 - 19 & Adults","03: Fashion marketing and communications","S12","Involvement with events preparation and coordination. This could be fashion shows, sales showrooms, tradeshows, photoshoots or press days. Helping to set up and run a showroom space, manage an appointment diary, and coordinate samples.","FULLY MET"]
["16 - 19 & Adults","03: Fashion marketing and communications","S13","Developing relationships with clients, press or fashion organisations. Understanding of the role of influencers from different spheres and how to engage them with the brand.","FULLY MET"]
["16 - 19 & Adults","03: Fashion marketing and communications","S14","Assistance in writing copy and creating presentations. Involvement in preparing professional documents such as press releases or event invitations. Potential involvement in social media uploading, and manipulation of images and graphics for on or offline marketing.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Able to work to strict deadlines and to cope with a work pace varying considerably throughout the year. Ability to think on feet, be resourceful, and have a flexible attitude toward changes in work plans.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Hardworking, able to work independently without supervision, hands on attitude and drive to succeed in a competitive environment. Interested in self-development.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Shows maturity in coping with a fast paced, pressured environment. Professional approach to job, and in dealings with other members of staff and external company contacts.","FULLY MET"]

{"sheet":"OCC0396","index":21,"n_rows":71,"n_cols":9,"rows_kept":71,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","14/02/2019"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0396 - Cultural learning and participation officer"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","The typical and specific needs, priorities and expectations of a range of existing and potential new audiences and participants that the organisation wishes to engage and how to find out audience data/information. This could typically include audience groups based on socio-economic background, ethnicity, disability, age, previous artistic/cultural experience and other characteristics.  ","FULLY MET"]
["16 - 19 & Adults","Core","K2","Methods for reaching, engaging and forming relationships with the target audience, such as accessing analysing, interpreting and using demographic data; coordinating community events; face to face meetings, flexing communication methods and channels to suit the target audience.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The potential barriers to artistic engagement faced by different audiences which may include socio-economic, financial, cultural and geographical factors.","FULLY MET"]
["16 - 19 & Adults","Core","K4","Methods of enabling and/or increasing participation in artistic and cultural activities; how to apply these such as how to consult and/or involve audience groups; different event types and formats and how to choose appropriate formats for specific audience groups, considering accessibility/layout/information/artistic content/pricing.","FULLY MET"]
["16 - 19 & Adults","Core","K5","Methods of evaluating engagement and participation such as structured feedback events, interviews, consultation, online surveys and how to measure impact through, for example, collecting audience numbers, statistics, or creating questionnaires to evaluate outcomes.","FULLY MET"]
["16 - 19 & Adults","Core","K6","How to identify partner(s); the principles of effective partnership working; processes to establish and maintain effective partnerships.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The importance of professional arts and cultural networks and know the benefits and contributions they make to project success.","FULLY MET"]
["16 - 19 & Adults","Core","K8","Relevant industry membership schemes, their importance and benefit to the CLPO profession such as sharing knowledge and good practice, contacts and networks of artists, set industry benchmarks and standards and to aid training, personal and career development.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Why CLP programmes are needed to increase opportunities for inclusion and diversity across the organisation’s staff, audiences and artists/external practitioners; and within the arts and cultural sector more widely.  ","FULLY MET"]
["16 - 19 & Adults","Core","K10","Legislation and regulatory requirements that affect the role including Health and Safety, the principles of Safeguarding children and vulnerable adults, accessibility and equality. This can typically include knowledge and use of risk assessments, standard operating procedures, how to respond to a safeguarding incident, documenting and reporting events and incidents using company templates, attending inductions and training on child protection.","FULLY MET"]
["16 - 19 & Adults","Core","K11","How your role and work fits within your team; the organisation; your responsibilities to support others internally and externally; the importance and impact of cross-team working. This can typically include knowing how to effectively work with colleagues to fulfil your role, such as joint planning, coordinating and delegating tasks within a project, establishing and agreeing goals and outputs.","FULLY MET"]
["16 - 19 & Adults","Core","K12","How and when to refer to a line manager or senior colleague for support and guidance.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Your organisation’s mission, purpose and governance structures.","FULLY MET"]
["16 - 19 & Adults","Core","K14","The cultural, artistic and participatory work of your organisation.","FULLY MET"]
["16 - 19 & Adults","Core","K15","Your organisation’s relationships with artists/external practitioners, visiting companies, creative or funding partners, audiences and volunteers and how your role as a CLPO supports this.","FULLY MET"]
["16 - 19 & Adults","Core","K16","The financial model of the organisation and the CLP projects that you implement including the different funding streams available to support the work.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The production of learning and participation events and workshops. This may typically include advancing/planning event content, schedules, technical/venue/audience requirements appropriate to artistic discipline, managing communications between parties, disseminating event documentation as appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","K18","Budgetary and project management requirements used for artistic and cultural practices, such as identifying artist/human/financial/resource inputs, outputs, outcomes, milestones and performance indicators, creating an evaluation brief, and reporting performance against aims and budget.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Arts fundraising processes which may typically include how to identify funder requirements (priorities, amounts available, process, reporting); how to complete an application or report for funding and how to establish and maintain relationships with donors/funding organisations.","FULLY MET"]
["16 - 19 & Adults","Core","K20","The organisation’s IT systems and specific software. This may typically include email, websites and intranets, industry specialist software for box office and marketing systems, donor records, stage management, event scheduling, venue diary systems.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Plan, organise and co-ordinate education and community engagement projects on behalf of the organisation, in order to ensure the facilitator (visiting artist or company colleague, freelancer or volunteer) can deliver effectively This could typically include deciding on appropriate content and information including producing event schedules, artist and technical riders, booking artists and practitioners.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Identify learning objectives of education and community engagement projects and suitability for target audience.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Work within a set budget, use appropriate resources, venues, systems and technologies to implement the CLP projects ensuring they meet stated objectives and outcomes.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Ensure projects comply with the organisation’s Health & Safety policies and procedures including Safeguarding children and vulnerable adults.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Communicate clearly and effectively, adapting methods both verbal and non-verbal as appropriate to the stakeholder or audience, which may include public speaking and/or using social media and digital communication methods.   ","FULLY MET"]
["16 - 19 & Adults","Core","S6","Communicate the CLP projects aims, which may include artistic or cultural outcomes, skills and knowledge development, or a range of social and educational outcomes to audiences, partners and colleagues.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Produce clear, concise project reports, fundraising applications and other written communications.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Find and participate in professional networks such as arts and culture networks, meetings and events, performances and exhibitions, training and professional development events and industry membership schemes, in order to benefit the organisation.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Establish, develop and maintain positive relationships with a wide variety of internal and external partners, artists, colleagues, participants and audiences that result in and/or enable successful projects.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Build effective professional arts and cultural networks and identify the benefits they bring to the projects and wider organisation.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Contribute and manage audience/participant/venue bookings and ensure artists/external practitioners are recruited for projects as per the organisation’s policies and procedures, including contracting requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Maintain artist/external practitioner and audience records as directed, which may include personal information, in-line with employer systems and data protection requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Have excellent time management skills, demonstrating your ability to be organised, meet deadlines within project timeframes and meet budgets requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Evaluate projects and use feedback to improve current and/or future activity.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Provide high quality content, which may be in written or image form, as required, to internal/external communications for example e-bulletins, newsletter content, posters, print and meetings, to aid the promotion of, and engagement with, the organisation’s learning and participation programme.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Contribute to fundraising activities including desk research on potential funding sources, note taking at audience consultation meetings, compiling data and information.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Identify problems, generate and form ideas to resolve issues, by thinking creatively in response to challenges and identifying when to seek help and support from others.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Collaborate effectively with colleagues, creative and cultural professionals and other organisations and partners to achieve project aims and objectives.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Through internal and external development opportunities, take ownership for keeping role and organisation knowledge and skills up to date.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Proactive in seeking opportunities to broaden understanding of CLP projects and working practices.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Open to receiving feedback and demonstrate actions taken in relation to it.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Support and promote the organisation’s core values and behaviours including those relating to Equality & Diversity, Customer Care, Safeguarding, Health & Safety and Data Protection.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Self-motivated and uses their initiative for example to resolve issues, improve processes.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Gets on well with other team members and plays their part in achieving team goals. Equally comfortable working on solo activities.","FULLY MET"]
["16 - 19 & Adults","Core","B7","Manage interpersonal relationships with patience and empathy.","FULLY MET"]
["16 - 19 & Adults","Core","B8","Deals positively with challenges and adverse situations.","FULLY MET"]
["16 - 19 & Adults","Core","B9","Apply appropriate ethical principles such as mutual respect, equality & inclusion and personal integrity, through interactions in the workplace.","FULLY MET"]
["16 - 19 & Adults","Core","B10","Offer new ideas and concepts, be adaptive and responsive as required.","FULLY MET"]
["16 - 19 & Adults","Core","B11"," Passionate about the arts and culture and believe in its value to society.","FULLY MET"]

{"sheet":"OCC0532","index":22,"n_rows":85,"n_cols":9,"rows_kept":85,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","09/05/2018"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0532 - Publishing assistant"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","K1: Your organisation and the wider publishing industry :","FULLY MET"]
["16 - 19 & Adults","Core","K2","K1:Your organisation’s strategy and publishing programme by genre and who your target users are.","FULLY MET"]
["16 - 19 & Adults","Core","K3","K1:The broader publishing industry","FULLY MET"]
["16 - 19 & Adults","Core","K4","K2: Publishing systems and software:","FULLY MET"]
["16 - 19 & Adults","Core","K5","K2: How to read and apply information/data using publishing systems such as Biblio and Stison which are used to produce and sell books, journals etc","FULLY MET"]
["16 - 19 & Adults","Core","K6","K2: The importance and risk to the business involved in maintaining and managing data","FULLY MET"]
["16 - 19 & Adults","Core","K7","K2: The range of standards and mark-up languages eg XML, LaTEX, HTML used in publishing for editing","FULLY MET"]
["16 - 19 & Adults","Core","K8","K2: Content management software that supports the production process eg digital, for the variety of content at your organisation","FULLY MET"]
["16 - 19 & Adults","Core","K9","K3: The critical path and range of publications: ","FULLY MET"]
["16 - 19 & Adults","Core","K10","K3: The publishing journey from commissioning through to publication including working with manuscripts, proofs and advanced information sheets","FULLY MET"]
["16 - 19 & Adults","Core","K11","K3: The range of publications available such as illustrated books, academic publications, digital books, products and services including where appropriate apps and journals.","FULLY MET"]
["16 - 19 & Adults","Core","K12","K4: The editorial and production processes:","FULLY MET"]
["16 - 19 & Adults","Core","K13","K4: Key stages of the publishing process, which will include editing, proof reading and briefing stakeholders","FULLY MET"]
["16 - 19 & Adults","Core","K14","K4: How to check proofs where necessary and make sure printing matches the proof","FULLY MET"]
["16 - 19 & Adults","Core","K15","K4: The costing principles of new titles and reprints to ensure cost effective production of books, to schedule","FULLY MET"]
["16 - 19 & Adults","Core","K16","K4: How to ensure all information is up to date on relevant databases, including PDF files, application files and images","FULLY MET"]
["16 - 19 & Adults","Core","K17","K5: The sales, marketing and publicity processes:","FULLY MET"]
["16 - 19 & Adults","Core","K18","K5: The requirements of your (target users) trade partners such as bookshops, libraries, schools (teachers and students), universities, online distributors/sales.","FULLY MET"]
["16 - 19 & Adults","Core","K19","K5: The different methods used to connect and engage with influencers such as bloggers and journalists.","FULLY MET"]
["16 - 19 & Adults","Core","K20","K5: How to make appropriate connections and engage with readers","FULLY MET"]
["16 - 19 & Adults","Core","K21","K5: The options regarding digital content distribution and access; marketing strategies such as search engine optimisation, insights from web analytics; user experience and web optimisation","FULLY MET"]
["16 - 19 & Adults","Core","K22","K6: Rights management, digital processes: ","FULLY MET"]
["16 - 19 & Adults","Core","K23","K6: Deal structures and Digital Rights Management with authors including fees, advances, royalties, licensing copyright, covering territory copyright, translation rights, and serial rights.","FULLY MET"]
["16 - 19 & Adults","Core","K24","K6: Company policies regarding copyright and permissions, including appropriate digital rights to ensure compliance.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","S1: Data Management:","FULLY MET"]
["16 - 19 & Adults","Core","S2","S1: Input and maintain data to produce publications that meet company, sales channel and audience requirements","FULLY MET"]
["16 - 19 & Adults","Core","S3","S1: Continually improve the quality of information/data in-line with best practice","FULLY MET"]
["16 - 19 & Adults","Core","S4","S2: Publishing Journey and where appropriate Editorial process","FULLY MET"]
["16 - 19 & Adults","Core","S5","S2: Follow publishing/editorial guidelines relevant to their role to produce publications that meet budgets, are on schedule and meet company and industry standards","FULLY MET"]
["16 - 19 & Adults","Core","S6","S2: Ensure appropriate changes are highlighted and agreed with stakeholders","FULLY MET"]
["16 - 19 & Adults","Core","S7","S2: Apply rigour and attention to detail","FULLY MET"]
["16 - 19 & Adults","Core","S8","S2: Escalate issues and concerns, in-line with company process, to ensure the publication is delivered to time and budget constraints and your agreed milestones are achieved","FULLY MET"]
["16 - 19 & Adults","Core","S9","S3: Stakeholder Management:","FULLY MET"]
["16 - 19 & Adults","Core","S10","S3:Clearly identify stakeholders and manage their expectations, presenting appropriate information to them clearly and concisely","FULLY MET"]
["16 - 19 & Adults","Core","S11","S3:Escalate issues and concerns regarding stakeholders as appropriate","FULLY MET"]
["16 - 19 & Adults","Core","S12","S4:Rights Management and Contracting:","FULLY MET"]
["16 - 19 & Adults","Core","S13","S4: Ensure that publications meet digital rights management and/or deal structures agreed with authors","FULLY MET"]
["16 - 19 & Adults","Core","S14","S4: Using templates, draft contracts as required by your company","FULLY MET"]
["16 - 19 & Adults","Core","S15","S5: Problem solving:","FULLY MET"]
["16 - 19 & Adults","Core","S16","S5: Think laterally and provide sensible solutions to unexpected challenges","FULLY MET"]
["16 - 19 & Adults","Core","S17","S6: Communication:","FULLY MET"]
["16 - 19 & Adults","Core","S18","S6: Communicate clearly with internal and external stakeholders.","FULLY MET"]
["16 - 19 & Adults","Core","S19","S6: Show confidence and flexibility when communicating with different stakeholders, ensuring an appropriate use of language and terminology","FULLY MET"]
["16 - 19 & Adults","Core","S20","S7: Team working:","FULLY MET"]
["16 - 19 & Adults","Core","S21","S7: Demonstrate a strong ability to work as part of a team, taking on tasks with enthusiasm and working cooperatively with others (in a timely fashion).","FULLY MET"]
["16 - 19 & Adults","Core","S22","S7: Demonstrate a clear understanding of the role you play in relation to other team members","FULLY MET"]
["16 - 19 & Adults","Core","S23","S7: Undertake tasks confidently and resourcefully, supporting the team and/or line manager as required","FULLY MET"]
["16 - 19 & Adults","Core","S24","S8: Working independently:","FULLY MET"]
["16 - 19 & Adults","Core","S25","S8: Be pro-active and purposeful when working on your activities, apply the appropriate knowledge and seek support when it is needed","FULLY MET"]
["16 - 19 & Adults","Core","S26","S8: Demonstrate good time-management","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","B1: Discretion and confidentiality:","FULLY MET"]
["16 - 19 & Adults","Core","B2","B1: Show discretion when dealing with stakeholders, including colleagues, authors, customers and users, and maintain confidentiality when needed.","FULLY MET"]
["16 - 19 & Adults","Core","B3","B2: Attention to detail","FULLY MET"]
["16 - 19 & Adults","Core","B4","B2: Apply rigour and attention to detail in all tasks.","FULLY MET"]
["16 - 19 & Adults","Core","B5","B3: Determination to succeed","FULLY MET"]
["16 - 19 & Adults","Core","B6","B3: Consistently achieve personal and organisational targets","FULLY MET"]
["16 - 19 & Adults","Core","B7","B3: Take action to resolve day to day issues","FULLY MET"]
["16 - 19 & Adults","Core","B8","B3: Receptive to new ideas and respond well to day-to-day challenges","FULLY MET"]
["16 - 19 & Adults","Core","B9","B3: Resilient and determined to overcome obstacles","FULLY MET"]
["16 - 19 & Adults","Core","B10","B4: Inquisitive:","FULLY MET"]
["16 - 19 & Adults","Core","B11","B4: A willingness to learn and develop, embracing new challenges when they occur.","FULLY MET"]
["16 - 19 & Adults","Core","B12","B5: Passion","FULLY MET"]
["16 - 19 & Adults","Core","B13","B5: Demonstrates enthusiasm in their activities","FULLY MET"]

{"sheet":"OCC0395","index":23,"n_rows":73,"n_cols":9,"rows_kept":73,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","10/01/2022"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0395 - Watchmaker"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Health and safety legislation relating to common hazards within the working environment for watch servicing (Health and Safety at Work Act 1974, COSHH, PPE).","FULLY MET"]
["16 - 19 & Adults","Core","K2","The importance of risk analysis to ensure the safety of self and others when using tools, equipment and materials for watch servicing.  ","FULLY MET"]
["16 - 19 & Adults","Core","K3","The importance of safe disposal of all waste materials.","FULLY MET"]
["16 - 19 & Adults","Core","K4","Ethical issues in watchmaking (counterfeit watches (fake and replica), watch customization, use of generic parts, the availability of watch parts to watchmakers). ","FULLY MET"]
["16 - 19 & Adults","Core","K5","Construction, operational principles and maintenance of tools and equipment required for watch servicing. (hand tools required for watch servicing, test equipment and machines for case refinishing).","FULLY MET"]
["16 - 19 & Adults","Core","K6","Different types of quartz and mechanical watches, their basic function and construction.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The construction of watch cases, bracelets and straps.","FULLY MET"]
["16 - 19 & Adults","Core","K8","Procedures for servicing and refinishing watch cases and bracelets.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Procedures for resealing and water resistance testing of watch cases.","FULLY MET"]
["16 - 19 & Adults","Core","K10","The construction and operational principles of quartz watch movements and their components.","FULLY MET"]
["16 - 19 & Adults","Core","K11","Procedures for using test equipment and observations to identify and correct operational faults in quartz watch movements. ","FULLY MET"]
["16 - 19 & Adults","Core","K12","Procedures for servicing quartz watch movements (disassembly, cleaning, reassembly); Procedures for servicing quartz watch movements (lubrication).","FULLY MET"]
["16 - 19 & Adults","Core","K13","The construction and operational principles of mechanical watch movements and their components.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Procedures for using test equipment and observations to identify and correct operational faults in mechanical watch movements.","FULLY MET"]
["16 - 19 & Adults","Core","K15","Procedures for servicing mechanical watch movements (disassembly, cleaning); Procedures for servicing mechanical watch movements (reassembly, lubrication and adjustment).","FULLY MET"]
["16 - 19 & Adults","Core","K16","The specification and estimation of the cost of replacement components for quartz and mechanical watch movements and their cases.","FULLY MET"]
["16 - 19 & Adults","Core","K17","Manufacturer’s technical information and its use.","FULLY MET"]
["16 - 19 & Adults","Core","K18","The watch servicing industry and associated trades (sequential servicing, watch technician, material dealer, dial restoration, watch restoration, case polishing and refurbishment, making watches, brands, independents).","FULLY MET"]
["16 - 19 & Adults","Core","K19","The history and development of time keeping (background to timekeeping, developments in quartz and mechanical watches, alternative escapements, older watches). ","FULLY MET"]
["16 - 19 & Adults","Core","K20","The use of Information technology for record-keeping, self-learning and continuous development.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Complies with health, safety and environmental legislation (Health and Safety at Work Act 1974, COSHH, PPE) relating to common hazards within the working environment for watch servicing.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Uses equipment safely in accordance with manufacturer's technical information and industry practice.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Maintains tools in correct working order according to industry practice. ","FULLY MET"]
["16 - 19 & Adults","Core","S4","Selects and uses appropriate tools in the servicing and repair of watches.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Determines approach to open and service watch cases and remove watch movements.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Specifies replacement components required for servicing watch cases and bracelets/straps.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Ensures all watch case and bracelet/strap components are in a suitable condition for re-assembly (includes refinishing where necessary).","FULLY MET"]
["16 - 19 & Adults","Core","S8","Reassembles watch cases and bracelets, refits movements and reseals watch cases.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Uses test equipment to determine the water resistance of the watch (wet and dry testing, condensation test).","FULLY MET"]
["16 - 19 & Adults","Core","S10","Uses suitable test procedures and observations for fault finding and to determine the approach for servicing quartz watch movements.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Dismantles quartz watch movements in accordance with industry practice.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Specifies replacement components required for the servicing of quartz watch movements.  ","FULLY MET"]
["16 - 19 & Adults","Core","S13","Ensures all components for quartz movements are in a suitable condition for re-assembly. ","FULLY MET"]
["16 - 19 & Adults","Core","S14","Reassembles and lubricates quartz watch movements in accordance with manufacturer's technical information and industry practice.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Uses suitable testing procedures and observations for fault finding and to determine the approach for servicing mechanical watch movements.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Dismantles mechanical watch movements in accordance with industry practice.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Specifies replacement components required for the servicing of mechanical watch movements. ","FULLY MET"]
["16 - 19 & Adults","Core","S18","Ensures components of mechanical movements are in a suitable condition for re-assembly. ","FULLY MET"]
["16 - 19 & Adults","Core","S19","Reassembles, lubricates and adjusts mechanical watch movements in accordance with manufacturer's technical information and industry practice. ","FULLY MET"]
["16 - 19 & Adults","Core","S20","Services watches within agreed commercial time scales. ","FULLY MET"]
["16 - 19 & Adults","Core","S21","Uses information technology for record-keeping, self-learning and continuous development. ","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Promotes a positive safety culture; ensures work is carried out in a safe way that does not put themselves or others at risk. ","FULLY MET"]
["16 - 19 & Adults","Core","B2","Maintains a tidy working environment and replaces equipment after use. ","FULLY MET"]
["16 - 19 & Adults","Core","B3","Adheres to required work practices and completes work to meet deadlines. ","FULLY MET"]
["16 - 19 & Adults","Core","B4","Shows attention to detail and accuracy during servicing and record keeping.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Demonstrates a responsibility to complete routine work with minimal supervision.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Listens to others and respects alternative views and opinions.","FULLY MET"]
["16 - 19 & Adults","Core","B7","Prioritises an ethical approach and environmental sustainability in watch servicing.","FULLY MET"]
["16 - 19 & Adults","Core","B8","Varies communication style appropriately during discussions and explanations with colleagues, clients and others.","FULLY MET"]
["16 - 19 & Adults","Core","B9","Recognises the opportunities from the use of information technology in watch servicing.","FULLY MET"]
["16 - 19 & Adults","Core","B10","Keeps abreast of developments in the watch servicing industry.","FULLY MET"]

{"sheet":"OCC0382","index":24,"n_rows":74,"n_cols":9,"rows_kept":74,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","07/06/2022"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0382 - Organ builder"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","Health & safety legislation and regulations in the work environment (in particular those relating to working at height, heavy lifting and noise abatement)","FULLY MET"]
["16 - 19 & Adults","Core","K2","The methods of safe handling of materials and work processes that ensure the safety of self and others","FULLY MET"]
["16 - 19 & Adults","Core","K3","The safe and sustainable disposal of waste materials","FULLY MET"]
["16 - 19 & Adults","Core","K4","Properties, uses and limitations of materials used in organ building ","FULLY MET"]
["16 - 19 & Adults","Core","K5","The respective advantages and disadvantages of softwoods and hardwoods","FULLY MET"]
["16 - 19 & Adults","Core","K6","The purposes of different grades of leather","FULLY MET"]
["16 - 19 & Adults","Core","K7","The tonal qualities of pipes made from different metal alloys","FULLY MET"]
["16 - 19 & Adults","Core","K8","Techniques for protecting, moving, handling and storing resources","FULLY MET"]
["16 - 19 & Adults","Core","K9","The key hand and machine tools and equipment used","FULLY MET"]
["16 - 19 & Adults","Core","K10","The principles of how the tools and equipment work, are prepared, maintained and safely used (including how to sharpen chisels and hand planes; the different cutting actions of band, cross-cut and rip-saws)","FULLY MET"]
["16 - 19 & Adults","Core","K11","How the material must be presented to the tools and equipment in each case","FULLY MET"]
["16 - 19 & Adults","Core","K12","The importance of using the right combination of guards when creating mouldings using hand-held and fixed routers","FULLY MET"]
["16 - 19 & Adults","Core","K13","Employer’s quality standards how to apply and monitor including methods of recording work.","FULLY MET"]
["16 - 19 & Adults","Core","K14","The elements and principles applicable to the design of pipe organs","FULLY MET"]
["16 - 19 & Adults","Core","K15","The historical and contemporary contexts of organ building","FULLY MET"]
["16 - 19 & Adults","Core","K16","The different forms of action & mechanisms and how they are developed and applied","FULLY MET"]
["16 - 19 & Adults","Core","K17","The key differences between rebuilding, restoration, conservation and reconstruction and their respective advantages and disadvantages","FULLY MET"]
["16 - 19 & Adults","Core","K18","How to diagnose, analyse and assess for manufacturing and maintenance options","FULLY MET"]
["16 - 19 & Adults","Core","K19","How to diagnose faults (such as electrical or pneumatic actions) during maintenance visits and plan for their repair","FULLY MET"]
["16 - 19 & Adults","Core","K20","Relevant applied mathematics & science (including metric & imperial dimensions/measurements, geometry, lever law, musical theory, acoustics and electric circuitry)","FULLY MET"]
["16 - 19 & Adults","Core","K21","The anticipation of risks and resolution of problems","FULLY MET"]
["16 - 19 & Adults","Core","K22","Knowing when it is appropriate to seek advice from other craft specialists and experts","FULLY MET"]
["16 - 19 & Adults","Core","K23","Technique for staining, polishing and finishing","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Maintain correct standards of health and safety for self and for others, using safe working practices such as when handling heavy components","FULLY MET"]
["16 - 19 & Adults","Core","S2","Prepare and maintain materials, tools and equipment appropriately and safely, always fitting guards to machines as required","FULLY MET"]
["16 - 19 & Adults","Core","S3","Identify and minimise hazards and risks in the working environment, e.g. casting and soldering, or when treating timber with volatile compounds","FULLY MET"]
["16 - 19 & Adults","Core","S4","Create and interpret technical specifications, drawings, and other written and verbal instructions (such as cutting lists, rollerboard layouts and soundboard plantings)","FULLY MET"]
["16 - 19 & Adults","Core","S5","Identify and respond to problems appropriately (including testing and adjustment); seek advice and guidance when appropriate","FULLY MET"]
["16 - 19 & Adults","Core","S6","Select and use the appropriate processes/techniques to undertake organ building tasks from inception to realisation","FULLY MET"]
["16 - 19 & Adults","Core","S7","Select and use correct materials as required by the specific task","FULLY MET"]
["16 - 19 & Adults","Core","S8","Select and use correct tools and equipment as required by the specific task","FULLY MET"]
["16 - 19 & Adults","Core","S9","Construct timber components such as soundboards and wind trunking","FULLY MET"]
["16 - 19 & Adults","Core","S10","Use leather to make pneumatic motors and hinges and gussets in bellows","FULLY MET"]
["16 - 19 & Adults","Core","S11","Connect and test low-voltage electrical equipment","FULLY MET"]
["16 - 19 & Adults","Core","S12","Make wooden pipework","FULLY MET"]
["16 - 19 & Adults","Core","S13","Make metal pipework","FULLY MET"]
["16 - 19 & Adults","Core","S14","Put pipes onto speech and tune them","FULLY MET"]
["16 - 19 & Adults","Core","S15","Lay bearings for tuning","FULLY MET"]
["16 - 19 & Adults","Core","S16","Put individual pipes and complete ranks back into tune","FULLY MET"]
["16 - 19 & Adults","Core","S17","Identify and resolve action faults in existing instruments","FULLY MET"]
["16 - 19 & Adults","Core","S18","Remove and dismantle components safely and systematically","FULLY MET"]
["16 - 19 & Adults","Core","S19","Re-assemble components and test that everything is working properly","FULLY MET"]
["16 - 19 & Adults","Core","S20","Select appropriate stain/polish for finishing woodwork","FULLY MET"]
["16 - 19 & Adults","Core","S21","Applies quality assurance checks throughout the organ building process","FULLY MET"]
["16 - 19 & Adults","Core","S22","Follows policies and procedures; has consistent attention to detail","FULLY MET"]
["16 - 19 & Adults","Core","S23","Communicate and work effectively with others as part of a team","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Takes ownership of work","FULLY MET"]
["16 - 19 & Adults","Core","B2","Committed to continuous professional development","FULLY MET"]
["16 - 19 & Adults","Core","B3","Acts in a professional manner. Be courteous, respectful and professional whether workshop or site-based","FULLY MET"]
["16 - 19 & Adults","Core","B4","Team focussed and works effectively with colleagues and others","FULLY MET"]
["16 - 19 & Adults","Core","B5","Accepts change and is adaptable to meet customer needs","FULLY MET"]
["16 - 19 & Adults","Core","B6","Champions and promotes pipe organ building","FULLY MET"]

{"sheet":"OCC0328","index":25,"n_rows":75,"n_cols":9,"rows_kept":75,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","22/07/2022"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0328 - Bespoke saddler"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","How to interpret industry terminology.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The tools and machinery used in the manufacture of saddlery products. ","FULLY MET"]
["16 - 19 & Adults","Core","K3","How to decide if a repair/restoration is both sustainable and viable in terms of safety and cost.","FULLY MET"]
["16 - 19 & Adults","Core","K4","How to organise purchasing of materials and stock control.","FULLY MET"]
["16 - 19 & Adults","Core","K5","How to keep accurate records relating to the sale, manufacture and repair of saddlery products.","FULLY MET"]
["16 - 19 & Adults","Core","K6","The importance of effective customer service. For example, liaising on product suitability to agree specifications for bespoke products.","FULLY MET"]
["16 - 19 & Adults","Core","K7","A range of saddlery products their type and suitability of style to individual customers. For example, saddles, bridles and other ancillary products.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The importance of timely workflow to the business.","FULLY MET"]
["16 - 19 & Adults","Core","K9","The manufacturing processes for bridles and other saddlery equipment.","FULLY MET"]
["16 - 19 & Adults","Core","K10","The manufacturing processes for saddles.","FULLY MET"]
["16 - 19 & Adults","Core","K11","The impact of their product and work on saddle and bridle fitting.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The characteristics and behaviours of a variety of different leathers, materials, threads and fittings for their suitable application.","FULLY MET"]
["16 - 19 & Adults","Core","K13","The manufacturing processes of wooden saddle trees.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Alternative technical advances in materials and construction.","FULLY MET"]
["16 - 19 & Adults","Core","K15","How to interpret conformation relating to the anatomy of the horse to produce a bespoke fit.","FULLY MET"]
["16 - 19 & Adults","Core","K16","The impact of their product and work on the welfare of the horse and safety of the rider.","FULLY MET"]
["16 - 19 & Adults","Core","K17","How to interpret measurements of the horse to create a cutting list for cut and made up measurement including all necessary patterns.","FULLY MET"]
["16 - 19 & Adults","Core","K18","How to maintain and safely use tools, equipment and machinery.","FULLY MET"]
["16 - 19 & Adults","Core","K19","Material requirements for manufacture and the order of cost effective assembly.","FULLY MET"]
["16 - 19 & Adults","Core","K20","The balance between hand stitching to a high standard in an acceptable time and contributes to the sustainability of the business.","FULLY MET"]
["16 - 19 & Adults","Core","K21","Processes to adjust machines to sew a variety of differing materials. For example, specialist needles, feet, guides and tension setting.","FULLY MET"]
["16 - 19 & Adults","Core","K22","How to implement saddlery hand skills to produce a finish that meets a high quality standard.","FULLY MET"]
["16 - 19 & Adults","Core","K23","The style and size of hole in relation to the fittings required for the saddlery product.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Assess given measurements from the horse to produce a cutting list showing both cut and made-up measurements, the amount of leather and fittings required.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Produce the patterns for the saddlery product(s) in readiness to cut material components.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Safely select, use, maintain and store equipment and materials; for example, correct storage of patterns, sharpening tools, purchasing materials and stock control.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Identify and minimise hazards and risks in the workplace to maintain work procedures ensuring health and safety requirements are met.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Maintain comprehensive records relating to the manufacture and repair of saddlery.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Discuss and advise on the type of leather for a specific use.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Carry out effective customer care.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Develop and maintain good communication skills with colleagues in order to ensure a productive work environment.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Prepare materials and fittings for the saddlery product.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Have overall responsibility for the finish and suitability of the completed saddlery product.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Follow clear instructions from relevant colleagues in order to meet customer requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S12","(When repairing a saddlery product), assess product and implement the appropriate sustainable method to remedy the problem.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Implement efficient and effective use of resources, time and materials.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Select, prepare and test tools and machinery, including adjustments for different leathers, materials and fittings.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Identify the correct materials, threads and fittings for the task and use in accordance with both customer requirements and company processes.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Recognise faults in leather, materials, threads and fittings.","FULLY MET"]
["16 - 19 & Adults","Core","S17","During manufacture implement technical processes. For example, cut, edge, stain, crease, punch, prick mark and skive all components where necessary and applicable.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Assemble components in order of the manufacturing process in readiness for stitching.","FULLY MET"]
["16 - 19 & Adults","Core","S19","When hand stitching saddlery products, double hand and single/back stitch where appropriate for appearance and durability.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Machine stitch a variety of different materials used in bridle and saddle manufacture.","FULLY MET"]
["16 - 19 & Adults","Core","S21","(When bridle making), recrease and block all keepers as necessary.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Punch the correct size and style of hole for the fittings required for the saddlery product.","FULLY MET"]
["16 - 19 & Adults","Core","S23","Clean and polish all edges.","FULLY MET"]
["16 - 19 & Adults","Core","S24","(When saddle making), flock panels smoothly, evenly and to the correct specification.","FULLY MET"]
["16 - 19 & Adults","Core","S25","Assemble completed saddlery product, maintaining the quality of hand craft skills and ensuring functionality.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Commitment to maintaining high standards of precision and excellence.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Awareness and understanding to the effect of poorly fitted saddlery items to the horse and the safety of the rider.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Focus on the requirements of the customer.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Strong work ethic and commitment in order to meet the standards required.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Recognition and appreciation of equality and diversity in the workplace.","FULLY MET"]

{"sheet":"OCC0105","index":26,"n_rows":80,"n_cols":9,"rows_kept":80,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.1"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","07/09/2022"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0105 - Content creator"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["Adults Only","Core","K1","The principles and process of setting a budget to produce content. ","FULLY MET"]
["Adults Only","Core","K2","The methods used to segment and understand core audiences and how to plan content for these. ","FULLY MET"]
["Adults Only","Core","K3","Availability of data and its use to inform decision making when identifying channels, formats and platforms for content creation.","FULLY MET"]
["Adults Only","Core","K4","The end-to-end production workflow process for the organisation, the key stages, and own role within this ","FULLY MET"]
["Adults Only","Core","K5","The regulatory and legal requirements when using media assets such as copyright, intellectual property rights, GDPR, web accessibility and non-disclosure agreements.","FULLY MET"]
["Adults Only","Core","K6","Personal and employer responsibilities regarding data protection and data sharing, the potential impact on a business and the regulations that cover this.","FULLY MET"]
["Adults Only","Core","K7","How to identify the commercial drivers for a client/customer.","FULLY MET"]
["Adults Only","Core","K8","The importance of brand, brand awareness, brand purpose, branding guidelines and the intended audience within a brief.","FULLY MET"]
["Adults Only","Core","K9","Where content creation fits within a marketing strategy.","FULLY MET"]
["Adults Only","Core","K10","How tone of voice can be adapted effectively to reflect the content.","FULLY MET"]
["Adults Only","Core","K11","How audiences and their behaviours differ across channels and platforms and the different communication styles that could be used.","FULLY MET"]
["Adults Only","Core","K12","How creative content can be used across multiple channels and platforms, and how the platform chosen affects the content production. ","FULLY MET"]
["Adults Only","Core","K13","The different styles of writing that can be used according to the type of content, channel and platform required.","FULLY MET"]
["Adults Only","Core","K14","Correct use of grammar, punctuation, spelling and inclusive language.","FULLY MET"]
["Adults Only","Core","K15","The principles of writing persuasive copy for a person or group or to raise brand awareness.","FULLY MET"]
["Adults Only","Core","K16","The principles applied to create or capture visuals and audio when using standard packages and equipment.","FULLY MET"]
["Adults Only","Core","K17","Where to source, adapt and edit content from.","FULLY MET"]
["Adults Only","Core","K18","How to organise, structure and label content effectively, methodically and securely to enable efficient search and retrieval.","FULLY MET"]
["Adults Only","Core","K19","How web pages are published and how the content can be optimised to ensure high rankings in search engine results.","FULLY MET"]
["Adults Only","Core","K20","The importance of clearly articulating requirements and how this can influence priorities for a campaign. ","FULLY MET"]
["Adults Only","Core","K21","How communication styles can be adapted to suit different audiences.","FULLY MET"]
["Adults Only","Core","K22","How to plan content delivery against the schedule.","FULLY MET"]
["Adults Only","Core","K23","The principles for creating an effective campaign with measurable outcomes. ","FULLY MET"]
["Adults Only","Core","K24","The principles of mapping user journeys to ensure content is focused on maximising engagement.","FULLY MET"]
["Adults Only","Core","K25","Ways/methods of engaging with audiences, how to respond to evolving situations, recognise potential threats/issues and when to escalate these.","FULLY MET"]
["Adults Only","Core","K26","How to evaluate the success of the campaign against the objectives using available data.","FULLY MET"]
["Adults Only","Core","K27","How to keep up to date with existing and evolving content tools, platforms, trends and talent.","FULLY MET"]
["Adults Only","Core","K28","Approaches to managing and marketing own skills and services.","FULLY MET"]
["Adults Only","Core","K29","The culture of the organisation in which they are working, the commercial pressures, project deadlines and organisational working practices.","FULLY MET"]
["Adults Only","Core","K30","How the structures, regulation and funding of organisations affects creative media activities.","FULLY MET"]
[null,null,null,"Skills"]
["Adults Only","Core","S1","Interpret the aims of the brief.","FULLY MET"]
["Adults Only","Core","S2","Research ideas and concepts to meet the brief.","FULLY MET"]
["Adults Only","Core","S3","Evaluate brand requirements and brand guidelines.  ","FULLY MET"]
["Adults Only","Core","S4","Prepare a mood board or other visual aid for the content to be created.","FULLY MET"]
["Adults Only","Core","S5","Present ideas, pitches and proposals for creative content to be further developed.","FULLY MET"]
["Adults Only","Core","S6","Storyboard and outline script their ideas for content to be developed.","FULLY MET"]
["Adults Only","Core","S7","Interpret data, consider its integrity and use it to inform content.","FULLY MET"]
["Adults Only","Core","S8","Develop accessible written content for different platforms and devices.","FULLY MET"]
["Adults Only","Core","S9","Apply best practice and inclusive language when creating content. ","FULLY MET"]
["Adults Only","Core","S10","Write and edit copy or scripts for use on different channels and platforms. ","FULLY MET"]
["Adults Only","Core","S11","Create or capture visuals and audio using standard packages and equipment.","FULLY MET"]
["Adults Only","Core","S12","Source, obtain and prepare media assets for use; using industry standard packages to adapt and edit content. ","FULLY MET"]
["Adults Only","Core","S13","Use industry standard tools and content management systems to organise, structure and label content effectively, methodically and securely enabling efficient search and retrieval. ","FULLY MET"]
["Adults Only","Core","S14","Identify and recommend the platform/s or channel/s to use for the media campaign.","FULLY MET"]
["Adults Only","Core","S15","Develop and maintain effective working relationships with clients, colleagues and suppliers, establishing and using professional contacts.","FULLY MET"]
["Adults Only","Core","S16","Engage and respond with audiences through social media, adapting content to respond to evolving circumstances. ","FULLY MET"]
["Adults Only","Core","S17","Monitor user experience to ensure content is focused on maximising engagement.","FULLY MET"]
["Adults Only","Core","S18","Analyse the differences between audiences using audience segmentation techniques and data.","FULLY MET"]
["Adults Only","Core","S19","Use lessons learned to evaluate the success of the content and identify areas for improvement for future campaigns. ","FULLY MET"]
["Adults Only","Core","S20","Use continuing professional development planning to support own current and future training and development needs.","FULLY MET"]
["Adults Only","Core","S21","Operate effectively within the production workflow to meet production timelines.","FULLY MET"]
[null,null,null,"Behaviours"]
["Adults Only","Core","B1","Committed to producing high quality creative content.","FULLY MET"]
["Adults Only","Core","B2","Team-focussed and works effectively with colleagues and others.","FULLY MET"]
["Adults Only","Core","B3","Acts in a way that builds and maintains positive relationships with customers. ","FULLY MET"]
["Adults Only","Core","B4","Takes ownership of work and strives to achieve quality content. ","FULLY MET"]
["Adults Only","Core","B5","Acts in a professional and ethical manner, embracing equality, diversity and inclusion in the workplace.","FULLY MET"]
["Adults Only","Core","B6","Committed to keeping up to date with new technologies and industry best practice.","FULLY MET"]
["Adults Only","Core","B7","Reflects on the results of the content created and identifies areas for improvement.","FULLY MET"]

{"sheet":"OCC0341","index":27,"n_rows":90,"n_cols":9,"rows_kept":90,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[null,null,null,"START HERE","Standard: Key Information"]
[null,null,null,"Awarding body/Applicant:","Version Number:"]
[null,null,null,"Please type the name of awarding body/applicant here","1.2"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","20/06/2023"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"OCC0341 - Production assistant - screen and audio"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["Adults Only","Core","K1","The effect organisational structures, regulations, commissioning processes and funding has on new productions and production activities.","FULLY MET"]
["Adults Only","Core","K2","The differences between genre and how this affects the type and scale of production. ","FULLY MET"]
["Adults Only","Core","K3","The methods, tools and techniques used to scope and evaluate ideas and problem solving concepts for a production. ","FULLY MET"]
["Adults Only","Core","K4","The methods used to segment and understand audience engagement.","FULLY MET"]
["Adults Only","Core","K5","The different styles of writing and tone of voice that is appropriate to the platform and the audience.","FULLY MET"]
["Adults Only","Core","K6","The use of grammar, punctuation and spelling to facilitate clear and concise communication.","FULLY MET"]
["Adults Only","Core","K7","The end-to-end production workflow and planning process, the key stages including post production, and own role within this.","FULLY MET"]
["Adults Only","Core","K8","The regulatory and legal requirements when using media assets, such as copyright, intellectual property rights, non-disclosure agreements and licensing.","FULLY MET"]
["Adults Only","Core","K9","How to incorporate the relevant branding into the production such as use of brand identity templates and logos for screen, online and audio production.","FULLY MET"]
["Adults Only","Core","K10","How to source and identify media assets.","FULLY MET"]
["Adults Only","Core","K11","Principles of budget allocation and methods used to monitor costs for a production and the potential impact.","FULLY MET"]
["Adults Only","Core","K12","How organisational priorities, commercial pressures, project deadlines and working practices impact on production schedules. ","FULLY MET"]
["Adults Only","Core","K13","The legislation and organisational policies including health and safety, contingency planning and licensing as they apply to crew and contributors.","FULLY MET"]
["Adults Only","Core","K14","The processes to follow when authorising the use of resources, and methods of monitoring usage in line with the production plan.","FULLY MET"]
["Adults Only","Core","K15","Typical production hierarchies, the roles and responsibilities within production teams and the etiquette to follow. ","FULLY MET"]
["Adults Only","Core","K16","The communication and reporting processes to follow when acting as point of contact on a production.","FULLY MET"]
["Adults Only","Core","K17","How to interpret a call sheet/schedule prior to a shoot. ","FULLY MET"]
["Adults Only","Core","K18","How to securely store and access captured materials and media assets for future use in line with GDPR and organisational policies.","FULLY MET"]
["Adults Only","Core","K19","Own responsibilities for creation, maintenance and storage of production documentation. ","FULLY MET"]
["Adults Only","Core","K20","Methods used to transcribe documents/footage accurately and in line with production requirements. ","FULLY MET"]
["Adults Only","Core","K21","Processes to follow when scoping out and interpreting resource requirements from production documentation.","FULLY MET"]
["Adults Only","Core","K22","Considerations when establishing optimal set or studio locations for the equipment","FULLY MET"]
["Adults Only","Core","K23","The organisational procedures to follow when sourcing and obtaining locations, catering, accommodation, transport and technical equipment for productions.","FULLY MET"]
["Adults Only","Core","K24","Sustainability and the typical activities which contribute to their ‘professional carbon footprint’ and steps to reduce this.","FULLY MET"]
["Adults Only","Core","K25","How camera setup, function and application vary according to genre and budget.","FULLY MET"]
["Adults Only","Core","K26","Principles to consider when operating media content capture equipment in a studio and on location.","FULLY MET"]
["Adults Only","Core","K27","The particular characteristics of omni directional, directional, cardioid microphones, and accessories and the impact on recording.","FULLY MET"]
["Adults Only","Core","K28","Methods used to identify the editorial intent, required artistic effect and target audience for audio material.","FULLY MET"]
["Adults Only","Core","K29","The effect of the production environment on own role and the wider production.","FULLY MET"]
["Adults Only","Core","K30","How to cut, edit and caption production content to meet output requirements.","FULLY MET"]
["Adults Only","Core","K31","The importance of archiving, preserving and conserving media assets.","FULLY MET"]
["Adults Only","Core","K32","Principles of online and broadcast resolution, ingesting, editing and exporting content and how to prepare a timeline.   ","FULLY MET"]
["Adults Only","Core","K33","The audience data, and metrics selected and applied by own organisation, to evaluate the impact and success of a production against its objectives.","FULLY MET"]
["Adults Only","Core","K34","Approaches to maintaining up-to-date knowledge of existing and evolving technology, trends and platforms and managing and marketing own skills and services. ","FULLY MET"]
[null,null,null,"Skills"]
["Adults Only","Core","S1","Interpret a production brief and identify the audience/end user requirements for the production.","FULLY MET"]
["Adults Only","Core","S2","Scope and evaluate ideas and problem solving concepts for a production.","FULLY MET"]
["Adults Only","Core","S3","Develop creative ideas and proposals for screen, online or audio productions.","FULLY MET"]
["Adults Only","Core","S4","Create a brief for a production, including documents such as a storyboard or treatment or outline script of ideas.","FULLY MET"]
["Adults Only","Core","S5","Present persuasive pitches, ideas and proposals for screen, online or audio productions.","FULLY MET"]
["Adults Only","Core","S6","Work in line with agreed workflows, adapting to operational and creative changes as they occur and inform relevant stakeholders. ","FULLY MET"]
["Adults Only","Core","S7","Support the end-to-end process of production by monitoring budgets, resources and progress and adhering to legislation, regulations, organisational processes and procedures.","FULLY MET"]
["Adults Only","Core","S8","Identify and minimise hazards and risks in the workplace such as Covid compliance.","FULLY MET"]
["Adults Only","Core","S9","Assist cast and crew members and act as a point of contact with the production office and other departments. ","FULLY MET"]
["Adults Only","Core","S10","Develop and maintain positive working relationships when in production, establishing and using professional networks. ","FULLY MET"]
["Adults Only","Core","S11","Provide progress reports to your production coordinator or producer.","FULLY MET"]
["Adults Only","Core","S12","Create, use and store production documentation throughout the end-to-end production workflow.","FULLY MET"]
["Adults Only","Core","S13","Manage and store media assets, creating accurate records of material produced in line with workflows and organisational policies.","FULLY MET"]
["Adults Only","Core","S14","Complete a call sheet/schedule prior to a shoot.","FULLY MET"]
["Adults Only","Core","S15","Scope resource requirements; identify and prevent potential supply problems. ","FULLY MET"]
["Adults Only","Core","S16","Identify and assist with sourcing resources for a production, including locations, catering, accommodation, transport, equipment, crew, budget and existing media assets.","FULLY MET"]
["Adults Only","Core","S17","Identify opportunities to deliver sustainable solutions in line with industry standard recommendations.","FULLY MET"]
["Adults Only","Core","S18","Select microphones taking into account conditions and environments.","FULLY MET"]
["Adults Only","Core","S19","Select and set up camera equipment as required.","FULLY MET"]
["Adults Only","Core","S20","Monitor the sound levels and bit rate, identifying any issues during the capturing process.","FULLY MET"]
["Adults Only","Core","S21","Work to a visual technical specification such as resolution, frame rate, pixellation.","FULLY MET"]
["Adults Only","Core","S22","Operate current industry standard equipment and software safely during and post recording.","FULLY MET"]
["Adults Only","Core","S23","Edit and optimise audio or visual material saving in the required format.","FULLY MET"]
["Adults Only","Core","S24","Compress digital assets.","FULLY MET"]
["Adults Only","Core","S25","Select edit points to create a smooth transition in the material and achieve required audio effects using sound and acoustic effects as required. ","FULLY MET"]
["Adults Only","Core","S26","Review edited material to ensure appropriateness for the target audience, house style and platform. ","FULLY MET"]
["Adults Only","Core","S27","Gather audience data to evaluate the impact and success of a production against its objectives.","FULLY MET"]
["Adults Only","Core","S28","Use lessons learned to evaluate the success of the production and identify areas for improvement for future productions. ","FULLY MET"]
["Adults Only","Core","S29","Use continuing professional development planning to support own current and future training and development needs. ","FULLY MET"]
[null,null,null,"Behaviours"]
["Adults Only","Core","B1","Seeks to continuously improve the production. ","FULLY MET"]
["Adults Only","Core","B2","Acts collaboratively to build and maintain positive relationships with colleagues, customers and suppliers.","FULLY MET"]
["Adults Only","Core","B3","Takes ownership of work, with a strong work ethic and commitment to achieving high standards.","FULLY MET"]
["Adults Only","Core","B4","Committed to keeping up to date with new technologies and industry best practice. Resourceful in finding creative solutions to solve problems.","FULLY MET"]
["Adults Only","Core","B5","Acts in an ethical manner, embracing, equality, diversity and inclusion in the workplace. ","FULLY MET"]