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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":"OCC1380","index":2,"n_rows":52,"n_cols":9,"rows_kept":52,"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","12/09/2023"]
[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,"OCC1380 - Learning and skills assessor"]
[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 the assessor working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding.","FULLY MET"]
["16 - 19 & Adults","Core","K2","How to plan inclusive assessment.","FULLY MET"]
["16 - 19 & Adults","Core","K3","Types of and methods of assessment.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The principles of assessment to include validity, authenticity, currency, sufficiency, and reliability.","FULLY MET"]
["16 - 19 & Adults","Core","K5","Methods of verbal and non-verbal communication to support assessment practice, including questioning techniques.","FULLY MET"]
["16 - 19 & Adults","Core","K6","How to give constructive feedback for the purpose of progress and achievement.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Standardisation, moderation and quality assurance procedures relevant to the assessment.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The purpose and process of the quality cycle.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Organisational and legal requirements for recording, storing and sharing personal information.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Types and methods of recording and tracking assessment decisions, including the use of digital technology.","FULLY MET"]
["16 - 19 & Adults","Core","K11","Sources of and how to access accurate and relevant vocational/pastoral advice and guidance to meet learner needs, including points of referral.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The role and importance of holistic assessment to support wider skill development.","FULLY MET"]
["16 - 19 & Adults","Core","K13","Approaches to sustainable assessment practice.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Opportunities for continuing professional development in own sector to maintain occupational competency, including sustainable practice and digital literacy.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Conduct sustainable assessment practice working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Produce a plan for assessment.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Select method(s) to assess learner(s) in line with organisational and regulatory requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Make accurate assessment judgments against agreed standards.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Communicate with learner and relevant stakeholders to support assessment practice.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Provide constructive feedback to support the learner to progress.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Contribute to standardisation, moderation and quality assurance procedures.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Develop and maintain records of assessment, complying with quality, confidentiality and data protection requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Facilitate access to relevant, current information advice and guidance.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Apply holistic assessment in practice to support wider skills development.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Identify and implement professional development opportunities to maintain occupational competency, including sustainable practice and digital literacy.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Operate at all times to ethical and legal standards within professional boundaries, maintaining an impartial approach.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Take personal responsibility for sustainable outcomes in how they carry out the duties of their role by reference to environmental good practice .","FULLY MET"]
["16 - 19 & Adults","Core","B3","Demonstrate and encourage mutual respect, displaying a deep understanding of inclusive practice to support the individual(s) in the assessment process.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Be committed to improving their own professional practice in relation to the assessment standards.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control.","FULLY MET"]

{"sheet":"OCC0666","index":3,"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","1.0"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","01/07/2021"]
[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,"OCC0666 - Education technician (he assistant technician and simulation-based 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","Which materials, equipment / machinery / tools, are needed for teaching, learning or research activities.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The relevant protocols and Standard Operating Procedures for teaching, learning or research activities, why they are using them and the context in which they are using them. This includes procedures for laying out materials for practical and/or research activities and protocols and standard operating procedures related to clearing up following practical and / or research activities.","FULLY MET"]
["16 - 19 & Adults","Core","K3","The relevant health and safety legislation, environmental regulations and practice, the context in which they are applied and how and when to escalate concerns.","FULLY MET"]
["16 - 19 & Adults","Core","K4","How their role fits into the organisation and the impact that it has.","FULLY MET"]
["16 - 19 & Adults","Core","K5","The different approaches and techniques required to demonstrate or facilitate for different audiences.","FULLY MET"]
["16 - 19 & Adults","Core","K6","How to troubleshoot situations, systems, equipment or apparatus and when and how to escalate issues related to situations or systems or equipment or apparatus.","FULLY MET"]
["16 - 19 & Adults","Core","K7","The principles of housekeeping and its purpose including the implications of non-compliance, the need to maintain accurate records and the appropriate channels available to address an issue.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The purpose of the monitoring and maintenance schedule, how regulations, systems and procedures support the activity and the implications of non-compliance.","FULLY MET"]
["16 - 19 & Adults","Core","K9","Protocols and Standard Operating Procedures specifically in place for basic repairs to equipment, when to escalate repairs that are more complex and the appropriate place to escalate them to. This includes an understanding of why it is important to keep accurate records of equipment with their repair and service history and the correct channels to use when addressing issues identified through monitoring and maintenance.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Local operational systems and the software that is required to support them including stock control management, budgeting and maintenance of records.","FULLY MET"]
["16 - 19 & Adults","Core","K11","The importance of the range of activities that support events and key activities related to internal or external events such as conferences, exhibitions, public engagements and open days.","FULLY MET"]
["16 - 19 & Adults","Core","K12","Communication techniques and approaches to interact with a range of key stakeholders in order to meet their requirements including the ways that current and emerging technologies can support communication.","FULLY MET"]
["16 - 19 & Adults","Core","K13","The principles of evaluation and the channels for continuous improvement.","FULLY MET"]
["16 - 19 & Adults","Core","K14","Data protection, confidentiality, informed consent and safeguarding.","FULLY MET"]
["16 - 19 & Adults","Core","K15","Research process, including ethical and governance processes, and the principles and governance of audit.","FULLY MET"]
["16 - 19 & Adults","Core","K16","Safe working practices such as manual handling, risk assessment and infection control audits.","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","K17","SBE only: Interpret learning outcomes for simulation-based education, including clinical skills courses such as Life Support and the role simulation and the environment plays in achieving these outcomes","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","K18","SBE only: The techniques, equipment and materials used and ensuring their safe use to create moulage/special effects make-up applications to manikins and actors working as simulated patients","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","K19","SBE only: Interpret learning outcomes and their relevance to programming and running of scenarios using various modes of simulation","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","K20","SBE only: Scenario programming and operation of relevant hardware and software for differing modes of simulation such as operation of human patient simulators, part task trainers etc.","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","K21","SBE only: The underpinning principles of the role of simulation, how to design clinical skills training programmes including programme aims, learning outcomes, teaching plans, and how learning outcomes link to assessment.","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","K22","HE only: The variety of equipment and resources used in their area of responsibility within the higher education sector and the different ways in which they support students and researchers","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","K23","HE only: The potential needs and requirements of different stakeholders within their area of responsibility of higher education such as student groups and researchers","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","K24","HE only: Techniques and sequences associated with experiments, research and other activities such as setting up, assembling and providing guidance on standard or bespoke equipment or resources for research or teaching.","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","K25","HE only: How representations of information are used for teaching and research in higher education.","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","K26","HE only:  The process of collating appropriate information, such as experimental data or realistic visualisations, derived from academic led experimental work or creative process, and the principles behind how to manipulate them into appropriate formats (tables, figures, catalogues, indices, and portfolios) for publication.","FULLY MET"]
[null,null,null,"Skills"]
["16 - 19 & Adults","Core","S1","Identify, prepare and lay out/set up relevant required materials/ equipment /machinery /tools using relevant protocols/Standard Operating Procedures for the purposes of teaching, learning or research activities within their area of responsibility.","FULLY MET"]
["16 - 19 & Adults","Core","S2","Clearing up materials/ equipment /machinery /tools using relevant protocols and Standard Operating Procedures specific to clearing up.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Work safely, complying with relevant Health and Safety and local regulations or policies and protocols, escalating issues where relevant.","FULLY MET"]
["16 - 19 & Adults","Core","S4","Demonstrate or facilitate and supervise the use of materials/ equipment /machinery /tools and equipment to meet the needs of the audience","FULLY MET"]
["16 - 19 & Adults","Core","S5","Respond to specific enquiries about appropriate protocols and Standard Operating Procedures, basic techniques and equipment and their safe use and being able to escalate to senior technical colleagues when further clarification is required","FULLY MET"]
["16 - 19 & Adults","Core","S6","Manufacture, construct or assemble both standard and bespoke components and demonstrate how these components integrate into larger teaching, learning and research systems and equipment.","FULLY MET"]
["16 - 19 & Adults","Core","S7","Use creative thinking and problem solving to build on existing or new ideas in the teaching, learning or research environment based on expertise and context.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Monitor and deliver key activities such as reactive maintenance and where required repair of equipment, safety compliance, infection control during a practical class and completing accurate records in relation to the activity.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Identifying the needs and then fulfil the needs of a person or group requiring information, documentation or resource - such as a student unsure of a piece of equipment during a laboratory, studio or workshop teaching session.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Carry out basic repairs in line with specified protocols/Standard Operating Procedures and keep accurate records where appropriate. Refer more complex or critical repairs where appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Planning, monitoring and maintaining appropriate stocks of materials and equipment including budgeting and costing as required.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Prepare documentation and materials for all types of wider teaching or learning or research activities and events as required.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Communicate with key stakeholders (such as students, academics, clinicians or research staff, the general public, businesses, professional services staff and technical colleagues) using a range of techniques such as email, visual posters, verbal instructions to support teaching, research, wider activities.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Use and apply current and emerging technologies and techniques such as microscopy, 3D printing, robotics, use of lasers or light to create a range of images, automated screen printing, or virtual reality to support teaching, learning and research.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Working at times under time pressure to raise and resolve areas of concern such as malfunctioning equipment, always working safely and to best practice.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Being able to adapt to changing priorities related to both their own work and to the organisation, showing the flexibility to maintain high standards in a changing environment.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Organising own work and achieving required results within deadlines.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Apply safe working practices such as manual handling, risk assessments and infection control audits.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Facilitate, support and participate in internal or external events such as conferences, exhibitions, public engagements and open days.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Evaluate the delivery of demonstrations or facilitation for relevant activities such as setting up bespoke equipment for a practical demonstration by getting feedback from students, colleagues and make changes to practise as identified and appropriate.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Undertake data collection, data analysis, data presentation and date storage, in line with legislation, local policies and procedures, such as room usage, student footfall, inventories of equipment or experimental data.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Use of IT technologies such as management information systems ","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","S23","SBE only: Identify, prepare, and apply the relevant moulage/special effects make-up to achieve the required results","FULLY MET"]
["16 - 19 & Adults","01: Simulation-based education technician","S24","SBE only: Demonstrates scenario coding (programming and running of scenarios using the appropriate hardware and software)","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","S25","HE only: Deliver end to end equipment and resource management processes in order to identify the resource needs for their area of responsibility for higher education teaching and research activities.","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","S26","HE only: Provide technical support for higher education activities such as experiments and demonstrations","FULLY MET"]
["16 - 19 & Adults","02: Higher education assistant technician","S27","HE only: Attention to detail when collating or producing information for higher education activities such as teaching and research.","FULLY MET"]
[null,null,null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Seeks out opportunities for Continuing Professional Development (CPD).","FULLY MET"]
["16 - 19 & Adults","Core","B2","Works collaboratively with others.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Work safely at all times prioritising health and safety good practice.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Accountability and ownership of their tasks and workload","FULLY MET"]
["16 - 19 & Adults","Core","B5","Be open to change, amend working practices in response to feedback or changes in process.","FULLY MET"]

{"sheet":"OCC0135 v1.2","index":4,"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","1.2"]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","28/05/2020"]
[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,"OCC0135 - Early years educator"]
[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 expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7.","FULLY MET"]
["Adults Only","Core","K2","The significance of attachment and how to promote it effectively.","FULLY MET"]
["Adults Only","Core","K3","A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.","FULLY MET"]
["Adults Only","Core","K4","How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care.","FULLY MET"]
["Adults Only","Core","K5","The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.","FULLY MET"]
["Adults Only","Core","K6","The importance to children’s holistic development of: - speech, language and communication  - personal, social and emotional development  - physical development.","FULLY MET"]
["Adults Only","Core","K7","Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics.","FULLY MET"]
["Adults Only","Core","K8","The potential effects of, and how to prepare and support children through, transitions and significant events in their lives.","FULLY MET"]
["Adults Only","Core","K9","The current early education curriculum requirements such as the Early Years Foundation Stage.","FULLY MET"]
["Adults Only","Core","K10","When a child is in need of additional support such as where a child’s progress is less than expected. how to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/ or carers.","FULLY MET"]
["Adults Only","Core","K11","The importance of undertaking continued professional development to improve own skills and early years practice.","FULLY MET"]
["Adults Only","Core","K12","The legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.","FULLY MET"]
["Adults Only","Core","K13","Why health and well-being is important for babies and children.","FULLY MET"]
["Adults Only","Core","K14","How to respond to accidents, injuries and emergency situations.","FULLY MET"]
["Adults Only","Core","K15","Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.","FULLY MET"]
["Adults Only","Core","K16","How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely.","FULLY MET"]
[]
["Adults Only","Core","S1","Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures.","FULLY MET"]
["Adults Only","Core","S2","Promote equality of opportunity and anti-discriminatory practice.","FULLY MET"]
["Adults Only","Core","S3","Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements.","FULLY MET"]
["Adults Only","Core","S4","Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care  and responding quickly to the needs of the child.","FULLY MET"]
["Adults Only","Core","S5","Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children.","FULLY MET"]
["Adults Only","Core","S6","Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities.","FULLY MET"]
["Adults Only","Core","S7","Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.","FULLY MET"]
["Adults Only","Core","S8","Support and promote children’s speech, language and communication development.","FULLY MET"]
["Adults Only","Core","S9","Support children’s group learning and socialisation.","FULLY MET"]
["Adults Only","Core","S10","Model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate.","FULLY MET"]
["Adults Only","Core","S11","Support children to manage their own behaviour in relation to others.","FULLY MET"]
["Adults Only","Core","S12","Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate.","FULLY MET"]
["Adults Only","Core","S13","Carry out and record observational assessment accurately.","FULLY MET"]
["Adults Only","Core","S14","Identify the needs, interests and stages of development of individual children.","FULLY MET"]
["Adults Only","Core","S15","Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities.","FULLY MET"]
["Adults Only","Core","S16","Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers.","FULLY MET"]
["Adults Only","Core","S17","Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals.","FULLY MET"]
["Adults Only","Core","S18","Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages).","FULLY MET"]
["Adults Only","Core","S19","Plan and carry out physical care routines suitable to the age, stage and needs of the child. ","FULLY MET"]
["Adults Only","Core","S20","Promote healthy lifestyles for example by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity through the day.","FULLY MET"]
["Adults Only","Core","S21","Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment.","FULLY MET"]
["Adults Only","Core","S22","Carry out risk assessment and risk management in line with policies and procedures.","FULLY MET"]
["Adults Only","Core","S23","Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural.","FULLY MET"]
["Adults Only","Core","S24","Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.","FULLY MET"]
["Adults Only","Core","S25","Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.","FULLY MET"]
["Adults Only","Core","S26","Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.","FULLY MET"]
["Adults Only","Core","S27","Encourage parents and/or carers to take an active role in the child’s play, learning and development.","FULLY MET"]
[]
["Adults Only","Core","B1","Care and compassion - provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice.","FULLY MET"]
["Adults Only","Core","B2","Being team-focused - work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.","FULLY MET"]
["Adults Only","Core","B3","Honesty, trust and integrity - develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.","FULLY MET"]
["Adults Only","Core","B4","Commitment to improving the outcomes for children through inspiration and child centred care and education.","FULLY MET"]
["Adults Only","Core","B5","Work in a non- discriminatory way, by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential.","FULLY MET"]
["Adults Only","Core","B6","Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.","FULLY MET"]

{"sheet":"OCC0135 v1.3","index":5,"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",1.3]
[null,null,null,"Qualification name:","Date Updated:"]
[null,null,null,"Please type your qualification title here","28/05/2020"]
[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,"OCC0135 - Early years educator"]
[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 importance of equality, diversity and inclusion, and respecting children’s social and cultural context.","FULLY MET"]
["Adults Only","Core","K2","Safeguarding policies and procedures for children and colleagues, including child protection and wellbeing.","FULLY MET"]
["Adults Only","Core","K3","Types of abuse including domestic, neglect, physical, emotional and sexual, and know how to act to protect children and colleagues.","FULLY MET"]
["Adults Only","Core","K4","The legal requirements and guidance on health and safety, security, confidentiality of information, and safeguarding.","FULLY MET"]
["Adults Only","Core","K5","The principles of risk assessment and management, and how to balance risks and benefits of activities for children.","FULLY MET"]
["Adults Only","Core","K6","The statutory and non-statutory frameworks and guidance for provision in early years including SEND.","FULLY MET"]
["Adults Only","Core","K7","The legal rights of each individual child according to their current and future needs ","FULLY MET"]
["Adults Only","Core","K8","The role of colleagues and multi-agency working to support the child","FULLY MET"]
["Adults Only","Core","K9","The role and responsibilities of the early years educator, including providing supervision to staff.","FULLY MET"]
["Adults Only","Core","K10","The role and responsibilities of the key person.","FULLY MET"]
["Adults Only","Core","K11","Theories and significance of attachment.","FULLY MET"]
["Adults Only","Core","K12","The importance of professional relationships and collaboration with parents, families, or carers.","FULLY MET"]
["Adults Only","Core","K13","The importance of professional relationships with colleagues, other organisations, and agencies.","FULLY MET"]
["Adults Only","Core","K14","The influence of all key individuals in children's lives on children's learning and development.","FULLY MET"]
["Adults Only","Core","K15","The development of social skills and maintaining relationships.","FULLY MET"]
["Adults Only","Core","K16","How children learn and develop from conception to age 7; physiologically, neurologically, biologically, psychologically, cognitively, emotionally, and socially. Including the interaction and impact of biological and environmental factors.","FULLY MET"]
["Adults Only","Core","K17","The elements and characteristics of a wide range of enabling environments.","FULLY MET"]
["Adults Only","Core","K18","How the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development.","FULLY MET"]
["Adults Only","Core","K19","How the design of the day and expectations adapts to support and reflect all children’s current needs (for example, those children with SEND, EAL, communication difficulties, and the most able).","FULLY MET"]
["Adults Only","Core","K20","How the organisations approach and values underpin the environment.","FULLY MET"]
["Adults Only","Core","K21","How children experience change, transition, and significant events.","FULLY MET"]
["Adults Only","Core","K22","The theories of play and its fundamental role in learning and development.","FULLY MET"]
["Adults Only","Core","K23","How children develop characteristics for effective learning.","FULLY MET"]
["Adults Only","Core","K24 ","How, when, and why to conduct observation and assessment.","FULLY MET"]
["Adults Only","Core","K25 ","How the observation, assessment, and planning cycle is used to analyse and respond to children’s learning, development, and interests.","FULLY MET"]
["Adults Only","Core","K26","How to create experiences and opportunities for children informed by the settings curriculum and pedagogy.","FULLY MET"]
["Adults Only","Core","K27","Methods of reflective practice, including supervision, and opportunities for continuous professional development.","FULLY MET"]
[]
["Adults Only","Core","S1","Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.","FULLY MET"]
["Adults Only","Core","S2","Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).","FULLY MET"]
["Adults Only","Core","S3","Apply the principles of risk assessment and risk management within documentation and practice.","FULLY MET"]
["Adults Only","Core","S4","Teach children to develop skills to manage risk and maintain their own and others safety.","FULLY MET"]
["Adults Only","Core","S5","Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.","FULLY MET"]
["Adults Only","Core","S6","Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.","FULLY MET"]
["Adults Only","Core","S7","Undertake the role and responsibilities of key person.","FULLY MET"]
["Adults Only","Core","S8","Recognise and apply theories of attachment to develop effective relationships with children.","FULLY MET"]
["Adults Only","Core","S9","Provide sensitive and respectful personal care for children from birth to 5 years.","FULLY MET"]
["Adults Only","Core","S10","Advocate for all children’s needs, including children which require SEND or EAL support.","FULLY MET"]
["Adults Only","Core","S11","Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.","FULLY MET"]
["Adults Only","Core","S12","Support children to develop a positive sense of their own identity and culture.","FULLY MET"]
["Adults Only","Core","S13","Support children to understand and respond to their emotions and make considered choices about their behaviours.","FULLY MET"]
["Adults Only","Core","S14","Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.","FULLY MET"]
["Adults Only","Core","S15","Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.","FULLY MET"]
["Adults Only","Core","S16","Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.","FULLY MET"]
["Adults Only","Core","S17","Apply strategies that support children’s ability to manage change, transition, and significant events.","FULLY MET"]
["Adults Only","Core","S18","Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.","FULLY MET"]
["Adults Only","Core","S19","Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.","FULLY MET"]
["Adults Only","Core","S20","Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.","FULLY MET"]
["Adults Only","Core","S21","Use reflection to develop themselves both professionally and personally.","FULLY MET"]
[]
["Adults Only","Core","B1","Confident to have difficult conversations.","FULLY MET"]
["Adults Only","Core","B2","Child-centred and empathetic, valuing equality, diversity, and inclusion and the uniqueness of each child","FULLY MET"]
["Adults Only","Core","B3","Vigilant and act with professional curiosity.","FULLY MET"]
["Adults Only","Core","B4","Caring, compassionate and sensitive","FULLY MET"]
["Adults Only","Core","B5","Honest, open, respectful, and a role model.","FULLY MET"]
["Adults Only","Core","B6","Self-motivated, using initiative and proactive.","FULLY MET"]
["Adults Only","Core","B7","Playful and creative.","FULLY MET"]
["Adults Only","Core","B8","Reflective and reflexive and committed to CPD.","FULLY MET"]

{"sheet":"OCC0454","index":6,"n_rows":61,"n_cols":9,"rows_kept":61,"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","06/05/2023"]
[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,"OCC0454 - Teaching 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"]
["Adults Only","Core","K1","The importance of providing feedback.","FULLY MET"]
["Adults Only","Core","K2","The learning resources available to support learners and how to use them.","FULLY MET"]
["Adults Only","Core","K3","The stages of development for children and young people.","FULLY MET"]
["Adults Only","Core","K4","The principles of target setting to support the next steps in learning.","FULLY MET"]
["Adults Only","Core","K5","The impact of transition on learners and strategies to support them.","FULLY MET"]
["Adults Only","Core","K6","How technology can support learning.","FULLY MET"]
["Adults Only","Core","K7","The learning, assessment, and feedback cycle.","FULLY MET"]
["Adults Only","Core","K8","Methods of formative assessment.","FULLY MET"]
["Adults Only","Core","K9","Methods of observing, recording, and reporting.","FULLY MET"]
["Adults Only","Core","K10","The curriculum intent, how it is implemented, and the intended impact.","FULLY MET"]
["Adults Only","Core","K11","Prevent, safeguarding and health & safety legislation, guidance, and procedures.","FULLY MET"]
["Adults Only","Core","K12","Teaching strategies to deliver learning activities and interventions (for example, scaffolding, open questioning).","FULLY MET"]
["Adults Only","Core","K13","How to adapt communication strategies to suit the audience and context.","FULLY MET"]
["Adults Only","Core","K14","Types of learning intervention.","FULLY MET"]
["Adults Only","Core","K15","How to support learner’s well-being, mental health and pastoral needs, including referral to other professionals or services.","FULLY MET"]
["Adults Only","Core","K16","The pastoral and academic behaviours learners will display.","FULLY MET"]
["Adults Only","Core","K17","The impact of enrichment activities on learners.","FULLY MET"]
[null,null,null,"Skills"]
["Adults Only","Core","S1","Apply strategies to support and encourage the development of independent learners.","FULLY MET"]
["Adults Only","Core","S2","Adapt communication strategies for the audience and context.","FULLY MET"]
["Adults Only","Core","S3","Apply behaviour management strategies in line with organisational policy.","FULLY MET"]
["Adults Only","Core","S4","Adapt resources to support all learners.","FULLY MET"]
["Adults Only","Core","S5","Communicate with teachers to ensure clarity of the TA’s role.","FULLY MET"]
["Adults Only","Core","S6","Apply teaching strategies to deliver learning activities or interventions.","FULLY MET"]
["Adults Only","Core","S7","Build relationships with learners, teachers, other professionals and stakeholders.","FULLY MET"]
["Adults Only","Core","S8","Comply with legislation, guidance, and procedures for Prevent, safeguarding and health & safety.","FULLY MET"]
["Adults Only","Core","S9","Support the well-being and mental health of learners.","FULLY MET"]
["Adults Only","Core","S10","Observe, record, and report on learners in line with organisational procedures.","FULLY MET"]
["Adults Only","Core","S11","Apply methods of formative assessment.","FULLY MET"]
["Adults Only","Core","S12","Use up to date technology safely, to support learning.","FULLY MET"]
["Adults Only","Core","S13","Encourage safe use of technology by learners.","FULLY MET"]
["Adults Only","Core","S14","Adapt teaching strategies to support all learners (for example, scaffolding, open questioning).","FULLY MET"]
["Adults Only","Core","S15","Identify and respond to pastoral and academic behaviours in learners.","FULLY MET"]
["Adults Only","Core","S16","Provide feedback to learners.","FULLY MET"]
[null,null,null,"Behaviours"]
["Adults Only","Core","B1","Act professionally and respectfully with the whole school community.","FULLY MET"]
["Adults Only","Core","B2","Be a positive role model, upholding and exemplifying the organisation's values.","FULLY MET"]
["Adults Only","Core","B3","Respect and promote equality, diversity, and inclusion.","FULLY MET"]
["Adults Only","Core","B4","Be committed to improving their own delivery through reflective practice.","FULLY MET"]
["Adults Only","Core","B5","Engage with research to establish best practice.","FULLY MET"]
["Adults Only","Core","B6","Work collaboratively and constructively with the whole school community.","FULLY MET"]