EDI Level 3 Diploma in Cultural Heritage

Transcription

1 Vocational Qualifications EDI Level 3 Diploma in Cultural Heritage Candidate Pack Effective from: 01 October 2010 Accreditation number: 501/1694/0 QCFS0220 For further information, contact us: Tel. +44 (0) enquiries@ediplc.com

2 Contents Introduction 1 What is the QCF? 2 Assessment 4 Claims to Competence 5 Appeals Procedure for Learners 10 EDI Level 3 Diploma in Cultural Heritage 12 Rules of Combination 13 CU1119 Ensure Responsibility for Actions to Reduce Risks to Health and Safety 22 CU1886 Taking Responsibility for Work in a Creative and Cultural Context 24 CU2111 Maintain Competence and Undertake Work-Related Learning in the Creative and Cultural Sector 26 CU1649 Work Effectively with Other People in a Creative and Cultural Context 27

3 Introduction About EDI EDI is one of the largest awarders of accredited vocational qualifications in the UK and has been involved in providing qualifications for employment for over 100 years. We work with over 1400 centres and we award over 140,000 vocational qualification certificates every year. Our vocational qualifications are developed in collaboration with industry and are used by students and employers as a benchmark for practical skills and quality. They include QCF Qualifications, National Vocational Qualifications (NVQs), Scottish Vocational Qualifications (SVQs), Vocationally Related Qualifications (VRQs), Technical Certificates, apprenticeships and Skills for Life qualifications. EDI qualifications are accredited on the Qualifications and Credit Framework and are eligible for government funding. EDI offers unrivalled centre support, through online administration, resources and customer care. In addition, EDI provides a wide range of services for training providers, colleges, employers and schools including customised assessments, bespoke training programmes, innovative interactive online assessments mapped to the national curriculum, an electronic portfolio system, access to high volume printing and broadband facilities. For more details, please visit the EDI website: Enquiries team (general enquiries) Telephone helpline: Fax: enquiries@ediplc.com Our enquiries team will be happy to assist you with any general enquiries that you may have. For example: information relating to new or existing products and services, including launch dates, award content and links with existing products; enquiries regarding qualification structures and content; pricing enquiries, including price lists requests; support on the use of EDI s websites, e.g. general information requests, including address, fax number etc; initial enquires from new centres interested in working with EDI; Maintaining accurate contact details for centres. EDI equal opportunities policy EDI operates an equal opportunities policy, further details of which can be found on our website 1

4 What is the QCF? The Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. Every unit on the framework will have a credit value, which is based on the notional learning hours for that specific unit (for further information, see the section: What is credit?). The QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate credit at their own pace and use it to claim for a qualification when they are ready. Qualifications within the QCF There are three sizes of qualifications in the QCF: Awards (1-12 credits) Certificates (13-36 credits) Diplomas (37 credits) Each qualification title will contain the level of qualification (e.g. Entry 2), the size (award/certificate/diploma) and details indicating the content of qualification. For example: EDI Level 1 NVQ Award in Business and Administration EDI Level 3 NVQ Diploma in Business and Administration What is credit? Every unit and qualification on the QCF has been given a credit value, which denotes the number of credits that will be awarded to each candidate who successfully completes the unit or qualification. 1 credit represents 10 notional learning hours Notional learning hours represent the amount of time a learner is expected to take, on average, to complete the learning outcomes of the unit to the standard required within the assessment criteria. It is important to note that notional learning hours is not the same as guided learning hours (GLH). GLH represents the hours during which a tutor or trainer is present and contributing to the learning process. Notional learning hours represents the hours which are needed to successfully cover all the learning required to achieve the unit, either guided or independently. Rules of combination Every qualification on the QCF is structured through rules of combination. Rules of combination are important because they define the number of credits which need to be achieved and where these credits must come from in order for a learner to achieve the qualification. Rules of combination also state what the potential is for learners to transfer credits between qualifications and awarding bodies. 2

5 Unique Learner Number and Personal Learner Record You will be provided with a Unique Learner Number (ULN), a ten digit number that will enable all units and qualifications that you achieve to be logged online within your Personal Learner Record (PLR). Once you have been allocated your ULN, this number will be used to log all your future learning achievements. You will have access to your PLR and you will also able to give training providers and/or employers access to your PLR to enable them to view your records as evidence of which units and qualifications you have achieved. 3

6 Assessment Assessment for these qualifications takes the form of: ongoing review of candidate performance by the assessor and internal verifier. This section of the Candidate Pack covers: the evidence matrix; claims to competence; the appeals procedure for learners. How are the qualifications assessed? Assessment is the process used to judge a candidate s competence against set standards. These qualifications are assessed in the same manner as the N/SVQs. The assessor is usually the person who is responsible for providing training to the candidate and who has the greatest number of opportunities to observe the candidate s performance. The assessor may be a work place supervisor. Assessors must be trained and qualified or working towards a qualification relevant to the assessor role. Assessors base their judgement on a candidate s performance and decide how it compares to the national standard. The assessor will also ask the candidate questions based on the knowledge required to do the work to ascertain the candidates understanding of the job role. When the required units have been completed and the assessor is satisfied that the candidate has met the national standard, a recommendation for a certificate will be made. An Internal Verifier is responsible for the quality assurance of the qualifications within the training organisation, for example the assessor's line manager. The Internal Verifier provides advice and support to the assessors and ensures that the assessors apply the standards consistently and fairly. The Internal Verifier will see the candidate's portfolio of evidence during the assessment process. A Quality Advisor, who is appointed by EDI, will verify the assessment and internal verification decisions involved in the development of the candidate's portfolio. The Quality Advisor will quality assure the qualification process which ensures that certification of the qualification is reliable, consistent and to the national standard, by checking the consistency of assessments made by the training provider, and across training providers. They also make visits to ensure training providers continue to meet the approval criteria. 4

7 Claims to Competence In order to claim the units and/or the qualification, the learner will need to complete a Claim to Competence. This is split into two sections: the evidence matrix and learner statement and summative assessor statement. The evidence matrix The evidence matrix is designed to help with evidence collection. It is a mapping activity to ensure that learners have covered the Learning outcomes and Assessment criteria contained in each unit and is intended to help keep the volume of evidence to a minimum. It is expected that a selection of various types of evidence will be used as appropriate; columns in the matrix enable learners or assessors to enter the evidence type, e.g. Report, Log, Written Statement, and also the assessment method, e.g. Obs (= Observation), as shown in the Assessment method key. By learners inserting portfolio reference numbers in the boxes provided, learners will enable the Assessor, Internal Verifier and Quality Advisor to quickly locate the evidence which learners are submitting to demonstrate their competence. Examples of types of evidence learners could provide to prove competence: Record of observation of performance in the workplace Professional discussion Product evidence (e.g. implementation plans, correspondence, work records) Testimony from senior colleagues/clients Personal report of actions and circumstances Accreditation of Prior Learning/Achievement (APL/A) Records of questioning Case histories Others An example of the evidence matrix follows. 5

8 EVIDENCE MATRIX Candidate name: Qualification title: Registration number: Unit title Portfolio ref Evidence description Ass meth Learning outcome Learning outcome Assessment criteria (e.g. 1.1) The above evidence has been assessed against the standards for this element and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner signature: Date: Assessment method key: Assessor signature Internal Verifier sig: (if sampled) Date: Date: 6 Obs = P = Q = Sim = Observation Product evidence Questioning Simulation/assignment Wt = A = Ot = Witness testimony APA/APL Other

9 Learner statement and assessor summative statement The second section of the Claim to Competence gives learners an opportunity to summarise details of the work they have carried out, paying particular attention to how they have covered the Performance Indicators and Knowledge where required. Each time a learner completes a unit and has signed off the evidence matrix, the assessor will be required to complete the details on the claim to competence form, i.e. the unit number and the date of the summative assessment. Both learner and assessor are required to enter their initials. If the internal verifier has sampled that unit, he or she will also be required to enter the date and his or her initials. Once the learner has completed some or all of the units and decides that it is time to claim these, the learner will need to write a statement showing how he or she achieved the unit/s. This should show: how the learner completed the units/award and what she or he has learnt from the experience how long the learner has been in his or her current role and working towards this qualification the assessment methods used to show competence how this has affected the way the learner approaches his or her job. The assessor is also required to write a statement. This should provide support for the learner s statement and any supplementary information about how the learner achieved the unit/s drawing on the learner s particular circumstances. An example of a completed claim to competence form with learner and assessor summative statements follows. This is for guidance only to give an indication of the kind of things that should be mentioned. A claim should only be submitted when there is sufficient evidence to fulfil all of the above. It is understood, however, that learners may not always have evidence to cover the full range of situations that are indicated. Nonetheless, the Claim to Competence cannot be agreed and signed by the assessor until the assessor is sure that the learner could operate across a range of different situations. As such, where visible evidence is not present, the assessor will need to interview the learner to cover these aspects. Overall it is recommended that the portfolio is as complete as possible in order to fully demonstrate and support the Claim to Competence and in order to clarify this claim to the assessor as effectively as possible. A completed Claims to Competence form (completed by both learner and assessor) and blank Claims to Competence form follows. 7

10 Learner Statement and Summative Assessor Statement SAMPLE ONLY Candidate name: Qualification title: Registration number: Number of units completed for this claim (write in words) Full award: Yes/No Unit no Summative assessment date Candidate initials Assessor initials Internal Verifier date IV initials Unit no Summative assessment date Candidate initials Assessor initials Internal Verifier date IV initials LEARNER STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED Completing these 3 units has been very enjoyable and I have realised whilst doing them that I have learnt a great deal about the way I work and also about my employment rights and responsibilities. I have gathered evidence from my job role within The Office, my workplace and have used specific work situations that clearly show how I am able to interact and work within my team and also how I take responsibility for ensuring that I work within the requirements of my organisation. I am always keen to keep up-to-date with new changes within work and also I like to learn new tasks and take on new challenges. Within my evidence, I have shown that I am sensitive and able to work with a diverse workforce and also that I take note of colleagues needs and beliefs. I am fully aware of my employment rights and responsibilities and have even guided colleagues to websites I used for research for their own learning. I am a H&S rep in the office and so completing this unit was not a problem for me. I used copies of risk assessments that I had carried out and also my assessor carried out a discussion with me around this unit. Across all of the units, my assessor has observed me and has questioned me to back up the observations. I realise now just how much I do at work and how completing these 3 units have made me strive to achieve even higher standards within my work. I confirm the evidence I have submitted to claim competence is authentic. Learner signature: Date: ASSESSOR SUMMATIVE STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED A.N. Candidate has used a wide selection of work situations to show exactly how he works within his business environment, carried out his responsibilities at work and also how he ensures his own actions reduces risks to health and safety. A.N. has carried out research prior to being assessed in terms of employment rights and responsibilities, this was an area where he highlighted more knowledge was needed. This has helped him in his work as he is now more aware of what he is legally able to do and he is now acting as a mentor to other colleagues in this area. A.N. is the office H&S rep, so collecting evidence for this unit was not a problem and the evidence clearly demonstrates A.N s competence at ensuring all of his colleagues and his safety. Throughout the period of assessment within the units completed, A.N. has shown his knowledge and competence and this is shown within assessor observation, discussions and witness testimony that accompanies his work product evidence and personal statements. I am satisfied that evidence used clearly demonstrates the requirements for these 3 units fully, well done A.N. I confirm the evidence I have assessed is authentic. Assessor signature: Internal verifier signature: Date: Date: 8

11 Learner Statement and Summative Assessor Statement Candidate name: Qualification title: Registration number: Number of units completed for this claim (write in words) Full award: Yes/No Unit no Summative assessment date Candidate initials Assessor Initials Internal Verifier date IV initials Unit no Summative assessment date Candidate initials Assessor initials Internal Verifier date IV initials LEARNER STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED I confirm the evidence I have submitted to claim competence is authentic. Learner signature: Date: ASSESSOR SUMMATIVE STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED I confirm the evidence I have assessed is authentic. Assessor signature: Internal Verifier signature: Date: Date: 9

12 Appeals Procedure for Learners If learners are dissatisfied with an assessment outcome, they have the right to appeal. The main reasons for an appeal are likely to be: learners do not understand why they are not yet regarded as competent, because of unsatisfactory feedback from the Assessor; learners believe they are competent and that the Assessor has misjudged them, or has failed to utilise some vital evidence. EDI expects most appeals from learners to be resolved within the centre. EDI will only consider a learner s appeal after the centre s internal appeals procedure has been fully exhausted. Stage 1 Appeal to the centre If learners have received a decision as to their competence with which they are dissatisfied, they have the right to appeal directly to the Assessor who carried out the assessment. This appeal must be in writing and clearly indicate: the points of disagreement; the evidence in the portfolio that the learner believes meets the requirements of the Performance Criteria and/or knowledge for claiming competence. The Assessor must give a clear judgement, in writing, to the learner within 10 working days stating justification for the decision. If learners are not satisfied with the outcome, they can next appeal to the centre s Internal Quality Assurer. This appeal must be in writing, but need not repeat the detail provided to the assessor. The original written appeal to the Assessor, and the Assessor s judgement, must be made available to the Internal Quality Assurer. Centres are entitled to have further internal phases to Stage 1 but must communicate this to all learners. The Internal Quality Assurer must give a clear judgement, in writing to the learner within 10 working days stating justification for the decision. Stage 2 Appeal to the awarding body A fee will be charged for an external review (please see current fee sheet). This fee will be refunded if the appeal is upheld. Learners who are not satisfied with the outcomes of the Internal Quality Assurer s decision and who have exhausted the Centre s internal appeals procedure may proceed by appealing to EDI. This appeal must be in writing to the Quality Assurance Manager, qualityassurance@ediplc.com, be accompanied by copies of all documentation from Stage 1 and submitted within three weeks of the receipt of the outcome from the Internal Quality Assurer. Learners must also advise their centres that they have made a formal appeal to EDI. EDI will acknowledge receipt of the appeal within three working days. Upon receipt of the appeal, the Quality Assurance Manager will initiate an internal review. A fee will be charged (please see current fee sheet). This fee will be refunded if the appeal is upheld. 10

13 Internal review A review of the grounds for appeal will be undertaken by a member of the Quality Assurance team, together with a Quality Advisor. The purpose of the review will be to consider whether the centre s original judgement was sound and may include the following: A discussion with the centre and/or learner and EDI personnel A request for further information from the centre, learner or EDI personnel A centre visit by authorised EDI personnel Any other action that EDI deems appropriate to resolve the case The outcome of the appeal, including the results of any further reviews of the evidence, will be communicated to the learner and centre within 10 working days of the conclusion of any further work authorised. External review If learners remain dissatisfied following the internal review, they may apply to the Appeals Panel. The Appeals Panel will comprise of three independent members and personnel from within EDI. One of the independent members shall be appointed chair of the Panel. The Appeals Panel will review the case and determine whether the action that EDI has taken to resolve the case has been both sufficient and appropriate. The Panel will either: (a) (b) agree that the action that EDI has taken has been both sufficient and appropriate and therefore reject the appeal; or uphold the appeal and authorise further action to be carried out. The further action may include: the appointment of an independent Assessor; any other action that the Appeals Panel deems appropriate to resolve the case. The outcome of the appeal, including the results of any further action, will be communicated to the learner and centre within 10 working days of the conclusion of any further work authorised. Please note: The decision of the Appeals Panel is final. Please note: Every centre should have its own appeals policy and procedure. Appeal to regulatory body Following appeal to the awarding body, if learners are unsatisfied with the result, they: may appeal to SQA Accreditation, the regulatory body for accredited qualifications in Scotland; may escalate to Welsh Assembly Government DCELLS, the regulatory body for accredited qualifications in Wales; may escalate to Ofqual the regulatory body for qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland. 11

14 EDI Level 3 Diploma in Cultural Heritage Aims This qualification is for those working in Cultural Heritage and is based on the day-to-day demands of working in the Cultural Heritage sector. The following pathways are available: Cultural Heritage Learning and Interpretation Conservation Collections Management Marketing and Fundraising Units The mandatory units for all the pathways are available within the Candidate Pack. All of the optional units are available on the CD that accompanies the pack. Credit The EDI Level 3 Diploma in Cultural Heritage has a minimum credit value of 60. Candidates with particular requirements We recognise that some candidates will have particular requirements. EDI s policy for candidates with particular requirements is stated in the EDI Guide for Centres, which is available via or by contacting Customer Services. Previous learning requirements There are no formal entry requirements for this qualification. Progression The EDI Level 3 Diploma in Cultural Heritage provides an up-to-date qualification that is in line with industry needs and presents an opportunity for individuals to progress within their current and future roles. Guided learning hours We recommend that guided learning hours provide a suitable course length for an average learner at this level. Guided learning hours include direct contact hours, as well as other time when learners are completing work that has been agreed with teachers or training providers. It is the responsibility of the centre to decide the appropriate course duration, based on their learners ability and level of existing knowledge. It is possible, therefore, that the number of s can vary significantly from one training provider to another according to learners' needs. 12

15 Rules of Combination EDI Level 3 Diploma in Cultural Heritage This qualification requires achievement of a minimum 60 credits. All learners must achieve 18 credits from the mandatory units in Group A, plus a further 42 credits from the optional units within one of the five pathways available. If learners choose the Cultural Heritage pathway, they must achieve 42 credits from the units in optional Group B. If learners choose the Learning and Interpretation pathway, they must achieve both units (12 credits) from Group C1, plus one unit from Group C2. The remaining credits (minimum of 20) must come from Group C3. If learners choose the Conservation pathway, they must achieve all units with Group D1 (28 credits). The remaining 18 credits must come from Group D2. If learners choose the Collections Management pathway, they must achieve all units (24 credits) from Group E1. The remaining 18 credits must come from Group E2. If learners choose the Marketing and Fundraising pathway, they must achieve a minimum of two units (12 credits) and a maximum of three units from Group F1. Learners may only count achievement of EITHER Undertake marketing activities in a creative and cultural context OR Conduct marketing in a creative and cultural context towards the full qualification. The remaining credits must come from Group F2. Group A: Mandatory units Learners on all pathways must achieve these units in addition to the units required for their chosen pathway. Unit code Unit title Level Unit credit GLH CU1119 CU1886 CU2111 CU1649 Ensure responsibility for actions to reduce risks to health and safety Taking responsibility for work in a creative and cultural context Maintain competence and undertake work-related learning in the creative and cultural sector Work effectively with other people in a creative and cultural context

16 Cultural Heritage pathway Group B: Optional units Learners on this pathway must achieve a minimum of 42 credits from this group. Unit code Unit title Level Unit credit GLH CU2110 CU1793 Promote and sell goods and services in a creative and cultural organisation Work with volunteers in a creative and cultural context (Not with CU2112) CU2138 Represent a creative and cultural organisation CU2139 CU2112 CU2140 CU2141 CU2114 CU2142 CU2115 CU2143 CU2116 CU2117 Develop, lead and motivate others in a creative and cultural organisation (Not with CU2112) Supervise and support the work of others in creative and cultural contexts (Not with CU1793; CU2139) Manage budgets in a creative and cultural organisation Plan and monitor the use of resources in a creative and cultural organisation Deliver learning or interpretation activities in a creative and cultural context (Not with CU2142) Plan and deliver learning or interpretation activities in a creative and cultural context (Not with CU2114) Provide interpretation for creative and cultural exhibitions or displays Engage with communities on behalf of a creative and cultural organisation Develop learning materials for use in a creative and cultural context Undertake marketing activities in a creative and cultural context (Not with CU2146) CU2118 Raise funds for a creative and cultural organisation CU2119 Provide information on a cultural heritage collection CU2120 Handle, pack and transport cultural heritage items and objects CU2144 Design exhibitions and displays for cultural heritage CU2121 Build cultural heritage exhibitions and displays CU2122 CU2123 CU2124 Apply procedures for the management of cultural heritage collections Introduction to ethics and professional judgement for cultural heritage conservation Protect cultural heritage through basic conservation measures (Not with CU2133; CU2132)

17 CU2126 CU2127 Undertake routine conservation treatments for cultural heritage (Not with CU2133) Apply preventative conservation measures for cultural heritage (Not with CU2133) CU2128 Set up and maintain conservation equipment CU2129 Make copies or representations of items of heritage CU2130 CU2131 CU2132 CU2133 Inspect and monitor cultural heritage for conservation purposes Handle, clean and reposition cultural heritage objects (Not with CU2133) Monitor the security and environment of cultural heritage (Not with CU2124) Contribute to the care of cultural heritage objects (Not with CU2127;CU2126; CU2131; CU2124) CU2134 Provide guided tours in a cultural venue CU1713 CU2135 CU2145 Support the organisation of creative or cultural events or exhibitions Control the security of a cultural venue (Not with CU2145) Manage the security of a cultural venue (Not with CU2135) CU2136 Catalogue objects and collections CU838 Demonstrate understanding of customer service

18 Learning and Interpretation pathway Group C1: Mandatory units Learners must achieve both units in this group. Unit code Unit title Level Unit credit GLH CU2115 CU2116 Provide interpretation for creative and cultural exhibitions or displays Develop learning materials for use in a creative and cultural context Group C2: Learning and Interpretation optional units Learners must achieve one unit from this group. Unit code Unit title Level Unit credit GLH CU2114 CU2142 Deliver learning or interpretation activities in a creative and cultural context (Not with CU2142) Plan and deliver learning or interpretation activities in a creative and cultural context (Not with CU2114)

19 Group C3: Learning and Interpretation optional units Learners must achieve a minimum of 20 credits from this group. Unit code Unit title Level Unit credit GLH CU1793 Work with volunteers in a creative and cultural context (Not with CU2112) CU2138 Represent a creative and cultural organisation CU2139 CU2112 CU2140 CU2141 CU2143 Develop, lead and motivate others in a creative and cultural organisation (Not with CU2112) Supervise and support the work of others in creative and cultural contexts (Not with CU1793; CU2139) Manage budgets in a creative and cultural organisation Plan and monitor the use of resources in a creative and cultural organisation Engage with communities on behalf of a creative and cultural organisation CU2119 Provide information on a cultural heritage collection CU2133 Contribute to the care of cultural heritage objects (Not with CU2127, CU2126; CU2131; CU2124) CU2134 Provide guided tours in a cultural venue CU1713 Support the organisation of creative or cultural events or exhibitions CU838 Demonstrate understanding of customer service

20 Conservation pathway Group D1: Mandatory units Learners must achieve all units in this group. Unit code Unit title Level Unit credit GLH CU2123 CU2124 CU2125 CU2130 CU2131 Introduction to ethics and professional judgement for cultural heritage conservation Protect cultural heritage through basic conservation measures (Not with CU2133; CU2132) Make and maintain conservation records for cultural heritage Inspect and monitor cultural heritage for conservation purposes Handle, clean and reposition cultural heritage objects (Not with CU2133)

21 Group D2: Conservation optional units Learners must achieve a minimum of 18 credits from this group. Unit code Unit title Level Unit credit GLH CU1793 CU2139 CU2112 CU2141 CU2115 CU2120 Work with volunteers in a creative and cultural context (Not with CU2112) Develop, lead and motivate others in a creative and cultural organisation (Not with CU2112) Supervise and support the work of others in creative and cultural contexts (Not with CU1793; CU2139) Plan and monitor the use of resources in a creative and cultural organisation Provide interpretation for creative and cultural exhibitions or displays Handle, pack and transport cultural heritage items and objects CU2121 Build cultural heritage exhibitions and displays CU2126 CU2127 Undertake routine conservation treatments for cultural heritage (Not with CU2133) Apply preventative conservation measures for cultural heritage (Not with CU2133) CU2128 Set up and maintain conservation equipment CU2129 Make copies or representations of items of heritage Collections management pathway Group E1: Mandatory units Learners must achieve all units in this group. Unit code Unit title Level Unit credit GLH CU2119 Provide information on a cultural heritage collection CU2122 CU2133 Apply procedures for the management of cultural heritage collections Contribute to the care of cultural heritage objects (Not with CU2127; CU2126; CU2131; CU2124) CU2136 Catalogue objects and collections

22 Collections Management pathway Group E2: Optional units Learners must achieve a minimum of 18 credits from this group. Unit code Unit title Level Unit credit GLH CU1793 CU2139 CU2112 CU2141 CU2120 Work with volunteers in a creative and cultural context (Not with CU2112) Develop, lead and motivate others in a creative and cultural organisation (Not with CU2112) Supervise and support the work of others in creative and cultural contexts (Not with CU1793; CU2139) Plan and monitor the use of resources in a creative and cultural organisation Handle, pack and transport cultural heritage items and objects CU2144 Design exhibitions and displays for cultural heritage CU2121 Build cultural heritage exhibitions and displays CU2123 CU2132 Introduction to ethics and professional judgement for cultural heritage conservation Monitor the security and environment of cultural heritage (Not with CU2124) CU2134 Provide guided tours in a cultural venue Marketing and fundraising pathway Group F1: Mandatory units Learners must achieve a minimum of two units (12 credits) and a maximum of three units for this group. Unit code Unit title Level Unit credit GLH CU2146 CU2117 Conduct marketing in a creative and cultural context (Not with CU2117) Undertake marketing activities in a creative and cultural context (Not with CU2146) CU2118 Raise funds for a creative and cultural organisation CU1713 Support the organisation of creative or cultural events or exhibitions

23 Marketing and Fundraising pathway Group F2: Optional units Learners must achieve a minimum of 30 credits from this group. Unit code Unit title Level Unit credit GLH CU2110 CU1793 Promote and sell goods and services in a creative and cultural organisation Work with volunteers in a creative and cultural context (Not with CU2112) CU2138 Represent a creative and cultural organisation CU2139 CU2112 CU2140 CU2141 CU2143 Develop, lead and motivate others in a creative and cultural organisation (Not with CU2112) Supervise and support the work of others in creative and cultural contexts (Not with CU1793; CU2139) Manage budgets in a creative and cultural organisation Plan and monitor the use of resources in a creative and cultural organisation Engage with communities on behalf of a creative and cultural organisation CU2134 Provide guided tours in a cultural venue CU838 Demonstrate understanding of customer service

24 CU1119 Ensure Responsibility for Actions to Reduce Risks to Health and Safety Level 3 Credit value 4 GLH 38 Unit summary The aim of this unit is to provide candidates with the knowledge/understanding/skills to understand their health and safety responsibilities in the workplace. Learning outcomes The learner will: 1 Be able to identify the hazards and evaluate the risks in the workplace Assessment criteria The learner can: 1.1 Identify workplace instructions that are relevant to them and their job role 1.2 Identify working practices and hazards in the workplace that could be harmful 1.3 Evaluate the hazards and prioritise in risk order 1.4 Report hazard(s) to the responsible person 2 Be able to reduce the risks to health and safety in the workplace 2.1 Perform work activities at own level of competence in accordance with identified health and safety: workplace policies instructions and procedures suppliers and manufacturers information relevant legal requirements 2.2 Manage hazards in accordance with workplace instructions and legal requirements 2.3 Report any differences between workplace instructions and supplier/manufacturer instructions 22

25 3 Know how to reduce risks to health and safety in the workplace 3.1 Explain their responsibility in remaining alert to hazards and risks 3.2 Describe own responsibilities and scope for action in controlling risk 3.3 Explain the importance of adhering to health and safety policies and practices 3.4 Describe where and when to get additional health and safety assistance 3.5 Describe the importance of personal presentation and behaviour in maintaining health and safety in the workplace 23

26 CU1886 Taking Responsibility for Work in a Creative and Cultural Context Level 3 Credit value 4 GLH 38 Unit summary This unit is about identifying the requirements of your role and what is expected from you by others in the organisation in which you work; it also includes evaluating your performance and improving your skills, knowledge and understanding. In the cultural heritage sector, it can be particularly important to consider your own development due to lack of formal progression routes and high levels of competition for jobs. Learning outcomes The learner will: 1 Understand their personal work role and expectations Assessment criteria The learner can: 1.1 Ensure that they are clear about their role, work objectives and the standard of work expected 1.2 Identify the extent of their responsibility and authority, including where they can make decisions and where they need to seek advice from others 1.3 Agree with their manager how they will evaluate their work and evaluate progress against objectives 2 Be able to complete work to the standards required 2.1 Complete work on time, to the standards required and within budget or resource constraints 2.2 Keep their manager or other relevant colleagues informed of progress, highlighting any successes, concerns and potential problems 2.3 Monitor and evaluate their work standards, results and processes 24

27 3 Be able to use feedback and reflection to improve performance and inform learning 3.1 Seek feedback on their work from colleagues 3.2 Respond to feedback as necessary to improve performance and identify future learning 3.3 Evaluate their skills, knowledge and understanding in relation to their work role, identifying strengths and areas that need further development 3.4 Take appropriate action to develop skills, knowledge and understanding as necessary, identifying and agreeing any necessary time and resources 3.5 Complete any appraisal or evaluation process used by their organisation 25

28 CU2111 Maintain Competence and Undertake Work- Related Learning in the Creative and Cultural Sector Level 3 Credit value 6 GLH 36 Unit summary This unit is about actively keeping job skills and knowledge up-to-date, taking an interest in relevant aspects of the creative and cultural sector and making use of relevant learning opportunities in the workplace and outside it. Learning outcomes The learner will: 1 Be able to keep work skills and knowledge up-to-date Assessment criteria The learner can: 1.1 Evaluate any expected changes to their own work role and responsibilities 1.2 Identify the skills and knowledge needed to respond to change and keep up-todate 1.3 Identify opportunities for development and evaluate the implications for their own skills and knowledge 1.4 Undertake appropriate activity to update or acquire new knowledge and skills as relevant 2 Be able to investigate relevant areas of the creative and cultural sector that are of interest 2.1 Identify learning opportunities relevant to work role or aspirations 2.2 Apply relevant sources of information to learn more about an area of interest 2.3 Perform activities which share learning with colleagues inside and outside the organisation 3 Be able to utilise relevant learning opportunities 3.1 Identify learning opportunities relevant to his or her work needs and aspirations 3.2 Assess, prioritise and make use of relevant learning opportunities 3.3 Critically evaluate learning outcomes gained from work activity 26

29 CU1649 Work Effectively with Other People in a Creative and Cultural Context Level 3 Credit value 4 GLH 24 Unit summary This unit is about developing and maintaining effective working relationships with immediate colleagues, as well as those in the wider organisation or from other organisations. This unit is important because collaboration is central to the way in which many cultural heritage organisations work. 27

30 Learning outcomes The learner will: 1 Be able to develop effective working relationships with others Assessment criteria The learner can: 1.1 Respond positively to opportunities to work with other people 1.2 Identify the roles and responsibilities of others, in relation to the work in hand 1.3 Explain his or her personal role and work activities clearly 1.4 Clarify issues proposed by others 1.5 Identify his or her strengths and limitations and those of others s/he is working with in order to make effective use of his or her and others abilities 2 Be able to work effectively with others 2.1 Identify and communicate his or her intentions and expectations clearly 2.2 Identify the intentions and expectations of others 2.3 Identify and avert potential problems when working with others, seeking advice from the relevant manager or colleagues if needed 2.4 Perform a progress briefing session for those with whom s/he is working up-todate 2.5 Perform work activities on time and to budget or within resource allocations where possible 2.6 Identify where advice can be sought, where necessary 3 Be able to seek, give and respond to feedback 3.1 Summarise feedback from others regarding their own work performance 3.2 Review and revise actions in response to feedback to improve performance 3.3 Identify potential future learning needed 3.4 Give feedback to others on their work when requested 28

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