3803-03 E3 Qualification handbook v1 - City & Guilds

Entry Level 3 Certificate in 

Personal Progression through 

Employment (3803-03) 

Qualification handbook for centres 

500/6968/8 

www.cityandguilds.com 

September 2009 

Version 1.0

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Entry Level 3 Certificate in 

Personal Progression through 

Employment (3803-03) 

Qualification handbook for centres 


September 2009 

Version 1.0 

Entry Level 3 Certificate in Personal Progression through Employment (3803-03) 1

City & Guilds 

Skills for a brighter future 


2 Entry Level 3 Certificate in Personal Progression through Employment (3803-03)

Contents 

1 Introduction to the qualification 5 

1.1 Qualification structure 6 

1.2 Opportunities for progression 7 

1.3 Qualification support materials 8 

2 Centre requirements 9 

2.1 Resource requirements 9 

2.2 Candidate entry requirements 10 

3 Units 11 

Unit 301 Exploring job opportunities in the workplace 12 

Unit 302 Interview preparation and performance 20 

Unit 303 My role at work 28 

Unit 304 Plan and make a journey using public transport 35 

Unit 305 Maintain a work placement 38 

Unit 306 Writing a CV 44 

Unit 307 Preparing for work placement 50 

Unit 308 Conduct at work 56 

Unit 309 Managing your health at work 61 

Unit 310 Individual rights and responsibilities 65 

Unit 311 Preparation for work 68 

Unit 312 Developing self 72 

Unit 313 Managing own money 77 

Unit 314 Dealing with problems in daily life 81 

Unit 315 Individual rights and responsibilities 86 

Unit 316 Preparation for work 89 

Unit 317 Developing self 93 

4 Assessment 98 

4.1 Summary of assessment methods 98 

4.2 Evidence requirements 100 

4.3 Recording forms 100 

Form 1 Candidate and centre details 102 

Form 2 Initial and Baseline Learning Profile 103 

Form 3 Assessment plan, review and feedback 105 

Form 4 Performance evidence record 107 

Form 5 Evidence location sheet 109 

Form 6 Summary of unit and qualification achievement 110 

Form 7 Unit assessment and verification declaration 111 

5 Course design and delivery 112 

5.1 Initial assessment and induction 112 

5.2 Recommended delivery strategies 113 


Appendix 1 Relationships to other qualifications 

114 

Appendix 2 Sources of general information 115 


1 Introduction to the qualification 

Qualification title and level 

Entry Level 3 Certificate in Personal Progression 

through Employment 

City & Guilds qualification number 3803-03 

Ofqual accreditation number 500/6968/8 

Last registration date 31/12/2010 

Last certification date 31/12/2011 

The Entry Level 3 Certificate in Personal Progression through Employment is designed to support 

learners to progress into/towards employment, to develop their skills in a number of different areas. 

This qualification is predominately aimed at people with a learning disability; however the nature of 

the qualification would also suit other learners that do not thrive within a traditional classroom 

setting. 

The qualification covers areas such as; exploring job opportunities in the workplace, interview 

preparation and performance, planning and making a journey using public transport, learning about 

their role at work and maintaining a work placement which would hopefully lead to paid 

employment. Providers will be able to select a package of units appropriate to the needs of the 

individual learner. 

It is a practical qualification using real opportunities and materials, be it in the work place or through 

practical pre employment preparation, to allow for sustained learning. Learners will be able to 

develop their knowledge and/or skills to prepare for employment in a broad occupational area. 

This qualification offers a Certificate on the QCF in the Foundation Learning Tier. 

The qualification promotes a range of generic and transferable skills, personal qualities and 

attributes essential for successful performance in working life. It replaces the City & Guilds Entry 

Level 3 Certificate in Personal Progression through Practical Work Skills (3802-03) which expires on 

31/08/2010. 

This qualification was developed in association with Mencap, a leading Learning Disability 

organisation and contains units that have been developed by other Awarding Organisations. 


1.1 Qualification structure 

To achieve the Entry Level 3 Certificate in Personal Progression through Employment, learners must 

complete the mandatory units 303 and 305, and then achieve a minimum of 2 credits from either 

units 301, 302 or 304, and a minimum of 2 credits out of the remaining units from 306 - 317. The 

table below shows what the rules of combination looks like on the online catalogue. 

Entry Level 3 Certificate in Personal Progression Through Employment 

QCA ref: 500/6968/8 

Rules for achievement 10 credits from (303, 305) 

plus minimum 2 credits from (301 - 302, 304) 

plus minimum 2 credits from (306 - 317) 

The optional units chosen should be those that best relate to the learners learning needs, their 

learning environment and available learning resources. 

This qualification also contains some Entry 2 units (units 315-317). 

The table below illustrates the unit titles and the credit value of each unit. 

Accreditation 

unit 

reference 

City & 

Guilds unit 

number 

Unit title 

T/600/3779 Unit 301 Exploring job 

opportunities in 

the workplace 

F/600/3803 Unit 302 Interview 

preparation and 

performance 

Mandatory/ 

optional for full 

qualification 

Credit 

value 

Optional 3 N/A 


Excluded 

combination 

of units (if 

any) 

L/600/3805 Unit 303 My role at work Mandatory 3 N/A 

Y/502/0841 Unit 304 Plan and make a 

journey using 

public transport 

D/600/3808 Unit 305 Maintain a work 

placement 


Mandatory 7 N/A 

D/502/3031 Unit 306 Writing a CV Optional 2 N/A 


F/501/6363 Unit 307 Preparing for work 

placement 


A/501/6331 Unit 308 Conduct at work Optional 1 N/A 

M/501/6360 Unit 309 Managing your 

health at work 


A/502/0458 Unit 310 Individual rights 

and 

responsibilities 

A/502/0461 Unit 311 Preparation for 

work 



M/502/0456 Unit 312 Developing self Optional 2 N/A 

F/502/0462 Unit 313 Managing own 

money 


H/502/0454 Unit 314 Dealing with 

problems in daily 

life 

F/502/0445 Unit 315 Individual rights 

and 


R/502/0451 Unit 316 Preparation for 

work 




M/502/0442 Unit 317 Developing self Optional 2 N/A 

1.2 Opportunities for progression 

On completion of the qualification learners may progress to higher level qualifications such as: 

• City & Guilds 7577 Award and Certificate in Personal and Social Development (Level 1) 

• City & Guilds 7546 Award and Certificate in Employability and Personal Development (Level 1) 

• A qualification in their vocational area to develop work based skills (Level 1, 2) 

• Other specific work related qualification which is in line with their job aspirations/current role. 

Other options for progression include: 

• Paid work (either through their placement or with another employer) 

• Ongoing voluntary work to further develop their skills within a charity/not for profit organisation. 


1.3 Qualification support materials 

City & Guilds also provides the following publications and resources specifically for this qualification: 

Description 

Fast track approval form 

Easy read guide for learners 

Centre/employer info sheet 

Learner info sheet 

Recording forms 

How to access 







2 Centre requirements 

This section outlines the approval processes for Centres to offer these qualifications and any 

resources that Centres will need in place to offer the qualifications including requirements for 

Centre staff. 

Centres already offering City & Guilds qualifications in this subject area 

Centres approved to offer the Entry Level 3 Certificate in Personal Progression through Practical 

Work Skills (3802-03) and the Award and Certificate in Personal and Social Development (7577-01) 

may apply for approval for the new Entry Level 3 Certificate in Personal Progression through 

Employment (3803-03) using the fast track approval form, available from the City & Guilds 

website. 

Centres may apply to offer the new qualification using the fast track form: 

• providing there have been no changes to the way the qualifications are delivered, and 

• if they meet all of the approval criteria specified in the fast track form guidance notes. 

Fast track approval is available for 12 months from the launch of the qualification. After this time, 

the qualification is subject to the standard Qualification Approval Process. It is the centre’s 

responsibility to check that fast track approval is still current at the time of application. 

Existing centres wishing to offer this qualification must use the standard Qualification Approval 

Process. 

2.1 Resource requirements 

Physical resources and site agreements 

As this qualification focuses on ‘learning by doing’ rather than ‘learning about’, few activities should 

be classroom based. The qualifications should be delivered in the settings that are most appropriate 

to the learner and reflect the learning outcomes within the units. Wherever possible, real and 

relevant settings and resources that motivate should be used. 

Learners working towards the Entry Level 3 Certificate in Personal Progression through Employment 

should have the opportunity to develop skills needed for work within a real working environment 

through either paid or voluntary work; through a mixture of work placement opportunities. Full time 

or part time work through enterprise activity should be used sparingly. Learners should carry out a 

real job search and take part in an interview. The work placement/voluntary work should be for an 

agreed period of time which allows learners to develop their work based skills. 

As many of the learners may have limited literacy and numeracy skills, resources need to be 

available to enable learners to demonstrate their ability through carrying out practical tasks rather 

than writing about them; for example, learners who have difficulty with reading and writing should 

not be asked to complete worksheets as evidence for their Personal Progress portfolios. 

Human resources 

Staff delivering this qualification must be able to demonstrate that they meet the following 

occupational expertise requirements. They should: 

• have experience of delivering/supporting work based learning and/or employability skills 


• have experience of providing support around the key areas of the qualification 

• be familiar with current practices in relation to supported employment. 

Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but must 

never internally verify their own assessments. 

Assessors and internal verifiers 

While the Assessor/Verifier (A/V) units are valued as qualifications for centre staff, they are not 

currently a requirement for the qualification. 

Continuing professional development (CPD) 

Centres are expected to support their staff in ensuring that their knowledge remains current of the 

occupational area and of best practice in delivery, mentoring, training, assessment and verification, 

and that it takes account of any national or legislative developments. 

2.2 Candidate entry requirements 

Learners should not be entered for a qualification of the same type, content and level as that of a 

qualification they already hold. 

There are no formal entry requirements for learners undertaking this qualification. However, centres 

must ensure that learners have the potential and opportunity to gain the qualification successfully. 

As part of the assessment for this qualification, learners must have access to a real work 

setting/placement. This should be set up by the provider and be based on learners’ interests and 

aspirations. 

Age restrictions 

There are no age limits attached to learners undertaking the qualification unless this is a legal 

requirement of the process or the environment in which they will conduct their placement. 


3 Units 

Availability of units 

The learning outcomes and assessment criteria are also viewable on the National Database of 

Accredited Qualifications (NDAQ) www.accreditedqualifications.org.uk 

Structure of units 

The units in this qualification are written in a standard format and comprise the following: 

• City & Guilds reference number 

• title 

• level 

• credit value 

• unit aim 

• assessment and grading 

• learning outcomes which are comprised of a number of assessment criteria 

• notes for guidance. 

Summary of units 

City & Guilds Title 

Credits 

unit number 

301 Exploring job opportunities in the workplace 3 

302 Interview preparation and performance 2 

303 My role at work 3 

304 Plan and make a journey using public transport 2 

305 Maintain a work placement 7 

306 Writing a CV 2 

307 Preparing for work placement 1 

308 Conduct at work 1 

309 Managing your health at work 1 

310 Individual rights and responsibilities 1 

311 Preparation for work 2 

312 Developing self 2 

313 Managing own money 2 

314 Dealing with problems in daily life 2 

315 Individual rights and responsibilities 1 

316 Preparation for work 2 

317 Developing self 2 


Unit 301 

Exploring job opportunities in the workplace 

Level: Entry 3 

Credit value: 3 

Unit aim 

The aim of this unit is to enable the learner to develop the knowledge and skills to apply for a job 

through practical learning and application. The skills developed by the learner will include selecting 

a number of workplaces to visit, carrying out job searches and applying for a job. The knowledge 

acquired by the learner through the unit will enable learners to know what kind of work they want to 

pursue, have an understanding of how to look for work and an understanding of the information 

that they need to complete a job application. 

Learning outcomes 

There are five learning outcomes to this unit. The learner will be able to: 

1. Decide on up to three workplaces to visit based on their goals and interests 

2. Visit three workplaces to find out what different jobs entail 

3. Compare the information from their visits to decide what kind of job they would like to do 

4. Perform a job search 

5. Apply for a job of their choice, using the most appropriate method 

Guided learning hours 

It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or parttime 

basis. 

Assessment and grading 

This unit will be assessed by: 

• Assessor observation 

• Oral questioning by the assessor 

• Witness statements. 


Unit 301 

Outcome 1 


Decide on up to three workplaces to visit based on 

their goals and interests 

Assessment Criteria 

The learner can: 

1. Use appropriate sources to find out about different employers 

2. Select up to three workplaces which they want to visit 

3. State why they want to visit chosen workplaces 

4. Communicate to arrange visits to workplaces 

5. Prepare a list of questions to ask at the visits to find out more information about working 

there. 


Unit 301 

Outcome 2 


Visit three workplaces to find out what different 

jobs entail 



1. Follow instructions to get to the workplaces as arranged, this includes arriving on time 

2. Follow instructions throughout the visits including any health and safety instructions 

3. Communicate to ask questions about the workplace 

4. Take responsibility for their personal presentation on visits 

5. Take responsibility for seeking support if appropriate. 


Unit 301 

Outcome 3 


Compare the information from their visits to decide 

what kind of job they would like to do 



1. Compare the information gained from each of the visits 

2. Decide which of the workplaces they preferred and state the reasons why 

3. Make a decision about the type of work they want to do, including salary and hours 

4. Indicate what support they may need to get to work. 


Unit 301 

Outcome 4 


Perform a job search 



1. State the different ways in which job search can be conducted 

2. Demonstrate carrying out a job search using the job points in the job centre independently or 

with some support 

3. Demonstrate the use of the internet to job search independently or with some support 

4. Demonstrate the use of a newspaper to job search independently or with some support 

5. Demonstrate the use of the telephone to find out information about jobs 

6. Communicate with staff at the job centre, library etc to find out information and give personal 

information 

7. Demonstrate keeping safe when job searching. 


Unit 301 

Outcome 5 


Apply for a job of their choice, using the most 

appropriate method 



1. Make a decision about which job to apply for 

2. Obtain an application form for the chosen job or identify the employers chosen method for 

recruitment 

3. Use the CV to help you to complete the application form or create a covering letter to send 

with the CV with support if needed 

4. Identify the skills and experience that they have that would make them suitable for this job 

5. Identify and state what ongoing support they may need for future and name someone who 

they may turn to for advice and support. 


Unit 301 Exploring job opportunities in the workplace 

Notes for guidance 

This unit enables learners to develop the skills they need in order to job search and apply for work. 

Within this unit learners should be given opportunities to develop the skills associated with the unit 

to demonstrate achievement of the different outcomes. 

This unit should be delivered on a one to one basis using real resources and practical learning 

outside of a classroom setting, some examples have been provided below. Assessment of this unit 

should be completed through assessor observation, question and answer, witness statements and 

if applicable/appropriate work products eg a completed application form, jobs search etc. 

Outcome 1- Decide on up to three workplaces to visit based on their goals and 

interests. 

This outcome may be delivered as a small group session to generate discussion and ideas, 

discussions should cover interests and aspirations around the world of work. If this method is used, 

individual comments must be documented to show involvement and understanding of the 

processes involved in setting up visits. Appropriate sources may include the internet, newspapers, 

adverts, the local library, the yellow pages, careers library etc. Communication to organise the visits 

may be via telephone, email, letter or face to face contact, this may be supported and the most 

appropriate method for the learner used. 

Outcome 2- Visit three workplaces to find out what different jobs entail. 

This outcome should be delivered with no more that three people to allow adequate support to be 

provided throughout the visits. If working in small groups then the individuals should be grouped 

according to their interests and goals so that the learning which takes place enables the learners to 

make an informed choice about where they would like to work and what they would like to do. 

The minimum number of employer visits should be at least two to allow learners to compare the 

information to make an informed decision. Learners would not need to visit all three employers 

identified if this is not practical for the learner. Health and safety instructions may include signing in 

and out of the building, staying within agreed areas, advising staff of where they are going etc. 

Communication may be with anyone within the organisation (employees, managers, HR etc) 

Outcome 3- Compare the information from their visits to decide what kind of job 

they would like to do. 

Learners should compare the information from their visits; a template may be used to document 

learner’s thoughts. As part of this process learners can discuss the aspects which are important to 

them. This discussion may be on a one to one basis with the assessor or within a group, learners 

should identify the type of work they would like to do eg indoors/outdoors, the number of hours 

they want to work, salary, location and travel etc. Once this has been completed it may be 

supplemented with the Personal and Social Development (PSD) unit; Preparation for Work to find 

out more about specific job roles. 

The support someone may need could include travelling to work, understanding instructions, 

learning new tasks and routines etc. 

Outcome 4- Perform a job search. 

Learners should visit the different locations to conduct job searches such as the job centre, 

accessing the library etc. The learners should search for current and real vacancies. 

Use of the telephone may include phoning job seekers direct, following up job adverts, calling the 

office etc. Should someone have communication difficulties eg not being understood over the 

phone or a fear of using the phone which can not be overcome, an alternative method would need 


to be sought to assess this eg the learners stating what information the assessor should find out 

and say to enable the assessor to make the call on their behalf. 

Keeping safe whilst job searching, this may include things such as knowing what information to 

disclose on the internet and looking after personal belongings and personal safety. 

This should be delivered on a one to one basis to allow learners to develop the skills at a pace which 

suits them and with the support they require. Some group discussion around how we can perform a 

job search may be used but individual learner comments should be documented. 

Outcome 5- Apply for a job of their choice, using the most appropriate method. 

Learners should be encouraged to select and apply for a real job which they are interested in and 

not one that is just available. 

Skills and experience may include past work experience, personal and social skills that the learner 

has. 


Unit 302 

Interview preparation and performance 



Unit aim 

The aim of this unit is to enable the learner to develop the knowledge and skills to take part in an 

interview through practical learning and application. The skills developed by the learner will include 

travelling to the interview, taking part in a mock and a real interview. The knowledge acquired by 

the learner will enable them to describe their skills in an interview situation, understand how to 

present themselves during an interview and assist them to review what went well and what did not 

go well in the interview. 



1. Prepare for a mock interview 

2. Take part in a mock interview, captured in the most appropriate way for the learner 

3. Review the mock interview 

4. Prepare for a real interview 

5. Attend a real interview 



basis. 




• Recording of the interview(audio/visual/detailed notes) 

• Witness statements 



Unit 302 

Outcome 1 


Prepare for a mock interview 



1. State the time and location for the mock interview 

2. State how they will travel to the interview 

3. Indicate what skills and interests you have that meet the job description for the post being 

interviewed for 

4. Prepare some questions for the interview 

5. Plan how you will present yourself during the interview and explain why you would present 

yourself in this way. 


Unit 302 

Outcome 2 


Take part in a mock interview, captured in the most 

appropriate way for the learner 



1. Present themselves in a smart manner, expected for an interview 

2. Follow instructions to get to and take part in the mock interview 

3. Communicate appropriately in getting to and throughout the mock interview. 


Unit 302 

Outcome 3 


Review the mock interview 



1. Review the interview and state what went well and what could have been improved 

2. Receive feedback from the assessor and review ways in which the interview could be improved. 


Unit 302 

Outcome 4 


Prepare for a real interview 



1. State what their travel arrangements are to get to the interview on time 

2. State what job they have applied for and explain why they want it and why they think they are 

suitable for the position 

3. State what you will need to do to keep safe when you go for the interview 

4. Prepare some questions for the interview 

5. Plan how to present themselves during the interview and explain why they are presenting 

themselves in that way. 


Unit 302 

Outcome 5 


Attend a real interview 



1. Present themselves in a manner expected for an interview 

2. Follow instructions to attend the real interview 

3. Communicate appropriately throughout the interview 

4. State what skills, experience and interests they have that would make them right for the job and 

give examples of these. 


Unit 302 Interview preparation and performance 


This unit enables learners to develop the skills they need in order to prepare for and attend an 

interview. Within this unit learners should be given opportunities to develop the skills associated 

with the unit to enable the learner to demonstrate achievement of the different outcomes. 

This unit should be delivered on a one to one basis using real resources and practical learning. 

Some examples have been provided below. Assessment should be through assessor observation, 

questioning and if possible feedback from the interviewer in the form of a witness statement. 

Outcome 1- Prepare for a mock interview. 

The emphasis on this learning outcome is about preparing themselves for an interview. 

Learners should state what sort of job interview they want to go for with regards to their decision 

about the work they would like to do. Learners should review the job description and prepare for 

their interview using the information they have on the job role, as they would for a real interview 

situation. Learners should be encouraged to identify their skills, interests and experiences and how 

they relate to the job they are being interviewed for. 

They should think about the questions they may be asked, what they would like to know more about 

(pay and conditions, job role etc) and consider how they would respond if they do not understand 

the question they are being asked. This can be supported by the assessor. 

Personal presentation should include clothing, eye contact and body language. 

Outcome 2- Take part in a mock interview which is captured in the most appropriate way 

for the candidate. 

The interview should be conducted by someone not known to the learner. This will allow the learner 

to have a sense of a real interview situation. The interview should also be for a position similar to the 

one that the learner is interested in but one that they have prepared for in learning outcome one. 

Appropriate communication includes stating their arrival, introducing themselves, listening and 

responding to questions, sharing appropriate personal information such as skills, experiences and 

interests, asking relevant questions, ending the interview and non verbal communication. 

Instructions learners will follow will be concerned with attending the interview and following the 

interviewer’s instructions. 

The interview should ideally be captured on video. However alternative methods could be used eg 

audio recording or a very detailed observation. If using the observation method then feedback 

should be presented as soon as possible after the interview to allow the learner to reflect on their 

interview in an accurate manner. 

Outcome 3- Review the mock interview. 

This should be conducted on a one to one basis, it is good practice to allow the learners to watch 

the recording (if video) back on their own in the first instance and then review it with the assessor. If 

using other methods for capturing the mock interview then this should be reviewed as soon as 

possible after the interview to enable accurate reflection. They should review the answers they have 

provided, their dress, their communication skills and body language. 

Outcome 4- Prepare for a real interview. 

Preparation for the real interview should take into consideration the feedback they received from 

the mock interview and the result of ongoing learning. Learners should be clear in the interview they 

are attending, its location and time. 

Outcome 5- Attend a real interview. 


Learners must be appropriately dressed for the interview and communicate throughout the 

interview in an appropriate manner. The interview should ideally be for a real job however 

alternatives may be used such as interviews for benefits, placements and college enrolments etc. 

The same guidance as in learning outcome 2 should be applied. 

When assessing this unit due consideration of the learner’s circumstances should be applied 

particularly around personal presentation. It may be that learners do not have funds to purchase 

traditional interview attire. Consideration of the type of job the interview is for should also be 

applied 


Unit 303 

My role at work 



Unit aim 

The aim of this unit is to enable learners to develop the skills and knowledge they need to carry out 

their new job role. They will develop skills in the workplace to complete tasks and to follow health 

and safety guidance in a practical setting. They will understand why they are asked to follow 

workplace rules and how to deal with problems at work. 



1. Present themselves in an acceptable way for the type of work that they are doing (this may 

include wearing protective clothing) 

2. Follow basic hygiene rules 

3. Follow health and safety instructions in the workplace 

4. Manage time to follow the routine patterns of the workplace 

5. Follow instructions from the supervisor to complete tasks to the required standard 



basis. 





• Employer feedback/witness statement 



Outcome 1 


Present themselves in an acceptable way for the 

type of work that they are doing (this may include 

wearing protective clothing) 



1. Wear the appropriate clothes, shoes for their role and protective clothing when asked to 

2. Explain why they have presented themselves in this way, including protective clothing if 

applicable 

3. Communicate appropriately at work, including body language. 



Outcome 2 


Follow basic hygiene rules 



1. Demonstrate that they can follow basic hygiene rules 

2. Explain why they need to follow basic hygiene rules. 



Outcome 3 


Follow health and safety instructions in the 

workplace 



1. Complete a Health and Safety induction in the workplace 

2. Demonstrate a practical understanding of health and safety in the workplace 

3. Explain why they need to follow health and safety guidance 

4. State how they would report any accidents or concerns. 



Outcome 4 


Manage time to follow the routine patterns of the 

workplace 



1. Demonstrate arriving at work on time 

2. Demonstrate the ability to complete tasks within the expected timeframe 

3. Demonstrate the ability to take breaks on time and return from them at the correct time 

4. State how to report lateness and illness 

5. Explain how they would plan and arrange time off from work 

6. State why it is important to manage their time at work effectively. 



Outcome 5 


Follow instructions from the supervisor to complete 

tasks to the required standard 



1. State what their routine tasks are 

2. Demonstrate following instructions to complete specified workplace tasks to an agreed 

standard 

3. Communicate appropriately to complete tasks 

4. Explain what actions they would take if they needed help 

5. Work cooperatively as a team when required or independently; support team members 

where required to enable tasks to be completed 

6. Communicate effectively with customers 

7. State how they would use feedback from their employer to improve their performance. 


Unit 303 My role at work 


This unit enables learners to develop the skills they need in order to learn the routines and tasks 

involved with their placement. Within this unit learners should be given opportunities to develop the 

skills associated with the unit to enable them to demonstrate achievement of the different 

outcomes. Learners should be supported to learn their new role. 

This unit should be delivered on a one to one basis within a work place (work experience, voluntary 

or paid) outside of their usual environment to provide a realistic view of the world of work. The 

agreed standards should be agreed with the employer at the start of placement. 

To support the assessment photographic evidence may be used as can real work products if 

appropriate for the learner and the environment. 

Outcome 1- Present themselves in an acceptable way for the type of work that they are 

doing (this may include wearing protective clothing). 

The appropriate clothing for work will be predetermined by the employer prior to the start of the 

placement. 

Communication should be with colleagues, supervisors and customers if applicable. 

Outcome 2- Follow basic hygiene rules. 

Basic hygiene includes personal hygiene for work, hygiene rules within the work place such as 

washing of hands before preparing and handling food, using tongs, wearing a hair net, apron etc. 

Outcome 3- Follow health and safety instructions in the workplace. 

Health and safety in the workplace should include the fire procedure, accident reporting, using 

equipment/chemicals, manual handling, first aid reporting and signing in and out. Concerns learners 

may have/share should include potential accidents and bullying of self or others. 

The health and safety induction should be documented and an ongoing review of health and safety 

is recommended to ensure learner safety and understanding throughout the placement. 

Outcome 4- Manage time to follow the routine patterns of the workplace. 

Time off from work may include reporting illness, medical appointments or booking holidays 

according to the workplace procedure. 

Outcome 5- Follow instructions from the supervisor to complete tasks to the required 

standard. 

Instructions may be verbal, written or through demonstration to match the style of learning 

preferred by the learner. Communication may be with the assessor, colleagues, supervisor or 

customers, greeting people and may include asking for help. In communicating they should be 

polite and responding appropriately to either colleagues or customer needs/enquiries. 


Unit 304 

Plan and make a journey using public 

transport 



Unit aim 

To enable learners to demonstrate their ability to plan and make a journey using public transport. 


There is one learning outcome to this unit. The learner will be able to: 

1. Be able to plan and make a journey on public transport 



basis. 






Unit 304 

Outcome 1 

Plan and make a journey using public 

transport 

Be able to plan and make a journey on public 

transport 



1. Plan to make a journey 

2. State why a journey should be planned 

3. Prepare to make a journey 

4. State why journeys should be made in a responsible fashion 

5. Make a journey. 


Unit 304 Plan and make a journey using public 

transport 


This unit should be used with learners who require support to learn how to plan and make a journey, 

including learning of new routes. The journey the learner plans and makes should be to the place in 

which they will be undertaking their work placement to ensure that it is relevant to the learner. This 

unit should be delivered on a one to one basis. 

This unit should not be used if the learner is able to plan their own journeys and undertake them 

with no support. 

In planning the journey learners should identify the different ways in which they could travel to work 

eg bus, tram, train etc and then find out the relevant information eg bus number, times, cost of the 

fare etc. 

They should also consider what problems that they may come across and consider how they would 

deal with them. For this it may be worth documenting a plan of action that the learner should take if 

they encounter any problems after the initial training. 

In preparing for the journey they should consider the time they need to leave home to get the 

identified method of transport, have the fare ready and anything else that they need to take with 

them. 

When stating why they should make the journey in a responsible manner they should consider their 

personal safety. 


Unit 305 

Maintain a work placement 



Unit aim 

The aim of this unit is to enable learners to maintain the skills and knowledge they need to carry out 

their new job role. They will consistently demonstrate skills in the workplace to complete tasks and 

to follow health and safety guidance in a practical setting. They will consistently demonstrate that 

they follow workplace rules and deal with problems at work according to the employer’s 

procedures. 


There are four learning outcomes to this unit. The learner will be able to: 

1. Travel to and from work with a minimum of supervision over an agreed period of time 

2. Demonstrate that they can maintain safe working practises in the workplace over an agreed 

period of time 

3. Demonstrate good time management skills over an agreed period of time 

4. Maintain skills at work to the required standard over an agreed period of time 



basis. 





• Employer feedback/witness statements 


Unit 305 

Outcome 1 


Travel to and from work with a minimum of 

supervision over an agreed period of time 



1. State how they get to work and what time they leave home 

2. Explain how they would deal with a problem when they are travelling to and from work and 

state an alternative way in getting to work if needed 

3. Consistently demonstrate safe practice in travelling to and from work. 


Unit 305 

Outcome 2 


Demonstrate that they can maintain safe working 

practises in the workplace over an agreed period of 

time 



1. Consistently demonstrate that they follow health and safety guidance in the workplace and 

for the job that they are doing 

2. Follow new instructions if they are working in different areas or on new jobs and ask for the 

instructions to be explained if needed 

3. Explain how to deal with problems in the workplace and state who they would turn to for 

support if needed (and demonstrate if applicable) 

4. Consistently maintain their personal presentation in line with work requirements, this 

includes wearing appropriate personal protective equipment where needed. 


Unit 305 

Outcome 3 


Demonstrate good time management skills over an 

agreed period of time 



1. Consistently demonstrate arriving at work on time 

2. Consistently demonstrate taking breaks within agreed time limits 

3. Communicate according to workplace procedure if they are late, need to change times or any 

absences from work 

4. Consistently demonstrate the ability to complete tasks with in the agreed timeframe. 


Unit 305 

Outcome 4 


Maintain skills at work to the required standard 

over an agreed period of time 



1. Consistently demonstrate the ability to complete routine tasks independently to an agreed 

standard and deal with any routine problems 

2. Consistently communicate with all team members to work co-operatively 

3. Consistently communicate effectively with customers and understand why they need to 

communicate with customers in a certain way 

4. Demonstrate that they ask for support and help when needed 

5. Explain how they use feedback sessions to discuss performance at work and try to improve 

by setting goals 

6. Carry out new tasks with supervision as and when asked to. 


Unit 305 Maintain a work placement 


This unit enables learners to further develop and maintain the skills they need in order to maintain 

their work placement. Within this unit learners should be given opportunities to develop the skills 

associated with the unit to enable them to demonstrate achievement of the different outcomes. 

The learner’s needs, abilities and aspirations should be considered in defining the agreed period of 

time. 

Agreement for the period and standards should be documented at the start. A proforma can be 

used to document the agreement between the centre, learner and employer. Employer feedback 

and questioning of the learner will be used in assessing this unit as well as the assessor’s own 

observations. 

This unit is designed to build on unit 303 ‘My Role at Work’ and support learners to achieve 

sustained employment. It should allow learners to progress via the skills developed within the 

workplace and in developing their job role. 

Outcome 1- Travel to and from work with a minimum of supervision over an agreed 

period of time. 

Problems when travelling to and from work could include oversleeping, public transport not turning 

up or adverse weather conditions. 

Safe practice in travelling to and from work may include crossing roads in safe places or keeping 

safe on public transport. 

Outcome 2- Demonstrate that they can maintain safe working practises in the workplace 

over an agreed period of time. 

The learner should demonstrate that they have learnt and are using the health and safety guidance 

which was provided during unit 303. If the learner is asked to complete a task which they have not 

done before and need additional support then they should seek this. 

Learners should also explain what sort of problems they have come across or may come across 

during their time at work and how they deal or would deal with it. 

The people the learner may turn to could include the assessor, job trainer, mentor, supervisor or 

manager. 

Outcome 3- Demonstrate good time management skills over an agreed period of time. 

Learners should follow the procedures as outlined by the employer for taking breaks, reporting 

absences and booking holidays. 

Outcome 4- Maintain skills at work to the required standard over an agreed period of 

time. 

The learners should continue to communicate effectively with team members and work as part of a 

team. Regular tasks should now be routine to the learner and they should be able to complete them 

independently. 

Learners should understand and apply customer care values eg being polite, responding to 

customer needs etc. 


Unit 306 

Writing a CV 



Unit aim 

To produce an accurate and professionally presented CV. 



1. Recall their personal details 

2. Identify any notable work or personal experiences 

3. Understand what a referee is 

4. Produce a CV 



basis. 




• Completed CV (with support if needed) 


Unit 306 

Outcome 1 

Writing a CV 

Recall their personal details 



1. State their: 

a. name 

b. address 

c. telephone number 

d. date of birth. 


Unit 306 

Outcome 2 

Writing a CV 

Identify any notable work or personal experiences 



1. Give an example of either: 

a. work history or 

b. personal experience. 


Unit 306 

Outcome 3 

Writing a CV 

Understand what a referee is 



1. Name two referees. 


Unit 306 

Outcome 4 

Writing a CV 

Produce a CV 



1. Produce an accurate and appropriately laid out CV in a written or typed format. Information 

should include: 

a. name 

b. address 

c. telephone number 

d. education, work history or personal experience 

e. references. 


Unit 306 Writing a CV 


The assessment for this unit can be either written or transcribed/typed by the assessor. It must be 

made clear that the learner has an understanding of what should be included within a CV and 

provide the information to be able to produce their information with the appropriate support. 

Questioning should be used to ensure the knowledge base behind completing a CV is understood 

by the learner. 


Unit 307 

Preparing for work placement 



Unit aim 

This unit introduces the learner to the importance of knowing what will be expected of them during 

their work placement and knowing what they hope to achieve as a result of this experience. 



1. Know where they plan to do work placement 

2. Know what is expected of them during the work placement 

3. Know appropriate sources of support for dealing with anxiety or uncertainty during the work 

placement 

4. Know what they might achieve from the work placement 



basis. 






Unit 307 

Outcome 1 


Know where they plan to do work placement 



1. Identify key information about where they plan to do their work placement. 


Unit 307 

Outcome 2 


Know what is expected of them during the work 

placement 



1. Identify different tasks they are likely to perform as part of the work placement 

2. Identify appropriate behaviours and attitudes for the work placement. 


Unit 307 

Outcome 3 


Know appropriate sources of support for dealing 

with anxiety or uncertainty during the work 

placement 



1. Identify factors which may cause anxiety or uncertainty during a work placement 

2. Identify appropriate sources of support they could use in situations of anxiety or uncertainty dur 

ing the work placement. 


Unit 307 

Outcome 4 


Know what they might achieve from the work 

placement 



1. Set appropriate goals for the work placement. 


Unit 307 Preparing for work placement 


This unit can be used with learners to help them prepare thoroughly for their placement, reduce 

anxiety prior to starting and help to consider what would be expected of them in the workplace. 

This unit should be delivered on a one to one basis and may include a visit to the place where the 

placement is to take place. 

This is assessed through observation and questioning by the assessor. 

Outcome 1- Know where they plan to do work placement. 

Key information they should know includes: employer name, location, and main contact person. 

Outcome 2- Know what is expected of them during the work placement. 

Appropriate behaviours include: being punctual, reliable, respectful and completing tasks, attitudes 

include: being positive motivated, willing to learn, and being flexible. 

Outcome 3- Know appropriate sources of support for dealing with anxiety or uncertainty 

during the work placement. 

Things that may cause anxiety could include not knowing how to complete a task, it being a new 

environment, not knowing anyone etc. 

Outcome 4- Know what they might achieve from the work placement. 

Learners should be supported to identify what they hope to achieve from the work place and the 

skills they would like to learn whilst there. These skills should be relevant to the place of work or 

their own personal skills. 


Unit 308 

Conduct at work 



Unit aim 

This unit introduces learners to the range and type of conduct needed in the workplace. Learners 

will be assisted to understand, demonstrate and reflect on some appropriate behaviours in the 

workplace. 


There are three learning outcomes to this unit. The learner will be able to: 

1. Know about appropriate conduct for the workplace 

2. Be able to demonstrate good conduct 

3. Be able to carry out a review of own conduct 



basis. 




• Oral questioning 

• Employer feedback 


Unit 308 

Outcome 1 


Know about appropriate conduct for the workplace 



1. Identify different kinds of appropriate conduct in the workplace. 


Unit 308 

Outcome 2 


Be able to demonstrate good conduct 



1. Interact appropriately with colleagues 

2. Dress appropriately for work 

3. Demonstrate appropriate timekeeping during the working day. 


Unit 308 

Outcome 3 


Be able to carry out a review of own conduct 



1. Identify an aspect of own conduct that went well and an aspect that did not go so well. 


Unit 308 Conduct at work 


This unit can be used with learners that require conduct at work to be reinforced and where 

additional learning and development is needed. 

Outcome 1- Know about appropriate conduct for the workplace. 

Different types of conduct in the work place include communicating appropriately with different 

people. This includes listening and respecting other people’s point of view, listening and responding 

to feedback, following instructions of your supervisor/mentor, dressing appropriately (what is 

expected within their workplace, being tidy and presentable etc) and timekeeping (knowing the time 

they are expected in work, when to take breaks, how long they should be etc). 

This could be done through discussion one to one or as part of a group. 

Outcome 2- Be able to demonstrate good conduct. 

The learner should demonstrate that they are able to carry out some or all of the different conducts 

as listed in leaning outcome 1; they should particularly demonstrate dressing appropriately in line 

with employer expectations and demonstrate good timekeeping. 

This should be observed within the workplace. 

Outcome 3- Be able to carry out a review of own conduct. 

Learners should reflect on what went well and what did not go so well, this can be done through 

discussion with the assessor. 


Unit 309 

Managing your health at work 



Unit aim 

The aim of this unit is to help learners understand why it is important to be healthy at work and how 

to keep well at work. 


There are two learning outcomes to this unit. The learner will be able to: 

1. Know why it is important to be healthy at work 

2. Know how to keep healthy at work 



basis. 





Unit 309 

Outcome 1 


Know why it is important to be healthy at work 



1. Describe why it is important to be healthy at work. 


Unit 309 

Outcome 2 


Know how to keep healthy at work 



1. Identify ways of keeping healthy at work 

2. Identify different types of working environments and their possible health issues. 


Unit 309 Managing your health at work 


Assessment for this unit should be through questioning and having the learner explain the reasons 

for keeping healthy. This should be delivered on a one to one basis however some elements may 

suit group discussions. 

Outcome 1- Know why it is important to be healthy at work. 

Some of the reasons that learners may come up with may include that it helps them to work more 

efficiently, increases their enjoyment of their work, provides increased self esteem, and increases 

quality of work. 

Outcome 2- Know how to keep healthy at work. 

Things learners may consider for ways of keeping healthy may include a healthy diet, regular 

exercise, having enough sleep, having appropriate equipment and appropriate use of the 

equipment at work eg keyboard, chair height etc. 

Learners should identify their working environment as part of this outcome and the possible health 

issues (possible illness/injuries) as well as at least one other work environment. Possible health 

issues may include repetitive strain injury, bad back from lifting incorrectly cold, flu, temperature in 

the workplace etc. 


Unit 310 

Individual rights and responsibilities 



Unit aim 

To raise the learner’s awareness of their rights and responsibilities as an individual. 



1. Understand that they have individual rights and responsibilities 



basis. 






Unit 310 

Outcome 1 


Understand that they have individual rights and 




1. Describe an individual right which is relevant to them 

2. Identify sources of support or information about rights and responsibilities 

3. Describe a responsibility that they have for themselves 

4. Describe a responsibility that they have to others. 


Unit 310 Individual rights and responsibilities 


In using this unit it is recommended that learners primarily focus on their work based rights eg 

minimum wage, breaks, holiday entitlement, welfare facilities etc and they should describe this 

right. They should identify where support can be gained and what that support might entail. Places 

in which they could obtain support include the Citizens Advice Bureau, human resources, their 

supervisor or their assessor. Learners can be supported to search for appropriate support. 

Responsibilities they have for themselves and to others would concern health and safety, 

expectations of them as an employee, being punctual, being honest, and being respectful, following 

workplace procedures. 


Unit 311 

Preparation for work 



Unit aim 

To encourage learners to look at their own skills and qualities in relation to those needed at work 

and to use this understanding to identify key personal information needed for an application. 



1. Understand the skills and qualities needed for working life 

2. Investigate personal career opportunities 



basis. 






Unit 311 

Outcome 1 


Understand the skills and qualities needed for 

working life 



1. Describe some personal skills and qualities which employees need 

2. Identify how their own skills and qualities compare with the skills and qualities employees need 

3. Identify areas for development. 


Unit 311 

Outcome 2 


Investigate personal career opportunities 



1. Find out about potential job roles which interest them 

2. Identify a suitable potential job role 

3. Prepare key personal information needed to apply for the job role. 


Unit 311 Preparation for work 


This unit supports the Exploring Job Opportunities in the Workplace unit as part of employability 

skills. The initial work can be conducted as part of a discussion, either individually or within a small 

group. This unit may also feed in to the Developing Self PSD unit. 

Learners must describe some personal skills (state what they are and how they achieve that 

particular skill). Learners should then identify what personal skills they have and match them to 

what the employers want. 

Discussion should be recorded in detail, if in a group discussion each learner’s contribution must be 

fully documented. It may be beneficial to record the discussion using an audio recorder. 

Once the learner has selected the type of job they want to do (within the exploring job opportunities 

in the workplace unit) they can then further develop their understanding and knowledge of a 

specific job role. Learners can then compare the information to their wants which have been 

identified previously and ultimately select a role to apply for. 


Unit 312 

Developing self 



Unit aim 

To introduce the learner to ways in which they can reflect on their own personal development and 

how their personal skills, abilities and behaviours can be improved. 



1. Understand how to identify areas for self development 

2. Understand how to take responsibility for their own self development 

3. Be able to demonstrate how they have developed personal skills 



basis. 





• Learner feedback/self evaluation 


Unit 312 

Outcome 1 


Understand how to identify areas for self 

development 



1. Describe a personal strength or ability 

2. Identify an area for self development 

3. Describe a personal skill or behaviour they need to develop. 


Unit 312 

Outcome 2 


Understand how to take responsibility for their own 

self development 



1. Describe how they will develop their personal skill or behaviour 

2. Suggest a suitable target to work towards and agree it with an appropriate person 

3. Identify the support and resources needed to help them work towards the agreed target 

4. Work through activities to develop the agreed skill or behaviour. 


Unit 312 

Outcome 3 


Be able to demonstrate how they have developed 

personal skills 



1. Review the progress they have made 

2. Review what went well and what did not go so well 

3. Make choices about how they will continue to develop their personal skills. 


Unit 312 Developing self 


This unit relates to the individual’s personal skills rather than their vocational skills. In using this unit 

we should focus on the personal skills someone needs to develop in order to succeed in either 

finding or sustaining employment. 

In working with this unit the discussion should be documented using the Initial and Baseline 

Learning Profile (Form 2) 

It should document how they identified their personal strengths and their suggestions for a suitable 

target and the support and resources they need. On the basis of that discussion an ILP/action plan 

should be created documenting the target which is agreed with the learner and conforms to the 

acronym SMART. The target, support needed and the resources to be used should also be 

documented. 

Learners should then work towards achieving their target(s) and this activity should be captured 

using the Performance evidence record (Form 4) (assessor observation) or by video or audio. 

In reviewing their progress for outcome 3, this can be captured within the Assessment plan, 

review and feedback (Form 3). Detailed notes should be made to capture the learner’s responses 

based on the assessment criteria. The recording of this process should document the learner’s 

targets to effectively review their progress. This should include learners self assessing their 

progress, reviewing what went well and what did not work. It should also capture the learner’s 

choice as to how they will continue to work towards developing their personal skills. Learner 

feedback can also be completed through a learner statement. 


Unit 313 

Managing own money 



Unit aim 

To introduce learners to the basic elements of managing their personal finances, encouraging them 

to prepare a personal budget and to carry out transactions capably. 



1. Understand how to plan a personal budget 

2. Know how to carry out transactions 



basis. 





• A simple budget plan 


Unit 313 

Outcome 1 


Understand how to plan a personal budget 



1. Identify their source(s) of income 

2. Identify their key items of expenditure 

3. Prepare a straightforward weekly budget plan 

4. Identify an appropriate way to save surplus money. 


Unit 313 

Outcome 2 


Know how to carry out transactions 



1. Identify two different ways of paying for items 

2. Demonstrate paying for an item 

3. Use appropriate calculations when paying for items. 


Unit 313 Managing own money 


This unit can be used to support the learner’s understanding of the impact of paid work on their 

benefits. 

It is recommended that learners are taken for a better off calculation to gain an insight to their 

current and future financial situation. This needs to have correct information about their benefits. 

Outcome 1- Understand how to plan a personal budget. 

Learners should identify their sources of income, if they are unsure of their income they should be 

encouraged to find out the information from home. If there are difficulties in obtaining this 

information then scenarios may be used to develop the concept of managing money and budgeting. 

When learners are identifying items of expenditure they should also consider the cost of getting to 

and from their place of work, buying their lunch etc. In creating a simple budget plan this can be 

written by the assessor providing the learner has a clear understanding of what it required and has 

provided the information. 

Learners should be encouraged to research the different methods of saving money eg savings 

account, money box etc. 

Outcome 2- Know how to carry out transactions. 

Learners should be provided with the opportunity to purchase items which are relevant to them eg 

lunch at work, a newspaper for job searching, their bus ticket etc. 


Unit 314 

Dealing with problems in daily life 



Unit aim 

To introduce learners to the concept of problem solving and help them to develop skills to enable 

them to tackle problems in their daily lives. 



1. Understand how to recognise a straightforward problem 

2. Tackle a problem 

3. Be able to carry out a review of their progress towards solving the problem 



basis. 





• Documented ideas (scribed if necessary) 


Unit 314 

Outcome 1 


Understand how to recognise a straightforward 

problem 



1. Identify a straightforward problem that they can tackle 

2. Share ideas on how to tackle the problem with an appropriate person. 


Unit 314 

Outcome 2 


Tackle a problem 



1. Identify a way to tackle the problem 

2. Carry out activities to tackle the problem 

3. Ask for appropriate advice. 


Unit 314 

Outcome 3 


Be able to carry out a review of their progress 

towards solving the problem 



1. Review their progress in tackling the problem 

2. Identify what went well and what did not go so well. 


Unit 314 Dealing with problems in daily life 


This unit relates to general problem solving however for the purpose of employment related skills 

and development problems the learners should identify problems that they may encounter 

throughout the different stages eg in job searching, in going for an interview, in travelling to and 

from work and whilst in work. 

Once identified the learners must come up with suggestions to resolve the problem. This could be 

documented on a plan which is scribed by the assessor. 


Unit 315 




Unit aim 

To raise the learner’s awareness of their rights and responsibilities as an individual. 



1. Recognise that they have rights and responsibilities as an individual 



basis. 





Unit 315 

Outcome 1 


Recognise that they have rights and responsibilities 

as an individual 



1. Identify an individual right which is relevant to them 

2. Identify a responsibility that they have for themselves 

3. Say who could help if they have problems with their rights or responsibilities. 


Unit 315 Individual rights and responsibilities 


In using this unit it is recommended that learners primarily focus on their work based rights eg 

minimum wage, breaks, holiday entitlement, welfare facilities etc and they should identify at least 

one of their rights. 

They should identify who can help them if they have problems with their rights or responsibilities at 

work. 

Responsibilities they have for themselves could be around health and safety, expectations of them 

as an employee, being punctual, being honest, and being respectful or following workplace 

procedures. 


Unit 316 




Unit aim 

To encourage learners to look at their own skills and qualities in relation to those needed at work 

and to use this understanding to identify key personal information needed for a job application. 



1. Recognise the skills and qualities needed for working life 

2. Recognise personal career opportunities 



basis. 



• Assessor Observation 



Unit 316 

Outcome 1 


Recognise the skills and qualities needed for 

working life 



1. Identify some personal skills and qualities which employees need 

2. Identify their own personal skills and qualities. 


Unit 316 

Outcome 2 


Recognise personal career opportunities 



1. Identify a suitable job role which interests them 

2. Provide key personal information needed to apply for such a job role. 


Unit 316 Preparation for work 


The initial work can be conducted as part of a discussion, either individually or within a small group. 

This unit may also feed in to the Developing Self PSD unit. 

Learners must describe some personal skills (state what it is and how they achieve that particular 

skill). Learners should then identify what personal skills they have which match what the employers 

want. 

Discussion should be recorded in detail, if in a group discussion each learner’s contribution must be 

fully documented. It may be beneficial to record the discussion using an audio recorder. 

Once the learner has selected the type of job they want to do (within applying for a job) they can 

then further develop their understanding and knowledge of a specific job role. Learners can then 

compare the information to their wants which have been identified previously and ultimately select 

a role to apply for. 


Unit 317 




Unit aim(s) 

To introduce the learner to ways in which they can reflect on their own personal development and 

how their personal skills, abilities and behaviours can be improved. 



1. Be able to recognise their strengths and areas they need to develop 

2. Recognise how to develop themselves 

3. Review their development 



basis. 





• Learner feedback/self evaluation 


Unit 317 

Outcome 1 


Be able to recognise their strengths and areas they 

need to develop 



1. Identify a personal strength or ability 

2. Identify an area for self development. 


Unit 317 

Outcome 2 


Recognise how to develop themselves 



1. Identify a personal skill or behaviour they need to develop 

2. Agree with an appropriate person a suitable target to work towards 

3. Identify who will support them in developing the identified skill or behaviour 

4. Work through activities to develop the agreed skill or behaviour. 


Unit 317 

Outcome 3 


Review their development 



1. Carry out a simple review of the progress they have made 

2. Identify what went well and what did not go so well. 


Unit 317 Developing self 


This unit relates to the individual’s personal skills rather than their vocational skills. In using this unit 

we should focus on the personal skills someone needs to develop in order to succeed in either 

finding or sustaining employment. 

In working with this unit the discussion should be documented using the Initial and Baseline 

Learning Profile (Form 2). It should document how they identified their personal strengths and 

their suggestions for a suitable target, the support they need and the resources they need. On the 

basis of that discussion an ILP/action plan should be created documenting the target which is 

agreed with the learner and conforms to the acronym SMART. The target, support needed and the 

resources to be used should also be documented. 

Learners should then work towards achieving their target(s) and this activity should be captured 

using form the Performance evidence record (Form 4) (assessor observation) or by video or 

audio. 

In reviewing their progress for outcome 3, this can be captured within a Assessment plan, review 

and feedback (Form 3). 

Detailed notes should be made to capture the learner’s responses based on the assessment criteria. 

The recording of this process should document the learner’s targets to effectively review their 

progress. This should include learners self assessing their progress, reviewing what went well and 

what did not work. It should also capture the learner’s choice as to how they will continue to work 

towards developing their personal skills. Learner feedback can also be completed through a learner 

statement. 


4 Assessment 

4.1 Summary of assessment methods 

Unit 

No. 

Title Assessment Method Where to obtain 

assessment materials 

301 Exploring job 

opportunities 

302 Interview 

preparation 

and 

performance 

The assessment will be carried out through 

observation which covers the practical activities 

for all outcomes in the unit. 

Oral questioning by assessors will be used to 

assess knowledge based elements 




Oral questioning by assessors and feedback 

from employers conducting the interview if 

possible. A recording of the interview is 

recommended. 

303 My role at work The assessment will be carried out through 




from employers and witness statements. 

304 Plan and make 

a journey using 

public 

transport 

305 Maintain a 

work 

placement 

Assessment is by practical observation and 

questioning of underpinning knowledge. 





from employers and witness statements. 

306 Writing a CV Assessment should be undertaken in the form of 

practical exercises and internal assessment in 

the workplace or classroom 

307 Preparing for 

work 

placement 

308 Conduct at 

work 




Oral questioning by assessors will be used for 

knowledge based items. 





from employers. 

Assessment guidance is 

within the unit. 
















Unit 

No. 

Title Assessment Method Where to obtain 

assessment materials 

309 Managing your 

health at work 

310 Individual 

rights and 


311 Preparation for 

work 




Oral questioning by assessors will be used for 

knowledge based items. 



for all outcomes in the unit. Oral questioning by 

the assessor will also be used. 




Questioning and discussion with the assessor 

will also be used. 

312 Developing self The assessment will be carried out through 


for all outcomes in the unit. Questioning and 

discussion with the assessor will also be used. 









313 Managing own 

money 



for all outcomes in the unit and questioning by 

the assessor 



314 Dealing with 

problems in 

daily life 



for all outcomes in the unit and questioning by 

the assessor. 



315 Individual 

rights and 




for all outcomes in the unit and some 

questioning by the assessor. 



316 Preparation for 

work 




Questions from the assessor will also be used. 

317 Developing self The assessment will be carried out through 


for all outcomes in the unit and some 

questioning by the assessor. 






4.2 Evidence requirements 

Evidence requirements for the qualification are focused on the assessor gathering evidence through 

observation of practical tasks and activities. Learners must demonstrate that they can meet the 

criteria as outlined in each of the units. Knowledge based items will be assessed through 

questioning by the assessor and discussion. The evidence collated should determine how we know 

that the learner has met the criteria. Within the additional guidance notes there are some 

suggestions for where alternatives may be used. 

Photos may be used to supplement the evidence where there is a need eg it will benefit the 

learner’s memory/understanding of what they have learnt. 

Work products where naturally occurring may also be used as evidence eg an application form that 

they have completed, a job they have identified through job search etc. 

4.3 Recording forms 

City & Guilds has developed these recording forms for new and existing centres to use as 

appropriate. Alternatively, City & Guilds endorses a number of electronic recording systems. For 

details, go to the e-Portfolios page on SmartScreen.co.uk. 

*Forms 3, 4, 5 and 6 or approved alternatives, are requirements. The other forms have been 

designed to support the assessment and recording process. 

Candidate and centre details (Form 1) 

Form used to record learner and centre details, and the units/qualification(s) being assessed and 

details and signatures of assessor(s) and internal verifier(s). 

This should be the first page of the learner portfolio. 

Initial and Baseline Learning Profile (Form 2) 

Form used to record the initial assessment of learner’s learning and development needs and goals. 

Assessment plan, review and feedback (Form 3)* 

Form used to record unit assessment plans, reviews and feedback to the learner. The form allows 

for a dated, ongoing record to be developed. 

Performance evidence record (Form 4)* 

Form used to record details of activities observed, witnessed or for which a reflective or self 

account has been produced. For some, a customised alternative record may be provided in the 

qualification handbook. 

Evidence location sheet (Form 5)* 

Form used to identify what requirements each piece of evidence covers and where it is located, 

including questioning records which are held elsewhere (for example, because they were 

conducted online). 

Unit assessment and verification declaration (Form 6)* 

Form used on completion of each unit to meet the QCA requirement for a statement on authenticity. 

If this form is not used, there must be a written declaration, at unit level, signed by the assessor and 

the learner, that the evidence is authentic and that the assessment was conducted under the 

specified conditions or context. (See Ensuring Quality, ref 5.4, page 28.) 

Summary of unit and qualification achievement (Form 7)* 

Form used to record the learner’s on-going completion of units and progress to final achievement of 

the complete unit and/or qualification. 

Please photocopy the forms as required. 


City & Guilds endorses several ePortfolio systems. Further details are available at: 

www.cityandguilds.com/eportfolios. 


Form 1 

Candidate and centre details 

Keep a record of relevant contact details in the space provided below: 

City & Guilds qualification title: 

Qualification number: 

Level: 

Candidate details 

Name: 

City & Guilds registration / unique learner number (ULN): 

Date enrolled with centre: 

Date registered with City & Guilds: 

Signature: 

Centre details 

Name: 

Contact 

number: 

Quality assurance co-ordinator 

name and contact (QAC) number: 

Number: 

Internal verifier details 

Name: 

Contact 

number: 

Signature: 

Position: 

Assessor details 

(1) Name: Signature: 

Contact number: 

Type (please tick): 

Assessing unit(s): 

Position: 

Work-based Peripatetic Independent 

(2) Name: Signature: 

Contact number: 

Type (please tick): 

Assessing unit(s): 

Position: 

Work-based Peripatetic Independent 


Form 2 

Initial and Baseline Learning Profile 

Candidate name _____________________________________________________________________ 

Personal Progression Skills 

Literacy Skills 

Numeracy Skills 

The candidate’s interest 

Entry Level 3 Certificate in Personal Progression through Employment (3803-03) 103

The candidate’s long term goals 

Previous work placements 

The support the candidate needs to work safely 

The number of units the candidate will require to achieve the qualification 

Assessor Signature……………………………………………………………………………….. 

Candidate Signature…………………………………………………………………… 

Date……………………………………………………………………………………… 


Form 3 

Assessment plan, review and feedback 

Candidate name: _____________________________________________________________________ 

Assessor name:______________________________________________________________________ 

Unit number(s) and title(s):____________________________________________________________ 

_________________________________________________________________________________ 

This record can be used for single and multiple unit planning. Remember that all planning should be SMART – Specific, 

Measurable, Achievable, Realistic and Time Bound. 

Date 

action 

agreed 

What has to be done / 

What has been reviewed and the 

feedback / 

record of judgment or outcome 

Date to be 

done by / 

Date done 

Candidate and 

assessor 

signatures 

Evidence 

reference 


Date 

action 

agreed 

What has to be done / 

What has been reviewed and the 

feedback / 

record of judgment or outcome 

Date to be 

done by / 

Date done 

Candidate and 

assessor 

signatures 

Evidence 

reference 

The above is an accurate record of the discussion. 

Candidate signature: _______________________________________Date: ____________________ 

Assessor signature: ________________________________________ Date: ____________________ 


Form 4 

Performance evidence record 

Qualification/unit: ____________________________________________________________________ 

Candidate name: ___________________________________________________________________ 

Use this form to record details of activities (tick as appropriate) 

Evidence ref(s): 

observed by your assessor 

seen by expert witness 

seen by witness 

Unit number(s): 

self / reflective account 

NB Your assessor may wish to ask you some questions relating to this activity. There is a separate sheet for recording 

these. The person who observed/witnessed your activity must sign and date overleaf. 

Unit(s) Learning 

outcome(s) 

Assessment 

criteria 

Evidence 


Unit(s) Learning 

outcome(s) 

Assessment 

criteria 

Evidence 

I confirm that the evidence listed is my own work and was carried out under the conditions and 

context specified in the standards. 

Candidate signature: _____________________________________________ Date:_______________________ 

Assessor/Expert Witness* signature: ________________________________ Date:_______________________ 

*delete as appropriate 

Internal Verifier signature (if sampled): ______________________________ Date: ____________________ 


Form 5 

Evidence location sheet 

Candidate name: _____________________________________________________________________________________________________________ 

Unit number/title: __________________________________________________________________________________________________________ 

Item of evidence Loc* Ref 

Link to assessment criteria () 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 

* Location key: P = portfolio, O = office (add further categories as appropriate) 


Form 6 

Summary of unit and qualification achievement 

Candidate name: ____________________________________________________ Signature: __________________________________________________________ 

City & Guilds registration number: ______________________________________ Date: ______________________________________________________________ 

Centre name: _______________________________________________________ Centre number: ________________________________________________ 

Unit 

Title 

Internal verification 

Date 

Types of evidence 

(see key) 

Grade 

achieved 

(if appropriate) 

Signatures 

Assessor* Candidate IV* EV (if sampled) 

Key for types of evidence 

(please extend if necessary): 

*If there is a second line assessor/IV, both must sign. 

O = Observation; Q = Questioning; P = Work products; C = Candidate/Reflective account; S = Simulation; PD = Professional discussion; 

A = Assignments, projects/case studies; WT = Witness testimony; ET = Expert witness testimony; RPL = Recognition of prior learning 

Competence has been demonstrated in all of the units/the qualification recorded above using the required assessment procedures and the specified conditions/contexts. The evidence 

meets the requirements for validity, authenticity, currency, reliability and sufficiency. 

Internal verifier signature: _________________________________________Date: _______________________ 


Form 7 

Unit assessment and verification 

declaration 

Qualification title: ____________________________________________________________________ 

Unit number and title: _______________________________________________________________ 

Candidate declaration 

I confirm that the evidence listed for this unit is my own work. 

Candidate name: _____________________________________________________________________ 

Signature: ________________________________________________ Date: ____________________ 

City & Guilds registration / unique learner number (ULN): ___________________________________ 

Assessor declaration 

I confirm that this candidate has achieved all the requirements of this unit with the evidence listed. 

(Where there is more than one assessor, the co-ordinating assessor for the unit should sign this 

declaration.) 

Assessment was conducted under the specified conditions and context, and is valid, authentic, 

reliable, current and sufficient. 

Assessor name:______________________________________________________________________ 

Assessor signature: ________________________________________ Date: ____________________ 

Countersignature: (if relevant) ________________________________ Date: ____________________ 

(For staff working towards the assessor qualification) 

Internal verifier declaration 

I have internally verified the assessment work on this unit by carrying out the following (please tick): 

sampling candidate and assessment evidence 

discussion with candidate 

observation of assessment practice 

other – please state: 

Date: 

Date: 

Date: 

Date: 

I confirm that the candidate’s sampled work meets the standards specified for this unit and may be 

presented for external verification and/or certification. 

Not sampled 

Internal verifier name: ________________________________________________________________ 

Internal verifier signature: ____________________________________Date: ____________________ 

Countersignature: (if relevant)_________________________________Date: ____________________ 

(For staff working towards the internal verifier qualification) 


5 Course design and delivery 

5.1 Initial assessment and induction 

Centres will need to make an initial assessment of each learner prior to the start of their programme 

to ensure they are entered for an appropriate type and level of qualification. 

The initial assessment should identify: 

• any specific training needs the learner has and the support and guidance they may require 

when working towards their qualification. This is sometimes referred to as diagnostic testing. 

• any units the learner has already completed or credit they have accumulated which is relevant 

to the qualification they are about to begin. 

City & Guilds recommends that centres provide an induction programme to ensure the learner fully 

understands the requirements of the qualification they will work towards, their responsibilities as a 

learner, and the responsibilities of the centre. It may be helpful to record the information on a 

learning contract. 

Further guidance about initial assessment and induction, as well as a learning contract that centres 

may use, are available on the City & Guilds website. 


5 Course design and delivery 

5.2 Recommended delivery strategies 

Centre staff should familiarise themselves with the structure, content and assessment requirements 

of the qualification before designing a course programme. 

Centres may design course programmes of study in any way which: 

• best meets the needs and capabilities of their learners 

• satisfies the requirements of the qualification. 

City & Guilds recommends that centres address the wider curriculum where appropriate when 

designing and delivering the course. Centres should also consider links to the Key Skills and other 

related qualifications. Relationship tables are provided in Appendix 1 Relationships to other 

qualifications to assist centres with the design and delivery of the qualification. 

Centres may wish to include topics as part of the course programme which will not be assessed 

through the qualification. 


Appendix 1 

Relationships to other qualifications 

Links to other qualifications and frameworks 

City & Guilds has identified the connections to other qualifications. This mapping is provided as 

guidance and suggests areas of overlap and commonality between the qualifications. It does not 

imply that learners completing units in one qualification are automatically covering all of the content 

of the qualifications listed in the mapping. 

Centres are responsible for checking the different requirements of all qualifications they are 

delivering and ensuring that learners meet requirements of all units/qualifications. For example, 

units within a QCF qualification may be similar in content to units in the NQF qualification which the 

learner may have already undertaken and this may present opportunities for APL. 

This qualification has connections to the: 

• Entry Level 3 Certificate in Personal Social Development (7577-01) 

• Entry Level 3 and Level 1Award and Certificate in Employability and Personal Development 

(7546 ) 

Functional Skills (England only) 

The Key Skills qualifications are expected to be phased out in England from 2010, and will be largely 

replaced by the Functional Skills awards. More information about these qualifications is available 

from www.cityandguilds.com/functionalskills. 


Appendix 2 

Sources of general information 

The following documents contain essential information for centres delivering City & Guilds 

qualifications. They should be referred to in conjunction with this handbook. To download the 

documents and to find other useful documents, go to the Centres and Training Providers 

homepage on www.cityandguilds.com. 

Centre Guide – Delivering International Qualifications contains detailed information about the 

processes which must be followed and requirements which must be met for a centre to achieve 

‘approved centre’ status, or to offer a particular qualification. Specifically, the document includes 

sections on: 

• The centre and qualification approval process and forms 

• Assessment, verification and examination roles at the centre 

• Registration and certification of learners 

• Non-compliance 

• Complaints and appeals 

• Equal opportunities 

• Data protection 

• Frequently asked questions. 

Providing City & Guilds qualifications – a guide to centre and qualification approval 

contains detailed information about the processes which must be followed and requirements which 

must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification. 

Specifically, the document includes sections on: 

• The centre and qualification approval process and forms 

• Assessment, verification and examination roles at the centre 

• Registration and certification of learners 

• Non-compliance 

• Complaints and appeals 

• Equal opportunities 

• Data protection 

• Frequently asked questions. 

Ensuring quality contains updates and good practice exemplars for City & Guilds assessment and 

policy issues. Specifically, the document contains information on: 

• Management systems 

• Maintaining records 

• Assessment 

• Internal verification and quality assurance 

• External verification. 

Access to Assessment & Qualifications provides full details of the arrangements that may be 

made to facilitate access to assessments and qualifications for learners who are eligible for 

adjustments in assessment. 

The centre homepage section of the City & Guilds website also contains useful information such 

on such things as: 

• Walled Garden 

Find out how to register and certificate learners on line 


• Qualifications and Credit Framework (QCF) 

Contains general guidance about the QCF and how qualifications will change, as well as 

information on the IT systems needed and FAQs 

• Events 

Contains dates and information on the latest Centre events 

• Online assessment 

Contains information on how to register for GOLA assessments. 


Useful contacts 

Type Contact Query 

UK learners T: +44 (0)20 7294 2800 

E: learnersupport@cityandguilds.com 

International 

learners 

T: +44 (0)20 7294 2885 

F: +44 (0)20 7294 2413 

E: intcg@cityandguilds.com 

Centres T: +44 (0)20 7294 2787 

F: +44 (0)20 7294 2413 

E: centresupport@cityandguilds.com 

Single subject 

qualifications 

International 

awards 

T: +44 (0)20 7294 8080 

F: +44 (0)20 7294 2413 

F: +44 (0)20 7294 2404 (BB forms) 

E: singlesubjects@cityandguilds.com 

T: +44 (0)20 7294 2885 

F: +44 (0)20 7294 2413 

E: intops@cityandguilds.com 

Walled Garden T: +44 (0)20 7294 2840 

F: +44 (0)20 7294 2405 

E: walledgarden@cityandguilds.com 

Employer T: +44 (0)121 503 8993 

E: business_unit@cityandguilds.com 

Publications T: +44 (0)20 7294 2850 

F: +44 (0)20 7294 3387 

• General qualification information 

• General qualification information 

• Exam entries 

• Registrations/enrolment 

• Certificates 

• Invoices 

• Missing or late exam materials 

• Nominal roll reports 

• Results 

• Exam entries 

• Results 

• Certification 


• Incorrect exam papers 

• Forms request (BB, results entry) 

• Exam date and time change 

• Results 

• Entries 

• Enrolments 

• Invoices 


• Nominal roll reports 

• Re-issue of password or username 

• Technical problems 

• Entries 

• Results 

• GOLA 

• Navigation 

• User/menu option problems 

• Employer solutions 

• Mapping 

• Accreditation 

• Development Skills 

• Consultancy 

• Logbooks 

• Centre documents 

• Forms 

• Free literature 

If you have a complaint, or any suggestions for improvement about any of the services that City & Guilds 

provides, email: feedbackandcomplaints@cityandguilds.com 


Published by City & Guilds 

1 Giltspur Street 

London 

EC1A 9DD 

T +44 (0)20 7294 2800 

F +44 (0)20 7294 2400 


City & Guilds is a registered charity 

established to promote education 

and training

3803-03 E3 Qualification handbook v1 - City & Guilds

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