Level 2 Certificate in Introduction to Cabin Crew - Ascentis

Level 2 Certificate in 

Introduction to Cabin Crew 

Specification 

Including Guidance to Apprenticeships Frameworks 

Ofqual Accreditation Number: 600/0396/0 

Ofqual Accreditation Start Date: 01/01/2011 

Ofqual Accreditation End Date: 30/09/2015 

Ofqual Certification End Date: 30/09/2017 

o/ascentis/programmes/vocational/aviation 

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Level 2 Certificate in Introduction to Cabin Crew 

Subject code: ACCL2 

Version 5 1 July 2011

ASCENTIS’ MISSION STATEMENT 


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‘Building Partnerships to Advance and Accredit Lifelong Learning for All.’ 

About Ascentis 

Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and 

Colleges of Further Education. Ascentis was the first „Open College‟ in the UK and served the needs of its 

members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order 

that it could continue to respond to the requirements of its customers and provide a consistently high 

standard of service to all centres across the country and in recent years to its increasing cohorts of overseas 

learners. 

In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity. 

Ascentis is distinctive and unusual in that it is both: 

� a National Awarding Body (NAB) approved by the office of Qualifications and Examinations 

Regulation (Ofqual) 

and 

� an Access Validating Agency (AVA) for „Access to HE Programmes‟ licensed by the Quality 

Assurance Agency for Higher Education (QAA). 

Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, 

including Foundation Learning, vocational programmes and progressing to QAA recognised Access to HE 

qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK 

choosing to run its qualifications. 

Ascentis Contact Details 

Ascentis 

Office 4 

Lancaster Business Park 

Mannin Way 

Caton Road 

Lancaster 

LA1 3SW 

Tel: 01524 845046 

www.ascentis.co.uk 

Company limited by guarantee. Registered in England and Wales No. 6799564 

Registered Charity No. 1129180 



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TABLE OF CONTENTS 

PAGE 

LEVEL 2 CERTIFICATE INTRODUCTION TO CABIN CREW ____________________________________ 

Introduction ____________________________________________________________________________ 5 

Aims _________________________________________________________________________________ 5 

Target Group __________________________________________________________________________ 5 

Ofqual Qualification Accreditation and Accredited Units Numbers _________________________________ 5 

Rationale for Rules of Combination _________________________________________________________ 6 

Rules of Combination ____________________________________________________________________ 6 

Time Limit for the Process of Credit Accumulation and Exemption _________________________________ 6 

Recommended Prior Knowledge, Attainment and / or Experience _________________________________ 6 

Age Range of Qualification ________________________________________________________________ 6 

Opportunities for Progression ______________________________________________________________ 6 

Diploma Programmes ___________________________________________________________________ 7 

Mapping / Relationship to National Occupational Standards ______________________________________ 7 

Opportunities for the Development of Functional Skills and PLTS _________________________________ 7 

Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues __________________________ 7 

Sustainable Development and Environmental Issues, Health and Safety Considerations and European 

Developments consistent with International Agreements _________________________________________ 7 

Resources to Support the Delivery of the Qualification __________________________________________ 7 

Centre Recognition _____________________________________________________________________ 7 

Qualification Approval ___________________________________________________________________ 7 

Registration ___________________________________________________________________________ 7 

Status in England, Wales and Northern Ireland ________________________________________________ 7 

Reasonable Adjustments and Special Considerations ___________________________________________ 7 

Enquiries and Appeals Procedure __________________________________________________________ 8 

ASSESSMENT AND MODERATION ARRANGEMENTS _______________________________________ 

Assessment ___________________________________________________________________________ 9 

Internal Assessment _____________________________________________________________________ 9 

Moderation ____________________________________________________________________________ 9 

Internal Moderation ______________________________________________________________________ 9 

External Moderation ____________________________________________________________________10 

Knowledge, Understanding and Skills Required of Assessors and Internal Moderators _______________________ 10 

Health and Safety ___________________________________________________________________________ 10 

The Apprenticeship Framework for Cabin Crew ____________________________________________________ 11 

UNIT SPECIFICATIONS _________________________________________________________________ 

Unit 1 Working as Cabin Crew__________________________________________________________12 

Unit 2 Airline health, safety and security _________________________________________________15 

Unit 3 Aircraft emergency procedures ___________________________________________________17 

Unit 4 Dealing with passengers on board an aircraft _________________________________________21 

Unit 5 Cabin service – selling techniques _________________________________________________24 

Unit 6 Making passenger announcements ________________________________________________26 

Unit 7 Employment rights and responsibilities in the passenger transport sector ___________________27 

APPENDICES __________________________________________________________________________ 

Appendix 1 Summary Record of Achievement ______________________________________________29 

Appendix 2 Tracking Sheet ____________________________________________________________30 

Appendix 3 Functional Skills Opportunities ________________________________________________31 

Appendix 4 (Personal Learning and Thinking Skills (PLTS) Opportunities ________________________42 





Appendix 5 The Apprenticeship Framework For Cabin Crew _______ ____________________________45 

Appendix 6 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues Sustainable 

Development and Environmental Issues, Health and Safety considerations and European Developments 

consistent with International Agreements ____________________________________________________46 

Appendix 7 Resources ________________________________________________________________47 

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LEVEL 2 CERTIFICATE IN INTRODUCTION TO CABIN CREW 

Introduction 


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The Ascentis Level 2 Certificate in Introduction to Cabin Crew provides the underpinning knowledge as well 

as some practical skills for those training for an air cabin crew role. This is a technical certificate that can be 

taken as part of the Cabin Crew Skills apprenticeship. 

Ascentis also offers the Aviation Operations on the Ground (Knowledge). As well as forms part of an 

apprenticeship programme, the qualification can be used to prepare for entry into the airline industry, 

allowing a learner to make an informed choice on whether they wish to pursue a career within the industry. 

There are several features of this qualification that make it very appropriate for its target learners: 

� Unit certification is available for each of the units 

� Moderation and certification can be offered throughout the year, allowing maximum flexibility for 

centres 

� Assessment is through the building up of a portfolio of evidence to demonstrate that all the 

assessment criteria have been met 

Aims 

The aims of the qualification are to enable learners: 

1 To introduce the learner to the services and skills expected of Cabin Crew. 

2 To provide knowledge of the requirements and skills needed for employment by airlines 

3 To provide an opportunity to provide the underpinning knowledge and basic skills needed for 

application to aviation training and employment 

4 To allow prospective airline employees the opportunity to see if they possess adequate basic and 

personal skills for application for employment with an airline or airport 

Target Group 

This qualification is aimed at a range of learners, including young people aged 16+ and adults who are 

interested in a career within cabin crew and airline industries. 

Ofqual Qualification Accreditation Number: 600/0396/0 


Rationale for the Rules of Combination 


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Candidates must achieve all mandatory units and must take the optional unit if they are undertaking the 

qualification as part of the apprenticeship programme. 

Rules of Combination 


Group 1 - Mandatory units 

Minimum credits: 22 

Credit (from Group 1) Mandatory units:22 

Title Level Credit Value GLH 

QCF Unit 

reference 

Working as cabin crew 2 2 13 L/602/5917 

Airline health, safety and security 2 6 44 L/602/5920 

Aircraft emergency procedures 2 6 44 D/602/5923 

Dealing with passengers on board an aircraft 2 4 25 K/602/5925 

Cabin Service – Selling techniques 2 3 21 A/602/5928 

Making passenger announcements on board aircraft 2 1 6 T/602/5930 

Group 2 – Optional units 

Employment rights and responsibilities in the 

2 3 18 L/602/5934 

passenger transport sector 

Credits from equivalent Units: 

Please contact the Ascentis office to request equivalences, and ask to speak to a member of the 

Qualifications Development Team. 

Credits from exemptions: 

Please contact the Ascentis office to request exemptions and ask to speak to a member of the 

Qualifications Development Team. 

Barred combinations: 

There are no barred combinations 

Unit certification is available for any unit. 

Time Limit for the Process of Credit Accumulation or Exemptions 

No exemptions have been identified at present. Credit accumulation is usually within the life span of the 

qualification. 

Recommended Prior Knowledge, Attainment and/or Experience 

The basic requirement is a demonstration of the ability of the learner to benefit from the programme of study. 

Tutors are advised that the learner‟s literacy skills should be sufficient in order to be able to cope with the 

demands of the course and the assessment requirements. In particular learners will be learning to 

communicate directly with the public, therefore their skills in literacy and numeracy should be sufficient to 

support them in this work could be developed alongside gaining this qualification. 

Age Range of Qualification 

This qualification is suitable for young people aged 16+ and adult learners. 

Opportunities for progression 

� The programme promotes progression to airline employment with training 

� Successful learners can progress to a number of level 3 airline-related qualifications 

� The programme can be used as one of the qualifications, along with further level 3 qualifications for entry 

to higher levels of study, e.g. under-graduate study in Travel and Tourism and also forms the knowledge 





certificate part of the Cabin Crew Apprenticeship programme, further information can be found in 

appendix 5. 

Diploma Programmes 

This qualification may be included as Additional Specialist Learning (ASL) as part of diploma programmes, if 

this is of interest please contact the Ascentis office. 

Mapping/Relationship to National Occupational Standards 

This qualification is related to the following national standards, Aviation Operations in the Air 2008 (Go Skills) 

Opportunities for the development of Functional Skills and PLTS 

Opportunities for the development are shown in Appendix 3 and 4. 

Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues. 

This qualification offers opportunities for learners to develop an understanding of a number of these issues. 

Specific opportunities relevant to this qualification are given in Appendix 6. 

Sustainable Development and Environmental Issues, Health and Safety considerations and European 

Developments consistent with international agreements 

This qualification offers opportunities for learners to develop an understanding of a number of these issues 

and considerations. Specific opportunities relevant to this qualification are given in Appendix 6. 

Resources to support the Delivery of the Qualification 

These are outlined in Appendix 7. 

Centre Recognition 

This qualification can only be offered by centres recognised by Ascentis and approved to run this 

qualification. Details of the centre recognition and qualification approval process are available from the 

Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk. 

Qualification Approval 

If a centre is already a recognised centre, you will need to complete and submit a qualification approval form 

to deliver this qualification. Details of the qualification approval process are available from the Ascentis office 

(tel. 01524 845046) or from the website at www.ascentis.co.uk. 

Registration 

All learners must normally be registered within seven weeks of commencement of a course via Rhombus 

(the Ascentis learner registration portal), contact the Accreditation Unit, accreditation@ascentis.co.uk for the 

„Rhombus Step by Step Guide. 

Status in England, Wales and Northern Ireland 

This qualification is available in England, Wales and Northern Ireland. It is only offered in English. If a centre 

based overseas (including Scotland) would like to offer this qualification, they should make an enquiry to 

Ascentis. 

Reasonable Adjustments and Special Considerations 

In the development of this qualification Ascentis has made every attempt to ensure that there are no 

unnecessary barriers to achievement, For candidates with particular requirements reasonable adjustments 

may be made in order that candidates can have fair assessment and demonstrate attainment. There are also 

arrangements for special consideration for any candidate suffering illness, injury or indisposition. Full details 

of the reasonable adjustments and special considerations are available from the documents and policies 

area of the Ascentis website www.ascentis.co.uk or through contacting the Ascentis office. 

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Enquiries and Appeals Procedure 


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Ascentis has an appeals procedure in accordance with the regulatory arrangements for the Qualifications 

and Credit Framework (QCF, 2008). Full details of this procedure, including how to make an application, are 

available from the password protected area of the Ascentis website www.ascentis.co.uk or through 

contacting the Ascentis office. 


ASSESSMENT AND MODERATION ARRANGEMENTS 

Assessment 


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All units are internally assessed through the learner building up a portfolio of evidence that covers the 

relevant assessment criteria, internally assessed and moderated by the centre and then externally 

moderated by Ascentis. 

On completion of the learners‟ evidence for either the individual units or the certificate, the assessor is 

required to complete the Summary Record of Achievement for each learner. The Summary Record of 

Achievement asks assessors and the internal moderator to confirm that the rules of combination have been 

followed. The Summary Record of Achievement form is provided in Appendix1. 

Centres are required to retain all evidence from all learners for external moderation and for 4 weeks 

afterwards should any appeal be made. 

Internal Assessment 

Evidence for each unit is through building up a portfolio of evidence to demonstrate that all the assessment 

criteria within the unit have been achieved. The evidence will be assessed by the assessor at the centre, 

who may or may not be the tutor teaching the course. 

Portfolios of evidence should include a variety of evidence to demonstrate that the assessment criteria for 

each unit have been met. Examples of evidence that could be included: 

� Observation record 

� Questions and discussions 

� Photographs 

� Video 

� Worksheets 

� Tape recordings 

� Self assessments 

� Workbook activities 

If the learner fails to meet the assessment criteria on the first attempt at an activity they may redraft the work 

following feedback given by the tutor. However tutors must not correct the work of the learner, and all 

feedback given by the tutor must be included within the learner‟s evidence. 

Learners‟ portfolio work should include a tracking sheet to show where the evidence for each assessment 

criteria is to be found. Some activities could produce evidence for more than one unit, which is acceptable as 

long as there is clear reference to this on the tracking sheet. Examples of tracking sheets are found in 

Appendix 2. 

Moderation 

Internal Moderation 

Internal moderation is the process of ensuring that everyone who assesses a particular unit in a centre is 

assessing to the same standards. Internal moderation of this programme will be co-ordinated by a named 

Foundation Co-ordinator at each centre, who will liaise with Ascentis. The Foundation Co-ordinator may also 

act as the Internal Moderator. Internal moderation will be carried out through standardisation activities 

including the internal moderation of portfolios evidence across all the groups of learners, to include all the 

assessors and the full range of units. It is the responsibility of Internal Moderators to ensure that assessors‟ 

decisions are sampled and monitored throughout the qualification to ensure consistency and fairness. 

Internal Moderators are also responsible for supporting assessors by offering advice and guidance. Further 

guidance is available in the password protected area of the Ascentis website or through contacting the 

Ascentis office. 

Ascentis External Moderators will confirm the Internal Moderation activities at their visit. 


External Moderation 


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Accredited centres will normally be visited twice a year for external moderation although more frequent 

moderations can be requested from Ascentis, for which there is usually an additional charge. The focus of 

the external moderation visits will include: 

� Moderation of a sample of the learners‟ evidence to ensure that internal assessment decisions are valid, 

reliable, fair and consistent with standards across other centres 

� Confirmation of coverage of all the assessment criteria required for each unit and the rules of 

combination required for the full certificate. 

� Staff development, including guidance and support for all assessors and internal moderators 

Knowledge, Understanding and Skills required of Assessors and Internal Moderators 

Assessors of this qualification should have an understanding the requirements of employment as a member 

of the Air Cabin Crew team this should ideally have been gained through previous work experience or 

through placements in the industry. The delivery of the knowledge required within this qualification should be 

carried out by qualified teachers or those working towards a teaching qualification and ideally should hold a 

qualification in Air Cabin Crew or equivalent at level 2 or above. 

Internal Moderators need to be competent assessors with knowledge of the requirements of the internal 

moderation process. Ascentis provides training events for internal moderators and any person new to this 

role would be advised to go on an Ascentis training event. 

Health and Safety 

A centre must have completed a full risk assessment of all areas of activity and identified potential risks. 

Where a risk exists all practicable actions must be taken to eliminate or reduce this risk so that it is as low as 

reasonably possible 


The Apprenticeship Framework for Cabin Crew 


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The Ascentis Level 2 Introduction to Cabin Crew fits within the Apprenticeship Framework for Cabin Crew 

as the Knowledge qualification. Within the Apprenticeship are the following elements: 

� Competence Qualification in Cabin Crew 

� Knowledge Qualification in Introduction to Cabin Crew 

� Functional Skills/Key Skills/GCSE/‟A‟ Levels/AS levels 

� Personal Learning and Thinking Skills (PLTS) 

� Employee Rights and Responsibilities (ERR) within the Ascentis Introduction to Air Cabin 

Crew qualifications (L/602/5934) 

The Apprenticeship Framework will benefit learners by offering a range of opportunities to progress in the 

sector, including higher level qualifications, such as the Level 3 Certificate in Senior Cabin Crew or a 

foundation degree in Leadership and Management. It also fits within a framework that supports 

progression through to a Joint Negotiating Committee (JNC) recognised professional qualification. 

The Apprenticeship Framework will benefit employers by encouraging interest in the sector from a 

potentially more diverse workforce, enabling employers to play a key role in the development of 

individuals, tailoring their learning programmes to meet specific organisational needs, and ensuring the 

right skills are available to support the changing work environment. 

Entry conditions for this framework: 

Intermediate Level Apprenticeship 

All new entrants to the Intermediate Level Apprenticeship must be at least 16 years of age and must have 

a keen interest in working as cabin crew, have a good standard of general education and are willing to 

work shifts. 


Unit 1: Working as Cabin Crew 


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UNIT SPECIFICATIONS 

Credit Value of Unit: 2 GLH of Unit: 13 Level of Unit: 2 


This unit will give learners an introduction into the roles and responsibilities of working as cabin crew. 

Learners will know the terminology used pre and post flight duties and briefing as well as maintaining 

industry standards. 

Learning Outcomes 

Assessment Criteria 

The learner will 

The learner can 

1 Know the roles and responsibilities of crew 1.1 Outline the different roles cabin crew may have to 

undertake 

1.2 Describe the responsibilities associated with the 

cabin crew roles 

2 Know aviation terminology used by cabin 

crew 

3 Know the pre and post flight duties that cabin 

crew undertake in the crew room 

1.3 Identify the chain of command on an aircraft 

1.4 Describe the roles of the ground staff that cabin 

crew will interact with 

2.1 Identify IATA (International Air Transport 

Association) codes that are used by airlines and 

airports nationally and internationally 

2.2 Define key industry terms 

2.3 Describe the different types of duties cabin crew 

may be scheduled to undertake, including 

different types of stand by 

3.1 Describe the duties undertaken by cabin crew 

before the pre-flight briefing 

3.2 Describe the importance of time keeping prior to a 

pre-flight briefing 

3.3 Identify the elements of a pre-flight briefing 

3.4 Identify the elements of post-flight briefing 

4 Be able to take part in a pre-flight briefing 4.1 Receive and relay Safety Equipment and 

Procedures (SEP) information during a pre-flight 

briefing 

5 Understand the importance of maintaining 

industry standards 

4.2 Complete documentation relating to a pre-flight 

briefing in readiness for the flight 

5.1 Explain the importance of time keeping 

5.2 Explain the importance of grooming and uniform 

standards 

5.3 Describe personal presentation standards on and 

off duty and during stopovers 

5.4 Explain the importance of task management and 

prioritisation of tasks 

5.5 Explain the importance of customer relationship 

management (CRM) 



Indicative Content 

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Know the roles and responsibilities of crew 

� Crew room duties (pre and post flight), Pre-board duties (security checks, equipment checks, prepare 

the cabin and galleys), Boarding duties (assist passengers with individual requirements), Safety 

Demonstration 

� Preparing the aircraft for departure (door operation procedures, cabin secure), In – flight services 

(Drinks, meals, tax/duty free) 

� Prepare aircraft for arrival (cabin secure); Disembarkation duties 

� Safety of the passengers, crew and the aircraft 

� Security of the aircraft; Aviation first aid 

� Deliver a high standard of customer care 

� Team work and communication 

� Completion of paperwork 

� Captain, First Officer, Senior crew, General Crew; Dispatcher (to pass on the PIL);Caterers (to load the 

bars and catering); Flight Engineers (maintain the aircraft); Cleaners 

� Baggage handlers (load the aircraft) 

� Passenger Services (to deal with check-in and boarding issues);Meet and assist 

� Customs; Immigration; Police 

Know aviation terminology used by cabin crew 

� Encode and decode IATA airport codes, national and international airline codes and flight numbers 

� Types of aircraft in operation 

� Seat configuration; Different classes on board 

� Types of airlines; Services provided; Short- haul flights; Long-haul flights (include stopovers( 

� Airport standby; Standby 

� UK Night stops 

� Training (SEP, first aid, fire and smoke, wet drills, CRM, security, in-flight sales, customer service, 

teamwork) 

� Leave, days off, rest days 

Know the pre and post flight duties that cabin crew undertake in the crew room 

� Check safety file and notice boards; Check personal drop files; Check roster changes 

� Check luggage in (long-haul) 

� Collect floats and paperwork (senior crew) 

� Sign in (crew medically fit, competent, current and legal to fly) 

� Avoid crew on standby to be „called out‟ to cover flight 

� To enable the senior crew member to assess crew competence (safety and first aid questions) 

� To positively participate in the pre-flight briefing (CAA regulation) 

� Develop communication and teamwork 

� To know important information relating to the flight (flight details, cabin/ flight crew names and working 

positions, in-flight services, weather conditions, passenger details including those with special 

requirements, exchange rate, meal options) 

� Receive flight information 

� Allocation of working positions 

� Safety and first aid questions/ scenario 

� In-flight service (flight details, cabin/ flight crew names and working positions, in-flight services, 

weather conditions, passenger details including those with special requirements, exchange rate, meal 

options, destination information, targets, PA‟s) 

� Check uniform regulations are being adhered to 

� Appraisals/ assessments 

� Collect and complete paperwork 

� General feedback to crew; Appraisal feedback 

� Count bar cash, complete paperwork and bank 

� Completion of documentation (bar cash summary, flight report) 

� Check rosters and pigeon holes 




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Be able to take part in a pre-flight briefing 

� Scenario based questions(slow/ rapid decompression, severe turbulence, pilot incapacitation, major 

fire) 

� Pre-flight checks and use of emergency equipment (emergency torch, smoke hood, BCF, portable 

oxygen, megaphone, life jackets, baby survival cot); Cabin secure;Pre-flight briefing paperwork 

� Cash declaration 

� Signing in sheet 

Understand the importance of maintaining industry standards 

� On time departure 

� CAA regulations to participate in the pre-flight briefing 

� Meet the team 

� receive important information relating to the flight 

� Supervisor assess competence 

� Prevents another crew member been „called out‟ from standby duty; Affects the crew members working 

hours (CAP371) and could impact on rosters. 

� Projects a professional image to customers; Encourages crew to behave in an appropriate manner; 

Represents the airline in a positive way 

� Identifiable (Emergency situation, first aid incident, general questions or concerns) 

� Uniform worn correctly to company standards; Uniform clean and tidy; Shoes polished; Make-up to 

compliment the skin; Minimal jewellery; Hair below the collar, must be tied back with appropriate hair 

accessories; Formal attire (when positioning with another airline, on duty);Informal dress can be worn 

on stopovers, however code of conduct must be followed 

� Working positions allocated at the pre-flight briefing; Order of service discussed at pre-flight briefing 

� Know the flight time and duties required before landing 

� Teamwork and communication 

� Repeat custom, profit, job opportunities and promotions; Projects a positive image/ good word of 

mouth (new custom);Increase sales opportunities 

� Promotes good communication between crew and passengers (minimise an emergency situation/ 

security incident developing e.g. Kegworth 


Unit 2: Airline Health, Safety and Security 


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This unit will give learners the knowledge for airline health and safety documentation and legislation. Learners 

will understand the role of cabin crew in the safety of passengers onboard an aircraft and also how medical 

issues are dealt with. 



1 Know airline health and safety 

documentation and legislation 

2 Understand the role of cabin crew in ensuring 

the safety and security of passengers and 

crew 



1.1 Outline current legislation and regulations r elated 

to airline health and safety 

1.2 Identify key points of the Air Navigation Order 

(ANO) used to protect the health and safety of the 

airlines crew, aircraft and passengers 

1.3 Identify documents airlines use to record health 

and safety events on board an aircraft 

2.1 Outline the key points of the legislation relating to 

aviation security 

2.2 Describe security measures taken pre flight, inflight 

and post flight 

2.3 Identify restricted articles and dangerous items 

2.4 Describe types of threat that relate to the aviation 

industry 

2.5 Explain the procedures for dealing with onboard 

security incidents 

2.6 Explain the importance of checking passenger 

boarding cards in relation to security 

3 Be able to maintain passenger compliance 3.1 Perform a safety demonstration 

3.2 Carry out cabin secure checks 

4 Understand how medical issues are dealt with 

by cabin crew 

4.1 Describe passenger signs and symptoms of minor 

and serious medical issues 

4.2 Describe passenger treatment of minor and 

serious medical issues 

4.3 Identify restrictions crew face onboard when giving 

first aid 

4.4 Describe the types of onboard first aid kits 

4.5 State which external bodies are able to assist crew 

during and after a first aid situation 




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Know airline health and safety documentation and legislation 

� Civil aviation authority (CAA); Department of Transport (DFT) and the Air Navigation Order; International 

Operational Safety Audit (IOSA); EU-OPS; IATA regulations; Disability and Discrimination Act 1995 (DDA); 

COSHH Regulation 2002 

� Manual handling operation Regulations 1992; Food Hygiene Regulations 1996; Health, Safety and Welfare 

Regulations 1992 

� Airlines hold an air operators certificate for aircraft; Air worthiness and equipment of aircraft 

� Aircraft crew and aircraft licensing 

� Operation of aircraft 

� Fatigue of crew 

� Documents and records 

� Customer comment form; Accident report form 

� Cabin defects log 

� Port Health 

� Disruptive passenger report 

� Witness forms; Technical log; Flight report; Air safety report 

Understand the role of cabin crew in ensuring the safety and security of passengers and crew 

� The National Aviation Security programme set by the Department of Transport; The Aviation and Maritime 

Security Act 1990; The Anti Terrorism Crime and Security Act 2001 

� Air Navigation Order 

� Security check after ground staff disembarked and before passengers board (Cabin, toilets, stowage), check 

seals and locks haven‟t been tampered with 

� Check airport staff have valid ID‟s; Check boarding passes; During flight check flight deck, toilets and cabin 

every 20 minutes 

� Security check/ lost property check (Cabin, toilets and stowage), check seals and locks haven‟t been 

� Restricted articles and dangerous items (Liquids, sharp objects, gas canisters, flammable materials) visit the 

official BAA websites for up to date information 

� Hijacking of aircraft; Terrorism at an airport; Sabotage of airports; Bomb threat; Sabotage of aircraft; Hijack – 

Inform flight crew using alarms and code words, all cabin crew should follow hijackers instructions, cabin crew 

should sit in jump seats if possible, retain trolleys in stowage, do not serve alcohol, avoid antagonising the 

hijacker, administer first aid if required 

� Restricted article found on aircraft – Inform flight crew, confiscate the article, place in a safe stowage, complete 

air safety report 

� In-flight threat or suspicious item – Cordon area off, conduct search, confirm threat, clear the area, monitor the 

area 

* Please note all airlines have their own procedures, signals and key words 

� To ensure the passenger is travelling on the flight they have checked in for ((Luggage not on a different flight to 

passenger– could be a potential security risk/ bomb threat 

� Ensure passenger numbers match the passenger manifest 

� All documentation checked adhering to DFT regulations 

Be able to maintain passenger compliance 

� Safety card, seat belt, life jacket, oxygen mask, exits, emergency lighting 

� Aisles and exits clear of baggage, toilets and galley secure, seatbelts fastened correctly (including infants on 

parents knee), window blinds up, tray tables up, arms rests down, seat back in upright position 

Understand how medical issues are dealt with by cabin crew 

� Burns and scolds, fainting, nose bleed, epilepsy, child birth, unconscious, choking, deep vein thrombosis, burst 

ear drum, asthma attack, hyperventilation, hypoxia, sunstroke, sickness and diarrhoea, bleeding, indigestion and 

heartburn, fractures and broken bones, angina, death on board 

� DR ABC – Danger, response, airways, breathing, circulation; Recovery position; Use of a defib 

� Passenger unknown to crew member (medical history unknown) 

� Confined space; Limited resources and medical person; Lack of privacy; Unable to divert for a long period of 

time 

� Minor incident – First aid kit; Emergency – Emergency first aid kit; Serious incident – Doctors kit, PA for a medic 

� Medlink; Port health; Doctor/ nurse/ paramedic with valid identification 


Unit 3: Aircraft Emergency Procedures 


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Credit Value of Unit 6 GLH of Unit: 44 Level of Unit: 2 


This unit will teach learners how to deal with an emergency on board an aircraft, understand the procedures 

and how to follow them. They will also learn the primary principles for survival after an aircraft emergency, 

which includes what to do if the aircraft lands at sea, in a desert or in arctic conditions. 



1 Understand how to respond to aircraft 

emergencies 



1.1 Define the terms planned and unplanned emergencies 

1.2 Identify flight crew instructions for a planned emergency 

landing/ditching 

1.3 Explain procedures for preparing and evacuating the cabin 

for a planned emergency including: 

� Landing 

� Ditching 

1.4 Explain how to deal with an unplanned emergency 

1.5 Identify the type of passengers not suitable to be able 

bodied passengers 

1.6 Describe the different types of brace position and their 

purpose 

1.7 Identify positive commands which should be used during 

evacuation 

1.8 Outline techniques for maintaining crowd control 

1.9 Identify factors which can prevent an aircraft exit from 

being used in an evacuation 

1.10 State the occasions when cabin crew must initiate an 

evacuation without the flight crew‟s command 

1.11Explain what to do if an aircraft exit is unserviceable and 

cannot be used in an emergency 





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2 Know on board emergency procedures 2.1 Describe aircraft emergency equipment including location 

3 Be able to follow on board emergency 

procedures 

4 Know the primary principles for survival 

after an airline emergency 

2.2 Describe emergency situations that could occur on board 

an aircraft 

2.3 State the elements which must be present to sustain a fire 

2.4 Identify types of fire extinguisher and the types of fire they 

are suitable for fighting 

2.5 Describe the purpose and basic principles of a smoke 

hood 

2.6 Describe the role of cabin crew onboard in fighting fires 

2.7 Identify how to recognise the signs of slow decompression 

2.8 Identify how to recognise the signs of rapid decompression 

2.9 Describe the crew responsibilities following a 

decompression 

2.10 Identify how to recognise light, moderate and severe 

turbulence 

2.11 Describe the actions to be taken for different levels of 

turbulence 

2.12 Explain the main actions taken by the cabin crew during a 

flight crew incapacitation drill 

3.1 Operate fire extinguishers on board 

3.2 Operate a smoke hood 

3.3 Evacuate an aircraft in a planned emergency 

4.1 State the main principles of survival 

4.2 Describe techniques for survival at sea 

4.3 Describe techniques for survival in: 

� arctic conditions 

� the desert 

� the jungle 




Page 19 of 47 



Understand how to respond to an aircraft emergency 

� Planned emergency – Captain has time to inform crew of emergency landing/ ditching (NITS briefing), 

Unplanned emergency – Landing on water or land without prior warning 

NITS briefing – Nature of emergency, intentions of the Captain, time remaining, special instructions; 

Disengage from duties; Receive and relay the NITS briefing, perform emergency safety demo, Secure 

the passengers (remove false teeth, glasses, seatbelts fastened, tray tables and window blinds up, 

arm rests down, seatbacks upright, life jackets on, baby survival cots distributed (ditching only); Secure 

galley, toilets, cabin and exits 

� Brief passengers (show me your nearest exit, show me the brace position, unfasten and fasten your 

seat belts); Regular announcements; Prepare yourself, drinking water/food/blankets/emergency 

equipment to be removed from the aircraft 

� Prepare able bodied passengers (clear, concise instructions after impact) 

� Brace position and shout commands (brace, brace, head down, stay down, stay low) 

� Await instructions from flight crew 

� Door operation (Check outside conditions, check door is armed, open door and pull manual inflation 

handle, wait for slide to inflate) 

� Crowd control and shout commands (Unfasten your seatbelts and come this way, keep moving, 

stay on your feet, jump and slide) (get your life jacket from under your seat, do not inflate until outside 

the aircraft) 

� Use ABP‟s – Assist with crowd control, operation of exits, assist passengers with individual needs, 

deal with incapacitated crew, be responsible for life raft (ditching only) 

� Collect emergency equipment and complete a sweep of the aircraft if safe to do so; Crew evacuate 

� Administer first aid (if able to) until the emergency services arrive 

� Deal with aftermath 

� Brace and shout commands (get your head down, stay down, stay low), follow the above instructions 

(1.3) from door operations without using the ABP‟s 

� Children/ infants, passengers with a disability, elderly, nervous fliers, pregnant, prisoners, deportees, 

drunk or under the influence of drugs 

� Purpose of the brace position is to protect vital organs and reduce the risk of injury 

� Passenger, forward facing crew, rear facing crew, pregnant lady, child, passenger with an infant on 

their knee 

� Unfasten your seatbelts and come this way, stay on your feet and keep moving, wait slide inflating, 

jump, jump and slide, take the life jacket from under your seat but do not inflate until outside the aircraft 

� Use the megaphone/ loud hailer, consider appropriate use of body language, use ABP‟s, remain visible 

where possible, be forceful, assertive and use authority, shout positive commands, use the team, good 

communication skills 

� Water level, fire outside, obstruction, exit blocked, danger outside the exit 

� Major fire, dense smoke in the cabin, ditching, position of the aircraft on impact, sounds that suggest 

the aircraft is breaking 

� Block the exits, redirect the passengers to a useable exit (shouting commands and appropriate use of 

body language), use of ABP‟s 

� 




Page 20 of 47 



Know on board emergency procedures 

� Smoke hood (one per crew station), BCF and fire gloves(Overhead lockers, bulkheads, doghouse 

stowage, crew stations), fire axe (rear galley and flight deck), emergency torch (bulkhead, crew 

stations), drop down oxygen masks (in PSU above every passenger seat, in toilets, flight deck and 

crew station), portable oxygen (bulkhead, overhead lockers, doghouse stowage) 

� Severe turbulence, slow/rapid decompression, pilot incapacitation, fire and smoke on board the aircraft 

� Heat, fuel, oxygen 

� BCF – suitable for all fires on board an aircraft (most airlines ONLY carry these type) 

Water – Fires involving solids 

Dry powder – Fires involving metals 

Foam, CO2, dry powder – Fires involving liquids 

� To provide oxygen in a smoke filled environment, to protect body from excessive heat 

� Fire fighter – first crew member at the scene, collect fire fighting equipment call for help, fight fire 

Co-ordinator – move flammable objects/ equipment, move passengers away, gather fire fighting 

equipment ready to use 

Communicator – Keep flight crew updated of the situation 

� Crew and passengers feeling dizzy/faint, gradual loss of cabin pressure, broken door seal, visible 

crack in window or fuselage, whistling noise near exits or windows 

� Loud bang, loss of cabin pressure in 1-10 seconds, oxygen masks drop, aircraft makes a sharp 

descent, air becomes cold and thin, liquids boil and cans explode, objects fly to area, burning smell, 

mist in the cabin, pain in ears and sinuses 

� Get on oxygen immediately, wait for a PA from flight crew, monkey swing to portable oxygen, check 

flight crew and toilets, administer first aid 

� Light turbulence – difficult in moving trolleys, liquids shake but do not spill, seat belt sign illuminated; 

Moderate turbulence – Liquids spill, difficulty in standing, seat belt sign illuminated; Severe turbulence 

– seat belt sign illuminated, items fall, services and standing are impossible; Light turbulence – secure 

galley, check passenger seat belts, make a PA to passengers; Moderate turbulence – disengage from 

duties and secure galley, check passenger seat belts are fastened on way to jump seat, take seat, 

make a PA to passengers, wait for PA from flight crew before safe to move round the cabin; Severe 

turbulence – Brakes on trolleys, wedge trolley between seats with passenger assistance, pour hot 

liquids on the floor, take nearest seat available, inform passengers using the PA system to take seats 

immediately, wait for flight crew instructions 

� Crew member to remain in flight deck, move crew seat back, take the incapacitated pilot of the 

controls, ensure seat belt is fastened and locked, administer first aid, assist the remaining flight crew 

Be able to follow on board procedures 

� Remove extinguisher from stowage, break seals, test squirt at the floor, aim at the base of fire and 

disperse 

� Remove from stowage, tear and remove from bag, shake hood and visor will fall out, put both hands 

through the neck seal and pull over head from behind, pull straps over head until the mask is over 

nose and mouth, ensure long hair is tucked inside the neck seal, pull over shoulders, fasten straps and 

tuck in, pull the start toggle to activate, breathe normally 

� Check outside conditions, check door is armed, open door and pull manual inflation handle, wait for 

slide to inflate, shout commands, crowd control, evacuate passengers, use ABP‟s, check cabin for 

remaining passengers, evacuate aircraft with relevant equipment 

Know the primary principles for survival after an emergency 

� Food, water, location, protection 

� Secure all equipment inside the raft, activate radio beacons and flares, use sea dye marker and 

signalling mirrors, keep a 24 hour watch, keep as dry as possible, avoid sunburn, retain body heat, 

only take drinking water, prevent boredom and hostility, administer first aid, avoid brightly coloured fish 

with a bad smell 

� Dig a trench for shelter, be aware of frost bite and snow blindness, locate a source of drinking water, 

activate a distress signal, identify location 

� Locate sources of drinking water, avoid sunlight, activate a distress signal, identify location 

� Identify location (radio beacons, fires, use of brightly coloured objects), remain near the aircraft if safe, 

shelter, avoid health hazards, locate water and food sources, apply a buddy system 


Unit 4: Dealing with Passengers on Board an Aircraft 


Page 21 of 47 





This unit will give learners the knowledge required to deal with passengers who have special requirements, 

provide effective customer service and also how to deal with complaints. It will give learners the knowledge 

of how to work as part of a team. Learners will know how to how to handle incidents and conflict situations 

and deal with passengers. 



1 Know how to deal with passengers who have 

special requirements 

2 Understand how to provide effective 

customer service 

3 Know how to deal with passenger problems 

and complaints 



1.1 Identify different types of airline passengers 

1.2 Identify the range of passenger needs 

1.3 Explain how to brief a blind passenger 

1.4 Identify onboard requirements for guide dogs 

1.5 Explain how to brief a deaf passenger 

1.6 Identify the requirements for the carriage of 

pregnant passengers 

1.7 Identify onboard considerations for 

unaccompanied minors 

1.8 Identify the requirements for Passengers with 

Reduced Mobility (PRMs) 

1.9 Identify relevant passenger codes 

2.1 Identify the purpose of customer service 

2.2 Describe the range of inter-personal skills 

required for effective customer service 

2.3 Explain how customer service affects the success 

of the airline 

3.1 Identify common causes of passenger problems 


3.2 Outline ways of dealing with passenger problems 


3.3 Identify different methods of communication when 

dealing with passenger problems and complaints 

3.4 Describe how personal presentation, approach 

and attitude will influence the behaviour of the 

passenger 

4 Know how to work as part of a team 4.1 Identify the skills required for effective team 

working 

5 Know how to handle incidents and conflict 

situations 

3.4 Describe how to maintain effective working 

relationships within a team 

5.1 Identify the chain of command when managing 

passenger conflicts 

5.2 Describe the importance of coordination and 

cooperation between the crew 

5.3 Identify types of incidents and conflict situations 

that could occur on board an aircraft 

5.4 Describe how different personality types face 

conflict situations 

6 Be able to deal with passengers 6.1 Deal with conflict situations with passengers 

6.2 Adapt methods of communication and 

behaviour to meet the individual needs of 

passengers 




Page 22 of 47 



Know how to deal with passengers who have special requirements 

� Blind, deaf, pregnant lady, unaccompanied minor, passenger with reduced mobility, passengers with 

specific meal requirements 

� Braille safety card, carriage of guide dogs, signer, location of seating, special meals (cultural, religion, 

allergy), priority boarding 

� Offer a Braille safety card, identify number of rows to exit, feel where the oxygen mask and life jacket 

are located, description of the exit, how to use escort during evacuations, how to evacuate with a 

guide dog 

� Location of guide dog during the flight, passenger allergies, fitting of dog harness, dog welfare (toilet, 

feeding and attention from other passengers) 

� Show the PA book, use appropriate communication (lip read, sign or written language, level and tone 

of voice), follow crew and other passengers during an emergency 

� Travel up to 36 weeks if straightforward pregnancy, doctors note/ medical certificate required for 36- 

38 weeks if under 4 hours flying time 

� Priority boarding, completion of paperwork, handovers 

� Stowage of crutches, location of seating, use of passenger assist harness, sufficient ABP‟s in relation 

to passenger with reduced mobility 

� UNMIN – Unaccompanied minor 

� WCH (R) – ramp. Wheelchair assistance – Passenger can climb stairs; WCH (S) – Stairs. Wheelchair 

assistance – Passenger needs help with steps; WCH (C) – Chair. Wheelchair assistance. Passenger 

needs a chair to be carried on to the aircraft 

� KSML – kosher meal; VLML – Vegetarian meal; VGML – Vegan meal; DBML – Diabetic meal; GFML 

– Gluten free meal; CHML – Children meal 

Understand how to provide effective customer service 

� Act as a liaison between the passenger and the company 

� To provide a comfortable and enjoyable flight; To meet customer expectations 

� To portray a positive image of the company, therefore gaining repeat and new custom; To have the 

opportunity to deal with concerns and complaints 

� Teamwork, communication, friendly, polite, professional, proactive, good listener, confident, reliable, 

effective conflict resolutions skills, happy 

� Poor customer service – complaints, bad word of mouth, lack of repeat or new custom, profit loss, 

redundancies; Good customer service – Good word of mouth, repeat and new custom, profit, 

expansion, job opportunities/ promotion 

Know how to deal with passenger concerns and complaints 

� Smoking policy; Nervous fliers; Confined to a restricted environment; Delays; Seating problems; 

Passengers under the influence of alcohol or drugs; Tiredness; Time pressures; Service problems; 

Unhelpful crew; Security and safety procedures 

� Listen to the concern/ complaint and emphasise; Analyse the concern/complaint and aim to deal with 

it straight away; Passenger to complete a customer complaint form; Inform senior crew of the incident 

� Keep the passenger updated of progress if unable to deal with the situation immediately 

� Face to face, over the PA system, follow up with a letter or e-mail, communicate on a one to one 

basis or as a group 

� Professionalism gives the passenger confidence in what you are saying 

� Using open and positive body language prevents the passenger from becoming defensive and 

argumentative 

� Demonstrating knowledge of a subject encourages the passenger to develop respect and trust 

� Dealing with a complaint immediately, prevents the issue from escalating 

� Keeping the passenger informed of the situation, lets the passenger know you are dealing with it and 

their custom is important 

� A complaint handled well, should not stop a passenger from using the airline again 

� 




Page 23 of 47 



Know how to work as part of a team 

� Good communication skills; Good listening skills; Commitment to the team; Decision making; 

Common goal; Individual roles and responsibilities specified; Time management; Commit to a shared 

goal 

� Being able to take on different roles within the team 

� Being honest and open with one another 

� Being able to listen and respond to others in an objective and productive way 

Know how to handle incidents and conflict situations 

� Crew member involved, senior crew member, crew manager 

� Complete the in-flight services within the allocated timescale, look professional, to use the limited 

space efficiently, to follow procedures in an emergency/ first aid situation, crew visible at all times, to 

ensure the passenger has an enjoyable experience, to complete all safety and security related tasks 

efficiently 

� Air rage, spillage, seat allocation, seat backs reclined, smoking, excessive alcohol intake, confined 

space, jet lag/ tired 

� Hostile, angry and intimidating 

� Sarcastic and aggressive 

� Likes to be centre of attention/ has an audience 

� Upset/ tearful 

� Reserved and hard to read 

� People pleaser (doesn‟t like to say no) 

Be able to deal with passengers 

� Complimentary drink, move seats, comment form, first aid 

� Child, nervous flier, drunk, disruptive, mature, passenger with individual requirements, colleague on 

staff travel 


Unit 5: Cabin Service – Selling Techniques 


Page 24 of 47 





This unit will give learners the knowledge required to establish a rapport with passengers and to understand 

the passengers‟ wants and needs. Learners will know on board products, selling techniques and be able to 

provide a cabin service. Learner must be able to carry out currency calculations, converting amounts from 

GBP to a range of currencies and to calculate change. 





1 Understand how to establish a rapport with 1.1 Explain the importance of creating a positive 

passengers on board the aircraft 

image of the organisation to passengers 

1.2 Explain how to meet and greet the passengers in 

a professional manner 

1.3 Explain the importance of first impressions 

1.4 Describe how body language can influence the 

relationships with passengers 

2 Understand how to establish passengers‟ 2.1 Describe the difference between a customers‟ 

wants and needs 

wants and needs 

2.2 Describe the difference between open and closed 

questions and the benefits of both 

2.3 Explain what is meant by active listening 

2.4 Identify different types of non-verbal 

communication signals 

2.5 Explain the importance of summarising the 

passengers requirements 

3 Know on board products and services 3.1 Describe the procedures for a bar service 

3.1 Describe the procedures for a meal/snack service 

3.2 Describe the procedures for a tax free/duty free 

service 

3.3 Describe the procedures for ancillary services 

4 Understand selling techniques 4.1 Describe selling techniques 

4.2 Describe the difference between features and 

benefits of products and services 

4.3 Describe the importance of merchandising 

5 Be able to carry out currency calculations 5.1 Identify a range of currencies used in popular 

destinations 

5.2 Convert amounts from GBP to a range of 

currencies 

5.3 Convert amounts from a range of currencies to 

GBP 

4.4 Calculate change for passengers 

6 Be able to provide a cabin service 6.1 Provide a refreshment service 

5.4 Provide a tax free service 




Page 25 of 47 



Understand how to establish a rapport with passengers on board the aircraft 

� Company identification – what differentiates it from another company; Looks professional 

� Positive word of mouth= new custom; Repeat custom; Profit 

� Expansion/ job opportunities 

� Smile and make eye contact/ positive first impression; Check boarding pass and direct passenger to 

allocated seat 

� Assist with stowage of hand luggage 

� Pre-boards; Announcements 

� Passengers get an impression of the crew member within the first few seconds 

� Difficult to change a first impression; Set the tone for the relationship to follow 

� Open, positive body language (Smile, eye contact, posture) – relax the passenger, increases 

confidence, develops a good rapport, approachable 

� Closed, negative body language (lack of eye contact, folded arms, uninterested) – Aggravates, 

irritates, changes the mood of the passenger, unapproachable, unhelpful, unprofessional 

Understand how to establish passengers’ wants and needs 

� Want an on time departure, good customer service, comfy seat, friendly cabin crew 

� Need a seat, with a seat belt, stowage for luggage, crew member to look after their safety, steps or 

air bridge to get on to the aircraft 

Know on board products 

� Equipment (trolley, tongs, ice bucket and ice, lemons, napkins, glasses, stirrers), displays, choice of 

hot and cold drinks, product knowledge, age restrictions, limits on alcohol sales, spillages, hygiene 

and safe working practices 

� Unloading ovens, presentation, correct temperature, meal choices, special meals, food hygiene 

legislation, meal choice problems, services depending on class, crew meals, hot bread rolls, tea, 

coffee, wine and squash 

� Headsets, scratch cards, landing cards and other documentation, amenity kits, children pack, sweets, 

hot towels, pillows and blankets 

Understand selling techniques 

� Product knowledge, pricing, special offers, up-selling, link-selling, advertising and promotional laws, 

passenger types, announcements 

� Open questions encourage the passenger to be involved in the conversation – could be used when a 

passenger is hyperventilating, or to obtain feedback, increase sales 

� Closed questions can only be answered with yes or no, it discourages further conversation – good 

when time is a factor, in a difficult situation 

� Increase sales, company profit and wages (commission on all on board sales, divided by the number 

of crew) 

Be able to carry out currency calculations 

� Euro, US Dollar, Australian Dollar, Indian Rupees, Japanese Yen, South African Rand, Thai Baht 

� GBP amount x rate of exchange for currency 

� Divide the amount of foreign currency by the rate of exchange 

� Follow the procedures in 5.2 and 5.3 to calculate the change 

Be able to provide a cabin service 

� Equipment, displays, selection of drinks and snacks, garnishes, spillages, hygiene and safe working 

practices, food hygiene legislation, service depending on class 

� Announcement, in-flight magazines, sales displays, product knowledge, custom allowances, payment 

methods, currency calculations, on board computer, up selling, paperwork 


Unit 6: Making Passenger Announcements on Board Aircraft 


Page 26 of 47 





This unit will give learners the knowledge on how to use passenger announcement and to be able to make 

passenger announcements. 



1 Know how to use passenger announcements 

during a flight 



1.1. Describe communication techniques for 

passenger announcements 

1.2. Identify the methods to communicate passenger 

announcements effectively in different situations 

1.3. Describe passenger announcements that are 

used during a normal flight 

1.4 Describe passenger announcements that are 

required for emergency situations 

2 Be able to make passenger announcements 2.1 Carry out passenger announcements that are 

used during a normal flight 

2.2 Carry out passenger announcements that are 

used for emergency situations 


Know how to use passenger announcements during a flight 

� Body language, pitch, tone, timing, use of language, voice intonation 

� Use of the PA system, press push to talk, consider perimeter of handset, ensure all passengers can 

hear 

� Welcome on board, prepare for departure, safety demonstration, in-flight services, prepare for arrival, 

disembarkation 

� PA for a medical person, security (signals and codes), emergency safety demonstration, procedures 

for an emergency evacuation, crowd control, severe turbulence 

Be able to make passenger announcements 

� Use the PA system/ microphone, body language, content of announcement, pitch, tone, time, use of 

language, voice intonation 

� Use the PA system/ microphone or megaphone, body language (remain visible), positive commands, 

use of ABP‟s, assertive, direct, forceful, use authority, teamwork 


Unit 7: Employment Rights and Responsibilities in the Passenger Transport sector 


Page 27 of 47 





This unit will give learners the knowledge about employment rights and responsibilities of the employer and 

employee and to understand how these affect organisations. 



1 Know employment rights and responsibilities of the 

employee and employer 

2 Understand employment rights and responsibilities 

and how these affect organisations 



1.1 Identify the main points of legislation affecting 

employers and employees and their purpose 

relevant to own role, organisation and within 

own industry 

1.2 Identify where to find information and advice 

on employment rights and responsibilities both 

internally in own organisation and externally 

1.3 Identify sources of information and advice on 

own industry, occupation, training and own 

career pathway 

1.4 Identify sources of information on the different 

types of representative bodies related to own 

industry and their main roles and 

responsibilities 

1.5 Identify any issues of public concern that may 

affect own organisation and own industry 

2.1 Describe organisational procedures, policies 

and codes of practice used by own 

organisation on employment rights and 

responsibilities 

2.2 Explain the purpose of following health, safety 

and other procedures and the affect on own 

organisation if they are not followed 

2.3 Describe employer and employee 

responsibilities for equality and diversity within 

own organisation 

2.4 Explain the benefits of making sure equality 

and diversity procedures are followed 

2.5 Describe the career pathways available within 

own organisation and own industry 




Page 28 of 47 



Know the rights and responsibilities of the employee and employer. 

� To comply with Health and Safety at work act 1974 

� To ensure both employee and employer comply with CAP371 regulations and that all operating crew 

adhere to EU-OPS B1 safety and survival manual instructions. 

� To ensure that the Employment Act 2008 is adhered to at all times in order to ensure that trust and 

confidence is maintained through co-operation, to act in good faith towards each other and to 

promote consistency and mutual understanding. 

� Information on employment rights can be found internally through company intranet, literature 

including all company policies and procedures available within crew rooms/office and centrally 

through the company Human Resources department and union representatives. External information 

can be sought through internet search engines, citizens advice bureau, union organisations and 

through literature found in libraries/bookshops. 

� Industry information on training and development can be found through internet search engines 

which will include open forums allowing for discussion. Internal intranet sights will highlight 

career/promotion opportunities. In addition there are travel publications available from 

libraries/bookshops and through career advisors. 

� Representative bodies are highlighted through the Civil Aviation Authority and Department for 

Transport. The main roles and responsibilities are to ensure that standards are set and achieved, 

regulate economic activities and encourage a diverse and competitive operation. The representative 

body also works in conjunction with ATOL to maintain the airlines licence in addition to protecting the 

operators customers in unforeseen circumstances such as collapse. 

� Terrorism, hijacking, industrial action by both Air Traffic Control operations and airport/airline staff in 

specific destination, ATOL protected, Safety reputation, on-time performance and disrupted 

schedules. In addition, concerns may be raised relating to ticket prices/onboard product and service 

and general reputation of individual companies. 

Understand employment rights and responsibilities and how these affect organisations. 

� Organisational policies and procedures include – Business Conduct, Capability and Reliability, Data 

Protection, Disciplinary, Diversity and Equal opportunities, Drug and Alcohol, Dress Code, Employee 

Assistance, Employee Forums and European Works Council, Employee Induction, Employee 

Insurance, Employee Concessions and Discounts, Expenses, Fair Treatment, Flexible Working, 

Grievance, Holiday Time and Pay, ID – Referencing and CRC checks, Leaving Employment, 

Maternity, Parental Leave and Paternity, Pension Scheme, probationary Period, Redundancy and 

Redeployment, Relocation, Retirement, Salary and Tax, Sickness and Absence, Working Hours 

Legislation. All policies and procedures must comply with employment legislation including 

Employment Act 2008 and can be designed to suit the individual operator‟s needs. All information 

should be clearly defined and available at all times for review. 

� The Health and Safety at work Act 1974 is legislation covering occupational health and safety in the 

work place. The purpose of following this act is to – ensure that the safety and welfare of all 

employees within the workplace, improve the performance of the business, improve and change 

internal procedures, monitor patterns and trends of incidents so that review and amendments can be 

enforced, reduce “lost time” within the workforce, avoid mitigation both internal and external, ensure 

the reputation of the business is protected. 

� Equality and diversity extends to protect – age, disability, gender reassignment, marriage and civil 

partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation. All the 

above form part of internal policies and ensures that both the employee and employer take a 

responsible and consistent approach in maintaining equality and diversity within the workplace. 

� Eliminates discrimination, harassment and victimisation, offers advanced equality of opportunity and 

fosters good internal and external relations, consistent approach throughout the workforce. 

� Seasonal crew - permanent crew - assistant Purser/Cabin Manager - Purser/Cabin Manager – Line 

Trainer – Cabin Crew Manager – Regional Cabin Crew Manager – General Manager Cabin Crew. 

Alternative roles within customer services, training and recruitment. Direct entry positions available 

with alternative companies through experience. 


Learner Name _______________________________________________________________ 

Unit Title Level 

Working as cabin crew 2 2 

Airline health, safety and security 2 6 

Aircraft emergency procedures 2 6 

Dealing with passengers on board an aircraft 2 4 

Cabin Service – Selling Techniques 2 3 

Making Passenger announcements on board aircraft 2 1 

Level Claimed _____________________________________________________ 

Total Credit Value at Level being claimed ________________________________ 


Credit 

Value 

Employer rights and responsibilities 2 3 

Page 29 of 47 



APPENDIX 1 

Summary Record of Achievement 

I confirm that the minimum number of credits at the appropriate level have been achieved in order for a claim for certification to be made. I can confirm that the credit 

has been achieved from the correct combination of mandatory and optional units as specified within the Rules of Combination. 

Assessor Signature ____________________________________________________________ 

Date 

completed 

Internal Moderator Signature (if sampled) ____________________________________________ 

Assessor 

Signature 

Internal Moderator 

Signature (if sampled) 


Unit 1 Working as Cabin Crew 

Criteria Assessment 

Method 

1.1 Outline the different roles cabin crew 

may have to undertake 

1.2 Describe the responsibilities 

associated with the cabin crew roles 

1.3 Identify the chain of command on an 

aircraft 

1.4 Describe the roles of the ground staff 

that cabin crew will interact with 

2.1 Identify IATA (International Air 

Transport Association) codes that are 

used by airlines and airports nationally 

and internationally 

2.2 Define key industry terms 

2.3 Describe the different types of duties 

cabin crew may be scheduled to 

undertake, including different types of 

stand by 

3.1 Describe the duties undertaken by cabin 

crew before the pre-flight briefing 

3.2 Describe the importance of time 

keeping prior to a pre-flight briefing 

3.3 Identify the elements of a pre-flight briefing 

3.4 Identify the elements of post-flight briefing 

4.1 Receive and relay Safety Equipment and 

Procedures (SEP) information during a preflight 

briefing 

4.2 Complete documentation relating to 

a pre-flight briefing in readiness for the 

flight 

5.1 Explain the importance of time keeping 

5.2 Explain the importance of grooming 

and uniform standards 

5.3 Describe personal presentation 

standards on and off duty and during 

stopovers 

5.4 Explain the importance of task 

management and prioritisation of tasks 

5.5 Explain the importance of customer 

relationship management (CRM) 


Page 30 of 47 



Evidence 

Details 

Portfolio 

Reference 

APPENDIX 2 

Tracking Sheet 

Completion 

Date 

The above evidence has been assessed against the standards and has been judged for validity, 

authenticity, currency, reliability and sufficiency. 

Learner Signature _____________________________________________ Date ____________________ 

Assessor Signature ____________________________________________ Date ____________________ 

Internal Moderator (if sampled) ___________________________________ Date ____________________ 


Unit 2 Airline health, safety and security 


Method 

1.1 Outline current legislation and regulations 

related to airline Health and Safety 

1.2 Identify key points of the Air Navigation 

Order (ANO) used to protect the health and 

safety of the airlines crew, aircraft and 

passengers 

1.3 Identify documents airlines use to record 

health and safety events on board an 

aircraft 

2.1 Outline the key points of the legislation 

relating to aviation security 

2.2 Describe security measures taken pre 

flight, in-flight and post flight 

2.3 Identify restricted articles and 

dangerous items 

2.4 Describe types of threat that relate to 

the aviation industry 

2.5 Explain the procedures for dealing with 

onboard security incidents 

2.6 Explain the importance of checking 

passenger boarding cards in relation to 

security 

3.1 Perform a safety demonstration 

3.2 Carry out cabin secure checks 

4.1 Describe passenger signs and 

symptoms of minor and serious medical 

issues 

4.2 Describe passenger treatment of minor 

and serious medical issues 

4.3 Identify restrictions crew face onboard 

when giving first aid 


Page 31 of 47 



Evidence 

Details 

Portfolio 

Reference 

APPENDIX 2 


Completion 

Date 

4.4 Describe the types of onboard first aid 

kits 

4.5 State which external bodies are able to 

assist crew during and after a first aid 

situation 







Unit 3 Aircraft emergency procedures 


Method 

1.1 Define the terms planned and unplanned 

emergencies 

1.2 Identify flight crew instructions for a planned 

emergency landing/ditching 

1.3 Explain procedures for preparing and 

evacuating the cabin for a planned 

emergency including: 

� Landing 

� Ditching 

1.4 Explain how to deal with an unplanned 

emergency 

1.5 Identify the type of passengers not suitable 

to be able bodied passengers 

1.6 Describe the different types of brace position 

and their purpose 

1.7 Identify positive commands which should 

be used during evacuation 

1.8 Outline techniques for maintaining crowd 

control 

1.9 Identify factors which can prevent an 

aircraft exit from being used in an 

evacuation 

1.10 State the occasions when cabin crew 

must initiate an evacuation without the f 

light crew‟s command 

1.11 Explain what to do if an aircraft exit is 

unserviceable and cannot be used in 

an emergency 

2.1 Describe aircraft emergency equipment 

including location 

2.2 Describe emergency situations that 

could occur on board an aircraft 

2.3 State the elements which must be present 

to sustain a fire 

2.4 Identify types of fire extinguisher and 

the types of fire they are suitable for fighting 

2.5 Describe the purpose and basic principles of 

a smoke hood 

2.6 Describe the role of cabin crew onboard 

in fighting fires 

2.7 Identify how to recognise the signs of 

slow decompression 


Page 32 of 47 



Evidence 

Details 

Portfolio 

Reference 

APPENDIX 2 


Completion 

Date 



Method 

2.8 Identify how to recognise the signs of 

rapid decompression 

2.9 Describe the crew responsibilities following 

a decompression 

2.10 Identify how to recognise light, 

moderate and severe turbulence 

2.11 Describe the actions to be taken for 

different levels of turbulence 

2.12 Explain the main actions taken by the 

cabin crew during a flight crew 

incapacitation drill 

3.1 Operate fire extinguishers on board 

3.2 Operate a smoke hood 

3.3 Evacuate an aircraft in a planned 

emergency 

4.2 State the main principles of survival 

4.2 Describe techniques for survival at sea 

4.3 Describe techniques for survival in: 

� arctic conditions 

� the desert 

� the jungle 


Page 33 of 47 



Evidence 

Details 

Portfolio 

Reference 

Completion 

Date 







Unit 4 Dealing with passengers on board an aircraft 


Method 

1.1 Identify different types of airline 

passengers 

1.2 Identify the range of passenger needs 

1.3 Explain how to brief a blind passenger 

1.4 Identify onboard requirements for guide 

dogs 

1.5 Explain how to brief a deaf passenger 

1.6 Identify the requirements for the 

carriage of pregnant passengers 

1.7 Identify onboard considerations for 

unaccompanied minors 

1.8 Identify the requirements for 

Passengers with Reduced Mobility (PRMs) 

1.9 Identify relevant passenger codes 

1.5 Identify the purpose of customer service 

2.2 Describe the range of inter-personal 

skills required for effective customer 

service 

2.3 Explain how customer service affects 

the success of the airline 

3.1 Identify common causes of passenger 

problems and complaints 

3.2 Outline ways of dealing with passenger 

problems and complaints 

3.3 Identify different methods of 

communication when dealing with 

passenger problems and complaints 

3.4 Describe how personal presentation, 

approach and attitude will influence the 

behaviour of the passenger 

4.1 Identify the skills required for effective 

team working 

4.2 Describe how to maintain effective 

working relationships within a team 

5.1 Identify the chain of command when 

managing passenger conflicts 

5.2 Describe the importance of coordination 

and cooperation between the crew 

5.3 Identify types of incidents and conflict 

situations that could occur on board an 

aircraft 

5.4 Describe how different personality types 

face conflict situations 


Page 34 of 47 



Evidence 

Details 

Portfolio 

Reference 

APPENDIX 2 


Completion 

Date 



Method 

6.1 Deal with conflict situations with 

passengers 

6.2 Adapt methods of communication and 

behaviour to meet the individual needs 

of passengers 


Page 35 of 47 



Evidence 

Details 

Portfolio 

Reference 

Completion 

Date 







Unit 5 Cabin Service – selling techniques 


Method 

1.1 Explain the importance of creating a 

positive image of the organisation to 

passengers 

1.2 Explain how to meet and greet the 

passengers in a professional manner 

1.3 Explain the importance of first impressions 

1.4 Describe how body language can influence 

the relationships with passengers 

2.1 Describe the difference between a 

customers‟ wants and needs 

2.2 Describe the difference between open and 

closed questions and the benefits of both 

2.3 Explain what is meant by active listening 

2.4 Identify different types of non-verbal 

communication signals 

2.5 Explain the importance of summarising 

the passengers requirements 

3.1 Describe the procedures for a bar service 

3.2 Describe the procedures for a meal/snack 

service 

3.3 Describe the procedures for a tax free/duty 

free service 

3.4 Describe the procedures for ancillary 

services 

4.1 Describe selling techniques 

4.2 Describe the difference between features 

and benefits of products and services 

4.3 Describe the importance of merchandising 

5.1 Identify a range of currencies used in 

popular destinations 

5.2 Convert amounts from GBP to a range of 

currencies 

5.3 Convert amounts from a range of 

currencies to GBP 

5.4 Calculate change for passengers 

6.1 Provide a refreshment service 

6.2 Provide a tax free service 


Page 36 of 47 



Evidence 

Details 

Portfolio 

Reference 

APPENDIX 2 


Completion 

Date 







Unit 6 Making passenger announcement on board aircraft 


Method 

1.1 Describe communication techniques for 

passenger announcements 

1.2 Identify the methods to communicate 

passenger announcements effectively 

in different situations 

1.3 Describe passenger announcements 

that are used during a normal flight 

1.4 Describe passenger announcements 

that are required for emergency situations 

2.1 Carry out passenger announcements 

that are used during a normal flight 

2.2 Carry out passenger announcements 

that are used for emergency situations 


Page 37 of 47 



Evidence 

Details 

Portfolio 

Reference 

APPENDIX 2 


Completion 

Date 







Unit 7 Employment rights and responsibilities in the passenger transport sector 


Method 

1.1 Identify the main points of legislation 

affecting employers and employees and 

their purpose relevant to own role, 

organisation and within own industry 

1.2 Identify where to find information and 

advice on employment rights and 

responsibilities both internally in own 

organisation and externally 

1.3 Identify sources of information and 

advice on own industry, occupation, 

training and own career pathway 

1.4 Identify sources of information on the 

different types of representative bodies 

related to own industry and their main 

roles and responsibilities 

1.5 Identify any issues of public concern 

that may affect own organisation and 

own industry 

2.1 Describe organisational procedures, 

policies and codes of practice used by 

own organisation on employment 

rights and responsibilities 

2.2 Explain the purpose of following health, 

safety and other procedures and the 

affect on own organisation if they are 

not followed 

2.3 Describe employer and employee 

responsibilities for equality and diversity 

within own organisation 

2.4 Explain the benefits of making sure 

equality and diversity procedures are 

followed 

2.5 Describe the career pathways available 

within own organisation and own 

industry 


Page 38 of 47 

Evidence 

Details 



Portfolio 

Reference 

APPENDIX 2 


Completion 

Date 







Functional Skills Opportunities 


Page 39 of 47 



APPENDIX 3 

Learners following a course based on this specification can be offered opportunities to develop and generate 

evidence of achievement in aspects of all the Functional Skills. Examples of such opportunities are given below. 

English 

Level 2 

Skill Standard Coverage and range 

Speaking, listening and communication 

� Make a range of contributions to discussions in 

a range of contexts , including those that are 

unfamiliar, and make effective presentations 

Reading 

� Select, read, understand and compare texts 

and use them to gather information, ideas, 

arguments and opinions 

Writing 

� Write a range of texts, including extended 

written documents, communicating 

information, ideas and opinions, effectively and 

persuasively 

� Consider complex information and give a 

relevant, cogent response in appropriate 

language 

� Present information and ideas clearly and 

persuasively to others 

� Adapt contributions to suit audience, purpose 

and situation 

� Make significant contributions to discussions, 

taking a range of roles and helping to move 

discussion forward 

� Select and use different types of texts to obtain 

and utilise relevant information 

� Read and summarise, succinctly, information, 

ideas from different sources 

� Identify the purposes of texts and comment on 

how meaning is conveyed 

� Detect point of view, implicit meaning and/or 

bias 

� Analyse texts in relation to audience needs 

and consider suitable responses in three or 

more texts 

Examples: 

� Present information on the different roles of cabin crew 

� Describe passenger treatment of minor and major medical issues 

� Make announcements about boarding and arrival to suit audience 

� Discuss techniques for survival in different conditions 

� Read and relay safety equipment and procedure information 

� Read and summarise key points of the air navigation order 

� Select information from Health and Safety legislation 

� List what can be done to maintain crowd control 

� Write a paragraph on the main principles of survival and techniques of survival 

� Present a passenger announcement 

� Present information/ideas concisely, logically 

and persuasively 

� Present information on complex subjects 

clearly and concisely 

� Use a range of writing styles for different 

purposes 

� Use a range of sentence structures, including 

complex sentences and paragraphs to 

organise written communication effectively 

� Punctuate written text using commas, 

apostrophes and inverted commas accurately 

� Ensure written work is fit for purpose and 

audience, with accurate spelling and grammar 

that support clear meaning in a range of text 

types. 


Information and Communication Technology 


Skill Standards Coverage and Range 

Using ICT 

1 Plan solutions to complex tasks by analysing 

necessary stages 

2 Select, interact with and use ICT systems 

safely and securely for a complex task in 

non-routine and unfamiliar contexts 

3 Manage information storage to enable 

efficient retrieval 

Finding and selecting information 

1 Use appropriate search techniques to locate 

and select relevant information 

2 Select information from a variety of sources 

to meet the requirements of a complex task 

Developing, presenting and communicating 

information 

1 Enter, develop and refine information using 

appropriate software to meet requirements of 

a complex task 

2 Use appropriate software to meet the 

requirements of a complex data-handling 

task 

3 Use communications software to meet 

requirements of a complex task 

4 Combine and present information in ways 

that are fit for purpose and audience 

5 Evaluate the selection, use and 

effectiveness of ICT tools and facilities used 

to present information 


Page 40 of 47 



1.1 Use ICT to plan and analyse complex or multistep 

tasks and activities and to make decisions 

about suitable approaches 

2.1 Select and use software applications to meet 

needs and solve complex problems 

2.2 Select and use a range of interface features and 

system facilities effectively to meet needs 

2.3 Select and adjust system settings as appropriate 

to individual needs 

2.4 Respond to ICT problems and take appropriate 

action 

2.5 Understand the danger of computer viruses and 

how to minimise risk 

3.1 Manage files, folders and other media storage to 

enable efficient information retrieval 

1.1 Search engines, queries and 

AND/NOT/OR,,>=,

Examples: 

� Research current health and safety legislation 

� Use a search engine to find information on employment rights 

� Word process the procedures for operating a smoke hood 

� Evaluate the fitness for purpose of information that has been researched 

� Use information gathered to make a presentation 

Mathematics 


Skill Standards 

Representing 

� Understand routine and non-routine 

problems in familiar and unfamiliar contexts 

and situations 

� Identify the situation or problems and 

identify the mathematical methods needed 

to solve them 

� Choose from a range of mathematics to 

find solutions 

Analysing 

� Apply a range of mathematics to find 

solutions 

� Use appropriate checking procedures and 

evaluate their effectiveness at each stage 

Interpreting 

� Interpret and communicate solutions to 

multistage practical problems in familiar 

and unfamiliar contexts and situations 

� Draw conclusions and provide 

mathematical justifications 


Coverage and range (indicative) 

Examples: 

� Identify different currencies 

� Convert amounts from GBP to different currencies and vice versa 

� Calculate change 

Page 41 of 47 



� Understand and use positive and negative 

numbers of any size in practical contexts 

� Carry out calculations with numbers of any 

size in practical contexts, to a given number of 

decimal places 

� Understand, use and calculate ratio and 

proportion, including problems involving scale 

� Understand and use equivalences between 

fractions, decimals and percentages 

� Understand and use simple formulae and 

equations involving one- or two- step 

operations 

� Recognise and use 2D representations of 3D 

objects 

� Find area, perimeter and volume of common 

shapes 

� Use, convert and calculate using metric and, 

where appropriate, imperial measures 

� Collect and represent discrete and continuous 

data, using information and communication 

technology (ICT) where appropriate 

� Use and interpret statistical measures, tables 

and diagrams, for discrete and continuous 

data, using information and communication 

technology (ICT) where appropriate 

� Use statistical methods to investigate 

situations 

� Use probability to assess to likelihood of an 

outcome 


Personal, Learning and Thinking Skills (PLTS) Opportunities 


Page 42 of 47 



APPENDIX 4 

Learners following a course based on this specification can be offered opportunities to develop and generate 

evidence of achievement in aspects of PLTS. Examples of opportunities to encourage the acquisition and use of 

PLTS are provided below. 

PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 

Independent 

Enquiry 

Creative 

Thinking 

� Identify questions to 

answer and problems to 

resolve 

� Plan and carry out 

research, appreciating 

the consequences of 

decisions 

� Explore issues, events 

or problems from 

different perspectives 

� Analyse and evaluate 

information, judging its 

relevance and value 

� Consider the influence 

of circumstances, 

beliefs and feelings on 

decisions and events 

� Support conclusions, 

using reasoned 

arguments and 

evidence 

√ √ √ √ √ √ 

√ √ √ √ √ 

√ √ √ √ √ √ √ 

√ √ √ √ 

√ √ √ √ √ √ 


� Generate ideas and 

explore possibilities √ √ √ 

� Ask questions to extend 

their thinking √ √ √ √ √ 

� Connect their own and 

others‟ ideas and 

experiences in inventive 

ways 

√ √ √ √ 

� Question their own and 

others‟ assumptions 

� Try out alternatives or 

new solutions and 

follow ideas through 

√ 

√ √ √ √ √ 

√ √ √ √ √ √ 

� Adapt ideas as 

circumstances change √ √ √ √ √ √ 



Page 43 of 47 




Reflective 

Thinking 

Team 

Working 

� Assess themselves and 

others, identifying 

opportunities and 

achievements 

� Set goals with success 

criteria for their 

development and work 

� Invite feedback and deal 

positively with praise, 

setbacks and criticism 

� Evaluate experience and 

learning to inform future 

progress 

� Communicate their 

learning in relevant ways 

for different audiences 

√ √ √ √ √ √ √ 

√ √ 

√ √ √ √ √ 

√ √ √ √ √ √ 


� Co-operate with others to 

work towards common 

goals 

� Reach agreements, 

managing discussions to 

achieve results 

� Adapt behaviour to suit 

different roles and 

situations 

√ √ √ √ √ √ 

√ √ √ √ √ √ 

� Show fairness and 

consideration to others √ √ √ √ √ √ 

� Take responsibility, 

showing confidence in 

themselves 

� Provide constructive 

support and feedback to 

others 

√ √ √ √ √ √ 


Self 

management 

� Seek out challenges or 

new responsibilities and 

show flexibility when 

priorities change 

� Work towards goals, 

showing initiative, 

commitment and 

perseverance 

� Organise time and 

resources, prioritising 

actions 

� Anticipate, take and 

manage risks 

� Deal with competing 

pressures, including 

personal and workrelated 

demands 

√ 

√ √ √ √ √ √ √ 

√ √ √ √ √ 

√ √ √ √ √ √ √ 

√ 

√ √ 



Page 44 of 47 




Effective 

participation 

� Discuss issues of 

concern, seeking 

resolution where needed 

� Present a persuasive 

case for action 

� Propose practical ways 

forward, breaking these 

down into manageable 

steps 

� Identify improvements 

that would benefit others 

as well as themselves 

� Try to influence others, 

negotiating and balancing 

diverse views to reach 

workable solutions 

� Act as an advocate for 

views and beliefs that 

may differ from their own 

√ √ √ 

√ √ 

√ √ √ 

√ √ √ √ √ √ 

√ √ √ √ 

√ √ √ √ √ √ 


The Apprenticeship Framework for Cabin Crew 

Level 2, Pathway 1: Intermediate Level Apprenticeship in Cabin Crew 

Description of the pathway 


Page 45 of 47 



APPENDIX 5 

This pathway has been designed as a nationally recognised training programme that offers a route of entry into 

the aviation industry in England. It is appropriate for those looking to work in the aviation industry and to up skill 

the existing workforce. 

The pathway requires the successful completion of a number of components, including a nationally recognised 

qualification, which is independently assessed and certificated. Successful completers will have the knowledge 

and skills that are applicable to their role, including and the underlying skills to be able to operate as an effective 

employee in the aviation industry. 

The framework is made up of 66 credits comprising of: 

34 credits from the Level 2 Certificate in Cabin Crew (QCF); and 22 credits from the Level 2 Certificate in 

Introduction to Cabin Crew (QCF); 

10 credits from Functional skills, Key Skills (or equivalents) in English, Mathematics. 

English, Mathematics and ICT- Functional Skills/Key Skills/GCSE/‟A‟ Level/AS (minimum Level 1) (ICT may be 

optional if not relevant for particular job role) See Apprenticeship Frameworks online at: 

www.apprenticeshipframeworksonline.semta.org.uk For further details 

Employees Rights and Responsibilities (ERR) 

It is important that all employees understand and can demonstrate an understanding of their rights and 

responsibilities as an employee. 

ERR will be assessed through the following unit which has 18 GLH and is worth 3 credits: 

L/602/5934 - Employment rights and responsibilities in the passenger transport sector 

Apprentices will need to achieve this unit in order to qualify for their apprenticeship completion certificate. Which 

is available as an optional unit in the Ascentis Level 2 Introduction to Cabin Crew qualification. 

Summary of Personal Learning and Thinking Skills (PLTS) Assessment and Recognition (England) 

See www.apprenticeshipframeworksonline.semta.org.uk for full details or Appendix 4. 


Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues 


Page 46 of 47 



APPENDIX 6 

This qualification offers opportunities for learners to develop an understanding of spiritual, moral, ethical, 

social and cultural issues. Learners will meet many people from different spiritual, moral and cultural 

backgrounds and be made aware to accommodate the needs of everyone. There are opportunities learners 

to engage with different legislation for airlines, health and safety, customer service and aviation security. 

Sustainable Development and Environmental Issues, Health and Safety considerations and European 

Developments consistent with international agreements 

This qualification offers opportunities for learners to develop an understanding of sustainable development, 

environmental issues, health and safety and European developments consistent with international 

agreements. Within this qualification, learners should be presented with the opportunity to identify potential 

hazards, to assess health and safety risks and identify the actions required to reduce these risks to 

themselves and others. 

Health and Safety 

A centre must have completed a full risk assessment of all areas of activity and identified potential risks. 

Where a risk exists, all practicable actions must be taken to eliminate or reduce this risk so that it is as low as 

possible. 


Resources to support this qualification 


Page 47 of 47 



APPENDIX 7 

These lists are not exhaustive nor requirements; they represent a useful starting point when considering the 

delivery of the qualification. 

� Suitable sized room that is sufficient to arrange seating in an aircraft configuration or a mock aircraft 

� Research resources e.g. airline training DVD, 

� Trolleys and bar canisters would be advantageous 

� Ice bucket, tongs, pots, tray set ups, napkins, glasses, beverages 

� Recording device e.g. video camera, PSP, mobile phone 

� Demo equipment (life jacket, oxygen mask, safety card, seat belt) 

� Emergency equipment (megaphone, smoke hood, fire extinguisher, emergency torch) would be 

advantageous 

� Visit to an airline training centre to complete SEP and wet drills (not compulsory) 

� Visits to regional and national airports (not compulsory) 

� Microphone/ PA system 

� Copies of airline paperwork and application forms 

� Access to OAG online

Level 2 Certificate in Introduction to Cabin Crew - Ascentis

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