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YMCA Level 1 Diploma in
Introduction to the Active Leisure
Sector (601/1158/6)
2
YMCA Awards
112 Great Russell Street
London
WC1B 3NQ
020 7343 1800
www.ymcaawards.co.uk
Level 1 Diploma in Introduction to
the Active Leisure Sector
Qualification Specification
Qualification number: 601/1158/6
Operational start date: 1 October 2013
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5
Contents
Introduction ............................................................................................................................................ 8
About YMCA Awards ........................................................................................................................... 8
Qualification overview ........................................................................................................................ 8
Qualification aim ............................................................................................................................. 8
Target group and age range ............................................................................................................ 8
Qualification structure .................................................................................................................... 9
Total Qualification Time (TQT) ...................................................................................................... 10
Guided Learning Hours (GLH) ....................................................................................................... 10
Recommended Guided Learning Hours – our ongoing review ..................................................... 10
Opportunities for progression ...................................................................................................... 10
Centre approval ............................................................................................................................ 11
Qualification approval ................................................................................................................... 11
Tutor, assessor and IQA approval requirements .......................................................................... 11
Registration ................................................................................................................................... 11
Qualification availability ................................................................................................................ 11
Reasonable adjustments and special considerations ................................................................... 11
Enquires and appeals procedures ................................................................................................. 11
Assessment and quality assurance ................................................................................................... 12
How the qualification is assessed ................................................................................................. 12
Internal assessment ...................................................................................................................... 12
Internal and external quality assurance ....................................................................................... 13
Qualification content ........................................................................................................................ 13
Sport and Leisure Facility Operations (L/502/5535) ............................................................................. 14
Unit aim ............................................................................................................................................. 14
Unit content ...................................................................................................................................... 14
Reception Skills (H/505/0442) .............................................................................................................. 16
Unit aim ............................................................................................................................................. 16
Unit content ...................................................................................................................................... 16
Working in an office setting (D/503/2750) ........................................................................................... 17
Unit aim ............................................................................................................................................. 17
Unit content ...................................................................................................................................... 17
Introduction to health and safety awareness in the workplace (J/600/7805) ..................................... 19
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Unit aim ............................................................................................................................................. 19
Unit content ...................................................................................................................................... 19
Understand the principles of customer service (R/502/9652) ............................................................. 21
Unit aim ............................................................................................................................................. 21
Unit content ...................................................................................................................................... 21
Supporting Employability and Personal Effectiveness (K/600/8641) ................................................... 23
Unit aim ............................................................................................................................................. 23
Unit content ...................................................................................................................................... 23
Developing self (K/502/0469) ............................................................................................................... 25
Unit aim ............................................................................................................................................. 25
Unit content ...................................................................................................................................... 25
Employment Rights, Contracts and Pay (J/504/8800) .......................................................................... 26
Unit aim ............................................................................................................................................. 26
Unit content ...................................................................................................................................... 26
Housekeeping and Guest Services (A/600/1094) ................................................................................. 28
Unit aim ............................................................................................................................................. 28
Unit content ...................................................................................................................................... 28
Principles of food safety when providing food and drink for individuals (A/503/2495) ...................... 29
Unit aim ............................................................................................................................................. 29
Unit content ...................................................................................................................................... 29
Food Service (K/502/4957) ................................................................................................................... 31
Unit aim ............................................................................................................................................. 31
Unit content ...................................................................................................................................... 31
Salon Reception Duties (H/504/9601) .................................................................................................. 32
Unit aim ............................................................................................................................................. 32
Unit content ...................................................................................................................................... 32
Assist with facial skin care treatments (Y/600/8747) ........................................................................... 34
Unit aim ............................................................................................................................................. 34
Hand care (K/502/3467) ....................................................................................................................... 39
Unit aim ............................................................................................................................................. 39
Unit content ...................................................................................................................................... 39
An Introduction to Childcare (A/602/0941) .......................................................................................... 40
Unit aim ............................................................................................................................................. 40
Unit content ...................................................................................................................................... 40
Handling Stock in a Retail Environment (K/504/7607) ......................................................................... 41
Unit aim ............................................................................................................................................. 41
Unit content ...................................................................................................................................... 41
Principles of Marketing (Y/506/6315)................................................................................................... 42
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Unit aim ............................................................................................................................................. 42
Unit content ...................................................................................................................................... 42
Understanding Sales (R/506/6314) ....................................................................................................... 44
Unit aim ............................................................................................................................................. 44
Unit content ...................................................................................................................................... 44
Accommodation and Hospitality Services (Y/506/6346) ...................................................................... 45
Unit aim ............................................................................................................................................. 45
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Introduction
About YMCA Awards
At YMCA Awards, we are passionate about learner progress. Our qualifications support every learner, whether
taking their first steps into fitness or simply wishing to boost their skills. Our high-quality resources and
assessment materials have been created by leading industry experts in consultation with employers and
training providers.
YMCA Awards are an internationally recognised organisation. We are highly respected in health and fitness
circles, and most importantly of all we have helped over 200,000 people launch and advance their careers.
Qualification overview
This qualification is regulated by:
Ofqual
CCEA (Council for the Curriculum, Examinations and Assessment)
QW Qualifications Wales
Qualification aim
The aim of this qualification is to engage learners, from the age of 14 to the older adult, by providing them
with the opportunity to experience different aspects of working in a sport or fitness centre.
Overview of knowledge, skills and understanding
Learners will cover:
Knowledge and understanding relating to the qualification
• Know about customer service in sport and leisure facilities.
• Be able to follow procedures for welcoming and assisting visitors.
• Understand how to work as part of an office team.
• Be aware of the requirements for health and safety in his/her place of work or learning.
• Understand how the service chain supports the delivery of good customer service.
• Demonstrate an awareness of statutory and contractual employment rights.
• Be able to use effective communication skills.
• Review their self-development and plan for the future.
Target group and age range
This qualification is aimed at a range of learners, including those aged 14 and over.
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Qualification structure
To achieve the YMCA Level 1 Award in Introduction to the Active Leisure Sector, learners must complete 8
mandatory units with a total credit value of 32 and choose from 11 optional units from which a minimum of 5
credits must be selected.
Mandatory units
Unit reference number
Unit title Level Credit
Optional units
A minimum of five credits must be taken from the optional units.
Unit reference number
Unit title Level Credit
The Total Qualification Time (TQT) for this qualification is 370. The Guided Learning Hours (GLH) assigned are
295.
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Total Qualification Time (TQT)
This is an estimate of the total amount of time, measured in hours that a learner would reasonably need to be
able to show the level of achievement necessary for the award of a qualification.
Total Qualification Time is made up of the following two elements:
(a) the number of hours which an awarding organisation has assigned to a qualification for Guided Learning
(see below), and
(b) an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any
other form of participation in education or training, including assessment, which takes place as directed by –
but not under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other appropriate
provider of education or training.
Guided Learning Hours (GLH)
This is:
Face-to-face delivery (learning delivered by a lecturer, supervisor, tutor or other appropriate member
of the training team)
e-Learning with a lecturer, teacher or tutor present/available in real-time (the co-presence of learner
and tutor can be either remote or in the same physical place)
Invigilated assessment (external tests sat under controlled or open-book conditions)
Internal assessment carried out by the learner with a lecturer, teacher or tutor present/available in
real-time (the co-presence of learner and tutor can be either remote or in the same physical place).
This is not:
Unsupervised learning such as:
e-Learning that the learner carries out unsupervised and with no real-time support from a lecturer,
teacher or tutor
Assessment internally carried out by the learner without a lecturer, teacher or tutor present/available
in real-time (for example, completing a Learner Assessment Record (LAR) at home)
Any additional further study, revision and training activities that the learner does unsupervised to
support their learning.
Recommended Guided Learning Hours – our ongoing review
Your External Quality Assurer (EQA) will ask you to feedback on GLH annually as part of the quality assurance
visit. You should base your feedback on a typical learner taking this qualification and the time spent on
supervised learning (GLH). If you feel the GLH is different from the above and you wish to feedback before
your next EQA visit, please email us: [email protected].
Entry requirements
There are no entry requirements for this qualification.
Opportunities for progression
Future employment possibilities
This qualification provides the learner with the opportunity to experience different aspects of working in the
active leisure sector. On completion of this qualification learners could typically progress onto a number of
work-based qualifications in areas such as:
Operational services
Activity leadership
Exercise and fitness
Childcare
Beauty therapy
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Hospitality
Customer service.
Progression to further/higher level learning
This qualification provides progression to other qualifications at the same and higher levels, for example:
Level 2 Certificate in Leisure Operations
Level 2 NVQ Certificate in Active Leisure, Learning and Wellbeing Operational Services
Level 2 Certificate in Fitness Instructing
Level 2 Certificate in Introductory Work in the Outdoors
Level 2 Certificate in Customer Service.
Centre approval
This qualification can only be offered by centres approved by YMCA Awards to deliver it. Details of YMCA
Awards approvals processes can be found on our website:
www.ymcaawards.co.uk/centres/become-a-ymca-awards-centre.
Qualification approval
If your centre is already approved, you should only need to complete and submit a qualification approval form
to deliver this qualification. However, you may also need to complete an additional staff approval form if the
qualification is going to be delivered by staff who are not currently approved by YMCA Awards. Details of
additional approvals can be found on our website: www.ymcaawards.co.uk/approvals.
Tutor, assessor and IQA approval requirements
To make sure you meet the most up-to-date requirements please see the YMCA Awards staff approval
requirement document. This can be found on our website: www.ymcaawards.co.uk/centres/centre-guidance.
Registration
All learners must be registered within the first 10% of the duration of their course (eg, for a course that lasts
10 days, learners should be registered on the first day of their course at the latest). For further details on
registration please go to our website: www.ymcaawards.co.uk/registration.
Qualification availability
This qualification is available in:
England and regulated by Ofqual
Northern Ireland and regulated by CCEA (Council for the Curriculum, Examinations and Assessment)
Reasonable adjustments and special considerations
In making this qualification available, YMCA Awards has made every attempt to make sure that there are no
unnecessary barriers to achievement. You can find full details of our reasonable adjustment and special
considerations policy on our website: www.ymcaawards.co.uk/centres/policies-and-procedures.
Enquires and appeals procedures
YMCA Awards has an appeals procedure in accordance with the regulatory arrangements in the General
Conditions of Recognition. Full details of these procedures are available on our website:
www.ymcaawards.co.uk/centres/policies-and-procedures.
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Assessment and quality assurance
How the qualification is assessed
Assessment is the process of measuring a learner’s skills, knowledge and understanding against the standards
set in the qualification.
This qualification is a unit-based qualification and each unit contains learning outcomes and assessment
criteria. Learning outcomes set out what the learner is expected to know, understand or be able to do as a
result of the learning process. Assessment criteria detail the standards a learner is expected to meet and are
broken down into what the learner ‘can’ do as a result of successfully achieving the unit.
The learner can be assessed holistically or individually as long as they show that the learning outcomes have
been achieved.
Competency-based learning outcomes (eg, be able to) are typically assessed through direct observation and
these will take place in a real work environment. Where a real work environment is not stipulated the
observation can be simulated and be internally assessed.
Knowledge-based learning outcomes (eg, know or understand) can be assessed in a number of different ways
such as worksheets, projects, professional discussion etc. The assessment method chosen should reflect the
content of the unit.
This qualification must be assessed in line with YMCA Awards assessment policies and procedures
www.ymcaawards.co.uk/centres/centre-guidance
The YMCA Level 1 Award in Introduction to the Active Leisure Sector is assessed through internal assessment.
Internal assessment
YMCA Awards suggest the following approaches to internal assessment:
Using a Learner Assessment Record (LAR)
This document typically contains assessment guidance and paperwork developed by YMCA Awards to support
the assessment of a qualification.
A Learner Assessment Record (LAR) is available for this qualification, please make sure you are logged in to the
centre home on the website and follow this link: www.ymcaawards.co.uk/download-resources/lars.
Creating a portfolio of evidence
If a YMCA Awards LAR is not used to evidence internal assessment then the learner must create a portfolio of
evidence. Centres must work with learners to create this portfolio and need to make sure that the learner’s
portfolio shows coverage of the learning outcomes and/or assessment criteria where required.
A typical portfolio of evidence could include:
Evidence index
Assessor observation – completed observational checklists and related action plans
Witness testimony
Candidate’s proof of work
Worksheets
Assignments/projects/reports/presentations
Record of professional discussion
Record of oral and written questioning
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Candidate and peer reports
Recognition of Prior Learning (RPL)
Summary of achievement.
Centres need to make sure assessment specifications and paperwork are signed off by the EQA before
delivery.
As a guide to selecting appropriate assessments methods see the suggested example in the ‘Qualification
content’ section of this specification.
External assessment
There is no external assessment for this qualification.
Assessors
The role of the assessor is to make an informed judgement about the evidence a learner should provide to
show they can meet the assessment criteria. For further guidance please see the ‘Role of the assessor’
document on the website: www.ymcaawards.co.uk/centres/centre-guidance.
Internal and external quality assurance
The role of the Internal Quality Assurer (IQA) is to make an informed judgement(s) regarding the practice of
and decisions made by the assessment team to maintain standards. They are a vital link between the assessors
and the External Quality Assurer (EQA). For further information on the role of the IQA and the EQA go to the
website: www.ymcaawards.co.uk/centres/centre-guidance.
Qualification content
Unit specifications and recommended assessment methods
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Sport and Leisure Facility Operations
(L/502/5535)
Unit aim To provide learners with knowledge of the daily operations that occur within sport and leisure facilities.
Unit content The learner will:
1. Know about organisational structures and staff responsibilities within a sport and
leisure facility
The learner can:
1.1 describe the organisational structure of a selected sport and leisure facility
1.2 describe the responsibilities of four different staff teams from a selected sport and leisure
facility
The learner will:
2. Know the importance of providing a safe and secure environment
The learner can:
2.1 describe why it is important to provide a safe and secure environment
2.2 describe procedures used to ensure a safe and secure environment in areas within a
selected sport and leisure facility
The learner will:
3. Know about customer service in sport and leisure facilities
The learner can:
3.1 identify procedures used to provide effective customer service in a selected sport and
leisure facility
3.2 describe the importance of providing effective customer service in a selected sport and
leisure facility
The learner will:
4. Be able to set up, check, take down and store equipment used for sports activities
The learner can:
4.1 set up, check, take down and store equipment for three different sports activities, with
tutor support
15
4.2 review own performance in the setting up, checking, taking down and storage of
equipment for three different sports activities
16
Reception Skills (H/505/0442)
Unit aim To provide learners with the knowledge and skills needed when welcoming and assisting visitors to a facility.
Unit content The learner will:
1. Know how and why to make visitors welcome
The learner can:
1.1 State why it is important to make visitors welcome.
1.2 Give examples of welcoming body language.
1.3 Identify at least three questions which a receptionist may ask a visitor.
The learner will:
2. Be able to follow procedures for welcoming and assisting visitors
The learner can:
2.1 Demonstrate how to follow a given procedure for:
(a) Welcoming visitors
(b) Informing colleagues that visitors have arrived
(c) Assisting visitors with their requirements while waiting.
17
Working in an office setting
(D/503/2750)
Unit aim To provide the knowledge and skills needed for learners who wish to work in an office environment.
Unit content The learner will:
1. Understand how to work as part of an office team
The learner can:
1.1 List 4 key roles within an office
1.2 Outline what is meant by a team
1.3 List members of own team and state their roles
1.4 State what is meant by a good working relationship
1.5 Explain how good working relationships with other team members can be maintained
1.6 State how help can be given to other members of the team
1.7 Outline 2 problems with working relationships and how these can be solved
1.8 Explain how feedback can be received and used to improve the standard of work
The learner will:
2. Work as part of an office team
The learner can:
2.1 Demonstrate effective team working and explain own contribution to effectiveness of the
team
2.2 Show how help has been given to another member of the team
2.3 Demonstrate how a problem with working relationships can be solved
2.4 Show how feedback has been received and used to improve the standard of work
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The learner will:
3. Know how to organise own work
The learner can:
3.1 Explain why it is important to be organised in own work role
3.2 Outline how to understand instructions
3.3 State why it is important to use time effectively
3.4 Identify necessary resources
3.5 State why it is important to keep the work area tidy and minimise waste
The learner will:
4. Organise own work
The learner can:
4.1 Show how to be organised in own work role
4.2 Demonstrate how to understand instructions
4.3 Demonstrate how to use time effectively
4.4 Show how to acquire the resources needed
4.5 Keep the work area tidy
4.6 Show how to minimise waste in the office
4.7 Show how to minimise waste in the office
19
Introduction to health and safety
awareness in the workplace
(J/600/7805)
Unit aim To provide learners with basic knowledge of health and safety in the workplace and the role that each
individual should play in keeping themselves and others free from harm.
Unit content The learner will:
1. Understand the importance of health and safety in the workplace
The learner can:
1.1 State what is meant by health and safety in the workplace and why it is important
1.2 Describe the legal responsibilities of employers, employees and the self-employed
1.3 Describe how health and safety law is enforced
1.4 Identify sources of health and safety information within his/her organisation
1.5 Identify other sources of health and safety information
The learner will:
2. Understand the need for risk assessment
The learner can:
2.1 Define the terms ‘hazard’ and ‘risk’
2.2 Describe risk assessment
2.3 Give examples of work related accidents and ill health
The learner will:
3. Be aware of the requirements for health and safety in his/her place of work or
learning
The learner can:
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3.1 List the health and safety information that should be provided for an employee or learner
3.2 Describe the process for reporting injuries, ill health, unsafe conditions and accidents
within his/her place of work or learning
3.3 Describe the provision for first aid in his/her place of work or learning
3.4 For a chosen occupational sector describe the appropriate personal protective equipment
(PPE) and the hazards against which the PPE offers protection
21
Understand the principles of
customer service (R/502/9652)
Unit aim To provide learners with the knowledge they need to make sure that products and services can consistently
meet or surpass customer expectations.
Unit content The learner will:
1. Understand relationships between customer expectations and customer satisfaction
The learner can:
1.1 Describe differences between internal and external customers
1.2 Identify the characteristics of typical customers and their expectations
1.3 Explain the link between customer expectations and customer satisfaction
1.4 Explain how poor customer service could impact on customer expectations and customer
satisfaction
1.5 Explain why customer satisfaction is important in an organisation
The learner will:
2. Understand the service offer of organisations
The learner can:
2.1 Identify an organisation’s services and/or products
2.2 Explain the service offer of an organisation
2.3 Describe how service offers shape the expectations of customers
2.4 Describe how poor delivery of a service offer can influence customer loyalty
The learner will:
3. Understand how the service chain supports the delivery of good customer service
The learner can:
3.1 Describe the roles of individuals and teams in delivering customer service
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3.2 Describe how individuals and teams fit into the service chain of an organisation
3.3 Explain how negative behaviour of a team member could impact on the service chain
3.4 Explain why following organisational procedures is important
3.5 Identify typical customer service problems
3.6 Explain how to resolve typical customer service problems
Assessment specification
Worksheet, research project
23
Supporting Employability and
Personal Effectiveness (K/600/8641)
Unit aim To support learners in developing their employability and personal effectiveness skills through involvement
within a group project. It includes the opportunity for learners to experience, develop and improve such skills
as effective communication, working as part of a team, and self-reflection.
Unit content The learner will:
1. Be able to use effective communication skills
The learner can:
1.1 Demonstrate the ability to listen to others
1.2 Communicate appropriately with others
The learner will:
2. Be able to make a positive contribution within a team
The learner can:
2.1 Contribute ideas and suggestions to the group project
2.2 Show discussion skills within the group
2.3 Be reliable during the realisation of group work
2.4 Demonstrate collaborative team working skills
The learner will:
3. Be able to demonstrate employability skills in a group project
The learner can:
3.1 Demonstrate task management skills
3.2 Show flexibility when dealing with problems or changes in circumstances
3.3 Complete assigned tasks within given timescales
3.4 Show time management skills
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The learner will:
4. Know how to reflect on personal effectiveness skills and qualities for employability
developed in the context of a group project
The learner can:
4.1 Describe own personal effectiveness skills and qualities demonstrated in the context of the
group project
4.2 Identify personal effectiveness skills and qualities needed for own development for
employability
4.3 Plan ways to develop own personal effectiveness skills and qualities for employability
25
Developing self (K/502/0469)
Unit aim To provide the learner with the fundamental knowledge and skills to evaluate their own personal skills,
abilities and behaviours and strategies on how they can be improved.
Unit content The learner will:
1. Take an active role in their self development
The learner can:
1.1 Describe personal strengths or abilities
1.2 Select an area for self development
1.3 Explain why this area is important for their self development
The learner will:
2. Be able to plan for their self development
The learner can:
2.1 Prepare a plan for their identified area of self development
2.2 List activities, targets and timelines for their self development
2.3 Plan how to review progress towards achieving their targets
2.4 Work through the agreed plan
The learner will:
3. Review their self development and plan for the future
The learner can:
3.1 Review their self development plan
3.2 Suggest improvements and amendments to the plan
3.3 Explain how they will continue with their self development in the future
26
Employment Rights, Contracts and
Pay (J/504/8800)
Unit aim To provide the learner with the fundamental knowledge and skills to evaluate their own personal skills,
abilities and behaviours and strategies on how they can be improved.
Unit content The learner will:
1. Know about employment legislation
The learner can:
1.1 List different policies that an organisation should have in place
1.2 State the function of each policy
1.3 State why it is important that an organisation implements these policies
The learner will:
2. Know about statutory and contractual employment rights
The learner can:
2.1 Give an example of a statutory employment right
2.2 Give an example of a contractual employment right
The learner will:
3. Know about a contract of employment
The learner can:
3.1 State different ways in which a contract of employment may be formed
3.2 List the main sections of a written contract of employment
3.3 State their purpose of the different sections of a written contract of employment
The learner will:
4. Know about the implications of breach of contract
The learner can:
4.1 Give an example of how a contract of employment may be breached by an employer
27
4.2 Give an example of how a contract of employment may be breached by an employee
4.3 State possible outcomes of a breach of contract
The learner will:
5. Know about the key information on a payslip
The learner can:
5.1 On a given payslip identify:
(a) Deductions
(b) Payments
(c) Information relating to the payee
(d) General information
5.2 State the purpose of:
(a) Deductions
(b) Payments
(c) Information relating to the payee
(d) General information
5.3 State how net pay is calculated
28
Housekeeping and Guest Services
(A/600/1094)
Unit aim To provide learners with the knowledge, understanding and skills they need to provide housekeeping and
guest services to meet customer needs.
Unit content The learner will:
1. Know the purpose of guest services
The learner can:
1.1 State how guest services meet customer needs
1.2 State the role of guest services in maintaining security
1.3 State the importance of communication with other departments
The learner will:
2. Know the structure of guest services
The learner can:
2.1 Identify job roles within guest services
2.2 Describe the responsibilities of different job roles in guest services
The learner will:
3. Be able to maintain and service accommodation facilities
The learner can:
3.1 Correctly select, use and store routine cleaning materials and equipment
3.2 Select suitable personal protective equipment (PPE)
3.3 Maintain and service public areas, toilets and washrooms/bathrooms and bedrooms in
accordance with organisations’ specifications
29
Principles of food safety when
providing food and drink for
individuals (A/503/2495)
Unit aim To provide learners with the knowledge and understanding of food safety and handling measures needed
when preparing, serving, clearing away and storing food.
Unit content The learner will:
1. Understand the importance of food safety measures when providing food and drink
for individuals
The learner can: 1.1 Identify potential food safety hazards when preparing, serving, clearing away and storing
food and drink
1.2 Explain the importance of implementing food safety controls when providing food and
drink for individuals
1.3 Explain why personal protective clothing should be worn when handling food and drink
1.4 Explain why surfaces, utensils and equipment must be clean
1.5 Explain the importance of clearing and disposing of food waste promptly and safely
The learner will:
2. Know how to maintain hygiene when handling food and drink
The learner can: 2.1 Identify when hands must be washed to maintain food hygiene
2.2 Describe the steps for effective hand-washing prior to and during handling food and drink
2.3 Describe how to maintain hygiene and cleanliness of surfaces, utensils and equipment
The learner will:
30
3. Know how to meet safety requirements when preparing and serving food and drink
for individuals
The learner can: 3.1 Describe practices to control hazards when preparing and serving food and drink
3.2 Describe how to prepare food and drink in ways that minimise risks to own safety and that
of others
3.3 Describe how to serve food and drink in ways that minimise risks to own safety and that of
others
The learner will:
4. Know the safety requirements when clearing away food and drink
The learner can:
4.1 Describe how to clear away food and drink in ways that minimise risks to own safety and
that of others
4.2 List potential hazards when clearing away and disposing of food and drink
4.3 Outline points of food safety that need to be taken into account when cleaning and storing
utensils and equipment
The learner will:
5. Know how to store food and drink safely
The learner can:
5.1 Describe practices to control food safety hazards when storing different types of food and
drink
5.2 Describe how to store different types of food and drink safely
The learner will:
6. Know how to access additional advice or support about food safety
The learner can: 6.1 Identify sources of information about food safety
6.2 Describe how to access advice and support about own role in maintaining food safety when
providing food and drink for individuals
31
Food Service (K/502/4957)
Unit aim To provide learners with the basic knowledge, understanding and skills needed to serve food safely and
hygienically, when working in a food service area within the hospitality industry.
Unit content The learner will:
1. Know different types of food service
The learner can:
1.1 Describe different types of food service
The learner will:
2. Be able to serve food
The learner can: 2.1 State health and safety and hygiene requirements when serving food
2.2 Serve hot/cold food, including plated and counter service, in a safe and hygienic manner
The learner will:
3. Be able to work in a food service area
The learner can: 3.1 Set up, maintain and close down the service area according to instructions
32
Salon Reception Duties (H/504/9601)
Unit aim To provide learners with the basic knowledge, understanding and skills needed to record salon appointments
and carry out basic salon reception duties.
Unit content The learner will:
1. Understand how to carry out salon reception duties effectively.
The learner can:
1.1 State why it is important to present a positive image in the salon.
1.2 Outline typical salon reception duties.
1.3 List features of a well run reception service.
1.4 State the importance of maintaining client confidentiality.
1.5 Identify payment methods used for salon services.
The learner will:
2. Be able to carry out salon reception duties.
The learner can: 2.1 Present a positive image of self and salon to clients.
2.2 Communicate and behave in a professional manner.
2.3 Record and pass on information accurately and clearly.
2.4 Maintain client confidentiality.
The learner will:
3. Know how to record salon appointments.
The learner can: 3.1 Outline factors to consider when agreeing and recording appointments.
3.2 List the basic information required from the client.
3.3 Identify the different systems for recording appointments.
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3.4 Show how to record appointments for a variety of services.
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Assist with facial skin care treatments
(Y/600/8747)
Unit aim To provide learners with the knowledge, understanding and skills required to assist with facial skin care
treatments. This includes organisational and legal requirements, client consultation and treatment planning,
structure of the skin, basic facial care products, treatments and aftercare.
Unit content The learner will:
1. Be able to use safe and effective methods of working when assisting with facial
treatments
The learner can:
1.1 set up the work area to meet salon procedures and any given instructions
1.2 check that environmental conditions are suitable for the client and treatment
1.3 maintain personal standards of hygiene, and appearance that meet accepted industry and
organisational requirements
1.4 clean all tools and equipment using the correct methods
1.5 use accepted industry hygiene and safety practices throughout the treatment
1.6 position equipment and materials for ease and safety of use
1.7 position themselves and the client to meet the needs of the treatment
1.8 dispose of waste materials correctly
1.9 complete the treatment within a commercially viable time
1.10 leave the work area in a condition suitable for further treatments
1.11 keep client’s records up to date, accurate, easy to read and signed by the client and
practitioner
The learner will:
2. Be able to consult, plan and prepare for treatments
The learner can:
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2.1 use effective consultation techniques within the limits of own responsibility
2.2 obtain signed, written, informed consent from the client or from a parent or guardian if the
client is a minor
2.3 identify any contra indications by questioning the client and recording the clients responses
2.4 prepare the client to meet the needs of the agreed treatment, and by following any given
instructions
2.5 remove the clients make-up to meet the needs of the treatment
2.6 perform a skin analysis on the client and record the skin type
2.7 refer clients with conditions that may affect the treatment to the relevant member of staff,
without causing the client undue alarm and concern or mentioning to them a specific medical
condition
2.8 select suitable products for the client’s skin type based on the results of the skin analysis
and instructions from the senior therapist
The learner will:
3. Be able to carry out facial treatments
The learner can: 3.1 use facial products correctly and following manufacturers’ and senior therapist instructions
3.2 use suitable techniques to deep cleanse the client’s skin
3.3 apply pre-prepared non-setting mask treatments, and remove after recommended time
3.4 leave the skin clean, toned and suitably moisturised
3.5 complete the treatment to the client’s and senior therapist’s satisfaction
3.5 give the client suitable aftercare advice
The learner will:
4. know organisational and legal requirements
The learner can: 4.1 state own responsibilities under relevant health and safety legislation
4.2 state why minors should not be given treatments without informed and signed parental or
guardian consent
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4.3 state why it is important, when treating minors under 16 years of age, to have a parent or
guardian present
4.4 state the age at which an individual is classed as a minor and how this differs nationally
4.5 identify own responsibilities and reasons for maintaining personal hygiene, protection and
appearance according to accepted industry and organisational requirements
4.6 state how to complete client records and the importance of gaining client signatures
4.7 state the importance of and reasons for keeping and storing client records
4.8 state the importance of following a senior therapist’s instructions and the consequences of
not doing so
4.9 state the condition in which the work area should be left and why this is important
4.10 state the salon’s service times for completing facial treatments and the importance of
completing treatments in a commercially viable time
The learner will:
5. know how to work safely and effectively when assisting with facial treatments
The learner can: 5.1 outline the different types of sterilising and disinfecting equipment and chemicals
5.2 state how to disinfect tools and equipment for facial treatments
5.3 state how to prepare themselves for facial treatments
5.4 describe how to set up the work area for facial treatments
5.5 state the importance of and reasons for disinfecting hands, and how to do this effectively
5.6 state the necessary environmental conditions for the treatments and why they are
important
5.7 describe how to check equipment used for facial treatments
5.8 state why it is important to maintain standards of general hygiene and the principles of
avoiding cross-infection
5.9 state how to effectively and safely position equipment and materials for facial treatments
5.10 state how to prepare and position the client for facials and the possible risks associated
with ineffective positioning
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5.11 state how to minimise and dispose of waste from treatments
5.12 state the condition in which the work area should be left and why this is important
The learner will:
6. Know how to perform client consultation and treatment planning
The learner can:
6.1 state how to use effective consultation techniques
6.2 state how to give effective advice and recommendations to clients
6.3 describe the importance of questioning clients to establish any contra- indications to facial
treatments
6.4 state why it is important to record client responses to questioning
6.5 state the legal significance of client questioning and the recording the client’s responses
6.6 state the products, materials and equipment used for treatments and how, when and why
to use them
6.7 describe how to carry out a skin analysis
6.8 state the types of conditions and disorders that may restrict treatments, how to recognise
them, and why they may restrict treatments
The learner will:
7. know the structure of the skin in relation to assisting with facial skin care
The learner can: 7.1 describe the basic structure and function of the skin
7.2 describe the skin characteristics and skin types of different client groups
7.3 state how to recognise different skin types
7.4 state how to recognise basic skin conditions
The learner will:
8. know basic facial care products, treatments and aftercare
The learner can:
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8.1 state the different cleansing techniques and how to carry them out
8.2 state the reasons and benefits of cleansing, toning, mask application and moisturising
8.3 describe the contra-indications that could occur during facial treatments and what action
to take
8.4 state why it is important to provide a basic home care routine
8.5 identify the aftercare products that will benefit the client and those to avoid and why
8.6 describe the contra-indications that could occur after facial treatments and what advice to
give to clients
8.7 state the recommended time intervals for facial treatments
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Hand care (K/502/3467)
Unit aim To provide learners with the skills needed to prepare and provide basic hand care treatments.
Unit content The learner will:
1. Be able to prepare for a basic hand care treatment
The learner can:
1.1 Prepare for a basic hand care treatment
1.2 State the procedure for client preparation
1.3 Select products and tools for a hand care treatment
The learner will:
2. Be able to provide basic hand care treatment
The learner can:
2.1 Identify typical nail shapes and basic nail structure
2.2 Carry out a basic hand care treatment
2.3 Follow safe and hygienic working practices
2.4 Communicate and behave in a professional manner
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An Introduction to Childcare
(A/602/0941)
Unit aim To provide learners with the knowledge and understanding needed when caring for children. It includes key
principles such as roles, duties and qualifications needed to work within the childcare industry and acceptable
patterns of behaviour.
Unit content The learner will:
1. Understand the need for day care provision.
The learner can: 1.1 Identify the need for day care provision.
1.2 Describe different types of day care provision.
The learner will:
2. Know roles, duties and qualifications needed to work within the childcare industry.
The learner can: 2.1 Describe qualities needed to work in childcare settings.
2.2 Identify qualifications required to work within the childcare industry.
2.3 Identify roles and duties of a range of staff within the industry.
The learner will:
3. Understand the need for acceptable patterns of behaviour.
The learner can: 3.1 Identify factors that can make children demonstrate challenging behaviour.
3.2 Describe how to deal with challenging behaviour.
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Handling Stock in a Retail
Environment (K/504/7607)
Unit aim To provide learners with the basic knowledge, understanding and skills needed to handle, unpack, display and
store stock in a retail environment.
Unit content The learner will:
1. Know why it is important to handle stock carefully.
The learner can: 1.1 Give reasons why stock must be handled carefully when it is being unpacked, stored and
displayed.
The learner will:
2. Be able to unpack and move stock.
The learner can: 2.1 Unpack stock in a careful manner.
2.2 Follow instructions to move goods and materials safely, without causing damage to stock or
injury to self and others.
The learner will:
3. Be able to store stock safely.
The learner can: 3.1 Put stock into appropriate storage place, as directed, so that it is neatly and safely stored.
The learner will:
4. Be able to fill up stock on display.
The learner can:
4.1 Follow instructions or guidelines to display stock so that it is accessible and attractive to
customers.
Assessment specification
Written task, observation
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Principles of Marketing (Y/506/6315)
Unit aim To provide learners with a basic understanding of marketing principles and the techniques used for marketing.
Unit content The learner will:
1. Be able to identify target demographic for a product or service
The learner can: 1.1 Give reasons why stock must be handled carefully when it is being unpacked, stored and
displayed.
1.1 Identify the positioning of a business, product or service in the marketplace
1.2 Describe the target market for this business, product or service
1.3 Outline why this business, product or service would appeal to its target audience
The learner will:
2. Know about different market research methods
The learner can:
2.1 Describe the advantages of undertaking market research
2.2 Describe what information market research can give about a target market
2.3 Identify different types of market research
2.4 Give advantages of a form of market research
The learner will:
3. Know about different methods of marketing
The learner can: 3.1 Identify methods of marketing a business, product or service
3.2 Give the advantages of a method of marketing
The learner will:
4. Understand the importance of customer service
The learner can: 4.1 Identify ways of demonstrating good customer service
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4.2 Describe advantages of some ways of demonstrating good customer service
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Understanding Sales (R/506/6314)
Unit aim To provide learners with a basic understanding of sales principles and processes.
Unit content The learner will:
1. Be able to identify target demographic for a product or service
The learner can: 1 Identify situations requiring sales skills
1.1 Identify what is meant by sales opportunities in an inbound customer service environment
1.2 Identify examples of sales skills in different ‘everyday’ contexts
The learner will:
2. Understand selling principles
The learner can: 2.1 Identify the difference between cross and up-sell
2.2 Describe what makes people buy
2.3 Describe what is meant by features and benefits of different products and services
2.4 Describe the importance of meeting customer needs in the sales process
The learner will:
3. Understand sales processes
The learner can: 3.1 Identify appropriate techniques to use when meeting customer needs in a sales context
3.2 Describe the structure of a sale within an inbound call
3.3 Describe rejection in sales and how to deal with it
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Accommodation and Hospitality
Services (Y/506/6346)
Unit aim To provide the learner with the fundamental knowledge and skills related to accommodation services in
hospitality.
Unit content The learner will:
1. Know the purpose of accommodation services
The learner can: 1.1 Describe the purpose of accommodation services
The learner will:
2. Know the job roles and responsibilities of accommodation services employees
The learner can: 2.1 Describe the job roles and responsibilities of people working in accommodation services
2.2 Describe documentation used to maintain standards
The learner will:
3. Be able to demonstrate skills in accommodation services
The learner can: 3.1 Prepare and service a bedroom by carrying out the appropriate procedures
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diverse suite of qualifications, from introductory (Level 1) to advanced levels
(Level 4).
YMCA Awards issues over 30,500 qualification certificates a year, helping learners
in the UK and overseas to launch and progress their careers in the active leisure
sector.
To view YMCA Awards’ full range of qualifications please visit
www.ymcaawards.co.uk.
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