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Unit 9: Keeping Children Safe1164Unit 10: Valuing Children as Individuals1174Unit 11: Children’s Learning Through Everyday Experiences1183Unit 12: Physical Activities for Children1191Unit 13: Learning Experiences for Young Children1198Unit 14: Engaging Children in a Group Activity1204Unit 15: Supporting the Use of IT with Children1211Unit 16: Creative Activities for Young Children1220Unit 17: Musical Experiences for Children1228Unit 18: Books, Stories, Poems and Rhymes for Children1235Unit 12: Health and Social Care Needs1246Unit 13: Personal Care in Health and Social Care1252Unit 14: Creative Activities for Children1258Unit 15: Learning Experiences for Children and Young People1267Unit 16: Creative and Leisure Activities for Adults in Health and SocialCare1275Unit 17: Promoting Healthy Eating in Care1284Unit 18: Communication with Adults and Children in Health and SocialCare1292Unit 19: Job Opportunities in Health and Social Care1298Unit 7: Introduction to the Hospitality Industry1305Unit 8: Customer Service in the Hospitality Industry1311Unit 9: Food Service1319Unit 10: Preparing and Serving Drinks1327Unit 11: Basic Food Preparation and Cooking1335Unit 12: Using Kitchen Equipment1344Unit 13: Introduction to Food Commodities1351Unit 14: Introduction to Healthy Eating1358Unit 15: Housekeeping and Guest Services1367Unit 16: Front Office Operations1375Unit 5: Public Service Careers1382Unit 6: Improving Health and Fitness for Entry into the Uniformed PublicServices1388Unit 7: Personal Skills for the Public Services1396Unit 9: Forensic Detection1406

Unit 10: Introduction to Security Work in the Public Services1416Unit 12: Map Reading Using Ordnance Survey Maps1426Unit 17: Introduction to Expedition Skills1434Unit 18: Developing Personal Skills for Leadership1442Unit 11: Practical Teamwork in the Public Service1450Unit 14: Public Services: Assisting the Public1459Unit 16: Public Service Project1469Unit 13: Public Service Incidents1475Unit 11: Taking Part in Exercise and Fitness1482Unit 12: How the Body Works1490Unit 13: Planning Own Fitness Programme1498Unit 13: Assisting a Leader of Sports or Active Leisure Activities to Planand Deliver an Activity1505Unit 15: Working in Sport and Active Leisure1511Unit 17: Job Opportunities in Sport and Active Leisure1518Unit 8: Customer Service in Travel and Tourism1524Unit 9: Displaying Travel and Tourism Products and Services1532Unit 10: Planning a Trip to a Visitor Attraction1540Unit 11: UK Travel Destinations1546Unit 12: Recommending a Package Holiday1554Unit 13: Schedule, Charter and Low-Cost Airlines1564Unit 14: The Role of Air Cabin Crew1572Unit 15: The Role of the Overseas Resort Representative1581Unit 16: Planning and Participating in an Event1589Unit 18: Work Experience in Travel and Tourism1596Unit 19: Planning for a Job in Travel and Tourism1603Unit 4: Art and Design: Explore Drawing1611Unit 5: Art and Design: Explore Painting1623Unit 6: Art and Design: Explore Printmaking1636Unit 7: Art and Design: Explore Mixed Media1648Unit 8: Art and Design: Explore and Create Surface Relief1661Unit 9: Art and Design: Explore 3D Design Crafts1674Unit 10: Art And Design: Explore 3D Design1685Unit 11: Art And Design: Explore 3D Fine Art1698

Unit 12: Art and Design: A Personal Project1709Unit 13: Art and Design: An Accessory Project1719Unit 4: Promoting a Performing Arts Event1731Unit 5: Preparing Performing Arts Work1740Unit 6: Presenting Performing Arts Work1747Unit 7: Exploring Acting Skills1753Unit 8: Exploring Dance Skills1760Unit 9: Exploring Music Performance Skills1766Unit 10: Exploring Technical Support for Stage Performance1772Unit 11: Exploring Design Skills for the Performing Arts1778Unit 12: Exploring Musical Theatre Skills1784Unit 13: Performing Arts Individual Repertoire and Showcase1791Unit 14: Working in the Performing Arts1799Unit 5: Investigating Interactive Media Products1807Unit 6: Developing Multimedia Products1815Unit 8: Exploring Digital Photography1824Unit 10: Developing Audio Production1832Unit 13: Job Opportunities in Creative Media1840Unit 7: Developing Video Products1848Unit 9: Developing Animation1854Unit 11: Audio and Video Editing1860Unit 6: Growing Plants for Commercial Use1866Unit 10: Making and Testing Cosmetic Products1872Unit 21: Working in a Team1878Unit 20: Carrying out an Individual Project1884Unit 30: Safe Learning in the Workplace1890

Group 1Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 20171

2Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Unit 10:Self-assessmentUnit reference number:L/503/2811Level:Entry 3Credit value:1Guided learning hours:10Unit aimThe aim of this unit is to introduce learners to the skill of self-assessment ofpersonal strengths, weaknesses, skills and qualities in order to identifygoals.Unit introductionThe ability to set goals and assess performance in reaching them is avaluable skill in achieving success in the workplace, in training and studies,and in life in general. Learners will consider their personal strengths andweaknesses and how they may benefit from their skills and qualities. Theunit also introduces learners to the process of setting long- and short-termgoals and ways to achieve them.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learningoutcomes for the unit. The assessment criteria determine the standardrequired to achieve the unit.Learning outcomesAssessment criteria1Know personal strengthsand weaknesses1.1 List own personal strengthsKnow the benefits of ownskills and qualities2.1 Identify own skills and qualitiesKnow how to set personalgoals3.1 Identify a personal long-term goal231.2 Identify areas of personal weakness2.2 Identify how own skills and qualities canbe helpful for career or personal life3.2 Identify personal short-term goals3.3 Identify how short-term goals may beachievedPearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 20173

Unit content1 Know personal strengths and weaknessesPersonal strengths and weaknesses: strengths eg friendly, shy,outgoing, confident; weaknesses eg over-talkative, easily upset2 Know the benefits of own skills and qualitiesSkills and qualities: communication skills eg speaks clearly, bilingual,multilingual; practical skills eg good at drawing, painting, cooking, goodwith animals, good at sport; interpersonal skills eg patient with elderly,gentle with childrenHow skills and qualities can be used for career or personal life: egcommunication skills could assist in building good relationships withchildren or grandchildren, being bilingual or multilingual could helpsecure paid employment as an interpreter, painting skills would be usefulin re-decorating own home, sports skills could help in getting fit andhealthy, cooking skills could lead to enrolment on a catering orhospitality course3 Know how to set personal goalsLong-term goals: eg work with children, be a chef, be financiallyindependent, get a full-time job, give up smokingShort-term goals: eg find some work experience, improve number skills,learn basic cooking, learn to drive4Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Essential guidance for tutorsDeliveryThe emphasis of this unit is on enabling learners to consider their ownstrengths, weaknesses, skills and attributes.For all the learning outcomes in this unit, learners will need to relate theknowledge to their personal experiences. Learners at this level may needconsiderable support from their tutor or line manager to be able to reflecton their own attributes and weaknesses. This might be best achievedthrough one-to-one discussions or tutorials.The tutor could start delivery of this unit by exploring the generic concept ofstrengths and weaknesses. It could be useful for learners to watch a video,for example, of a soap opera or drama. In groups, learners could discussand analyse the strengths and weaknesses of the different characters andthen report back to the rest of the group. Recognising areas of weakness isa potentially sensitive area and should be approached with sensitivity andrespect, with an emphasis on the fact that everyone has strengths andweaknesses and can accentuate their strengths whilst still recognising theirweaknesses.Learners are required to work towards identifying their own strengths andweaknesses for learning outcome 1.For learning outcome 2, learners could undertake group or individualresearch on the skills and qualities of famous people, such as RichardBranson, Mahatma Gandhi, Oprah Winfrey, David Beckham, NelsonMandela, Paula Radcliffe, Mother Teresa, and present their findings to therest of the group. Group discussion could focus on the fact that everyonehas skills and qualities which are useful in different situations but are notalways recognised as important.Tutors could invite guest speakers to talk to learners about theirexperiences of setting long-term and short-term goals for learning outcome3. Learners could prepare questions to ask speakers about how theyachieved their short-term goals. The different long- and short-term goalsdiscussed could be displayed under two headings in the class for learners torefer to. Learners could complete individual research on the internet aboutpossible long-term goals for themselves.Learners in the workplace could prepare questions to ask more experiencedcolleagues about how they set and achieved their short- and long-termgoals.This could be used to inform the learner’s discussion with their line manageror supervisor about appropriate goals.Throughout this unit, learners can record their self-assessments through thecompletion of personal logbooks. The logbooks could take a variety offormats, depending on the needs of the individual learner.Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 20175

AssessmentEvidence for all the assessment criteria could be provided in the form of alogbook. Tutors are encouraged to use a variety of methods of recording theappropriate information in the log, depending on the individual learner.Alternative methods of evidencing learning may be used. Evidence fromtutorials or one-to-one discussions with the learner, verified by thetutor/line manager, may be included in the log.Learners will need to list two personal strengths for 1.1.For 1.2, learners need to identify two areas of personal weakness.Information for 1.1 and 1.2 should be recorded in learners’ logbooks or anyother tool selected to record their learning.Criterion 2.1 requires learners to identify two of their own skills and two oftheir own qualities. Although learners can interpret the idea of skills andqualities in a broad sense, the two personal skills and two personal qualitiesmust be reasonably different from each other.For 2.2, learners should give two ways their identified skills or qualities mayhelp them in the future.The evidence for 3.1 will need to be an achievable long-term goal.Two short-term goals that will help the learner achieve their long-term goalneed to be identified for 3.2.To achieve 3.3, learners should identify two ways in which they may achievethe short-term goals given in 3.2.Links to other BTEC units, other BTEC qualifications and other relevant units andqualificationsThis unit forms part of the WorkSkills from Pearson suite. This unit hasparticular links with:Entry LevelLevel 1Level 2Unit 11: CareerProgressionUnit 10: SelfassessmentUnit 9: Self-assessmentUnit 16: Setting andMeeting Targets atWorkUnit 11: CareerProgressionUnit 10: CareerProgressionUnit 23: Setting andMeeting Targets atWorkUnit 22: Setting andMeeting Targets atWorkEssential resourcesThere are no special resources needed for this unit.6Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Indicative resource mehowto.netPearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 20177

Unit 11:Career ProgressionUnit reference number:R/503/2812Level:Entry 3Credit value:1Guided learning hours:10Unit aimThe aim of this unit is to introduce learners to the concept of careerprogression. Learners will explore their skills and qualities for careerprogression and the resources available for information and guidance.Unit introductionCurrent working practices make it increasingly important for individuals tobe aware of the role they play in progressing their own careers. This unitintroduces learners to the concept of career progression and the skills,qualities and resources associated with it. Learners will be helped torecognise the personal skills and qualities that they can use to develop acareer, as well as the benefits of doing so. They will also find out moreabout different sources of information and guidance for career progression.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learningoutcomes for the unit. The assessment criteria determine the standardrequired to achieve the unit.Learning outcomesAssessment criteria1Know the importance ofcareer progression1.1 Identify benefits of career progressionKnow skills and qualitiesfor career progression2.1 List types of skills and qualities relevantto career progression21.2 Identify why it is important for individualsto be involved in own career progression2.2 Identify own skills and qualities for careerprogression8Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Learning outcomesAssessment criteria33.1 Identify different types of careers-relatedresourcesBe able to useinformation and guidancerelated to careerprogression3.2 Identify a career or area of work tomatch own interests from careers-relatedresourcesPearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 20179

Unit content1 Know the importance of career progressionBenefits of career progression: eg personal satisfaction, learning newskills, promotion, pay riseWhy it is important for individuals to be involved in own careerprogression: to plan own future; to be in control; to find career whichmatches own interests2 Know skills and qualities for career progressionSkills and qualities: interests and talents; previous experience,education, training, qualificationsCareer progression: personal skills and qualities assisting careerprogression eg motivation, determination, reliability, flexibility; ongoinglearning or training3 Be able to use sources of information and guidance related tocareer progressionSources of information and guidance related to career progression: egcollege, school or community-based careers services, personal files,Jobcentres, Learndirect, Connexions, libraries, careers and jobs sectionsin local newspapers and on websites10Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Essential guidance for tutorsDeliveryTutorial and personal social and health education sessions are ideal fordelivery of this unit. It could also be integrated into a vocationalqualification, delivered in a work-based setting or in whole groups. Learnersshould be encouraged to view their learning as the beginning of a lifetime oflearning.To make the concepts as relevant as possible, the unit should be deliveredwithin the context of the learner’s own career interests, opportunities andcircumstances. Examples of career progression should be chosen with careso that they are inspirational without being beyond the learner’s frame ofreference.The concept of career progression may be introduced by group discussionsor the use of audio visual material (for example, documentaries aboutpeople who have successful careers). For learning outcome 1, guestspeakers could be invited to speak about how they have benefited fromcareer progression. Learners could prepare questions to ask speakers.Learners could produce posters about the benefits of career progression todisplay in class.Groups could be asked to consider the skills and qualities required fordifferent careers and report back to the whole group.Learners could be asked to consider their personal skills and qualitiesrelated to progression in a career prior to a one-to-one tutorial.To gain knowledge of different sources of information and guidance relatedto career progression, guest speakers could be invited from organisationssuch as Connexions or the Jobcentre. Learners could work in groups toinvestigate careers that interest them, using the internet, local newspapers,magazines and other appropriate sources.AssessmentTo meet 1.1, learners must identify two appropriate benefits of careerprogression from resources such as interviews, articles and presentations.These resources may be given to the learner and discussed with a group ortutor/line manager, but learners must identify, clearly and independently,the benefits which they have decided are linked to career progression.For 1.2, learners need to give one reason why individuals need to beinvolved in their own career progression. A statement could be completedby the tutor/line manager following a tutorial/discussion to verify that thelearner has achieved this criterion.For 2.1, learners need to list generic skills and qualities required for careerprogression.Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 201711

For 2.2, a statement could be completed by the tutor/line manager followinga tutorial or discussion about how the learner identified, clearly andindependently, their own skills and qualities which are relevant to careerprogression.In order to achieve 3.1, learners need to identify three different careerrelated resources.For 3.2, with support, learners need to identify one career or area of work ofinterest to them from career-related resources. Learner could participate ina discussion which could be recorded by the tutor/line manager forverification purposes.12Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Links to other BTEC units, other BTEC qualifications and otherrelevant units and qualifications.This unit forms part of the WorkSkills from Pearson suite. This unit hasparticular links with:Entry LevelLevel 1Level 2Unit 5: Searching for aJobUnit 5: Searching for aJobUnit 4: Searching for aJobUnit 6: Applying for aJobUnit 6: Applying for aJobUnit 5: Applying for aJobUnit 7: Preparing for anInterviewUnit 7: Preparing for anInterviewUnit 6: Preparing for anInterviewUnit 8: Interview SkillsUnit 8: Interview SkillsUnit 7: Interview SkillsUnit 10: SelfassessmentUnit 10: SelfassessmentUnit 9: Self-assessmentUnit 11: CareerProgressionUnit 10: CareerProgressionEssential resourcesLearners need access to a range of career-related resources, for examplewebsites, publications, tutors and careers advisers.Indicative resource LearningPearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 201713

Group 214Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 2017

Pearson BTEC Vocational Studies Units for Entry 3 Qualifications –Issue 3 – July 2017 Pearson Education Limited 201715

Unit 1:Art and Design:Explore 2 DimensionsUnit reference number:Y/502/3884Level:Entry 3Credit value:3Unit aimArtists and designers need a range of 2 dimensional (2D) skills to createtheir ideas. This is a practical unit where learners will create 2D work basedon a theme.Unit introductionLearners will focus on the use of materials and processes used in worksho

Unit 6: Desktop Publishing Software 198. Unit 5: Design and Imaging Software 203 Unit 3: Using Email 208 Unit 4: Using Mobile IT Devices 213 Unit 8: Spreadsheet Software 218 . Unit 6: Introduction to Creative and Leisure Activities for Children and Adults 285 Unit 7: The Role of the Carer at Mealtimes 292 Unit 3: Serving Food and Drink 298 .