Skillsfirst Awards Handbook Level 3 Certificate/Diploma in ... · based units relating to specialisms such as bakery, beauty consultancy and visual merchandising. In many cases assessors

Suite 215Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

Handbook

Level 3 Certificate/Diploma in Retail Skills Visual Merchandising (QCF)

RVMC3 RVMD3

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 – The sector skills council for retail 3.1 Skillsmart Retail Limited 4 3.2 The roles of those involved in collecting evidence 4 3.3 Occupation competence of those involved in assessment and quality assurance 6 3.4 CPD requirements of peripatetic assessors and verifiers 6 Section 4 – Summary of assessment methods 4.1 Recognition of prior learning (RPL) 7 4.2 Simulation 7 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 9 5.2 QCF units 9 5.3 QCF terminology 9 5.4 Availability of qualifications 9 Section 6 – Qualification structure 6.1 Number of credits required for each qualification 9 6.2 The rules of combination 10 6.3 List of available units and their credit value 10 6.4 Learner entry requirements 11 6.5 Progression opportunities 11 Section 7 – The units of learning 7.1 Structure of the units 12 7.2 Group M – mandatory unit 13 7.3 Group A – optional units 18 7.4 Group B – optional units 39

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1.0 Introduction

1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas.

1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff reliably

qualified to recognised industry standards. 1.3 The following handbook provides the learning outcomes and assessment strategy for the delivery

of Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications.

The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk 1.4 This document is copyright but can be copied by any of our recognised centres for the purpose of

assessing learners and may also be copied by learners for their own use. 2.0 Skillsfirst Awards Limited 2.1 Data protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skillsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst Awards is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedure. Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process.

http://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/

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This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at [email protected] 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged in the first instance to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website or from the Skillsfirst customer service team. As a guide, the majority of frequently requested information is available on our website on or on request via the electronic helpline listed below. website: www.skillsfirst.co.uk email: [email protected] Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier.

http://www.skillsfirst.co.uk/mailto:[email protected]://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/

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2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement Skillsfirst Awards has a malpractice and maldministration policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The sector skills council for retail 3.1 Skillsmart Retail Limited The Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (QCF) is based on the units developed by Skillsmart Retail Limited who are the sector skills council for retail. Their contact details are: Skillsmart Retail Ltd 4th Floor 93 Newman Street London W1T 3EZ Phone 020 7462 5060 Fax 020 7462 5061 Email www.skillsmartretail.com This handbook provides details from the sector skills council’s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 3 Certificate/ Diploma in Retail Skills (Visual Merchandising) (QCF) and includes the: roles of all those involved in the assessment and quality assurance of the qualification occupational expertise required by all those involved in the assessment and quality

assurance of the qualification summary of assessment methods The complete assessment strategy is available for view and to download from the Skillsmart Retail Limited website www.skillsmartretail.com 3.2 The role of those involved in collecting evidence The role of supervisors and managers in the assessment process The principle is established that wherever possible, assessment is conducted by colleagues, supervisors and/or managers in a workplace environment. Where the skill or capability of these individuals is inadequate to deliver the requirements of the organisation or the quality infrastructure, external services (to the work unit or organisation) may be introduced (peripatetic assessors). If the learner is employed in the retail sector, in no circumstances may a competence-based qualification for the retail sector be delivered without the involvement of the learner’s line manager or the owner/manager to confirm the learner’s competence. Where in-store line managers carry out the assessment or internal verification roles, retail stores with the agreement of their Awarding Organisation may choose between: a) achieving the appropriate regulatory authority approved qualifications for assessment and

internal verification OR

http://www.skillsfirst.co.uk/http://www.skillsmartretail.com/http://www.skillsmartretail.com/

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b) demonstrating that training and development activity undertaken by the employer to prepare,

validate and review these assessment/verification roles, maps 100% to the National Occupational Standards on which these qualifications are based. The mapping process must be agreed by Skillsfirst as providing the equivalent level of rigour and robustness as the achievement of the qualification.

The alternative option described in (b) above, which waives the need for the regulatory approved units in the retail sector, must be applied on an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the NOS in association with the prospective Awarding Organisation who will be offering the qualification. The role of peripatetic assessors in the assessment process Peripatetic assessors and internal verifiers must hold or be working towards the appropriate regulatory authority approved qualifications for assessment and internal verification/quality assurance. The services offered by the peripatetic assessor must complement the activity of a line manager or owner/manager and the competence of a learner employed in the retail sector may not be confirmed without the participation of a line manager or owner/manager in the process. It is also requested that specific reference be made to auditing this provision, within external verification/quality assurance processes. The role of expert witnesses in the assessment process There are a number of specialist sub-sectors in retail. Consequently the sector has competence-based units relating to specialisms such as bakery, beauty consultancy and visual merchandising. In many cases assessors will not have the requisite experience of these specialist areas. In these instances the assessor must use an expert witness to provide evidence in confirming to the learner’s competence. An expert witness is an experienced peer of the learner, or the learner’s line manager. The expert witness is not consulted as a professional assessor, but as someone who is expert in the occupation to be assessed. The assessor will make the final judgement. 3.3 The occupational competence of those involved in assessment and quality assurance Occupational competence of expert witnesses Expert witnesses can be drawn from a wide range of people who can attest to performance in the workplace, including line managers and experienced colleagues from inside the learner’s organisation. Skillsfirst requires that expert witnesses have proven practical experience and knowledge relating to the content of the unit being assessed. It is unlikely that someone could become an expert in their entire job role in less than six to twelve months of being employed in the retail sector. They could, however, very quickly become an expert in the content of a single unit if this was the focus of their job role. The assessor should make a judgement as to the level of expertise held by a potential expert witness and, where necessary, confirm this with a member of the store management team. Occupational competence of assessors Assessors in the retail sector should have an in-depth knowledge of, and be competent in performing, the occupational requirements of the generic competence-based units as well as any specialist units for which they do not use expert witness testimony. This competence will have been acquired either in direct employment in the occupational role to which the unit relates, or in employment as a manager, supervisor or in-house trainer of employees carrying out the role.

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It is unlikely that occupational competence will have been achieved in less than twelve months of employment as a retail assistant, or less than six months in a managerial position, but individuals with less experience could be considered as assessors if sufficiently occupationally competent. Additional assessor requirements for specialist units The management standards unit also requires assessors to possess a good understanding of current management practice in order to assess the management units. Occupational competence of verifiers/quality assurers Internal verifiers (or equivalent quality assurance experts) in the retail sector must have a current understanding of the structure, content and occupational requirements of the units that they are internally verifying. This understanding will have been acquired while working directly within the relevant occupational area in either an operational or a support function. The level of understanding should be sufficient to allow the internal verifier to judge whether the assessor has fully assessed learners against all the assessment criteria in the unit. It is unlikely that a person could have gained this level of understanding in less than six months of being employed in the retail sector, but individuals with less experience could be considered as Internal Verifiers if they have the required level of understanding. External verifiers (or equivalent quality assurance experts) in the retail sector must have a current understanding of the occupational requirements of the units they are verifying. This understanding will have been acquired while working within the relevant occupational area in either an operational or a support function. The external verifier must understand the requirements of the units sufficiently well to be able to determine whether sufficient evidence of the learner’s competence has been collected. It is unlikely that a person could have gained this level of understanding in less than six months of being employed in the retail sector, but individuals with less experience could be considered as external verifiers if they have the required level of understanding. 3.4 Continuing professional development of peripatetic assessors and internal verifiers/ quality assurers All assessors and verifiers/quality assurers, if not currently employed within a retail organisation, will need to prove they have a current working knowledge of the sector they are assessing or verifying. This can be demonstrated by maintaining records of evidence from occupational updating activities such as:

internal or external work experience

internal or external work shadowing opportunities

other relevant CPD activities with the prior approval of Skillsfirst Note: Retailers who have chosen not to use the regulatory authority approved qualifications for assessment and internal verification should be encouraged to offer the qualifications as CPD where the willingness by the employer to support this additional activity becomes known to Skillsfirst.

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4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit 4.1 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified it is important that a complete process of recognising prior experience and learning is undertaken by ensuring that: it covers relevant or appropriate experience for previous activities as well as accredited

learning and qualifications it is incorporated into the assessment planning, with details of how this will take place mapping of prior learning to the National Occupational Standards to identify gaps is

documented and auditable assessment methods or processes for recognising prior experience and learning are

documented and made available to the external verifier the audit trail covers the whole process and methodology of RPL the authenticity and currency of presented evidence is established by the assessor where observation or expert witness testimony is a unit assessment method requirement, this

activity is undertaken after learner registration for the qualification In considering the appropriateness of any single piece of evidence, the following should be

considered: Content – the degree to which the content of any previous accredited learning meets the

requirements of the National Occupational Standards against which it is being presented as evidence.

Performance and knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment.

Relevance of context – the degree to which the context of the learning gained and assessed relates to the current context of learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken.

Authenticity – how the ownership of the evidence is established to ensure it was generated by the learner.

4.2 Simulation In broad terms, the retail sector holds the view that simulation is a practical and effective tool for establishing skill and understanding, where naturally occurring evidence of competence is unavailable or infrequent. However the sector feels that there is very little that can be assessed by simulation with the exception of:

some aspects of Health & Safety and Security, and

some basic functions that do not involve interaction with customers.

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Skillsmart Retail requires that Skillsfirst:

discourage the inappropriate use of competence-based qualifications by organisations that do not assess learners in a working environment. Competence-based qualifications are suitable only for learners who are in some form of employment in the sector, or, in a limited set of contexts, are being prepared for work and will be assessed in a realistic working environment (see section below for definition).

establish criteria to ensure that simulation is not used as the sole form of evidence for any unit of a competence-based qualification, except where allowed for specific units that meet the criteria set out in these Assessment Principles. This should be expressed in guidance for qualifications operating in the sector.

provide clear guidance to centres to indicate that evidence towards a competence-based qualification should come from the workplace except where simulation is expressly allowed in the evidence requirements for a particular unit. Workplace evidence may be gathered in the context of full, part-time, casual or voluntary employment. Assessment may be undertaken in a 'work placement' (i.e. fulltime students placed into a working environment for a day per week) although supporting evidence from a supervisor or manager, associated with some form of work activity, must supplement the assessment process.

Use of simulation as an assessment method Assessment for competence-based units must always be carried out in a retail environment except where a Realistic Working Environment (as defined below) is permitted for simulation. Simulation is allowed only where:

the assessment criteria require the learner to respond to an emergency;

a unit covers a limited selection of basic functions which need not involve interacting with customers;

a unit originates from another SSC or SSB and the originator expressly allows simulation to be used for that unit.

Evidence generated from simulated activities will not be acceptable for any other unit. Assessment for the Level 2 and Level 3 units must always be carried out in a real retail environment. The use of simulated activities should only be allowed for the demonstration of emergency procedures contained within the health & safety units and taking action to deal with or contain security risks, threats & breaches and incidents of theft within the security units. Evidence generated from simulated activities will not be acceptable for any other unit. 4.3 Definition of a realistic working environment (RWE) Where simulation is used the sector requires that the simulation must be undertaken in a RWE. This is defined as: "provide an environment that replicates the key characteristics of the workplace in which the skill to be assessed is normally employed". A RWE (for the purpose of simulated work activities) is regarded as one that replicates a real working environment. For example, a college shop that operates on a commercial basis (i.e. it has a profit and loss account) is acceptable for retail environments but a shop laid out in a classroom environment is not. However, in order to prevent any barriers to achievement, simulated activity may be used for assessment purposes within a real working environment.

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5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will: allow providers to design more flexible programmes, suited to the needs of a wider range of

learners describe achievements (credits) to employers, providers and learners in a way that is easy to

understand allow learners to accumulate credit, by recognising smaller steps of learning at their own pace allow learners to transfer credits into an electronic learner achievement record, which they will

keep for life 5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications These are available as award, certificate and diploma at levels 1 and 2 and certificate and diploma at level 3. To complete a qualification, the minimum credit value must be achieved and each type at each level requires more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. The rules of combination for certification are therefore much more flexible and less prescriptive than for NVQs. 6.0 Qualification structure This next section gives you the: 6.1 Number of credits required for each qualification Qual. no. Level Qualification title Number of credits

RVMC3 3 Certificate in Retail Skills (Visual Merchandising) Minimum of 31

RVMD3 3 Diploma in Retail Skills (Visual Merchandising) Minimum of 53

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6.2 Rules of combination To complete the level 3 certificate learners must achieve all 10 credits Group M and the remaining 21 credits from Groups A and B. A minimum of 11 credits must be achieved from Group A and a maximum of 10 credits only can be achieved from Group B. At least 20 credits must be at level 3. To complete the level 3 diploma learners must achieve all 10 credits from Group M and the remaining 43 credits from Groups A and B. A minimum of 32 credits must be achieved from Group A, a maximum of 11 credits can only be achieved from Group B. At least 43 credits must be at level 3. 6.3 List of available units and their credit value The list below gives the unit titles and the credit value of each unit. Group M - mandatory units

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

H/503/5729 RE08 Work effectively and support others in a retail organisation

10

Group A - optional units

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

H/503/5701 RC24 Choose merchandise to feature in visual merchandising displays

6

K/503/5702 RC25 Manage the use of signage and graphics in visual merchandising displays

7

M/503/5703 RC26 Evaluate the effectiveness of visual merchandising displays

9

T/503/5704 RC27 Manage budgets for visual merchandising projects

10

A/503/5705 RC28 Contribute to improving a retail organisation’s visual merchandising policy

8

F/503/5706 RC29 Design visual merchandising display layouts

10

Group B - optional units

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

Restrictions

D/503/5695 RC18 Follow guidelines for planning and preparing visual merchandising displays

5

H/503/5696 RC19 Dress visual merchandising displays to attract customers

7

K/503/5697 RC20 Order and position signage and graphics for visual merchandising displays

3

M/503/5698 RC21 Dismantle and store props and graphics from visual merchandising displays

3

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T/503/5699 RC22 Make props and decorate fixtures and panels for visual merchandising displays

10

D/503/5700 RC23 Assemble visual merchandising displays

4

D/503/5681 RB37 Manage staff to receive goods in a retail environment

5 Diploma only

H/503/5682 RB38 Organise and monitor the storage of stock in a retail environment

6 Diploma only

Y/503/5730 RE09 Deputise for the leader of a retail team

11 Diploma only

D/503/5731 RE10` Contribute to the continuous improvement of retail operations within own area of responsibility

10 Diploma only

6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions There are no age limits attached to learners undertaking this qualification unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification however, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities On completion of the level 3 qualification(s) in visual merchandising, learners may progress into employment or to the following Skillsfirst qualifications: Skillsfirst Level 3 Certificate in Retail Skills (Management) Skillsfirst Level 3 Diploma in Retail Skills (Management) Skillsfirst Level 3 Certificate in Retail Skills (Sales Professional) Skillsfirst Level 3 Diploma in Retail Skills (Sales Professional)

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7.0 The units of learning 7.1 Structure of the units The units in these qualifications are written in a standard format and comprise the following: Skillsfirst reference number unit title level and credit value unit aim learning outcomes which are comprised of a number of assessment criteria relationship to NOS, other qualifications and frameworks assessment guidance notes

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7.2 Group M – mandatory unit

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RE08

Work effectively and support others in a retail organisation

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RE08 Work effectively and support others in a retail organisation Level: 3 Credit value: 10 Unit aim The purpose of this unit is to assess the occupational competence of a team leader or senior team member within a retail team, to work effectively and support others to contribute to the success of the wider organisation. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand how own team contributes to the success of the wider organisation 2. Understand own role within a team in a retail environment 3. Understand what motivates self and colleagues in a retail environment 4. Be able to support effective working within a retail team 5. Be able to improve own work performance in own retail team 6. Be able to help others to learn in a retail environment Guided learning hours It is recommended that 50 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail SSR.E335, SSR.E336 and SSR.E337. Unit assessment This unit requires workplace assessment of occupational competence. Politely means demonstrating respect and consideration for other people through the use of appropriate body language, verbal language, tone of voice (or the sign language equivalent) and facial expressions. Constructive means objective (i.e. not personal), designed to help, and conveyed in a respectful manner.

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RE08 Work effectively and support others in a retail organisation Learning outcomes and assessment criteria Outcome 1 Understand how own team contributes to the success of the wider organisation The learner can: 1 explain own team’s purpose, aims and targets in the context of the wider organisation 2 explain the roles and responsibilities of colleagues in own team 3 explain the importance of good working relations within own team Outcome 2 Understand own role within a team in a retail environment The learner can: 1 explain own responsibility for contributing to own team’s success, including helping colleagues to

learn 2 explain the importance of being a reliable team member 3 explain the factors to take account of when making commitments, including:

existing workload

the degree to which interruptions and changes of plan are within own control 4 explain the importance of implementing the organisation’s policies and procedures for health and

safety, including the importance of setting a good example to colleagues Outcome 3 Understand what motivates self and colleagues in a retail environment The learner can: 1 explain the factors that can affect own and colleagues’ motivation to carry out work in a retail

environment, including skills and existing workload 2 explain potential circumstances that could affect morale in a retail environment Outcome 4 Be able to support effective working within a retail team The learner can: 1 allocate work in ways that take account of own and colleagues’ preferences, skills and available

time 2 make and keep commitments to colleagues within:

own team

the wider organisation 3 agree alternative actions when it is not possible to keep commitments made to colleagues 4 interact with colleagues within own team and wider organisation in ways that attempt to maintain

morale 5 explain to team members why it is important to treat each other fairly, politely and with respect 6 implement own organisation’s health and safety procedures while working

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Outcome 5 Be able to improve own work performance in own retail team The learner can: 1 identify knowledge and skills needed to improve own work performance 2 reach agreement with own line manager concerning:

learning and development goals

action points and deadlines for own learning and development 3 take measures to improve own performance 4 review own progress against an agreed learning and development plan, including seeking

feedback from those in a position to give it Outcome 6 Be able to help others to learn in a retail environment The learner can: 1 communicate to colleagues own willingness and availability to provide work-related information

and advice 2 provide information and advice on request to colleagues where this is within own responsibility 3 provide advice and support to colleagues to help them meet the organisation’s standards 4 communicate procedures to colleagues in a logical sequence to help them meet the

organisation’s standards 5 provide colleagues with opportunities to practise new skills 6 provide constructive feedback to colleagues on their progress in developing new skills 7 ensure that health, safety and security are not compromised when helping others to learn 8 refer colleagues to specialist advice as needed to support their learning

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7.3 Group A - optional units

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RC24

Choose merchandise to feature in visual merchandising displays

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RC24 Choose merchandise to feature in visual merchandising displays Level: 3 Credit value: 6 Unit aim The purpose of this unit is to assess the occupational competence of visual merchandising specialists who are responsible for choosing the merchandise to be featured in visual merchandising displays and negotiating with decision makers regarding those displays. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the purpose of featuring merchandise in visual merchandising displays 2. Be able to evaluate merchandise for its display potential 3. Be able to liaise with decision makers concerning the merchandise to be featured in a display Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail – SSR.C330 and SSR.C331 Unit assessment This unit requires workplace assessment of occupational competence. If the organisation does not have a written policy, learners need to ask their manager for broad guidelines and follow these where the unit refers to a policy.

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RC24 Choose merchandise to feature in visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the purpose of featuring merchandise in visual merchandising

displays The learner can: 1 explain the role of displays featuring merchandise in marketing, promotional and sales

campaigns and activities 2 explain the importance of being creative when selecting merchandise for displays Outcome 2 Be able to evaluate merchandise for its display potential The learner can: 1 evaluate the suitability of different items of merchandise for featuring in a display, with respect

to:

the purpose of the display

the potential of the merchandise to attract and interest customers

whether the merchandise to be featured is consistent with the organisation’s visual display policy

the availability of the merchandise within the timescale for preparing the display

the cost of obtaining the merchandise in relation to the budget available for the display Outcome 3 Be able to liaise with decision makers concerning the merchandise to be

featured in a display The learner can: 1 explain to decision makers:

the reasons for the choice of merchandise for display

how the merchandise would feature in the display 2 reach an agreement with decision makers concerning the choice of merchandise before work

starts on assembling the display 3 reach agreement with decision makers concerning arrangements and timescales for the supply

of merchandise

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RC25

Manage the use of signage and graphics in visual merchandising displays

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RC25 Manage the use of signage and graphics in visual merchandising displays Level: 3 Credit value: 7 Unit aim The purpose of this unit is to assess the occupational competence of visual merchandising specialists who are responsible for specifying signage and graphics to be used in visual merchandising displays to achieve the intended effects of a design brief. Learning outcomes There are seven learning outcomes to this unit. The learner will: 1. Understand how signage and graphics are used in visual merchandising displays 2. Understand the importance of complying with legal requirements relating to the use of signage

and graphics in visual merchandising 3. Understand the importance of monitoring the use of signage and graphics in visual

merchandising displays 4. Be able to assess the signage and graphics needed for visual merchandising displays 5. Be able to source the signage and graphics needed for visual merchandising displays 6. Be able to co-ordinate the use of signage and graphics in visual merchandising 7. Be able to monitor the use of signage and graphics in visual merchandising Guided learning hours It is recommended that 31 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail – SSR.C332, SSR.C333 and SSR C334 Unit assessment This unit requires workplace assessment of occupational competence.

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RC25 Manage the use of signage and graphics in visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand how signage and graphics are used in visual merchandising

displays The learner can: 1 explain how the look of signage and graphics in visual merchandising displays can attract

customers 2 explain how signage and graphics are used in visual merchandising displays to convey

information to customers Outcome 2 Understand the importance of complying with legal requirements relating to the

use of signage and graphics in visual merchandising The learner can: 1 explain the importance of complying with legal requirements relating to the use of signage and

graphics in visual merchandising displays Outcome 3 Understand the importance of monitoring the use of signage and graphics in

visual merchandising displays The learner can: 1 explain the importance of monitoring the use of signage and graphics in visual merchandising

displays to ensure that they are being used as intended Outcome 4 Be able to assess the signage and graphics needed for visual merchandising

displays The learner can: 1 assess the types and quantities of signage and graphics that will best:

suit the purpose of the display

meet legal requirements

comply with the organisation’s visual design policy 2 confirm with decision makers that proposals for the use of signage and graphics are acceptable Outcome 5 Be able to source the signage and graphics needed for visual merchandising

displays The learner can: 1 confirm with suppliers:

the type of signage and graphics needed

quantities

costs

delivery dates

delivery arrangements 2 assess whether the signage and graphics received from suppliers meet specified requirements

before they are used

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Outcome 6 Be able to co-ordinate the use of signage and graphics in visual merchandising The learner can: 1 distribute signage and graphics by the deadlines agreed in the design brief to those who are

responsible for putting them on display 2 explain to colleagues how they should install signage and graphics to meet the design brief 3 check that signage and graphics are installed in line with specifications Outcome 7 Be able to monitor the use of signage and graphics in visual merchandising The learner can 1 perform checks on visual merchandising displays to ensure that signage and graphics are still

being used as intended 2 request feedback from colleagues on the use of signage and graphics on display 3 take corrective action when signage and graphics are not being used in line with organisational

procedures or the design brief

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RC26

Evaluate the effectiveness of visual merchandising displays

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RC26 Evaluate the effectiveness of visual merchandising displays Level: 3 Credit value: 9 Unit aim The purpose of this unit is to assess the occupational competence of visual merchandising specialists who are responsible for evaluating the effectiveness of displays. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the types of evidence used to evaluate the effectiveness of visual merchandising

displays 2. Be able to gather information about customers' responses to visual merchandising displays 3. Be able to analyse information from customers' responses to evaluate the effectiveness of

visual merchandising displays Guided learning hours It is recommended that 46 hours should be allocated for this unit. This may be on a full-time or part- time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail – SSR.C335 and SSR.C336 Unit assessment This unit requires workplace assessment of occupational competence. If the organisation does not have a written policy, learners need to ask their manager for broad guidelines and follow these where the unit refers to a policy.

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RC26 Evaluate the effectiveness of visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the types of evidence used to evaluate the effectiveness of visual

merchandising displays The learner can: 1 explain the importance of evaluating the effectiveness of visual merchandising displays 2 explain when the effectiveness of visual merchandising displays should be evaluated 3 explain which types of information are the most useful for evaluating the effectiveness of visual

merchandising displays 4 explain the meaning of ‘validity’ and ‘reliability’ in relation to the measurement of customers’

responses to visual merchandising displays Outcome 2 Be able to gather information about customers' responses to visual

merchandising displays The learner can: 1 research customers’ responses to visual merchandising displays, ensuring that the information

gathered is:

valid

reliable

gathered in line with organisation’s communications policy

gathered in ways that attempt to maintain the goodwill and co‑operation of those providing the information

Outcome 3 Be able to analyse information from customers' responses to evaluate the

effectiveness of visual merchandising displays The learner can: 1 agree the standards for evaluating the effect of visual merchandising displays with decision

makers 2 analyse the evidence of the effectiveness of visual merchandising displays fairly against the

agreed standards 3 evaluate the effectiveness of visual merchandising displays in terms of:

the purpose of the display

customers’ responses to the display 4 recommend to decision makers improvements that could be made to the way visual

merchandising is carried out in the store, based on the research findings and conclusions

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RC27

Manage budgets for visual merchandising projects

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RC27 Manage budgets for visual merchandising projects Level: 3 Credit value: 10 Unit aim The purpose of this unit is to assess the occupational competence of visual merchandising specialists who are responsible for managing the budgets of visual merchandising projects. Learning outcomes There are five learning outcome to this unit. The learner will: 1. Understand the importance of controlling expenditure on visual merchandising projects 2. Understand the concept of ‘value for money’ when managing visual merchandising projects 3. Be able to agree costs with decision makers for visual merchandising projects 4. Be able to control costs for visual merchandising projects 5. Be able to keep colleagues informed on expenditure on visual merchandising projects Guided learning hours It is recommended that 46 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail – SSR C337 and SSR C338 Unit assessment This unit requires workplace assessment of occupational competence.

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RC27 Manage budgets for visual merchandising projects Learning outcomes and assessment criteria Outcome 1 Understand the importance of controlling expenditure on visual merchandising

projects The learner can: 1 explain the importance to the organisation of controlling expenditure on visual merchandising

projects Outcome 2 Understand the concept of ‘value for money’ when managing visual

merchandising projects The learner can: 1 explain what ‘value for money’ means when managing visual merchandising project 2 explain why ‘value for money’ does not just mean paying the lowest prices Outcome 3 Be able to agree costs with decision makers for visual merchandising projects The learner can: 1 calculate estimates of the costs of proposed visual merchandising projects 2 prepare business cases for visual merchandising project budgets that show how value for

money will be achieved 3 present budget proposals to decision makers in ways that attempt to persuade them to adopt the

proposals 4 negotiate budgets with decision makers in ways that attempt to keep them committed to the

project’s aims Outcome 4 Be able to control costs for visual merchandising projects The learner can: 1 explain to colleagues the cost limits they must work within on visual merchandising projects 2 maintain accurate records of project expenditure in line with organisational procedures 3 identify unacceptable discrepancies in project expenditure 4 take action to resolve any discrepancies in project expenditure when this falls within own

authority 5 report unacceptable discrepancies in project costs to the designated person when resolving

such discrepancies is not within own authority 6 identify areas where value for money could have been improved within budget limits for the

project Outcome 5 Be able to keep colleagues informed on expenditure on visual merchandising

projects The learner can: 1 keep colleagues informed on expenditure on visual merchandising projects

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RC28

Contribute to improving a retail organisation’s visual merchandising policy

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RC28 Contribute to improving a retail organisation’s visual merchandising policy Level: 3 Credit value: 8 Unit aim The purpose of this unit is to assess the occupational competence of visual merchandising specialists who are expected to suggest improvements to an organisation’s visual design and to ensure that staff follow the organisation’s visual design policy. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand how visual merchandising and visual design can benefit an organisation 2. Be able to evaluate the organisation’s approach to visual design 3. Be able to recommend new ideas for the organisation’s visual design 4. Be able to support staff putting the organisation’s visual design policy into practice Guided learning hours It is recommended that 36 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail – SSR C339 and SSR C340 Unit assessment This unit requires workplace assessment of occupational competence. Visual merchandising policy’: If the organisation does not have a written policy, learners need to ask their manager for broad guidelines and follow these for the purposes of this unit.

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RC28 Contribute to improving a retail organisation’s visual merchandising policy Learning outcomes and assessment criteria Outcome 1 Understand how visual merchandising and visual design can benefit an

organisation The learner can: 1 explain how having a visual merchandising policy can help the organisation to achieve its aims 2 explain how visual design can help to promote and sell goods and services

3 explain what customer‑focused design is 4 explain how customer-focused design can benefit the organisation Outcome 2 Be able to evaluate the organisation’s approach to visual design The learner can: 1 research what internal and external customers want and expect from the visual design of the

organisation 2 analyse research findings to identify internal and external customers’ wishes and expectations

concerning visual design in the organisation 3 evaluate whether current and recent visual designs used in the organisation meet internal and

external customers’ wishes and expectations Outcome 3 Be able to recommend new ideas for the organisation’s visual design The learner can: 1 develop ideas for improving the organisation’s approach to visual design 2 create ideas for improving the visual design of the organisation 3 assess whether own design ideas are relevant to the needs of the organisation 4 present visual design recommendations to decision makers Outcome 4 Be able to support staff putting the organisation’s visual design policy into

practice The learner can: 1 explain the organisation’s visual design policy to staff in a way that attempts to encourage

understanding and commitment 2 provide opportunities for staff to ask questions 3 perform checks to ensure that visual designs used in the organisation are consistent with the

organisation’s visual design policy 4 report to own line manager any problems with implementing the visual design policy that are not

within own authority to resolve

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RC29

Design visual merchandising display layouts

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RC29 Design visual merchandising display layouts Level: 3 Credit value: 10 Unit aim The purpose of this unit is to assess the occupational competence of visual merchandising specialists who are responsible for designing display layouts and providing guidance on how to assemble those designs. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand the importance of display layout design in visual merchandising 2 Understand the elements of creative layout design solutions 3 Understand the importance of display layout designs to those who put layouts together 4 Be able to develop creative ideas for display layouts 5 Be able to produce guidance to enable the assembly of display layout Guided learning hours It is recommended that 46 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C341 and SSR C342 Unit assessment This unit requires workplace assessment of occupational competence.

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RC29 Design visual merchandising display layouts Learning outcomes and assessment criteria Outcome 1 Understand the importance of display layout design in visual merchandising The learner can:

explain what layout design is explain the role of layout design in visual merchandising explain the importance of developing creative and practical display layout ideas in visual merchandising

Outcome 2 Understand the elements of creative layout design solutions The learner can: explain how to choose and combine scale, shape, colour, texture and focal points to produce creative layout design solutions explain the role of dimension, shape, colour, texture and location in creative layout design Outcome 3 Understand the importance of display layout designs to those who put layouts

together The learner can: explain why specifications, drawings and supporting information are needed by those who will put layouts together Outcome 4 Be able to develop creative ideas for display layouts The learner can: 1 assess which layout best meets the intended purpose of the display 2 generate different ideas for the design of the display layout 3 evaluate ideas for the design of the display layout, using relevant criteria including:

cost

the time available to prepare the display 4 select the display layout idea that is most likely to achieve the required visual effect within time

and cost limits 5 develop the chosen display layout idea in more detail ensuring that it:

fulfils the precise design requirements

is still achievable within the available time and cost

will fit the available space

can be assembled and used safely 6 reach an agreement with decision makers on the final layout Outcome 5 Be able to produce guidance to enable the assembly of display layout The learner can: 1 produce a drawing of the display layout that:

uses visual merchandising drawing and coding conventions to give information

specifies the dimensions and orientation of the layout

specifies the standards of the finished layout 2 estimate the quantities of materials needed for specified display layouts 3 estimate the costs of materials and services needed for specified display layouts, doing so:

within the design requirement for the layouts

within cost limits

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4 provide detailed information on the layout design to enable the display to be assembled safely

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7.4 Group B - optional units

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RC18

Follow guidelines for planning and preparing visual merchandising displays

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RC18 Follow guidelines for planning and preparing visual merchandising displays Level: 2 Credit value: 5 Unit aim The purpose of this unit is to assess the occupational competence of individuals who are responsible for planning and preparing visual merchandising displays from guidelines provided in design briefs. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the importance of visual merchandising displays and design briefs 2. Understand the selection of approaches and effects in visual merchandising displays 3. Understand the sourcing of merchandise and props to be featured in visual merchandising

displays 4. Be able to plan visual merchandising displays to fulfil a design brief 5. Be able to source merchandise and props to be featured in visual merchandising displays Guided learning hours It is recommended that 22 hours should be allocated for this unit. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C230 and SSR C231 Unit assessment This unit requires workplace assessment of occupational competence.

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RC18 Follow guidelines for planning and preparing visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the importance of visual merchandising displays and design briefs The learner can: 1 explain the role of visual merchandising displays in marketing, promotional and sales campaigns

and activities 2 explain the importance of the design brief in creating visual merchandising displays Outcome 2 Understand the selection of approaches and effects in visual merchandising

displays The learner can: 1 explain why different approaches are needed for displays of different types of merchandise 2 explain how light, colour, texture, shape and dimension combine to achieve different effects Outcome 3 Understand the sourcing of merchandise and props to be featured in visual

merchandising displays The learner can: 1 explain how to use a design brief to identify the items needed for a display 2 explain how different types of merchandise and props can attract customers’ attention 3 explain the importance of updating stock records to account for merchandise on display Outcome 4 Be able to plan visual merchandising displays to fulfil a design brief The learner can: 1 select display locations that enable the design brief to be fulfilled 2 create ideas for improving the visual effect of displays, ensuring such ideas:

create the required effect

are within the limits of the design brief

are within the limits of the organisation’s visual design policies

are within the limits of own authority Outcome 5 Be able to source merchandise and props to be featured in visual

merchandising displays The learner can: 1 agree alternative selections of merchandise and props with the designated person, when those

originally specified are unavailable or unsuitable 2 agree arrangements with suppliers for delivery of merchandise and props 3 plan enough time for deliveries of merchandise and props to arrive before the display must be

installed 4 check the progress of deliveries of merchandise and props 5 take action to resolve the situation when delays to deliveries of merchandise and props seem

likely 6 update stock records to account for merchandise on display

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RC19

Dress visual merchandising displays to attract customers

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RC19 Dress visual merchandising displays to attract customers Level: 2 Credit value: 7 Unit aim The purpose of this unit is to assess the occupational competence of individuals who dress in-store and window visual merchandising displays, guided by a design brief. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the purpose of visual merchandising displays 2. Understand how visual merchandising displays achieve their intended purposes 3. Be able to dress in-store displays and window displays Guided learning hours It is recommended that 35 hours should be allocated for this unit. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C232, SSR C233 and SSR C234 Unit assessment This unit requires workplace assessment of occupational competence.

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RC19 Dress visual merchandising displays to attract customers Learning outcomes and assessment criteria Outcome 1 Understand the purpose of visual merchandising displays The learner can: 1 explain the different purposes of visual merchandising displays 2 explain how visual merchandising displays can achieve add-on sales 3 explain why add-on sales are important to the organisation Outcome 2 Understand how visual merchandising displays achieve their intended

purposes The learner can: 1 explain the importance of visual merchandising displays in retail environments 2 explain the importance of being aware of trends relating to visual merchandising 3 explain how props, prototypes, dressings and fixtures create visual effects within displays 4 explain why different kinds of merchandise need different approaches to display Outcome 3 Be able to dress in-store displays and window displays The learner can: 1 position merchandise, signage and graphics within displays:

in ways that attract the attention and interest of target customers

to provide the information that customers need

in line with organisational visual merchandising guidelines 2 group merchandise within displays in ways that suit:

the purpose of the display

the style of the display

the intended focal points of the display

the angles from which customers will view the display

the selling features of the merchandise

the visual effect specified by the design brief 3 assess whether the display’s lighting meets the design brief in achieving the required visual

effects and atmosphere 4 check that the finished display meets organisational requirements for:

health and safety

security

easy access 5 seek permission from the designated person to change displays when this is not within own

authority

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RC20

Order and position signage and graphics for visual merchandising displays

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RC20 Order and position signage and graphics for visual merchandising displays Level: 2 Credit value: 3 Unit aim The purpose of this unit is to assess the occupational competence of individuals who order and position signage and graphics for visual merchandising displays under the supervision of visual merchandising specialists. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the role of signage and graphics within visual merchandising 2. Be able to source signage and graphics to meet visual merchandising needs 3. Be able to position signage and graphics to support visual merchandising Guided learning hours It is recommended that 15 hours should be allocated for this unit. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C235 and SSR C236 Unit assessment This unit requires workplace assessment of occupational competence. If the organisation does not have a written policy, learners need to ask their manager for broad guidelines and follow these where the unit refers to a policy.

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RC20 Order and position signage and graphics for visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the role of signage and graphics within visual merchandising The learner can: 1 explain the purpose of signage in visual merchandising 2 explain how signage can contribute to the effectiveness of visual merchandising 3 explain the purpose of graphics in visual merchandising 4 explain how graphics can contribute to the effectiveness of visual merchandising Outcome 2 Be able to source signage and graphics to meet visual merchandising needs The learner can: 1 describe to suppliers the signage and graphics required by the design brief 2 order signage and graphics:

within the required timescales

within the available budget

from suppliers who have confirmed they can meet the specified requirements 3 monitor the progress of orders for signage and graphics 4 assess signage and graphics when these are delivered, to ensure they meet the agreed

requirements Outcome 3 Be able to position signage and graphics to support visual merchandising The learner can: 1 position signage and graphics in accordance with:

the design brief

any house styles that apply

any branding requirements that apply

organisational policy on signage

legal requirements

the display’s intended visual effect and message

organisational safety requirements

the need for signage and graphics to remain securely attached

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RC21

Dismantle and store props and graphics from visual merchandising displays

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RC21 Dismantle and store props and graphics from visual merchandising displays Level: 2 Credit value: 3 Unit aim The purpose of this unit is to assess the occupational competence of individuals who are responsible for dismantling and storing props and graphics from visual merchandising displays under the supervision of visual merchandising specialists. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the importance of storing props and graphics for future use in visual merchandising

displays 2. Be able to dismantle visual merchandising displays 3. Be able to store props and graphics from dismantled visual merchandising displays Guided learning hours It is recommended that 15 hours should be allocated for this unit. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C237 and SSR C238 Unit assessment This unit requires workplace assessment of occupational competence.

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RC21 Dismantle and store props and graphics from visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the importance of storing props and graphics for future use in

visual merchandising displays The learner can: 1 explain the importance of labelling props and graphics before leaving them in storage 2 explain why records must be kept of props and graphics in storage 3 explain why props and graphics must be stored securely Outcome 2 Be able to dismantle visual merchandising displays The learner can: 1 dismantle displays using working practices that:

comply with organisational health and safety requirements

attempt to protect the components of the display from being damaged 2 return merchandise to the designated places in line with organisational procedures 3 dispose of unwanted items from the dismantled display in line with organisational procedures 4 keep records of the movement and disposal of items from dismantled displays in line with

organisational procedures 5 clean display sites and components:

in line with organisational procedures

using equipment and materials suited to the task Outcome 3 Be able to store props and graphics from dismantled visual merchandising

displays The learner can: 1 assess the space required for props and graphics that are to be put into storage 2 store props and graphics:

in line with organisational procedures

in secure but accessible places

in ways that do not pose a health and safety risk 3 keep up-to-date storage records in line with organisational procedures 4 report any damaged and/or missing props and graphics in line with organisational procedures

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RC22

Make props and decorate fixtures and panels for visual merchandising displays

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RC22 Make props and decorate fixtures and panels for visual merchandising displays Level: 2 Credit value: 10 Unit aim The purpose of this unit is to assess the occupational competence of individuals who make props and decorate fixtures and panels for displays under the supervision of visual merchandising specialists. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand the purpose of props within visual merchandising displays 2. Be able to specify requirements for visual merchandising props 3. Be able to make props for use in visual merchandising displays 4. Be able to decorate fixtures and panels for visual merchandising displays Guided learning hours It is recommended that 45 hours should be allocated for this unit. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C239, SSR C240, SSR C241 and SSR C242 Unit assessment This unit requires workplace assessment of occupational competence.

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RC22 Make props and decorate fixtures and panels for visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the purpose of props within visual merchandising displays The learner can: 1 explain the visual effects that can be achieved with life size and scale models 2 explain why it is necessary to decorate panels and fixtures in creative ways 3 explain how decorated panels and fixtures contribute to visual effects 4 explain why different kinds of merchandise need different approaches to decoration Outcome 2 Be able to specify requirements for visual merchandising props The learner can: 1 produce specifications for visual merchandising props that:

meet the design brief

are achievable within budget and timescales

specify the type, size and function of the props needed

specify whether props can be obtained ready made or need to be made to order

include plans for obtaining the props Outcome 3 Be able to make props for use in visual merchandising displays The learner can: 1 select techniques, materials, tools and equipment that are suited to making the props specified

in the design brief 2 produce final versions of props, ensuring they:

follow the requirements of the design brief

follow organisational health and safety requirements

are finished within the required timescales Outcome 4 Be able to decorate fixtures and panels for visual merchandising displays The learner can: 1 select decorative techniques and materials that:

attempt to create the visual effect required by the design brief

are within cost limits 2 use tools, equipment and materials for decorative work in line with organisational procedures 3 produce finished decorative work that:

is free from faults

has the visual impact required by the design brief

is consistent with the design brief

is completed within required timescales

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RC23

Assemble visual merchandising displays

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RC23 Assemble visual merchandising displays Level: 2 Credit value: 4 Unit aim The purpose of this unit is to assess the occupational competence of individuals who assemble displays under the supervision of visual merchandising specialists, based on organisational guidelines provided in the form of plans, elevations and drawings. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the purpose of layout design 2. Know how to interpret instructions for assembling visual merchandising displays 3. Be able to assemble visual merchandising displays Guided learning hours It is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR C243 and SSR C244 Unit assessment This unit requires workplace assessment of occupational competence.

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RC23 Assemble visual merchandising displays Learning outcomes and assessment criteria Outcome 1 Understand the purpose of layout design The learner can: 1 explain what layout design is 2 explain the role of layout design in effective visual design practice Outcome 2 Know how to interpret instructions for assembling visual merchandising

displays The learner can: 1 describe the essential features and detailed requirements of display layouts as specified in

plans, elevations and drawings 2 describe organisational health and safety and security arrangements needed for displays as

specified in plans, elevations and drawings 3 describe potential problems with assembling displays, where such problems are apparent from

plans, elevations and drawings Outcome 3 Be able to assemble visual merchandising displays The learner can: 1 plan the activities and resources needed to assemble displays as specified in plans, elevations

and drawings 2 assemble displays in line with:

organisational guidelines provided

agreed deadlines

organisational health and safety requirements 3 make adjustments to assembled displays to achieve creative effects within limits of own

authority and the guidelines provided 4 take actions to resolve problems that arise when assembling displays, within the guidelines

provided

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RB37

Manage staff to receive goods in a retail environment

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RB37 Manage staff to receive goods in a retail environment Level: 3 Credit value: 5 Unit aim The purpose of this unit is to assess the occupational competence of a team leader or senior team member to manage staff to receive goods. Learning outcomes There are one learning outcome to this unit. The learner will: 1. Be able to manage staff to receive and check incoming deliveries of goods in a retail

environment Guided learning hours It is recommended that 24 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR B301 Unit assessment This unit requires workplace assessment of occupational competence.

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RB37 Manage staff to receive goods in a retail environment Learning outcomes and assessment criteria Outcome 1 Be able to manage staff to receive and check incoming deliveries of goods in a

retail environment The learner can: 1 select sufficient staff to prepare for, receive and check expected incoming deliveries of goods 2 explain to staff, in advance of deliveries of goods arriving:

what needs to be done to prepare the receiving area

what needs to happen when the expected deliveries arrive 3 assess whether the area for receiving goods has been adequately prepared to ensure safe and

secure unloading of goods 4 assess whether there is enough storage space of the right type for the expected goods 5 ensure that goods are unloaded safely and securely 6 explain why incoming goods should be checked against requirements immediately after

unloading 7 ensure that incoming goods are checked against requirements immediately after unloading 8 ensure that delivery records are completed in line with organisational procedures 9 evaluate records of deliveries of goods to determine whether each supplier has met the

organisation’s service needs 10 resolve problems with deliveries of goods in line with organisational procedures

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RB38

Organise and monitor the storage of stock in a retail environment

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RB38 Organise and monitor the storage of stock in a retail environment Level: 3 Credit value: 6 Unit aim The purpose of this unit is to assess the occupational competence of a team leader or senior member of a retail team who is responsible for monitoring the quality of stock and use of storage facilities. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand the causes and prevention of stock loss within storage systems 2. Understand the legal and organisational requirements for storing stock 3. Be able to organise the use of storage facilities in a retail environment 4. Be able to monitor the storage and care of stock in a retail environment Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail – SSR B302 and SSR B303 Unit assessment This unit requires workplace assessment of occupational competence.

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RB38 Organise and monitor the storage of stock in a retail environment Learning outcomes and assessment criteria Outcome 1 Understand the causes and prevention of stock loss within storage systems The learner can: 1 explain the causes of stock deterioration, loss and damage 2 explain how to reduce stock loss within storage systems Outcome 2 Understand the legal and organisational requirements for storing stock The learner can: 1 explain the legal and organisational requirements for storing stock, including health and safety

requirements and the removal of out-of-date stock Outcome 3 Be able to organise the use of storage facilities in a retail environment The learner can: 1 organise storage facilities to take account of:

day-to-day work

safety requirements

the need to keep stock secure

the need to keep stock in a saleable condition 2 train staff to use the storage system:

securely

safely

in line with relevant legal requirements 3 assign staff clear roles and responsibilities for storing and moving stock 4 develop plans to cope with unforeseen storage problems that take account of available

resources 5 review plans for coping with unforeseen storage problems 6 revise plans to cope with unforeseen storage problems, taking account of any relevant factors 7 monitor storage operations to ensure that staff are storing and moving stock:

securely

safely

in line with relevant legal requirements 8 maintain stock records that are in line with organisational procedures Outcome 4 Be able to monitor the storage and care of stock in a retail environment The learner can: 1 maintain a routine that meets the organisation’s requirements for checking the quality of storage

facilities and stock 2 perform spot checks of storage facilities and stock 3 train staff to:

identify stock that is out of date or at risk of deteriorating

deal with stock that is out of date or at risk of deteriorating in line with legal requirements and organisational procedures

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4 monitor the storage and movement of stock to make sure that stock is reaching the shop floor as it is needed

5 recommend to decision makers ways of running storage and stock movement systems more profitably

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RE09

Deputise for the leader of a retail team

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RE09 Deputise for the leader of a retail team Level: 3 Credit value: 11 Unit aim The purpose of this unit is to assess the occupational competence of individuals who deputise for a team leader within a retail environment. The competent individual is expected to be able to manage and motivate peer colleagues to carry out their day-to-day duties. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the standards of performance required of own retail team when deputising for a

team leader 2. Understand how to gain the co-operation of own retail team when deputising for team leader 3. Be able to maintain the standards of performance of own retail team when deputising for a

team leader 4. Be able to manage the morale of own retail team when deputising for a team leader 5. Be able to manage own performance when deputising for a team leader Guided learning hours It is recommended that 55 hours should be allocated for this unit Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards endorsed by Skillsmart Retail, the sector skills council for retail - SSR E338 Unit assessment This unit requires workplace assessment of occupational competence.

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RE09 Deputise for the leader of a retail team Learning outcomes and assessment criteria Outcome 1 Understand the standards of performance required of own retail team when

deputising for a team leader The learner can: 1 explain team leader responsibilities in relation to:

health and safety

equality, diversity and inclusion

security

staffing levels

absence reporting

timekeeping

personal appearance

handling customer complaints 2 explain relevant legislation and regulations relating to the products the team sells 3 explain the importance of setting an example to team members by following organisational

procedures and policies at all times Outcome 2 Understand how to gain the co-operation of own retail team when deputising for

team leader The learner can: 1 explain the challenges involved in temporarily managing peer colleagues 2 explain how clear communication helps teams to work effectively 3 explain why it is important for a team leader to be approachable and trustworthy, including the

importance of maintaining confidentiality 4 explain the importance of treating all team members fairly Outcome 3 Be able to maintain the standards of performance of own retail team when

deputising for a team leader The learner can: 1 communicate accurate information and instructions to the team 2 set an example for own team by following organisational procedures and policies when

deputising for a team leader 3 perform checks to ensure that team members follow organisational procedures and policies Outcome 4 Be able to manage the morale of own retail team when deputising for a team

leader The learner can: 1 allocate work tasks to team members in ways that attempt to maintain the morale of the team 2 use methods to motivate own team that are suited to individual team members’ existing levels of

motivation and expertise 3 praise good performance both to the individuals concerned and to management 4 provide support to team members who are having difficulty coping with their work, in ways suited

to the individual and the situation 5 communicate potentially sensitive information only to those who have a