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["All","All","All","All","All"]
["01 - Coach Builder","01 - Track","01 -Aerospace Manufacturing Fitter","01 - Heritage Engineering Aviation Technician","01 - Modern Upholsterer"]
["02 - Electrical","02 - Electrification","02 - Aerospace Manufacturing Electrical / Mechanical & Systems Fitter","02 - Heritage Engineering Marine Technician","02 - Traditional Upholsterer"]
["03 - Mechanical","03 - Overhead Lines","03 - Aircraft Maintenance Fitter/Technician (Fixed & Rotary Wing)","03 - Heritage Engineering Steam (Mechanical Overhaul) Technicians"]
["04 - Mechelec","04 - Signalling","04 -  Airworthiness, Planning, Quality & Safety Technician","04 - Heritage Engineering Steam (Boiler-smith) Technicians"]
[null,"05 - Telecoms","10 - Mechatronics Maintenance Technician","05 - Heritage Engineering Vehicle Mechanical Technicians"]
[null,"06 - Traction & Rolling Stock",null,"06 - Heritage Engineering Coach-building & Trim Technicians"]
[null,"07 - Rail Systems"]

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["GUIDE TO KSB MAPPING  "]
["Applicants must show how their qualification will enable a person to demonstrate that they have attained as many of the knowledge, skills and behaviours set out in the standard as may be reasonably expected by undertaking a course of education. "]
[]
["1. You can map your qualification to one or more occupational standards. "]
["2. Select the occupational standard(s) you wish to map to your qualification from the tabs in this spreadsheet. You may delete sheets/tabs that are not relevant to your qualification. "]
["3. Please fill in the following details in cells B1-7 on your selected tab: Awarding Body/Applicant, Qualification name, Programme title if applicable."]
["4. Please respond to each KSB statement."]
["5. Populate columns C-G as shown in the example at the top of each standard tab. "]
["6. Please be as specific as possible about which content in the qualification aligns to each KSB statement. "]
["7. Submit the completed spreadsheet along with 'Qualification structure' spreadsheet and any documents you have cited in the 'EVIDENCE UPLOAD' part of the application form. Where we have capacity we are happy to feedback on early drafts of your KSB mapping."]
["8. Please contact Ifate.POST16@education.gov.uk if you need further help or guidance on mapping."]

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[null,null,null,"START HERE"]
[null,null,null,"Awarding body/Applicant:"]
[null,null,null,"Please type the name of awarding body/applicant here"]
[null,null,null,"Qualification name:"]
[null,null,null,"Please type your qualification title here"]
[null,null,null,"Programme title if applicable:"]
[null,null,null,"Please type the programme title here"]
[]
[]
[null,null,"EXAMPLE OF KSB MAPPING"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number ","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – Where the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. Where a KSB is not fully met, please provide the rationale for why you feel this is not achievable.","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
["16 - 19 & Adults","Core","K8","Health & Safety and compliance requirements of the bodyshop industry","FULLY MET","Qualification specification, pg 19-20\n\nModule 3: Health, safety and professional working practices, pg 7-8\n\n","Module 3: LO1 - Understand the importance of health and safety in the workplace. LO2 - Understand the application of health and safety legislation in the workplace. LO3 - Understand how to apply safe working practices to work activities. \nIndicative content: local, regional, national health & safety regulations, codes of practice, site safety, health & safety promotion, health & safety measures, PPE, manual handling, equipment management, waste disposal, risk management, risk assessment","Learners will be able to show a full understanding of Health & Safety and legislative requirements relevant to the role. The indicative content on Pg 19 of the qualification specification shows they will cover Health & Safety across the wider sector, and then identify some measures that may be specific to certain organisations. Learners will also analyse the role of the employer and the environment with regards to applying Health & Safety working practices and processes.","Module 3 - students will produce a written risk assessment report using a brief. There is also a short answer paper. Module 3 Assessment Brief pg 7 refers. \n"]
[]
[null,null,null,"Select as Appropriate: "]
[null,null,null,"CATEGORY"]
[null,null,null,"OPTIONS (If Applicable)"]
[null,null,null,"ST0888 - Early years practitioner"]
[null,null,null,"Return to Guide"]
["Category Available","Core & Options","KSB","KSB Statement ","KSB coverage - select the coverage provided by the qualification from the dropdown box","Where in the qualification is the relevant content? Please reference precisely where the content you are citing as evidence is within the submitted documents - Document name/Module name/Specific page number. \n\n","Evidence - Quote or copy & paste the relevant content from your referenced qualification documents. Please provide 1 - 3 references that best evidence the KSB and only refer to content that all students will cover regardless of option choice. The information you supply in this column, in conjunction with the Supporting Comments / Rationale column (Column F) should clearly and explicitly demonstrate the declared level of KSB coverage.","Supporting Comments/Rationale – \nWhere a KSB is not fully met, please provide the rationale for why you feel this is not achievable.\n\nWhere the evidence in Column E does not clearly and explicitly provide the declared level of coverage or might not be obvious to someone who is not an expert in your qualification, use this space to explain how the level of KSB coverage is achieved by the qualification content - please be specific to the wording and meaning of the KSB statement. \n\n","Assessment method - Provide information on the method(s) used to assess this KSB and relevant assessment materials."]
[null,"Core",null,"Knowledge"]
["16 - 19 & Adults","Core","K1","How children learn and the expected pattern of babies and children’s development from birth to 5 years and their further development from ages 5 to 7.  Areas of development include:\ncognitive, speech, language and communication, physical, emotional, social, brain development and literacy and numeracy.","FULLY MET"]
["16 - 19 & Adults","Core","K2","The importance to children’s holistic development of, speech, language and communication, personal, social and emotional development, physical development and literacy and numeracy.","FULLY MET"]
["16 - 19 & Adults","Core","K3","How babies’ and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances.","FULLY MET"]
["16 - 19 & Adults","Core","K4","The significance of attachment, the key person's role and how transitions and other significant events impact children.","FULLY MET"]
["16 - 19 & Adults","Core","K5","The legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children.","FULLY MET"]
["16 - 19 & Adults","Core","K6","Safeguarding policies and procedures, including child protection and online safety.","FULLY MET"]
["16 - 19 & Adults","Core","K7","Own role and responsibilities in relation to safeguarding and security, including child protection, reporting and confidentiality of information.","FULLY MET"]
["16 - 19 & Adults","Core","K8","The legal requirements and guidance for, Health and safety and Security","FULLY MET"]
["16 - 19 & Adults","Core","K9","Risks and hazards in the work setting and during off site visits.","FULLY MET"]
["16 - 19 & Adults","Core","K10","Own role and responsibilities, including reporting, in the event of a baby or young child requiring medical/ dental attention, a non-medical incident or emergency and identifying risks and hazards","FULLY MET"]
["16 - 19 & Adults","Core","K11","The work settings procedures for receiving, storing, recording, administration and the safe disposal of medicines.","FULLY MET"]
["16 - 19 & Adults","Core","K12","The signs and symptoms which may indicate that a child is injured, unwell (including common childhood illnesses and allergies) or in need of urgent medical/ dental attention.","FULLY MET"]
["16 - 19 & Adults","Core","K13","The impact of health and wellbeing on children’s development.","FULLY MET"]
["16 - 19 & Adults","Core","K14","The current dietary guidance for early years and why it is important for babies and young children to have a healthy balanced diet and be physically active.","FULLY MET"]
["16 - 19 & Adults","Core","K15","Ways to communicate with all children appropriate for all their stages of development, including those whom English is an additional language (EAL) or who have delayed speech.","FULLY MET"]
["16 - 19 & Adults","Core","K16","The statutory framework, including the learning and development requirements for babies and young children that must be implemented by your setting.","FULLY MET"]
["16 - 19 & Adults","Core","K17","The terms adult led activities, child initiated activities and spontaneous experiences.","FULLY MET"]
["16 - 19 & Adults","Core","K18","The key stages in the observation, assessment and planning cycle and the value of observation for the child, the parents/ carers and the early years setting in planning the next steps.","FULLY MET"]
["16 - 19 & Adults","Core","K19","How to refer concerns about a baby’s or child’s development.","FULLY MET"]
["16 - 19 & Adults","Core","K20","The statutory guidance in relation to the care and education of children with special educational needs and disabilities.","FULLY MET"]
["16 - 19 & Adults","Core","K21","Partnership working (including parents/carers) in relation to working effectively with children with special educational needs and disabilities.","FULLY MET"]
["16 - 19 & Adults","Core","K22","What specialist aids, resources and equipment are available for the children you work with and how to use these safely.","FULLY MET"]
["16 - 19 & Adults","Core","K23","Own role and expected behaviours and the roles of colleagues and the team.","FULLY MET"]
["16 - 19 & Adults","Core","K24","How to access work place policies and procedures and your own responsibilities and accountabilities relating to these.","FULLY MET"]
["16 - 19 & Adults","Core","K25","How behaviour can impact on babies and children and influence them.","FULLY MET"]
["16 - 19 & Adults","Core","K26","Own responsibilities when following procedures in the work setting for reporting, whistleblowing, protecting and promoting the welfare of children, safeguarding, confidentiality, information sharing and use of technology.","FULLY MET"]
["16 - 19 & Adults","Core","K27","The importance of reflective practice and continued professional development to improve own skills and early years practice.","FULLY MET"]
["16 - 19 & Adults","Core","K28","The roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory.","FULLY MET"]
["16 - 19 & Adults","Core","K29","The importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning.","FULLY MET"]
["16 - 19 & Adults","Core",null,"Skills"]
["16 - 19 & Adults","Core","S1","Support babies and young children through a range of transitions.e.g moving onto school, moving house or the birth of a sibling","FULLY MET"]
["16 - 19 & Adults","Core","S2","Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them. Types of abuse including:  domestic, neglect , physical, emotional, and sexual abuse.","FULLY MET"]
["16 - 19 & Adults","Core","S3","Identify risks and hazards in the work setting and during off site visits.relating to both children and staff","FULLY MET"]
["16 - 19 & Adults","Core","S4","Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment.","FULLY MET"]
["16 - 19 & Adults","Core","S5","Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S6","Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).","FULLY MET"]
["16 - 19 & Adults","Core","S7","Promote health and wellbeing in settings by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.","FULLY MET"]
["16 - 19 & Adults","Core","S8","Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision.","FULLY MET"]
["16 - 19 & Adults","Core","S9","Communicate with all children in ways that will be understood, including verbal and non-verbal communication.","FULLY MET"]
["16 - 19 & Adults","Core","S10","Extend children’s development and learning through verbal and non-verbal communication.","FULLY MET"]
["16 - 19 & Adults","Core","S11","Encourage babies and young children to use a range of communication methods.","FULLY MET"]
["16 - 19 & Adults","Core","S12","Use a range of communication methods to exchange information with children and adults.","FULLY MET"]
["16 - 19 & Adults","Core","S13","Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adult led and child initiated) to support children’s holistic development through a range of play, creativity, social development and learning.","FULLY MET"]
["16 - 19 & Adults","Core","S14","Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities.","FULLY MET"]
["16 - 19 & Adults","Core","S15","Observe children, assess, plan and record the outcomes, sharing results accurately and confidentially in line with expected statutory framework and setting’s requirements.","FULLY MET"]
["16 - 19 & Adults","Core","S16","Use learning activities to support early language development.","FULLY MET"]
["16 - 19 & Adults","Core","S17","Support children’s early interest and development in mark making, writing, reading and being read to.","FULLY MET"]
["16 - 19 & Adults","Core","S18","Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.","FULLY MET"]
["16 - 19 & Adults","Core","S19","Support the assessment, planning, implementation and reviewing (the graduated approach) of each baby’s and young child's individual plan for their care and participation.","FULLY MET"]
["16 - 19 & Adults","Core","S20","Work in ways that value and respect the developmental needs and stages of babies and children.","FULLY MET"]
["16 - 19 & Adults","Core","S21","Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities.","FULLY MET"]
["16 - 19 & Adults","Core","S22","Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress.","FULLY MET"]
["16 - 19 & Adults","Core","S23","Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development.","FULLY MET"]
["16 - 19 & Adults","Core","S24","Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.","FULLY MET"]
["16 - 19 & Adults","Core","S25","Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.","FULLY MET"]
["16 - 19 & Adults","Core",null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Care and compassion - provide the very best childcare to every child every day combined with the ability to identify opportunities for development.","FULLY MET"]
["16 - 19 & Adults","Core","B2","Honesty, trust and integrity - develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.","FULLY MET"]
["16 - 19 & Adults","Core","B3","Positive work ethic – maintains professional standards within the work environment providing a positive role model for children.","FULLY MET"]
["16 - 19 & Adults","Core","B4","Being team-focused - work effectively with colleagues and other professionals.","FULLY MET"]
["16 - 19 & Adults","Core","B5","Commitment - to improving the outcomes for children through inspiration and child centred care and education.","FULLY MET"]
["16 - 19 & Adults","Core","B6","Work in a non- discriminatory way - by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential. Work in ways which consider fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.","FULLY MET"]
["16 - 19 & Adults","Core","B7","Professional Practice – be a reflective practitioner with a commitment to continued professional development adhering to legislation, policy and procedure with a positive disposition to work.","FULLY MET"]