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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."]

{"sheet":"ST0135","index":1,"n_rows":71,"n_cols":9,"rows_kept":71,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[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","Adults Only"]
[null,null,null,"OPTIONS (If Applicable)","N/A"]
[null,null,null,"ST0135 - Early years educator"]
[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"]
["Adults Only","Core","K1","The expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7."]
["Adults Only","Core","K2","The significance of attachment and how to promote it effectively."]
["Adults Only","Core","K3","A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice."]
["Adults Only","Core","K4","How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care."]
["Adults Only","Core","K5","The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances."]
["Adults Only","Core","K6","The importance to children’s holistic development of: - speech, language and communication  - personal, social and emotional development  - physical development."]
["Adults Only","Core","K7","Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics."]
["Adults Only","Core","K8","The potential effects of, and how to prepare and support children through, transitions and significant events in their lives."]
["Adults Only","Core","K9","The current early education curriculum requirements such as the Early Years Foundation Stage."]
["Adults Only","Core","K10","When a child is in need of additional support such as where a child’s progress is less than expected. how to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/ or carers."]
["Adults Only","Core","K11","The importance of undertaking continued professional development to improve own skills and early years practice."]
["Adults Only","Core","K12","The legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children."]
["Adults Only","Core","K13","Why health and well-being is important for babies and children."]
["Adults Only","Core","K14","How to respond to accidents, injuries and emergency situations."]
["Adults Only","Core","K15","Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual."]
["Adults Only","Core","K16","How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely."]
[null,"Core",null,"Skills"]
["Adults Only","Core","S1","Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures."]
["Adults Only","Core","S2","Promote equality of opportunity and anti-discriminatory practice."]
["Adults Only","Core","S3","Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements."]
["Adults Only","Core","S4","Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care  and responding quickly to the needs of the child."]
["Adults Only","Core","S5","Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children."]
["Adults Only","Core","S6","Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities."]
["Adults Only","Core","S7","Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking."]
["Adults Only","Core","S8","Support and promote children’s speech, language and communication development."]
["Adults Only","Core","S9","Support children’s group learning and socialisation."]
["Adults Only","Core","S10","Model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate."]
["Adults Only","Core","S11","Support children to manage their own behaviour in relation to others."]
["Adults Only","Core","S12","Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate."]
["Adults Only","Core","S13","Carry out and record observational assessment accurately."]
["Adults Only","Core","S14","Identify the needs, interests and stages of development of individual children."]
["Adults Only","Core","S15","Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities."]
["Adults Only","Core","S16","Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers."]
["Adults Only","Core","S17","Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals."]
["Adults Only","Core","S18","Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages)."]
["Adults Only","Core","S19","Plan and carry out physical care routines suitable to the age, stage and needs of the child. "]
["Adults Only","Core","S20","Promote healthy lifestyles for example 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 through the day."]
["Adults Only","Core","S21","Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment."]
["Adults Only","Core","S22","Carry out risk assessment and risk management in line with policies and procedures."]
["Adults Only","Core","S23","Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural."]
["Adults Only","Core","S24","Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children."]
["Adults Only","Core","S25","Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress."]
["Adults Only","Core","S26","Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development."]
["Adults Only","Core","S27","Encourage parents and/or carers to take an active role in the child’s play, learning and development."]
[null,"Core",null,"Behaviours"]
["Adults Only","Core","B1","Care and compassion - provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice."]
["Adults Only","Core","B2","Being team-focused - work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience."]
["Adults Only","Core","B3","Honesty, trust and integrity - develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude."]
["Adults Only","Core","B4","Commitment to improving the outcomes for children through inspiration and child centred care and education."]
["Adults Only","Core","B5","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."]
["Adults Only","Core","B6","Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs."]

{"sheet":"ST0454","index":2,"n_rows":67,"n_cols":9,"rows_kept":67,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[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","Adults Only"]
[null,null,null,"OPTIONS (If Applicable)","N/A"]
[null,null,null,"ST0454 - Teaching assistant"]
[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"]
["Adults Only","Core","K1","Understand the need to provide feedback to support and facilitate an appropriate level of independence."]
["Adults Only","Core","K2","Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations."]
["Adults Only","Core","K3","Recognise different stages of child development through school, eg: transition between key stages."]
["Adults Only","Core","K4","Recognise the importance of using appropriate technology to support learning."]
["Adults Only","Core","K5","Understand the need to accurately observe, record and report on pupils participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils."]
["Adults Only","Core","K6","Understand the schools assessment procedures for benchmarking against targets set by the class teacher."]
["Adults Only","Core","K7","Be familiar with assessment materials."]
["Adults Only","Core","K8","An appropriate knowledge of the curriculum and context you are working in."]
["Adults Only","Core","K9","Understand current statutory guidance including Keeping Children Safe in Education Part 1, safeguarding policies, Prevent Strategy."]
["Adults Only","Core","K10","Understand the importance of sharing relevant information, in a timely manner with the designated Safeguarding lead. Understand the importance of first aid procedures, recording/reporting incidents and a broad knowledge of Health & Safety Policy."]
[null,"Core",null,"Skills"]
["Adults Only","Core","S1","Develop strategies to support and encourage pupils to move towards independent learning."]
["Adults Only","Core","S2","Use appropriately varied vocabulary to ensure pupils understanding."]
["Adults Only","Core","S3","Embed effective behaviour management strategies using discipline appropriately and fairly in line with the schools policy."]
["Adults Only","Core","S4","Deliver interventions in accordance with training given (RAG rating)."]
["Adults Only","Core","S5","Foster and encourage positive, effective, nurturing and safe learning environments inspiring pupils to take pride in and learn from their individual achievements."]
["Adults Only","Core","S6","Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables."]
["Adults Only","Core","S7","Work closely with teachers to ensure own contribution aligns with the teaching."]
["Adults Only","Core","S8","Ensure regular communication with teachers to provide clarity and consistency of role within lessons."]
["Adults Only","Core","S9","Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding."]
["Adults Only","Core","S10","Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders."]
["Adults Only","Core","S11","Comply with policy and procedures for sharing confidential information and know when and where to seek advice."]
["Adults Only","Core","S12","Implement current statutory guidance including Keeping Children Safe in Education Part 1, safeguarding policies, Prevent Strategy."]
["Adults Only","Core","S13","Undertake safeguarding training every 3 years."]
["Adults Only","Core","S14","Support pupils well-being whilst embedding the importance of online safety."]
["Adults Only","Core","S15","Contribute to a range of assessment processes and use information effectively for example: written records."]
["Adults Only","Core","S16","Use specific feedback to help pupils make progress."]
["Adults Only","Core","S17","Apply good subject knowledge to support accurate assessment."]
["Adults Only","Core","S18","Use school computer systems, including specialist software eg: online registration, intervention programmes and management information systems"]
["Adults Only","Core","S19","Use relevant technology competently and effectively to improve learning"]
["Adults Only","Core","S20","Ensure pupils use technology safely."]
["Adults Only","Core","S21","Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning."]
["Adults Only","Core","S22","Recognise the difference between pastoral and academic issues and model good behaviour for learning."]
[null,"Core",null,"Behaviours"]
["Adults Only","Core","B1","Flexibility, trust, professional conduct, confidentiality and being respectful."]
["Adults Only","Core","B2","Promote the schools efforts to build positive behaviour for learning."]
["Adults Only","Core","B3","Promote and exemplify positive behaviour and uphold the school ethos."]
["Adults Only","Core","B4","Be enthusiastic and open to new ideas."]
["Adults Only","Core","B5","Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection."]
["Adults Only","Core","B6","Keep pupils at the centre of everything"]
["Adults Only","Core","B7","Promote community cohesion and cultural diversity encompassing a full understanding of the schools ethos."]
["Adults Only","Core","B8","Demonstrate professional relationships in line with Staff Handbook."]
["Adults Only","Core","B9","Be diplomatic, a positive role model and maintain confidentiality."]
["Adults Only","Core","B10","Optimise learning opportunities and reflect on their personal development."]
["Adults Only","Core","B11","Demonstrate a willingness to learn and improve personal skill set."]
["Adults Only","Core","B12","Work collaboratively and constructively with the whole school team."]
["Adults Only","Core","B13","Engage professionally as appropriate with outside professionals."]

{"sheet":"ST0666","index":3,"n_rows":80,"n_cols":9,"rows_kept":80,"cut":false,"hidden":false,"merged":[[9,2,9,8]]}
[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","16 - 19 & Adults"]
[null,null,null,"OPTIONS (If Applicable)","All"]
[null,null,null,"ST0666 - Education technician (HE assistant technician and simulation-based technician)"]
[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","Which materials, equipment / machinery / tools, are needed for teaching, learning or research activities."]
["16 - 19 & Adults","Core","K2","The relevant protocols and Standard Operating Procedures for teaching, learning or research activities, why they are using them and the context in which they are using them. This includes procedures for laying out materials for practical and/or research activities and protocols and standard operating procedures related to clearing up following practical and / or research activities."]
["16 - 19 & Adults","Core","K3","The relevant health and safety legislation, environmental regulations and practice, the context in which they are applied and how and when to escalate concerns."]
["16 - 19 & Adults","Core","K4","How their role fits into the organisation and the impact that it has."]
["16 - 19 & Adults","Core","K5","The different approaches and techniques required to demonstrate or facilitate for different audiences."]
["16 - 19 & Adults","Core","K6","How to troubleshoot situations, systems, equipment or apparatus and when and how to escalate issues related to situations or systems or equipment or apparatus."]
["16 - 19 & Adults","Core","K7","The principles of housekeeping and its purpose including the implications of non-compliance, the need to maintain accurate records and the appropriate channels available to address an issue."]
["16 - 19 & Adults","Core","K8","The purpose of the monitoring and maintenance schedule, how regulations, systems and procedures support the activity and the implications of non-compliance."]
["16 - 19 & Adults","Core","K9","Protocols and Standard Operating Procedures specifically in place for basic repairs to equipment, when to escalate repairs that are more complex and the appropriate place to escalate them to. This includes an understanding of why it is important to keep accurate records of equipment with their repair and service history and the correct channels to use when addressing issues identified through monitoring and maintenance."]
["16 - 19 & Adults","Core","K10","Local operational systems and the software that is required to support them including stock control management, budgeting and maintenance of records."]
["16 - 19 & Adults","Core","K11","The importance of the range of activities that support events and key activities related to internal or external events such as conferences, exhibitions, public engagements and open days."]
["16 - 19 & Adults","Core","K12","Communication techniques and approaches to interact with a range of key stakeholders in order to meet their requirements including the ways that current and emerging technologies can support communication."]
["16 - 19 & Adults","Core","K13","The principles of evaluation and the channels for continuous improvement."]
["16 - 19 & Adults","Core","K14","Data protection, confidentiality, informed consent and safeguarding."]
["16 - 19 & Adults","Core","K15","Research process, including ethical and governance processes, and the principles and governance of audit."]
["16 - 19 & Adults","Core","K16","Safe working practices such as manual handling, risk assessment and infection control audits."]
["16 - 19 & Adults","02 - Simulation-based Education Technician","K17","SBE only: Interpret learning outcomes for simulation-based education, including clinical skills courses such as Life Support and the role simulation and the environment plays in achieving these outcomes."]
["16 - 19 & Adults","02 - Simulation-based Education Technician","K18","SBE only: The techniques, equipment and materials used and ensuring their safe use to create moulage/special effects make-up applications to manikins and actors working as simulated patients."]
["16 - 19 & Adults","02 - Simulation-based Education Technician","K19","SBE only: Interpret learning outcomes and their relevance to programming and running of scenarios using various modes of simulation."]
["16 - 19 & Adults","02 - Simulation-based Education Technician","K20","SBE only: Scenario programming and operation of relevant hardware and software for differing modes of simulation such as operation of human patient simulators, part task trainers etc."]
["16 - 19 & Adults","02 - Simulation-based Education Technician","K21","SBE only: The underpinning principles of the role of simulation, how to design clinical skills training programmes including programme aims, learning outcomes, teaching plans, and how learning outcomes link to assessment."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","K22","HE only: The variety of equipment and resources used in their area of responsibility within the higher education sector and the different ways in which they support students and researchers."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","K23","HE only: The potential needs and requirements of different stakeholders within their area of responsibility of higher education such as student groups and researchers."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","K24","HE only: Techniques and sequences associated with experiments, research and other activities such as setting up, assembling and providing guidance on standard or bespoke equipment or resources for research or teaching."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","K25","HE only: How representations of information are used for teaching and research in higher education."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","K26","HE only:  The process of collating appropriate information, such as experimental data or realistic visualisations, derived from academic led experimental work or creative process, and the principles behind how to manipulate them into appropriate formats (tables, figures, catalogues, indices, and portfolios) for publication."]
[null,"Core",null,"Skills"]
["16 - 19 & Adults","Core","S1","Identify, prepare and lay out/set up relevant required materials/ equipment /machinery /tools using relevant protocols/Standard Operating Procedures for the purposes of teaching, learning or research activities within their area of responsibility."]
["16 - 19 & Adults","Core","S2","Clearing up materials/ equipment /machinery /tools using relevant protocols and Standard Operating Procedures specific to clearing up."]
["16 - 19 & Adults","Core","S3","Work safely, complying with relevant Health and Safety and local regulations or policies and protocols, escalating issues where relevant."]
["16 - 19 & Adults","Core","S4","Demonstrate or facilitate and supervise the use of materials/ equipment /machinery /tools and equipment to meet the needs of the audience."]
["16 - 19 & Adults","Core","S5","Respond to specific enquiries about appropriate protocols and Standard Operating Procedures, basic techniques and equipment and their safe use and being able to escalate to senior technical colleagues when further clarification is required."]
["16 - 19 & Adults","Core","S6","Manufacture, construct or assemble both standard and bespoke components and demonstrate how these components integrate into larger teaching, learning and research systems and equipment."]
["16 - 19 & Adults","Core","S7","Use creative thinking and problem solving to build on existing or new ideas in the teaching, learning or research environment based on expertise and context."]
["16 - 19 & Adults","Core","S8","Monitor and deliver key activities such as reactive maintenance and where required repair of equipment, safety compliance, infection control during a practical class and completing accurate records in relation to the activity."]
["16 - 19 & Adults","Core","S9","Identifying the needs and then fulfil the needs of a person or group requiring information, documentation or resource - such as a student unsure of a piece of equipment during a laboratory, studio or workshop teaching session."]
["16 - 19 & Adults","Core","S10","Carry out basic repairs in line with specified protocols/Standard Operating Procedures and keep accurate records where appropriate. Refer more complex or critical repairs where appropriate."]
["16 - 19 & Adults","Core","S11","Planning, monitoring and maintaining appropriate stocks of materials and equipment including budgeting and costing as required."]
["16 - 19 & Adults","Core","S12","Prepare documentation and materials for all types of wider teaching or learning or research activities and events as required."]
["16 - 19 & Adults","Core","S13","Communicate with key stakeholders (such as students, academics, clinicians or research staff, the general public, businesses, professional services staff and technical colleagues) using a range of techniques such as email, visual posters, verbal instructions to support teaching, research, wider activities."]
["16 - 19 & Adults","Core","S14","Use and apply current and emerging technologies and techniques such as microscopy, 3D printing, robotics, use of lasers or light to create a range of images, automated screen printing, or virtual reality to support teaching, learning and research."]
["16 - 19 & Adults","Core","S15","Working at times under time pressure to raise and resolve areas of concern such as malfunctioning equipment, always working safely and to best practice."]
["16 - 19 & Adults","Core","S16","Being able to adapt to changing priorities related to both their own work and to the organisation, showing the flexibility to maintain high standards in a changing environment."]
["16 - 19 & Adults","Core","S17","Organising own work and achieving required results within deadlines."]
["16 - 19 & Adults","Core","S18","Apply safe working practices such as manual handling, risk assessments and infection control audits."]
["16 - 19 & Adults","Core","S19","Facilitate, support and participate in internal or external events such as conferences, exhibitions, public engagements and open days."]
["16 - 19 & Adults","Core","S20","Evaluate the delivery of demonstrations or facilitation for relevant activities such as setting up bespoke equipment for a practical demonstration by getting feedback from students, colleagues and make changes to practise as identified and appropriate."]
["16 - 19 & Adults","Core","S21","Undertake data collection, data analysis, data presentation and date storage, in line with legislation, local policies and procedures, such as room usage, student footfall, inventories of equipment or experimental data."]
["16 - 19 & Adults","Core","S22","Use of IT technologies such as management information systems. "]
["16 - 19 & Adults","02 - Simulation-based Education Technician","S23","SBE only: Identify, prepare, and apply the relevant moulage/special effects make-up to achieve the required results."]
["16 - 19 & Adults","02 - Simulation-based Education Technician","S24","SBE only: Demonstrates scenario coding (programming and running of scenarios using the appropriate hardware and software)."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","S25","HE only: Deliver end to end equipment and resource management processes in order to identify the resource needs for their area of responsibility for higher education teaching and research activities."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","S26","HE only: Provide technical support for higher education activities such as experiments and demonstrations."]
["16 - 19 & Adults","01 - Higher Education Assistant Technician","S27","HE only: Attention to detail when collating or producing information for higher education activities such as teaching and research."]
[null,"Core",null,"Behaviours"]
["16 - 19 & Adults","Core","B1","Seeks out opportunities for Continuing Professional Development (CPD)."]
["16 - 19 & Adults","Core","B2","Works collaboratively with others."]
["16 - 19 & Adults","Core","B3","Work safely at all times prioritising health and safety good practice."]
["16 - 19 & Adults","Core","B4","Accountability and ownership of their tasks and workload."]
["16 - 19 & Adults","Core","B5","Be open to change, amend working practices in response to feedback or changes in process."]