NOCN Level 3 Diploma in Celebrancy: Naming and Couples · 2019-04-30 · QUALIFICATION...

QUALIFICATION SPECIFICATION

NOCN Level 3 Diploma in Celebrancy: Naming and Couples

Qualification No: 601/1586/5

Operational Start Date 1 December 2013

Version 2.1 – March 2019

To know more about NOCN: Visit the NOCN website: www.nocn.org.uk

Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

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Level 3 Diploma in Celebrancy: Naming and Couples

Introduction NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked effectively with our centres for the benefit of learners across the country; with a mutual interest in providing a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities.

This handbook is a resource for NOCN centres which wish to offer the NOCN Level 3 Diploma in Celebrancy: Naming and Couples. The qualification is relevant to adults who wish to become a self-employed Naming and Couples Celebrant. The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.

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Contents

Introduction

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1. NOCN Level 3 Diploma in Celebrancy: Naming and Couples

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1.1 Entry Requirements 4 1.2 Qualification Structure

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2. Centre Information

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2.1 Offering the qualification 6 Recognised Centres, New Centres and External Verification 6 2.2 Required Resources for Delivering the Qualification Tutor/Assessor, Internal Verifier 7 Continuous Professional Development (CPD)

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3. Unit Information

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3.1 Units

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4. Assessment and Evidence

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4.1 Fair and Equitable Assessment 23 4.2 Learners with Particular Requirements 24 4.3 Recognised Prior Learning 24 4.4 Functional Skills 24 4.5 Assessment and Evidence for the Units

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Appendix 1 – Resource suggestions

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Appendix 2 – Assessment Documentation

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Appendix 3 – Feedback Sheet

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1. NOCN Level 3 Diploma in Celebrancy: Naming and Couples The NOCN Level 3 Diploma in Celebrancy: Naming and Couples is designed to provide learners with the skills, knowledge, understanding and competencies required to become a self-employed Naming and Couples Celebrant. This qualification is suitable for learners aged 19 years or over. The qualification will provide learners with an opportunity to: Develop a comprehensive understanding of the framework in the UK surrounding

naming and couples’ ceremonies. Understand the structure and content of both naming and couples’ ceremonies. Be able to offer advice and guidance regarding available ceremony choices. Be able to plan ceremonies with clients. Create and deliver suitable naming and couples’ ceremony scripts. Manage ceremony venues. Understand relevant health and safety issues. Recognise and respond appropriately to diversity and inclusivity challenges related to

the creation and delivery of ceremonies. Develop necessary business management skills. Develop essential IT skills. 1.1. Entry Requirements There are no formal entry requirements for learners undertaking this qualification. 1.2. Qualification Structure The NOCN Level 3 Diploma in Celebrancy: Naming and Couples is a 41 credit qualification and has 287 guided learning hours with a Total Qualification Time (TQT) of 410 hours. Learners must achieve all 41 credits from the 13 mandatory units listed below:

Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Naming and Couples’ Ceremonies in the UK

3 3 Mandatory K/504/0429

Naming Ceremony Content 3 3 Mandatory K/504/0432

Couples’ Ceremony Content 3 3 Mandatory T/504/0420

Creating a Ceremony Script 3 3 Mandatory A/504/0421

Delivering Naming and Couples’ Ceremonies

3 3 Mandatory F/504/0422

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Managing Ceremony Choices 3 3 Mandatory D/504/0427

Planning Ceremonies with Clients 4 3 Mandatory T/504/0434

Managing Ceremony Venues 3 3 Mandatory H/504/0248

Equality and Diversity: Policy and Practice

2 3 Mandatory J/504/0423

Health and Safety Considerations for Naming and Couples’ Celebrants

2 3 Mandatory Y/504/0426

Business Management Skills for the Self-Employed

2 3 Mandatory F/504/0419

Using E-mail 2 3 Mandatory M/502/4300

Word Processing Software 2 4 Mandatory R/502/4628

1.3 Total Qualification Time (TQT)

Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under

the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but

not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

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All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

Exam time

Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

The agreed Total Qualification Time has been used to identify the qualification’s Credit Value.

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2. Centre Information 2.1. Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information about offering the NOCN Level 3 Diploma in Celebrancy: Naming and Couples, please contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager. New Centres If you are interested in offering the NOCN Level 3 Diploma in Celebrancy: Naming and Couples, but do not currently offer any other NOCN qualifications, you will need to be recognised as an NOCN approved centre. This process includes: Confirmation that the organisation has an adequate infrastructure in place to support

the effective delivery of NOCN qualifications.

An agreement signed by the principal authority in the organisation confirming adherence to the specified terms and conditions. This safeguards the quality assurance standards, in relation to the delivery and assessment process.

If you would like more information about becoming an NOCN centre and offering this qualification please see ‘New centres’ under the ‘Centres’ section on our website www.nocn.org.uk or contact [email protected]. External Verification

Once recognised as a Centre, NOCN will allocate an External Verifier. The External Verifier will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

External Verifiers will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal moderators, learners and administrative staff.

Sign off the Recommendation for the Award of Credit (RAC).

mailto:[email protected]





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2.2. Required Resources for Delivering the Qualification As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. Tutor/Assessor NOCN expects that Tutors/Assessors are able to demonstrate the following competencies: Be technically competent in naming and couples celebrancy and/or have experience of

delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of naming and couples celebrancy. The minimum

expectation is that the level of knowledge should be at the same level as the training that is to be delivered.

Hold a recognised teaching qualification or, for new tutors, undertake and complete

initial teacher training to a minimum Level 3 standard within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed.

Internal Verifier

Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability, and consistency.

NOCN expects that an Internal Verifier is able to demonstrate the following competencies: They should: Be technically competent in naming and couples celebrancy and/or have experience of

delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

Have an occupational knowledge of naming and couples celebrancy. The minimum

expectation is that the level of knowledge should be at the same level as the training that is to be delivered.

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NOCN supports and recognises Centres’ internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice.

Continuing Professional Development (CPD)

Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and verification.

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3. Unit Information The NOCN Level 3 Diploma in Celebrancy: Naming and Couples consists of 13 mandatory units. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each unit. However a number of assessment criteria can be taught and assessed through one activity. A copy of each of the units follows.

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3.1. Units

Unit Title: Naming and Couples’ Ceremonies in the UK

Unit Level: Three

Unit Credit Value: 3

GLH: 21

Ofqual Unit Reference Number:

K/504/0429

This unit has 3 learning outcomes.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the historical development of naming and couples’ ceremonies in the UK.

1.1. Describe the historical development of naming and couples’ ceremonies within the UK.

2. Understand the cultural and social role of naming and couples’ ceremonies in the UK.

2.1. Explain the cultural role played by naming and couples’ ceremonies.

2.2. Evaluate the impact of social changes upon ceremonies in the UK.

3. Understand the current legal limitations regarding non-statutory ceremonies.

3.1. Analyse the distinctions between statutory and non-statutory ceremonies.

3.2. Describe the key organisations involved in legal marriages. 3.3. Explain the roles and responsibilities of key organisations

involved in legal marriages.

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Unit Title: Naming Ceremony Content

Unit Level: Three


GLH: 21


K/504/0432


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the key components of a naming ceremony.

1.1. Describe the component parts of a naming ceremony.

2. Be able to create an individual ceremony that accurately reflects the client’s requirements.

2.1. Create two personal and unique naming ceremonies to distinct briefs.

3. Know how to manage third party content in a ceremony.

3.1. Describe how to include third party content appropriately in a naming ceremony.

4. Know how to include religious content in a naming ceremony.

4.1. Describe how to include religious content appropriately in a naming ceremony.

5. Know how to include poetry, readings and music in a ceremony.

5.1. Explain how to incorporate the following in a naming ceremony: (a) Poetry; (b) Readings; (c) Music.

6. Know how to check ceremony content for accuracy and appropriateness.

6.1. Describe two methods of checking the accuracy and appropriateness of a ceremony with clients.

7. Know how to create a naming ceremony for ‘special circumstances.’

7.1. Describe how to adapt a naming ceremony in two ‘special circumstances.’

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Unit Title: Couples’ Ceremony Content

Unit Level: Three


GLH: 21


T/504/0420


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the component parts of couple-focussed ceremonies.

1.1. Describe the component parts of the following ceremonies: (a) Wedding celebration; (b) Renewal of marriage vows; (c) Commitment; (d) Civil partnership celebration; (e) Renewal of civil partnership vows.

2. Be able to create a ceremony that accurately reflects the clients’ requirements.

2.1. Create two personal and unique couples’ ceremonies to distinct briefs.

3. Know how to manage third party content in a ceremony.

3.1. Describe how to include third party content appropriately in a ceremony.

4. Know how to include religious content in a couples’ ceremony.

4.1. Describe how to include religious content appropriately in a ceremony

5. Know how to include poetry, readings and music in a ceremony.

5.1. Explain how to incorporate the following in a couples’ ceremony: (a) Poetry; (b) Readings; (c) Music.

6. Know how to check ceremony content for accuracy and appropriateness.

6.1. Describe two methods of checking the accuracy and appropriateness of a ceremony with clients.

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Unit Title: Creating a Ceremony Script

Unit Level: Three


GLH: 21


A/504/0421


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the two different types of scripts used in naming and couples’ ceremonies.

1.1. Explain the differences between delivery and presentation scripts.

2. Be able to construct a delivery script for a ceremony.

2.1. Create a delivery script. 2.2. Format the script for delivery purposes. 2.3. Explain three types of annotation to use on a delivery script.

3. Be able to produce a presentation script for a client.

3.1. Convert a delivery script into a presentation script. 3.2. Produce a presentation script in an attractive/appropriate

format for the client. 3.3. Describe how to check a presentation script for

appropriateness and accuracy.

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Unit Title: Delivering Naming and Couples’ Ceremonies

Unit Level: Three


GLH: 21


F/504/0422


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the component parts of ceremonies.

1.1. Explain the component parts of the following ceremonies: (a) Naming; (b) Wedding celebration; (c) Civil partnership celebration; (d) Renewal of vows; (e) Commitment.

2. Be able to deliver a ceremony in a professional manner.

2.1. Demonstrate the use of the following by a celebrant: (a) Dress; (b) Body language; (c) Gestures; (d) Emotional control; (e) Social interaction/boundaries; (f) Speech; (g) Voice tone.

3. Be able to manage a ceremony.

3.1. Manage the timing of a ceremony. 3.2. Demonstrate two techniques to ensure a ceremony is

managed in an appropriate manner.

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Unit Title: Managing Ceremony Choices

Unit Level: Three


GLH: 21


D/504/0427


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the range of ceremony options/enhancements available.

1.1. Assess available options for: (a) Two couples’ ceremonies; (b) A naming ceremony.

2. Be able to advise clients regarding their choice of appropriate ceremony enhancements.

2.1. Demonstrate methods of advising clients regarding the choice and impact of key ceremony enhancements.

3. Be able to manage speakers at a ceremony.

3.1. Demonstrate appropriate techniques to manage speakers at a ceremony.

4. Understand the use of music at ceremonies.

4.1. Identify the role of venue staff regarding the provision of music.

4.2. Describe available options relating to music at a ceremony. 4.3. Describe how to insert appropriate references and music

details into relevant documentation.

5. Understand reading choices within a ceremony.

5.1. Identify appropriate readings and poems for the following: (a) A couples’ ceremony; (b) A naming ceremony.

5.2. Explain the relevance and appropriateness of selected readings and poems.

6. Understand the range of symbolic actions that may be used at ceremonies.

6.2. Describe three symbolic actions that may be used to enhance each of the following: (a) A couples’ ceremony; (b) A naming ceremony.

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Unit Title: Planning Ceremonies with Clients

Unit Level: Three


GLH: 28


T/504/0434


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to conduct an interview with a client.

1.1. Explain the process of conducting a ceremony planning interview with a client.

2. Understand questioning and recording techniques.

2.1. Describe two questioning techniques appropriate to ceremony planning interviews.

2.2. Describe two methods of note taking used during a ceremony planning interview.

3. Be able to demonstrate listening skills.

3.1. Demonstrate active listening skills. 3.2. Demonstrate body language appropriate to interviewing

clients.

4. Know how to conduct interviews in ‘difficult’ or ‘unusual’ circumstances

4.1. Identify two ‘difficult’ or ‘unusual’ circumstances in which interviews may be conducted.

4.2. Describe appropriate behaviour when dealing with clients in ‘difficult’ or ‘unusual’ circumstances.

5. Understand protocol when communicating with clients by email.

5.1. Explain email etiquette when contacting clients.

6. Understand negotiation techniques.

6.1. Explain how to encourage clients to compromise should disagreements arise.

7. Be able to close an interview.

7.1. Demonstrate appropriate techniques for closing interviews.

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Unit Title: Managing Ceremony Venues

Unit Level: Three


GLH: 21


H/504/0428


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand how the venue of a ceremony can influence its construction and management.

1.1. Assess the impact of four venue-related factors upon a ceremony.

1.2. Explain to the clients how the choice of venue can affect the ceremony.

2. Be able to optimise the use of space at ceremony venues.

2.1. Create two room plans which optimise available space, for each of the following ceremonies: (a) Naming; (b) Couples.

3. Know how to optimise the movement of participants at ceremony venues.

3.1. Describe four options for couples to make an entrance into a ceremony.

3.2. Explain how to manage the flow of people: (a) Within two separate ceremonies; (b) Exiting two separate ceremony venues.

4. Be able to communicate effectively with venue management and their staff.

4.1. Describe the role and responsibilities of key venue personnel. 4.2. Explain how to develop a professional relationship with venue

management and their staff. 4.3. Demonstrate effective communication skills when dealing

with venue personnel.

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Unit Title: Equality and Diversity: Policy and Practice

Unit Level: Two


GLH: 24


J/504/0423


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the concept of equality and diversity.

1.1. Explain the concept of equality. 1.2. Explain the concept of diversity. 1.3. Assess the benefits of an equal and diverse society.

2. Know current equality and diversity legislation.

2.1. Outline key legislation and/or codes of practice relevant to equality and diversity for a particular sector.

3. Know how to develop strategies and practices to promote equality and diversity.

3.1. Describe six strategies or practices to promote equality and diversity.

4. Know how to assess the impact of equality and diversity strategies.

4.1. Evaluate the impact of each strategy or practice identified above.

5. Understand how own practice and behaviour reflects equality and diversity requirements.

5.1. Explain how own practice meets equality and diversity requirements.

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Unit Title: Health and Safety Considerations for Naming and Couples’ Celebrants

Unit Level: Two


GLH: 24


Y/504/0426


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand personal safety issues when conducting interviews in clients’ homes.

1.1. Identify potential risks when visiting clients in their home. 1.2. Outline the lone working procedure for visiting clients in their

home.

2. Understand the health and safety risks associated with a ceremony at an internal venue.

2.1. Identify three risks that could occur at an internal venue when conducting a ceremony.

2.2. Describe the actions to be taken in response to each identified risk.

2.3. Explain how to minimise the risks associated with a ceremony at an internal venue.

3. Understand the health and safety risks associated with a ceremony at an external venue.

3.1. Identify three risks that could occur at an external venue when conducting a ceremony.


3.3. Explain how to minimise the risks associated with a ceremony at an external venue.

4. Understand the health and safety risks associated with a ceremony in a domestic setting.

4.1. Identify three risks that could occur at a ceremony in a domestic setting.


4.3. Explain how to minimise the risks associated with a ceremony in a domestic setting.

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Unit Title: Business Management Skills for the Self-Employed

Unit Level: Two


GLH: 14


F/504/0419


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to create a business plan.

1.1. Produce a business plan.

2. Know how to develop business opportunities.

2.1. Describe how to create a brand identity for own business. 2.2. Describe two appropriate marketing strategies.

3. Understand current legislation relevant to own business.

3.1. Describe key legislation relevant to own business. 3.2. Explain the impact of legislation on own business.

4. Know how to keep relevant accounts.

4.1. Describe the types of accounting records that should be maintained.

4.2. Explain the importance of keeping accurate accounts.

5. Understand the tax requirements for self-employment in the UK.

5.1. Outline the requirement for UK tax returns to be completed and returned.

5.2. Explain which relevant expenses can be claimed against tax.

6. Understand the need for effective record keeping.

6.1. Describe the types of records that should be kept. 6.2. Explain how to keep relevant records.

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Unit Title: Using E-mail

Unit Level: Two


GLH: 20


M/502/4300


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Use e-mail software tools and techniques to compose and send messages.

1.1. Select and use software tools to compose and format e-mail messages, including attachments.

1.2. Determine the message size and how it can be reduced. 1.3. Send e-mail messages to individuals and groups. 1.4. Describe how to stay safe and respect others when using e-

mail. 1.5. Use an address book to organise contact information.

2. Manage incoming e-mail effectively.

2.1 Follow guidelines and procedures for using e-mail. 2.2 Read and respond to e-mail messages appropriately. 2.3. Use email software tools and techniques to automate

responses. 2.4. Describe how to archive e-mail messages, including

attachments. 2.5. Organise, store and archive e-mail messages effectively. 2.6. Respond appropriately to e-mail problems.

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Unit Title: Word Processing Software

Unit Level: Two


GLH: 30


R/502/4628


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Enter and combine text and other information accurately within word processing documents.

1.1. Identify what types of information are needed in documents. 1.2. Use appropriate techniques to enter text and other

information accurately and efficiently. 1.3. Select and use appropriate templates for different purposes. 1.4. Identify when and how to combine and merge information

from other software or other documents. 1.5. Select and use a range of editing tools to amend document

content. 1.6. Combine or merge information within a document from a

range of sources. 1.7. Store and retrieve document and template files effectively, in

line with local guidelines and conventions where available.

2. Create and modify layout and structures for word processing documents.

2.1. Identify the document requirements for structure and style. 2.2. Identify what templates and styles are available and when to

use them. 2.3. Create and modify columns, tables and forms to organise

information. 2.4. Select and apply styles to text.

3. Use word processing software tools to format and present documents effectively to meet requirements.

3.1. Identify how the document should be formatted to aid meaning.

3.2. Select and use appropriate techniques to format characters and paragraphs.

3.3. Select and use appropriate page and section layouts to present and print documents.

3.4. Describe any quality problems with documents. 3.5. Check documents meet needs, using IT tools and making

corrections as necessary. 3.6. Respond appropriately to quality problems with documents so

that outcomes meet needs.

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4. Assessment and Evidence The NOCN Level 3 Diploma in Celebrancy: Naming and Couples is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 3 Diploma in Celebrancy: Naming and Couples is a vocationally based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a naming and couples celebrant job role. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose which means that the

assessment tasks measure the intended outcomes of the unit. They should afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria at the appropriate level.

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities must generate clear and consistent outcomes across all assessors.

Although the activities may be applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard to ensure that the resulting assessment decisions are consistent across all assessors and centres offering the qualification.

Authentic Evidence presented must be the learner’s own work. This qualification is graded at Pass/Fail. 4.1. Fair and Equitable Assessment Assessment within the NOCN Level 3 Diploma in Celebrancy: Naming and Couple is designed to be accessible and inclusive. The assessment methodology is appropriate for individual assessment or for groups of learners. 4.2. Learners with Particular Requirements

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If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details. 4.3. Recognised Prior Learning

Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning.

Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment.

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. 4.4. Functional Skills

This qualification could contribute towards the Functional Skills in the following areas: English

o Speaking, listening and communication – could be demonstrated through contact with clients and the delivery of naming and couples’ ceremonies

o Reading – could be demonstrated whilst carrying out research throughout the course.

o Writing – could be demonstrated through the creation of naming and couples’ ceremony scripts and contact with relevant people whilst planning a ceremony.

ICT

o Development of ICT skills can be demonstrated through the creation of naming and couples’ ceremony scripts and contact with relevant people whilst planning a ceremony

mathematics



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o Development of mathematics skills can be demonstrated through the development of business management skills.

For more information see the Functional Skills criteria for English, ICT and/or maths on the NOCN website: www.nocn.org.uk 4.5. Assessment and Evidence for the units Centres can use a variety of assessment activities to capture evidence of learners’ understanding. Activities may include:

Case Studies Oral Question and Answer Role Play/Simulation Report Practice file Reflective Log or Diary Practical Demonstration Written Question and Answer/Test/Exam

The forms provided in the Appendices for gathering learner evidence against the individual assessment criteria are optional forms. Centres can use their own paperwork provided they can ensure that the work is ordered and portfolio references provided as required.


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Appendix 1 - Resource suggestions Acts of Parliament eg Health and Safety at Work Act 1974 Visits to appropriate venues Expert speakers eg Naming and Couples’ Celebrants Note: this is not an exhaustive list

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Appendix 2 - Assessment Documentation 1. Learner Evidence Record Unit 1 NOCN Level 3 Diploma in Celebrancy: Naming and Couples Unit Title: Naming and Couples’ Ceremonies in the UK

Assessment Criteria Evidence Portfolio Ref

Completed By

Signed Off By

1.1.

1.2.

1.3.

Learner Signature:

Tutor Signature:

Confirmation of Achievement of Unit – Date:

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Evidence Record cont…. NOCN Level 3 Diploma in Celebrancy: Naming and Couples Unit Title: Naming and Couples’ Ceremonies in the UK


Completed By

Signed Off By

2.1.

2.2.

2.3.

Learner Signature:

Tutor Signature:


2. Learner Evidence Record Unit 2

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NOCN Level 3 Diploma in Celebrancy: Naming and Couples Unit Title: Naming Ceremony Content


Completed By

Signed Off By

1.1.

1.2.

1.3.

Learner Signature:

Tutor Signature:


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Appendix 3 – Feedback Sheet

Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor sign:

Date:

Learner sign:

Date:

NOCN Level 3 Diploma in Celebrancy: Naming and Couples · 2019-04-30 · QUALIFICATION...

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