SEG Awards ABC Level 3 Certificate in Footwear and Leather...

C2400-C3 Issue 10.2

50064824 January 2020

SEG Awards ABC Level 3

Certificate in Footwear

and Leather (NVQ)

Qualification Guidance

England

[50064824]

Wales

[C0009739]

1

About Us At the Skills and Education SEG Awards (ABC)1 we continually invest in

high quality qualifications, assessments and services for our chosen sectors. As a UK leading sector specialist we continue to support

employers and skills providers to enable individuals to achieve the skills

and knowledge needed to raise professional standards across our sectors.

ABC has an on-line registration system to help customers register learners on its qualifications, units and exams. In addition it provides features to

view exam results, invoices, mark sheets and other information about learners already registered.

The system is accessed via a web browser by connecting to our secure

website using a username and password: https://secure.ABCawards.co.uk/ors/secure_login.asp

Sources of Additional Information

The ABC website www.ABCawards.co.uk provides access to a wide variety

of information.

Copyright

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording or otherwise, without the prior permission of the publishers.

This document may be copied by approved centres for the purpose of

assessing learners. It may also be copied by learners for their own use.

1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding organisation and

part of the Skills and Education Group. Any reference to ABC Awards, its registered address, company or

charity number should be deemed to mean the Skills and Education Group Awards.

https://secure.abcawards.co.uk/ors/secure_login.asp

http://www.abcawards.co.uk/

2

Contents

Qualification Structure and Content .................................................... 4

Level 3 Certificate(s) in Footwear and Leather (NVQ) ......................... 6

Qualification Overview ..................................................................... 10

Introduction ................................................................................... 10

Aims ............................................................................................. 10

Target Group ................................................................................. 10

Progression Opportunities ................................................................ 10

Tutor/Assessor Requirements ........................................................... 11

Language ...................................................................................... 11

Unit Details .................................................................................... 12

Health, Safety and Security At Work ............................................ 13

Respond To Production Quality Problems ...................................... 19

Manufacture Material to Add Value in Leather Production (Mechanical

Processing) ............................................................................... 24

Improve Production Methods and Processes .................................. 31

Contribute To Leather Development ............................................. 38

Contribute To Production Flow by Carrying Out Complex Footwear /

Leathergoods / Saddlery Product Operations ................................. 45

Create Complex Patterns for Footwear/ Leathergoods/Saddlery

Products ................................................................................... 52

Design Products Using CAD Systems ............................................ 59

Create Digitised Patterns Using CAM Systems ............................... 65

Repair Footwear/Leathergoods/Saddlery By Stitching ..................... 71

Carry Out Complex Lasting, Making and Associated Operations in

Handcraft Bespoke / Orthopaedic Footwear .................................. 78

Carry Out Assessment and Measurement for Handcraft

Bespoke/Orthopaedic Footwear ................................................... 85

Organise the Delivery of Reliable Customer Service ....................... 90

Monitor and Solve Customer Service Problems .............................. 97

Recognition of Prior Learning (RPL), Exemptions, Credit Transfers and

Equivalencies ............................................................................ 104

3

Exemptions ............................................................................... 105

Equivalencies ............................................................................ 105

Certification .............................................................................. 105

Appendices .................................................................................. 106

Glossary of Terms ...................................................................... 106

This is a live document and as such will be updated when required. It is

the responsibility of the approved centre to ensure the most up-to-date

version of the Qualification Guide is in use. Any amendments will be

published on our website and centres are encouraged to check this site

regularly.

4

Qualification Structure and Content

ABC Awards Level 3 Certificate(s) in Footwear and Leather (NVQ)

Qualifications and Pathways

Level 3 Certificate in Footwear and Leather (Footwear and Leathergoods

Production) (NVQ)

Level 3 Certificate in Footwear and Leather (Footwear Production) (NVQ)

Level 3 Certificate in Footwear and Leather

(Handcraft/Bespoke/Orthopaedic Footwear

Production) (NVQ)

Level 3 Certificate in Footwear and Leather (Footwear Repair and

Associated Services) (NVQ)

Level 3 Certificate in Footwear and Leather (Saddlery) (NVQ)

Level 3 Certificate in Footwear and Leather (Leathergoods Production)

(NVQ)

Level 3 Certificate in Footwear and Leather (Leather Production) (NVQ)

Regulated The qualifications, identified above, are all

regulated by Ofqual and Qualifications Wales

Assessment Internal assessment, internal and external

moderation

Grading Pass

Progression

This qualification will form part of an alternative

route into higher education and will encourage a

wider range of learners to gain new skills and be

motivated to remain within the education, training

and employment sector.

Centres should be aware that reasonable

Adjustments which may be permitted for

assessment may in some instances limit a

learner’s progression into the sector. Centres

must, therefore, inform learners of any limits their

learning difficulty may impose on future

progression.

Operational Start

Date 01/07/2009

5

Review Date 31/07/2023

ABC Sector Fashion and Textiles

Ofqual SSA Sector 4.2 Manufacturing Technologies

Stakeholder

support UKFT

Contact

See ABC website for the Centre Support Officer

responsible for these qualifications

6

Level 3 Certificate(s) in Footwear and Leather (NVQ)

Rules of Combination: Learners must achieve a minimum of 32 credits.

This must include 10 credits from the Mandatory units and a minimum of

22 credits from one pathway. Learners must achieve a minimum of 29

credits at level 3 or above.

Unit Level Credit

Value

GLH

Mandatory Units

Health, safety and security at work

[K/502/1072] 2 3 20

Respond to production quality problems

[K/600/2015] 3 7 40

Footwear and Leathergoods Production Pathway

Manufacture material to add value in leather

production (mechanical processing)

[T/600/2020]

3 5 30

Improve production methods and processes

[A/600/2021] 3 8 50

Contribute to leather development

[F/600/2022] 3 8 50

Contribute to production flow by carrying out

complex footwear / leathergoods / saddlery

product operations [D/600/2013]

3 6 40

Create complex patterns for footwear /

leathergoods / saddlery products [H/600/2014] 3 7 40

Design products using CAD systems

[M/600/2016] 3 5 30

Create digitised patterns using CAM systems

[T/600/2017] 3 5 30

Repair footwear / leathergoods / saddlery by

stitching [A/600/2018] 3 8 50

Carry out complex lasting, making and

associated operations in handcraft bespoke /

orthopaedic footwear [R/600/2011]

3 10 70

Carry out assessment and measurement for

handcraft bespoke / orthopaedic footwear

[Y/600/2012]

3 6 40

Organise the delivery of reliable customer 3 6 40

7

service [Y/601/1230]

Monitor and solve customer service problems

[J/601/1515] 3 6 40

Footwear Production Pathway


[A/600/2021] 3 8 50




3 6 40




[M/600/2016] 3 5 30


[T/600/2017] 3 5 30


stitching [A/600/2018] 3 8 50

Handcraft/Bespoke/Orthopaedic Footwear Production Pathway


[A/600/2021] 3 8 50




3 6 40




[M/600/2016] 3 5 30


[T/600/2017] 3 5 30

Carry out complex lasting, making and

associated operations in handcraft bespoke /

orthopaedic footwear [R/600/2011]

3 10 70

Carry out assessment and measurement for

handcraft bespoke / orthopaedic footwear

[Y/600/2012]

3 6 40

Footwear Repair and Associated Services Pathway




[M/600/2016] 3 5 30

8


[T/600/2017] 3 5 30


stitching [A/600/2018] 3 8 50

Organise the delivery of reliable customer

service [Y/601/1230] 3 6 40


[J/601/1515] 3 6 40

Saddlery Pathway


[A/600/2021] 3 8 50




3 6 40




stitching [A/600/2018] 3 8 50

Organise the delivery of reliable customer

service [Y/601/1230] 3 6 40


[J/601/1515] 3 6 40

Leathergoods Production Pathway


[A/600/2021] 3 8 50


[F/600/2022] 3 8 50




3 6 40




[M/600/2016] 3 5 30


[T/600/2017] 3 5 30

Leather Production Pathway

Manufacture material to add value in leather

production (mechanical processing)

[T/600/2020]

3 5 30

9


[A/600/2021] 3 8 50


[F/600/2022] 3 8 50




3 6 40

Numbers in box brackets indicate unit number

If learners achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units

towards the credit target of a qualification

Qualification

Purpose

D. Confirm occupational competence and/or

'licence to practice'

D1. Confirm competence in an occupational role to

the standards required

Entry

Requirements Learners must be 16+

Age Range Pre 16 16 – 18 19 +

Learning Aims Ref. 50064824

Recommended

GLH2 200

Recommended

TQT3 320

Credit Value 32

Type of Funding

Available See LARS (Learning Aim Rates Service)

Qualification Fee /

Unit Fee See ABC web site for current fees and charges

Additional

Information

See ABC website for resources available for this

qualification

2 See Glossary of Terms 3 See Glossary of Terms

10

Qualification Overview

Introduction

The ABC Level 3 Certificate in Footwear and Leather has been designed in

response to the identified needs through UKFT recent research with

employers into skill requirements for the future.

The Certificate will enhance and complete the Footwear and Leather

Apprenticeship Frameworks at Level 3 and provide a modern learning

platform for the future.

The qualification will provide benefits to all key stakeholders including

employers, providers and learners by providing a progression opportunity

through educational and vocational means. It will provide learners with

the opportunity of enhancing their career progression and give them the

currency to enter further qualifications or employment.

This qualification will be put forward for inclusion as part of the Fashion

and Textiles Apprenticeship Framework. For the status of this

qualification within Apprenticeship Framework check the relevant SSC

web site.

Aims

The ABC Level 3 Certificate in Footwear and Leather aims to confirm

competence in an occupational role to the standards required.

Target Group

This qualification is designed for those learners, aged 16+, who want to

be provided the opportunity to enhance their career progression and give

them the currency to enter further qualifications.

ABC expects approved centres to recruit with integrity on the basis of a

learner’s ability to contribute to and successfully complete all the

requirements of a unit/s or the full qualification.

Progression Opportunities

11

This Level 3 qualification will enable progression primarily into a variety of

higher level programmes and any other qualifications that have been

identified strategically and regionally by UKFT and mapped accordingly to

the Apprenticeship Framework.

This qualification will form part of an alternative route into higher

education and will encourage a wider range of learners to gain new skills

and be motivated to remain within the education, training and

employment sector.

Centres should be aware that reasonable Adjustments which may be

permitted for assessment may in some instances limit a learner’s

progression into the sector. Centres must, therefore, inform learners of

any limits their learning difficulty may impose on future progression.

Tutor/Assessor Requirements

We require those involved in the assessment process to be suitably

experienced and / or qualified. In general terms, this usually means that

the assessor is knowledgeable of the subject / occupational area to a level

above that which they are assessing.

Assessors should also be trained and qualified to assess or be working

towards appropriate qualifications.

Language

These specifications and associated assessment materials are in English

only.

12

Unit Details

13

Health, Safety and Security At Work

Unit Reference

K/502/1072

Level

2

Credit Value

3

Guided Learning

Hours

20

Unit Summary

This unit is for those who take responsibility for

their own health, safety and security in the

workplace, and monitor the workplace for hazards.

The job role involves contributing to the safety and

security in the workplace, taking action in the

event of an incident, raising the alarm, following

correct procedures for shut down and evacuation,

using emergency equipment correctly and safely,

and monitoring the workplace for hazards

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.2)

The learner can

1. Be able to work

safely

1.1 Take appropriate action in the event of fire,

emergencies or accidents

1.2 Identify where alarms, emergency exits,

escape routes, emergency equipment and

assembly points are located

1.3 Demonstrate safe and appropriate use of

emergency equipment

1.4 Discriminate between different alarm sounds

1.5 Comply with equipment operating procedures

14

and manufacturer’s instructions

1.6 Demonstrate safe handling and lifting

techniques

1.7 Demonstrate correct use and maintenance of

any protective clothing and/or equipment

1.8 Comply with personal responsibilities under the

Health and Safety at Work Act / COSHH

1.9 Identify who the nominated first aiders are

2. Be able to

monitor the

workplace for

hazards

2.1 Identify hazardous substances that are used in

the workplace and demonstrate methods of making

them safe or reducing their danger in the event of

an accident

2.2 Identify hazards posed by machinery that is

used in the workplace and demonstrate methods of

making safe or reducing their danger in the event

of an accident

2.3 Demonstrate how to handle and store

hazardous substances including debris

2.4 Demonstrate how to store materials and

equipment

2.5 Explain what the most likely accidents and

emergencies in the workplace are and how to deal

with them

2.6 Comply with personal responsibilities under the

COSHH (Control of Substances Hazardous to

Health)

3. Be able to

contribute to

3.1 Outline and comply with the organisation’s

rules, codes, guidelines and standards relating to

15

workplace security security

3.2 Explain how to deal with loss of property

Mapping to National Occupational Standards

This unit relates to Manufacturing Sewn Products NOS 2009

16

Supporting Unit Information

K/502/1072 Health, safety and security at work – Level 2

Indicative Content

The competent person must

Take action in the event of fire, emergencies or accidents

Monitor the workplace for hazards

Contribute to maintaining the security of the workplace and its contents

The key areas of knowledge and understanding

Where alarms, emergency exits, escape routes, emergency equipment and

assembly points are located

What the alarm sounds like

What hazardous substances are used in the workplace and methods of

making safe or reducing their danger in the event of an accident

How to handle and store hazardous substances

What the most likely accidents and emergencies in the workplace are and

how to deal with them

Who the nominated first aiders are

How to deal with loss of property

The skills and techniques

Identifying the location and type of incident

Raising alarms

Following emergency procedures

Using emergency equipment

Recognising potential hazards and rectifying them where possible

Storing materials and equipment

Handling waste and debris and moving them to safe locations

Identifying malfunctions in machinery and equipment, correcting if

possible, and reporting them

Noting service malfunctions and chemical leaks

Regulations, rules and guidelines

The organisation’s rules, codes, guidelines and standards relating to health,

safety and security

Equipment operating procedures

Handling and lifting techniques

Correct use and maintenance of any protective clothing and/or equipment

Responsibilities under the Health and Safety at Work Act and COSHH

(Control of Substances Hazardous to Health)

17

Environmental requirements

Manufacturer’s instructions

Workplace skills

Communicate effectively with colleagues and customers

Comply with written instructions

Complete forms, reports and other documentation

Keep accurate records

Teaching Strategies And Learning Activities

The delivery of this unit needs to be closely linked with the workplace and

assessment of this unit must take place in the workplace.

Centres should adopt a delivery approach which supports the development of

their particular learners. The aims and aspirations of all learners, including those

with identified special needs, including learning difficulties/disabilities, should be

considered and appropriate support mechanisms put in place.

Methods Of Assessment

This unit will be internally assessed, internally and externally moderated

via a learner’s portfolio and other related evidence, against the unit

outcomes and assessment criteria.

Minimum requirements when assessing this unit

ABC expects that staff will be appropriately qualified to assess learners

against the outcomes and criteria within the units. Generally teaching staff

should be qualified and/or vocationally experienced to at least a level

above that which they are teaching.

Evidence Of Achievement

All learners must compile a portfolio of evidence that shows achievement

of all the relevant learning outcomes and assessment criteria. Evidence is

not prescribed but may include any or all of the following*

Product evidence

Observation reports

Oral/Written questions and answers

18

Reports / Notes

Worksheets / Workbooks

Witness Statements

Taped evidence (Video or Audio)

Photographic evidence

Case studies / Assignments

Other suitable supplementary evidence

Simulation (if stated as being acceptable)

Role Play

Interview / Discussion

*The most appropriate evidence for the qualification should be used

Portfolios do not need to be very large and must contain the learners’ own

work, not an abundance of tutor handouts

Assessors may use any method that is reliable, valid and fit for purpose.

Units should only be signed off once all the requirements of the unit are

met.

All evidence must be clearly signposted and made available for the external

moderator upon request.

For more information on assessment and evidence collection, please refer

to the ABC Awards web site.

Additional Information

All learners must complete a Declaration of Authenticity and include it in

their portfolio. The Declaration of Authenticity can be found on the ABC

web site www.abcawards.co.uk under Fashion and Textiles.


19

Respond To Production Quality Problems

Unit Reference

K/600/2015

Level

3

Credit Value

7

Guided Learning

Hours

40

Unit Summary

This unit is for those who deal with poor production

performance occurring during manufacturing

operations.

The job role will involve

identifying faults

seeking technical/production information about

the faults

establishing the cause

taking appropriate action

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.6)

The learner can

1. Be able to prepare

to

respond to production

quality problems

1.1 Identify potential production faults

1.2 Analyse accurate technical/ production

information from the production team about what

is affecting performance, including

the machinery being worked on

the tools and equipment in use

the materials being processed

1.3 Identify and deal with conflicting

technical/production information

20

2. Be able to respond

to production quality

problems

2.1 Identify the nature, characteristics and

implications of the fault

2.2 Carry out appropriate tests to establish the

root cause of the fault

2.3 Investigate influencing factors and incorrect

production processes

2.4 Take corrective action based on the cause of

the fault

3. Know how to

perform quality

checks when

responding to

production quality

problems

3.1 Explain why performing quality checks can

contribute to production targets

3.2 Identify types of faults which may occur in the

process and the potential effects on quality

3.3 Explain why it is important to segregate and

mark faulty equipment

3.4 Identify two potential consequences of not

rectifying problems

3.5 Explain why it is important to record details of

adjustments and the potential consequences of not

recording them

3.6 Identify two equipment faults that may occur,

how they are identified and how they should be

dealt with


This unit is mapped to Footwear and Leathergoods NOS 2008

Unit L3

21


K/600/2015 Respond to production quality problems – Level 3

Indicative Content


Identify and react correctly to production faults

Seek clear and accurate technical/ production information from the

production team about what is affecting performance

Identify the nature, characteristics and implications of the fault

Carry out appropriate tests to establish the root cause of the fault

Take corrective action based on the cause of the fault


Company procedures for dealing with faults in production

With whom you should maintain communication during fault identification

The implications of faults on production and output

Sources of relevant information to collate information from

Factors which influence faults

How to develop sensible recommendations

Company requirements on completing accurate records

How to verify that corrective action has been effective


Identifying the technical/production information required from the

production team including

o the machinery being worked on

o the tools and equipment in use

o the materials being processed

Carrying out investigations and confirm the accuracy of the information

provided

Identifying and dealing with conflicting technical/production information

Identifying the nature and characteristics of the fault including appropriate

checks and diagnostic tests

Carrying out appropriate tests

Investigating influencing factors and incorrect production processes

Taking action when faults are caused by the supplier or manufacturer

Negotiating appropriate solutions with suppliers of faulty goods


Statutory responsibilities under the Health, Safety and Environmental

legislation

22

The organisation’s guidelines and procedures

The hazards associated with the machines and the safety precautions that

must be taken

Workplace skills


Maintain good working relationship with colleagues

Complete clear and accurate records in accordance with company

requirements about

o the agreed action to remedy the faults

o the action taken

Using different types of documentation



















23


All learners must compile a portfolio of evidence that shows

achievement of all the relevant learning outcomes and assessment

criteria. Evidence is not prescribed but may include any or all of the

following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play



Portfolios do not need to be very large and must contain the

learners’ own work, not an abundance of tutor handouts



met.










24

Manufacture Material to Add Value in Leather

Production (Mechanical Processing)

Unit Reference

T/600/2020

Level

3

Credit Value

5

Guided Learning

Hours

30

Unit Summary

This unit is for those who manufacture material to

add value in leather production.

The job role will involve mechanically processing

and completing materials

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.7)

The learner can


for manufacturing

material to add value

in leather production

(mechanical

processing)

1.1 Identify the main types and characteristics of

hides, skins or leather produced by the company

1.2 Explain all the main stages involved in the

company’s leather production

1.3 Explain the purpose of each operation in the

leather production process

1.4 Identify the sections of the work ticket

relevant to the work required

1.5 Explain how material can be contaminated or

damaged during processing and the effects on

quality

25

2. Be able to

manufacture material

to add value in

leather production

(mechanical

processing)

2.1 Ensure that the identity and quantity of the

material received matches the work ticket

2.2 Demonstrate how to process the material by

carrying out a mechanical operation

2.3 Demonstrate how to handle and transport

materials safely, in the most effective manner and

in the correct sequence

2.4 Demonstrate how to follow the start-up

sequences and operate the equipment controls

correctly

adjust the equipment to ensure the specified

quality standards are achieved

handle the material in order to avoid

contaminating and damaging the material

during the process

complete the process to the specified

standard required for the next operation

2.5 Ensure that the essential information needed is

communicated to the appropriate person in the

next stage of the process

3. Know how to

perform quality

checks when

manufacturing

material to add value

in leather production

(mechanical

processing)



3.2 Inspect products against specifications




mark rejects


rectifying problems

26



recording them.



dealt with



Unit L2

27


T/600/2020 Manufacture material to add value in leather

production (mechanical processing) – Level 3

Indicative Content


process the material by carrying out a mechanical operation such as:

fleshing, splitting, shaving, drying, softening, spraying, embossing

confirm that the identity and quantity of the material received matches the

work ticket

accurately follow the essential information contained on the work ticket

handle and transport material, including hides, skins, leather, in the most

effective manner and in the correct sequence

follow the start-up sequences and operate the equipment controls

correctly:

o adjust the equipment to ensure the specified quality standards

are achieved

o handle the material in order to avoid contaminating and

damaging the material during the process

o complete the process to the specified standard required for the

next operation


The main types and characteristics of hides, skins or leather produced by

the company

An appreciation of all the main stages involved in the company’s production

The purpose of each operation in the production process

The sections of the work ticket relevant to the work required

Equipment capabilities

How material can be contaminated or damaged during processing and the

effects on quality

What essential information is needed to be passed on and to whom


Applying the main skills required in processing material

Identifying and selecting the type, grade and quantity of materials to be

processed

The action to be taken when correct material for work is not available

Keeping equipment clean, safe and correct for use

Maintenance duties in terms of identifying equipment faults

Carrying out basic routine equipment maintenance

28

Carrying out the start-up sequences, controlling the equipment and the

effects of making incorrect adjustments

Handling material including the procedures for stacking it to avoid

contamination

Making best use of resources to meet production targets

The purpose of the main operations involved in completing the production

process

The correct sequence for shutting equipment down

Storing processed materials

Preventing contamination and damage

Dealing with changes to the production schedule

Identifying by-products and wastes produced during processing


Statutory responsibilities under the Health, Safety and Environmental

legislation

The company’s rules, codes, guidelines and standards

Company rules for safe disposal of waste and the implications of failing to

follow the rules


must be taken

Workplace skills





Accurately complete forms, reports and other documentation










29












following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.



30








31

Improve Production Methods and Processes

Unit Reference

A/600/2021

Level

3

Credit Value

8

Guided Learning

Hours

50

Unit Summary

This unit is for those who work in production and

improve production.


identifying the technical content of customer's

requirements

carrying out a review to establish where

opportunities for improvement can be made

consulting with others

presenting feasible recommendations

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.8)

The learner can


to improve production

methods and

processes

1.1 Identify the common types and nature of raw

materials used

1.2 Explain the company’s production methods

and techniques

1.3 Demonstrate how to conduct a review of the

production process

1.4 Assess whether any problem areas exist

within the production method and process and

identify where improvements might be made

32

1.5 Record clearly and accurately all feasible

recommendations for improving production and

possible courses of action

2. Be able to

communicate and

recommend

improvement of

production methods

and processes

2.1 Demonstrate that the options within the

recommendations meet

company objectives

health, safety and environmental regulations

customer requirements

2.2 Identify the resources, including costs, that

are required to meet the recommendations to

improve production

2.3 Demonstrate how to present the proposals to

relevant people clearly and concisely

2.4 Liaise with the people involved in production

and ensure that the process and specification are

made clear

3. Know how to

ensure quality checks

when improving

production methods

3.1 Ensure that process and specification are met

throughout the production process







mark rejects


rectifying problems

33



recording them.



dealt with



Unit L4

34


A/600/2021 Improve production methods and processes – Level

3

Indicative Content


Conduct a review of the production process stage to identify opportunities

for improvement

Establish whether any problem areas exist and where improvements might

be made

Clearly and accurately record all feasible recommendations for improving

production and possible courses of action

Meet with others to consult with them about the options for improvement

within production

Encourage those attending the meeting to make useful contributions about

the options for improvement

Check that the options meet

o Company objectives

o Health, safety and environmental regulations

o Customer requirements

Identify what resources, including costs, are required to meet the

recommendations to improve production

Present the proposals to relevant people clearly and concisely

Ensure that process and specification are made clear to those in production

Ensure that process and specification are met throughout the production

process


The common types and nature of raw materials used

The company’s production methods and techniques

How to conduct a review process, what to look for and how to collate the

information

How to consult with others in a manner which ensures their views and

opinions are sought

How to manage discussions so that the objectives of the meeting are met

within the allocated time

Current company objectives and how to relate them to the review of

production

Health, safety and environmental regulations relating to production work

The requirements of customers and how to apply those to production

processes for which you are responsible

What new resources would be required to implement

35


Identifying the technical content within a customer's order

Identifying aspects of the technical content required by production

Checking that production meets customer requirements

Making recommendations to improve leather production

Presenting proposals that are clear and present all the salient points and

meet company objectives


The organisation’s rules, codes, guidelines and standards

Responsibilities under the Health and Safety at Work Act

The relevant health and safety regulations and procedures


must be taken

Workplace skills



Company recording procedures for agreed recommendations

















36








following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.





37






38

Contribute To Leather Development

Unit Reference

F/600/2022

Level

3

Credit Value

8

Guided Learning

Hours

50

Unit Summary

This unit is for those who work in leather

production and contribute to leather development

for the purpose of enhancing the company's

product line.


planning

carrying out experiments

evaluating their results on leather samples and

trials

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.7)

The learner can


to contribute to

leather development

1.1 Identify the common types and nature of raw

materials used in the company when producing

leather

1.2 Explain the company’s production methods

and techniques

1.3 Explain the company’s objectives in relation to

the development work

1.4 Ensure plans for development work meet

company objectives

39

1.5 Ensure development work can be maintained

within budget and time constraints

1.6 Ensure experiments take account of

company capabilities

health, safety and environmental regulations


2. Be able to

contribute to leather

development

2.1 Select samples and carry out trials for

production in an efficient manner

2.2 Carry out tests on the trial samples in

accordance with industry standards

2.3 Identify the pertinent points of the results of

experiments and discuss these with relevant

people including those managing production

2.4 Evaluate the success of experiments within

the context of the company objectives and


2.5 Demonstrate how to make clear and realistic

recommendations, with indicative costs, to the

relevant people for future development plans

2.6 Communicate new techniques and processes

to others

2.7 Ensure development plans are updated and

include

results of the experiments

recommendations to relevant people

the agreed outcomes

3. Know how to

perform quality



40

checks when

contributing to

leather development

3.2 Inspect test results / development plans

against specifications




mark rejects

3.5 Identify two potential consequences of making

recommendations without conducting experiments

and sample trials

3.6 Explain why it is important to record

experiment / trial results in detail and the potential

consequences of not recording them.



dealt with



Unit L5

41


F/600/2022 Contribute to leather development – Level 3

Indicative Content


Ensure plans for development work meet company objectives

Ensure development work can be maintained within budget and time

constraints

Ensure experiments take account of

Company capabilities

Health, safety and environmental regulations

Customer requirements

Select samples and carry out trials for production in an efficient manner

Carry out tests on the trial samples in accordance with industry standards

Identify the pertinent points of the results of experiments and discuss these

with relevant people including those managing production

Evaluate the success of experiments within the context of the company

objectives and customer requirements

Make clear and realistic recommendations with indicative costs to relevant

people for future development plans

Meet with others to discuss new techniques and processes in a way that

encourages useful contributions and ideas

Update plans with the

o Results of the experiments

o Recommendations to relevant people

o The agreed outcomes


The common types and nature of raw materials used in the production of

leather in the company

The company’s leather production methods and techniques

Company objectives

Budgets and timescales for development work

Relevant sources of information for keeping up-to-date on new techniques

and processes


Designing and carrying out safe and timely experiments relevant to current

production resources and company capabilities

Carrying out trials and commonly used tests on samples which are relevant

to the context in leather processing

42

Evaluating the results of experiments and identifying the pertinent points to

discuss with relevant people

Identifying and selecting the information required to make clear and

realistic recommendations

Identifying the technical information and details of customer requirements

Managing discussions so that the objectives of the meeting are met within

the allocated time




The relevant health and safety regulations and procedures


must be taken

Workplace skills



Company requirements for keeping accurate records using different types

of documentation

Keep clear and accurate records of experiments and their outcomes















43









following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.





44






45

Contribute To Production Flow by Carrying Out

Complex Footwear / Leathergoods / Saddlery

Product Operations

Unit Reference

D/600/2013

Level

3

Credit Value

6

Guided Learning

Hours

40

Unit Summary

This unit is for those who contribute to production

flow by carrying out complex operations within

footwear / leathergoods / saddlery products

operations


Identifying bottlenecks in production flow

Moving to other complex operations to assist

production flow

Using a range of materials, machinery, tools and

equipment within and across departments

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.7)

The learner can

1. Prepare to

contribute to

production flow by

carrying out complex

footwear /

leathergoods

/saddlery product

operations

1.1 Identify where the production flow is holding

up other operations

1.2 Check company requirements on the work

ticket before starting a new operation

1.3 Ensure that those operations which are in need

of extra assistance are within own job capabilities

46

1.4 Ensure that the operation is appropriate to the

sequence of production

1.5 Select the correct tools and equipment and

materials for the operation

1.6 Ensure that the work area is clean and free of

hazards and tools, equipment and materials are fit

for purpose

2. Be able to

contribute to

production flow by

carrying out complex

footwear /

leathergoods

/saddlery product

operations

2.1 Ensure that the quality of the work passed

from previous operations are

within the tolerances required of the

operation

acceptable for company quality requirements

2.2 Demonstrate that an acceptable level and

quality of work for the operation is maintained

2.3 Ensure that all work is correctly placed when

completed to assist the next stage of production

2.4 Communicate with the relevant person where

additional problems are identified

2.5 Ensure that the work area when moving to

other operations is left clean and safe

3. Know how to

perform quality

checks within

complex footwear /

leathergoods

/saddlery product

operations







mark rejects

47


rectifying problems



recording them.



dealt with



Unit FL2

48


D/600/2013 Contribute to production flow by carrying out

complex footwear/ leathergoods/saddlery product operations –

Level 3

Indicative Content


Identify where the production flow is holding up other operations

Check that those operations which are in need of extra assistance are

within own job capabilities

Make sure that the operation is appropriate to the sequence of production

Check company requirements on the work ticket before starting a new

operation

Choose the correct tools and equipment and materials for the operation

Make sure that the work area is clean and free of hazards and tools,

equipment and materials are fit for purpose

Check that the quality of the work passed from previous operations are

within the tolerances required of the operation

acceptable for company quality requirements

Maintain an acceptable level and quality of work for the operation

Place all work on completion correctly to assist the next stage of production

Liaise with the relevant person where additional problems are identified

Make sure that the work area when moving to other operations is left clean

and safe


Which styles of footwear / leathergoods / saddlery products are currently

being produced

The production schedules and targets associated with each operation within

the department(s)

What the production sequence and the timing of key operations are

How to identify when the workflow is holding up other operations and what

is necessary to know before deciding to help out

What the job role, scope and which complex operations are within own

capabilities and training

Which aspects of the work tickets are appropriate to the operations

Which tools, equipment and materials need to be selected for use in each

operation, and how to make suitable adjustments to maintain quality

standards

How to check the work area is clean and free from hazards and the tools,

equipment and materials are fit for purpose

The importance of monitoring the quality of the work for each operation

49

What to look for in checking the acceptability of the quality to the company

and the tolerances required for each operation

The level of workflow required for every operation within scope

The reasons for placing work carefully for the next process

The key facts the relevant person needs to know when problems are

identified, any possible solutions, and who to inform about what to do to

solve the problems

How to ensure the work area is left clean and safe


A. Facilitate the requirements of the relevant department in shoe-

making, including

Cutting operations

Complex closing and associated Operations

Lasting and Making Operations

Finish Footwear

Shoe Room Operations

or

B. Complex Operations (Leathergoods / saddlery production),

including

Prepare components of leathergoods / saddlery

Skive and split materials for leathergoods / saddlery manufacture

Machine form and embellish components of leathergoods / saddlery

Machine sew components to produce leathergoods / saddlery

Process customers orders for leathergoods / saddlery







Workplace skills





Taking measurements

Estimating materials

50





















following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play

51







met.










52

Create Complex Patterns for Footwear/

Leathergoods/Saddlery Products

Unit Reference

H/600/2014

Level

3

Credit Value

7

Guided Learning

Hours

40

Unit Summary

This unit is for those who create complex patterns

for footwear / leathergoods / saddlery production.

The job role will involve creating complex patterns

which are suitable for production, and meet

company and customer requirements

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.6)

The learner can

1. Prepare to create

complex patterns for

footwear/leathergoods/

saddlery products

1.1 Communicate with colleagues to confirm

when the pattern is required

the main features of the design for the

pattern

the types of materials which will be used

the style, quantity and size ratio

1.2 Produce a standard/block for a complex style

1.3 Select the correct equipment to produce the

pattern

1.4 Ensure specifications are prepared and

communicate with the appropriate people about

the construction and best production methods

53

2. Be able to create

complex patterns for

footwear/

leathergoods/ saddlery

products

2.1 Ensure that the equipment and workstation

are clean and safe during pattern work

2.2 Construct patterns for counters / toe puffs /

linings / bottom stock / other leather products

2.3 Cut the pattern accurately and correctly label,

recording

balance marks / notches

drill holes

seam allowance

component name

2.4 Inspect the prototype and agree any

amendments to be made to the patterns

2.5 Ensure adjustments to the pattern

compensate for problems identified during the

trial and re-issue if necessary

2.6 Demonstrate how to grade patterns with

required restrictions/groupings

2.7 Ensure patterns pieces are correctly labelled

with all relevant information and stored correctly

2.8 Issue the final pattern for factory testing

3. Know how to

perform quality checks

when creating complex

patterns for

footwear/leathergoods/

saddlery products



3.2 Inspect patterns against specifications

3.3 Identify types of faults which may occur in

the process and the potential effects on quality


rectifying problems

54


adjustments and the potential consequences of

not recording them.



dealt with



Unit FL3

55


H/600/2014 Create complex patterns for

footwear/leathergoods/saddlery products – Level 3

Indicative Content


Liaise with the colleagues to confirm

o when the pattern is required

o the main features of the design for the pattern

o the types of materials which will be used

o the last style, quantity and size ratio (footwear only)

Construct a standard for a complex style

Choose the correct equipment to produce the pattern

Produce patterns for counters / toe puffs / linings / bottom stock / other

leather products

Cut the patterns

Prepare specifications and liaise with appropriate persons about the

construction and best methods

Inspect the prototype and agree any amendments to be made to the

patterns

Make adjustments to the pattern to compensate for problems identified

during the trial and re-issue if necessary

Grade patterns with required restrictions/groupings

Produce pattern trial for factory testing

Tool up for production

Correctly label and store patterns pieces

Ensure stitch markers and other information are available for production to

take the pattern forward

Keep a clean and safe workstation and equipment during pattern work


The scope of the job and the tasks required

The alterations in the form of the foot during maturity (footwear only)

Which tools are needed and their limitations, as well as how to use them

safely

The basic rules of pattern cutting and grading

The benefits of pattern standardisation

What various methods are used in adhering the form / pattern material

such as tape, paper and vacuum and the various tools and equipment used

The implications of the work for production and an appreciation of costs

The production of jigs and markers

56

How the work and sequence and the processes are carried out in each

department

What the main capabilities are of the machinery in use in production in the

company

The main types of footwear or leather products construction

The main capabilities, restrictions and characteristics of material /

adhesives

The use of relevant seam constructions

What the importance is of economy of the pattern in terms of material

usage and knives

How to work safely and ensure a safe and clean work area

The importance of pattern / foot fit trials


Adhering the form material using the most suitable method to create inside

and outside forms / patterns

Creating the mean form / standard and sectional pieces

Constructing a standard to include allowances and design features

Cutting out sectional patterns correctly and cleanly for sampling purposes

Issue patterns to relevant departments for prototype manufacture






Manufacturer’s / suppliers instructions

Workplace skills





Taking measurements







57
















following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play





58



met.










59

Design Products Using CAD Systems

Unit Reference

M/600/2016

Level

3

Credit Value

5

Guided Learning

Hours

30

Unit Summary

This unit is for those who carry out computer-aided

design for footwear / leathergoods / saddlery

The job role will involve designing products using

computer aided design (CAD) systems

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.6)

The learner can


for designing products

using CAD systems

1.1 Explain the principles of CAD systems

1.2 Explain the main design capabilities of the CAD

system

1.3 Identify, through communication with the

relevant people to confirm

the scope of the design

when the design is required

main design features

1.4 Identify the available design options and

explain the differences between them clearly and

accurately with the relevant people

2. Be able to design

2.1 Explain the main differences and advantages

60

products using CAD

systems

of 2D and 3D CAD

2.2 Demonstrate how to start, operate and close

down the CAD system in accordance with supplier

instructions and company requirements

2.3 Demonstrate how to manipulate and alter

images to test ideas on the screen using the CAD

software and which are in accordance with the

scope of the required design

2.4 Produce alternative designs which present a

range of options, all of which are suitable for

production

2.5 Confirm the final design and record carefully

and agreed alterations

2.6 Ensure that the information required by those

making the factory production trial is

communicated following organisational procedures

2.7 Back up the CAD system before turning off

3. Know how to

perform quality

checks when

designing products

using CAD systems


contribute to targets





rectifying problems



recording them


61


dealt with



Unit FL4

62


M/600/2016 Design products using CAD systems – Level 3

Indicative Content


Liaise with the relevant people to confirm

o the scope of the design

o when the design is required

o main design features

Discuss the options and explain the differences between them clearly and

accurately

Confirm with the final design and record carefully any agreed alterations

Back up the CAD system before turning off


What the principles of CAD systems are

What the main design capabilities of the CAD system are

How to undertake modelling and testing using the CAD

What the main differences and advantages of 2D and 3D CAD are

What main pieces of information are required to get started with designing

concepts using CAD

How to start, operate and close down the CAD system

The principles of pattern cutting and grading and the importance of pattern

trials

Why it is important to record information clearly about alterations and

amendments required to the agreed design

What information is required by those making the factory production trial

Why it is important to record information clearly about alterations and

amendments required after the factory production trial has been inspected


Setting up and operating the computer hardware and software in

accordance with supplier instructions and company requirements

Maximising the potential of the CAD software available to ensure best

possible design concepts

Manipulating and altering images to test ideas on the screen using the CAD

software and which are in accordance with the scope of the required design

Printing off alternative designs which present a range of options, all of

which are suitable for production


63





Workplace skills





Taking measurements



















All learners must compile a portfolio of evience that shows


64


following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.










65

Create Digitised Patterns Using CAM Systems

Unit Reference

T/600/2017

Level

3

Credit Value

5

Guided Learning

Hours

30

Unit Summary

This unit is for those who create patterns using

CAM systems for footwear.

The job role will involve creating patterns using

computer-aided manufacturing systems

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.6)

The learner can


for creating digitised

patterns using CAM

systems

1.1 Explain the principles of pattern cutting and

grading and the importance of pattern trials

1.2 Explain the principles of CAM systems

1.3 Explain the benefits of pattern standardisation

as applied to CAM systems

1.4 Identify, through communication with the

relevant people to confirm

when the pattern is required

the main features of the design for the

pattern

the types of materials which will be used

the last style, quantity and size ratio

1.5 Identify the available design options and

66

explain the differences between them clearly and

accurately with the relevant people

2. Be able to create

digitised patterns

using CAM systems

2.1 Explain the main pattern creation capabilities

of the CAM system

2.2 Demonstrate how to start, operate and close

down the CAM system

2.3 Identify the main information required to use

digitising equipment

2.4 Demonstrate how to digitise the patterns and

ensure optimum shape and sizing

2.5 Confirm the changes and amendments that

need to be made to the patterns once the trial has

been inspected

2.6 Ensure adjustments are made to the pattern

to compensate for problems identified during the

trial

2.7 Ensure stitch markers and other information is

available for production to take the pattern

forward

2.8 Back up the CAM system before turning off

2.9 Demonstrate how to shut down, after use, the

CAM system carefully and in accordance with

company instructions

3. Know how to

perform quality

checks when creating

digitised patterns

using CAM systems



3.2 Inspect patterns against specifications


67



rectifying problems



recording them



dealt with



Unit FL5

68


T/600/2017 Create digitised patterns using CAM systems – Level

3

Indicative Content


Liaise with the relevant person to confirm

o when the pattern is required

o the main features of the design for the pattern

o the types of materials which will be used

o the last style, quantity and size ratio

Confirm the changes and amendments that need to be made to the

patterns once the trial has been inspected

Make adjustments to the pattern to compensate for problems identified

during the trial

Ensure stitch markers and other information is available for production to

take the pattern forward

Shut down, after use, the CAM system carefully and in accordance with

company instructions


The principles of pattern cutting and grading and the importance of pattern

trials

The principles of CAM systems

The benefits of pattern standardisation as applied to CAM systems

The main pattern creation capabilities of the CAM system

How to digitise the patterns and ensure optimum shape and sizing

The main information required to use digitizing equipment

How to start, operate and close down the CAM system

What is needed to know about the last style, quantity and size ratio

The importance of recording information clearly about alterations and

amendments required to the agreed design and pattern

The information required by those making the factory production trial and

subsequent production

The importance of recording information clearly about alterations and

amendments required after the factory production trial has been inspected


Digitise the agreed design into the standard shape and size

Ensure that the pattern is recreated in sections appropriate to the agreed

design

69

Prepare the relevant technical specification for the agreed design and

ensure it is available to those who

Produce a factory production trial






Workplace skills





Taking measurements


















70





following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.










71

Repair Footwear/Leathergoods/Saddlery By

Stitching

Unit Reference

A/600/2018

Level

3

Credit Value

8

Guided Learning

Hours

50

Unit Summary

This unit is for those who carry out footwear /

leathergoods / saddlery repairs using stitching

machines whether in retail or a manufacturing

environment.


repairing footwear / leathergoods / saddlery of

specific types

hand sewing when re-welting or piece welting

repairs are required

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.7)

The learner can


to carry out repair

footwear/

leathergoods/saddlery

by stitching

1.1 Evaluate the specific item to identify what type

of repair is best suited

1.2 Explain the available options with the customer

and the likely length of time the repair will take

1.3 Identify the main pieces of equipment are

needed to repair the item and explain their

capabilities

1.4 Identify the characteristics of the materials

72

used to repair the item

1.5 Prepare the item for repair

2. Be able to carry

out repair of

footwear/

leathergoods/

saddlery by stitching

2.1 Ensure the equipment has the correct controls,

attachments and how to ensure its smooth running

2.2 Carry out simple maintenance on machines

2.3 Demonstrate how to remove excess materials

by hand knife or machine

2.4 Demonstrate how to groove by machine or by

hand

2.5 Demonstrate how to stitch using the

appropriate sewing machine or by hand

2.6 Demonstrate how to complete complex repairs

and patching

2.7 Apply finishing methods appropriate to the

footwear/ leathergoods/saddlery

2.8 Demonstrate how to polish and package the

item ready for handover to the customer

3. Know how to

perform quality

checks when repairing

footwear/

leathergoods/saddlery

by stitching







mark rejects


73

rectifying problems



recording them.



dealt with



Unit FS6

74


A/600/2018 Repair footwear/leathergoods/saddlery by stitching

– Level 3

Indicative Content


Examine the specific item to identify what type of repair is best suited

Establish the options, agreeing the decision with the customer and

confirming the expected length of time

the repair will take preparing

Prepare the item for repair

Carry out the repair

Remove excess materials by hand knife or machine

Groove by machine or by hand

Stitch using the appropriate sewing machine.

Finish the repair

Polish and bag ready for handover to the customer


The types of footwear / leathergoods / saddlery requiring repairs by hand

or machine stitching

What the range of options are and which are most suited to the different

types of footwear / leathergoods / saddlery construction

Which common factors affect repair

What the main pieces of equipment are needed to repair the item and their

capabilities

What the characteristics are of the materials and how they differ

What the problems may be when stitching different constructions


Preparing footwear / leathergoods / saddlery requiring repairs by stitching

Checking equipment before work starts

Ensuring the equipment has the correct controls, attachments and how to

ensure its smooth running

Operating the different types of stitching machine

Carrying out simple maintenance on machines

Operating a band scourer and edge trimmer

Storing, using and applying adhesives

Starting and finish stitching

Changing threads, needles and awls

Adjusting the tension of the thread on the machines

Altering stitch length

75

Hand sewing using sewing thread and hand awls

Carry complex repairs and patching

Trimming excess materials and ensuring the original contours are

maintained

Applying finishing methods appropriate to the footwear / leathergoods /

saddlery

Cleaning and polishing the repaired footwear / leathergoods / saddlery

Maintaining, adjusting and replacing worn parts on the machines required

for different types of attachment




The manufacturer’s instructions for setting up, adjusting and operating the

equipment

The manufacturer’s specifications and instructions for maintenance of

equipment

The safe working practices recommended by manufacturers and the

company safety regulations

The correct safety precautions to be taken

Safe working procedures

Workplace skills



How to communicate effectively to find out what the customer requires










76














following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.

77










78

Carry Out Complex Lasting, Making and

Associated Operations in Handcraft Bespoke /

Orthopaedic Footwear

Unit Reference

R/600/2011

Level

3

Credit Value

10

Guided Learning

Hours

70

Unit Summary

This unit is for those who carry out complex lasting

and making operations for

Orthopaedic footwear manufacture

Bespoke footwear manufacture


Receiving and interpreting draft and plaster

cast prescription and specification

Making shoes to required standard

Checking own completed work to meet

company quality standards

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.7)

The learner can


to carry out complex

lasting, making and

associated operations

in handcraft bespoke

/ orthopaedic

footwear

1.1 Interpret the prescription / specification and

refer back to prescribe /specifier if necessary

1.2 Monitor the work area to ensure it is free from

hazards which might cause harm

1.3 Select the correct equipment and tools

1.4 Ensure the components are of the correct

79

quality standard before carrying out the operation

2. Be able to carry

out complex lasting,

making and


in handcraft bespoke

/ orthopaedic

footwear

2.1 Use the appropriate handling methods during

manufacture to ensure work is to the correct

quality standards

2.2 Demonstrate how to make appropriate

adjustments in equipment settings during

manufacture

2.3 Demonstrate how to last and make for

bespoke / orthopaedic footwear

2.4 Demonstrate shoe room techniques for

bespoke / orthopaedic footwear

2.5 Ensure that work is

completed to the correct quality standards

correctly sorted to assist the next stage of

production

carefully placed to minimise the risk of

damage

2.6 Carry out the correct closedown procedures to

ensure the work area is safe and secure on

completion of work

3. Know how to

perform quality

checks within

complex lasting,

making and


in handcraft bespoke/

orthopaedic footwear







mark rejects


80

rectifying problems



recording them.



dealt with



Unit FW10

81


R/600/2011 Carry out complex lasting, making and associated

operations in handcraft bespoke/orthopaedic footwear – Level 3

Indicative Content


Interpret the prescription/ specification

Refer back to prescriber /specifier

Monitor the work area to ensure it is free from hazards which might cause

harm

Select the correct equipment and tools

Ensure the components are of the correct quality standard before carrying

out the operation

Use the appropriate handling methods during manufacture to ensure work

is to the correct quality standards

Make appropriate adjustments in equipment settings during manufacture

Ensure that work is

o completed to the correct quality standards

o correctly sorted to assist the next stage of production

o carefully placed to minimise the risk of damage

Carry out the correct closedown procedures to ensure the work area is safe

and secure on completion of work


The basic anatomy and terminology of the foot

Which aspects of the prescription / specification are relevant to the work

How to set up and adjust equipment

How to make sure that footwear is processed as required, the implications

for production and the appearance of the final product

What the common hazards are in the work area and the workplace

procedures for dealing with them

Which faults commonly appear in components and how to deal with them

What the common characteristics are of the material being used in lasting

and making operations

What the possible causes are of incorrect lasting and how to deal with them

Which sequence in the operation fits in with other operations

Why it is important to make sure that components and other sundry items

are readily available and the implications of not doing so on work flow

The importance of production targets and workflow levels

How to handle and minimise the risk of damage to lasted uppers during

and after lasting and making operations

82

How to make the work area safe and secure

Orthopaedics (only applicable to those who work in this area)

Common foot conditions

How to follow prescriptions correcting

Mechanical foot problems

How to use specific materials


Lasting and making for bespoke footwear

o Draft/ plaster cast interpretation

o Last selection

o Last making

o Cast rectification

o Cradles

o Insole preparation including following prescription for insoles

o Hand lasting including following prescription for stiffening

o Sole and heel building including follow prescription for adaptations

Shoe room techniques

o Last slipping

o Polishing and cleaning

o Quality inspections

o Insert inserts

o Socking

o Lace, wrap and pack



The production quality standards required




Workplace skills




Checking specifications


83





















following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play


84






met.










85

Carry Out Assessment and Measurement for

Handcraft Bespoke/Orthopaedic Footwear

Unit Reference

Y/600/2012

Level

3

Credit Value

6

Guided Learning

Hours

40

Unit Summary

This unit is for those who measure and assess for

footwear


Assessing the client’s requirements

Measuring for footwear

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.7)

The learner can

1. Prepare to carry

out assessment and

measurement for

handcraft bespoke /


1.1 Identify a client’s footwear aspirations

1.2 Determine whether the client has

fitting and/or walking difficulties

any medical conditions that may put their

foot at risk

1.3 Refer to medical assessment and

communicate with the qualified consultant /

person if required

2. Be able to carry

out assessment and

measurement for

2.1 Demonstrate how to measure a client’s foot

and ankles as required

86

handcraft bespoke /


2.2 Demonstrate how to take an appropriate cast

2.3 Demonstrate how to rectify a cast

2.4 Keep a comprehensive record of all

information

3. Know how to

perform quality

checks within

assessment and

measurement for

handcraft bespoke /


3.1 Explain why it is important to clarify a client’s

special requirements

3.2 Explain the British Standard foot measuring

protocol


casting process and the potential effects on quality

3.4 Explain how to prescribe corrections for

mechanical foot problems


rectifying problems



recording them.

3.7 Explain how the data protection act is

appropriate to the client



Unit FW11

87


Y/600/2012 Carry out assessment and measurement for

handcraft bespoke/ orthopaedic footwear – Level 3

Indicative Content


Identify clients’ footwear aspirations

Find out if the client has fitting and/or walking difficulties

Check if the client has any medical conditions that may put their foot at risk

Refer to qualified consultant/ person if required

Measure the client’s foot and ankles as required

Take an appropriate cast

Rectify the cast

Keep a comprehensive record of all information


How to clarify the client’s special requirements

When to refer for medical assessment

The British Standard foot measuring protocol

Casting and rectifying techniques

How to prescribe corrections for mechanical foot problems

The data protection act as appropriate to the client


Interpretation of information

Taking a cast/draft of a foot

Cast rectification



The production quality standards required




Personal Protective Equipment

Criminal Record Bureau (as necessary)

Workplace skills




88

Checking specifications





Centres should adopt a delivery approach which supports the development

of their particular learners. The aims and aspirations of all learners,

including those with identified special needs, including learning

difficulties/disabilities, should be considered and appropriate support

mechanisms put in place.














following*

Product evidence

Observation reports


Reports / Notes


Witness Statements

89






Role Play







met.










90

Organise the Delivery of Reliable Customer

Service

Unit Reference

Y/601/1230

Level

3

Credit Value

6

Guided Learning

Hours

40

Unit Summary

This unit is about how the learner delivers and

maintains excellent and reliable customer service.

The role of the learner may or may not involve

supervisory or management responsibilities but

they are expected to take some responsibility for

the resources and systems they use which

support the service that they give. In the

learner’s job they must be alert to customer

reactions and know how they can be used to

improve the service that they give. In addition,

customer service information must be recorded to

support reliable service.

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.8)

The learner can

1. Plan and organise

the delivery of reliable

customer service

1.1 Plan, prepare and organise everything they

need to deliver services or products to

different types of customers

1.2 Organise what they do to ensure that they

are consistently able to give prompt attention to

their customers

91

1.3 Re-organise their work to respond to

unexpected additional workloads

2. Review and maintain

customer service

delivery

2.1 Maintain service delivery

during very busy periods and unusually quiet

periods

2.2 Maintain service delivery when systems,

people or resources have let them down

2.3 Consistently meet their customers’

expectations

2.4 Balance the time they take with their

customers with the demands of

other customers seeking their attention

2.5 Respond appropriately to their customers

when the customers make comments about the

products or services they are offering

2.6 Alert others to repeated comments made by

their customers

2.7 Take

action to improve the reliability of their service

based on customer comments

2.8 Monitor the action they have taken to

identify improvements in the service

they give to their customers

3. Use recording

systems to maintain

reliable customer

service

3.1 Record and store customer service informatio

n accurately following organisational guidelines

3.2 Select and retrieve customer service

information that is

relevant, sufficient and in an appropriate format

92

3.3 Quickly locate information that will help solve

a customer’s query

3.4 Supply accurate customer service information

to others using the

most appropriate method of communication

4. Understand how to

organise the delivery of

reliable customer

service

4.1 Describe organisational procedures for

unexpected situations and their role within them

4.2 Describe resource implications in times of

staff sickness and holiday periods and their

responsibility at these times

4.3 Explain the importance of having reliable

and fast information for their

customers and their organisation

4.4 Evaluate the organisational procedures and

systems for delivering customer service

4.5 Identify useful customer feedback and how to

decide which feedback should be acted on

4.6 Describe how to communicate feedback from

customers to others

4.7 Evaluate the organisational procedures and

systems for recording, storing, retrieving and

supplying customer service information

4.8 Explain the legal and regulatory requirements

regarding the storage of data


This Unit directly relates to the Customer Service NOS

93


Y/601/1230 Organise the delivery of reliable customer service –

Level 3

Indicative Content


Plan, prepare and organise everything they need to deliver a variety of

services or products to different types of customers

Organise what they do to ensure that they are consistently able to give

prompt attention to their customers

Re-organise their work to respond to unexpected additional workloads

Maintain service delivery during very busy periods and unusually quiet

periods and when systems, people or resources have let you down

Consistently meet their customers expectations


Organisational procedures for unexpected situations and their role within

them

Resource implications in times of staff sickness and holiday periods and

their responsibility at these times

The importance of having reliable and fast information for their customers

and their organisation

Organisational procedures and systems for delivering customer service

How to identify useful customer feedback and how to decide which

feedback should be acted on

How to communicate feedback from customers to others

Organisational procedures and systems for recording, storing, retrieving

and supplying customer service information

Legal and regulatory requirements regarding the storage of data

Balance the time they take with their customers with the demands of other

customers seeking your attention

Respond appropriately to their customers when they make comments about

the products or services they are offering

Alert others to repeated comments made by their customers

Take action to improve the reliability of their service based on customer

comments

Monitor whether the action they have taken has improved the service they

give to their customers

Record and store customer service information accurately following

organisational guidelines

Select and retrieve customer service information that is relevant, sufficient

and in an appropriate format

94

Quickly locate information that will help solve a customer’s query

Supply accurate customer service information to others using the most

appropriate method of communication


Plan delivery

Organise delivery

Maintain delivery

Customer expectations

Balance time

Respond appropriately

Take action

Reliability of service

Record information

Select information

Retrieve information

Supply information


Industry/sector specific legislation, regulations, guidelines, codes of

practice relating to carrying out work

Industry/sector requirements for the development or maintenance of

knowledge, understanding and skills

Workplace skills

The members, purpose and objectives of their team

The work required of their team

The available resources for undertaking the required work

The organisation’s written health and safety policy statement and

associated information and requirements

Their team’s plan for undertaking the required work

The skills, knowledge and understanding, experience and workloads of

team members

Reporting lines in the organisation and the limits of their authority

Organisational standards or levels of expected performance

Organisational policies and procedures for dealing with poor performance

Organisational performance for appraisal systems




95


















following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play



96





met.










97

Monitor and Solve Customer Service Problems

Unit Reference

J/601/1515

Level

3

Credit Value

6

Guided Learning

Hours

40

Unit Summary

This unit is all about the learner solving immediate

customer service problems and changing systems

to avoid repeated customer service problems

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Solve immediate

customer service

problems

1.1 Respond positively to customer service

problems following organisational guidelines

1.2 Solve customer service problems when they

have sufficient authority

1.3 Work with others to solve customer service

problems

1.4 Keep customers informed of the actions being

taken

1.5 Check with customers that they are

comfortable with the actions being taken

1.6 Solve problems with service systems and

procedures that might affect customers before

customers become aware of them

98

1.7 Inform managers and colleagues of the steps

taken to solve specific problems

2. Identify repeated

customer service

problems and options

for solving them

2.1 Identify repeated customer service problems

2.2 Identify the options for dealing with a repeated

customer service problem and consider the

advantages and disadvantages of each option

2.3 Work with others to select the best option for

solving a repeated customer service problem,

balancing customer expectations with the needs of

the organisation

3. Take action to

avoid the repetition of

customer service

problems

3.1 Obtain the approval of somebody with

sufficient authority to change organisational

guidelines in order to reduce the chance of a

problem being repeated

3.2 Action their agreed solution

3.3 Keep their customers informed in a positive

and clear manner of steps being taken to solve any

service problems

3.4 Monitor the changes they have made and

adjust them if appropriate

4. Understand how to

monitor and solve

customer service

problems

4.1 Describe organisational procedures and

systems for dealing with customer service

problems

4.2 Describe the organisational procedures and

systems for identifying repeated customer service

problems

4.3 Explain how the successful resolution of

99

customer service problems contributes to customer

loyalty with the external customer and improved

working relationships with service partners or

internal customers

4.4 Explain how to negotiate with and reassure

customers while their problems are being solved


This Unit directly relates to the Customer Service NOS

100


J/601/1515 Monitor and solve customer service problems – Level

3

Indicative Content


Respond positively to customer service problems following organisational

guidelines

Solve customer service problems when they have sufficient authority

Work with others to solve customer service problems

Keep customers informed of the actions being taken

Check with customers that they are comfortable with the actions being

taken

Solve problems with service systems and procedure that may affect

customers before they become aware of them

Inform managers and colleagues of the steps taken to solve specific

problems

Identify the options for dealing with a repeated customer service problem

and consider the advantages and disadvantages of each option

Work with others to select the best option for solving a repeated customer

service problem, balancing customer expectations with the needs of their

organisation

Obtain the approval of somebody with sufficient authority to change

organisational guidelines in order to reduce the change of a problem being

repeated

Action their agreed solution

Keep their customers informed in a positive and clear manner of steps

being taken to solve any service problems

Monitor the changes they have made and adjust them if appropriate


Organisational procedures and systems for dealing with customer service

problems

Organisational procedures and systems for identifying repeated customer

service problems

How the successful resolution of customer service problems contributes to

customer loyalty with the external customer and improved working

relationships with service partners or internal customers

How to negotiate with and reassure customers while their problems are

being solved


101

Solve problems

Work with others

Keep customers informed

Repeated problems

Choose amongst options

Avoid problems

Inform

Monitor changes

Adjust changes


Industry/sector specific legislation, regulations, guidelines, codes of

practice relating to carrying out work

Industry/sector requirements for the development or maintenance of

knowledge, understanding and skills

Workplace skills

The members, purpose and objectives of their team

The work required of their team

The available resources for undertaking the required work

The organisation’s written health and safety policy statement and

associated information and requirements

Their team’s plan for undertaking the required work

The skills, knowledge and understanding, experience and workloads of

team members

Reporting lines in the organisation and the limits of their authority

Organisational standards or levels of expected performance

Organisational policies and procedures for dealing with poor performance

Organisational performance for appraisal systems








102














following*

Product evidence

Observation reports


Reports / Notes


Witness Statements






Role Play







met.

103










104

Recognition of Prior Learning (RPL), Exemptions, Credit Transfers

and Equivalencies

ABC Awards policy enables learners to avoid duplication of learning and

assessment in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment

that considers whether a learner can demonstrate that they can

meet the assessment requirements for a unit through

knowledge, understanding or skills they already possess and do

not need to develop through a course of learning.

Exemption - Exemption applies to any certificated achievement

which is deemed to be of equivalent value to a unit within ABC

qualification but which does not necessarily share the exact

learning outcomes and assessment criteria. It is the assessor’s

responsibility, in conjunction with the Internal Moderator, to map

this previous achievement against the assessment requirements

of the ABC qualification to be achieved in order to determine its

equivalence.

Any queries about the relevance of any certificated evidence,

should be referred in the first instance to your centre’s internal

moderator and then to ABC.

It is important to note that there may be restrictions upon a

learner’s ability to claim exemption or credit transfer which will

be dependent upon the currency of the unit/qualification and a

learner’s existing levels of skill or knowledge.

Where past certification only provides evidence that could be

considered for exemption of part of a unit, learners must be able

to offer additional evidence of previous or recent learning to

supplement their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit

or a component. Credit transfer is the process of using

certificated credits achieved in one qualification and transferring

that achievement as a valid contribution to the award of another

qualification. Units/Components transferred must share the same

learning outcomes and assessment criteria along with the same

unit number. Assessors must ensure that they review and verify

the evidence through sight of:

o original certificates OR

o copies of certificates that have been signed and dated by the

internal moderator confirming the photocopy is a real copy

105

and make these available for scrutiny be the External

Moderator.

Equivalencies – opportunities to count credits from the unit(s) from

other qualifications or from unit(s) submitted by other recognised

organisations towards the place of mandatory or optional unit(s)

specified in the rule of combination. The unit must have the same

credit value or greater than the unit(s) in question and be at the same

level or higher.

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption, Credit

Transfer and Equivalencies. Prior achievements may have resulted from

past or present employment, previous study or voluntary activities.

Centres should provide advice and guidance to the learner on what is

appropriate evidence and present that evidence to the external moderator

in the usual way.

Further guidance can be found in ‘Delivering and Assessing ABC Awards

Qualifications’ which can be downloaded from

http://www.abcawards.co.uk/centres-grid-page-move/policies-

procedures/

Exemptions

There are no identified exemptions for these qualifications.

Equivalencies

There are no identified equivalencies for these qualifications.

Certification

Learners will be certificated for all units and qualifications that are

achieved and claimed.

ABC’s policies and procedures are available on the ABC website.

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

106

Appendices

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the

immediate guidance or supervision of a tutor (or other appropriate

provider of education or training). It may be helpful to think – ‘Would I

need to plan for a member of staff to be present to give guidance or

supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total

amount of time that could reasonably be expected to be required, in order

for a learner to achieve and demonstrate the achievement of the level of

attainment necessary for the award of a qualification.’ The size of a

qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other time

taken in preparation, study or any other form of participation in education

or training but not under the direct supervision of a lecturer, supervisor or

tutor.

TQT is calculated at qualification level and not unit/component level.

Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

107

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate

response.

SEG Awards ABC Level 3 Certificate in Footwear and Leather...

Documents

Transcript of SEG Awards ABC Level 3 Certificate in Footwear and Leather...