The units below are a complete duplicate of the qualification standards. Each unit follows this format ...
OCR Certificate for iMedia Users
| Awarding body |
Level |
Credits |
Total guided learning hours |
| OCR |
3 |
20-24 |
200 |
Unit 301 Pre-production skills (mandatory)
| Unit credits |
Unit guided learning hours |
| 6 |
50 |
The aim of this unit is for the learner to develop an awareness of the current use of pre-production techniques and the implications of this technology in the Creative Media sector. The learner will also learn how to exploit these technologies to reach new audiences and generate revenue.
1. Be able to research pre- production techniques
1.1 Research and describe the purpose and uses for a) a mood board b) mind maps/spider diagrams c) visualisation diagrams d) storyboard
1.2 Evaluate the use of software applications to generate pre-production documents within the sector
2. Be able to plan pre- production
2.1 Identify client requirements based on their brief and consider the target audience
2.2 Identify the genre/style of the work to be created and what conventions will be used
2.3 Select appropriate equipment, resources and software for creating pre- production documents
2.4 Compare and contrast different formats for pre- production documents and how they relate to the final product to be created including a) mood board b) mind map/spider diagram c) visualisation diagram or sketch d) storyboard
2.5 Create a project plan to produce the pre-production documents to include a) tasks b) timescale's c) resources
2.6 Identify key stages, production constraints and contingency planning
2.7 Describe legal and ethical issues for all aspects of the planned production
3. Be able to produce pre-production documents in line with client requirements
3.1 Produce a mood board
3.2 Produce a mind map/spider diagram
3.3 Produce a visualisation diagram or sketch
3.4 Produce a storyboard
3.5 Justify appropriate files, types and formats needed to create the final products in conjunction with the pre- production documents
4. Understand how to evaluate the pre- production documents and process
4.1 Identify parameters and constraints that influenced any decisions that were made
4.2 Critically evaluate the quality of the finished products and their fitness for purpose
4.3 Evaluate the pre- production documents and process with the client and analyse feedback
4.4 Identify areas for improvement and further development of the pre- production documents and process, using your own critical evaluation and the analysis of client feedback
Top
Unit 302 Digital media skills for asset production (mandatory)
| Unit credits |
Unit guided learning hours |
| 7 |
50 |
The aim of this unit is for the learner to develop an awareness of the current use of digital media skills in asset production and the implications of this technology in the Creative Media sector. The learner will also learn how to exploit technologies to reach new audiences and generate revenue.
1. Be able to investigate digital media usage and techniques
1.1 Investigate the usage of digital media to meet the needs of a client.
1.2 Investigate the needs of the target audience for the format and distribution of digital media across a range of sectors
1.3 Research target platforms and methods of dissemination for a range of digital media
1.4 Investigate the capabilities/limitations of software applications and digital workflow for editing and repurposing digital media files
1.5 Discuss the properties/limitations of file formats for audio
1.6 Discuss the properties/limitations of file formats for still images
1.7 Discuss the properties/limitations of file formats for moving images
1.8 Evaluate the advantages and disadvantages of a range of compressed and uncompressed file formats
2 Be able to plan a digital media project
2.1 Identify client requirements based on their brief and consider the target audience and dissemination
2.2 Identify appropriate equipment and software for audio, still image and moving image asset editing
2.3 Identify appropriate storage mediums, file types and compressed/uncompressed formats for audio, still image and moving image assets in line with the brief
2.4 Produce a plan for the conversion and repurposing of a range of audio, still image and moving image files; to include a) workflow b) timescale's c) resources
2.5 Identify legal and ethical issues on all assets to be used, whether sourced or created.
3 Be able to repurpose and test a range of digital media assets
3.1 Use identified software applications to edit, repurpose and save files in planned formats to meet client requirements from a supplied a) audio file b) still image file c) moving image file
3.2 Save and export the files in line with the plan
3.3 Prepare an asset log to include file names, types and properties
3.4 Develop and use a detailed test plan to test the files
3.5 Correct any identified faults and apply improvement based on the test plan
4 Understand how to evaluate the digital media
4.1 Identify parameters and constraints that influenced the choice of file formats selected
4.2 Critically evaluate the work and justify the choice of file formats submitted to the client
4.3 Obtain and analyse feedback from the client
4.4 Identify areas for improvement and further development using your own critical evaluation and the analysis of the feedback obtained
Top
Unit 310 Interactive multimedia design
| Unit credits |
Unit guided learning hours |
| 6 |
50 |
This unit helps learners to familiarise themselves with the more advanced aspects of interactive multimedia design for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the project planning and creation process.
1.Be able to investigate interactive multimedia environments to inform the planning process
1.1 Research and explain the current and historical use of a range of interactive multimedia products including a) the use of multi media design principles b) sourcing multimedia assets
1.2 Investigate the capabilities/limitations of software applications and digital technology to deliver multimedia products
2 Be able to plan a multimedia product to a client brief
2.1 Identify client requirements based on their brief to include the target audience
2.2 Generate a range of original ideas for the product and review with the client, identifying the a) parameters b) constraints c) preferred solutions
2.3 Create a storyboard of sketches including images, sounds and interaction where appropriate
2.4 Identify the industry standard multimedia software to be used
2.5 Identify the scripting and/or layering of the product design
2.6 Create and maintain a project plan to include a) tasks b) timescale's c) resources. Identify key stages, production constraints and contingency planning
2.7 Describe the legal and ethical issues regarding all aspects of the multimedia production
2.8 Source the assets identified for use in the interactive multimedia product
2.9 Create the assets identified for use in the interactive multimedia product
3. Be able to produce, test and export a multimedia product
3.1 Import assets
3.2 Structure the multimedia product using scripting and/or layering to add interactivity and navigation
3.3 Apply additional effects and controls to enhance the product
3.4 Apply naming conventions and good file management techniques
3.5 Create and use a detailed test plan to check for functionality
3.6 Correct any identified faults and retest using the test plan.
3.7 Optimise the multimedia product
3.8 Save and export the multimedia product in a format that can be read by the client without specialist software
3.9 Organise electronic files using appropriate naming conventions to facilitate access by others
4 Understand how to evaluate the multimedia product against the original brief
4.1 Identify parameters and constraints that influenced any decisions that were made
4.2 Critically evaluate the quality of the finished product and its fitness for purpose
4.3 Evaluate the multimedia product with the client and analyse feedback
4.4 Identify areas for improvement and further development of the multimedia product, using your own critical evaluation and the analysis of client feedback
4.5 Review the technical and aesthetic qualities of the final outcome
Top
Unit 311 Developing an enhanced website
| Unit credits |
Unit guided learning hours |
| 6 |
50 |
The aim of this unit is for the learner to develop an awareness of the current use of software for webpage production and the implications of this technology in the Creative Media sector. The learner will also learn how to exploit these technologies to reach new audiences and generate revenue.
1. Be able to investigate a range of published websites
1.1 Research and describe basic design principles used to create websites
1.2 Investigate a range of published web sites to include a) the purpose b) target audiences c) accessibility options d) design principles used e) rich media format and content
2. Be able to plan a website with enhanced features to a client brief
2.1 Identify client requirements based on their brief to include the target audience
2.2 Generate a range of original ideas for the website and review with the client, identifying the structure, navigation and design principles
2.3 Create a detailed site map for the selected idea based on investigations
2.4 Create visualisations for the planned pages to include page layout, colour schemes, accessibility features and content
2.5 Consider methods of accessing the site and the impact on accessibility features
2.6 Create and maintain a project plan to include a) tasks b) timescale's c) resources
2.7 Identify key stages, production constraints and contingency planning
2.8 Describe the legal and ethical issues regarding website creation including media assets
3 Be able to prepare assets, create, test and publish the planned website
3.1 Use web design software and create the planned folder structure
3.2 Create and/or obtain assets to include rich media and save in appropriate formats and locations
3.3 Create the web pages using planned design tools and principles
3.4 Add enhanced content and embed rich media assets
3.5 Add search engine optimisation
3.6 Organise and save the web page and asset files using appropriate naming conventions
3.7 Create and use a detailed test plan to fully check for consistency, broken links, and browser compatibility
3.8 Correct any identified faults and retest using the test plan
3.9 Publish the website in an appropriate location for client review
4. Understand how to evaluate the product against the original brief
4.1 Identify parameters and constraints that influenced any decisions that were made
4.2 Critically evaluate the quality of the finished product and its fitness for purpose
4.3 Evaluate the product with the client and analyse feedback
4.4 Identify areas for improvement and further development of the product, using your own critical evaluation and the analysis of client
4.5 Review the technical and aesthetic qualities of the final outcome
OCR Diploma in Creative and Digital Media Competence
| Awarding body |
Level |
Credits |
Total guided learning hours |
| OCR |
2 & 3 |
71
(35 + Preparing to work=28 + X units = 8) |
470
(230 + Preparing to work = 180 + X units = 60) |
Unit 25 Write and edit copy for interactive media products
| Unit credits |
Unit guided learning hours |
| 7 |
40 |
This unit aims to enable learners to prepare text for an interactive media product. It involves writing, editing and checking copy, and an understanding of the target medium/platform and any relevant legislation.
1 Understand the target medium/platform for communicating with text
1.1 Identify relevant constraints, possibilities and opportunities offered by the selected target medium/platform
1.2 Identify key constraints or considerations arising from the use of an online content management system
2 Be able to produce text-based material for an interactive media product
2.1 Identify a style that is suitable for the target audience and purpose of the communication
2.2 Maintain a consistent style both within texts and between related texts
2.3 Ensure that grammar, punctuation and spelling are accurate and appropriate
2.4 Structure the text-based content for readability and accessibility
2.5 Identify search engine optimisation techniques as appropriate
2.6 Format copy, following relevant writing conventions, style guides and policies
2.7 Produce appropriate captions or descriptions to accompany content
2.8 Provide clear, consistent and accessible hyperlinks
2.9 Produce and embed metadata
3 Be able to check the accuracy of text- based material for an interactive media product
3.1 Proofread copy to check for any errors
3.2 Check the accuracy of any facts and figures quoted, seeking advice as required
4 Understand legal and ethical considerations relevant to producing copy for interactive media products
4.1 Review the content against any legal and ethical considerations
4.2 Make any necessary changes to comply with relevant legislation
Top
Unit 26 Obtain assets for use in interactive media products
| Unit credits |
Unit guided learning hours |
| 5 |
30 |
This unit requires learners to research, locate and obtain clearance for any assets for to be used in interactive media products. Learners will liaise with relevant parties and prepare specifications for the creation of original assets where necessary.
1 Understand contextual information relating to a range of assets in different media formats for use in interactive media products
1.1 Establish the parameters of the project, identifying key constraints according to platform and distribution methods
1.2 Identify the types, properties and formats of assets required for use
1.3 Establish the requirements and expectations of others who will use the obtained assets
2 Be able to obtain assets and clearances required for the production
2.1 Research appropriate sources of assets
2.2 Locate appropriate assets
2.3 Negotiate with relevant parties as required to obtain assets
2.4 Obtain clearances and permissions for use
2.5 Prepare a specification for the creation of original content
3 Be able to organise obtained assets
3.1 Use appropriate filing and naming conventions to organise assets to ensure that they can be easily identified and located by other relevant parties
3.2 Maintain accurate written records of key information about the obtained assets
Top
Unit 27 Create 2D animations for interactive media products
| Unit credits |
Unit guided learning hours |
| 10 |
60 |
In this unit, learners will create two-dimensional animations for use as part of an interactive media product, to a specified brief. It assumes the learner has the necessary skills to create animations and focuses on the application of these skills in an interactive media context.
1 Understand key issues relating to creating animations for interactive media products
1.1 Explain the use of computer animation in interactive products
1.2 Explain the key techniques used in computer animation
2 Understand key contextual information relating to creating 2D animations for interactive media products
2.1 Identify the requirements of the specification/brief
2.2 Identify the purpose of the product
2.3 Identify the expectations and requirements of target users for the product
2.4 Identify the events or user interactions that will trigger the animations created
2.5 Identify how animation will be used in the product
3 Be able to create 2D animations for use as part of an interactive media product
3.1 Design animations within specified style guidelines and within specified parameters and constraints relating to the target platform
3.2 Create animations that meet the specification/brief
4 Be able to liaise with relevant parties
4.1 Provide clear instructions as required for other parties to incorporate animations into the product
4.2 Liaise with relevant parties to ensure own animations are appropriate and meet requirements
5 Be able to store 2D animations for use as part of an interactive media product
5.1 Save animations in appropriate formats to facilitate incorporation into the product
5.2 Organise animations using appropriate filing and naming conventions to facilitate access by others
Top
Unit 28 Prepare assets for use in interactive media products
| Unit credits |
Unit guided learning hours |
| 9 |
60 |
This unit involves digitising assets where necessary, manipulating them to ensure they meet product requirements, balancing asset quality against file size and other parameters, saving assets in appropriate file formats and providing assets in an appropriate manner to enable easy use by others.
1 Understand contextual information relating to the preparation of a range of assets in different media formats
1.1 Establish the parameters of the project, identifying key constraints according to platform and distribution methods
1.2 Identify the types, properties and formats of assets required for use
1.3 Establish the requirements and expectations of others who will use the obtained assets
2 Understand issues relating to the preparation and manipulation of assets
2.1 Explain the relationship between static image colour depth, resolution and dimensions, and file size
2.2 Explain the relationship between moving image frame rate and frame dimensions, and file size and data transfer times
2.3 Explain the relationship between audio sampling-rates and bit depth, and file size and data transfer times
2.4 Identify constraints that might influence choices relating to asset manipulation, file formats, compression techniques and any other tasks to be performed on static image, moving image and audio
3 Be able to prepare assets using industry- standard software
3.1 Scan images, saving them in an appropriate format
3.2 Crop, edit and resize static images, saving in an appropriate format
3.3 Import digital video, saving in an appropriate format
3.4 Cut, edit and caption digital video, exporting in an appropriate format
3.5 Import audio, saving in an appropriate format
3.6 Cut, edit and optimise audio, saving in an appropriate format
3.7 Compress digital assets, balancing quality against file- size, data-transfer times and any other constraints
Top
Unit 29 Contribute ideas for production (video for a website)
| Unit credits |
Unit guided learning hours |
| 6 |
40 |
This unit aims to enable learners to originate, develop and present ideas for (a video) production (for a website). They will also be able to develop existing ideas by suggesting improvements, and will understand how ideas are realised within different media and formats.
1 Be able to propose ideas for productions
1.1 Identify sources of ideas for productions, explaining how these can be accessed
1.2 Suggest ideas for format, style, budget and potential audience for a specific production
1.3 Identify strengths and limitations of own ideas
2 Be able to develop ideas for productions
2.1 Review ideas to confirm whether there is adequate content to make a workable programme
2.2 Review ideas to ensure that they contribute towards achieving organisation objectives
2.3 Identify any changes needed to meet production requirements and editorial policy
3 Be able to present ideas for productions
3.1 Write realistic and clear outline proposals
3.2 Write realistic and clear detailed treatments, to meet schedule and budget requirements
3.3 Suggest named presenters, performers or contributors to be used for the production
3.4 Present ideas clearly and cogently to relevant parties
4 Understand legal and regulatory issues relevant to contributing ideas for production
4.1 Identify key legal and ethical implications which affect the use of information in productions
4.2 Comply with relevant legal and regulatory requirements
Top
Preparing for work units (employer & day release training)
Unit 1 Awareness of employment in the creative media sector (mandatory unit)
| Unit credits |
Unit guided learning hours |
| 6 |
40 |
This unit focuses on the varying types of employment status and their implications on legislation and taxation. PW1 also teaches learners how to select prospective employers, produce a professional CV and pitch a creative idea. This is a mandatory unit.
1. Know about employment status in the Creative Media sector
1.1 Describe the main types of employment status within the Creative Media sector
1.2 Describe the key legal and taxation differences between main types of employment status
1.3 Explain the main implications of each employment status, in relation to job security, flexibility and working patterns
2. Understand the Creative Media employment market place
2.1 Describe a range of prospective employers and the profiles and products of these employers
2.2 Explain how to choose an employer in terms of own personal interests, knowledge, skills and job requirements
3. Be able to promote self
3.1 Create and present a professional standard CV, with examples of own work, relevant to a specific job application
3.2 Discuss strengths and weaknesses in relation to own work and a specific job application
3.3 Describe and pitch a creative idea to an employer or commissioner
Top
Unit 2 Communicating and presenting ideas in the creative media sector (mandatory unit)
| Unit credits |
Unit guided learning hours |
| 5 |
30 |
This unit requires learners to understand various methods of communicating in the workplace, including influencing and persuading others. It also requires learners to consider how to present creative ideas and evaluate their own performance. This is a mandatory unit.
1. Understand how to communicate in the work place
1.1 Describe several communication techniques and explain their appropriate application
1.2 Compare a range of techniques used for influencing and persuading others and their application
1.3 Describe how to give and receive constructive feedback
1.4 Describe methods used to communicate technical and specialist issues within and across teams
2. Be able to present own ideas in different environments
2.1 Describe examples of effective presentation techniques
2.2 Select and justify appropriate presentation techniques for a specific creative idea
2.3 Present own creative ideas on a one-to-one basis; in a small group; to a large group
2.4 Evaluate, with others, areas of strength and weakness, in relation to own presentation performance
Top
Unit 3 Awareness of converging digital technology in the creative media sector (mandatory unit)
| Unit credits |
Unit guided learning hours |
| 6 |
40 |
Learners will research the changing face of creative media, and how technology is affecting audiences and workforces. Learners will also consider how converging media can be used to reach new audiences and generate new revenue streams. Finally, learners will plan research tests to exploit converging technology. This is a mandatory unit.
1. Understand the use of digital technology within the Creative Media sector
1.1 Describe the uses of digital technology within the Creative Media sector and the relationships this has created between industries in the sector
1.2 Describe key Intellectual Property and copyright issues, related to digital technology and content creation
2. Understand the implications of converging technology on the workforce within a particular Creative Media industry
2.1 Explain what is meant by ‘converging technology’
2.2 Explain the impact of converging technology on the workforce within a specific Creative Media industry
3. Know how converging technology has been exploited to reach new audiences and generate revenue
3.1 Describe the changing expectations of audiences and consumers within a chosen Creative Media industry
3.2 Describe examples of how ideas for multi- platform content have been used to reach new audiences and generate revenue
3.3 Describe examples of commissioning processes and funding opportunities in relation to converging technology
4. Be able to plan a research exercise to test an idea for exploiting converging technology
4.1 Explain opportunities for exploiting converging technology
4.2 Research and plan a test for an identified opportunity
4.3 Carry out planned test and evaluate and present the findings
Top
Unit 4 Professional behaviour in the creative media sector (mandatory unit)
| Unit credits |
Unit guided learning hours |
| 5 |
30 |
Learners will examine the cultures of creative media organisations and their strategies for ensuring that conduct is professional. They will also gain experience in agreeing timescale's and budgets, constructing project plans and
personal development plans, and will understand the importance of each of these business tools. This is a mandatory unit.
1. Understand the appropriate conduct for a particular Creative Media workplace
1.1 Describe and compare the cultures of different Creative Media workplaces
1.2 Describe examples of challenging behaviours and issues in the workplace
1.3 Explain the role of the key people to inform in relation to these examples
1.4 Explain the impact of different behaviours and conduct in the workplace
2. Know how to plan and manage workload
2.1 Describe effective time management skills needed to plan workload
2.2 Describe how to specify and agree timescale's, budgets and resources
2.3 Explain how to construct a simple project plan
2.4 Explain the use of a contingency plan
2.5 Explain the importance of storing work, using version control and observing file naming conventions
3. Understand the importance of continuous professional development
3.1 Explain what is meant by ‘continuous professional development’
3.2 Create and justify a personal development plan
3.3 Describe opportunities for training and development and explain the relevance of those choices
Top
Unit 8 Creative media industry awareness
| Unit credits |
Unit guided learning hours |
| 4 |
25 |
Learners will research and examine the industries within the creative media sector, and the links and dependencies between them. They will also focus on particular teams and their responsibilities within an organisation, roles of
individuals within teams, and the concept of a product life cycle. This is a mandatory unit.
1. Know how the Creative Media sector is structured
1.1 Describe the industries within the Creative Media sector
1.2 Describe cross- industry ownership in the Creative Media sector
1.3 Explain the relevant relationships between a range of industries within the Creative Media sector
2. Understand a specific Creative Media project life cycle
2.1 Outline the stages of a specific Creative Media project life cycle
2.2 Identify teams and activities relevant to a specific project
3. Understand the role of a specific team within the organisation of which it is part
3.1 Describe the vision, mission and values of a specific Creative Media organisation
3.2 Describe how a specific Creative Media organisation is funded, governed and regulated
3.3 Explain the role of a specific team within the organisation
3.4 Explain the relationship between the specific team and others within the organisation
4. Understand individual team roles and responsibilities within a specific project life cycle
4.1 Explain the individual roles within a specific team
4.2 Explain their responsibilities and outputs within a specific project life cycle
4.3 Describe examples of interdependence between team members
Top
Unit 5 (X1) Contribute to good working relationships (mandatory unit)
| Unit credits |
Unit guided learning hours |
| 4 |
30 |
This unit emphasises the need for good communication during a production process. Learners will be able to agree and revise working arrangements and resolve any communication problems that might arise in the workplace. This is a mandatory unit.
1 Understand how to communicate effectively with colleagues
1.1 Explain the importance of balancing the needs of tasks and people
1.2 Explain the importance of sharing information with colleagues
1.3 Identify ways of tactfully requesting others to change working arrangements to improve own productivity
1.4 Describe how to resolve conflict situations or dissatisfaction
1.5 Explain the importance of liaison with colleagues to productivity
2 Be able to develop and maintain good working relationships during the production process
2.1 Identify key roles and tasks in the production process
2.2 Clarify, agree and revise working arrangements, promoting good working relationships
2.3 Communicate own decisions clearly and constructively
2.4 Resolve any conflict situations or dissatisfaction as necessary
2.5 Liaise with appropriate colleagues to ensure effective and productive working
Top
Unit 10 Awareness of health and safety in the creative media sector
| Unit credits |
Unit guided learning hours |
| 2 |
15 |
Learners will be able to identify good health and safety practice within the sector. They will focus on the Health and Safety at Work Act, carry out a risk assessment, and suggest ways of reducing risks within a specific job role. This is a mandatory unit.
1. Understand the relevant health and safety regulations in the Creative Media sector
1.1 Describe key elements of health and safety regulations, relevant to working in the Creative Media sector
1.2 Explain safe working practices for a specific job role in the Creative Media sector
1.3 Describe the main employer responsibilities under the Health and Safety at Work Act
2. Be able to comply with relevant health and safety procedures
2.1 Describe the differences between hazards and risks
2.2 Carry out a risk assessment
2.3 Report identified hazards and risks to the appropriate parties
2.4 Suggest ways of reducing risks to health and safety in a specific Creative Media job role.
Top
Unit 6 (X2) Ensure your own actions reduce risks to health and safety (mandatory unit)
| Unit credits |
Unit guided learning hours |
| 4 |
30 |
Learners will investigate hazards and risks within their workplace and their own specific role. They will identify any unsafe working practices and take action to address potential problems. Finally, learners will assess their own conduct against relevant legal and organisational guidance. This is a mandatory unit.
1 Understand hazards and risks in the workplace
1.1 Define hazards and risks
1.2 Outline key hazards and risks in own workplace, describing safe working practices
1.3 Outline key hazards and risks within own job role, describing precautions
2 Understand own responsibilities for health and safety in the workplace
2.1 Identify own responsibilities for health and safety in own workplace and job role under health and safety legislation, explaining the importance of personal presentation and behaviour
2.2 Describe procedures for dealing with risks outside the scope of own responsibility, identifying the appropriate personnel with whom to liaise in own workplace
3 Be able to evaluate hazards and risks in the workplace
3.1 Identify workplace instructions relevant to own job
3.2 Identify any unsafe practices in own workplace and job role
3.3 Check which potentially unsafe working practices present the highest risk to self and others
4 Be able to reduce risks to health and safety in the workplace
4.1 Work safely in accordance with own level of competence, relevant instructions and legal requirements, following environmentally friendly practices
4.2 Manage any health and safety risks within own capability and responsibility
4.3 Suggest ways of reducing risks to health and safety to the appropriate personnel
4.4 Report any differences between workplace and suppliers’ or manufacturers’ instructions
4.5 Take action to address any hazards in accordance with workplace procedures and legal requirements
4.6 Ensure that own personal presentation and behaviour meets the requirements of relevant instructions, procedures and legal requirements
Top
ERR Employee rights and responsibilities
The following are delivered and assessed within unit1, unit2, unit3, unit4, unit8, unit10
1.1 Employment Law (statutory rights, disability, equalities legislation, health & safety and employer duties)
1.2 Organisational Procedures and Principles (organisational health & safety; equality & diversity; codes of practice where relevant)
1.3 Sources of Information (access to work and additional learning support where relevant; industry; occupation; training and career; and types of career pathway)
1.4 Representative Bodies (relevance to industry and organisation, roles and responsibilities)
1.5 Public Concern (views on issues of public concern affecting organisation and industry)
Top
PLTS Personal learning thinking skills
1.1 Independent Enquirers (process and evaluate information in investigations, planning what to do and how to go about it)
1.2 Creative Thinkers (think creatively by generating and
exploring ideas, making original connections)
1.3 Reflective Learners (evaluate strengths and limitations, setting themselves realistic goals with criteria for success)
1.4 Team Workers (work confidently with others, adapting to different contexts and taking responsibility for own part)
1.5 Self-Managers (organise self, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement)
1.6 Effective Participators (actively engage with issues that affect them and those around them)
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