LEVEL 2 DIPLOMA IN RETAILS SKILLS

(QCF)

Credits : 37
Duration : 6 months / 9 months

Londan School of International Business

www.LSIB.co.uk
admissions@lsib.co.uk
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About London School of International Busness

London School of International Business (LSIB) assasaasas

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Qualification summary

QCF level 2

Qualification credit value 37 credits

Minimum credits at/above 32 credits

level

Assessment requirements Portfolio of Evidence

This qualification is internally assessed and internally quality

assured by Centre staff and externally quality assured by Innovate
Awarding External Quality Advisors (EQAs).

Aims and objectives of the This qualification is a competence-based qualification which

qualification requires Learners to demonstrate the skills and knowledge
required when working in the retail industry, and is ideal for those
working in their first retail role, or those who wish to progress in
their retail career.
This qualification forms part of the Intermediate Apprenticeship in
Retail.

Entry guidance There are no formal entry requirements for this qualification.

This qualification is suitable for those who work within the retail
sector. It provides Learners with an opportunity to demonstrate
their competence and skills in a wide range of job roles

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Progression opportunities Learners who achieve this qualification could progress into
employment or further learning or training.
On completion of this course, Learners could progress to:
 Level 3 Certificate in Retail Knowledge (QCF)
 Level 3 Diploma in Retail Skills (Management) (QCF)
 Level 3 Diploma in Retail Skills (Visual Merchandising)
(QCF)
 Level 3 Diploma in Retail Skills (Sales Professional) (QCF)
 Level 3 NVQ Certificate in Management (QCF)

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Qualification structure
To achieve the IAO Level 2 Diploma in Retail Skills (QCF), Learners must gain a minimum
of 37 credits.
8 credits must be achieved from the mandatory group.
A minimum of 14 credits must be achieved from Group B.
The remaining credits can be from Groups B or C with a maximum of 15 credits from
Group C. Within Group C, Learners may achieve a maximum of 5 credits from Group C1
and a maximum of 15 credits from Group C2
A minimum of 32 credits must be at Level 2 or above.
The total Guided Learning Hours (GLH) for this qualification is 115 to 255 hours.

Unit Structures
All units are listed below

Mandatory unit

Unit ref Unit title Level Credit GLH

value
T/503/5735 Work effectively in a retail team 2 8 37

Optional units group B

Unit ref Unit title Level Credit GLH

value
R/503/5659 Receive goods and materials into 2 4 22
storage in a retail environment
J/503/5660 Place goods and materials into storage 2 4 19
into a retail environment
L/503/5661 Keep stock on sale at required levels in 2 3 16
a retail environment
R/503/5662 Process customer orders for goods in a 2 3 19
retail environment
Y/503/5663 Process returned goods in a retail 2 3 18
environment
H/503/5665 Assemble products for display in a retail 2 2 9
environment
K/503/5666 Hand-process fish in a retail 2 6 21
environment

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M/503/5667 Process greengrocery products for sale 2 7 17

in a retail environment
T/503/5668 Finish meat products by hand in a retail 2 9 29
environment
A/503/5672 Organise own work to meet a dough 2 10 48
production schedule a retail
environment
J/503/5674 Maintain foods safety while working 2 6 13
with food in a retail environment
R/503/5676 Pick products in a retail environment to 2 4 19
fulfil customer orders
D/503/5678 Check stock levels and sort out 2 2 10
problems with stock levels in a retail
environment
H/503/5679 Finish bake-off food products in a retail 2 3 15
environment
Y/503/5680 Glaze, coat or decorate bake-off 2 3 15
products for sale in a retail environment
M/503/5684 Display stock to promote sales to 2 5 26
customers in a retail environment
T/503/5685 Help customers to choose products in a 2 6 20
retail environment
A/503/5686 Carry out promotional campaigns in a 2 4 18
retail environment
F/503/5687 Deal with customer queries and 2 4 24
complaints in a retail environment
J/503/5688 Demonstrate products to customers in 2 3 15
a retail environment
L/503/5689 Process payment for purchases in a 2 4 17
retail environment
F/503/5690 Process application for credit 2 5 25
agreements offered in a retail
environment
J/503/5691 Promote loyalty schemes to customers 2 3 11
in a retail environment
Y/503/5694 Provide a bra fitting service in a retail 2 10 44
environment

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D/503/5695 Follow guidelines for planning and 2 5 22

preparing visual merchandising
displays
H/503/5696 Dress visual merchandising displays to 2 7 35
attract customers
K/503/5697 Order and position signage and 2 3 15
graphics for visual merchandising
displays
M/503/5698 Dismantle and store props and graphics 2 3 15
from visual merchandising displays
T/503/5699 Make props and decorate fixtures and 2 10 45
panels for visual merchandising
displays
D/503/5700 Assemble visual merchandising 2 4 20
displays
J/503/5707 Follow point of sale procedures for age- 2 2 11
restricted products in a retail
environment
L/503/5708 Provide National Lottery products to 2 4 25
customers
R/503/5709 Advise customers on the fixing and 2 6 35
care of tiles
L/503/5711 Cash up in a retail environment 2 2 9
R/503/5712 Promote a retail store’s credit card to 2 3 12
customers in a retail environment
Y/503/5713 Provide service to customers in a 2 3 16
dressing room in a retail environment
D/503/5714 Promote food or drink by offering 2 2 13
samples to customers
H/503/5715 Deliver goods from a retail environment 2 3 17
to the customer’s delivery address
M/503/5717 Help customers to apply for a retail 2 4 22
store’s credit card and associated
insurance products
T/503/5718 Help customers to choose delicatessen 2 3 15
products in a retail environment
A/503/5719 Portion delicatessen products to meet 2 2 9
customer requirements in a retail
environment

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T/503/5721 Demonstrate make-up and skincare 2 4 15

products to customers at a beauty
counter in a retail environment
A/503/5722 Operate a customer record card system 2 2 8
on a beauty counter in a retail
environment
Y/503/5727 Protect own and others’ health and 2 5 28
safety when working in a retail
environment
D/503/5728 Reduce security risks in a retail 2 5 25
environment
A/503/5736 Prepare newspapers and magazines 2 2 10
for return to merchandisers
J/503/5738 Check the accuracy of records of 2 4 17
worked by staff in a retail environment
D/601/4551 Select, weigh and measure bakery 2 3 16
ingredients
T/601/4555 Hand-divide, mould and shape 2 4 21
fermented dough
R/502/0854 Maintain moisture levels for crops or 2 2 15
plants
L/502/0853 Provide nutrients to crops or plants 2 2 15
Y/502/1214 Remove unwanted plant growth to 2 5 38
maintain development
K/502/1511 Identify and report the presence of 2 3 23
pests, diseases and disorders
J/502/0771 Merchandise plants and other relevant 2 6 45
products
L/601/0933 Give customers a positive impression of 2 5 33
yourself and your organisation
L/504/3744 Enable customers to dispense motor 2 7 43
fuel on a forecourt

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Optional units group C1

Unit ref Unit title Level Credit GLH

value
D/503/5664 Sort donated goods for resale or 1 3 6
recycling in a retail environment
F/503/5673 Maintain food safety while working with 1 5 11
food in a retail environment
Y/503/5677 Load orders for despatch from a retail 1 3 1
store to customers
L/601/5016 Provide a counter and takeaway service 1 3 30
K/503/5716 Contribute to monitoring and 1 2 8
maintaining ease of shopping in a retail
sales area

Optional units group C2

Unit ref Unit title Level Credit GLH

value
A/503/5669 Audit stock levels and stock inventories 3 6 28
in a retail environment
D/503/5681 Manage staff to receive goods in a retail 3 5 24
environment
H/503/5682 Organise and monitor the storage of 3 6 27
stock in a retail environment
L/503/5692 Maintain the availability of goods on 3 6 30
display in a retail environment to
promote sales
R/503/5693 Manage the payment transaction 3 9 43
process in a retail environment
H/503/5701 Choose merchandise to feature in 3 6 27
visual merchandising displays
K/503/5702 Manage the use of signage and 3 7 31
graphics in visual merchandising
displays
M/503/5703 Evaluate the effectiveness of visual 3 9 46
merchandising displays
A/503/5705 Contribute to improving a retail 3 8 36
organisation’s visual merchandising
policy

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M/503/5720 Help customers to choose specialist 3 8 34

products in a retail environment
K/503/5733 Produce staffing schedules to help a 3 5 22
retail team to achieve its targets
F/503/5737 Monitor and support secure payment 3 3 13
point use during trading
H/503/5732 Manage the prevention of wastage and 3 11 50
loss in a retail environment
J/503/5710 Help customers to choose alcoholic 3 10 53
beverages in a retail environment
L/503/5675 Monitor and help improve food safety in 3 11 50
a retail environment
M/503/5734 Monitor and maintain health and safety 3 13 60
in a retail environment
T/503/5671 Source required goods and services in 3 10 52
a retail environment
T/503/5704 Manage budgets for visual 3 10 46
merchandising projects
F/503/5706 Design visual merchandising display 3 10 46
layouts
Y/503/5730 Deputise for the leader of a retail team 3 11 55
D/503/5731 Contribute to the continuous 3 10 47
improvement of retail operations within
own area of responsibility

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Title: T/503/5735 Work effectively in a retail team

Level: 2

Credit value: 8

GLH: 37

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how to recognise 1.1 Explain how legislation and own

discrimination, bullying and harassment in employer define discrimination, bullying
own workplace and harassment
1.2 Explain own employer’s procedures for
dealing with discrimination, bullying and
harassment
2. Be able to work effectively in a retail team 2.1 Ask for help and information from
colleagues when needed
2.2 Respond to colleagues’ requests for help
and information:
when own workload allows
within the limits of own responsibility
in ways that attempt to maintain
working relationships
2.3 Offer help to colleagues when own
workload allows and within the limits of
own responsibility
2.4 Explain how to resolve difficulties with
colleagues in a polite and constructive
way
2.5 Identify the people who can provide
advice if problems in working with
colleagues cannot be resolved without
help
2.6 Follow organisational procedures for
safeguarding own and others’ health and
safety while at work

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3. Be able to improve own work performance 3.1 Explain the importance of being an
in a retail team effective learner at work
3.2 Identify training needs to improve own
work performance
3.3 Agree own training programme, including
action points and deadlines
3.4 Explain the importance of asking for
feedback on own work performance
3.5 Request feedback on own work
performance, including what is going well
and what needs improving
3.6 Evaluate own work performance against
agreed training programme
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals working in a retail
environment, who are expected to work as
part of a team. This includes being able to
seek feedback about their own work
performance.
For the purposes of this unit, the ‘team’ could
be just the learner and their manager.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
This unit can be assessed independently of
other units. However, it may be possible to
generate some of the evidence for this unit
holistically when gathering evidence for other
units in the same qualification.
AC 2.4: ‘Polite’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
AC 2.4: ‘Constructive’ means objective (i.e. not
personal), designed to help, and conveyed in a
respectful manner.

London School of international Business www.LSIB.CO.UK

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title:
R/503/5659 Receive goods and materials
into storage in a retail environment
Level:
2

Credit value:
4

GLH:
22

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of preparing for 1.1 Explain why it is necessary to prepare
expected deliveries thoroughly to receive deliveries
1.2 Explain why any shortage of storage
space needs to be reported promptly
1.3 Explain why accurate, complete and up-
to-date records are needed for deliveries
1.4 Explain how adequate preparation helps
to ensure that the health and safety
requirements relating to deliveries are
met
2. Understand own responsibility for handling 2.1 Explain the importance of handling goods
goods and materials and materials safely, hygienically and in
ways that protect them from damage
3. Be able to prepare to receive deliveries in a 3.1 Identify:
retail environment the quantity of the items expected
the nature of the items expected
the storage space needed
3.2 Perform checks to ensure that enough
storage space is available for expected
deliveries
3.3 Identify the person to report any shortage
of storage space to
3.4 Perform checks to ensure that the
receiving area is clean, tidy and free form
obstructions and hazards
3.5 Perform checks to ensure that the
necessary handling equipment is
available and is in good working order
3.6 Perform checks to ensure that the
relevant records are complete, accurate
and up to date

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4. Be able to receive deliveries into storage in 4.1 Perform checks to ensure that the type,
a retail environment quantity and quality of items delivered
are acceptable
4.2 Describe how to refuse faulty deliveries,
including how to record these and who
needs to know about them
4.3 Use methods that are safe, hygienic and
protect the items from damage to check
deliveries
4.4 Allow deliveries to be off-loaded only into
the designated areas
4.5 Update stock control systems in line with
organisational procedures
4.6 Follow legal and organisational
requirements for maintaining security and
safety while receiving deliveries
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational
competence of individuals who are responsible
for receiving deliveries of goods and materials
in a retail environment.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title:
J/503/5660 Place goods and materials into
storage in a retail environment
Level:
2

Credit value:
4

GLH:
19

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the requirements for storing 1.1 Explain what might cause the goods and
goods and materials in a retail environment materials to deteriorate in storage
1.2 Describe the types of storage facilities
and storage conditions that are needed
for the goods and materials
1.3 Outline the legal and organisational
requirements for storing goods and
materials safely and securely
1.4 Explain why stock needs to be rotated in
storage
2. Know procedures for resolving problems 2.1 Describe the procedures for reporting
with storage facilities and equipment any lack of suitable storage facilities
2.2 Describe how to fix faulty equipment
when this falls within own responsibility
2.3 Describe the procedures for reporting
equipment faults that are not within own
responsibility to fix
3. Be able to place goods and materials into 3.1 Perform checks to ensure that adequate
storage in a retail environment storage facilities are available
3.2 Perform checks to ensure that handling
equipment is in working order
3.3 Place goods and materials:
safely and securely
in the designated storage facilities
within the time allowed
in ways that make efficient use of the
available storage space
in ways that enable items to be
reached easily when needed
3.4 Complete relevant records in line with
organisational procedures

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Additional information about this unit

N/A
Unit aim (s) This unit assesses the occupational
competence of individuals working in a retail
environment who are responsible for moving
goods and materials into storage. This includes
checking beforehand that the available storage
facilities are suitable, and making efficient use
of the available space.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: L/503/5661 Keep stock on sale at required

levels in a retail environment
Level: 2

Credit value: 3

GLH: 16

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the relationship between stock 1.1 Explain the importance of having enough
levels and demand for stock stock in the store to meet demand
1.2 Describe the factors that can affect
demand for stock
2. Understand the relationship between stock 2.1 Explain how stock rotation reduces the
levels and the quality of stock on sale risk that stock will become unsalable
2.2 Describe the signs that stock is no longer
saleable
3. Be able to check the level of stock on sale 3.1 Calculate when to check stock levels,
in a retail environment taking into account:
expected demand for stock
the time needed to order replacement
stock
3.2 Use the organisation’s stock control
system to assess:
current stock levels
the stock levels needed
any shortfalls in stock
3.3 Describe the procedures for informing
colleagues that stock needs replacing
4. Be able to replenish stock on sale in a 4.1 Order stock as needed to maintain
retail environment required levels
4.2 Prepare stock for sale within the time
allowed
4.3 Arrange for stock to be moved to the sales
floor as needed
4.4 Rotate stock:
in accordance with organisational
procedures
with the least possible disturbance to
other people

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4.5 Dispose of packaging waste in

accordance with organisational
procedures
4.6 Update the stock control system in line
with organisational procedures to reflect:
stock movements
any disposal of unsalable stock
4.7 Calculate expected changes in demand
and the corresponding changes that need
to be made to stock levels
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational
competence of people who work in a retail
environment and who are responsible for
maintaining stock levels to meet changing
demand.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: R/503/5662 Process customer orders for

goods in a retail environment
Level: 2

Credit value:
3

GLH:
19

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of customer 1.1 Explain the importance of giving

service in relation to processing customers’ customers clear, accurate and complete
orders information about the terms of supply
1.2 Explain the importance of keeping
customers informed of the progress of
their orders
2. Understand the correct use of customer 2.1 Describe the information that must be
information in relation to processing obtained from customers when they
customers’ orders place orders
2.2 Explain why information is needed from
customers when they place orders,
including any information that is required
by law
2.3 Outline the legal and organisational
requirements relating to customer
confidentiality
2.4 Explain the consequences of not keeping
customer information confidential
3. Be able to find out what customers want to 3.1 Ask questions to clarify customers’
order requirements
3.2 Use product information to help
customers who are unsure which exact
products will best meet their
requirements
4. Be able to check the availability of the 4.1 Describe the available sources of supply
goods customers want to order 4.2 Check the availability of goods and the
terms and conditions of supply
4.3 Offer alternative options to customers if
the required goods are not currently in
stock
5. Be able to process orders for customers 5.1 Check customer identity and credit status
in accordance with legal and
organisational procedures

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5.2 Prepare accurate and complete orders

using the organisation’s required format
5.3 Communicate orders to those
responsible for fulfilling them in line with
organisational procedures
5.4 Maintain the requisite level of
confidentiality when storing, using and
sharing customer information
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational
competence of individuals responsible for
processing customer orders in a retail
environment.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title:
Y/503/5663 Process returned goods in a
retail environment
Level:
2

Credit value:
3

GLH:
18

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know about rights and responsibilities in 1.1 Describe reasons customers might have
relation to returned goods for returning goods
1.2 Describe customers’ legal rights to
replacements and refunds
1.3 Describe the organisation’s policy
concerning replacements and refunds,
including proof of purchase and any
charges that apply when the organisation
is not at fault
1.4 Describe the options available to
customers who need to return unwanted
goods, including any action customers
need to take in connection with each
option
2. Understand the importance of stock control 2.1 Explain the importance of updating stock
systems control systems when returns are made
3. Be able to help retail customers who need 3.1 Ask customers politely why they want to
to return goods return goods, when it is necessary to
ascertain the reason
3.2 Apologise if the organisation appears to
be at fault
3.3 Offer customers replacements and
refunds in accordance with legal and
organisational requirements
3.4 Describe politely to customers any action
that will be taken concerning the goods
they have returned, including any
charges that apply
4. Be able to process returned goods 4.1 Classify returned goods according to
their type and condition
4.2 Separate unsaleable goods from stock
that is to be returned to the sales floor

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4.3 Label accurately any goods that are to be

returned to the supplier or manufacturer
4.4 Move returned goods to the correct
places ready for despatch, disposal or
resale
4.5 Communicate accurate and complete
information to those responsible for
raising a credit note or refunding the
payment
4.6 Update the stock control system in line
with organisational procedures when
goods are returned
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who process goods
returned by customers. The unit is suitable for
learners who work on the shop floor and deal
with customers face-to-face, as well as for
learners in behind-the-scenes roles, for
example dealing with customers by telephone
or e-mail.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
AC 1.3: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
ACs 3.1, 3.4: ‘Politely’ means demonstrating
respect and consideration for other people
through the use of appropriate body language,
verbal language, tone of voice (or the sign
language equivalent) and facial expressions.
ACs 2.1, 4.6: In stores where the POS system
automatically updates the stock control
system, references to updating the stock
control system in ACs 2.1 and 4.6 should be
interpreted as meaning scanning the returned
goods at the POS in such a way that the stock
control system is updated.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

25

Title:
H/503/5665 Assemble products for display
in a retail environment
Level:
2

Credit value:
2

GLH:
9

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to assemble products for display in 1.1 Perform checks to ensure that all
a retail environment expected items and parts of the product
are in the package, before starting to
assemble them
1.2 Dispose of all waste safely, including
unwanted packaging
1.3 Select tools that are suited to the task of
assembling particular products
1.4 Assemble products:
in accordance with the manufacturer’s
instructions
using safe working methods
1.5 Assess assembled products to ensure
that:
they are in a safe condition
they match any illustrations or other
specifications provided by the
manufacturer
1.6 Identify the person who can provide
advice if products are proving difficult to
assemble
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who assemble
products under supervision for display in a
retail environment.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.

London School of international Business www.LSIB.CO.UK

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Simulation is not allowed for any performance

evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

27

Title: K/503/5666 Hand process fish in a retail

environment

Level: 2

Credit value: 6

GLH: 21

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand safe working practices in 1.1 Explain the importance of hygiene in

relation to hand-processing fish relation to hand-processing fish
1.2 Describe the organisation’s hygiene
policy relating to hand-processing fish
1.3 Describe safe working practices relating
to hand-processing fish
1.4 Explain the importance of following safe
working practices when hand-processing
fish
1.5 Explain the dangers and disadvantages
of using unsafe and blunt tools to hand-
process fish
1.6 Describe possible types of accident and
injury associated with hand-processing
fish
1.7 Describe organisational procedures for
dealing with accidents and injuries that
occur when hand-processing fish
1.8 Explain the importance of following the
organisation’s cleaning schedule for the
area where fish is hand-processed
2. Understand the relationship between the 2.1 Explain how the arrangement of body
anatomy of fish and the way fish are hand- parts of a flat fish differs from that of a
processed round fish
2.2 Explain how the different arrangement of
body parts affects the way that flat and
round fish are hand-processed

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3. Be able to hand process fish 3.1 Perform checks to ensure that the fish to
be prepared is of saleable quality
3.2 Hand-process fish in ways that attempt
to:
achieve organisational specifications
for yield and quality
minimise waste
keep fish in a saleable condition
throughout processing
maintain own and other people’s
health and safety

3.3 Place processed products that meet

organisational specifications into
containers that will keep them in a
saleable condition
4. Be able to maintain own work area in a 4.1 Organise own work area, equipment and
condition fit for hand-processing fish tools to enable fish to be hand-processed
safely, hygienically and efficiently
4.2 Maintain hygienic working conditions
when handling fish
4.3 Dispose of waste from the hand-
processing of fish in ways that meet legal
and organisational requirements
4.4 Clean and tidy own work area, tools and
equipment after hand-processing fish, in
accordance with the organisation’s
cleaning schedule
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational
competence of individuals who hand-process
fish in a retail environment.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable

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current experience, to confirm the candidate’s

competence.
For the purposes of this unit, ‘processing’
means:
• skinning, heading, scaling, gutting, boning,
portioning and steaking either flat or round
fish
• filleting both a flat and a round fish
AC 1.2: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

30

Title: M/503/5667 Process greengrocery products

for sale in a retail environment

Level: 2

Credit value: 7

GLH: 17

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to prepare greengrocery products 1.1 Explain the importance of keeping

for sale greengrocery products in a hygienic
condition when preparing them for sale
1.2 Explain the importance of protecting
greengrocery products from damage
when preparing them for sale
1.3 Handle greengrocery products:
hygienically
in ways that protect them from
damage
1.4 Remove unwanted packaging from
greengrocery products
1.5 Remove unwanted parts of greengrocery
products to make products as attractive
as possible to customers
1.6 Deal with any greengrocery products that
do not meet the organisation’s quality
standards, in line with organisational
procedures
1.7 Weigh greengrocery products accurately,
when weighing is required
1.8 Sort greengrocery products according to
type and quality
1.9 Package greengrocery products in line
with organisational requirements for
presentation
1.10 Place unwanted packaging and waste
from greengrocery products in the
designated places for recycling

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31

2. Be able to replenish displays of 2.1 Perform checks to ensure that the

greengrocery products designated display areas for
greengrocery products are clean before
replenishing them with stock
2.2 Arrange greengrocery products:
in the designated display area for
each product
in ways that will attempt to attract
customers to buy them
2.3 Perform checks to ensure that the
ticketing and coding of greengrocery
products contain accurate information
about products and prices
3. Be able to maintain the quality of 3.1 Carry out regular checks of the quality
greengrocery products on display and shelf life of greengrocery products
on display
3.2 Place greengrocery products in the
designated places for recycling when
they have little or no shelf life or have
deteriorated in quality
3.3 Rotate the stock of greengrocery items
according to the shelf life of those items
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for processing greengrocery products for
display in a retail environment.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Greengrocery products are to include all of the
following:
vegetables
fruit
salad

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

33

Title: T/503/5668 Finish meat products by hand in

a retail environment
Level: 2

Credit value: 9

GLH: 29

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to check the suitability of meat 1.1 Perform checks to ensure that the meat
products for finishing in a retail products to be processed meet the
environment organisation’s quality specifications
1.2 State reasons for rejecting meat
products at the checking stage
1.3 Deal with meat products rejected during
the checking process:
safely
hygienically, including keeping them
separate from other meat products
1.4 Keep meat products at the specified
temperatures during handling, transfer
and storage
1.5 Explain why meat should be held at the
specified temperatures
1.6 Keep records of the checking process, in
line with organisational procedures
2. Be able to organise own work area and 2.1 Organise own work area to meet
equipment for finishing meat products in a organisational requirements for:
retail environment health and safety
food safety
finishing meat products as instructed
2.2 Select hand tools that are suited to
specific meat finishing tasks
2.3 State potential dangers associated with
particular tools and equipment
2.4 Prepare meat finishing tools and
equipment in line with organisational
safety and processing requirements
2.5 Deal with faulty meat finishing tools and
equipment in line with organisational
procedures

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34

2.6 Clean meat finishing tools and

equipment after use in line with
organisational safety and processing
requirements
2.7 Store meat finishing tools and equipment
after cleaning in the designated places
3. Be able to achieve meat product yield and 3.1 Organise own meat finishing work in line
finish in a retail environment with organisational finishing instructions
3.2 Finish meat products:
within the time allowed
achieving the organisational
specification for the finished product
achieving the product yield required
3.3 Deal with meat products rejected from
the finishing process in line with
organisational procedures
3.4 Store finished products in line with
organisational procedures
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who finish meat
products by hand in a retail environment.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Finishing is to include both meat and poultry.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

35

Title: A/503/5672 Organise own work to meet a

dough production schedule in a retail
environment
Level: 2

Credit value: 10

GLH: 48

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of maintaining 1.1 Explain the importance of following

health and safety and food safety during organisational requirements that apply to
dough production own work within the dough production
schedule for:
health and safety
food safety

2. Understand why efficient and effective 2.1 Explain why efficient and effective dough
dough production is important to the production is important to the
organisation and its customers organisation and its customers

3. Be able to organise own work to meet a 3.1 Organise own work within the dough
dough production schedule in a retail production schedule in ways that:
environment are within the limits of own authority
and responsibility
comply with relevant organisational
health and safety and food safety
requirements
attempt to make efficient use of the
available resources including own
time
meet changing dough production
needs as they arise
avoid delays that result in dough no
longer being in the required
condition
3.2 Identify the designated people who can
provide advice:
when the resources available for
dough processing fall short of the
quantity or quality required
when the dough production schedule
does not seem to be realistically
achievable

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Additional information about this unit

N/A

Unit aim (s)

This unit assesses the occupational
competence of individuals who process dough
within a dough production schedule, in a retail
environment.
The type of dough the learner works with may
be fermented or non-fermented. Common
types of fermented dough include those used
for bread, plain and fruited buns, Danish
pastries and croissants. Common types of non-
fermented dough include those used for sweet
and savoury products, puff pastry, scones and
biscuits.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

37

Title: J/503/5674 Maintain food safety while

working with food in a retail environment
Level: 2

Credit value: 6

GLH: 13

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know how food in a retail environment can 1.1 Describe the types of infestation and
become unsafe for consumers how these can occur in a retail
environment
1.2 Describe the types of food safety hazard
and cross-contamination and how
these can occur in a retail environment
1.3 Describe the causes of food spoilage in
a retail environment
2. Know the routine working practices that 2.1 Describe how food handling practices
contribute to food safety in a retail affect food safety in the workplace
environment 2.2 Describe why own immediate work area
must be kept clean and tidy
2.3 Describe why the organisation’s
schedules and procedures for cleaning
the workplace must be followed
2.4 Describe why certain foods must be kept
at specified temperatures
2.5 Describe why the organisation’s
schedule and procedures for checking
and reporting the condition of food and
food storage areas must be followed
3. Be able to maintain own work area in a 3.1 Keep own immediate work area clean
safe condition for working with food and tidy when working
3.2 Clean own work area at the scheduled
times and in line with organisational
procedures
3.3 Maintain tools, utensils and equipment:
in good working order
in a hygienic condition

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38

4. Be able to work with food in a way that 4.1 Dispense of food waste:
keeps it safe for customers promptly
hygienically
in line with organisational procedures
4.2 Protect the food being worked with from
food safety hazards and cross-
contamination
4.3 Deal with contaminated food in line with
organisational procedures
4.4 Deal with items that may cause allergic
reactions in line with organisational
procedures
4.5 Label products clearly with the
prescribed use-by dates
5. Be able to record the condition of food 5.1 Perform checks on the condition of food
and food storage areas in line with the
organisation’s schedule and procedures
5.2 Record checks on the condition of food
and food storage areas in line with
organisational procedures
Additional information about this unit
Glossary
Cross-contamination

In a retail environment, there are two kinds of cross-contamination you need to guard against:
the transfer of harmful bacteria between foods by direct contact (e.g. the juices of raw
meat dripping on to cooked meat stored on a lower shelf) or indirect contact (e.g. via
the hands, clothing, cloths, equipment or other surfaces)
the cross-contamination of foods containing specific allergens (e.g. nuts, milk, eggs) with
other food (e.g. by use of common utensils on cold meat counters and salad bars, slicers
on deli counters, etc.; mixing of foods due to damaged packaging or spillage or via
hands, clothing, cloths or other surfaces)

Food handling practices

Depending on the type of food you work with and the activities you carry out, food handling
practices may include:
keeping finished products separate from other materials
keeping raw and cooked meat products separate
getting rid of waste, contaminated or damaged products

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39

Food safety hazards

Something which may cause harm to the consumer and can be:
microbiological (for example, bacteria, moulds, viruses)
chemical (for example, pesticides used on fruit and vegetables, chemicals used in
cleaning or for pest control)
physical (for example, insects, parasites, glass,
nails) allergenic (for example, nuts, milk, eggs)

Food spoilage

When food goes bad and has a noticeable change in its taste, smell or appearance.

Infestation

The presence of pests such as insects or rodents in the workplace which put food safety at risk.

Procedures

A series of clear steps or instructions on how to do things; rules. Some organisations document
their procedures formally in writing, and others simply have procedures that all staff understand
and follow but which are not written down.

Specified temperatures

Temperatures specified by relevant legislation or in own organisation’s procedures

Unit aim (s) This unit assesses the occupational
competence of individuals who work in a retail
environment, and whose work involves any of
these activities:
handling wrapped or unwrapped food
including that subject to temperature
control requirements (for example, in
storage, display, in the bakery or on the
deli counter)
preparing unwrapped food, including
that subject to temperature control
requirements
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge

London School of international Business www.LSIB.CO.UK

40

covered by this unit, expert witness testimony

must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
food safety training that may contribute to the
evidence for this unit.
The terms highlighted in bold in the
assessment criteria are explained in a glossary
appended to this unit.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

41

Title: R/503/5676 Pick products in a retail

environment to fulfil customer orders
Level: 2

Credit value: 4

GLH: 19

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to organise own work to pick 1.1 Plan own route around the retail
orders within a retail environment environment, ensuring this will enable
orders to be picked in line with
organisational procedures
1.2 Identify the person who can give advice
if picking instructions are unclear
2. Be able to pick products in a retail 2.1 Minimise the inconvenience caused to
environment to meet customer other people in the retail environment
requirements when picking products
2.2 Perform checks to ensure that the
products being picked are of saleable
quality
2.3 Protect products from damage and
deterioration throughout the picking
process
2.4 Follow organisational procedures for
recording picked products and
unavailable products
2.5 Choose alternatives as allowed when
products requested by customers are not
in stock
2.6 Use methods for separating products for
different orders when picking for more
than one customer
3. Be able to prepare picked orders for 3.1 Pack orders in ways that :
collection or despatch from a retail keep products in saleable condition
environment during transit
avoid using excessive amounts of
packaging
3.2 Place packed orders in the designated
places ready for collection or despatch
from the retail environment

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Additional information about this unit

N/A
Unit aim (s) This unit assesses the occupational
competence of individuals who are responsible
for picking products in a retail environment to
fulfil customer orders. The context could be a
conventional store or a ‘dot.com’ store but not
a warehouse.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

43

Title: D/503/5678 Check stock levels and sort out

problems with stock levels in a retail
environment
Level: 2

Credit value: 2

GLH: 10

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the purpose of checking stock 1.1 Explain how accurate stock counting
levels in a retail environment contributes to:
maintaining adequate stock levels
customer satisfaction
sales
2. Be able to check stock levels in a retail 2.1 Check stock levels in line with:
environment as instructed instructions for where and when to
count stock
organisational procedures for
counting stock and recording stock
levels
health and safety requirements to be
observed when counting stock
the need to minimise inconvenience
to other people in the retail
environment when stock is being
counted
3. Be able to deal with or report stock-related 3.1 Record problems with stock and stock
problems that arise when checking stock levels as these arise
levels in a retail environment 3.2 Resolve problems with stock and stock
levels that are within own authority to
deal with in line with organisational
procedures
3.3 Identify the person who must be told if
any problems arise with stock and stock
levels that are not within own authority to
deal with
Additional information about this unit
N/A

London School of international Business www.LSIB.CO.UK

44

Unit aim (s) This unit assesses the occupational

competence of individuals responsible for
checking stock levels in a retail environment.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

45

Title: H/503/5679 Finish bake-off food products in

a retail environment
Level: 2

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the baking and cooling 1.1 Explain the factors that affect the baking
processes that apply to bake-off food of bake-off products
products 1.2 Explain what happens to the ingredients
of bake-off products during baking
1.3 Explain the conditions required for
cooling bake-off products after baking
2. Know the legal and organisational 2.1 Describe the legal and organisational
requirements that apply to bake-off requirements that apply to bake-off
products products
3. Be able to finish the baking process of 3.1 Apply methods to finish baking bake-off
bake-off products in a retail environment products in line with organisational
procedures
3.2 Assess the quantity and quality of baked
products using organisational
procedures
3.3 Apply organisational procedures for
dealing with bake-off products that are
not fit for sale
3.4 Store bake-off products at a temperature
that will keep them in the condition
required for the next stage in the bakery
process
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who prepare bake-
off products (partly-baked products that require
final baking) in a retail environment. Such
products may include bread, pastry, biscuits
and scones.

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46

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

47

Title: Y/503/5680 Glaze, coat or decorate bake-off

products for sale in a retail environment
Level: 2

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know the legal and organisational 1.1 Describe the legal and organisational
requirements that apply when glazing, requirements that apply when glazing,
coating and decorating bake-off products coating or decorating bake-off products
in a retail environment in a retail environment
2. Be able to glaze, coat and decorate bake- 2.1 Assess whether bake-off products and
off products in a retail environment finishing materials are in the right
condition for glazing, coating or
decorating
2.2 Apply glazes, coating, or decorative
materials to bake-off products using
organisational procedures
2.3 Assess whether glazed, coated or
decorated bake-off products:
meet the organisation’s specification
are correctly positioned for the next
stage in the bakery process
2.4 Apply organisational procedures for
dealing with finished bake-off products
that fail to meet the product specification
2.5 Produce glazed, coated or decorated
bake-off products:
to the amount required
within an allocated time
with a minimum of waste
2.6 Apply organisational procedures for
saving or disposing of waste materials
resulting from working with bake-off
products
Additional information about this unit
N/A

London School of international Business www.LSIB.CO.UK

48

Unit aim (s) This unit assesses the occupational

competence of individuals who glaze, coat or
decorate ready prepared goods (bake-off
goods), such as bread, pastry, biscuits and
scones, in a retail environment.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

49

Title: M/503/5684 Display stock to promote sales

to customers in a retail environment
Level: 2

Credit value: 5

GLH: 26

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of checking for 1.1 Explain the importance of checking for
potential health and safety issues before potential health and safety issues before
setting up and dismantling displays setting up and dismantling displays

2. Understand how displays help to promote 2.1 Explain how sales can be promoted by:
sales the effective use of space in a display
the positioning of products within a
display
the use of labelling in a display

3. Know about legal requirements for 3.1 Describe the legal requirements for
labelling products in a display labelling products in a display
3.2 State what can happen if legal
requirements for labelling products in a
display are not met
4. Be able to establish the availability of 4.1 Identify the person or people who can
space and other resources needed for a provide advice if any problems arise with
display the space or other resources needed to
prepare a display as instructed
4.2 Perform checks on the space available
for a display to ensure that:
there is enough space for the display
the display will not cause an
obstruction
4.3 Perform checks to ensure that the
materials, equipment and stock needed
for the display are:
available
in working order

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50

5. Be able to prepare a display area for use 5.1 Prepare a display area for use, ensuring
in a retail environment that the area is:
clear of any items not wanted for the
display
clean
6. Be able to set up a display in a retail 6.1 Set up a display:
environment using safe working practices
in line with plans
within the time allowed
minimising the inconvenience caused
to other people nearby
6.2 Check that the finished display:
has the levels of stock needed
is clean, tidy and safe for use
6.3 Clear the area where the display has
been set up of any equipment, excess
materials and waste in line with
organisational procedures
7. Be able to label a display of stock in a 7.1 Perform checks to ensure that the
retail environment information on labels meets legal and
organisational requirements before
including labels in a display
7.2 Identify the person who should be told
about any information on labels that
needs changing
7.3 Position labels in line with organisational
requirements
8. Be able to dismantle a display in a retail 8.1 Dismantle the display:
environment using safe working practices
within the time allowed
minimising the inconvenience caused
to other people nearby
8.2 Clear the area where the display has
been dismantled of any equipment or
excess materials:
safely
using the designated storage or
disposal facilities
Additional information about this unit
N/A

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51

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for setting up, labelling and dismantling
displays in a retail environment. No specialist
visual merchandising skills are needed to
achieve the assessment criteria.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

52

Title: T/503/5685 Help customers to choose

products in a retail environment
Level: 2

Credit value: 6

GLH: 20

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of focusing on 1.1 Explain the importance of customer

the individual customer’s requirements confidence and loyalty to the business
1.2 Explain the importance of focusing on
the product features and benefits that
interest the individual customer
2. Know how sales are confirmed with the 2.1 Describe how to recognise buying
customer and closed signals
2.2 Describe techniques for closing the sale
3. Be able to find out what products 3.1 Ask customers questions to find out:
customers may be interested in buying what they are looking for
which product features and benefits
interest them
4. Be able to help customers to choose the 4.1 Describe relevant product features and
products that best meet their needs benefits accurately in ways that attempt
to help customers to differentiate
between products
4.2 Give customers the opportunity to
evaluate products and ask questions
4.3 Respond to customers’ questions in
ways that attempt to encourage sales
and promote goodwill
5. Be able to close sales 5.1 Confirm customers’ buying decisions
5.2 Use questioning techniques to ascertain
whether customers need any associated
or additional products
5.3 Explain to customers any customer
rights that apply to their purchases
5.4 Ensure that customers know where to
pay for their purchases
Additional information about this unit
N/A

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53

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for selling products in a retail environment. The
unit covers finding out what the customer
needs, helping the customer to choose products
and closing the sale.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

54

Title: A/503/5686 Carry out promotional

campaigns in a retail environment
Level: 2

Credit value: 4

GLH: 18

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand opportunities to promote 1.1 Explain how seasonal trends affect

particular products opportunities for sales of the products
within own area of responsibility
1.2 Explain how to recognise potential
opportunities for increasing sales of
particular products
1.3 Evaluate the potential of different
promotional opportunities to increase
sales
1.4 Explain how promotional sales can lead
to future sales
2. Be able to promote products to customers 2.1 Promote offers to encourage sales when
as part of a promotional campaign interacting with customers

3. Be able to contribute to the evaluation of a 3.1 Record information about the

promotional campaign effectiveness of a promotional campaign,
ensuring the information is:
relevant to the campaign
accurate
3.2 Communicate the recorded information
of a promotional campaign:
accurately
to the person or people who need this
information
Additional information about this unit
N/A

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Unit aim (s) This unit assesses the occupational

competence of individuals who work in retail
and who are involved in promotional
campaigns of particular products. The unit is
not just about promoting products as part of
normal sales transactions.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: F/503/5687 Deal with customer queries and

complaints in a retail environment
Level: 2

Credit value: 4

GLH: 24

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how resolving customer 1.1 Explain how resolving customer queries
queries and complaints contributes to can increase customer loyalty and
customer loyalty and confidence confidence
1.2 Explain how resolving customer
complaints can increase customer loyalty
and confidence
2. Understand how to manage angry 2.1 Explain how to manage angry customers
customers when dealing with customer when dealing with customer queries and
queries and complaints in a retail complaints
environment
3. Be able to deal with customers’ queries in 3.1 Acknowledge customers’ requests for
a retail environment information and advice politely
3.2 Ask questions as needed to discover
customers’ needs for information and
advice
3.3 Provide information and advice to
customers that is:
relevant to their query
accurate
up to date
3.4 Ask customers questions to ensure that
the information and advice provided has
met their needs
3.5 Provide alternative solutions to help
customers when information and advice
given is not satisfactory
3.6 Refer requests for information or advice
to the designated person when helping
the customer is not within own authority

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4. Be able to deal with customers’ complaints 4.1 Confirm the nature of the complaint with
in a retail environment the customer, using information they
have provided
4.2 Apologise to the customer when the
organisation is, or appears to be,
responsible for the situation that has
caused the customer to complain
4.3 Take action to resolve complaints in line
with:
legal requirements
organisational policy
4.4 Refer complaints that are not within own
authority to resolve, ensuring that:
the complaint is referred in line with
organisational procedures
the organisation’s referral procedure
is explained to the customer
4.5 Provide the opportunity for customers to
ask questions about the organisation’s
referral procedure
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who deal with
customers’ queries and complaints in a retail
environment.
This unit is not for learners who deal with
complaints as a major part of their job role, for
example if they work in a customer contact
centre.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
AC 3.1: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
AC 4.2 can be assessed by asking ‘What if?’
questions, if no situation arises where the
organisation is, or appears to be, responsible for

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the situation that has cause the customer to

complain.
AC 4.3: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: J/503/5688 Demonstrate products to

customers in a retail environment
Level: 2

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how product demonstrations 1.1 Explain the importance of knowing the
can help to increase sales difference between the ‘features’ and
‘benefits’ of products when
demonstrating them
1.2 Explain how demonstrating the features
and benefits of products can help to
promote and sell them
1.3 Explain the importance of organising
product demonstrations into logical steps
and stages
2. Be able to make the preparations needed 2.1 Take the necessary safety precautions
to ensure a safe and efficient product before, during and immediately after
demonstration demonstrating products
2.2 Perform checks to ensure that all the
equipment and products needed for the
product demonstration are to hand
before starting the demonstration
3. Be able to communicate to customers the 3.1 Demonstrate products:
features and benefits of the products in a logical sequence of steps and
being demonstrated stages
ensuring that all the product features
and benefits the demonstration is
intending to highlight are covered
3.2 Provide accurate supporting commentary
as needed that explains to customers the
features and benefits of the product
being demonstrated

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4. Be able to tidy the demonstration area 4.1 Explain the importance of tidying the
when a product demonstration is finished demonstration area when the product
demonstration is finished
4.2 Clear equipment and products away
after the product demonstration is
finished in line with organisational
procedures
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for demonstrating the features and benefits of
products to customers. This may be a group or
a single customer.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: L/503/5689 Process payments for

purchases in a retail environment
Level: 2

Credit value: 4

GLH: 17

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand legal and organisational 1.1 Explain the customer’s rights and the
requirements for processing payments in a organisation’s duties and responsibilities
retail environment in relation to the pricing of goods
1.2 Explain how own organisation deals with
suspected fraud
2. Be able to process payments for 2.1 Resolve pricing problems by:
purchases in a retail environment referring to reliable pricing information
seeking advice from the person who
can provide clarification when pricing
information is unclear or unavailable
2.2 Tell customers the correct amount to
pay, taking account of any special offers
or discounts that apply
2.3 Process payments in line with
organisational procedures, where the
payment is acceptable
2.4 Explain how to tell customers tactfully
that payment cannot be approved
2.5 Offer any additional services to
customers
2.6 Treat customers politely throughout the
payment process
2.7 Acknowledge other customers who are
waiting to pay or to be helped in some
way
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of cashiers in a retail
environment.

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Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
AC 2.6: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

63

Title: F/503/5690 Process applications for credit

agreements offered in a retail environment
Level: 2

Credit value: 5

GLH: 25

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the legal aspects of offering 1.1 Explain the legal requirements for giving
credit agreements information to customers when offering
credit agreements
2. Understand legal aspects of processing 2.1 Explain the legal requirements relating to
credit agreement applications credit checks and authorisation

3. Be able to process applications for credit 3.1 Explain clearly to the customer the
agreements offered in a retail environment features and conditions of the available
credit agreements
3.2 Allow sufficient time and opportunities for
the customer to ask questions
3.3 Ask the customer questions to confirm
their credit agreement requirements
3.4 Complete required documentation
accurately
3.5 Carry out credit checks and authorisation
procedures required by law and
organisational policy
3.6 Explain the organisational procedures to
follow when dealing with difficulties in
processing credit agreement applications
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are
responsible for processing applications for
credit agreements (not a store credit card) in
a retail environment, where such applications
are for the purpose of purchasing particular
items.

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Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
AC 3.5: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

65

Title: J/503/5691 Promote loyalty schemes to

customers in a retail environment
Level: 2

Credit value: 3

GLH: 11

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the benefits to the 1.1 Explain the benefits to the organisation
organisation of signing customers up to of signing customers up to the loyalty
the organisation’s loyalty scheme scheme
2. Understand the importance of giving 2.1 Explain the importance of treating
customers a good impression when customers politely and in a way that
promoting the organisation’s loyalty promotes goodwill, when promoting the
scheme loyalty scheme to them
3. Be able to communicate to customers the 3.1 Ask customers questions to determine:
features and benefits of the organisation’s if they are members of the
loyalty scheme organisation’s loyalty scheme
if they are interested in joining the
organisation’s loyalty scheme
3.2 Describe to customers the benefits to
them of joining the loyalty scheme,
including any current special offers
relating to the scheme
3.3 Respond to any customer queries
concerning the loyalty scheme while
highlighting the benefits of joining it
3.4 Provide customers with any information
they need about the scheme to help
them to decide whether to join it
4. Be able to gain customers’ commitment to 4.1 Ask customers who are showing signs of
the organisation’s loyalty scheme interest to sign up for the loyalty scheme
4.2 Provide the loyalty scheme membership
application to customers
4.3 Provide customers with information on
how to complete their application for the
loyalty scheme
Additional information about this unit
N/A

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Unit aim (s)

This unit assesses the occupational
competence of individuals who are responsible
for promoting an organisation’s loyalty scheme.
For the purposes of this unit a loyalty scheme
means a scheme offered by a retail
organisation to its customers, subject to terms
and conditions under which eligible
transactions are recorded as accumulated
points. These points can be exchanged by the
customer in the future for rewards such as
vouchers, discounts or air miles. The unit is
not about promoting or helping the customer
apply for any kind of payment card.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
AC 2.1: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: Y/503/5694 Provide a bra fitting service in a

retail environment
Level: 2

Credit value: 10

GLH: 44

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand what a bra fitting session 1.1 Explain the stages of a bra fitting session
involves and the overall time a session is likely to
take
1.2 Explain how to build trust with customers
before and during a bra fitting session
1.3 Explain how to help customers to relax
before and during a bra fitting session
1.4 Explain how to communicate with different
types of customer and help them
understand the information provided
during a bra fitting session
1.5 Explain how to deal with challenging
situations, including:
unusual body shape
body odour
disability
mastectomy
maternity

2. Know the features and benefits of different 2.1 Describe the basic styles, shapes and
types of bra sizes of bra
2.2 Describe the different parts of bras, using
the technical names for these
2.3 Describe the brands, colours, fabrics,
trims and price range of bras available in
own sales area
2.4 Describe the size range and fit of the bras
in stock
2.5 Describe the features and benefits of
different types of bra
2.6 Describe the types of clothing that
different types of bra are designed to be
worn with

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2.7 Describe accessories such as enhancers

and co-ordinating garments
2.8 Describe trends in bra design,
technological solutions and fabrics

3. Understand how to prolong the life of a bra 3.1 Explain the importance of following
manufacturers’ guidance on washing and
caring for bras
3.2 Explain how bras can be adjusted to
prolong their life
4. Know the arrangements for obtaining bras 4.1 Describe where different types of bra are
both in and out of stock to be found within own sales area
4.2 State the scheduled delivery dates for
new products for own sales area
4.3 Describe the available systems for
ordering lines either not in stock or not
carried by the organisation

5. Know how to fit customers for bras 5.1 Describe how to assess the customer’s
body size, shape and age
5.2 Describe the equipment and layout
needed for the bra fitting room
5.3 Describe how and where to measure for
the customer’s band size using a tape
measure
5.4 Describe how to estimate the cup size
needed
5.5 Describe how to choose the correct bras
for the fitting
5.6 Describe how to adjust and fit bras

6. Be able to find potential customers for the 6.1 Ask questions to clarify and agree
bra fitting service customers’ need for the bra fitting
service
6.2 Describe to customers the process and
benefits of the bra fitting service
6.3 Book bra fitting appointments taking into
account the time needed for the bra
fitting service

7. Be able to fit customer for bras 7.1 Assess customers’ fitting needs in ways
that attempt to create a rapport with
them
7.2 Explain politely to customers that an
accurate fit cannot be guaranteed if
measurements are taken on top of their
clothing

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7.3 Measure customer chest sizes

accurately
7.4 Choose a range of products to offer
customers that:
are the correct size
meet customer needs
7.5 Adjust products to provide customer
comfort and prolong the life of products
7.6 Advise customers on how to care for and
prolong the life of products
7.7 Meet customer needs for privacy and
help throughout the bra fitting process
7.8 Provide opportunities for customers to
ask questions about the products and/or
bra fitting service
7.9 Ask customers questions to establish
whether they are satisfied with the
product
7.10 Explain other possible courses of action
to customers if it is not possible to find a
bra to fit them

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for providing a bra fitting service in a retail
environment.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
It is highly unlikely that the assessor will be
able to observe all the workplace performance
required, owing to the need to meet customer
needs for privacy. Where this applies,
evidence of competence can come from the

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70

training undertaken and from expert witness

testimony.
AC 7.2: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

71

Title: D/503/5695 Follow guidelines for planning

and preparing visual merchandising
displays
Level: 2

Credit value: 5

GLH: 22

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of visual 1.1 Explain the role of visual merchandising
merchandising displays and design briefs displays in marketing, promotional and
sales campaigns and activities
1.2 Explain the importance of the design
brief in creating visual merchandising
displays
2. Understand the selection of approaches 2.1 Explain why different approaches are
and effects in visual merchandising needed for displays of different types of
displays merchandise
2.2 Explain how light, colour, texture, shape
and dimension combine to achieve
different effects
3. Understand the sourcing of merchandise 3.1 Explain how to use a design brief to
and props to be featured in visual identify the items needed for a display
merchandising displays 3.2 Explain how different types of
merchandise and props can attract
customers’ attention
3.3 Explain the importance of updating stock
records to account for merchandise on
display
4. Be able to plan visual merchandising 4.1 Select display locations that enable the
displays to fulfil a design brief design brief to be fulfilled
4.2 Create ideas for improving the visual
effect of displays, ensuring such ideas:
create the required effect
are within the limits of the design brief
are within the limits of the
organisation’s visual design policies
are within the limits of own authority

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5. Be able to source merchandise and props 5.1 Agree alternative selections of

to be featured in visual merchandising merchandise and props with the
displays designated person, when those originally
specified are unavailable or unsuitable
5.2 Agree arrangements with suppliers for
delivery of merchandise and props
5.3 Plan enough time for deliveries of
merchandise and props to arrive before
the display must be installed
5.4 Check the progress of deliveries of
merchandise and props
5.5 Take action to resolve the situation when
delays to deliveries of merchandise and
props seem likely
5.6 Update stock records to account for
merchandise on display
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational
competence of individuals who are responsible
for planning and preparing visual
merchandising displays from guidelines
provided in design briefs.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

London School of international Business www.LSIB.CO.UK

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Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

74

Title: H/503/5696 Dress visual merchandising

displays to attract customers
Level: 2

Credit value: 7

GLH: 35

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the purpose of visual 1.1 Explain the different purposes of visual
merchandising displays merchandising displays
1.2 Explain how visual merchandising
displays can achieve add-on sales
1.3 Explain why add-on sales are important to
the organisation
2. Understand how visual merchandising 2.1 Explain the importance of visual
displays achieve their intended purposes merchandising displays in retail
environment
2.2 Explain the importance of being aware of
trends relating to visual merchandising
2.3 Explain how props, prototypes, dressings
and fixtures create visual effects within
displays
2.4 Explain why different kinds of
merchandise need different approaches to
display

3. Be able to dress in-store displays and 3.1 Position merchandise, signage and
window displays graphics within displays:
in ways that attract the attention and
interest of target customers
to provide the information that
customers need
in line with organisational visual
merchandising guidelines
3.2 Group merchandise within displays in
ways that suit:
the purpose of the display
the style of the display
the intended focal points of the display
the angles from which customers will
view the display
the selling features of the merchandise

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the visual effect specified by the design

brief
3.3 Assess whether the display’s lighting
meets the design brief in achieving the
required visual effects and atmosphere
3.4 Check that the finished display meets
organisational requirements for:
health and safety
security
easy access
3.5 Seek permission from the designated
person to change displays when this is not
within own authority
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who dress in-store
and window visual merchandising displays,
guided by a design brief.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

76

Title: K/503/5697 Order and position signage and

graphics for visual merchandising displays
Level: 2

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the role of signage and 1.1 Explain the purpose of signage in visual
graphics within visual merchandising merchandising
1.2 Explain how signage can contribute to
the effectiveness of visual merchandising
1.3 Explain the purpose of graphics in visual
merchandising
1.4 Explain how graphics can contribute to
the effectiveness of visual merchandising
2. Be able to source signage and graphics to 2.1 Describe to suppliers the signage and
meet visual merchandising needs graphics required by the design brief
2.2 Order signage and graphics:
within the required timescales
within the available budget
from suppliers who have confirmed
they can meet the specified
requirements
2.3 Monitor the progress of orders for
signage and graphics
2.4 Assess signage and graphics when
these are delivered, to ensure they meet
the agreed requirements

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3. Be able to position signage and graphics 3.1 Position signage and graphics in
to support visual merchandising accordance with:
the design brief
any house styles that apply
any branding requirements that apply
organisational policy on signage
legal requirements
the display’s intended visual effect
and message
organisational safety requirements
the need for signage and graphics to
remain securely attached
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who order and
position signage and graphics for visual
merchandising displays under the supervision
of visual merchandising specialists.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
AC 3.1: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

London School of international Business www.LSIB.CO.UK

78

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

79

Title: M/503/5698 Dismantle and store props and

graphics from visual merchandising
displays
Level: 2

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of storing 1.1 Explain the importance of labelling props
props and graphics for future use in visual and graphics before leaving them in
merchandising displays storage
1.2 Explain why records must be kept of
props and graphics in storage
1.3 Explain why props and graphics must be
stored securely
2. Be able to dismantle visual merchandising 2.1 Dismantle displays using working
displays practices that:
comply with organisational health and
safety requirements
attempt to protect the components of
the display from being damaged
2.2 Return merchandise to the designated
places in line with organisational
procedures
2.3 Dispose of unwanted items from the
dismantled display in line with
organisational procedures
2.4 Keep records of the movement and
disposal of items from dismantled
displays in line with organisational
procedures
2.5 Clean display sites and components:
in line with organisational procedures
using equipment and materials suited
to the task

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3. Be able to store props and graphics from 3.1 Assess the space required for props and
dismantled visual merchandising displays graphics that are to be put into storage
3.2 Store props and graphics:
in line with organisational procedures
in secure but accessible places
in ways that do not pose a health and
safety risk
3.3 Keep up-to-date storage records in line
with organisational procedures
3.4 Report any damaged and/or missing
props and graphics in line with
organisational procedures

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are
responsible for dismantling and storing props
and graphics from visual merchandising
displays under the supervision of visual
merchandising specialists.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: T/503/5699 Make props and decorate

fixtures and panels for visual
merchandising displays
Level: 2

Credit value: 10

GLH: 45

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the purpose of props within 1.1 Explain the visual effects that can be
visual merchandising displays achieved with life size and scale models
1.2 Explain why it is necessary to decorate
panels and fixtures in creative ways
1.3 Explain how decorated panels and
fixtures contribute to visual effects
1.4 Explain why different kinds of
merchandise need different approaches
to decoration
2. Be able to specify requirements for visual 2.1 Produce specifications for visual
merchandising props merchandising props that:
meet the design brief
are achievable within budget and
timescales
specify the type, size and function of
the props needed
specify whether props can be
obtained ready-made or need to be
made to order
include plans for obtaining the props
3. Be able to make props for use in visual 3.1 Select techniques, materials, tools and
merchandising displays equipment that are suited to making the
props specified in the design brief
3.2 Produce final versions of props, ensuring
they:
follow the requirements of the design
brief
follow organisational health and safety
requirements
are finished within the required
timescales

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4. Be able to decorate fixtures and panels for 4.1 Select decorative techniques and
visual merchandising displays materials that:
attempt to create the visual effect
required by the design brief
are within cost limits

4.2 Use tools, equipment and materials for

decorative work in line with
organisational procedures
4.3 Produce finished decorative work that:
is free from faults
has the visual impact required by the
design brief
is consistent with the design brief
is completed within required
timescales
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who make props
and decorate fixtures and panels for displays
under the supervision of visual merchandising
specialists.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

London School of international Business www.LSIB.CO.UK

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Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

84

Title: D/503/5700 Assemble visual merchandising

displays
Level: 2

Credit value: 4

GLH: 20

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the purpose of layout design 1.1 Explain what layout design is
1.2 Explain the role of layout design in
effective visual design practice
2. Know how to interpret instructions for 2.1 Describe the essential features and
assembling visual merchandising displays detailed requirements of display layouts
as specified in plans, elevations and
drawings
2.2 Describe organisational health and
safety and security arrangements
needed for displays as specified in plans,
elevations and drawings
2.3 Describe potential problems with
assembling displays, where such
problems are apparent from plans,
elevations and drawings
3. Be able to assemble visual merchandising 3.1 Plan the activities and resources needed
displays to assemble displays as specified in
plans, elevations and drawings
3.2 Assemble displays in line with:
organisational guidelines provided
agreed deadlines
organisational health and safety
requirements
3.3 Make adjustments to assembled displays
to achieve creative effects within limits of
own authority and the guidelines
provided
3.4 Take actions to resolve problems that
arise when assembling displays, within
the guidelines provided
Additional information about this unit
N/A

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Unit aim (s) This unit assesses the occupational

competence of individuals who assemble
displays under the supervision of visual
merchandising specialists, based on
organisational guidelines provided in the form
of plans, elevations and drawings.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: J/503/5707 Follow point-of-sale procedures

for age-restricted products in a retail
environment
Level: 2

Credit value: 2

GLH: 11

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know about legislation relating to the retail 1.1 Describe own level of authorisation to
sale of age-restricted products sell age-restricted products
1.2 State the age restrictions on the products
that fall within own responsibility
1.3 Describe what can happen if legal age
restrictions are not complied with
2. Understand the importance of maintaining 2.1 Explain the importance of maintaining
customer goodwill when requesting proof customer goodwill when requesting proof
of age of age
3. Be able to follow point-of-sale procedures 3.1 Ask customers politely for proof of age
for age-restricted products in a retail when this is required by law or
environment organisational policy
3.2 Explain to customers, when necessary,
the types of proof of age that can be
accepted
3.3 Refuse politely and firmly to accept
payment for age-restricted products
whenever doing so would be in breach of
legislation or organisational policy
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who may be asked
by customers to accept payment for age-
restricted products such as alcohol or tobacco.
Individuals taking this unit must be of an
age appropriate to the products being
sold.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.

London School of international Business www.LSIB.CO.UK

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Simulation is not allowed for any performance

evidence within this unit.
ACs 3.1, 3.3: ‘Politely’ means demonstrating
respect and consideration for other people
through the use of appropriate body language,
verbal language, tone of voice (or the sign
language equivalent) and facial expressions.
ACs 3.1, 3.3: If the organisation does not have
a written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

88

Title: L/503/5708 Provide National Lottery

products to customers
Level: 2

Credit value: 4

GLH: 25

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how the National Lottery 1.1 Explain the role of the operator in
operates promoting the National Lottery
1.2 Explain the role of the National Lottery
Commission in monitoring how the
National Lottery works
1.3 Explain the potential risks of vulnerable
players buying National Lottery products
1.4 Describe relevant legal requirements
relating to the National Lottery
2. Be able to use the service terminal 2.1 Describe the purpose of the service
terminal
2.2 Use the service terminal in line with the
National Lottery operator’s policies and
procedures
2.3 Identify the designated person to ask for
help when the service terminal is not
working properly
3. Be able to communicate with customers 3.1 Explain to customers, when necessary:
concerning National Lottery products the rules of National Lottery products
how to play National Lottery games
3.2 Explain to customers, when necessary,
the differences between National Lottery
products in terms of:
price
method of play
odds of winning
3.3 Explain to underage and vulnerable
players why you cannot sell National
Lottery products to them

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4. Be able to process National Lottery prize 4.1 Process prize pay-outs in line with the
pay-outs National Lottery operator’s requirements
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who sell National
Lottery products.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

90

Title: R/503/5709 Advise customers on the fixing

and care of tiles
Level: 2

Credit value: 6

GLH: 35

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to establish customer 1.1 Ask customers questions to establish:

requirements for fixing tiles the nature of the surfaces to be tiled
how the tiled surfaces are to be used
whether there are any existing or
planned fixtures, fittings, pipework or
cabling
whether there is, or will be, under floor
heating, where a floor is to be tiled
1.2 Reach an agreement with customers
concerning:
whether tiling is a practical solution for
the surface and intended use
how the tiled surfaces are to be
finished off
how best to accommodate any
existing or planned fixtures, fittings,
pipework or cabling
the need for a tanking system, where
applicable
2. Be able to explain to customers how to fix 2.1 Explain to customers how to fix tiles,
tiles including:
how to prepare the surface to be tiled
how to fix and use battens, where
applicable
how to waterproof walls before tiling,
where applicable
how to site movement joints, where
applicable
what types of adhesive and grout are
needed and how to apply these,
including the curing and drying times
involved

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how and in what order to apply

products
what tools to use for cutting and
drilling tiles, and how to use these
safely and effectively
which tiles cannot be cut or drilled and
why, where applicable
the methods and materials for fitting,
fixing and sealing electrical under
floor heating systems, where
applicable
safe working and best practice
techniques, including the importance
of following manufacturers’
instructions
3. Be able to recommend additional products 3.1 Explain to customers how to take care of
to customers the tiled surfaces they intend to fix
3.2 Recommend suitable cleaning and
maintenance products to customers
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who sell tiles and
tiling products in a retail environment, and
who are responsible for explaining to
customers how to fix tiles.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

92

Title: L/503/5711 Cash up in a retail environment

Level: 2

Credit value: 2

GLH: 9

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to cash up accurately in a retail 1.1 Cash up in line with:

environment the organisation’s schedule for
cashing up
organisational procedures for cashing
up
1.2 Follow organisational procedures for
maintaining security when cashing up,
including the security of:
self
cash
cash equivalents
1.3 Use cashing up equipment to reconcile
takings in line with organisational and/or
manufacturer’s instructions
1.4 Explain how to recognise till overages
and shortages
1.5 Deal with till overages and shortages:
in line with organisational procedures
within the limits of own authority
1.6 Report till overages and shortages to the
designated person when these are not
within own authority to resolve

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for cashing up in a retail environment.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.

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Simulation is not allowed for any performance

evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

94

Title: R/503/5712 Promote a retail store’s credit

card to customers in a retail environment
Level: 2

Credit value: 3

GLH: 12

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of promoting a 1.1 Explain how the store can benefit from
retail store’s credit card to both potential having customers who hold the store’s
and existing holders of the card credit card
1.2 Explain how the store can benefit from
enhancing the retail experience of
existing holders of the store’s credit card
2. Be able to promote a retail store’s credit 2.1 Ask potentially eligible customers if they
card to customers in a retail environment have a credit card with the store
2.2 Promote the benefits of the retail store’s
credit card to:
potential new customers
existing card holders
2.3 Comply with legal requirements to
disclose to customers who express an
interest in having the retail store’s credit
card:
the costs involved
the repayment terms
the customer’s right to cancel the card
2.4 Address concerns customers may have
about the retail store’s credit card,
ensuring that:
any information provided is legally
compliant
benefits of the retail store’s credit card
are reinforced

Additional information about this unit

N/A

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95

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for promoting a retail store’s credit card to
customers.
For the purposes of this unit, a credit card is
not simply a loyalty card that offers rewards
such as points or discounts, although the credit
card might serve as a loyalty card as well. The
defining feature of a credit card is that the
customer incurs a financial debt when using it
to pay for purchases. This debt must
eventually be paid, and can cost the customer
extra money in the form of interest if payment
is not made in full on the due date. If the
store’s card cannot be used in this way then
this unit is not suitable for the learner.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

96

Title: Y/503/5713 Provide service to customers in

a dressing room in a retail environment
Level: 2

Credit value: 3

GLH: 16

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to use the dressing room facilities 1.1 Explain how to recognise customers on
in a retail environment to create sales the sales floor who may be interested in
opportunities trying on clothes
1.2 Welcome customers politely when they
approach the dressing room
1.3 Tell customers how to get further help
before leaving them to try on clothes
1.4 Monitor the dressing room to ensure that
customers are not kept waiting unduly to
try on clothes
1.5 Suggest to dressing room customers any
matching items, accessories or
promotional offers that may be of interest
to them

2. Be able to take measures to minimise 2.1 Perform checks to ensure that the
stock loss while serving customers in a number of items of stock each customer
dressing room in a retail environment takes into the dressing room does not
exceed the organisation’s allowance
2.2 Control the number of items of stock
taken into the dressing room in ways that
attempt to maintain goodwill
2.3 Perform checks to ensure that
customers bring out of the dressing room
all the items that were taken in
2.4 Follow organisational procedures for
reporting suspected or actual loss of
stock from the dressing room

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3. Be able to keep dressing room facilities in 3.1 Perform checks before opening the
a retail environment ready for customer dressing room for use to ensure that it:
use meets organisational requirements
is free from obstructions
3.2 Maintain the dressing room in a state
that meets organisational requirements
when the dressing room is open for use
4. Be able to process unsold merchandise in 4.1 Place merchandise in the designated
a dressing room in a retail environment area in the dressing room when it cannot
be immediately returned to the shop floor
4.2 Make adjustments where necessary to
ensure merchandise is in the required
condition for display before it is returned
to the shop floor
4.3 Dispose of merchandise that is no longer
of saleable quality in line with
organisational procedures
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who provide a
service to customers using a dressing room in
a retail environment.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
AC 1.2: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

98

Title: D/503/5714 Promote food or drink products

by offering samples to customers
Level: 2

Credit value: 2

GLH: 13

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the business reasons for 1.1 Explain how giving customers the
offering samples of food or drink to opportunity to sample products can help
customers to increase sales
1.2 Explain how to recognise opportunities
to:
display samples
encourage individual customers to
sample products
1.3 Explain the criteria to be applied when
selecting products for sampling,
including product type and sell-by date
2. Be able to set up attractive and hygienic 2.1 Describe the required temperatures for
displays of food or drink samples safely storing and serving samples of
food or drink
2.2 Prepare samples of food or drink in line
with:
food safety requirements
organisational procedures for
preparing and displaying samples

3. Be able to interact with customers at a 3.1 Provide customers with information

display of food or drink samples about any potentially allergenic
ingredients in the food or drink samples
being offered
3.2 Use words and body language in ways
that attempt to encourage customers to
sample and purchase food or drink
products being offered
3.3 Describe to customers where in the store
the sampled products can be purchased

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4. Be able to dispose of food or drink samples 4.1 Monitor the freshness of food or drink
in line with organisational procedures samples on display
4.2 Remove samples from the display when
they no longer meet organisational
requirements for freshness
4.3 Dispose of waste products in line with:
organisational procedures
organisational recycling requirements
food safety requirements
4.4 Record food disposals in line with legal
and organisational requirements

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for promoting food or drink products by offering
samples to customers.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

100

Title: H/503/5715 Deliver goods from a retail

environment to the customer’s delivery
address
Level: 2

Credit value: 3

GLH: 17

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the role of the delivery person 1.1 Explain the importance of delivering
in promoting a positive impression of the products at the times agreed with
retail organisation customers whenever possible
1.2 Explain the importance of keeping
customers informed when the agreed
delivery time cannot be achieved
1.3 Explain the importance of giving
customers, and others, a positive
impression of the organisation when
making deliveries
2. Be able to prepare to deliver goods from a 2.1 Explain the benefits to the business and
retail environment to customers’ delivery to the environment of planning an
addresses efficient delivery schedule
2.2 Schedule deliveries in line with
organisational procedures
2.3 Perform checks to ensure that everything
needed for the delivery schedule is
available
2.4 Perform checks to find out if there is
enough fuel in the vehicle for the
planned delivery schedule
2.5 Obtain fuel for the delivery vehicle in line
with organisational procedures
3. Be able to convey goods from a retail 3.1 Drive from a retail environment to
environment to customers’ delivery customers’ delivery addresses:
addresses without injury to self and others
without damage to the goods and
property
arriving at the times agreed with
customers

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3.2 Contact customers to make alternative

arrangements when deliveries cannot be
made at the times agreed with
customers
3.3 Unload goods at customers’ delivery
addresses:
in line with organisational procedures
without injury to self and others
without damage to the goods and
property

4. Be able to complete deliveries of goods at 4.1 Deliver goods to customers in a polite

customers’ delivery addresses manner
4.2 Leave deliveries only with individuals
who can legally receive them
4.3 Follow organisational procedures for
dealing with goods that cannot be
delivered
4.4 Update records of delivery and non-
delivery in line with organisational
procedures
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who deliver goods
from a retail environment to customers’
delivery addresses.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
For the purposes of this unit, the ‘customer’
can be the person who placed the order, or
someone receiving it on their behalf.
AC 4.1: ‘Polite’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

London School of international Business www.LSIB.CO.UK

102

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

103

Title: M/503/5717 Help customers to apply for a

retail store’s credit card and associated
insurance products
Level: 2

Credit value: 4

GLH: 22

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the legal requirements relating 1.1 Explain the difference between informing
to informing customers about insurance and advising customers about insurance
products associated with a retail store’s products
credit card 1.2 Explain why it is not within own limits of
authority to provide advice to customers
about insurance products
1.3 Explain the legal requirements for
offering customers the opportunity to
read the insurance policy summary
2. Understand the importance of helping 2.1 Explain how customers can benefit from
customers to understand the implications reading the policy summary for an
of applying for a retail store’s credit card insurance product associated with the
and associated insurance products retail store’s credit card
2.2 Explain why customers may take credit
card and insurance application forms
away to study in detail
2.3 Explain why blank application forms
must be voided before being given to the
customer to take away
3. Understand the legal requirements relating 3.1 Explain the legal requirements for giving
to helping customers to apply for the customers information about the process
store’s credit card and associated of applying for the store’s credit card and
insurance products associated insurance products
3.2 Explain why customers must provide
proof of identity when applying for the
store’s credit card and associated
insurance products
3.3 Explain why customers’ personal data
must be kept secure during the process
of applying for the store’s credit card and
associated insurance products

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3.4 Explain the importance of not

speculating with customers on possible
reasons why their applications for the
store’s credit card have been declined
4. Be able to offer customers insurance 4.1 Tell customers about the features of the
products associated with the store’s credit insurance being applied for in ways that:
card use legally compliant wording
are factually correct
are unbiased
4.2 Tell customers:
whether the insurance is optional
the cost of the insurance
the type and extent of the cover
available
any significant and unusual
exclusions
their right to cancel the insurance
4.3 Tell customers about the benefits of
reading the insurance policy summary
4.4 Allow sufficient time for customers to
read the insurance policy summary
should they wish to do so
4.5 Perform checks to ensure that customers
are eligible for the insurance they wish to
apply for
4.6 Inform customers who ask for advice
about an insurance product:
that it is not within own authority to
provide such advice
who the customer can contact for
such advice
4.7 Ask customers questions to ensure that
they understand information about the
insurance product they have applied for
5. Be able to help customers to apply for a 5.1 Comply with relevant legal requirements
retail store’s credit card and associated when giving customers information about
insurance products the process of applying for the retail
store’s credit card and associated
insurance products
5.2 Provide customers with voided blank
application forms on request to take
away to consider, ensuring that
customers are told that they are
welcome to do this
5.3 Perform checks to ensure that the
customer’s identity has been proved

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5.4 Follow organisational requirements to

keep customer’s personal data secure
throughout the application process
5.5 Process applications in line with the
procedures agreed between the store
and the insurer
5.6 Tell customers whose applications have
been accepted:
their credit limit
the Annual Percentage Rate (APR)
that applies
5.7 Follow organisational procedures to
enable customer accounts to be set up
5.8 Tell customers whose applications have
not been accepted:
in line with organisational procedures
without speculating with the customer
on the reasons for the refusal
5.9 Follow organisational procedures when
technical problems arise with the
application system or equipment
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who work in a retail
store and who are responsible for helping
customers to apply for the store’s credit card
and associated insurance products.
For the purposes of this unit, a credit card is
not simply a loyalty card that offers rewards
such as points or discounts, although the credit
card might serve as a loyalty card as well. The
defining feature of a credit card is that the
customer incurs a financial debt when using it
to pay for purchases. This debt must
eventually be paid, and can cost the customer
extra money in the form of interest if payment
is not made in full on the due date. If the
store’s card cannot be used in this way then
this unit is not suitable for the learner.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.

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If the assessor is unable to make judgements

about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: T/503/5718 Help customers to choose

delicatessen products in a retail
environment
Level: 2

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to find out what customers are 1.1 Communicate with customers at the
looking for at the delicatessen counter delicatessen counter in ways that:
attempt to establish a rapport with
them
find out what they are looking for

2. Be able to suggest delicatessen products 2.1 Match delicatessen products as closely

that meet customer needs as possible to customers’ stated
requirements, from the products
available
2.2 Suggest, politely, possible alternative
portion sizes or products when customer
requests for delicatessen products are
impractical
2.3 Provide customers with information
about delicatessen products that is
factually correct
2.4 Explain the differences between
delicatessen products in ways that
attempt to help customers to choose the
products that best meet their
requirements
2.5 Recommend associated or additional
products to the customer at the
delicatessen counter
Additional information about this unit
N/A

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Unit aim (s) This unit assesses the occupational

competence of individuals who work on a
delicatessen counter and who are responsible
for helping customers to choose products from
the counter.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
AC 2.2: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: A/503/5719 Portion delicatessen products

to meet customer requirements in a retail
environment
Level: 2

Credit value: 2

GLH: 9

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to cut and weigh delicatessen 1.1 Explain the importance of using tools
products to meet customer requirements and utensils suited to the delicatessen
products
1.2 Cut delicatessen products in ways that:
produce the required portion size and
shape
attempt to maintain the attractiveness
of the remaining product where
possible
minimise waste
comply with relevant health and safety
requirements
comply with relevant food safety
requirements
1.3 Weigh delicatessen products accurately,
taking into account the weight of any
additional items on the scales such as
containers
2. Be able to wrap or package portioned 2.1 Ask customers if they are satisfied with
delicatessen products for customers portioned products before wrapping or
packaging them
2.2 Wrap or package portioned products
using materials or containers suited to
the product
3. Be able to maintain the display of a 3.1 Restore products from which portions
delicatessen counter have been taken to a presentable
condition
3.2 Remove from display products from
which portions have been taken when
the product is no longer saleable
3.3 Replenish the delicatessen display with
replacement products, when these are
both required and available

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3.4 Dispose of any unsaleable products in

line with relevant:
health and safety requirements
food safety requirements
Additional information about this unit

N/A
Unit aim (s) This unit assesses the occupational
competence of individuals who work on a
delicatessen counter and who are responsible
for portioning products to meet customer
requirements.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: T/503/5721 Demonstrate make-up and

skincare products to customers at a beauty
counter in a retail environment
Level: 2

Credit value: 4

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the commercial value of 1.1 Explain the purpose and value of
demonstrating make-up and skincare demonstrations in promoting and selling
products make-up and skincare products

2. Understand the elements of a 2.1 Explain how own personal hygiene and
demonstration of make-up and skincare grooming contribute to making the
products demonstration a pleasant experience for
customers
2.2 Explain the importance of gaining the
customer’s permission for a
demonstration
2.3 Explain the difference between ‘features’
and ‘benefits’ of products
2.4 Explain the importance of
communicating features and benefits to
the customer when demonstrating and
applying make-up and skincare products
2.5 Explain the importance of organising
demonstrations of make-up and skincare
products into a series of logical steps
2.6 Explain the importance of clearing away
products and equipment after
demonstrating make-up and skincare
products

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3. Be able to prepare to demonstrate make- 3.1 Ask customers’ permission to carry out a
up and skincare products to customers at a demonstration
beauty counter in a retail environment 3.2 Ask customers if they have enough time
for a demonstration
3.3 Tell customers which products are going
to be applied and why
3.4 Ask customers if they are allergic to any
products or ingredients
3.5 Perform checks to ensure that all the
necessary products, tools and materials
are to hand
3.6 Perform checks to ensure that any
products, tools or materials being used
to not include anything to which the
customer is allergic
3.7 Protect customers’ hair and clothing from
coming into contact with the products
that will be demonstrated
4. Be able to apply make-up or skincare 4.1 Apply make-up or skincare products to
products to customers as part of a customers:
demonstration in a logical sequence
using tools and materials that are
suited to the task
following organisational procedures
for hygienic application
within the time agreed with the
customer
4.2 Describe to customers the make-up or
skincare products being demonstrated,
focusing on the product features and
benefits
5. Be able to conclude a demonstration of 5.1 Ask customers questions to determine
make-up or skincare products whether they are satisfied with the
results of the make-up or skincare
demonstration by:
providing opportunities for customers
to look in a mirror at the end of the
demonstration, taking into
consideration the lighting and angle of
the mirror
asking customers whether they want
any adjustments to be made to the
products that have been applied

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5.2 Clear away equipment and products at

the end of the make-up or skincare
demonstration in line with organisational
procedures without keeping customers
waiting unduly

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who work on the
beauty counter in a retail environment and who
apply make-up or skincare products to
customers for the purpose of demonstrating,
promoting and selling them.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The evidence should take into account the
training provided by the cosmetic house that
the candidate is working for where this occurs.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: A/503/5722 Operate a customer record card

system on a beauty counter in a retail
environment
Level: 2

Credit value: 2

GLH: 8

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how to maintain the customer 1.1 Explain how using a customer record
record card system in a retail environment card system can help to meet own sales
targets
1.2 Explain the benefits to the customer of
the record card system
1.3 Explain the importance of updating the
record card system regularly
1.4 Explain how to find time in own working
day to update the record card system
1.5 Explain the relevant aspects of current
data protection legislation when
maintaining a customer record card
system
1.6 Explain the implications of complying
with data protection legislation when
maintaining a customer record card
system
1.7 Explain the importance of asking
customers about any allergies to
products and ingredients so that these
can be noted on the record card
2. Be able to set up record cards for 2.1 Ask customers whether a record card
customers at a beauty counter in a retail may be set up for them at the beauty
environment counter
2.2 Describe to customers the benefits of
being on file at the beauty counter
2.3 Offer customers the opportunity to make
an appointment for a return visit to the
beauty counter, when setting up a record
card

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2.4 Complete record cards with customer

details, ensuring that the information:
is completed in line with
organisational procedures
is an accurate record of the
information provided by the customer
includes details of any allergies to
beauty products or ingredients, where
the customer is willing and able to
give this information
includes a note of any products in the
current range that are unsuitable for
the customer, as far as can be
determined from the information
provided by the customer
is stored and used in compliance with
legal regulations relating to customer
data
3. Be able to use the record card system to 3.1 Update the information in the record card
recognise opportunities for increasing system regularly enough to maintain the
sales at a beauty counter in a retail system’s usefulness as a sales tool
environment 3.2 Identify the counter’s highest spending
customers, from the record card system,
to receive priority information about
special offers and promotions
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who work on a
beauty counter in a retail environment and are
responsible for maintaining and using a
customer record card system to identify
opportunities for increasing sales.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: Y/503/5727 Protect own and others’ health

and safety when working in a retail
environment
Level: 2

Credit value: 5

GLH: 28

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how to promote health and 1.1 Explain how setting a good example to
safety in own workplace others can contribute to health and safety
in the workplace
1.2 Explain how communicating and
behaving in a calm way can help to
promote safety during emergency
situations
2. Understand own role in protecting own and 2.1 Explain how reporting accidents and
others’ health and safety emergencies promptly can help promote
health and safety
2.2 Explain the importance of not exceeding
the limits of own responsibility and
authority when dealing with health and
safety risks
2.3 Explain the importance of using
equipment and materials in line with the
manufacturer’s instructions
3. Be able to deal with accidents and 3.1 Respond to accidents and emergencies:
emergencies in a retail environment in line with organisational procedures
in line with legal requirements
in a calm manner
3.2 Seek immediate help from an appropriate
source in the event of accidents and
emergencies
3.3 Follow organisational procedures for
evacuation when an alarm is raised
4. Be able to protect own and others’ health 4.1 Follow organisational health and safety
and safety during day-to-day work activities requirements when carrying out own
work duties
4.2 Deal with health and safety risks within
the limits of own authority

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4.3 Report immediately to the designated

person any health and safety risks that
are beyond the limits of own authority to
deal with
4.4 Use equipment and materials needed for
own work in line with the organisation’s
and/or manufacturer’s instructions
Additional information about this unit
N/A

Unit aim (s) This unit assesses occupational competence in

relation to taking responsibility for own and
colleagues’ health and safety, within set limits,
when working in a retail environment.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
It is expected that simulation will be used to
gather evidence for the demonstration of
procedures for accidents and emergencies.
Evidence of competence in following
evacuation procedures will take account of
specific training in these procedures.
This unit can be assessed independently of
other units. However, it may be possible to
generate some of the evidence for this unit
holistically when gathering evidence for other
units in the same qualification.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: D/503/5728 Reduce security risks in a retail

environment
Level: 2

Credit value: 5

GLH: 25

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know about security risks that can arise in 1.1 Identify potential security risks that can
a retail environment arise in a retail environment

2. Be able to reduce security risks in a retail 2.1 Describe own level of responsibility for
environment dealing with security risks, including the
relevant legal rights and duties
2.2 Take action to reduce security risks
within the limits of:
relevant legislation
organisational policy
own level of authority
2.3 Report security risks that are beyond
own level of authority to the designated
person
2.4 Use organisational procedures for
protecting own personal safety when
security risks arise
2.5 Ensure that own work area is secure
before leaving it
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who work in a retail
environment and who are not security
specialists, but who are required to contribute
to reducing security risks as far as practicable
during their day-to-day work.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
It is expected that simulation will be used to
gather evidence for taking action to reduce and
report security risks and to protect own
personal safety when security risks arise.

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Workplace evidence for the remainder of the

unit can be generated either in isolation from
other units or holistically with evidence for
other units.
AC 2.2: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: A/503/5736 Prepare newspapers and

magazines for return to merchandisers
Level: 2

Credit value: 2

GLH: 10

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to plan own work to prepare 1.1 Plan sufficient time to prepare returns of
newspapers and magazines for return to newspapers and magazines by the
merchandisers agreed collection time
2. Be able to gather together newspapers and 2.1 Identify newspapers and magazines that
magazines for return to merchandisers need returning to merchandisers
2.2 Stack returns in line with organisational
procedures
3. Be able to prepare batches of newspapers 3.1 Wrap returns in line with organisational
and magazines for return to merchandisers procedures
3.2 Label returns in line with organisational
procedures
3.3 Place returns:
in the designated location ready for
collection
in line with organisational safety
procedures for lifting and moving
4. Be able to complete the administration 4.1 Complete returns records accurately and
associated with magazine and newspaper in line with organisational procedures
returns 4.2 File returns in accordance with the filing
system provided by the organisation
4.3 Follow organisational procedures for
dealing with missed and uncollected
returns
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are
responsible for preparing unsold newspapers
and magazines for return to merchandisers.
For the purposes of this unit, ‘merchandiser’
may be an external supplier or the
organisation’s own distribution service.

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Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: J/503/5738 Check the accuracy of records

of hours worked by staff in a retail
environment
Level: 2

Credit value: 4

GLH: 17

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of maintaining 1.1 Explain the importance of keeping

accurate records of the hours worked by accurate records of the number of hours
staff in a retail environment worked by staff in a retail environment
1.2 Explain types of discrepancies that can
arise in the records of hours worked by
staff
1.3 Explain possible consequences of not
identifying discrepancies in the records
of hours worked by staff
1.4 Explain the importance of identifying and
reporting recurring inaccuracies in
information about the number of hours
worked by staff
2. Understand the level of service that needs 2.1 Explain what it means to treat colleagues
to be provided to colleagues in relation to as ‘internal customers’
records of the number of hours they have 2.2 Explain the importance of treating
worked colleagues as internal customers
2.3 Explain what is meant by ‘personal data’
in relation to records of the number of
hours worked by staff
2.4 Explain the importance of keeping
personal data confidential in relation to
records of the number of hours worked
by staff
3. Be able to check the accuracy of records of 3.1 Perform checks to ensure that all the
hours worked by staff in a retail information needed to confirm the
environment number of hours worked by staff has
been provided
3.2 Identify actual and/or potential
discrepancies in information about the
number of hours worked by staff

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3.3 Follow organisational procedures to

query actual and/or potential
discrepancies in information about the
number of hours worked by staff
3.4 Follow organisational procedures to
report recurring inaccuracies in
information about the number of hours
worked by staff
3.5 Calculate accurately the total hours
worked by staff
3.6 Use data processing equipment and
materials in line with organisational
procedures

4. Be able to provide information about the 4.1 Produce information and reports on the
number of hours worked by staff in a retail number of hours worked by staff in line
environment with organisational procedures
4.2 Provide information and advice in
response to queries from colleagues
about their own recorded hours of work,
doing so:
accurately
politely
4.3 Refer queries from colleagues to the
designated person, where these are not
within own authority to resolve
4.4 Disclose personal data about colleagues
only to those who have a right to see it
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who process
information concerning the number of hours
worked by staff in a retail environment. This
unit is not aimed at payroll specialists.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
AC 4.2: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: D/601/4551 Select, weigh and measure

bakery ingredients
Level: 2

Credit value: 3

GLH: 16

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Check quantities of ingredients 1.1 Identify the specified ingredients

1.2 Check quantities against instructions and
specifications
1.3 Calculate quantities of ingredients
required for production
2. Select ingredients 2.1 Select ingredients to meet production
needs
2.2 Check condition, quantity and quality of
ingredients
2.3 Isolate sub-standard ingredients
2.4 Report sub-standard ingredients to the
relevant people
2.5 Take action to source and identify
alternatives, if ingredients are not
available
2.6 Store ingredients according to specified
procedures ready for further processing

3. Weigh and measure ingredients 3.1 Check ingredients against instructions

and specifications
3.2 Check accuracy of bakery weighing and
measuring equipment
3.3 Weigh and measure ingredients,
avoiding contamination
3.4 Store weighed and measured ingredients
in the specified conditions, ready for
further processing
3.5 Label storage containers or mixing
bowls, ready for further processing
3.6 Operate within the limits of own authority
and capabilities
Additional information about this unit
N/A

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Unit aim (s) This unit comes from the food and drink
manufacturing sector. It is included as
an option within the Retail Skills
qualifications for learners who work in
supermarket in-store bakeries.

Assessment requirements specified by a The following assessment guidance is

sector or regulatory body (if appropriate) provided by the unit owner:
This unit is designed to assess the skills of
learners in the workplace, selecting, weighing
and measuring bakery ingredients. It needs to
be assessed on the job. The learner must be
able to demonstrate their competent
performance consistently over a period of time,
to meet all of the assessment criteria. This will
be achieved by at least two observations of
performance in the workplace, and may be
supported by witness testimony and other
workplace evidence. Observations must
ensure that the learner’s working practice is at
commercial speed and in compliance with
standard operating procedures.
The Improve Assessment Strategy for
Proficiency qualifications in Food and Drink
sets out the overarching assessment
requirements.
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: T/601/4555 Hand-divide, mould and shape

fermented dough
Level: 2

Credit value: 4

GLH: 21

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Hand-divide fermented dough to 1.1 Check the dough meets the specification
specifications and instructions and instructions
1.2 Take action on discovering any
discrepancy between dough and the
specification
1.3 Check the condition of dividing tools and
the accuracy of equipment
1.4 Hand-divide dough
1.5 Minimise waste and deal with scrap
material
1.6 Position divided dough portions for
further processing
2. Hand-mould and shape fermented dough 2.1 Check the portioned dough meets
instructions and the specification
2.2 Take action on discovering any
discrepancy between portioned dough
and the specification
2.3 Prepare and maintain table surface for
moulding and shaping
2.4 Hand-mould and shape portioned dough
2.5 Wash and dress shaped dough surfaces
according to specification
2.6 Minimise waste and deal with scrap
material
2.7 Place dough in the specified condition
and location for further processing
2.8 Operate within the limits of own authority
and capabilities
Additional information about this unit
N/A

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Unit aim (s) This unit comes from the food and drink
manufacturing sector. It is included as
an option within the Retail Skills
qualifications for learners who work in
supermarket in-store bakeries.

Assessment requirements specified by a The following assessment guidance is

sector or regulatory body (if appropriate) provided by the unit owner:
This unit is designed to assess the skills of
learners in the workplace, hand-dividing,
moulding and shaping fermented dough. It
needs to be assessed on the job. The learner
must be able to demonstrate their competent
performance consistently over a period of time,
to meet all of the assessment criteria. This will
be achieved by at least two observations of
performance in the workplace, and may be
supported by witness testimony and other
workplace evidence. Observations must
ensure that the learner’s working practice is at
commercial speed and in compliance with
standard operating procedures.
The Improve Assessment Strategy for
Proficiency Qualifications in Food and Drink
sets out the overarching assessment
requirements.
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: R/502/0854 Maintain moisture levels for

crops or plants
Level: 2

Credit value: 2

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know why it is important to maintain 1.1 Describe how moisture requirements

moisture for crops and plants vary according to the crop or plants and
stage of development
1.2 Describe the methods and systems for
maintaining moisture levels
1.3 Describe the impact of prevailing
weather conditions on the crop or plants
water requirements
1.4 Identify the types of records required and
the importance of accurate record
keeping
2. Know the types of equipment required and 2.1 Describe the equipment which will be
how to maintain them necessary for maintaining moisture
levels to crops or plants
2.2 Describe methods of maintaining the
equipment ready for use
3. Know the current health and safety 3.1 Outline the current health and safety
legislation and environmental good legislation, codes of practice and any
practice additional requirements, which apply to
this area of work
3.2 Describe how environmental damage
can be minimised
4. Be able to select, use and maintain 4.1 Select appropriate equipment for this
equipment area of work
4.2 Use equipment according to
manufacturer’s instructions and legal
requirements
4.3 Prepare, maintain and store equipment
in a safe and effective working condition

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5. Be able to maintain moisture levels for 5.1 Identify correctly the condition of the crop
crops and plants or plant
5.2 Maintain moisture levels in accordance
with the crop or plant requirements
5.3 Provide clear and accurate information
for recording purposes
6. Be able to work safely and minimise 6.1 Work in a way which maintains health
environmental damage and safety and is consistent with current
legislation, codes of practice and any
additional requirements
6.2 Carry out work in a manner which
minimises environmental damage
Additional information about this unit
N/A

Unit aim (s) This unit comes from the land based and
environmental sector. It is included as an
option within the Retail Skills qualifications for
learners who work in garden centres.
Assessment requirements specified by a
N/A
sector or regulatory body (if appropriate)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: L/502/0853 Provide nutrients to crops or

plants
Level: 2

Credit value: 2

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know how nutrient requirements vary and 1.1 Describe how nutrient requirements vary
their method of application according to the crop or plant grown and
stage of development
1.2 Describe the range of conditions in which
nutrient stress can occur
1.3 Describe the nutrients which are
commonly used in the cultivation of
crops or plants
1.4 Describe methods of providing nutrients
to crops or plants
1.5 Describe the types of records required
and the importance of accurate record
keeping
2. Know the types of equipment required and 2.1 Describe the equipment and methods of
how to maintain them maintaining used to provide nutrients to
crops or plants
3. Know the current health and safety 3.1 Outline the current health and safety
legislation and environmental good legislation, codes of practice and any
practice additional requirements which apply to
this area of work
3.2 Describe how environmental damage
can be minimised
4. Be able to provide nutrients to plants or 4.1 Identify the condition of plants or crops in
crops relation to nutrient requirements
4.2 Apply nutrients correctly to maintain crop
or plant growth and development as
required
4.3 Provide clear and accurate information
for recording purposes

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5. Be able to work safely and minimise 5.1 Work in a way which maintains health
environmental damage and safety and is consistent with current
legislation, codes of practice and any
additional requirements
5.2 Carry out work in a manner which
minimises environmental damage
6. Be able to select use and maintain 6.1 Select and use appropriate equipment
equipment according to manufacturer’s instructions
and legal requirements
6.2 Prepare, maintain and store equipment
in a safe and effective working condition
Additional information about this unit
N/A

Unit aim (s) This unit comes from the land based and
environmental sector. It is included as an
option within the Retail Skills qualifications for
learners who work in garden centres.

Assessment requirements specified by a

N/A
sector or regulatory body (if appropriate)
Details of the relationship of the unit and N/A
relevant national occupational standards

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Title: Y/502/1214 Remove unwanted plant growth

to maintain development
Level: 2

Credit value: 5

GLH: 38

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know the different types of unwanted plant 1.1 Identify different types of plant material
growth and explain why it must be removed
covering:
damaged plants
diseased material
weeds
plant debris
non typical
dead
excessive growth
badly positioned
2. Know how to maintain plant development 2.1 Describe how all the following methods
can be used to maintain/control plant
development:
trimming
supporting
thinning
spacing
irrigation
growth regulators
lighting and shading
protection
pruning
3. Know the types of equipment required and 3.1 Describe the equipment which will be
how to maintain them necessary for maintaining plant
development
3.2 Describe methods of maintaining the
equipment ready for use

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4. Know the current health and safety 4.1 Outline the current health and safety
legislation and environmental good legislation, codes of practice and any
practice additional requirements, which apply to
this area of work
4.2 Describe how environmental damage
can be minimised
4.3 Describe the correct methods for
disposing of organic and inorganic waste
4.4 Describe why it is important to maintain
hygiene and how this is achieved
5. Be able to select, use and maintain 5.1 Select appropriate equipment for this
equipment area of work
5.2 Use equipment according to
manufacturer’s instructions and legal
requirements
5.3 Prepare, maintain and store equipment
in a safe and effective working condition
6. Be able to identify unwanted plant growth 6.1 Recognise unwanted plant material as
appropriate
7. Be able to remove unwanted plant growth 7.1 Remove unwanted plant material using
appropriate techniques according to the
species, time of year, stage of
development
7.2 Maintain the growing environment in a
hygienic condition
8. Be able to work safely and minimise 8.1 Work in a way which maintains health
environmental damage and safety and is consistent with current
legislation, codes of practice and any
additional requirements
8.2 Carry out work in a manner which
minimises environmental damage
8.3 Dispose of waste safely and correctly
Additional information about this unit
N/A

Unit aim (s) This unit comes from the land based and
environmental sector. It is included as an
option within the Retail Skills qualifications for
learners who work in garden centres.

Assessment requirements specified by a

N/A
sector or regulatory body (if appropriate)
Details of the relationship of the unit and N/A
relevant national occupational standards

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Title: K/502/1511 Identify and report the presence

of pests, diseases and disorders
Level: 2

Credit value: 3

GLH: 23

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Identify and report the presence of pests, 1.1 Monitor the crop(s) in accordance with
diseases and disorders production requirements
1.2 Correctly identify the presence of pests,
diseases and disorders
1.3 Correctly identify the presence of any
biological controls in use and beneficial
insects
1.4 Establish the extent of the pest
population, disease and any disorders
1.5 Promptly report the presence to the
appropriate person
2. Be able to work safely and minimise 2.1 Work in a way which maintains health
environmental damage and safety and is consistent with relevant
legislation, codes of practice and any
additional requirements
2.2 Carry out work in a manner which
minimises environmental damage
3. Know how to identify and report the 3.1 Describe reasons for monitoring the crop
presence of pests, diseases and disorders 3.2 Describe when to carry out crop
monitoring
3.3 Describe common types of pests,
diseases and disorders and the
problems caused
3.4 Describe biological controls and
beneficial insects that can be used
4. Know relevant health and safety 4.1 Outline the current health and safety
legislation and environmental good legislation, codes of practice and any
practice additional requirements
4.2 Describe how environmental damage
can be minimised
4.3 Describe the correct methods for
disposing of waste
4.4 Describe the health and safety risks in
monitoring pests, diseases and disorders

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Additional information about this unit

N/A
Unit aim (s) This unit comes from the land based and
environmental sector. It is included as an
option within the Retail Skills qualifications for
learners who work in garden centres.

Assessment requirements specified by a

N/A
sector or regulatory body (if appropriate)
Details of the relationship of the unit and N/A
relevant national occupational standards

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Title: J/502/0771 Merchandise plants and other

relevant products
Level: 2

Credit value: 6

GLH: 45

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know how to merchandise plants and other 1.1 Outline how to present plants and
products relevant products (e.g. growing media,
containers, plant feed etc.) for best effect
1.2 Explain the importance of location and
hot and cold spots
1.3 Describe the different ways plants are
sold e.g. root wrap and containers
1.4 Outline the merchandising systems of
display
1.5 Describe how other sales can be linked
to plant purchases
1.6 Outline the principles of stock rotation
1.7 Outline the value of point of sale material
and the range available
2. Be able to merchandise plants and other 2.1 Display plants and relevant products
products (e.g. growing media, containers, plant
feed etc.) effectively to maximise sales
2.2 Use point of sale materials and labels
effectively
2.3 Promote linked sales
3. Know how to maintain the condition of 3.1 Explain how to check and maintain the
plants for sale condition of plants and products covering
the following types of plants:
trees and shrubs
bedding plants
herbaceous perennials
bulbs
3.2 Describe the appropriate method of
reporting signs of pests, diseases or
other disorders and who to
4. Be able to maintain plants ready for use 4.1 Maintain optimum conditions for the
plants as far as possible within the
available facilities

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4.2 Provide any necessary supplies of food

and water to maintain the condition of
the plants and remove weeds and
suckers
4.3 Check the condition of plants and
relevant products to maintain their
saleable value
4.4 Identify any plants or products that
should be removed and take the
appropriate action
4.5 Report signs of pests, disease or other
disorders to the appropriate person
4.6 Care for incoming plants and implement
an appropriate stock rotation plan
4.7 Monitor the development of new plants
against the stock rotation plan and take
the appropriate action if there are any
problems
Additional information about this unit
N/A

Unit aim (s) This unit comes from the land based and
environmental sector. It is included as an
option within the Retail Skills qualifications for
learners who work in garden centres.

Assessment requirements specified by a

N/A
sector or regulatory body (if appropriate)
Details of the relationship of the unit and N/A
relevant national occupational standards

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Title: L/601/0933 Give customers a positive

impression of yourself and your
organisation
Level: 2

Credit value: 5

GLH: 33

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Establish rapport with customers 1.1 Meet their organisation’s standards of

appearance and behaviour
1.2 Greet their customer respectfully and in a
friendly manner
1.3 Communicate with their customer in a
way that makes them feel valued and
respected
1.4 Identify and confirm their customer’s
expectations
1.5 Treat their customer courteously and
helpfully at all times
1.6 Keep their customer informed and
reassured
1.7 Adapt their behaviour to respond to
different customer behaviour
2. Respond appropriately to customers 2.1 Respond promptly to a customer seeking
help
2.2 Choose the most appropriate way to
communicate with their customer
2.3 Check with their customer that they have
fully understood their expectations
2.4 Respond promptly and positively to their
customer’s questions and comments
2.5 Allow their customer time to consider
their response and give further
explanation when appropriate

3. Communicate information to customers 3.1 Quickly find information that will help
their customer
3.2 Give their customer information they
need about the services or products
offered by their organisation

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3.3 Recognise information that their

customer might find complicated and
check whether they fully understand
3.4 Explain clearly to their customers any
reasons why their expectations cannot
be met
4. Understand how to give customers a 4.1 Describe their organisation’s standards
positive impression of themselves and the for appearance and behaviour
organisation 4.2 Explain their organisation’s guidelines for
how to recognise what their customer
wants and respond appropriately
4.3 Identify their organisation’s rules and
procedures regarding the methods of
communication they use
4.4 Explain how to recognise when a
customer is angry or confused
4.5 Identify their organisation’s standards for
timeliness in responding to customer
questions and requests for information

Additional information about this unit

N/A

Unit aim (s) Excellent customer service is provided by

people who are good with people. The
learner’s behaviour affects the impression that
customers have of the service they are
receiving. This Unit is about communicating
with the customers and giving a positive
impression whenever dealing with a customer.
By doing this the learner can create a positive
impression of the organisation and the
customer service it provides. All of us enjoy
the experience of good customer service if we
feel that the person serving us really wants to
create the right impression, responds to us and
gives us good information. Every detail of the
learners’ behaviour counts when dealing with a
customer.
Assessment requirements specified by a Specified in the Customer Service
sector or regulatory body (if appropriate) Assessment Strategy 2010

Details of the relationship of the unit and This Unit directly relates to Unit A4 of the
relevant national occupational standards Customer Service NOS

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Title: L/504/3744 Enable customers to dispense

motor fuel on a forecourt
Level: 2

Credit value: 7

GLH: 43

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of remaining 1.1 Explain what can happen if underage
vigilant at all times customers are allowed to dispense fuel
1.2 Explain what can happen if customers
are allowed to dispense fuel into
containers that are not legally compliant
1.3 Explain what can happen during self-
service fuel dispensing if safety hazards
on the forecourt are not dealt with
1.4 Explain what can happen if faulty self-
service fuel-dispensing equipment is not
dealt with
2. Be able to authorise the self-service 2.1 Activate self-service fuel pumps in line
dispensing of motor fuel on a forecourt with:
the manufacturer’s instructions for use
safety requirements
the law concerning underage
dispensing of fuel
the law concerning containers into
which the customer dispenses fuel
3. Be able to monitor the self-service 3.1 Follow organisational procedures for
dispensing of motor fuel on a forecourt dealing with the safety hazards
associated with self-service dispensing
of fuel
3.2 Follow organisational procedures for
dealing with commonly occurring
equipment faults associated with self-
service dispensing of fuel
3.3 Transfer the transaction to point-of-sale
when the customer has finished
dispensing fuel
3.4 Follow organisational procedures for
recording and reporting drive-offs

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Additional information about this unit

N/A
Unit aim (s) This unit assesses the occupational
competence of forecourt staff who are
responsible for enabling customer to use
self-service fuel pumps.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

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Title: D/503/5664 Sort donated goods for resale

or recycling in a retail environment

Level: 1

Credit value: 3

GLH: 6

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know how to sort donated goods safely 1.1 Outline the organisational safety
requirements that apply to sorting
donated goods

2. Be able to sort donated goods for selling or 2.1 Clean and tidy the work area
recycling before starting to sort goods
2.2 Sort donated goods by type and
condition
2.3 Identify the person who can help
with recognising and classifying
unusual items
2.4 Place goods suitable for recycling
in the designated containers
2.5 Follow organisational procedures
for disposing of items that are not
suitable for either selling or
recycling
2.6 Place containers in the designated
location ready for collection
2.7 Follow organisational requirements
for protecting own health and
safety when processing donated
goods
2.8 Clean and tidy the work area after
sorting goods
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who work in charity
shops and are responsible for processing
donated goods of a straightforward type.

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Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

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Title: F/503/5673 Maintain food safety while

working with food in a retail environment
Level: 1

Credit value: 5

GLH: 11

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know how own personal hygiene and 1.1 Outline how clean hair, skin, nails and
behaviour contribute to food safety in a clothing contribute to food safety
retail environment 1.2 State how jewellery and other
accessories can put food safety at risk
1.3 State why unsafe behaviour must be
avoided when working with or near food
1.4 State why any open wounds, skin
infections and infectious illnesses must
be reported
1.5 State the importance of ensuring that
any open wounds and skin infections are
treated and covered with a suitable
dressing
2. Know how to deal with indicators of 2.1 Outline the types of indicators of
potential food safety hazards in a retail potential food safety hazards to remain
environment alert for in own workplace
2.2 Outline how to recognise indicators of
potential food safety hazards in own
workplace
2.3 State which indicators of potential
food safety hazards are within own
authority to deal with, and which
indicators must be reported
2.4 Outline the organisational procedures for
dealing with indicators of potential
food safety hazards that are within own
authority

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3. Be able to keep self and clothes clean 3.1 Keep own hair, skin, nails and clothing in
while working with food in a retail a suitable condition for working with food
environment 3.2 Remove any jewellery and other
accessories that could cause food
safety hazards
3.3 Ensure that any protective clothing the
organisation provides for own use is:
worn in line with organisational
requirements
changed when the organisation says it
should be
3.4 Wash own hands:
at the right times to keep them in a
suitable condition for working with
food
using effective methods
3.5 Demonstrate safe behaviour that helps
prevent contamination to the food being
worked with
3.6 Identify the person to whom to report any
open wounds, skin infections and
infectious illnesses
4. Be able to deal with indicators of potential 4.1 Identify obvious indicators of potential
food safety hazards in a retail environment food safety hazards in the workplace
4.2 Deal with potential food safety hazards
by:
removing them when authorised to do
so
reporting them to the right person
when dealing with them is not within
own authority
Additional information about this unit
Glossary
Accessories
Additional items apart from clothing and jewellery, for example, false nails.
Indicators of potential food safety hazard
Things which could make food unsatisfactory for consumers, for example:
• damaged packaging
• spillage into another food
• out of date stock
• food not stored where it should be (for example, if customers have moved food)
• chiller cabinets or freezers that are not operating at the specified temperature
• ovens or hot hold cabinets that are not operating at the specified temperature

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• use of the same utensils to handle different foods

• food waste which needs disposing of
• dirt
• evidence of pests such as rodents or insects
Protective clothing
Clothing the organisation provides for the learner, which could include:
• trousers
• tops such as jackets or tabards
• coats
• disposable gloves
• headgear such as caps or hairnets
• aprons
Right person to report to
This could be the learner’s supervisor or manager.
Right times to wash hands
Right times to wash hands would include:
• after going to the toilet
• before going into food production areas including after any work breaks

• after leaving food production areas

• after disposing of waste
• after cleaning
• before and after changing dressing or touching an open wound
Safe behaviour
The opposite of unsafe behaviour. Safe behaviour includes:
• not touching own face, nose or mouth
• not smoking
• not chewing gum
• not eating
• not scratching
• not coughing or sneezing

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Unsafe behaviour
Behaviour which can make food unsafe for customers, including:
• touching own face, nose or mouth
• smoking
• chewing gum
• eating
• scratching
• coughing or sneezing

Unit aim (s)

This unit assesses the occupational
competence of individuals who work in a retail
environment, and whose work involves any of
these activities:
handling wrapped food
handling unwrapped food not subject to
temperature control requirements (for
example, fresh produce or bakery
items)
going into an area where food is
prepared even if the learner does not
handle the food (for example, if they
clean the food preparation area)
This unit covers the individual’s
responsibilities for contributing to food
safety in these circumstances.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.

Details of the relationship of the unit and N/A

relevant national occupational standards

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Title: Y/503/5677 Load orders for despatch from a

retail store to customers
Level: 1

Credit value: 3

GLH: 15

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know why it is important to work safely in 1.1 State the importance of keeping the
the loading area loading area free of obstacles, litter and
spillages
1.2 State how regular equipment checks
help to ensure safety in the loading area
2. Know how own working practices 2.1 State the importance of checking the
contribute to an efficient delivery service information on order labels
2.2 State how the positioning of orders in the
vehicle helps the delivery process to run
smoothly and efficiently

3. Be able to keep loading facilities and 3.1 Perform checks on the loading area for
equipment in a usable condition obstacles, litter and spillages
3.2 Remove any obstacles, litter and
spillages from the loading area
3.3 Perform checks to ensure that loading
equipment is fit for use
3.4 Clean loading equipment in line with
organisational procedures
3.5 Repair loading equipment in line with
organisational procedures and when
authorised to do so

4. Be able to ensure that orders are ready for 4.1 Perform checks to ensure that orders are
loading labelled with all the required information
4.2 Perform checks to ensure that orders are
placed in the designated areas ready for
loading

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5. Be able to load orders into delivery 5.1 Lift and move packed orders in ways that
vehicles attempt to prevent:
injury to self and others
damage to goods and property
5.2 Position orders in a vehicle according to:
instructions for the required order of
delivery
organisational procedures for keeping
goods secure and protected from
damage during transit
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for loading orders for despatch from a retail
store to customers.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

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Title: L/601/5016 Provide a counter and takeaway

service
Level: 1

Credit value: 3

GLH: 30

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to serve customers at the counter 1.1 Give customers information that meets
their needs, and promotes organisations’
products and service
1.2 Find out what customers require, and if
necessary tell them about any waiting
time
1.3 Process the order promptly
1.4 Serve food and drink items at the
recommended temperature, using clean,
hygienic and undamaged service
equipment of the appropriate type
1.5 Make sure there are appropriate
condiments and accompaniments
available for customers
2. Know how to serve customers at the 2.1 Describe safe and hygienic working
counter practices for serving customers and why
these are important
2.2 State why it is important to use separate
serving equipment for each food item
2.3 State why portions must be controlled
when serving customers
2.4 State why food and drink items must be
served at the correct temperature
2.5 State why information given to
customers must be accurate
2.6 Outline the types of unexpected
situations that may occur when serving
customers and how to deal with them
3. Be able to maintain counter and service 3.1 Keep work area tidy, hygienic and free
areas from rubbish and food debris during
service
3.2 Maintain enough stock of clean service
items
3.3 Restock with food and drink items when
necessary

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3.4 Display and store food and drink items in

line as required
3.5 Clear work area of used and non-
required service items at the appropriate
times
3.6 Dispose of rubbish, used disposable
items and food waste as required
4. Know how to maintain counter and service 4.1 Describe safe and hygienic working
areas practices for clearing and why these are
important
4.2 State why food which is prepared first
should be served first
4.3 State why counter preparation areas and
dining areas must be kept tidy and free
from rubbish and food debris throughout
the service
4.4 State why waste must be handled and
disposed of correctly
4.5 State why a constant stock of service
items should be maintained
4.6 State why maintaining food at the correct
temperature is important and how this
can be ensured
4.7 Outline the types of unexpected
situations that may occur when clearing
away and how to deal with them
Additional information about this unit
N/A

Unit aim (s) This unit comes from the hospitality and
catering sector. It is included as an option
within the Retail Skills qualifications for
learners who provide a counter and takeaway
service in a retail environment such as a
forecourt shop or in-store café.

Assessment requirements specified by a This unit should be assessed against People

sector or regulatory body (if appropriate) 1st’s assessment strategy and evidence
requirements which can be found on People
1st’s website: www.people1st.co.uk

Details of the relationship of the unit and N/A

relevant national occupational standards

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Title: K/503/5716 Contribute to monitoring and

maintaining ease of shopping in a retail
sales area
Level: 1

Credit value: 2

GLH: 8

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Know how the layout and appearance of 1.1 State how the layout and appearance of
the sales floor influences sales the sales floor influence sales
2. Be able to maintain own area of the sales 2.1 Keep own work area clean, tidy and free
floor during trading hours from obstructions
2.2 Ensure that merchandise meets
organisational standards for positioning
and presentation
2.3 Remove unsaleable merchandise from
the sales floor
2.4 Ensure that information concerning
prices, products and promotions is
visible to customers
2.5 Ensure that own activities on the sales
floor minimise disruption to customers
3. Be able to report problems that could have 3.1 Report to the designated person
a negative effect on the customer problems that could have a negative
experience effect on the customer experience
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for keeping an area of the sales floor fit for
customers to shop in, while the store is open.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

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Title: A/503/5669 Audit stock levels and stock

inventories in a retail environment
Level: 3

Credit value: 6

GLH: 28

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to implement a stock audit in a 1.1 Explain the importance of auditing levels
retail environment of stock and stock inventories
1.2 Plan an audit of stock that:
will ensure accurate, complete and
timely auditing
will cause as little disruption as
possible to normal work
includes plans for dealing with
contingencies
1.3 Negotiate with colleagues to obtain staff
who have the necessary skills to help
with the audit
1.4 Allocate specific responsibilities to each
member of the audit team
1.5 Explain to the audit team what they are
expected to do
1.6 Diagnose and resolve problems that
arise when implementing the audit
2. Be able to use the findings of an audit to 2.1 Analyse the findings of a stock audit to
identify and resolve problems with stock identify problems that need resolving
levels and stock inventories 2.2 Prioritise problems according to their
importance and urgency
2.3 Investigate and resolve problems:
methodically
as far as possible within the scope of
the audit and with the resources
available
3. Be able to communicate the results of an 3.1 Clarify audit findings, including any
audit unresolved problems, in a timely fashion
for those who need the information
Additional information about this unit
N/A

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Unit aim (s) This unit assesses the occupational

competence of individuals who are
responsible for organising and
implementing stock audits. The audit
team may consist of people who do not
normally work together, and the learner
need not necessarily be a team leader in
their day-to-day work.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: D/503/5681 Manage staff to receive goods

in a retail environment
Level: 3

Credit value: 5

GLH: 24

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to manage staff to receive and 1.1 Select sufficient staff to prepare for,
check incoming deliveries of goods in a receive and check expected incoming
retail environment deliveries of goods
1.2 Explain to staff, in advance of deliveries
of goods arriving:
what needs to be done to prepare the
receiving area
what needs to happen when the
expected deliveries arrive
1.3 Assess whether the area for receiving
goods has been adequately prepared to
ensure safe and secure unloading of
goods
1.4 Assess whether there is enough storage
space of the right type for the expected
goods
1.5 Ensure that goods are unloaded safely
and securely
1.6 Explain why incoming goods should be
checked against requirements
immediately after unloading
1.7 Ensure that incoming goods are checked
against requirements immediately after
unloading
1.8 Ensure that delivery records are
completed in line with organisational
procedures
1.9 Evaluate records of deliveries of goods
to determine whether each supplier has
met the organisation’s service needs
1.10 Resolve problems with deliveries of
goods in line with organisational
procedures
Additional information about this unit
N/A

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Unit aim (s) This unit assesses the occupational

competence of a team leader or senior
team member to manage staff to receive
goods.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: H/503/5682 Organise and monitor the

storage of stock in a retail environment
Level: 3

Credit value: 6

GLH: 27

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the causes and prevention of 1.1 Explain the causes of stock deterioration,
stock loss within storage systems loss and damage
1.2 Explain how to reduce stock loss within
storage systems
2. Understand the legal and organisational 2.1 Explain the legal and organisational
requirements for storing stock requirements for storing stock, including
health and safety requirements and the
removal of out-of-date stock
3. Be able to organise the use of storage 3.1 Organise storage facilities to take
facilities in a retail environment account of:
day-to-day work
safety requirements
the need to keep stock secure
the need to keep stock in a saleable
condition
3.2 Train staff to use the storage system:
securely
safely
in line with relevant legal
requirements
3.3 Assign staff clear roles and
responsibilities for storing and moving
stock
3.4 Develop plans to cope with unforeseen
storage problems that take account of
available resources
3.5 Review plans for coping with unforeseen
storage problems
3.6 Revise plans to cope with unforeseen
storage problems, taking account of any
relevant factors

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3.7 Monitor storage operations to ensure

that staff are storing and moving stock:
securely
safely
in line with relevant legal
requirements
3.8 Maintain stock records that are in line
with organisational procedures

4. Be able to monitor the storage and care of 4.1 Maintain a routine that meets the
stock in a retail environment organisation’s requirements for checking
the quality of storage facilities and stock
4.2 Perform spot checks of storage facilities
and stock
4.3 Train staff to:
identify stock that is out of date or at
risk of deteriorating
deal with stock that is out of date or at
risk of deteriorating in line with legal
requirements and organisational
procedures
4.4 Monitor the storage and movement of
stock to make sure that stock is reaching
the shop floor as it is needed
4.5 Recommend to decision makers ways of
running storage and stock movement
systems more profitably
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of a team leader or senior
member of a retail team who is responsible for
monitoring the quality of stock and use of
storage facilities.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

London School of international Business www.LSIB.CO.UK

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Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: L/503/5692 Maintain the availability of

goods on display in a retail environment to
promote sales
Level: 3

Credit value: 6

GLH: 30

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how the display of goods can 1.1 Explain how different types of display
promote sales help the store to reach its sales targets
1.2 Explain how the way that information is
positioned within displays can help to
promote sales
1.3 Explain how the layout of the selling area
affects sales
2. Understand legal and organisational 2.1 Explain the organisational and legal
requirements for displaying goods requirements for displaying descriptions
and prices of goods
2.2 Explain the organisation’s standards for
putting displays together, including
standards for cleaning and preparation
2.3 Explain the security, health and safety
requirements and procedures relating to
displaying goods
2.4 Explain customers’ legal rights in relation
to the display of goods
3. Be able to organise staff to display goods 3.1 Explain to staff the purpose of the
for retail sale display and the requirements and
standards it must meet, including
standards for health and safety and
security
3.2 Ask staff questions to check their
understanding of the requirements and
standards for the display
3.3 Ensure that staff prepare the display
area:
safely
with the minimum of inconvenience to
customers

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3.4 Ensure that staff put the display together:

safely
with the minimum of inconvenience to
customers
3.5 Explain the importance of consulting an
authorised decision-maker before
modifying or changing the display
3.6 Ensure that the records kept of displays
are in line with organisational procedures
4. Be able to evaluate the effectiveness of 4.1 Evaluate the effectiveness of displays in
displays relation to:
their intended purpose
legal and organisational requirements
and standards
4.2 Evaluate information within displays to
ensure that its content and position are:
legally compliant
likely to promote sales
4.3 Ask staff for suggestions for making the
display more appealing to customers
4.4 Explain the importance of dealing
promptly with any risks to security or
health and safety that arise when
evaluating displays
5. Be able to maintain the required quantity 5.1 Provide accurate, up-to-date pricing
and quality of goods on display information to the staff who need it
5.2 Monitor price marking to ensure that it is
correct
5.3 Resolve any pricing problems that arise
5.4 Develop stock replenishment plans to
maintain the required quantity and
quality of goods on display
5.5 Organise the removal of stock of
unsaleable quality from display
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are responsible
for organising staff to set up and maintain
displays. The learner does not need specialist
visual merchandising skills to achieve this unit.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.

London School of international Business www.LSIB.CO.UK

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Simulation is not allowed for any performance

evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: R/503/5693 Manage the payment

transaction process in a retail environment
Level: 3

Credit value: 9

GLH: 43

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Be able to monitor payment transaction 1.1 Explain the aims that takings practices
processing in a retail environment and procedures are designed to achieve
1.2 Monitor the way staff process payment
transactions, ensuring they are
processed:
in line with organisational processing
requirements
in ways that attempt to maintain
goodwill
1.3 Perform checks to ensure that
equipment is providing information
concerning payment transactions that is:
up to date
accurate
1.4 Follow organisational procedures to take
action to resolve any instances of:
payment transaction processing not
meeting organisational processing
requirements
payment transactions not being
processed in ways that attempt to
maintain goodwill
out of date or inaccurate information
2. Be able to manage the operation of 2.1 Perform checks to ensure that staff set
payment points in a retail environment up and operate payment points in line
with organisational procedures
2.2 Resolve any operational problems with
payment points when within own
authority to do so
2.3 Monitor the way that payments are
handled, ensuring that staff are following
organisational procedures
2.4 Develop contingency plans to deal with
unexpected problems at payment points

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Additional information about this unit

N/A
Unit aim (s) This unit assesses the occupational
competence of individuals who are responsible
for managing the way payments are processed
by staff at point of sale in a retail environment.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

168

Title: H/503/5701 Choose merchandise to feature

in visual merchandising displays
Level: 3

Credit value: 6

GLH: 27

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the purpose of featuring 1.1 Explain the role of displays featuring
merchandise in visual merchandising merchandise in marketing, promotional
displays and sales campaigns and activities
1.2 Explain the importance of being creative
when selecting merchandise for displays
2. Be able to evaluate merchandise for its 2.1 Evaluate the suitability of different items
display potential of merchandise for featuring in a display,
with respect to:
the purpose of the display
the potential of the merchandise to
attract and interest customers
whether the merchandise to be
featured is consistent with the
organisation’s visual display policy
the availability of the merchandise
within the timescale for preparing the
display
the cost of obtaining the merchandise
in relation to the budget available for
the display
3. Be able to liaise with decision makers 3.1 Explain to decision makers:
concerning the merchandise to be the reasons for the choice of
featured in a display merchandise for display
how the merchandise would feature in
the display
3.2 Reach an agreement with decision
makers concerning the choice of
merchandise before work starts on
assembling the display
3.3 Reach agreement with decision makers
concerning arrangements and
timescales for the supply of merchandise

London School of international Business www.LSIB.CO.UK

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Additional information about this unit

N/A
Unit aim (s) This unit assesses the occupational
competence of visual merchandising
specialists who are responsible for choosing
the merchandise to be featured in visual
merchandising displays and negotiating with
decision makers regarding those displays.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
AC 2.1: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

170

Title: K/503/5702 Manage the use of signage and

graphics in visual merchandising displays
Level: 3

Credit value: 7

GLH: 31

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how signage and graphics are 1.1 Explain how the look of signage and
used in visual merchandising displays graphics in visual merchandising
displays can attract customers
1.2 Explain how signage and graphics are
used in visual merchandising displays to
convey information to customers
2. Understand the importance of complying 2.1 Explain the importance of complying with
with legal requirements relating to the use legal requirements relating to the use of
of signage and graphics in visual signage and graphics in visual
merchandising merchandising displays

3. Understand the importance of monitoring 3.1 Explain the importance of monitoring the
the use of signage and graphics in visual use of signage and graphics in visual
merchandising displays merchandising displays to ensure that
they are being used as intended
4. Be able to assess the signage and 4.1 Assess the types and quantities of
graphics needed for visual merchandising signage and graphics that will best:
displays suit the purpose of the display
meet legal requirements
comply with the organisation’s visual
design policy
4.2 Confirm with decision makers that
proposals for the use of signage and
graphics are acceptable
5. Be able to source the signage and 5.1 Confirm with suppliers:
graphics needed for visual merchandising the type of signage and graphics
displays needed
quantities
costs
delivery dates
delivery arrangements

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5.2 Assess whether the signage and

graphics received from suppliers meet
specified requirements before they are
used
6. Be able to co-ordinate the use of signage 6.1 Distribute signage and graphics by the
and graphics in visual merchandising deadlines agreed in the design brief to
displays those who are responsible for putting
them on display
6.2 Explain to colleagues how they should
install signage and graphics to meet the
design brief
6.3 Check that signage and graphics are
installed in line with specifications
7. Be able to monitor the use of signage and 7.1 Perform checks on visual merchandising
graphics in visual merchandising displays displays to ensure that signage and
graphics are still being used as intended
7.2 Request feedback from colleagues on
the use of signage and graphics on
display
7.3 Take corrective action when signage and
graphics are not being used in line with
organisational procedures or the design
brief
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of visual merchandising
specialists who are responsible for specifying
signage and graphics to be used in visual
merchandising displays to achieve the
intended effects of a design brief.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.

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The candidate may have undertaken formal

visual merchandising training that may
contribute to the evidence for this unit.
AC 4.1: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

173

Title: M/503/5703 Evaluate the effectiveness of

visual merchandising displays
Level: 3

Credit value: 9

GLH: 46

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the types of evidence used to 1.1 Explain the importance of evaluating the
evaluate the effectiveness of visual effectiveness of visual merchandising
merchandising displays displays
1.2 Explain when the effectiveness of visual
merchandising displays should be
evaluated
1.3 Explain which types of information are
the most useful for evaluating the
effectiveness of visual merchandising
displays
1.4 Explain the meaning of ‘validity’ and
‘reliability’ in relation to the measurement
of customers’ responses to visual
merchandising displays
2. Be able to gather information about 2.1 Research customers’ responses to visual
customers’ responses to visual merchandising displays, ensuring that
merchandising displays the information gathered is:
valid
reliable
gathered in line with organisation’s
communications policy
gathered in ways that attempt to
maintain the goodwill and co-
operation of those providing the
information

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3. Be able to analyse information from 3.1 Agree the standards for evaluating the
customers’ responses to evaluate the effect of visual merchandising displays
effectiveness of visual merchandising with decision makers
displays 3.2 Analyse the evidence of the
effectiveness of visual merchandising
displays fairly against the agreed
standards
3.3 Evaluate the effectiveness of visual
merchandising displays in terms of:
the purpose of the display
customers’ responses to the display
3.4 Recommend to decision makers
improvements that could be made to the
way visual merchandising is carried out
in the store, based on the research
findings and conclusions
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of visual merchandising specialists
who are responsible for evaluating the
effectiveness of displays.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
AC 2.1: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.

London School of international Business www.LSIB.CO.UK

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Skillsmart Retail's Assessment Principles

for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

176

Title: A/503/5705 Contribute to improving a retail

organisation’s visual merchandising policy
Level: 3

Credit value: 8

GLH: 36

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how visual merchandising and 1.1 Explain how having a visual
visual design can benefit an organisation merchandising policy can help the
organisation to achieve its aims
1.2 Explain how visual design can help to
promote and sell goods and services
1.3 Explain what customer-focused design is
1.4 Explain how customer-focused design
can benefit the organisation
2. Be able to evaluate the organisation’s 2.1 Research what internal and external
approach to visual design customers want and expect from the
visual design of the organisation
2.2 Analyse research findings to identify
internal and external customers’ wishes
and expectations concerning visual
design in the organisation
2.3 Evaluate whether current and recent
visual designs used in the organisation
meet internal and external customers’
wishes and expectations

3. Be able to recommend new ideas for the 3.1 Develop ideas for improving the
organisation’s visual design organisation’s approach to visual design
3.2 Create ideas for improving the visual
design of the organisation
3.3 Assess whether own design ideas are
relevant to the needs of the organisation
3.4 Present visual design recommendations
to decision makers

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4. Be able to support staff putting the 4.1 Explain the organisation’s visual design
organisation’s visual design policy into policy to staff in a way that attempts to
practice encourage understanding and
commitment
4.2 Provide opportunities for staff to ask
questions
4.3 Perform checks to ensure that visual
designs used in the organisation are
consistent with the organisation’s visual
design policy
4.4 Report to own line manager any
problems with implementing the visual
design policy that are not within own
authority to resolve

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of visual merchandising
specialists who are expected to suggest
improvements to an organisation’s visual
design and to ensure that staff follow the
organisation’s visual design policy.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
‘Visual merchandising/design policy’: If the
organisation does not have a written policy,
learners need to ask their manager for broad
guidelines and follow these where the unit
refers to a policy.

London School of international Business www.LSIB.CO.UK

178

Skillsmart Retail's Assessment Principles

for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

179

Title: M/503/5720 Help customers to choose

specialist products in a retail environment
Level: 3

Credit value: 8

GLH: 34

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand commercial awareness in 1.1 Explain own organisation’s brand values

relation to the organisation, its target in relation to its product offer, pricing and
market and product offer service
1.2 Explain the customer profiles for own
organisation
1.3 Explain how own organisation compares
with its competitors on product offer,
pricing and service
1.4 Explain the elements of a positive
customer experience in relation to:
own organisation
specialist products within own area of
responsibility
2. Understand the specialist products within 2.1 Explain the meaning of specialist
own area of responsibility terminology that knowledgeable
customers are likely to use in relation to
the specialist products within own area of
responsibility
2.2 Explain how the specialist products
within own area of responsibility are
produced or obtained
2.3 Explain how methods of producing or
obtaining specialist products in own area
affect the nature and quality of the
products
2.4 Explain any legislation relating to the
specialist products within own area of
responsibility
2.5 Explain any health and safety
considerations that customers must be
warned about, or may ask about, in
relation to the specialist products within
own area of responsibility

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2.6 Explain any ethical and environmental

concerns that customers may have
about the specialist products within own
area of responsibility
2.7 Explain how to address ethical and
environmental concerns customers may
have about specialist products within
own area of responsibility
2.8 Explain sources of after-sales advice and
support that are available to customers
in relation to the specialist products
within own area of responsibility
2.9 Explain the customer’s legal rights and
the organisation’s policy concerning
returns in relation to the specialist
products within own area of responsibility
3. Be able to initiate and develop a rapport 3.1 Explain how to assess customers’ body
with customers language to determine whether they are
likely to respond positively to being
approached
3.2 Adapt own speech and body language in
ways that attempt to initiate and develop
a rapport with individual customers
3.3 Interact with customers in ways that
attempt to support the organisation’s
brand values
4. Be able to match specialist products to 4.1 Explore customers’ individual
individual customer requirements requirements to establish what specialist
products they are looking for
4.2 Provide customers with information
about specialist products that is:
in line with organisational procedures
factually correct
legally compliant
relevant to the individual customer’s
needs
4.3 Match the features and benefits of
available specialist products as closely
as possible to customers’ needs
4.4 Compare and contrast specialist
products in ways that attempt to help
customers to choose products that best
meet their needs
4.5 Respond to customers’ questions about
specialist products in ways that attempt
to encourage sales and promote goodwill

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4.6 Recommend related products to

customers that could enhance their
experience of the specialist product they
are purchasing
5. Be able to maintain own product 5.1 Explain how in-depth product knowledge
knowledge and expertise in relation to combined with genuine enthusiasm for
specialist products the product affect own ability to sell
specialist products
5.2 Investigate new products and product
trends in own area of expertise
5.3 Devise ways of maintaining own
enthusiasm for the products in own area
of expertise
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals responsible for
giving customers expert advice on specialist
products. Specialist products are ones for
which many customers will welcome in-depth
advice to help them choose the products that
best meet their needs.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist product knowledge
required by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
AC 2.9: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

182

Title: K/503/5733 Produce staffing schedules to

help a retail team to achieve its targets
Level: 3

Credit value: 5

GLH: 22

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the uses of and constraints 1.1 Explain the relationship between staffing
upon the staffing schedules for a retail schedules and the achievement of work
team targets within a retail team
1.2 Explain the factors other than staffing
that may affect progress towards work
targets, and the effect these are likely to
have
1.3 Explain what can happen if requirements
are not complied with when drawing up
staffing schedules including:
legal requirements
organisational requirements
contracts of employment
2. Be able to produce staffing schedules for a 2.1 Produce staffing schedules that:
retail team cover all the operational needs that
the team is responsible for meeting
take account of the operational
constraints that apply
take account of the existing skills of
staff
show how work will be allocated
between available staff
show the locations where individuals
will work
show the times when individuals will
start and finish work
comply with relevant laws,
organisational policy relating to
working hours and individual contracts
of employment
attempt to make it easy for team
members to understand and use
include contingency plans to cope
with unusual situations

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3. Be able to adjust staffing schedules to take 3.1 Monitor the progress of the team towards
account of changing operational needs and meeting operational needs
constraints 3.2 Adjust staffing schedules where
necessary and possible to ensure that
operational needs can be met

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of team leaders and other senior
team members who are responsible for
ensuring that there is adequate cover within
their team to ensure that targets will be met.
This includes producing staffing schedules,
adjusting schedules as needed.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
AC 2.1: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: F/503/5737 Monitor and support secure

payment point use during trading hours
Level: 3

Credit value: 3

GLH: 13

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the data security risks 1.1 Explain who is authorised to remove
associated with payment point use cash or cash equivalents from payment
points during trading hours
1.2 Explain the data security risks that can
arise at a payment point
2. Be able to monitor and support secure 2.1 Monitor the payment point during trading
payment point use during trading hours hours to ensure that staff are following
organisational procedures for keeping
customers’ personal data confidential
2.2 Authorise payment point transactions
and adjustments in line with
organisational procedures for:
customer service
security
stock control
2.3 Replenish change in payment points in
line with organisational procedures

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are
responsible for maintaining the secure use of
single or multiple payment points during
trading hours.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: H/503/5732 Manage the prevention of

wastage and loss in a retail environment
Level: 3

Credit value: 11

GLH: 50

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the purpose of loss-control and 1.1 Explain the purpose of loss-control and
stock-taking systems stock-taking systems

2. Be able to monitor own work area security 2.1 Monitor the work area to detect any
in a retail environment problems with security
2.2 Implement security measures in line with:
legislation
organisational requirements
3. Be able to promote security consciousness 3.1 Provide information to colleagues on:
to colleagues responsibilities for maintaining security
maintenance of security in own work
area when opening, operating and
closing the retail unit
those with authority to stop and search
staff and customers
the items most likely to be stolen from
own work area
4. Be able to investigate loss of stock, 4.1 Monitor levels of stock, equipment, cash
equipment, cash and cash equivalents and cash equivalents in line with
organisational procedures to enable loss
to be detected
4.2 Record losses in line with organisational
procedures
4.3 Follow organisational procedures to
investigate the cause of losses

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5. Be able to take measures to prevent 5.1 Provide information to colleagues on:

wastage and loss the nature and extent of wastage and
loss
how wastage and loss can occur
the problems caused by wastage and
loss
how they can help to prevent wastage
and loss
5.2 Evaluate potential methods for
preventing wastage and loss
5.3 Implement methods to prevent wastage
and loss
5.4 Evaluate the effectiveness of wastage
and loss prevention measures
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who are
responsible for preventing wastage and loss in
their work area, both by their own actions and
by promoting security consciousness to
colleagues.
For the purposes of this unit, ‘loss’ means the
loss of stock, equipment, cash and cash
equivalents through theft or fraud. ‘Wastage’
means the loss of stock through deterioration
or damage.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
It is expected that simulation will be used to
gather evidence of security measures being
implemented to deal with or contain:
security risks
threats to security
breaches of security
actual or suspected incidents of theft.
This unit can be assessed independently of
other units. However, it may be possible to
generate some of the evidence for this unit
holistically when gathering evidence for other
units in the same qualification.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: J/503/5710 Help customers to choose

alcoholic beverages in a retail environment
Level: 3

Credit value: 10

GLH: 53

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand legislation relating to the sale 1.1 Explain relevant legislation and
of alcoholic beverages in a retail regulations relating to the sale of
environment alcoholic beverages in a retail
environment
1.2 Explain the personal consequences and
the consequences for the organisation of
not complying with legislation and
regulations relating to the sale of
alcoholic beverages
1.3 Explain how the organisation’s policy
relating to the sale of alcohol complies
with legal requirements
2. Understand the characteristics of different 2.1 Explain the characteristics of different
alcoholic beverages alcoholic beverages in terms of their
features and benefits
2.2 Explain where to find reliable information
about the alcoholic content of the
alcoholic beverages the organisation
carries
3. Be able to comply with legal requirements 3.1 Comply with all relevant legal
when helping customers choose alcoholic requirements and organisational policy
beverages in a retail environment when helping customers choose
alcoholic beverages in a retail
environment

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4. Be able to help customers to choose 4.1 Ask customers questions to establish the
alcoholic beverages in a retail types of alcoholic beverage they are
environment looking for
4.2 Provide customers with information
about alcoholic beverages that is:
in line with organisational procedures
factually correct
legally compliant
relevant to the individual customer’s
needs
4.3 Match the features and benefits of
available alcoholic beverages as closely
as possible to customer needs
4.4 Compare and contrast alcoholic
beverages in ways that attempt to help
customers to choose those products that
best meet their needs
4.5 Respond to customer questions about
alcoholic beverages in ways that attempt
to encourage sales and promote goodwill
4.6 Recommend to customers related
products that could enhance their
experience of the alcoholic beverages
they are interested in purchasing
4.7 Explain politely to customers why it is not
possible to help them to purchase
alcoholic beverages, when legal
requirements or organisational policy
prevent this
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who sell alcoholic
beverages in a retail environment and apply
in-depth knowledge of these products to help
increase sales and encourage customer
loyalty. The alcoholic beverages the learner
sells may be of any kind.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge

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covered by this unit, expert witness testimony

must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
ACs 1.3, 3.1, 4.7: If the organisation does not
have a written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
AC 4.7: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: L/503/5675 Monitor and help improve food

safety in a retail environment
Level: 3

Credit value: 11

GLH: 50

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the principles of food safety 1.1 Explain the following terms in relation to
management that apply to a retail own organisation:
environment ‘critical control points’
‘control points’
‘critical limits’
‘variance’
1.2 Explain the importance of monitoring
critical control points and control
points
1.3 Explain the impact of variance at critical
control points and control points on
food safety, public health and the
organisation
1.4 Explain why traceability is important to
food safety
1.5 Explain how traceability works
1.6 Explain the importance of having
organisational food safety procedures in
place
2. Be able to monitor critical control points in a 2.1 Select relevant food safety control
retail environment measures when monitoring critical
control points
2.2 Implement all specified organisational
operational controls and checks of
critical control points at the set time
frequency
2.3 Maintain records of monitoring activities
in line with organisational procedures
2.4 Obtain verification for completed
checks, following organisational
procedures

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3. Be able to deal with problems identified 3.1 Take corrective action when control
when monitoring critical control points in a measures fail, ensuring that such action
retail environment is:
suited to the situation
carried out with a degree of urgency
that matches the seriousness of the
situation
3.2 Report to the designated person any
procedures that are out of line with
critical limits
3.3 Seek expert advice and support for
problems identified when monitoring
critical control points that are outside
own level of authority or expertise to
resolve
4. Be able to ensure that staff perform to the 4.1 Allocate food safety responsibilities to
standard required for food safety in a retail staff
environment 4.2 Supervise staff to ensure that allocated
food safety responsibilities are met
4.3 Ensure that staff receive the training in
food safety that they need
5. Be able to evaluate the nature and impact 5.1 Evaluate the nature and impact of factors
of factors or issues that may affect the or issues that may affect the safety of
safety of food in a retail environment food, arising in:
own work activities
the working environment
supplies
products to be sold to customers
6. Be able to contribute to improving food 6.1 Explain the term ‘continuous
safety in a retail environment improvement’ in relation to food safety
6.2 Explain the importance of contributing to
the process of improving food safety
6.3 Present to decision-makers ideas for
improving procedures or processes that
affect food safety
6.4 Implement new or revised procedures
to improve food safety, where authorised
to do so
Additional information about this unit
Glossary
Control measures
Actions required to prevent or eliminate a food safety hazard or reduce it to an acceptable level.

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Control point

A step in the food preparation process which can be controlled, but would not result in an
unacceptable health risk if control was not exercised.
Corrective action
The action to be taken when a critical limit is breached.
Critical control point

A step in the food control or preparation process where a food safety hazard must be dealt with
by preventing it, removing it or reducing it to an acceptable level.
Critical limit
The minimum and maximum limits allowed in order to control a particular task or process.
Food safety hazards
Something which may cause harm to the consumer and can be:
microbiological (for example, bacteria, moulds, viruses)
chemical (for example, pesticides used on fruit and vegetables, chemicals used in
cleaning or for pest control)
physical (for example, insects, parasites, glass,
nails) allergenic (for example, nuts, milk, eggs)

Food safety management

Putting into practice the policies, procedures, practices, controls and documentation that ensure
that food is safe for consumers.
Procedures

A series of clear steps or instructions on how to do things; rules. Some companies document
their procedures formally in writing, and others simply have procedures that all staff
understand and follow but which are not written down.
Training

Bringing an individual up to a desired level or standard of proficiency. This can be done by

means of instruction or by formal training courses.
Variance
The difference between the planned or standard limits allowed and the actual values monitored.
Verification

Using a selection of methods, procedures and tests to show and confirm that the system
is operating in line with the plan.

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Unit aim (s) This unit assesses certain aspects of the

occupational competence needed to ensure
the safe handling or preparation of food in a
retail environment. The food concerned may
be wrapped or unwrapped, and may include
food subject to temperature control. The unit
covers monitoring critical control points and
using the findings of those monitoring activities
to improve the processes that affect food
safety.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
food safety training that may contribute to the
evidence for this unit.
The terms highlighted in bold in the
assessment criteria are explained in a glossary
appended to this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: M/503/5734 Monitor and maintain health

and safety in a retail environment
Level: 3

Credit value: 13

GLH: 60

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand own role in controlling risks to 1.1 Explain own rights and responsibilities
health and safety in a retail environment under current legislation relating to:
health and safety at work
managing health and safety at work
reporting injuries, diseases and
dangerous occurrences
substances that can endanger health
first aid
fire precautions
1.2 Describe sources of information and
advice about health and safety
legislation, policy and procedures
1.3 Explain how to control health and safety
hazards in relation to own role
1.4 Describe methods of containing
threatening and/or violent behaviour
1.5 Explain how to control threatening and/or
violent behaviour
2. Understand own responsibility for 2.1 Explain how people can react in the
implementing accident and emergency event of accidents and emergencies
procedures in a retail environment 2.2 Explain the importance of staying calm in
the event of an accident or emergency
2.3 Describe organisational procedures for
raising alarms
2.4 Explain own responsibilities in relation to
evacuating the workplace in the event of
an accident or emergency
2.5 Describe some escape routes from own
work place including how to reach and
use them safely

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3. Be able to control risks to health and safety 3.1 Monitor own working area to ensure that:
in a retail environment it is free from risks to health and
safety
colleagues are using any personal
protective equipment in line with
organisational procedures
3.2 Seek advice immediately from the
designated person when having difficulty
controlling a risk to health and safety
3.3 Provide training to colleagues on safe
working practices
3.4 Implement health and safety checks in
line with organisational procedures
4. Be able to conduct risk assessments in a 4.1 Explain why risk assessments are
retail environment necessary in a retail environment
4.2 Conduct risk assessments in such a way
as to detect any significant risks to health
and safety
4.3 Prioritise risks in the order they should be
dealt with
4.4 Record risk assessments in line with
organisational procedures
4.5 Make risk assessment records available
to those who need them
4.6 Review risk assessment procedures to
take account of changes in factors
affecting health and safety
4.7 Update risk assessment procedures as
needed
5. Be able to implement accident and 5.1 Take action in line with organisational
emergency procedures in a retail procedures to prevent injury when
environment emergencies occur in the workplace
5.2 Take action in line with organisational
procedures to prevent damage to
property when emergencies occur in the
workplace
5.3 Take action in line with organisational
procedures to contain potentially unsafe
situations in the work area
5.4 Seek immediate help from an appropriate
source in the event of accidents and
emergencies
5.5 Use safety equipment in the event of an
accident or emergency in line with the
organisation’s and/or manufacturer’s
guidelines
5.6 Ensure when the building is being
evacuated that:

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colleagues and customers leave the

building immediately
colleagues and customers use
designated escape routes to leave the
building
officials responding to requests for
help are given access
5.7 Act immediately to isolate anyone acting
violently or making threats
5.8 Take action to protect colleagues and
customers from anyone acting violently
or making threats
Additional information about this unit
N/A
Unit aim (s) This unit assesses occupational competence in
relation to monitoring the workplace for health
and safety risks and taking action to reduce
those risks, including carrying out formal risk
assessments.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
It is expected that simulation will be used to
gather evidence for the implementation of
accident and emergency procedures.
Evidence of competence in implementing
evacuation procedures will take account of
specific training in these procedures.
This unit can be assessed independently of
other units. However, it may be possible to
generate some of the evidence for this unit
holistically when gathering evidence for other
units in the same qualification.
AC 1.2: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: T/503/5671 Source required goods and

services in a retail environment
Level: 3

Credit value: 10

GLH: 52

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the role of suppliers when 1.1 Explain how suppliers’ terms and
sourcing goods and services conditions can affect the profitability of a
retail business
1.2 Explain the organisation’s legal rights as
a purchaser of goods and services,
including rights relating to returns,
replacements and refunds
1.3 Explain what constitutes a legally binding
contract between retailer and supplier
2. Be able to source required goods and 2.1 Interpret stock records to establish:
services which stock needs replenishing
the quantity of stock required
2.2 Evaluate the service offered by
suppliers, taking account of:
the availability of the required goods
and services
the terms and conditions offered by
suppliers

3. Be able to order goods and services 3.1 Analyse purchase requisitions to identify
items that can be ordered together
3.2 Order goods and services:
of the required type and quantity
allowing sufficient time for delivery
3.3 Develop procedures that will enable
colleagues to give sufficient notice of any
special orders for goods and services
3.4 Resolve overdue or incomplete orders
with the supplier
3.5 Arrange returns, replacements and
refunds when applicable
3.6 Explain the options available when
orders cannot be fulfilled on time
3.7 Maintain purchasing records that are in
line with organisational procedures

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4. Be able to evaluate the performance of 4.1 Evaluate the quality, price and timeliness
suppliers of stock for retail sale of deliveries against the organisation’s
requirements
4.2 Evaluate colleagues’ feedback about
suppliers’ performance to determine if
the standard of performance is
acceptable
4.3 Provide feedback to suppliers on the
level of service they provide
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of someone who orders stock for
a retail store and is responsible for choosing
the store’s suppliers as well as ordering stock
directly from suppliers.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: T/503/5704 Manage budgets for visual

merchandising projects
Level: 3

Credit value: 10

GLH: 46

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of controlling 1.1 Explain the importance to the

expenditure on visual merchandising organisation of controlling expenditure
projects on visual merchandising projects
2. Understand the concept of ‘value for money’ 2.1 Explain what ‘value for money’ means
when managing visual merchandising when managing visual merchandising
projects projects
2.2 Explain why ‘value for money’ does not
just mean paying the lowest prices
3. Be able to agree costs with decision makers 3.1 Calculate estimates of the costs of
for visual merchandising projects proposed visual merchandising projects
3.2 Prepare business cases for visual
merchandising project budgets that show
how value for money will be achieved
3.3 Present budget proposals to decision
makers in ways that attempt to persuade
them to adopt the proposals
3.4 Negotiate budgets with decision makers
in ways that attempt to keep them
committed to the project’s aims
4. Be able to control costs for visual 4.1 Explain to colleagues the cost limits they
merchandising projects must work within on visual
merchandising projects
4.2 Maintain accurate records of project
expenditure in line with organisational
procedure
4.3 Identify unacceptable discrepancies in
project expenditure
4.4 Take action to resolve any discrepancies
in project expenditure when this falls
within own authority
4.5 Report unacceptable discrepancies in
project costs to the designated person
when resolving such discrepancies is not
within own authority

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4.6 Identify areas where value for money

could have been improved within budget
limits for the project
5. Be able to keep colleagues informed on 5.1 Keep colleagues informed on
expenditure on visual merchandising expenditure on visual merchandising
projects projects

Additional information about this unit

N/A

Unit aim (s) This unit assesses the occupational

competence of visual merchandising
specialists who are responsible for managing
the budgets of visual merchandising projects.

Assessment requirements specified by a

This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: F/503/5706 Design visual merchandising

display layouts
Level: 3

Credit value: 10

GLH: 46

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the importance of display layout 1.1 Explain what layout design is
design in visual merchandising 1.2 Explain the role of layout design in visual
merchandising
1.3 Explain the importance of developing
creative and practical display layout
ideas in visual merchandising
2. Understand the elements of creative layout 2.1 Explain how to choose and combine
design solutions scale, shape, colour, texture and focal
points to produce creative layout design
solutions
2.2 Explain the role of dimension, shape,
colour, texture and location in creative
layout design
3. Understand the importance of display layout 3.1 Explain why specifications, drawings and
designs to those who put layouts together supporting information are needed by
those who will put layouts together
4. Be able to develop creative ideas for display 4.1 Assess which layout best meets the
layouts intended purpose of the display
4.2 Generate different ideas for the design of
the display layout
4.3 Evaluate ideas for the design of the
display layout, using relevant criteria
including:
cost
the time available to prepare the
display
4.4 Select the display layout idea that is
most likely to achieve the required visual
effect within time and cost limits
4.5 Develop the chosen display layout idea
in more detail ensuring that it:
fulfils the precise design requirements
is still achievable within the available
time and cost
will fit the available space

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can be assembled and used safely

4.6 Reach an agreement with decision
makers on the final layout
5. Be able to produce guidance to enable the 5.1 Produce a drawing of the display layout
assembly of display layouts that:
uses visual merchandising drawing
and coding conventions to give
information
specifies the dimensions and
orientation of the layout
specifies the standards of the finished
layout
5.2 Estimate the quantities of materials
needed for specified display layouts
5.3 Estimate the costs of materials and
services needed for specified layouts,
doing so:
within the design requirement for the
layouts
within cost limits
5.4 Provide detailed information on the
layout design to enable the display to be
assembled safely
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational
competence of visual merchandising
specialists who are responsible for designing
display layouts and providing guidance on how
to assemble those designs.
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
visual merchandising training that may
contribute to the evidence for this unit.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: Y/503/5730 Deputise for the leader of a

retail team
Level: 3

Credit value: 11

GLH: 55

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the standards of performance 1.1 Explain team leader responsibilities in

required of own retail team when deputising relation to:
for a team leader health and safety
equality, diversity and inclusion
security
staffing levels
absence reporting
timekeeping
personal appearance
handling customer complaints
1.2 Explain relevant legislation and
regulations relating to the products the
team sells
1.3 Explain the importance of setting an
example to team members by following
organisational procedures and policies at
all times
2. Understand how to gain the co-operation of 2.1 Explain the challenges involved in
own retail team when deputising for team temporarily managing peer colleagues
leader 2.2 Explain how clear communication helps
teams to work effectively
2.3 Explain why it is important for a team
leader to be approachable and
trustworthy, including the importance of
maintaining confidentiality
2.4 Explain the importance of treating all
team members fairly
3. Be able to maintain the standards of 3.1 Communicate accurate information and
performance of own retail team when instructions to the team
deputising for a team leader 3.2 Set an example for own team by
following organisational procedures and
policies when deputising for a team
leader

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3.3 Perform checks to ensure that team

members follow organisational
procedures and policies
4. Be able to manage the morale of own retail 4.1 Allocate work tasks to team members in
team when deputising for a team leader ways that attempt to maintain the morale
of the team
4.2 Use methods to motivate own team that
are suited to individual team members’
existing levels of motivation and
expertise
4.3 Praise good performance both to the
individuals concerned and to
management
4.4 Provide support to team members who
are having difficulty coping with their
work, in ways suited to the individual and
the situation
4.5 Communicate potentially sensitive
information only to those who have a
right to receive it
5. Be able to manage own performance when 5.1 Manage own time to carry out other work
deputising for a team leader duties when deputising for a team leader
5.2 Follow organisational procedures when
problems arise when deputising for a
team leader
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of individuals who deputise for a
team leader within a retail environment. The
competent individual is expected to be able to
manage and motivate peer colleagues to carry
out their day-to-day duties.

Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

London School of international Business www.LSIB.CO.UK

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Title: D/503/5731 Contribute to the continuous

improvement of retail operations within
own area of responsibility
Level: 3

Credit value: 10

GLH: 47

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand how own area of responsibility 1.1 Explain characteristics of the

can contribute to the overall success of the organisation’s brand image, customer
retail organisation base and desired market position
1.2 Explain the relationship between the
agreed performance measures for own
area of responsibility and the
organisation’s brand image and desired
market position
1.3 Explain how systems and procedures in
own area of responsibility are intended to
support the achievement of organisational
performance measures
1.4 Explain potential causes of failure to
achieve organisational performance
measures in the type of retail operations
carried out in own area of responsibility
2. Understand how to motivate staff in own 2.1 Explain why it is important for staff to
area of responsibility to support and understand the purpose and intended
contribute to the continuous improvement benefits of improvements to retail
of retail operations operations
2.2 Explain how own manner when explaining
improvements can affect staff’s response
to these
2.3 Explain the importance of encouraging
staff to suggest ideas for improvement to
retail operations
2.4 Explain the importance of ensuring that
colleagues receive the credit if their ideas
are implemented
2.5 Explain the importance of showing
enthusiasm and leading by example when
putting improvements into practice

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3. Be able to evaluate achievements of 3.1 Evaluate organisational performance

organisational performance measures for within own area of responsibility using
retail operations within own area of information that is:
responsibility relevant
reliable
up to date

4. Be able to develop recommendations for 4.1 Develop ideas to improve the

improving the effectiveness of retail effectiveness of operations in own area of
operations responsibility
4.2 Evaluate which ideas for improvements to
the effectiveness of operations in own
area of responsibility should be put
forward to decision makers, based on the
extent to which the ideas are:
consistent with the organisation’s
brand image
consistent with organisational policy
achievable, given the available
resources
beneficial to the organisation and its
customers
5. Be able to recommend ideas for improving 5.1 Present ideas to decision makers for
the effectiveness of retail operations to possible improvements, doing so:
decision makers with supporting facts
acknowledging any contributions
made by other people
5.2 Explain to decision makers the benefits
the recommended improvements could
bring
5.3 Justify to decision makers the resources
needed to put improvements into practice
5.4 Clarify any aspects of the recommended
improvements decision makers wish to
discuss further

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6. Be able to contribute to the implementation 6.1 Explain planned improvements to staff

of planned improvements to retail in ways that attempt to:
operations within own area of responsibility make clear the benefits of the
proposed changes
encourage involvement in
implementing proposed changes
6.2Ensure that staff have everything they
need to implement proposed changes
including additional training
6.3Seek advice and support to resolve any
problems with implementing proposed
changes that are not within own
authority to resolve
6.4Demonstrate to staff own commitment
to achieving the benefits of proposed
changes through own behaviour
Additional information about this unit
N/A

Unit aim (s) This unit assesses the occupational

competence of a first line manager or senior
team member in relation to the contribution
they make to improving operations within their
own area of responsibility. The learner could
contribute to improving performance against
any operational measure set by the
organisation, such as sales targets, service
standards or quality standards..
Assessment requirements specified by a This unit requires workplace assessment of
sector or regulatory body (if appropriate) occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
It is highly unlikely that the assessor will be
able to gather evidence for this unit by
observing workplace activity. Evidence can,
however, come from professional discussion
supported by oral reports of real achievements
and testimony from an expert witness.
AC 4.2: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.

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Skillsmart Retail's Assessment Principles for

Retail Qualifications can be found on their
website (www.skillsmartretail.com)

Details of the relationship of the unit and N/A

relevant national occupational standards

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