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Qualification details

NOCN Level 3 Certificate in Progression (QCF)

Qualification summary

Develop learner skills and knowledge and enable those achievements to be recognised and certificated
· Offer the opportunity for learners to accumulate achievements alongside other work and life commitments, and work towards a qualification that suits their needs
· Offer the maximum flexibility for delivery in a wide range of learning and training contexts
· Enable users to design and construct courses that are learner-centred, demand-led and relevant
· Enable learners to gain taster knowledge of a sector to enable them to successfully make the transition into further and higher level learning and training which is vocationally and/or work related
· Enable learners to develop their personal and social skills as part of their learning and training, offering a holistic approach to recognising learner needs
· Increase participation at all levels and widen participation amongst groups currently under-represented in education and training
· Provide opportunities for tentative returning learners to experience different curriculum areas with a view to making informed choices about their own learning needs or directions
· Provide the tools to motivate learners and enable them to gain confidence by providing a supportive learning framework in which they can achieve real progress and acquire new skills or develop existing skills
· Offer this qualification as one of a suite of qualifications, including both generic and endorsed pre-vocational pathways, to offer focused progression routes into a range of vocational qualifications and employment

Qualification details

500/1945/4
NOCN - National Open College Network
3
QCF - QCF Qualification
Accreditation start date:
01/07/2007
Operational start date in centres:
01/07/2007
Accreditation end date:
31/12/2010
Certification end date:
31/12/2013
For information on the approval of qualifications for funding in England, Wales and Northern Ireland, see the links to DCSF, DIUS, DCELLS, DELNI and DENI below.

When undertaking a qualification that does not appear on the governments' lists as eligible for funding for specific age ranges, users must be aware of legal requirements. Not all qualifications are suitable for all age ranges.
For further information on 14-19 qualifications offered in England, please refer to the DCSF Section 96 website.

For further information on 19+ qualifications offered in England, please refer to the DIUS Section 97 website.
For further information on Wales, visit the DCELLS website.
For further information on Northern Ireland, visit the DELNI and DENI websites.
English
The flexibility of the qualification allows for learner achievements to be recognised through specifically designed, demand-led courses. Centres can use the units to create a qualification that provides underpinning skills and knowledge appropriate to progression routes for learners’ particular needs.

The qualification is designed to enable the greatest flexibility for the learner, allowing them to achieve the size and level of qualification most suitable for their needs and relevant to their stage of learning. This qualification can be used as a diagnostic qualification and this will support the learner’s progression to meet theirs and their employer/future employer needs.

The vocationally-related units have been mapped to current, relevant NOS, as part of the process of securing Sector Skills Council endorsement for those units. Vocationally related units where NOS do not currently exist have been mapped to the Adult Literacy and Numeracy Core Curricula. All vocationally related units have also been signposted to the Adult Literacy and Numeracy Core Curricula.

Units in 14.1 and 14.2 have been mapped to Adult Literacy and Numeracy Core Curricula. The mapped units will demonstrate to the learner the skills and knowledge they are achieving in relation to other qualifications and standards. This in turn will assist learners, centres and employers in identifying suitable progression routes into sector specific qualifications.
No specific job occupation
  • 14 Preparation for Life and Work
    • 14.1  Foundations for Learning and Life
30
21
210
Pass
Aural Examination
Coursework
E-assessment
Multiple Choice Examination
Oral Examination
Portfolio of Evidence
Practical Demonstration / Assignment
Practical Examination
Written Examination
None
None
No
View Performance Measures Here
For the achievement of the NOCN Level 3 Certificate in Progression, the learner must achieve 30 credits (210 guided learning hours). A minimum of 21 credits must be achieved at Level 3 with a maximum of 9 credits being achieved at Level 2. 6 credits must be achieved from the Mandatory Group A - Core Skills at either Level 3 or Level 2.
  • QS -  Parent Group
    • A  -  Core Skills
      A minimum of 3 credits must be achieved from the Core Skills groups at either Level 3 or Level 2.
    • A2 -  Core Skills Level 2
      A maximum of 3 credits must be achieved from the Core Skills groups at Level 3 or Level 2. No more than 3 credits can be achieved at Level 2.
      • F/500/4844 - Adapting to Change at Work
      • D/500/5273 - Building a Personal Career Portfolio
      • M/500/5794 - Communication in the Workplace
      • Y/500/4767 - Demonstrating Speaking and Listening
      • H/500/5274 - Developing a Personal Exercise Programme
      • K/500/5275 - Developing and Using Research Skills
      • M/500/5715 - Developing Customer Service Skills
      • M/500/5276 - Developing Decision Making Skills
      • Y/500/5790 - Developing Group and Teamwork Communication Skills
      • T/500/5277 - Developing Leadership Skills
      • H/500/4769 - Developing Negotiation Skills
      • Y/500/4770 - Developing own Interpersonal Skills
      • H/500/5534 - Developing Parenting Skills
      • H/500/4772 - Developing Personal Confidence and Self Awareness
      • K/500/4773 - Developing Personal Development Skills
      • D/500/4785 - Developing Personal Learning Skills
      • T/500/5280 - Developing Personal Study Skills
      • A/500/5278 - Developing Problem Solving Skills
      • H/500/4786 - Developing Reading Strategies
      • J/500/5266 - Developing Skills for Listening to Children
      • A/500/4809 - Healthy Living
      • K/500/4787 - Improving Assertiveness and Decision Making Skills
      • L/500/4782 - Improving Own Learning and Performance
      • R/500/4816 - Improving Punctuation and Grammar Skills
      • Y/500/5532 - Improving Spelling Skills
      • F/500/5265 - Improving Team Building Skills
      • M/500/4810 - Introduction to Alcohol Awareness for the Individual
      • T/500/4811 - Introduction to Drug Awareness
      • D/500/5662 - Making and Using Story Sacks for Family Learning
      • A/500/5538 - Making Choices in Pursuit of Personal Goals
      • J/500/4781 - Managing Your Own Learning
      • F/500/5542 - Numeracy in Context – Planning a Mathematical Project
      • J/500/5543 - Personal Budgeting and Money Management
      • J/500/4845 - Personal Career Planning
      • L/500/4846 - Personal Career Preparation
      • J/500/5221 - Preparation for Work
      • R/500/5223 - Preparing for a Recruitment Interview
      • Y/500/5224 - Problem Solving in the Workplace
      • D/500/5225 - Recognising Employment Opportunities
      • A/500/4812 - Recognising Issues of Substance Misuse
      • D/500/5290 - Sex and Relationships Education
      • K/500/4790 - Supporting Your Children in Family Learning
      • H/500/4822 - Supporting Your Children’s Literacy and Numeracy Development through Family Learning
      • L/500/4779 - Understanding Active Citizenship in the Local Community
      • J/500/4778 - Understanding Aspects of Citizenship
      • A/500/4776 - Understanding Changing Roles and Relationships in Adolescence
      • Y/500/4817 - Understanding Common Measures and Shape
      • D/500/4818 - Understanding Data Handling and Probability
      • Y/500/5272 - Understanding Diversity within Society
      • T/500/5019 - Understanding Eating Disorders
      • K/500/5227 - Understanding Employment Rights and Responsibilities
      • M/500/5228 - Understanding Employment Rights, Contracts and Pay
      • R/500/5271 - Understanding Equal Opportunities
      • A/500/5264 - Understanding Family Relationships
      • L/500/5270 - Understanding Human Behaviour in Relationships
      • F/500/5587 - Understanding Own Response to Body Image
      • J/500/5588 - Understanding Prejudice and Discrimination
      • F/500/5590 - Understanding Rights and Responsibilities of Citizenship
      • L/500/5589 - Understanding Shape Using Pythagoras and Trigonometry
      • J/500/5591 - Understanding Social and Physical Aspects of Adult Relationships
      • L/500/5592 - Understanding Stress and Stress Management Techniques
      • H/500/5663 - Understanding Team Motivation
      • F/500/5363 - Understanding Welfare at Work
      • F/500/5685 - Understanding Young People, Law and Order
      • T/500/5229 - Undertaking an Enterprise Project
      • K/500/5664 - Using Algebra and Graphs
      • Y/500/4820 - Using Calculations
      • Y/500/5658 - Using Spelling Rules and Strategies
      • Y/500/5661 - Using Teamwork Skills
      • D/500/4821 - Using Writing for Meaning
      • J/500/5381 - Work Experience
    • B3 -  Health and Social Care
      Units from sub-sector 1.3.
      • L/500/5043 - Understanding Counselling Theories
      • D/500/5516 - Understanding Nutrition and Healthy Eating
    • B5 -  Child Development and Well Being
      Units from sub-sector 1.5.
      • R/500/5688 - Understanding Child Protection Theory
      • D/500/5693 - Understanding How to Encourage Interaction and Play for Children Birth to Three Years
      • M/500/5360 - Understanding Play and Child Development
      • T/500/5697 - Understanding Play for Children Birth to Three Years
      • K/500/5048 - Understanding Play for Early Learning in a Childcare Setting
      • M/500/5052 - Understanding Spoken Language and Communication Difficulties in Children
      • A/500/5698 - Understanding the Intellectual and Language Development of Children Birth to Eight Years
      • Y/500/5059 - Understanding the Principles of Childcare Practice
      • R/500/5061 - Understanding the Promotion of Physical Development of Children and Young People
    • G2 -  ICT for Users
    • I1 -  Sport, Leisure and Recreation
      Units from sub-sector 8.1.
      • D/500/5063 - Understanding Sports Coaching Skills
    • J1 -  Performing Arts
      Units from sub-sector 9.1.
      • K/500/5485 - Appreciation of the History of Music
      • F/500/5525 - Developing Musical Ensemble Skills
      • J/500/5512 - Developing an Understanding of Music Harmony
      • R/500/5514 - Developing Concert Organisation Skills
      • H/500/5517 - Developing Creative Writing Skills
      • K/500/5518 - Developing DJing Skills
      • T/500/5683 - Developing Multi-track Recording Techniques
      • H/500/5520 - Developing Music Skills for Solo Performance
      • L/500/5527 - Developing Oral Storytelling Skills for Performance
      • F/500/5699 - Developing Performance Improvisation Techniques
      • T/500/5702 - Developing Performance Planning Skills (Administrator)
      • F/500/5704 - Developing Performance Planning Skills (Designer)
      • L/500/5706 - Developing Performance Planning Skills (Director)
      • R/500/5707 - Developing Performance Planning Skills (Marketing/Publicity)
      • Y/500/5708 - Developing Performance Planning Skills (Performer)
      • A/500/5717 - Developing Performance Planning Skills (Stage Manager)
      • T/500/5716 - Developing Performance Planning Skills (Technician)
      • K/500/5714 - Developing Performance Planning Skills (Theatre in Education)
      • H/500/5713 - Developing Performance Realisation Skills (Administrator)
      • D/500/5712 - Developing Performance Realisation Skills (Designer)
      • Y/500/5711 - Developing Performance Realisation Skills (Director)
      • R/500/5710 - Developing Performance Realisation Skills (Marketing/Publicity)
      • F/500/5654 - Developing Performance Realisation Skills (Performer)
      • A/500/5653 - Developing Performance Realisation Skills (Stage Manager)
      • T/500/5652 - Developing Performance Realisation Skills (Technician)
      • L/500/5754 - Developing Performance Realisation Skills (Theatre in Education)
      • R/500/5741 - Developing Production Rehearsal Process Skills (Administrator)
      • Y/500/5742 - Developing Production Rehearsal Process Skills (Designer)
      • D/500/5743 - Developing Production Rehearsal Process Skills (Director)
      • K/500/5745 - Developing Production Rehearsal Process Skills (Marketing/Publicity)
      • M/500/5746 - Developing Production Rehearsal Process Skills (Performer)
      • T/500/5747 - Developing Production Rehearsal Process Skills (Stage Manager)
      • A/500/5748 - Developing Production Rehearsal Process Skills (Technician)
      • F/500/5749 - Developing Production Rehearsal Process Skills (Theatre in Education)
      • J/500/5607 - Developing Rehearsal Skills
      • L/500/5608 - Developing Song Writing Skills
      • H/500/5758 - Developing Sound and Audio Production Skills
      • K/500/5759 - Developing Studio Mixing Techniques
      • K/500/5762 - Developing Studio Post Production Techniques
      • K/500/5339 - Developing Technical Skills for Performance in the Arts
      • K/500/5342 - Developing Techniques of Live Sound Engineering
      • T/500/5635 - Introduction to Composing Music
      • F/500/5637 - Introduction to Conducting Music
      • J/500/5638 - Performing Irish Traditional Dance Music
      • H/500/5341 - Performing Physical Theatre
      • Y/500/5353 - Setting up a PA System
      • M/500/5763 - Sound Checking a Band
      • R/500/5643 - The Theory of Music
      • T/500/5764 - Understanding and Applying Technical Theatre Skills
      • F/500/5766 - Understanding and Composing Atonal, Aleatoric and Avant-Garde Music
      • J/500/5767 - Understanding and Directing a Musical or Theatrical Performance
      • L/500/5768 - Understanding and Using Different Languages in Singing (English)
      • K/500/5776 - Understanding and Using Different Languages in Singing (French)
      • M/500/5777 - Understanding and Using Different Languages in Singing (German)
      • T/500/5778 - Understanding and Using Different Languages in Singing (Italian)
      • A/500/5779 - Understanding and Using Different Languages in Singing (Latin)
      • F/500/5783 - Understanding and Using Sequencing Technology in Composition
      • J/500/5784 - Understanding and Using the Internet for Music Promotion
      • L/500/5785 - Understanding Business Planning in the Music Industry
      • R/500/5786 - Understanding CD Production, Promotion and Distribution in the Music Business
      • Y/500/5787 - Understanding Community Music and Disability
      • R/500/5769 - Understanding Contemporary Popular Music Styles
      • A/500/5765 - Understanding Copyrighting of Intellectual Property in the Music Business
      • H/500/5761 - Understanding How to Develop a Musical Arts Community Project
      • D/500/5760 - Understanding how to Lead a Community Musical Workshop
      • D/500/5757 - Understanding how to Manage a Musical Tour or Exchange
      • L/500/5642 - Understanding how to Prepare for a Musical Tour or Exchange
      • H/500/5355 - Understanding How to Secure Funding for a Musical Arts Community Project
      • Y/500/5756 - Understanding Musical Arts in the Community
      • J/500/5753 - Understanding Musical Instruments and their Sounds
      • D/500/5340 - Understanding Promotional Liaison in the Music Business
      • F/500/5752 - Understanding the History and Development of Community Musical Arts
      • A/500/5751 - Understanding the Physics of Music
      • T/500/5750 - Understanding the Psychology of Music
      • D/500/6195 - Understanding the Social and Historical Development of Irish Traditional Dance Music
      • Y/500/5644 - Understanding the Social Psychology of Music
      • F/500/5346 - Understanding the Social Psychology of Music and the Individual
      • T/500/5344 - Understanding the use of Digital Sampling Techniques for Composing and Producing Music
      • K/500/5356 - Understanding the Use of Technology within the Music Studio
      • M/500/5343 - Using Aural Skills in Music
    • J3 -  Media and Communication
      Units from sub-sector 9.3.
      • D/500/5709 - Developing Radio Interview Techniques
      • D/500/5872 - Developing Radio Production Skills
      • M/500/5651 - Developing Video and Film Production Skills
      • J/500/5719 - Understanding how to Make a Radio Discussion Programme
      • A/500/5720 - Understanding how to Make a Radio Documentary Programme
      • F/500/5721 - Understanding how to Make a Radio Magazine Programme
      • J/500/5736 - Understanding how to Make a Radio News Programme
      • L/500/5737 - Understanding Radio Broadcast Technologies
      • T/500/5649 - Understanding Radio Journalism
      • R/500/5738 - Understanding Radio Production Editing Techniques
      • D/500/5645 - Understanding the use of Sound for the Moving Image
    • J4 -  Publishing and Information Services
      Units from sub-sector 9.4.
      • Y/500/5739 - Understanding how to Publish a Pamphlet
    • Z2 -  Level 2 Units
      Units at Level 2. A maximum of 3 credits can be used from this group towards full qualification achievement of the Level 3 Award.
      • T/500/5473 - Baking Bread, Pastry, Cakes and Biscuits
      • L/500/5477 - Cooking with Meat, Fish and Vegetables
      • F/500/5105 - Creating Alpine Rock Gardens
      • K/500/5406 - Demonstrating Landscaping and Ornamental Planting
      • R/500/5383 - Developing Brickwork Bonding Skills
      • A/500/4826 - Developing Care Planning Skills for the Care Worker
      • T/500/4792 - Developing Communication Skills for Business
      • H/500/5484 - Developing Cooking Skills
      • F/500/5041 - Developing Creative Writing Skills
      • J/500/5297 - Developing Djing Skills
      • D/500/5161 - Developing Garment Construction Skills – Children’s Wear
      • K/500/5163 - Developing Garment Construction Skills – Chinese Style Dress or Jacket
      • A/500/5166 - Developing Garment Construction Skills – Choli Blouse
      • F/500/5167 - Developing Garment Construction Skills – Contemporary Dress/Jacket/Shirt/Trousers or Skirt
      • J/500/5168 - Developing Garment Construction Skills – Kameez
      • L/500/5169 - Developing Garment Construction Skills – Lahnga Skirt
      • D/500/5483 - Developing Good Practice Skills for use in the Kitchen
      • R/500/5044 - Developing Music Skills for Solo Performance
      • D/500/5046 - Developing Musical Ensemble Skills
      • H/500/5047 - Developing Oral Storytelling Skills for Performance
      • A/500/5300 - Developing Performance Improvisation Techniques
      • Y/500/5126 - Developing Performance Planning Skills - Administrator
      • D/500/5127 - Developing Performance Planning Skills - Designer
      • H/500/5128 - Developing Performance Planning Skills - Director
      • K/500/5129 - Developing Performance Planning Skills - Marketing/Publicity
      • H/500/5131 - Developing Performance Planning Skills - Performer
      • K/500/5132 - Developing Performance Planning Skills - Stage Manager
      • M/500/5133 - Developing Performance Planning Skills - Technician
      • T/500/5134 - Developing Performance Planning Skills - Theatre in Education
      • R/500/5142 - Developing Performance Realisation Skills - Administrator
      • Y/500/5143 - Developing Performance Realisation Skills - Designer
      • D/500/5144 - Developing Performance Realisation Skills - Director
      • K/500/5146 - Developing Performance Realisation Skills - Marketing/Publicity
      • M/500/5147 - Developing Performance Realisation Skills - Performer
      • T/500/5148 - Developing Performance Realisation Skills - Stage Manager
      • A/500/5149 - Developing Performance Realisation Skills - Technician
      • T/500/5151 - Developing Performance Realisation Skills - Theatre in Education
      • T/500/5408 - Developing Plant Propagation Skills
      • K/500/5390 - Developing Plastering Techniques
      • A/500/5409 - Developing Practical Floristry Skills
      • M/500/5049 - Developing Production Rehearsal Process Skills - Administrator
      • H/500/5050 - Developing Production Rehearsal Process Skills - Designer
      • K/500/5051 - Developing Production Rehearsal Process Skills - Director
      • T/500/5053 - Developing Production Rehearsal Process Skills - Marketing/Publicity
      • A/500/5054 - Developing Production Rehearsal Process Skills - Performer
      • F/500/5055 - Developing Production Rehearsal Process Skills - Stage Manager
      • J/500/5056 - Developing Production Rehearsal Process Skills - Technician
      • L/500/5057 - Developing Production Rehearsal Process Skills - Theatre in Education
      • A/500/5829 - Developing Rehearsal Skills
      • M/500/5410 - Developing Skills in Garden Horticulture
      • J/500/4828 - Developing Skills to Provide Personal Care in Care Settings
      • L/500/5303 - Developing Song Writing Skills
      • F/500/5153 - Developing Sound and Audio Production Skills
      • Y/500/5319 - Developing Technical Skills for Performance in the Arts
      • M/500/5391 - Developing Wallpapering Skills
      • A/500/5393 - Developing Woodwork Jointing Skills
      • F/500/5475 - Identifying and Using Grains, Pulses and Dairy Produce in Cooking
      • R/500/5058 - Identifying Characteristics of Music
      • F/500/5394 - Identifying Types of Timber Used for Construction
      • R/500/5304 - Introduction to Composing Music
      • Y/500/5305 - Performing Irish Traditional Dance Music
      • H/500/5307 - Performing Physical Theatre
      • J/500/4831 - Planning and Cooking For a Healthy Lifestyle
      • Y/500/5594 - Taking Part in Sport for Personal Improvement
      • K/500/5308 - The Theory of Music
      • D/500/4835 - Understanding Ageing and The Older Person
      • J/500/5610 - Understanding Airline and Airport Operations
      • Y/500/5322 - Understanding and Applying Technical Theatre Skills
      • D/500/5323 - Understanding and Directing a Musical or Theatrical Performance
      • H/500/5324 - Understanding and Using Sequencing Technology in Composition
      • K/500/5325 - Understanding and Using the Internet for Music Promotion
      • H/500/5419 - Understanding Business Organisation Structures
      • F/500/4794 - Understanding Business Organisations
      • D/500/5614 - Understanding Careers in Leisure and Tourism
      • K/500/5647 - Understanding Child Protection Theory
      • Y/500/5238 - Understanding Children's Social and Emotional Development
      • L/500/5060 - Understanding Contemporary Popular Music Styles
      • H/500/4836 - Understanding Continence Care
      • K/500/4837 - Understanding Counselling Theories
      • H/500/5100 - Understanding Disability, Society and the Law
      • D/500/5385 - Understanding Domestic Plumbing Systems
      • A/500/5443 - Understanding Ecology and Conservation
      • T/500/5103 - Understanding Grazing Systems
      • R/500/4847 - Understanding Health Promotion in Care Settings
      • Y/500/4848 - Understanding Hearing Impairment
      • D/500/5239 - Understanding How Children Learn
      • H/500/5095 - Understanding How to Care for Babies under Twelve Months
      • M/500/5441 - Understanding How to Conserve Grass as Hay and Silage
      • A/500/5412 - Understanding how to Cultivate Herbs
      • L/500/5107 - Understanding How to Grow Fruit and Vegetables
      • R/500/5240 - Understanding how to Meet the Physical Needs of Children
      • F/500/5413 - Understanding How to Protect Crops
      • J/500/5106 - Understanding how to Select Plants
      • Y/500/5479 - Understanding How to Use Hotel Reservation Systems
      • J/500/5042 - Understanding Mental Health
      • Y/500/5062 - Understanding Musical Instruments and their Sounds
      • J/500/5087 - Understanding Nutrition and Weight Management
      • J/500/5218 - Understanding Nutrition, Performance and Healthy Eating
      • M/500/5407 - Understanding Organic Horticulture
      • T/500/5599 - Understanding Personal Physical Fitness
      • M/500/5424 - Understanding Physical Disabilities
      • D/500/5533 - Understanding Play for Early Learning
      • Y/500/5482 - Understanding Reception, Billing and Cashier Procedures for Front Office Staff
      • R/500/5089 - Understanding Record Keeping for the Care Worker
      • J/500/5414 - Understanding Techniques used in Floristry
      • Y/500/5241 - Understanding the Cognitive Development of Children
      • L/500/5415 - Understanding the Construction of Water Gardens
      • H/500/5615 - Understanding the Environmental Impact of Leisure and Tourism in the UK
      • T/500/5442 - Understanding the Establishment and Renovation of Grassland
      • L/500/4796 - Understanding the External Environment for Business
      • L/500/5480 - Understanding the Importance of Housekeeping in Hospitality
      • K/500/5650 - Understanding the Importance of Play
      • D/500/5242 - Understanding the Intellectual and Language Development of Children Aged Birth to Eight Years
      • K/500/5244 - Understanding the Language and Communication Development of Children
      • H/500/5081 - Understanding the Leisure Industry
      • J/500/5249 - Understanding the Marketing Environment
      • A/500/5670 - Understanding the Physical Development of Children and Young People
      • T/500/5411 - Understanding the Process of Growing Fruit
      • T/500/5067 - Understanding the Psychology of Music
      • Y/500/5093 - Understanding the Role of the Care Worker in Caring for the Person with Dementia
      • J/500/5090 - Understanding the Role of the Care Worker in Time of Death
      • T/500/5070 - Understanding the Social and Historical Development of Irish Traditional Dance Music
      • F/500/5072 - Understanding the Social Psychology of Music
      • L/500/5074 - Understanding the Social Psychology of Music and the Individual
      • L/500/5110 - Understanding the Tourism Industry
      • J/500/5154 - Understanding the Use of Digital Sampling Techniques for Composing and Producing Music
      • M/500/5326 - Understanding the use of Music for Commerce
      • R/500/5609 - Understanding the Use of Technology in Travel and Tourism
      • M/500/5679 - Understanding the Value of Food and Nutrition for Children and Young People
      • T/500/5084 - Understanding the Work of a Resort Representative
      • A/500/5233 - Understanding Valves, Taps and Cisterns in Domestic Plumbing
      • T/500/5425 - Understanding Visual Impairment
      • K/500/5387 - Use and Maintain Woodworking Tools
      • R/500/5156 - Using Acoustic Recording Techniques
      • T/500/5327 - Using Aural Skills in Music