1465 Courses in Bristol

REFERENCE CODE 603/5285/1 COURSE LEVEL NVQ Level 2 THIS COURSE IS AVAILABLE IN Course Overview Who is this qualification for? This is a work-based learning qualification for those involved in laying floorcoverings in a Construction related working environment. Although many of the skills and knowledge across floorcovering occupations are generic, not all those employed to fit floorcoverings will be fitting the same product. The group of optional units will allow specialisms of timber based, textile and resilient floorcoverings. What is required from candidates? To achieve this pathway unit the survey work must be carried out in ways that will minimise the risk of damage to the work and surrounding area and using and maintaining equipment effectively. This qualification is made up of 9 mandatory units and a group of optional units. The minimum credit value of this qualification is 127 credits. Qualifications are now required to indicate the total qualification time (TQT), this is to show the typical time it will take someone to attain the required skills and knowledge to meet the qualification criteria, this qualification has a TQT of 1,270 hours. Qualifications are also required to indicate the number of hours of teaching someone would normally need to gain the skills and knowledge to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 543 Mandatory units Level Credit Conforming to General Health, Safety and Welfare in the Workplace Conforming to Productive Working Practices in the Workplace Moving, Handling and Storing Resources in the Workplace Surface preparation to receive floorcoverings in the workplace Setting out for laying floorcoverings in the workplace Preparing and fitting underlays for floorcoverings in the workplace Develop customer relationships Assessing and preparing background surfaces for floor-covering in the workplace Assessing and evaluating conditions for floorcoverings in the workplace Optional Units (Minimum of 18 credits) Installing timber–based floorcoverings in the workplace Summary of the: GQA NVQ LEVEL 2 DIPLOMA IN FLOORCOVERING OCCUPATIONS (CONSTRUCTION) Installing textile floorcoverings in the workplace Installing resilient floorcoverings in the workplace Types of evidence: Evidence of knowledge is required. Evidence of knowledge through performance can contribute and if applicable should be demonstrated by completing projects and reports, by responding to questions or through Professional/Guided Discussions. Quantity of evidence: Evidence should show that you can meet the requirements of the units consistently over an appropriate period of time. Potential sources of evidence: Suggested sources of evidence are shown above, these can be supplemented by physical or documentary evidence, e.g.: Accident book/reporting system Notes and memos Safety record Telephone/e-mail records Training record Customer and colleague feedback Audio evidence Records of equipment and materials Witness testimonies Work records Photographic/ video evidence Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for GQA qualifications unless accompanied by a record of a professional discussion or assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

Some people naturally possess an ability to sell and others over time develop their own style. We have created a highly practical course to give you the confidence and ability to sell over the phone or face to face. We focus the exercises, theory and discussion on your own job role and experiences to ensure you can return to the workplace to deliver tangible results. This 2-day course is designed for individuals who are new to selling, those in a sales role but have not received any formal training, or professionals who would like to brush up and enhance their current selling skills and learn some new techniques. Course Syllabus The syllabus of the Essential Selling Skills course is comprised of seven modules, covering the following: Module One Understanding the Customer The importance of good customer care Selling vs. selling attitude The reasons people buy Adopting a positive approach Module Two Self-Awareness Understanding your selling style Adapting your selling style to your customer Understanding your customers buying style Module Three Effective Communication and Rapport Building Why does communication need to be effective? Actively listening to your customers' needs Right question at the right time The impact of positive and emotive language Module Four Taking a Consultative Approach Different styles of selling Taking a consultative approach to selling Preparation techniques Buyer behaviour and motivation A selling approach to match the buyers mind Module Five Presenting the Solution Selling the benefits Sales tool kit Unique sales points Advanced questioning techniques Module Six Gaining Commitment Recognising and acting upon buying signals Dealing with customers concerns No means no? How to cope in stressful situations Module Seven Confirming the Sale Confirming or closing? Effective confirming techniques Going the extra mile Benefits For you as an individual This course will increase your confidence and ability to sell, having provided you with tools and techniques to achieve maximum results. Delegates always leave with fresh ideas, energy and motivation to succeed. For an employer The attitude of the delegates and the results they deliver will speak for themselves. All techniques are easy to apply back into the workplace for an immediate impact. What will I learn? By the end of the course, participants will be able to: Appreciate the need for preparation before a sales appointment Effectively identify and meet needs with advanced questioning techniques Identify verbal and non-verbal buying signals Construct professional answers to questions and possible objections Present your products and/or services with the buyer in mind Identify and use a selling style appropriate to capture the buyer's attention Recognise and overcome major objection types How to apply effective confirmation techniques with the buyer in mind Real Play Option We offer an innovative solution to engage the learners and bring real negotiation and closing scenarios to life. We use actors who improvise scenarios which have been specified by the group. The group is split the group into 2 sub-groups, one with the actor, the other with the trainer. Each group has a brief and has to instruct their trainer/actor on how to approach the scenario supplied. The actor and trainer perform the role play(s) as instructed by their respective teams; however during the action they can be paused for further recommendations or direction. The outcome is the responsibility of the team(s) - not the performers. Scheduled Courses This course is not one that is currently scheduled as an open course, and is only available on an in-house basis. For more information please contact us.

This course provides exceptional training on the principles and processes required to successfully operate a warehouse. PARTICIPANTS WILL LEARN HOW TO: • Learn about the characteristics of a warehouse and its function • Understand the basic principles of effective layout design and product storage prioritization • Gain an understanding of modern practices in warehouse operations, such as Kanban and 5S • Understand the importance of packaging and data inputs to improve the performance of pick and pack operations • Understand the role of KPIs in warehouse and supply chain management COURSE TOPICS INCLUDE: Material storage as part of supply chain management Evaluation of outsourcing issues Challenges of codification and traceability Performance management Automated and mechanized systems Different storage methodologies Use of Warehouse management systems Optimum cube utilization and labour productivity Picking and packing management systems Goods receipt and dispatch

This first aid course is designed for people who have a specific interest or responsibility at work or in voluntary and community activities, such as a first aider, in being able to provide basic life support (BLS) when dealing with an emergency situation that may involve the use of an automated external defibrillator (AED).

Supporting Women in Leadership Throughout The UK Our women in leadership course is specifically designed to target challenges and support women in developing their leadership and management careers. AWARD WINNING LEADERSHIP DEVELOPMENT PROGRAMME Discover Our Women in Construction Management Course The Power Within is dedicated to helping women in construction across England and Scotland achieve business success through our Motivational Intelligence framework. Motivational Intelligence is the third level of intelligence, and the science behind it has won a Nobel Prize. Our women leadership in construction course supports women by improving their motivation, self-belief, decision-making, and leadership skills. This programme is designed to help female business leaders adapt more quickly to their environment, handle adversity more effectively, take productive action, and thrive during times of change. Each is a vital skill needed in today’s ever-changing business environment. When completed, you’ll have the skills needed to make decisions more effectively that help your business grow, become more resilient, and take opportunities when others are stuck. "This course has completely changed my outlook on my responsibilities as a manager/leader. In 26 years with Pfizer, I have never participated in a programme that has as profoundly changed my perspective on my role, my responsibilities and my ability to positively impact my team." FEMALE DIRECTOR OF BUSINESS SERVICES, PFIZER LEADING WITH MOTIVATIONAL INTELLIGENCE What is our Women in Construction Course? In the past five years, we’ve supported thousands of business leaders and managers in nurturing the skills and mindset needed to achieve and exceed their business goals. The Power Within knows women are incredibly effective and consistent at applying our Motivational Intelligence techniques to their lives and business. Our women in construction management course is designed to give you the skills you need to take charge of your business and ensure constant growth while future-proofing your business. The training is perfect for women in construction who are managers or leaders looking to: Quickly Adapt Their Team to Change Effectively Mentor Every Team Member Improve Communication and Collaboration Gain More Buy-In to New Goals or Strategies Transform Their Team Culture Increase Initiative and Self-Motivation Across Their Team How We Help Women in the Construction Industry Our course focuses on imparting fundamental skills, tactical best practices, and powerful insights into the human side of the business. You’ll be provided with valuable knowledge needed to be successful leaders and managers of all levels. We’ll focus on addressing the challenges new businesses around the world face, like leading teams and developing businesses in turbulent and transitional times as well as overcoming the challenges of being women in the construction industry. Throughout the course, particular emphasis is given to helping leaders raise motivational intelligence and foster a growth mindset within their team. LEADING WITH MOTIVATIONAL INTELLIGENCE Our Leading with Motivational Intelligence (MQ) Executive Diploma Programme is specifically designed to help participants create the “complete game” of leadership and management. Leveraged by more than 40% of the largest Fortune 500 companies and implemented around the world, the Leading with Motivational Intelligence (MQ) consistently receives a participant buy-in rate in excess of 97%. However, the most important statistic is: 12 months after completing the course more than 93% of participants continue to use the skills and techniques taught on a daily basis. SQA APPROVED EXECUTIVE DIPLOMA What Skills Do We Help Women in Construction Develop? The skills we teach through our women in construction management courses are delivered through seven modularised sessions, each between three and three-and-a-half hours per session, with all sessions starting at 9:30 am via Zoom. An additional two hours per week is spent working on the online training assignments and leadership development plan. Each session will provide the education and information needed to establish yourself in your business. Here is more information regarding each session and the skills taught: SESSION 1: SELF-LEADERSHIP & THE SECRET TO PERSONAL SUCCESS Our first module is focused on setting course expectations and creating the right environment for learning. We’ll introduce the format and logistics, then discuss leading through turbulent times and how we can take control of ourselves, our thoughts, and our actions to lead growth. There is also a discussion on adult learning techniques and how leaders can leverage them to improve the effectiveness of their teams. We’ll also explore how turbulence and transition have changed how we manage and lead our teams. SESSION 2: THE ROLE OF INTELLIGENCE WHEN LEADING In this session, we’ll discuss the three levels of human intelligence and show how they each play in an individual’s performance and behaviors. Through two distinct mindsets, you’ll be shown how an individual’s motivational intelligence ultimately influences their emotional intelligence and intelligence quotient (IQ). Depending on which mindset a person operates under ultimately dictates their view of themselves, opportunities, and the work at which they will allow themselves to succeed. Finally, we’ll discuss switching your team to a growth mindset. SESSION 3: THE PILLARS OF HUMAN PERFORMANCE Completing this session will allow you to deconstruct the components that create a motivational intelligence growth mindset. Through discussion, you’ll see how most organizational challenges can be directly tied back to lapses in these components. We’ll review the leaders who’ve had the most significant influence on the meeting participants and shows the commonalities that make these leaders stand out. Lastly, we’ll introduce terminology, tools, and techniques that leaders can leverage to better coach and mentor their team. SESSION 4: MANAGEMENT VERSUS LEADERSHIP: THE TWO CRITICAL AND CO-DEPENDENT SKILLSETS FOR CREATING TEAM SUCCESS We’ll discuss the difference between a manager’s and a leader’s focus. The discussion focuses on the two most common management mistakes and how they undermine team culture and individual performance. The final debate focuses on the five critical best practices of excellent management, including clearly defining and communicating goals, creating alignment and buy-in, setting proper expectations, monitoring performance, and recognizing and rewarding performance. Our final portion will work to define what management is. Session 5: Exploring and Defining Leadership: Dispelling the Myths that Surround It Session 5 strives to define leadership. Building on this definition is a follow-up discussion regarding how people develop their leadership abilities. We’ll explore the underpinnings of what creates a successful leader. It also includes the importance of asking questions and active listening. We’ll review the five behavioral characteristics associated with motivational intelligence and how leaders can assess the relative strengths or weaknesses of the characteristics within their team. Lastly, we’ll explore great leaders’ five critical best practices, including communicating a compelling vision, modeling the correct behaviors, establishing a team culture anchored in responsibility, consistently building team confidence and self-esteem, and proactively coaching and mentoring. SESSION 6: BUILDING A LEADERSHIP TOOLBOX FOSTERING ADAPTABILITY, RESILIENCE, AND COURAGE We’ll provide information regarding tools and techniques that leaders can utilize to foster greater accountability and ownership win their teams. The Power Within will explore self-esteem’s critical role in the relative strength or weakness of a person’s motivational intelligence and adaptability in life. We’ll discuss how self-esteem has formed and how it will influence how a person interprets feedback in life. Lastly, we’ll explore levels of self-esteem and the associated behaviors of each. SESSION 7: HELPING EMPLOYEES DEVELOP A HEALTHY PERSPECTIVE AND RESILIENT ATTITUDE During the final session, we’ll explore self-esteem’s critical role in the relative strength or weakness of a person’s motivational intelligence and adaptability in life. We’ll talk about how self-esteem is formed and how it influences how a person interprets feedback. Finally, we’ll explore levels of self-esteem and the behaviors of each and the influence of comfort zones, and the tools that leaders can use to help people escape the fear of change. Our Course Leaders The Power Within was founded by husband and wife team James and Enas Fleming, to inspire people worldwide to think bigger, be better, and achieve more. They both work on a personal level with individuals, businesses, and organisations to help them create leaders and build environments where they can thrive. James and Enas challenge the limits with the Motivational Intelligence formula to help you broaden your perspective and create a future on your terms. Here is more about your course instructors: James Fleming James Fleming – James Fleming, the co-creator of The Power Within. He wanted to inspire people around the world to think better, be better, and achieve more. James believes everyone can do whatever they set their minds to. Founding The Power Within allowed James to turn that deep knowledge into a business that helps others think bigger, better, and achieve more daily. He strives to give leaders the tools and knowledge to achieve their full potential while increasing their self-confidence and self-belief through the Motivational Intelligence Revolution. James wants to support today’s businesses to become tomorrow’s leaders. Mari Steyn Mari is the go-to person for building self-esteem, offering new perspectives and stepping up in Life. With an endless abundance of excitement and love for all people, combined with degrees in Psychology, Knowledge and Information Management and is a Master NLP and Transformation Coach and International NLP and Coaching Trainer and Executive Coach, Mari offers an attractive, fresh, expert approach to Emotional Freedom, Motivational Intelligence, Leadership Development and ReWriting your Story. We undoubtedly have the power within to alchemize ourselves and any situation! Seeing the light go on in someone’s eyes is my ultimate joy. Take Charge with Our Women in Construction Course The Power Within is a Motivational Intelligence company dedicated to helping businesses and leaders become more accountable, resilient, adaptable, and capable of handling all challenges, regardless of the complexity. Our women in construction management course build upon best practices, strategic insights, and lessons learned over three decades of building leadership universities for Fortune 500 companies. Throughout the course, emphasis is given to helping leaders raise their motivational intelligence and foster a growth mindset within their team. You’ll gain the skills you need to successfully lead your team and overcome adversity while ensuring your company is profitable. To learn more about our course or to register, reach out today.

REFERENCE CODE 610/0054/0 COURSE LEVEL NVQ Level 3 THIS COURSE IS AVAILABLE IN Course Overview Who is this qualification for? This qualification is aimed at those who are involved in setting out and erecting masonry structures onsite working from drawings and specifications. The structures could be brick and blockwork or local materials. It is not expected that candidates working in this industry all do the same activities, so the qualification is structured to ensure that there is a high degree of flexibility within the units available and will allow employees from companies of all sizes and specialisms equal opportunity to complete. To provide this opportunity in addition to the mandatory units’ candidates will also be able to select optional units recognising specific skills What is required from candidates? Qualifications are now required to indicate the total qualification time (TQT), this is to show the typical time it will take someone to attain the required skills and knowledge to meet the qualification criteria, this qualification has a TQT of 610 hours. Qualifications are also required to indicate the number of hours of teaching someone would normally need to receive in order to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 334. Group A MANDATORY UNITS Level Credit Confirming Work Activities and Resources for an Occupational Work Area in the Workplace Developing and Maintaining Good Occupational Working Relationships in the Workplace Confirming the Occupational Method of Work in the Workplace Conforming to General Health, Safety and Welfare in the Workplace Erecting and Dismantling Access/Working Platforms in the Workplace Preparing surfaces for painting and/or decorating in the workplace Applying surface coatings by brush and roller in the workplace Optional units Group A – Minimum of 1 unit must be achieved from this group Hang wallcoverings (standard and foundation papers) in the workplace Hanging non-standard width wallcoverings in the workplace 3 20 Optional units Group B-Minimum of 1 unit must be achieved from this group Applying coatings by the airless spray method in the workplace Summary of the: LEVEL 3 NVQ DIPLOMA IN DECORATIVE FINISHING-PAINTING AND DECORATING (CONSTRUCTION) Producing and applying complex stencils in the workplace 3 21 Hanging wallcoverings to complex surfaces in the workplace 3 32 Hanging wallcoverings (specialised paper) in the workplace 4 30 Assessment Guidance: Evidence should show that you can complete all of the learning outcomes for each unit being taken. Types of evidence: Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated though performance or by responding to questions. Quantity of evidence: Evidence should show that you can meet the requirements of the units in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time. Potential sources of evidence: The main source of evidence for each unit will be observation of the candidate’s performance and knowledge demonstrated during the completion of the unit. This can be supplemented by the following types of physical or documentary evidence: Accident book/reporting systems Photo/video evidence Safety records Work diaries Training records Timesheets Audio records Telephone Logs Job specifications and documentation Meeting records Delivery Records Records of toolbox talks Witness testimonies Equipment Correspondence with customers Prepared materials and sites Notes and memos Completed work Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for these qualifications unless accompanied by a record of a professional discussion or Assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

This 3 Days programme will equip you to use, price, manage and evaluate interest rate and cross-currency derivatives. The course starts with the building blocks of money markets and futures, through yield curve building to interest-rate and cross-currency swaps, and applications. The approach is hands-on and learning is enhanced through many practical exercises covering hedging, valuation, and risk management. This course also includes sections on XVA, documentation and settlement. The programme includes extensive practical exercises using Excel spreadsheets for valuation and risk-management, which participants can take away for immediate implementation.

A flexible, modular-based, programme to heighten participants' awareness of ways in which their operations can affect the environment, the principles of environmental management and the practical steps they need to take as individuals and as an organisation to improve environmental performance. Depending on the course modules selected, this programme will give participants: Increased awareness of relevant environmental issues A greater understanding of, and commitment to, the organisation's environmental management programme Preparation for any responsibilities they may have under an Environmental Management System Further benefits according to options chosen 1 Environmental awareness Definition of 'the environment' Key environmental issuesGlobal warmingOzone depletionAcid rainAir qualityWater pollutionContaminated landLand take and green belt shrinkageResource usageHabitat destruction and species extinctions. Option: This module can be used to explain the key environmental issues related to the activities of your own organisation. Diagrams, photos, pictures, examples and statistics relevant to your own organisation are used where possible to illustrate the points being made. 2 Environmental legislation Key elements of environmental legislation affecting the activities of your organisation - including international, European and UK legislation. Legislation of particular relevance to your organisation - how it affects the operations of your organisation Option: Legislation can be dealt with according to which aspect of the environment it protects (eg, air, water, waste) or which part of your organisation's activities it affects Consequences of breaching legislation 3 Environmental management systems Overview of what an environmental management system isHow is an Environmental Management System (EMS) designed and put together?Key elements (emphasising Plan - Do - Check - Review cycle)The need to continually improve Pros and consReasons for having an EMSBenefits of an EMSConsequences of not managing the environmentCosts of installing an EMS Explanation of ISO 14001 and EMAS standards and guidance as applicable to the EMSs of your organisationOverview of your organisation's EMSHow it was set up / is being developed / operatesWho is responsible for itKey parts of system (eg, environmental policy, objectives and targets) identified and discussedEMS documentation - what and where it is. Workshop option: Brainstorm 'Pros and cons' with the participants, come up with all their ideas for good and bad things about EMS and demonstrate that the 'good' list is longer than the 'bad' 4 Environmental consequences Define what an environmental impact is and discuss how they are determined, with reference to the EMS Identify why we want to determine the environmental consequences of operations and activities; how they are used in the EMS for planning, and reducing the impact on the environment Establish key environmental consequences of construction and operational activities on the site; discuss significance ranking and the control measures in place in your organisation. Workshop option: In small groups, participants are asked to identify the impact on the environment of your organisation's activities or a part of their activities. They are then asked to rank these impacts in terms of their significance, using guidelines provided to help them be aware of the contributing factors (eg, frequency, severity). For a selected number of the impacts, the participants are asked to identify what control measures there are and which of these they play a part in. All stages can be discussed with trainers as a whole group at various stages during the workshop. 5 Protected species, nature conservation and invasive weeds Nature conservation, landscape and visual issues in the planning process - overview of key nature UK wildlife legislation, EIA, appropriate timing of surveys, Hedgerow regulations and landscape and visual impact issues Ecological issues - ecological legislation, significant species, hedgerows Archaeology in the development process - why archaeology is important, organisation in the UK, legislation and planning guidance Construction phase issues and consents - major environmental issues during construction, including water resources and land drainage consents, discharges to land or water, water abstraction, public rights of way, tree protection, waste management, Special waste, noise, good practice pollution control and Environmental Audits Identification and management of invasive weeds - including legal position regarding management 6 Chemicals and fuels handling and storage How health and safety management is closely linked to environmental management of materials Planning - what mechanisms are in place for planning materials use; legislation, guidance and policies which define how to manage materials Materials storage - what are the considerations for storing materials, covering:Labels: what are the different types and what do they tell us?Storage facilities: what are the requirements for safe storage of materials (eg, signs, secondary containment, access, segregation, lids/covers)Handling: safe handling for protecting the environment, organisational procedures, high risk situations (eg, decanting, deliveries), how to reduce the risks (eg, use of funnels, proper supervision, training)COSHH and MSDS: brief explanation of legislation and its role in environmental control of hazardous materials, how to use the information provided by COSHH assessments Option: These sessions can be illustrated with photographs/pictures and examples of good and bad storage and handling practices Workshop Options: Labelling Quiz - quick-fire quiz on what different labels tell us; Build a Storage Facility - participants are asked to consider all the environmental requirements for building a safe storage facility for their organisation 7 On-site control measures Overview of the legislation associated with nuisance issues on site and mitigating problems when they arise Examples of bad practice, including fuel storage tanks and mobile equipment - costs involved with prosecution of fuel spills, remediation costs, management costs, legal fees, bad PR coverage Identification and management of contaminated land and relevant legislation Workshop option: Participants are provided with a site plan containing information on site features, environmental conditions and indications of potential issues 8 Waste management Why worry about waste? - a look at how waste disposal can impact on the environment, illustrated by examples of waste-related incidents, statistics on waste production on national, industry-wide and organisational levels, landfill site space, etc Legislation - overview of the relevant legislation, what the main requirements of the regulations are, what penalties there are, and the associated documentation (waste transfer notes) Waste classification - a more in-depth look at how waste is classified under legislation according to hazardous properties, referring to Environment Agency guidance Handling and storage requirements - what are the requirements of the applicable waste legislation and how are they covered by organisational procedures? Examples of good and bad environmental practice associated with handling and storing waste. Workshop option: 'Brown bag' exercise - participants pass round a bag containing tags each with a different waste printed on. They are asked to pick out a tag and identify the classification and the handling, storage and disposal requirements for the waste they select Waste minimisation - overview of the waste minimisation 'ladder' and its different options (elimination, reduction, reuse and recycling), benefits of waste minimisation, examples of waste minimisation techniques Workshop option: Participants are asked to identify opportunities that actually exist within the organisation for minimising production of waste that are not currently being taken advantage of 9 Auditing Requirements for environmental auditing of operations Auditing the EMS Types of internal and external audits Requirements EMS standards (ISO 14001 and EMAS) Carrying out internal audits and being prepared for external audits Workshop options:Mock audit 'Brown Bag' - can be used either for trainers to test participants as if they were in an audit situation, or for the participants to test each other and practice their auditing technique. The bag contains tags each with a different topic printed on (eg, waste skips); participants pass the bag round and select a tag; they are then questioned by the trainer or another participant about that topic as if they were in an audit situation. If the participants are auditing each other, they will be provided with a set of guidelines to keep in mind during the workshop.Virtual auditing - a more practical workshop where participants review photographs of situations/activities relevant to the organisation's operations. They are asked to identify all the good and bad environmental practices that are occurring in the situations. 10 Incident response What should you do when an incident does happen? What should be in a spill kit? When should you call in the experts? When should you inform the Environment Agency or Environmental Health Officer? Workshop option: The participants are provided with some incident scenarios and asked to develop a response to the incident 11 Monitoring and reporting Environmental monitoring programmes and procedures Monitoring and reporting as control measures for environmental consequences Monitoring and environmental 'STOP' card systems - personal and behavioural monitoring and reporting

REFERENCE CODE 601/4322/8 COURSE LEVEL NVQ Level 3 THIS COURSE IS AVAILABLE IN Course Overview Who is this qualification for? This qualification is aimed at those who are involved in Plastering activities in the workplace. It is not expected that candidates working in this industry all do the same activities so the qualification has been developed to allow opportunities for those carrying out work in either solid or fibrous Plastering. Those taking the qualification must also prove knowledge and competence in working at heights, calculating quantities and wastage and the use of powered and hand tools and equipment. All work completed must be done in accordance with Building Regulations and Industry recognised safe working practices, including the disposal of waste. The qualification is structured to ensure that there is a high degree of flexibility within the units available and will allow employees from companies of all sizes and specialisms equal opportunity to complete. See the qualification Rules of Combination for more details on the specific skills required. In addition to this qualification there is a Level 2 qualification in Plastering and a number of other Construction and Construction related qualifications available through Oscar Onsite Academy. What is required from candidates? GQA qualifications are made up of a number of units that have a credit value or credits. This qualification consists of 4 mandatory units and 2 pathways, Solid and Fibrous. The qualification mandatory units have a total credit value of 31 credits-in addition the Solid plastering pathway requires achievement of 54 credits from the pathway mandatory units and a minimum of 14 credits required from the pathway optional group, giving a total of 99 credits. The fibrous plastering pathway requires achievement of all of the qualification mandatory units (31 credits) 45 credits from the pathway mandatory units and a minimum of 16 credits required from the pathway optional group a total of 92 credits for this pathway. The units are made up of the things those working in these job roles need to know to be able to do to carry out the work safely and correctly. These are called Learning Outcomes, and all must be met to achieve the unit. Mandatory units Level Credit Confirming Work Activities and Resources for an Occupational Work Area in the Workplace Developing and Maintaining Good Occupational Working Relationships in the Workplace Confirming the Occupational Method of Work in the Workplace Conforming to General Health, Safety and Welfare in the Workplace Additional units A/600/7882 Producing Granolithic Paving Work in the Workplace Producing Specialised Plasterer’s Surfaces in the Workplace 3 29 Pathway C – Solid – Pathway C1 – Solid Mandatory Units (54 credits) Producing Complex Internal Solid Plastering Finishes in the Workplace 3 27 Producing Complex External Rendering Finishes in the Workplace 3 27 Pathway C2 – Solid Optional Units – candidates must achieve a minimum of 14 credits Installing Direct Bond Dry Linings in the Workplace Installing Mechanically Fixed Plasterboard in the Workplace Running In-situ Mouldings in the Workplace Pathway D – Fibrous – Pathway D1 – Fibrous Mandatory Units (45 credits) Producing Complex Plasterwork Moulds in the Workplace Summary of the: GQA LEVEL 3 NVQ DIPLOMA IN PLASTERING (CONSTRUCTION) Installing Complex Fibrous Plaster Components in the Workplace 3 18 Pathway D2 – Fibrous Optional Units – candidates must achieve a minimum of 16 credits Running In-situ Mouldings in the Workplace 3 25 Repairing Complex Fibrous Plaster Components in the Workplace 3 16 Assessment Guidance Evidence should show that you can complete all of the learning outcomes for each unit being taken. Types of evidence: Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated though performance or by responding to questions. Quantity of evidence: Evidence should show that you can meet the requirements of the units in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time. Potential sources of evidence: Suggested sources of evidence are shown above, these can be supplemented by physical or documentary evidence, e.g. Accident book/reporting system Notes and memos Safety record Telephone/e-mail records Training record Customer and colleague feedback Audio evidence Records of equipment and materials Witness testimonies Work records Photographic/ video evidence Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for qualifications unless accompanied by a record of a professional discussion or Assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

To increase your awareness and understanding of what safeguarding children means, in order to increase your confidence to enable you to make a positive contribution towards the process.