AIM Awards Suite of Retail
Knowledge (QCF) Qualifications
Version 1.1 – August 2013
This page is intentionally blank
2
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Level 1 Award in Retail Knowledge (QCF)
600/8306/2
AIM Awards Level 1 Certificate in Retail Knowledge (QCF)
600/8310/4
AIM Awards Level 2 Award in Retail Knowledge (QCF)
600/8311/6
AIM Awards Level 2 Certificate in Retail Knowledge (QCF)
600/8312/8
AIM Awards Level 2 Diploma in Retail Knowledge (QCF)
600/8313/X
AIM Awards Level 3 Award in Retail Knowledge (QCF)
600/8531/9
AIM Awards Level 3 Certificate in Retail Knowledge (QCF)
600/8380/3
AIM Awards Level 3 Diploma in Retail Knowledge (QCF)
600/8381/5
3
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Contents Page
Section One – Qualification Overview
5
Section Two - Structure and Content
11
Section Three – Quality Assurance
23
Section Four – Operational Guidance
27
Section Five – Appendices
29
Appendix 1 – Qualification Approval Form
31
Appendix 2 – Qualification Description (Summary)
33
Appendix 3 – AIM Awards Assessment Definitions
36
Appendix 4 – AIM Awards Glossary of Assessment Terms
51
Appendix 5 – Level Descriptors
54
4
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Suite of Retail Knowledge (QCF)
Qualifications
Section 1
Qualification Overview
5
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Section One
Introduction
Welcome to the AIM Awards Qualification Specification Pack. We want to make your
experience of working with AIM Awards as pleasant as possible.
AIM Awards are an Ofqual approved National Awarding Organisation able to submit a wide
range of qualifications to the Qualifications Credit Framework. Our qualifications are learner
focused, flexible and promote both progression and employability. We aim to provide
outstanding customer service and have invested in our systems to bring you cutting edge
services. Our values and ethos support our belief in rewarding learning and promoting
progression, with success as the focus of what we know makes a difference.
The qualification specification pack contains everything you need to know about this
qualification and should be used by everyone involved with planning, delivery and
assessment.
A qualification description (summary) is available in Appendix 2, which gives an overview of
the qualification including the rules of combination and unit titles.
This pack is a live document and as such will be updated when required. Centres will be
informed via email when changes are made. It is the responsibility of the approved Centre
to ensure the most up-to-date version of the specification pack is in use.
This document is protected by copyright but may be copied by approved centres for the
purpose of assessing learners. It may also be copied by learners for their own use.
Our qualification specifications are mapped to the Ofqual General Conditions of Recognition
with references cited for each section as appropriate. The whole specification maps to
Ofqual General Conditions of Recognition C2.5 and E3.1.
6
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
About the Qualification
Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a
The AIM Awards Suite of Retail Knowledge (QCF) Qualifications are available from Level 1 to
Level 3 and aim to provide a progression route to deliver the knowledge required to enter
into and develop a career within the retail sector.
The Level 1 qualifications are designed as an introduction to the knowledge needed for
employment within the Retail Sector. They provide the learners with the opportunity to gain
an overview of the sector as well as explore specific relevant topics such as sales, health and
safety and stock control.
The Level 2 qualifications are designed to provide an overview of the Retail Sector. They
also provide the opportunity for learners to gain the more detailed knowledge that they will
need to gain employment in the Retail Sector. Learners can explore specific relevant topics
such as sales, health and safety, stock control or more specialised areas that are relevant to
their needs/aspirations.
At Level 3 qualifications are designed to provide an overview of the Retail Sector. In addition
they give learners an opportunity to look in detail at the knowledge needed for employment
within management roles in the Retail Sector. Learners can explore specific relevant topics
such as sales, health and safety, stock control or more specialised areas that are relevant to
their needs/aspirations.
Qualifications
AIM Awards Level 1 Award in Retail Knowledge (QCF)
AIM Awards Level 1 Certificate in Retail Knowledge (QCF)
Assessment
Internally assessed and externally moderated portfolio of
evidence
Grading
Assessment is achieved / not achieved. There is no grading
Progression Opportunities
Learners can progress to Retail Qualifications at Level 2/ Level 3
or into employment in the retail sector
Operational start date
01-Mar-2013
Review date
31-Dec-2016
Sector
7.1 Retailing and Wholesaling
Qualification Accreditation
Award
600/8306/2
Number
Certificate 600/8310/4
Learning Aim Reference
Award
60083062
Certificate 60083104
Credits
Award
5
Certificate 18
Guided Learning Hours
Award
27-45
Certificate 128
Age Range
Pre-16; 16-18, 19+
Rules of Combination
See Section 2: Structure and Content
7
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Qualifications
AIM Awards Level 2 Award in Retail Knowledge (QCF)
AIM Awards Level 2 Certificate in Retail Knowledge (QCF)
AIM Awards Level 2 Diploma in Retail Knowledge (QCF)
Assessment
Internally assessed and externally moderated portfolio of
evidence
Grading
Assessment is achieved / not achieved. There is no grading
Progression Opportunities
Learners can progress to Retail Qualifications at Level 3 or into
employment in the retail sector
Operational start date
01-Mar-2013
Review date
31-Dec-2016
Sector
7.1 Retailing and Wholesaling
Qualification Accreditation
Award
600/8311/6
Number
Certificate 600/8312/8
Diploma
600/8313/X
Learning Aim Reference
Award
60083116
Certificate 60083128
Diploma
6008313X
Credits
Award
5
Certificate 18
Diploma
37
Guided Learning Hours
Award
37
Certificate 114-153
Diploma
244-342
Age Range
Pre-16; 16-18, 19+
Rules of Combination
See Section 2: Structure and Content
8
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Qualifications
AIM Awards Level 3 Award in Retail Knowledge (QCF)
AIM Awards Level 3 Certificate in Retail Knowledge (QCF)
AIM Awards Level 3 Diploma in Retail Knowledge (QCF)
Assessment
Internally assessed and externally moderated portfolio of
evidence
Grading
Assessment is achieved / not achieved. There is no grading
Progression Opportunities
Learners can progress to higher education or into employment in
the retail sector
Operational start date
01-Mar-2013
Review date
31-Dec-2016
Sector
7.1 Retailing and Wholesaling
Qualification Accreditation
Award
600/8531/9
Number
Certificate 600/8380/3
Diploma
600/8381/5
Learning Aim Reference
Award
60085319
Certificate 60083803
Diploma
60083815
Credits
Award
5
Certificate 18
Diploma
37
Guided Learning Hours
Award
31-49
Certificate 129
Diploma
262-305
Age Range
16-18, 19+
Rules of Combination
See Section 2: Structure and Content
Entry Guidance
Mapped to Ofqual General Conditions of Recognition: E3.2b/c
There are no specific entry requirements for this qualification.
The end of the accreditation period
We review qualifications that are near the end of their accreditation period, working with
sector representatives to make any changes necessary to meet sector needs and to reflect
recent developments.
We will post information relating to changes or extensions to qualifications on our website
and centres approved to offer the qualification will be kept updated.
9
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Certification End Date
The final date that certificates can be issued for these qualifications is three years from the
Review Date.
AIM Awards Level 1 Award in Retail Knowledge (QCF)
AIM Awards Level 1 Certificate in Retail Knowledge (QCF)
AIM Awards Level 2 Award in Retail Knowledge (QCF)
AIM Awards Level 2 Certificate in Retail Knowledge (QCF)
AIM Awards Level 2 Diploma in Retail Knowledge (QCF)
AIM Awards Level 3 Award in Retail Knowledge (QCF)
AIM Awards Level 3 Certificate in Retail Knowledge (QCF)
AIM Awards Level 3 Diploma in Retail Knowledge (QCF)
31-Dec-2019
31-Dec-2019
31-Dec-2019
31-Dec-2019
31-Dec-2019
31-Dec-2019
31-Dec-2019
31-Dec-2019
Resource Requirements
There are no specific resource requirements for these qualifications. Centres must ensure
that they have the appropriate resources in place to deliver the unit in this qualification.
10
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Suite of Retail Knowledge (QCF)
Qualifications
Section 2
Structure and Content
11
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Section Two
Structure and Content
Mapped to Ofqual General Conditions of Recognition E3.3a/b
Qualification Structure, Unit List & Content
Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j
The rules of combination for the AIM Awards Suite of Retail Knowledge units are displayed
in the following way:
Level 1 Award in Retail Knowledge (QCF)
Level 1 Certificate in Retail Knowledge (QCF)
Level 2 Award in Retail Knowledge (QCF)
Level 2 Certificate in Retail Knowledge (QCF)
Level 2 Diploma in Retail Knowledge (QCF)
Level 3 Award in Retail Knowledge (QCF)
Level 3 Certificate in Retail Knowledge (QCF)
Level 3 Diploma in Retail Knowledge (QCF)
Rules of Combination for: AIM Awards Level 1 Award in Retail Knowledge (QCF)
Learners must achieve 5 credits in total. 1 credit must be achieved from the Mandatory Unit (A)
and a minimum of 4 credits must be achieved from the Optional Units (B).
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
BC3/L1/EA/001 A/502/5756
Understanding the Business of
A
One
1
8
Retail
AF2/1/EA/002
F/501/5827
Being Responsible for Other
B
One
1
10
People’s Money
AF2/1/EA/003
F/501/5942
Planning an Enterprise Activity
B
One
1
10
AF2/1/EA/004
F/501/5939
Running an Enterprise Activity
B
One
1
10
BC3/1/EA/001
T/502/5819
B
One
2
17
BC3/1/EA/002
M/502/5804
B
One
2
15
BC3/1/EA/003
R/502/5780
Understanding Customer
Service in the Retail Sector
Understanding How a Retail
Business Maintains Health,
Safety and Security on its
Premises
Understanding How
Individuals and Teams
Contribute to the Effectiveness
of a Retail Business
B
One
2
15
12
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BA1/2/EA/017
D/502/5801
BC3/1/EA/004
J/502/5808
BC3/2/EA/003
H/502/5797
BC3/L1/EA/002
T/502/5805
Understanding Retail
Consumer Law
Understanding the Control,
Handling and Replenishment
of Stock in a Retail Business
Understanding the Handling of
Customer Payments in a Retail
Business
Understanding the Retail
Selling Process
B
Two
2
11
B
One
2
11
B
Two
2
8
B
One
2
13
Rules of Combination for: AIM Awards Level 1 Certificate in Retail Knowledge (QCF)
Learners must achieve 18 credits from the 11 Mandatory Units (A) to achieve this qualification.
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
AF2/1/EA/002
F/501/5827
Being Responsible for Other
A
One
1
10
People’s Money
AF2/1/EA/003
F/501/5942
Planning an Enterprise Activity
A
One
1
10
AF2/1/EA/004
F/501/5939
Running an Enterprise Activity
A
One
1
10
BC3/1/EA/001
T/502/5819
A
One
2
17
BC3/1/EA/002
M/502/5804
A
One
2
15
BC3/1/EA/003
R/502/5780
A
One
2
15
BA1/2/EA/017
D/502/5801
Understanding Customer
Service in the Retail Sector
Understanding How a Retail
Business Maintains Health,
Safety and Security on its
Premises
Understanding How
Individuals and Teams
Contribute to the Effectiveness
of a Retail Business
Understanding Retail
Consumer Law
A
Two
2
11
BC3/L1/EA/001
A/502/5756
Understanding the Business of
Retail
A
One
1
8
BC3/1/EA/004
J/502/5808
A
One
2
11
BC3/2/EA/003
H/502/5797
A
Two
2
8
BC3/L1/EA/002
T/502/5805
Understanding the Control,
Handling and Replenishment
of Stock in a Retail Business
Understanding the Handling of
Customer Payments in a Retail
Business
Understanding the Retail
Selling Process
A
One
2
13
13
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Rules of Combination for: AIM Awards Level 2 Award in Retail Knowledge (QCF)
Learners must achieve 5 credits from any combination of units (A) to achieve this qualification.
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
BA1/2/EA/013
M/502/5821 Understanding Customer
A
Two
3
22
Service in the Retail Sector
BA1/2/EA/016
A/502/5823
Understanding How a Retail
A
Two
2
15
Business Maintains Health and
Safety on its Premises
BC3/2/EA/006
J/502/5789
Understanding How
A
Two
3
22
Individuals and Teams
Contribute to the Effectiveness
of a Retail Business
BA1/2/EA/020
A/502/5806
Understanding the Retail
A
Two
2
15
Selling Process
Rules of Combination for: AIM Awards Level 2 Certificate in Retail Knowledge (QCF)
Learners must achieve 18 credits in total. 10 credits must be achieved from the Mandatory Units
(M) and a minimum of 8 credits must be achieved from the Optional Units (O).
AIM Awards
Unit
Unit Title
M/O Level Credit GLH
Unit Code
Reference
Value
Number
BA1/2/EA/013
M/502/5821 Understanding Customer
M
Two
3
22
Service in the Retail Sector
BA1/2/EA/016
A/502/5823
Understanding How a Retail
M
Two
2
15
Business Maintains Health and
Safety on its Premises
BC3/2/EA/006
J/502/5789
Understanding How
M
Two
3
22
Individuals and Teams
Contribute to the Effectiveness
of a Retail Business
BA1/2/EA/020
A/502/5806
Understanding the Retail
M
Two
2
15
Selling Process
BC3/2/EA/001
K/502/0178
The Principles of Food Safety
O
Two
1
9
for Retail
BC3/2/EA/018
M/602/2234 Underage Sales Prevention for
O
Two
1
5
Retail and Licensed Premises
BC3/2/EA/002
D/602/5016
Understand How to Approach
O
Two
3
22
Work-Based Projects within
Retail Business
BA1/2/EA/014
A/602/2317
Understanding Environmental
O
Two
3
16
Sustainability in the Retail
Sector
14
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BC3/2/EA/005
L/600/0628
BA1/2/EA/015
H/600/0635
BC3/3/EA/012
D/600/0651
BC3/2/EA/008
H/600/0652
BC3/2/EA/007
Y/600/0650
BA1/3/EA/010
H/502/5802
BC3/3/EA/015
H/600/2661
SA2/2/EA/001
M/600/2663
BA1/2/EA/017
D/502/5801
BA1/2/EA/018
K/502/5817
BC3/3/EA/017
F/600/2666
BA1/2/EA/019
F/502/5810
BC3/2/EA/009
R/600/0646
BC3/2/EA/010
M/600/0637
BC3/2/EA/004
T/600/0655
BC3/2/EA/003
H/502/5797
Understanding Fashion Retail
Personal Shopping and Styling
Understanding Fashion Trends
and Forecasting
Understanding How Retailers
Operate Home Delivery
Services for Newspapers and
Magazines
Understanding How Retailers
Sell National Lottery Products
and Services
Understanding How Stocks of
Newspapers and Magazines
are Controlled in Retail Outlets
Understanding How the
Effectiveness of Store
Operations can be Improved
Understanding How the
Growth and Development of
Plants is Promoted and
Monitored in a Retail Outlet
Understanding Plant
Nomenclature, Terminology
and Identification
Understanding Retail
Consumer Law
Understanding Security and
Loss Prevention in a Retail
Business
Understanding the Control of
Pests and Diseases which may
Affect Plants in a Retail Outlet
Understanding the Control,
Receipt and Storage of Stock in
a Retail Business
Understanding the Evolution
of Beauty Retailing
Understanding the Fashion
Retail Market
Understanding the Features of
Different Types of Alcoholic
Beverages Sold in Retail
Outlets
Understanding the Handling of
Customer Payments in a Retail
Business
O
Two
3
30
O
Two
3
28
O
Three
4
36
O
Two
2
19
O
Two
2
15
O
Three
3
23
O
Three
4
26
O
Two
5
38
O
Two
2
11
O
Two
2
15
O
Three
3
20
O
Two
2
17
O
Two
3
30
O
Two
3
30
O
Two
4
29
O
Two
2
8
15
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BC3/3/EA/018
K/600/2659
BC3/3/EA/019
F/600/2652
BC3/2/EA/011
F/600/0643
BC3/2/EA/012
M/600/0640
BC3/2/EA/013
Y/600/0633
BC3/2/EA/014
J/600/0630
BC3/2/EA/015
A/600/0625
BC3/2/EA/016
M/600/0654
BC3/2/EA/017
K/600/0653
BA1/2/EA/021
A/600/0656
Understanding the
Management of Delivery of
Plants into a Retail Business
Understanding the Nature,
Uses and Importance of
Product Information in a Retail
Outlet Selling Gardening
Products
Understanding the Retail Sale
of Beauty Products
Understanding the Retail Sale
of Cosmetics
Understanding the Retail Sale
of Nail Care Products
Understanding the Retail Sale
of Perfumery Products
Understanding the Retail Sale
of Skin Care Products
Understanding the Storage,
Monitoring and Replenishment
of Chilled Food Items in a
Retail Outlet
Understanding the Storage,
Monitoring and Replenishment
of Fresh Produce in a Retail
Outlet
Understanding Visual
Merchandising for Retail
Business
O
Three
3
20
O
Three
3
20
O
Two
3
30
O
Two
3
30
O
Two
3
30
O
Two
3
30
O
Two
3
30
O
Two
2
17
O
Two
2
17
O
Two
4
39
Rules of Combination for: AIM Awards Level 2 Diploma in Retail Knowledge (QCF)
Learners must achieve 37 credits in total. 10 credits must be achieved from the Mandatory Units
(A) and a minimum of 27 credits must be achieved from the Optional Units (B). A maximum of 17
credits can be achieved at Level 3.
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
BA1/2/EA/013
M/502/5821 Understanding Customer
A
Two
3
22
Service in the Retail Sector
BA1/2/EA/016
A/502/5823
Understanding How a Retail
A
Two
2
15
Business Maintains Health and
Safety on its Premises
BC3/2/EA/006
J/502/5789
Understanding How
A
Two
3
22
Individuals and Teams
16
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BA1/2/EA/020
A/502/5806
BC3/2/EA/001
K/502/0178
BC3/2/EA/018
M/602/2234
BC3/2/EA/002
D/602/5016
BA1/2/EA/014
A/602/2317
BC3/2/EA/005
L/600/0628
BA1/2/EA/015
H/600/0635
BC3/3/EA/012
D/600/0651
BC3/2/EA/008
H/600/0652
BC3/2/EA/007
Y/600/0650
BA1/3/EA/010
H/502/5802
BC3/3/EA/015
H/600/2661
SA2/2/EA/001
M/600/2663
BA1/2/EA/017
D/502/5801
BA1/2/EA/018
K/502/5817
BC3/3/EA/017
F/600/2666
Contribute to the Effectiveness
of a Retail Business
Understanding the Retail
Selling Process
The Principles of Food Safety
for Retail
Underage Sales Prevention for
Retail and Licensed Premises
Understand How to Approach
Work-Based Projects within
Retail Business
Understanding Environmental
Sustainability in the Retail
Sector
Understanding Fashion Retail
Personal Shopping and Styling
Understanding Fashion Trends
and Forecasting
Understanding How Retailers
Operate Home Delivery
Services for Newspapers and
Magazines
Understanding How Retailers
Sell National Lottery Products
and Services
Understanding How Stocks of
Newspapers and Magazines
are Controlled in Retail Outlets
Understanding How the
Effectiveness of Store
Operations can be Improved
Understanding How the
Growth and Development of
Plants is Promoted and
Monitored in a Retail Outlet
Understanding Plant
Nomenclature, Terminology
and Identification
Understanding Retail
Consumer Law
Understanding Security and
Loss Prevention in a Retail
Business
Understanding the Control of
Pests and Diseases which may
A
Two
2
15
B
Two
1
9
B
Two
1
5
B
Two
3
22
B
Two
3
16
B
Two
3
30
B
Two
3
28
B
Three
4
36
B
Two
2
19
B
Two
2
15
B
Three
3
23
B
Three
4
26
B
Two
5
38
B
Two
2
11
B
Two
2
15
B
Three
3
20
17
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Affect Plants in a Retail Outlet
BA1/2/EA/019
F/502/5810
BC3/2/EA/009
R/600/0646
BC3/2/EA/010
M/600/0637
BC3/2/EA/004
T/600/0655
BC3/2/EA/003
H/502/5797
BC3/3/EA/018
K/600/2659
BC3/3/EA/019
F/600/2652
BC3/2/EA/011
F/600/0643
BC3/2/EA/012
M/600/0640
BC3/2/EA/013
Y/600/0633
BC3/2/EA/014
J/600/0630
BC3/2/EA/015
A/600/0625
BC3/2/EA/016
M/600/0654
BC3/2/EA/017
K/600/0653
BA1/2/EA/021
A/600/0656
Understanding the Control,
Receipt and Storage of Stock in
a Retail Business
Understanding the Evolution
of Beauty Retailing
Understanding the Fashion
Retail Market
Understanding the Features of
Different Types of Alcoholic
Beverages Sold in Retail
Outlets
Understanding the Handling of
Customer Payments in a Retail
Business
Understanding the
Management of Delivery of
Plants into a Retail Business
Understanding the Nature,
Uses and Importance of
Product Information in a Retail
Outlet Selling Gardening
Products
Understanding the Retail Sale
of Beauty Products
Understanding the Retail Sale
of Cosmetics
Understanding the Retail Sale
of Nail Care Products
Understanding the Retail Sale
of Perfumery Products
Understanding the Retail Sale
of Skin Care Products
Understanding the Storage,
Monitoring and Replenishment
of Chilled Food Items in a
Retail Outlet
Understanding the Storage,
Monitoring and Replenishment
of Fresh Produce in a Retail
Outlet
Understanding Visual
Merchandising for Retail
Business
B
Two
2
17
B
Two
3
30
B
Two
3
30
B
Two
4
29
B
Two
2
8
B
Three
3
20
B
Three
3
20
B
Two
3
30
B
Two
3
30
B
Two
3
30
B
Two
3
30
B
Two
3
30
B
Two
2
17
B
Two
2
17
B
Two
4
39
18
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Rules of Combination for: AIM Awards Level 3 Award in Retail Knowledge (QCF)
Learners must achieve a minimum of 5 credits from any combination of units (A) to achieve this
qualification.
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
BC3/3/EA/014
K/502/5803
Understanding Customer
A
Three
2
17
Service in the Retail Sector
BA1/3/EA/010
H/502/5802
Understanding How the
A
Three
3
23
Effectiveness of Store
Operations can be Improved
BA1/3/EA/009
M/502/5799 Understanding How the
A
Three
3
26
Smooth Operation of a
Payment Point is Maintained
BC3/3/EA/016
M/502/5818 Understanding Security and
A
Three
3
15
Loss Prevention in a Retail
Business
BA1/3/EA/011
A/502/5787
Understanding the
A
Three
4
26
Development of Personal and
Team Effectiveness in a Retail
Business
BC3/3/EA/004
F/502/5824
Understanding the
A
Three
2
15
Management of Risks to
Health and Safety on the
Premises of a Retail Business
BA1/3/EA/012
L/502/5826
Understanding the
A
Three
3
16
Management of Stock in a
Retail Business
BC3/3/EA/020
F/502/5807
Understanding the Retail
A
Three
2
17
Selling Process
Rules of Combination for: AIM Awards Level 3 Certificate in Retail Knowledge (QCF)
Learners must achieve a minimum of 18 credits through any combination of units (A) to achieve
this qualification.
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
BC3/3/EA/014
K/502/5803
Understanding Customer
A
Three
2
17
Service in the Retail Sector
BA1/3/EA/010
H/502/5802
Understanding How the
A
Three
3
23
Effectiveness of Store
Operations can be Improved
BA1/3/EA/009
M/502/5799 Understanding How the
A
Three
3
26
Smooth Operation of a
Payment Point is Maintained
19
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BC3/3/EA/016
M/502/5818
BA1/3/EA/011
A/502/5787
BC3/3/EA/004
F/502/5824
BA1/3/EA/012
L/502/5826
BC3/3/EA/020
F/502/5807
Understanding Security and
Loss Prevention in a Retail
Business
Understanding the
Development of Personal and
Team Effectiveness in a Retail
Business
Understanding the
Management of Risks to
Health and Safety on the
Premises of a Retail Business
Understanding the
Management of Stock in a
Retail Business
Understanding the Retail
Selling Process
A
Three
3
15
A
Three
4
26
A
Three
2
15
A
Three
3
16
A
Three
2
17
Rules of Combination for: AIM Awards Level 3 Diploma in Retail Knowledge (QCF)
Learners must achieve 37 credits overall. 22 credits must be achieved from the Mandatory Units
(A) and a minimum of 15 credits must be taken from the Optional Units (B). A maximum of 8
credits can be achieved at Level 2.
AIM Awards
Unit
Unit Title
A/B Level Credit GLH
Unit Code
Reference
Value
Number
BC3/3/EA/014
K/502/5803
Understanding Customer
A
Three
2
17
Service in the Retail Sector
BA1/3/EA/010
H/502/5802
Understanding How the
A
Three
3
23
Effectiveness of Store
Operations can be Improved
BA1/3/EA/009
M/502/5799 Understanding How the
A
Three
3
26
Smooth Operation of a
Payment Point is Maintained
BC3/3/EA/016
M/502/5818 Understanding Security and
A
Three
3
15
Loss Prevention in a Retail
Business
BA1/3/EA/011
A/502/5787
Understanding the
A
Three
4
26
Development of Personal and
Team Effectiveness in a Retail
Business
BC3/3/EA/004
F/502/5824
Understanding the
A
Three
2
15
Management of Risks to
Health and Safety on the
Premises of a Retail Business
20
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BA1/3/EA/012
L/502/5826
BC3/3/EA/020
F/502/5807
BC3/3/EA/013
J/502/0379
BC3/2/EA/005
L/600/0628
BA1/2/EA/015
H/600/0635
BC3/3/EA/012
D/600/0651
BC3/2/EA/008
H/600/0652
BC3/2/EA/007
Y/600/0650
BC3/3/EA/015
H/600/2661
SA2/2/EA/001
M/600/2663
BC3/3/EA/017
F/600/2666
BC3/2/EA/009
R/600/0646
BC3/2/EA/010
M/600/0637
BC3/3/EA/018
K/600/2659
BC3/2/EA/011
F/600/0643
BC3/2/EA/012
M/600/0640
BC3/2/EA/013
Y/600/0633
Understanding the
Management of Stock in a
Retail Business
Understanding the Retail
Selling Process
The Principles of Food Safety
Supervision for Retail
Understanding Fashion Retail
Personal Shopping and Styling
Understanding Fashion Trends
and Forecasting
Understanding How Retailers
Operate Home Delivery
Services for Newspapers and
Magazines
Understanding How Retailers
Sell National Lottery Products
and Services
Understanding How Stocks of
Newspapers and Magazines
are Controlled in Retail Outlets
Understanding How the
Growth and Development of
Plants is Promoted and
Monitored in a Retail Outlet
Understanding Plant
Nomenclature, Terminology
and Identification
Understanding the Control of
Pests and Diseases which may
Affect Plants in a Retail Outlet
Understanding the Evolution
of Beauty Retailing
Understanding the Fashion
Retail Market
Understanding the
Management of Delivery of
Plants into a Retail Business
Understanding the Retail Sale
of Beauty Products
Understanding the Retail Sale
of Cosmetics
Understanding the Retail Sale
of Nail Care Products
A
Three
3
16
A
Three
2
17
B
Three
3
25
B
Two
3
30
B
Two
3
28
B
Three
4
36
B
Two
2
19
B
Two
2
15
B
Three
4
26
B
Two
5
38
B
Three
3
20
B
Two
3
30
B
Two
3
30
B
Three
3
20
B
Two
3
30
B
Two
3
30
B
Two
3
30
21
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
BC3/2/EA/014
J/600/0630
BC3/2/EA/015
A/600/0625
BC3/2/EA/016
M/600/0654
BC3/2/EA/017
K/600/0653
Understanding the Retail Sale
of Perfumery Products
Understanding the Retail Sale
of Skin Care Products
Understanding the Storage,
Monitoring and Replenishment
of Chilled Food Items in a
Retail Outlet
Understanding the Storage,
Monitoring and Replenishment
of Fresh Produce in a Retail
Outlet
B
Two
3
30
B
Two
3
30
B
Two
2
17
B
Two
2
17
22
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Suite of Retail Knowledge (QCF)
Qualifications
Section 3
Quality Assurance
23
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Section 3
Assessment and Quality Assurance
How the qualification is assessed
Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2
The qualification requires achievement of the specified unit with no further requirements
for additional/summative assessment. Achievement is therefore determined by successful
completion of unit assessment. The assessment process is as follows:
Assessments are internally set at the Centre by assessors, against the requirements
detailed in the assessment criteria of the unit, and approved by the Internal Verifier
The learners are assessed internally at the Centre, using the assessments set
The resulting portfolios of assessed evidence are internally verified by an internal
verifier at the Centre
The portfolios of assessed evidence are externally verified by an external verifier
appointed by AIM Awards
Appendix 5 contains the QCF Level Descriptors which provide a general shared
understanding of learning and achievement at each level and are concerned with the
outcomes of learning, not the process of learning or the method of assessment. For a more
detailed overview of Assessment view our Assessment Documents at
www.aimawards.org.uk
Unit Assessment
Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2
Achievement of the unit is through internally set, internally marked, internally verified and
externally verified tasks, as detailed above. Centres devise assessment activities to meet
the specified assessment criteria detailed in each unit using the AIM Awards Assessment
Definitions Document. See Appendix 3.
Appendix 4 contains a Glossary of Assessment Terms to help Centres understand the
Assessment Terminology used in each assessment criteria.
The activity or activities set must enable the learners to meet the standards detailed in the
assessment criteria. Centre devised assessments should be scrutinised by the Internal
Verifier before use to ensure that they are fit for purpose. Once completed, Centre
approved assessments will be scrutinised by the external verifier to ensure reliability and
validity of assessment.
Methods of Assessment
Mapped to Ofqual General Conditions of Recognition:H1.2/H1.3/H5.2
All assessment tasks must be approved by the Internal Verifier before they are delivered.
AIM Awards also provides Assessment Definitions (Appendix 3) for a wide range of
assessment activities. This document includes a general description of the activity and, for
each level (Entry to Level 3), details on how that method can be applied and what evidence
is appropriate. Further guidance can be obtained from AIM Awards by contacting the named
Quality or Curriculum contact for the centre.
24
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Assessment Practice
Mapped to Ofqual General Conditions of Recognition H5.2
Assessment practices must reflect the AIM Awards Equality and Diversity and Access to Fair
Assessment Policies. Reasonable Adjustments may be required for individual learners to
enable them to undertake assessments fairly. Please see our guidance and the procedures
for using and applying for Reasonable Adjustments at www.aimawards.org.uk.
Nominated Tutor/Assessor Requirements
As an Awarding Organisation we require that tutors / assessors have relevant teaching
experience and hold a qualification in the relevant subject area. Assessors should have an
Assessor qualification or evidence of recent relevant experience. Internal Verifiers should
have an Internal Verification qualification or evidence of recent relevant experience.
Suitable qualifications include:
Teaching
Level 3 or 4 PTLLS or above
Diploma or Certificate in Education
Bachelors or Masters Degree in Education
Level 3 Award in Understanding the Principles and Practices of Assessment
Level 3 Award in Assessing Vocationally Related Achievement Internal
Verification
Level 4 Award in Understanding the Internal Quality Assurance of Assessment
Processes and Practice
Level 4 Award in the Internal Quality Assurance of Assessment Processes and
Practice
For centres that wish to deliver the Level 2 and/or Level 3 Retail Knowledge qualifications,
Internal Verifiers and Assessors must:
Hold qualifications in the subject area and/or have relevant experience.
Training and Support
We offer a full and comprehensive package of training events that range from Basic
Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our
own Training Room at AIM Awards or delivered at your centre. Please note that training can
be tailored to meet the specific needs of a centre and bespoke course arranged by
negotiation. View our Training/Events information and an up-to-date Calendar at
www.aimawards.org.uk
Marking Tasks
Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2/H5.4
Each task must be marked against the identified assessment criteria in the unit and judged
to be either achieved or not achieved. Learners should be given written feedback on their
work with guidance on how they can improve their performance. Where a series of tasks is
set, learners must demonstrate the achievement of the required standard identified in the
assessment criteria in all tasks in order to achieve the unit credit. All of the assessment
25
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
criteria in a unit must be met before the unit is deemed achieved. The unit achievement is
not banded or graded.
Recording Achievement
You must record each learner’s achievement of each unit on an appropriate tracking form or
forms. The form/s should record the learner’s achievement of the unit assessment criteria
evidenced by the task, identifying where the evidence can be found.
Functional Skills
The units of this qualification may provide opportunities for the development of Functional
Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and
Communication.
Moderation
Moderation is the process by which we confirm that assessment decisions in centres are
Made by competent and qualified assessors
The product of sound and fair assessment practice
Recorded accurately and appropriately
We do this by:
Internal verification
External verification – which we carry out through our External Verifiers who, by
supporting you, will make sure that assessments meet nationally, agreed
standards and that quality assurance systems continue to meet our centre
approval criteria.
National Standardisation
Centres will be required to provide samples of assessment tasks for AIM Awards and
national standardisation activity.
National standardisation is a process that promotes consistency in the understanding and
application of standards, it:
Establishes statements on the standard of evidence required to meet the
assessment criteria for the units in AIM Awards qualifications
Makes recommendations on assessment practice
Produces advice and guidance for the assessment of units
Identifies good practice in assessment.
It is a requirement of the Centre Recognition Process that each Centre offering the units
from the qualification must contribute assessment materials and learners’ evidence for
National Standardisation if requested.
AIM Awards will notify Centres of the required sample for National Standardisation
purposes. Assessment materials, learners’ evidence and tutor feedback will either be
collected by an AIM Awards representative or a copy requested by post. Outcomes from
National Standardisation will be made available to Centres.
26
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Suite of Retail Knowledge (QCF)
Qualifications
Section 4
Operational Guidance
27
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Section 4
Operational Guidance
Offering the qualification
To offer this qualification Centres must be a recognised AIM Awards centre and be able to
meet the criteria for the safe and secure award of credit.
All procedures for the use of this qualification, including approval, registration of learners,
verification and certification will be completed through AIM Awards and Centres will have
an identified administration officer to support their Centre.
Centres who wish to offer this qualification must complete and submit the Qualification
Approval Form - see Appendix 1. This form is also available on the AIM Awards website at
www.aimawards.org.uk
AIM Awards can advise Centres on the best and most efficient methods for offering this
qualification to learners. There is an experienced customer service team ready to offer
advice at any time.
Approval to Offer AIM Awards Qualifications or Units of AIM Awards
Qualifications
New Centres need to contact the AIM Awards office for details of the Centre Recognition
Application process and the process for delivering qualifications.
View information on becoming a recognised centre at www.aimawards.org.uk
Quality Assurance and Internal/National Standardisation
All Centres wishing to deliver the qualification will need to demonstrate the ability to
manage and deliver the units and/or the qualification, including adherence to quality
assurance and assessment regulations.
AIM Awards will provide guidance and give support in enabling you to use the qualification.
The standard quality assurance arrangements and requirements include:
Internal verification
External verification
Standardisation
Details and guidance are provided by your AIM Awards contacts.
Fees and Charges
Mapped to Ofqual General Conditions of Recognition: F1.1
As an Awarding Organisation we publish an annual list of fees and charges as well as the
charges for each qualification. Download our fees and charges leaflet.
28
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Suite of Retail Knowledge (QCF)
Qualifications
Charges
Section 5
Appendices
29
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Appendix 1 – Qualification Approval Form....................................................... 31
Appendix 2 – Qualification Description (Summary)………………………………………. 33
Appendix 3 – AIM Awards Assessment Definitions............................................ 36
Appendix 4 – AIM Awards Glossary of Assessment Terms................................. 51
Appendix 5 – Level Descriptors........................................................................... 54
30
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
APPENDIX 1
QUALIFICATION APPROVAL
FORM
31
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Centres are required to complete a Qualification Approval Form per qualification level and
size. Please download these separately from the AIM Awards website:
AIM Awards Level 1 Award in Retail Knowledge (QCF)
AIM Awards Level 1 Certificate in Retail Knowledge (QCF)
AIM Awards Level 2 Award in Retail Knowledge (QCF)
AIM Awards Level 2 Certificate in Retail Knowledge (QCF)
AIM Awards Level 2 Diploma in Retail Knowledge (QCF)
AIM Awards Level 3 Award in Retail Knowledge (QCF)
AIM Awards Level 3 Certificate in Retail Knowledge (QCF)
AIM Awards Level 3 Diploma in Retail Knowledge (QCF)
32
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
APPENDIX 2
QUALIFICATION DESCRIPTION
(SUMMARY)
33
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards Suite of Retail Knowledge (QCF)
Qualifications
Description of the Qualifications
The AIM Awards Suite of Retail Knowledge (QCF) Qualifications are available from Level 1 to Level 3
and aim to provide a progression route to deliver the knowledge required to enter into and
develop a career within the retail sector.
The Level 1 qualifications are designed as an introduction to the knowledge needed for
employment within the Retail Sector. They provide the learners with the opportunity to gain an
overview of the sector as well as explore specific relevant topics such as sales, health and safety
and stock control.
The Level 2 qualifications are designed to provide an overview of the Retail Sector. They also
provide the opportunity for learners to gain the more detailed knowledge that they will need to
gain employment in the Retail Sector. Learners can explore specific relevant topics such as sales,
health and safety, stock control or more specialised areas that are relevant to their
needs/aspirations.
At Level 3 qualifications are designed to provide an overview of the Retail Sector. In addition they
give learners an opportunity to look in detail at the knowledge needed for employment within
management roles in the Retail Sector. Learners can explore specific relevant topics such as sales,
health and safety, stock control or more specialised areas that are relevant to their
needs/aspirations.
Approval Details
Qualification Title
AIM Awards Level 1 Award
in Retail Knowledge (QCF)
Ofqual Qualification
Number
600/8306/2
AIM Awards Level 1
Certificate in Retail
Knowledge (QCF)
600/8310/4
Guided Learning Hours
27-45
128
Total Credits required
5
18
Mandatory Credits required
1
18
Minimum Age
N/A
N/A
Qualification Start Date:
01-Mar-2013
01-Mar-2013
Charge per learner:
£16
£45
34
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Qualification Title
AIM Awards
Level 2 Award in
Retail
Knowledge
(QCF)
Ofqual
Qualification
Number
AIM Awards
Level 2 Diploma
in Retail
Knowledge
(QCF)
600/8311/6
AIM Awards
Level 2
Certificate in
Retail
Knowledge
(QCF)
600/8312/8
Guided Learning Hours
37
114-153
244-342
Total Credits required
5
18
37
Mandatory Credits required
N/A
10
10
Minimum Age
N/A
N/A
N/A
Qualification Start Date:
01-Mar-2013
01-Mar-2013
01-Mar-2013
Charge per learner:
£16
£45
£80
Qualification Title
AIM Awards
Level 3 Award in
Retail
Knowledge
(QCF)
AIM Awards
Level 3 Diploma
in Retail
Knowledge
(QCF)
Ofqual
Qualification
Number
600/8531/9
AIM Awards
Level 3
Certificate in
Retail
Knowledge
(QCF)
600/8380/3
Guided Learning Hours
31-49
129
262-305
Total Credits required
5
18
37
Mandatory Credits required
N/A
N/A
22
Minimum Age
16
16
16
Qualification Start Date:
01-Mar-2013
01-Mar-2013
01-Mar-2013
Charge per learner:
£16
£45
£80
600/8313/X
600/8381/5
35
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
APPENDIX 3
AIM AWARDS ASSESSMENT
DEFINITIONS
36
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
AIM Awards: Qualifications and Credit Framework
Assessment Definitions
1.
Case Study
Consideration of a particular, relevant situation or example, selected by the tutor or by learners,
which enables learners to apply knowledge to specific situations. May be used as a collective /
group activity and discussed in a group of learners or by an individual learner. It may also be used
with individual learners as a written activity through case study materials and learner responses.
Entry
Level
Level
One
Level
Two
Level
Three
1
Activity:
Assessed by:
Evidence could include:
Case studies should be simple, immediate
and familiar to the learner.
Discussion should be short, structured and
supervised (group or one-to-one).
Written work should be short structured
and supervised.
Case studies should be limited in range,
familiar and require a narrow range of
knowledge.
Discussion should be structured and
involve a limited degree of judgement
(group or one-to-one).
Written work should be structured and
involve a limited degree of judgement.
Case studies should allow the application
of knowledge in a number of areas and
contexts.
Discussion should be directed but should
allow for a degree of autonomy (group).
Written work should be directed but allow
for a degree of autonomy (GL1 = 500
words).
Case studies should allow the application
of knowledge in a range of complex areas,
in a variety of familiar and unfamiliar
contexts.
Discussion should be guided but selfdirected (group).
Written work should allow for autonomy,
evaluation and reasoned judgements to be
made (GL = 1000 words).
Tutor observation
and discussion
Tutor assessment of
written work.
Tutor record of observation
Summary of discussion
Audio / video / photographic
record
Written work
Tutor observation,
discussion
Tutor assessment of
written work.
Tutor record of observation
Summary of discussion
Learner notes
Audio /video / photographic
record
Written work
Peer assessment
Self-assessment,
Tutor observation
Assessment of
written work.
Tutor record
Learner record
Peer checklist
Summary of discussion
Audio /video / photographic
record
Written work
Peer assessment
Self-assessment,
Tutor observation
Assessment of
written work
Tutor record
Learner record
Peer checklist
Summary of discussion
Audio /video / photographic
record
Written work
GL = guidance on length of activity.
37
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
2.
Oral Question and Answer
This is the use of specific, open or closed questions for immediate response. They can range from
quite formal questions, e.g. an oral test, to a quick, fun way of finding out where learners are up to
e.g. a quiz. This allows response and questioning from learners and immediate feedback from tutor.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Process should be informal and nonthreatening and questions should cover a
narrow range of areas.
Tutor
Tutor record/notes
Audio/video log
Tutor
Tutor record/notes
Audio/video log
Tutor, with a degree
of self-assessment
Tutor record/notes
Audio/video log
Learner notes or log
Tutor, with a degree
of self-assessment
and evaluation of
own learning
Tutor record/notes
Audio/video log
Learner notes or log
Learners should be supported in answering
and given a number of opportunities to
respond.
Level
One
Process should be informal and should
include both open and closed questions
covering a narrow range of knowledge.
Learners should be encouraged by the use
of supplementary questions.
Level
Two
Open and closed questions should be
included, covering a number of topics.
Learners should be encouraged to expand
on their answers.
Level
Three
Questions should cover a wide range of
knowledge and contexts.
They should allow responses to unfamiliar
and unpredictable problems.
The process may be time limited and
formal, or may be a structured two-way
discussion.
38
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
3.
Written Question and Answer / Test / Exam
This is the use of specific, open and closed questions for immediate response. They can range from
formal exams and tests, to a quick, fun way of finding out where learners are up to, e.g. a quiz. It
allows response and questioning from individual learners and feedback from tutor. On-line
assessment may be used.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Process should be informal and nonthreatening and questions should cover a
narrow range of areas.
Tutor
Written responses
Learner responses and tutor
feedback
Tutor or external
marker (for
exams/tests)
Written responses
Learner responses and tutor
feedback
Tutor or external
marker (for
exams/tests)
Written responses
Learner responses and tutor
feedback
Tutor or external
marker (for
exams/tests)
Written responses
Learner responses and tutor
feedback
Possible use of multi-choice questions.
Level
One
Process should be informal and nonthreatening.
Questions should encourage learners to
make use of knowledge rather than just
testing recall.
Level
Two
Open and closed questions should be
included, covering a number of areas.
Learners should be encouraged to make
use of / interpret knowledge rather than
just testing recall.
May be time limited.
Level
Three
Questions should cover a wide range of
knowledge and contexts, and allow
responses to unfamiliar and unpredictable
problems.
Learners should be encouraged to make
use of / interpret knowledge rather than
just testing recall.
The process may be time limited.
39
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
4.
Essay
A discursive, written response to a question or statement which involves the learner in finding and
presenting information and opinion in a structured way, which normally includes an introduction,
the information / opinions / evaluation / analysis and a conclusion.
Activity:
Assessed by:
Evidence could include:
Entry
Level
It would be unlikely that an essay would be
used as an assessment activity at Entry
Level as it would not be appropriate for the
learner. It could be used in a very simple
form to allow learners to demonstrate
recall and comprehension in a narrow
range of ideas.
Tutor through
discussion
The marked essay
Tutor feedback
Level
One
The essay subject should be simple and the
response should be descriptive and not
analytical or evaluative.
A narrow range of applied knowledge and
demonstration of basic comprehension
would be expected.
Learners should be given detailed
information on how to structure the essay
and on the criteria for achievement.
Tutor
The marked essay
Tutor feedback
Level
Two
The essay subject should be familiar and
the response should demonstrate the
ability to interpret information, make
comparisons and apply knowledge and
demonstrate comprehension in a number
of different areas.
Learners should be given information on
the expected structure of the essay and
criteria for achievement.
GL = 500 words
Tutor
The marked essay
Tutor feedback.
Level
Three
The essay subject should allow the learner
to access and evaluate information
independently, to analyse information and
to make reasoned judgements and
demonstrate comprehension of relevant
theories.
Learners should be given information on
possible structures for an essay and for the
criteria for achievement.
GL = 1000 words
Tutor
The marked essay
Tutor feedback
40
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
5.
Report
A report is a record of an activity and/or a summary of research which presents information in a
structured way; this does not include opinion, but may include analysis or evaluation. It may be
presented in written or oral form.
Entry
Level
Level
One
Level
Two
Level
Three
Activity:
Assessed by:
Evidence could include:
Report should be oral and informal. The
information or activity being reported on
should be simple and familiar.
Learners should be supported in preparing
and giving a report and given a number of
opportunities to respond.
Report could be presented orally or in written
format.
Oral presentation should be informal.
Information used in the report should be
readily available and activities should be in
familiar contexts.
Learners should be clear on the expected
structure and criteria for the report and given
support on planning and presentation.
Report could be presented in orally or in
written format.
Oral presentation should be to a familiar
audience.
Information should be from a range of
sources and activities, and from familiar or
unfamiliar but predictable contexts. Learners
should be clear on possible structures for the
report and the criteria for achievement.
GL = 4 minutes for oral / 500 words for
written.
Learners should be given guidance on
planning and presentation.
Report could be presented orally or in written
format.
Oral presentation should be formal and could
include a range of methods.
Information should be from a wide range of
sources and should be evaluated.
Activities should be well defined but could be
unfamiliar or unpredictable.
Learners should be clear on the criteria for
achievement but would be expected to decide
on the format and structure of the report.
GL = 8 minutes for oral / 1000 words for
written
Tutor (for written
report)
Tutor record.
Tutor (for written
report)
Written report with tutor
feedback
Learner notes of oral
presentation with tutor
feedback.
Tutor (for written
report) and/or
peers for an oral
presentation.
Written report with tutor
feedback Learner plan for oral
presentation with peer and/or
tutor feedback
Tutor (for written
report) and or
peers for an oral
presentation.
Written report with tutor
feedback Learner plan for oral
presentation with peer and/or
tutor feedback
41
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
6.
Project
This is a specific task involving private study and research for individuals or groups. It normally
involves selection of a topic, planning, finding information and presenting results orally or in writing.
The learning may be assessed by the tutor, learner or peers, during and at the end of the process.
Activity:
Assessed by:
Evidence could include:
Entry
Level
Task should be simple, familiar, informal
and supervised.
Tutor observation
and questioning
during and at the end
It should involve repetitive and predictable of process.
processes.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
Level
One
Task should be selected with support from
tutor to allow the demonstration of
knowledge and skills in a range of
predictable, structured and familiar
contexts.
Tutor observation
and questioning
during and at the end
of process.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
Level
Two
Task should be selected with tutor
guidance to allow the demonstration of
knowledge and understanding in a range of
areas and contexts, and the interpretation
of information.
Tutor/learner
discussion during and
at the end of the
process, and through
self-assessment.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
Tutor/learner
discussion during and
at the end of the
process, and through
self-assessment.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
The project should be completed within an
agreed timescale.
Level
Three
Task should be selected with tutor
guidance to allow the demonstration of
knowledge and skills in a range of areas
and contexts, and to show the use of
reasoned judgements.
The project should be planned and
completed within an agreed timescale.
42
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
7.
Production of artefact
This is the production of a relevant artefact selected by the tutor or by learners, which enables
learners to demonstrate skills and to apply knowledge. Evidence must include completed artefact
Activity:
Assessed by:
Evidence could include:
Entry
Level
Artefact should be simple, familiar and
informal.
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
Level
One
Its production should be supervised
and involve repetitive and predictable
processes.
Artefact should be selected with
support from tutor to allow the
demonstration of skills and apply
knowledge in a range of predictable,
structured and familiar contexts.
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
Level
Two
Artefact should be selected with tutor
guidance to allow the demonstration
of skills and the application of
knowledge in a range of areas and
contexts.
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
A degree of learner autonomy should
be encouraged within the scope of the
demonstration.
The artefact should be completed
within an agreed timescale.
Level
Three
Artefact should be selected with tutor
guidance to allow the demonstration
of skills and application of knowledge
in a range of areas and contexts.
Production of the artefact should be
guided but self-directed.
Production of the artefact should be
planned and completed within an
agreed timescale.
43
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
8.
Role Play/Simulation
This is the use of a situation selected by the tutor or by learners, to enable learners to practice and
apply skills and to explore attitudes
Entry
Level
Activity:
Assessed by:
Evidence could include:
Role-plays should be simple with
scenarios that are familiar to the
learner.
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment.
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment.
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Role-plays should be short, structured
and supervised.
Level
One
Role-plays should be limited in range,
be familiar and require a narrow range
of skills.
Role-plays should be structured and
involve limited degree of learner
choice.
Level
Two
Role-plays should allow the
application of skills in several areas
and contexts.
Role-plays should be directed, but
allow for a degree of learner
autonomy.
Level
Three
Role-plays should allow the
application of skills in a range of
complex areas and in a variety of
familiar and unfamiliar contexts.
44
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
9.
Written Description
This is the consideration of a particular subject, situation or example selected by the tutor or by
learners, which enables learners to apply knowledge to specific situations and to present them in
written format.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Subjects should be simple and familiar to
learner.
Tutor assessment
Discussion
Tutor record of observation and
feedback
Summary of discussion
Completed work.
Tutor assessment
Discussion.
Tutor record of observation and
feedback
Summary of discussion
Completed work.
Written work should be short, structured
and supervised.
Level
One
Subjects should be limited in range, be
familiar and require a narrow range of
knowledge.
Written work should be structured and
involve limited degree of judgement.
Level
Two
Subjects should allow the application of
knowledge in a number of areas and
contexts.
Written work should be directed but
should allow for a degree of autonomy.
Self-assessment Tutor Tutor record of observation and
assessment.
feedback
Summary of discussion
Completed work.
GL = 500 words.
Level
Three
Subjects should allow the application of
knowledge in a range of complex areas, in
a variety of familiar and unfamiliar context.
Self-assessment Tutor Tutor record of observation and
assessment
feedback
Summary of discussion
Completed work.
GL = 1000 words.
45
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
10. Practical Demonstration
This is a practical demonstration of a skill/situation selected by the tutor or by learners, to enable
learners to practise and apply skills and knowledge.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Practical demonstrations should be
simple with situations that the learner
is familiar with.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
They should be short, structured and
supervised.
Level
One
Practical demonstrations should be
limited in range, be familiar and
require a narrow range of skills and
knowledge.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment
Level
Two
Practical demonstrations should allow
the application of skills and knowledge
in several areas and contexts.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment.
A degree of learner autonomy should
be encouraged within the scope of the
demonstration.
Level
Three
Practical demonstrations should allow
for the application of skills and
knowledge in a range of complex
areas and in a variety of familiar and
unfamiliar contexts.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
46
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
11. Group Discussion
This is a discussion of a topic or situation selected by the tutor or by learners, to enable learners to
share knowledge and thoughts and to assess their learning.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Discussions should be simple with
subjects that are familiar to the
learner.
Tutor
One to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log
The discussion should be short,
structured and supervised.
Level
One
Discussions should be limited in range,
cover topics that are familiar to the
learner.
These should require a narrow range
of skills.
The discussion should be structured
and involve a limited degree of learner
choice.
Tutor
Peer observation, One
to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log
Level
Two
Discussions should allow for
consideration of several topics
covering a number of contexts.
Tutor
Peer observation, One
to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log.
Tutor
Peer observation, One
to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log
The discussion should be directed, but
allow for a degree of learner
autonomy.
Level
Three
Discussion should allow for
consideration of a range of complex
topics and in a variety of familiar and
unfamiliar contexts.
47
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
12. Performance / Exhibition
This is a performance or exhibition of music or drama with an audience, or a rehearsal or learner
demonstration for individuals or groups. The evidence should include a summary of the feedback
Activity:
Assessed by:
Evidence could include:
Entry
Level
The performance/exhibition should be
simple, informal and supervised.
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
Level
One
The performance/exhibition should be
limited in range, familiar and require a
narrow range of knowledge.
Level
Two
The performance/exhibition should be
chosen with tutor guidance to allow
the demonstration of knowledge and
understanding in a range of areas.
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
The performance/exhibition should
provide the opportunity for
interpretation of the chosen piece.
Level
Three
The performance/exhibition should be
chosen with the tutor to allow for the
application of knowledge in a range of
complex areas, in a variety of
contexts.
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
Performance should be guided but
self-directed.
48
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
13. Reflective log or diary
This is a description. It is normally in writing but may be oral, given by the learner reflecting on how
and what they have learned. It should be completed at regular intervals during the learning process
thus allowing discussion on individual progress and how further learning could be supported. The
learning can be supported through tutorial discussions.
Entry
Level
Level
One
Level
Two
Level
Three
Activity:
Assessed by:
Evidence could include:
The reflection process should normally be
oral and supported.
It may be supplemented by the use of
drawings or diagrams.
Learners should be asked to describe
simply what they have learned with
direction from the tutor.
The reflection process should be written
and may be in the form of brief, structured
notes.
Learner should be asked to record what
they have learner at regular intervals and
advised on what information to include.
Learners should make limited judgements
on what has been learned in terms of, for
example, usefulness or interest.
The reflection process should be written in
a structured format that allows some
autonomy in recording.
Learners should be asked to record
regularly what they have learned and to
make judgements on the learning in terms
of, for example, usefulness, interest, how it
has extended their knowledge/skills, what
else they need to learn.
The reflection process should be written
and learners given guidance on
appropriate methods.
Learners should be asked to record
regularly what they have learned and to
make judgements on how effective the
learning process has been in terms of, for
example, usefulness, interest, extension of
knowledge/skills, their own learning style
and what else they need to learn.
Learner with tutor
support
Drawings
Diagrams
Tutor records
Learner supported
by tutor through
tutorials
Learner log/diary
Tutorial notes
Tutor record
Learner supported
by tutor through
tutorials
Learner log/diary
Tutorial notes
Tutor record
Learner, discussed
with the tutor.
Learner log/diary
Tutorial notes
Tutor record
49
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
14. Practice File
This is a structured collection of documents from real situations such as work or voluntary activity,
which evidence the application of knowledge and/or skills. The documents should be mapped to
specific learning outcome/s in a unit of assessment. It may need a short explanation of how the
particular document evidences achievement of a specific learning outcome. Discussion with the
tutor could support the file.
Activity:
Assessed by:
Evidence could include:
Entry
Level
Practice evidence should be simple and
specific.
Learners should be directed on what to
include.
The tutor should map the evidence to
specific learning outcome/s.
Discussion with the
tutor
Document/s and tutor notes.
Level
One
Practice evidence should demonstrate the
application of a narrow range of skills
and/or knowledge.
Learners should be given detailed
guidance on what documents would be
appropriate, how the evidence should be
presented, and on mapping to learning
outcomes.
Discussion with the
tutor
Documents
Learner notes
Tutor comments.
Level
Two
Practice evidence should be chosen from a
number of possible contexts to
demonstrate application of a range of skills
and/or knowledge.
Learners should receive guidance on the
type of document which could be
appropriate, e.g. a list, and advice on how
to ensure the documents evidence specific
learning outcomes, e.g., highlighting
sections, notes and on how the file should
be presented.
Discussion with the
tutor
Structured file with tutor
feedback.
Level
Three
Practice evidence should be chosen to
demonstrate the application of knowledge
and skills in a range of complex activities.
Learners should be expected to select
appropriate and relevant evidence with
minimal guidance, and to present the
evidence in a structured format with
sufficient information to demonstrate
achievement.
Discussion with the
tutor
Structured file with tutor
feedback.
50
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
APPENDIX 4
AIM AWARDS GLOSSARY OF
ASSESSMENT TERMS
51
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Glossary of Assessment Terms
There are two main types of assessment: summative and formative. The key to good
assessment practice is for assessors to understand what each method contributes and to
build their practice to maximise the effectiveness of each.
Assessment Criteria: descriptions by which the assessor determines whether a learner has
demonstrated achievement of the intended learning outcomes for a particular level.
Formative assessment: designed to provide learners with feedback on progress and inform
development.
Summative Assessment: provides a measure of achievement in respect of a learner’s
performance in relation to the intended learning outcomes. It contributes to the overall
result of achieved/not achieved.
Assessment Terms
Analyse
Identify separate factors, show how they are related and
how each one contributes to the whole
Appraise
Consider the positive and negative points and give a
reasoned judgement
Assess
Give consideration to all the factors or events that apply
and then make a careful and valued judgement as to
which are the most important or relevant
Comment critically
Give a view after consideration of all the evidence. In
particular decide the importance of all the relevant
positive and negative aspects
Compare/Contrast
Using the main factors that apply in two or more
situations unpick the similarities and differences or
advantages and disadvantages
Define
Make clear what a particular term means and give an
example, if appropriate, to show what is meant
Demonstrate
Show by example
Describe
Give a clear overview that includes all the relevant
52
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
features – ‘painting a picture with words’
Design
Create a plan, proposal or brief to illustrate a concept or
idea
Discuss
Take part in a conversation about a topic
Draw conclusions
Use the evidence provided to reach a reasoned
judgement
Evaluate
Decide the degree to which a statement is true or the
importance or value of something by reviewing the
information.
Explain
Set out in detail the meaning of something, with reasons.
More complex than describe or list, so it can help to give
an example to show what is meant. Introduce the topic
then give the ‘how’ or ‘why’
Identify
Pin point or choose the right one or give a list of the main
features
Illustrate
Include examples, a diagram, pictures or photographs to
show what is meant
Interpret
Give the meaning of something
List
Provide the information in a list, rather than in
continuous writing
Outline
Give a brief overview
Plan
Work out and decide how to carry out a task or activity
Select
Choose from a given range
State
Give a clear but brief account
Summarise
Write or articulate briefly the main points or essential
features
53
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
APPENDIX 5
LEVEL DESCRIPTORS
Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework
Qualifications and Credit Framework: Level Descriptors
Summary
Entry
Level
Knowledge and Understanding
Application and action
Autonomy and accountability
Entry 1 recognises progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills, knowledge
or understanding that relate to the immediate environment
Achievement at Entry 2 reflects
the ability to make use of skills,
knowledge and understanding to
carry out simple, familiar tasks
and activities with guidance.
Use knowledge or understanding to
carry out simple, familiar activities
Achievement at Entry 3 reflects
the ability to make use of skills,
knowledge and understanding to
carry out structured tasks and
activities in familiar contexts, with
appropriate guidance where
needed
Use knowledge or understanding to
carry out structured tasks and
activities in familiar contexts.
Know the steps needed to complete
simple activities
Know and understand the steps
needed to complete structured
tasks and activities in familiar
contexts
Carry out simple, familiar tasks and
activities
With appropriate guidance begin
to take some responsibility for the
out- comes of simple activities
Follow instructions or use
rehearsed steps to complete tasks
and activities
Actively participate in simple and
familiar activities
Carry out structured tasks and
activities in familiar contexts
With appropriate guidance take
responsibility for the outcomes of
structured activities
Be aware of the consequences of
actions for self and others
Actively participate in activities in
familiar contexts
55
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Summary
Level 1
Achievement at level 1 reflects
the ability to use relevant
knowledge, skills and procedures
to complete routine tasks. It
includes responsibility for
completing tasks and procedures
subject to direction or guidance.
Knowledge and Understanding
Use knowledge of facts, procedures
and ideas to complete well-defined,
routine tasks.
Application and action
Complete well-defined routine
tasks.
Autonomy and accountability
Take responsibility for completing
tasks and procedures subject to
direction or guidance as needed
Use relevant skills and procedures
Be aware of information relevant to
the area of study or work
Select and use relevant information
Identify whether actions have been
effective.
56
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Summary
Level 2
Achievement at level 2 reflects
the ability to select and use
relevant knowledge, ideas, skills
and procedures to complete welldefined tasks and address
straight- forward problems. It
includes taking responsibility for
completing tasks and procedures
and exercising autonomy and
judgement subject to overall
direction or guidance.
Knowledge and Understanding
Use understanding of facts,
procedures and ideas to complete
well-defined tasks and address
straightforward problems
Interpret relevant information and
ideas.
Be aware of the types of
information that are relevant to the
area of study or work
Application and action
Complete well-defined, generally
routine tasks and address
straightforward problems.
Select and use relevant skills and
procedures.
Autonomy and accountability
Take responsibility for completing
tasks and procedures
Exercise autonomy and judgement
subject to overall direction or
guidance
Identify, gather and use relevant
information to inform actions.
Identify how effective actions
have been.
57
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Summary
Level 3
Achievement at level 3 reflects
the ability to identify and use
relevant understanding, methods
and skills to complete tasks and
address problems that, while well
defined, have a measure of
complexity. It includes taking
responsibility for initiating and
completing tasks and procedures
as well as exercising autonomy
and judgement within limited
parameters. It also reflects
awareness of different
perspectives or approaches within
an area of study or work.
Knowledge and Understanding
Use factual, procedural and
theoretical understanding to
complete tasks and address
problems that, while well defined,
may be complex and non- routine
Application and action
Address problems that, while well
defined, may be complex and nonroutine
Autonomy and accountability
Take responsibility for initiating and
completing tasks and procedures,
including, where relevant,
responsibility for supervising or
guiding others
Identify, select and use appropriate
skills, methods and procedures
Interpret and evaluate relevant
information and ideas
Exercise autonomy and judgement
within limited parameters
Use appropriate investigation to
inform actions
Be aware of the nature of the area
of study or work
Review how effective methods and
actions have been
Have awareness of different
perspectives or approaches within
the area of study or work
58
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Level 4
Summary
Knowledge and Understanding
Application and action
Autonomy and accountability
Achievement at level 4 reflects
the ability to identify and use
relevant understanding, methods
and skills to address problems
that are well defined but complex
and non-routine. It includes taking
responsibility for overall courses
of action as well as exercising
autonomy and judgement within
fairly broad parameters. It also
reflects understanding of different
perspectives or approaches within
an area of study or work
Use practical, theoretical or
technical understanding to address
problems that are well de- fined but
complex and non-routine
Address problems that are complex
and non-routine while normally
fairly well defined
Take responsibility for courses of
action, including, where relevant,
responsibility for the work of others
Identify, adapt and use appropriate
methods and skills
Exercise autonomy and judgement
within broad but generally welldefined parameters
Analyse, interpret and evaluate
relevant information and ideas
Be aware of the nature and
approximate scope of the area of
study or work
Have an informed awareness of
different perspectives or
approaches within the area of study
or work
Initiate and use appropriate
investigation to inform actions
Review the effectiveness and
appropriateness of methods,
actions and results
59
AIM Awards Suite Of Retail Knowledge (QCF) V1.1.1
© AIM Awards 2013
Contact AIM Awards
Charges
For any queries, please contact AIM Awards:
AIM Awards
10 Newmarket Court
Newmarket Drive
Off Ascot Drive
Derby
DE24 8NW
01332 861999
enquiries@aimawards.org.uk