Introduction to Cabin Crew

Transcription

1 Level 2 Certificate in Introduction to Cabin Crew Specification Including Guidance to Apprenticeships Frameworks Ofqual Accreditation Number: 600/0396/0 Ofqual Accreditation Start Date: 01/01/2011 Ofqual Accreditation End Date: 30/09/2015 Ofqual Certification End Date: 30/09/2017 Page 1 of 47

2 ASCENTIS MISSION STATEMENT Building Partnerships to Advance and Accredit Lifelong Learning for All. About Ascentis Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and Colleges of Further Education. Ascentis was the first Open College in the UK and served the needs of its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order that it could continue to respond to the requirements of its customers and provide a consistently high standard of service to all centres across the country and in recent years to its increasing cohorts of overseas learners. In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity. Ascentis is distinctive and unusual in that it is both: a National Awarding Body (NAB) approved by the office of Qualifications and Examinations Regulation (Ofqual) and an Access Validating Agency (AVA) for Access to HE Programmes licensed by the Quality Assurance Agency for Higher Education (QAA). Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, including Foundation Learning, vocational programmes and progressing to QAA recognised Access to HE qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK choosing to run its qualifications. Ascentis Contact Details Ascentis Office 4 Lancaster Business Park Mannin Way Caton Road Lancaster LA1 3SW Tel: Company limited by guarantee. Registered in England and Wales No Registered Charity No Page 2 of 47

3 TABLE OF CONTENTS PAGE LEVEL 2 CERTIFICATE INTRODUCTION TO CABIN CREW Introduction 5 Aims 5 Target Group 5 Ofqual Qualification Accreditation and Accredited Units Numbers 5 Rationale for Rules of Combination 6 Rules of Combination 6 Time Limit for the Process of Credit Accumulation and Exemption 6 Recommended Prior Knowledge, Attainment and / or Experience 6 Age Range of Qualification 6 Opportunities for Progression 6 Diploma Programmes 7 Mapping / Relationship to National Occupational Standards 7 Opportunities for the Development of Functional Skills and PLTS 7 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues 7 Sustainable Development and Environmental Issues, Health and Safety Considerations and European Developments consistent with International Agreements 7 Resources to Support the Delivery of the Qualification 7 Centre Recognition 7 Qualification Approval 7 Registration 7 Status in England, Wales and Northern Ireland 7 Reasonable Adjustments and Special Considerations 7 Enquiries and Appeals Procedure 8 ASSESSMENT AND MODERATION ARRANGEMENTS Assessment 9 Internal Assessment 9 Moderation 9 Internal Moderation 9 External Moderation 10 Knowledge, Understanding and Skills Required of Assessors and Internal Moderators 10 Health and Safety 10 The Apprenticeship Framework for Cabin Crew 11 UNIT SPECIFICATIONS Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Working as Cabin Crew 12 Airline health, safety and security 15 Aircraft emergency procedures 17 Dealing with passengers on board an aircraft 21 Cabin service selling techniques 24 Making passenger announcements 26 Unit 7 Employment rights and responsibilities in the passenger transport sector 27 APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Summary Record of Achievement 29 Tracking Sheet 30 Functional Skills Opportunities 31 (Personal Learning and Thinking Skills (PLTS) Opportunities 42 Page 3 of 47

4 Appendix 5 The Apprenticeship Framework For Cabin Crew 45 Appendix 6 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues Sustainable Development and Environmental Issues, Health and Safety considerations and European Developments consistent with International Agreements 46 Appendix 7 Resources 47 Page 4 of 47

5 LEVEL 2 CERTIFICATE IN INTRODUCTION TO CABIN CREW Introduction The Ascentis Level 2 Certificate in Introduction to Cabin Crew provides the underpinning knowledge as well as some practical skills for those training for an air cabin crew role. This is a technical certificate that can be taken as part of the Cabin Crew Skills apprenticeship. Ascentis also offers the Aviation Operations on the Ground (Knowledge). As well as forms part of an apprenticeship programme, the qualification can be used to prepare for entry into the airline industry, allowing a learner to make an informed choice on whether they wish to pursue a career within the industry. There are several features of this qualification that make it very appropriate for its target learners: Unit certification is available for each of the units Moderation and certification can be offered throughout the year, allowing maximum flexibility for centres Assessment is through the building up of a portfolio of evidence to demonstrate that all the assessment criteria have been met Aims The aims of the qualification are to enable learners: 1 To introduce the learner to the services and skills expected of Cabin Crew. 2 To provide knowledge of the requirements and skills needed for employment by airlines 3 To provide an opportunity to provide the underpinning knowledge and basic skills needed for application to aviation training and employment 4 To allow prospective airline employees the opportunity to see if they possess adequate basic and personal skills for application for employment with an airline or airport Target Group This qualification is aimed at a range of learners, including young people aged 16+ and adults who are interested in a career within cabin crew and airline industries. Ofqual Qualification Accreditation Number: 600/0396/0 Page 5 of 47

6 Rationale for the Rules of Combination Candidates must achieve all mandatory units and must take the optional unit if they are undertaking the qualification as part of the apprenticeship programme. Rules of Combination Level 2 Certificate in Introduction to Cabin Crew Minimum credits: 22 Group 1 - Mandatory units Credit (from Group 1) Mandatory units:22 Title Level Credit Value GLH QCF Unit reference Working as cabin crew L/602/5917 Airline health, safety and security L/602/5920 Aircraft emergency procedures D/602/5923 Dealing with passengers on board an aircraft K/602/5925 Cabin Service Selling techniques A/602/5928 Making passenger announcements on board aircraft T/602/5930 Group 2 Optional units Employment rights and responsibilities in the L/602/5934 passenger transport sector Credits from equivalent Units: Please contact the Ascentis office to request equivalences, and ask to speak to a member of the Qualifications Development Team. Credits from exemptions: Please contact the Ascentis office to request exemptions and ask to speak to a member of the Qualifications Development Team. Barred combinations: There are no barred combinations Unit certification is available for any unit. Time Limit for the Process of Credit Accumulation or Exemptions No exemptions have been identified at present. Credit accumulation is usually within the life span of the qualification. Recommended Prior Knowledge, Attainment and/or Experience The basic requirement is a demonstration of the ability of the learner to benefit from the programme of study. Tutors are advised that the learner s literacy skills should be sufficient in order to be able to cope with the demands of the course and the assessment requirements. In particular learners will be learning to communicate directly with the public, therefore their skills in literacy and numeracy should be sufficient to support them in this work could be developed alongside gaining this qualification. Age Range of Qualification This qualification is suitable for young people aged 16+ and adult learners. Opportunities for progression The programme promotes progression to airline employment with training Successful learners can progress to a number of level 3 airline-related qualifications The programme can be used as one of the qualifications, along with further level 3 qualifications for entry to higher levels of study, e.g. under-graduate study in Travel and Tourism and also forms the knowledge Page 6 of 47

7 certificate part of the Cabin Crew Apprenticeship programme, further information can be found in appendix 5. Diploma Programmes This qualification may be included as Additional Specialist Learning (ASL) as part of diploma programmes, if this is of interest please contact the Ascentis office. Mapping/Relationship to National Occupational Standards This qualification is related to the following national standards, Aviation Operations in the Air 2008 (Go Skills) Opportunities for the development of Functional Skills and PLTS Opportunities for the development are shown in Appendix 3 and 4. Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues. This qualification offers opportunities for learners to develop an understanding of a number of these issues. Specific opportunities relevant to this qualification are given in Appendix 6. Sustainable Development and Environmental Issues, Health and Safety considerations and European Developments consistent with international agreements This qualification offers opportunities for learners to develop an understanding of a number of these issues and considerations. Specific opportunities relevant to this qualification are given in Appendix 6. Resources to support the Delivery of the Qualification These are outlined in Appendix 7. Centre Recognition This qualification can only be offered by centres recognised by Ascentis and approved to run this qualification. Details of the centre recognition and qualification approval process are available from the Ascentis office (tel ) or from the website at Qualification Approval If a centre is already a recognised centre, you will need to complete and submit a qualification approval form to deliver this qualification. Details of the qualification approval process are available from the Ascentis office (tel ) or from the website at Registration All learners must normally be registered within seven weeks of commencement of a course via Rhombus (the Ascentis learner registration portal), contact the Accreditation Unit, [email protected] for the Rhombus Step by Step Guide. Status in England, Wales and Northern Ireland This qualification is available in England, Wales and Northern Ireland. It is only offered in English. If a centre based overseas (including Scotland) would like to offer this qualification, they should make an enquiry to Ascentis. Reasonable Adjustments and Special Considerations In the development of this qualification Ascentis has made every attempt to ensure that there are no unnecessary barriers to achievement, For candidates with particular requirements reasonable adjustments may be made in order that candidates can have fair assessment and demonstrate attainment. There are also arrangements for special consideration for any candidate suffering illness, injury or indisposition. Full details of the reasonable adjustments and special considerations are available from the documents and policies area of the Ascentis website or through contacting the Ascentis office. Page 7 of 47

8 Enquiries and Appeals Procedure Ascentis has an appeals procedure in accordance with the regulatory arrangements for the Qualifications and Credit Framework (QCF, 2008). Full details of this procedure, including how to make an application, are available from the password protected area of the Ascentis website or through contacting the Ascentis office. Page 8 of 47

9 ASSESSMENT AND MODERATION ARRANGEMENTS Assessment All units are internally assessed through the learner building up a portfolio of evidence that covers the relevant assessment criteria, internally assessed and moderated by the centre and then externally moderated by Ascentis. On completion of the learners evidence for either the individual units or the certificate, the assessor is required to complete the Summary Record of Achievement for each learner. The Summary Record of Achievement asks assessors and the internal moderator to confirm that the rules of combination have been followed. The Summary Record of Achievement form is provided in Appendix1. Centres are required to retain all evidence from all learners for external moderation and for 4 weeks afterwards should any appeal be made. Internal Assessment Evidence for each unit is through building up a portfolio of evidence to demonstrate that all the assessment criteria within the unit have been achieved. The evidence will be assessed by the assessor at the centre, who may or may not be the tutor teaching the course. Portfolios of evidence should include a variety of evidence to demonstrate that the assessment criteria for each unit have been met. Examples of evidence that could be included: Observation record Questions and discussions Photographs Video Worksheets Tape recordings Self assessments Workbook activities If the learner fails to meet the assessment criteria on the first attempt at an activity they may redraft the work following feedback given by the tutor. However tutors must not correct the work of the learner, and all feedback given by the tutor must be included within the learner s evidence. Learners portfolio work should include a tracking sheet to show where the evidence for each assessment criteria is to be found. Some activities could produce evidence for more than one unit, which is acceptable as long as there is clear reference to this on the tracking sheet. Examples of tracking sheets are found in Appendix 2. Moderation Internal Moderation Internal moderation is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. Internal moderation of this programme will be co-ordinated by a named Foundation Co-ordinator at each centre, who will liaise with Ascentis. The Foundation Co-ordinator may also act as the Internal Moderator. Internal moderation will be carried out through standardisation activities including the internal moderation of portfolios evidence across all the groups of learners, to include all the assessors and the full range of units. It is the responsibility of Internal Moderators to ensure that assessors decisions are sampled and monitored throughout the qualification to ensure consistency and fairness. Internal Moderators are also responsible for supporting assessors by offering advice and guidance. Further guidance is available in the password protected area of the Ascentis website or through contacting the Ascentis office. Ascentis External Moderators will confirm the Internal Moderation activities at their visit. Page 9 of 47

10 External Moderation Accredited centres will normally be visited twice a year for external moderation although more frequent moderations can be requested from Ascentis, for which there is usually an additional charge. The focus of the external moderation visits will include: Moderation of a sample of the learners evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with standards across other centres Confirmation of coverage of all the assessment criteria required for each unit and the rules of combination required for the full certificate. Staff development, including guidance and support for all assessors and internal moderators Knowledge, Understanding and Skills required of Assessors and Internal Moderators Assessors of this qualification should have an understanding the requirements of employment as a member of the Air Cabin Crew team this should ideally have been gained through previous work experience or through placements in the industry. The delivery of the knowledge required within this qualification should be carried out by qualified teachers or those working towards a teaching qualification and ideally should hold a qualification in Air Cabin Crew or equivalent at level 2 or above. Internal Moderators need to be competent assessors with knowledge of the requirements of the internal moderation process. Ascentis provides training events for internal moderators and any person new to this role would be advised to go on an Ascentis training event. Health and Safety A centre must have completed a full risk assessment of all areas of activity and identified potential risks. Where a risk exists all practicable actions must be taken to eliminate or reduce this risk so that it is as low as reasonably possible Page 10 of 47

11 The Apprenticeship Framework for Cabin Crew The Ascentis Level 2 Introduction to Cabin Crew fits within the Apprenticeship Framework for Cabin Crew as the Knowledge qualification. Within the Apprenticeship are the following elements: Competence Qualification in Cabin Crew Knowledge Qualification in Introduction to Cabin Crew Functional Skills/Key Skills/GCSE/ A Levels/AS levels Personal Learning and Thinking Skills (PLTS) Employee Rights and Responsibilities (ERR) within the Ascentis Introduction to Air Cabin Crew qualifications (L/602/5934) The Apprenticeship Framework will benefit learners by offering a range of opportunities to progress in the sector, including higher level qualifications, such as the Level 3 Certificate in Senior Cabin Crew or a foundation degree in Leadership and Management. It also fits within a framework that supports progression through to a Joint Negotiating Committee (JNC) recognised professional qualification. The Apprenticeship Framework will benefit employers by encouraging interest in the sector from a potentially more diverse workforce, enabling employers to play a key role in the development of individuals, tailoring their learning programmes to meet specific organisational needs, and ensuring the right skills are available to support the changing work environment. Entry conditions for this framework: Intermediate Level Apprenticeship All new entrants to the Intermediate Level Apprenticeship must be at least 16 years of age and must have a keen interest in working as cabin crew, have a good standard of general education and are willing to work shifts. Page 11 of 47

12 UNIT SPECIFICATIONS Unit 1: Working as Cabin Crew Credit Value of Unit: 2 GLH of Unit: 13 Level of Unit: 2 Introduction This unit will give learners an introduction into the roles and responsibilities of working as cabin crew. Learners will know the terminology used pre and post flight duties and briefing as well as maintaining industry standards. Learning Outcomes Assessment Criteria The learner will The learner can 1 Know the roles and responsibilities of crew 1.1 Outline the different roles cabin crew may have to undertake 1.2 Describe the responsibilities associated with the cabin crew roles 2 Know aviation terminology used by cabin crew 3 Know the pre and post flight duties that cabin crew undertake in the crew room 1.3 Identify the chain of command on an aircraft 1.4 Describe the roles of the ground staff that cabin crew will interact with 2.1 Identify IATA (International Air Transport Association) codes that are used by airlines and airports nationally and internationally 2.2 Define key industry terms 2.3 Describe the different types of duties cabin crew may be scheduled to undertake, including different types of stand by 3.1 Describe the duties undertaken by cabin crew before the pre-flight briefing 3.2 Describe the importance of time keeping prior to a pre-flight briefing 3.3 Identify the elements of a pre-flight briefing 3.4 Identify the elements of post-flight briefing 4 Be able to take part in a pre-flight briefing 4.1 Receive and relay Safety Equipment and Procedures (SEP) information during a pre-flight briefing 5 Understand the importance of maintaining industry standards 4.2 Complete documentation relating to a pre-flight briefing in readiness for the flight 5.1 Explain the importance of time keeping 5.2 Explain the importance of grooming and uniform standards 5.3 Describe personal presentation standards on and off duty and during stopovers 5.4 Explain the importance of task management and prioritisation of tasks 5.5 Explain the importance of customer relationship management (CRM) Page 12 of 47

13 Indicative Content Know the roles and responsibilities of crew Crew room duties (pre and post flight), Pre-board duties (security checks, equipment checks, prepare the cabin and galleys), Boarding duties (assist passengers with individual requirements), Safety Demonstration Preparing the aircraft for departure (door operation procedures, cabin secure), In flight services (Drinks, meals, tax/duty free) Prepare aircraft for arrival (cabin secure); Disembarkation duties Safety of the passengers, crew and the aircraft Security of the aircraft; Aviation first aid Deliver a high standard of customer care Team work and communication Completion of paperwork Captain, First Officer, Senior crew, General Crew; Dispatcher (to pass on the PIL);Caterers (to load the bars and catering); Flight Engineers (maintain the aircraft); Cleaners Baggage handlers (load the aircraft) Passenger Services (to deal with check-in and boarding issues);meet and assist Customs; Immigration; Police Know aviation terminology used by cabin crew Encode and decode IATA airport codes, national and international airline codes and flight numbers Types of aircraft in operation Seat configuration; Different classes on board Types of airlines; Services provided; Short- haul flights; Long-haul flights (include stopovers( Airport standby; Standby UK Night stops Training (SEP, first aid, fire and smoke, wet drills, CRM, security, in-flight sales, customer service, teamwork) Leave, days off, rest days Know the pre and post flight duties that cabin crew undertake in the crew room Check safety file and notice boards; Check personal drop files; Check roster changes Check luggage in (long-haul) Collect floats and paperwork (senior crew) Sign in (crew medically fit, competent, current and legal to fly) Avoid crew on standby to be called out to cover flight To enable the senior crew member to assess crew competence (safety and first aid questions) To positively participate in the pre-flight briefing (CAA regulation) Develop communication and teamwork To know important information relating to the flight (flight details, cabin/ flight crew names and working positions, in-flight services, weather conditions, passenger details including those with special requirements, exchange rate, meal options) Receive flight information Allocation of working positions Safety and first aid questions/ scenario In-flight service (flight details, cabin/ flight crew names and working positions, in-flight services, weather conditions, passenger details including those with special requirements, exchange rate, meal options, destination information, targets, PA s) Check uniform regulations are being adhered to Appraisals/ assessments Collect and complete paperwork General feedback to crew; Appraisal feedback Count bar cash, complete paperwork and bank Completion of documentation (bar cash summary, flight report) Check rosters and pigeon holes Page 13 of 47

14 Indicative Content Be able to take part in a pre-flight briefing Scenario based questions(slow/ rapid decompression, severe turbulence, pilot incapacitation, major fire) Pre-flight checks and use of emergency equipment (emergency torch, smoke hood, BCF, portable oxygen, megaphone, life jackets, baby survival cot); Cabin secure;pre-flight briefing paperwork Cash declaration Signing in sheet Understand the importance of maintaining industry standards On time departure CAA regulations to participate in the pre-flight briefing Meet the team receive important information relating to the flight Supervisor assess competence Prevents another crew member been called out from standby duty; Affects the crew members working hours (CAP371) and could impact on rosters. Projects a professional image to customers; Encourages crew to behave in an appropriate manner; Represents the airline in a positive way Identifiable (Emergency situation, first aid incident, general questions or concerns) Uniform worn correctly to company standards; Uniform clean and tidy; Shoes polished; Make-up to compliment the skin; Minimal jewellery; Hair below the collar, must be tied back with appropriate hair accessories; Formal attire (when positioning with another airline, on duty);informal dress can be worn on stopovers, however code of conduct must be followed Working positions allocated at the pre-flight briefing; Order of service discussed at pre-flight briefing Know the flight time and duties required before landing Teamwork and communication Repeat custom, profit, job opportunities and promotions; Projects a positive image/ good word of mouth (new custom);increase sales opportunities Promotes good communication between crew and passengers (minimise an emergency situation/ security incident developing e.g. Kegworth Page 14 of 47

15 Unit 2: Airline Health, Safety and Security Credit Value of Unit: 6 GLH of Unit: 44 Level of Unit: 2 Introduction This unit will give learners the knowledge for airline health and safety documentation and legislation. Learners will understand the role of cabin crew in the safety of passengers onboard an aircraft and also how medical issues are dealt with. Learning Outcomes Assessment Criteria The learner will 1 Know airline health and safety documentation and legislation 2 Understand the role of cabin crew in ensuring the safety and security of passengers and crew The learner can 1.1 Outline current legislation and regulations r elated to airline health and safety 1.2 Identify key points of the Air Navigation Order (ANO) used to protect the health and safety of the airlines crew, aircraft and passengers 1.3 Identify documents airlines use to record health and safety events on board an aircraft 2.1 Outline the key points of the legislation relating to aviation security 2.2 Describe security measures taken pre flight, inflight and post flight 2.3 Identify restricted articles and dangerous items 2.4 Describe types of threat that relate to the aviation industry 2.5 Explain the procedures for dealing with onboard security incidents 2.6 Explain the importance of checking passenger boarding cards in relation to security 3 Be able to maintain passenger compliance 3.1 Perform a safety demonstration 3.2 Carry out cabin secure checks 4 Understand how medical issues are dealt with by cabin crew 4.1 Describe passenger signs and symptoms of minor and serious medical issues 4.2 Describe passenger treatment of minor and serious medical issues 4.3 Identify restrictions crew face onboard when giving first aid 4.4 Describe the types of onboard first aid kits 4.5 State which external bodies are able to assist crew during and after a first aid situation Page 15 of 47

16 Indicative Content Know airline health and safety documentation and legislation Civil aviation authority (CAA); Department of Transport (DFT) and the Air Navigation Order; International Operational Safety Audit (IOSA); EU-OPS; IATA regulations; Disability and Discrimination Act 1995 (DDA); COSHH Regulation 2002 Manual handling operation Regulations 1992; Food Hygiene Regulations 1996; Health, Safety and Welfare Regulations 1992 Airlines hold an air operators certificate for aircraft; Air worthiness and equipment of aircraft Aircraft crew and aircraft licensing Operation of aircraft Fatigue of crew Documents and records Customer comment form; Accident report form Cabin defects log Port Health Disruptive passenger report Witness forms; Technical log; Flight report; Air safety report Understand the role of cabin crew in ensuring the safety and security of passengers and crew The National Aviation Security programme set by the Department of Transport; The Aviation and Maritime Security Act 1990; The Anti Terrorism Crime and Security Act 2001 Air Navigation Order Security check after ground staff disembarked and before passengers board (Cabin, toilets, stowage), check seals and locks haven t been tampered with Check airport staff have valid ID s; Check boarding passes; During flight check flight deck, toilets and cabin every 20 minutes Security check/ lost property check (Cabin, toilets and stowage), check seals and locks haven t been Restricted articles and dangerous items (Liquids, sharp objects, gas canisters, flammable materials) visit the official BAA websites for up to date information Hijacking of aircraft; Terrorism at an airport; Sabotage of airports; Bomb threat; Sabotage of aircraft; Hijack Inform flight crew using alarms and code words, all cabin crew should follow hijackers instructions, cabin crew should sit in jump seats if possible, retain trolleys in stowage, do not serve alcohol, avoid antagonising the hijacker, administer first aid if required Restricted article found on aircraft Inform flight crew, confiscate the article, place in a safe stowage, complete air safety report In-flight threat or suspicious item Cordon area off, conduct search, confirm threat, clear the area, monitor the area * Please note all airlines have their own procedures, signals and key words To ensure the passenger is travelling on the flight they have checked in for ((Luggage not on a different flight to passenger could be a potential security risk/ bomb threat Ensure passenger numbers match the passenger manifest All documentation checked adhering to DFT regulations Be able to maintain passenger compliance Safety card, seat belt, life jacket, oxygen mask, exits, emergency lighting Aisles and exits clear of baggage, toilets and galley secure, seatbelts fastened correctly (including infants on parents knee), window blinds up, tray tables up, arms rests down, seat back in upright position Understand how medical issues are dealt with by cabin crew Burns and scolds, fainting, nose bleed, epilepsy, child birth, unconscious, choking, deep vein thrombosis, burst ear drum, asthma attack, hyperventilation, hypoxia, sunstroke, sickness and diarrhoea, bleeding, indigestion and heartburn, fractures and broken bones, angina, death on board DR ABC Danger, response, airways, breathing, circulation; Recovery position; Use of a defib Passenger unknown to crew member (medical history unknown) Confined space; Limited resources and medical person; Lack of privacy; Unable to divert for a long period of time Minor incident First aid kit; Emergency Emergency first aid kit; Serious incident Doctors kit, PA for a medic Medlink; Port health; Doctor/ nurse/ paramedic with valid identification Page 16 of 47

17 Unit 3: Aircraft Emergency Procedures Credit Value of Unit 6 GLH of Unit: 44 Level of Unit: 2 Introduction This unit will teach learners how to deal with an emergency on board an aircraft, understand the procedures and how to follow them. They will also learn the primary principles for survival after an aircraft emergency, which includes what to do if the aircraft lands at sea, in a desert or in arctic conditions. Learning Outcomes The learner will 1 Understand how to respond to aircraft emergencies Assessment Criteria The learner can 1.1 Define the terms planned and unplanned emergencies 1.2 Identify flight crew instructions for a planned emergency landing/ditching 1.3 Explain procedures for preparing and evacuating the cabin for a planned emergency including: Landing Ditching 1.4 Explain how to deal with an unplanned emergency 1.5 Identify the type of passengers not suitable to be able bodied passengers 1.6 Describe the different types of brace position and their purpose 1.7 Identify positive commands which should be used during evacuation 1.8 Outline techniques for maintaining crowd control 1.9 Identify factors which can prevent an aircraft exit from being used in an evacuation 1.10 State the occasions when cabin crew must initiate an evacuation without the flight crew s command 1.11Explain what to do if an aircraft exit is unserviceable and cannot be used in an emergency Page 17 of 47

18 Learning Outcomes Assessment Criteria The learner will The learner can 2 Know on board emergency procedures 2.1 Describe aircraft emergency equipment including location 3 Be able to follow on board emergency procedures 4 Know the primary principles for survival after an airline emergency 2.2 Describe emergency situations that could occur on board an aircraft 2.3 State the elements which must be present to sustain a fire 2.4 Identify types of fire extinguisher and the types of fire they are suitable for fighting 2.5 Describe the purpose and basic principles of a smoke hood 2.6 Describe the role of cabin crew onboard in fighting fires 2.7 Identify how to recognise the signs of slow decompression 2.8 Identify how to recognise the signs of rapid decompression 2.9 Describe the crew responsibilities following a decompression 2.10 Identify how to recognise light, moderate and severe turbulence 2.11 Describe the actions to be taken for different levels of turbulence 2.12 Explain the main actions taken by the cabin crew during a flight crew incapacitation drill 3.1 Operate fire extinguishers on board 3.2 Operate a smoke hood 3.3 Evacuate an aircraft in a planned emergency 4.1 State the main principles of survival 4.2 Describe techniques for survival at sea 4.3 Describe techniques for survival in: arctic conditions the desert the jungle Page 18 of 47

19 Indicative Content Understand how to respond to an aircraft emergency Planned emergency Captain has time to inform crew of emergency landing/ ditching (NITS briefing), Unplanned emergency Landing on water or land without prior warning NITS briefing Nature of emergency, intentions of the Captain, time remaining, special instructions; Disengage from duties; Receive and relay the NITS briefing, perform emergency safety demo, Secure the passengers (remove false teeth, glasses, seatbelts fastened, tray tables and window blinds up, arm rests down, seatbacks upright, life jackets on, baby survival cots distributed (ditching only); Secure galley, toilets, cabin and exits Brief passengers (show me your nearest exit, show me the brace position, unfasten and fasten your seat belts); Regular announcements; Prepare yourself, drinking water/food/blankets/emergency equipment to be removed from the aircraft Prepare able bodied passengers (clear, concise instructions after impact) Brace position and shout commands (brace, brace, head down, stay down, stay low) Await instructions from flight crew Door operation (Check outside conditions, check door is armed, open door and pull manual inflation handle, wait for slide to inflate) Crowd control and shout commands (Unfasten your seatbelts and come this way, keep moving, stay on your feet, jump and slide) (get your life jacket from under your seat, do not inflate until outside the aircraft) Use ABP s Assist with crowd control, operation of exits, assist passengers with individual needs, deal with incapacitated crew, be responsible for life raft (ditching only) Collect emergency equipment and complete a sweep of the aircraft if safe to do so; Crew evacuate Administer first aid (if able to) until the emergency services arrive Deal with aftermath Brace and shout commands (get your head down, stay down, stay low), follow the above instructions (1.3) from door operations without using the ABP s Children/ infants, passengers with a disability, elderly, nervous fliers, pregnant, prisoners, deportees, drunk or under the influence of drugs Purpose of the brace position is to protect vital organs and reduce the risk of injury Passenger, forward facing crew, rear facing crew, pregnant lady, child, passenger with an infant on their knee Unfasten your seatbelts and come this way, stay on your feet and keep moving, wait slide inflating, jump, jump and slide, take the life jacket from under your seat but do not inflate until outside the aircraft Use the megaphone/ loud hailer, consider appropriate use of body language, use ABP s, remain visible where possible, be forceful, assertive and use authority, shout positive commands, use the team, good communication skills Water level, fire outside, obstruction, exit blocked, danger outside the exit Major fire, dense smoke in the cabin, ditching, position of the aircraft on impact, sounds that suggest the aircraft is breaking Block the exits, redirect the passengers to a useable exit (shouting commands and appropriate use of body language), use of ABP s Page 19 of 47

20 Indicative Content Know on board emergency procedures Smoke hood (one per crew station), BCF and fire gloves(overhead lockers, bulkheads, doghouse stowage, crew stations), fire axe (rear galley and flight deck), emergency torch (bulkhead, crew stations), drop down oxygen masks (in PSU above every passenger seat, in toilets, flight deck and crew station), portable oxygen (bulkhead, overhead lockers, doghouse stowage) Severe turbulence, slow/rapid decompression, pilot incapacitation, fire and smoke on board the aircraft Heat, fuel, oxygen BCF suitable for all fires on board an aircraft (most airlines ONLY carry these type) Water Fires involving solids Dry powder Fires involving metals Foam, CO2, dry powder Fires involving liquids To provide oxygen in a smoke filled environment, to protect body from excessive heat Fire fighter first crew member at the scene, collect fire fighting equipment call for help, fight fire Co-ordinator move flammable objects/ equipment, move passengers away, gather fire fighting equipment ready to use Communicator Keep flight crew updated of the situation Crew and passengers feeling dizzy/faint, gradual loss of cabin pressure, broken door seal, visible crack in window or fuselage, whistling noise near exits or windows Loud bang, loss of cabin pressure in 1-10 seconds, oxygen masks drop, aircraft makes a sharp descent, air becomes cold and thin, liquids boil and cans explode, objects fly to area, burning smell, mist in the cabin, pain in ears and sinuses Get on oxygen immediately, wait for a PA from flight crew, monkey swing to portable oxygen, check flight crew and toilets, administer first aid Light turbulence difficult in moving trolleys, liquids shake but do not spill, seat belt sign illuminated; Moderate turbulence Liquids spill, difficulty in standing, seat belt sign illuminated; Severe turbulence seat belt sign illuminated, items fall, services and standing are impossible; Light turbulence secure galley, check passenger seat belts, make a PA to passengers; Moderate turbulence disengage from duties and secure galley, check passenger seat belts are fastened on way to jump seat, take seat, make a PA to passengers, wait for PA from flight crew before safe to move round the cabin; Severe turbulence Brakes on trolleys, wedge trolley between seats with passenger assistance, pour hot liquids on the floor, take nearest seat available, inform passengers using the PA system to take seats immediately, wait for flight crew instructions Crew member to remain in flight deck, move crew seat back, take the incapacitated pilot of the controls, ensure seat belt is fastened and locked, administer first aid, assist the remaining flight crew Be able to follow on board procedures Remove extinguisher from stowage, break seals, test squirt at the floor, aim at the base of fire and disperse Remove from stowage, tear and remove from bag, shake hood and visor will fall out, put both hands through the neck seal and pull over head from behind, pull straps over head until the mask is over nose and mouth, ensure long hair is tucked inside the neck seal, pull over shoulders, fasten straps and tuck in, pull the start toggle to activate, breathe normally Check outside conditions, check door is armed, open door and pull manual inflation handle, wait for slide to inflate, shout commands, crowd control, evacuate passengers, use ABP s, check cabin for remaining passengers, evacuate aircraft with relevant equipment Know the primary principles for survival after an emergency Food, water, location, protection Secure all equipment inside the raft, activate radio beacons and flares, use sea dye marker and signalling mirrors, keep a 24 hour watch, keep as dry as possible, avoid sunburn, retain body heat, only take drinking water, prevent boredom and hostility, administer first aid, avoid brightly coloured fish with a bad smell Dig a trench for shelter, be aware of frost bite and snow blindness, locate a source of drinking water, activate a distress signal, identify location Locate sources of drinking water, avoid sunlight, activate a distress signal, identify location Identify location (radio beacons, fires, use of brightly coloured objects), remain near the aircraft if safe, shelter, avoid health hazards, locate water and food sources, apply a buddy system Page 20 of 47

21 Unit 4: Dealing with Passengers on Board an Aircraft Credit Value of Unit: 4 GLH of Unit: 25 Level of Unit: 2 Introduction This unit will give learners the knowledge required to deal with passengers who have special requirements, provide effective customer service and also how to deal with complaints. It will give learners the knowledge of how to work as part of a team. Learners will know how to how to handle incidents and conflict situations and deal with passengers. Learning Outcomes Assessment Criteria The learner will 1 Know how to deal with passengers who have special requirements 2 Understand how to provide effective customer service 3 Know how to deal with passenger problems and complaints The learner can 1.1 Identify different types of airline passengers 1.2 Identify the range of passenger needs 1.3 Explain how to brief a blind passenger 1.4 Identify onboard requirements for guide dogs 1.5 Explain how to brief a deaf passenger 1.6 Identify the requirements for the carriage of pregnant passengers 1.7 Identify onboard considerations for unaccompanied minors 1.8 Identify the requirements for Passengers with Reduced Mobility (PRMs) 1.9 Identify relevant passenger codes 2.1 Identify the purpose of customer service 2.2 Describe the range of inter-personal skills required for effective customer service 2.3 Explain how customer service affects the success of the airline 3.1 Identify common causes of passenger problems and complaints 3.2 Outline ways of dealing with passenger problems and complaints 3.3 Identify different methods of communication when dealing with passenger problems and complaints 3.4 Describe how personal presentation, approach and attitude will influence the behaviour of the passenger 4 Know how to work as part of a team 4.1 Identify the skills required for effective team working 5 Know how to handle incidents and conflict situations 3.4 Describe how to maintain effective working relationships within a team 5.1 Identify the chain of command when managing passenger conflicts 5.2 Describe the importance of coordination and cooperation between the crew 5.3 Identify types of incidents and conflict situations that could occur on board an aircraft 5.4 Describe how different personality types face conflict situations 6 Be able to deal with passengers 6.1 Deal with conflict situations with passengers 6.2 Adapt methods of communication and behaviour to meet the individual needs of passengers Page 21 of 47

22 Indicative Content Know how to deal with passengers who have special requirements Blind, deaf, pregnant lady, unaccompanied minor, passenger with reduced mobility, passengers with specific meal requirements Braille safety card, carriage of guide dogs, signer, location of seating, special meals (cultural, religion, allergy), priority boarding Offer a Braille safety card, identify number of rows to exit, feel where the oxygen mask and life jacket are located, description of the exit, how to use escort during evacuations, how to evacuate with a guide dog Location of guide dog during the flight, passenger allergies, fitting of dog harness, dog welfare (toilet, feeding and attention from other passengers) Show the PA book, use appropriate communication (lip read, sign or written language, level and tone of voice), follow crew and other passengers during an emergency Travel up to 36 weeks if straightforward pregnancy, doctors note/ medical certificate required for weeks if under 4 hours flying time Priority boarding, completion of paperwork, handovers Stowage of crutches, location of seating, use of passenger assist harness, sufficient ABP s in relation to passenger with reduced mobility UNMIN Unaccompanied minor WCH (R) ramp. Wheelchair assistance Passenger can climb stairs; WCH (S) Stairs. Wheelchair assistance Passenger needs help with steps; WCH (C) Chair. Wheelchair assistance. Passenger needs a chair to be carried on to the aircraft KSML kosher meal; VLML Vegetarian meal; VGML Vegan meal; DBML Diabetic meal; GFML Gluten free meal; CHML Children meal Understand how to provide effective customer service Act as a liaison between the passenger and the company To provide a comfortable and enjoyable flight; To meet customer expectations To portray a positive image of the company, therefore gaining repeat and new custom; To have the opportunity to deal with concerns and complaints Teamwork, communication, friendly, polite, professional, proactive, good listener, confident, reliable, effective conflict resolutions skills, happy Poor customer service complaints, bad word of mouth, lack of repeat or new custom, profit loss, redundancies; Good customer service Good word of mouth, repeat and new custom, profit, expansion, job opportunities/ promotion Know how to deal with passenger concerns and complaints Smoking policy; Nervous fliers; Confined to a restricted environment; Delays; Seating problems; Passengers under the influence of alcohol or drugs; Tiredness; Time pressures; Service problems; Unhelpful crew; Security and safety procedures Listen to the concern/ complaint and emphasise; Analyse the concern/complaint and aim to deal with it straight away; Passenger to complete a customer complaint form; Inform senior crew of the incident Keep the passenger updated of progress if unable to deal with the situation immediately Face to face, over the PA system, follow up with a letter or , communicate on a one to one basis or as a group Professionalism gives the passenger confidence in what you are saying Using open and positive body language prevents the passenger from becoming defensive and argumentative Demonstrating knowledge of a subject encourages the passenger to develop respect and trust Dealing with a complaint immediately, prevents the issue from escalating Keeping the passenger informed of the situation, lets the passenger know you are dealing with it and their custom is important A complaint handled well, should not stop a passenger from using the airline again Page 22 of 47

23 Indicative Content Know how to work as part of a team Good communication skills; Good listening skills; Commitment to the team; Decision making; Common goal; Individual roles and responsibilities specified; Time management; Commit to a shared goal Being able to take on different roles within the team Being honest and open with one another Being able to listen and respond to others in an objective and productive way Know how to handle incidents and conflict situations Crew member involved, senior crew member, crew manager Complete the in-flight services within the allocated timescale, look professional, to use the limited space efficiently, to follow procedures in an emergency/ first aid situation, crew visible at all times, to ensure the passenger has an enjoyable experience, to complete all safety and security related tasks efficiently Air rage, spillage, seat allocation, seat backs reclined, smoking, excessive alcohol intake, confined space, jet lag/ tired Hostile, angry and intimidating Sarcastic and aggressive Likes to be centre of attention/ has an audience Upset/ tearful Reserved and hard to read People pleaser (doesn t like to say no) Be able to deal with passengers Complimentary drink, move seats, comment form, first aid Child, nervous flier, drunk, disruptive, mature, passenger with individual requirements, colleague on staff travel Page 23 of 47

24 Unit 5: Cabin Service Selling Techniques Credit Value of Unit: 3 GLH of Unit: 21 Level of Unit: 2 Introduction This unit will give learners the knowledge required to establish a rapport with passengers and to understand the passengers wants and needs. Learners will know on board products, selling techniques and be able to provide a cabin service. Learner must be able to carry out currency calculations, converting amounts from GBP to a range of currencies and to calculate change. Learning Outcomes Assessment Criteria The learner will 1 Understand how to establish a rapport with passengers on board the aircraft 2 Understand how to establish passengers wants and needs The learner can 1.1 Explain the importance of creating a positive image of the organisation to passengers 1.2 Explain how to meet and greet the passengers in a professional manner 1.3 Explain the importance of first impressions 1.4 Describe how body language can influence the relationships with passengers 2.1 Describe the difference between a customers wants and needs 2.2 Describe the difference between open and closed questions and the benefits of both 2.3 Explain what is meant by active listening 2.4 Identify different types of non-verbal communication signals 2.5 Explain the importance of summarising the passengers requirements 3 Know on board products and services 3.1 Describe the procedures for a bar service 3.1 Describe the procedures for a meal/snack service 3.2 Describe the procedures for a tax free/duty free service 3.3 Describe the procedures for ancillary services 4 Understand selling techniques 4.1 Describe selling techniques 4.2 Describe the difference between features and benefits of products and services 4.3 Describe the importance of merchandising 5 Be able to carry out currency calculations 5.1 Identify a range of currencies used in popular destinations 5.2 Convert amounts from GBP to a range of currencies 5.3 Convert amounts from a range of currencies to GBP 4.4 Calculate change for passengers 6 Be able to provide a cabin service 6.1 Provide a refreshment service 5.4 Provide a tax free service Page 24 of 47

25 Indicative Content Understand how to establish a rapport with passengers on board the aircraft Company identification what differentiates it from another company; Looks professional Positive word of mouth= new custom; Repeat custom; Profit Expansion/ job opportunities Smile and make eye contact/ positive first impression; Check boarding pass and direct passenger to allocated seat Assist with stowage of hand luggage Pre-boards; Announcements Passengers get an impression of the crew member within the first few seconds Difficult to change a first impression; Set the tone for the relationship to follow Open, positive body language (Smile, eye contact, posture) relax the passenger, increases confidence, develops a good rapport, approachable Closed, negative body language (lack of eye contact, folded arms, uninterested) Aggravates, irritates, changes the mood of the passenger, unapproachable, unhelpful, unprofessional Understand how to establish passengers wants and needs Want an on time departure, good customer service, comfy seat, friendly cabin crew Need a seat, with a seat belt, stowage for luggage, crew member to look after their safety, steps or air bridge to get on to the aircraft Know on board products Equipment (trolley, tongs, ice bucket and ice, lemons, napkins, glasses, stirrers), displays, choice of hot and cold drinks, product knowledge, age restrictions, limits on alcohol sales, spillages, hygiene and safe working practices Unloading ovens, presentation, correct temperature, meal choices, special meals, food hygiene legislation, meal choice problems, services depending on class, crew meals, hot bread rolls, tea, coffee, wine and squash Headsets, scratch cards, landing cards and other documentation, amenity kits, children pack, sweets, hot towels, pillows and blankets Understand selling techniques Product knowledge, pricing, special offers, up-selling, link-selling, advertising and promotional laws, passenger types, announcements Open questions encourage the passenger to be involved in the conversation could be used when a passenger is hyperventilating, or to obtain feedback, increase sales Closed questions can only be answered with yes or no, it discourages further conversation good when time is a factor, in a difficult situation Increase sales, company profit and wages (commission on all on board sales, divided by the number of crew) Be able to carry out currency calculations Euro, US Dollar, Australian Dollar, Indian Rupees, Japanese Yen, South African Rand, Thai Baht GBP amount x rate of exchange for currency Divide the amount of foreign currency by the rate of exchange Follow the procedures in 5.2 and 5.3 to calculate the change Be able to provide a cabin service Equipment, displays, selection of drinks and snacks, garnishes, spillages, hygiene and safe working practices, food hygiene legislation, service depending on class Announcement, in-flight magazines, sales displays, product knowledge, custom allowances, payment methods, currency calculations, on board computer, up selling, paperwork Page 25 of 47

26 Unit 6: Making Passenger Announcements on Board Aircraft Credit Value of Unit: 1 GLH of Unit: 6 Level of Unit: 2 Introduction This unit will give learners the knowledge on how to use passenger announcement and to be able to make passenger announcements. Learning Outcomes Assessment Criteria The learner will 1 Know how to use passenger announcements during a flight The learner can 1.1. Describe communication techniques for passenger announcements 1.2. Identify the methods to communicate passenger announcements effectively in different situations 1.3. Describe passenger announcements that are used during a normal flight 1.4 Describe passenger announcements that are required for emergency situations 2 Be able to make passenger announcements 2.1 Carry out passenger announcements that are used during a normal flight 2.2 Carry out passenger announcements that are used for emergency situations Indicative Content Know how to use passenger announcements during a flight Body language, pitch, tone, timing, use of language, voice intonation Use of the PA system, press push to talk, consider perimeter of handset, ensure all passengers can hear Welcome on board, prepare for departure, safety demonstration, in-flight services, prepare for arrival, disembarkation PA for a medical person, security (signals and codes), emergency safety demonstration, procedures for an emergency evacuation, crowd control, severe turbulence Be able to make passenger announcements Use the PA system/ microphone, body language, content of announcement, pitch, tone, time, use of language, voice intonation Use the PA system/ microphone or megaphone, body language (remain visible), positive commands, use of ABP s, assertive, direct, forceful, use authority, teamwork Page 26 of 47

27 Unit 7: Employment Rights and Responsibilities in the Passenger Transport sector Credit Value of Unit: 3 GLH of Unit: 18 Level of Unit: 2 Introduction This unit will give learners the knowledge about employment rights and responsibilities of the employer and employee and to understand how these affect organisations. Learning Outcomes The learner will 1 Know employment rights and responsibilities of the employee and employer 2 Understand employment rights and responsibilities and how these affect organisations Assessment Criteria The learner can 1.1 Identify the main points of legislation affecting employers and employees and their purpose relevant to own role, organisation and within own industry 1.2 Identify where to find information and advice on employment rights and responsibilities both internally in own organisation and externally 1.3 Identify sources of information and advice on own industry, occupation, training and own career pathway 1.4 Identify sources of information on the different types of representative bodies related to own industry and their main roles and responsibilities 1.5 Identify any issues of public concern that may affect own organisation and own industry 2.1 Describe organisational procedures, policies and codes of practice used by own organisation on employment rights and responsibilities 2.2 Explain the purpose of following health, safety and other procedures and the affect on own organisation if they are not followed 2.3 Describe employer and employee responsibilities for equality and diversity within own organisation 2.4 Explain the benefits of making sure equality and diversity procedures are followed 2.5 Describe the career pathways available within own organisation and own industry Page 27 of 47

28 Indicative Content Know the rights and responsibilities of the employee and employer. To comply with Health and Safety at work act 1974 To ensure both employee and employer comply with CAP371 regulations and that all operating crew adhere to EU-OPS B1 safety and survival manual instructions. To ensure that the Employment Act 2008 is adhered to at all times in order to ensure that trust and confidence is maintained through co-operation, to act in good faith towards each other and to promote consistency and mutual understanding. Information on employment rights can be found internally through company intranet, literature including all company policies and procedures available within crew rooms/office and centrally through the company Human Resources department and union representatives. External information can be sought through internet search engines, citizens advice bureau, union organisations and through literature found in libraries/bookshops. Industry information on training and development can be found through internet search engines which will include open forums allowing for discussion. Internal intranet sights will highlight career/promotion opportunities. In addition there are travel publications available from libraries/bookshops and through career advisors. Representative bodies are highlighted through the Civil Aviation Authority and Department for Transport. The main roles and responsibilities are to ensure that standards are set and achieved, regulate economic activities and encourage a diverse and competitive operation. The representative body also works in conjunction with ATOL to maintain the airlines licence in addition to protecting the operators customers in unforeseen circumstances such as collapse. Terrorism, hijacking, industrial action by both Air Traffic Control operations and airport/airline staff in specific destination, ATOL protected, Safety reputation, on-time performance and disrupted schedules. In addition, concerns may be raised relating to ticket prices/onboard product and service and general reputation of individual companies. Understand employment rights and responsibilities and how these affect organisations. Organisational policies and procedures include Business Conduct, Capability and Reliability, Data Protection, Disciplinary, Diversity and Equal opportunities, Drug and Alcohol, Dress Code, Employee Assistance, Employee Forums and European Works Council, Employee Induction, Employee Insurance, Employee Concessions and Discounts, Expenses, Fair Treatment, Flexible Working, Grievance, Holiday Time and Pay, ID Referencing and CRC checks, Leaving Employment, Maternity, Parental Leave and Paternity, Pension Scheme, probationary Period, Redundancy and Redeployment, Relocation, Retirement, Salary and Tax, Sickness and Absence, Working Hours Legislation. All policies and procedures must comply with employment legislation including Employment Act 2008 and can be designed to suit the individual operator s needs. All information should be clearly defined and available at all times for review. The Health and Safety at work Act 1974 is legislation covering occupational health and safety in the work place. The purpose of following this act is to ensure that the safety and welfare of all employees within the workplace, improve the performance of the business, improve and change internal procedures, monitor patterns and trends of incidents so that review and amendments can be enforced, reduce lost time within the workforce, avoid mitigation both internal and external, ensure the reputation of the business is protected. Equality and diversity extends to protect age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation. All the above form part of internal policies and ensures that both the employee and employer take a responsible and consistent approach in maintaining equality and diversity within the workplace. Eliminates discrimination, harassment and victimisation, offers advanced equality of opportunity and fosters good internal and external relations, consistent approach throughout the workforce. Seasonal crew - permanent crew - assistant Purser/Cabin Manager - Purser/Cabin Manager Line Trainer Cabin Crew Manager Regional Cabin Crew Manager General Manager Cabin Crew. Alternative roles within customer services, training and recruitment. Direct entry positions available with alternative companies through experience. Page 28 of 47

29 APPENDIX 1 Summary Record of Achievement Learner Name Unit Title Level Credit Value Date completed Assessor Signature Internal Moderator Signature (if sampled) Working as cabin crew 2 2 Airline health, safety and security 2 6 Aircraft emergency procedures 2 6 Dealing with passengers on board an aircraft 2 4 Cabin Service Selling Techniques 2 3 Making Passenger announcements on board aircraft 2 1 Employer rights and responsibilities 2 3 Level Claimed Total Credit Value at Level being claimed I confirm that the minimum number of credits at the appropriate level have been achieved in order for a claim for certification to be made. I can confirm that the credit has been achieved from the correct combination of mandatory and optional units as specified within the Rules of Combination. Assessor Signature Internal Moderator Signature (if sampled) Page 29 of 47

30 APPENDIX 2 Tracking Sheet Unit 1 Working as Cabin Crew Criteria Assessment Method Evidence Details Portfolio Reference Completion Date 1.1 Outline the different roles cabin crew may have to undertake 1.2 Describe the responsibilities associated with the cabin crew roles 1.3 Identify the chain of command on an aircraft 1.4 Describe the roles of the ground staff that cabin crew will interact with 2.1 Identify IATA (International Air Transport Association) codes that are used by airlines and airports nationally and internationally 2.2 Define key industry terms 2.3 Describe the different types of duties cabin crew may be scheduled to undertake, including different types of stand by 3.1 Describe the duties undertaken by cabin crew before the pre-flight briefing 3.2 Describe the importance of time keeping prior to a pre-flight briefing 3.3 Identify the elements of a pre-flight briefing 3.4 Identify the elements of post-flight briefing 4.1 Receive and relay Safety Equipment and Procedures (SEP) information during a preflight briefing 4.2 Complete documentation relating to a pre-flight briefing in readiness for the flight 5.1 Explain the importance of time keeping 5.2 Explain the importance of grooming and uniform standards 5.3 Describe personal presentation standards on and off duty and during stopovers 5.4 Explain the importance of task management and prioritisation of tasks 5.5 Explain the importance of customer relationship management (CRM) The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 30 of 47

31 APPENDIX 2 Tracking Sheet Unit 2 Airline health, safety and security Criteria 1.1 Outline current legislation and regulations related to airline Health and Safety 1.2 Identify key points of the Air Navigation Order (ANO) used to protect the health and safety of the airlines crew, aircraft and passengers 1.3 Identify documents airlines use to record health and safety events on board an aircraft 2.1 Outline the key points of the legislation relating to aviation security 2.2 Describe security measures taken pre flight, in-flight and post flight 2.3 Identify restricted articles and dangerous items 2.4 Describe types of threat that relate to the aviation industry 2.5 Explain the procedures for dealing with onboard security incidents 2.6 Explain the importance of checking passenger boarding cards in relation to security 3.1 Perform a safety demonstration 3.2 Carry out cabin secure checks 4.1 Describe passenger signs and symptoms of minor and serious medical issues 4.2 Describe passenger treatment of minor and serious medical issues 4.3 Identify restrictions crew face onboard when giving first aid Assessment Method Evidence Details Portfolio Reference Completion Date 4.4 Describe the types of onboard first aid kits 4.5 State which external bodies are able to assist crew during and after a first aid situation The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 31 of 47

32 APPENDIX 2 Tracking Sheet Unit 3 Aircraft emergency procedures Criteria 1.1 Define the terms planned and unplanned emergencies Assessment Method Evidence Details Portfolio Reference Completion Date 1.2 Identify flight crew instructions for a planned emergency landing/ditching 1.3 Explain procedures for preparing and evacuating the cabin for a planned emergency including: Landing Ditching 1.4 Explain how to deal with an unplanned emergency 1.5 Identify the type of passengers not suitable to be able bodied passengers 1.6 Describe the different types of brace position and their purpose 1.7 Identify positive commands which should be used during evacuation 1.8 Outline techniques for maintaining crowd control 1.9 Identify factors which can prevent an aircraft exit from being used in an evacuation 1.10 State the occasions when cabin crew must initiate an evacuation without the f light crew s command 1.11 Explain what to do if an aircraft exit is unserviceable and cannot be used in an emergency 2.1 Describe aircraft emergency equipment including location 2.2 Describe emergency situations that could occur on board an aircraft 2.3 State the elements which must be present to sustain a fire 2.4 Identify types of fire extinguisher and the types of fire they are suitable for fighting 2.5 Describe the purpose and basic principles of a smoke hood 2.6 Describe the role of cabin crew onboard in fighting fires 2.7 Identify how to recognise the signs of slow decompression Page 32 of 47

33 Criteria 2.8 Identify how to recognise the signs of rapid decompression Assessment Method Evidence Details Portfolio Reference Completion Date 2.9 Describe the crew responsibilities following a decompression 2.10 Identify how to recognise light, moderate and severe turbulence 2.11 Describe the actions to be taken for different levels of turbulence 2.12 Explain the main actions taken by the cabin crew during a flight crew incapacitation drill 3.1 Operate fire extinguishers on board 3.2 Operate a smoke hood 3.3 Evacuate an aircraft in a planned emergency 4.2 State the main principles of survival 4.2 Describe techniques for survival at sea 4.3 Describe techniques for survival in: arctic conditions the desert the jungle The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 33 of 47

34 APPENDIX 2 Tracking Sheet Unit 4 Dealing with passengers on board an aircraft Criteria 1.1 Identify different types of airline passengers 1.2 Identify the range of passenger needs Assessment Method Evidence Details Portfolio Reference Completion Date 1.3 Explain how to brief a blind passenger 1.4 Identify onboard requirements for guide dogs 1.5 Explain how to brief a deaf passenger 1.6 Identify the requirements for the carriage of pregnant passengers 1.7 Identify onboard considerations for unaccompanied minors 1.8 Identify the requirements for Passengers with Reduced Mobility (PRMs) 1.9 Identify relevant passenger codes 1.5 Identify the purpose of customer service 2.2 Describe the range of inter-personal skills required for effective customer service 2.3 Explain how customer service affects the success of the airline 3.1 Identify common causes of passenger problems and complaints 3.2 Outline ways of dealing with passenger problems and complaints 3.3 Identify different methods of communication when dealing with passenger problems and complaints 3.4 Describe how personal presentation, approach and attitude will influence the behaviour of the passenger 4.1 Identify the skills required for effective team working 4.2 Describe how to maintain effective working relationships within a team 5.1 Identify the chain of command when managing passenger conflicts 5.2 Describe the importance of coordination and cooperation between the crew 5.3 Identify types of incidents and conflict situations that could occur on board an aircraft 5.4 Describe how different personality types face conflict situations Page 34 of 47

35 Criteria 6.1 Deal with conflict situations with passengers 6.2 Adapt methods of communication and behaviour to meet the individual needs of passengers Assessment Method Evidence Details Portfolio Reference Completion Date The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 35 of 47

36 APPENDIX 2 Tracking Sheet Unit 5 Cabin Service selling techniques Criteria 1.1 Explain the importance of creating a positive image of the organisation to passengers 1.2 Explain how to meet and greet the passengers in a professional manner 1.3 Explain the importance of first impressions Assessment Method Evidence Details Portfolio Reference Completion Date 1.4 Describe how body language can influence the relationships with passengers 2.1 Describe the difference between a customers wants and needs 2.2 Describe the difference between open and closed questions and the benefits of both 2.3 Explain what is meant by active listening 2.4 Identify different types of non-verbal communication signals 2.5 Explain the importance of summarising the passengers requirements 3.1 Describe the procedures for a bar service 3.2 Describe the procedures for a meal/snack service 3.3 Describe the procedures for a tax free/duty free service 3.4 Describe the procedures for ancillary services 4.1 Describe selling techniques 4.2 Describe the difference between features and benefits of products and services 4.3 Describe the importance of merchandising 5.1 Identify a range of currencies used in popular destinations 5.2 Convert amounts from GBP to a range of currencies 5.3 Convert amounts from a range of currencies to GBP 5.4 Calculate change for passengers 6.1 Provide a refreshment service 6.2 Provide a tax free service The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 36 of 47

37 APPENDIX 2 Tracking Sheet Unit 6 Making passenger announcement on board aircraft Criteria 1.1 Describe communication techniques for passenger announcements Assessment Method Evidence Details Portfolio Reference Completion Date 1.2 Identify the methods to communicate passenger announcements effectively in different situations 1.3 Describe passenger announcements that are used during a normal flight 1.4 Describe passenger announcements that are required for emergency situations 2.1 Carry out passenger announcements that are used during a normal flight 2.2 Carry out passenger announcements that are used for emergency situations The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 37 of 47

38 APPENDIX 2 Tracking Sheet Unit 7 Employment rights and responsibilities in the passenger transport sector Criteria 1.1 Identify the main points of legislation affecting employers and employees and their purpose relevant to own role, organisation and within own industry 1.2 Identify where to find information and advice on employment rights and responsibilities both internally in own organisation and externally 1.3 Identify sources of information and advice on own industry, occupation, training and own career pathway 1.4 Identify sources of information on the different types of representative bodies related to own industry and their main roles and responsibilities 1.5 Identify any issues of public concern that may affect own organisation and own industry 2.1 Describe organisational procedures, policies and codes of practice used by own organisation on employment rights and responsibilities Assessment Method Evidence Details Portfolio Reference Completion Date 2.2 Explain the purpose of following health, safety and other procedures and the affect on own organisation if they are not followed 2.3 Describe employer and employee responsibilities for equality and diversity within own organisation 2.4 Explain the benefits of making sure equality and diversity procedures are followed 2.5 Describe the career pathways available within own organisation and own industry The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessor Signature Date Internal Moderator (if sampled) Date Page 38 of 47

39 APPENDIX 3 Functional Skills Opportunities Learners following a course based on this specification can be offered opportunities to develop and generate evidence of achievement in aspects of all the Functional Skills. Examples of such opportunities are given below. English Level 2 Skill Standard Speaking, listening and communication Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations Reading Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively Examples: Present information on the different roles of cabin crew Describe passenger treatment of minor and major medical issues Make announcements about boarding and arrival to suit audience Discuss techniques for survival in different conditions Read and relay safety equipment and procedure information Read and summarise key points of the air navigation order Select information from Health and Safety legislation List what can be done to maintain crowd control Write a paragraph on the main principles of survival and techniques of survival Present a passenger announcement Coverage and range Consider complex information and give a relevant, cogent response in appropriate language Present information and ideas clearly and persuasively to others Adapt contributions to suit audience, purpose and situation Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Select and use different types of texts to obtain and utilise relevant information Read and summarise, succinctly, information, ideas from different sources Identify the purposes of texts and comment on how meaning is conveyed Detect point of view, implicit meaning and/or bias Analyse texts in relation to audience needs and consider suitable responses in three or more texts Present information/ideas concisely, logically and persuasively Present information on complex subjects clearly and concisely Use a range of writing styles for different purposes Use a range of sentence structures, including complex sentences and paragraphs to organise written communication effectively Punctuate written text using commas, apostrophes and inverted commas accurately Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types. Page 39 of 47

40 Information and Communication Technology Level 2 Certificate in Introduction to Cabin Crew Level 2 Skill Standards Using ICT 1 Plan solutions to complex tasks by analysing necessary stages 2 Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts 3 Manage information storage to enable efficient retrieval Finding and selecting information 1 Use appropriate search techniques to locate and select relevant information 2 Select information from a variety of sources to meet the requirements of a complex task Developing, presenting and communicating information 1 Enter, develop and refine information using appropriate software to meet requirements of a complex task 2 Use appropriate software to meet the requirements of a complex data-handling task 3 Use communications software to meet requirements of a complex task 4 Combine and present information in ways that are fit for purpose and audience 5 Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information Coverage and Range 1.1 Use ICT to plan and analyse complex or multistep tasks and activities and to make decisions about suitable approaches 2.1 Select and use software applications to meet needs and solve complex problems 2.2 Select and use a range of interface features and system facilities effectively to meet needs 2.3 Select and adjust system settings as appropriate to individual needs 2.4 Respond to ICT problems and take appropriate action 2.5 Understand the danger of computer viruses and how to minimise risk 3.1 Manage files, folders and other media storage to enable efficient information retrieval 1.1 Search engines, queries and AND/NOT/OR,<,>,>=,<=, contains, begins with, use of wild cards 2.1 Recognise and take account of copyright and other constraints on the use of information 2.2 Evaluate fitness for purpose of information 1.1 Apply a range of editing, formatting and layout techniques to meet needs, including text, tables, graphics, records, numerical data, charts, graphs or other digital content 2.1 Process and analyse numerical data 2.2 Display numerical data in appropriate graphical format 2.3 Use appropriate field names and data types to organise information 2.4 Analyse and draw conclusions from a data set by searching, sorting and editing records 3.1 Organise electronic messages, attachments and contacts 3.2 Use collaborative tools appropriately 3.3 Understand the need to stay safe and to respect others when using ICT-based communication 4.1 Organise and integrate information of different types to achieve a purpose, using accepted layouts and conventions as appropriate 4.2 Work accurately and check accuracy, using software tools where appropriate 5.1 At each stage of a task and at the task s completion Page 40 of 47

41 Examples: Research current health and safety legislation Use a search engine to find information on employment rights Word process the procedures for operating a smoke hood Evaluate the fitness for purpose of information that has been researched Use information gathered to make a presentation Mathematics Level 2 Skill Standards Coverage and range (indicative) Representing Understand routine and non-routine problems in familiar and unfamiliar contexts and situations Identify the situation or problems and identify the mathematical methods needed to solve them Choose from a range of mathematics to find solutions Analysing Apply a range of mathematics to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage Interpreting Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations Draw conclusions and provide mathematical justifications Examples: Identify different currencies Convert amounts from GBP to different currencies and vice versa Calculate change Understand and use positive and negative numbers of any size in practical contexts Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places Understand, use and calculate ratio and proportion, including problems involving scale Understand and use equivalences between fractions, decimals and percentages Understand and use simple formulae and equations involving one- or two- step operations Recognise and use 2D representations of 3D objects Find area, perimeter and volume of common shapes Use, convert and calculate using metric and, where appropriate, imperial measures Collect and represent discrete and continuous data, using information and communication technology (ICT) where appropriate Use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using information and communication technology (ICT) where appropriate Use statistical methods to investigate situations Use probability to assess to likelihood of an outcome Page 41 of 47

42 APPENDIX 4 Personal, Learning and Thinking Skills (PLTS) Opportunities Learners following a course based on this specification can be offered opportunities to develop and generate evidence of achievement in aspects of PLTS. Examples of opportunities to encourage the acquisition and use of PLTS are provided below. PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Independent Identify questions to Enquiry answer and problems to resolve Plan and carry out research, appreciating the consequences of decisions Explore issues, events or problems from different perspectives Analyse and evaluate information, judging its relevance and value Consider the influence of circumstances, beliefs and feelings on decisions and events Support conclusions, using reasoned arguments and evidence Creative Thinking PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Generate ideas and explore possibilities Ask questions to extend their thinking Connect their own and others ideas and experiences in inventive ways Question their own and others assumptions Try out alternatives or new solutions and follow ideas through Adapt ideas as circumstances change Page 42 of 47

43 PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Reflective Thinking Assess themselves and others, identifying opportunities and achievements Set goals with success criteria for their development and work Invite feedback and deal positively with praise, setbacks and criticism Evaluate experience and learning to inform future progress Communicate their learning in relevant ways for different audiences PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Team Working Co-operate with others to work towards common goals Reach agreements, managing discussions to achieve results Adapt behaviour to suit different roles and situations Show fairness and consideration to others Take responsibility, showing confidence in themselves Provide constructive support and feedback to others PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Self Seek out challenges or management new responsibilities and show flexibility when priorities change Work towards goals, showing initiative, commitment and perseverance Organise time and resources, prioritising actions Anticipate, take and manage risks Deal with competing pressures, including personal and workrelated demands Page 43 of 47

44 PLT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Effective participation Discuss issues of concern, seeking resolution where needed Present a persuasive case for action Propose practical ways forward, breaking these down into manageable steps Identify improvements that would benefit others as well as themselves Try to influence others, negotiating and balancing diverse views to reach workable solutions Act as an advocate for views and beliefs that may differ from their own Page 44 of 47

45 APPENDIX 5 The Apprenticeship Framework for Cabin Crew Level 2, Pathway 1: Intermediate Level Apprenticeship in Cabin Crew Description of the pathway This pathway has been designed as a nationally recognised training programme that offers a route of entry into the aviation industry in England. It is appropriate for those looking to work in the aviation industry and to up skill the existing workforce. The pathway requires the successful completion of a number of components, including a nationally recognised qualification, which is independently assessed and certificated. Successful completers will have the knowledge and skills that are applicable to their role, including and the underlying skills to be able to operate as an effective employee in the aviation industry. The framework is made up of 66 credits comprising of: 34 credits from the Level 2 Certificate in Cabin Crew (QCF); and 22 credits from the Level 2 Certificate in Introduction to Cabin Crew (QCF); 10 credits from Functional skills, Key Skills (or equivalents) in English, Mathematics. English, Mathematics and ICT- Functional Skills/Key Skills/GCSE/ A Level/AS (minimum Level 1) (ICT may be optional if not relevant for particular job role) See Apprenticeship Frameworks online at: For further details Employees Rights and Responsibilities (ERR) It is important that all employees understand and can demonstrate an understanding of their rights and responsibilities as an employee. ERR will be assessed through the following unit which has 18 GLH and is worth 3 credits: L/602/ Employment rights and responsibilities in the passenger transport sector Apprentices will need to achieve this unit in order to qualify for their apprenticeship completion certificate. Which is available as an optional unit in the Ascentis Level 2 Introduction to Cabin Crew qualification. Summary of Personal Learning and Thinking Skills (PLTS) Assessment and Recognition (England) See for full details or Appendix 4. Page 45 of 47

46 APPENDIX 6 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues This qualification offers opportunities for learners to develop an understanding of spiritual, moral, ethical, social and cultural issues. Learners will meet many people from different spiritual, moral and cultural backgrounds and be made aware to accommodate the needs of everyone. There are opportunities learners to engage with different legislation for airlines, health and safety, customer service and aviation security. Sustainable Development and Environmental Issues, Health and Safety considerations and European Developments consistent with international agreements This qualification offers opportunities for learners to develop an understanding of sustainable development, environmental issues, health and safety and European developments consistent with international agreements. Within this qualification, learners should be presented with the opportunity to identify potential hazards, to assess health and safety risks and identify the actions required to reduce these risks to themselves and others. Health and Safety A centre must have completed a full risk assessment of all areas of activity and identified potential risks. Where a risk exists, all practicable actions must be taken to eliminate or reduce this risk so that it is as low as possible. Page 46 of 47

47 APPENDIX 7 Resources to support this qualification These lists are not exhaustive nor requirements; they represent a useful starting point when considering the delivery of the qualification. Suitable sized room that is sufficient to arrange seating in an aircraft configuration or a mock aircraft Research resources e.g. airline training DVD, Trolleys and bar canisters would be advantageous Ice bucket, tongs, pots, tray set ups, napkins, glasses, beverages Recording device e.g. video camera, PSP, mobile phone Demo equipment (life jacket, oxygen mask, safety card, seat belt) Emergency equipment (megaphone, smoke hood, fire extinguisher, emergency torch) would be advantageous Visit to an airline training centre to complete SEP and wet drills (not compulsory) Visits to regional and national airports (not compulsory) Microphone/ PA system Copies of airline paperwork and application forms Access to OAG online Page 47 of 47