Pearson BTEC Award for Working as a Security Officer within ......qualifications, should they wish to change career, such as the Pearson BTEC Award for Working as a Door Supervisor

Pearson BTEC Award for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6

Specification

BTEC Specialist qualification

First teaching 1 February 2015

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

ISBN 978 1 446 92495 2

All the material in this publication is copyright © Pearson Education Limited 2015

Contents

1 Introducing BTEC Specialist qualifications 1

What are BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

Qualification objective 5

Relationship with previous qualifications 5

Progression opportunities through Pearson qualifications 5

Industry support and recognition 6

Relationship with National Occupational Standards 6

3 Qualification structure 7

BTEC Level Award for Working as a Security Officer within the Private Security Industry (Scotland) 7

4 Assessment 8

External assessment 8

5 Recognising prior learning and achievement 9

Recognition of Prior Learning 9

Credit transfer 9

6 Centre resource requirements 10

7 Centre recognition and approval centre recognition 11

Approvals agreement 11

8 Quality assurance of centres 12

9 Programme delivery 13

10 Access and recruitment 14

11 Access to qualifications for learners with disabilities or specific needs 15

12 Units 16

Unit title 16

SCQF level 16

Credit value 16

Guided learning hours 16

Unit aim 16

Essential resources 16

Learning outcomes 16

Assessment criteria 16

Unit amplification 17

Information for tutors 17

Unit 1: Working as a Security Officer within the Private Security Industry 18

Unit 2: Working within the Private Security Industry 37

Unit 3: Conflict Management within the Private Security Industry 55

13 Further information and useful publications 64

14 Professional development and training 65

Annexe A 66

Mapping with National Occupational Standards 66

Annexe B 67

Unit mapping overview 67

Annexe C 68

SIA Specification for Learning and Qualifications in Security Guarding 68

Annexe D 77

SIA Standards of Behaviour for Security Operatives 77

Annexe E 79

SIA Introduction to Learning Leading towards Licence-linked Qualifications: Requirements for Awarding Organisations and Training Providers 79

Annexe F 95

Exemplar role play to accompany delivery of the searching content in the security guarding specialist unit. 95

Annexe G 96

Exemplar conflict management scenarios 96

Pearson BTEC Award for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6 Specification – Issue 1 – February 2015 © Pearson Education Limited 2015

1

Purpose of this specification

The purpose of a specification is to set out:

● the qualification’s objective

● any other qualification that a learner must have completed before taking the qualification

● any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

● units that a learner must have completed before the qualification will be awarded and any optional routes

● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

● the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

● the method of any assessment and any associated requirements relating to it

● the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

● any specimen materials

● any specified levels of attainment.


2


3

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are work-related qualifications available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

BTEC Specialist Qualifications also provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). On successful completion of a BTEC Specialist Qualification, learners can progress to or within employment and/or continue their study in the same, or related, vocational area.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Award for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6

SQA accreditation code R430 04

Qualification framework Scottish Credit and Qualification Framework (SCQF)

Accreditation start date 30/01/2015

Approved age ranges 18+

19+

SCQF Credit value 3

Assessment Pearson-devised assessment (onscreen testing)

Guided learning hours 28

Grading information The qualification and units are at pass grade

Entry requirements For details of entry requirements see below.

Learners should have language skills to the equivalent of the following:

● A BI level qualification on the Home Office’s listof recognised English tests and qualifications

● an ESOL qualification at Entry 3 or higher (e.g.Level 1 or 2) on the Ofqual register taken inEngland, Wales or Northern Ireland

● an ESOL qualification at Scottish QualificationsFramework levels 4, 5 or 6 awarded by theScottish Qualifications Authority (SQA) andtaken in Scotland

● Functional Skills Entry Level 3 in English

● SQA Core Skills at Scottish QualificationsFramework Levels 4, 5 or 6.

Centres must also follow our access and recruitment policy (see Section 10 Access and recruitment).


5

BTEC Specialist qualification titles covered by this specification

The Person BTEC Award for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6

SQA accreditation code number and qualification title

The qualification title, unit titles and SQA accreditation code will appear on each candidate’s final certificate. You should tell your candidates this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Qualification objective

The Pearson BTEC Award for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6 is for learners who work in, or who want to work in, the security industry as a Security Officer.

It gives learners the opportunity to:

● develop knowledge related to the Private Security industry, including, thepurpose of the industry, the functions of the regulator, governing legislation andthe acceptable work practices, procedures and standard

● develop skills in conflict management and their abilities in managing andresolving conflict in the context of the role of a Security Officer

● learn about the role, duties and responsibilities of a Security Officer. This coversareas such as patrolling, access and egress control, searching procedures,electronic and physical protection systems, reporting and record keeping, aswell as legislation relevant to a security officer

● achieve a nationally-recognised Level 6 qualification

● achieve a licence to practise

● develop their own personal growth and engagement in learning.

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson BTEC Award in Security Guarding (Scotland) which has now expired. Information about how the new and old units relate to each other is given in Annexe B.

Progression opportunities through Pearson qualifications

Learners who have achieved the Award can progress to related security qualifications, should they wish to change career, such as the Pearson BTEC Award for Working as a Door Supervisor within the Private Security Industry (Scotland) SCQF at Level 6

http://www.edexcel.com/�


6

Industry support and recognition

This qualification is supported by the SIA, the regulator for the private security industry. The units in this qualification are written to meet the objectives of the SIA’s Specification for Learning and Qualifications in Security Guarding (See Annexe C).

Relationship with National Occupational Standards

This qualification is designed to provide some of the underpinning

knowledge and understanding for the National Occupational Standards (NOS) in security.

NOS form the basis of National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs). BTEC qualifications do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context.


7

3 Qualification structure

Pearson BTEC Award for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 3

Unit Unit code

Mandatory units Level Credit Guided learning hours

1 UG45 04 Working as a Security Officer within the Private Security Industry

5 1 10

2 UG44 04 Working within the Private Security Industry

6 1 10

3 UG46 04 Conflict Management within the Private Security Industry

6 1 8

Unit 2: Working within in the Private Security Industry and Unit 3: Conflict Management within the Private Security Industry are also mandatory units in other licence-linked qualifications. If learners have already completed these units successfully as part of an SIA-endorsed licence-to-practise qualification in any of the following areas, they may not need to take them again.

● Door Supervision

● Vehicle Immobilisation

● CCTV Operations (Public Space Surveillance)

● Cash and Valuables in Transit.


8

4 Assessment

External assessment

Pearson sets and marks the externally assessed onscreen tests. These tests must be taken by the learner under examination conditions.

The table below gives information about the onscreen tests available for this qualification.

The table below gives a summary of the assessment methods used in the qualification.

Unit 1: Working as a Security Officer within the Private Security Industry

Length of assessment The external assessment will be 25 minutes

Number of marks 35

Assessment availability On demand

First assessment availability

February 2015

Unit 2: Working within the Private Security Industry


Number of marks 60



February 2015

Unit 3: Conflict Management within the Private Security Industry


Number of marks 35



February 2015

The onscreen tests assess all the learning outcomes in the identified units to meet the standard specified by the related assessment criteria. All the amplification in each unit is mandatory for the tests. The test writer will use the Unit amplification section in the unit as a guide when writing questions. Centres need to make sure that learners are:

● fully prepared to sit the onscreen tests

● entered for the tests at appropriate times, with due regard for re-sitopportunities as necessary.

All centres offering onscreen and paper based assessment must comply with the Joint Council for Qualifications (JCQ) document Instructions for the Conduct of Examinations (ICE). The current version of this document is available on our website at: www.edexcel.com


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5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Exemption from training attendance and assessment is permitted where the candidate has already achieved the relevant SIA unit, with the identical SQAQCF code, when completing another BTEC Security programme. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: www.edexcel.com/policies

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the SCQF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


10

6 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

● Centres must have appropriate physical resources (for example IT, learning materials, teaching rooms) to support delivery and assessment.

● Staff involved in the assessment process must have relevant expertise and occupational experience.

● There must be systems in place that ensure continuing professional development (CPD) for staff delivering the qualification.

● Centres must have in place appropriate health and safety policies relating to the use of equipment by learners.

● Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details of the Equality Act 2010, please go to www.legislation.gov.uk


11

7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver BTEC qualifications is given on our website.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations.

Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


12

8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC Apprenticeship (‘single click’ registration):

● an annual visit by a Standards Verifier to review centre-wide quality assurancesystems and sampling of internal verification and assessor decisions.

2 Delivery of the qualification outside the Apprenticeship:

● an annual visit to the centre by a Centre Quality Reviewer to reviewcentre-wide quality assurance systems

● Lead Internal Verifier accreditation – this involves online training andstandardisation of Lead Internal Verifiers using our OSCA platform, accessed viaEdexcel Online. Please note that not all qualifications will include Lead InternalVerifier accreditation. Where this is the case, each year we will allocate aStandards Verifier to conduct postal sampling of internal verification andassessor decisions for the Principal Subject Area.

For further details, please see the UK Vocational Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


13

9 Programme delivery

Pearson does not normally define the mode of delivery for BTEC qualifications. However, this qualification has been developed in conjunction with the Security Industry Authority (SIA), which has placed certain restrictions on how training may be delivered. In line with the SIA requirements, detailed in Section 12 of the Requirements for Awarding Organisations and Training Providers in Annexe E, centres can offer the following parts of this qualification by distance learning if that meets their learners’ needs:

● the learning (not assessment) for the unit Working within the Private SecurityIndustry

● thirty minutes of learning for preparation for training for the ConflictManagement unit

Contact time

Contact time is defined as time where the learner is in the same room as the tutor and receiving training or undertaking assessment, for example, direct teaching, class discussions and supervised practice activities. This time does not include;

● Breaks in the delivery of the course

● Checking ID.

The table below states the GLH and the required contact time for each unit in the qualification. It is important to note that these contact hours are a minimum figure stipulated by the SIA. Centres should regard this not as a requirement to use non-contact activities, but rather giving them the opportunity to do so if they choose. Centres can continue to delivering the entire programme as contact time.

Unit Title GLH Minimum contact time

1 Working as a Security Officer within the private security industry

10 10

2 Working within the Private Security Industry 10 1

3 Conflict Management within the Private Security Industry

8 7.5

The stipulated contact time must occur over a minimum of three days. Each day should not exceed eight hours of learning. For further information on the delivery of the qualification, please refer to Sections 11 and 12 of the Requirements for Awarding Organisations and Training Providers in Annexe E,

Centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Centres are free to offer this qualification using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs.

Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.

Where legislation is taught, centres must ensure that it is current and up to date


14

10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

● they should be available to everyone who is capable of reaching the requiredstandards

● they should be free from any barriers that restrict access and progression

● there should be equal opportunities for all those wishing to access thequalifications.

Centres are required to recruit learners to BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


15

11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010)are not, when they are undertaking one of our qualifications, disadvantaged incomparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking aqualification and that this achievement can be compared fairly to theachievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both documents are on our website at: www.edexcel.com/policies

http://www.edexcel.com/policies�


16

12 Units

Units have the following sections.

Unit title

The unit title will appear on the learner’s Notification of Performance (NOP).

SCQF level

All units and qualifications within the SCQF have a level assigned to them. There are nine levels of achievement, from Level 1 to Level 12. The SCQF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.


17

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

● Delivery – explains the content’s relationship to the learning outcomes andoffers guidance on possible approaches to delivery.

● Assessment – gives information about the evidence that learners must produce,together with any additional guidance if appropriate. This section should be readin conjunction with the assessment criteria.

● Suggested resources – lists resource materials that can be used to support theteaching of the unit, for example books, journals and websites.


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Unit 1: Working as a Security Officer within the Private Security Industry

SCQF level: 5

Credit value: 1

Guided learning hours: 10

Unit aim

This unit is intended for people who want to work in the private security industry and who require an SIA licence to practise. It covers the knowledge and understanding for areas that are relevant to the role of a security officer. This unit covers the specialist knowledge and understanding required to become a licensed security officer. Generic knowledge that applies across different parts of the security industry is covered in Unit 2: Working in the Private Security Industry and in Unit 3: Conflict Management for the Private Security Industry.

In this unit, you will be taught about the role of a security officer and the knowledge and behaviour required for that role. As a security officer, you will need to know about the law and the powers available to you when the law is broken as well as other related issues such as trespass, powers of arrest, evidence preservation and the law regarding the use of force. You will also learn about patrolling and how and when to conduct searches.

You will understand the functions and purpose of electronic and physical protection systems and managing entry to and exit from premises. Finally, you will learn about record keeping, including incident reports and notebook usage.

Essential resources

For this unit, centres must adhere to the requirements stipulated by the SIA in the Introduction to Learning Leading Towards Licence-linked Qualifications available from the SIA website with regard to facilities, trainer qualifications, sector competence of trainers and examination facilities.

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r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

com

mon c

rim

es t

hat

a

secu

rity

offic

er m

ay

enco

unte

r

□

Ars

on,

wilf

ul fire

rais

ing,

mal

icio

us

mis

chie

f/va

ndal

ism

□

Thre

ats

to D

amag

e, B

reac

h o

f Pe

ace,

Robber

y, h

ouse

bre

akin

g,

thef

t

□

Tre

spas

s

□

Frau

d

□

Ass

ault a

nd A

ggra

vate

d A

ssau

lt

□

Anti-s

oci

al b

ehav

iour

2

Under

stan

d t

he

law

rel

evan

t to

the

role

of

a se

curity

offic

er

2.2

Id

entify

diffe

rent

types

of

tres

pas

s □

Tre

spas

s (T

resp

ass

(Sco

tlan

d)

Act

1865)

is a

n o

ffen

ce u

nder

Sco

ts law

. N

ote

: The

legis

lation w

as a

men

ded

under

the

Land R

eform

(Sco

tlan

d)

Act

2003,

whic

h e

stab

lished

univ

ersa

l ac

cess

rig

hts

to m

ost

(but

not

all)

la

nd.

Thes

e re

form

s do

not

apply

(hen

ce w

hy

tres

pas

s re

mai

ns

an

offen

ce)

to:

●

house

s an

d g

arden

s an

d n

on-r

esid

ential

build

ings

and a

ssoci

ated

la

nd;

●

land in w

hic

h c

rops

are

gro

win

g;

●

land n

ext

to a

sch

ool an

d u

sed b

y th

e sc

hool;

●

sport

s or

pla

ying f

ield

s w

hen

thes

e ar

e in

use

and w

her

e th

e ex

erci

se

rights

wou

ld inte

rfer

e w

ith s

uch

use

;

●

land d

evel

oped

and in u

se f

or

recr

eation a

nd w

her

e th

e ex

erci

se o

f ac

cess

rig

hts

wou

ld inte

rfer

e w

ith s

uch

use

;

●

golf c

ours

es

(you c

an c

ross

a g

olf c

ours

e pro

vided

that

you

do n

ot

inte

rfer

e w

ith

any

gam

es o

f golf);

●

pla

ces

like

airf

ield

s, r

ailw

ays,

tel

ecom

munic

atio

n s

ites

, m

ilita

ry b

ases

an

d inst

alla

tions,

work

ing q

uar

ries

, co

nst

ruct

ion s

ites

●

visi

tor

attr

actions

or

oth

er p

lace

s w

hic

h c

har

ge

for

entr

y

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Sta

te a

ctio

ns

to t

ake

when

dea

ling w

ith t

resp

asse

rs

□

Confirm

ing t

hat

tre

spas

s has

act

ual

ly o

ccurr

ed

□

Req

ues

t tr

espas

sers

to lea

ve p

rem

ises

within

a r

easo

nab

le t

ime;

act

ions

to t

ake

if t

resp

asse

rs r

efuse

to

leave

(re

pea

t re

ques

t, e

scort

fro

m t

he

pre

mis

es,

conta

ct t

he

polic

e)

□

Exp

lain

rea

sons

for

reques

ting t

o lea

ve

□

Rec

ord

s th

at n

eed t

o b

e m

ade

(inci

den

t re

port

, note

book

entr

ies,

dai

ly

occ

urr

ence

log)

2.4

Sta

te a

sec

urity

offic

er’s

pow

er o

f ar

rest

□

Sam

e pow

ers

of

arre

st a

s ev

ery

citize

n;

how

ever

, th

ere

is n

o p

ow

er o

f ar

rest

in r

elat

ion t

o s

tatu

tory

off

ence

s. S

tatu

tory

off

ence

s in

Sco

tlan

d

incl

ude:

●

vandal

ism

, w

her

e th

e dam

age

is m

inim

al in t

erm

s of

cost

(t

he

stat

uto

ry v

ersi

on o

f m

alic

ious

mis

chie

f)

●

dru

gs

offe

nce

s

●

wea

pons

offe

nce

s

●

drivi

ng o

ffen

ces

(incl

udin

g d

rink

drivi

ng).

□

You c

annot

arr

est

som

eone

you k

now

or

bel

ieve

to b

e a

dru

g d

eale

r or

som

eone

you b

elie

ve w

ill lea

ve t

he

pre

mis

es a

nd d

rive

whils

t under

the

influen

ce o

f drink

or

dru

gs,

nor

som

eone

you k

now

or

susp

ect

is

carr

ying a

wea

pon.

In t

hes

e ci

rcum

stan

ces,

you m

ust

cal

l th

e polic

e.

□

Most

oth

er c

rim

inal

offen

ces

(e.g

. m

urd

er/c

ulp

able

hom

icid

e/as

sault/a

ggra

vate

d

assa

ult/r

obber

y/house

bre

akin

g/t

hef

t/Bre

ach o

f th

e Pe

ace)

are

agai

nst

co

mm

on law

and d

o c

arry

a p

ow

er o

f ar

rest

, but

this

should

only

eve

r be

exer

cise

d f

or

‘ser

ious

offen

ces’

(se

rious

is n

ot

def

ined

).

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

Sta

te a

rres

t pro

cedure

s to

be

follo

wed

by

a se

curity

offic

er

□

The

thre

e fu

ndam

enta

l pie

ces

of

info

rmat

ion t

o b

e giv

en t

o a

per

son

bei

ng a

rres

ted (

to info

rm t

he

per

son o

f – t

hat

they

are

bei

ng a

rres

ted,

reas

on f

or

the

arre

st a

nd t

he

offen

ce t

hey

are

bel

ieve

d t

o h

ave

com

mitte

d);

invo

lvem

ent

of p

olic

e

□

Act

ions

take

n t

o a

rres

t (d

eten

tion o

f in

div

idual

; sa

fety

of se

lf a

nd

oth

ers;

use

of

reas

onab

le a

nd n

eces

sary

forc

e; p

rote

ctio

n o

f ev

iden

ce;

pro

vidin

g r

easo

n f

or

arre

st a

nd s

upport

ing e

viden

ce t

o p

olic

e)

□

Monitoring a

fter

arr

est

(indiv

idual

s sa

fety

and w

elfa

re)

□

Rec

ord

det

ails

of

arre

st a

s so

on a

s poss

ible

(dat

e, r

easo

n a

nd t

ime

of

arre

st,

tim

e an

d m

ethod o

f ar

riva

l at

polic

e st

atio

n,

det

ails

of

arre

sted

per

son);

ass

ist

polic

e w

ith a

sta

tem

ent

if r

equired

2.6

Id

entify

diffe

rent

types

of

evid

ence

□

D

irec

t, c

ircu

mst

antial

, hea

rsay

, docu

men

tary

, re

al,

ora

l, f

ore

nsi

c,

test

imony

and p

hys

ical

2.7

Sta

te h

ow t

o p

rese

rve

evid

ence

aft

er a

n inci

den

t □

Contr

ol th

e ar

ea (

cord

ons,

res

tric

ting a

cces

s to

auth

orise

d p

erso

ns

only

, pro

tect

evi

den

ce f

rom

wea

ther

and inte

rfer

ence

)

□

Ensu

ring c

ontinuity

of

evid

ence

(ac

cura

te r

ecord

s, e

viden

ce b

ags)

Cal

l fo

r su

pport

and info

rm m

anag

emen

t

□

Rec

ord

act

ions

2.8

Sta

te c

rim

e re

port

ing

pro

cedure

s □

W

hen

and w

ho t

o r

epor

t to

(in

lin

e w

ith a

ssig

nm

ent

inst

ruct

ions;

org

anis

atio

nal

rep

ort

ing p

roce

dure

s)

□

What

to r

eport

(note

boo

k en

trie

s co

vering info

rmat

ion;

info

rmat

ion

about

the

inci

den

t, t

hose

invo

lved

, w

itnes

ses

and a

ctio

ns

take

n H

ow

to

report

(fo

rmal

inci

den

t re

port

, polic

e st

atem

ent,

site

spec

ific

rep

ort

)

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.9

Sta

te t

he

law

rel

atin

g t

o t

he

use

of fo

rce

□

Use

of

forc

e: m

ust

be

reas

onab

le ,

nec

essa

ry,

pro

per

ly r

eport

ed a

nd

reco

rded

and p

roport

ionat

e

□

Forc

e ca

n b

e use

d t

o: p

rote

ct s

elf,

mak

e a

law

ful ar

rest

and p

reve

nt

crim

e, e

ject

a t

resp

asse

r(w

hen

all

oth

er m

ethod

s hav

e fa

iled),

pre

vent

a bre

ach o

f th

e pea

ce

□

Prose

cution a

s a

conse

quen

ce o

f unnec

essa

ry o

r ex

cess

ive

forc

e

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Sta

te t

he

purp

ose

of

pat

rolli

ng

□

Vis

ual

det

erre

nt

for

crim

inal

or

illeg

al a

ctiv

ity

□

Monitor

hig

h r

isk

area

s

□

Iden

tify

any

wea

knes

ses

in s

ite

secu

rity

and a

ctio

ns

nee

din

g t

o b

e ta

ken

□

Iden

tify

haz

ards

or

pote

ntial

haz

ards

□

Chec

ks o

n s

yste

ms/

equip

men

t on s

ite

to e

nsu

re t

hey

are

in w

ork

ing

ord

er

□

Loss

/was

te p

reve

ntion

3.2

Sta

te t

he

import

ance

of

diffe

rent

types

of

pat

rols

□

D

efin

itio

n o

f diffe

rent

types

of

pat

rols

and im

port

ance

of

each

typ

e

●

Firs

t or

Initia

l: iden

tify

pro

ble

ms/

inci

den

ts t

hat

nee

d t

o be

addre

ssed

●

Routine:

mai

nte

nan

ce o

f se

curity

, det

erre

nce

of

crim

inal

act

ivity

●

Ran

dom

: pre

vent

pat

tern

s dev

elopin

g

●

Final

or

han

dove

r: e

nsu

re a

ll pro

ble

ms

hav

e bee

n a

ddre

ssed

prior

to

han

dove

r

●

Snap

, or

“one-

off”

pat

rol:

res

pond t

o sp

ecific

inci

den

t or

situ

atio

n

3

Under

stan

d t

he

import

ance

of,

and

reas

ons

for,

pat

rolli

ng.

3.3

Id

entify

act

ions

to t

ake

bef

ore

sta

rtin

g a

pat

rol

□

Chec

ks o

n p

atro

l eq

uip

men

t (w

ork

ing o

rder

, ad

equac

y, a

vaila

bili

ty a

nd

pre

sence

) Chec

k as

signm

ent

inst

ruct

ions

for

freq

uen

cy/r

equirem

ents

/route

□

Com

munic

atio

n w

ith c

olle

agues

□

Ensu

re s

ecurity

of w

ork

are

a

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Sta

te p

atro

lling p

roce

dure

s an

d t

echniq

ues

□

Pr

oce

dure

s: p

lannin

g (

variat

ions

of ro

ute

s an

d t

imin

gs,

fre

quen

cy a

nd

dura

tion,

retr

acin

g o

f st

eps)

; org

anis

atio

nal pro

cedure

s fo

r pat

rols

of

inte

rnal

and e

xter

nal

are

as

□

Tec

hniq

ues

: fo

llow

ing a

ssig

nm

ent

inst

ruct

ions;

usi

ng r

elev

ant

(mec

han

ical

or

elec

tronic

) cl

ock

ing d

evic

es t

o r

ecord

pat

rol in

form

atio

n;

mai

nta

in r

egula

r co

nta

ct w

ith c

olle

agues

/contr

ol ro

om

; vi

gila

nce

(i

ntr

uder

s/fire

s haz

ards,

hea

lth &

saf

ety

haz

ards,

chec

king f

ire

exits,

ch

ecki

ng s

ecurity

of

doo

rs a

nd w

indow

s)

3.5

Sta

te t

he

impor

tance

of

loca

l an

d s

ite

know

ledge

□

Loca

l an

d s

ite

know

ledge:

aw

aren

ess

of an

y lo

cal cr

ime

issu

es t

hat

may

af

fect

sec

urity

of

site

, aw

aren

ess

of

activi

ties

in t

he

area

that

may

affec

t vu

lner

abili

ty (

footb

all m

atch

es/s

port

ing e

vents

, G

ove

rnm

ent

build

ings

nea

rby)

, Know

ledge

of th

e geo

gra

phy

of t

he

site

(aw

aren

ess

of

vuln

erab

le a

reas

, hig

h-r

isk

area

s).

□

Import

ance

: bet

ter

pat

rol pla

nnin

g;

incr

ease

d h

azar

d a

war

enes

s;

incr

ease

d a

bili

ty t

o d

eal w

ith inci

den

ts a

nd e

mer

gen

cies

; hel

p t

o iden

tify

pote

ntial

site

secu

rity

bre

aches

3.6

Sta

te t

he

import

ance

of

chec

k ca

lls

□

Def

initio

n o

f ch

eck

calls

□

Import

ance

: m

ainta

ins

conta

ct w

ith c

olle

agues

/contr

ol ro

om

; co

ntr

ibute

s to

saf

ety

of se

curity

offic

er;

chec

ks t

hat

all

radio

, m

obile

and

landlin

e phone

syst

ems

are

funct

ionin

g;

pro

vides

opport

unity

to iden

tify

an

y ar

eas

of p

oor

radio

tra

nsm

issi

on,

and/o

r fa

ulty

com

munic

atio

n

equip

men

t.

3.7

Id

entify

com

mon inci

den

ts

enco

unte

red w

hen

on p

atro

l □

Susp

icio

us

peo

ple

, ve

hic

les,

pac

kages

□

Bre

aches

in s

ite

secu

rity

(per

imet

er f

ence

s, b

roke

n w

indow

s, d

amag

ed

lock

s ,o

pen

win

dow

s, u

nlo

cked

doors

, sa

fety

equip

men

t not

in t

he

corr

ect

pla

ce f

ire

extinguis

her

s use

d a

s to

kee

p d

oors

open

)

□

Intr

uder

s

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.8

Sta

te a

ctio

ns

to t

ake

when

in

ciden

ts a

re e

nco

unte

red

on p

atro

l

□

Rep

ort

to c

ontr

ol ro

om

□

Cal

l th

e em

ergen

cy s

ervi

ces

□

Rec

ord

det

ails

in n

ote

book

□

Write

an inci

den

t re

port

□

Chal

lenge

intr

uder

s, s

ecure

are

as if

able

, lo

ck d

oor,

clo

se w

indow

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Sta

te t

he

purp

ose

of

acce

ss

and e

gre

ss c

ontr

ol

□

Monitoring a

nd c

ontr

ol of

move

men

t of

peo

ple

and p

roper

ty;

reco

rds

peo

ple

on s

ite

at a

ny

giv

en t

ime

□

Pro

vides

info

rmat

ion in t

he

even

t of

evac

uat

ion,

emer

gen

cy

□

Mai

nta

ins

safe

ty o

f peo

ple

on s

ite

(sta

ff/v

isitors

, cu

stom

ers,

con

trac

tors

)

□

Mai

nta

ins

secu

rity

of si

te a

nd p

roper

ty (

auth

orise

d a

cces

s only

)

4.2

Id

entify

diffe

rent

met

hods

of

acce

ss a

nd e

gre

ss c

ontr

ol

□

Sig

nin

g in/s

ignin

g o

ut

by

staf

f/vi

sito

rs,

cust

om

ers,

contr

acto

rs

□

Vis

itor

logs

and p

asse

s

□

Sw

ipe

card

s, p

in e

ntr

y, b

iom

etric

read

ers

□

CCTV

□

Mec

han

ical

dev

ices

. ra

ised

ker

bs,

cat

s cl

aws,

bar

rier

s, t

urn

stile

s,

elec

tronic

ally

contr

olle

d d

oors

and a

cces

s poin

ts

4.3

Sta

te t

ypic

al a

cces

s an

d

egre

ss c

ontr

ol duties

of

a se

curity

offic

er

□

Cust

om

er s

ervi

ce r

ole

: firs

t poin

t of

conta

ct;

pro

vidin

g d

irec

tions

□

Vis

itors

and v

ehic

les

entr

y/ex

it:

chec

king a

uth

ority

to e

nte

r pre

mis

es;

contr

olli

ng iss

ue/

retu

rn o

f vi

sito

rs p

asse

s; r

ecord

ing v

isitor

info

rmat

ion;

refu

sing e

ntr

y an

d r

emovi

ng u

nau

thorise

d p

erso

ns

□

Sta

ffin

g a

cces

s poin

ts/c

hec

kpoin

ts:

use

of

key

safe

s an

d k

ey b

unch

es;

key

issu

ing a

nd r

eturn

routines

; ke

y ch

ecks

4

Under

stan

d a

cces

s an

d e

gre

ss c

ontr

ol.

4.4

Sta

te t

he

pow

ers

of

entr

y of

auth

orise

d p

erso

ns

□

Auth

orise

d p

erso

ns:

HM

Rev

enue

and C

ust

om

s, p

olic

e, H

ealth a

nd

Saf

ety

Insp

ecto

rs,

Fire

Offic

ers,

Envi

ronm

enta

l hea

lth

□

Pow

ers

of en

try:

do n

ot

hav

e to

giv

e ad

vance

notice

of

visi

t; m

ust

pro

vide

valid

pro

of

of

iden

tity

and s

ign in

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Id

entify

a s

ecurity

off

icer

’s

right

to s

earc

h

□

Perm

issi

on o

f per

son b

eing s

earc

hed

□

As

a co

nditio

n o

f en

try/

adm

issi

ons

polic

y, c

ontr

act

of

emplo

ymen

t

□

As

stat

ed in a

ssig

nm

ent

inst

ruct

ions

□

Sea

rchin

g c

annot

be

carr

ied o

ut

forc

ibly

□

Spec

ial co

nsi

der

atio

ns

when

car

ryin

g o

ut

sear

ches

on y

oung/v

uln

erab

le

peo

ple

(cl

ear

com

munic

atio

n,

chec

k of under

stan

din

g)

5.2

Id

entify

the

diffe

rent

types

of

sear

ch

□

Gen

eral

, ra

ndom

, sp

ecific

, ro

utine

and inte

lligen

ce-b

ased

; se

arch

es o

f peo

ple

, bag

s an

d v

ehic

les,

pat

dow

n

5.3

Rec

ognis

e haz

ards

when

co

nduct

ing a

sea

rch.

□

Dru

gs,

nee

dle

s, s

har

p o

bje

cts,

wea

pons

□

Confr

onta

tion,

def

ensi

ve,

difficu

lt b

ehav

iour

□

Pote

ntial

vio

lence

Mal

icio

us

alle

gat

ions,

(def

amat

ion o

f ch

arac

ter,

vic

tim

of

goss

ip,

fals

e ac

cusa

tion)

5.4

Sta

te t

he

pre

cautions

to

take

when

car

ryin

g o

ut

a se

arch

.

□

Prec

autions:

use

of

per

sonal

pro

tect

ive

equip

men

t (P

PE),

(sa

fety

glo

ves)

; use

of

ded

icat

ed s

earc

h a

rea;

conduct

sea

rch in p

airs

and in

view

of CCTV

□

Use

sel

f-se

arch

tec

hniq

ues

(re

move

coat

, em

pty

pock

ets/

bag

)

5

Under

stan

d

sear

chin

g r

elev

ant

to a

sec

urity

offic

er

5.5

Sta

te h

ow t

o s

earc

h p

eople

an

d t

hei

r pro

per

ty.

□

Profe

ssio

nal

ism

in p

erso

nal

/bag

sea

rches

(per

mis

sion,

empat

hy,

polit

enes

s, k

eepin

g c

ontr

ol of

the

pro

cess

)

□

Follo

win

g b

est

pra

ctic

e: f

ollo

w s

earc

h p

olic

y, s

ame-

sex

sear

chin

g,

use

of

appro

priat

e, p

rese

nce

of

witnes

s/CCTV,

use

of

ded

icat

ed s

earc

h a

rea;

m

ainta

inin

g a

sea

rch log;

follo

w p

olic

y fo

r se

arch

ing c

hild

ren a

nd y

oung

peo

ple

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.6

Sta

te h

ow t

o s

earc

h v

ehic

les

□

Ensu

re o

wn h

ealth a

nd s

afet

y (c

orre

ct c

loth

ing a

nd footw

ear;

avo

id

inhal

ing v

ehic

le f

um

es;

ensu

re e

ngin

e off,

han

dbra

ke o

n,

be

awar

e of

oth

er m

ovi

ng v

ehic

les;

be

visi

ble

to o

ther

drive

rs;

const

antly

monitor

for

haz

ards

and r

isk

in t

he

sear

ch a

rea)

□

Veh

icle

sea

rchin

g p

roce

dure

s: s

elf-

sear

ch;

use

of

des

ignat

ed a

reas

; in

stru

ctio

ns

and info

rmat

ion f

or

the

drive

r; lev

el a

nd t

ype

of

sear

ch in

line

with a

ssig

nm

ent

inst

ruct

ions;

are

as o

f ve

hic

le t

o b

e se

arch

ed (

under

se

ats,

beh

ind p

anel

s under

flo

or

cove

ring

5.7

Id

entify

act

ions

to t

ake

in

the

even

t of

a se

arch

re

fusa

l.

□

Exp

lain

rea

sons

for

sear

ch

□

Ask

for

reas

on f

or

refu

sal

□

Follo

w a

ssig

nm

ent

inst

ruct

ions

□

Rec

ord

det

ails

in s

earc

h r

egis

ter

□

Rep

ort

to m

anag

emen

t

□

Ref

use

entr

y

5.8

Id

entify

sea

rch

docu

men

tation t

hat

a

secu

rity

offic

er is

required

to

com

ple

te.

□

Sea

rch r

egis

ter

□

Inci

den

t lo

g

□

Det

ails

to b

e en

tere

d in a

sea

rch r

egis

ter

(dat

e an

d t

imes

, det

ails

of

per

son b

eing s

earc

hed

, ve

hic

le r

egis

trat

ion,

nam

e of

per

son(s

) ca

rryi

ng

out

sear

ch,

witnes

ses,

typ

e of

sear

ch,

signat

ure

s)

5.9

Id

entify

act

ions

to t

ake

if a

pro

hib

ited

or

rest

rict

ed ite

m

is f

ound d

uring a

sea

rch

□

Follo

w a

ssig

nm

ent

inst

ruct

ions

□

Info

rm c

ontr

ol ro

om

/sen

ior

man

agem

ent

□

Sei

ze/s

ecure

, item

wher

e ap

pro

priat

e

□

Rec

ord

det

ails

of

find

□

Info

rm p

olic

e w

her

e ap

pro

priat

e

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

0

Iden

tify

additio

nal

consi

der

atio

ns

to t

ake

when

se

arch

ing indiv

idual

s

□

Cultura

l, r

elig

ious,

phys

ical

and lea

rnin

g d

isab

ility

, ch

ildre

n a

nd y

oung

peo

ple

, el

der

ly c

onsi

der

atio

ns,

mem

ber

s of

the

opposi

te s

ex

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Sta

te t

he

types

and

purp

ose

s of

elec

tronic

and

phys

ical

pro

tect

ion s

yste

ms

□

Def

initio

n o

f th

e diffe

rent

types

of sy

stem

s: A

cces

s/eg

ress

contr

ol

syst

ems;

saf

ety

syst

ems

(fire

alar

ms,

sm

oke

det

ecto

rs,

gas

det

ecto

rs);

se

curity

sys

tem

s (i

ntr

uder

ala

rms,

Ele

ctro

nic

Art

icle

Surv

eilla

nce

(EAS),

CCTV;

mai

nte

nan

ce s

yste

ms

□

Purp

ose

of sy

stem

s: c

ontr

ol en

try/

exit o

f si

te/p

rem

ises

; m

onitor

and

reco

rd s

ite

activi

ty,

chan

ges

to

site

act

ivity,

obse

rvat

ion o

f th

reat

s to

si

te,

intr

uder

s, f

ires

, unid

entified

pac

kages

; pro

vide

info

rmat

ion o

n

faulty

equip

men

t; s

ecure

ret

ail item

s

6

Under

stan

d t

he

purp

ose

and

funct

ions

of

diffe

rent

types

of

elec

tronic

and

phys

ical

pro

tect

ion

syst

ems

6.2

Sta

te t

he

feat

ure

s an

d

funct

ions

of

elec

tronic

and

phys

ical

pro

tect

ion s

yste

ms

□

Acc

ess/

egre

ss c

ontr

ol sy

stem

s: fea

ture

s (s

wip

e ca

rds,

bio

met

ric

read

ers,

rai

sed k

erbs,

key

pad

s);

funct

ions

( co

ntr

ol ac

cess

to/e

ntr

y fr

om

pre

mis

es)

□

Fire

sys

tem

s: h

eat/

smok

e det

ecto

rs,

audib

le a

larm

s, f

lash

ing lig

hts

, det

ection o

f a

chan

ge

of “

stat

e” ;

funct

ions

(ale

rt p

erso

nnel

to r

espond,

activa

te s

prinkl

ers,

auto

mat

ical

ly c

lose

fire

doors

, st

op t

he

oper

atio

n o

f lif

ts)

□

CCTV s

yste

ms:

fea

ture

s (

Pan,

Tilt

, Zoom

(PT

Z)

cam

eras

, fixe

d c

amer

as

whic

h m

onitor

and r

ecor

d a

ctiv

ity

on s

ite)

, fu

nct

ions

rem

ote

ly,

monitors

m

ultip

le a

reas

at

once

, se

t ca

mer

a to

monitor

seve

ral diffe

rent

area

s in

tu

rn,

can m

onitor,

man

ual

ly,

pre

set

□

Mai

nte

nan

ce s

yste

ms:

fea

ture

s (a

larm

whic

h m

ay a

lso a

lert

if

spec

ific

eq

uip

men

t is

turn

ed o

ff);

funct

ions

(ale

rt s

taff t

o f

aults

with s

yste

ms)

□

Ele

ctro

nic

art

icle

surv

eilla

nce

(EAS):

feat

ure

s- t

ags

fixe

d t

o m

erch

andis

e,

norm

ally

of

hig

h v

alue

item

s in

ret

ail st

ore

s, p

rovi

de

dat

a on v

isitors

, im

pro

ve s

upply

chai

n e

ffic

ienci

es,

funct

ion -

trigger

ala

rm if

item

re

move

d w

hils

t ta

g s

till

in p

lace

, det

er t

hef

t, d

etec

t st

ole

n p

roper

ty

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.3

Id

entify

how

ele

ctro

nic

and

phys

ical

pro

tect

ion s

yste

ms

assi

st a

sec

urity

offic

er

□

Ale

rt s

ecurity

offic

er t

o inci

den

ts/b

reac

hes

of

secu

rity

, den

y unau

thorise

d a

cces

s to

fac

ilities

, eq

uip

men

t an

d r

esourc

es,

pro

tect

per

sonnel

and p

roper

ty f

rom

dam

age

or

har

m

□

Pro

vide

info

rmat

ion o

f in

ciden

ts o

n s

ite

that

req

uire

action

6.4

Sta

te a

ctio

ns

to t

ake

in

resp

onse

to

diffe

rent

types

of

alar

m a

ctiv

atio

ns

□

Iden

tify

the

type

of a

larm

act

ivat

ion a

nd its

loca

tion,

pla

nned

, unpla

nned

, m

anual

, re

mote

□

Follo

w a

ssig

nm

ent

inst

ruct

ions

□

Iden

tify

ris

k an

d h

azar

ds

when

res

pondin

g t

o al

arm

s

6.5

Sta

te t

he

mea

nin

g o

f th

e te

rm “

fals

e al

arm

” □

Ala

rm a

ctiv

atio

n w

ithou

t in

ciden

t

□

Ala

rm a

ctiv

atio

n r

equirin

g e

mer

gen

cy s

ervi

ces

to a

tten

d u

nnec

essa

rily

: ac

ciden

tal tr

igger

ing,

pra

nk

trig

ger

ing,

per

ceiv

ed d

anger

that

fai

ls t

o

occ

ur

6.6

Id

entify

pote

ntial

thre

ats

to

elec

tronic

and p

hys

ical

pro

tect

ion s

yste

ms

□

Phys

ical

: sa

bota

ge,

van

dal

ism

, use

r er

ror,

wea

ther

conditio

ns,

ac

ciden

tal dam

age,

wea

r an

d t

ear

□

Ele

ctrica

l: m

alfu

nct

ion,

pow

er c

uts

, irre

gula

r fluct

uat

ions

in v

oltag

e,

tam

per

ing

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Id

entify

diffe

rent

types

of

report

s □

In

ciden

t re

port

s

□

Han

dove

r re

port

s

□

Polic

e st

atem

ents

/MG

11

□

Log b

ook

entr

ies

□

Sea

rch r

egis

ters

□

Vis

itor

logs

□

Site

spec

ific

rep

ort

s

7.2

Sta

te b

asic

rep

ort

writing

tech

niq

ues

□

Pl

annin

g:

info

rmat

ion t

o b

e co

nve

yed;

purp

ose

of

report

; au

die

nce

/rec

ipie

nts

□

Rep

ort

conte

nt:

acc

ura

te;

fact

ual

, not

per

sonal

opin

ions;

info

rmat

ion

that

shou

ld a

nd s

hould

not

be

reco

rded

; si

gned

and d

ated

; w

riting s

tyle

; en

try

form

at

□

Tim

esca

les;

tim

ely;

in lin

e w

ith o

rgan

isat

ional

req

uirem

ents

□

Entr

y w

riting t

echniq

ues

: er

rors

to b

e cr

oss

ed t

hro

ugh a

nd initia

lled w

ith

no c

orr

ecting f

luid

s; n

o t

orn

out

pag

es,

no

bla

nk

lines

, w

riting b

etw

een

lines

7.3

Sta

te t

he

purp

ose

of

note

books

□

Aid

e m

emoire

when

pat

rolli

ng

□

Rec

ord

routine

and u

nusu

al e

vents

□

Use

d a

s ev

iden

ce in C

ourt

/crim

inal

pro

ceed

ings

7

Under

stan

d

report

ing a

nd

reco

rd k

eepin

g

rele

vant

to a

se

curity

offic

er.

7.4

Id

entify

info

rmat

ion t

hat

sh

ould

be

incl

uded

in

note

books

□

Routine

info

rmat

ion (

Pat

rol ro

ute

s, t

imes

on/o

ff d

uty

)

□

Unusu

al e

vents

or

occ

urr

ence

s, d

escr

iptions

of

peo

ple

, det

ails

of

peo

ple

, nam

es,

addre

sses

, ID

num

ber

s, t

elep

hone

num

ber

, ca

r re

gis

trat

ion,

mak

e, m

odel

, co

lour

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.5

Sta

te t

he

purp

ose

of

inci

den

t re

port

s □

Pote

ntial

for

use

as

evid

ence

in C

ourt

□

Provi

des

a w

ritt

en r

ecor

d o

f w

hat

has

tak

en p

lace

□

Prote

ctio

n o

f se

curity

guar

d a

nd o

rgan

isat

ion (

pro

vide

just

ific

atio

n f

or

actions

take

n)

□

Auditin

g a

nd p

rovi

sion o

f m

onitoring info

rmat

ion

7.6

Id

entity

info

rmat

ion t

o

incl

ude

in inci

den

t re

port

s □

Cove

ring info

rmat

ion

□

Info

rmat

ion a

bout

the

inci

den

t: d

ate,

tim

e an

d loca

tion;

those

invo

lved

; det

ails

of

witnes

ses;

des

crip

tions

of

peo

ple

and v

ehic

les;

act

ions

take

n

7.7

Sta

te t

he

import

ance

of

han

d-o

ver

report

s an

d

brief

ings.

□

Opport

unity

to s

har

e in

form

atio

n:

inci

den

ts s

ince

las

t on d

uty

; det

ails

of

ongoin

g inci

den

ts;

spec

ific

duties

for

nex

t sh

ift;

chan

ges

/act

ivitie

s on

site

(m

ainte

nan

ce/b

uild

ing w

ork

/con

trac

tors

work

ing o

n s

ite)

□

Ensu

re c

ontinuity

of se

curity

on s

ite

7.8

Id

entify

info

rmat

ion t

hat

sh

ould

be

incl

uded

in h

and-

ove

r re

port

s an

d b

rief

ings.

□

Han

dove

r an

y nec

essa

ry info

rmat

ion/d

ocu

men

tation/e

quip

men

t/ke

ys

□

Hig

hlig

ht

any

vuln

erab

le a

reas

, se

cure

and inse

cure

are

as,

site

haz

ards

□

Det

ails

of

peo

ple

still

on s

ite,

exp

ecte

d v

isitors

/del

iver

ies


36


Delivery

Although this is a knowledge based unit, delivery should draw on scenarios and real examples of what the learner may experience in their experience in the role of a Security Officer.

Delivery of all or part of this unit could be integrated into teaching of other units so that they are taught simultaneously. For example, the Common Unit covers legislation, incidents and emergencies, customer care all of which are relevant to the delivery of this unit.

The unit amplification specifies the underpinning knowledge and understanding required for learners to be able to meet the assessment criteria. Centre are reminded that the use of practical searching activities and role plays is an SIA mandatory requirement for delivery of assessment criteria 5.5 and 5.6.

Assessment

This unit is assessed through a paper based or an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.

Tutors must ensure that learners have covered all the content before sitting the test.

Further information about the tests can be found in the BTEC Security Qualifications Centre Management Handbook, which is on the Pearson website.

Suggested resources

Books

Gray D, Burke A and Element A – BTEC Level 2 Award Door Supervision and Security Guarding Candidate Handbook (Pearson Education Limited, 2011) ISBN 9781446900109

Walker A and Dyson, J – Door Supervisors Course Book, 7th edition (Highfield, 2013) ISBN 9781909749276

Websites

www.hse.gov.uk/index.htm Health and Safety Executive – information about health and safety legislation

www.sia.homeoffice.gov.uk/ The Security Industry Authority – Industry regulator

www.skillsforsecurity.org.uk Skills for Security – standards setting body for the security sector

http://www.hse.gov.uk/index.htm�

http://www.skillsforsecurity.org.uk/�


37

Unit 2: Working within the Private Security Industry

SCQF level: 6

Credit value: 1


Unit aim

This unit is for individuals who wish to work in the private security industry and who require an SIA licence to practise.

It covers the following areas of knowledge that are common across different sub-sectors: door supervision, security guarding, CCTV operations and vehicle immobilisation.

In this unit, you will look at the key information required across the security sector, including how the security sector operates, the key legislation that applies to the industry, and how to keep yourself and others safe in the workplace. You will also learn about standards of behaviour, effective communication and customer care.

Essential resources

For this unit, centres must conform to the requirements stipulated by the SIA in the Introduction to Learning Leading Towards Licence-linked Qualifications (available from the SIA website) with regard to facilities, trainer qualifications, sector competence of trainers and examination facilities.

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

38

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

key

purp

ose

s of

the

priva

te s

ecurity

indust

ry □

Pr

even

t an

d d

etec

t cr

ime

and u

nau

thorise

d a

ctiv

itie

s (u

se o

f CCTV,

pre

sence

of

uniform

ed g

uar

ds,

vis

ible

sec

urity

sig

ns)

□

Prev

ent

and r

educe

loss

, w

aste

and d

amag

e (p

rote

ctio

n o

f lif

e; r

educe

d

loss

of

goods

from

shoplif

ting,

burg

lary

and p

ilfer

ing;

reduce

d d

amag

e to

build

ings

and c

onte

nts

)

□

Monitor

and r

espondin

g t

o s

afet

y risk

s (c

ontr

olli

ng s

ite

acce

ss a

nd

egre

ss,

per

form

ing s

earc

hes

, su

per

visi

ng p

rem

ises

eva

cuat

ion,

resp

ondin

g t

o e

mer

gen

cies

)

□

Provi

de

per

sonnel

and a

ppro

priat

e pro

tect

ion s

yste

ms

for

peo

ple

, pro

per

ty a

nd p

rem

ises

1

Know

the

mai

n

char

acte

rist

ics

of

the

Priv

ate

Sec

urity

Indust

ry

1.2

Sta

te t

he

funct

ions

of t

he

Sec

urity

Indust

ry A

uth

ority

(S

IA)

□

Pro

tect

the

public

and r

egula

te t

he

secu

rity

indust

ry (

licen

sing,

indust

ry

regula

tions)

□

Rai

se indust

ry s

tandar

ds

(Appro

ved C

ontr

acto

r Sch

eme,

lic

ensi

ng f

or

all

regula

ted s

ecurity

busi

nes

ses)

□

Monitor

the

activi

ties

and e

ffec

tive

nes

s of

those

work

ing in t

he

indust

ry

(insp

ections,

updat

ing a

nd im

pro

ving leg

isla

tion)

□

Set

and a

ppro

ve s

tandar

ds

of

conduct

, tr

ainin

g a

nd s

uper

visi

on w

ithin

th

e in

dust

ry (

SIA

Sta

ndar

ds

of

Beh

avio

urs

, re

gula

tion o

f tr

ainin

g

pro

vider

s an

d t

rain

ing p

rogra

mm

es)

□

Kee

p u

nder

rev

iew

the

priva

te s

ecurity

indust

ry a

nd t

he

oper

atio

n o

f th

e le

gis

lative

fra

mew

ork

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

Id

entify

sta

ndar

ds

of

beh

avio

ur

required

of

a se

curity

oper

ativ

e

□

Pers

onal

appea

rance

(sm

art,

pre

senta

ble

att

ire,

mee

t em

plo

yer

guid

elin

es,

carr

y SIA

lic

ence

while

on d

uty

)

□

Pro

fess

ional

att

itudes

and s

kills

(ac

t w

ithout

dis

crim

inat

ion;

with

pro

fess

ional

ism

, co

urt

esy,

per

sonal

inte

grity

and u

nder

stan

din

g,

moder

ate

languag

e, b

e al

ert

and f

it)

□

Gen

eral

conduct

(not

acc

ept

briber

y, n

ever

abuse

pow

er o

f au

thority

, not

drink

alco

hol or

be

under

the

influen

ce o

f al

cohol or

un-p

resc

ribed

dru

gs

on d

uty

, co

mply

with e

mplo

yer

and r

egula

tor

codes

of

pra

ctic

e an

d g

uid

elin

es)

□

Org

anis

atio

n/c

om

pan

y va

lues

and s

tandar

ds

(adher

e to

em

plo

yer

stan

dar

ds,

pro

cedure

s an

d p

olic

ies;

aw

aren

ess

of

emplo

yer

culture

and

valu

es)

1.4

Id

entify

diffe

rent

sect

ors

w

ithin

the

priva

te s

ecurity

in

dust

ry

□

Lice

nse

d s

ecto

rs in m

anned

guar

din

g:

vehic

le im

mobili

sation;

secu

rity

guar

din

g,

door

super

visi

on;

CCTV;

close

pro

tect

ion,

cash

and v

aluab

les

in t

ransi

t, k

ey h

old

ing

□

Oth

er s

ecto

rs:

priva

te inve

stig

atio

n;

even

ts s

ecurity

(st

ewar

din

g);

el

ectr

onic

sec

urity

and fire

secu

rity

sys

tem

s, d

og h

andlin

g

1.5

Id

entify

the

ben

efits

of

linki

ng w

ith c

rim

e re

duct

ion

initia

tive

s

□

Crim

e re

duct

ion initia

tive

s: N

atio

nal

Pubw

atch

, lo

cal Pubw

atch

in

itia

tive

s; C

rim

esto

pper

s; p

artn

ersh

ip w

ork

ing (

initia

tive

s to

rad

io lin

k w

ith o

ther

ven

ues

); R

ed a

nd Y

ello

w c

ards;

cooper

atin

g w

ith loca

l au

thority

and p

olic

e)

□

Ben

efits:

red

uce

s th

e op

port

unity

for

crim

e to

tak

e pla

ce;

impro

ves

secu

rity

of vu

lner

able

tar

get

s; im

pro

ves

the

envi

ronm

ent;

rem

ove

s th

e m

eans

to c

om

mit c

rim

e; incr

ease

d k

now

ledge

to s

uppor

t m

onitoring

activi

ties

; re

duce

s risk

of

crim

e to

ow

n e

mplo

yer

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

the

diffe

rence

s bet

wee

n C

ivil

and C

rim

inal

La

w

□

Mai

n f

eatu

res

of

civi

l la

w:

purp

ose

is

to r

ight

a w

rong;

case

s bro

ught

by

indiv

idual

s or

org

anis

atio

ns;

com

pen

sation f

or

loss

or

dam

age

as

rem

edy;

pro

ven o

n b

alan

ce o

f pro

bab

ilities

●

types

of

offen

ces:

tre

spas

s, b

reac

h o

f co

ntr

act

□

Mai

n f

eatu

res

of

crim

inal

law

: purp

ose

is

to d

eter

and p

unis

h;

case

s bro

ught

by

the

Cro

wn;

fines

and im

priso

nm

ent

as r

emed

y; p

rove

n

bey

ond r

easo

nab

le d

oubt

●

types

of offen

ces:

com

mon a

ssau

lt,

actu

al b

odily

har

m,

griev

ous

bodily

har

m,

viole

nce

under

taki

ng lic

ensa

ble

act

ivitie

s w

ithout

an

SIA

lic

ence

; per

mitting d

rug-r

elat

ed a

ctiv

itie

s to

tak

e pla

ce o

n

licen

sed p

rem

ises

(su

pply

ing a

nd/o

r co

nsu

min

g ille

gal dru

gs)

2

Under

stan

d

legis

lation a

s it

applie

s to

the

indiv

idual

in

carr

ying o

ut

a lic

ensa

ble

act

ivity

2.2

Sta

te t

he

mai

n a

ims

of

the

Priv

ate

Sec

urity

Indust

ry A

ct

2001

□

Rai

se s

tandar

ds

in t

he

priva

te s

ecurity

indust

ry

□

Incr

ease

public

confiden

ce in t

he

priva

te s

ecurity

indust

ry

□

Incr

ease

public

saf

ety

□

Rem

ove

crim

inal

ele

men

ts fro

m t

he

priva

te s

ecurity

indust

ry

□

Est

ablis

h t

he

SIA

(Sec

urity

Indust

ry A

uth

ority

)

□

Est

ablis

h lic

ensi

ng

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Id

entify

key

leg

isla

tion

rela

ting t

o p

rom

oting

equal

ity

and d

iver

sity

in t

he

work

pla

ce

□

Key

Leg

isla

tion:

Equal

itie

s Act

2010;

Hum

an R

ights

Act

1998

□

Pro

tect

ion fro

m d

iscr

imin

atio

n in t

he

work

pla

ce:

●

pro

tect

ed c

har

acte

rist

ics:

rac

e/et

hnic

ity/

nat

ional

ity,

gen

der

, re

ligio

n

or

bel

ief,

dis

abili

ty,

sexu

al o

rien

tation,

gen

der

rea

ssig

nm

ent,

m

arriag

e/ci

vil par

tner

ship

, ag

e, p

regnan

cy a

nd m

ater

nity

●

direc

t an

d indirec

t dis

crim

inat

ion

□

Are

as w

her

e eq

ual

opport

unitie

s le

gis

lation a

pplie

s: r

ecru

itm

ent;

acc

ess

to t

rain

ing;

pay

and b

enef

its;

pro

motion o

pport

unitie

s; t

erm

s an

d

conditio

ns;

red

undan

cy;

dis

mis

sal

□

Em

plo

yer’s

duty

to m

ake

reas

onab

le a

dju

stm

ents

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Sta

te t

he

import

ance

of

Hea

lth &

Saf

ety

in t

he

work

en

viro

nm

ent

□

Duty

of ca

re

□

To k

eep e

mplo

yees

and c

ust

om

ers

safe

□

To a

void

dam

age

to e

quip

men

t an

d p

roper

ty

□

To c

om

ply

with leg

isla

tion;

conse

quen

ces

of f

ailu

re t

o c

om

ply

(p

rose

cution,

fines

, busi

nes

s cl

osu

re)

□

To a

void

neg

ativ

e co

nse

quen

ces

(lost

pro

duct

ivity,

busi

nes

s dis

ruption,

staf

f sh

ort

ages

, lo

ng-t

erm

effec

ts o

n e

mplo

yee

hea

lth,

dam

age

to

org

anis

atio

n’s

im

age

and r

eputa

tion)

3.2

Sta

te t

he

mea

nin

g o

f ‘d

uty

of

care

’ □

D

efin

itio

n:

requirem

ent

to a

ct w

ith a

sta

ndar

d o

f re

asonab

le c

are

while

ca

rryi

ng o

ut

any

actions

that

could

fore

seea

bly

har

m o

ther

s; leg

al

requirem

ent

under

Com

mon L

aw

□

Exe

rcis

ing d

uty

of

care

: dec

idin

g t

he

nee

d a

nd r

ecognis

ing t

he

conse

quen

ces

of

phys

ical

inte

rven

tion;

fully

tra

ined

to d

eal w

ith a

ll as

pec

ts o

f th

e jo

b;

fit

and p

roper

to e

ngag

e in

sec

urity

act

ivitie

s

3.3

Id

entify

the

resp

onsi

bili

ties

of

emplo

yees

, em

plo

yers

an

d t

he

self-e

mplo

yed u

nder

H

ealth a

nd S

afet

y at

Work

le

gis

lation

□

Res

ponsi

bili

ties

of

emplo

yees

and t

he

self-e

mplo

yed:

to t

ake

resp

onsi

bili

ty f

or

own h

ealth a

nd s

afet

y; t

o c

o-oper

ate

with e

mplo

yer;

to

take

rea

sonab

le c

are

and n

ot

put

them

selv

es o

r public

at

risk

; to

rep

ort

in

juries

and a

ccid

ents

to e

mplo

yer;

to f

ollo

w p

roce

sses

and p

roce

dure

s put

in p

lace

by

thei

r em

plo

yer

□

Res

ponsi

bili

ties

of

emplo

yers

: to

ass

ess

and r

educe

ris

k; t

o p

rovi

de

firs

t ai

d f

acili

ties

; to

tel

l st

aff

about

haz

ards;

to p

rovi

de

trai

nin

g if

required

; to

rec

ord

inju

ries

and a

ccid

ents

; to

pro

vide

and m

ainta

in n

eces

sary

eq

uip

men

t an

d c

loth

ing a

nd w

arnin

g s

igns

3

Under

stan

d t

he

import

ance

of

safe

w

ork

ing p

ract

ices

to

com

ply

with

legal re

quirem

ents

3.4

Id

entify

met

hods

for

safe

m

anual

han

dlin

g

□

Ass

essm

ent

of

load

: kn

ow

ow

n lim

its;

pla

n r

oute

; use

of m

echan

ical

aid

; st

able

bas

e; c

orr

ect

pos

itio

nin

g o

f hea

d,

feet

and b

ack;

corr

ect

posi

tionin

g o

f lo

ad;

smooth

move

men

ts;

avoid

ance

of

twis

ting;

push

ra

ther

than

pull

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Rec

ognis

e ‘ris

ks’ in

rel

atio

n

to h

ealth a

nd s

afet

y at

work

□

D

efin

itio

n o

f risk

s: lik

elih

ood t

hat

a p

erso

n m

ay b

e har

med

or

suffer

ad

vers

e hea

lth e

ffec

ts if ex

pose

d t

o a

haz

ard

□

Ris

k fa

ctors

: dru

g u

se,

dru

nke

n b

ehav

iour,

vio

lence

, ove

rcro

wdin

g,

exce

ssiv

e hea

t, b

lock

ed f

ire

exits,

inad

equat

e fire

saf

ety

mea

sure

s

□

Ris

ks t

o h

ealth a

nd s

afet

y: inju

ry,

ill h

ealth,

fata

lity

□

Ris

k as

sess

men

t pro

cess

: id

entify

haz

ards;

eva

luat

e risk

s (l

ow

, m

ediu

m,

hig

h);

rec

ord

fin

din

gs;

rev

iew

and im

ple

men

t ch

anges

to r

emove

or

min

imis

e haz

ards

3.6

Sta

te h

ow t

o m

inim

ise

risk

to

per

sonal

saf

ety

and

secu

rity

□

Aw

aren

ess

of

pote

ntial

haz

ards

□

Under

stan

din

g t

he

risk

ass

essm

ent

pro

cess

□

Follo

win

g h

ealth a

nd s

afet

y an

d o

rgan

isat

ional

pro

cedure

s an

d p

olic

ies

□

Use

of

appro

priat

e per

sonal

pro

tect

ive

equip

men

t, p

erso

nal

ala

rms

and

mobile

phones

, ra

dio

s

□

Proce

dure

s fo

r lo

ne

work

ing

3.7

Id

entify

typ

ical

work

pla

ce

haz

ards

□

Def

initio

n o

f ‘h

azar

d’:

pote

ntial

sourc

e of

har

m;

adve

rse

hea

lth e

ffec

t on

a per

son o

r per

sons

□

Typ

ical

work

pla

ce h

azar

ds:

conditio

ns

that

cau

se s

lips

and t

rips

(footw

ear,

wet

flo

or,

poor

lighting);

exp

osu

re t

o h

arm

ful su

bst

ance

s;

obst

acle

s; s

har

p o

bje

cts;

ass

aults

and v

iole

nt

acts

; m

anual

han

dlin

g;

faulty

equip

men

t; fires

and e

xplo

sions;

ove

rexe

rtio

n;

lone

work

ing

3.8

Id

entify

saf

ety

signs

and

signal

s □

Typ

es o

f sa

fety

sig

ns:

pro

hib

itio

n;

war

nin

g;

man

dat

ory

; em

ergen

cy

esca

pe

or

firs

t ai

d;

safe

ty c

olo

ur;

fire

safe

ty

□

Typ

es o

f sa

fety

sig

nal

s: h

and;

acou

stic

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.9

Sta

te r

eport

ing p

roce

dure

s fo

r H

ealth a

nd S

afet

y ac

ciden

ts a

nd inci

den

ts

□

Rep

ort

able

inci

den

ts a

nd a

ccid

ents

under

RID

DO

R:

work

-rel

ated

; dan

ger

ous

occ

urr

ence

; re

sultin

g in inju

ry;

occ

upat

ional

dis

ease

or

dea

th;

gas

-rel

ated

inci

den

t

□

Pro

cedure

s: in lin

e w

ith o

rgan

isat

ional

pro

cedure

s; r

ecord

in a

ccid

ent

book;

RID

DO

R r

eport

ing (

resp

onsi

ble

per

son,

report

ing t

o t

he

rele

vant

enfo

rcin

g a

uth

ority

, ke

epin

g r

ecord

s of

inci

den

ts)

□

Rep

ort

ing m

ethods:

onlin

e; t

elep

hone;

by

pos

t)

3.1

0

Iden

tify

who t

o c

onta

ct in

firs

t ai

d s

ituat

ions

□

Firs

t ai

d s

ituat

ions:

ble

edin

g;

seiz

ure

s; f

ract

ure

s; u

nco

nsc

iousn

ess;

ch

oki

ng;

shock

; hea

rt a

ttac

k; s

troke

□

Who t

o co

nta

ct:

des

ignat

ed f

irst

aid

er;

nurs

e; a

mbula

nce

ser

vice

s;

refe

rral

to d

oct

or/

hosp

ital

; dep

enden

t on

situat

ion

□

Notify

super

viso

r

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Id

entify

bas

ic f

ire

safe

ty

mea

sure

s □

Contr

ol of fu

el a

nd ignitio

n s

ourc

es (

bin

s an

d w

aste

dis

pos

al)

□

Saf

e st

ora

ge

of

flam

mab

les

□

Insp

ection a

nd m

ainte

nan

ce o

f el

ectr

ical

equip

men

t (c

hec

king a

larm

s,

ensu

re a

deq

uat

e eq

uip

men

t -

fire

bla

nke

t/ex

tinguis

her

s sp

rinkl

er

syst

ems)

□

Sta

ff t

rain

ing

□

Avo

idan

ce o

f ove

rload

ing e

lect

rica

l poin

ts

□

Fire

pla

n:

fire

wal

ls;

fire

doors

; em

ergen

cy e

xits

4.2

Id

entify

the

elem

ents

that

m

ust

be

pre

sent

for

fire

to

exis

t

□

Com

ponen

ts o

f fire

: th

e fire

pyr

amid

(oxy

gen

, fu

el,

hea

t, c

hem

ical

chai

n

reac

tion)

4.3

Id

entify

cla

ssific

atio

ns

of

fire

□

A –

Ord

inar

y co

mbust

ible

: in

cludes

pap

er,

wood

, te

xtile

s, r

ubber

□

B –

Fla

mm

able

liq

uid

s, e

.g.

pet

rol, p

aint,

solv

ents

□

C –

Fla

mm

able

gas

, e.

g.

buta

ne,

pro

pan

e

□

D –

Met

al f

ires

, e.

g.

pow

der

ed a

nd m

etal

shav

ings,

alk

ali-

bas

ed m

etal

s

□

Ele

ctrica

l fire

s (n

o c

lass

ific

atio

n a

s el

ectr

icity

is a

sourc

e of

ignitio

n a

s oppose

d t

o a

fuel

)

□

F – H

ot

cooki

ng o

ils

4

Under

stan

d fire

pro

cedure

s in

the

work

pla

ce

4.4

Id

entify

bas

ic f

ire

fighting

equip

men

t □

Equip

men

t: f

ire

extinguis

her

s (d

iffe

rent

colo

ur

codes

); fire

bla

nke

ts;

fire

hose

; sp

rinkl

er s

yste

m (

wet

/dry

ris

ers)

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.5

Sta

te t

he

diffe

rent

types

of

fire

ext

inguis

her

s an

d t

hei

r use

s

□

Wat

er:

use

with p

aper

, w

ood,

fabric

□

Gen

eral

foam

: use

with p

aper

, w

ood;

spec

ialis

t fo

am f

or

use

with

indust

rial

alc

ohol;

fla

mm

able

liq

uid

s (s

econdar

y)

□

CO

2 g

as:

use

with e

lect

rica

l fire

s (p

rim

ary)

□

Wet

chem

ical

: co

oki

ng o

il fire

s

□

Pow

der

: use

with m

ost

fires

, in

cludin

g liq

uid

and e

lect

rica

l fire

s

4.6

Sta

te t

he

actions

to b

e ta

ken u

pon d

isco

vering a

fire

□

Sound t

he

alar

m a

nd info

rm e

mer

gen

cy s

ervi

ces

□

FIRE (

Find,

Info

rm,

Res

tric

t, E

vacu

ate

or

Ext

inguis

h).

Do

not

atte

mpt

if

puts

you in d

anger

□

Iden

tify

are

a w

her

e fire

is,

iso

late

oth

er a

reas

4.7

Sta

te t

he

import

ance

of

under

stan

din

g fire

contr

ol

pan

els

□

Ensu

re full

under

stan

din

g o

f ex

tent

of

area

of in

ciden

t

□

To p

ass

on c

orr

ect

mes

sage

to e

mer

gen

cy s

ervi

ces

(mat

eria

ls,

chem

ical

s st

ore

d in a

ffec

ted a

rea)

□

To a

ct a

ccord

ing t

o t

he

notifica

tions

□

To t

ake

nec

essa

ry p

reca

utions

as s

ignal

led b

y th

e sy

stem

s

4.8

Sta

te t

he

import

ance

of

under

stan

din

g fire

evac

uat

ion p

roce

dure

s

□

To k

eep s

elf an

d o

ther

s sa

fe

□

To s

ave

tim

e in

an e

mer

gen

cy

□

To a

ssis

t em

ergen

cy s

ervi

ces

□

To c

onfirm

eva

cuat

ion

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.9

Id

entify

the

role

and

resp

onsi

bili

ties

of

a fire

m

arsh

al

□

Dai

ly d

uties

to c

hec

k:

●

exit d

oors

are

ava

ilable

for

use

, unlo

cked

and u

nobst

ruct

ed

●

esca

pe

route

s ar

e cl

ear

of

stora

ge

and c

om

bust

ible

mat

eria

ls

●

fire

ext

inguis

her

s ar

e in

pos

itio

n w

ith s

eals

in p

lace

●

fire

saf

ety

signs

are

in p

osi

tion

●

fire

ala

rm c

all poin

ts a

re u

nobst

ruct

ed

●

fire

-res

isting d

oors

are

clo

sed a

nd f

unct

ionin

g p

roper

ly

●

any

mal

funct

ion o

f th

e w

eekl

y fire

ala

rm t

est

is r

eport

ed

□

In e

vent

of em

ergen

cy:

●

on h

earing t

he

alar

m

●

chec

k al

loca

ted a

rea

to e

nsu

re t

hat

eve

rybody

has

lef

t, t

ake

roll

call

●

take

contr

ol of

the

evac

uat

ion a

nd e

nsu

re t

hat

anyb

ody

with

evac

uat

ion d

ifficu

ltie

s is

aid

ed

●

pro

ceed

to t

he

asse

mbly

are

a an

d r

eport

to t

he

fire

co-o

rdin

ator

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Id

entify

res

ponse

s to

diffe

rent

types

of

emer

gen

cies

□

Def

initio

n o

f em

ergen

cy:

situ

atio

n t

hat

is

unex

pec

ted,

thre

aten

s sa

fety

or

cause

s se

rious

dis

ruption a

nd r

equires

im

med

iate

act

ion

□

Typ

es o

f em

ergen

cies

: pow

er,

syst

em o

r eq

uip

men

t fa

ilure

; flood;

actu

al o

r th

reat

ened

ser

ious

inju

ry;

serious

illnes

s; b

om

b t

hre

at

□

Res

ponse

s to

em

ergen

cies

:

●

follo

w c

orr

ect

pro

cedure

s dep

endin

g o

n e

mer

gen

cy

●

ensu

re s

afet

y of

self a

nd o

ther

s

●

report

to a

ppro

priat

e auth

orities

●

appro

priat

e beh

avio

ur:

act

quic

kly,

be

auth

orita

tive

, re

mai

n c

alm

, en

coura

ge

oth

ers

to r

emai

n c

alm

●

prioritisa

tion o

f in

ciden

ts

5.2

Sta

te h

ow t

o m

ake

emer

gen

cy c

alls

□

Sta

y ca

lm

□

Dia

l ap

pro

priat

e em

ergen

cy t

elep

hone

num

ber

and a

sk for

rele

vant

emer

gen

cy s

ervi

ce

□

Pro

vide

rele

vant

info

rmat

ion:

loca

tion o

f in

ciden

t; a

ny

inju

ries

; nam

es o

f ca

sual

ties

; te

lephone

num

ber

you a

re c

allin

g f

rom

; nat

ure

and t

ime

of

the

inci

den

t; e

quip

men

t at

the

inci

den

t

5

Under

stan

d

emer

gen

cies

and

the

import

ance

of

emer

gen

cy

pro

cedure

s

5.3

Id

entify

act

ions

to b

e ta

ken

in t

he

even

t of

per

sonal

in

jury

□

Conta

ct d

esig

nat

ed f

irst

aid

er o

r ca

ll th

e em

ergen

cy s

ervi

ces,

as

appro

priat

e

□

Ensu

re s

afet

y of se

lf a

nd o

ther

s

□

Dea

l w

ith inju

ry w

ithin

lim

its

of

ow

n a

bili

ty a

nd a

uth

ority

□

Rec

ord

the

inju

ry in t

he

acci

den

t boo

k (n

ame

and a

ddre

ss o

f per

son

inju

red,

det

ails

of

the

inci

den

t th

at c

ause

d inju

ry,

witnes

ses)

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.4

Id

entify

fac

tors

whic

h m

ay

indic

ate

indiv

idual

s co

uld

be

vuln

erab

le a

nd a

t risk

of

har

m

□

Indiv

idual

s: a

dults,

young p

eople

and c

hild

ren w

ho t

he

priva

te s

ecurity

oper

ativ

e m

ay c

om

e in

to c

onta

ct w

ith w

hile

on d

uty

□

Fact

ors

indic

atin

g v

uln

erab

ility

: bei

ng u

nder

the

influen

ce o

f al

cohol or

dru

gs;

alo

ne

or

rece

ivin

g u

nw

ante

d a

tten

tion;

separ

ated

fro

m f

rien

ds;

ap

pea

ring lost

or

isola

ted;

bei

ng f

ollo

wed

or

thre

aten

ed;

vict

ims

of

dom

estic

viole

nce

; yo

ung p

eople

under

the

age

of

18;

hav

ing a

phys

ical

or

lear

nin

g d

isab

ility

5.5

Sta

te a

ctio

ns

to t

ake

when

in

div

idual

s hav

e bee

n

iden

tified

as

vuln

erab

le a

nd

at r

isk

of har

m

□

See

king h

elp o

f st

reet

pas

tors

, st

reet

mar

shal

s or

any

oth

er a

ctiv

e sc

hem

es

□

Cal

ling a

rel

ativ

e to

ass

ist

in t

he

case

of

a yo

unger

or

vuln

erab

le a

dult

□

Cal

ling f

or

a lic

ense

d t

axi to

tak

e th

e vu

lner

able

per

son h

ome

□

Usi

ng ‘sa

fe h

aven

s’ o

r oth

er loca

l in

itia

tive

s ru

n b

y org

anis

atio

ns

such

as

St

John A

mbula

nce

□

Cal

ling t

he

polic

e

5.6

Id

entify

how

to

report

in

dic

ators

of

child

sex

ual

ex

plo

itat

ion

□

Indic

ators

of

child

sex

ual

exp

loitat

ion:

●

child

ren a

nd y

oung p

eople

in t

he

com

pan

y of

old

er p

eople

or

antiso

cial

gro

ups,

act

ing in a

n inap

pro

priat

e and s

exual

ised

way

; in

toxi

cate

d;

arrivi

ng a

nd d

epar

ting a

loca

tion w

ith d

iffe

rent

adults;

get

ting into

and o

ut

of a

num

ber

of

diffe

rent

cars

□

Rep

ort

ing:

●

conta

ct t

he

polic

e or

call

Crim

esto

pper

s

●

report

as

soon a

s poss

ible

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.7

Id

entify

beh

avio

urs

that

co

uld

indic

ate

susp

icio

us

or

terr

orist

act

ivity

□

Pers

on t

akin

g p

articu

lar

inte

rest

in s

ecurity

mea

sure

s, m

akin

g u

nusu

al

reques

ts for

info

rmat

ion,

test

ing s

ecurity

by

bre

achin

g r

estr

icte

d a

reas

, lo

iter

ing,

tam

per

ing w

ith u

tilit

ies

□

Pers

on w

ith f

org

ed,

alte

red o

r st

ole

n iden

tity

docu

men

ts,

docu

men

ts in

diffe

rent

nam

es,

with lar

ge

amounts

of

cash

, in

appro

priat

ely

dre

ssed

for

seas

on/l

oca

tion;

taki

ng p

hoto

s or

mak

ing d

raw

ings

□

Park

ed v

ehic

les

with p

eople

insi

de;

em

pty

par

ked v

ehic

les

left

unat

tended

for

long p

erio

d

□

Multip

le s

ightings

of s

ame

susp

icio

us

per

son,

vehic

le,

or

activi

ty

5.8

Id

entify

act

ions

to b

e ta

ken

in t

he

even

t of

a se

curity

th

reat

□

Ensu

ring a

vis

ible

pre

sence

of vi

gila

nt

secu

rity

sta

ff;

regula

r pat

rols

□

Mai

nta

inin

g o

rgan

ised

sea

rch p

roce

dure

s

□

Ensu

ring e

mer

gen

cy e

xits

are

sec

ure

d w

hen

not

in u

se

□

Know

and follo

w r

elev

ant

pro

cedure

for

your

pla

ce o

f w

ork

(co

mpan

y’s

evac

uat

ion p

lan;

within

the

limits

of

your

ow

n a

uth

ority

)

□

Rep

ort

ing inci

den

t re

quirin

g im

med

iate

res

ponse

to t

he

polic

e

□

Rep

ort

ing s

usp

icio

us

activi

ty t

hat

does

not

nee

d im

med

iate

res

ponse

to

the

Anti-T

erro

rist

Hotlin

e

5.9

Sta

te t

he

import

ance

of

a busi

nes

s co

ntinuity

pla

n

□

Ensu

res

import

ant

busi

nes

s oper

atio

ns

continue

in e

vent

of a

n

emer

gen

cy o

r in

ciden

t

□

Allo

ws

for

rem

ote

oper

atio

n;

pro

tect

s im

port

ant

asse

ts s

uch

as

finan

cial

and o

per

atin

g info

rmat

ion;

reduce

s pote

ntial

dow

ntim

e; p

reve

nts

busi

nes

s fa

ilure

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Sta

te t

he

bas

ic e

lem

ents

of

com

munic

atio

n

□

Com

munic

atio

n p

roce

ss:

sender

; re

ceiv

er;

com

munic

atio

n c

han

nel

(t

elep

hone,

fac

e-to

-fac

e, w

ritt

en);

mes

sage

(enco

din

g,

dec

odin

g);

nois

e (e

xter

nal

, psy

cholo

gic

al,

phys

ical

); fee

dbac

k

6.2

Id

entify

the

diffe

rent

types

of

com

munic

atio

n

□

Non-v

erbal

com

munic

atio

n:

body

languag

e (g

estu

re,

stan

ce,

eye

conta

ct,

faci

al e

xpre

ssio

n,

phys

ical

dis

tance

); t

one

of vo

ice

(pitch

in

flec

tion,

volu

me)

; w

ritt

en c

om

munic

atio

n

□

Ver

bal

com

munic

atio

n:

spea

king (

tone)

; lis

tenin

g

6.3

Sta

te t

he

import

ance

of

com

munic

atio

n in d

eliv

erin

g

cust

om

er c

are

□

Feat

ure

s of ef

fect

ive

com

munic

atio

n:

choosi

ng lan

guag

e an

d m

ediu

m

appro

priat

e fo

r m

essa

ge

and r

ecip

ient;

del

iver

ing m

essa

ge

clea

rly;

ch

ecki

ng u

nder

stan

din

g

□

Import

ance

of

effe

ctiv

e co

mm

unic

atio

n:

gre

ater

org

anis

atio

nal

effic

iency

an

d e

ffec

tive

nes

s; b

ette

r te

am w

orki

ng;

mee

t cu

stom

er n

eeds

and

expec

tations;

bet

ter

reso

lve

cust

omer

pro

ble

ms

and c

om

pla

ints

; cr

eate

a

good im

pre

ssio

n a

nd p

rese

nt

a posi

tive

org

anis

atio

nal

im

age;

red

uce

co

nflic

t; m

anag

ing c

ust

om

er e

xpec

tations

6.4

Id

entify

diffe

rent

types

of

cust

om

ers

and h

ow

thei

r nee

ds

can v

ary

□

Typ

es o

f cu

stom

er:

inte

rnal

and e

xter

nal

, direc

t an

d indirec

t

□

Cust

om

er n

eeds/

expec

tations:

info

rmat

ion,

assi

stan

ce,

direc

tions,

pro

duct

and/s

ervi

ce

□

Cust

om

ers

with p

articu

lar

nee

ds:

phys

ical

difficu

ltie

s; lea

rnin

g

difficu

ltie

s; s

enso

ry im

pai

rmen

t; E

nglis

h a

s se

cond lan

guag

e; u

nder

in

fluen

ce o

f dru

gs

and/o

r al

cohol;

spee

ch im

ped

imen

t

6

Under

stan

d t

he

import

ance

of

com

munic

atio

n

skill

s an

d c

ust

om

er

care

6.5

Sta

te t

he

princi

ple

s of

cust

om

er c

are

□

Prin

ciple

s: e

stab

lishin

g ra

ppor

t; u

nde

rsta

ndin

g cu

stom

er n

eeds

and

expe

ctat

ions;

list

enin

g to

the

cust

omer

; em

path

isin

g; c

omm

unic

atin

g in

form

atio

n;

bein

g po

lite;

effic

ient,

know

ledg

eabl

e; h

elpf

ul; a

ppro

achab

le

□

Dea

ling w

ith p

roble

ms:

ack

now

ledge

the

cust

om

er;

esta

blis

h t

he

cust

om

er’s

nee

ds;

put

yours

elf

in t

he

cust

om

er’s

posi

tion;

acce

pt

resp

onsi

bili

ty f

or

reso

lvin

g p

roble

m;

invo

lve

the

cust

om

er in t

he

solu

tion;

see

it t

hro

ugh

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.6

Id

entify

bes

t pra

ctic

e in

re

lation t

o t

elep

hone

com

munic

atio

ns

□

Bes

t pra

ctic

e: p

olit

e an

d p

rofe

ssio

nal

appro

ach a

nd lan

guag

e;

appro

priat

e gre

etin

g w

hen

answ

erin

g p

hone;

cle

ar d

istinct

voic

e w

ith

moder

ate

pitch

and v

olu

me;

lis

tenin

g t

o ve

rbal

and v

oca

l ex

pre

ssio

ns;

use

of

ques

tionin

g t

echniq

ues

; pro

vidin

g a

ppro

priat

e in

form

atio

n;

mai

nta

inin

g c

onfiden

tial

ity;

lea

ving,

taki

ng a

nd p

assi

ng o

n m

essa

ges

ac

cura

tely

; re

cognis

e lim

its

of

ow

n a

uth

ority

; use

of phon

etic

alp

hab

et;

com

ple

ting r

elev

ant

phone

logs

and r

ecord

s

6.7

Id

entify

bes

t pra

ctic

e in

re

lation t

o r

adio

co

mm

unic

atio

ns

□

Chec

k eq

uip

men

t; b

atte

ry c

har

ged

; ch

eck

all par

ts a

re in w

ork

ing o

rder

□

Use

s of

phon

etic

alp

hab

et:

enab

les

quic

k id

entifica

tion o

f in

div

idual

s;

enab

les

spel

ling o

f w

ord

s during t

ransm

issi

ons

to a

void

m

isunder

stan

din

gs

□

Met

hods

use

d t

o c

om

munic

ate

clea

rly

and a

ccura

tely

ove

r a

radio

net

work

: use

of

radio

pro

toco

ls t

o s

ignal

sta

rt/e

nd o

f tr

ansm

issi

ons;

use

of

clea

r an

d c

onci

se lan

guag

e; e

nsu

re c

lear

and e

ffec

tive

co

mm

unic

atio

n;

ensu

re u

rgen

t in

ciden

ts a

re d

ealt w

ith q

uic

kly

□

How

to d

eal w

ith a

n e

mer

gen

cy inci

den

t: loca

l org

anis

atio

nal

pro

toco

ls

(iden

tifica

tion o

f se

lf,

call

sign);

sta

te ‘urg

ent

mes

sage’

; ra

dio

contr

olle

r st

ops

oth

er t

raffic

on n

etw

ork

and s

witch

es r

adio

to ‘ta

lk-t

hro

ugh’;

sta

te

loca

tion a

nd p

ertinen

t det

ails

of

inci

den

t

6.8

Rec

ognis

e th

e ca

ll si

gns

of

the

NATO

phonet

ic a

lphab

et □

Cal

l si

gns:

corr

elat

e to

eac

h let

ter

from

phonet

ic a

lphab

et;

loca

l polic

ies

regar

din

g c

all si

gns

allo

cate

d


53


Delivery

If units are to be taught individually, it would make most sense for this unit to be delivered before any of the specialist units as it provides a general introduction to the security industry.

Delivery of all or part of this unit could, however, be integrated into teaching of other units so that they are taught simultaneously.

The Unit amplification specifies the underpinning knowledge and understanding required for learners to be able to meet the assessment criteria.

The Unit amplification must be delivered in its entirety no matter what group of learners is being taught (door supervisors, security guards, CCTV operators or vehicle immobilisers).

Delivery should, if possible, be exemplified and contextualised using material that is most relevant for the needs of the specific leaner group. It is also possible to teach mixed groups containing people who are working towards different qualifications.

For learning outcome 1, learners should be given a broad overview of the key purposes of the private security industry, the functions of the Security Industry Authority (SIA) and the main aims of the Private Security Industry Act 2001.

They should have an awareness of the different sectors in the private security industry.

Learners should be provided with the SIA Standards of Behaviour for Security Operatives (see Annexe D) and understand the importance of complying with SIA standards and demonstrating appropriate skills and qualities as required of their role.

Learners should be provided with local examples of crime reduction initiatives and have an understanding of how these initiatives can benefit both the security industry and those working in that industry.

For learning outcome 2, learners will not be tested on the names or dates of health and safety laws or regulations. However, tutors need to understand the following legislation as it is from these acts that the Unit content is derived:

● Health and Safety at Work 1974

● Control of Substances Hazardous to Health 2002

● Manual Handling Operations Regulations 1992

● Workplace (Health, Safety and Welfare) Regulations 1992

● Control of Noise at Work Regulations 2005

● Reporting of Injuries, Diseases and Dangerous Occurrences 1995

● Management of Health and Safety at Work Regulations 1999.

The use of a variety of materials and practical activities would help to emphasise the vocational nature of this qualification.

Case studies, access to actual equipment and real company documentation would be beneficial if available.

There are a number of opportunities for practical learning activities, such as role-playing of customer care and health and safety scenarios.


54

Assessment

This unit is assessed through a paper based or an onscreen test.

Pearson will set and mark this test.

The test uses the individual assessment criteria and the associated Unit amplification.

Suggested resources

Books

Gray Debra - Door Supervision and Security Guarding (Pearson Education Limited 2011) ISBN 9781446900109

Andy Walker and Jason Dyson - Door Supervisors Course Book (Highfield November 2013, 7th Edition) ISBN 9781909749276

Websites


www.hse.gov.uk/pubns/indg143.pdf – HSE guide to Manual Handling

www.sia.homeoffice.gov.uk/ The Security Industry Authority – Industry regulator





55

Unit 3: Conflict Management within the Private Security Industry

SCQF level: 6

Credit value: 1


Unit aim

This unit forms part of the SIA licence-to-practise qualifications for door supervisors, security officers and vehicle immobilisers. In this unit you will learn the principles of conflict management

It is better if potential conflict can be avoided altogether, so you will be taught techniques to prevent potential conflict situations arising. You will also learn about how to manage conflict that does occur, particularly ways of assessing risk to yourself and about how to behave in a way that will defuse the situation.

Once a situation has been defused, the next stage is about solving problems and you will be taught about the strategies that you can use to do this. You will also learn about post-incident considerations, such as sources of support and why it is important to share good practice.

Essential resources

For this unit, centres must adhere to the requirements stipulated by the SIA in the Introduction to Learning Leading Towards Licence-linked Qualifications (available from the SIA website) with regard to facilities, trainer qualifications, sector competence of trainers and examination facilities.

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

56

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sta

te t

he

import

ance

of

posi

tive

and c

onst

ruct

ive

com

munic

atio

n t

o a

void

co

nflic

t

□

Const

ruct

ive

com

munic

atio

n:

be

pos

itiv

e, lis

ten,

appro

priat

e to

the

situ

atio

n,

calm

, cl

ear

and p

olit

e

□

Import

ance

: good c

om

munic

atio

n s

kills

are

vital

to d

efuse

and a

void

co

nflic

t; t

o m

ainta

in a

sec

ure

envi

ronm

ent,

to

avoid

ris

ks t

o s

taff a

nd

cust

om

ers

1.2

Sta

te t

he

import

ance

of

emplo

yer

polic

ies,

guid

ance

an

d p

roce

dure

s re

lating t

o

work

pla

ce v

iole

nce

□

Mee

ting h

ealth a

nd s

afet

y at

work

leg

isla

tion

□

Set

s an

exp

ecta

tion f

or

both

sta

ff a

nd c

ust

om

ers

as t

o w

hat

beh

avio

ur

is

and is

not

acc

epta

ble

□

Sta

ff w

ill b

e aw

are

of th

eir

resp

onsi

bili

ties

in r

egar

ds

to w

orkp

lace

vi

ole

nce

□

Sta

ff w

ill b

e aw

are

of th

e pro

cedure

s to

follo

w in t

he

even

t of

a vi

ole

nt

situ

atio

n

□

Set

s out

report

ing p

roce

dure

s

□

Hel

ps

reduce

ris

k of

litig

atio

n a

nd h

arm

to s

elf an

d o

ther

s

1

Under

stan

d t

he

princi

ple

s of

conflic

t m

anag

emen

t ap

pro

priat

e to

th

eir

role

1.3

Id

entify

fac

tors

that

can

tr

igger

an a

ngry

res

pon

se in

oth

ers

□

Com

mon t

rigger

s in

clude:

fee

ling e

mbar

rass

ed,

insu

lted

, th

reat

ened

, fe

ar o

f lo

ss o

f fa

ce,

bei

ng ignore

d, bei

ng p

atro

nis

ed,

pee

r pre

ssure

, fe

ar

of

not

bei

ng t

aken

ser

iousl

y

□

Alc

ohol, d

rugs

and m

edic

al c

onditio

ns

may

incr

ease

the

chan

ces

of

trig

ger

ing a

n a

ngry

res

ponse

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Id

entify

fac

tors

that

can

in

hib

it a

n a

ngry

res

pon

se in

oth

ers

□

Inhib

itin

g f

acto

rs:

self-c

ontr

ol, f

ear

of

confr

onta

tion a

nd/o

r re

talia

tion

□

Pers

onal

val

ues

□

Pote

ntial

soci

al o

r le

gal co

nse

quen

ces

1.5

Id

entify

hum

an r

esponse

s to

em

otional

and t

hre

aten

ing

situ

atio

ns

□

Thre

aten

ing s

ituat

ions:

fre

eze,

flig

ht,

fig

ht,

fright,

fai

nt

resp

onse

(fe

ar,

anger

, ag

gre

ssio

n,

shoc

k)

□

Em

otional

situat

ions:

upse

t, a

nger

, fr

ust

ration

□

Posi

tive

res

ponse

s: d

istr

action,

def

lect

ion,

empat

hy,

sta

ying c

alm

□

Neg

ativ

e re

sponse

s: a

void

ance

, dis

tanci

ng,

rum

inat

ion,

worr

ying

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Sta

te h

ow m

anag

ing

cust

om

er e

xpec

tations

can

reduce

the

risk

of

conflic

t

□

Man

agin

g e

xpec

tations:

under

stan

d c

ust

om

er e

xpec

tations,

show

under

stan

din

g a

nd c

are

about

thei

r co

nce

rns,

exp

lain

how

hel

p c

an b

e giv

en a

nd w

hen

, offer

alter

nat

ive

options,

exp

lain

pro

cedure

s

□

Red

uci

ng t

he

risk

of

conflic

t: c

ust

omer

s’ f

rust

rations/

anger

are

ac

know

ledged

, cl

ear

com

munic

atio

n o

f ac

tions

bei

ng t

aken

and n

ext

step

s, d

emonst

rating c

are

and c

onsi

der

atio

n o

f cu

stom

er c

once

rns,

giv

ing a

n e

xpla

nat

ion o

f dec

isio

n-

mak

ing p

roce

ss a

nd invo

lvin

g t

he

cust

om

er in d

ecis

ion m

akin

g,

tim

esca

les

and o

utc

om

e; c

ust

om

er

conce

rns

are

addre

ssed

, cu

stom

er f

eels

more

val

ued

2.2

Id

entify

the

stag

es o

f es

cala

tion in c

onflic

t si

tuat

ions

□

The

attitu

de–

beh

avio

ur

cycl

e; h

ow

thre

at lev

els

can e

scal

ate

in a

co

nfr

onta

tion (

frust

ration,

anger

, ag

gre

ssio

n,

viole

nce

); h

ow o

wn

actions

can lea

d t

o e

scal

atio

n in a

situat

ion (

an u

nsy

mpat

het

ic o

r ru

de

resp

onse

)

2.3

Sta

te h

ow t

he

applic

atio

n o

f dyn

amic

ris

k as

sess

men

t ca

n r

educe

the

risk

of

conflic

t

□

Dyn

amic

ris

k as

sess

men

t: d

efin

itio

n;

iden

tify

ing h

azar

ds,

ass

essi

ng r

isk,

ta

king a

ctio

n t

o el

imin

ate

or

reduce

ris

k, m

onitoring a

nd r

evie

win

g

□

Red

uci

ng r

isk

of co

nflic

t: iden

tifies

pote

ntial

thre

ats;

rea

dy

to a

dap

t re

sponse

to

situ

atio

n;

poss

ibili

ty o

f re

movi

ng h

azar

ds/

thre

ats;

m

ainta

inin

g c

ontr

ol

2

Under

stan

d h

ow

to

reco

gnis

e, a

sses

s an

d r

educe

ris

k in

co

nflic

t si

tuat

ions

2.4

Sta

te t

he

import

ance

of

posi

tionin

g a

nd e

xit

route

s □

To m

ainta

in p

erso

nal

spac

e, m

ainta

in a

non-a

ggre

ssiv

e st

ance

; av

oid

s blo

ckin

g;

avoid

s bei

ng h

emm

ed in;

reduce

s th

e lik

elih

ood o

f fe

elin

g

intim

idat

ed;

reduce

s lik

elih

ood o

f a

fight

□

To e

nsu

re a

n e

xit

route

vis

ible

to a

ll par

ties

; ex

it s

trat

egy

for

get

ting o

ut

of

a si

tuat

ion;

dis

cuss

ing a

ppro

aches

; ag

gre

ssors

hav

e an

exi

t ro

ute

; en

sure

you

hav

e an

exi

t ro

ute

ava

ilable

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Sta

te h

ow t

o u

se n

on-v

erbal

co

mm

unic

atio

n in e

motive

si

tuat

ions

□

Use

of non-v

erbal

com

munic

atio

n:

body

languag

e (s

tance

, posi

tionin

g,

per

sonal

spac

e, m

ove

men

ts,

han

d g

estu

res,

eye

conta

ct);

voic

e (p

itch

, in

flec

tion,

volu

me)

3.2

Sta

te h

ow t

o o

verc

om

e co

mm

unic

atio

n b

arrier

s □

Com

munic

atio

n b

arrier

s: p

hys

ical

bar

rier

s; p

sych

olo

gic

al b

arrier

s

□

How

to o

verc

om

e co

mm

unic

atio

n b

arrier

s:

●

Phys

ical

bar

rier

s (s

pea

k cl

early,

adopt

non

-aggre

ssiv

e st

ance

, use

of

ges

ture

s an

d s

igns,

mai

nta

in s

pac

e, m

ove

to q

uie

ter/

lighte

r sp

ace)

●

Psy

cholo

gic

al b

arrier

s (a

ctiv

e lis

tenin

g,

empat

his

ing ,

spea

king

clea

rly,

mak

e su

re a

ctio

ns

are

non

-thre

aten

ing,

expla

in w

hat

act

ions

are

bei

ng t

aken

, m

ove

to a

quie

ter/

lighte

r sp

ace)

3.3

Id

entify

the

diffe

rence

s bet

wee

n a

sser

tive

nes

s an

d

aggre

ssio

n

□

Aggre

ssiv

e beh

avio

ur:

thre

aten

ing t

one

and p

osi

tionin

g,

ges

ture

s an

d

word

s in

tended

to h

urt

or

intim

idat

e,

□

Ass

ertive

beh

avio

ur:

firm

but

fair,

calm

, ap

pea

ring c

onfiden

t, n

orm

al

posi

tionin

g a

nd b

ody

languag

e, p

olite,

man

agin

g e

xpec

tations

and

findin

g c

om

mon g

round

3.4

Id

entify

way

s of def

usi

ng

emotive

conflic

t si

tuat

ions

□

Em

pat

hy,

mai

nta

inin

g s

elf-

contr

ol, b

uild

ing r

apport

, posi

tive

co

mm

unic

atio

n,

active

lis

tenin

g

□

Work

ing f

or

win

-win

outc

om

e (n

egotiat

ion a

nd c

om

pro

mis

e)

3

Under

stan

d h

ow

to

com

munic

ate

in

emotive

situat

ions

to d

e-es

cala

te

conflic

t

3.5

Id

entify

appro

aches

to t

ake

when

addre

ssin

g

unac

cepta

ble

beh

avio

ur

□

Non-a

ggre

ssiv

e body

languag

e, e

mpat

hy,

bei

ng p

osi

tive

and a

sser

tive

, ac

tive

ly lis

tenin

g,

verb

al w

arnin

g

□

Follo

w a

ppro

priat

e org

anis

atio

nal

polic

ies

and p

roce

dure

s (r

efuse

, ad

mitta

nce

, as

k to

lea

ve,

call

polic

e if n

eces

sary

, ej

ection)

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.6

Sta

te h

ow t

o w

ork

with

colle

agues

to d

e-es

cala

te

conflic

t si

tuat

ions

□

Posi

tionin

g o

f st

aff

mem

ber

s in

a c

onfr

onta

tion (

work

in c

lose

pro

xim

ity

to c

olle

agues

to p

rovi

de

assi

stan

ce)

□

Be

read

y to

ste

p b

ack

and h

and o

ver

to a

colle

ague

bef

ore

sw

itch

ing

bac

k w

her

e ap

pro

priat

e

□

Be

read

y to

support

colle

agues

who a

re d

ealin

g w

ith a

nger

or

pote

ntial

co

nflic

t

□

Look

bey

ond t

he

outw

ard s

igns

of an

ger

and u

pse

t to

iden

tify

what

the

under

lyin

g iss

ues

are

□

Use

of

dyn

amic

ris

k as

sess

men

t

Pear

son

BTE

C A

war

d fo

r W

orki

ng

as a

Sec

urity

Offic

er w

ithi

n the

Priva

te S

ecurity

Ind

ustr

y (S

cotlan

d) a

t SCQ

F Le

vel 6

Spe

cific

atio

n –

Iss

ue

1 –

Feb

ruar

y 20

15 ©

Pea

rson

Edu

cation

Lim

ited

2015

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Sta

te t

he

import

ance

of

view

ing t

he

situ

atio

n f

rom

th

e cu

stom

er’s

per

spec

tive

□

Est

ablis

h n

eeds/

wan

ts,

antici

pat

e cu

stom

er r

eact

ion

□

Provi

des

exp

lanat

ion f

or

the

conflic

t; s

how

s under

stan

din

g,

enab

les

empat

hy,

build

s ra

pport

with t

he

cust

om

er;

cust

om

er f

eels

val

ued

□

Hel

ps

to d

efuse

conflic

t si

tuat

ions

4.2

Id

entify

str

ateg

ies

for

solv

ing p

roble

ms

□

Dia

gnosi

ng t

he

pro

ble

m,

pro

vidin

g info

rmat

ion,

sugges

ting s

olu

tions,

id

entify

ing w

ays

forw

ard,

seek

ing a

res

olu

tion a

ccep

table

to b

oth

par

ties

4

Under

stan

d h

ow

to

dev

elop a

nd u

se

pro

ble

m s

olv

ing

stra

tegie

s fo

r re

solv

ing c

onflic

t

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63


Delivery

Delivery of all or part of this unit could be integrated into the teaching of other units so that they are taught simultaneously. For example, Unit 2: Working within the Private Security Industry covers communication and customer service skills, both of which are key considerations in learning about conflict management.

The Unit amplification section of the unit specifies the underpinning knowledge and understanding required for learners to be able to meet the assessment criteria. The unit amplification must be delivered in its entirety no matter what group of learners is being taught (door supervisors, security guards or vehicle immobilisers). However, teaching should be exemplified and contextualised using material that is most relevant for the needs of the group using scenarios and role plays to reinforce learning. Example scenarios are given in Annexe G.

Centres should ensure that learners take part in relevant role plays and should record which scenarios have been used with each learner group.

Assessment

This unit is assessed through a paper-based or onscreen test. Pearson will set and mark this test. The test is based only on the individual assessment criteria and the associated Unit amplification.

Tutors must ensure that learners have covered all the content before sitting the test.

Further information about the tests can be found in the BTEC Security Qualifications Centre Management Handbook, which is on the Pearson website.

Suggested resources

Books

Gray D, Burke A and Element A – BTEC Level 2 Award Door Supervision and Security Guarding Candidate Handbook (Pearson Education Limited, 2011) ISBN 9781446900109

Walker A and Dyson, J – Door Supervisors Course Book, 7th edition (Highfield, 2013) ISBN 9781909749276

Websites


www.sia.homeoffice.gov.uk/ Security Industry Authority – the security industry regulator





64

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel: www.edexcel.com/contactus

● BTEC: www.edexcel.com/btec

● Pearson Work Based Learning and Colleges: www.edexcel.com/about-wbl

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications:

● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Publications on the quality assurance of BTEC qualifications are available on our website at www.edexcel.com/btec/delivering-BTEC/quality/Pages

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/Pages

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources/publications/Pages

http://www.edexcel.com/contactus�

http://www.edexcel.com/btec�

http://www.edexcel.com/about-wbl�

http://www.pearsonschoolsandfecolleges.co.uk/contactus�

http://www.edexcel.com/btec/delivering-BTEC/quality/Pages�

http://www.edexcel.com/resources/publications/Pages�

http://www.edexcel.com/resources�


65

14 Professional development and training

Pearson supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered on our website: www.edexcel.com/resources/Training.

The support we offer focuses on a range of issues, such as:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing effective assignments

● building your team and teamwork skills

● developing learner-centred learning and teaching approaches

● building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/resources/Training. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region.

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments.

To get in touch with our dedicated support teams please visit: www.edexcel.com/contactus

Your Pearson support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson support team to help you whenever – and however – you need:

● Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/Aboutus/contact-us/Pages

● Ask the Expert: submit your question online to our Ask the Expert online service www.edexcel.com/aboutus/contact-us/ask-expert/Pages and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/�

http://www.edexcel.com/aboutus/contact-us/ask-expert/Pages�


66

Annexe A

Mapping with National Occupational Standards

The grid below maps the knowledge covered in the Pearson BTEC Specialist qualifications in for Working as a Security Officer within the Private Security Industry (Scotland) at SCQF Level 6 against the National Occupational Standards in Security and Loss Prevention Centres can use this mapping when planning holistic delivery and assessment activities.

KEY

# indicates partial coverage of knowledge in the NOS unit

A blank space indicates no coverage of the knowledge

BTEC Specialist units

Competence-based units U

nit

1

Un

it 2

Un

it 3

SLP 6.1 Monitor property and premises using security and protection systems

# #

SLP 6.2 Patrol designated areas to maintain security #

SLP 7.1 Control entry by employees # #

SLP 7.2 Control entry by visitors # #

SLP 7.3 Control entry and exit of vehicles # #

SLP 7.4 Respond to unauthorised entry to premises # #

SLP 8.1 Search people and their property for unauthorised items

# #

SLP 10 1 Control entry and exit of vehicles # #

SLP 10.2 Search vehicles for unauthorised items # #

SLP 10.3 Respond to finding unauthorised items # #

SLP 11.1 Apprehend suspected people # #

SLP 11.2 Detain suspected people # #

SLP 11.3 Preserve the integrity of potential evidence #

SJ3.1 Present information to courts or other hearings #

SLP2.1 Provide written information related to your work #

SLP 2.2 Communicate effectively to work with others # # #

SLP 2.3 Communicate using telecommunications # #

SLP 26 Record information relevant to your role # #


67

Annexe B

Unit mapping overview

The table below shows the relationship between the new qualification in this specification and the predecessor qualification: Pearson BTEC Award in Security Guarding (Scotland) (last registration 31/12/2014).

Old units

New units U

nit

1

Un

it 2

Un

it 3

Unit 1 P P

Unit 2 X

Unit 3 P

KEY

P – Partial mapping (some topics from the old unit appear in the new unit)

F – Full mapping (topics in old unit match new unit exactly or almost exactly)

X – Full mapping + new (all the topics from the old unit appear in the new unit, but new unit also contains new topic(s))


68

Annexe C

SIA Specification for Learning and Qualifications in Security Guarding

Foreword

The SIA recognises that it is essential for all security officers to have undergone a structured programme of learning and education resulting in recognised qualifications if they are to be effective and professional in their role. Increasingly, industry stakeholders also recognise that the individuals who work to provide a more secure leisure environment must have a broad range of skills and a clear understanding of their role. As the scope, diversity and importance of their work continues to grow, so the degree of professionalism expected from security officers will increase.

This document is intended to provide a clear specification on the approach that has been agreed by the SIA and industry stakeholders in relation to the core learning and resulting qualifications required by SIA licensing.


69

Section 1: Learning Programme Overview Training leading to an SIA licence-linked qualification for security officers must include the following areas:

Session Topic

Session 1 Introduction to the Roles and Responsibilities of Security Officers

Session 2 Patrolling

Session 3 Access and Egress Control

Session 4 Searching

Session 5 Technology and Systems in the Security Environment

Session 6 The Security Officer and the Law

Session 7 Communicating, Reporting and Record Keeping


70

Section 2: Learning Programme Details

Session 1: Introduction to the Roles and Responsibilities of Security Officers

Aim:

● To introduce the security officer to the industry and to identify their role within it

Objectives:

By the end of the session learners will be able to:

● State the main objectives and duties of a security officer

● Explain the purpose of assignment instructions

● Explain the purpose of control rooms

● List the equipment required by a security officer

● Define the term “confidentiality”

National Occupational Standards:

None relevant – training relevant to the industry only


71

Session 2: Patrolling

Aim:

● To identify the importance of, and reasons for, patrolling

Objectives:


● Explain the different types of patrols, including patrols made in vehicles, their importance, and the checks that may be made

● Identify actions to be taken before starting a patrol

● Explain patrolling procedures and techniques

● Explain the importance of vigilance and of using local and site knowledge when patrolling

● Identify common incidents encountered on patrol, and state the actions to be taken.


SLP 6.2 – Patrol designated areas to maintain security – SfS


72

Session 3: Access and Egress Control

Aim:

● To understand the control of access and egress to a site

Objectives:


● Define the purpose of access and egress control

● List different methods of providing access and egress control

● List typical duties relating to access and egress control

● Explain the powers and identification requirements of statutory agencies relating to access and egress control


SLP 7 – Control entry to and exit from premises – SfS

SLP 7.1 – Control entry by employees

SLP 7.2 – Control entry by visitors

SLP 7.3 – Control entry and exit of vehicles

SLP 7.4 – Respond to unauthorised entry to premises


73

Session 4: Searching

Aim:

● To explain and identify basic search procedures

Objectives:


● List the conditions that have to be in place before a search can be carried out

● Explain a security officer's right of search

● Demonstrate how to search people and their property and vehicles safely

● Identify the different types of search

● State the actions which may need to be taken in the event of a refusal to be searched

● Describe typical search documentation

● State typical actions to be taken when prohibited or restricted items is found during a search

● State the cultural and religious considerations in searching individuals.

● State additional considerations when searching people with a disability.

● State additional considerations for searching of minors


SLP 8 – Carry out searches of people and their property for unauthorised items – SfS

SLP 8.1 – Search people and their property for unauthorised items

SLP 8.2 – Respond to finding unauthorised items

SLP 10 - Carry out searches of vehicles for unauthorised items - SfS

SLP 10 1 – Control entry and exist of vehicles

SLP 10.2 – Search vehicles for unauthorised items

SLP 10.3 – Respond to finding unauthorised items


74

Session 5: Electronic and physical protection systems

Aim:

● To identify the different types of electronic and physical protection systems in the security environment.

Objectives:


● Explain how electronic and physical protection systems can help security officers in their job

● State the purposes of the different types of electronic and physical protection systems

● Describe the main features and functions of security, monitoring and emergency systems

● Describe operator controls and indicators

● List the actions that may be taken in response to different types of alarm activations

● Explain the meaning of the term “false alarm”

● Briefly describe potential threats to electronic and physical protection systems.


SLP 6.1 – Monitor property and premises using security and protection systems – SfS


75

Session 6: The Security Officer and the Law

Aim:

● To understand the law and its relevance to the role of a security officer

Objectives:

By the end of this session learners will be able to:

● Define relevant legislation and crimes

● State the different types of trespass

● State the correct procedures to be used when dealing with a trespasser

● State the Law on the use of force

● State the powers of arrest of a security operatives

● Explain arrest procedures

● List the different types of evidence

● State the action to be taken when preserving evidence

● State reporting procedures following a crime


SLP 11 – Arrest people suspected of committing an offence – SfS

SLP 11.1 – Apprehend suspected people

SLP 11.2 – Detain suspected people

SLP 11.3 – Preserve the integrity of potential evidence

SJ3 - Present information to courts or other hearings (Skills for Justice)

SJ3.1 – Present information to courts or other hearings

It must also be noted that all training in relation to law must be mapped against current and relevant legislation.


76

Session 7: Communicating, Reporting and Record Keeping

Aim:

● To understand the importance and purpose of reporting and record keeping

Objectives:


● Explain the reasons and importance for raising an incident report and the evidential content required

● List the different types of reports

● State the basic techniques to be used in report writing

● Explain the use of a notebook and evidential content required

● Explain the content and importance of a hand-over report and briefing

● Demonstrate the use of the NATO phonic alphabet

● Explain basic radio communication procedures


SLP 2 – Communicate effectively and efficiently in the workplace – SfS

SLP 2.1 – Provide written information related to your work

SLP 2.2 – Communicate effectively to work with others

SLP 2.3 – Communicate using telecommunications

SLP 26 – Record information relevant to your role

Unit 224 – Produce documents - CFA


77

Annexe D

SIA Standards of Behaviour for Security Operatives

Personal Appearance

A security operative should at all times:

● Wear clothing which is smart, presentable, easily identifies the individual as a security operative, and is in accordance with the employer’s guidelines

● Wear his/her Security Industry Authority licence on the outside of their clothing whilst on duty, displaying the photograph side (except Close Protection Operatives)

Professional Attitude & Skills

A security operative should:

● Greet visitors to the premises in a friendly and courteous manner

● Act fairly and not discriminate on the grounds of gender, sexual orientation, marital status, race, nationality, ethnicity, religion or beliefs, disability, or any other difference in individuals which is not relevant to the security operatives’ responsibility.

● Carry out his/her duties in a professional and courteous manner with due regard and consideration to others.

● Behave with personal integrity and understanding

● Use moderate language, which is not defamatory or abusive, when dealing with members of the public and colleagues

● Be fit for work and remain alert at all times

● Develop knowledge of local services and amenities appropriately

General Conduct

In carrying out his/her duty, a security operative should:

● Never solicit or accept any bribe or other consideration from any person.

● Not drink alcohol or be under the influence of alcohol or drugs

● Not display preferential treatment towards individuals

● Never abuse his/her position of authority

● Never carry any item which is or could be considered to be threatening

● Report all incidents to the management

● Co-operate fully with members of the Police and partners, Local Authority, Security Industry Authority, and other statutory agencies with an interest in the premises or the way they are run.


78

Organisation/Company Values and Standards

● A security operative should:

● Adhere to the employing organisation/company standards

● Be perceptive of the employing organisation/company culture and values

● Contribute to the goals and objectives of the employing organisation/company.


79

Annexe E

SIA Introduction to Learning Leading towards Licence-linked Qualifications: Requirements for Awarding Organisations and Training Providers

Contents

Introduction

1 Implications arising from the Private Security Industry Act 2001

2 National Occupational Standards

3 English Language pre-requisite for learners

4 Criteria for Training Delivery

4.1 Facilities

4.2 Trainers involved in the delivery of licence-linked qualifications

4.3 Qualifications for trainers of conflict management

4.4 Sector Competence for Approved Trainers

4.5 Additional criteria for trainers wishing to deliver physical intervention training

5 Examination Venue Criteria

6 Additional centre and venue criteria for delivery of physical intervention training

6.1 Insurance requirements

6.2 Venue requirements

7 Rules for the use of Physical Intervention training programmes

8 Additional requirements for Level 2 Award for Upskilling a Door Supervisor Working within the Private Security Industry and the Award for Upskilling a Door Supervisor Working within the Private Security Industry (Scotland)

9 Additional Requirements for Level 3 Certificate for Working as a Close Protection Operative within the Private Security Industry

10 Additional requirements for the delivery of Level 2 Award for Working as a CCTV Operator (Public Space Surveillance) within the Private Security Industry and the Award for Working as a CCTV Operator (Public Space Surveillance) within the Private Security Industry (Scotland)

11 Standard delivery times for units in licence-linked qualifications

12 Use of Flexible and/or distance learning in the delivery of licence-linked qualifications

13 Order of delivery of units

14 Identification checking

15 Reasonable adjustments

16 Age restrictions for qualifications


80

17 Use of role play in Training

18 Assessment of Qualifications

19 Certification

20 Audit Criteria

21 Exemption from Core Competency Training

22 Legal Systems and Local Laws

23 Regulated Qualification Frameworks

Appendix A


81

Introduction

The SIA recognises that all holders of a front-line licence, with the exception of Key Holders, need to have undergone learning resulting in recognised qualifications if they are to be effective and professional in their role. Industry stakeholders also recognise that individuals who work to provide a more secure environment must have a range of skills and a clear understanding of their role. As the scope, diversity and importance of their work continues to grow, so the degree of professionalism expected from people working in the private security industry will increase.

This document provides an overview of the approach agreed between the SIA and awarding organisations in relation to the learning and resulting licence-linked qualifications needed for operatives to gain a front-line licence. The term awarding organisations in this document also refers to awarding bodies operating in Scotland. The requirements for the common industry knowledge and the specialist knowledge for each of the industry areas is detailed in the SIA documents ‘Specification for learning and qualifications’ and can be found on the SIA website. Each individual specification has been developed with industry and stakeholders, and reflects up to date and relevant core knowledge and skills used in industry.

1 Implications of the Private Security Industry Act 2001

Section 1 of the Private Security Industry Act 2001 specifies that the functions of the SIA include “to set or approve standards of training” and “to make recommendations and proposals for the maintenance and improvements of standards in the provision of security industry services and other services involving the activities of security operatives”.

The Act continues, in Section 7 to state that licensing criteria “may include such criteria as the Authority considers appropriate for securing that those persons have the training and skills necessary to engage in the conduct for which they are licensed” and later in Section 9, that the Authority may “prescribe or impose conditions as to training”.

The legislation applies to the whole of the UK. As a result the awarding organisations have produced content specific to the needs of the differing legal systems of the nations.

2 National Occupational Standards (NOS)

NOS are statements of competence and specify performance outcomes. A significant function of the standards has been as a key component for vocational qualifications. However, they have many other uses including training design, training needs analysis, appraisals, recruitment, skills matrices, skills benchmarking and quality assurance. The detailed specialist content of the SIA learning specifications has been mapped to the respective NOS.


82

3 English Language Pre-requisite for Learners

Security operatives are likely in the course of their work to be required to make calls to the emergency services, or need to communicate to resolve conflict. It is essential that security operatives are able to communicate clearly.

It is the centre’s responsibility to ensure that each learner is sufficiently competent in the use of the English and/or Welsh language. All assessment must be conducted in the medium of English and/or Welsh as appropriate. Centres must ensure that learners have sufficient language skills before putting the learners forward for assessment.

As a guide, learners should as a minimum have language skills equivalent to the following;

● a B1 level qualification on the Home Office’s list of recognised English tests and qualifications

● an ESOL qualification at (Level 1) on the Ofqual register taken in England, Wales or Northern Ireland

● an ESOL qualification at Scottish Credit and Qualifications Framework level 5 awarded by the Scottish Qualifications Authority (SQA) and taken in Scotland

● Functional Skills Level 1 in English

● SQA Core Skills in Communication at Scottish Credit and Qualifications Framework level 5

● Essential Skills Wales Communication Level 1.

4 Criteria for Learning Delivery

4.1 Facilities

Training for approved licence-linked qualifications must be undertaken in an environment appropriate for training and learning. The environment must be adequately equipped for training, conducive to effective learning and must comply with current Health and Safety requirements. Equipment for practical demonstrations must be readily available and fit for purpose. For practical scenarios, it may be necessary or desirable to set these up in a real or realistic work environment. This includes ensuring a minimum of three stairs are available for the demonstration of escorting an individual up and downstairs for the physical intervention skills unit.

Arrangements for the assessment/examination environment are described in 5 and 6 below.

Training facilities must comply with ongoing approval arrangements of the respective awarding organisation.

4.2 Trainers involved in the delivery of licence-linked qualifications

Approved trainers delivering programmes included in this specification must have successfully completed a formal teaching or training qualification.


83

Qualification requirements for Trainers

All trainers seeking to deliver licence-linked qualifications must either have achieved the Level 3 Award in Education and Training (QCF) or a teaching or training qualification at SVQ level 3 (or equivalent), which has been accredited by SQA/QCA/Ofqual or validated by a HEI, or equivalent such as:

● PTLLS, CTLLS or DTLLS

● Certificate in Education

● Post Graduate Certificate in Education

● SVQ levels 3 and 4 in Learning and Development

● Scottish Training Qualification for Further Education (TQFE)

● Professional Graduate Diploma in Education (PGDE)

Trainers who are unsure about their current qualifications or who wish to check their eligibility may do so by contacting any SIA endorsed awarding organisation.

4.3 Qualifications for Trainers of Conflict Management

The SIA requires all trainers delivering scenario-based conflict management training for licence-linked qualifications to have received relevant training. Trainers are required to hold a qualification at or above NQF/QCF Level 3 in The Delivery of Conflict Management Training.

The SIA may publish additional requirements for trainers as and when they are agreed. Trainers looking to deliver licence-linked qualifications should ensure that they are fully familiar and compliant with the requirements as communicated by the relevant awarding organisation.

4.4 Additional Criteria for Approved Trainers Wishing to Deliver Physical Intervention Skills Training

All trainers delivering physical intervention skills training for the door supervisor licence-linked qualifications must hold all of the following:

● a suitable teaching/training qualification as defined in 4.2

● a suitable level 3 qualification in conflict management training as defined in 4.3

● a level 3 Award for Deliverers of Physical Intervention Training in the Private Security Industry (QCF); and

● a current certificate (updated annually) from an approved level 3 programme provider that confirms the trainer's ability to deliver the skills in that approved level 2 programme (see 7 below).

4.5 Sector Competence for Approved Trainers

Trainers delivering the learning leading to licence-linked qualifications must demonstrate that they have the necessary experience, knowledge and understanding of the sector in which they are providing training.

Awarding organisations will require sufficient information about a trainer’s occupational experience for consideration in the approval process, for example, experience of working in the private security industry or working in a role that can be mapped to the requirements of the private security industry.

To ensure that trainers have the right occupational expertise, the SIA and awarding organisations require trainers new to the sector to have three years frontline operational experience in the last ten in the UK, relevant to the qualifications that they are delivering.


84

Existing trainers must demonstrate to the awarding organisations that they are taking sufficient steps to keep their occupational expertise up to date. Suitable steps would include attendance at relevant conferences and seminars, and continuing work experience in the sector. Trainers must be able to demonstrate evidence of a suitable level of professional development in the sector, which should include the equivalent of at least thirty hours every year spent in a combination of training, increasing professional knowledge through other means or working in the industry.

4.6 Delivery of content specific to the devolved nations.

Whilst the learning and assessment outcomes apply across the UK, the awarding organisations have provided indicative content that is specific to each of the devolved nations. This content mainly deals with differences between the Law of England and Wales, and that of Scotland and of Northern Ireland. Where the indicative content allows for variations, training providers should deliver only the content that reflects the nation where the training is taking place.

5 Examination Venue Criteria

To gain approval for knowledge-based assessment, all examination venues must comply with the policy, standards and regulations specified by the appropriate Qualifications Regulatory Authority:

● The seating arrangement for candidates must ensure there can be no cheating or collusion between candidates’.

● Each candidate must be a minimum of 1.25 metres (centre to centre) each way from the next candidate’s chair.

● Each candidate must be seated at a separate desk, table or workstation of sufficient size to undertake a written examination.

● There must be a place for the invigilator to sit.

● Walls must be clear of any material that would provide help to the candidates.

● If the room or desks are changed after approval, this should be done in agreement with awarding organisation procedures.

● Awarding organisations retain the right to make spot checks on examination days to ensure the approved room and numbers are being adhered to.

● The awarding organisation must be made aware of the training and assessment venues in advance. Only these can be used; not substitutes, unless there has been an emergency, such as fire in which case this must be notified to the awarding organisation before the examination commences.

● Invigilation can only be carried out by an individual that does not have an interest in any of the candidates passing the qualification. This means that a trainer may not invigilate when the learners take their exam for the subject(s) which the trainer has delivered.


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6 Additional Centre and Venue Criteria for Delivery of Physical Intervention Training

6.1 Insurance Requirements

In line with general insurance requirements, the minimum for an approved centre offering this unit of qualification is:

● Employers Liability

● Public Liability

● Professional Indemnity

In order to ensure that the insurance cover is ‘fit for task’, it should actively specify inclusion of the activities being carried out. In this case under ‘Business activity’ on the insurance documentation it must state cover for ‘training in physical intervention’.

Insurance details must be evidenced to the awarding organisation by the centre prior to approval being granted, however, it is the centre’s responsibility to ensure that their insurance remains valid and current. This level of insurance cover is mandatory for approved centres and individual trainers delivering physical intervention training at the approved centre. Where the individual tutor does not hold their own cover the approved centre must ensure its insurer is aware of this and extended cover secured where necessary. Documentation should clearly detail the cover for trainers.

6.2 Venue Requirements for physical intervention skills training

Training venues must be risk assessed for suitability for physical intervention training. Venues will need to be assessed for each training episode. Approved centres are responsible for maintaining and updating assessment documentation.

Centres are required to have in place a policy and procedures in relation to risk assessment.

Physical skills training must take place in safe conditions, as regards:

● size and suitability of training rooms, ensuring that learners have space to demonstrate techniques safely

● ratio of trainers to learners (1 trainer to maximum 12 learners for the delivery of practical skills) .

Centres must have a first aid policy which must include:

● access to staff with first aid at work qualifications during physical skills training

● first aid equipment available during physical skills training

● access to water

● access to a telephone in an emergency.

The centre must furnish candidates with safety information prior to attendance that includes;

● informing them that physical activity will be involved and that this carries risk

● what is expected from them in terms of behaviour

● what they should wear

● what they should do if they have any concerns about their health or fitness to participate in this training.


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7 Rules for the use of Physical Intervention Training Programmes

Only those physical intervention programmes that appear on the SIA website on the list ‘Physical Intervention Skills: Trainer Training’ can be used to train learners registered to achieve the licence-linked physical intervention unit.

Only centres who are approved to offer the full qualification may offer this unit as a standalone and centres must adhere to the following conditions:

The SIA regulations state that this unit may only be delivered as a standalone unit under the following conditions:

● Learners need to hold a current SIA licence in one of the following: Door Supervision, Security Guarding, Vehicle Immobilising or Close Protection.

or

● Learners need to have the relevant SIA licence-linked certificate/qualification which is under 3 years old in one of the following: Door Supervision, Security guarding, Vehicle immobilising or Close Protection.

It is the centres responsibility to ensure that all learners sitting this unit as a standalone unit meet these requirements and to keep and maintain the relevant records.

8 Additional requirements for the Delivery of Level 2 Award for Upskilling a Door Supervisor Working within the Private Security Industry and the Award for Upskilling a Door Supervisor Working within the Private Security Industry (Scotland)

All learners must have a Door Supervisors SIA licence. It is the centres responsibility to check this and ensure that relevant records are available for audit purposes.

9 Additional requirements for the Delivery of Level 3 Certificate for Working as a Close Protection Operative within the Private Security Industry

It is an SIA requirement that centres must confirm that each learner has a valid first aid qualification OR can evidence sufficient training or experience to the:

● Level of the First Person on Scene (FPOS) Intermediate Award - 30 hours (Pearson/IHCD) or

● Level 3 Award in First Aid Response (HABC) or equivalent.

Learners should present their valid first aid certificate or evidence of equivalent training and experience to their training provider before they start training. If the learner does not have a recognised first aid award and cannot demonstrate equivalent experience they will need to get an award. This is in addition to the minimum 139.5 hours knowledge and practical skills training.

It is the centre’s responsibility to check the learners’ first aid certificate and maintain relevant records of how a learner meets this requirement for audit purposes.

Centres are permitted to deliver suitable first aid qualifications together with the close protection qualification as part of a training package.


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10 Additional Requirements for the Delivery of Level 2 Award for Working as a CCTV Operator (Public Space Surveillance) within the Private Security Industry and the Award for Working as a CCTV Operator (Public Space Surveillance) within the Private Security Industry (Scotland)

To be able to deliver and assess the learning outcomes and assessment criteria of the unit : Practical Operation of CCTV Equipment for the Private Security Industry, centres must have at the minimum a control room environment and a CCTV system with at least two PTZ cameras and associated recording and monitoring equipment.

11 Standard Delivery Times for Units in Licence-linked Qualifications

Please refer to Appendix A for details on qualification delivery times

Contact time is defined as time where the learner is in the same room as the tutor and receiving training or undertaking assessment. This time DOES NOT include;

● Breaks in the delivery of the course

● Checking ID.

Appendix A details the minimum number of days over which the learning for the qualifications must be delivered in Scotland.

Each day should not exceed eight hours of learning. For the delivery of the Level 2 Award for Working as a Door Supervisor within the Private Security Industry or the Award for Working as a Door Supervisor within the Private Security Industry (Scotland). The SIA recognises that one day may be eight and a half hours to accommodate the assessment arrangements.

The SIA also recognises that the delivery of the Close Protection qualifications may include exercises that will exceed eight hour days. To reflect this practice there is no restriction on the length of a training day, although all Close Protection courses should be delivered over a minimum of twelve days.

12 Use of Flexible and/or Distance Learning in the Delivery of Licence-linked Qualifications

The SIA and the awarding organisations recognise that there is some learning that contributes to the achievement of the licence-linked qualifications that can be delivered by flexible and/or distance learning.

Where a centre wishes to use flexible learning in this way, they must firstly inform their awarding organisation. The centre must detail within their quality management processes each of the following:

● Which areas of learning are to be delivered by distance learning

● The method of distance learning to be used

● A robust and auditable method for determining that learners have undertaken the distance learning.

This will be quality assured through the awarding organisations external quality assurance processes.


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Distance Learning may be used to deliver:

● The learning (NOT assessment) for the unit Working in the Private Security Industry

● Thirty minutes of learning for preparation for training for the Conflict Management unit

● Three hours learning for preparation for training for the Physical Intervention unit

● The learning for the Safety Awareness for Door Supervisors unit.

Suitable methods of flexible learning include:

● Prepared, high quality on-line learning materials or courses that the learner must navigate

● Prepared, high-quality work-books that the learner must work through and complete

● Prepared, high quality learning materials that the learner can use to cover specified areas of content.

13 Order of Delivery of the Units

It is a requirement that learners on the Door Supervision licence-linked qualification are trained in Conflict Management before Physical Intervention.

14 Identification Checking

The training provider must check the ID of learning before assessment. Awarding organisations should provide confirmation of acceptable ID to centres. This will reflect the SIA list of acceptable Group A and Group B ID documents.

A learner unable to produce the correct documents to satisfy the SIA ID may write to the SIA at the following address with an explanation of why they do not possess the required documents, and an explanation of the documents that they do have. The SIA will assess this evidence on a case-by-case basis.

Learners can write to: Department RA 2 PO Box 49768 London WC1V 6WY.

15 Reasonable Adjustments

Awarding organisations require each training provider to operate a reasonable adjustments policy.

16 Age Restrictions for Qualifications

Only those aged 18 or over may hold an SIA licence.

Due to the nature of the work and training, only those aged 18 or over should be enrolled to licence-linked qualifications for Cash and Valuables in Transit, Door Supervision and Close Protection. However, 16-17 year olds may enrol on Security Guarding, CCTV and Vehicle Immobilisation qualifications’ providing it is made clear to them, that they cannot posses a licence until the age of 18.


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17 Use of Role Play in Training

Awarding organisations will ensure that all training providers are providing practical learning in Conflict Management and Searching that is delivered as part of the Close Protection, Door Supervision, Security Guarding and Vehicle Immobilisation qualifications. Awarding organisations must satisfy themselves that each centre is delivering these areas of learning through role-play, practical demonstrations and other means to ensure that each learner is able to acquire the skills required.

18 Assessment of Qualifications

Each awarding organisation will provide suitable mechanisms for assessment of the qualifications. The following are descriptions of the MINIMUM standards of assessment awarding organisations must fulfil for each unit.

These rules apply to the units in use in England, Wales, Northern Ireland and Scotland.

Working within the Private Security Industry

This unit will be assessed by an externally set and marked multiple choice question paper consisting of a minimum of 40 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

Working as a Security Officer within the Private Security

This unit will be assessed by an externally set and marked multiple choice question paper containing a minimum of 40 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

Conflict Management within the Private Security Industry

This unit will be assessed by an externally set and marked multiple choice question paper containing a minimum of 20 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

Physical Intervention

Learners will be assessed performing each of the techniques taught. The tutor will only pass them when all of the techniques have been demonstrated satisfactorily. All of the assessment criteria must be passed. The practical assessment will be externally quality assured.

This unit will be assessed by an externally set and internally marked practical assessment and an externally set, internally marked and externally marked or verified knowledge assessment. The practical assessment will be externally quality assured. The externally set, internally marked or externally verified knowledge assessment will combine a mix of Multiple Choice Question’s and/or short answer questions. A learner must pass all of the assessment criteria.

No learner should pass the knowledge assessment without correctly answering all questions on the risks involved in physical intervention (including positional asphyxia).


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Working as a Close Protection Operative

This unit can be assessed by either of the following methods:

● externally set and marked multiple choice question papers, short answer question papers and practical tasks. The multiple choice question paper will contain at minimum of 25 questions. The short answer question/portfolio will contain a minimum of 13 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above. The practical task can only be passed by those demonstrating 100% achievement

● internally or externally set, internally marked and externally quality assured assignments and practical tasks. The practical task can only be passed by those demonstrating 100% achievement

The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above

Planning, Preparing and Supporting a Close Protection Operation

This unit can be assessed by either of the following methods:

● externally set and marked multiple choice question papers, short answer question papers and practical tasks. The multiple choice question paper will contain a minimum of 28 questions. The short answer question/portfolio will contain a minimum of 21 questions. The assessment can only be passed by those demonstrating 70% achievement of above.

● internally or externally set, internally marked and externally quality assured assignments and practical tasks. The practical task can only be passed by those demonstrating 100% achievement

Working as a CCTV Operator within the Private Security Industry

Assessment for this unit will be by an externally set and marked multiple choice question paper containing a minimum of 40 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

Practical Operation of CCTV Equipment within the Private Security Industry

This unit will be assessed by an externally set and internally marked practical assessment. The practical assessment will be externally quality assured. The learner should achieve all the learning outcomes.

Working as a Door Supervisor within the Private Security Industry

Assessment of this unit will be by an externally set and marked multiple choice question paper containing a minimum of 45 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

Introduction to the Cash and Valuables in Transit Industry

Assessment of this unit will be by an externally set and marked multiple choice question paper containing a minimum of 30 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.


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Working as a Cash and Valuables in Transit Operative within the Private Security Industry

Assessment of this unit will be by an externally set and marked multiple choice paper containing a minimum of 25 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

Vehicle Immobilisation

This unit will be assessed by an internally set, internally marked and externally verified assignment.

Safety Awareness for Door Supervisors

This unit will be assessed by an externally-set and externally-marked multiple choice question paper containing a minimum of 15 questions. The assessment can only be passed by those demonstrating a level of mastery, i.e. 70% achievement or above.

19 Certification

Only full certification from a recognised and approved awarding organisation or a QAA higher education body will be acceptable evidence of successful achievement of the core competency training.

20 Audit Criteria

Centres offering this training are required to allow representatives from the SIA, awarding organisations and associated organisations including relevant qualifications regulators to inspect and/or audit training venues and/or training delivery and/or assessment, in order to ensure consistent quality of delivery and assessment. Each awarding organisation, as part of the process of gaining SIA endorsement, will have given assurances as to the quality assurance processes that they intend to run, which include the commitment that every new centre is visited, and that centres continue to be monitored on the basis of risk thereafter.

21 Exemption from Core Competency Training

Learners with previous relevant qualifications, training and/or experience may be exempt from part or all of the licence-linked qualifications. Details of specific exemptions, and the SIA Exemptions policy, can be viewed on the SIA website training pages.

22 Legal Systems and Local Laws

The legal systems of Scotland and Northern Ireland differ from that of England and Wales. Differences in the legal systems are reflected in the delivery of relevant sections of the qualifications. Employers however may not know which version of the qualification an employee may have taken, so the SIA advises that operatives and their employers remain responsible for being familiar with the laws and legal system relating to the area in which they will be working.


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23 Regulated Qualification Frameworks

The SIA requires licence-linked qualifications to be regulated by the relevant national qualifications regulator. The SIA works closely with qualification regulators in England, Wales, Scotland and Northern Ireland to ensure that only qualifications that provide sufficient coverage of the learning and qualifications specifications become accredited, licence-linked qualifications. The SIA may look at other approaches when considering exemption arrangements and suitable methods to reflect a learner’s prior learning and experience.

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Annexe F

Exemplar role play to accompany delivery of the searching content in the security guarding specialist unit.

1 All learners should have the opportunity to perform a practical demonstration of searching. This document gives guidance on the use of role play in the delivery of the content on searching.

2 Each awarding body will be monitoring that the role play activity has been taken place, and will supply instructions as to how to record the delivery of this requirement.

3 During the delivery of the content relating to searching, learners should have the opportunity to demonstrate their understanding of how to conduct a search.

4 The role play should be set up so that learners have the chance to play a security guard given the role of searching an individual making their way in to a building.

5 Training providers can develop their own role plays, but must ensure that scenarios represent a typical search. The scenario must also allow the security guard to explain to a customer what their right to search is, and shows that they know the appropriate method of searching.

6 Each participant in the role play should be given a brief beforehand. An example of a brief for the security guard is as follows:

● You are the security guard controlling access and egress to a construction site. There have been thefts of fittings from the site recently, and a new policy has been introduced whereby all bags belonging to workers on the site will be searched as they leave the site. You are responsible for conducting a search.

7 The second participant in the role play must be given a compatible brief that allows the scenario to work and reflect a realistic situation. An example of a brief that would complement the above would be:

● You are a worker on a construction site. You are on your way home. You have your bag with some personal items in. You have nothing to hide, but don’t like the idea of a stranger looking through your bag. You don’t want to trouble for yourself but wonder what gives the guards the right to look through your bag.

8 Where the training provider has developed their own scenario, then a copy of this must be retained so that the awarding body has a record.


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Annexe G

Exemplar conflict management scenarios

The Conflict Management unit covers a number of security roles performed in a diverse range of environments. Although the environments may contrast there are common elements to most security roles in terms of communication and conflict management and these can be defined in the generic core of learning objectives set out below.

Delivery of this unit to Security Guards and Close Protection Officers the below scenarios must be covered:

● Enforcement Scenario: A situation that requires demonstration of positive communication skills when dealing with other persons on day-to-day issues, such as, access control and identity checks.

● Defusing Scenario: A situation that requires demonstration of effective communication skills in calming an emotive situation, such as, an angry customer.

● Confronting Scenario: A situation that requires non aggressive but firm handling of unacceptable behaviour such as foul language or breach of rules of entry.

● High Risk Scenario: An obvious risk situation that demands accurate threat assessment, decision-making skills and safe practice.

Delivery of this unit to Door Supervisors the below scenarios must be covered:

● Refusing entry to a customer: learners will understand the rules regarding entry refusal and will know how to refuse entry in a way that reduces the risk of conflict.

● Ejecting a customer from the venue: learners will understand the rules regarding ejection and will know how to eject a customer in a way that reduces the risk of conflict.

● Incidents inside the venue: learners will be able to identify some of the types of incidents that occur inside the venue, and to understand how they can deal with them in a way that reduces the risk of conflict

Trainer Declaration

During delivery of the Conflict Management for the Private Security Industry unit on (insert date) at (insert venue address) I can confirm that the relevant scenarios were delivered to the group. All learners on the course participated and contributed to these scenarios to a satisfactory level.

Trainers Name:

Trainers Signature:

Date:

This declaration will be checked by the Standards Verifier as part of the quality assurance process.


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Documents

Pearson BTEC Award for Working as a Security Officer within ......qualifications, should they wish to change career, such as the Pearson BTEC Award for Working as a Door Supervisor