Level 3 Certificate/Diploma in
Retail (Visual Merchandising)
(7536)
www.cityandguilds.com
October 2009
Version 1.4
Qualification handbook
Certificate 500/2937/X
Diploma
500/2865/0
About City & Guilds
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Level 3 Certificate/Diploma in
Retail (Visual Merchandising)
(7536)
www.cityandguilds.com
October 2009
Version 1.4
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Contents
Follow guidelines for planning and preparing visual merchandising displays
Follow guidelines for dressing visual merchandising displays (C.19)
Order graphic materials for visual merchandising displays (C.20)
Dismantle and store visual merchandising displays (C.21)
Make props for visual merchandising displays (C.22)
Put visual merchandising displays together (C.23)
Work effectively in your retail organisation (E.8)
Organise the receipt and storage of goods in a retail environment (B.14) 39
Help to manage a retail team (E.9)
Choose merchandise to feature in visual merchandising displays (C.24) 47
Plan, monitor and control how graphics are used in visual merchandising
Monitor the effect of visual merchandising displays and layouts (C.26)
Allocate, monitor and control visual merchandising project resources
Contribute to developing and putting into practice the company's visual
Create plans, elevations and drawings to realise visual merchandising ideas
Roles and occupational expertise requirements
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
1 About the qualification
This document contains the information that centres need to offer the following qualifications:
Qualification title and level
City & Guilds
qualification
number
ofQual
accreditation
number(s)
Last
registration
date
Last
certification
date
Level 3 Certificate in Retail
(Visual Merchandising)
7536-33 500/2937/X
31/12/2010
31/12/2013
Level 3 Diploma in Retail
(Visual Merchandising)
7536-36 500/2937/X
31/12/2013
31/12/2013
It includes details and guidance on:
• List of available units
• Rules of Combination
• Assessment
• Entry requirements
• Progression opportunities
The following documents contain essential information on City & Guilds qualifications and should be
referred to in conjunction with this handbook. These documents are available on line from
www.cityandguilds.com
Publication Content
This provides detailed information about the processes which
must be followed and requirements which must be met for a
centre to achieve ‘approved centre’ status, or to offer a
particular qualification.
Providing City & Guilds
qualifications – a guide to centre
and qualification approval
This has updates on City & Guilds assessment and policy issues
Ensuring quality
This contains additional information on Providing City & Guilds
qualifications, in a CD-ROM, which links to the internet for
access to the latest documents, reference materials and
templates. The Centre Toolkit is sent to centres when they
receive approved centre status.
Centre toolkit
This contains details of the qualification structure, registration
and certification procedures and fees.
Walled Garden
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
5
Contacting City & Guilds by e-mail
The following e-mail addresses give direct access to our Customer Relations team.
e-mail Query
types
learnersupport@cityandguilds.com
all learner enquiries, including
• requesting a replacement certificate
• information about our qualification
• finding a centre
centresupport@cityandguilds.com
all centre enquiries
walledgarden@cityandguilds.com
all enquiries relating to the Walled Garden,
including
• setting up an account
• resetting passwords
1.1 Qualification structure
What is the Qualifications and Credit Framework?
The Qualification and Credit Framework (QCF) is a new way of recognising achievement through the
award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications,
and enable qualifications to be achieved in smaller steps.
Units within the framework will have a level (ranging from Entry level to level 8) to indicate the level
of difficulty. They will also have a credit value to indicate the size of the unit.
The QCF will:
• allow providers to design more flexible programmes, suited to the needs of a wider range of
candidates
• describe achievements (credits) to employers, providers and candidates in a way that is easy to
understand
• allow candidates to accumulate credit, by recognising smaller steps of learning at their own
pace
• allow candidates to transfer credits into an electronic Learner Achievement Record, which they
will keep for life
QCF units
Each unit has a credit value based on the total number of hours learning required to achieve it
(notional learning). Each 10 hours of learning equals 1 credit e.g. if a unit takes 50 hours of learning
then it will receive a credit value of 5. The units vary in credit value.
In addition all units have a level which may be different from the qualification in which they can be
used.
Are the Retail QCF units different to the NVQ units?
The NVQ units for Retail match exactly the National Occupational Standards (NOS) units. They were
written to meet the requirements of the National Qualifications Framework.
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
The QCF has a slightly different layout of the criteria for the units and also incorporates the level and
credit value. The NVQ units have therefore been reformatted, to meet the new QCF unit criteria.
Although the units are presented in a revised format, the assessment criteria used in both the NVQ
and QCF units are identical.
QCF terminology
Whilst the evidence outcomes required from QCF and NVQ units are the same the QCF units use
different terminology to the NVQ units.
The assessment criteria for NVQ units are listed under the ‘What you must do’ and ‘What you must
know’ whereas for the QCF units they are all listed under ‘The learner can’.
Qualifications
These are available as Award, Certificate and Diploma at levels 1 & 2 and Certificate and Diploma at
level 3. To complete a qualification the minimum credit value must be achieved and each type at
each level requires more credit to be achieved. The number of units to achieve this is not fixed as it
is the total credit value that is required. Rules of combination apply to each qualification.
Candidates can accumulate credit which will allow them to claim Award, Certificate or Diploma
certification as the qualification credit values are achieved.
The rules of combination for certification are therefore much more flexible and less prescriptive
than for NVQs.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
7
The units in the Level 3 (Visual Merchandising) qualification are:
Level 2
225
Follow guidelines for planning and preparing visual
merchandising displays
(C.18) 7
226
Follow guidelines for dressing visual merchandising
displays
(C.19) 8
227
Order graphic materials for visual merchandising
(C.20)
3
228
Dismantle and store visual merchandising displays
(C.21)
13
229
Make props for visual merchandising
(C.22)
10
230
Put visual merchandising displays together
(C.23)
8
Level 3
City & Guilds
unit number
Title
QCF unit
number
Credits
301
Work effectively in your retail organisation
(E.8)
9
306
Organise the receipt and storage of goods in a retail
environment
(B.14) 11
312
Help to manage a retail team
(E.9)
11
322
Choose merchandise to feature in visual
merchandising displays
(C.24) 6
323
Plan, monitor and control how graphics are used in
visual merchandising displays
(C.25) 8
324
Monitor the effect of visual merchandising displays
and layouts
(C.26) 10
325
Allocate, monitor and control visual merchandising
project resources against budgets
(C.27) 10
326
Contribute to developing and putting into practice the
company’s visual merchandising policy
(C.28) 10
327
Create plans, elevations and drawings to realize visual
merchandising ideas
(C.29) 10
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Rules of Combination
Level 3 Retail (Visual Merchandising)
Award
Certificate
Diploma
Minimum
number
of credits
required
Not available
31 credits
53 credits
Rules of
combination
n/a
Unit 301 must be taken (9
credits)
A minimum of 10 credits must
come from units 306, 312, 322-
327
A further minimum of 12 credits
can come from units 225-230,
306, 312, 322-327 with no more
than one unit from 225-230
Unit 301 must be taken (9
credits)
A minimum of 23 credits must
come from units 306, 312,
322-327
A further minimum of 21
credits can come from units
225-230, 306, 312, 322-327
with no more than one unit
from 225-230
Minimum
number of
credits
which must
come from
Level 3
n/a
19 credits
32 credits
Number of
units this
qualification
could be
achieved in
Min-3 units
Max-6 units
Min-6 units
Max-8 units
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
9
1.2 Opportunities for progression
On completion of this qualification candidates may progress into employment or to the following
City & Guilds qualifications:
• Level 3 Certificate in Retail (Management) (7536-31)
• Level 3 Diploma in Retail (Management) (7536-34)
• Level 3 Certificate in Retail (Sales Professional) (7536-32)
• Level 3 Diploma in Retail (Sales Professional) (7536-35)
• Level 4 Higher Professional Diploma in Retail Management (4454)
1.3 Candidate entry requirements
Candidate entry requirements
There are no formal entry requirements for candidates undertaking these qualifications. However,
centres must ensure that candidates have the potential and opportunity to successfully gain the
qualifications.
Age restrictions
There are no age limits attached to candidates undertaking the qualification
unless this is a legal
requirement of the process or the environment.
Other legal considerations
There are no formal entry requirements for candidates undertaking this qualification; however
centres must ensure that candidates have the potential and opportunity to gain evidence for the
qualification in the work place.
For funding purposes, centres are reminded that candidates should not be entered for a
qualification of the same type, content and level as that of a qualification they already hold.
1.4 Qualification support materials
City & Guilds also provides the following publications and resources specifically for this
qualification:
Description
How to access
SmartScreen www.smartscreen.co.uk
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
2 Assessment
2.1 Summary of assessment methods
For this qualification, candidates will be required to complete the following assessments:
• a portfolio of evidence for each unit
This guidance is based on and amplifies the assessment strategy developed for the N/SVQ in Retail
Skills Level 3.
External quality control
External quality control is provided by the usual City & Guilds external verification process which
includes the use of the electronically scannable report form which is designed to provide an
objective risk analysis of individual centre assessment and verification practice.
Accreditation of prior learning and experience (APEL)
Accreditation of Prior Learning (APL) and Accreditation of Prior Experience and Learning (APEL)
recognise the contribution a person’s previous experience could contribute to a qualification.
Should any opportunities for APEL be identified it is important that a complete process of
accreditation of prior experience and learning is undertaken by ensuring that:
• it covers relevant or appropriate experience for previous activities as well as accredited learning
and qualifications
• it is incorporated into the assessment planning with details of how this will take place
• mapping of prior learning to the National Occupational Standards to identify gaps is
documented and auditable
• assessment methods or processes for accreditation of prior experience and learning are
documented and made available to the external verifier
• the audit trail covers the whole process and methodology of Accreditation of Prior Experience
and Learning
• the authenticity and currency of presented evidence is established by the assessor
• where observation or expert witness testimony is a unit assessment method requirement, this
activity is undertaken after candidate registration for the qualification
In considering the appropriateness of any single piece of evidence the following should be
considered:
• Content – the degree to which the content of any previous accredited learning meets the
requirements of the National Occupational Standards against which it is being presented as
evidence.
• Performance and Knowledge – the degree to which the previous learning covered both
performance and knowledge. Some learning will only have offered and tested the latter, in
which case the Accreditation of Prior Learning can only cover this aspect. Performance will
require further assessment. Although unlikely, the reverse (performance tested but not
knowledge) could be true in which case knowledge and understanding would need further
assessment.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
11
• Relevance of Context – the degree to which the context of the learning gained and assessed
relates to the current context of candidates’ work roles. If the context was different, assessors
will need to satisfy themselves of candidates’ ability to transfer the learning gained into their
current setting.
• Currency – how recently the learning was gained. Candidates would need to demonstrate
current knowledge and understanding of areas such as legislation, policy and practice etc,
which may have changes since the previous learning programmes was undertaken.
• Authenticity – how the ownership of the evidence is established to ensure it was generated by
the candidate.
Simulation
Simulation is allowed in some of the units in this qualification. This information can be found with
the unit summary at the front of each unit.
The overarching principle to be applied to units identified as suitable for simulation is that it should
only be undertaken in a minority of cases where:
•
there is a high risk to the security or safety of the candidate, individuals, key people in their
lives and others
•
the opportunity to present evidence from work-based practice happens infrequently and
therefore insisting that candidates wait for such an occurrence would be unreasonable or
create blockages in the assessment system and might carry the risk of de-motivating
candidates
•
there would otherwise be a breach of confidentiality or privacy
Where centres, for purposes of supporting, or complementing an effective skills formation
programme, wish to establish an environment where simulation is a structured component of an
assessment methodology, the sector requires that:
a
Simulation must be undertaken in a Realistic Working Environment
b
Awarding Bodies provide guidance for centres, which requires that Realistic Working
Environments:
‘Provide an environment which replicates the key characteristics of the workplace in which the skill
to be assessed is normally employed’.
A realistic working environment (for the purpose of simulated work activities) is regarded as one
that replicates a real working environment. For example, a college shop that operates on a
commercial basis (i.e. it has a profit and loss account) is acceptable for retail environments but a
shop laid out in a classroom environment isn’t. However, a simulated activity may be used, within a
retail setting itself, for assessment purposes to allow candidates to demonstrate emergency drills,
evacuation and accident procedures as part of the Health and Safety Units in order to prevent any
barriers to achievement.
Assessment for the Level 2 Retail Skills must always be carried out in a real retail environment. The
use of simulated activities should only be allowed for the demonstration of emergency procedures
contained within the Health & Safety Units E2 (level 1/4), E6 (level 2/5), E18 (level 3/6) and taking
action to deal with or contain security risks, threats & breaches and incidents of theft within the
Security Units E1 (level 1/4), E7 (level 2/5), E11 (level 3/6). Additionally Improve SSC allow for the use
of simulation as a supplementary form of evidence for Units B17, B18 and B19 when the candidate’s
assessment environment does not allow for assessment across the full range of contexts,
equipment or products specified.
Evidence generated from simulated activities will not be acceptable for any other unit. In particular,
it must be emphasised that simulation is not permitted for any of the units originally derived by the:
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
•
Institute of Customer Service (ICS)
(Note: the use of a Realistic Working Environment including work experience and work
placement for units D1, D2 & D3 is acceptable to the ICS. All other Units must be achieved in
a real working situation (either paid or voluntary))
•
Management Standards Centre (MSC)
•
Financial Services Skills Council (FSSC)
2.2 Evidence requirements
Specific evidence requirements can be found at the start of each unit.
2.3 Recording forms
City & Guilds has developed a set of recording forms specifically for these qualifications; Recording
forms for Level 1 Award/Certificate/Diploma in Retail Skills 7536.
This is available from the City & Guilds website or can be ordered from Publications.
Although it is expected that centres will use these forms, centres may devise or customise
alternative forms, which must be approved for use by the external verifier, before they are used by
candidates and assessors at the centre.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
13
3 Units
Availability of units
The units for this qualification follow.
They may also be obtained from the centre resources section of the City & Guilds website
www.cityandguilds.com
The learning outcomes and assessment criteria are also viewable on the National Database of
Accredited Qualifications (NDAQ) www.accreditedqualifications.org.uk
Structure of units
The units in this qualification are written in a standard format and comprise the following:
• City & Guilds reference number
• title
• level
• credit value
• unit aim
• learning outcomes which are comprised of a number of assessment criteria
• relationship to NOS, other qualifications and frameworks
• endorsement by a sector or other appropriate body
• assessment
• guidance notes
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 225
Follow guidelines for planning and preparing
visual merchandising displays (C.18)
Level:
2
Credit value: 7
Unit aim(s)
This unit is for visual merchandising specialists and is about planning and preparing visual
merchandising displays within the guidelines provided by the learner’s manager. It involves
interpreting design briefs and getting hold of the merchandise and props needed for the display.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to interpret design briefs for retail displays
2. Know how to get hold of merchandise and props to be featured in retail displays
3. Interpret design briefs for retail displays
4. Get hold of merchandise and props to be featured in retail displays
Notional and guided learning hours
It is recommended that 70 hours should be allocated for this unit, 33 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Assessor observed performance is the most appropriate method of assessment for the majority
of this unit. Assessment for this unit will be undertaken through naturally occurring work activities.
Copies of sketches and notes produced in the planning process may provide useful product
evidence. Backed up by professional discussions whilst reviewing the completed display. It is
important that the candidate is able to consistently and accurately display stock to organisational
guidelines. The use of questioning to confirm knowledge and understanding will be a valuable
assessment method to ensure coverage of this unit.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
15
Monitoring the candidate’s performance whilst planning, preparing, setting up and displaying
products for a period of not less than three months will be required to ensure the candidate’s ability
to work consistently.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 225
Follow guidelines for planning and preparing
visual merchandising displays (C.18)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to interpret design briefs for retail displays
The learner can:
1. show that they know the role of displays in marketing, promotional and sales campaigns and
activities
2. show that they know the importance and content of the design brief
3. show that they know how to use the design brief to identify what is needed for the display
4. show that they know different approaches to designing displays for different types of
merchandise, and why these are effective
5. show that they know how to evaluate the potential places to put the display so as to meet
the design brief
6. show that they know the company’s policies for visual design
Outcome 2 Know how to get hold of merchandise and props to be
featured in retail displays
The learner can:
1. show that they know the role of displays in marketing, promotional and sales campaigns and
activities
2. show that they know how to use the design brief to identify what they need for the display
3. show that they know the different approaches to designing displays for different types of
merchandise, and why these are effective
4. show that they know how light, colour, texture, shape and dimension combine to achieve
the effects needed
5. show that they know how to assess the potential of places to put displays to meet the
design brief
6. show that they know company policies for visual design
7. show that they know the merchandiser or buyer that the learner needs to consult about
merchandise and props
8. show that they know how to arrange delivery of merchandise and monitor the progress of
deliveries
9. show that they know why they must update stock records to account for merchandise on
display, and how to do this
Outcome 3 Interpret design briefs for retail displays
The learner can:
1. identify the purpose, content and style of the display
2. identify the equipment, materials, merchandise and props needed to create and install the
display and the dates for completing it
3. evaluate whether the place they plan to put the display is likely to fulfil the design brief
4. create new and effective ways of improving the visual effect of displays, within the limits of
the design brief, the company’s visual design policies and the authority the learner has
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
17
Outcome 4 Get hold of merchandise and props to be featured in retail
displays
The learner can:
1. confirm that the features of merchandise and props shown in the design brief are those
most likely to attract customers’ attention
2. identify other merchandise and props when those originally specified are not available or not
suitable, and agree alternative selections with the right person
3. agree arrangements for delivery of merchandise and props with the right people, allowing
enough time for deliveries to arrive before the display must be installed
4. check the progress of deliveries and take suitable action if delays seem likely
5. update stock records to account for merchandise on display
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 226
Follow guidelines for dressing visual
merchandising displays (C.19)
Level:
2
Credit value: 8
Unit aim(s)
This unit is for visual merchandising specialists. It is about following guidelines for dressing in-store
and window displays in ways that promote sales. It involves making judgements about how best to
achieve the visual effect needed, while working within the company’s policy for visual design. It is
also about evaluating finished displays and sorting out any problems the learner identifies.
Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1. Know how to dress in-store displays to guidelines
2. Know how to dress window displays to guidelines
3. Know how to evaluate and improve retail displays
4. Dress in-store displays to guidelines
5. Dress window displays to guidelines
6. Evaluate and improve retail displays
Notional and guided learning hours
It is recommended that 80 hours should be allocated for this unit, 48 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
19
Unit 226
Follow guidelines for dressing visual
merchandising displays (C.19)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to dress in-store displays to guidelines
The learner can:
1. show that they know how to create and use focal points within a display
2. show that they know how to put together merchandising displays for use inside the store
3. show that they know how to choose and combine dimension, shape, colour, texture and lighting
to create the visual effect needed from a display
4. show that they know how to dress mannequins, busts and other props
5. show that they know how to display different types of merchandise
6. show that they know how to choose a suitable type of grouping
7. show that they know how they can use different types, directions and levels of light to
create atmosphere
8. show that they know how displays can achieve add-on sales and why this is important
9. show that they know why they are expected to install creative displays and to be aware of
trends
10. show that they know different approaches to displaying merchandise and how to choose
the best approach
11. show that they know the different purposes of displays and how these are used in visual
merchandising
12. show that they know how props, prototypes, dressings and fixtures create visual effects
13. show that they know the health and safety guidelines for displays
14. show that they know how to identify the selling features of merchandise to be used in
displays
Outcome 2 Know how to dress window displays to guidelines
The learner can:
1. show that they know how to choose and combine dimension, shape, colour, texture and
lighting to create the visual effect needed from a display
2. show that they know how to dress mannequins and other props
3. show that they know how to display different types of merchandise
4. show that they know how to choose a suitable way of grouping merchandise
5. show that they know how to light window displays and who in their store is responsible for
installing lighting
6. show that they know how displays can achieve add-on sales and why this is important
7. show that they know why they are expected to install displays creatively and to be aware of
trends
8. show that they know why different kinds of merchandise need different approaches to
display, and what these approaches are
9. show that they know the different purposes of displays and how different displays are used
in visual merchandising
10. show that they know how props, prototypes, dressings and fixtures create visual effects
11. show that they know the dressing techniques to use for different types of merchandise
12. show that they know health and safety guidelines for displays
13. show that they know the legal requirements which apply to pricing and ticketing
14. show that they know how to identify the selling features of merchandise to be used in
displays
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Outcome 3 Know how to evaluate and improve retail displays
The learner can:
1. show that they know how to decide if items are suitable for a display
2. show that they know how to identify risks to items and measures to protect items
3. show that they know how to evaluate the visual effect of displays
4. show that they know how to make adjustments and improvements to displays
5. show that they know how to use scale when creating visual effects
6. show that they know why they need to evaluate and improve displays
7. show that they know how light, colour, texture, shape and dimension combine to achieve
the visual effects needed for a display
8. show that they know the different approaches to using displays for different types of
merchandise
9. show that they know the dressing techniques for different types of merchandise
10. show that they know how to identify the purpose of displays
11. show that they know the company’s visual design and merchandising policies
12. show that they know the types of risk displays face, why the learner must reduce these risks
as far as possible and how to do so
13. show that they know the reporting arrangements for sorting out problems and reducing
risks
14. show that they know how much authority they have to change displays
Outcome 4 Dress in-store displays to guidelines
The learner can:
1. follow company procedures for using ladders, tools and equipment safely
2. place displays where these will attract the attention of target customers
3. use the design brief to identify the focal points of the display
4. choose shapes, colours and groupings that are suited to the purpose and style of the display
5. create displays that achieve the visual effect needed and are consistent with the company’s
visual design policy
6. position merchandise, graphics and signs in ways that promote sales
7. check that lighting is installed in line with the design brief
8. check that the finished display meets health and safety guidelines and legal requirements
Outcome 5 Dress window displays to guidelines
The learner can:
1. position merchandise, graphics and signs according to guidelines and in ways that attract
the attention and interest of customers and provide the information which customers need
2. group merchandise appropriately for the purpose and style of display, the selling features of the
merchandise and the visual effect needed under the design brief
3. make sure that lighting is installed in line with lighting requirements
4. check that the finished display meets health and safety guidelines and legal requirements
Outcome 6 Evaluate and improve retail displays
The learner can:
1. check that all the parts of the display are suitable for the purpose of the display and meet
requirements
2. check that the display meets requirements for easy access, safety and security
3. identify safety and security risks to the display and choose suitable ways of reducing risks
4. consider how the display looks from all the directions from which customers will approach it
5. encourage colleagues to provide constructive comments about the display
6. promptly make any adjustments that the learner is authorised to make and that are needed
to achieve the visual effect and to make the display safe and secure
7. regularly check the display’s visual effect
8. promptly report to the right person any problems and risks that the learner is not
responsible for sorting out themselves
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
21
Unit 227
Order graphic materials for visual
merchandising displays (C.20)
Level:
2
Credit value: 3
Unit aim(s)
This unit is for visual merchandising specialists and is about ordering graphic materials and
positioning them in displays. Firstly, it is about ordering the right quantity and quality of graphics,
signs and tickets within the available budget and checking the progress of orders to ensure that
requirements are met. Secondly, it is about positioning graphics, signs and tickets so that they
support the purpose of the display and meet all relevant requirements.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to order graphic materials to meet retail display needs
2. Know how to position graphic materials to support retail displays
3. Order graphic materials to meet retail display needs
4. Position graphic materials to support retail displays
Notional and guided learning hours
It is recommended that 30 hours should be allocated for this unit, 18 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
22
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 227
Order graphic materials for visual
merchandising displays (C.20)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to order graphic materials to meet retail display
needs
The learner can:
1. show that they know how graphic materials help to make displays more effective
2. show that they know the different ways to use graphic materials for different types of
merchandise
3. show that they know how to choose graphic materials that will achieve the desired effects
4. show that they know who can supply graphic materials
5. show that they know the company’s procedures for ordering graphic material
6. show that they know how to make clear to suppliers what graphic materials are needed
7. show that they know how to check the quantity and quality of graphic materials when these
are delivered
8. show that they know how to find out about cost limits and deadlines for buying graphic
materials, and the importance of sticking to these
Outcome 2 Know how to position graphic materials to support retail
displays
The learner can:
1. show that they know the house style, company policy and legal requirements for using
graphic materials
2. show that they know how to identify and interpret manufacturers’ branding requirements
3. show that they know how to interpret the design brief
4. show that they know how to choose where to put graphic materials within the display
5. show that they know how to check that graphics and signs are safe and secure
6. show that they know how graphic materials help to attract and inform customers
7. show that they know the different ways to use graphic materials for different types of
merchandise
Outcome 3 Order graphic materials to meet retail display needs
The learner can:
1. make clear to suppliers what graphic materials are needed
2. check that suppliers can meet the learner’s needs
3. order supplies of graphic materials promptly and within the available budget
4. check the progress of orders
5. check the quality and quantity of graphic materials when these are delivered
Outcome 4 Position graphic materials to support retail displays
The learner can:
1. position graphic materials according to the design brief, house style, company policy on
signs, manufacturers’ branding requirements and legal requirements
2. position graphic materials in ways that support the display’s intended visual effect and message
3. check that graphic materials are positioned safely and securely and in line with legal
requirements
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
23
Unit 228
Dismantle and store visual merchandising
displays (C.21)
Level:
2
Credit value: 13
Unit aim(s)
This unit is for visual merchandising specialists. It is about dismantling displays and deciding what
to do with the display parts. This involves returning borrowed merchandise, disposing of unwanted
materials and cleaning the display sites and parts. It also involves storing equipment, props and
graphics carefully so that these remain in good condition and can easily be found again when
needed.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to dismantle retail displays
2. Know how to store equipment, props and graphics for retail displays
3. Dismantle retail displays
4. Store equipment, props and graphics for retail displays
Notional and guided learning hours
It is recommended that 130 hours should be allocated for this unit, 70 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
24
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 228
Dismantle and store visual merchandising
displays (C.21)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to dismantle retail displays
The learner can:
1. show that they know how to dismantle displays safely
2. show that they know how to protect the parts of displays from being damaged during
dismantling
3. show that they know how to identify unwanted materials and how to get rid of these safely
4. show that they know where to return the parts of display to
5. show that they know how to identify safe and approved cleaning materials and equipment
to use
6. show that they know techniques for cleaning display sites and parts safely and thoroughly
Outcome 2 Know how to store equipment, props and graphics for retail
displays
The learner can:
1. show that they know how to work out the storage space needed
2. show that they know how to identify requirements for protective packaging and security
measures
3. show that they know how to check the condition of items
4. show that they know how to deal with items that need repair
5. show that they know why they must label items accurately
6. show that they know why they must keep records of items and where to store these records
7. show that they know why they must store items securely
8. show that they know the suitable storage facilities available
9. show that they know which items need to be stored
10. show that they know possible dangers and risks to health, safety and security in relation to
storage facilities and stored items
11. show that they know who to report dangers and risks to
Outcome 3 Dismantle retail displays
The learner can:
1. dismantle displays safely
2. protect the parts of the display from being damaged during dismantling
3. return the parts of the display to the appropriate places promptly and, if needed, in a saleable
condition
4. get rid of unwanted materials safely and keep accurate records of this if needed
5. clean display sites and parts using safe and approved cleaning materials and equipment
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
25
Outcome 4 Store equipment, props and graphics for retail displays
The learner can:
1. work out accurately the storage space required
2. identify the protective packaging needed and the security measures that need to be in place
3. store items in suitable places and with clear and accurate labels
4. keep accurate and up-to-date records of items in storage
5. identify damaged items, missing items and dangers and risks to health and safety, and
report these promptly to the right person
6. check that storage facilities and items in storage are clean, safe, secure and accessible only
to those with a right to these
26
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 229
Make props for visual merchandising displays
(C.22)
Level:
2
Credit value: 10
Unit aim(s)
This unit is for visual merchandising specialists and is all about making props for displays. Firstly, it
is about using design information to identify the props and prototypes needed and working out how
to get hold of these items. It also covers making life-size replicas and scale models as well as
decorating fixtures and panels for using in displays in stores..
Learning outcomes
There are eight learning outcomes to this unit. The learner will be able to:
1. Know how to confirm the requirements for props and prototypes for retail displays
2. Know how to make life-size copies of items for retail displays
3. Know how to make scale models of items for retail displays
4. Know how to decorate fixtures and panels for retail displays
5. Confirm the requirements for props and prototypes for retail displays
6. Make life-size copies of items for retail displays
7. Make scale models of items for retail displays
8. Decorate fixtures and panels for retail displays
Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
27
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
28
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 229
Make props for visual merchandising displays
(C.22)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to confirm the requirements for props and
prototypes for retail displays
The learner can:
1. show that they know where to get the design brief
2. show that they know how to use design information to identify the props and prototypes
needed
3. show that they know how to decide whether different types of props and prototypes are
relevant, including life size, large scale, small scale, standing items and moving items
4. show that they know how to specify their needs for props and prototypes clearly, and what
formats to use
5. show that they know how to use scale in creating visual effects
6. show that they know how props, prototypes, dressings and fixtures create visual effects
7. show that they know the types and styles of props and prototypes their company uses
Outcome 2 Know how to make life-size copies of items for retail displays
The learner can:
1. show that they know how to make the copies needed
2. show that they know how to check whether the copies they make are suitable for display
3. show that they know how to test that copies work and look as required, and are safe to use
4. show that they know how to use scale to create visual effects
5. show that they know how props, prototypes, dressings and fixtures create visual effects
6. show that they know how to use the design brief to identify what items need to be copied
7. show that they know how to identify the cost limits and deadlines for making copies
8. show that they know how to arrange suitable storage for copies
Outcome 3 Know how to make scale models of items for retail displays
The learner can:
1. show that they know how to create scale models to use as props and prototypes
2. show that they know how to evaluate finished models against specifications
3. show that they know how to test that scale models work and look as required, and are safe to
use
4. show that they know how to use scale to create visual effects
5. show that they know how models help to create visual effects
6. show that they know the mechanical principles of working models
7. show that they know how to use the design brief to identify what is needed for scale models
8. show that they know how to identify the budget and deadlines for making scale models
9. show that they know how to make suitable storage arrangements for scale models
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
29
Outcome 4 Know how to decorate fixtures and panels for retail displays
The learner can:
1. show that they know how to use scale to create visual effects
2. show that they know how to choose decorative materials and techniques
3. show that they know how to check and evaluate decorative work as it is being done
4. show that they know how to use materials efficiently
5. show that they know how to check the quality of finish of decorative panels and fixtures
6. show that they know how to judge the suitability of, and choose, new and creative
decorative techniques
7. show that they know how to apply innovative decorative techniques
8. show that they know how to complete decorative work within cost limits and policy
9. show that they know how light, colour, texture, shape and dimension combine to achieve
the visual effects needed for a display
10. show that they know why they are expected to decorate panels and fixtures in creative ways
11. show that they know why different kinds of merchandise need different approaches to
decoration
12. show that they know how decorated panels and fixtures contribute to visual effects
13. show that they know how to identify the range of decorative techniques and materials they
can choose from
14. show that they know how to identify the purpose of the display
15. show that they know the company’s visual design policy
Outcome 5 Confirm the requirements for props and prototypes for retail
displays
The learner can:
1. use design information to identify the props and prototypes needed
2. produce specifications for props and prototypes that meet the design brief
3. specify clearly and accurately the type, size and function of the props and prototypes needed
4. identify which props and prototypes they can get ready-made and which need to be made
to order
5. make realistic plans to get all the items they need
Outcome 6 Make life-size copies of items for retail displays
The learner can:
1. use the design brief to identify the features of original items that they need to copy
2. choose and use suitable and efficient techniques, materials, tools and equipment for making
copies
3. complete the copies, including any alterations, by agreed deadlines and in line with the design
brief
4. use valid and thorough tests to check that copies work and look as required, and are safe to
use
5. evaluate test results accurately and make any adjustments needed to the copy
6. store copies securely and make stored copies available to those who need these by the
agreed deadlines
30
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Outcome 7 Make scale models of items for retail displays
The learner can:
1. choose new ideas, techniques and materials that are consistent with the design brief and
the company’s design policy
2. use shapes and colour styles that make models more effective within the limits of the design
brief
3. choose and use suitable and efficient techniques, materials, tools and equipment for making
scale models
4. complete scale models, including any alterations, by agreed deadlines and in line with the
design brief
5. use valid and thorough tests to check that models work and look as required, and are safe to
use
6. evaluate test results accurately and make any adjustments needed to the scale model
7. store scale models securely and make stored scale models available to those who need
these by the agreed deadlines
Outcome 8 Decorate fixtures and panels for retail displays
The learner can:
1. choose decorative techniques and materials which are suitable, new and within cost limits
2. choose materials that will have the visual effect needed when applied to the relevant fixtures
3. evaluate decorative work as its visual effect emerges and adjust it to give the effect needed
4. use tools, equipment and materials efficiently
5. produce decorative work that is free from faults, has the visual impact needed, is consistent
with the design brief and is completed within agreed deadlines
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
31
Unit 230
Put visual merchandising displays together
(C.23)
Level:
2
Credit value: 8
Unit aim(s)
This unit is for visual merchandising specialists and is all about assembling displays. Firstly, it
involves interpreting diagrams of layouts for displays. As well as identifying the features of layouts,
such as where to put layouts and what is needed to create layouts, the learner needs to be able to
work out what they need to do to put layouts together. The second aspect of the unit is about
putting layouts together accurately within the guidelines provided and introducing creative effects
when appropriate.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to interpret retail display layout requirements from plans, elevations and drawings
2. Know how to follow guidelines for putting retail display layouts together
3. Interpret retail display layout requirements from plans, elevations and drawings
4. Follow guidelines for putting retail display layouts together
Notional and guided learning hours
It is recommended that 80 hours should be allocated for this unit, 49 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
32
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 230
Put visual merchandising displays together
(C.23)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to interpret retail display layout requirements
from plans, elevations and drawings
The learner can:
1. show that they know how to identify the layout needed and the essential features of layouts
from plans, elevations and drawings
2. show that they know how to work out what activities and resources they need to put layouts
together
3. show that they know how to identify the health, safety and security arrangements needed for
layouts
4. show that they know what layout design is and its part in effective visual design practice
5. show that they know the techniques of layout design, including drawing conventions and
standards
6. show that they know sources of information to use when working out what they need for
layouts
7. show that they know who can make decisions when the learner has problems with layouts
Outcome 2 Know how to follow guidelines for putting retail display
layouts together
The learner can:
1. show that they know how to interpret guidelines for putting layouts together
2. show that they know how to spot opportunities to achieve creative effects
3. show that they know how to work creatively within the visual merchandising policy
4. show that they know how to spot and sort out problems when putting layouts together
5. show that they know when creative effects are suitable
6. show that they know the parts they need to put layouts together
7. show that they know the relevant health, safety and legal requirements
8. show that they know where to find the parts they need for layouts
Outcome 3 Interpret retail display layout requirements from plans,
elevations and drawings
The learner can:
1. accurately identify the essential features and detailed requirements of layouts from plans,
elevations and drawings
2. accurately identify health, safety and security arrangements from plans, elevations and
drawings
3. work out what activities and resources they need to put layouts together as shown in plans,
elevations and drawings
4. identify possible problems in putting layouts together and work out ways of sorting these
problems out
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
33
Outcome 4 Follow guidelines for putting retail display layouts together
The learner can:
1. check that the parts they need are available and in working order
2. put the layout together within the guidelines, agreed deadlines, health and safety policies and
legal requirements
3. identify opportunities for achieving creative effects and do so within the guidelines
4. identify possible problems which may arise and take prompt and suitable action within the
guidelines
34
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 301
Work effectively in your retail organisation
(E.8)
Level:
3
Credit value: 9
Unit aim(s)
This unit is about the learner being an effective member of their team, including taking some
responsibility for helping colleagues to learn. The unit involves the learner in supporting the team’s
efforts by sharing the workload fairly, making realistic commitments and doing their best to keep
them, and contributing to team morale and good working relations. The unit is also about being an
effective learner in the workplace. It assumes that the learner receives some help and support in
planning and carrying out their learning plans. The learner’s responsibilities are to contribute to the
planning process, carry out their plan and report on their progress.
Finally, the unit is about helping colleagues to gain the information and skills needed for competent
performance. It involves the learner passing on to colleagues their own knowledge and skills as the
learner goes about their day-to-day work. This unit is not about being a professional trainer and the
learner is not expected to assess colleagues’ performance formally.
Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1. Know how to support effective team working in a retail environment
2. Know how to help to plan and organise their own learning in a retail environment
3. Know how to help others to learn in a retail environment
4. Support effective team working in a retail environment
5. Help to plan and organise their own learning in a retail environment
6. Help others to learn in a retail environment
Notional and guided learning hours
It is recommended that 90 hours should be allocated for this unit, 49 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
35
Unit Assessment: Mandatory Unit for all Level 3 Pathways
Product evidence (either paper or electronic) is the most likely source of evidence for this unit.
This could include minutes of meetings recording your agreed actions, rotas and schedules that you
have negotiated communication with customers and suppliers. Your involvement in staff
development programmes for staff within your work team. Evidence should arise through naturally
occurring work activities. Where difficulties arise naturally, documentary evidence of how they
were dealt with should be included. It is unlikely that you will be able to demonstrate competence
in less than 3 months.
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Assessor observed performance may be used for this unit to expand on the evidence already
generated.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
This unit can be achieved in isolation of other units. However evidence for this unit will be generated
holistically whilst the candidate is working towards competence in their selected units for the
qualification
36
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 301
Work effectively in your retail organisation
(E.8)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to support effective team working in a retail
environment
The learner can:
1. show that they know the team’s purpose, aims and targets
2. show that they know their responsibility for contributing to the team’s success
3. show that they know their colleagues’ roles and main responsibilities
4. show that they know the importance of sharing work fairly with colleagues
5. show that they know the factors that can affect their own and colleagues’ willingness to
carry out work, including skills and existing workload
6. show that they know the importance of being a reliable team member
7. show that they know the factors to take account of when making commitments, including
their existing workload and the degree to which interruptions and changes of plan are within
their control
8. show that they know the importance of maintaining team morale, the circumstances when
morale is likely to flag, and the kinds of encouragement and support that are likely to be
valued by colleagues
9. show that they know the importance of good working relations, and techniques for
removing tension between colleagues
10. show that they know the importance of following the company’s policies and procedures for
health and safety, including setting a good example to colleagues
Outcome 2 Know how to help to plan and organise their own learning in
a retail environment
The learner can:
1. show that they know who can help them set goals, help them plan their learning, and give
them feedback about their progress
2. show that they know how to identify the knowledge and skills they will need to achieve their
goals
3. show that they know how reflecting on their past learning experiences can help them to plan
their future learning, and techniques for doing so
4. show that they know how to work out how much time they need to devote to learning and
how much time they can make available for learning
5. show that they know how often to check their progress and how to do this
6. show that they know how to adjust their plans as needed to help them meet their goals
7. show that they know why they should ask for feedback on their progress, how to do so, and
how to respond positively
Outcome 3 Know how to help others to learn in a retail environment
The learner can:
1. show that they know their role in helping others to learn in the workplace
2. show that they know how to work out what skills and knowledge they can usefully share with
others
3. show that they know how and when to offer help and advice to colleagues who are learning
4. show that they know methods of helping others to learn on the job, and how to choose
suitable methods for different learning situations
5. show that they know health, safety and security risks that are likely to arise when people are
learning on the job, and how to reduce these risks
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
37
6. show that they know
sources of help within your organisation for people who are learning, and how
to access them
Outcome 4 Support effective team working in a retail environment
The learner can:
1. share work fairly with colleagues, taking account of their own and others’ preferences, skills
and time available
2. make realistic commitments to colleagues and do what the learner has promised to do
3. let colleagues know promptly if the learner will not be able to do what has been promised and
suggest suitable alternatives
4. encourage and support colleagues when working conditions are difficult
5. encourage colleagues who are finding it difficult to work together to treat each other fairly,
politely and with respect
6. follow the company’s health and safety procedures as they work
Outcome 5 Help to plan and organise their own learning in a retail
environment
The learner can:
1. discuss and agree with the right people goals that are relevant, realistic and clear
2. identify the knowledge and skills they will need to achieve their goals
3. agree action points and deadlines that are realistic, taking account of their past learning
experiences and the time and resources available for learning
4. regularly check their progress and, when necessary, change the way they work
5. ask for feedback on their progress from those in a position to give it, and use this feedback
to improve the learner’s performance
Outcome 6 Help others to learn in a retail environment
The learner can:
1. encourage colleagues to ask the learner for work-related information or advice that the
learner is likely to be able to provide
2. notice when colleagues are having difficulty performing tasks at which the learner is competent,
and tactfully offer advice
3. give clear, accurate and relevant information and advice relating to tasks and procedures
4. explain and demonstrate procedures clearly, accurately and in a logical sequence
5. encourage colleagues to ask questions if colleagues don’t understand the information and
advice the learner gives
6. give colleagues opportunities to practise new skills, and give constructive feedback
7. check that health, safety and security are not compromised when they are helping others to
learn
8. recognise when the learner is not the most appropriate person to advise colleagues who are
learning and guide those colleagues to suitable sources of help
38
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 306
Organise the receipt and storage of goods in a
retail environment (B.14)
Level:
3
Credit value: 11
Unit aim(s)
This unit is firstly about organising staff to receive goods, for example when preparing for seasonal
intake of stock. Secondly, the unit involves organising storage facilities and training and supervising
staff in the use of the storage system.
Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1. Know how to organise staff to receive and check incoming deliveries in a retail environment
2. Know how to organise and maintain storage facilities in a retail environment
3. Know how to check the storage and care of stock in a retail environment
4. Organise staff to receive and check incoming deliveries in a retail environment
5. Organise and maintain storage facilities in a retail environment
6. Check the storage and care of stock in a retail environment
Notional and guided learning hours
It is recommended that 110 hours should be allocated for this unit, 59 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: General Unit for all Level 3 Pathways
The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic
assessment, which is, being assessed by work role rather than individual units. This means that the
generation and collection of evidence is more streamlined and ensures an integrated and logical
approach to make the most of assessment opportunities. This enables both the candidate and
assessor to focus on competent performance in the job role, rather than matching isolated tasks to
the national occupational standards.
Documentary evidence is the most likely sources of evidence to support this unit. This could
include records or orders, delivery schedules, delivery documentation, reports to suppliers, service
requirements and stock records. Evidence should arise from naturally occurring work activities.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
39
Where conflicts arise naturally, documentary evidence of how they were resolved should be
included. It is unlikely that you will be able to demonstrate competence in less than one month.
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
40
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 306
Organise the receipt and storage of goods in a
retail environment (B.14)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to organise staff to receive and check incoming
deliveries in a retail environment
The learner can:
1. show that they know how to prepare to receive and handle different types of goods
2. show that they know procedures for receiving goods, including dealing with incorrect, damaged
and late deliveries
3. show that they know which members of staff are involved in or affected by a delivery schedule
and the information thesy need to receive goods efficiently
4. show that they know the company’s standards for acceptable goods
5. show that they know why incoming goods must be checked against requirements straight
after unloading
6. show that they know recording and control systems including procedures for checking
goods received
7. show that they know safety and security procedures for receiving goods
Outcome 2 Know how to organise and maintain storage facilities in a
retail environment
The learner can:
1. show that they know how effective storage systems contribute to reducing stock loss
2. show that they know how to work out what storage facilities are needed for goods on order
3. show that they know how to protect goods from various causes of deterioration and damage
4. show that they know how to work out suitable storage layouts and solve storage problems
efficiently, safely and securely
5. show that they know how to run the stock recording and controlling systems efficiently and
accurately, including using them to monitor and record stock loss
6. show that they know the legal requirements for storing stock, including health and safety
requirements
Outcome 3 Know how to check the storage and care of stock in a retail
environment
The learner can:
1. show that they know when and how to check stock and storage, including both routine and
spot checks
2. show that they know legal and company requirements for removing out-of-date stock
3. show that they know the company’s requirements for storing and moving stock, and how to
check that these requirements are being met
4. show that they know how to work out if ideas for improving the ways stock is stored and
moved are likely to be profitable
5. show that they know the causes of stock deterioration and damage and how these affect
products
6. show that they know the company’s requirements and quality standards for storage
7. show that they know the information colleagues need to be able to use the storage system
effectively
8. show that they know company policy and procedures for protecting goods that are at risk of
damage or deterioration
9. show that they know the company’s systems and procedures for moving and storing stock
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
41
Outcome 4 Organise staff to receive and check incoming deliveries in a
retail environment
The learner can:
1. gather enough competent staff and brief those staff members well enough before deliveries
are received
2. make sure that the area for receiving goods is prepared and that there is enough storage space
for the delivery
3. check that deliveries are unloaded safely and securely
4. make sure that goods are promptly checked against requirements
5. make sure that delivery records are complete and accurate and processed promptly
6. use delivery records to check that each supplier has met the company’s service needs
7. spot problems with deliveries and sort such problems out promptly
Outcome 5 Organise and maintain storage facilities in a retail
environment
The learner can:
1. organise storage facilities to take account of day-to-day work, safety requirements and the
need to keep goods secure and in a saleable condition
2. give staff accurate, up-to-date information and suitable training to enable them to use the
storage system securely, safely and in line with relevant legal requirements
3. give staff clear roles and responsibilities for storing and moving goods and check that staff
understand these roles and responsibilities
4. develop and update plans to cope with unforeseen storage problems
5. check regularly that staff are storing and moving goods competently, safely, securely and in
line with relevant legal requirements
6. keep complete, accurate and up to date stock records that can be found easily by everyone
who needs these
Outcome 6 Check the storage and care of stock in a retail environment
The learner can:
1. keep up a routine for checking storage facilities and stock
2. carry out spot checks of storage facilities and stock at suitable intervals
3. make sure staff have the information and training needed to spot stock that is out of date or at
risk of deteriorating, and to deal with it in line with legal and company requirements
4. check the storage and movement of stock to make sure that stock is reaching the shop floor
as it is needed
5. evaluate the storage, care and movement of stock and find ways of running storage and
movement systems more profitably
42
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 312
Help to manage a retail team (E.9)
Level:
3
Credit value: 11
Unit aim(s)
This unit is about managing a team when the learner is not a full time team leader. For example, the
learner might lead a team responsible for a special event, sales preparation, stock-taking or
emergency situations. The learner is expected to manage the smooth running of the team’s work.
The learner needs to understand and act within the limits of their responsibility when acting as team
leader, and to ask their manager for advice whenever the learner needs it. The unit does not
require the learner to take responsibility for formally developing or disciplining team members.
Learning outcomes
There are two learning outcomes to this unit. The learner will be able to:
1. Know how to help to manage a retail team
2. Help to manage a retail team
Notional and guided learning hours
It is recommended that 110 hours should be allocated for this unit, 52 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: General Unit for the Retail Sales Profession and Retail Management Pathways
The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic
assessment which is, being assessed by work role rather than individual units. This means that the
generation and collection of evidence is more streamlined and ensures an integrated and logical
approach to make the most of assessment opportunities. This enables both the candidate and
assessor to focus on competent performance in the job role, rather than matching isolated tasks to
the national occupational standards.
Documentary evidence is the most likely source of evidence for this unit. This could include notes
when you are leading and supporting your work team. Staffing rotas and coaching records.
Feedback from your line manager on your approach and how your individual management style
enhanced the success of the work team.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
43
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
44
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 312
Help to manage a retail team (E.9)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to help to manage a retail team
The learner can:
1. show that they know company procedures and policies relating to the work of the team and
the way the team’s daily activities are managed, including:
• health and safety
• security
• staffing
levels
• absence
reporting
• timekeeping
• personal
appearance
• handling customer complaints
2. show that they know laws and regulations relating to the products the team sells
3. show that they know why they should set an example to team members by following the
company’s procedures and policies at all times
4. show that they know how to check that team members follow the company’s procedures
and policies
5. show that they know what they must do when team members are not following the
company’s procedures and policies
6. show that they know how clear communication helps teams to work effectively
7. show that they know how to give instructions so that team members will readily understand
and feel motivated to follow the instructions
8. show that they know why they need to be approachable as a team leader
9. show that they know different ways of motivating and encouraging staff, and how to choose
which method to use
10. show that they know the kinds of support team members are likely to need, what kinds of
support to provide and how to do so
11. show that they know how to plan, prioritise and delegate so that they can fulfil their
management duties as well as their other duties
12. show that they know the types of confidential information to which team leaders have
access, and the importance of respecting confidentiality
13. show that they know why they must treat all team members fairly
14. show that they know the challenges involved in managing people who also know the learner
as a friend or fellow team member, and techniques for resisting pressure from team
members to abuse the learner’s responsibilities as team leader
15. show that they know the limits of their responsibility and authority when managing the team
16. show that they know who can help to sort out problems that are beyond their own
responsibility, authority or expertise
17. show that they know the kinds of information their manager needs from the learner, when it
is needed and in what format
Outcome 2 Help to manage a retail team
The learner can:
1. set an example for the team by following company procedures and policies at all times
2. check that team members are following company procedures and policies
3. take prompt and suitable action when team members are not following company procedures
and policies
4. give clear information and instructions to the team
5. use methods suited to individual team members’ levels of motivation and expertise, when
encouraging team members to complete tasks
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
45
6. recognise when team members need support
7. choose and apply suitable methods for supporting team members
8. praise good performance promptly and tell their manager about it
9. manage their own time so that they carry out both their management duties and their other
duties
10. recognise when they should treat information as confidential and release it only to those
who have a right to it
11. share work and privileges fairly between team members
12. act within the limits of their responsibility and authority
13. promptly ask the right person for advice when problems are beyond the learner’s own
responsibility, authority or expertise to resolve
46
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 322
Choose merchandise to feature in visual
merchandising displays (C.24)
Level:
3
Credit value: 6
Unit aim(s)
This unit is for visual merchandising specialists and involves the learner using design information to
identify what they need for displays and choosing merchandise to feature in displays.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to interpret requirements for retail displays
2. Know how to choose and agree retail merchandise to be featured in displays
3. Interpret requirements for retail displays
4. Choose and agree retail merchandise to be featured in displays
Notional and guided learning hours
It is recommended that 60 hours should be allocated for this unit, 42 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit for Retail Merchandiser Pathway
If the assessor does not have the technical competence expert witness testimony must be sought
from a person with suitable current experience, to confirm the candidate’s competence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
Documentary evidence is the most likely source of evidence for this unit. This could include
design briefs to promote merchandise in a retail environment. Notes on how the merchandise
chosen is to be presented in line with the organisations sales plans. Evidence should arise through
naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in
less than 3 months.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
47
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
48
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 322
Choose merchandise to feature in visual
merchandising displays (C.24)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to interpret requirements for retail displays
The learner can:
1. show that they know how to identify the purpose of displays from design information
2. show that they know how to identify the merchandise they will use
3. show that they know how displays attract the interest of customers and persuade customers to
make buying decisions
4. show that they know the role of displays in marketing, promotional and sales campaigns and
activities
5. show that they know good practice in creating displays that have the visual effect needed
6. show that they know company policy for merchandising and visual design
7. show that they know the sources of information about the merchandise they will use
8. show that they know who to check their interpretations with
Outcome 2 Know how to choose and agree retail merchandise to be
featured in displays
The learner can:
1. show that they know how to compare selected merchandise with the display requirements
2. show that they know how to check whether merchandise is available
3. show that they know how to arrange for merchandise to be delivered
4. show that they know why displays are used to attract the interest of customers and
persuade customers to make buying decisions
5. show that they know how light, colour, texture, shape and dimension combine to achieve
the visual effects needed
6. show that they know why they are expected to show creativity in selecting merchandise for
displays and to be aware of trends
7. show that they know how displays can achieve add-on sales
8. show that they know different approaches to use for displaying different kinds of
merchandise
9. show that they know the different purposes of displays and the use of displays in visual
merchandising
10. show that they know the company’s policy for merchandising and visual design
11. show that they know the decision-makers who the learner needs to agree their choices of
merchandise with
12. show that they know the people who can supply the merchandise the learner needs for the
display
Outcome 3 Interpret requirements for retail displays
The learner can:
1. use design information to identify the purpose of the display, the merchandise they will use
and how the merchandise will feature in the display
2. where there is scope for interpretation, interpret the requirements for the display in line with
the company’s design policy
3. check their interpretations with the right person before work starts on putting the display
together
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
49
Outcome 4 Choose and agree retail merchandise to be featured in
displays
The learner can:
1. evaluate the potential of merchandise to attract customers’ attention and interest
2. choose merchandise that is the most likely to attract and interest customers, meets the
requirements of the display and is consistent with the company’s visual display policy
3. check the suitability and availability of merchandise with the relevant decision makers
4. reach agreement with decision-makers concerning realistic arrangements and timescales
for supply
5. promptly make other arrangements to get hold of merchandise if it is not available within
their timescales and cost limits
50
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 323
Plan, monitor and control how graphics are
used in visual merchandising displays (C.25)
Level:
3
Credit value: 8
Unit aim(s)
This unit is for visual merchandising specialists and is all about ensuring that graphics are used
effectively in displays. There are three aspects to this unit. Firstly, it is about choosing graphics,
signs and tickets to make displays more attractive and informative to customers. Secondly, it
involves organising the distribution of graphics, signs and tickets and their use in displays. Thirdly,
the learner needs to check that graphics, signs and tickets are being used consistently with the
purpose of the display and any relevant company and legal requirements.
Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1. Know how to identify and get hold of graphic materials for retail displays
2. Know how to co-ordinate how graphic materials are used in retail displays
3. Know how to check how graphic materials are used in retail displays
4. Identify and get hold of graphic materials for retail displays
5. Co-ordinate how graphic materials are used in retail displays
6. Check how graphic materials are used in retail displays
Notional and guided learning hours
It is recommended that 80 hours should be allocated for this unit, 49 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have
the technical competence expert witness testimony must be sought from a person with suitable
current experience, to confirm the candidate’s competence.
Documentary evidence is the most likely source of evidence for this unit. This could include notes
on planning the quantities and types of materials needed. Details of negotiation with the suppliers,
feedback on service provided by your suppliers. Evidence should arise through naturally occurring
work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
51
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
52
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 323
Plan, monitor and control how graphics are
used in visual merchandising displays (C.25)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to identify and get hold of graphic materials for
retail displays
The learner can:
1. show that they know how to identify the need for graphic materials, and the factors
affecting the use and style of graphic materials
2. show that they know how to check their interpretations of the graphic materials they need
3. show that they know how to choose graphic materials and say how the graphic materials should
be used
4. show that they know how to check that proposals for graphic materials are consistent with
the company’s design policy and aims
5. show that they know how to brief suppliers about requirements
6. show that they know the part graphic materials play in displays
7. show that they know the part graphic materials have in attracting customers and giving
customers information
8. show that they know approaches to using graphic materials for different types of
merchandise
9. show that they know the company’s visual-design policy
10. show that they know legal requirements relating to graphic materials
11. show that they know the accepted ways of describing types and quantities of graphic
materials so that suppliers understand what the learner needs
12. show that they know company procedures and requirements for ordering graphic materials
13. show that they know who the relevant decision-makers are
14. show that they know who can supply graphic materials
Outcome 2 Know how to co-ordinate how graphic materials are used in
retail displays
The learner can:
1. show that they know how to confirm whether graphic materials are available
2. show that they know how to check that graphic materials are suitable
3. show that they know how to produce instructions for installing graphic materials
4. show that they know how to check that installations are satisfactory
5. show that they know the part graphic materials play in displays
6. show that they know the part graphic materials have in attracting and informing customers
7. show that they know different approaches to using graphic materials for different
merchandise
8. show that they know company and legal requirements for graphic materials
Outcome 3 Know how to check how graphic materials are used in retail
displays
The learner can:
1. show that they know how to check how they should use graphic materials
2. show that they know how to ask for and collect comments from colleagues about using graphic
materials
3. show that they know why it is important to check how graphic materials are used
4. show that they know the action to take when graphic materials are not being used correctly
5. show that they know the part graphic materials play in displays
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
53
6. show that they know the part graphic materials have in attracting customers and giving
customers information
7. show that they know different approaches to using graphic materials for different
merchandise
8. show that they know company procedures for dealing with cases where graphic materials
are not being used in line with policy
Outcome 4 Identify and get hold of graphic materials for retail displays
The learner can:
1. use the design brief and information about the layout to identify the graphic materials the
learner needs
2. identify the types and quantities of graphic materials they need to order and the associated
costs, delivery dates and delivery addresses
3. confirm what they need with the relevant decision-makers
4. choose graphic materials that are consistent with legal requirements and the company’s
visual-design policy
5. use the accepted ways of describing the type and quantity of graphic materials needed
6. confirm that proposals for using graphic materials are consistent with design policy and
aims and are acceptable to decision-makers
7. specify clearly to suppliers what graphic materials are needed
Outcome 5 Co-ordinate how graphic materials are used in retail displays
The learner can:
1. check that graphic materials meet specifications, legal requirements and company policy
2. distribute graphic materials to the right places by the agreed deadlines
3. promptly give colleagues clear, accurate and up-to-date instructions for installing graphic
materials
4. check that graphic materials are correctly installed and maintained
Outcome 6 Check how graphic materials are used in retail displays
The learner can:
1. check displays themselves as far as possible and encourage colleagues to provide relevant
information about using graphic materials
2. collect enough relevant information about the way graphic materials are being used
3. check whether graphic materials are being used suitably and effectively
4. take prompt and suitable action when graphic materials are not being used or maintained in
line with company policy or the design brief
5. spot situations where the way graphic materials are used should change, promptly making
any changes needed
54
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 324
Monitor the effect of visual merchandising
displays and layouts (C.26)
Level:
3
Credit value: 10
Unit aim(s)
This unit is for visual merchandising specialists and is all about finding out whether displays and
layouts are having the desired effect on customers and encouraging customers to purchase the
items being promoted. This involves two activities. Firstly, the learner needs to gather the right
kinds of information about customers’ responses to displays and layouts. Secondly, the learner
needs to assess the effect of displays and layouts on customer behaviour and business
performance and report their findings to decision-makers.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to gather information about retail customers' responses to displays and layouts
2. Know how to assess and report the effect of retail displays and layouts
3. Gather information about retail customers' responses to displays and layouts
4. Assess and report the effect of retail displays and layouts
Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have
the technical competence expert witness testimony must be sought from a person with suitable
current experience, to confirm the candidate’s competence.
Documentary evidence is the most likely source of evidence for this unit. Evidence should arise
through naturally occurring work activities. It is unlikely that you will be able to demonstrate
competence in less than 3 months.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
55
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
• an assignment covering practical skills and underpinning knowledge
56
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 324
Monitor the effect of visual merchandising
displays and layouts (C.26)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to gather information about retail customers'
responses to displays and layouts
The learner can:
1. show that they know how to organise the collecting of information about customers’
responses, such as sales figures, footfall and customer flow
2. show that they know how to bring together, compare and interpret information about
customers’ responses to displays
3. show that they know how to choose the information that is most useful for judging the effect of
displays
4. show that they know why they need information about customers’ responses to displays
and how to use it to decide what needs improving
5. show that they know how constantly improving the design of displays helps to attract and
interest customers
6. show that they know how to recognise what different designs are meant to achieve and the
types of customer they should attract
7. show that they know what customer focused trading is
8. show that they know the meaning of ‘validity’ and ‘reliability’ in relation to customer
responses
9. show that they know useful sources of information about customers’ responses
10. show that they know company procedures and requirements for collecting information
about customers’ responses to displays
Outcome 2 Know how to assess and report the effect of retail displays
and layouts
The learner can:
1. show that they know how constantly improving the design of displays and layouts helps to
attract and interest customers
2. show that they know the meaning of validity and reliability in relation to interpreting information
about customers’ responses to displays and layouts
3. show that they know the decisions that will be based on their findings and recommendations
and the effect these decisions will have
4. show that they know how to judge fairly the evidence of customers’ responses against the
agreed standards for displays and layouts
5. show that they know how to draw reasonable conclusions about the effect of displays and
layouts, bearing in mind the purpose of the display or layout and customers’ responses to it
6. show that they know how to recognise improvements they could make to the way visual
merchandising is carried out in their store
7. show that they know who can make decisions about the way visual merchandising is carried
out in their store
8. show that they know how to present their findings and recommendations clearly to
decision-makers
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
57
Outcome 3 Gather information about retail customers' responses to
displays and layouts
The learner can:
1. accurately recognise when they need information about customers’ responses, why the
learner needs it, and what type of information would be most useful
2. gather information about customers’ responses in ways that are suitable for the learner’s
purposes, in line with the company’s communications policy and likely to keep the goodwill and
co operation of those providing the information
3. gather enough information to allow the learner to make judgements about customers’
responses to displays and layouts
4. accurately interpret information about customers’ responses
5. assess information fairly when reviewing the effect of displays and layouts
Outcome 4 Assess and report the effect of retail displays and layouts
The learner can:
1. agree suitable standards for assessing the effect of displays and layouts
2. judge fairly the evidence of the effect of displays and layouts against the agreed standards
3. draw conclusions that are reasonable in terms of the purpose of the display and customers’
responses to it
4. clearly identify improvements they could make to the way visual merchandising is carried
out in their store
5. report their findings and recommendations clearly to decision-makers
58
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 325
Allocate, monitor and control visual
merchandising project resources against
budgets (C.27)
Level:
3
Credit value: 10
Unit aim(s)
This unit is for visual merchandising specialists and is all about the learner’s responsibility for putting
together project budgets and making sure project costs stay within budget as the project
progresses. Putting a budget together involves estimating the likely costs of the project, working
out ways of achieving best value for money, and justifying recommendations to decision-makers.
Keeping within budget involves recording and monitoring project spending, identifying any
unacceptable spending and taking prompt action to sort it out.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to negotiate and agree costs for visual merchandising projects
2. Know how to control costs for visual merchandising projects
3. Negotiate and agree costs for visual merchandising projects
4. Control costs for visual merchandising projects
Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have
the technical competence expert witness testimony must be sought from a person with suitable
current experience, to confirm the candidate’s competence.
Documentary evidence is the most likely source of evidence for this unit. Evidence should arise
through naturally occurring work activities. It is unlikely that you will be able to demonstrate
competence in less than 3 months.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
59
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
60
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 325
Allocate, monitor and control visual
merchandising project resources against
budgets (C.27)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to negotiate and agree costs for visual
merchandising projects
The learner can:
1. show that they know how to make reasonable estimates of the costs of proposed projects
2. show that they know how to use estimated costs to support the business case for proposed
projects
3. show that they know who to ask for comments to help the learner strengthen the learner’s
business case for the spending they are recommending
4. show that they know the approved layout for budget proposals
5. show that they know who can approve budget proposals
6. show that they know how to present budget proposals clearly and persuasively to decision-
makers
7. show that they know where they can find information about the costs of activities and
resources
8. show that they know how to put together accurate budgets from agreed budget proposals
9. show that they know how to brief colleagues about the cost limits colleagues must work
within
10. show that they know how controlling spending and using resources efficiently help the
company and the reputation of visual merchandising
11. show that they know the company’s budgeting procedures and deadlines
Outcome 2 Know how to control costs for visual merchandising projects
The learner can:
1. show that they know what costs project budgets include and how these are set out
2. show that they know how to record project expenses
3. show that they know the financial information they need to refer to and when and how it is
presented
4. show that they know how to interpret reports of actual spending against budgeted spending
5. show that they know how to recognise unacceptable differences between actual and
budgeted spending
6. show that they know the company’s procedures for reporting and acting on cost variations
7. show that they know what ‘value for money’ means, and why it does not simply mean
paying the lowest prices
8. show that they know how to recognise and use chances to increase value for money within
projects
9. show that they know how controlling spending and using resources efficiently help the
company and the reputation of visual merchandising
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
61
Outcome 3 Negotiate and agree costs for visual merchandising projects
The learner can:
1. check that their estimates of the costs of proposed projects are reasonable
2. prepare business cases for spending proposals that show clearly how the learner can achieve
value for money
3. ask colleagues to suggest ways the learner’s business case could be strengthened
4. present proposals clearly and persuasively to decision-makers
5. work out accurate costs and agree budgets with decision-makers in a way that keeps
decision-makers committed to the project’s aims
6. explain clearly to colleagues the cost limits colleagues must work within
Outcome 4 Control costs for visual merchandising projects
The learner can:
1. explain clearly to colleagues the cost limits colleagues must work within
2. promptly identify unacceptable differences in project costs, sort these out promptly when the
learner has the authority to do so, and report unacceptable differences in project costs
promptly to the right person when the learner is not authorised to sort these out
3. recognise chances to improve value for money within budget limits and promptly act on these
4. keep the right people informed of project activities and costs
62
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 326
Contribute to developing and putting into
practice the company's visual merchandising
policy (C.28)
Level:
3
Credit value: 10
Unit aim(s)
This unit is for visual merchandising specialists and is about the learner’s contribution to developing
the company’s visual merchandising policy and making sure that staff follow it. The unit involves
making suggestions for improving the company’s visual-design policy, including gathering
information and analysing it to arrive at recommendations. It also involves explaining the policy to
staff and motivating staff to follow it, as well as making checks to make sure the policy is followed.
The company’s visual merchandising policy could be a written policy, but need not be.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to contribute to developing the company’s visual-design policy for its retail stores
2. Know how to support staff putting into practice the company’s visual-design policy for its retail
stores
3. Contribute to developing the company’s visual-design policy for its retail stores
4. Support staff putting into practice the company’s visual-design policy for its retail stores
Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 42 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have
the technical competence expert witness testimony must be sought from a person with suitable
current experience, to confirm the candidate’s competence.
Documentary evidence is the most likely source of evidence for this unit. Evidence should arise
through naturally occurring work activities. It is unlikely that you will be able to demonstrate
competence in less than 3 months.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
63
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
64
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 326
Contribute to developing and putting into
practice the company's visual merchandising
policy (C.28)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to contribute to developing the company’s visual-
design policy for its retail stores
The learner can:
1. show that they know the company’s current visual-design policy
2. show that they know who their internal and external customers are
3. show that they know how to find out about and recognise what internal and external customers
hope for and expect from the visual design in the store
4. show that they know accepted good practice in visual design
5. show that they know how to decide if current and recent designs follow accepted good
practice in visual design
6. show that they know how to spot opportunities for new and better ways of using visual
design
7. show that they know the format to use when making recommendations
8. show that they know how to put together and present recommendations for developing the
visual-design policy
9. show that they know how visual design helps to promote and sell goods and services
10. show that they know what customer focused design is
11. show that they know how merchandising helps the company to achieve its aims
Outcome 2 Know how to support staff putting into practice the
company’s visual-design policy for its retail stores
The learner can:
1. show that they know what the company’s visual-design policy is
2. show that they know the role of visual design in retail
3. show that they know good practice in creating visual effect by using displays
4. show that they know the different purposes of displays and the use of displays in visual
merchandising
5. show that they know why different kinds of merchandise need displaying in different ways
6. show that they know different approaches to using design for different types of
merchandising
7. show that they know how designs achieve the visual effects required by displays
8. show that they know how to brief staff and internal customers about the visual-design policy
9. show that they know how to explain the visual-design policy so that staff and internal
customers will understand it
10. show that they know how to motivate staff to follow the visual design policy
11. show that they know how to check that visual designs are consistent with the visual-design
policy
12. show that they know how to check that displays keep to the visual design policy
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
65
Outcome 3 Contribute to developing the company’s visual-design policy
for its retail stores
The learner can:
1. gather accurate and up to date information about what internal and external customers
want and expect from the visual design in the store
2. accurately analyse information to identify internal and external customers’ wishes and
expectations
3. accurately and fairly decide if current and recent designs follow accepted good practice in visual
design
4. use available information to spot opportunities for improving visual design policy and for
introducing new design ideas
5. reach reasonable conclusions as to whether the learner’s new ideas and suggestions for
improvement are relevant to the needs of the company and developing the visual design
policy
6. recommend clearly to decision makers those improvements and new ideas that the learner
decides are relevant and present these in the format needed and by the agreed deadlines
Outcome 4 Support staff putting into practice the company’s visual-
design policy for its retail stores
The learner can:
1. present accurate and up to date information about the company’s visual design policy
2. present information about the company’s visual-design policy to staff in a way that is likely to
encourage understanding and commitment
3. give staff the chance to ask questions about the visual-design policy
4. check that visual designs are consistent with the visual-design policy
5. promptly correct any designs that do not keep to the visual-design policy
6. give internal customers accurate information about the visual-design policy and how it
affects visual merchandising in their areas
7. check displays to make sure they conform to the visual-design policy, are used correctly and
kept in the condition needed for as long as the displays are in use
8. promptly report to their manager any problems with keeping displays in the condition
needed
66
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 327
Create plans, elevations and drawings to
realise visual merchandising ideas (C.29)
Level:
3
Credit value: 10
Unit aim(s)
This unit is for visual merchandising specialists and is all about designing layouts and producing
diagrams and instructions that will enable staff to realise the learner’s designs. The unit is firstly
about developing creative solutions for layout designs within the limits of time, budget and any
guidelines the learner must follow. This involves testing that ideas are realistic, as well as asking for
and using the suggestions of decision-makers. The second aspect of the unit is about producing
guidance that will allow staff to put layouts together. This involves working out what is involved in
putting layouts together and giving instructions using schematic drawings and detailed written
specifications.
Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to develop and test solutions for retail display layouts
2. Know how to produce guidance for putting retail display layouts together
3. Develop and test solutions for retail display layouts
4. Produce guidance for putting retail display layouts together
Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 62 of these are guided learning
hours. This may be on a full-time or part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by
Skillsmart Retail, the Sector Skills Council for Retail.
Key Skills
This unit contributes towards the Key Skills in the following areas:
• Communication
• Working with Others
• Problem Solving
Unit Assessment: Specialist Unit - If the assessor does not have the technical competence expert
witness testimony must be sought from a person with suitable current experience, to confirm the
candidate’s competence.
Documentary evidence is the most likely source of evidence for this unit. Evidence should arise
through naturally occurring work activities. It is unlikely that you will be able to demonstrate
competence in less than 3 months.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
67
The use of Witness testimonies and Professional discussion will be a valuable source of
evidence to support those areas for which it may not be practical or cost effective to produce
performance evidence.
Knowledge and understanding will need to demonstrate that you know what you are doing and
your assessor may ask you questions to confirm this. When questions are used the assessment
must record both the question asked and your answer as evidence.
Specific Evidence Requirement: Simulation is not allowed for any performance evidence within
this unit.
The candidate may have undertaken formal visual merchandising training that may contribute to the
evidence for this unit.
68
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Unit 327
Create plans, elevations and drawings to
realise visual merchandising ideas (C.29)
Learning Outcomes and Assessment Criteria
Outcome 1 Know how to develop and test solutions for retail display
layouts
The learner can:
1. show that they know how to gather and evaluate ideas and information about layout design
2. show that they know how to develop, evaluate and modify design options
3. show that they know how to work up designs in detail and maintain a creative approach while
doing so
4. show that they know how to choose and combine scale, shape, colour, texture and focal
points to produce creative design solutions
5. show that they know how to apply techniques of layout design, including drawing
conventions and standards
6. show that they know how to test and judge whether designs are practical
7. show that they know who the relevant decision-makers are
8. show that they know how to consult with decision-makers throughout the design process
9. show that they know why they need to review layout designs and come up with solutions
which are both creative and suitable
10. show that they know what layout design is and its part in effective visual merchandising
11. show that they know the nature and processes of creativity and layout design
12. show that they know the part played in creative design by dimension, shape, colour, texture
and location
13. show that they know sources of information about the design requirements and possible
layout solutions
Outcome 2 Know how to produce guidance for putting retail display
layouts together
The learner can:
1. show that they know why specifications, drawings and supporting information are needed
for putting layouts together
2. show that they know how to produce specifications and drawings to the technical standards
needed
3. show that they know how to estimate quantities and costs
4. show that they know how to specify the standard of finished work
5. show that they know how to identify and specify the need for specialist services
6. show that they know how to describe methods for putting layouts together
7. show that they know how to recognise risks to health and safety arising from putting layouts
together
8. show that they know how to draw the users’ attention to health and safety risks and the
preventive action users must take
9. show that they know how to identify and assess the conditions under which the layout will
be put together
10. show that they know who puts together layouts in their company and who uses layouts
11. show that they know the drawing and coding conventions and standards to use
12. show that they know the supporting information needed by those who will put the layout
together
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
69
Outcome 3 Develop and test solutions for retail display layouts
The learner can:
1. work out what kind of layout is needed and check this with decision-makers
2. gather information from reliable sources about layout design and ideas for layout design
3. evaluate information and ideas about layout design to see how relevant they are for the
learner’s needs
4. suggest a wide enough range of layout options so the learner can come up with a creative
solution
5. evaluate layout options against the design requirements and choose those which offer the
most creative solution possible within time and cost limits
6. continue improving the preferred layouts until the learner has a detailed layout that meets
the design requirements and which can be achieved within the agreed time and cost limits
7. check carefully that there is enough space for the preferred layout in the sales areas
8. when there is not enough space available for the preferred layout, adapt the layout so that it
will fit the space and can still be used as intended and have the desired effect
9. consult decision-makers fully throughout the design development process, clearly
acknowledge changes they suggest, and use these when the suggested changes will
improve the usefulness and creativity of the design
Outcome 4 Produce guidance for putting retail display layouts together
The learner can:
1. draw layouts accurately
2. use accepted drawing techniques, graphic conventions and coding conventions to give
information
3. specify accurately and clearly the dimensions and orientation of the layout and the standards of
the finished work
4. estimate the quantities and costs of materials needed within cost limits and the design
requirement
5. estimate costs of materials only if there are no existing stocks the learner can use
6. recognise when they need to use specialist services
7. identify the correct methods for putting layouts together and any risks to health and safety
involved in putting layouts together and using layouts
8. provide enough information to allow people to put the layout together efficiently
9. tell people clearly and accurately what to do to protect individual and others’ health and
safety whilst putting layouts together
70
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
4 Centre requirements
This section outlines the approval processes for Centres to offer this qualification and any resources
that Centres will need in place to offer the qualifications including qualification specific
requirements for Centre staff.
Centres already offering City & Guilds qualifications in this subject area
Centres approved to offer the qualification Level 3 NVQ in Retail Skills (1008) may apply for approval
for the new Level 3 Certificate/Diploma in Retail Skills using the fast track approval form, available
from www.cityandguilds.com
Centres may apply to offer the new qualification using the fast track form
• providing there have been no changes to the way the qualifications are delivered, and
• if they meet all of the approval criteria specified in the fast track form guidance notes.
Fast track approval is available for 12 months from the launch of the qualification. After this time,
the qualification is subject to the standard Qualification Approval Process. It is the centre’s
responsibility to check that fast track approval is still current at the time of application.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
71
5 Roles and occupational expertise requirements
Role and Competence of Assessors, Expert Witnesses and Verifiers
A wide variety of issues impact upon the participation of organisations and take-up by individuals of
QCF work based qualifications. These issues relate to other matters as well as the quality of an
assessment process, however, they are central to the way assessment is managed.
To this end, Skillsmart Retail requires that the following conditions be fulfilled.
The Role of Supervisors and Managers in the Assessment Process
The principle is established that, wherever possible, assessment is conducted by colleagues,
supervisors and/or managers in a workplace environment. Where the skill or capability of these
individuals is inadequate to deliver the requirements of the organisation or the quality
infrastructure, external services (to the work unit or organisation) may be introduced (peripatetic
assessors). In no circumstance, however, may a work based QCF qualification for the Retail sector
be delivered without the involvement of the candidates’ line manager or the owner/manager.
Where in-store line managers carry out the assessment or internal verification roles, retail stores
with the agreement of their awarding body may chose between:
a
achieving the appropriate regulatory body approved unit qualifications for assessment and
internal verification
or
b
demonstrating that the company’s training and development activity undertaken to prepare,
validate and review these assessment / verification roles, maps 100% to the National
Occupational Standards which these qualifications are based on. The mapping process must
be agreed by the awarding body as providing the equivalent level of rigour and robustness
as the achievement of the unit qualification.
The alternative option described in (b) above, which waivers the need for the regulatory approved
units in the Retail Sector, should be confined in application to an ‘organisation by organisation’ and
‘qualification by qualification’ basis.
Prospective organisations must be able to confirm that their in-house practices conform to the
requirements of the standards in association with the prospective awarding body who will be
offering the qualification.
The Role of Peripatetic Assessors in the Assessment Process
Specific guidance is provided to centres that supply the services of peripatetic assessors to
organisations unable to support the model of workplace assessment themselves. This is to ensure
that the centres conform to Skillsmart Retail requirements for quality assessments and to identify
any potential risk that may be inherent in the assessments that take place.
These services must complement the activity of a line manager or owner/manager and competence
may not be confirmed without the participation of a line manager or owner/manager in the process.
It is also requested that specific reference be made to auditing this provision, within external
verification processes.
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
The Role of Expert Witnesses in the Assessment Process
There are a number of different sub sectors in retail selling a huge range of products. Consequently
there are occupations within the retail store which are undertaken by specialists e.g. beauty
consultants, bakers and visual merchandisers. These specialist occupations are reflected in the
retail National Occupational Standards which means that in many cases assessors will not be
competent in performing the occupational requirements of the standards.
In these instances the assessor must use an expert witness to provide evidence in confirming to the
candidate’s competence. Expert witnesses can be drawn from a wide range of people who can
attest to performance in the workplace, including line managers and experienced colleagues from
inside the candidate’s organisation.
Occupational Competence of Expert Witnesses
Skillsmart Retail requires that:
‘Expert witnesses should have a minimum of 1 year’s practical experience in the unit for which they
are providing evidence and be able to demonstrate a working knowledge of the units they are
attesting to.’
Occupational Competence of Assessors
Skillsmart Retail requires that:
‘Assessors are required to be competent in performing the occupational requirements of the retail
generic standards, in terms of performance and knowledge, for which they are assessing. The
acquisition of this competence will have been gained either from direct employment in the same
occupational role as the national occupational standards or in an operational supervisory,
managerial or in-company trainer position of employees carrying out this role.’
Skillsmart Retail requirements for the occupational competence of assessors in the retail industry is
that they must have worked in a retail company either as a retail assistant, as a supervisor/team
leader/manager or as an in-company trainer of retail assistants.
It is unlikely that, for example, retail assistants would have achieved occupational competence in
less than twelve months, or less than six months if employed in a managerial position.
Additional Assessor Requirements for Specialist Units
The Management Standards Unit also requires assessors to possess a good understanding of
current management practice in order to assess the management units.
Occupational Competence of Verifiers
Skillsmart Retail requires that:
‘Internal Verifiers are required to be familiar with the occupational requirements of the standards
that they are internally verifying. The acquisition of this familiarity will have been gained while
working directly within the occupational area in either an operational or a support function.
The level of familiarity should be sufficient to allow them to make a judgement as to whether the
assessor has fully assessed candidates against all the performance and knowledge evidence
requirements for the national occupational standards.’
‘External Verifiers are required to be aware of the occupational requirements of the standards they
are verifying. The acquisition of this awareness will have been gained while working within the
occupational area in either an operational or a support function.
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
73
The level of awareness should enable them to relate to and understand the requirements of the
national occupational standards and be sufficient to enable them to determine whether the
evidence collected for a candidate met all the evidence requirements.’
Continuing Professional Development of Peripatetic Assessors and Verifiers
The sector also requires that individuals involved in these activities maintain currency of skill and
understanding of the sector, in line with the role they are fulfilling. It is a Skillsmart Retail
requirement that guidance on Continuing Professional Development of peripatetic assessors and
verifiers must be implemented, in that:
‘All assessors and verifiers, if not currently employed within a Retail industry sector company, will
need to prove they have an up-to-date working knowledge of the sector they are assessing or
verifying, This can be demonstrated by maintaining records of evidence from occupational updating
activities such as:
•
Internal or external work experience
•
Internal or external work shadowing opportunities
•
Other relevant CPD activities’
Retailers who have chosen not to use the appropriate regulatory body approved unit qualifications
for assessment and internal verification should be encouraged to offer the unit qualifications as CPD
where the willingness by the employer to support this additional activity becomes known to the
awarding body.
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Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
6 Key Skills Mapping
This qualification provides the opportunity to gather evidence for the accreditation of key skills as
shown in the table below. However to gain key skills certification the key skills would need to be
taken as additional qualifications.
Retail Skills units
Key Skills
Ref
Learning outcome
Key Skill
Level
Refs
Interpret design briefs for retail
displays
Communication 1
C1.2
225 (C.18)
Get hold of merchandise and
props to be featured in retail
displays
Problem solving
1
PS1.1, PS1.2
Communication 1
C1.2
Dress in-store displays to
guidelines
Working with others
2
WO2.2
Dress window displays to
guidelines
Working with others
2
WO2.2
226 (C.19)
Evaluate and improve retail
displays
None identified
Order graphic materials to meet
retail display needs
None identified
Communication 1
C1.2
227 (C.20)
Position graphic materials to
support retail displays
Working with others
2
WO2.2
Dismantle retail displays
Working with others
2
WO2.2
Application of number
1
N1.2
228 (C.21)
Store equipment, props and
graphics for retail displays
Working with others
2
WO2.2
Confirm the requirements for
props and prototypes for retail
displays
Communication 1
C1.2
Make life-size copies of items for
retail displays
Application of number
1
N1.2
Make scale models of items for
retail displays
Application of number
3
N3.1, N3.2
229 (C.22)
Decorate fixtures and panels for
retail displays
Communication 1
C1.2
Application of number
1
N1.1, N1.2
Communication 1
C1.2
Interpret retail display layout
requirements from plans,
elevations and drawings
Problem solving
3
PS3.1, PS3.2
Problem solving
3
PS3.1, PS3.2
230 (C.23)
Follow guidelines for putting
retail display layouts together
Working with others
2
WO2.2
Communication 1
C1.1
Support effective team working
in a retail environment
Working with others
2
WO2.1
Communication 1
C1.1
Improving own learning and
performance
2
LP2.1, LP2.2,
LP2.3
301 (E.8)
Help to plan and organise your
own learning in a retail
environment
Problem solving
1
PS1.3
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
75
Retail Skills units
Key Skills
Ref
Learning outcome
Key Skill
Level
Refs
Problem solving
2
PS2.3
Working with others
1
WO1.3
Communication 1
C1.1
Working with others
2
WO2.1, WO2.2
Help others to learn in a retail
environment
Working with others
3
WO3.1, WO3.3
Application of number
1
N1.2
Negotiate part-exchange sales
transactions with retail
customers
Communication 1
C1.1
Application of number
1
N1.2
Provide service at point of sale
in a retail store
Communication 1
C1.1
Application of number
1
N1.2
Communication 2
C2.1b
Organise staff to receive and
check incoming deliveries in a
retail environment
Working with others
3
WO3.1, WO3.2
Organise and maintain storage
facilities in a retail environment
Working with others
3
WO3.1
306 (B.14)
Check the storage and care of
stock in a retail environment
None identified
Communication 1
C1.1
Communication 2
C2.1a,
C2.1b
Communication 3
C3.1a
Problem solving
3
PS3.1, PS3.2
312 (E.9)
Help to manage your retail team
Working with others
3
WO3.1, WO3.2
Interpret requirements for retail
displays
Communication 2
C2.2
Application of number
1
N1.2
322 (C.24)
Choose and agree retail
merchandise to be featured in
displays
Communication 1
C1.1
Application of number
1
N1.2
Identify and get hold of graphic
materials for retail displays
Communication 1
C1.2
Application of number
1
N1.2
Communication
1
C1.1, C1.2, C1.3
323 (C.25)
Co-ordinate how graphic
materials are used in retail
displays
Working with others
3
WO3.1, WO3.2
76
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Retail Skills units
Key Skills
Ref
Learning outcome
Key Skill
Level
Refs
Communication 1
C1.1
Check how graphic materials
are used in retail displays
Communication 3
C3.1a
Application of number
1
N1.2
Gather information about retail
customers' responses to
displays and layouts
Information and communication
technology
2 ICT2.1,
ICT2.2
Application of number
1
N1.2
Communication 1
C1.1,
C1.3
Information and communication
technology
1 ICT1.3
324 (C.26)
Assess and report the effect of
retail displays and layouts
Problem solving
2
PS2.1
Application of number
1
N1.1, N1.2
Communication 1
C1.1,
C1.3
Negotiate and agree costs for
visual merchandising projects
Communication 2
C2.1a,
C2.1b
Application of number
1
N1.2
325 (C.27)
Control costs for visual
merchandising projects
Communication 1
C1.1,
C1.3
Application of number
1
N1.2
Communication
1
C1.1, C1.2, C1.3
Contribute to developing the
company’s visual design policy
for its retail stores
Problem solving
3
PS3.1
Communication 1
C1.1
326 (C.28)
Support staff putting into
practice the company’s
visual-design policy for its retail
stores
Communication 2
C2.1a,
C2.1b
Application of number
1
N1.1, N1.2
Application of number
2
N2.2
Application of number
3
N3.2
Develop and test solutions for
retail display layouts
Problem solving
3
PS3.1, PS3.2
Application of number
1
N1.1, N1.2
Communication 1
C1.1
Information and communication
technology
1
ICT1.2, ICT 1.3
327 (C.29)
Produce guidance for putting
retail display layouts together
Information and communication
technology
2
ICT2.2, ICT 2.3
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
77
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78
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
79
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
79
Published by City & Guilds
1 Giltspur Street
London
EC1A 9DD
T +44 (0)20 7294 2800
F +44 (0)20 7294 2400
City & Guilds is a registered charity
established to promote education
and training
EN-33-7536
80
Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)
Document Outline
- 1 About the qualification
-
- Contacting City & Guilds by e-mail
- 1.1 Qualification structure
- What is the Qualifications and Credit Framework?
- QCF units
- Are the Retail QCF units different to the NVQ units?
- QCF terminology
- Qualifications
- The units in the Level 3 (Visual Merchandising) qualification are:
- 1.2 Opportunities for progression
- 1.3 Candidate entry requirements
- Candidate entry requirements
- Age restrictions
- Other legal considerations
- 1.4 Qualification support materials
- 2 Assessment
- 3 Units
- Availability of units
- Structure of units
- Outcome 1 Know how to interpret design briefs for retail displays
- Outcome 2 Know how to get hold of merchandise and props to be featured in retail displays
- Outcome 3 Interpret design briefs for retail displays
- Outcome 4 Get hold of merchandise and props to be featured in retail displays
- Outcome 1 Know how to dress in-store displays to guidelines
- Outcome 2 Know how to dress window displays to guidelines
- Outcome 3 Know how to evaluate and improve retail displays
- Outcome 4 Dress in-store displays to guidelines
- Outcome 5 Dress window displays to guidelines
- Outcome 6 Evaluate and improve retail displays
- Outcome 1 Know how to order graphic materials to meet retail display needs
- Outcome 2 Know how to position graphic materials to support retail displays
- Outcome 3 Order graphic materials to meet retail display needs
- Outcome 4 Position graphic materials to support retail displays
- Outcome 1 Know how to dismantle retail displays
- Outcome 2 Know how to store equipment, props and graphics for retail displays
- Outcome 3 Dismantle retail displays
- Outcome 4 Store equipment, props and graphics for retail displays
- Outcome 1 Know how to confirm the requirements for props and prototypes for retail displays
- Outcome 2 Know how to make life-size copies of items for retail displays
- Outcome 3 Know how to make scale models of items for retail displays
- Outcome 4 Know how to decorate fixtures and panels for retail displays
- Outcome 5 Confirm the requirements for props and prototypes for retail displays
- Outcome 6 Make life-size copies of items for retail displays
- Outcome 7 Make scale models of items for retail displays
- Outcome 8 Decorate fixtures and panels for retail displays
- Outcome 1 Know how to interpret retail display layout requirements from plans, elevations and drawings
- Outcome 2 Know how to follow guidelines for putting retail display layouts together
- Outcome 3 Interpret retail display layout requirements from plans, elevations and drawings
- Outcome 4 Follow guidelines for putting retail display layouts together
- Outcome 1 Know how to support effective team working in a retail environment
- Outcome 2 Know how to help to plan and organise their own learning in a retail environment
- Outcome 3 Know how to help others to learn in a retail environment
- Outcome 4 Support effective team working in a retail environment
- Outcome 5 Help to plan and organise their own learning in a retail environment
- Outcome 6 Help others to learn in a retail environment
- Outcome 1 Know how to organise staff to receive and check incoming deliveries in a retail environment
- Outcome 2 Know how to organise and maintain storage facilities in a retail environment
- Outcome 3 Know how to check the storage and care of stock in a retail environment
- Outcome 4 Organise staff to receive and check incoming deliveries in a retail environment
- Outcome 5 Organise and maintain storage facilities in a retail environment
- Outcome 6 Check the storage and care of stock in a retail environment
- Outcome 1 Know how to help to manage a retail team
- Outcome 2 Help to manage a retail team
- Outcome 1 Know how to interpret requirements for retail displays
- Outcome 2 Know how to choose and agree retail merchandise to be featured in displays
- Outcome 3 Interpret requirements for retail displays
- Outcome 4 Choose and agree retail merchandise to be featured in displays
- Outcome 1 Know how to identify and get hold of graphic materials for retail displays
- Outcome 2 Know how to co-ordinate how graphic materials are used in retail displays
- Outcome 3 Know how to check how graphic materials are used in retail displays
- Outcome 4 Identify and get hold of graphic materials for retail displays
- Outcome 5 Co-ordinate how graphic materials are used in retail displays
- Outcome 6 Check how graphic materials are used in retail displays
- Outcome 1 Know how to gather information about retail customers' responses to displays and layouts
- Outcome 2 Know how to assess and report the effect of retail displays and layouts
- Outcome 3 Gather information about retail customers' responses to displays and layouts
- Outcome 4 Assess and report the effect of retail displays and layouts
- Outcome 1 Know how to negotiate and agree costs for visual merchandising projects
- Outcome 2 Know how to control costs for visual merchandising projects
- Outcome 3 Negotiate and agree costs for visual merchandising projects
- Outcome 4 Control costs for visual merchandising projects
- Outcome 1 Know how to contribute to developing the company’s visual-design policy for its retail stores
- Outcome 2 Know how to support staff putting into practice the company’s visual-design policy for its retail stores
- Outcome 3 Contribute to developing the company’s visual-design policy for its retail stores
- Outcome 4 Support staff putting into practice the company’s visual-design policy for its retail stores
- Outcome 1 Know how to develop and test solutions for retail display layouts
- Outcome 2 Know how to produce guidance for putting retail display layouts together
- Outcome 3 Develop and test solutions for retail display layouts
- Outcome 4 Produce guidance for putting retail display layouts together
- 4 Centre requirements
- 5 Roles and occupational expertise requirements
- Role and Competence of Assessors, Expert Witnesses and Verifiers
- The Role of Supervisors and Managers in the Assessment Process
- The Role of Peripatetic Assessors in the Assessment Process
- The Role of Expert Witnesses in the Assessment Process
- Occupational Competence of Expert Witnesses
- Occupational Competence of Assessors
- Additional Assessor Requirements for Specialist Units
- Occupational Competence of Verifiers
- Continuing Professional Development of Peripatetic Assessors and Verifiers
- Role and Competence of Assessors, Expert Witnesses and Verifiers
- 6 Key Skills Mapping
-
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