Employability Skills 3M0935

LIMERICK LEVEL 3 CERTIFICATE IN EMPLOYABILITY SKILLS
CITY QQI
CONSORTIUM Revision Number Date Revision Summary
June 2023 Addition of module
Personal Care and
Presentation 3N0596 for
Education Unit Limerick
Prison
October 2023 Addition of modules
Teamworking 4N1169,
Stable Yard Routine
3N2909, Animal Welfare
4N3129 and Horse Riding
4N3126 for Pathways to
work.
Validati
on
Applica 1
tion
June
2011|
Application Form Part One
Major Programme Validation Level 3-6

Provider Information
1. PROVIDER DETAILS
Provider Name:
CLETB Limerick City Adult Education Service (Lead Provider)
CLETB Limerick College of Further Education
CLETB Limerick College of Further Education Night School
Moyross Adult Education Group
St. Munchin’s Family Resource Centre
Our Lady of Lourdes CARE Adult Education Group
St. Mary’s Adult Education Group
Southill Family Resource Centre
Southill House
ADAPT House
Provider Registration Code: Not applicable

Email: tararobinson@limerickcityaes.ie
Date of Application: 10h June 2011
Co-ordinator: Tara Robinson
Authorisation
I the undersigned
- Verify the accuracy of the information in the Application for Programme Validation and provide assurance
that this application has been prepared using the QQI Provider Guidelines for Programme Validation at
Level 3-6
- Provide Assurance that resources to deliver the programme are in place
- Assure QQI that Programmes are being developed, delivered and reviewed in accordance with the
policies and procedures agreed at the time of Provider Registration
- Confirm compliance with QQI requirements in relation tomonitoring
Director/Principal Name: Mary Hamilton
2. PROTECTION FOR LEARNERS
Is this programme offered on a commercial or profit making basis No

Is it of three months duration or more? Yes
If you have ticked “yes” to both these questions you will receive from QQI the relevant forms relating to this
requirement. For further information on this policy see www.QQI.ie/privateproviders
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3. CENTRES WHERE PROGRAMME WILL BEDELIVERED
State the name and code of each QQI registered centre where the programme will be delivered. Each named
centre must be operating within your Quality Assurance Agreement
Registered Centre Name Registered Centre Code
CLETB Limerick City Adult Education Service (Lead Provider)
Workplace Learning 42621T
BTEI-Upskill Solutions 40105O
Basic Education Solutions 40927K
Youthreach O Connell Avenue 40467C
Youthreach Northside 38509D
Youthreach LYS 38510L
Vocational Training Opportunities Scheme (VTOS) 40008Q
Prison Education Centre 40457W
CLETB Limerick College of Further Education 71930W
CLETB Limerick College of Further Education Night 38418A

School.
Moyross Adult Education Group 40500U
St. Munchin’s Family Resource Centre 40493D
Our Lady of Lourdes CARE Adult Education Group 40742V
St. Mary’s Adult Education Group 38135L
Southill Family Resource Centre 41120P
Southill Community Services Board 40706R
ADAPT House 40769S
Bedford Row Project 42424R
CLETB St. Nessans School, Pending QA Approval
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4. SECOND PROVIDER DETAILS
Is a second provider involved in the delivery of this programme? No

If yes, please ensure that there is evidence of the following available to QQI monitors on request
- Their involvement in programme development and review
- Consultation prior to the application for validation of theprogramme
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QQI Award Details
Identify the QQI awards/s to which the overall programme will lead
Please note that it is the provider’s responsibility to ensure that the mix of components offered to each
individual learner meets the requirements of the certificate set out in the award specification.
5. MAJOR AWARD
Enter the major award to which this programme is designed to lead

Code: 3M0935
Level: 3
Title: Employability Skills
6. COMPONENTS
Only enter components which will be fully achieved (all learning outcomes achieved) as part of the programme
Component Code Component Level Component Title
3N0894 3 Self Employment Skills
3N0888 3 Office Procedures
3N0881 3 Computer Literacy
3N0588 3 Word Processing
3N0542 3 Spreadsheets
3N0929 3 Mathematics
3N0896 3 Career Preparation
3N0587 3 Work Experience
3N0880 3 Communications
3N0870 3 English as a Second Language
3N0862 3 French
3N0863 3 German
3N0869 3 Irish
3N0864 3 Italian
3N0865 3 Polish
3N0866 3 Russian
Additional Modules
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Personal Care and Optional Personal Care and 100 hours Collection of Work
Presentation Presentation 3N0596 100%
15 Credits
Team Working Optional Team Working 100 hours Portfolio/Collection
4N1169 of Work 50%
Skills Demonstration
10 Credits 50% of 30% Team
Working Tasks and
20% Evaluation
Stable Yard Routine Optional Stable Yard Routine 100 hours Portfolio/Collection
3N2909 of Work 50%
Skills Demonstration
10 Credits 50%
Animal Welfare Optional Animal Welfare 100 hours Assignment 20%
4N3129 Portfolio/Collection
of Work 70%
10 Credits Skills Demonstration
10%
Horse Riding Optional Horse Riding 4N3126 200 hours Examination 20%
20 Credits Skills Demonstration
80%
3N0867 3 Slovak
3N0868 3 Spanish
3N0565 3 Personal Effectiveness
3N0564 3 Personal and Interpersonal Skills
3N0931 3 Internet Skills
3N0552 3 Digital Media
3N0551 3 Desktop Publishing
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Programme Details
7. PROGRAMME TITLE
Certificate in Employability Skills
8. PROGRAMME PROFILE
The main aim of this programme is to provide learners with opportunities to examine and plan their future career
paths whilst also developing the generic core skills identified as critical for employment.
The Level 3 Certificate in Employability Skills is structured around a range of subjects which will develop learners’
key transferable skills such as such as people related skills, numeracy, digital competence and communication
skills. Learners will also be provided with the chance to explore the range of career opportunities open to them
including progression opportunities in further education and training. Learners may also participate in a short
period of work experience in a specific occupational area of interest.
The Employability Skills Award will be run on a full and part time basis.
9. LEARNER PROFILE
These Level 3 programmes are all targeted at adults and young adults who may:
be progressing from Level 2 programmes, such as the LCAES Level 2 ABE Programme
have few or no previous qualifications
want to develop the skills and capacity to progress further in education and training
have qualifications at this level but need to re-enter education to re-establish confidence and consolidate
core skills
It is expected that learners will come from a wide variety of social and cultural backgrounds and with a range of
learning needs.
10. PROGRAMME OBJECTIVES
The objectives of this programme are to

offer a structured programme of learning that meets meet the learning needs of adults and young adults
whose previous experiences of education may have been poor, or who simply need to return toeducation
after a period away from learning
develop the knowledge, skills and competencies of learners in the key employability/transferable skills
areas in particular communications, numeracy and digital skills
give learners the opportunity to reflect on potential career opportunities and to develop a plan to achieve
their goals.
enhance skills and competence to increase learners ability to participate and progress in further
education and training, engage in community and social life
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11. ENTRY CRITERIA
Ideally learners will have at least NFQ Level 2 qualifications. Where this is not the case, pre-entry assessment will
be offered to learners enrolling on a full time programme. It is expected that in order to participate successfully
learners will need to be able to demonstrate
Adequate reading, writing and numeracy skills
Ability to participate in group work
Some autonomy when it comes to performing simple work/learning related tasks
12. PROGRAMME DURATION
Indicate the overall duration for the programme. Include reference as appropriate to:
a) Full Time-One year- 12-16 hours per week over 1 year-26 weekperiod
b) Part Time Two Years-6-8 hours per week over 2 year period – 26 weekperiod
Additional Comments
13. DELIVERY MODE
Select one or more

- Centre based
- Blended learning
- Workplace learning
- E-learning
- Distance learning
14. DELIVERY METHODOLOGY
Select one or more

- Directed learning experiences (class/lecture)
- Group discussions/interactions
- Practical sessions/laboratories/studio
- Simulated work environment/experience
- Tutorials/one to one
- Self directed learning
- Field trips
- On the job/work based training
- E-learning
- If other please specify
-
15. PROGRAMME REVIEW SCHEDULE
Evaluation of the design, delivery and assessment of this Level 3 Learning Programme, as well as learner
outcomes, will take place through on-going monitoring and review and at the end of each programme cycle.
The purpose of this review will be to gather feedback from tutors, learners and other stakeholders to inform
continuous improvement of the design, delivery and assessment of learning programmes offered.
Each member of the consortium will make their own arrangements around the methods they use to evaluate
the programme as per their own quality assurance agreements.
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A major review of the Programme will take place every 5 years. If serious issues are highlighted within the 5
year period, the major review process will be moved forward.
16. PROGRAMME TRANSFER AND PROGRESSION
Are there any specific arrangements in place for this programme in relation to transfer and progression?
Learners will be able to transfer to other General Learning Programmes or other Level 3 programmes
being offered by the consortium.
Programmes to which the learner can transfer: Level 3 Award in ICT, Level 3 Award in General Learning,
Level 3 Award in Science and Engineering
Programmes to which the learner can progress: A range of Level 4 Awards that will be developed in 2012
If no, please state the date from which it is intended that these arrangements will be in place
17. LEARNER SUPPORTS AND RESOURCES
Below are some of the supports available to learners who enrol in programmes of learning with the consortium
Adult Education Guidance Service (AEGS): This is a confidential Support Service for adults to enable them to make
informed choices about their learning and career options. The AEGS provides outreach support to our learners in
the community based education centres.
AES Information Service: At the Information/Resource Centre we offer information and advice on learning and
career options, help in preparing course applications and access to support services for adults returning to
education.
Self-Access Learning and Information Centre: Learners will be able to access an innovative range of e-learning and
other IT based learning supports. Operational from September 2007 this state of the art multimedia centre has a
dedicated staff member who will support learners using the service.
Moodle Online Course Management System which is used as an element of LCAES blended learning options. The
range of course adopting a blended learning approach is increasing on an ongoing basis
In addition to these centres who are part of the consortium have their own additional support services for example
Community Based Education Centres-have the support of local Community Adult Education Co-ordinators.
LCAES Community Educaiton Facilitator and the Limerick Community Education Network. Many Community
Centres also have computer rooms that can be used for self accesslearning.
Youthreach -Childcare Support, Special Education Needs Initiative Facilitator, Guidance Counsellor and
Counselling Psychologist.
VTOS-Childcare supports and dedicated Guidance Counsellor.
Basic Education Service- Learning Centre and Library.
Each of the members of the consortium has strong links with voluntary and statutory agencies in the Limerick area.
Learners can be referred on to a variety of support services such as Local Employment Service, Jobs Clubs, PAUL
Partnership, Mary Immaculate and UL Access programmes, Downtown Centre Foundation to 3 rd Level Certificate
etc.
18. SPECIFIC VALIDATION REQUIREMENTS Not applicable
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20. PROGRAMME STRUCTURE AND ASSESSMENT PLAN
Number of programme modules to be completed by each learner
Each learner who is enrolling in a programme leading to a Major Award will complete the required number of awards to achieve 60 credits of which 10 credits
can be drawn from either Level 2 or 4 awards.
Additional explanation of structure:
This programme is structured around the provision of a number of courses which will be tailored around Employability Skills. At the heart of the programme is
a pool of core skills subjects such as numeracy, communications, career preparation/work experience and digital skills which make up the mandatory element
of the major award. A minimum of 40 credits must be achieved from this pool.
In addition individual members of the consortium can then choose which optional subjects they offer in line with the needs of the particular groups of learners
they are working with. Optional subjects range from Self Employment, to IT skills and include a range of modern European languages.
Overall Programme Duration: Approximately 350 hours.
Programme Module Duration: 24 hours has been set as an absolute minimum level of contact hours required for a selection of awards
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Certificate in Employability Skills Award Structure: Credit Value 60
Mandatory Awards Optional Awards

Minimum of 40 credits from below The remaining credit value of 20 can be obtained from the
Compulsory* following awards
3N0929 Mathematics 10
3N0894 Self Employment Skills 10
Minimum of 10 credits 3N0888 Office Procedures 10
3N0564 Personal and Interpersonal Skills 10 3N0881 Computer Literacy 10
3N0565 Personal Effectiveness 10 3N0931 Internet Skills 10
3N0880 Communications 10 3N0870 English as a Second Language 10
3N0862 French 10
Minimum of 10 credits 3N0863 German 10
3N0869 Irish 10
10 3N0864 Italian 10
3N0896 Career Preparation
10 3N0865 Polish 10
3N0587 Work Experience
3N0866 Russian 10
3N0866 Slovak 10
Minimum of 10 credits 3N0866 Spanish 10
3N0588 Word Processing 10
3N0542 Spreadsheets 10
A maximum of 10 credits may be used from either level 2
3N0552 Digital Media 10
3N0551 Desktop Publishing 10
or level 4
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Enter programme module structure
Mandatory
Occupational Area QQI Component Programme Module Duration in Compulsory or Assessment Assessment
Code Title Hours Optional Technique 1 Technique 2
Core Skills 3N0929 Mathematics 40-80 Compulsory Portfolio of Work
Core Skills 3N0565 Personal 30-60 Optional Portfolio of Work

Effectiveness
Core Skills 3N0564 Personal and 30-60 Optional Portfolio of Work
Interpersonal Skills
Core Skills 3N0880 Communications 50-100 Optional Portfolio of Work
Core Skills 3N0896 Career Preparation 24-60 Optional Portfolio of Work
Core Skills 3N0587 Work Experience 24-60 Optional Portfolio of Work
Business and 3N0588 Word Processing 24-60 Optional Portfolio of Work Skills Demo
Enterprise Skills
Business and 3N0542 Spreadsheets 24-60 Optional Portfolio of Work Skills Demo
Enterprise Skills
IT and Multimedia 3N0551 Desktop Publishing 24-60 Optional Portfolio of Work Skills Demo
IT and Multimedia 3N0552 Digital Media 24-60 Optional Portfolio of Work Skills Demo
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Optional Awards
Occupational Area QQI Component Programme Module Duration in Compulsory or Assessment Assessment
Code Title Hours Optional Technique 1 Technique 2
Business and 3N0894 Self Employment Skills 30-60 Optional Portfolio of Work
Enterprise Skills
Business and 3N0888 Office Procedures 30-60 Optional Portfolio of Work Skills Demo
Enterprise Skills
Core Skills 3N0870 English as a Second 40-60 Optional Portfolio of Work Skills Demonstration
Language
Core Skills 3N0862 French 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0863 German 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0869 Irish 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0864 Italian 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0865 Polish 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0866 Russian 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0866 Slovak 24-60 Optional Portfolio of Work Skills Demonstration
Core Skills 3N0866 Spanish 24-60 Optional Portfolio of Work Skills Demonstration
IT and Multimedia 3N0931 Internet Skills 24-60 Optional Portfolio of Work Skills Demonstration
Business and 3N0881 Computer Literacy 30-60 Optional Portfolio of Work Skills Demonstration
Enterprise Skills
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Programme Module Descriptors
Mandatory
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Application Form Part 2: Major Programme Validation Levels 3-6
To be completed for each Programme Module
Programme Module Title Name: Mathematics

Programme Module Status: Minor Award
Programme Module Duration 40-80hours
Component Code, Level and Title 3N0929, Level 3 Mathematics
Aims and Objectives
This programme module aims to provide the Learner with the confidence to use mathematical concepts and relationships to
solve real life mathematical problems that can be experienced in their personal life, educational life and work life
Objectives:
This programme module will enable learners to
gain clarity around different kinds of numbers, including fractions, percentages, decimals, natural numbers, integers,
and real numbers that people are exposed to everyday
develop mathematical skills and understanding to support use of maths in real life situations
have an awareness of the functions of a calculator and to develop competency in using a calculator
consider the concept of algebra and its use in daily life
develop an awareness of the presence of data in daily life and to collect, organise, present and interpret data in a
practical manner
consider the concept of shape and space and practically apply these concepts to solving mathematical problems
relating to area and volume
1. Learning Outcomes
1. Number
1.1 Explain the concept of natural numbers (N), integers (Z), and real numbers (R)
1.2 Demonstrate equivalence between common fractions, simple ratios, decimals, and percentages by conversion
1.3 Give approximations by using strategies including significant figures and rounding off large natural numbers
1.4 Use a calculator to perform operations requiring functions such as +, -, ×, ÷, memory keysand clear key
1.5 Demonstrate accuracy of calculation by applying the principal mathematical functions, i.e. +, -, ×, ÷, natural numbers (N),
integers (Z) and real numbers (R), simple fractions, and decimal numbers to two places of decimal
2 Measurement and Capacity
2.1 Describe shape and space constructs using language appropriate to shape and space to include square, rectangle, circle,
cylinder, angles, bisect, radius, parallel, perpendicular
2.2 Draw everyday objects to scale using a range of mathematical instrument
2.3 Calculate the area of a square, rectangle, triangle, circle, by applying the correct formula and giving the answer in the
correct form
2.4 Calculate the volume of a cylinder and cone using the correct formula and giving the answer in the correct form
2.5 Demonstrate metric measurement skills using the correct measurement instrument, and vocabulary appropriate to the
measurement, to accurately measure length/distance, capacity, weight, time
2.6 Use simple scaled drawings work out real distance, location and direction
3 Algebra
3.1 Describe familiar real life situations in algebraic form
3.2 Simplify basic algebraic expressions by applying the principal mathematical functions, i.e. +, - x and ÷ to algebraic
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expressions of one or two variables, e.g. 2a+3a, (9a+4b)(6a+2b), 2x-1/ -4x+2/ +1/
2 3 3
3.3 Solve simple algebraic equations of 1 variable, by using the variable to solve mathematical problems where the solution
is N
4 Data Handling
4.1 Describe the presence of data in everyday situations
4.2 Conduct a simple survey using a variety of data collection methods
4.3 Display data using appropriate classifications on bar charts or piecharts
4.4 Describe findings, to include interpretation of results, and suggesting reasons for findings
5 Problem Solving
5.1 Describe everyday situations in terms of quantitative descriptions
5.2 Calculate solutions to real life quantitative problems by applying appropriate mathematical techniques.
5.3 Describe how a quantitative solution to a problem may be applied in a limited range of contexts.
Core Skills Outcomes
Core skill development is a key priority within all LCAES Programmes. Opportunities will arise through this programme
module for the achievement of some of the following additional core skill outcomes.
improved numeracy improved learning to learn skills
improved literacy ability to self manage learning and enhanced
ability to communicate with others more autonomy
effectively increased independence
ability to work in groups more effectively enhanced critical thinking skills
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Indicative Content
Tutors will use the information in this programme module descriptor to plan courses to meet the needs of the learners they
are working with. The following indicative content has been designed to enable learners to achieve the outcomes of QQI
Level 3 Mathematics award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of
specific groups of learners, using appropriate methodologies approaches and resources.
Numbers/ problem solving:

Maths in everyday life: Maths and its uses in personal, social or work life to include integers, natural numbers and real
numbers in real life for example: temperature, fridge, sales prices, age, cooking
Using the calculator: +, -, ÷,×,%, memory keys and clear keys
Calculations using natural numbers: Add, subtract, multiply and divide natural numbers manually and check answers
using calculator. Calculations must include long and short multiplication and division.
Calculations using decimals: Add, subtract, multiply and divide decimals manually. Round to 2 places of decimals. Check
answer with calculator
Estimation: Estimate numbers by rounding up and down. Round off large numbers. Complete simple calculations
involving rounding off and estimation.
Working with fractions: Features of fractions (numerator and denominator). Add, subtract, multiply and divide simple
fractions.
Real life Fractions: Find fractions of natural numbers in real life. Relate fractions to everyday objects.
Percentages: Definition of percentages. Calculate common percentages of numbers for example: 50%, 25%, 75%,and
20%.
Percentages of money values. Give real life examples of working out percentages for example VAT, mortgage, and sales.
Use the calculator to check answer.
Equivalence: Convert common fractions to percentages and decimals, percentages to fractions and decimals, decimals to
percentages and fraction.
Ratios: Format of ratios. Examples of using ratios in real life. For example, making a cake, baking, mixing paint, diluting a
drink, porridge
Measurement and Capacity/ problem solving:

Shapes and spaces: Space and shape constructs in everyday life to include a square, rectangle, circle, cylinder, angles,
radius, parallel, perpendicular for example oil tank is example of a cylinder or a pizza is an example of a circle and one
road is perpendicular to another road.
Features of shapes: Key features of square, rectangle, circle and cylinder for example a square has 4 equal sizes, 4 angles
and has length, breadth. Draw shapes to scale.
Units of measurement: Have overview of various units of measurement to include imperial and metric measurement.
Include metres, millimeters, centimeters, feet, inches, kilometres, miles, kilograms, stone, pounds.
Length and perimeter: Concept of length and perimeter, metric units, measuring instruments. Calculate perimeter of
common shape.
Perimeter in real life: Calculate the perimeter of a common shape in real life. For example, perimeter of a football pitch.
Check answer on calculator
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Area: Concept of area, metric units of area, measuring instruments. Calculate the area of common shapes. Check answer
on calculator
Area in real life: Calculate the area of common shapes in real life. For example, football pitch. Check answer on calculator
Volume: Concept of volume, metric units of volume, measuring instruments. Calculate the volume of a cylinder and a
cone.
Volume in real life: Relate the volume of cylinder and cone to real life examples for example oil tank or martini glass.
Capacity: Concept of capacity, metric units of capacity, measuring instruments. Calculate the capacity of real life objects.
Weight: Concept of weight, metric units of weight, measuring instruments. Calculate the weight of real life objects.
Calculate weight in relation to time for example weight of turkey and time in the oven
Maps: Use grid reference to find location; scale and real distance; direction of one point relative to another
Algebra/ problem solving:
Algebra in everyday life: Concept of Algebra for example letters can be added, subtracted, multiplied and divided.
Examples of algebra in everyday life.
Simplify basic algebraic equations: Simplify using one or two variables by applying the mathematical functions, i.e. +, -x
and ÷ for example 2x + 3 + 3y – 2 + 3x +4y and 3b – (4b- 6b + 2) +b
Solve algebraic equations: Solve algebraic equations that describe real life situations where the solution is a natural
number and where there is one unknown variable for example: x +60 = 100, what is the value of x and 6x = 36, what is
the value of x and x/5 = 10, what is the value of x
Data Handling/ problem solving:
Data handling in everyday life: Presence of numbers in everyday situations, data presented in number form such as
timetables, results sheets etc. Examples of number data relevant to reallife.
Surveying: Simple surveying to include different ways that information may be collected, picture presentation of
information and how to analyse findings
Bar charts and pie charts: Features of bar and pie charts. Presentation of findings using pie chart and bar charts.
Conducting a survey: Data collection methods. Pro’s and con’s of data collection methods, Planning and conducting a
simple and relevant survey.
Analysis and presentation of findings: Display data using appropriate classification on bar charts or pie charts. Describe
findings, including interpretation of results, and suggestion reasons for findings.
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Assessment
This section provides information in relation to the summative assessment of learning achieved through this programme
module. It gives an indication of the format and context of the assessment as well as the type of evidence that needs to be
produced for accreditation. The assessment criteria indicate the nature, level and extent of performance expected of a
successful learner in relation to each of the learning outcomes. At Level 3 there must be evidence that ALL learning outcomes
have been achieved.
Internal Assessors are encouraged to design meaningful assessment tasks that are relevant to learners’ needs and interests
and replicate real-life activities. Assessment tasks may include a wide range of activities, mini-assignments, problem solving
exercises, discussions, role-plays, events, simulations, self-reflection, online quizzes etc.
Assessment Collection of work Weighting and Duration 100%
Technique
Format and The collection of work will show evidence of achievement of all learning outcomes and contain at least 2
Context projects.
The projects must include a survey and at least one other project of choice covering natural numbers,
decimals, percentages or measurement.
Each project should be
multi-staged and should incorporate a range of tasks in alogical order.
linked to a number of related learning outcomes
related to content covered on the course and themed around real life topics of interest to the learner
The collection of work will also contain other evidence of learning outcomes not assessed by the above.
The evidence produced may be in a variety of formats from printouts, worksheets, cloze tests, checklists, oral
evidence, collage, video, diagrams and a range of other textual, visual or multimedia formats.
In the Level 3 there is a facility for group work to be used to produce evidence for accreditation.
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Assessment Criteria are the criteria used to judge learner achievement. The assessment criteria indicate the nature, level and
extent of performance expected of a successful learner in relation to each of the learning outcomes. Tutors will refer to these
when drawing up assessment activities for learners.
Grading: This programme module is graded as successful or referred. Successful indicates that the learner has achieved all of the
learning outcomes for the award with some supervision and direction. At level 3 the learner will demonstrate some autonomy of
action and take responsibility for generating appropriate evidence for all learning outcomes.
Learning Assessment Criteria Assessment Technique
Outcome
No.
1.1 Concept of natural numbers, real numbers and integers explained. Example Collection of work
given of 1 everyday use of numbers, integers and real numbers.
1.2 Converted common fractions to percentages and decimals, percentagesto Collection of work
fractions and decimals, decimals to percentages and fraction.
Calculation involving ratiosin everyday life completed. Answer given in ratio
format and fraction format.
1.3 Estimated numbers by rounding up and down. Collection of work
Large numbers rounded off.
Completed simple calculations involving rounding off andestimations
1.4 Demonstration of competency using +, -, ÷,×,%, memory keys and clear keys on Collection of work
calculator
Various calculations checked using calculator
1.5 Completed calculations involving the addition, subtraction, multiplication and Collection of work
division of natural numbers. Checked answers on calculator.
Completed calculations involving the addition, subtraction, multiplication and
division of decimals. Rounded to 2 places of decimals. Checked answer on
calculator.
Completed calculations involving the addition, subtraction, multiplication and
division of simple fractions.
Calculated simple fractions of natural numbers.
Calculated common percentages of numbers
2.1 Demonstrated understanding of space and shape constructs in everyday life to Collection of work
include a square, rectangle, circle, cylinder, angles, radius, parallel,
perpendicular.
Provided 2 examples of common shapes and space constructs in everyday life.
Familiarity with the key features of some common shapes – square rectangle,
circle, cylinder demonstrated
2.2 Common shapes drawn to scale Collection of work
2.3 Demonstrated an understanding of area, units used, and instruments used to Collection of work
calculate.
Calculated area of 4 common shapes.
Calculated the area of 2 common shapes in real life.
2.4 Demonstrated an understanding of volume, units used, and instruments usedto Collection of work
calculate.
Calculated the volume of a cylinder and a cone.
Related the volume of a cylinder and a cone to things that have personal
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relevance.
2.5 Completed calculations relating to length, distance, capacity, weight, time. Used Collection of work
correct metric units of measurement
Have understanding of imperial and metric measurement
Know different instruments used to measure length/distance, capacity, weight,
time.
2.6 Ability to read map demonstrated: Collection of work
Grid references used to find locations,
Understanding of scale, real distance and direction of one point relativeto
another demonstrated
3.1 Understanding of the concept of algebra demonstrated Collection of work
Given at least 1 example of algebra in everyday life.
3.2 Simplified basic algebraic equations using one or two variables by applying the Collection of work
mathematical functions, i.e. +, -x and division.
3.3 Solved algebraic equations that describe real life situations where the solution is Collection of work
a natural number and where there is one unknown variable.
4.1 Understanding of numbers/data in everyday situations demonstrated Collection of work

Example given of numbers/data relevant to learners life
4.2 Simple survey completed using more than 1 data collection methods Collection of work
4.3 Survey data appropriately presented on bar chart or pie chart. Collection of work
4.4 Described findings from survey carried out Collection of work

Interpreted results
Suggested reasons for findings.
5.1 Described everyday situations of estimating and rounding off. Collection of work
Related the volume of a cylinder and a cone to things that have personal
relevance.
Example given of using algebra in everyday life.
5.2 Solved algebraic equations that describe real life situations where the solution is Collection of work
a natural number and where there is one unknown variable.
Calculation involving ratios in everyday life. Answer given incorrect format.
Calculated fractions of natural numbers in real life.
Can find fractions of everyday objects
Calculated real life examples of working out percentages
Calculated the area of 2 common shapes in real life.
Calculated the weight of real life object.
Calculated weight of real life object in relation totime.
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Programme Module Title Personal and Interpersonal Skills

Programme Module Status: Optional
Programme Module Duration: 30-60 Hours
Component Code, Level and Title 3N0564
Aims and Objectives
Aim: Learners will gain an understanding of the self while exploring relationships, emotions, behavior and decision -making
skills.
Objectives:
explore relationships and their impact on the self
identify various behaviors and how they are influenced by emotions
develop a sense of self-awareness and confidence
learn about social networks and supports
learn about decision making styles and their consequences and effects
Learning Outcomes
1. Describe the basic concepts underpinning interpersonal relationships, to include relationship types, communication
skills, and behaviours
2. Compile a personal profile, by exploring awareness of self, ability to manage self, personal rights and responsibilities,
and the main personal, social and cultural factors which can influence personal identity e.g.
personality/temperament, likes/dislikes, strengths/skills, achievements, values, gender etc.
3. Recognise the role of supports in interpersonal relationships by discussing a range of supports such as personal
availability, listening, networking and team working, that could be used in real or fictional situations
4. Recognise a range of emotions such as joy, sadness, anger, boredom, fear, anticipation etc, and their impact on
behaviour, decision making, and interpersonal relationships
5. Describe decision making skills, by reflecting on everyday decisions taken using a range of decision making styles e.g.
compliance, autocratic, play it safe, impulse, avoidance etc
6. Demonstrate an awareness of interpersonal behaviour by exploring, modeling and identifying impacts of passive,
aggressive and assertive behaviours
7. Describe interpersonal relationships by exploring your relationship with family members, taking generational
differences into account, and your relationships with friends and colleagues
8. Identify solutions to real life or fictional conflict situations, by following the key stages in the negotiation process e.g.
listening effectively, identify specific behaviour causing conflict, propose possible win:win outcome, suggest
consensus.
22
Indicative Content
Tutors will use the information in this programme module descriptor to plan courses to meet the needs of the
learners they are working with. The following indicative content has been designed to enable learners to
achieve the outcomes of QQI Level 3 Personal and Interpersonal Skills award. It is described in such a way as to
allow tutors the freedom to tailor courses to the needs of specific groups of learners, using appropriate
methodologies approaches and resources.
Relationships and Communication Skills

Developing Relationships: types of relationships – types of relationship: family, friends, peers,
community and work/learning
Communications Skills: verbal, non-verbal, listening skills, assertivecommunication
Behaviour Types: assertive, aggressive and passive behaviour, angermanagement
Negotiation: identifying problems, effective listening, brainstorming, choosing a solution- ‘win-lose’;
‘lose-win’; ‘lose-lose’; ‘win-win’
Networking: Identifying supports and networks for example: family, community, agency, peer, school,
voluntary
Self-Awareness
Personal Identity: awareness of self, likes/dislikes, personality, gender, age, personal and family values
Creating a personal profile: strengths, talents, goals, skills and areas for improvement
Learning Plan: identifying learning goals, resources needed, time-frame, self-managed learning
Recognizing personal rights and responsibilities: for example human, consumer, animal rights, family,
friends, community, civic and environmental responsibilities, society: exploring law and authority
Time Management Skills: planning, time logging, delegating, grading the importance of jobs, saying no
Emotions and Behaviour

Emotions: Recognition of emotions such as joy, anger, boredom, fear, anticipation and the impact of
emotions on relationships, behaviours and decision making
Conflict Resolution: aggressiveness, passivity and assertiveness and their impact on behaviour when
conflict arises
Perspectives and empathy: seeing the situation from all sides, understanding the situation
Behaviour types: the impact of behavior onrelationships
Decision Making
Decision making styles: planned, impulsive, avoidance, going along with the group, autocratic, case
studies/scenarios, role-plays
Consequences of the decision: possible outcomes and knock-on effects of the decision
Reflection: background to the decision, decision style, evaluation of outcome, alternatives
Negotiation and conflict resolution: use of negotiation and conflict resolution skills to reach consensus
23
Assessment
This section provides information in relation to the summative assessment of learning achieved through this
programme module. It gives an indication of the format and context of the assessment as well as the type of
evidence that needs to be produced for accreditation. The assessment criteria indicate the nature, level and extent of
performance expected of a successful learner in relation to each of the learning outcomes. At Level 3 there must be
evidence that ALL learning outcomes have been achieved.
Internal Assessors are encouraged to design meaningful assessment tasks that are relevant to learners’ needs and
interests and replicate real-life activities. Assessment tasks may include a wide range of activities, mini-assignments,
problem solving exercises, discussions, role-plays, events, simulations, self-reflection, online quizzes etc.
Technique
Format and This collection of work will show evidence of achievement of all learning outcomes.
Context
This collection of work must include:
1. Personal profile of the learner
2. A case study demonstrating an awareness of one of the following:
Relationships
Behaviours
Decision making
Negotiation/conflict resolution
The collection of work will also include other evidence relating to outcomes that are not assessed by
the personal profile and case study.
The evidence produced may be in a variety of formats from printouts, worksheets, case studies,
checklists and questionnaires, oral evidence and a range of other textual, visual or multimedia
formats.
24
Assessment Criteria are the criteria used to judge learner achievement. The assessment criteria indicate the nature,
level and extent of performance expected of a successful learner in relation to each of the learning outcomes. Tutors
will refer to these when drawing up assessment activities for learners.
Grading: This programme module is graded as successful or referred. Successful indicates that the learner has
achieved all of the learning outcomes for the award with some supervision and direction. At level 3 the learner will
demonstrate some autonomy of action and take responsibility for generating appropriate evidence for all learning
outcomes.
Outcome No.
1. Basic concepts related to interpersonal relationships identified to Collection of work
include relationship types, communication skills and behaviour
2. Personal profile compiled to include: Collection of work

o Personal audit of strengths, skills, goals, achievements, Personal profile
areas for improvement, evidence of awareness of self
Identification of 3 rights and 3 responsibilities
Demonstration of an understanding of personal, social andcultural
influences on identity
3. A range of possible supports in interpersonal relationships Collection of work
identified
4. Emotions explored such as joy, sadness, anger, boredom, fear, Collection of work
anticipation etc,
Impact of emotion on (1) behaviour (2) decision-making(3)
Interpersonal relationships identified
5. Basic description of decision making styles to include a reflection Collection of work
on everyday decisions made by the learner and the style chosen
6. Behaviour types explored to include :aggressive, passive, assertive Collection of work

behaviours
Awareness of the impact of each behaviour on interpersonal
relationships demonstrated
7. Relationships with family members, friends and colleagues Collection of work
described noting generational differences
8. Identification of real life or fictional conflict Collection of work

Awareness of following the key stages in the negotiationprocess
demonstrated
25
Programme Module Title Name: Personal Effectiveness

Programme Module Duration 30-60 hours
Component Code, Level and Title 3N0565
Aims and Objectives
Aim: Learners will develop skills in identifying and setting goals; evaluating their work and working as part of a team
Objectives:
To explore the concept of Personal Effectiveness
To learn more about planning and evaluation of personal work
To develop skills to work as an effective team member
To learn more about safe and hygienic working practices
Learning Outcomes
1. Describe the concept of personal effectiveness and the resources employed for effective engagement in the learning
and workplace or community environments
2. Demonstrate an awareness of self by exploring strengths, talents, goals, values, challenges, abilities with skills such
as communication, assertiveness, time management, and areas for improvement
3. Draw up a personal learning plan following a series of steps, which include identifying learning goals, resources
required, timeframe, implementation, review and evaluation, which leads to the achievement of specified personal
learning goals, incorporating a variety of learning situations
4. Apply communications, team working, hygienic and safe work practices in a workplace or community environment
5. Practice a limited range of the skills required for successful team or group work
6. Work as a member of a team making an identifiable contribution to a group activity and seeking help as required
7. Describe the personal learning gained from participation in a planned learning activity.

26
Indicative Content
are working with. The following indicative content has been designed to enable learners to achieve the outcomes of QQI Level
3 Personal Effectiveness award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of
Content for this programme module may be integrated with other areas of study that the learner may be following.
Self-Awareness
What is Personal Effectiveness: exploring self, strengths, weaknesses, talents, challenges, goals, values, likes and
dislikes
Planning learning: Identifying the learning goal(s), resources required, timeframe, implementation of the plan, review
and evaluation
Time management: What is time management, how to work efficiently (urgent versus important jobs) time logging,
planning, dealing with pressure
Communication Skills
Effective communication skills: active listening skills, body language, assertiveness

Assertiveness: What is assertive behaviour, why is assertiveness important, assertiveness techniques, body language
related to assertive behaviour
Negotiation: identifying the problem, assertive listening, brainstorming, reaching consensus
Identifying work/community supports: learning groups, work teams, health centres, family resource centres
Working with Others
Teamwork/ group dynamics: How teams work, motivation, working effectively, the impact of behaviour on a team,
listening skills, discussion, planning, co-operation, identifying problems and finding solutions, conflict resolution,
action
Health and Safety: hygiene in the work/community environment, safe work practices, safeguarding against accidents
and hazards
Leadership: styles of leadership, traits
Roles and responsibilities: agreeing goals, co-operation as a team, asking for help
Reflection Skills
Reflecting on personal learning as part of the planned activity: what worked well, what could be improved,
alternatives
Reflecting on your learning as part of the team: team-working, safe work practices, contributing to the team,
identifying your learning from the activity
27
Assessment
have been achieved.
Assessment Collection of work Weighting and Duration 100% produced throughout the duration of the
Technique course
Format and The collection of work will show evidence of achievement of all learning outcomes.
Context The collection of work must include the following:
1. Personal audit
2. Learning plan
3. Evaluation of a group activity
The collection of work will also contain other evidence of achievement of learning outcomes not assessed by
the above pieces of work.
Evidence produced may be in a variety of formats from printouts, worksheets, cloze tests, checklists, oral
evidence, video and a range of other textual or visual formats.
Assessment for this programme module may be integrated with other areas of study that the learner may
be following
28
Grading: This programme module is graded as successful or referred. Successful indicates that the learner has achieved all of
the learning outcomes for the award with some supervision and direction. At level 3 the learner will demonstrate some
autonomy of action and take responsibility for generating appropriate evidence for all learning outcomes.
Outcome No.
1. Basic description of personal effectivenessprovided Collection of work
A demonstration of knowledge of the resources employed for
effectiveness in the work/community environment
2. Personal audit completed showing awareness of strengths, talents, Collection of work
goals values, challenges, skills and areas for improvement in the
areas of assertiveness, time management and communication
3. Personal learning plan completed to include: identified goal(s), Collection of work
what is needed to reach this goal(s) time, implementation, review
plan and evaluation of effectiveness of plan, identification of
improvements and alternatives
4. Effective communication skills employed Collection of work
Effective team working demonstrated
Safe and hygienic work practices employed
5. Successful team/group work skills employed - to include: Collection of work
1. Basic communication skills
2. Awareness of roles and responsibilities
3. Time management
6. Audit of the work contributed to the group completed Collection of work
7. Completed evaluation to demonstrate personal learning from Collection of work

participation in planned learning activity
29
Programme Module Title Name: Communications

Programme Module Status: Compulsory
Component Code, Level and Title 3N0880, Level 3, Communications
Aims and Objectives
Aim: This programme module aims to equip learners with a range of communication skills for use in formal and informal
situations and to increase their levels of competence and confidence in everyday/work life.
Objectives:
This Programme Module will enable learners to be
capable of reading and understanding a variety of everyday texts.
proficient at communicating, through writing, issues relating to work/ everyday life.
confident in their overall communication skills.
Learning Outcomes
Learners will be able to:
1 Reading
1.1 Outline a limited range of reading techniques to include scanning, skimming.
1.2 Read a limited range of different texts, including work-related, personal and social or community life material, for a variety
of purposes, to include identification of bias, genre, key features, learning context, entertainment
1.3 Use a limited range of reading techniques to locate specific information in reference materials and short pieces of text, to
include scanning, skimming and reading for more detailedunderstanding
1.4 Extract the main facts, ideas and opinions from simple written material, to include media articles, information pamphlets,
fiction.
2 Writing
2.1 Use drafting, proof reading, spelling and sentence structure that are fit for purpose to include simple instructions,
personal and formal correspondence.
2.2 Write to support learning to include note and message taking, expressive writing, and learning aids such as learning
journal or mind-maps.
2.3 Interact with others through a limited range of current electronic and social networking technologies taking appropriate
consideration of the benefits and risks of such technologies.
3 Interpersonal Communications
3.1 Interpret common signs, symbols and non-verbal messages to include traffic and road signs, hazard signs, care labels.
3.2 Identify the principal factors affecting everyday interpersonal communication, to include effective listening and speaking,
body language, social, physical, relational, mood/state of mind, purpose, speech, genre, status.
3.3 Use non-verbal signals and visual aids to convey different messages.
3.4 Initiate a conversation in different settings to include active listening skills whilst face-to-face and on the phone, using
small talk or icebreakers, expressing personal opinions, feelings, facts and disagreement.
3.5 Narrate observations, events, experience, feedback and procedures using appropriate vocabulary within a small group, to
include a story or anecdote, arts or media related issue, a situation of enquiry, local event, conflict or personal concern.
3.6 Use questioning techniques for a range of formal or informal purposes, to include learning, and matters of fact, inference,
interpretation and fiction.
3.7 Use the vocabulary appropriate to a range of public contexts, to include personal health care, working life, financial
transactions.
30
Indicative Content
3 Communications award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific
groups of learners, using appropriate methodologies approaches and resources.
Reading
Reading Techniques: Skimming, scanning, reading for more detailed understanding, reading for pleasure and for
enquiry/learning using a variety of personally relevant and/or work related texts for example: posters, leaflets,
dictionary, phone directory, road maps, TV guide, advertisements, magazines, instructions, (i.e. medicine labels etc.)
official correspondence, official documents, short stories, books (max 200 pages in length), newspapers and
electronic media, etc.
Extracting information: Location of facts and information; identification of key features, ideas and opinions;
identification of bias, genre and intended audience.
Writing
Writing skills: Identification of purpose of communication, use of language and format appropriate to intended
audience and method of written communication; use of correct spelling, punctuation and layout; to include drafting,
proof reading, correcting and rewriting of pieces.
Personal writing: notes, message taking, instructions formal and informal correspondence.
Writing to support learning: (a) Planning learning: time management, learning plan, reflection/evaluation; (b)
Learning aids: i.e. mind maps, time management charts, note taking, learning journal etc.
Expressive writing: Expressive/creative writing through the media of poems, songs, stories, essays, etc.
Communicating through ICT: Knowledge of benefits and risks of using ICT for communication; interaction through a
limited range of current technology, such asemail, text message, blogs, social networking etc.
Interpersonal Communications
Understanding Interpersonal Communication; Identification of principal factors affecting interpersonal
communication for example, use of language that is fit for purpose and is appropriate to the intended audience;
identification of non-verbal communication and of effective listeningskills.
Non-verbal communication: Signs and symbols commonly found in the environment, including road signs, hazard
signs, care labels, signs specific to learner’s situation and surroundings; body language, expression, posture, gesture,
touch, colour, environment.
Speaking & Listening: Expression of personal opinions and observations, including descriptions, instructions, stories
and anecdotes; questioning techniques; active listening skills.
31
Assessment
have been achieved.
Assessment Collection of work Weighting and 100%
Technique Duration 100 hrs.
Format and Reading: 5 pieces of text
Context
1. Two short texts, for example, pamphlets, leaflets, newsletters, poems, short media items, TV guide etc.
2. Three other texts, for example, books (fiction/non-fiction), short stories, essays, sports and other reports,
media articles etc.
o Two extracts of at least 50 words to be read aloud. Extracts can be recorded or tutorverified.
o Written evidence of location of information/understanding of texts to be provided for each piece.
Writing: 10 pieces of writing to include:

1. A set of instructions
2. An informal letter or Email.
3. A formal letter
4. Notes
5. Learning aid(s)
6. One piece (50 words)
7. One piece (between 75 and 100 words)
8. One piece (200 words minimum)
9. An electronic communication to one person.
10. An electronic communication to more than one person.
o Each piece of writing should be written as a rough draft; it should be proof read, corrected where
necessary; and rewritten.
o Appropriate layout, sentence structure, punctuation and spelling should be used for each piece of writing
and for each type of technology used.
o Where there is no access to electronic devices, electronic communications can be simulated anda
transcription of these will suffice.
o No more than two errors in pieces of 50 words in length; no more than 3 errors in pieces of 100 words in
length; no more than 5 errors in pieces of between 100 and 200 words in length.
o No more than three drafts are necessary; the final draft may be typed.
Interpersonal Communication: 4 pieces of evidence
1. A presentation of approx. two to five minutes on a topic ofchoice.

2. Communication of two non-verbal messages.
3. One face-to-face interaction.
4. One interaction on a ‘phone.
Presentations discussions, interactions and role plays can be between members of learning group, with tutor
or with learning partner and may be recorded or tutor verified. Evidence may be in a variety of formats from
printouts, worksheets, cloze tests, checklists, visual or multimedia formats etc.
32
Outcome No.
1.1 Reading techniques identified for a variety of types of written material to Collection of work.
include the following: skimming, scanning, reading for meaning.
1.2 Five texts of varying lengths and purposes have been read; at least two have Collection of work
been read aloud.
Style/genre, key features identified.
Bias, where present, identified.
1.3 A limited range of techniques have been used to locate information and Collection of work
demonstrate understanding in each of five texts.
1.4 Main facts/ideas/opinions extracted from fictional and non-fictional sources. Collection of work.
2.1 The following presented in first and final draftform: Collection of work.
o A set of instructions to include at least four steps
o An informal letter or Email
o A formal letter of at least 75 words in length and including two

paragraphs in addition to introduction and sign off.
2.2 The following has been presented: Collection of work.
o A mind map or a time-management chart, a learning plan and a short

reflection on conclusion of course. (75 words max.) OR A learning
journal with at least five entries (150 words max.)
o Notes of a recorded set of instructions or from the news to includeat

least three points.
o Three written pieces on a subject of choice. (Pieces can includepoetry;

book review, sports report, movie, drama review. One piece to be at
least 200 words in length.)
2.3 Two interactions with others made through electronic means, for example, Collection of work.
text message, Email, blog, etc.
Evidence of an understanding of the benefits and risks of using current

electronic and social networking technologiesdemonstrated.
3.1 A range of signs and symbols interpreted, to include: Icons onelectronic Collection of work
33
media care labels, road signs and hazard/safety signs.
3.2 Principal factors of interpersonal communication identified, to include toneof Collection of work
voice, body language, appearance, and other non-verbal communication and
including good and bad listening skills.
3.3 Two messages conveyed through non-verbal means, using for example, Collection of work
mimes, charades, pictures, signs, notices, diagrams, photos, posters etc.
3.4 Conversations initiated in different settings to include one face-to-face Collection of work
interaction for example, meeting someone for the first time to includesmall
talk and light conversation and one phone interaction.
Interactions have included expression of facts, feelings,

agreement/disagreement and active listening skills.
3.5 Presentation made on a subject of choice, for example, story, arts or media Collection of work
related issue, situation of enquiry, local event, conflict or personal concern.
3.6 Questioning techniques have been used as part of the learning process. Collection of work
3.7 Vocabulary appropriate to personal health care, working life, financial Collection of work
transactions etc. have been used.
34
Programme Module Title Name: Career Preparation
Component Code, Level and Title 3N0896, Level 3 Career Preparation
Aims and Objectives

Aim: To allow learners to reflect on themselves and their career path to date and to consider future career plans in
light of their particular skills, talents and interests
Objectives:
have an increased awareness of themselves, their skills and aptitudes
have an increased understanding of the labour market and range of learning options available
develop career management and employability skills
develop a viable action plan for their future learning and career path
Learning Outcomes
Learners will
1. Describe the basic principles underpinning career preparation, to include the concepts of work, career, and
planning
2. Distinguish between different types of work such as full time, part time, temporary/contract, and casual work
3. Describe local or foreign work opportunities, including sources of job information, vacancies, types of work,
Europass, emigration supports, and work visa requirements
4. Identify local training and education opportunities including education and training programs, access routes,
certification offered, and progression possibilities
5. Compile a personal profile by exploring interests, skills, talents, personal qualities and characteristics, values,
achievements, employment preferences, goals, and matching personal characteristics to possible careers
6. Identify preferred personal qualities for workplace employer and employee
7. Practice a range of personal interactions typical of work situations including initiating and maintaining
conversations both formal and informal, listening, following instructions, clarifying instructions, contributing
opinions, assertiveness skills, and personal care
8. Describe changes that may occur during a working life, including moving to a new position and
unemployment, the difficulties associated with change in employment and how to cope with them
9. Prepare to participate in the workplace by using job seeking skills to source a suitable job advertisement,
apply by CV and cover letter for the position, participate in a simulated interview, and evaluating own
performance
Core skill development is a key priority within all LCAES Programmes. Opportunities will arise through this
programme module for the achievement of some of the following additional core skill outcomes.
improved literacy ability to self manage learning and
ability to communicate with others more enhanced autonomy
35
Indicative Content
Tutors will use the information in this programme module descriptor to plan courses to meet the needs of the learners
they are working with. The following indicative content has been designed to enable learners to achieve the outcomes
this award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific groups
of learners, using appropriate methodologies approaches and resources.
Personal Profile and Employability Skills

Knowing Yourself: self assessment identifying skills, talents, interest, experience, goal setting
Prior Learning: exploring prior learning and workexperiences
Understanding Employability Skills and Attributes: employers and what they want from employees for
example transferable skills such as team-working and communication skills to include active listening, working
with others, working under direction, problem solving etc; employees and what they want from employers-
exploring important employer qualities.
Understanding Work and Opportunities

Exploring different kinds of work: features of full-time, part-time, voluntary, casual, contract, work in the
home etc
Work opportunities at home and abroad: sources of job information, job vacancies, types of local/foreign
work, Europass, visas, work permits, emigration support, social welfare if living / working abroad, employment
law,.
Understanding Learning Opportunities

Exploring education/training opportunities: understanding NFQ and the Irish education system, recognition
of qualifications; range of education and training providers, fields of learning on offer, admission criteria,
possible routes for progression etc.
Identifying Education and Training Supports: knowledge of funding options, identifying sources of
information and guidance; learning supports for example literacy etc
Career Management
Career Management Skills: decision making, career ambitions, developing career goals, networking,
communications and presentation skills.
Change Management Tools: Coping with changes that might occur during a working life for example
promotion, demotion, redundancy, strike, change in family care arrangements, the difficulties in dealing with
these changes and necessary coping mechanisms
Job Seeking Skills. Sourcing job advertisements. Preparation of C.V. and cover letter. Interview skills,
simulation of interview
36
Assessment
This section provides information in relation to the summative assessment of learning achieved through this program
module. It gives an indication of the format and context of the assessment as well as the type of evidence that needs
to be produced for accreditation. The assessment criteria indicate the nature, level and extent of performance
expected of a successful learner in relation to each of the learning outcomes. At Level 3 there must be evidence that
ALL learning outcomes have been achieved.
Assessment Portfolio Weighting and Duration 100% Throughout the duration of the
Technique course
Format and At Level 3 all learning outcomes must be assessed.
Context
The collection of work must include the following items
Personal Profile
CV
Future Career Plan
The collection of work will also contain evidence that demonstrates learners knowledge of
Principles underpinning career preparation
Employment opportunities at home and abroad
Education and training opportunities
Career Management Skills
The collection of work will also contain evidence which demonstrates an ability to apply the
following skills
Job Seeking Skills
Interview Skills
Evidence produced may be in any of the following formats; worksheets, articles, class notes, video
photographs, printouts, questionnaires, checklists or collage etc
37
Grading: This programme module is graded as successful or referred. Successful indicates that the learner has achieved
all of the learning outcomes for the award with some supervision and direction. At level 3 the learner will demonstrate
some autonomy of action and take responsibility for generating appropriate evidence for all learning outcomes.
Learning Assessment Criteria Assessment
Outcome No. Technique
1 Basic principles of career preparation described which demonstrate Collection of
understanding of the concepts of work, career and planning work
2 Demonstration of understanding of various work types of work presented Collection of

work
3 Range of relevant employment opportunities both locally and abroad located Collection of
using appropriate sources of information work
Basic description of the opportunities presented to include nature and
number of vacancies, type of work offered, qualification requirements and
any visa/Europass requirements
4 Basic understanding of Irish education and qualifications system presented Collection of
work
Range of relevant education and training opportunities located
Basic description of the opportunities presented to include admissioncriteria,
funding available, certification offered, progression routes available etc
5 Personal profile compiled to include Collection of
work
◦ self assessment of skills, talents, achievements
◦ personal characteristics, and values
◦ Work preferences-part/full time etc
◦ Career area choice
◦ Career goals
6 Range of key employability skills identified and understood Collection of
work
7 Employability skills such as team-working and communications skills Collection of
practiced to include work
o initiating and maintaining both formal and informal conversations,
active listening,
o following and clarifying instructions
o contributing opinions
o assertiveness skills
o personal care and health and safety
8 Changes that occur during career identified for example promotion, Collection of
demotion, retirement, redundancy, unemployment etc. work
Consequences of these changes on personal wellbeing identified
Change management skills identified
Importance of career planning as a key change management toolidentified
38
Programme Module Title Name: Work Experience

Programme Module Duration 30-60
Component Code, Level and Title 3N0587, Level 3, Work Experience
Aims and Objectives
Aim: To equip the learner with the knowledge, skill and competence to participate effectively in a work environment , under
general supervision, during a work experience placement.
Objectives:
develop and increased awareness of their skills, talents and interests
acquire the skills and competence to successfully complete a period of relevant work experience
reflect on their work experience and developed a future work/career plan
Learning Outcomes
1. Describe the basic principles underpinning work experience, including preparation, planning, participation, and
evaluation
2. List a range of local employers including their businessactivity
3. Compile a personal profile appropriate to the workplace to include personal details, education and qualifications,
vocational skills, personal qualities, strengths, interests, career ambitions, relevant work experience
4. Plan for a duration of work experience, identifying a work placement to match own personal profile and agreeing a
time period and terms of work with employer
5. Prepare a personal learning plan for the work placement prioritizing goals and identifying knowledge, skills and
competence to be improved during placement
6. Participate in a short work placement
7. Apply appropriate health, safety and personal hygiene procedures during placement
8. Demonstrate a range of personal interactions typical of the workplace to include effective listening and responding
appropriately to instruction
9. Carry out tasks in a work experience placement observing employers procedures and quality standards and
maintaining a daily record

Core skill development is a key priority within all LCAES Programmes. Opportunities will arise through this program
39
Indicative Content
Tutors will use the information in this program module descriptor to plan courses to meet the needs of the learners they are
working with. The following indicative content has been designed to enable learners to achieve the outcomes of QQI Level 3
Work Experience award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific
Personal Profile
Knowing Yourself: self assessment identifying skills, talents, interest, experience, goal setting
Prior Learning: exploring prior learning and workexperiences
Goal Setting: career ambitions, developing career goals
Preparation for Work Experience

Understanding Employability Skills: team-working and communication skills to include active listening, working with
others, working under direction, problem solving etc
Job Seeking Skills: interview skills, C.V. preparation to include personal details, skills, strengths, education and
work/voluntary experience to date, qualifications, etc
Local Employment Opportunities: exploration of relevant employment opportunities; profiling of a range of local
employers, their business activities and types of positionsavailable.
Setting up Work Experience: set up of work placement relevant to career plan, liaising with employer, agreeing period
and terms of work
Learning Plan for the Work Experience: setting and prioritising learning goals for placement; identifying skills and
competencies to be improved, workplace journaling.
Participating in Work Experience

Learn by Doing: practicing employability skills for example team work skills, communication skills to include formal
and informal conversation, responding to direction, problem solving etc
Workplace awareness: rights and responsibilities in the workplace, familiarisation with important employer
procedures and policies, quality standards, dress code, timekeepingetc
Health and Safety and Personal Hygiene: familiarity with and adherence to employer’s health and safety policies etc
.
Reflection on Work Experience: reflecting and logging activities daily in work journal; seeking feedback from
employer.
Evaluation of Work Experience

Evaluation of Work Experience: reviewing goals and workplace plan, reflecting critically on work placement
experience using employer feedback and workplace journal, identifying skills developed, problematic areas and areas
of success.
Future planning: linking learning from work experience to creation of a future career/work plan
49
Assessment
This section provides information in relation to the summative assessment of learning achieved through this program module.
It gives an indication of the format and context of the assessment as well as the type of evidence that needs to be produced
for accreditation. The assessment criteria indicate the nature, level and extent of performance expected of a successful
learner in relation to each of the learning outcomes. At Level 3 there must be evidence that ALL learning outcomes have been
achieved.
Assessment Collection of Work Weighting and Duration 100% produced throughout the duration of the
Technique course
Format and At Level 3 all learning outcomes must be assessed.
Context
The collection of work must include the following items
Personal Profile including career goals
CV
Personal Workplace Learning Plan
Workplace Journal
Future Plan
Principles underpinning work experience
Sourcing information about relevant work opportunities
Relevant health and safety, hygiene and workplace policies and procedures
and other evidence that demonstrates a range of employability skills for example
communication skills
team working skills
reflection skills
planning skills
Evidence produced may be in any of the following formats; worksheets, articles, class notes, photographs,
printouts, questionnaires, checklists or collage.
41
o Assessment Criteria are the criteria used to judge learner achievement. The assessment criteria indicate the
nature, level and extent of performance expected of a successful learner in relation to each of the learning
outcomes. Tutors will refer to these when drawing up assessment activities for learners.
Outcome No.
1. Basic principles underpinning work experience, including Collection of work
preparation, planning, participation, and evaluation described
2. Limited range of relevant employers and their businessactivities Collection of work

identified
3. Personal profile prepared to include Collection of work

o Self assessment
o Reflection on prior work and learning
o Career Plan
4. Relevant workplaces identified Collection of work
Contacts made with employers
Basic tailored C.V. produced
Work experience confirmed including time period and terms of
work
5. Personal Workplace plan developed to include Collection of work
o Desired learning while on place identified
o Goals set
6. Successful completion of at least 10 day work experience Collection of work
Daily log and reflection of work activities completed in work journal
7. Appropriate health, safety and personal hygiene procedures during Collection of work
placement applied
8. A range of employability skills to include communications skills, Collection of work

team working skills and working effectively under direction
demonstrated
9. Work experience placement carried out whilst observing employers Collection of work
procedures and quality standards
Daily record maintained
42
Programme Module Title Name: Word Processing

Programme Module Duration 24 – 60 hours
Component Code, Level and Title 3N0588 Level 3 Word Processing
Aims and Objectives
Aim: Learners will acquire the skills and knowledge to use the basic functions of word processing to generate documents
relevant to their personal and/or work lives.
Objectives:
Acquire the knowledge to understand the main functions and terminology of word processing
Develop the practical skills to use word processing to create documents that are useful in their everyday lives
Develop the competence to enhance the appearance of the documents produced
Learning Outcomes
1. Outline the significance of using word processing applications in terms of their common uses and features
2. Explain key terminology associated with word processing including page layouts, page setup, page breaks, text
formats, object insertion, print preview, and toolbars
3. Explain the toolbar icons and related functions associated with file handling and text formatting
4. Use a word processing application to modify an existing document using a variety of file save options
5. Create a range of documents for personal or workrequirements
6. Use a range of keyboard capabilities including text entry, numeric data entry, keyboard shortcuts, symbol insertion,
cursor control, caps lock, and num lock
7. Apply text formatting to include bullets, numbering, change case, apply bold, underline, italics, font, font size, font
colour, and text and image alignment
8. Use text editing features including copy, cut, paste, delete, and insert
9. Use simple proofreading tools where available to perform grammar and spell checking
10. Print a document to include print preview, spell and grammar check
11. Use a word processing application to create a file by performing all required steps including accessing the
application, setting up the page, entering data using the keyboard and mouse, formatting, printing and storing the
file appropriately for subsequent retrieval.

43
Indicative Content
they are working with. The following indicative content has been designed to enable learners to achieve the outcomes of
QQI Level 3 Word Processing award. It is described in such a way as to allow tutors the freedom to tailor courses to the
needs of specific groups of learners, using appropriate methodologies approaches and resources.
Getting Started – The Background Theory

Common Uses and Features: Use and features of word processing applications for personal, social and/or
workplace
Key terminology: page layouts, page set-up, page breaks, text formats, object insertion, print preview,
toolbars/ribbon
Toolbar/ribbon Icons/Functions/Tabs: for file handling (Save, Save As, Open, New and Close), printing (Print
and Print Preview) and text formatting (Bold, Underline, Italic, Font, font size, font colour), inserting an object
Keyboard Skills to include cursor control, text and numeric data entry, using the caps lock and number lock, and
shift key, insertion of symbols, insertion of an image using a pointing device (e.g. a mouse or touch pad) and
keyboard shortcuts
Creating, Formatting and Editing Documents

Page Layout: landscape and portrait, insert a header and/or footer and page breaks. Use of appropriate format
for different word processing documents e.g. format suitable for a letter, a menu, a poem etc.
Enhancing text: Bullets and numbering, change case, apply bold, underline, italics, font, font size, font colour,
text alignment
Editing Text: modifying existing documents, copy, cut, paste, delete and insert text
Images: insert and align an image
Storing and Preparing for Print

Save Options: saving the document to an appropriate device, using Save As and Save
Print Options: Proofread documents with grammar and spell checking, Print preview, Print documents, (e.g.
copies, print range)
44
Assessment
have been achieved.
Assessment Portfolio / Collection of Work Weighting and Duration 60% produced throughout the duration of the
Technique course
Format and The collection of work will show evidence of achievement of a range of learning outcomes. The evidence may
Context be in a variety of formats including printouts, worksheets, cloze tests, checklists, oral evidence, collage, video,
diagrams, and a range of other textual, visual or multimedia formats.
The collection of work will include:
evidence that demonstrates knowledge of

the common functions and uses of word processing
key word processing terminology
word processing toolbar/ribbon icons, file handling and text formatting
Each learner will produce a collection of work, which will include a minimum of 5 word-processed documents,
one of which may be the Skills Demonstration below. One document should be at least 100 words in length.
The collection should include a range of word processed documents e.g.
Personal and/or work letters
C.V.
Poster
Minutes of a meeting
Invoice
Menu
Poem
Article
Recipe
Invitation to an event
Other relevant word processed documents
In producing the documents for the collection of work, the learner should demonstrate an ability to apply the
following skills:
Use different page set-ups
Enter text and numeric data entry and symbols
Inserting an image into at least one document
Formatting and editing
Use the spelling and grammar checker
Save documents to an appropriate device
Print documents
Each piece of evidence must be available in hardcopy and electronic format
45
Assessment Skills Demonstration Weighting and 40% for a skills demonstrations
Technique Duration A minimum of 45 minutes to complete the skills
demonstration
Format and The skills demonstrations will provide evidence of the learners ability to apply skills in the following areas
Context 1. Accessing the word processing application
2. Opening a word processing document from a specified location or device (which should include at
least 3 grammar and spelling errors)
3. Inputting additional text into the word processing document (minimum 30 words)
4. Inputting numeric data into the document (e.g. a date or an amount of money)
5. Inputting symbols into the document (minimum of 2 symbols, e.g. €, $, ?, !,&)
6. Deleting specific data from the document
7. Using cut, copy and paste
8. Carry out a minimum of 8 formatting and editing tasks e.g. Bold, Italic, Underline, change font, font
colour, font size, align text (right, left, centre, justify), bullets and numbering
9. Spelling and grammar checking to correct errors
10. Saving the document with a specified name to a specified location
11. Printing the modified document
12. Closing the document and the word processing application
This piece of evidence must be available in hardcopy and electronic format
The learner will be given the name and location of the original word-processed document. It should contain at
least 60 words. The required modifications should be clearly outlined for the learner.
In the Level 3 Word Processing there is no facility for group work to be used to produce evidence for accreditation.
46
Outcome No.
1 Common uses and features of word processing Collection of Work
2 Basic explanations presented of key terminology associated with Collection of Work

word processing including page layouts, page setup, page breaks,
text formats, object insertion, print preview, andtoolbars/ribbons
3 Basic explanation and understanding of relevant toolbar/ribbon Collection of Work
icons/functions/tabs for file saving and text formatting presented
to include, save, print, cut, copy, paste etc
5 A range of 5 documents for personal and/or workrequirements Collection of Work & Skills
created successfully Demonstration
4 Word processing application used successfully to open andmodify Collection of Work & Skills
at least one existing document. Demonstration
A variety of save options used to include save as, save
Document successfully printed
6 A range of keyboard capabilities used successfully in producing Collection of Work & Skills
documents to include text entry, numeric data entry, keyboard Demonstration
shortcuts, symbol insertion, cursor control, caps lock, and numlock
7 Text formatting successfully applied in a range of documents to Collection of Work & Skills
include bullets, numbering, change case, apply bold, underline, Demonstration
italics, font, font size, font colour, alignment
One image successfully inserted and aligned in document
8 Editing text features used successfully by the learner toinclude Collection of Work & Skills
copy, cut, paste, delete, and insert in one or more documents Demonstration
9 Simple proofreading tools used where available to perform Collection of Work & Skills
grammar and spell checking on one or more documents typed in by Demonstration
the learner
10 Documents successfully print previewed Collection of Work & Skills
Spell and grammar check performed Demonstration
Documents successfully printed
11 Applications accessed successfully Collection of Work & Skills
Word processing application used to create documents Demonstration
Pages set up correctly
Data entered using the keyboard and pointing device (e.g. a mouse
or touch pad)
Text corrected formatted and printed
Documents stored appropriately for subsequentretrieval.
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Programme Module Title Name: Spreadsheets

Programme Module Duration 24-40 Hours
Component Code, Level and Title 3N0542, Level 3, Spreadsheets
Aims and Objectives
Aim: Learners will acquire a basic understanding of spreadsheets and will acquire the skills to use spreadsheets for a range of
personal and workplace solutions.
Objectives:
This programme will enable learners to
Identify areas where spreadsheets can be effectively used
Develop skills to create, edit, save and print spreadsheets
Use addition, subtractions, multiplication and division formulae within a worksheet
Create a simple chart
Learning Outcomes
Learners will be able to
1 Outline the significance of using spreadsheet applications in terms of their common uses and features
2 Explain rudimentary terminology associated with spreadsheets including workbook, worksheet, cell, tab, formula,
filtering, sorting, function, and chart
3 Use a spreadsheet application to open an existing workbook, access a worksheet, print a hardcopy of the worksheet
and exit the application
4 Enter data to a spreadsheet to include formatting rows and columns, applying data formats, inserting and deleting
rows columns and worksheets, and moving information within theworksheet
5 Use formulae to perform simple calculations including addition, subtraction, multiplication and division
6 Produce a hardcopy printout from a spreadsheet taking all required steps including creating a workbook, entering
data into a worksheet, applying suitable formatting, previewing and printing the cell range, saving the workbook, and
closing the spreadsheet application
7 Apply appropriate health, safety and personal hygiene procedures when working in an ICT environment.

48
9. Indicative Content
QQI Level 3 Spreadsheets award. It is described in such a way as to allow tutors the freedom to tailor courses to the
Basic Understanding
Uses and Features: Appropriate uses of spreadsheets for social and workplace use, for example household
budgets, business and accounting solutions
Key Terminology: Spreadsheet, worksheet, workbook, cell, cell range, label, value, formula, cell address, chart,
sort, tab, filter, functions
Safety: Health and Safety precautions in an ICT environment, acceptable use policies and procedures in
organisations/workplaces
Creating and Editing Spreadsheets
Data Entry: Entering data, inserting and deleting rows and columns, moving data within a worksheet, inserting
and deleting worksheets
Formatting: formatting cells, formatting a range of cells, formatting rows and columns, to include text
formatting (bold, italic, underline, font size), number formatting (general, number, currency, date), alignment
(left, centre, right)
Using Formulae: Addition, subtraction, multiplication, division, copying (replicating) formulae, using mouse or
other pointing device to select, copy or move
Charts: Optional simple charts, e.g., bar, column or pie; chart wizard
Saving and Printing
Saving Options: Filename, location

Preparation for Printing: Preview, page set-up, orientation, row and column headings, number of copies
Closing the application: Correct procedures for exiting spreadsheet system
49
Assessment
have been achieved.
Technique course
Format and The collection of work will show evidence of achievement of a range of learning outcomes. The evidence
Context produced may be in a variety of formats from printouts, worksheets, checklists, collage, diagrams, external
storage devices and a range of other visual, textual or multimedia formats.

The uses of spreadsheets
Spreadsheet terminology
The tools needed to create and edit simple spreadsheets
Health and safety and personal hygiene procedures
other evidence that demonstrates an ability to apply skills

Relating to outcomes that are not assessed as part of the skillsdemonstrations
Assessment Skills Demonstration Weighting and 40% - 2 skills demonstrations.
Technique Duration Minimum of 40 minutes each
Format and Skills demonstrations will provide evidence of learners ability to apply skills in the following areas
Context
1. Accessing a spreadsheet application
2. Entering data, formatting data
3. Inserting and deleting rows, columns and worksheets
4. Moving information within a worksheet
5. Completing simple calculations
6. Preparing for printing and producing hardcopies
In the Level 3 Spreadsheets there is a facility for group work to be used in Learning Outcome number 7 to produce evidence for
accreditation.
50
Outcome No.
1 Presentation (written/verbal/visual) of common uses of Collection of work
spreadsheet applications for personal or workplace use, to include
household budgets, business/accounting solutions
2 Basic definitions of spreadsheet elements to include worksheet, Collection of work
workbook, cell, label, value, formula, chart, cell range, tab, filtering,
sorting, functions
3 Open existing workbook Collection of work/Skills
Access a worksheet Demonstration
Print worksheet
Exit worksheet application
4 Data accurately entered into a spreadsheet Collection of work/Skills
Rows and columns formatted (bold italic, underline, alignment) Demonstration
Data formats applied (font size, number formats)

Rows and columns inserted and deleted
Worksheets inserted and deleted
Information moved within a worksheet
5 Formulae used to Collection of work
Add
Subtract
Multiply
Divide
6 Worksheet created Collection of work/Skills
Data entered Demonstration
Data formatted
Cell range previewed
Worksheet printed
Worksheet saved and closed
7 List of computer rules produced to cover health and safety Collection of work
precautions
Summary of acceptable use policies produced
Personal hygiene guidelines presented
51
Programme Module Title Name: Desktop Publishing

Programme Module Title Status: Optional
Programme Module Title Duration: 24-60 hours
Component Code, Level and Title: 3N0551 Level 3 Desktop Publishing
Aims and Objectives
Aim: Learners will acquire the knowledge and skills required for the creation and editing of a variety of publications using Desktop
Publishing software.
Objectives:
Develop the practical skills required to create and edit publications using Desktop Publishing software
Develop awareness in importance and benefits of good design and layout in Desktop Publishing
Acquire knowledge of the processes involved in the Desktop Publishing.
Learning Outcomes
1. Outline the significance of using desktop publishing applications in terms of their common uses and features
2. Explain rudimentary terminology associated with desktop publishing including, What you see is what you get (WYSIWYG)
file formats, image formats, page layout, clip art, borders, text wrapping
3. Explain common icons and related functions found for basic desktop publishing
4. Plan the basic design and layout for a variety of publications to include sequencing of tasks, material and resources,
timescale
5. Use a desktop publishing application to access new and existing documents
6. Apply edit functions and formatting to publications to enhance the appearance of a publication to include inserting and
manipulating images, graphics, text, borders, colour, and fonts
7. Prepare a range of publications for hard or soft copy publication to include formatting, proofreading, and previewing
layout
8. Use a desktop application to create a file by performing all required steps including accessing the application, entering
data using the keyboard and mouse, printing the file, and storing the file appropriately for subsequent retrieval
9. Apply appropriate health, safety and personal hygiene procedures when working in an Information and Communications
Technology environment

Core skill development is a key priority within all LCAES Programmes. Opportunities will arise through this programme module
for the achievement of some of the following additional core skill outcomes.
Improved ICT and Design Skills Increased Health & Safety awareness
52
Indicative Content
QQI Level 3 Desktop Publishing award. It is described in such a way as to allow tutors the freedom to tailor courses to the
Introduction to Desktop Publishing

Uses of Desktop Publication in Commercial & Personal life: DTP in label design, poster design, greeting cards,
etc
Basic Terminology associated with Desktop Publishing: What you see if what you get (WYSIWYG); File Formats
(PUB, PDF, DOC); Image formats (GIF, JPEG); Page layout (Landscape & Portrait); Page Margins; Clip Art;
Borders;Text Wrapping
Fonts & Typefaces: Common fonts, features of fonts, serif, sans serif, script
Paper Size & Weight: Paper Sizes to include A5, A4, A3 etc. Appropriate paper weight for publications
Desktop Publishing Software: common commercial and open source DTP applications
IT Icons & Functions: To include (Font) Bold, Italics, Underline, New File, Open File, Save File, Print Preview, 3D,
Shadow, Bold, Italics, Underline,
Document Layout
Text: Headings, use of mastheads and banners: use of fonts:

Text boxes: Uses, line colour, shading, fill effects, positioning, shading, 3D in text boxes, text wrapping, Text
boxes as columns
Working with Images: Uses, Inserting Clip Art/Photos/Graphics from stock or from files
Attention Getters: Uses, shapes, borders, phone tear offs etc
Document Planning and Production

Planning: preparation of production plans for a variety of publications for example calendars, greeting cards,
posters, newsletters, advertisements, fliers, menus etc.
Elements of a Production Plan: Identification of Target Audience’ Document Style and Design, Equipment &
consumables needed for Tasks e.g. Printer, Scanner, Paper, Ink etc; Estimate a time scale
Executing the plan: Creation of first drafts, proofreading, spellchecking, previewing, production of final draft
Storage: Storage devices, file name and file types;
Preparation for Publication: Hard v soft copy publication; In-house v commercial printing, choice of paper size
and weight
Health & Safety and Hygiene with Information Technology

Health & Safety: Ergonomics with IT e.g. positioning of monitor, keyboard, mouse and chair height,
General Safety issues e.g. power cables tied away, room ventilation, roomlighting.
Personal Hygiene: Maintenance of personal and workspace hygiene. Local policy regarding food and drink in IT
room, cleaning of equipment etc.
53
Assessment
have been achieved.
Assessment Collection of Work Weighting and Duration 60% Produced throughout the duration of the
Technique course
Format and The Collection of work will show evidence of achievement of a range of learning outcomes. The evidence may
Context be in a variety of formats from worksheets, hard-copy print outs and soft copy computer files.
Evidence that demonstrates knowledge of:

o The Applications and uses of Desktop Publishing (DTP)
o Desktop Publishing & ICT terminology and functions
o Health and Safety in an ICT environment
Other evidence that demonstrated an ability to apply skills in

o Planning and Designing of DTP publications
o In creating, formatting, editing and saving DTP publications
o Printing DTP publications
Assessment Skills Demonstration Weighting and 40% 1 Skills demonstration of at least 1 hour in
Technique Duration duration.
Format and The skills demonstrations will provide evidence of learners ability to apply skills in the following areas
Context
1. Operation and Use of Desktop Publishing Software
2. Opening and closing of software appropriately
3. Retrieving, editing and formatting a publication
4. Saving & Printing a publication
5. Health & Safety with Information Technology
Evidence produced will be appropriate to the tasks and may include printouts, assessor checklists etc.
Skills demonstrations should:

o Be multi-staged and incorporate a range of tasks in a logicalorder.
o Link a number of related learning outcomes
o Be observed a by a tutor
o Be related to content
In the Level 3 Desktop Publishing there is a facility for group work to be used to produce evidence for accreditation.
54
Programme Module Title Name: Digital Media

Programme Module Duration 40hrs – 60hrs
Component Code, Level and Title 3N0552, Level 3, Digital Media
Aims and Objectives
Aim: Learners will acquire the knowledge, skill and competence to use digital media equipment to enhance their personal,
social and economic well-being.
Objectives:
This programme module will enable learners to:
Develop an understanding of what digital media is including related key security issues
Identify the advantages and disadvantages of digital media as well as social networking in today’s society
Acquire introductory knowledge and practical skills to use up-to-date digital media devices
Develop competence in using digital media for living in today’s digital society
Learning Outcomes
1. Outline the application of digital media devices in daily life including the digital communication of text, sound, and
images
2. Describe the key security considerations for digital communication including copyright law, workplace policies, and
other applicable regulations
3. Explain the concept of online social networking and its benefits
4. Demonstrate the use of digital media devices to access and manipulate digital media and information from the
Internet
5. Operate a mobile phone using functions and settings to access, and exchange voice, text, video and photographic
data
6. Create music play lists on a digital music device
7. Record photographic images using a digital camera to capture, review, and transfer images to a computer
8. Use software tools to copy, synchronize and play music on a digital media device
9. Record video images using a digital video camera to shoot simple clips, and import clips to a computer for
subsequent retrieval or processing
10. Use an online social network to create and share digital media content and information.

55
Indicative Content
QQI Level 3 Digital Media award. It is described in such a way as to allow tutors the freedom to tailor courses to the
Digital Media Devices and Communication
Digital Media: What is Digital Media? Digital data file types and digital device storage capacity
Digital Media Devices and Applications: digital media devices/equipment to include e.g.
computers/laptops/ipads/tablets, mobile phones, digital cameras and webcams, scanners, digital video, digital
music devices
Digital Media Uses: communication of text, sound and images using these digital devices; advantages and
disadvantages of digital media
Security Considerations: awareness of digital media security and privacy issues, copyright law, workplace
policies e.g. Data Protection, AUPs, Health and Safety
Online Social Networks
Meeting people online: study the concept of social networking on the internet e.g. twitter, Facebook, blogs,
Skype, dating, email and other online social site services
Advantages and Disadvantages: main benefits and drawbacks of online social networking
Social Network Account: set up account, look at privacy settings, add friends/family
Sharing Digital Media Content: Upload photographs and video to a social network account, share text, video
and images etc online
Using Digital Media Devices
Digital Music Device: play songs/music, create play lists, copy and synchronize music files to a digital music
device using digital media software and tools, download music from the internet to use on a digital media device
(optional) Use Bluetooth for file sharing
Digital Camera: take photographs using Auto or pre-set scene selection, adjust picture size, review photos,
delete photos, download photos from a camera to a computer, save image files to a folder/album, upload
photos from a computer to the internet to share online, printphotographs
Digital Video: shoot a video clip, review recorded video clip, simple editing of clips, delete video clips, import
clips to a computer and save video files to a folder, upload video files from a computer to the internet to share
online.
Mobile Phone: adjust phone settings to include changing ringtone and volume, date and time, adjust profile
options to include silent mode and hands-free, add, edit and delete contacts on contacts list, make and receive a
phone call, send and receive text messages, send and receive a voice message, take a picture and record a video
56
– send multi-media messages (Optional): Share files using Bluetooth
Other Optional Content
Skype call: computer to computer calls, computer to phone, Skype phone, messaging via Skype
I phone and android phones: email and internet, and other applications on a smartphone
Sharing data with a mobile phone: upload photos and video to the net from a mobile phone, download
images, music, video and games from the net to a mobile phone, transfer images, music, video and games from
a mobile phone to a computer and save, print images
Digital Scanner: scan an image using a digital scanner, import the image from a scanner to a computer using
scanner/imaging software, save the image files to a folder/album. Upload images from a computer to the net to
share online, print images
Other Devices: use basic features of other digital devices for example games consoles, tablets etc to access and
share digital media, EBooks, voice recording software
57
Assessment
have been achieved.
Technique course
Context produced may be in a variety of formats from printouts, worksheets, cloze tests, checklists, oral evidence,
collage, video, diagrams and a range of textual, visual or multimedia formats.
Evidence that demonstrates knowledge of

Digital media application and the communication ofdigital data
Key security issues facing a modern digital society
Online Social Networking and its benefits
Other evidence that demonstrates an ability to apply skills

Relating to outcomes that are not assessed as part of the skillsdemonstrations
Assessment Skills Demonstration Weighting and 40% - 2 skills demonstrations

Technique Duration Minimum of 30 minutes each
Format and Skills demonstrations will provide evidence of learners ability to apply skills in the following areas:
Context
Choose two of the options listed below for skills demonstrations
1. Communicating data using a Mobile Phone

2. Copying, synchronizing music to a digital device and creating a play list
3. Taking and transferring photographic images from a digital camera to a computer
4. Recording and importing video images to a computer
5. Using an online social network
Evidence produced will be appropriate to the tasks and may include printouts, assessor checklists etc.
Skills demonstrations should:

Link a number of related learning outcomes
Be observed by the tutor
In the Level 3 “Digital Media” there is no facility for group work to be used to produce evidence for accreditation.
58
Outcome No.
1 Basic outline of the application of modern digital devicesincluding Collection of Work
the digital communication of text, sound and images
2 Basic description of key security considerations relating to digital Collection of Work

communications to include copyright law, workplace policies, data
protection, AUPs, health and safety
3 Basic explanation of online social networking and its benefits Collection of Work
4 Digital media information accessed and manipulated from the Collection of Work
internet using digital media devices for example from a mobile Skills Demonstration
phone, computer
Digital media downloaded from the internet, for example podcasts,
music, videos, images, text files, games, webpages and stored on
digital devices
5 Phone call made and received Collection of Work
Text message sent and received Skills Demonstration
Voice message sent and received
Photograph taken and sent
Video clip recorded and sent
6 Music on a digital music device played Collection of Work
Music play lists created on a digital music device Skills Demonstration
7 Digital photograph taken Collection of Work

Digital photograph viewed Skills Demonstration
Digital photograph deleted
Digital photograph downloaded and saved to acomputer
8 Media Software accessed on a computer Collection of Work
Music files copied and synchronized to a digital music device Skills Demonstration
Music files played on a digital music device
9 Video clip recorded and viewed Collection of Work
Video clip imported to a computer Skills Demonstration
10 Online social network account set up Collection of Work

Contacts added Skills Demonstration
Text shared online
Photographic images uploaded and shared online
Videos uploaded and shared online
59
Outcome No.
1 Common uses and features of Entry-level Desktop Publishing Collection of Work
Software Programs outlined
2 Basic definitions of key terminology presented to include What you Collection of Work
see is what you get (WYSIWYG) file formats, image formats, page
layout, clip art, borders, text wrapping
3 Identification and explanation of common icons and symbols Collection of Work

presented
4 Preparation of Production Plan for at least 3 simple DTP Collection of Work

publications, which demonstrate
o Correct sequencing of tasks
o Identification of audience
o Appropriate layout and design used
o Identification of resources and materials needed
o Estimation of timescale
5 New publications created using DTP applications Skills Demonstration
Existing publications retrieved using DTP applications
6 Editing and formatting functions used to enhance the appearance Collection of Work/Skills
of retrieved publications to include: Demonstrations
Inserting text boxes
Inserting of text
Editing font style, colour and size
Inserting & manipulation of graphics/images
Editing text boxes (Columns, Shading & 3D)
7 A range of publications created and saved using appropriate Collection of Work/Skills
software Demonstration
Publications saved to correct location
Publications proof read and layout previewed
8 Creation of a publication following specific guidelines Collection of Work/Skills
Saving file under correct file name in specified location Demonstration
Proofing reading & previewing of publications
Printing publication
9 Apply appropriate health and safety guidelines to all work in the Collection of Work/Skills
computer room. Health & Safety checklist completed. Demonstration
Operate computer, with due attention to safety procedures
60
61
Optional Awards
62
Programme Module Title Name: Self Employment Skills

Programme Module Status: Minor Award
Component Code, Level and Title Level 3 Self Employment 3N0894
Aims and Objectives
Aim:
This programme module aims to equip the learner with the relevant knowledge, skill and competence to explore self
employment as an employment option
Objectives:
To understand basic principle underpinning self employment
To be aware of the support and advice available in starting up a business
To create an awareness of the risks and benefits of being self employed
To consider the changes that occur to personal and working life when self employed
To consider personal characteristics that are relevant to self employment
To consider the suitability of self employment as a personal option
Learning Outcomes

1. Describe the basic principles underpinning self employment to include business and financial planning, employment
legislation, sourcing supports, personal characteristics
2. Name sources of advice and support to assist with setting up a business
3. List the benefits and risks of self employment
4. Describe ways of reducing the risks attached to becoming selfemployed
5. Identify changes in personal and working life that would result from selfemployment
6. Compile a personal profile by exploring skills, personal qualities and characteristics, interests, employment
preferences, goals, and matching profile to possible self employmentoptions
7. Prepare a basic business plan to include the idea for a product or service, a profile of the the market or industry in
which it could be it employed, sources of support, financial implications
8. Examine the suitability of self employment as a personal option.

build confidence
63
Indicative Content
Level 3 Self Employment Skills Award. It is described in such a way as to allow tutors the freedom to tailor courses to the
Introduction to Self Employment

Employee/Entrepreneur: Definition of entrepreneur, employee v self employment, advantages and disadvantages
of self employment.
Self Employed Characteristics: Skills development, characteristics and skills required for self employment for e.g.
ability to recognize opportunities, risk taker, flexibility, competiveness.
Exploring opportunities: Advice and supports available to new businesses for e.g. Enterprise boards, using FAS,
Shannon Development, financial institutions.
Risk Reduction: How to reduce risk for e.g. S.C.O.T. analysis, market research, planning, using mentors, financial
planning.
Businesses
Types of business ownership: sole trader, partnership, limitedcompany.
Types of business: primary, secondary, tertiary.
Chain of production: manufacturing, wholesale, retail, service.
Staying legal: registration, licenses, permits, insurance, tax, basic employmentlegislation.
Costs: cost identification, variable costs, fixed costs, unit ofsale.
Personal Profile
Personal characteristics: name, general description, personal skills/qualification,C.V.
Goals: short term, long term, business, educational and personal.
Reflection: suitability of self employment as a personal option.
Marketing
Customer profile: age, gender, income, location, culturalinfluences.
Market research: reducing risk, S.W.O.T analysis, questionnaire, survey, product, price, place, promotion.
Marketing plan: brand, identity, logo, unique selling point, 4 p’s, advertising.
Business Plan
Business idea: product/service, type of business, market research, competition, comparative advantage.
Marketing plan: price, product, place, promotion.
Forecasting: budgeting incomes and expenditures
Profit per unit: unit of sale, selling price, cost of production of one unit, gross profit of one unit.
Profit and Loss account: total sales, cost of sales, gross profit, expenses, profit, netprofit.
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Assessment
successful learner in relation to each of the learning outcomes. At Level 3 there must be evidence that ALL learning
outcomes have been achieved.
exercises, discussions, role plays, events, simulations, self reflection, online quizzes etc.
Technique
Format and Context The collection of work must include the following items.
Business plan which includes personal profile, business idea, marketing plan, budgeted
income and expenditure.
principles underpinning self employment
advice and supports available
benefits and risks of self employment and ways of reducing the risks of self employment
the changes in personal and working life when self employed
the suitability of self employment as a personal option
The evidence produced may be in a variety of formats from printouts, worksheets, cloze tests,
checklists, oral evidence, collage, video, diagrams and a range of other textual, visual or multimedia
formats.
In the Level 3 there is no facility for group work to be used to produce evidence for accreditation.
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Learning Outcome Assessment Criteria Assessment Technique
No.
1. Basic principles underpinning self employment identified to include, Collection of Work
business and financial planning
Basic explanation of important self employment related legislation
provided
Characteristics of successful entrepreneursidentified
Personal characteristics desirable for self employmentidentified,
2. Range of Business set up training and advice/support services Collection of Work
identified,
3. Benefits and risks involved with self employmentidentified Collection of Work
4. Ways of reducing the risks involved with self employment Collection of Work
understood and identified e.g. S.C.O.T. analysis,
5. basic differences between employees and self employeddescribed, Collection of Work

Changes in personal and working life as a self employed person
identified
6. Personal profile compiled to include exploration of skills, personal Collection of Work
qualities and characteristics, interests, employment preferences,
goals, and matching profile
possible self employment options identified
7. 9. Basic business plan prepared to include Collection of Work
o Personal profile
o business idea with basic profile of industry/market
o sources of support
o marketing plan,
o budgeted income and expenditure
8. Advantages and disadvantages of self employment in relation to Collection of Work
personal and working life explored
Suitability of self employment as a personal option investigated
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Programme Module Title Name: Office Procedures

Programme Module Duration 30-50 Hours
Component Code, Level and Title 3N0888, Level 3 Office Procedures
Aims and Objectives
Aim: Learners will acquire the tools necessary to work in an office environment, under supervision and in a confident and
efficient manner
Objectives:
To provide an opportunity for the learner to work in an office environment and to practice general office duties in
that environment
To facilitate the learner to apply appropriate health, safety and personal hygiene procedures when working in an
office environment
To introduce the learner to the equipment and software applications commonly used in an office environment
To facilitate the learner to learn about working as part of a team and communicating appropriately with others
through the usual types of officeinteractions; one to one, group, on the phone, by email and at reception
Learning Outcomes
1. Outline the formal structures or departments commonly found in a large organisation

2. Describe equipment and software packages commonly used in an office environment
3. Outline the primary means of receiving, sourcing, recording managing and circulating business related information
and documentation
4. Describe contracts of employment, including permanent, temporary and fixed termcontracts
5. Demonstrate an understanding of the importance of confidentiality in anoffice
6. Prepare a variety of physical documentation for circulation including photocopying back to back, reducing and
increasing size, collating, binding and stapling
7. Carry out a broad range of general reception duties including making and receiving telephone calls, receiving visitors
8. Maintain a petty cash float
9. Communicate efficiently, noting messages concisely and conveying accurately to relevant person
10. Demonstrate the application of communications, team working and quality awareness in an office environment
11. Apply appropriate health, safety and personal hygiene procedures when working in an office environment.

67
Indicative Content
3 Office Procedures award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific
Understanding the Modern Office Environment
Commonly found departments in large organizations: structures and basic functions of departments to include
Human Resources, Purchasing, Accounts, Administration, Marketing, Ancillary Services, It, Research and Development,
Legal
Commonly used equipment: basic functions and uses of equipment to include photocopier, printer, scanner, franking
machine, binder, laminator, telephone, fax machine, shredder
Commonly used software packages: basic functions and uses of software to include word processing, spreadsheets,
databases, internet browser, accounts, payroll
Contracts of employment: permanent, temporary, fixed term
Confidentiality in an office: client confidentiality, businesscredibility, protection from competitors
Quality awareness in an office environment: the need for and benefits of providing quality service in an office, being
aware of what is expected of employees and working to the same highstandard
Business Skills
Preparing documentation for circulation: photocopying back to back, reducing and increasing size, collating, binding,
stapling
Reception duties: making and receiving telephone calls, receivingvisitors
Maintaining a petty cash float: keeping receipts and vouchers, restoring theimprest
Communications in an Office Environment

Receiving and sourcing business related information: to include telephone, fax, email, post, catalogues, social
networking sites, advertisements, memos, business reference documents, quotations, price lists, timetablesetc
Recording business related information: to include note taking, minute taking, video recording, voicemail message,
taking phone messages
Managing business related information: to include filing, electronic storage options, postbook
Circulating business related information: to include telephone, fax, email, website, post, catalogues, social networking
sites, advertisements, memos, circulars, courier service, internal post, email attachments, notice boards, text
messaging, newsletters
Communicating: to include noting messages and conveying to relevant person
Team working: to include good relationships with fellow office workers, the benefits to the organisation of good team
working, identifying areas of personal responsibility, working to procedures or methods outlined, working to agreed
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deadlines within the team
Health and Safety

Health and safety precautions in an office environment: to include security, fire precautions and evacuation
procedures, ICT acceptable use guidelines, safety hazards and injury risks, first aid procedures, use of equipment as
directed or demonstrated, reporting broken or damaged equipment
Personal hygiene in an office environment: to include wearing appropriate dress and clean clothes, ensuring hair,
nails, teeth are clean, regular washing of hands
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Assessment
have been achieved.
Technique course
Context produced may be in a variety of formats from printouts, worksheets, checklists, collage, diagrams, external
storage devices and a range of other visual, textual or multimedia formats.

The modern office environment
Business skills
Communication skills
Health and safety and personal hygiene procedures
other evidence that demonstrates an ability to apply skills

o Relating to outcomes that are not assessed as part of the skills demonstrations
Assessment Skills Demonstration Weighting and 40% - 4 skills demonstrations.
Technique Duration Duration will be appropriate to the task
Format and Skills demonstrations will provide evidence of learners ability to apply skills in the following areas
Context
Document Preparation
Back to back photocopying
Increased and reduced size photocopying
Collating, binding and stapling ofdocuments
Making and receiving phone calls
Receiving visitors
Recording and conveying messages
Skills demonstrations should
Be multi-staged and incorporate a range of tasks in logical order
Assess one or more related learning outcomes
Provide evidence of learners ability to work as a team member
In the Level 3 Office Procedures there is no. facility for group work to be used to produce evidence for accreditation.
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Outcome No.
1 Presentation (written/verbal/visual) of at least 5 departments Collection of Work
commonly found in large organizations, for example Human
Resources, Purchasing, Accounts, Administration, Marketing,
Ancillary services, IT, Research and Development, Legal
2 Basic description of at least 5 items of equipment commonly used Collection of Work
in an office environment, for example photocopier, printer,
scanner, franking machine, binder, laminator, telephone, fax
machine, shredder, telephone
Basic description of software packages commonly used in an office
environment, to include word processing, spreadsheets, databases,
internet browser, accounts, payroll
3 At least 5 means of receiving and sourcing business related Collection of Work
information outlined, for example telephone, fax, email, post,
catalogues, social networking sites, advertisements, memos,
business reference documents, quotations, pricelists, timetables
At least 3 means of recording business related information
outlined, for example note taking, minute taking, videorecording,
voicemail massage, taking phone messages
3 means of managing business related information outlined, to
include filing, electronic storage options, post book
At least 5 means of circulating business related information
outlined, for example telephone, fax, email, website, post,
catalogues, social networking sites, advertisements, memos,
circulars, courier service, internal post, email attachments, notice
boards, text messaging, newsletters
4 Contracts of employment described to include permanent, Collection of Work
temporary and fixed term contracts
5 List of reasons produced for the importance of confidentiality, to Collection of Work

include client confidentiality, business credibility, protection from
competitors
6 Back to back photocopying successfully completed Skills Demonstration
Increased and reduced sized copies successfully produced
Photocopies successfully collated
Documents bound and stapled
7 Phone calls made Skills Demonstration
Phone calls received
Visitors received (e.g., using role play)
8 Petty cash book written up and balanced Collection of Work
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9 Message accurately taken Skills Demonstration
Message accurately conveyed to relevant person
10 Worked appropriately as part of a team in theoffice environment Skills Demonstration

Communicated effectively with those you came in contact with
through your work
Demonstrated an awareness of providing a quality service in the
office environment
11 List or poster produced for the key areas of health, safety and Collection of Work
personal hygiene
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Programme Module Title Name: English as a Second Language

Component Code, Level and Title 3N0870, Level 3 English as a Second Language
Aims and Objectives
Aim: This programme aims to provide the learner with a strong foundation in the knowledge, skills and competence
necessary to communicate effectively in English in everyday situations both socially and in the workplace. Successful
completion of the programme should equip learners to progress to further studies in English and in other basic courses taught
through English
Objectives:
express themselves in a range of commonplace situations at a basic level
understand and use some of the most common grammatical structures of English
gain an initial understanding of some of the cultural features of everyday life in Ireland
1. Display awareness of some basic features of the culture of the target country, to include commonplace greetings and
social courtesies, and local customs
2. Use introductory vocabulary, to include greetings, introductions, courtesies, basic personal information, numbers 1-100,
time, simple directions, making purchases, food and drink
3. Use sentence connectors, question words and simple grammatical constructions with correct pronunciation
4. Exchange familiar information, to include personal details such as where they live, people they know and things they
have, notions of time and quantity, space and location, lifestyle preferences and responsibilities
5. Indicate a breakdown in communication, to include a signal of non-understanding, asking for repetition or slower
speech, or 'Do you speak English/ [name mother tongue]' in the target language
6. Read simple notices, signs and short pieces of text on familiar subjects, to include social and/or work-related information
7. Interact in a simple way in the target language, to include simple exchanges and use of basic phrases, ordering food and
drink, and making familiar purchases.

improved literacy increased ability to self manage learning and
73
Indicative Content
Level 3 English as a Second Language award. It is described in such a way as to allow tutors the freedom to tailor courses to
the needs of specific groups of learners, using appropriate methodologies approaches and resources.
Expressing yourself in formal and informal situations,

Introductions: greetings, courtesies, apologies, simple requests, formalities, responding to simple enquire on
health, weather, family well-being.
Basic Personal Information: Name, address, Age, Date of Birth, Family circumstances, Nationality, Job, Profession,
interests, preferences, lifestyle choices and skills and abilities.
Politeness: Accepting, refusing, affirming and correcting, giving and receiving, responding to simple requests and
directions.
Grammatical Structures
Verb: ‘To be’ in its various forms (am, are, is and was, were)
Pronouns: Subject and object pronouns (I/Me, He/Him etc) and Possessive (My, your, his/her…etc)
Tenses Functions
Present Simple: routines, adverbs of frequency How to make:
(sometimes, always, never, often, usually) positive sentences,
Present Continuous: Use for ongoing activities and negatives and
immediate future
questions
Past Simple: Regular and Common Irregular verbs
in these tenses
Future: ‘Will’ and ‘Going to’
Many and Much with countable and uncountable nouns

Question Words: Who, When, Where, Why, How, What and Which.
Imperatives: use of the verb without pronouns in directions and commands
Auxiliary and Modal verbs: do, have, must, should, can, could.
Common Prepositions for time and place in, at ,on and to
Sentence Connectors: and, or, but, then.
Interaction
Dialogues: Requests, preferences and supplementary questions for example in the newsagent, supermarket,
railway station, Post Office, School, Bank, Doctor’s Surgery, Café, Workplace
Managing Money: For example Price, Numbers, Purchases, Managing money, product information, food and drink,
clothes, household products, medicinal products and labels.
Time: Telling the time, making appointments, timetables, daily routines, dates, birthdays, National holidays,
significant dates.
Role Plays: Commonplace situations for example between Customer- Sales Assistant, Passenger- Ticket Seller,
Patient – Doctor, Diner – Waiter, Caller – Operator, Parent – Teacher, Visitor – Local.
Reading
Signs: Road Signs, Supermarket Products, Hospital Wards, Health and Safety,
Everyday Information: For example Menus, Price Lists, Classified Adverts, Product catalogues, Internet listings,
Hotel information, Accommodation and rental information, job vacancies notices, Post Office ‘For Sale’ cards
Leaflets: For example Road Safety, Health Advice, Public Campaigns, Garda information
Fliers; Adverts, Public meetings, concerts, cultural events
74
Writing
Basic sentences: Written responses to reading (see above) comprehension questions following basic rules of
punctuation (Capital letters, full stops) and word order.
Form Filling: Simple Forms using Block Capitals for example Library card application, Course Registration Form or
On-line Enquiry Form.
75
Assessment
have been achieved.
Internal Assessors are encouraged to design meaningful assessment tasks that are relevant to learners’ needs and interests and
replicate real-life activities. Assessment tasks may include a wide range of activities, mini-assignments, problem solving
exercises, discussions, role-plays, events, simulations, self-reflection, online quizzesetc.
Assessment Skills Demonstration Weighting and Duration 60% At least 2 skills demonstrations
Technique
Format and At least Two Skills Demonstrations (each worth 30% of overall weighting) throughout the progress of a
Context programme at the discretion of the tutor.
The following are example Skills Demonstrations. These include a range of Learning Outcomes (see section 6).
The Tutor must ensure that there is evidence of all Learning Outcomes in the learner’s folder.
Example1: A Short Presentation
Learner will give a short presentation introducingthemselves including:

name,
age,
nationality,
home town,
family,
interests,
work experience,
current routines
using simple sentence connectors
Example 2: Irish Customs
Learners in pairs or small groups will give short verbal presentation discussing features of Irish customs
including:
common greetings,
social practices,
food and drink,
common courtesies and apologies.
using appropriate verb forms (Present simple for routines) and negatives
Example 3: Directions
The learner will demonstrate ability to communicate directions to and from a familiar location. This could include
a role play with a partner:
Requesting directions
Recognition of a simple sign and street names
Indication of a breakdown in communication and requesting repetition or slower speech
With appropriate use of prepositions of place and simple use ofimperative.
76
Example 4: Making Purchases
The learner will demonstrate an introductory level of social and appropriate language when going shopping. This
will involve the Learner communicating the following::
A description of the product(s) required
Clarifying their requirements and asking questions
The quantity of items required
The price of the items and managing the payment
With commonplace greetings, appropriate use of numbers, vocabulary of making a purchase.
Evidence of skills demonstration may be verified by tutor or recorded in audio or video format if possible.
Assessment Collection of Work Weighting and 40%

Technique Duration
Format and The portfolio should contain worksheets, gap fill activities, crosswords, brief question and answer examples
Context collected throughout the progress of the course.
The work will provide evidence of Learning Outcomes not evident in the Skills Demonstrations (see above). The
following are examples only of portfolio work:
An ability to read 10 simple signs and notices from shops, road signs or health and safety notices evident
in Learner’s written responses
The capacity to complete a form concerning personal details (name, address, date of birth, PPS No and
signature)
An ability to note the time and date, money and distance in labeling diagrams or gap fill worksheet
77
Outcome
No.
1. Learner recognised and articulated appropriately Skills Demonstration/
o common greetings Collection of Work
o enquiries about health and family well-being
o apologies and courtesies
Learner identified features of everyday life including
o eating and drinking,
o local customs
2. Learner communicated basic personal information and responded Skills Demonstration/
appropriately to questions. Collection of Work
Learner used and understood numerical information for example concerning
money, time, dates.
Learner gave and followed simple directions, made purchases in
commonplace verbal situations: supermarket, clothes shop, chemist, railway
station, café.
Learner expressed preferences in food and drink
3. Learner demonstrated use of simple constructions such as: Skills Demonstration/
o I would like… Collection of Work
o Could I have…?
o What is your name?
Learner showed evidence of using and, but, or and then.
4. Learner demonstrated ability to respond to questionsconcerning: Skills Demonstration/
o Personal details: name, address, date of birth, names of family
Collection of Work
members and friends and possessions.
o Time, and quantity (weight, length)
o Location and space (with basic prepositions)
o Lifestyle preferences ( likes and dislikes)
o Responsibilities in family, work and home.
5. Learner demonstrated ability to signal non-understanding andrequested Skills Demonstration
slower speech or repetition.
Learner asked speaker, ‘Do you speak English?’ or learner’s first language.
For example ‘Do you speak Polish/Russian/French?’
6. Learner recognised and demonstrated comprehension of common signs Collection of

such as street signs or shop signs. Work/Skills
Learner read and demonstrated comprehension of simple noticesfrom: Demonstration
o workplace such as Health and Safety signs
o social information such as a gathering or concert
7. Learner demonstrated ability to communicate in a common situations Collection of
involving: Work/Skills
Choosing and ordering from a simple menu food anddrink Demonstration
Buying familiar items such as food shopping, clothing and common products
78
Programme Module Title Name: French

Component Code, Level and Title 3N0862, Level 3, French
Aims and Objectives
necessary to communicate effectively in French in everyday situations.
Objectives:
On completion of the programme, the learner will be able to:
Express themselves in a range of commonplace situations at a basic level
Understand and use some of the most common grammatical structures of the French language
Gain an initial understanding of some of the cultural features of everyday life in French speaking countries
Learning Outcomes
1. Display awareness of some basic features of the culture of the target country, to include commonplace greetings
and social courtesies, and local customs
2. Use introductory vocabulary, to include greetings, introductions, courtesies, basic personal information,
numbers 1-100, time, simple directions, making purchases, food anddrink
3. Use sentence connectors, question words and simple grammatical constructions with correctpronunciation
4. Exchange familiar information, to include personal details such as where they live, people they know and things
they have, notions of time and quantity, space and location, lifestyle preferences and responsibilities
5. Indicate a breakdown in communication, to include a signal of non-understanding, asking for repetition or

slower speech, or 'Do you speak English/ [name mother tongue]' in the target language
6. Read simple notices, signs and short pieces of text on familiar subjects, to include social and/or work-related
information
7. Interact in a simple way in the target language, to include simple exchanges and use of basic phrases, ordering
food and drink, and making familiar purchases.

79
Indicative Content
of this award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific

Getting Started: alphabet and pronunciation, numbers up to 100 andpronunciation
Introductions: culturally appropriate greetings, courtesies, apologies, simple requests, formalities; responding
to simple enquires for example on health, weather, family well-beingetc.
Basic Personal Information: Name, address, Age, Date of Birth, Family, Nationality, Job/Profession, interests.
Politeness: Accepting, refusing, affirming and correcting, giving and receiving, responding to simple requests
and directions.
Verb: ‘To be’ in its various forms (am, are, is and was, were) where applicable
Making sentences: positive and negatives sentences and questions in present simple
Interaction
Managing Money: Numbers, Price, purchasing items.
Time: Telling the time, reading timetables, dates, birthdays, National holidays,
Reading
Important Signs: For example Road Signs, Supermarket Products, Hospital Wards, Health and Safety,
Everyday Information: For example Menus, Price Lists, Accommodation and rental information, Classified
Adverts, Product catalogues, Internet listings, Hotel information, , job vacancies notices, etc
Leaflets: For example Road Safety, Health Advice, Public Campaigns, Garda information Fliers; Adverts, Public
meetings, concerts, cultural events
Writing
Basic sentences: Basic written responses to comprehension questions on reading following basic rules of
punctuation (Capital letters, full stops and wordorder)
Form Filling: Simple Forms for example Hotel Forms, visa arrival forms, on-line Enquiry Form. Library card
application, Course Registration Form etc
80
Optional Content
Tenses Functions
immediate future
questions
in these tenses
Imperatives: use of the verb without
pronouns in directions and commands
Auxiliary and Modal verbs where appropriate to language: do, have, must, should, can, could.
81
Assessment
module. It gives an indication of the format and context of the assessment as well as the type of evidence that needs to
be produced for accreditation. The assessment criteria indicate the nature, level and extent of performance expected of
a successful learner in relation to each of the learning outcomes. At Level 3 there must be evidence that ALL learning
problem solving exercises, discussions, role plays, events, simulations, self reflection, online quizzes etc.
Technique
The following are example Skills Demonstrations. These include a range of Learning Outcomes (see
section 6). The Tutor must ensure that there is evidence of all Learning Outcomes in the learner’s folder.
Learners will utilize common greetings, common courtesies and apologies as appropriate throughout the
skills demonstration
Learner will give a short presentation introducing themselves including:

name, age, nationality, home town, family, interests, using simple sentence connectors
The learner will demonstrate ability to communicate directions to and from a familiar location. This could
involve
with appropriate use of prepositions of place and simple use ofimperative.
Example 3: Making a Purchase
The learner will demonstrate an introductory level of appropriate language when making a simple
purchase/placing an order. This will involve the Learner communicating the following:
Asking for what they want
Specifying the quantity of items required
Asking the price of the items etc
Commonplace greetings, appropriate use of numbers, vocabulary of making a purchase should be used
Evidence of skills demonstration may be verified by tutor or recorded in audio or video format if
possible.
82
Assessment Portfolio/Collection of Work Weighting and 40%
Technique Duration
▪ An ability to read 10 simple signs and notices from shops, road signs or health and safety notices evident in
Learner’s written responses
▪ The capacity to read and complete a form in the target language concerning personal details (name, address,
date of birth, etc )
▪ An ability to note the time and date, money and distance in labeling diagrams or gap fill worksheet
83
Outcome No.
1. Learner recognised and articulated appropriately Skills Demonstration
o common greetings
Collection of Work
o local customs
2. Learner communicated basic personal information and responded Skills Demonstration
appropriately to questions.
Learner used and understood numerical information for example
Collection of Work
concerning money, time, dates.
commonplace verbal situations: supermarket, clothes shop, chemist,
railway station, café.
3. Learner demonstrated use of simple constructions such as: Skills Demonstration
o I would like…
o Could I have…?
Collection of Work
4. Learner demonstrated ability to respond to questionsconcerning: Skills Demonstration
o Personal details: name, address, date of birth, family.
o Time, and quantity
Collection of Work
o Responsibilities in family, work or home.
5. Learner demonstrated ability to signal non-understanding and Skills Demonstration
requested slower speech or repetition.
Learner uses target language to ask speaker, ‘Do you speak English?’
Collection of Work
or learner’s first language. For example ‘Do you speak Spanish?’
6. Learner recognised and demonstrated comprehension of common Skills Demonstration

signs such as street signs or shop signs.
Learner read and demonstrated comprehension of simple notices
Collection of Work
from:
7. Learner demonstrated ability to communicate in a common Skills Demonstration
situations involving:
o Choosing and ordering from a simple menu food anddrink
o Buying familiar items such as food shopping, clothing and Collection of Work
common products
84
Programme Module Title Name: German

Component Code, Level and Title 3N0863, Level 3, German
Aims and Objectives
necessary to communicate effectively in German in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the German language
Gain an initial understanding of some of the cultural features of everyday life in Germany
Learning Outcomes
5. Indicate a breakdown in communication, to include a signal of non-understanding, asking for repetition or slower speech,
or 'Do you speak English/ [name mother tongue]' in the target language
drink, and making familiar purchases

85
Indicative Content
are working with. The following indicative content has been designed to enable learners to achieve the outcomes of this
award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific groups of learners,
using appropriate methodologies approaches and resources.

Introductions: culturally appropriate greetings, courtesies, apologies, simple requests, formalities; responding to
simple enquires for example on health, weather, family well beingetc.
directions.
Interaction
Dialogues: Requests, preferences and supplementary questions for example in the newsagent, supermarket, railway
station, Post Office, School, Bank, Doctor’s Surgery, Café, Workplace
Reading
Everyday Information: For example Menus, Price Lists, Accommodation and rental information, Classified Adverts,
Product catalogues, Internet listings, Hotel information, , job vacancies notices, etc
Writing
punctuation (Capital letters, full stops and word order)
86
Optional Content
Tenses Functions
immediate future
questions
in these tenses
87
Assessment
Technique
The following are example Skills Demonstrations. These include a range of Learning Outcomes (see section
6). The Tutor must ensure that there is evidence of all Learning Outcomes in the learner’s folder. Learners
will utilize common greetings, common courtesies and apologies as appropriate throughout the skills
demonstration

involve
88
Technique Duration
The work will provide evidence of Learning Outcomes not evident in the Skills Demonstrations (see above).
The following are examples only of portfolio work:
▪ An ability to read 10 simple signs and notices from shops, road signs or health and safety notices evident
▪ The capacity to read and complete a form in the target language concerning personal details (name,
address, date of birth, etc )
89
Assessment Criteria are the criteria used to judge learner achievement. The assessment criteria indicate the nature, level
and extent of performance expected of a successful learner in relation to each of the learning outcomes. Tutors will refer
to these when drawing up assessment activities for learners.
Grading: This programme module is graded as successful or referred. Successful indicates that the learner has achieved all
of the learning outcomes for the award with some supervision and direction. At level 3 the learner will demonstrate some
Outcome No.
o common greetings
Collection of Work
o local customs
Collection of Work
o I would like…
o Could I have…?
Collection of Work
Collection of Work
Collection of Work

Collection of Work
from:
common products
90
Programme Module Title Name: Irish

Component Code, Level and Title 3N0869, Level 3, Irish
Aims and Objectives
necessary to communicate effectively in Irish in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the Irish language
Gain an initial understanding of some of the cultural features of everyday life in Irish speaking areas

91
Indicative Content
Tutors will use the information in this programme module descriptor to plan courses to meet the needs of the
learners they are working with. The following indicative content has been designed to enable learners to achieve the
outcomes of this award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of

Introductions: culturally appropriate greetings, courtesies, apologies, simple requests, formalities;
responding to simple enquires for example on health, weather, family well being etc.
Basic Personal Information: Name, address, Age, Date of Birth, Family, Nationality, Job/Profession,
interests.
and directions.
Interaction
Dialogues: Requests, preferences and supplementary questions for example in the newsagent,
supermarket, railway station, Post Office, School, Bank, Doctor’s Surgery, Café, Workplace
Role Plays: Commonplace situations for example between Customer- Sales Assistant, Passenger- Ticket
Seller, Patient – Doctor, Diner – Waiter, Caller – Operator, Parent – Teacher, Visitor – Local.
Reading
Leaflets: For example Road Safety, Health Advice, Public Campaigns, Garda information Fliers; Adverts,
Public meetings, concerts, cultural events
Writing
punctuation (Capital letters, full stops and wordorder)
92
Optional Content
Tenses Functions
immediate future
questions
in these tenses
93
Assessment
Technique
demonstration

involve
94
Technique Duration
▪ An ability to read 10 simple signs and notices from shops, road signs or health and safety notices
evident in Learner’s written responses
95
and extent of performance expected of a successful learner in relation to each of the learning outcomes. Tutors will refer to
these when drawing up assessment activities for learners.
Outcome No.
o common greetings
Collection of Work
o local customs
Collection of Work
Learner gave and followed simple directions, made purchasesin
commonplace verbal situations: supermarket, clothes shop,
chemist, railway station, café.
o I would like…
o Could I have…?
Collection of Work
Collection of Work
Learner uses target language to ask speaker, ‘Do you speak
Collection of Work
English?’ or learner’s first language. For example ‘Do you speak
Spanish?’
Collection of Work
from:
common products
96
Programme Module Title Name: Italian

Component Code, Level and Title 3N0864, Level 3, Italian
Aims and Objectives
necessary to communicate effectively in Italian in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the Italian language
Gain an initial understanding of some of the cultural features of everyday life in Italy
Learning Outcomes
2. Use introductory vocabulary, to include greetings, introductions, courtesies, basic personal information, numbers 1-
100, time, simple directions, making purchases, food and drink
information
7. Interact in a simple way in the target language, to include simple exchanges and use of basic phrases, ordering food
and drink, and making familiar purchases.
7. Core Skills Outcomes

97
Indicative Content

to simple enquires for example on health, weather, family well being etc.
and directions.
Interaction
Reading
Writing
98
Optional Content
Tenses Functions
immediate future
questions
in these tenses
99
Assessment
Technique
demonstration

involve
100
Technique Duration
101
and extent of performance expected of a successful learner in relation to each of the learning outcomes. Tutors will refer
to these when drawing up assessment activities for learners.
Outcome No.
o common greetings
Collection of Work
o local customs
Collection of Work
o I would like…
o Could I have…?
Collection of Work
Collection of Work
Learner uses target language to ask speaker, ‘Do you speak
Collection of Work
English?’ or learner’s first language. For example ‘Do you speak
Spanish?’
Collection of Work
from:
common products
102
Programme Module Title Name: Polish

Component Code, Level and Title 3N0865, Level 3, Polish
Aims and Objectives
necessary to communicate effectively in Polish in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the Polish language
Gain an initial understanding of some of the cultural features of everyday life in Poland
Learning Outcomes
time, simple directions, making purchases, food anddrink

103
Indicative Content

to simple enquires for example on health, weather, family well being etc.
and directions.
Interaction
Reading
meetings, concerts, cultural event
Writing
104
Optional Content
Tenses Functions
immediate future
questions
in these tenses
105
Assessment
Technique
demonstration

involve
106
Technique Duration
▪ An ability to read 10 simple signs and notices from shops, road signs or health and safety notices
evident in Learner’s written responses
107
Assessment Criteria are the criteria used to judge learner achievement. The assessment criteria indicate the nature, level and extent of
performance expected of a successful learner in relation to each of the learning outcomes. Tutors will refer to these when drawing up
assessment activities for learners.
learning outcomes for the award with some supervision and direction. At level 3 the learner will demonstrate some autonomy of action
and take responsibility for generating appropriate evidence for all learning outcomes.
Learning Outcome Assessment Criteria Assessment Technique
No.
o common greetings
Collection of Work
o local customs
Learner used and understood numerical information for example concerning
money, time, dates. Collection of Work
commonplace verbal situations: supermarket, clothes shop, chemist, railway
station, café.
o I would like…
o Could I have…?
Collection of Work
4. Learner demonstrated ability to respond to questions concerning: Skills Demonstration
o Location and space (with basic prepositions) Collection of Work
5. Learner demonstrated ability to signal non-understanding and requested Skills Demonstration
Learner uses target language to ask speaker, ‘Do you speak English?’ or
Collection of Work
learner’s first language. For example ‘Do you speak Spanish?’
6. Learner recognised and demonstrated comprehension of common signs such Skills Demonstration
as street signs or shop signs.
Learner read and demonstrated comprehension of simple noticesfrom:
Collection of Work
7. Learner demonstrated ability to communicate in a common situations Skills Demonstration
involving:
o Buying familiar items such as food shopping, clothing andcommon Collection of Work
products
108
Programme Module Title Name: Russian

Component Code, Level and Title 3N0866, Level 3, Russian
Aims and Objectives
necessary to communicate effectively in Russian in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the Russian language
Gain an initial understanding of some of the cultural features of everyday life in Russian speaking countries
Learning Outcomes
information

109
Indicative Content
award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of specific groups of
learners, using appropriate methodologies approaches and resources.

directions.
Interaction
Reading
Writing
110
Optional Content
Tenses Functions
immediate future
questions
in these tenses
111
Assessment
Technique
demonstration

involve
112
Technique Duration
▪ An ability to read 10 simple signs and notices from shops, road signs or health and safety notices evident
113
Outcome No.
o common greetings
Collection of Work
o local customs
Collection of Work
o I would like…
o Could I have…?
Collection of Work
Collection of Work
Collection of Work

Collection of Work
from:
involving:
common products
114
Programme Module Title Name: Slovak

Component Code, Level and Title 3N0867, Level 3, Slovak
Aims and Objectives
necessary to communicate effectively in Slovakian in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the Slovak language
Gain an initial understanding of some of the cultural features of everyday life in Slovakia
Learning Outcomes
information

115
Indicative Content

Getting Started: alphabet and pronunciation, numbers up to 100 and pronunciation
directions.
Interaction
Reading
Product catalogues, Internet listings, Hotel information, job vacancies notices, etc
Writing
116
Optional Content
Tenses Functions
immediate future
questions
in these tenses
117
Assessment
have been achieved.
Technique
The Tutor must ensure that there is evidence of all Learning Outcomes in the learner’s folder. Learners will
utilize common greetings, common courtesies and apologies as appropriate throughout the skills demonstration

The learner will demonstrate ability to communicate directions to and from a familiar location. This could involve
118
Technique Duration
119
Outcome No.
o common greetings
Collection of Work
o local customs
concerning money, time, dates. Collection of Work
o I would like…
o Could I have…?
Collection of Work
4. Learner demonstrated ability to respond to questions concerning: Skills Demonstration
5. Learner demonstrated ability to signal non-understanding and requested Skills Demonstration
Learner uses target language to ask speaker, ‘Do you speak English?’ or
Collection of Work
learner’s first language. For example ‘Do you speak Spanish?’
6. Learner recognised and demonstrated comprehension of common signs Skills Demonstration

such as street signs or shop signs.
Learner read and demonstrated comprehension of simple noticesfrom:
Collection of Work
involving:
o Buying familiar items such as food shopping, clothing andcommon Collection of Work
products
120
Programme Module Title Name: Spanish

Component Code, Level and Title 3N8068, Level 3, Spanish
Aims and Objectives
necessary to communicate effectively in Spanish in everyday situations.
Objectives:
Understand and use some of the most common grammatical structures of the Spanish language
Gain an initial understanding of some of the cultural features of everyday life in Spanish speaking countries
Learning Outcomes
1. Display awareness of some basic features of the culture of the target country, to include commonplace
greetings and social courtesies, and local customs
2. Use introductory vocabulary, to include greetings, introductions, courtesies, basic personal information,
numbers 1-100, time, simple directions, making purchases, food and drink
4. Exchange familiar information, to include personal details such as where they live, people they know and things
they have, notions of time and quantity, space and location, lifestyle preferences and responsibilities
5. Indicate a breakdown in communication, to include a signal of non-understanding, asking for repetition or

slower speech, or 'Do you speak English/ [name mother tongue]' in the target language
information
7. Interact in a simple way in the target language, to include simple exchanges and use of basic phrases, ordering
food and drink, and making familiar purchases.

121
Indicative Content

directions.
Interaction
Reading
Writing
122
Optional Content
Tenses Functions
immediate future
questions
in these tenses
123
Assessment
have been achieved.
Technique
The Tutor must ensure that there is evidence of all Learning Outcomes in the learner’s folder. Learners will
utilize common greetings, common courtesies and apologies as appropriate throughout the skills demonstration

The learner will demonstrate ability to communicate directions to and from a familiar location. This could involve
124
Technique Duration
125
Grading: This programme module is graded as successful or referred. Successful indicates that the learner has
achieved all of the learning outcomes for the award with some supervision and direction. At level 3 the learner will
demonstrate some autonomy of action and take responsibility for generating appropriate evidence for all learning
outcomes.
Outcome
No.
o common greetings
Collection of Work
o local customs
Collection of Work
o I would like…
o Could I have…?
Collection of Work
Collection of Work

Collection of Work
from:
common products
126
Application Form Part 2: Major Programme Validation Levels 3-6 To be
completed for each Programme Module
Programme Module Title Name: Computer Literacy

Component Code, Level and Title 3N0881 Level 3 Computer Literacy
Aims and Objectives
Aim: Learners will acquire the basic skills and knowledge to access and operate a computer with confidence.
Objectives:
Acquire the knowledge to understand some of the key terminology associated with using computers
Gain a basic understanding of the hardware, software and storage of a personal computer
Develop the practical skills to use a computer application to create a document for use in their everyday lives
Develop the competence to connect the parts of a computer
Appreciate some of the health, safety, personal hygiene and environmental issues of using computers
Learning Outcomes
1. Outline how Information Technology affects everyday life to include social networking, e-commerce, e-Government
and e-Learning
2. Explain commonplace Information Technology concepts and terminology relating to computer types, computer
hardware, application software, and the internet
3. Describe the health, safety and personal hygiene considerations of working with computers
4. Describe information security considerations including password protection, viruses, and provision of personal details
5. Outline the functions of the main hardware elements of a computer including input, output and storage devices
6. Operate computer hardware by performing all required steps including connecting all required devices, and powering
up and shutting down equipment appropriately
7. Use a range a keyboard capabilities including text entry, numeric data entry, function keys, application keys,
multifunction keys, symbols, cursor control, caps lock, and num lock
8. Use a computer application to create a file by performing all required steps including accessing the application,
entering data using the keyboard and mouse, printing the file, and storing the file appropriately for subsequent
retrieval
9. Apply relevant environmental impact reduction, health, safety and personal hygiene procedures when working in an
ICT environment.
127
Indicative Content
Level 3 Computer Literacy award. It is described in such a way as to allow tutors the freedom to tailor courses to the needs of
Getting Started on the Computer – Hardware
Types of computers and their uses: e.g. Microcomputer (desktop, laptop, PDA – personal digital assistant),
Mainframe, Network computer
Main functions of computer hardware: Input: e.g. keyboard, pointing device (e.g. a mouse, touchpad
etc)microphone, scanner, webcam; Output: e.g. screen, printer, speakers, headphones; Storage devices: e.g. disc,
memory stick, internal hard drive, external hard drive
Storage devices: uses of storage devices, physical and virtual storage e.g. USB, hard drives, media player, web
storage, cloud services etc.
Environmental impact reduction practices: e.g. turn off equipment when not in use, only print when necessary,
recycle packaging and printer cartridges, upgrade old equipment etc
Safe practices for using a computer:
Health and safety practices: Working environment: e.g. position of (parts of) the computer, the learner, posture,
adjustable chair, lighting, ventilation, taking breaks, power cables, position of personal belongings
Keeping the data safe: e.g. passwords to prevent unauthorized access, virus protection, protection of personal
information, acceptable use policy (if relevant)
Hygiene practices: e.g. cleaning of hands, keyboard, screen, pointing device, food and drink near the computer
Practical Skills – Theory to Practice:
Connecting: for example connecting relevant hardware devices together e.g. power supply, speakers, printers,
projectors, etc
Operating: for example operating the connected computer, power up and shut down all equipment correctly
Getting Started on the Computer – Software
Keyboard Skills to include: cursor control, text and numeric data entry and symbols, using the caps lock and number
lock; basic uses of the following keys
function keys (for example F1, F4);
application key (often located to the left of the CTRL key on the bottom right of the keyboard, also known as the
Menu Key, it performs the same function as right clicking the mouse)
multifunction keys (for example Shift and 5 gives %, Alt Gr and 4 gives € etc)
Application software:
128
The internet: uses, benefits and risks, connecting to the Internet, browsers, websites, www etc
Information Technology in everyday life: positive and negative effects of Social networking, e-commerce, e- Government and
e-Learning,
Practical Skills – Theory to Practice:
Using Software: Use basic functions of at least 2 software applications e.g. Internet, Word Processing, media player, apps for
iPhone, photographic/imaging software, spreadsheets, desktop publishing software, e-mail
Create a document/file: Access a software application, enter data using the keyboard and a pointing device, print the
document/file, store the file appropriately for subsequent retrieval
129
Assessment
This section provides information in relation to the summative assessment of learning achieved through this programme module. It
gives an indication of the format and context of the assessment as well as the type of evidence that needs to be produced for
accreditation. The assessment criteria indicate the nature, level and extent of performance expected of a successful learner in relation
to each of the learning outcomes. At Level 3 there must be evidence that ALL learning outcomes have been achieved.
replicate real-life activities. Assessment tasks may include a wide range of activities, mini-assignments, problem solving exercises,
discussions, role-plays, events, simulations, self-reflection, online quizzes etc.
Assessment Portfolio / Collection of Work Weighting and Duration 60% produced throughout the duration of the
Technique course
Format The collection of work will show evidence of achievement of a range of learning outcomes. The evidence may be in a
and variety of formats including printouts, worksheets, cloze tests, checklists, oral evidence, collage, video, diagrams, and a
Context range of other textual, visual or multimedia formats.
The collection of work will include evidence that demonstrates knowledge of:
How information technology affects everyday life

o positive and negative effects of Social networking, e-commerce, e-Government and e-Learning
Key information technology concepts and terminology associated with

o Computer types and usage
o Application software
o The Internet
The health, safety, personal hygiene and environmental considerations associated with using computers
Key computer security issues including password and virus protection, and provision of personal details
The functions of hardware, including input, output and storage devices
130
Assessment Skills Demonstration Weighting and 40% for Skills Demonstration
Technique Duration 2 Skills Demonstrations to be completed at
appropriate intervals during the programme
Format and While completing the following skills demonstrations, the learner will demonstrate appropriate environmental,
Context health, safety and hygiene procedures. Evidence of this should be included in the collection of work (portfolio)
in the form of photographs or worksheets or other appropriate evidence.
Skills Demonstration 1:
The learner will demonstrate:
A. Connecting the computer to at least 3 other pieces of relevant computer hardware, for example :
The monitor, keyboard and system box or the laptop
The mouse (if used)
Speakers (if not integrated)
The printer
Cables
Projector
B. Powering up and shutting down the computer correctly

Evidence for this skills demonstration may be photographs, video evidence and/or tutor verification
Skills Demonstration 2:
The learner will demonstrate:
A. Accessing one software application (e.g. Word Processing, Desktop Publishing, Presentation Software,
E-mail, Spreadsheets), creating a new document/file and completing the following:
Input text into the document/file (minimum 60 words)
Input numeric data into the document/file (e.g. a date or an amount of money)
Input symbols into the document/file (minimum 2 symbols)
Use the Caps Lock, Num Lock, multifunction keys and cursor control while inputting this
data
Save the document/file as a specified name to a specified location
Print the document/file
Close the document/file and the software application
This piece of evidence must be available in hardcopy and electronic format
While using the computer, the learner will demonstrate:

An application of the relevant environmental impact reduction, health, safety and hygiene procedures
with the computer
The role of some function keys (F1, F2, F3 etc.) play in that application software
The role of the application key in using the software application
The functions of the main hardware elements of the computer, including input, output and storage
devices
In the Level 3 Computer Literacy there is no facility for group work to be used to produce evidence for accreditation.
131
Outcome No.
1 Outlined how Information Technology affects everyday life, to Collection of Work
include social networking, e-commerce, e-Government and e-
Learning
2 Explanations presented of commonplace Information Technology Collection of Work
concepts and terminology relating to computer types, computer
hardware, application software, and the internet
3 Description of the health, safety and personal hygiene Collection of Work

considerations of working with computers
4 Description of information security considerations including Collection of Work

password protection, viruses, and provision of personal details
5 The functions of the main hardware elements of a computer Collection of Work & Skills
including input, output and storage devicesoutlined Demonstration
6 Computer hardware operated successfully Skills Demonstration

Correctly connected all required devices
Powered up and shut down equipment appropriately
7 A range a keyboard capabilities used successfully to produce a Collection of Work & Skills
document/file, including text entry, numeric data entry, function Demonstration
keys, application keys, multifunction keys, symbols, cursor control,
caps lock, and num lock
8 A computer application successfully used to createa document/file Collection of Work & Skills
Application accessed successfully Demonstration
Data entered using the keyboard and pointing device
(e.g. A mouse, touchpad etc)
Document/file printed
The document/file stored appropriately for subsequentretrieval
9 Applied relevant environmental impact reduction when working in Skills Demonstration

an ICT environment
Health and safety procedures successfully practiced
Personal hygiene procedures successfully practiced
132

Employability Skills 3M0935

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LIMERICK LEVEL 3 CERTIFICATE IN EMPLOYABILITY SKILLS

Major Programme Validation Level 3-6

Provider Registration Code: Not applicable

2. PROTECTION FOR LEARNERS

Is this programme offered on a commercial or profit making basis No

CLETB Limerick College of Further Education 71930W

CLETB Limerick College of Further Education Night 38418A

St. Munchin’s Family Resource Centre 40493D

Our Lady of Lourdes CARE Adult Education Group 40742V

St. Mary’s Adult Education Group 38135L

Southill Family Resource Centre 41120P

Southill Community Services Board 40706R

ADAPT House 40769S

Bedford Row Project 42424R

CLETB St. Nessans School, Pending QA Approval

Is a second provider involved in the delivery of this programme? No

Enter the major award to which this programme is designed to lead

3N0888 3 Office Procedures

3N0881 3 Computer Literacy

3N0588 3 Word Processing

3N0896 3 Career Preparation

3N0587 3 Work Experience

3N0870 3 English as a Second Language

3N0565 3 Personal Effectiveness

3N0564 3 Personal and Interpersonal Skills

3N0931 3 Internet Skills

3N0552 3 Digital Media

3N0551 3 Desktop Publishing

Certificate in Employability Skills

10. PROGRAMME OBJECTIVES

The objectives of this programme are to

Select one or more

14. DELIVERY METHODOLOGY

Select one or more

Number of programme modules to be completed by each learner

Additional explanation of structure:

Overall Programme Duration: Approximately 350 hours.

Mandatory Awards Optional Awards

Core Skills 3N0565 Personal 30-60 Optional Portfolio of Work

Core Skills 3N0880 Communications 50-100 Optional Portfolio of Work

Core Skills 3N0896 Career Preparation 24-60 Optional Portfolio of Work

Core Skills 3N0587 Work Experience 24-60 Optional Portfolio of Work

Programme Module Title Name: Mathematics

Numbers/ problem solving:

Using the calculator: +, -, ÷,×,%, memory keys and clear keys

Measurement and Capacity/ problem solving:

Algebra/ problem solving:

Data Handling/ problem solving:

Each project should be

multi-staged and should incorporate a range of tasks in alogical order.

linked to a number of related learning outcomes

4.1 Understanding of numbers/data in everyday situations demonstrated Collection of work

4.4 Described findings from survey carried out Collection of work

Programme Module Title Personal and Interpersonal Skills

Relationships and Communication Skills

Emotions and Behaviour

1. Personal profile of the learner

2. A case study demonstrating an awareness of one of the following:

2. Personal profile compiled to include: Collection of work

6. Behaviour types explored to include :aggressive, passive, assertive Collection of work

8. Identification of real life or fictional conflict Collection of work

Programme Module Title Name: Personal Effectiveness

Core Skills Outcomes

Effective communication skills: active listening skills, body language, assertiveness