ABBE Level 2 Certificate in Property: Sale of Residential ... · ABBE Level 2 Certificate in...

ABBE Level 2 Certificate in Property: Sale of Residential Property

Final version - Release issue June 2011 of 64

ABBE Level 2

Certificate in Property: Sale of Residential Property

(600/0990/1)

Qualification Handbook


Final version - Release issue 3 May 2011

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PAGE DELIBERATELY LEFT BLANK



CONTENTS

Part 1 INTRODUCTION ........................................................................................................................ 4

1.1 About The Awarding Body for the Built Environment (ABBE) ............................................ 4

1.2 Ofqual Qualification Data ........................................................................................................ 4

1.3 Purpose and aims of the qualification ................................................................................... 4

1.4 Progression ............................................................................................................................... 5

Part 2 GENERAL QUALIFICATION GUIDANCE ................................................................................ 6

2.1 The Qualifications and Credit Framework ............................................................................. 6

2.2 Unit structure ............................................................................................................................ 6

2.3 Learning time ............................................................................................................................ 7

2.4 Resources ................................................................................................................................. 7

2.5 Delivery ...................................................................................................................................... 7

2.6 Recruitment and access .......................................................................................................... 7

2.7 Learners with particular assessment requirements ............................................................. 8

2.8 Role of the learner .................................................................................................................... 8

2.9 Role of mentors and advisors ................................................................................................. 9

2.10 Role of the assessor ................................................................................................................ 9

2.11 Role of the internal verifier ...................................................................................................... 9

2.12 Role of the external verifier ...................................................................................................10

2.13 Assessment methods ............................................................................................................10

2.14 Assessment records ..............................................................................................................11

2.15 Credits and recognising prior learning ................................................................................11

2.16 Enquiries and appeals ...........................................................................................................13

2.17 Registering learners ...............................................................................................................13

Part 3 QUALIFICATION STRUCTURE ..............................................................................................14

3.1 Qualification summary ...........................................................................................................14

3.2 Qualification evidence requirements summary ..................................................................15

3.3 Bank of Questions ..................................................................................................................16

3.4 QCF credit availability ............................................................................................................16

3.5 Occupational competence of assessors and internal verifiers .........................................17

Part 4 QUALIFICATION UNITS..........................................................................................................18

Part 5 Appendices .............................................................................................................................41

Appendix 1 Property qualifications suite..........................................................................................43

Appendix 2 Additional information about the units ……………………………………………………44 Appendix 3 Knowledge and understanding ……………………………………………………………..47



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Part 1 INTRODUCTION This guide is for prospective and existing ABBE approved assessment centres that wish to offer the ABBE Level 2 Certificate in Property: Sale of Residential Property. It provides the qualification specification and guidance on evidence and assessment requirements. This handbook should be used in conjunction with the ABBE Centre Operations Guide, available from the ABBE website www.abbeqa.co.uk, or by telephone from the ABBE office on 0121 331 5174. 1.1 About The Awarding Body for the Built Environment (ABBE)

ABBE is an Awarding Organisation regulated by Ofqual (The Office of Qualifications and Examinations Regulation) for the delivery of a range of qualifications that form part of the Qualifications and Credit Framework. ABBE has developed considerable expertise in overseeing high quality assessment for the higher level qualifications in the Property and Construction sectors of industry. Since its inception late 1997, ABBE has grown steadily and currently offers a suite of qualifications to industry through its nationwide network of approved assessment centres. For further information please contact ABBE (Awarding Body for the Built Environment) Birmingham City University Franchise Street Perry Barr Birmingham B42 2SU Telephone: 0121 331 5174 Fax: 0121 331 6883 Email: [email protected] Website: www.abbeqa.co.uk 1.2 Ofqual Qualification Data ABBE Level 2 Certificate in Property: Sale of Residential Property (QCF) Ofqual Accreditation Number: 600/0990/1 Accreditation start date: 01/03/2011 Operational start date in centres: 01/03/2011 Accreditation end date: 31/01/2013 Certification end date: 31/01/2015 Age range qualification approved for use with: 16+ 1.3 Purpose and aims of the qualification The ABBE Level 2 Certificate in Property: Sale of Residential Property (CertSoRP) has been developed to enable those working in support roles in a residential sales environment to take a qualification which not only recognises their current skills and knowledge but also provides an opportunity for these to be developed further. The National Occupational Standards (NOS) on which the CertSoRP is based were developed by Asset Skills (the Sector Skills Council for Property, Housing, Cleaning and Facilities Management) in consultation with representatives from industry. These standards set out ‘best practice’ guidance for those working in this role. The qualification is made up of eight units; seven of the units are mandatory and a further optional unit must be chosen from a choice of three. This enables learners to pursue an additional area of interest or choose one which most closely meets the requirements of their work.

http://www.abbeqa.co.uk/

mailto:[email protected]




For those candidates undertaking an apprenticeship, there are also a further set of additional units that must be undertaken. In order to take the qualification, learners must already be working in a residential sales environment but it is suitable for those with limited experience, to prepare them for working in this sector, or for more experienced workers to recognise their existing abilities. By taking the qualification learners will be able to operate more effectively, having been assessed on their ability work in a professional manner, to interact with customers and to know the legislation which underpins residential sales, amongst others. For employers with staff qualified through the Certificate it will enable them to be confident in their staff’s ability to work to industry best practice through holding a nationally recognised qualification.

This qualification can be found on the Register of Regulated Qualifications at http://register.ofqual.gov.uk. 1.4 Progression

This qualification has been designed to encourage participation in education and training in other related areas by:

Enabling current estate agency employees to demonstrate the skills and knowledge that they have gained through their employment and to achieve a nationally recognised qualification;

Providing a template for ‘best practice’ for new entrants to residential estate agency as a guide for their learning and development.

The CertSoRP forms part of a wider suite of property related qualifications including the ABBE Level 3 Diploma in Property: Sale of Residential Property, the ABBE Level 2 Certificate in Property: Residential Property Letting and Management and the ABBE Level 3 Diploma in Property: Residential Property Letting and Management. All of these qualifications have been structured in such a way as to allow easy transfer between them to encourage learners to continue gaining qualifications after completion of CertSoRP. See Appendix 1 and www.abbeqa.co.uk for more information on the wider range of qualifications.

http://register.ofqual.gov.uk/




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Part 2 GENERAL QUALIFICATION GUIDANCE 2.1 The Qualifications and Credit Framework The Qualifications and Credit Framework (QCF) is a new structure for recognising qualifications which replaces the National Qualifications Framework (NQF). It differs from the NQF by enabling recognition of smaller sections of learning which can be gained in a more flexible manner. Qualifications are now made up of individual units which each have their own credit value. One credit represents 10 hours of learning. It is the accumulation of this credit which builds to form the qualification. The size of a qualification is now indicated as follows:

Awards (1 to 12 credits)

Certificates (13 to 36 credits)

Diplomas (37 credits and above)

The terms Award, Certificate and Diploma then reflect the size of the qualification rather than its difficulty. The qualification levels indicate the complexity of the qualification. The levels range from Entry to Level 8. Individual units can be shared between multiple qualifications to enable learners to move smoothly between qualifications without repetition of learning. This will be tracked through unique learner numbers (ULNs) assigned to all learners completing QCF units to enable them to transfer their credit through the QCF. Learners can choose to take individual units but in order to gain a qualification they must complete the set Rule of Combination (RoC) for a qualification. This is a structure which can be comprised of mandatory and optional units and defines what comprises the complete qualification. For more information on the QCF visit www.qcda.gov.uk/qualifications 2.2 Unit structure Each unit of the qualification is structured in the same way as follows: Unit title: states the ‘task/activity’ to be undertaken. Level: represents the complexity of the unit and the degree to which autonomous and co-operative working competencies are required successfully to carry out and complete the unit, ranging from entry level to level 8. Credit value: identifies the number of credits for which the unit qualifies. Learning Outcomes: outline what the learner must do to meet the requirements of the unit. The statements:

set out what a learner is expected to know, understand or be able to do as the result of the learning process.

are capable of assessment and, in conjunction with the assessment criteria related to that outcome, set a clear assessment standard for the unit.

Assessment Criteria: outline what the learner must demonstrate in order to satisfy the learning outcome of the unit. The statements:

specify the standard a learner is expected to meet to demonstrate that the learning outcomes of that unit have been achieved.

http://www.qcda.gov.uk/qualifications



are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for learners or assessors.

do not include any explicit references to the methods or instruments of assessment to be used. Assessment Guidance: identifies the minimum range of topics, activities, variables or contexts over which the learner must demonstrate their knowledge or competence and gives examples of types of evidence that the learner will need to submit. Unit Aim: provides a summary of the content of the unit, including details of the individual elements which make up that unit. 2.3 Learning time Learning time is a guide to how long it would take the average learner with no prior experience to complete a unit. This is intended as a guide only and the actual amounts of time will vary according to the existing skill and knowledge of the individual learner. Learning time is divided into Guided Learning Hours (GLH) and Private Study. GLH refers to the amount of study undertaken by the learner under the direction of the tutor. This could include tutorials, seminars, workshops, directed research, project or assignment work and assessment. 2.4 Resources Centres must ensure that learners have access to resources of industry standard to support the delivery and assessment of this programme. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to demonstrate how learners will access any specialist resource requirements when they seek approval from ABBE. All staff involved in the assessment and verification of this qualification must have the necessary occupational skills and experience required. See Occupational competence of assessors and internal verifiers (section 3.5) for further details. 2.5 Delivery It is important that centres develop an approach to teaching and learning that supports the assessment of the specialist vocational nature of the qualification. The specifications contain a balance of practical skill and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector, and to generate workplace evidence for their portfolio. 2.6 Recruitment and access ABBE’s policy regarding access to its qualifications is that, wherever possible:

the qualifications should be available to everyone who is capable of reaching the required standards and has access to appropriate work to generate evidence.

the qualifications should be free from any barriers that restrict access and progression.

there must be equality of opportunity for all wishing to access the qualifications.

Centres should ensure that they recruit learners to this qualification with integrity. This will include ensuring that applicants have appropriate information and advice about the award and that it will meet their needs and expectations.



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Before accepting learners onto this qualification, Centres must assess each applicant’s potential and make a professional judgment about their ability to successfully complete the programme of study, where applicable, and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification.

Further information on equal opportunities and access to fair assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone on 0121 331 5174. 2.7 Learners with particular assessment requirements

ABBE recognises that some learners have difficulty with the demands of a course or find the standard arrangements for the assessment of their vocational competence presents a challenge. This may apply to learners with known and long-standing learning difficulties and/or physical or other impairments. Centres must take steps to ensure that any particular assessment requirements are identified as early in the programme as possible, preferably at initial assessment stage, and appropriate arrangements are put in place to support the Learner. Further information on equal opportunities and access to assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone from 0121 331 5174. 2.8 Role of the learner The learner with the support of the assessor and employer will be:

identifying sources of evidence;

generating and collecting the evidence to demonstrate their competence to the requirements of the qualification;

numbering and cross referencing evidence;

checking whether further supporting evidence is needed;

presenting evidence to the assessor;

obtaining feedback from the assessor;

carrying out any necessary follow-up action;

arranging for simulations or other evidence gathering/assessment techniques needed to cover gaps in work experience and/or evidence.

Portfolio organisation Learners must collect their evidence of competence together into a ‘portfolio’. This could be held in hard copy or electronically. Responsibility for developing the portfolio (and ownership of it) stays firmly with the learner, but it is very important that they receive continuous help and support. This help can come from a range of people, including line managers and colleagues, mentors, advisers, tutors, as well as the assessor. When an assessor is giving help and support, the assessor must distinguish this from the work they do as part of the assessment process.





The quality and presentation of the portfolio is central to the success of the learner’s submission. Each item must be clearly identified and accurately recorded. It should be easy to identify the competencies the learner is claiming with the evidence presented in the portfolio. The importance of selection The task of generating and collecting evidence for a portfolio is a new experience for many learners and there is a temptation to include everything that might seem to be of value. However, if an item does not show how the learner performed it may not be relevant at all. The learner should always ask the question 'What does this prove?' and try to select evidence which they are proud of and which shows that they have done well. This will ensure good evidence, covering significant performance. The best portfolios are not necessarily the heaviest. Confidentiality There are some circumstances where the learner (or their organisation) might have good reasons for not wishing original evidence to be viewed by others, (e.g. by assessors from a competitor organisation or disclosure of confidential information). The assessor should work with the learner to respect these areas (e.g. by advising the learner to remove confidential information from reports before submitting them). 2.9 Role of mentors and advisors Centres may wish to allocate a mentor or advisor to a learner to provide support during the assessment process. They can provide encouragement, reassurance and support to learners, and act as an advocate if need be. Mentors may come from within the employer organisation or from the approved assessment centre. They do not have a formal role or responsibility in assessment, but can act as an objective source of comment or guidance. They can help the learner to reflect on their activities and suggest solutions to problems. They can support them through the process of portfolio building, help them to identify possible sources of evidence, and where appropriate supply witness testimony. 2.10 Role of the assessor The role of the assessor is to:

Carry out an initial assessment of the learner to identify their current level of skills, knowledge and understanding and any training or development needs.

Draw up an assessment plan, identifying opportunities for evidence collection.

Review the evidence presented against the requirements of the qualification, to make a judgement on the overall competence of the learner.

Provide feedback to the learner on their performance and progress. This feedback needs to give learners a clear idea of how their portfolio is progressing to date and where further evidence is required and how best to obtain this. It should also enable learners to plan for those units where they currently have little experience or knowledge.

Further information on the role of the assessor can be found in the ABBE Guide for Assessors and Internal Verifiers. 2.11 Role of the internal verifier An internal verifier must be appointed to ensure the quality and consistency of assessments within the centre. Each assessor’s work must be checked and confirmed by an internal verifier. The internal verifier checks and standardises the assessment decisions made by the assessors in the centre.



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The internal verifier must observe assessors carrying out assessments, review assessment decisions from the evidence provided and hold meetings with the assessment team to ensure consistency in the use of documentation and interpretation of the qualification requirements. Further information on the role of the internal verifier is available in the ABBE Guide for Assessors and Internal Verifiers . 2.12 Role of the external verifier The external verifier checks the assessment and internal verification process and decisions made in the centre and authorises claims for certificates. The external verifier is appointed by ABBE. Further information on the role of the external verifier is available in the ABBE Guide for Assessors and Internal Verifiers. 2.13 Assessment methods Where ABBE has stipulated that a particular assessment method is to be used it MUST be followed. However, where the qualification units do not specify the use of a particular assessment method, the assessor can use other assessment methods to assess the evidence produced by the learner, such as:

Direct observation of the learner carrying out a task or activities.

Examination of work products produced by the learner (e.g. diary notes, site notes, completed reports).

Examination of witness testimonies from people, other than the assessor, who are prepared to provide statements detailing specific details of the learner’s performance.

Review of records of ‘question and answer’ sessions covering specific aspects of the knowledge and understanding and scope.

Examination of accreditation of prior learning evidence

Credit is given for learners who have achieved Parts 1 and 2 of an NFOPP Technical Award in Sales of Residential Property, or Technical Award Residential Property Lettings and Management: see individual units for further information.

Structured Professional Interviews (SPIs) Further information on these assessment methods can be found in the ABBE Guide for Assessors and Internal Verifiers. When assessing the learner’s evidence, the assessor must take the following into account:

Authenticity – was this work produced by the learner? Does it reflect the learner’s own performance? It is essential to ensure that the learner has generated the evidence provided. The evidence must be presented in a way that allows the learner contribution to be identified, and it must relate to their own competence. The assessor will need to ensure that evidence is authenticated by means of an endorsement by the learner’s line manager or colleagues, or by observing the learner or by questioning them. In some situations, the learner’s role and responsibility may need to be described precisely to confirm the authenticity of the evidence. This description must be signed by the appropriate parties (e.g. line manager or supervisor).

Sufficiency – does the evidence presented cover all the learning outcomes and assessment criteria required by the QCF units?



Taken as a whole, the evidence must match the whole set of outcomes and enable an assessor to judge that the learner is consistently competent across all of the requirements of the qualification.

Currency – does the evidence reflect the learner’s current level of competence? The assessor has to determine that the learner is competent now and will continue to be so in the foreseeable future. To show this, evidence must be current. It should be as recent as possible, though this will depend on the nature of the evidence. One way the learner can show how recent it is to (wherever possible) ensure that all pieces of evidence in the portfolio bear the date of their origination. The recognition of previous achievements raises particular issues of currency. If, for instance, legislation has changed since this activity, this item of evidence would have to be supported by evidence of their awareness of present legislation and how it would affect current practice at work.

Validity – is this appropriate evidence for the competence being assessed? The evidence the learner presents must be relevant to the unit they are undertaking and must satisfy the relevant learning outcome and assessment criterion. However, it is worth noting that one piece of evidence in a portfolio can be used to prove competence against more than one learning outcome or assessment criteria.

Reliability – would this evidence produce the same assessment judgement if assessed by someone else? The assessor must be confident in the quality of the evidence that has been presented. They need to consider whether they would make the same judgement on this evidence if they assessed it again in, perhaps, a month’s time and so whether another assessor would make the same judgement if they assessed it.

2.14 Assessment records The recording of assessment activity, including assessment decisions, and access to evidence is essential for verification purposes. The assessor must keep the following records and make them available for internal and external verification purposes:

assessment plans for each learner

records of assessment activity undertaken including observation of learners where appropriate

records of assessment judgements made on learner evidence

records of feedback to learners Further information is available in the ABBE Centre Operations Guide. 2.15 Credits and recognising prior learning There are two types of credit available in the Qualifications and Credit Framework: QCF credit and non QCF credit. QCF Credits: The QCF allows for units to be used in more than one qualification and for similar units to be recognised as well.



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Where the same unit is used more than once then a learner needs to achieve that unit only once and does not have to do that unit again if they do another qualification where that unit also features. The assessor must record in the learner’s assessment records that the learner has already achieved this unit. If a qualification has a unit that is very similar to that used elsewhere but it is not exactly the same the Awarding Organisation can declare this other unit as equivalent to the unit in question. This means that whilst there are some small differences it will be accepted in place of the unit which would otherwise normally be taken by learners. Under these circumstances, learners will achieve the qualification with the equivalent unit being recognised in place of the original unit with the rules of combination. Non QCF credit – Recognition of Prior Learning and Exemptions On occasion, learners may bring forward evidence of prior experience, learning or qualifications which can be recognised towards ABBE units and qualifications. This evidence can be categorised in the following ways: Recognition of Prior Learning (RPL) – includes experience gained by learners through work or training activities for which they do not have formal certification. Employer organisations or training providers can apply to ABBE to have their training or academic programmes that are outside the QCF recognised formally as covering parts of qualifications (see separate Recognition of Prior Learning guide). Exemptions – covers units or qualifications held by learners that do not have a predetermined credit value on the QCF, e.g. membership of a professional body, certified CPD training or NQF qualifications. Centres must review any prior learning or achievements brought forward by learners to determine their suitability as evidence. To be entitled to credits, learners must provide their assessment centre with proof of their achievements, e.g. certificates for equivalent QCF units, details of training courses or membership of a professional body, and copies of these must be included in their portfolio. Assessors must justify and record the basis of any exemptions or credits given. As it is the responsibility of assessment centres to declare learners as competent or not, it will need to check and validate all credit claims made by learners. Note: Learners who knowingly submit false information will have their ABBE certification withdrawn. Guidance on how to handle learner claims for RPL or exemptions It is a condition of approval that once an assessment centre has registered a learner that it must honour the RPL or exemptions that ABBE has authorised from any of the accredited providers. As it is the responsibility of assessment centres to declare learners as competent or not, they will need to check and validate all claims made by learners before formally granting credit or exemptions. Refusal to allocate the expected claim can only happen if there are strong reasons for doing so. Should this occur, then centres must advise ABBE in writing immediately for ABBE to consider the matter before any further action is taken.



2.16 Enquiries and appeals If a learner is in disagreement with their assessor concerning evidence assessments, the learner has the right to refer the matter to:

The internal verifier within the centre.

The centre manager, if the matter is still unresolved.

The ABBE external verifier who may be consulted at the next visit. At this stage the learner should provide the EV with records of the activity that has already been undertaken

In extreme circumstances, if the external verifier is unable to bring the matter to a satisfactory conclusion, the learner can appeal directly to ABBE. ABBE will only accept an appeal from a learner if the above steps have already been taken. Further details on appeals can be found in the ABBE Centre Operations Guide. 2.17 Registering learners Full details of how to register learners for this qualification and the examination and make claims for certificates can be found in the ABBE Centre Operations Guide on the website at abbeqa.co.uk. Details of the fees for learner registration and external verification can be found in the ABBE Fees List.



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Part 3 QUALIFICATION STRUCTURE 3.1 Qualification summary To successfully complete the ABBE Level 2 Certificate in Property: Sale of Residential Property, learners will need to complete 8 units, 7 mandatory and 1 optional, to achieve the 18 credits necessary for the certificate. Where candidates are completing this qualification as part of an apprenticeship framework then they must also achieve sufficient credits from additional units 40 – 46. These are set out in the table below. Qualification Structure (Rule of Combination)

Unit Title

Level

Cre

dit

GL

H

Pri

vate

Stu

dy

Mandatory Units (15 credits required)

Unit 1 Reduce risks to health and safety in the workplace 2 3 25 5

Unit 2 Understanding professional conduct in a property environment 3 1 2 8

Unit 5 Know the legislation, guidelines, codes of practice and statutory information in residential sales

2 3 12 18

Unit 7 Maintain the security of individuals and property in a property environment

2 2 6 14

Unit 8 Progress customer enquiries associated with property services 2 2 10 10

Unit 9 Maintain displays of marketing materials for properties 2 2 6 14

Unit 17 Organise and progress viewings of properties 2 2 10 10

Optional Units (3 credits required)

Unit 10 Organise market appraisals of properties 2 3 10 20

Unit 18 Conduct accompanied viewings of properties 3 3 10 20

Unit 37 Hand-over new properties to buyers 3 3 10 20

Where a candidate is following an apprenticeship programme, they must also complete sufficient credits from the following additional units:

Additional Units for Apprenticeship Candidates

Group 1 (minimum of 4 credits required)

Unit 40 Develop yourself in the job role 2 2 12 8

Unit 41 Employment rights and responsibilities in the facilities management, housing and property sectors 2 2 16 4

Group 2 (minimum of 11 credits required)

Unit 42 Deal with customers across a language divide 2 8 53 27

Unit 43 Deal with incoming telephone calls from customers 2 5 33 17

Unit 44 Make telephone calls to customers 2 6 40 20

Unit 45 Use questioning techniques when delivering customer service 2 4 27 13

Unit 46 Deal with customers using bespoke software 2 5 33 17



Completing the units will involve learners providing evidence of their competency to satisfy all of their selected units. This is usually done in the form of portfolio and through responding to the bank of questions. 3.2 Qualification evidence requirements summary Learners are expected to submit valid evidence, derived as far as possible from the workplace. Learners may bring forward a variety of examples of their day-to-day work in estate agency and map their performance against the qualification units. This should be presented in a portfolio of evidence (see section 2.8 for more information on developing portfolios). Examples of suitable evidence required for each unit can be found in section 4. Direct or primary evidence The most important source of evidence will be the learner’s own performance at work. It is called direct evidence because it was produced directly by the learner. Both the products (what is done) and the processes (the way it is done), can be used as evidence. Direct evidence will normally take the form of:

Work products e.g. services provided; minutes of meetings; property details; buyer and seller records; training plans; letters, emails and notes of conversations recorded on file or computer

Personal statements describing a particular situation or activity the learner has dealt with, the activities they undertook and the outcome

Video or audio recordings showing an activity or recording a questioning session Indirect or secondary evidence Evidence of a learner’s performance may be gathered from various other people, e.g. line managers, previous employers, colleagues, customers, suppliers or staff. This is called indirect evidence because it is evidence that infers the learner’s competence by consulting others. The evidence might include:

Reports on the learner’s performance e.g. appraisal reports; feedback from customers; staff or team meeting notes; market research findings; evaluation seminars

Witness testimony provided by a line manager, colleague or peer and describing the learner’s performance in a specified activity or role

Those who supply witness testimonies are often referred to as witnesses. A witness testimony should include telephone/email details for the witness so that they can be contacted by the assessor or verifier if required. Evidence supplied by an assessor Assessors are an important source of evidence for a learner and can contribute directly to a portfolio in the following ways:

Observation report - The assessor observes the learner carrying out a task or activity and records the details of this, along with a decision on the learner’s competence.

Record of Q&A - The assessor asks the learner questions to test knowledge and understanding and records the answers given by the learner.

Structured professional interview (SPI) – otherwise referred to a Professional Discussion. The SPI is an assessment tool that allows the assessment centre to undertake a detailed and



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structured interview with the learner to speed up the assessment process via a single interview rather than the learner compiling the specified additional evidence in their own timescale. In addition, learners who still have competence gaps even when they have submitted all the required evidence may find that the SPI is an ideal way for them to address these small shortfalls.

The SPI is well suited to ‘experienced’ learners, as they will probably be able to come forward with the required evidence of competence more quickly than those who are new to the sector. A guidance documentation on SPI is available on the ABBE website at www.abbeqa.co.uk. It is important that both assessors and learners are fully aware of the guidance because SPIs are not an ‘easy option’ that circumvent the rigour of more standard methods of assessment. The assessors take on a considerable responsibility for structuring and recording in detail the assessment activity and the candidate needs to prepare well to enable the interview to be a success. Simulation Evidence should be the result of real work wherever possible. However, ABBE recognises that some learners may find it difficult to locate the range of situations required for this qualification and will accept some performance evidence generated through simulation. Under no circumstances must simulation comprise the majority of performance evidence and the extent of simulated evidence must be agreed with the External Verifier. 3.3 Bank of Questions

This qualification includes a bank of questions that was developed by Asset Skills. Each learner must answer the relevant questions that accompany the units being undertaken. This forms part of the evidence base and ensures that learners have a good grasp of the knowledge and understanding required to prove competence.

Credit is given for learners who have achieved Parts 1 and 2 of an NFOPP Technical Award in Sales of Residential Property, or Technical Award Residential Property Lettings and Management: see Evidence Requirements and Assessment Guidance for each Unit to see how much credit is available ABBE’s external verifiers will be required to sample the answers provided by learners and also look for clear evidence that they have been assessed and verified correctly by the assessment centre. The Bank of Questions can be obtained from the ABBE website at www.abbeqa.co.uk. 3.4 QCF credit availability If a learner has already completed a unit which is contained within the rules of combination for this qualification they can claim that unit against this qualification. However, they will not be awarded additional credit for doing so. Appendix 1 shows the direct shared units within the Property qualification suite. All of the units in this qualification are common to other qualifications apart from Unit 5. Where credit is given for the unit the assessment centre must record this on the learner’s assessment record for verification purposes by ABBE. (See section 2.5 for claiming credit).





3.5 Occupational competence of assessors and internal verifiers

Assessors

In order to assess learners working towards the ABBE Level 2 Certificate in Property: Sale of Residential Property, assessors must:

Have appropriate occupational expertise relevant to residential sales. Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas.

Attend training that relates specifically to a nationally recognised Assessor award (eg Learning and Development Unit A1) and apply this standard to their work throughout the process. (Note: it is not a requirement for assessors of this qualification to hold a qualification, however ABBE would recommend it as good practice).

Attend training events which contribute to their continuing professional development (CPD) covering aspects such as:

current developments in the residential sales sector

national occupational standards and standardisation of assessment practice and decision-making linked to interpretation of current guidance.

Internal verifiers (IVs)

In order to internally verify the assessment of learners working towards the ABBE Level 3 Certificate in Property: Sale of Residential Property IVs must:

Have appropriate occupational expertise relevant to residential sales. Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas.

Attend training that relates specifically to a nationally recognised Internal Verifier award (eg Learning and Development Unit V1) and apply this standard to their work throughout the process. (Note: it is not a requirement for internal verifiers of this award to hold a qualification, however ABBE would recommend it as good practice)

Attend training events which contribute to their continuing professional development (CPD) covering aspects such as:

current developments in the residential sales sector

national occupational standards and standardisation of assessment practice and decision-

making linked to interpretation of current guidance. Centre Assessor and IV training requirements ABBE centres are required to conduct their own internal training and standardisation meetings on a regular basis as a condition of approval. Internal staff training programmes should be discussed with the ABBE EV prior to commencement. On occasion, ABBE may wish to attend. These events should be geared to the roles and responsibilities of their assessors and internal verifiers.



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PART 4 Qualification Units

Title Unit 1 Reduce risks to health and safety in the workplace

Level 2

Credit Value 3

Unit purpose and aims This unit is about reducing risks to health and safety in the workplace. It is about appreciating significant risks in the workplace and knowing how to identify and deal with them.

Learning outcomes Assessment Criteria

Learners will: To demonstrate this learners can:

1. know about their organisation’s health and safety procedures

1.1 describe their responsibilities and legal duties for health and safety in the workplace

1.2 identify responsibilities and legal duties for health and safety specific to their own job role

1.3 name and locate the person responsible for health and safety in their area of work

1.4 describe where and when to get additional health and safety assistance

1.5 give reasons why it is important to follow manufacturer’s instructions for the safe use of equipment materials and products

2. know how to identify the hazards in the workplace

2.1 define the term ‘hazard’ 2.2 give examples of hazards which could exist in the workplace and

the safe working practices which should be followed and identify those specific to their own job role

2.3 give reasons why it is important to remain alert to the presence of hazards in the whole workplace

2.4 describe why personal presentation and behaviour is important in maintaining health and safety in the workplace

3. know how to evaluate risks in the workplace

3.1 define the term ‘risk’ 3.2 give reasons why they should deal with or report risks 3.3 describe procedures for reporting risks which they are unable to

deal with 3.4 describe the risks to the environment which may be present in the

workplace and your own job

4. be able to identify the hazards and risks in the workplace

4.1 select the workplace instructions relevant to the job 4.2 identify aspects of the workplace which could pose a danger to

themselves or others 4.3 give examples of working practices in the job which could pose a

danger to people in the workplace 4.4 assess which aspects of the workplace and working practices pose

the highest risk and report them to the relevant person 4.5 deal with hazards in accordance with instructions and legal

requirements



5. be able to reduce the risks to health and safety in the workplace

5.1 perform duties in accordance with workplace instructions, manufacturer’s instructions and legal requirements

5.2 use equipment materials and products safely and in accordance with instructions

5.3 use relevant equipment to control risks to health and safety 5.4 make suggestions on how to reduce risks to health and safety in

the workplace to the relevant person 5.5 describe any differences between workplace instructions and

manufacturer’s instructions and report these to the relevant person 5.6 describe how your personal presentation and behaviour at work

could cause risks to the health and safety of him/her self and others

Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence requirements Learners must:

Demonstrate a basic, practical understanding of theirs roles and responsibilities for Health and Safety in their workplace and how to report risks or hazards

Produce evidence to meet all of the assessment criteria within this unit. This includes the relevant knowledge and understanding components which can be found in Appendix 3 of this handbook.

Correctly answer the bank of questions which accompany this qualification and which can be found on the ABBE website at www.abbeqa.co.uk

Exemptions Learners who have achieved Parts 1 and 2 of a Technical Award in the Sale of Residential Property or Parts 1 and 2 of Technical Award in Residential Property Lettings and Management are not required to answer the bank of questions for this unit. In order to claim this exemption, learners must provide a copy of the relevant certificate(s) within their portfolio. Examples of evidence The following is a list of the types of evidence that could be presented for this unit. This is not exhaustive and learners can determine what will be the most appropriate evidence, in consultation with their assessor. Certificates of attendance at Health and Safety training events, preferably accompanied by post-

course assessments Witness testimonies giving examples of occasions when learners acted with health and safety in

mind when carrying out their routine tasks, and identifying hazards or risks Personal statements by learners supported by product evidence Records of hazards or risks that have been identified, reports written, notes of actions taken or

recommendations made Records of assessor observations describing how learners acted with health and safety in mind

when carrying out their routine tasks, and identifying hazards or risks Workplace assessments with evidence in the workplace rather than included in portfolios – this

requires detailed recording of evidence relied upon and where it can be found for verification Questioning and professional discussion by assessors, provided sufficient detail is recorded that is

capable of verification




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Title Unit 2 Understanding professional conduct in a property environment

Level 3

Credit Value 1

Unit purpose and aims This unit is about presenting a professional image when working in a property environment. It includes providing information in a way, which promotes understanding.



1. understand how to present a positive image in a property environment

1.1 describe the standards of appearance and conduct which should be maintained in a property environment

1.2 explain why it is important to maintain standards of appearance and conduct in a property environment

2. understand the importance of communicating information clearly

2.1 explain why it is important to explain technical terms and abbreviations when providing information

2.2 explain why it is important to avoid jargon when providing information

2.3 explain the importance of checking that the recipient has understood the information given




Exemptions Learners who have achieved Parts 1 and 2 of a Technical Award in the Sale of Residential Property or Parts 1 and 2 of Technical Award in Residential Property Lettings and Management are not required to answer the bank of questions for this unit. In order to claim this exemption, learners must provide a copy of the relevant certificate(s) within their portfolio. Examples of evidence The following is a list of the types of evidence that could be presented for this unit. This is not exhaustive and learners can determine what will be the most appropriate evidence, in consultation with their assessor.

Personal statements by learners

Workplace assessments with evidence in the workplace rather than included in portfolios – this requires detailed recording of evidence relied upon and where it can be found for verification

Questioning and professional discussion by assessors, provided sufficient detail is recorded that is capable of verification




Title Unit 5 Know the legislation, guidelines, codes of practice and statutory information in residential sales

Level 2

Credit Value 3

Unit purpose and aims This unit is about the legislation, guidelines, codes of practice and statutory information requirements, which need to be adhered to in a residential sales environment.



1. know about the legislation, guidelines and codes of practice in residential sales

1.1 list the: a legislation b guidelines c codes of practice relevant to the: d security of individuals e security of property f providing information to buyers and sellers g production of marketing materials for residential properties for

sale h erection of boards i organising market appraisals j contacting prospective buyers k describing properties l organising viewings of properties m progressing viewings of properties n conducting viewings of properties for sale

1.2 describe how legislation, guidelines and codes of practice impact on:

a security of individuals b security of property c providing information to buyers and sellers d production of marketing materials for residential properties for

sale e erection of boards f organising market appraisals g contacting prospective buyers h describing properties i organising viewings of properties j progressing viewings of properties k conducting viewings of properties for sale

2. know about statutory information in residential sales

2.1 describe why it is important to comply with statutory information requirements for properties for sale



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Exemptions Learners who have achieved Parts 1 and 2 of a Technical Award in the Sale of Residential Property are not required to answer the bank of questions for this unit. In order to claim this exemption, learners must provide a copy of the relevant certificate(s) within their portfolio.




Title Unit 7 Maintain the security of individuals and property in a property environment

Level 2

Credit Value 2

Unit purpose and aims This unit is about contributing to the maintenance of the security of self, colleagues, customers and property, covering both personal property and properties available through the organisation. It includes identifying possible risks to security and applying appropriate security procedures at all times both in the office and when offsite at properties.



1. know how to maintain the security of self and others

1.1 state the main types of risks: a) within the working environment b) when visiting properties and development sites which may affect: c) self d) colleagues e) others

1.2 describe the organisational procedures for minimising the risks to individuals

1.3 state the importance of monitoring the whereabouts of colleagues 1.4 describe what constitutes:

a) unexpected circumstances b) absences c) departures from agreed schedules

1.5 describe the procedures which should be followed in the event of an emergency

2. know how to maintain the security of information about individuals

2.1 describe the organisational procedures for the security of information 2.2 give examples of types of information which may be sensitive 2.3 state who is entitled to receive different types of information about

individuals 2.4 describe the organisational procedures for disposing of information

relating to individuals and property that is no longer required

3. know how to maintain the security of property

3.1 state the main types of risks to: a) personal property b) residential properties

3.2 describe the actions and organisational procedures appropriate to minimising the risks to: a) personal property c) residential properties

3.3 describe the organisational procedures for the security and logging of keys and access codes for properties

3.4 describe the organisational procedures and security arrangements for the handling of cash and cheque payments



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4. be able to maintain the security of self and others

4.1 identify risks: a) within the working environment b) when visiting properties and development sites which may affect: c) self d) colleagues e) others

4.2 apply relevant security procedures and guidelines for addressing risks to: a) self b) colleagues c) others

4.3 provide clear and accurate information to relevant colleagues regarding own travelling arrangements and schedules when visiting properties and sites

4.4 follow the organisational procedures for monitoring the whereabouts of colleagues

4.5 respond appropriately to any unexpected circumstances, absences and departures from agreed schedules

4.6 follow organisational procedures in the event of an emergency

5. be able to maintain the security of property, personal belongings and information

5.1 identify the security risks affecting: a) properties b) personal belongings

5.2 apply the relevant security procedures and guidelines for protecting: a) properties b) personal belongings c) valuables d) money e) keys and access codes

5.3 follow organisational procedures for reporting any security equipment which is not functioning properly

5.4 follow organisational procedures for the security of information including the disposal of information which is no longer required


Demonstrate that they know and follow their agency’s procedures regarding health and safety, security of information, personal safety and the security of property and personal belongings

Demonstrate a basic, practical understanding of their role and responsibilities for health and safety in their workplace and how to report risks or hazards







Certificates of attendance at training events, preferably accompanied by post-course assessments

Witness testimonies

Personal statements by learners supported by product evidence, such as descriptions of occasions when learners have felt uneasy or intimidated by customers and what steps were taken to ensure learners’ safety or the safety of colleagues

Health and safety reports showing risks identified by learners and notified to management

Incident or accident reports

Records showing learners have routinely followed agency procedures when organising and/or attending appointments away from the office, advising others of any changes to their arrangements when visiting properties or meetings out of the office

Records of observations describing how learners have acted with safety and security in mind when carrying out their routine tasks





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Title Unit 8 Progress customer enquiries associated with property services

Level 2

Credit Value 2

Unit purpose and aims This unit is about progressing enquiries about services associated with residential property. Enquiries can be general requests for information or specific requests regarding particular services and/or properties available via the organisation. It includes providing relevant information towards addressing enquiries and checking to confirm that the information fulfils requirements.



1. know about the services offered by own organisation

1.1 describe the range of services offered by the organisation 1.2 describe the difference between features and benefits of services

offered by the organisation

2. know the organisational procedures for dealing with enquiries

2.1 state what information can be provided to enquirers 2.2 state what information is required to match individuals requirements

to available properties 2.3 state what information is required to advise about services which

are relevant to the individual needs 2.4 state what types of information are available to enquirers relating to

properties being marketed by the organisation 2.5 describe how information relating to properties being marketed by

the organisation is accessed 2.6 describe the organisational procedures for recording information

about enquiries and their outcomes 2.7 state the importance of maintaining up to date records about

enquiries 2.8 state what actions can be taken when interest in a property is

expressed 2.9 state the limit of own responsibility and authority for handling

enquiries 2.10 state the organisational procedures for referring on enquiries which

are outside own responsibility and authority

3. be able to progress enquiries

3.1 identify which services are required by the enquirer 3.2 gather information from enquirers 3.3 which will help to provide them with the required information and

agree their preferred method of communication 3.4 identify marketing materials which are relevant and provide these

according to organisational procedures and requirements 3.5 ensure that information provided is:

a) complete b) relevant to the enquiry c) provided by the appropriate method

3.6 explain to the enquirer the features and benefits of using the organisation’s services

3.7 obtain agreement to use the organisation’s services where possible 3.8 refer enquiries which are outside own responsibility and authority

according to organisational procedures




Demonstrate that they know and follow their agency’s procedures for handling customer enquiries

Bring forward clear evidence of ‘cross-selling’ and generating additional business opportunities: simply managing requests from customers is not sufficient to demonstrate the selling skills that are required in this Unit




Witness testimonies confirming that appropriate selling skills have been used to secure additional business opportunities

Personal statements by learners supported by product evidence, such as:

Customer enquiry forms completed by learners

Correspondence, including letters or emails confirming conversations or arrangements made

Records of appointments or referrals made by learners

Observation by assessors describing how appropriate ‘cross-selling’ skills were used to secure additional business opportunities






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Title Unit 9 Maintain displays of marketing materials for properties

Level 2

Credit Value 2

Unit purpose and aims This unit is about developing and maintaining marketing materials designed to promote properties. Displays can include window displays, wall mounted displays, websites and boards. It includes ensuring that materials are up to date and taking the relevant actions to ensure that materials are maintained and effective.



1. understand organisational procedures for the development of displays of marketing materials for properties

1.1 list the health and safety issues associated with different types of displays

1.2 describe how health and safety issues associated with displays should be addressed

1.3 describe organisational procedures for updating and removing boards from properties

1.4 state the limits of own responsibility and authority for the development of displays of marketing materials

1.5 state the organisational procedures for reporting issues that are outside own responsibility and authority when developing of displays of marketing materials

2. know how to use displays, web-based media and boards to promote properties

2.1 state the importance of displaying marketing materials effectively 2.2 state the advantages and disadvantages of using different types of

marketing displays including: a) wall mounted displays b) window displays c) web-based media d) boards

2.3 state the importance of monitoring stocks of marketing materials and addressing any shortages

2.4 list the websites and press advertising that should be used in line with organisational procedures

2.5 list the factors which should be considered when deciding how to display marketing materials to their best effect

3. know how to maintain marketing materials for properties

3.1 state the importance of ensuring that: a) displays are complete and maintained b) new and updated materials are included promptly c) outdated materials are amended d) damaged materials are discarded

3.2 state the importance of monitoring stocks of marketing materials and addressing any shortages

3.3 state the importance of monitoring web-based marketing materials 3.4 describe the procedure for amending web-based marketing

materials following organisational procedures 3.5 list factors which make marketing materials out of date

4. be able to use marketing materials and boards to promote properties

4.1 use marketing materials to provide a presentation of available properties which meets organisational requirements

4.2 ensure that boards are displayed at properties where applicable



5. be able to maintain marketing materials for properties

5.1 monitor displays and websites to ensure that marketing materials are accurate and up to date

5.2 ensure that new and updated marketing materials are included in: a) displays b) press c) web-based media

5.3 ensure that properties which no longer need to be marketed are removed from: a) displays b) press c) web-based media

5.4 monitor stocks of marketing materials and address any shortages 5.5 ensure that boards are updated to reflect the current status of

properties 5.6 ensure that boards are removed from properties when they are no

longer required in line with legal and organisational procedures 5.7 make reasoned recommendations to the relevant person about how

marketing materials could be improved to enhance interest in properties


Demonstrate that they know and follow their agency’s procedures for maintaining displays of marketing materials

Produce evidence to meet all of the assessment criteria within this unit. This includes the relevant knowledge and understanding components which can be found Appendix 3 of this handbook.


Exemptions Learners who have achieved Parts 1 and 2 of a Technical Award in the Sale of Residential Property or Parts 1 and 2 of Technical Award in Residential Property Lettings and Management are not required to answer the bank of questions for this unit. In order to claim this exemption, learners must provide a copy of the relevant certificate(s) within their portfolio.




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Examples of evidence The following is a list of the types of evidence that could be presented for this unit. This is not exhaustive and learners can determine what will be the most appropriate evidence, in consultation with their assessor.

Witness testimonies confirming learners have maintained marketing materials to good effect


Records from property files or IT systems that identify marketing materials maintained by learners

Correspondence, including letters or emails confirming conversations or arrangements made by learners to amend or improve marketing materials

Observation by assessors describing how learners maintain marketing materials and confirming the effectiveness of their work





Title Unit 10 Organise market appraisals of properties

Level 2

Credit Value 3

Unit purpose and aims This unit is about agreeing with customers to undertake market appraisals of their property and making the necessary arrangements. It includes liaising with customers to explain the purpose of the appraisals and with any relevant colleagues involved in progressing the appraisals.



1. understand market appraisals

1.1 explain the: a) purpose b) limits and c) benefits of market appraisals

1.2 list the main reasons why market appraisals are requested 1.3 state the importance of ensuring effective security arrangements for

gaining access to properties

2. know how to organise market appraisals of properties

2.1 describe what details should be obtained when organising market appraisals

2.2 describe how to ensure effective security arrangements for gaining access to properties

2.3 describe how to address the typical: a) questions b) issues that can arise when organising market appraisals

2.4 state the importance of ensuring that the customer agrees to a market appraisal of the property before making arrangements

2.5 describe the organisational procedures for organising market appraisals

2.6 state the importance of ensuring that everyone involved in the market appraisal has the appropriate information

2.7 state the importance of maintaining accurate records of market appraisals

3. be able to organise market appraisals of properties

3.1 confirm the customer’s agreement to going ahead with the market appraisal

3.2 agree with the customer: a) access requirements b) timescale for the appraisal c) who will undertake the appraisal

3.3 encourage the customer to ask questions and answer these fully 3.4 identify outstanding issues towards arranging a market appraisal and

take action to address these 3.5 ensure everyone involved in the market appraisal has the information

required 3.6 maintain accurate records of market appraisals in line with

organisational procedures



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Demonstrate that they know and follow their agency’s procedures for organising market appraisals

Bring forward clear evidence of explaining and overcoming objections to market appraisals and obtaining sufficient information from customers to ensure adequate pre-inspection research and preparation




Witness testimonies confirming market appraisals being explained to customers and appropriate selling skills being used to over-come objections


Records of market appraisal appointments organised by learners

Correspondence, including letters or emails confirming conversations or arrangements made by learners for market appraisal appointments

Observation by assessors describing how learners explained market appraisals to customers and used appropriate selling skills to over-come objections






Title Unit 17 Organise and progress viewings of properties

Level 2

Credit Value 2

Unit purpose and aims This unit is about organising the viewings of residential properties. It includes making appropriate arrangements for viewings and seeking and responding to feedback as a result of viewings. This unit is for use in either a sales or a lettings environment.



1. know how to develop relationships with prospective buyers/tenants

1.1 list the main types of buyers/tenants of residential property 1.2 identify factors that influence individual’s decisions about properties 1.3 describe the organisational procedures for contacting individuals 1.4 outline what information can be provided to interested parties about

properties 1.5 outline the benefits to interested parties of viewing properties 1.6 list the range of viewing arrangements available 1.7 describe how to arrange viewings 1.8 describe types of visiting conditions and restrictions that may apply

to different properties

2. know how to follow up viewings

2.1 list factors that can affect the saleability of properties 2.2 describe organisational procedures for obtaining feedback following

a viewing 2.3 state what actions should be taken when interest is expressed in a

property 2.4 maintain records of viewings in line with organisational procedures

3. be able to organise and progress viewings

3.1 promote the benefits of viewing properties 3.2 confirm the types of properties which are of interest to prospective

buyers/tenants 3.3 agree with the prospective buyer/tenant the:

a) properties to be viewed b) type of viewings to be undertaken

3.4 identify viewing conditions and restrictions relating to properties to be viewed

3.5 ensure that appropriate steps are taken to protect the health, safety and security of those involved in the viewing

3.6 ensure that all relevant parties are notified of the arrangements for the viewing

4. be able to review viewings of properties

4.1 obtain feedback from prospective buyers/tenants following viewings 4.2 record feedback from viewings in line with organisational procedures 4.3 take action to address any problems with viewings 4.4 agree relevant actions towards assisting individuals to progress

interest in particular properties 4.5 maintain records of viewings in line with organisational procedures 4.6 ensure that relevant colleagues are informed of viewings and their

outcomes 4.7 comply with all relevant legislation, guidelines and codes of practice

relating to viewings of properties



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Demonstrate that they know and follow their agency’s procedures for arranging and following up viewing appointments

Demonstrate their ability to ‘sell’ properties without making false or misleading statements

Bring forward evidence of following up viewings to obtain feedback and then taking action to respond to any negative issues identified




Witness testimonies confirming that learners use appropriate selling skills to promote properties and secure viewing appointments


Records viewing appointments organised by learners

Correspondence, including letters or emails confirming conversations or arrangements made by learners for viewing appointments

Records of learners obtaining feedback from viewers and how customer records have been up-dated to reflect comments on properties

Evidence of ensuring that appropriate action is taken to address issues by feedback

Observation by assessors describing how learners used appropriate selling skills being used to promote properties and secure viewing appointments






Title Unit 18 Conduct accompanied viewings of properties

Level 3

Credit Value 3

Unit purpose and aims This unit is about accompanying prospective buyers/tenants to view properties. It includes providing them with relevant information and knowledge regarding the property, and answering their questions. This unit is suitable for use in a sales or lettings environment.



1. know how to prepare for viewings

1.1 list the key features of the local property area which are of interest to prospective buyers/tenants

1.2 list the types of marketing materials regarding the organisation’s properties and how to access them

1.3 state how to obtain information about any fixtures and fittings which are included in a property

1.4 describe how the following are identified: a) typical property values in the area b) types of different property that are being sold/let

2. know how to liaise with prospective buyers/tenants

2.1 list the main types of buyers/tenants of residential properties 2.2 identify factors that influence individual’s decisions 2.3 outline what information can be provided to individuals about

properties 2.4 describe types of visiting conditions and restrictions that may apply

to different properties 2.5 give examples of typical questions asked about properties 2.6 state how questions about properties should be addressed 2.7 state what actions should be taken when interest is expressed in a

property

3. be able to prepare to conduct accompanied viewings

3.1 confirm the property is still available 3.2 confirm arrangements for the viewing with all relevant parties 3.3 obtain current marketing materials for the property to be viewed 3.4 identify all relevant:

a) specifications for the property b) details of fixture and fittings available

3.5 identify the types and locations of local services and amenities 3.6 ensure that individuals have accurate and clear directions for the

property to be viewed 3.7 check that access to the property is available at the time of the

proposed viewing 3.8 take action to address any problems with the viewing

4. be able to conduct viewings of properties

4.1 attend appointments at the agreed time and place 4.2 confirm with the prospective buyer/tenant:

a) own identity b) identity of the prospective buyer/tenant c) objectives for the viewing d) proposed itinerary e) their expectations

4.3 promote the key selling points of the property 4.4 provide accurate information about local services and amenities 4.5 check that individuals have understood information and answer

questions asked if any



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4.6 record significant comments regarding properties of interest in line with organisational procedures

4.7 identify properties of interest and agree actions to progress interest 4.8 carry out viewings in accordance with any conditions and

restrictions 4.9 take steps to maintain health, safety and security for all parties 4.10 ensure that the property is secure on departure 4.11 maintain clear and accurate records of viewings and their outcomes 4.12 ensure that relevant colleagues are kept informed of viewings and

their outcomes 4.13 comply with all relevant legislation, guidelines and codes of practice

relevant to conducting accompanied viewings


Demonstrate that they know and follow their agency’s procedures for carrying out accompanied viewings of property

Demonstrate their ability to prepare effectively for accompanied viewings and ensure that viewings are carried out in a safe and secure environment




Witness testimonies confirming that learners have prepared for and carried out viewing appointments, including initial health and safety checks prior to admitting viewers, and adhering to agency procedures and other guidelines to ensure their safety: e.g. Suzie Lamplugh Trust


Records of viewing appointments organised by learners

Correspondence, including letters or emails confirming conversations or arrangements made by learners for viewing appointments

Records of learners obtaining feedback from viewers and how customer records have been up-dated to reflect comments on properties

Evidence of ensuring that appropriate action is taken to address issues by feedback




Observation by assessors describing how learners prepared for and conducted accompanied viewing appointments, including initial health and safety checks prior to admitting viewers, and adhering to agency procedures and other guidelines to ensure their safety: e.g. Suzie Lamplugh Trust, and ensuring properties are secured on departure





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Title Unit 37 Hand over new properties to buyers

Level 3

Credit Value 3

Unit purpose and aims This unit is about inspecting new properties during their development to ensure that specifications agreed with your customer are being fulfilled, and then completing the hand-over to the customer when the property is available. The specifications can cover the structure of the property, finishes, fixtures and fittings, furnishings and any appliances available.



1. understand organisational procedures for the hand-over of new properties to buyers

1.1 explain the organisational procedures for inspecting and handing over new properties to buyers

1.2 explain why it is important to obtain approvals and documented agreements from prospective buyers

1.3 explain the organisational procedures for recording inspections and the hand-over of new properties

1.4 explain the limits of own limits of responsibility and authority for the hand-over of new properties

1.5 explain the organisational procedures for reporting issues that are outside of own responsibility and authority when handing over new properties

2. understand how to complete the hand-over of new properties to buyers

2.1 explain why it is important to inspect new properties as they are being constructed and fitted out

2.2 explain why it is important to ensure that the new property is clean and tidy

2.3 explain the documentation and instruction manuals that need to be obtained prior to hand-over to the prospective buyer

2.4 give examples of the types of fittings and appliances which require explanation as to how they work

2.5 analyse the main types of queries or problems that can arise when moving into a new property

2.6 describe the contact procedures available to prospective buyers for dealing with queries or problems

3. be able to inspect new property prior to its hand-over to buyers

3.1 identify the approved specifications for the new property as agreed with the prospective buyer

3.2 inspect the progress of new properties at appropriate intervals to monitor that specifications are being met

3.3 check that all fittings and appliances are in working order 3.4 address any problems with fittings and appliances promptly 3.5 identify any variances from agreed specifications 3.6 take action to address variances in the specification 3.7 address any problems with cleanliness or redundant materials 3.8 obtain all documents and instruction manuals relating to properties

in preparation for hand-over to buyers 3.9 maintain accurate and completed records of inspections 3.10 ensure that access to the new property is safe



4. be able to complete the hand-over of a new property

4.1 follow the procedures for handing over new properties to buyers 4.2 identify any aspects of the specification which differ from what was

agreed with the buyer 4.3 explain to the buyer the reasons for any differences to the

specification 4.4 address any discrepancies to the specification 4.5 obtain confirmation from buyers that specifications are accepted

where possible 4.6 explain to the buyer how fittings and appliances work 4.7 provide buyers with all documentation and keys to the property 4.8 provide buyers with details for contacting relevant people in the

event of any subsequent queries or problems 4.9 check that buyers have understood the information provided and

encourage questions 4.10 maintain accurate records regarding the hand-over in line with

organisational procedures 4.11 comply with all relevant legislation, guidelines and codes of practice

relating to the hand-over of new properties


Demonstrate that they know and follow their agency’s procedures for handing over new properties

Demonstrate an appropriate knowledge of property build specifications, appliances included in sales, and typical variances or other problems that can occur during construction



Exemptions Learners who have achieved Parts 1 and 2 of a Technical Award in the Sale of Residential Property are not required to answer the bank of questions for this unit. In order to claim this exemption, learners must provide a copy of the relevant certificate(s) within their portfolio.




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Examples of evidence The following is a list of the types of evidence that could be presented for this unit. This is not exhaustive and learners can determine what will be the most appropriate evidence, in consultation with their assessor.

Witness testimonies confirming that learners have monitored completion of build programmes and checked the correct installation of appliances and demonstrated their use to buyers


Records showing checks made on properties completed and appliances installed, problems reported and how they were overcome.

Correspondence by letter or email to buyers and other appropriate persons confirming completion of construction and installation of appliances, and how problems have been corrected

Observation by assessors describing how learners monitored completion of build programmes, checked the correct installation of appliances and demonstrated their use to buyers





Title Unit 40 Develop yourself in the job role

Level 2

Credit Value 2

Unit purpose and aims This unit is about developing yourself in your job by identifying areas for further development and setting yourself targets for achieving this.



1 know how to develop him/herself in the job

1.1 identify activities that could help with self development 1.2 describe how to set targets for personal development 1.3 state the importance of setting achievable personal development targets 1.4 identify the types of support available to achieve targets 1.5 describe the procedures for accessing support 1.6 state the importance of reviewing and updating progress against targets 1.7 describe the procedures for reviewing and updating progress 1.8 list the benefits of discussing progress with others

2 be able to develop him/her self in the job

2.1 identify and agree areas where they could develop further 2.2 agree achievable targets for personal development 2.3 agree the time and support required to achieve targets 2.4 demonstrate new skills in the workplace 2.5 request and use feedback on own performance from others



Exemptions There are no exemptions for this unit. Examples of evidence The following is a list of the types of evidence that could be presented for this unit. This is not exhaustive and learners can determine what will be the most appropriate evidence, in consultation with their assessor.

Witness testimonies confirming that learners have undertaken appropriate development activities

Personal statements by learners supported by product evidence

Observation by assessors





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Title Unit 41 Employment Rights and Responsibilities in the Facilities

Management, Housing and Property Sectors

Level 2

Credit Value 2

Unit purpose and aims Successful assessment of the unit proves that the candidate has achieved the national occupational standard to understand employment rights and responsibilities



1 know employer and

employee rights,

responsibilities and own

organisational procedures

1.1 State employer and employee rights and responsibilities under employment law, the Equality Act, health and safety and other relevant legislation

1.2 State importance of having employment rights and responsibilities

1.3 Describe organisational procedures for health and safety, including documentation

1.4 Describe organisational procedures for equality and diversity, including documentation

1.5 Identify sources of information and advice on employment rights and responsibilities.

2 know factors that affect own

organisation and occupation 2.1 Describe the role played by own occupation within organisation and

industry

2.2 Describe career pathways available to them

2.3 State types of representative body related to the industry, their main roles and responsibilities and their relevance to the industry

2.4 Identify sources of information and advice on own industry, occupation, training and career

2.5 Describe principles, policies and codes of practice used by own organisation and industry

2.6 Describe issues of public concern that affect own organisation and industry

Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre.



Evidence requirements Learners must:



Witness testimonies confirming that learners have demonstrated the appropriate knowledge and skills







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Title Unit 42 Deal with customers across a language divide

Level 2

Credit Value 8

Unit purpose and aims

Customer service is frequently delivered across a language divide. Customer service centres may be located in one country but deal mainly with another. In a multi-cultural society many customers may have a different first language from those delivering customer service to them. This language divide can present a real challenge to those who deliver customer service. This unit is about preparing to deliver customer service across a language divide and seeing through that delivery. The unit covers the steps that are needed to deal with customers with different language preferences without having full access to the learner’s customer’s first language. The learner should choose this unit if they frequently deal across a language divide. The learner should not choose this unit if they come across customers who do not share their first language only occasionally.



1. prepare to deal with customers with a different first language

1.1 identify the language or languages other than their own that they are most likely to come across when dealing with customers

1.2 learn a greeting, an expression of thanks and a farewell phrase in the language they expect to encounter

1.3 identify a source of assistance with a language they expect to encounter when delivering customer service

1.4 agree with colleagues informal signing options that may be used for key aspects of their services or products when dealing with somebody with a different first language

1.5 log useful words and phrases to support their dealings with a customer with a different first language

1.6 learn an appropriate phrase to explain to a customer in their first language that they do not speak that language fluently

2. deal with customers who speak a different first language from their own

2.1 identify their customer’s first language and indicate to the customer that they are aware of this

2.2 establish the expectations of the customer regarding whether they expect to deal in the learner’s first language or theirs

2.3 speak clearly and slowly if using a language which is not the first language for either them or their customer

2.4 maintain a consistent tone and volume when dealing with somebody across a language divide

2.5 listen closely to their customer to identify any words they may be using in a way that differs from the way the learner would generally use the same words

2.6 check their understanding of specific words with their customer using questions for clarification

2.7 seek appropriate assistance from colleagues if they are unable to complete a customer transaction because of language barriers

2.8 reword a question or explanation if their customer clearly does not understand their original wording

2.9 use a few words of their customer’s first language to create a rapport



3. know how to deal with customers across a language divide

3.1 list the languages that they are most likely to encounter among groups of their customers

3.2 state how to greet, thank and say farewell to customers in their first languages

3.3 explain the importance of dealing with customers in their first language if possible

3.4 describe how to explain to a customer that they cannot hold an extended conversation in their first language

3.5 explain the importance of tone, pace and volume when dealing with customers across a language divide

3.6 identify possible sources of assistance to use when a language barrier demands additional language skills











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Title Unit 43 Deal with incoming telephone calls from customers

Level 2

Credit Value 5

Unit purpose and aims Many organisations rely on dealing with incoming telephone calls as a key part of their customer service procedures. Customer expectations are high when calling organisations because they have had an opportunity to prepare for their call. In addition, a proportion of calls start with customers in a negative frame of mind because the caller sees making a call as a way of dealing with a customer service problem. This unit is about being prepared to deal effectively with calls and using effective communication to satisfy customers with the outcome of each call.



1. use communication systems effectively

1.1 operate telecommunication equipment efficiently and effectively

1.2 speak clearly and slowly and adapt their speech to meet the individual needs of their customer

1.3 listen carefully when collecting information from their customer

1.4 select the information they need to record and store following their organisation’s guidelines

1.5 update their customer records during or after the call to reflect the key points of the conversation

2. establish rapport with customers who are calling

2.1 greet their customer following their organisation’s guidelines

2.2 listen closely to their customer to identify their precise reason for calling and what outcome they are seeking from the call

2.3 confirm the identity of their customer following organisational guidelines

2.4 use effective and assertive questions to clarify their customer’s requests

3. deal effectively with customer questions and requests

3.1 identify all the options they have for responding to their customer and weigh up the benefits and drawbacks of each

3.2 choose the option that is most likely to lead to customer satisfaction within the service offer

3.3 give clear and concise information to customers in response to questions or requests

3.4 use questions and answers to control the length of the conversation

3.5 keep their customer regularly informed about their actions when accessing information to provide responses or if they are going to be on hold for a period of time

3.6 put their customer on hold and ensure they cannot be heard if they are discussing action with others or calling a colleague

3.7 summarise the outcome of the call and any actions that they or their customer will take as a result

3.8 check before the call is finished that their customer is content that all their questions or requests have been dealt with

3.9 complete any follow up actions agreed during the call

3.10 take a clear message for a colleague if they are unable to deal with some aspect of their customer’s questions or requests

3.11 ensure that promises to call back are kept



4. know how to deal with incoming telephone calls from customers

4.1 describe their organisation’s guidelines and procedures for the use of telecommunication equipment

4.2 explain how to operate the organisation’s telecommunication equipment

4.3 explain the importance of speaking clearly and slowly when dealing with customers by telephone

4.4 describe the effects of smiling and other facial expressions that can be detected by somebody listening to them on the telephone

4.5 explain the importance of adapting their speech to meet the needs of customers who may find their language or accent difficult to understand

4.6 identify what information is important to note during or after telephone conversations with customers

4.7 describe their organisation’s guidelines and procedures for what should be said during telephone conversations with customers

4.8 explain the importance of keeping their customer informed if they are on hold during a call

4.9 explain the importance of not talking across an open line

4.10 list details that should be included if taking a message for a colleague

4.11 describe their organisation’s guidelines and procedures for taking action to follow up calls made to customers

4.12 describe their organisation’s guidelines for handling abusive calls











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Title Unit 44 Make telephone calls to customers

Level 2

Credit Value 6

Unit purpose and aims Many customer service jobs involve contacting customers by telephone. Making an effective telephone call involves some very specific actions and should not be seen as a casual activity. By making a call to a customer the learner will have the opportunity to prepare and is therefore more likely to be able to lead the conversation in the direction they want it to go. This unit is about planning and making calls to customers in a way that contributes positively to the organisation’s customer service.



1. plan their calls effectively 1.1 use all appropriate customer information to plan their call

1.2 anticipate their customer’s expectations and assemble all the

information they might need before their conversation with the customer

1.3 identify the objective of their call and the way in which they expect the call to end

1.4 plan the opening part of their conversation with their customer and anticipate possible responses

2. use communication systems effectively

2.1 operate telecommunication equipment efficiently and effectively

2.2 speak clearly and slowly and adapt their speech to meet the individual needs of their customer

2.3 listen carefully when collecting information from their customer

2.4 select the information they need to record and store following their organisation’s guidelines

2.5 update their customer records during or after the call to reflect the key points of the conversation

3. make focussed calls to their customer

3.1 open the conversation positively and establish a rapport with their customer

3.2 confirm the identity of their customer following organisational guidelines

3.3 ensure that their customer is aware of the purpose of their call as early as possible

3.4 respond positively to queries and objections from their customer

3.5 summarise the outcome of the call and any actions that they or their customer will take as a result

3.6 complete any follow up actions agreed during the call



4. know how to make telephone calls to customers

4.1 describe the relevant parts of legislation, external regulations and their organisation’s procedures relating to the use of customer information to plan calls

4.2 describe their organisation’s guidelines and procedures for the use of telecommunication technology

4.3 explain how to operate their organisation’s telecommunication

technology

4.4 explain the importance of speaking clearly and slowly when dealing with customers by telephone

4.5 describe the effects of smiling and other facial expressions that can be detected by somebody listening to them on the telephone

4.6 explain the importance of adapting their speech to meet the needs of customers who may find their language or accent difficult to understand

4.7 identify what information it is important to note during or after telephone conversations with customers

4.8 describe their organisation’s guidelines and procedures for what should be said during telephone conversations with customers

4.9 describe their organisation’s guidelines and procedures for taking

action to follow up calls made to customers











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Title Unit 45 Use questioning techniques when delivering customer

service

Level 2

Credit Value 4


This unit is about how the learner uses questioning both in planned sequences and in spontaneous conversation to paint a picture of what their customer wants and how the learner’s organisation can deliver it. This unit is for a learner who comes into contact with their customer face to face, by voice technology or on-line with immediate interaction. This unit is probably not for a learner who deals with customers remotely when it takes time to exchange questions and responses.



1. establish rapport and identify customer concerns

1.1 greet their customer sincerely and invite a full and open response

1.2 use planned or spontaneous lines to indicate to their customer that they empathise with their initial enquiry

1.3 invite more detailed explanation from their customer

1.4 listen closely to their customer’s responses to strengthen their understanding of customer concerns

1.5 use both open and closed questions to make appropriate connection with their customer and open the door to more detailed investigation

1.6 identify and note their customer’s feelings and mood in relation to the information they are seeking

2. seek detailed information from customers using questioning techniques

2.1 follow a planned trail of questions to explore in detail customer

concerns they have already identified

2.2 hold a spontaneous conversation with their customer to explore in

detail customer concerns they have already identified

2.3 explain to their customer why they need the information they are

asking for

2.4 use probing and searching questions that draw on comments or

words used by their customer

2.5 thank their customer for the information in a way that encourages

further open responses

2.6 use pre-planned routing and trigger questions that lead their customer to respond in new areas

2.7 follow organisational procedures to record customer responses to

inform future actions



3. understand how to use questioning techniques when delivering customer service

3.1 explain why establishing rapport makes it easier to draw information from customers

3.2 describe ways to greet customers that immediately build rapport

3.3 explain reasons for using planned question patterns to draw out particular information

3.4 explain reasons for using spontaneous conversation to draw out particular information

3.5 explain the importance of active listening when seeking detailed information from customers

3.6 identify the differences between and uses of closed and open questions

3.7 describe the importance of explaining to customers why information is needed

3.8 explain why particular trigger questions are effective in gaining specific information











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Title Unit 46 Deal with customers using bespoke software

Level 2

Credit Value 5


Customer service is often delivered using bespoke software when dealing with customers face-to-face, by telephone or on-line. For the process to be effective, the learner must be able to navigate the system quickly and directly following recommended routes and using all the functionality of the system. Customers are unaware of the details of the system they are using and they must be kept informed of the different steps the learner is taking. The use of the system must also ensure that the learner keeps appropriate records of the transaction so that it can proceed successfully through the next stages. Most of all, customer satisfaction must drive the interaction and it should not appear to be dominated by the demands of the software. This unit is for a learner who is responsible for delivering service to customers at the same time as operating bespoke service software.



1. prepare to deliver customer

service using bespoke software

1.1 sign on and open access to appropriate functions in the IT system 1.2 navigate the architecture and geography of the customer service site

to ensure they can access all appropriate areas

1.3 explore screen or menu routes that are most appropriate for the customer service they are seeking to deliver

1.4 ensure that they are familiar with the software manual, help screens or help lines to know where to locate technical support when needed

1.5 prepare their work area to deliver customer service using bespoke software

2. deliver customer service using bespoke software

2.1 identify their customer or the services or products they wish to access

2.2 follow organisational procedures to step through the system in a way that responds to their customer’s needs

2.3 use search or other specialist functions within the software to respond to customer requests

2.4 enter new records using the bespoke software system

2.5 amend customer service records in the bespoke software system

2.6 communicate with their customers in terms they can understand relating to the software system

2.7 follow organisational procedures to lead the conversation in a way that makes it easy to follow the paths and sequences of the bespoke software

2.8 interpret error messages and act on them to support their customer service

2.9 refer their customer to a colleague following organisational procedures if they are unable to complete the transaction



3. understand how to deal with customers using bespoke software

3.1 describe access and sign-on routines for the bespoke software system

3.2 describe the architecture and geography of the bespoke software system

3.3 identify different screen or menu routes that can be followed to meet customer requirements

3.4 identify sources of support and help for the bespoke software including manuals, help screens and help lines

3.5 explain the importance of preparing a work area before delivering customer service

3.6 explain search or other enquiry facilities within the bespoke software system

3.7 state the importance of avoiding jargon and system terminology when communicating with customers

3.8 describe ways to respond to error messages when using a bespoke software system

3.9 identify referral points and sources of information when they are

unable to meet customer needs using the bespoke software system











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PART 5 Appendices Appendix 1 Property qualifications suite

Unit 1- L2 – 3 - 25

H&S in the workplace

Unit 2 – L3 – 1 - 2

Professional conduct

Unit 3 - L2 – 3 - 12

Residential letting legislation

Unit 4 L3 – 6 - 24

Residential letting contractual

Unit 5 - L2 – 3 - 12

Residential sales legislation

Unit 6 - L3 – 6 - 24


Unit 7 - L2 – 2 - 6

Security in property envi’ment

Unit 8 - L2 – 2 10

Customer enquiries

Unit 9 - L2 – 2 - 6

Display marketing materials

Unit 10 - L2 – 3 - 10

Organise market appraisals

Unit 11 - L3 – 5 - 10

Monitor change/assess impact

Unit 12 - L3 – 5 - 15

Undertake market appraisals

Unit 16 – L3 – 3 - 10

Match & promote properties

Unit 18 L3 – 3 - 10

Conduct accompanied viewing

Unit 14 - L2 – 2 - 10

Prepare marketing of lettings

Unit 19 - L3 – 3 - 10

Progress rental applications

Unit 20 - L3 – 4 - 15

Negotiate tenancies

Unit 21 - L3 – 3 - 10

Prepare letting inventories

Unit 22 L3 – 2 - 10

Letting handover procedures

Unit 23 - L3 – 3 - 10

Visit tenanted properties

Unit 24 - L3 – 3 - 10

Facilitate maintenance

Unit 25 - L3 – 3 - 15

Renew/extend agreements

Unit 26 - L3 – 3 - 15

End tenancy agreements

Unit 27 - L3 – 4 - 15

Check-out procedures

Unit 28 - L3 – 4 - 10

Review marketing activities

Unit 29 - L3 – 3 - 10

Conduct accompanied visits

Unit 30 - L3 – 4 - 10

Visit development sites

Unit 31 - L3 – 5 – 15

Negotiate prop’y sales E,W,NI

Unit 32 - L3 – 3 - 10

Qualify prospective buyers

Unit 33 - L3 – 4 - 10

Progress sales

Unit 34 - L3 – 5 - 10

Negotiate sales in Scotland

Unit 35 - L3 – 4 - 10

Progress part-exchange

Unit 36 - L3 – 4 - 10

Agree specs with new buyers

Unit 37 - L3 – 3 - 10

Hand over new properties

Unit 38 - L3 – 4 - 10

Provide after-sales support

Unit 39 - L3 – 4 15

Promotional marketing material

Available Units

Level 2

Certificate in Property

Sale of

Residential Property


Letting & Management

Level 3

Diploma in Property

Sale of



Letting & Management

Either: Unit 31

Or: Unit 34

Unit 13 - L3 – 5 - 15

Obtain instructions

Appendix 2: Property Suite Unit Listings

Unit 15 – L2 – 3 - 15

Residential marketing materials

Unit 17 - L2 – 2 - 10

Organise/progress viewings

Unit 1- L2 – 3 - 25


Unit 1- L2 – 3 - 25


Unit 1- L2 – 3 - 25


Unit 1- L2 – 3 - 25


Unit 2 – L3 – 1 - 2


Unit 2 – L3 – 1 - 2


Unit 2 – L3 – 1 - 2


Unit 2 – L3 – 1 - 2


Unit 3 - L2 – 3 - 12

Residential letting legislation

Unit 4 L3 – 6 - 24

Residential letting contractual

Unit 6 - L3 – 6 - 24


Unit 7 - L2 – 2 - 6

Security in prop environment

Unit 7 - L2 – 2 - 6


Unit 7 - L2 – 2 - 6


Unit 7 - L2 – 2 - 6


Unit 8 - L2 – 2 10

Customer enquiries

Unit 8 - L2 – 2 10

Customer enquiries

Unit 9 - L2 – 2 - 6


Unit 9 - L2 – 2 - 6


Unit 10 - L2 – 3 - 10


Unit 10 - L2 – 3 - 10


Unit 14 - L2 – 2 - 10


Option A Unit 11 - L3 – 5 - 10


Unit 11 - L3 – 5 - 10


Unit 12 - L3 – 5 - 15




Unit 13 - L3 – 5 - 15

Obtain instructions

Unit 13 - L3 – 5 - 15

Obtain instructions

Option B Unit 14 - L2 – 2 - 10


Unit 15 – L2 – 3 - 15

Residential marketing materials

Unit 16 – L3 – 3 - 10


Unit 16 – L3 – 3 - 10


Option B Unit 16 – L3 – 3 - 10


Unit 17 - L2 – 2 - 10


Either Unit 17 - L2 – 2 - 10


Unit 18 L3 – 3 - 10


Or Unit 18 L3 – 3 - 10


Unit 18 L3 – 3 - 10


Option B Unit 18 L3 – 3 - 10


Unit 19 - L3 – 3 - 10


Unit 19 - L3 – 3 - 10


Unit 20 - L3 – 4 - 15

Negotiate tenancies


Prepare letting inventories

Option B Unit 22 L3 – 2 - 10

Letting handover procedures


Visit tenanted properties


Facilitate maintenance


Renew/extend agreements


End tenancy agreements


Check-out procedures

Unit 28 - L3 – 4 - 10

Review marketing activities

Unit 29 - L3 – 3 - 10

Conduct accompanied visits

Unit 30 - L3 – 4 - 10

Visit development sites

Unit 31 - L3 – 5 – 15

Negotiate prop’y sales E,W,NI

Unit 32 - L3 – 3 - 10

Qualify prospective buyers

Unit 33 - L3 – 4 - 10

Progress sales

Unit 34 - L3 – 5 - 10

Negotiate sales in Scotland

Unit 35 - L3 – 4 - 10

Progress part-exchange

Unit 36 - L3 – 4 - 10

Agree specs with new buyers

Unit 37 - L3 – 3 - 10


Unit 37 - L3 – 3 - 10


Unit 38 - L3 – 4 - 10

Provide after-sales support

Unit 39 - L3 – 4 15

Promotional marketing material

Key: Mandatory Sale of Residential Property Unit

Optional Sale of Residential Property Unit

Mandatory Residential Property Letting & Management Unit

Optional Residential Property Letting & Management Unit

Unit 5 - L2 – 3 - 12




Appendix 2 Additional information about the Units

Reduce risks to health and safety in the workplace

Level: 2

Credit Value: 3

Unit expiry date 30/06/2014

Relationship between the unit and relevant NOS

(if appropriate)

N/A

Relationship between the unit and other

standards or curricula (if appropriate)

N/A

Assessment requirements specified by a sector

or regulatory body (if appropriate)

Please refer to Asset Skills Assessment Principles at

www.assetskills.org

Endorsement of the unit by a sector or other

appropriate body (if required)

N/A

Name of the organisation submitting the unit Asset Skills

Availability for use Shared

Guided Learning Hours 25

Understanding professional conduct in a property environment

Level: 2

Credit value: 1


Relationship between the unit and relevant NOS (if appropriate)

Partial coverage of Asset Skills units RL3, RL5, RL7, RL8, RL10, RL11, RL12, RL13, RL14, RL16, RL17, RL18, RL19, RL20, RL21,

Relationship between the unit and other standards or curricula (if appropriate)

N/A

Assessment requirements specified by a sector or regulatory body (if appropriate)

Please refer to Asset Skills Assessment Principles at www.assetskills.org

Endorsement of the unit by a sector or other appropriate body (if required)

N/A



Equality & Diversity (Asset Skills use only) Asset Skills has considered equality and diversity factors in a reasonable, practical and proportionate manner and that no barriers have been identified for learners to complete this unit.

Asset Skills Reference Number QProp1

QCF Reference Number T/601/2949


Know the legislation, guidelines, codes of practice and statutory information in residential sales

Level: 2

Credit value: 3



Partial coverage of Asset Skills units SoRP3, SoRP4, SoRP5, SoRP12 SoRP15 and SoRP22.

http://www.assetskills.org/




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N/A




N/A





QCF Reference Number M/601/2965


Maintain the security of individuals and property in a property environment

Level: 2

Credit value: 2



Direct relationship with Asset Skills units RL2 and SoRP2


N/A




N/A





QCF Reference Number J/601/2972






Progress customer enquiries associated with property services

Level: 2

Credit value: 2



Direct relationship with Asset Skills unit RL3 and SoRP4


N/A




N/A





QCF Reference Number R/601/2988


Maintain displays of marketing materials for properties

Level: 2

Credit value: 2





N/A




N/A





QCF Reference Number R/601/2991






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Organise market appraisals of properties

Level: 2

Credit value: 3





N/A




N/A





QCF Reference Number F/601/3053


Organise and progress viewings of properties

Level: 2

Credit value: 2



Direct relationship with Asset Skills RL11 and SoRP12.


N/A




N/A





QCF Reference Number D/601/3111






Conduct accompanied viewings of properties

Level: 2

Credit value: 3



Direct relationship with Asset Skills RL12 and SoRP15


N/A




N/A



Equality & Diversity (Asset Skills use only) Asset Skills has considered equality and diversity factors in a reasonable, practical and proportionate manner and that no barriers have been identified for learners to complete this unit. However there may be some restriction depending upon the level of disability of the candidate and types of properties.




Hand-over new properties to buyers

Level: 3

Credit value: 3



Direct relationship with Asset Skills unit SoRP22


N/A




N/A



Equality & Diversity (Asset Skills use only) Asset Skills has considered equality and diversity factors in a reasonable, practical and proportionate manner and that no barriers have been identified for learners to complete this unit. However there may be some restriction depending upon the level of disability of the candidate and types of properties.

Asset Skills Reference Number QSoRP22







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Develop yourself in the job role

Additional information about this unit

Level: 2

Credit value: 2


QCF unit developed from NOS C2 03 and C2 04




Support for the unit from a SSC or other appropriate body [if required]

Supported by Asset Skills

Location of the unit within the subject/sector classification system


Availability for use shared

Employment Rights and Responsibilities in the Facilities Management, Housing and Property Sectors.


Level: 2

Credit value: 2







Retail and Commercial Enterprises.

Name of the organisation submitting the unit

Availability for use





Deal with customers across a language divide


Level: 2

Credit value: 8



This Unit directly relates to the Customer Service NOS


Specified in the Customer Service Assessment Strategy 2010


Institute of Customer Service


15. Business Administration and Law

Name of the organisation submitting the unit City and Guilds


Deal with incoming telephone calls from customers


Level: 2

Credit value: 5


This Unit directly relates to Unit A11 of the Customer Service NOS 2010


N/A











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Use questioning techniques when delivering customer service


Level: 2

Credit value: 4


This Unit directly relates to Unit B6 of the Customer Service NOS 2010


N/A









Deal with customers using bespoke software


Level: 2

Credit value: 5


This Unit directly relates to Unit B7 of the Customer Service NOS 2010


N/A











Appendix 3 Knowledge and Understanding The following list of is an indicative syllabus which learners must cover over the course of completing the Certificate in order to successfully achieve it. It is not exhaustive and centres may wish to add to it. Current legislation, codes of practice and guidance Estate Agency specific legislation The Estate Agents Act 1979 The Estate Agents Act 1979 (Commencement No. 1) Order 1981 SI 1981 No. 1517 The Estate Agents (Specified Offences) (No. 2) Order 1991 SI 1991 No. 1091 The Estate Agents (Specified Offences) (No. 2) (Amendment) Order 1992 SI 1992 No. 2833 The Estate Agents (Appeals) Regulations 1981 SI 1981 No. 1518 The Estate Agents (Entry and Inspection) Regulations 1981 SI 1981 No. 1519 The Estate Agents (Accounts) Regulations 1981 SI 1981 No. 1520 The Estate Agents (Fees) Regulations 1982 SI 1982 No. 637 The Estate Agents (Provision of Information) Regulations 1991 SI 1991 No. 859 The Estate Agents (Undesirable Practices) (No. 2) Order 1991 SI 1991 No. 1302 The Property Misdescriptions Act 1991 The Property Misdescriptions (Specified Matters) Order 1992 SI 1992 No. 2834 The Consumers, Estate Agents and Redress Act 2007 The Estate Agents (Redress Scheme) Order 2008 no. 1712 The Estate Agents (Redress Scheme) (Penalty Charge) Regulations no. 1713 Health & Safety legislation Health & Safety At Work Act 1974 Manual Handling Regulations 1992 Display Screen Equipment Regulations 1992 Other relevant legislation Law of Property Act 1925 Occupiers Liability Act 1957 Limitation Act 1980 Housing Act 2004 Town & Country Planning Act 1990 Town & Country Planning (Control of Advertisements)(England) Regulations 2007 Consumer Protection Act 1987 Sale of Goods

Sale of Goods Act 1979 Supply of Goods and Services Act 1982 Sale and Supply of Goods Act 1994 The Sale and Supply of Goods to Consumers Regulations 2002

Data Protection Act 1984 Financial Services Act 1986 Consumer Protection from Unfair Trading regulations 2008 (replacing Trade Descriptions Act 1968) Cancellation of Contracts made in a Consumer’s Home or Place of Work etc regulations 2008 Malicious Communications Act 1988



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Discrimination as covered by the Equality Act 2010 – replacing or amending substantially the following:

Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Employment Equality (Religion or Belief) Regulations 2003 Employment Equality (Sexual Orientation) Regulations 2003 Employment Equality (Age) Regulations 2006 Equality Act 2006 Equality Act (Sexual Orientation) Regulations 2007

Money Laundering as covered by:

Terrorism Act 2000 Anti-Terrorist Crime & Security Act 2001 Proceeds of Crime Act 2002 Serious Organised Crime and Police Act 2005 Money Laundering Regulations 2003 & 2007 Counter Terrorism Act 2008

Guides and Codes of Practice Code of Practice for Residential Sales 2005 (OFT) The Estate Agency Guide (OFT) The Property Ombudsman Code of Practice for Residential Estate Agents NAEA Rules of Conduct The Blue Book: Residential estate agency standards (August 2009) Lone Working - Guidance for the Estate Agency Profession (NAEA) Surveying Safely (RICS) Working with VDUs (HSE) Electrical safety and You (HSE) Health & Safety Law: What you need to know (HSE) Suzie Lamplugh Trust website for various guides (www.suzielamplugh.org)

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