Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

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1 About the qualification

This document contains the information that centres need to offer the following qualifications:
Qualification title and level

City & Guilds

qualification

number

ofQual

accreditation

number(s)

Last

registration

date

Last

certification

date

Level 3 Certificate in Retail
(Visual Merchandising)

7536-33 500/2937/X

31/12/2010

31/12/2013

Level 3 Diploma in Retail
(Visual Merchandising)

7536-36 500/2937/X

31/12/2013

It includes details and guidance on:
• List of available units

• Rules of Combination

• Assessment

• Entry requirements

• Progression opportunities

The following documents contain essential information on City & Guilds qualifications and should be

referred to in conjunction with this handbook. These documents are available on line from

www.cityandguilds.com

Publication Content

This provides detailed information about the processes which

must be followed and requirements which must be met for a

centre to achieve ‘approved centre’ status, or to offer a

particular qualification.

Providing City & Guilds

qualifications – a guide to centre

and qualification approval

This has updates on City & Guilds assessment and policy issues

Ensuring quality

This contains additional information on Providing City & Guilds

qualifications, in a CD-ROM, which links to the internet for

access to the latest documents, reference materials and

templates. The Centre Toolkit is sent to centres when they

receive approved centre status.

Centre toolkit

This contains details of the qualification structure, registration

and certification procedures and fees.

Walled Garden

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Contacting City & Guilds by e-mail

The following e-mail addresses give direct access to our Customer Relations team.

e-mail Query

types

learnersupport@cityandguilds.com

all learner enquiries, including

•  requesting a replacement certificate
•  information about our qualification
•  finding a centre

centresupport@cityandguilds.com

all centre enquiries

walledgarden@cityandguilds.com

all enquiries relating to the Walled Garden,

including

• setting up an account
• resetting passwords

1.1 Qualification structure

What is the Qualifications and Credit Framework?

The Qualification and Credit Framework (QCF) is a new way of recognising achievement through the

award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications,

and enable qualifications to be achieved in smaller steps.

Units within the framework will have a level (ranging from Entry level to level 8) to indicate the level

of difficulty. They will also have a credit value to indicate the size of the unit.

The QCF will:
• allow providers to design more flexible programmes, suited to the needs of a wider range of

candidates

• describe achievements (credits) to employers, providers and candidates in a way that is easy to

understand

• allow candidates to accumulate credit, by recognising smaller steps of learning at their own

pace

• allow candidates to transfer credits into an electronic Learner Achievement Record, which they

will keep for life

QCF units

Each unit has a credit value based on the total number of hours learning required to achieve it

(notional learning). Each 10 hours of learning equals 1 credit e.g. if a unit takes 50 hours of learning

then it will receive a credit value of 5. The units vary in credit value.
In addition all units have a level which may be different from the qualification in which they can be

used.

Are the Retail QCF units different to the NVQ units?

The NVQ units for Retail match exactly the National Occupational Standards (NOS) units. They were

written to meet the requirements of the National Qualifications Framework.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

The QCF has a slightly different layout of the criteria for the units and also incorporates the level and

credit value. The NVQ units have therefore been reformatted, to meet the new QCF unit criteria.

Although the units are presented in a revised format, the assessment criteria used in both the NVQ

and QCF units are identical.

QCF terminology

Whilst the evidence outcomes required from QCF and NVQ units are the same the QCF units use

different terminology to the NVQ units.
The assessment criteria for NVQ units are listed under the ‘What you must do’ and ‘What you must

know’ whereas for the QCF units they are all listed under ‘The learner can’.

Qualifications

These are available as Award, Certificate and Diploma at levels 1 & 2 and Certificate and Diploma at

level 3. To complete a qualification the minimum credit value must be achieved and each type at

each level requires more credit to be achieved. The number of units to achieve this is not fixed as it

is the total credit value that is required. Rules of combination apply to each qualification.
Candidates can accumulate credit which will allow them to claim Award, Certificate or Diploma

certification as the qualification credit values are achieved.
The rules of combination for certification are therefore much more flexible and less prescriptive

than for NVQs.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

The units in the Level 3 (Visual Merchandising) qualification are:

Level 2

225

Follow guidelines for planning and preparing visual

merchandising displays

(C.18) 7

226

Follow guidelines for dressing visual merchandising

displays

(C.19) 8

227

Order graphic materials for visual merchandising

(C.20)

228

Dismantle and store visual merchandising displays

(C.21)

229

Make props for visual merchandising

(C.22)

230

Put visual merchandising displays together

(C.23)

Level 3

City & Guilds

unit number

Title

QCF unit

number

Credits

301

Work effectively in your retail organisation

(E.8)

306

Organise the receipt and storage of goods in a retail

environment

(B.14) 11

312

Help to manage a retail team

(E.9)

322

Choose merchandise to feature in visual

merchandising displays

(C.24) 6

323

Plan, monitor and control how graphics are used in

visual merchandising displays

(C.25) 8

324

Monitor the effect of visual merchandising displays

and layouts

(C.26) 10

325

Allocate, monitor and control visual merchandising

project resources against budgets

(C.27) 10

326

Contribute to developing and putting into practice the

company’s visual merchandising policy

(C.28) 10

327

Create plans, elevations and drawings to realize visual

merchandising ideas

(C.29) 10

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Rules of Combination

Level 3 Retail (Visual Merchandising)

Award

Certificate

Diploma

Minimum

number
of credits
required

Not available

31 credits

53 credits

Rules of

combination

n/a

Unit 301 must be taken (9

credits)

A minimum of 10 credits must

come from units 306, 312, 322-

327

A further minimum of 12 credits

can come from units 225-230,

306, 312, 322-327 with no more

than one unit from 225-230

Unit 301 must be taken (9

credits)

A minimum of 23 credits must

come from units 306, 312,

322-327

A further minimum of 21

credits can come from units

225-230, 306, 312, 322-327

with no more than one unit

from 225-230

Minimum

number of

credits

which must

come from

Level 3

n/a

19 credits

32 credits

Number of

units this

qualification

could be

achieved in

Min-3 units
Max-6 units

Min-6 units
Max-8 units

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

1.2 Opportunities for progression

On completion of this qualification candidates may progress into employment or to the following

City & Guilds qualifications:
• Level 3 Certificate in Retail (Management) (7536-31)

• Level 3 Diploma in Retail (Management) (7536-34)

• Level 3 Certificate in Retail (Sales Professional) (7536-32)

• Level 3 Diploma in Retail (Sales Professional) (7536-35)

• Level 4 Higher Professional Diploma in Retail Management (4454)

1.3 Candidate entry requirements

Candidate entry requirements

There are no formal entry requirements for candidates undertaking these qualifications. However,

centres must ensure that candidates have the potential and opportunity to successfully gain the

qualifications.

Age restrictions

There are no age limits attached to candidates undertaking the qualification

unless this is a legal

requirement of the process or the environment.

Other legal considerations

There are no formal entry requirements for candidates undertaking this qualification; however

centres must ensure that candidates have the potential and opportunity to gain evidence for the

qualification in the work place.

For funding purposes, centres are reminded that candidates should not be entered for a

qualification of the same type, content and level as that of a qualification they already hold.

1.4 Qualification support materials

City & Guilds also provides the following publications and resources specifically for this

qualification:

Description

How to access

SmartScreen www.smartscreen.co.uk

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

2 Assessment

2.1 Summary of assessment methods

For this qualification, candidates will be required to complete the following assessments:
• a portfolio of evidence for each unit

This guidance is based on and amplifies the assessment strategy developed for the N/SVQ in Retail

Skills Level 3.

External quality control

External quality control is provided by the usual City & Guilds external verification process which

includes the use of the electronically scannable report form which is designed to provide an

objective risk analysis of individual centre assessment and verification practice.

Accreditation of prior learning and experience (APEL)

Accreditation of Prior Learning (APL) and Accreditation of Prior Experience and Learning (APEL)

recognise the contribution a person’s previous experience could contribute to a qualification.

Should any opportunities for APEL be identified it is important that a complete process of

accreditation of prior experience and learning is undertaken by ensuring that:
• it covers relevant or appropriate experience for previous activities as well as accredited learning

and qualifications

• it is incorporated into the assessment planning with details of how this will take place

• mapping of prior learning to the National Occupational Standards to identify gaps is

documented and auditable

• assessment methods or processes for accreditation of prior experience and learning are

documented and made available to the external verifier

• the audit trail covers the whole process and methodology of Accreditation of Prior Experience

and Learning

• the authenticity and currency of presented evidence is established by the assessor

• where observation or expert witness testimony is a unit assessment method requirement, this

activity is undertaken after candidate registration for the qualification

In considering the appropriateness of any single piece of evidence the following should be

considered:
• Content – the degree to which the content of any previous accredited learning meets the

requirements of the National Occupational Standards against which it is being presented as

evidence.

• Performance and Knowledge – the degree to which the previous learning covered both

performance and knowledge. Some learning will only have offered and tested the latter, in

which case the Accreditation of Prior Learning can only cover this aspect. Performance will

require further assessment. Although unlikely, the reverse (performance tested but not

knowledge) could be true in which case knowledge and understanding would need further

assessment.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

• Relevance of Context – the degree to which the context of the learning gained and assessed

relates to the current context of candidates’ work roles. If the context was different, assessors

will need to satisfy themselves of candidates’ ability to transfer the learning gained into their

current setting.

• Currency – how recently the learning was gained. Candidates would need to demonstrate

current knowledge and understanding of areas such as legislation, policy and practice etc,

which may have changes since the previous learning programmes was undertaken.

• Authenticity – how the ownership of the evidence is established to ensure it was generated by

the candidate.

Simulation

Simulation is allowed in some of the units in this qualification. This information can be found with

the unit summary at the front of each unit.

The overarching principle to be applied to units identified as suitable for simulation is that it should

only be undertaken in a minority of cases where:
•

there is a high risk to the security or safety of the candidate, individuals, key people in their

lives and others

•

the opportunity to present evidence from work-based practice happens infrequently and

therefore insisting that candidates wait for such an occurrence would be unreasonable or

create blockages in the assessment system and might carry the risk of de-motivating

candidates

•

there would otherwise be a breach of confidentiality or privacy

Where centres, for purposes of supporting, or complementing an effective skills formation

programme, wish to establish an environment where simulation is a structured component of an

assessment methodology, the sector requires that:

a

Simulation must be undertaken in a Realistic Working Environment

Awarding Bodies provide guidance for centres, which requires that Realistic Working

Environments:

‘Provide an environment which replicates the key characteristics of the workplace in which the skill

to be assessed is normally employed’.

A realistic working environment (for the purpose of simulated work activities) is regarded as one

that replicates a real working environment. For example, a college shop that operates on a

commercial basis (i.e. it has a profit and loss account) is acceptable for retail environments but a

shop laid out in a classroom environment isn’t. However, a simulated activity may be used, within a

retail setting itself, for assessment purposes to allow candidates to demonstrate emergency drills,

evacuation and accident procedures as part of the Health and Safety Units in order to prevent any

barriers to achievement.

Assessment for the Level 2 Retail Skills must always be carried out in a real retail environment. The

use of simulated activities should only be allowed for the demonstration of emergency procedures

contained within the Health & Safety Units E2 (level 1/4), E6 (level 2/5), E18 (level 3/6) and taking

action to deal with or contain security risks, threats & breaches and incidents of theft within the

Security Units E1 (level 1/4), E7 (level 2/5), E11 (level 3/6). Additionally Improve SSC allow for the use

of simulation as a supplementary form of evidence for Units B17, B18 and B19 when the candidate’s

assessment environment does not allow for assessment across the full range of contexts,

equipment or products specified.

Evidence generated from simulated activities will not be acceptable for any other unit. In particular,

it must be emphasised that simulation is not permitted for any of the units originally derived by the:

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

•

Institute of Customer Service (ICS)
(Note: the use of a Realistic Working Environment including work experience and work

placement for units D1, D2 & D3 is acceptable to the ICS. All other Units must be achieved in

a real working situation (either paid or voluntary))

•

Management Standards Centre (MSC)

•

Financial Services Skills Council (FSSC)

2.2 Evidence requirements

Specific evidence requirements can be found at the start of each unit.

2.3 Recording forms

City & Guilds has developed a set of recording forms specifically for these qualifications; Recording

forms for Level 1 Award/Certificate/Diploma in Retail Skills 7536.

This is available from the City & Guilds website or can be ordered from Publications.

Although it is expected that centres will use these forms, centres may devise or customise

alternative forms, which must be approved for use by the external verifier, before they are used by

candidates and assessors at the centre.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

3 Units

Availability of units

The units for this qualification follow.

They may also be obtained from the centre resources section of the City & Guilds website

www.cityandguilds.com

The learning outcomes and assessment criteria are also viewable on the National Database of

Accredited Qualifications (NDAQ) www.accreditedqualifications.org.uk

Structure of units

The units in this qualification are written in a standard format and comprise the following:
• City & Guilds reference number

• title

• level

• credit value

• unit aim

• learning outcomes which are comprised of a number of assessment criteria

• relationship to NOS, other qualifications and frameworks

• endorsement by a sector or other appropriate body

• assessment

• guidance notes

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 225

Follow guidelines for planning and preparing

visual merchandising displays (C.18)

Level:

Credit value: 7

Unit aim(s)
This unit is for visual merchandising specialists and is about planning and preparing visual

merchandising displays within the guidelines provided by the learner’s manager. It involves

interpreting design briefs and getting hold of the merchandise and props needed for the display.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to interpret design briefs for retail displays
2.  Know how to get hold of merchandise and props to be featured in retail displays
3.  Interpret design briefs for retail displays
4.  Get hold of merchandise and props to be featured in retail displays

Notional and guided learning hours
It is recommended that 70 hours should be allocated for this unit, 33 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit
If the assessor does not have the technical competence expert witness testimony must be sought

from a person with suitable current experience, to confirm the candidate’s competence.

Assessor observed performance is the most appropriate method of assessment for the majority

of this unit. Assessment for this unit will be undertaken through naturally occurring work activities.

Copies of sketches and notes produced in the planning process may provide useful product

evidence. Backed up by professional discussions whilst reviewing the completed display. It is

important that the candidate is able to consistently and accurately display stock to organisational

guidelines. The use of questioning to confirm knowledge and understanding will be a valuable

assessment method to ensure coverage of this unit.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 225

Follow guidelines for planning and preparing

visual merchandising displays (C.18)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to interpret design briefs for retail displays

The learner can:
1. show that they know the role of displays in marketing, promotional and sales campaigns and

activities

2. show that they know the importance and content of the design brief
3. show that they know how to use the design brief to identify what is needed for the display

4. show that they know different approaches to designing displays for different types of

merchandise, and why these are effective

5. show that they know how to evaluate the potential places to put the display so as to meet

the design brief

6. show that they know the company’s policies for visual design

Outcome 2 Know how to get hold of merchandise and props to be

featured in retail displays

The learner can:
1. show that they know the role of displays in marketing, promotional and sales campaigns and

activities

2. show that they know how to use the design brief to identify what they need for the display
3. show that they know the different approaches to designing displays for different types of

merchandise, and why these are effective

4. show that they know how light, colour, texture, shape and dimension combine to achieve

the effects needed

5. show that they know how to assess the potential of places to put displays to meet the

design brief

6. show that they know company policies for visual design

7. show that they know the merchandiser or buyer that the learner needs to consult about

merchandise and props

8. show that they know how to arrange delivery of merchandise and monitor the progress of

deliveries

9. show that they know why they must update stock records to account for merchandise on

display, and how to do this

Outcome 3 Interpret design briefs for retail displays

The learner can:
1. identify the purpose, content and style of the display
2. identify the equipment, materials, merchandise and props needed to create and install the

display and the dates for completing it

3. evaluate whether the place they plan to put the display is likely to fulfil the design brief

4. create new and effective ways of improving the visual effect of displays, within the limits of

the design brief, the company’s visual design policies and the authority the learner has

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 226

Follow guidelines for dressing visual

merchandising displays (C.19)

Level:

Credit value: 8

Unit aim(s)
This unit is for visual merchandising specialists. It is about following guidelines for dressing in-store

and window displays in ways that promote sales. It involves making judgements about how best to

achieve the visual effect needed, while working within the company’s policy for visual design. It is

also about evaluating finished displays and sorting out any problems the learner identifies.

Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1.  Know how to dress in-store displays to guidelines
2.  Know how to dress window displays to guidelines
3.  Know how to evaluate and improve retail displays
4.  Dress in-store displays to guidelines
5.  Dress window displays to guidelines
6.  Evaluate and improve retail displays

Notional and guided learning hours
It is recommended that 80 hours should be allocated for this unit, 48 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

from a person with suitable current experience, to confirm the candidate’s competence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit.

The candidate may have undertaken formal visual merchandising training that may contribute to the

evidence for this unit.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 226

Follow guidelines for dressing visual

merchandising displays (C.19)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to dress in-store displays to guidelines

The learner can:
1.  show that they know how to create and use focal points within a display
2.  show that they know how to put together merchandising displays for use inside the store
3.  show that they know how to choose and combine dimension, shape, colour, texture and lighting

to create the visual effect needed from a display

4. show that they know how to dress mannequins, busts and other props

5. show that they know how to display different types of merchandise

6. show that they know how to choose a suitable type of grouping

7. show that they know how they can use different types, directions and levels of light to

create atmosphere

8. show that they know how displays can achieve add-on sales and why this is important

9. show that they know why they are expected to install creative displays and to be aware of

trends

10. show that they know different approaches to displaying merchandise and how to choose

the best approach

11. show that they know the different purposes of displays and how these are used in visual

merchandising

12. show that they know how props, prototypes, dressings and fixtures create visual effects

13. show that they know the health and safety guidelines for displays

14. show that they know how to identify the selling features of merchandise to be used in

displays

Outcome 2 Know how to dress window displays to guidelines

The learner can:
1. show that they know how to choose and combine dimension, shape, colour, texture and

lighting to create the visual effect needed from a display

2. show that they know how to dress mannequins and other props
3. show that they know how to display different types of merchandise

4. show that they know how to choose a suitable way of grouping merchandise

5. show that they know how to light window displays and who in their store is responsible for

installing lighting

6. show that they know how displays can achieve add-on sales and why this is important

7. show that they know why they are expected to install displays creatively and to be aware of

trends

8. show that they know why different kinds of merchandise need different approaches to

display, and what these approaches are

9. show that they know the different purposes of displays and how different displays are used

in visual merchandising

10. show that they know how props, prototypes, dressings and fixtures create visual effects

11. show that they know the dressing techniques to use for different types of merchandise

12. show that they know health and safety guidelines for displays

13. show that they know the legal requirements which apply to pricing and ticketing

14. show that they know how to identify the selling features of merchandise to be used in

displays

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 3 Know how to evaluate and improve retail displays

The learner can:
1.  show that they know how to decide if items are suitable for a display
2.  show that they know how to identify risks to items and measures to protect items
3.  show that they know how to evaluate the visual effect of displays

4. show that they know how to make adjustments and improvements to displays

5. show that they know how to use scale when creating visual effects

6. show that they know why they need to evaluate and improve displays

7. show that they know how light, colour, texture, shape and dimension combine to achieve

the visual effects needed for a display

8. show that they know the different approaches to using displays for different types of

merchandise

9. show that they know the dressing techniques for different types of merchandise

10. show that they know how to identify the purpose of displays

11. show that they know the company’s visual design and merchandising policies

12. show that they know the types of risk displays face, why the learner must reduce these risks

as far as possible and how to do so

13. show that they know the reporting arrangements for sorting out problems and reducing

risks

14. show that they know how much authority they have to change displays

Outcome 4 Dress in-store displays to guidelines

The learner can:
1.  follow company procedures for using ladders, tools and equipment safely
2.  place displays where these will attract the attention of target customers
3.  use the design brief to identify the focal points of the display

4. choose shapes, colours and groupings that are suited to the purpose and style of the display

5. create displays that achieve the visual effect needed and are consistent with the company’s

visual design policy

6. position merchandise, graphics and signs in ways that promote sales

7. check that lighting is installed in line with the design brief

8. check that the finished display meets health and safety guidelines and legal requirements

Outcome 5 Dress window displays to guidelines

The learner can:
1. position merchandise, graphics and signs according to guidelines and in ways that attract

the attention and interest of customers and provide the information which customers need

2. group merchandise appropriately for the purpose and style of display, the selling features of the

merchandise and the visual effect needed under the design brief

3. make sure that lighting is installed in line with lighting requirements

4. check that the finished display meets health and safety guidelines and legal requirements

Outcome 6 Evaluate and improve retail displays

The learner can:
1. check that all the parts of the display are suitable for the purpose of the display and meet

requirements

2. check that the display meets requirements for easy access, safety and security
3. identify safety and security risks to the display and choose suitable ways of reducing risks

4. consider how the display looks from all the directions from which customers will approach it

5. encourage colleagues to provide constructive comments about the display

6. promptly make any adjustments that the learner is authorised to make and that are needed

to achieve the visual effect and to make the display safe and secure

7. regularly check the display’s visual effect

8. promptly report to the right person any problems and risks that the learner is not

responsible for sorting out themselves

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 227

Order graphic materials for visual

merchandising displays (C.20)

Level:

Credit value: 3

Unit aim(s)
This unit is for visual merchandising specialists and is about ordering graphic materials and

positioning them in displays. Firstly, it is about ordering the right quantity and quality of graphics,

signs and tickets within the available budget and checking the progress of orders to ensure that

requirements are met. Secondly, it is about positioning graphics, signs and tickets so that they

support the purpose of the display and meet all relevant requirements.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to order graphic materials to meet retail display needs
2.  Know how to position graphic materials to support retail displays
3.  Order graphic materials to meet retail display needs
4.  Position graphic materials to support retail displays

Notional and guided learning hours
It is recommended that 30 hours should be allocated for this unit, 18 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

from a person with suitable current experience, to confirm the candidate’s competence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit.

The candidate may have undertaken formal visual merchandising training that may contribute to the

evidence for this unit.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 227

Order graphic materials for visual

merchandising displays (C.20)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to order graphic materials to meet retail display

needs

The learner can:
1. show that they know how graphic materials help to make displays more effective
2. show that they know the different ways to use graphic materials for different types of

merchandise

3. show that they know how to choose graphic materials that will achieve the desired effects

4. show that they know who can supply graphic materials

5. show that they know the company’s procedures for ordering graphic material

6. show that they know how to make clear to suppliers what graphic materials are needed

7. show that they know how to check the quantity and quality of graphic materials when these

are delivered

8. show that they know how to find out about cost limits and deadlines for buying graphic

materials, and the importance of sticking to these

Outcome 2 Know how to position graphic materials to support retail

displays

The learner can:
1. show that they know the house style, company policy and legal requirements for using

graphic materials

2. show that they know how to identify and interpret manufacturers’ branding requirements
3. show that they know how to interpret the design brief

4. show that they know how to choose where to put graphic materials within the display

5. show that they know how to check that graphics and signs are safe and secure

6. show that they know how graphic materials help to attract and inform customers

7. show that they know the different ways to use graphic materials for different types of

merchandise

Outcome 3 Order graphic materials to meet retail display needs

The learner can:
1.  make clear to suppliers what graphic materials are needed
2.  check that suppliers can meet the learner’s needs
3.  order supplies of graphic materials promptly and within the available budget

4. check the progress of orders

5. check the quality and quantity of graphic materials when these are delivered

Outcome 4 Position graphic materials to support retail displays

The learner can:
1. position graphic materials according to the design brief, house style, company policy on

signs, manufacturers’ branding requirements and legal requirements

2. position graphic materials in ways that support the display’s intended visual effect and message
3. check that graphic materials are positioned safely and securely and in line with legal

requirements

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 228

Dismantle and store visual merchandising

displays (C.21)

Level:

Credit value: 13

Unit aim(s)
This unit is for visual merchandising specialists. It is about dismantling displays and deciding what

to do with the display parts. This involves returning borrowed merchandise, disposing of unwanted

materials and cleaning the display sites and parts. It also involves storing equipment, props and

graphics carefully so that these remain in good condition and can easily be found again when

needed.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to dismantle retail displays
2.  Know how to store equipment, props and graphics for retail displays
3.  Dismantle retail displays
4.  Store equipment, props and graphics for retail displays

Notional and guided learning hours
It is recommended that 130 hours should be allocated for this unit, 70 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

from a person with suitable current experience, to confirm the candidate’s competence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit.

The candidate may have undertaken formal visual merchandising training that may contribute to the

evidence for this unit.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 228

Dismantle and store visual merchandising

displays (C.21)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to dismantle retail displays

The learner can:
1. show that they know how to dismantle displays safely
2. show that they know how to protect the parts of displays from being damaged during

dismantling

3. show that they know how to identify unwanted materials and how to get rid of these safely

4. show that they know where to return the parts of display to

5. show that they know how to identify safe and approved cleaning materials and equipment

to use

6. show that they know techniques for cleaning display sites and parts safely and thoroughly

Outcome 2 Know how to store equipment, props and graphics for retail

displays

The learner can:
1. show that they know how to work out the storage space needed
2. show that they know how to identify requirements for protective packaging and security

measures

3. show that they know how to check the condition of items

4. show that they know how to deal with items that need repair

5. show that they know why they must label items accurately

6. show that they know why they must keep records of items and where to store these records

7. show that they know why they must store items securely

8. show that they know the suitable storage facilities available

9. show that they know which items need to be stored

10. show that they know possible dangers and risks to health, safety and security in relation to

storage facilities and stored items

11. show that they know who to report dangers and risks to

Outcome 3 Dismantle retail displays

The learner can:
1.  dismantle displays safely
2.  protect the parts of the display from being damaged during dismantling
3.  return the parts of the display to the appropriate places promptly and, if needed, in a saleable

condition

4. get rid of unwanted materials safely and keep accurate records of this if needed

5. clean display sites and parts using safe and approved cleaning materials and equipment

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 229

Make props for visual merchandising displays

(C.22)

Level:

Credit value: 10

Unit aim(s)
This unit is for visual merchandising specialists and is all about making props for displays. Firstly, it

is about using design information to identify the props and prototypes needed and working out how

to get hold of these items. It also covers making life-size replicas and scale models as well as

decorating fixtures and panels for using in displays in stores..

Learning outcomes
There are eight learning outcomes to this unit. The learner will be able to:
1.  Know how to confirm the requirements for props and prototypes for retail displays
2.  Know how to make life-size copies of items for retail displays
3.  Know how to make scale models of items for retail displays
4.  Know how to decorate fixtures and panels for retail displays
5.  Confirm the requirements for props and prototypes for retail displays
6.  Make life-size copies of items for retail displays
7.  Make scale models of items for retail displays
8.  Decorate fixtures and panels for retail displays

Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

from a person with suitable current experience, to confirm the candidate’s competence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 229

Make props for visual merchandising displays

(C.22)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to confirm the requirements for props and

prototypes for retail displays

The learner can:
1. show that they know where to get the design brief
2. show that they know how to use design information to identify the props and prototypes

needed

3. show that they know how to decide whether different types of props and prototypes are

relevant, including life size, large scale, small scale, standing items and moving items

4. show that they know how to specify their needs for props and prototypes clearly, and what

formats to use

5. show that they know how to use scale in creating visual effects

6. show that they know how props, prototypes, dressings and fixtures create visual effects

7. show that they know the types and styles of props and prototypes their company uses

Outcome 2 Know how to make life-size copies of items for retail displays

The learner can:
1.  show that they know how to make the copies needed
2.  show that they know how to check whether the copies they make are suitable for display
3.  show that they know how to test that copies work and look as required, and are safe to use

4. show that they know how to use scale to create visual effects

5. show that they know how props, prototypes, dressings and fixtures create visual effects

6. show that they know how to use the design brief to identify what items need to be copied

7. show that they know how to identify the cost limits and deadlines for making copies

8. show that they know how to arrange suitable storage for copies

Outcome 3 Know how to make scale models of items for retail displays

The learner can:
1.  show that they know how to create scale models to use as props and prototypes
2.  show that they know how to evaluate finished models against specifications
3.  show that they know how to test that scale models work and look as required, and are safe to

use

4. show that they know how to use scale to create visual effects

5. show that they know how models help to create visual effects

6. show that they know the mechanical principles of working models

7. show that they know how to use the design brief to identify what is needed for scale models

8. show that they know how to identify the budget and deadlines for making scale models

9. show that they know how to make suitable storage arrangements for scale models

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 4 Know how to decorate fixtures and panels for retail displays

The learner can:
1.  show that they know how to use scale to create visual effects
2.  show that they know how to choose decorative materials and techniques
3.  show that they know how to check and evaluate decorative work as it is being done

4. show that they know how to use materials efficiently

5. show that they know how to check the quality of finish of decorative panels and fixtures

6. show that they know how to judge the suitability of, and choose, new and creative

decorative techniques

7. show that they know how to apply innovative decorative techniques

8. show that they know how to complete decorative work within cost limits and policy

9. show that they know how light, colour, texture, shape and dimension combine to achieve

the visual effects needed for a display

10. show that they know why they are expected to decorate panels and fixtures in creative ways

11. show that they know why different kinds of merchandise need different approaches to

decoration

12. show that they know how decorated panels and fixtures contribute to visual effects

13. show that they know how to identify the range of decorative techniques and materials they

can choose from

14. show that they know how to identify the purpose of the display

15. show that they know the company’s visual design policy

Outcome 5 Confirm the requirements for props and prototypes for retail

displays

The learner can:
1.  use design information to identify the props and prototypes needed
2.  produce specifications for props and prototypes that meet the design brief
3.  specify clearly and accurately the type, size and function of the props and prototypes needed

4. identify which props and prototypes they can get ready-made and which need to be made

to order

5. make realistic plans to get all the items they need

Outcome 6 Make life-size copies of items for retail displays

The learner can:
1. use the design brief to identify the features of original items that they need to copy
2. choose and use suitable and efficient techniques, materials, tools and equipment for making

copies

3. complete the copies, including any alterations, by agreed deadlines and in line with the design

brief

4. use valid and thorough tests to check that copies work and look as required, and are safe to

use

5. evaluate test results accurately and make any adjustments needed to the copy

6. store copies securely and make stored copies available to those who need these by the

agreed deadlines

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 7 Make scale models of items for retail displays

The learner can:
1. choose new ideas, techniques and materials that are consistent with the design brief and

the company’s design policy

2. use shapes and colour styles that make models more effective within the limits of the design

brief

3. choose and use suitable and efficient techniques, materials, tools and equipment for making

scale models

4. complete scale models, including any alterations, by agreed deadlines and in line with the

design brief

5. use valid and thorough tests to check that models work and look as required, and are safe to

use

6. evaluate test results accurately and make any adjustments needed to the scale model

7. store scale models securely and make stored scale models available to those who need

these by the agreed deadlines

Outcome 8 Decorate fixtures and panels for retail displays

The learner can:
1.  choose decorative techniques and materials which are suitable, new and within cost limits
2.  choose materials that will have the visual effect needed when applied to the relevant fixtures
3.  evaluate decorative work as its visual effect emerges and adjust it to give the effect needed

4. use tools, equipment and materials efficiently

5. produce decorative work that is free from faults, has the visual impact needed, is consistent

with the design brief and is completed within agreed deadlines

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 230

Put visual merchandising displays together

(C.23)

Level:

Credit value: 8

Unit aim(s)
This unit is for visual merchandising specialists and is all about assembling displays. Firstly, it

involves interpreting diagrams of layouts for displays. As well as identifying the features of layouts,

such as where to put layouts and what is needed to create layouts, the learner needs to be able to

work out what they need to do to put layouts together. The second aspect of the unit is about

putting layouts together accurately within the guidelines provided and introducing creative effects

when appropriate.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to interpret retail display layout requirements from plans, elevations and drawings
2.  Know how to follow guidelines for putting retail display layouts together
3.  Interpret retail display layout requirements from plans, elevations and drawings
4.  Follow guidelines for putting retail display layouts together

Notional and guided learning hours
It is recommended that 80 hours should be allocated for this unit, 49 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

from a person with suitable current experience, to confirm the candidate’s competence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit.

The candidate may have undertaken formal visual merchandising training that may contribute to the

evidence for this unit.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 230

Put visual merchandising displays together

(C.23)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to interpret retail display layout requirements

from plans, elevations and drawings

The learner can:
1. show that they know how to identify the layout needed and the essential features of layouts

from plans, elevations and drawings

2. show that they know how to work out what activities and resources they need to put layouts

together

3. show that they know how to identify the health, safety and security arrangements needed for

layouts

4. show that they know what layout design is and its part in effective visual design practice

5. show that they know the techniques of layout design, including drawing conventions and

standards

6. show that they know sources of information to use when working out what they need for

layouts

7. show that they know who can make decisions when the learner has problems with layouts

Outcome 2 Know how to follow guidelines for putting retail display

layouts together

The learner can:
1.  show that they know how to interpret guidelines for putting layouts together
2.  show that they know how to spot opportunities to achieve creative effects
3.  show that they know how to work creatively within the visual merchandising policy

4. show that they know how to spot and sort out problems when putting layouts together

5. show that they know when creative effects are suitable

6. show that they know the parts they need to put layouts together

7. show that they know the relevant health, safety and legal requirements

8. show that they know where to find the parts they need for layouts

Outcome 3 Interpret retail display layout requirements from plans,

elevations and drawings

The learner can:
1. accurately identify the essential features and detailed requirements of layouts from plans,

elevations and drawings

2. accurately identify health, safety and security arrangements from plans, elevations and

drawings

3. work out what activities and resources they need to put layouts together as shown in plans,

elevations and drawings

4. identify possible problems in putting layouts together and work out ways of sorting these

problems out

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 301

Work effectively in your retail organisation

(E.8)

Level:

Credit value: 9

Unit aim(s)
This unit is about the learner being an effective member of their team, including taking some

responsibility for helping colleagues to learn. The unit involves the learner in supporting the team’s

efforts by sharing the workload fairly, making realistic commitments and doing their best to keep

them, and contributing to team morale and good working relations. The unit is also about being an

effective learner in the workplace. It assumes that the learner receives some help and support in

planning and carrying out their learning plans. The learner’s responsibilities are to contribute to the

planning process, carry out their plan and report on their progress.

Finally, the unit is about helping colleagues to gain the information and skills needed for competent

performance. It involves the learner passing on to colleagues their own knowledge and skills as the

learner goes about their day-to-day work. This unit is not about being a professional trainer and the

learner is not expected to assess colleagues’ performance formally.

Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1.  Know how to support effective team working in a retail environment
2.  Know how to help to plan and organise their own learning in a retail environment
3.  Know how to help others to learn in a retail environment
4.  Support effective team working in a retail environment
5.  Help to plan and organise their own learning in a retail environment
6.  Help others to learn in a retail environment

Notional and guided learning hours
It is recommended that 90 hours should be allocated for this unit, 49 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit Assessment: Mandatory Unit for all Level 3 Pathways
Product evidence (either paper or electronic) is the most likely source of evidence for this unit.

This could include minutes of meetings recording your agreed actions, rotas and schedules that you

have negotiated communication with customers and suppliers. Your involvement in staff

development programmes for staff within your work team. Evidence should arise through naturally

occurring work activities. Where difficulties arise naturally, documentary evidence of how they

were dealt with should be included. It is unlikely that you will be able to demonstrate competence

in less than 3 months.

The use of Witness testimonies and Professional discussion will be a valuable source of

evidence to support those areas for which it may not be practical or cost effective to produce

performance evidence.

Assessor observed performance may be used for this unit to expand on the evidence already

generated.

Knowledge and understanding will need to demonstrate that you know what you are doing and

your assessor may ask you questions to confirm this. When questions are used the assessment

must record both the question asked and your answer as evidence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit.

This unit can be achieved in isolation of other units. However evidence for this unit will be generated

holistically whilst the candidate is working towards competence in their selected units for the

qualification

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 301

Work effectively in your retail organisation

(E.8)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to support effective team working in a retail

environment

The learner can:
1.  show that they know the team’s purpose, aims and targets
2.  show that they know their responsibility for contributing to the team’s success
3.  show that they know their colleagues’ roles and main responsibilities

4. show that they know the importance of sharing work fairly with colleagues

5. show that they know the factors that can affect their own and colleagues’ willingness to

carry out work, including skills and existing workload

6. show that they know the importance of being a reliable team member

7. show that they know the factors to take account of when making commitments, including

their existing workload and the degree to which interruptions and changes of plan are within

their control

8. show that they know the importance of maintaining team morale, the circumstances when

morale is likely to flag, and the kinds of encouragement and support that are likely to be

valued by colleagues

9. show that they know the importance of good working relations, and techniques for

removing tension between colleagues

10. show that they know the importance of following the company’s policies and procedures for

health and safety, including setting a good example to colleagues

Outcome 2 Know how to help to plan and organise their own learning in

a retail environment

The learner can:
1. show that they know who can help them set goals, help them plan their learning, and give

them feedback about their progress

2. show that they know how to identify the knowledge and skills they will need to achieve their

goals

3. show that they know how reflecting on their past learning experiences can help them to plan

their future learning, and techniques for doing so

4. show that they know how to work out how much time they need to devote to learning and

how much time they can make available for learning

5. show that they know how often to check their progress and how to do this

6. show that they know how to adjust their plans as needed to help them meet their goals

7. show that they know why they should ask for feedback on their progress, how to do so, and

how to respond positively

Outcome 3 Know how to help others to learn in a retail environment

The learner can:
1. show that they know their role in helping others to learn in the workplace
2. show that they know how to work out what skills and knowledge they can usefully share with

others

3. show that they know how and when to offer help and advice to colleagues who are learning

4. show that they know methods of helping others to learn on the job, and how to choose

suitable methods for different learning situations

5. show that they know health, safety and security risks that are likely to arise when people are

learning on the job, and how to reduce these risks

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

6. show that they know

sources of help within your organisation for people who are learning, and how

to access them

Outcome 4 Support effective team working in a retail environment

The learner can:
1. share work fairly with colleagues, taking account of their own and others’ preferences, skills

and time available

2. make realistic commitments to colleagues and do what the learner has promised to do
3. let colleagues know promptly if the learner will not be able to do what has been promised and

suggest suitable alternatives

4. encourage and support colleagues when working conditions are difficult

5. encourage colleagues who are finding it difficult to work together to treat each other fairly,

politely and with respect

6. follow the company’s health and safety procedures as they work

Outcome 5 Help to plan and organise their own learning in a retail

environment

The learner can:
1.  discuss and agree with the right people goals that are relevant, realistic and clear
2.  identify the knowledge and skills they will need to achieve their goals
3.  agree action points and deadlines that are realistic, taking account of their past learning

experiences and the time and resources available for learning

4. regularly check their progress and, when necessary, change the way they work

5. ask for feedback on their progress from those in a position to give it, and use this feedback

to improve the learner’s performance

Outcome 6 Help others to learn in a retail environment

The learner can:
1. encourage colleagues to ask the learner for work-related information or advice that the

learner is likely to be able to provide

2. notice when colleagues are having difficulty performing tasks at which the learner is competent,

and tactfully offer advice

3. give clear, accurate and relevant information and advice relating to tasks and procedures

4. explain and demonstrate procedures clearly, accurately and in a logical sequence

5. encourage colleagues to ask questions if colleagues don’t understand the information and

advice the learner gives

6. give colleagues opportunities to practise new skills, and give constructive feedback

7. check that health, safety and security are not compromised when they are helping others to

learn

8. recognise when the learner is not the most appropriate person to advise colleagues who are

learning and guide those colleagues to suitable sources of help

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 306

Organise the receipt and storage of goods in a

retail environment (B.14)

Level:

Credit value: 11

Unit aim(s)
This unit is firstly about organising staff to receive goods, for example when preparing for seasonal

intake of stock. Secondly, the unit involves organising storage facilities and training and supervising

staff in the use of the storage system.

Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1.  Know how to organise staff to receive and check incoming deliveries in a retail environment
2.  Know how to organise and maintain storage facilities in a retail environment
3.  Know how to check the storage and care of stock in a retail environment
4.  Organise staff to receive and check incoming deliveries in a retail environment
5.  Organise and maintain storage facilities in a retail environment
6.  Check the storage and care of stock in a retail environment

Notional and guided learning hours
It is recommended that 110 hours should be allocated for this unit, 59 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: General Unit for all Level 3 Pathways
The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic

assessment, which is, being assessed by work role rather than individual units. This means that the

generation and collection of evidence is more streamlined and ensures an integrated and logical

approach to make the most of assessment opportunities. This enables both the candidate and

assessor to focus on competent performance in the job role, rather than matching isolated tasks to

the national occupational standards.

Documentary evidence is the most likely sources of evidence to support this unit. This could

include records or orders, delivery schedules, delivery documentation, reports to suppliers, service

requirements and stock records. Evidence should arise from naturally occurring work activities.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 306

Organise the receipt and storage of goods in a

retail environment (B.14)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to organise staff to receive and check incoming

deliveries in a retail environment

The learner can:
1. show that they know how to prepare to receive and handle different types of goods
2. show that they know procedures for receiving goods, including dealing with incorrect, damaged

and late deliveries

3. show that they know which members of staff are involved in or affected by a delivery schedule

and the information thesy need to receive goods efficiently

4. show that they know the company’s standards for acceptable goods

5. show that they know why incoming goods must be checked against requirements straight

after unloading

6. show that they know recording and control systems including procedures for checking

goods received

7. show that they know safety and security procedures for receiving goods

Outcome 2 Know how to organise and maintain storage facilities in a

retail environment

The learner can:
1. show that they know how effective storage systems contribute to reducing stock loss

2.  show that they know how to work out what storage facilities are needed for goods on order
3.  show that they know how to protect goods from various causes of deterioration and damage
4.  show that they know how to work out suitable storage layouts and solve storage problems

efficiently, safely and securely

5. show that they know how to run the stock recording and controlling systems efficiently and

accurately, including using them to monitor and record stock loss

6. show that they know the legal requirements for storing stock, including health and safety

requirements

Outcome 3 Know how to check the storage and care of stock in a retail

environment

The learner can:
1. show that they know when and how to check stock and storage, including both routine and

spot checks

2. show that they know legal and company requirements for removing out-of-date stock
3. show that they know the company’s requirements for storing and moving stock, and how to

check that these requirements are being met

4. show that they know how to work out if ideas for improving the ways stock is stored and

moved are likely to be profitable

5. show that they know the causes of stock deterioration and damage and how these affect

products

6. show that they know the company’s requirements and quality standards for storage

7. show that they know the information colleagues need to be able to use the storage system

effectively

8. show that they know company policy and procedures for protecting goods that are at risk of

damage or deterioration

9. show that they know the company’s systems and procedures for moving and storing stock

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 4 Organise staff to receive and check incoming deliveries in a

retail environment

The learner can:
1. gather enough competent staff and brief those staff members well enough before deliveries

are received

2. make sure that the area for receiving goods is prepared and that there is enough storage space

for the delivery

3. check that deliveries are unloaded safely and securely

4. make sure that goods are promptly checked against requirements

5. make sure that delivery records are complete and accurate and processed promptly

6. use delivery records to check that each supplier has met the company’s service needs

7. spot problems with deliveries and sort such problems out promptly

Outcome 5 Organise and maintain storage facilities in a retail

environment

The learner can:
1. organise storage facilities to take account of day-to-day work, safety requirements and the

need to keep goods secure and in a saleable condition

2. give staff accurate, up-to-date information and suitable training to enable them to use the

storage system securely, safely and in line with relevant legal requirements

3. give staff clear roles and responsibilities for storing and moving goods and check that staff

understand these roles and responsibilities

4. develop and update plans to cope with unforeseen storage problems

5. check regularly that staff are storing and moving goods competently, safely, securely and in

line with relevant legal requirements

6. keep complete, accurate and up to date stock records that can be found easily by everyone

who needs these

Outcome 6 Check the storage and care of stock in a retail environment

The learner can:
1.  keep up a routine for checking storage facilities and stock
2.  carry out spot checks of storage facilities and stock at suitable intervals
3.  make sure staff have the information and training needed to spot stock that is out of date or at

risk of deteriorating, and to deal with it in line with legal and company requirements

4. check the storage and movement of stock to make sure that stock is reaching the shop floor

as it is needed

5. evaluate the storage, care and movement of stock and find ways of running storage and

movement systems more profitably

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 312

Help to manage a retail team (E.9)

Level:

Credit value: 11

Unit aim(s)
This unit is about managing a team when the learner is not a full time team leader. For example, the

learner might lead a team responsible for a special event, sales preparation, stock-taking or

emergency situations. The learner is expected to manage the smooth running of the team’s work.

The learner needs to understand and act within the limits of their responsibility when acting as team

leader, and to ask their manager for advice whenever the learner needs it. The unit does not

require the learner to take responsibility for formally developing or disciplining team members.

Learning outcomes
There are two learning outcomes to this unit. The learner will be able to:
1. Know how to help to manage a retail team
2. Help to manage a retail team

Notional and guided learning hours
It is recommended that 110 hours should be allocated for this unit, 52 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: General Unit for the Retail Sales Profession and Retail Management Pathways
The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic

assessment which is, being assessed by work role rather than individual units. This means that the

generation and collection of evidence is more streamlined and ensures an integrated and logical

approach to make the most of assessment opportunities. This enables both the candidate and

assessor to focus on competent performance in the job role, rather than matching isolated tasks to

the national occupational standards.

Documentary evidence is the most likely source of evidence for this unit. This could include notes

when you are leading and supporting your work team. Staffing rotas and coaching records.

Feedback from your line manager on your approach and how your individual management style

enhanced the success of the work team.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 312

Help to manage a retail team (E.9)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to help to manage a retail team

The learner can:
1. show that they know company procedures and policies relating to the work of the team and

the way the team’s daily activities are managed, including:

• health and safety

• security

• staffing

levels

• absence

reporting

• timekeeping

• personal

appearance

• handling customer complaints

2. show that they know laws and regulations relating to the products the team sells
3. show that they know why they should set an example to team members by following the

company’s procedures and policies at all times

4. show that they know how to check that team members follow the company’s procedures

and policies

5. show that they know what they must do when team members are not following the

company’s procedures and policies

6. show that they know how clear communication helps teams to work effectively

7. show that they know how to give instructions so that team members will readily understand

and feel motivated to follow the instructions

8. show that they know why they need to be approachable as a team leader

9. show that they know different ways of motivating and encouraging staff, and how to choose

which method to use

10. show that they know the kinds of support team members are likely to need, what kinds of

support to provide and how to do so

11. show that they know how to plan, prioritise and delegate so that they can fulfil their

management duties as well as their other duties

12. show that they know the types of confidential information to which team leaders have

access, and the importance of respecting confidentiality

13. show that they know why they must treat all team members fairly

14. show that they know the challenges involved in managing people who also know the learner

as a friend or fellow team member, and techniques for resisting pressure from team

members to abuse the learner’s responsibilities as team leader

15. show that they know the limits of their responsibility and authority when managing the team

16. show that they know who can help to sort out problems that are beyond their own

responsibility, authority or expertise

17. show that they know the kinds of information their manager needs from the learner, when it

is needed and in what format

Outcome 2 Help to manage a retail team

The learner can:
1.  set an example for the team by following company procedures and policies at all times
2.  check that team members are following company procedures and policies
3.  take prompt and suitable action when team members are not following company procedures

and policies

4. give clear information and instructions to the team

5. use methods suited to individual team members’ levels of motivation and expertise, when

encouraging team members to complete tasks

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 322

Choose merchandise to feature in visual

merchandising displays (C.24)

Level:

Credit value: 6

Unit aim(s)
This unit is for visual merchandising specialists and involves the learner using design information to

identify what they need for displays and choosing merchandise to feature in displays.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to interpret requirements for retail displays
2.  Know how to choose and agree retail merchandise to be featured in displays
3.  Interpret requirements for retail displays
4.  Choose and agree retail merchandise to be featured in displays

Notional and guided learning hours
It is recommended that 60 hours should be allocated for this unit, 42 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit for Retail Merchandiser Pathway
If the assessor does not have the technical competence expert witness testimony must be sought

from a person with suitable current experience, to confirm the candidate’s competence.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within

this unit.

Documentary evidence is the most likely source of evidence for this unit. This could include

design briefs to promote merchandise in a retail environment. Notes on how the merchandise

chosen is to be presented in line with the organisations sales plans. Evidence should arise through

naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in

less than 3 months.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 322

Choose merchandise to feature in visual

merchandising displays (C.24)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to interpret requirements for retail displays

The learner can:
1.  show that they know how to identify the purpose of displays from design information
2.  show that they know how to identify the merchandise they will use
3.  show that they know how displays attract the interest of customers and persuade customers to

make buying decisions

4. show that they know the role of displays in marketing, promotional and sales campaigns and

activities

5. show that they know good practice in creating displays that have the visual effect needed

6. show that they know company policy for merchandising and visual design

7. show that they know the sources of information about the merchandise they will use

8. show that they know who to check their interpretations with

Outcome 2 Know how to choose and agree retail merchandise to be

featured in displays

The learner can:
1.  show that they know how to compare selected merchandise with the display requirements
2.  show that they know how to check whether merchandise is available
3.  show that they know how to arrange for merchandise to be delivered

4. show that they know why displays are used to attract the interest of customers and

persuade customers to make buying decisions

5. show that they know how light, colour, texture, shape and dimension combine to achieve

the visual effects needed

6. show that they know why they are expected to show creativity in selecting merchandise for

displays and to be aware of trends

7. show that they know how displays can achieve add-on sales

8. show that they know different approaches to use for displaying different kinds of

merchandise

9. show that they know the different purposes of displays and the use of displays in visual

merchandising

10. show that they know the company’s policy for merchandising and visual design

11. show that they know the decision-makers who the learner needs to agree their choices of

merchandise with

12. show that they know the people who can supply the merchandise the learner needs for the

display

Outcome 3 Interpret requirements for retail displays

The learner can:
1. use design information to identify the purpose of the display, the merchandise they will use

and how the merchandise will feature in the display

2. where there is scope for interpretation, interpret the requirements for the display in line with

the company’s design policy

3. check their interpretations with the right person before work starts on putting the display

together

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 323

Plan, monitor and control how graphics are

used in visual merchandising displays (C.25)

Level:

Credit value: 8

Unit aim(s)
This unit is for visual merchandising specialists and is all about ensuring that graphics are used

effectively in displays. There are three aspects to this unit. Firstly, it is about choosing graphics,

signs and tickets to make displays more attractive and informative to customers. Secondly, it

involves organising the distribution of graphics, signs and tickets and their use in displays. Thirdly,

the learner needs to check that graphics, signs and tickets are being used consistently with the

purpose of the display and any relevant company and legal requirements.

Learning outcomes
There are six learning outcomes to this unit. The learner will be able to:
1.  Know how to identify and get hold of graphic materials for retail displays
2.  Know how to co-ordinate how graphic materials are used in retail displays
3.  Know how to check how graphic materials are used in retail displays
4.  Identify and get hold of graphic materials for retail displays
5.  Co-ordinate how graphic materials are used in retail displays
6.  Check how graphic materials are used in retail displays

Notional and guided learning hours
It is recommended that 80 hours should be allocated for this unit, 49 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have

the technical competence expert witness testimony must be sought from a person with suitable

current experience, to confirm the candidate’s competence.

Documentary evidence is the most likely source of evidence for this unit. This could include notes

on planning the quantities and types of materials needed. Details of negotiation with the suppliers,

feedback on service provided by your suppliers. Evidence should arise through naturally occurring

work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 323

Plan, monitor and control how graphics are

used in visual merchandising displays (C.25)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to identify and get hold of graphic materials for

retail displays

The learner can:
1. show that they know how to identify the need for graphic materials, and the factors

affecting the use and style of graphic materials

2. show that they know how to check their interpretations of the graphic materials they need
3. show that they know how to choose graphic materials and say how the graphic materials should

be used

4. show that they know how to check that proposals for graphic materials are consistent with

the company’s design policy and aims

5. show that they know how to brief suppliers about requirements

6. show that they know the part graphic materials play in displays

7. show that they know the part graphic materials have in attracting customers and giving

customers information

8. show that they know approaches to using graphic materials for different types of

merchandise

9. show that they know the company’s visual-design policy

10. show that they know legal requirements relating to graphic materials

11. show that they know the accepted ways of describing types and quantities of graphic

materials so that suppliers understand what the learner needs

12. show that they know company procedures and requirements for ordering graphic materials

13. show that they know who the relevant decision-makers are

14. show that they know who can supply graphic materials

Outcome 2 Know how to co-ordinate how graphic materials are used in

retail displays

The learner can:
1.  show that they know how to confirm whether graphic materials are available
2.  show that they know how to check that graphic materials are suitable
3.  show that they know how to produce instructions for installing graphic materials

4. show that they know how to check that installations are satisfactory

5. show that they know the part graphic materials play in displays

6. show that they know the part graphic materials have in attracting and informing customers

7. show that they know different approaches to using graphic materials for different

merchandise

8. show that they know company and legal requirements for graphic materials

Outcome 3 Know how to check how graphic materials are used in retail

displays

The learner can:
1. show that they know how to check how they should use graphic materials
2. show that they know how to ask for and collect comments from colleagues about using graphic

materials

3. show that they know why it is important to check how graphic materials are used

4. show that they know the action to take when graphic materials are not being used correctly

5. show that they know the part graphic materials play in displays

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

6. show that they know the part graphic materials have in attracting customers and giving

customers information

7. show that they know different approaches to using graphic materials for different

merchandise

8. show that they know company procedures for dealing with cases where graphic materials

are not being used in line with policy

Outcome 4 Identify and get hold of graphic materials for retail displays

The learner can:
1. use the design brief and information about the layout to identify the graphic materials the

learner needs

2. identify the types and quantities of graphic materials they need to order and the associated

costs, delivery dates and delivery addresses

3. confirm what they need with the relevant decision-makers

4. choose graphic materials that are consistent with legal requirements and the company’s

visual-design policy

5. use the accepted ways of describing the type and quantity of graphic materials needed

6. confirm that proposals for using graphic materials are consistent with design policy and

aims and are acceptable to decision-makers

7. specify clearly to suppliers what graphic materials are needed

Outcome 5 Co-ordinate how graphic materials are used in retail displays

The learner can:
1.  check that graphic materials meet specifications, legal requirements and company policy
2.  distribute graphic materials to the right places by the agreed deadlines
3.  promptly give colleagues clear, accurate and up-to-date instructions for installing graphic

materials

4. check that graphic materials are correctly installed and maintained

Outcome 6 Check how graphic materials are used in retail displays

The learner can:
1. check displays themselves as far as possible and encourage colleagues to provide relevant

information about using graphic materials

2. collect enough relevant information about the way graphic materials are being used
3. check whether graphic materials are being used suitably and effectively

4. take prompt and suitable action when graphic materials are not being used or maintained in

line with company policy or the design brief

5. spot situations where the way graphic materials are used should change, promptly making

any changes needed

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 324

Monitor the effect of visual merchandising

displays and layouts (C.26)

Level:

Credit value: 10

Unit aim(s)
This unit is for visual merchandising specialists and is all about finding out whether displays and

layouts are having the desired effect on customers and encouraging customers to purchase the

items being promoted. This involves two activities. Firstly, the learner needs to gather the right

kinds of information about customers’ responses to displays and layouts. Secondly, the learner

needs to assess the effect of displays and layouts on customer behaviour and business

performance and report their findings to decision-makers.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to gather information about retail customers' responses to displays and layouts
2.  Know how to assess and report the effect of retail displays and layouts
3.  Gather information about retail customers' responses to displays and layouts
4.  Assess and report the effect of retail displays and layouts

Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have

the technical competence expert witness testimony must be sought from a person with suitable

current experience, to confirm the candidate’s competence.

Documentary evidence is the most likely source of evidence for this unit. Evidence should arise

through naturally occurring work activities. It is unlikely that you will be able to demonstrate

competence in less than 3 months.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 324

Monitor the effect of visual merchandising

displays and layouts (C.26)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to gather information about retail customers'

responses to displays and layouts

The learner can:
1. show that they know how to organise the collecting of information about customers’

responses, such as sales figures, footfall and customer flow

2. show that they know how to bring together, compare and interpret information about

customers’ responses to displays

3. show that they know how to choose the information that is most useful for judging the effect of

displays

4. show that they know why they need information about customers’ responses to displays

and how to use it to decide what needs improving

5. show that they know how constantly improving the design of displays helps to attract and

interest customers

6. show that they know how to recognise what different designs are meant to achieve and the

types of customer they should attract

7. show that they know what customer focused trading is

8. show that they know the meaning of ‘validity’ and ‘reliability’ in relation to customer

responses

9. show that they know useful sources of information about customers’ responses

10. show that they know company procedures and requirements for collecting information

about customers’ responses to displays

Outcome 2 Know how to assess and report the effect of retail displays

and layouts

The learner can:
1. show that they know how constantly improving the design of displays and layouts helps to

attract and interest customers

2. show that they know the meaning of validity and reliability in relation to interpreting information

about customers’ responses to displays and layouts

3. show that they know the decisions that will be based on their findings and recommendations

and the effect these decisions will have

4. show that they know how to judge fairly the evidence of customers’ responses against the

agreed standards for displays and layouts

5. show that they know how to draw reasonable conclusions about the effect of displays and

layouts, bearing in mind the purpose of the display or layout and customers’ responses to it

6. show that they know how to recognise improvements they could make to the way visual

merchandising is carried out in their store

7. show that they know who can make decisions about the way visual merchandising is carried

out in their store

8. show that they know how to present their findings and recommendations clearly to

decision-makers

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 3 Gather information about retail customers' responses to

displays and layouts

The learner can:
1. accurately recognise when they need information about customers’ responses, why the

learner needs it, and what type of information would be most useful

2. gather information about customers’ responses in ways that are suitable for the learner’s

purposes, in line with the company’s communications policy and likely to keep the goodwill and

co operation of those providing the information

3. gather enough information to allow the learner to make judgements about customers’

responses to displays and layouts

4. accurately interpret information about customers’ responses

5. assess information fairly when reviewing the effect of displays and layouts

Outcome 4 Assess and report the effect of retail displays and layouts

The learner can:
1.  agree suitable standards for assessing the effect of displays and layouts
2.  judge fairly the evidence of the effect of displays and layouts against the agreed standards
3.  draw conclusions that are reasonable in terms of the purpose of the display and customers’

responses to it

4. clearly identify improvements they could make to the way visual merchandising is carried

out in their store

5. report their findings and recommendations clearly to decision-makers

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 325

Allocate, monitor and control visual

merchandising project resources against

budgets (C.27)

Level:

Credit value: 10

Unit aim(s)
This unit is for visual merchandising specialists and is all about the learner’s responsibility for putting

together project budgets and making sure project costs stay within budget as the project

progresses. Putting a budget together involves estimating the likely costs of the project, working

out ways of achieving best value for money, and justifying recommendations to decision-makers.

Keeping within budget involves recording and monitoring project spending, identifying any

unacceptable spending and taking prompt action to sort it out.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to negotiate and agree costs for visual merchandising projects
2.  Know how to control costs for visual merchandising projects
3.  Negotiate and agree costs for visual merchandising projects
4.  Control costs for visual merchandising projects

Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have

the technical competence expert witness testimony must be sought from a person with suitable

current experience, to confirm the candidate’s competence.

Documentary evidence is the most likely source of evidence for this unit. Evidence should arise

through naturally occurring work activities. It is unlikely that you will be able to demonstrate

competence in less than 3 months.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 325

Allocate, monitor and control visual

merchandising project resources against

budgets (C.27)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to negotiate and agree costs for visual

merchandising projects

The learner can:
1. show that they know how to make reasonable estimates of the costs of proposed projects
2. show that they know how to use estimated costs to support the business case for proposed

projects

3. show that they know who to ask for comments to help the learner strengthen the learner’s

business case for the spending they are recommending

4. show that they know the approved layout for budget proposals

5. show that they know who can approve budget proposals

6. show that they know how to present budget proposals clearly and persuasively to decision-

makers

7. show that they know where they can find information about the costs of activities and

resources

8. show that they know how to put together accurate budgets from agreed budget proposals

9. show that they know how to brief colleagues about the cost limits colleagues must work

within

10. show that they know how controlling spending and using resources efficiently help the

company and the reputation of visual merchandising

11. show that they know the company’s budgeting procedures and deadlines

Outcome 2 Know how to control costs for visual merchandising projects

The learner can:
1.  show that they know what costs project budgets include and how these are set out
2.  show that they know how to record project expenses
3.  show that they know the financial information they need to refer to and when and how it is

presented

4. show that they know how to interpret reports of actual spending against budgeted spending

5. show that they know how to recognise unacceptable differences between actual and

budgeted spending

6. show that they know the company’s procedures for reporting and acting on cost variations

7. show that they know what ‘value for money’ means, and why it does not simply mean

paying the lowest prices

8. show that they know how to recognise and use chances to increase value for money within

projects

9. show that they know how controlling spending and using resources efficiently help the

company and the reputation of visual merchandising

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 3 Negotiate and agree costs for visual merchandising projects

The learner can:
1. check that their estimates of the costs of proposed projects are reasonable
2. prepare business cases for spending proposals that show clearly how the learner can achieve

value for money

3. ask colleagues to suggest ways the learner’s business case could be strengthened

4. present proposals clearly and persuasively to decision-makers

5. work out accurate costs and agree budgets with decision-makers in a way that keeps

decision-makers committed to the project’s aims

6. explain clearly to colleagues the cost limits colleagues must work within

Outcome 4 Control costs for visual merchandising projects

The learner can:
1. explain clearly to colleagues the cost limits colleagues must work within
2. promptly identify unacceptable differences in project costs, sort these out promptly when the

learner has the authority to do so, and report unacceptable differences in project costs

promptly to the right person when the learner is not authorised to sort these out

3. recognise chances to improve value for money within budget limits and promptly act on these

4. keep the right people informed of project activities and costs

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 326

Contribute to developing and putting into

practice the company's visual merchandising

policy (C.28)

Level:

Credit value: 10

Unit aim(s)
This unit is for visual merchandising specialists and is about the learner’s contribution to developing

the company’s visual merchandising policy and making sure that staff follow it. The unit involves

making suggestions for improving the company’s visual-design policy, including gathering

information and analysing it to arrive at recommendations. It also involves explaining the policy to

staff and motivating staff to follow it, as well as making checks to make sure the policy is followed.

The company’s visual merchandising policy could be a written policy, but need not be.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1. Know how to contribute to developing the company’s visual-design policy for its retail stores
2. Know how to support staff putting into practice the company’s visual-design policy for its retail

stores

3. Contribute to developing the company’s visual-design policy for its retail stores
4. Support staff putting into practice the company’s visual-design policy for its retail stores

Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 42 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit for Visual Merchandiser Pathway - If the assessor does not have

the technical competence expert witness testimony must be sought from a person with suitable

current experience, to confirm the candidate’s competence.

Documentary evidence is the most likely source of evidence for this unit. Evidence should arise

through naturally occurring work activities. It is unlikely that you will be able to demonstrate

competence in less than 3 months.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 326

Contribute to developing and putting into

practice the company's visual merchandising

policy (C.28)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to contribute to developing the company’s visual-

design policy for its retail stores

The learner can:
1.  show that they know the company’s current visual-design policy
2.  show that they know who their internal and external customers are
3.  show that they know how to find out about and recognise what internal and external customers

hope for and expect from the visual design in the store

4. show that they know accepted good practice in visual design

5. show that they know how to decide if current and recent designs follow accepted good

practice in visual design

6. show that they know how to spot opportunities for new and better ways of using visual

design

7. show that they know the format to use when making recommendations

8. show that they know how to put together and present recommendations for developing the

visual-design policy

9. show that they know how visual design helps to promote and sell goods and services

10. show that they know what customer focused design is

11. show that they know how merchandising helps the company to achieve its aims

Outcome 2 Know how to support staff putting into practice the

company’s visual-design policy for its retail stores

The learner can:
1.  show that they know what the company’s visual-design policy is
2.  show that they know the role of visual design in retail
3.  show that they know good practice in creating visual effect by using displays

4. show that they know the different purposes of displays and the use of displays in visual

merchandising

5. show that they know why different kinds of merchandise need displaying in different ways

6. show that they know different approaches to using design for different types of

merchandising

7. show that they know how designs achieve the visual effects required by displays

8. show that they know how to brief staff and internal customers about the visual-design policy

9. show that they know how to explain the visual-design policy so that staff and internal

customers will understand it

10. show that they know how to motivate staff to follow the visual design policy

11. show that they know how to check that visual designs are consistent with the visual-design

policy

12. show that they know how to check that displays keep to the visual design policy

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 3 Contribute to developing the company’s visual-design policy

for its retail stores

The learner can:
1. gather accurate and up to date information about what internal and external customers

want and expect from the visual design in the store

2. accurately analyse information to identify internal and external customers’ wishes and

expectations

3. accurately and fairly decide if current and recent designs follow accepted good practice in visual

design

4. use available information to spot opportunities for improving visual design policy and for

introducing new design ideas

5. reach reasonable conclusions as to whether the learner’s new ideas and suggestions for

improvement are relevant to the needs of the company and developing the visual design

policy

6. recommend clearly to decision makers those improvements and new ideas that the learner

decides are relevant and present these in the format needed and by the agreed deadlines

Outcome 4 Support staff putting into practice the company’s visual-

design policy for its retail stores

The learner can:
1. present accurate and up to date information about the company’s visual design policy
2. present information about the company’s visual-design policy to staff in a way that is likely to

encourage understanding and commitment

3. give staff the chance to ask questions about the visual-design policy

4. check that visual designs are consistent with the visual-design policy

5. promptly correct any designs that do not keep to the visual-design policy

6. give internal customers accurate information about the visual-design policy and how it

affects visual merchandising in their areas

7. check displays to make sure they conform to the visual-design policy, are used correctly and

kept in the condition needed for as long as the displays are in use

8. promptly report to their manager any problems with keeping displays in the condition

needed

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 327

Create plans, elevations and drawings to

realise visual merchandising ideas (C.29)

Level:

Credit value: 10

Unit aim(s)
This unit is for visual merchandising specialists and is all about designing layouts and producing

diagrams and instructions that will enable staff to realise the learner’s designs. The unit is firstly

about developing creative solutions for layout designs within the limits of time, budget and any

guidelines the learner must follow. This involves testing that ideas are realistic, as well as asking for

and using the suggestions of decision-makers. The second aspect of the unit is about producing

guidance that will allow staff to put layouts together. This involves working out what is involved in

putting layouts together and giving instructions using schematic drawings and detailed written

specifications.

Learning outcomes
There are four learning outcomes to this unit. The learner will be able to:
1.  Know how to develop and test solutions for retail display layouts
2.  Know how to produce guidance for putting retail display layouts together
3.  Develop and test solutions for retail display layouts
4.  Produce guidance for putting retail display layouts together

Notional and guided learning hours
It is recommended that 100 hours should be allocated for this unit, 62 of these are guided learning

hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards

(if appropriate)
This unit is based on the National Occupational Standards of the same title and endorsed by

Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills
This unit contributes towards the Key Skills in the following areas:
•  Communication
•  Working with Others
•  Problem Solving

Unit Assessment: Specialist Unit - If the assessor does not have the technical competence expert

witness testimony must be sought from a person with suitable current experience, to confirm the

candidate’s competence.

Documentary evidence is the most likely source of evidence for this unit. Evidence should arise

through naturally occurring work activities. It is unlikely that you will be able to demonstrate

competence in less than 3 months.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Unit 327

Create plans, elevations and drawings to

realise visual merchandising ideas (C.29)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to develop and test solutions for retail display

layouts

The learner can:
1.  show that they know how to gather and evaluate ideas and information about layout design
2.  show that they know how to develop, evaluate and modify design options
3.  show that they know how to work up designs in detail and maintain a creative approach while

doing so

4. show that they know how to choose and combine scale, shape, colour, texture and focal

points to produce creative design solutions

5. show that they know how to apply techniques of layout design, including drawing

conventions and standards

6. show that they know how to test and judge whether designs are practical

7. show that they know who the relevant decision-makers are

8. show that they know how to consult with decision-makers throughout the design process

9. show that they know why they need to review layout designs and come up with solutions

which are both creative and suitable

10. show that they know what layout design is and its part in effective visual merchandising

11. show that they know the nature and processes of creativity and layout design

12. show that they know the part played in creative design by dimension, shape, colour, texture

and location

13. show that they know sources of information about the design requirements and possible

layout solutions

Outcome 2 Know how to produce guidance for putting retail display

layouts together

The learner can:
1. show that they know why specifications, drawings and supporting information are needed

for putting layouts together

2. show that they know how to produce specifications and drawings to the technical standards

needed

3. show that they know how to estimate quantities and costs

4. show that they know how to specify the standard of finished work

5. show that they know how to identify and specify the need for specialist services

6. show that they know how to describe methods for putting layouts together

7. show that they know how to recognise risks to health and safety arising from putting layouts

together

8. show that they know how to draw the users’ attention to health and safety risks and the

preventive action users must take

9. show that they know how to identify and assess the conditions under which the layout will

be put together

10. show that they know who puts together layouts in their company and who uses layouts

11. show that they know the drawing and coding conventions and standards to use

12. show that they know the supporting information needed by those who will put the layout

together

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Outcome 3 Develop and test solutions for retail display layouts

The learner can:
1.  work out what kind of layout is needed and check this with decision-makers
2.  gather information from reliable sources about layout design and ideas for layout design
3.  evaluate information and ideas about layout design to see how relevant they are for the

learner’s needs

4. suggest a wide enough range of layout options so the learner can come up with a creative

solution

5. evaluate layout options against the design requirements and choose those which offer the

most creative solution possible within time and cost limits

6. continue improving the preferred layouts until the learner has a detailed layout that meets

the design requirements and which can be achieved within the agreed time and cost limits

7. check carefully that there is enough space for the preferred layout in the sales areas

8. when there is not enough space available for the preferred layout, adapt the layout so that it

will fit the space and can still be used as intended and have the desired effect

9. consult decision-makers fully throughout the design development process, clearly

acknowledge changes they suggest, and use these when the suggested changes will

improve the usefulness and creativity of the design

Outcome 4 Produce guidance for putting retail display layouts together

The learner can:
1. draw layouts accurately
2. use accepted drawing techniques, graphic conventions and coding conventions to give

information

3. specify accurately and clearly the dimensions and orientation of the layout and the standards of

the finished work

4. estimate the quantities and costs of materials needed within cost limits and the design

requirement

5. estimate costs of materials only if there are no existing stocks the learner can use

6. recognise when they need to use specialist services

7. identify the correct methods for putting layouts together and any risks to health and safety

involved in putting layouts together and using layouts

8. provide enough information to allow people to put the layout together efficiently

9. tell people clearly and accurately what to do to protect individual and others’ health and

safety whilst putting layouts together

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

5 Roles and occupational expertise requirements

Role and Competence of Assessors, Expert Witnesses and Verifiers

A wide variety of issues impact upon the participation of organisations and take-up by individuals of

QCF work based qualifications. These issues relate to other matters as well as the quality of an

assessment process, however, they are central to the way assessment is managed.

To this end, Skillsmart Retail requires that the following conditions be fulfilled.

The Role of Supervisors and Managers in the Assessment Process

The principle is established that, wherever possible, assessment is conducted by colleagues,

supervisors and/or managers in a workplace environment. Where the skill or capability of these

individuals is inadequate to deliver the requirements of the organisation or the quality

infrastructure, external services (to the work unit or organisation) may be introduced (peripatetic

assessors). In no circumstance, however, may a work based QCF qualification for the Retail sector

be delivered without the involvement of the candidates’ line manager or the owner/manager.

Where in-store line managers carry out the assessment or internal verification roles, retail stores

with the agreement of their awarding body may chose between:

achieving the appropriate regulatory body approved unit qualifications for assessment and

internal verification

or

b

demonstrating that the company’s training and development activity undertaken to prepare,

validate and review these assessment / verification roles, maps 100% to the National

Occupational Standards which these qualifications are based on. The mapping process must

be agreed by the awarding body as providing the equivalent level of rigour and robustness

as the achievement of the unit qualification.

The alternative option described in (b) above, which waivers the need for the regulatory approved

units in the Retail Sector, should be confined in application to an ‘organisation by organisation’ and

‘qualification by qualification’ basis.

Prospective organisations must be able to confirm that their in-house practices conform to the

requirements of the standards in association with the prospective awarding body who will be

offering the qualification.

The Role of Peripatetic Assessors in the Assessment Process

Specific guidance is provided to centres that supply the services of peripatetic assessors to

organisations unable to support the model of workplace assessment themselves. This is to ensure

that the centres conform to Skillsmart Retail requirements for quality assessments and to identify

any potential risk that may be inherent in the assessments that take place.

These services must complement the activity of a line manager or owner/manager and competence

may not be confirmed without the participation of a line manager or owner/manager in the process.

It is also requested that specific reference be made to auditing this provision, within external

verification processes.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

The Role of Expert Witnesses in the Assessment Process

There are a number of different sub sectors in retail selling a huge range of products. Consequently

there are occupations within the retail store which are undertaken by specialists e.g. beauty

consultants, bakers and visual merchandisers. These specialist occupations are reflected in the

retail National Occupational Standards which means that in many cases assessors will not be

competent in performing the occupational requirements of the standards.

In these instances the assessor must use an expert witness to provide evidence in confirming to the

candidate’s competence. Expert witnesses can be drawn from a wide range of people who can

attest to performance in the workplace, including line managers and experienced colleagues from

inside the candidate’s organisation.

Occupational Competence of Expert Witnesses

Skillsmart Retail requires that:

‘Expert witnesses should have a minimum of 1 year’s practical experience in the unit for which they

are providing evidence and be able to demonstrate a working knowledge of the units they are

attesting to.’

Occupational Competence of Assessors

Skillsmart Retail requires that:

‘Assessors are required to be competent in performing the occupational requirements of the retail

generic standards, in terms of performance and knowledge, for which they are assessing. The

acquisition of this competence will have been gained either from direct employment in the same

occupational role as the national occupational standards or in an operational supervisory,

managerial or in-company trainer position of employees carrying out this role.’

Skillsmart Retail requirements for the occupational competence of assessors in the retail industry is

that they must have worked in a retail company either as a retail assistant, as a supervisor/team

leader/manager or as an in-company trainer of retail assistants.

It is unlikely that, for example, retail assistants would have achieved occupational competence in

less than twelve months, or less than six months if employed in a managerial position.

Additional Assessor Requirements for Specialist Units

The Management Standards Unit also requires assessors to possess a good understanding of

current management practice in order to assess the management units.

Occupational Competence of Verifiers

Skillsmart Retail requires that:

‘Internal Verifiers are required to be familiar with the occupational requirements of the standards

that they are internally verifying. The acquisition of this familiarity will have been gained while

working directly within the occupational area in either an operational or a support function.

The level of familiarity should be sufficient to allow them to make a judgement as to whether the

assessor has fully assessed candidates against all the performance and knowledge evidence

requirements for the national occupational standards.’

‘External Verifiers are required to be aware of the occupational requirements of the standards they

are verifying. The acquisition of this awareness will have been gained while working within the

occupational area in either an operational or a support function.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

The level of awareness should enable them to relate to and understand the requirements of the

national occupational standards and be sufficient to enable them to determine whether the

evidence collected for a candidate met all the evidence requirements.’

Continuing Professional Development of Peripatetic Assessors and Verifiers

The sector also requires that individuals involved in these activities maintain currency of skill and

understanding of the sector, in line with the role they are fulfilling. It is a Skillsmart Retail

requirement that guidance on Continuing Professional Development of peripatetic assessors and

verifiers must be implemented, in that:

‘All assessors and verifiers, if not currently employed within a Retail industry sector company, will

need to prove they have an up-to-date working knowledge of the sector they are assessing or

verifying, This can be demonstrated by maintaining records of evidence from occupational updating

activities such as:

•

Internal or external work experience

•

Internal or external work shadowing opportunities

•

Other relevant CPD activities’

Retailers who have chosen not to use the appropriate regulatory body approved unit qualifications

for assessment and internal verification should be encouraged to offer the unit qualifications as CPD

where the willingness by the employer to support this additional activity becomes known to the

awarding body.

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

6 Key Skills Mapping

This qualification provides the opportunity to gather evidence for the accreditation of key skills as

shown in the table below. However to gain key skills certification the key skills would need to be

taken as additional qualifications.

Retail Skills units

Key Skills

Ref

Learning outcome

Key Skill

Level

Refs

Interpret design briefs for retail

displays

Communication 1

C1.2

225 (C.18)

Get hold of merchandise and

props to be featured in retail

displays

Problem solving

PS1.1, PS1.2

Communication 1

C1.2

Dress in-store displays to

guidelines

Working with others

WO2.2

Dress window displays to

guidelines

Working with others

WO2.2

226 (C.19)

Evaluate and improve retail

displays

None identified

Order graphic materials to meet

retail display needs

None identified

Communication 1

C1.2

227 (C.20)

Position graphic materials to

support retail displays

Working with others

WO2.2

Dismantle retail displays

Working with others

WO2.2

Application of number

N1.2

228 (C.21)

Store equipment, props and

graphics for retail displays

Working with others

WO2.2

Confirm the requirements for

props and prototypes for retail

displays

Communication 1

C1.2

Make life-size copies of items for

retail displays

Application of number

N1.2

Make scale models of items for

retail displays

Application of number

N3.1, N3.2

229 (C.22)

Decorate fixtures and panels for

retail displays

Communication 1

C1.2

Application of number

N1.1, N1.2

Communication 1

C1.2

Interpret retail display layout

requirements from plans,

elevations and drawings

Problem solving

PS3.1, PS3.2

Problem solving

PS3.1, PS3.2

230 (C.23)

Follow guidelines for putting

retail display layouts together

Working with others

WO2.2

Communication 1

C1.1

Support effective team working

in a retail environment

Working with others

WO2.1

Communication 1

C1.1

Improving own learning and

performance

LP2.1, LP2.2,

LP2.3

301 (E.8)

Help to plan and organise your

own learning in a retail

environment

Problem solving

PS1.3

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Retail Skills units

Key Skills

Ref

Learning outcome

Key Skill

Level

Refs

Problem solving

PS2.3

Working with others

WO1.3

Communication 1

C1.1

Working with others

WO2.1, WO2.2

Help others to learn in a retail

environment

Working with others

WO3.1, WO3.3

Application of number

N1.2

Negotiate part-exchange sales

transactions with retail

customers

Communication 1

C1.1

Application of number

N1.2

Provide service at point of sale

in a retail store

Communication 1

C1.1

Application of number

N1.2

Communication 2

C2.1b

Organise staff to receive and

check incoming deliveries in a

retail environment

Working with others

WO3.1, WO3.2

Organise and maintain storage

facilities in a retail environment

Working with others

WO3.1

306 (B.14)

Check the storage and care of

stock in a retail environment

None identified

Communication 1

C1.1

Communication 2

C2.1a,

C2.1b

Communication 3

C3.1a

Problem solving

PS3.1, PS3.2

312 (E.9)

Help to manage your retail team

Working with others

WO3.1, WO3.2

Interpret requirements for retail

displays

Communication 2

C2.2

Application of number

N1.2

322 (C.24)

Choose and agree retail

merchandise to be featured in

displays

Communication 1

C1.1

Application of number

N1.2

Identify and get hold of graphic

materials for retail displays

Communication 1

C1.2

Application of number

N1.2

Communication

C1.1, C1.2, C1.3

323 (C.25)

Co-ordinate how graphic

materials are used in retail

displays

Working with others

WO3.1, WO3.2

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Retail Skills units

Key Skills

Ref

Learning outcome

Key Skill

Level

Refs

Communication 1

C1.1

Check how graphic materials

are used in retail displays

Communication 3

C3.1a

Application of number

N1.2

Gather information about retail

customers' responses to

displays and layouts

Information and communication

technology

2 ICT2.1,

ICT2.2

Application of number

N1.2

Communication 1

C1.1,

C1.3

Information and communication

technology

1 ICT1.3

324 (C.26)

Assess and report the effect of

retail displays and layouts

Problem solving

PS2.1

Application of number

N1.1, N1.2

Communication 1

C1.1,

C1.3

Negotiate and agree costs for

visual merchandising projects

Communication 2

C2.1a,

C2.1b

Application of number

N1.2

325 (C.27)

Control costs for visual

merchandising projects

Communication 1

C1.1,

C1.3

Application of number

N1.2

Communication

C1.1, C1.2, C1.3

Contribute to developing the

company’s visual design policy

for its retail stores

Problem solving

PS3.1

Communication 1

C1.1

326 (C.28)

Support staff putting into

practice the company’s

visual-design policy for its retail

stores

Communication 2

C2.1a,

C2.1b

Application of number

N1.1, N1.2

Application of number

N2.2

Application of number

N3.2

Develop and test solutions for

retail display layouts

Problem solving

PS3.1, PS3.2

Application of number

N1.1, N1.2

Communication 1

C1.1

Information and communication

technology

ICT1.2, ICT 1.3

327 (C.29)

Produce guidance for putting

retail display layouts together

Information and communication

technology

ICT2.2, ICT 2.3

Level 3 Certificate/Diploma in Retail (Visual Merchandising) (7536)

Document Outline