BA031294 BTEC Cert Close Protection Issue2 PDF

Edexcel BTEC Level 3
Certificate in Close
Protection (QCF)
Specification
BTEC specialist qualification
First teaching February 2010
Issue 2
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This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes
to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com
References to third party material made in this specification are made in good faith. Edexcel
does not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Material may include textbooks, journals,
magazines and other publications and websites.)
Authorised by Martin Stretton

Prepared by Roger Field
Publications Code BA031294
All the material in this publication is copyright
Pearson Education Limited 2012
Contents
Qualification titles covered by this specification
What are BTEC Level 1-3 Specialist Qualifications?
Edexcel BTEC Level 3 Certificate in Close Protection (QCF)
National Occupational Standards (NOS)
BTEC Specialist qualifications at Levels 13
Rules of combination
Assessment
Quality assurance
Approval
Programme design and delivery
Mode of delivery
Guided learning hours and contact time
Resources
Delivery approach
Access and recruitment
Restrictions on learner entry
Access arrangements and special considerations
Accreditation of Prior Learning
Unit format
Unit 1: Working as a Close Protection Operative
7
11
Further information
31
Useful publications
31
How to obtain National Occupational Standards
31
Professional development and training
32
Annexe A sector qualification framework
33
Annexe B wider curriculum mapping
35
Annexe C mapping with NVQs
37
Annexe D conflict management scenarios
39
Qualification titles covered by this specification

This qualification has been accredited to the Qualifications and Credit Framework (QCF).
The QCF Qualifications Number (QN) is used by centres if they wish to seek public funding,
should it be available.
Each unit within a qualification will also have a QCF unit code.
The QCF qualification and unit codes will appear on the learners final certification
documentation.
The title and QN for the qualification in this publication are:
500/8062/3
This qualification title will appear on the learners certificates. Learners need to be made aware
of this when they are recruited by the centre and registered with Edexcel.
BA031294 Specification Edexcel BTEC Level 3 Certificate in Close Protection Issue 2 April 2012
What are BTEC Level 1-3 Specialist Qualifications?

BTEC QCF Level 1-3 Specialist Qualifications are designed to provide specialist work-related
qualifications in a range of sectors. They give learners the knowledge, understanding and skills
that they need to prepare for employment. The qualifications also provide career development
opportunities for those already in work. Consequently they provide a course of study for fulltime or part-time learners in schools, colleges and training centres.
BTEC Specialist qualifications also provide much of the underpinning knowledge and
understanding for the National Occupational Standards for the sector, where these are
appropriate. They are supported by the relevant Standards Setting Body (SSB) or Sector Skills
Council (SSC).
On successful completion of a BTEC Specialist Qualification, learners can progress to or within
employment and/or continue their study in the same, or related, vocational area.

The Edexcel BTEC Level 3 Certificate in Close Protection (QCF) is designed for people who
want to work as a close protection officer and therefore require a licence to practise. The
qualification is endorsed by the Security Industry Authority (SIA) and learners who have
completed it successfully can then apply to the SIA for a licence.
Further information about who requires a licence is available from the SIA.
National Occupational Standards (NOS)

Edexcel BTEC qualifications are designed to provide some of the underpinning knowledge and
understanding for the National Occupational Standards (NOS), as well as developing practical
skills in preparation for work and possible achievement of NVQs in due course. NOS form the
basis of National Vocational Qualifications (NVQs). Edexcel BTEC qualifications do not
purport to deliver occupational competence in the sector, which should be demonstrated in a
work context.
The Edexcel BTEC Level 3 Certificate in Close Protection (QCF) relates to the NOS for
Providing Close Protection.
Edexcel BTEC Level 1 Certificate
Edexcel BTEC Level 1 Award
13 to 36
1 to 12
Credit value
QCF level==
BTEC Specialist qualifications at Levels 13
37 and above
Edexcel BTEC Level 1 Diploma
Rules of combination
The Edexcel BTEC Level 3 Certificate in Close Protection (QCF) is a 140 guided learning hour
(GLH) qualification that consists of one mandatory unit, providing for a total of 16 credits.

Unit
Mandatory unit
Credit Level
Working as a Close Protection Operative
16
Assessment
The assessment for the Edexcel BTEC Level 3 Certificate in Close Protection (QCF) is criterion
referenced, based on the achievement of specified assessment criteria.
The overall grading is a pass, based upon the successful completion of the minimum credit.
Learners must pass one mandatory unit to achieve the Edexcel BTEC Level 3 Certificate
in Close Protection (QCF).
Most of the assessment criteria are assessed by means of a test that is set and marked by Edexcel
and which will be administered by the centre.
The remaining assessment criteria are assessed internally by means of practical tasks.
Learners must achieve a pass in both parts of the assessment to achieve a pass for the unit as a
whole.
Further information about test procedures and internal assessment is given within the
Assessment section of the unit and in the BTEC Security Qualifications Centre Management
Handbook, which centres will be able to access after being granted approval to offer this
qualification.
Quality assurance
Information about quality assurance is given in the BTEC Security Qualifications Centre
Management Handbook.
Approval
Where a centre already has approval for a programme that is being replaced by a new
programme, the centre will be given accelerated approval for the new programme. Other
centres wishing to offer a programme in a vocational area for the first time will need to apply
for approval to offer the programme.
Centres that have not previously offered any BTEC qualifications will first need to apply for,
and be granted, centre approval.
When a centre applies for approval to offer a BTEC qualification they will be required to enter
into an approvals contract.
The approvals contract is a formal commitment by the head or principal of a centre to meet all
the requirements of the specification and linked codes or regulations. Sanctions and tariffs will
be applied if centres do not comply with the contract. This could ultimately result in the
suspension of certification or withdrawal of approval
Programme design and delivery

Mode of delivery
Edexcel does not normally define the mode of delivery for Edexcel BTEC qualifications.
However, this qualification has been developed in conjunction with the SIA, which has placed
certain restrictions on how training may be delivered, specifically the relationship between
guided learning hours (GLH) and contact time. Tutors may adopt a flexible approach to delivery
using weekends and/or a combination of evening sessions so long as they do not reduce the
prescribed contact hours or GLH.
Guided learning hours and contact time

Guided learning hours are defined as the time that needs to be allocated to direct teaching and
other classroom activities together with other structured learning time (eg distance learning and
pre-course reading exercises set by the centre) and assessment activities. It excludes activities
that are not directed by the tutor, eg background reading and revision done outside of class time.
Contact time refers to time spent where learners are in direct contact with a tutor, for example
direct teaching, class discussions and supervised practice activities. It also includes all formal
assessment time.
Therefore, typical activities that are included in GLH but which are not defined as contact time
would include:
structured pre-course reading
distance learning
e-learning.
These can be called non-contact activities.

The table below indicates the GLH and required contact time. Centres should regard this not as
a requirement to use non-contact activities, but rather as giving them the opportunity to do so if
they choose. Some centres might choose to continue delivering the entire course as contact time,
as before. The SIA requires that any non-contact activities are restricted to learning outcome 14.
Unit
1
Working as a Close Protection Operative
GLH
Minimum
contact time
140
139.5
Resources
Edexcel BTEC qualifications are designed to give learners an understanding of the skills needed
for specific vocational sectors. Physical resources need to support the delivery of the
programme and the assessment of the learning outcomes, and should therefore normally be of
industry standard. Staff delivering programmes and conducting the assessments must
understand and comply with SIA requirements. Centres will need to meet any specific resource
requirements to gain approval from Edexcel.
Where specific resources are required these have been indicated in the Essential resources
section of the unit.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
vocational nature of Edexcel BTEC qualifications and the mode of delivery. Specifications give
a balance between practical skill development and knowledge requirements, some of which can
be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practical application and that the knowledge base is applied to the sector.
This requires the development of relevant and up-to-date teaching materials that allow learners
to apply their learning to actual events and activities within the sector.
Access and recruitment

Edexcels policy regarding access to its qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to learners within the centre during their programme of
study and any specific support that might be necessary to allow learners to access the
assessment for the qualification. Centres should consult Edexcels policy on learners with
particular requirements.
Restrictions on learner entry

The Edexcel BTEC Level 3 Certificate in Close Protection (QCF) is accredited on the QCF for
learners aged 18 and above.
Access arrangements and special considerations

Edexcels policy on access arrangements and special considerations for BTEC and Edexcel
NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and
other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to
the Act) without compromising the assessment of skills, knowledge, understanding or
competence.
Information about learners who have difficulty with English is given in the BTEC Security
Qualifications Centre Management Handbook.
Further information is also given in the policy document Access Arrangements and Special
Considerations for BTEC and Edexcel NVQ Qualifications, which can be found on the Edexcel
website (www.edexcel.com). This policy replaces the previous Edexcel policy (Assessment of
Vocationally Related Qualification: Regulations and Guidance Relating to Learners with
Special Requirements, 2002), concerning learners with particular requirements.
Recognition of Prior Learning

The Security Industry Authority (the SIA) recognises relevant previous training and experience,
which may provide exemptions from training or assessment.
It is the responsibility of the approved centre to use the latest version of the Joint Awarding
Body guidance and documentation on RPL available on the SIA website. They must ensure that
evidence presented by a learner claiming exemption is recorded in line with the procedure
outlined in this document and on the prescribed forms.
Unit format
All units in the Edexcel BTEC qualifications have a standard format. The unit format is
designed to give guidance on the requirements of the qualification for learners, tutors, assessors
and those responsible for monitoring national standards.
Each unit has the following sections.
Unit title
The unit title is accredited on the QCF and this form of words will appear on the learners
Notification of Performance (NOP).
QCF level
All units and qualifications within the QCF will have a level assigned to them, which represents
the level of achievement. There are nine levels of achievement, from Entry Level to Level 8.
The level of the unit has been informed by the QCF level descriptors and, where appropriate,
the NOS and/or other sector/professional benchmarks.
Credit value
All units have a credit value. The minimum credit value that may be determined for a unit is
one, and credits can only be awarded in whole numbers. Learners will be awarded credits for the
successful completion of whole units.
Guided learning hours

Guided learning hours are defined as all the times when a tutor, trainer or facilitator is present to
give specific guidance towards the learning aim being studied on a programme. This definition
includes lectures, tutorials and supervised study in, for example, open learning centres and
learning workshops. It also includes time spent by staff assessing learners achievements. It
does not include time spent by staff in day-to-day marking of assignments or homework where
the learner is not present.
Unit aim and purpose

The aim provides a clear summary of the purpose of the unit and is a succinct statement that
summarises the learning outcomes of the unit.
Unit introduction
The unit introduction gives the reader an appreciation of the unit in the vocational setting of the
qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the
unit and the key knowledge, skills and understanding gained while studying the unit. The unit
introduction also highlights any links to the appropriate vocational sector by describing how the
unit relates to that sector.
Learning outcomes
The learning outcomes of a unit set out what learners are expected to know, understand or be
able to do as the result of a process of learning.
Assessment criteria
The assessment criteria of a unit specify the standard learners are expected to meet to
demonstrate that a learning outcome, or set of learning outcomes, has been achieved. The
learning outcomes and assessment criteria clearly articulate the learning achievement for which
the credit will be awarded at the level assigned to the unit.
Unit content
The unit content identifies the breadth of knowledge, skills and understanding needed to design
and deliver a programme of learning to achieve each of the assessment criteria.
Each learning outcome is stated in full and then the key phrases or concepts related to each
assessment criterion are listed in italics followed by the subsequent range of related topics.
Relationship between content and assessment criteria
Learners should have the opportunity to cover all of the unit content.
It is not a requirement of the unit specification that all of the content is assessed. However, the
indicative content will need to be covered in a programme of learning in order for learners to be
able to meet the standard determined in the assessment criteria.
Content structure and terminology
The information below shows how the unit content is structured and gives the terminology used
to explain the different components within the content.
Learning outcome: this is shown in bold at the beginning of each section of content.
Italicised sub-heading: it contains a key phrase or concept, each corresponding to an

assessment criterion. This is content which must be covered in the delivery of the unit.
Colons mark the end of an italicised sub-heading.
Elements of content: the elements are in plain text and amplify the sub-heading. The
elements must be covered in the delivery of the unit. Semi-colons mark the end of an
element.
Brackets contain amplification of content which must be covered in the delivery of the unit.
Where it appears, eg is a list of examples, used for indicative amplification or clarification

of an element, (that is, the content specified in this amplification could be covered or could
be replaced by other, similar material).
Essential guidance for tutors

This section gives tutors additional guidance and amplification to aid understanding and a
consistent level of delivery and assessment. It is divided into the following sections.
Delivery explains the contents relationship with the learning outcomes and offers
guidance about possible approaches to delivery. This section is based on the more usual
delivery modes but is not intended to rule out alternative approaches.
Assessment gives amplification about the nature and type of evidence that learners need to
produce in order to achieve the unit. This section should be read in conjunction with the
assessment criteria.
Essential resources identifies any specialist resources needed to allow learners to generate
the evidence required for each unit. The centre will be asked to ensure that any requirements
are in place when it seeks approval from Edexcel to offer the qualification.
Indicative resource materials gives a list of learner resource material that benchmarks the
level of study.
10
Unit 1:
Working as a Close Protection

Operative
Unit code:
Y/600/7565
QCF Level:
Credit value:
16
Guided learning hours: 140
Unit aim and purpose

This unit is intended for people who want to work in the private security industry and who
require an SIA licence to practise. It covers the knowledge, understanding and skills that are
relevant to the role of a close protection operative.
Unit introduction
This unit comprises the knowledge, understanding and skills required to become a licensed
close protection operative. It will be assessed partly by a written test and partly by practical
assessment.
The unit presents the legislative framework within which the close protection industry operates.
It then covers the basic requirements of close protection, such as team roles, personal security,
and the attributes required, including the importance of team working and interpersonal skills.
Threat and risk assessment is a key requirement in close protection, both in a planned and
dynamic context, and so learners will discover how this is carried out as well as about the broad
considerations that are relevant to operational planning. They will also learn about the major
aspects of close protection work, including surveillance, venue security operations,
reconnaissance, route planning, foot drills and vehicle operations. Finally, they will learn about
the theory and practice of conflict management.
Learning outcomes and assessment criteria

In order to pass this unit, the learner must meet all the learning outcomes for the unit. The
assessment criteria determine the standard required to achieve the unit.
11
On completion of this unit a learner should:

Learning outcomes
Assessment criteria
Assessed by external test
12
Understand the legislation

that is relevant to people
working in the close
protection industry
Understand the roles and

responsibilities of the close
protection operative
1.1
Identify the differences between civil, common and

criminal law
1.2
State the main aims of the Private Security Industry

Act
1.3
Identify the main functions of the Security Industry

Authority and other key bodies within the private
security industry
1.4
Identify aspects of human rights legislation that are

relevant to the private security industry
1.5
State the data protection principles outlined in data

protection legislation
1.6
Describe types of discrimination that can occur in

the workplace
1.7
Identify how equal opportunities legislation applies

in the workplace

2.1
Explain the purpose of close protection
2.2
Describe the attributes required of a close protection

operative
2.3
Explain the different roles and responsibilities

within a close protection team
2.4
Explain the difference between a client and a

principal
2.5
Identify the different types of principal in the close

protection environment
2.6
Explain the importance of personal security within a

close protection environment
2.7
Explain the need for situational awareness within

different working environments
2.8
Explain the need for close protection training and

continuous professional development
Learning outcomes
Assessment criteria
Assessed by internally marked portfolio
Know the importance of

threat assessment and risk
management
Know surveillance
techniques
3.1
Carry out a threat and risk assessment

3.2
Explain the purpose of threat and risk assessments
3.3
Describe threat and risk assessment techniques
3.4
Explain the main threats to a principal within the

close protection environment
3.5
Describe how threat assessment and risk

management can vary when a principal is arriving at
or leaving a destination
3.6
Explain the importance of dynamic assessment,

response and contingency plans
3.7
Describe the threat categories
3.8
Explain how close protection operatives within the

UK gather operational intelligence

4.1
Demonstrate surveillance techniques
Understand venue security

operations
4.2
Describe the types of people or organisations who

might be carrying out surveillance on your principal
4.3
Describe surveillance techniques
4.4
Identify equipment used to assist in surveillance
4.5
Explain the limitations and capabilities of a range of

equipment used to assist in surveillance

5.1
Produce a plan for venue security

5.2
Identify venue related security operations
5.3
Explain the importance of liaison with venue

security
5.4
Identify factors that influence operational plans at

various venues
5.5
Explain the use of communication equipment and

other technology used in venue-based close
protection operations
5.6
Describe contingencies used in venue-based close

5.7
Describe countermeasures used in venue-based close

13
Learning outcomes
Assessment criteria
Know how to design and

demonstrate operational
planning
6.1
Design and implement an operational plan
6.2
Conduct a team briefing

interpersonal skills
6.3
Explain the purpose of operational planning
6.4
Explain how threat and risk assessments affect

operational planning
6.5
Explain the importance of briefing and de-briefing
6.6
Explain the importance of time and resource

management
6.7
Identify agencies that may need to be contacted in

the course of operational planning

7.1
Demonstrate effective negotiation skills

teamwork
7.2
Describe the interpersonal skills that are required of

a close protection operative
7.3
Explain the importance of effective communication

within the close protection environment
7.4
Explain the need for clear decision making and

direction
7.5
Explain the importance of etiquette and protocol

when dealing with principals

8.1
Demonstrate team-working skills
14
8.2
Describe the attributes and skills of an effective

close protection team
8.3
Explain the importance of personal and team

preparation
8.4
State why standard operating procedures (SOPs) are

important for effective teamwork
Learning outcomes
Assessment criteria

reconnaissance
9.1
Conduct a reconnaissance
10 Know how to conduct close

protection foot drills
9.2
Explain the purpose of reconnaissance
9.3
Describe factors to be considered when conducting a

reconnaissance
9.4
Describe the role of the security advance party

(SAP)
9.5
Explain the difference between covert and overt

reconnaissance

10.1 Demonstrate close protection foot formations
10.2 Demonstrate body protection of a principal
10.3 Demonstrate foot evacuation of a principal
10.4 Describe the individual roles within a close
protection team on foot
10.5 Describe the responsibilities of close protection
operatives on foot
10.6 Explain the need to adopt a flexible approach on
foot
10.7 Identify the range of communication used on foot
11 Know the importance of

planning and selecting routes

11.1 Interpret information from maps
11.2 Produce primary and secondary route plans
11.3 Explain the need for route selection and contingency
planning
11.4 Explain the factors that need to be considered when
carrying out route selection
11.5 Describe the range of technological tools used in
route planning
15
Learning outcomes
Assessment criteria
12 Know vehicle movement

tactics and operations

12.1 Carry out embus and debus drills
12.2 Carry out convoy drills
12.3 Carry out anti-ambush drills
12.4 Carry out a basic evacuation procedure with a
vehicle
12.5 Explain the safety and security checks to be taken to
ensure vehicle security before, during and after
journeys
12.6 Describe the factors involved in choosing a vehicle
12.7 Explain the need for alternative transport plans
12.8 Explain protocol for vehicle use
12.9 Explain how road traffic legislation affects the use
of vehicles by close protection operatives
12.10 Describe the variety of vehicle and driving
arrangements which impact on the role of the close
protection operative and team
13 Know the search techniques

and procedures for close

13.1 Demonstrate search techniques
13.2 Explain the procedures for searching and the
implications under UK legislation
13.3 Explain the legal and access implications if someone
refuses to be searched at a point of entry
13.4 Explain the importance of post-search security
13.5 Describe the technology and support available to
assist in a search
13.6 Describe how to deal with unauthorised/ dangerous
objects and apply emergency procedures
16
Learning outcomes
Assessment criteria
14 Know how to apply conflict

management techniques
while providing close
protection

14.1 Demonstrate techniques used to avoid and defuse
conflict situations
14.2 Describe potential conflict situations that could arise
in the close protection context
14.3 Describe the different levels of threat in potential
and actual conflict situations
14.4 Describe human responses to emotional and
threatening situations
14.5 Identify common triggers and inhibitors
14.6 Explain the basic elements of communication
14.7 Explain the importance of non-verbal
communication in conflict situations
14.8 Explain the importance of adopting an appropriate
initial response in a conflict situation
14.9 Describe the attitude/behaviour cycle and how to
prevent escalation of conflict
14.10 Describe ways of avoiding potential conflict
situations whilst providing close protection
14.11 Describe techniques used to defuse potential conflict
situations
14.12 Describe how to manage anger and aggression in
conflict situations
14.13 Describe the effects of stress within a close
protection environment
14.14 Explain techniques for dealing with conflict
17
Unit content
Understand the legislation that is relevant to people working in the close protection
industry
1.1 Differences between civil, common and criminal law: common law (legal precedent and
role of judges); purposes of civil and criminal law (to right a personal wrong/to deter and
punish); who brings cases in civil and criminal law (individuals/the state); civil and criminal
remedy (compensation for loss and damage/fines and imprisonment); Serious Organised
Crime and Police Act 2005 (powers of arrest, the concept of indictable offences); Misuse
of Drugs Act 1971 and subsequent amendments (offences, classification of controlled
substances); legal definitions of other offences (trespass, aggravated trespass, theft,
burglary, criminal damage, types of assault); reasonable use of force as defined under
Criminal Law Act 1967
1.2 Aims of Private Security Industry Act 2001: to raise standards; to increase public
confidence and safety; to remove criminal elements; to establish the SIA and licensing
1.3 Functions of the SIA and other key bodies: the SIA (to regulate the industry through
licensing, to raise standards through the Approved Contractor Scheme); role of Skills for
Security (identifying sector training needs, setting and raising standards); role of assessing
bodies for SIA Approved Contractor Scheme
1.4 Relevance of human rights legislation: who it applies to; connection with European
Convention on Human Rights
1.5 Data protection principles: the eight principles outlined in the Data Protection Act
1.6 Discrimination in the workplace: main categories (race/ethnicity/nationality, gender,
religion or belief, disability, sexual orientation, age); direct and indirect discrimination;
differences between prejudice, victimisation and harassment
1.7 Areas where equal opportunities legislation applies: recruitment; access to training; pay
and benefits; promotion opportunities; terms and conditions; redundancy; dismissal; the
employers duty to make reasonable adjustments for disabled people
Understand the roles and responsibilities of the close protection operative

2.1 Purpose of close protection: protection of principals life, family, property, lifestyle,
business and image
2.2 Attributes required of a close protection operative: honesty; integrity; professionalism;
discretion; flexibility; calmness under pressure; team-working skills; assertiveness;
communication skills; IT literacy
2.3 Different roles and responsibilities within a close protection team: responsibilities of
close protection operative, team leader, personal protection officer, driver, medic, security
advance party, residential security team, personal escort section, support teams (countersurveillance, office security, quick reaction team)
2.4 Difference between a client and principal: definitions of client and principal;
occasions when a client and principal are the same person
2.5 Different types of principal: business people; famous people and their families; foreign
dignitaries and their families
18
2.6 Importance of personal security within a close protection environment: importance of

taking responsibility for own safety and security; vigilance as the basis of personal security;
use of personal attack alarms; responsibilities of employer and employees to comply with
health and safety legislation; consequences of failure to comply with health and safety
legislation (prosecution, business closure, lost productivity, business disruption, staff
shortages, long-term effects on employee health); fire safety (fire classifications, use of fire
fighting equipment, how to prevent fire)
2.7 Situational awareness within different working environments: the need to remain alert
and respond dynamically to changing situations; common situational factors that affect
threat (physical surroundings, time of day, weather, current affairs)
2.8 Close protection training and continuous professional development: the need to keep up
to date with changes in the law, technology and threats; the concept of skill fade; the need
to enhance own employability
3
Know the importance of threat assessment and risk management

3.1 Carrying out a threat and risk assessment: threat profiling of principals; other relevant
considerations in a threat and risk assessment eg interests at risk, health of principal, current
security arrangements, principals programme and itinerary, nature/extent/type/probability
of threats
3.2 Purpose of threat and risk assessments: to identify threats and assess levels of risk; to
facilitate risk reduction measures; value as an aid to planning and preparation
3.3 Threat and risk assessment techniques: the seven Ps of principal threat profiling (people,
places, personality, prejudices, personal history, political/religious views, private lifestyle);
differences between direct and indirect threats; the need to balance protection against
lifestyle requirements; the importance of a systematic approach to threat and risk
assessment; the need for regular review and updating
3.4 Main threats to a principal: unintentional injury; intentional injury or attack; unwanted
attention and disruption of lifestyle; threats to public image; gathering of information eg
commercially sensitive information
3.5 How threat assessment and risk management can vary when arriving at or leaving a
location: threat assessment and risk management for different locations (hotels, restaurants,
airports, leisure and entertainment venues)
3.6 Importance of dynamic assessment, response and contingency plans: importance of
dynamic assessment of persons, places and objects; options available in threatening
situations (take action, avoid, seek help); importance of having generic and specific orders
that cover response and contingency plans
3.7 Threat categories: high, medium, low; categories 1, 2 and 3
3.8 How close protection operatives within the UK gather intelligence: liaison with police,
local authorities, security companies and embassies; reconnaissance; news media; internet
research
19
Know surveillance techniques

4.1 Demonstrating surveillance techniques: techniques for detecting and disrupting
surveillance
4.2 People or organisations that might be carrying out surveillance: known criminals;
media; stalkers; private security companies; organised groups eg protest groups, political
extremists
4.3 Surveillance techniques: the difference between covert and overt techniques; actions
that can be taken to detect static surveillance (recognising surveillance vehicles, awareness
of areas that provide natural surveillance cover, awareness of behaviour that is out of place);
actions that can be taken to detect and disrupt surveillance on foot (variation in speed and
direction, taking routes through uncrowded areas, looking for multiple sightings of
individuals, use of counter-surveillance team following at a distance); actions that can be
taken to detect and disrupt surveillance by car (changing lanes, variation in speed and
direction, roundabout manoeuvres, three sides of a square, false turns)
4.4 Equipment used to assist in surveillance: visual surveillance equipment (binoculars,
night viewing aids, cameras, residential CCTV); telephone recording equipment; devices for
tracking movements
4.5 Limitations and capabilities of surveillance equipment: Regulation of Investigatory
Powers Act 2000; Interception of Communications Act 1985; legitimate uses of surveillance
equipment (non-intrusive surveillance, surveillance on private property, recording of
conversations with consent); legal limitations placed on use of surveillance equipment
(interception of private communications, CCTV use in public space, transmitting devices
including bugs)
Understand venue security operations

5.1 Producing a plan for venue security: typical contents of venue security plans (layout
and facilities, vulnerabilities, routes in/out and up/down, safe rooms, communications,
surroundings, parking, existing security arrangements)
5.2 Venue-related security operations: venue type access; embus and debus; in-house
security; emergency procedures (medical, evacuation, attack)
5.3 Importance of liaison with venue security: the roles of venue security; the role of the
security advance party; the need-to-know principle of information sharing; the concepts of
layers of protection and of inner and outer cordons
5.4 Factors that influence operational plans at venues: venue size and type; layout and
facilities; vulnerabilities; location of safe rooms; embus and debus arrangements; parking
arrangements; existing venue security arrangements
5.5 Use of communication equipment and other technology: communications with venue
security (radios, phones); communications with team inside and outside venue (radios,
phones, satellite communication equipment); radio communications protocols (call signs,
pro-words, phonetic alphabet); intruder detection systems
5.6 Contingencies used in venue-based close protection operations: definition of
contingencies as situations that you need to be prepared for; emergency procedures
(medical, evacuation, attack); fast ball procedures; procedures for when security is
compromised; communications back up
5.7 Countermeasures used in venue-based close protection operations: definition of
countermeasures as actions taken to pre-empt security problems; security advance party;
security checks; patrolling; CCTV and alarms; access control; personal and vehicle searches
20
Know how to design and demonstrate operational planning

6.1 Designing and implementing an operational plan: typical contents of operational
instructions (preliminaries, ground, situation, mission, execution, service support, command
and signals)
6.2 Conducting a team briefing: ways of organising and structuring information; visual aids
that can be used; methods for checking understanding eg questioning techniques
6.3 Purpose of operational planning: gathering information; assessing and managing threats
and risks; identifying and sourcing necessary resources (human, physical); establishing team
roles and responsibilities at each stage of an assignment; allowing advance preparations to
be made; contingency planning
6.4 How threat and risk assessments affect operational planning: links between threat
assessment and protection level required (type and number of close protection operatives,
equipment and resources, nature and extent of planning and preparation)
6.5 Importance of briefing and de-briefing: who needs to be briefed (team, principal,
client/principals staff); function of giving warning instructions in advance of formal
instructions; importance of briefing (ensuring understanding of the operational instructions,
procedures and individual responsibilities); value of team de-briefing (lessons learned,
remedying deficiencies for future, providing positive feedback where appropriate)
6.6 Importance of time and resource management: importance of identifying and sourcing
resources that are suitable for operational requirements within time constraints; the need to
balance desired resources with what is available taking into account budgetary constraints,
personal capabilities, local factors and principals lifestyle
6.7 Agencies that may need to be contacted in the course of operational planning: police;
embassies; commercial security companies; emergency services
Know the importance of interpersonal skills

7.1 Demonstrating effective negotiation skills: how to use influencing skills in negotiations
eg finding common ground, stating expectations, making proposals, giving reasons, offering
alternatives, applying pressure, offering incentives, compromising
7.2 Interpersonal skills required of a close protection operative: listening skills; ability to
communicate clearly; assertiveness; negotiation and problem solving skills; empathy;
teamworking
7.3 Importance of communication within a close protection environment: relevant people
who you may communicate with (colleagues, client, principal, principals family,
principals staff, venue staff, external agencies, members of the public); different methods
of communication (oral, in writing, through a third person); importance of choosing
language and medium appropriate for message and recipient; how and why to maintain
security and confidentiality of information
7.4 Clear decision making and direction: the need to respond decisively when security is
threatened; the need to communicate assertively with principals and team in threatening
situations
7.5 Importance of etiquette and protocol when dealing with principals: the need to adapt
dress, appearance, speech and behaviour to the principal and surroundings; why protocol
and etiquette are important (to prevent drawing attention to self, to avoid embarrassing
principal, to maintain professional image)
21
Know the importance of teamwork

8.1 Demonstrating teamworking skills: communicating effectively; showing a positive
attitude; being willing to participate; supporting other team members; dealing appropriately
with any disagreements
8.2 Attributes and skills of an effective close protection team: balance of skills across the
team; ability to work together; ability to take direction from team leader; team working
skills (communication skills, positive attitude, willingness to participate, being supportive,
dealing with disagreements)
8.3 Importance of personal and team preparation: typical preparation that may be required
(plan, equipment, visas, passports, medical bags)
8.4 Importance of standard operating procedures for effective teamwork: value of SOPs for
operational efficiency and risk management; importance of SOPs in clarifying individual
responsibilities; repercussions if SOPs not clear or are not followed
Know the importance of reconnaissance

9.1 Conducting a reconnaissance: types of reconnaissance (routes, locations); factors that
will affect whether covert or overt; how and why to record accurate information
9.2 Purpose of reconnaissance: to confirm travel routes, timings and location arrangements;
to identify and evaluate threats and situations that could compromise security; to gain cooperation of relevant persons eg hotel, restaurant staff; to contribute to operational planning
9.3 Factors to consider when conducting reconnaissance: time available (pre-planned
versus ad-hoc); resources available (human, physical); route and timings; surveillance
awareness; local factors (political, criminal, terrorist activity, communications, emergency
support, travel related, location related); how information can be recorded (written,
photographic, audio, video)
9.4 Role of the security advance party: route reconnaissance and selection; route
monitoring; venue monitoring (surroundings, checking of security arrangements, searches);
liaison with local staff and agencies; communication with team leader; roles after principal
arrives at venue
9.5 Difference between covert and overt reconnaissance: definitions of covert and overt
in a reconnaissance context; advantages and disadvantages of covert and overt
reconnaissance; when to be covert and when to be overt
10 Know how to conduct close protection foot drills

10.1 Demonstrating close protection foot formations: low profile protection; lowering or
raising the profile of foot protection; standard team formations (box, diamond and vee)
10.2 Demonstrating body protection of a principal: key aspects of body protection (speed,
placing barrier between principal and attacker); positioning and movement with attacks
from front, behind and sides
10.3 Demonstrating foot evacuation of a principal: how to evacuate on foot while
maintaining body protection
10.4 Individual roles within a close protection team on foot: positioning and role of
personal protection officer and personal escort in standard foot formations; arcs of
responsibility; inner and outer zones of protection; medical responsibilities
22
10.5 Responsibilities of close protection operatives on foot: deterring attack and unwanted
attention; acting as cordon; providing body cover; identifying threats; responding to threats;
maintaining the principals image; not impeding the principal
10.6 Need to adopt a flexible approach: adapting approach according to whether assignment
is high or low profile; responding to changing circumstances (threats, crowd density, local
conditions, changes of plans); how positions switch when changing direction; how to
provide protection as lone protection officer
10.7 Communication used on foot: communication with principal; communication with
team; hand signals and verbal commands
11 Know the importance of planning and selecting routes
11.1 Interpreting information from maps: symbols and road types; estimating distances and
timings from maps
11.2 Producing primary and secondary route plans: producing route plans that conform to
operational requirements; factors that need to be taken into account; what a route plan
should include (route information, distances, timings, contingencies)
11.3 Need for route selection and contingency planning: the need for primary and secondary
routes; different types of contingencies (medical emergency, attack, alternative routes, loss
of communications)
11.4 Factors that need to be considered when carrying out route selection: operational
requirements (date, time, from, to, time allowed); principal profile and threat/risk
assessment; typical traffic conditions and traffic choke points; speed limits; possible
abnormal traffic conditions eg road closures, road works, holidays, one-off events; potential
ambush/attack areas; communication black spots; refuelling/rest stops; access to emergency
support (back up, safe havens, emergency services)
11.5 Technological tools used in route planning: web-based mapping and route information;
route planning software; satellite navigation devices
12 Know vehicle movement tactics and operations
12.1 Demonstrating embus and debus drills: orthodox and unorthodox embus and debus;
factors that effect embus and debus eg crowds, proximity to venue entrance/exit, team and
vehicle numbers
12.2 Demonstrating convoy drills: positioning of vehicles in a two-car convoy; key
requirements in terms of anticipation, signals and distance
12.3 Demonstrating anti-ambush drills: how to respond to ambushes (no stopping, how to
protect the principal); maintaining distance as means of preventing being blocked in;
general security (windows, doors)
12.4 Demonstrating evacuation procedures with a vehicle: how to evacuate from a vehicle
while providing body cover
12.5 Safety and security checks to ensure vehicle security before, during and after journeys:
checks to confirm general roadworthiness; checks of emergency equipment (fire
extinguishers, medical kits); checks for potential security threats (tracking devices, IEDs,
signs of interference or disturbance); checks while in transit (doors, windows, seat belts)
12.6 Factors involved in choosing a vehicle: level of protection required; suitability for
terrain; principals preferences; capabilities and limitations of available vehicles (run-flat
tyres, armour, alarms, performance, comfort)
23
12.7 Need for alternative transport plans: back up vehicles in case of compromised security
or mechanical problems; back up drivers in case of illness or injury
12.8 Protocol for vehicle use: standard seating arrangements; role of personal protection
officer and driver while in transit; orthodox/unorthodox embus and debus; parking
12.9 How road traffic legislation impacts on role of close protection officer and team:
vehicle roadworthiness; driver/car documentation; driver actions and behaviour; rules of the
road
12.10 Vehicle and driving arrangements which impact on the role of the close protection
operative and team: number of cars being used; self-drive by principal; chauffeurs; solo
close protection officers; people accompanying the principal; vehicle type; seating
arrangements (principals preferences, non-standard arrangements)
13 Know the search techniques and procedures for close protection operations
13.1 Demonstrating search techniques: vehicle searches; premises searches; personal
searches
13.2 Procedures for searching: importance of systematic approaches in any type of search;
areas of a car that need to be searched; types of premises search (visual, physical,
electronic); standard procedures for premises and vehicle searches (from outside to inside,
from bottom to top); procedures for personal searches (giving reasons for search, securing
consent, presence of witnesses, same sex searches, use of suitable search area, showing
politeness and courtesy, dealing appropriately with refusal to be searched)
13.3 Legal and access implications if someone refuses to be searched at a point of entry:
the possibility of assault if personal searches are conducted without consent; searches as
condition of entry
13.4 Importance of post-search security: how to maintain post-search vehicle security
(sterile and secure parking, seals, alarms); how to maintain post-search premises security
(security guards, seals, tapes, locks, alarm systems)
13.5 Technology and support available to assist in a search: search equipment (mirrors,
torch, wands); specialist support (sniffer dogs, electronic surveillance detection)
13.6 How to deal with unauthorised/dangerous objects and apply emergency procedures:
range of unauthorised/dangerous objects that could be found during vehicle, premises or
personal searches (illegal substances, alcohol, weapons, stolen property, banned items,
surveillance devices, explosive devices); options available if objects found during premises
or vehicle searches (report to an appropriate person, seek assistance, evacuation); options
available if objects found during personal searches (seek assistance, apprehend suspects,
retain and secure items as evidence, report to an appropriate person, record details)
14 Know how to apply conflict management techniques
14.1 Demonstrating techniques to avoid and defuse conflict situations: use of non-verbal
communication to signal non-aggression; maintaining self control; being positive and
assertive; empathy and active listening
14.2 Potential conflict situations that could arise in a close protection context: verbal
conflict eg members of the public, from media, within team; physical conflict eg unarmed
attack, attacks with weapons
14.3 Different levels of threat posed in conflict situations: sources of threat during dynamic
assessment (person, object, place); how threat levels can escalate in a confrontation
(frustration anger aggression violence); reactionary gap
24
14.4 Human responses to emotional and threatening situations: common responses (fear,
anger, aggression); the fight, flight or freeze response; physical effects of adrenalin on the
body; how to recognise symptoms of shock
14.5 Common triggers and inhibitors: common triggers (feeling threatened, loss of face,
frustration, physical discomfort); factors that can increase likelihood of triggering an angry
response (drink, drugs, personality, medical conditions); common inhibitors (self control,
fear of confrontations or retaliation, legal consequences, peer pressure, previous experience)
14.6 Basic elements of communication: sender/receiver model of communication; barriers to
communication (physical, attitudinal, emotional, linguistic)
14.7 Importance of non-verbal communication in conflict situations: how to signal nonaggression through non-verbal communication (posture, positioning, movements, hand
gestures, voice pitch); proxemic zones (public, social, personal, intimate)
14.8 Importance of adopting an appropriate initial response: appropriate positive and
assertive response as a way of preventing escalation; being proactive
14.9 Attitude/behaviour cycle and how to prevent escalation: how attitude influences
behaviour; preventing escalation by exercising control over own behaviour
14.10 Ways of avoiding potential conflict situations whilst providing close protection:
planned avoidance of potential flashpoints; ways of avoiding situations where conflict could
develop (exit strategies, evacuation)
14.11 Techniques used to defuse potential conflict situations: use of non-verbal
communication to signal non-aggression; maintaining self control; being positive and
assertive; empathy and active listening
14.12 How to manage anger and aggression in conflict situations: how to recognise signs of
anger and aggression in another person (non-verbal signals, language, personal space, use of
actual and potential weapons); working with a colleague to manage anger and aggression in
others (positioning in a confrontation when more than one staff member is present, the value
in a confrontation of handing over to or taking control from a colleague)
14.13 Effects of stress within a close protection environment: common symptoms of stress
(loss of appetite, insomnia, impaired concentration, tiredness, irritability, inability to make
decisions)
14.14 Techniques for dealing with conflict: problem-solving approaches to resolve
situations once anger has been defused (looking for win-win approaches, building rapport,
finding common ground)
25
Essential guidance for tutors
Delivery
It is not necessary to teach each learning outcome individually and in sequence. There are
numerous opportunities to combine Unit content that relates to different learning outcomes
together for delivery purposes, in particular: threat assessment and operational planning within
learning outcomes 3 and 6; interpersonal skills and teamwork in learning outcomes 7 and 8;
venue security, reconnaissance and searching in learning outcomes 5, 9 and 13; and
reconnaissance and route planning in learning outcomes 5, 9 and 11.
There are also connections between the Unit content of specific assessment criteria in different
outcomes. For example, surveillance equipment (assessment criterion 4.4) can be linked to the
detection of surveillance devices in assessment criterion 13.6. Similarly, security advance
parties are dealt with in assessment criteria 5.3 and 9.4, while search technology is covered in
assessment criteria 5.5 and 13.5. Individual attributes (assessment criterion 2.2) can be linked to
team attributes (assessment criterion 8.2). The different types of evacuation with a principal can
be taught together: foot evacuation (assessment criterion 10.3) and evacuation from a vehicle
(assessment criterion 12.4). Both of these can be linked to conflict situations (assessment
criterion 14.2). Vehicle security checks (assessment criterion 12.5) has links to the need for post
search security (13.4).
Learning outcome 14 covers conflict management. Tutors should use scenarios and role plays to
reinforce learning. Example scenarios are given in Annexe D.
Centres should note that, while physical intervention skills are sometimes required by close
protection operatives, such skills go beyond the scope of this qualification. The Unit Content for
assessment criteria 10.1 and 12.4 should be interpreted as how the personal protection officer
can shield and protect the principal. Moreover, the emphasis of learning outcome 14 is on using
non-physical strategies and responses to avoid and reduce the risk of conflict. Although
assessment criterion 14.2 covers physical attacks as a possible situation that may be faced, this
is about raising awareness of the range of possible situations and learners are not required to
know or demonstrate the appropriate physical responses. Any training on physical responses
offered by the centre should be considered as additional to the qualification and learners should
be made aware of this.
The Unit content section of the unit specifies the underpinning knowledge, understanding and
skills required for learners to be able to meet the assessment criteria. In some cases there is
overlap between the knowledge and understanding that underpin the internally-assessed and
externally-assessed assessment criteria. This does not mean that the same knowledge needs to
be taught twice, but rather that it will be assessed in two different ways.
For those assessment criteria that are to be externally assessed, it is recommended that centres
take account of the test weightings (see below) when deciding what emphasis to place on the
teaching.
The use of a variety of materials and practical activities would help to emphasise the vocational
nature of this qualification. Case studies and real company documentation would be beneficial if
available.
26
Assessment
This unit will be assessed by means of:
a written test, set and marked by Edexcel
practical tasks, assessed internally
Learners must pass both parts of the assessment to pass the unit.
Written test
This unit will be assessed using a test set and marked by Edexcel.
The questions will be based on assessment criteria and their associated Unit Content on the
preceding pages.
Tutors must ensure that learners have covered all of the content before sitting the test.
Further information about the tests can be found in the BTEC Security Qualifications Centre
Management Handbook, which centres will be able to access after being granted approval to
offer this qualification.
Internal assessment
The internal practical assessment will be set and marked by the centre. Centres should aim to
reduce the assessment and administrative burden by looking for ways in which a single piece of
evidence (for example an observation record) can evidence multiple assessment criteria.
It is recommended that as much as possible of the practical assessment is based on a single
assignment taken towards the end of the course; this will make the assessment more meaningful
than would be the case if it was a series of unconnected and de-contextualised tasks.
Group work is allowed, but where this occurs, individual contributions must be clearly shown
on the work to enable external verification to take place. This can be indicated by the learners
themselves or through the tutors annotations.
If responsibilities are divided between different learners in the final assignment, then this may
not be sufficient to evidence all of the assessment criteria for each learner. If this is the case,
then for some learners additional evidence may need to be drawn from work carried out earlier
in the course.
For the assessment criteria that are to be assessed practically, suggested forms of evidence and
supplementary guidance are given in the table below. However, this is not intended to be
prescriptive and so other forms of evidence may be suitable.
27
Assessment criterion
Suggested evidence
Additional information
and guidance
3.1
Carry out a threat and

risk assessment
Threat assessment within

operational instructions
Evidence must include a

principal threat profile. It can
include any other relevant
operational considerations, for
example transport, venue.
4.1
Demonstrate
surveillance techniques
Observation record signed by

assessor and surveillance
report
Evidence must as a minimum

relate to the detection and
disruption of surveillance on
foot. Evidence relating to
vehicles could also be
included.
5.1
Produce a plan for

venue security
Venue security plan,

presented with operational
instructions
Evidence should ideally

include schematics and photos.
6.1
Design and implement

an operational plan
Operational instructions
The operational instructions

can use different headings
from those given in the Unit
Content, but should cover the
same types of information.
6.2
Conduct a team
briefing

assessor
Supporting evidence may

come from additional briefing
materials created by the
learner.
7.1
Demonstrate effective
negotiation skills

assessor
Evidence can include

negotiation with any relevant
person for example a
colleague, principals staff,
member of public.
8.1
Demonstrate team
working skills

assessor
Evidence can relate to team

skills demonstrated during any
part of the assessment.
28
Suggested evidence
and guidance
9.1
Reconnaissance report,
presented with operational
instructions
Evidence must relate to both

route and location
reconnaissance. Supporting
evidence may come from third
party witness statements.
10.1 Demonstrate close

protection foot
formations

assessor
Evidence must relate to both

low profile protection and at
least one standard team
formation.
10.2 Demonstrate body

protection of a principal

assessor
None.
10.3 Demonstrate foot

evacuation of a
principal

assessor
None.
11.1 Interpret information

from maps
Route plan within

Evidence for this criterion can

be inferred from primary and
secondary route plans for 11.2.
11.2 Produce primary and

secondary route plans
Route plan within

None.
12.1 Carry out embus and

debus drills

assessor
Evidence must include both

orthodox embus and orthodox
debus.
12.2 Carry out convoy drills

assessor
There must be evidence of

learners performing the role of
team leader or principal
protection officer. This
evidence should include the
learners ability to control the
vehicle through
their instructions to the driver.
12.3 Carry out anti-ambush

drills

assessor
There must be evidence of

learners performing the role of
team leader or principal
protection officer. This
evidence should relate to the
learners ability to control the
vehicle through instructions
given to the driver.
12.4 Carry out a basic

evacuation procedure
with a vehicle

assessor
None.
Conduct a
reconnaissance
29
Suggested evidence
and guidance
13.1 Demonstrate search

techniques

assessor
Evidence must include

personal, vehicle and premises
searches.
14.1 Demonstrate techniques

used to avoid and
defuse conflict
situations

assessor
Evidence can include conflict

situations (verbal, not
physical) involving any
relevant person or people.
Essential resources
Centres will need access to vehicles in order to carry out convoy drills in learning outcome 12.
Centres wishing to deliver this unit must conform to the requirements stipulated by the SIA in
Introduction to Learning Leading Towards Licence-linked Qualifications (available from the
SIA website) with regard to facilities, trainer qualifications, sector competence of trainers and
examination facilities.
In particular it should be noted that the SIA requires that trainers wishing to deliver learning
outcome 14 must hold a recognised qualification in conflict management training that is on the
NQF or the QCF at Level 3.
Indicative resource materials
Textbooks
Brown J The Bodyguards Bible (Bible Publications, 2007) ISBN 0955475230
30
Further information
For further information please call Customer Services on 0844 576 0026 (calls may be recorded
for training purposes) or visit our website (www.edexcel.com).
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone:
Fax:
Email:
01623 467 467

01623 450 481
[email protected]
Related information and publications include:
BTEC Security Qualifications Centre Management Handbook, available from the Edexcel
website: www.edexcel.com/quals/tests/sia/
Guidance for Centres Offering Edexcel/BTEC QCF Accredited Programmes (Edexcel,

distributed to centres annually)
Regulatory arrangements for the Qualification and Credit Framework (published by

Ofqual, August 2008)
the current Edexcel publications catalogue and update catalogue.
Edexcel publications concerning the Quality Assurance System and the internal and external
verification of vocationally related programmes can be found on the Edexcel website and in the
Edexcel publications catalogue.
NB: Some of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
How to obtain National Occupational Standards

National occupational standards can be downloaded from: www.ukstandards.co.uk
31
Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building Functional Skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on our website

(www.edexcel.com/training). You can request customised training through the website or by
contacting one of our advisers in the Training from Edexcel team via Customer Services to
discuss your training needs.
Our customer service numbers are:
BTEC and NVQ
0844 576 0026
GCSE
0844 576 0027
GCE
0844 576 0025
The Diploma
0844 576 0028
DiDA and other qualifications
0844 576 0031
Calls may be recorded for training purposes.

The training we provide:
is active ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
Our training is underpinned by the LLUK standards for those preparing to teach and for those
seeking evidence for their continuing professional development.
32
General qualifications
BTEC Award in Community Safety

for Accredited Persons
BTEC Firsts in Public Services
BTEC Award in Vehicle

Immobilisation
BTEC Award in Security Guarding
BTEC Award in Door Supervision
BTEC Award in Disengagement and

Physical Intervention Skills
BTEC Award in CCTV Operations

(Public Space Surveillance)
BTEC Certificate in Close Protection
BTEC Specialist qualifications
BTEC Nationals in Public Services
BTEC full vocationally-related

qualifications
Level
Below is the Edexcel BTEC qualification framework for the sector Security, Parking and Public Services
Annexe A sector qualification framework
NVQ in Controlling Parking Areas
NVQ in Providing Security Services
NVQ/occupational
33
34
Annexe B wider curriculum mapping

Study of Edexcel BTEC qualifications gives learners opportunities to develop an understanding
of spiritual, moral, ethical, social and cultural issues as well as an awareness of citizenship,
environmental issues, European developments, health and safety considerations and equal
opportunities issues.
Spiritual, moral, ethical, social and cultural issues
Throughout the delivery of these qualifications learners will have the opportunity to actively
participate in different kinds of decision making. They will have to consider fair and unfair
situations and explore how to resolve conflict. Working in small groups they will learn how to
respect and value others beliefs, backgrounds and traditions.
Citizenship
Learners undertaking these qualifications will have the opportunity to develop their
understanding of citizenship issues.
Environmental issues
Developing a responsible attitude towards the care of the environment is an integral part of this
qualification. Learners are encouraged to minimise waste and discuss controversial issues.
European developments
Much of the content of the qualification applies throughout Europe, even though the delivery is
in a UK context.
Health and safety considerations
Health and safety is embedded within many of the units in this qualification. Learners will
consider their own health and safety at work, how to identify risks and hazards and how to
minimise those risks.
Equal opportunities issues
There will be opportunities throughout this qualification to explore different kinds of rights and
how these affect both individuals and communities, for example learners will consider their
rights at work and the rights of employers and how these rights affect the work community.
35
36
Annexe C mapping with NVQs

The grid below maps the knowledge covered in the Edexcel BTEC Level 3 Certificate in Close
Protection (QCF) against the underpinning knowledge of the National Occupational Standards
for Close Protection.
KEY
#
indicates partial coverage of the NOS unit

a blank space indicates no coverage of the underpinning knowledge
Units of NOS for Close Protection
BTEC Certificate
PCP1 Assess level of threats, vulnerabilities and risks to principals
PCP2 Plan and prepare to minimise threats, vulnerabilities and risks to

principals
PCP3 Liaise and communicate with principals and others
PCP4 Establish and maintain secure environments
PCP6 Maintain the safety and security of principals whilst on foot
PCP5 Maintain protection whilst driving
PCP9 Respond to potential conflict situations whilst providing close

protection
PCP10 Use physical intervention to support close protection
PCP11 Respond to trauma and medical crises

PCP12 Maintain personal security awareness
SLP2 Communicate effectively and efficiently in the workplace
SAS8 Use IT to support own role

Unit 3 Promote a healthy and safe culture in the workplace
Unit 5 Give a positive image of yourself
Unit 7 Develop your personal networks

Unit 10 Provide leadership for your team
Unit 12 Manage your own resources
Unit 14 Promote equality and value diversity
37
38
Annexe D conflict management scenarios

Below are categories of scenarios which should be used as the basis for role plays, case studies
and discussions. The SIA requires that trainers use at least one scenario from each section
below.
Enforcement scenarios
A situation that requires the learner to demonstrate positive communication skills when dealing
with people on routine matters, such as access control and identity checks.
Defusing scenarios
A situation that requires the learner to demonstrate effective communication skills in calming an
emotive situation, such as an angry customer.
Confronting scenarios
A situation that requires non-aggressive but firm handling of unacceptable behaviour such as
foul language or a breach of rules of entry.
High risk scenarios
An obvious risk situation that demands accurate threat assessment, decision-making skills and
safe practice.
seb030412G:\LT\PD\Specialist Quals\BA031294 BTEC Cert in Close Protection L3.doc.10-44/0
39
Publications Code BA031294 April 2012

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BA031294 BTEC Cert Close Protection Issue2 PDF

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BA031294 BTEC Cert Close Protection Issue2 PDF

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Edexcel BTEC Level 3

Authorised by Martin Stretton

Qualification titles covered by this specification

What are BTEC Level 1-3 Specialist Qualifications?

Edexcel BTEC Level 3 Certificate in Close Protection (QCF)

National Occupational Standards (NOS)

BTEC Specialist qualifications at Levels 13

Programme design and delivery

Guided learning hours and contact time

Access and recruitment

Restrictions on learner entry

Access arrangements and special considerations

Accreditation of Prior Learning

How to obtain National Occupational Standards

Professional development and training

Annexe A sector qualification framework

Annexe B wider curriculum mapping

Annexe C mapping with NVQs

Annexe D conflict management scenarios

Qualification titles covered by this specification

What are BTEC Level 1-3 Specialist Qualifications?

Edexcel BTEC Level 3 Certificate in Close Protection (QCF)

National Occupational Standards (NOS)

Edexcel BTEC Level 1 Certificate

Edexcel BTEC Level 1 Award

Edexcel BTEC Level 2 Certificate

Edexcel BTEC Level 2 Award

Edexcel BTEC Level 3 Certificate

Edexcel BTEC Level 3 Award

BTEC Specialist qualifications at Levels 13

Edexcel BTEC Level 1 Diploma

Edexcel BTEC Level 2 Diploma

Edexcel BTEC Level 3 Diploma

Edexcel BTEC Level 3 Certificate in Close Protection (QCF)

Working as a Close Protection Operative

Programme design and delivery

Guided learning hours and contact time

structured pre-course reading

These can be called non-contact activities.

Working as a Close Protection Operative

Access and recruitment

Restrictions on learner entry

Access arrangements and special considerations

Recognition of Prior Learning

Guided learning hours

Unit aim and purpose

Italicised sub-heading: it contains a key phrase or concept, each corresponding to an

Where it appears, eg is a list of examples, used for indicative amplification or clarification

Essential guidance for tutors

Working as a Close Protection

Guided learning hours: 140

Unit aim and purpose

Learning outcomes and assessment criteria

On completion of this unit a learner should:

Assessed by external test

Understand the legislation

Understand the roles and

Identify the differences between civil, common and

State the main aims of the Private Security Industry