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Product ref: L2CALSPA QS V4

1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities

Technical Award

Qualification Specification

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and quality assurers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:

The Learner Portfolio

The Delivery, Assessment and Quality Assurance Approach Please note that the assessment briefs contained in this specification are provided as a sample, enabling the grading process to be understood.


© Coachwise Ltd, 2016

The Ofqual, Welsh Government and SQA Accreditation recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of

coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

Qualification Accreditation Number: 601/7678/7

Qualification Accreditation Date: 10 September 2015

Specification Publication Dates

V1 10 September 2015: Original specification V2 13 January: Purpose Statement updated in line with new style. No technical amends made.

V3 January 2016 Updated and amended the purpose statement and qualification specification for typos. Added further information to the qualification approval conditions. V4 January 2016 Amended typos in the specification, added information about percentage of external assessment and added caveat regarding the assessment brief.


Contents

List of contents Page

Qualification Purpose Statement

Regulation details Overview - Introduction, Objective, Structure, Training and Assessment Progression Market and Support

1

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification Administrator QCON 1.3 Qualification Coordinator QCON 1.4 Tutor/Assessor Requirements QCON 1.5 Examination Invigilator Requirements QCON 1.6 Internal Quality Assurer Requirements QCON 1.7 Qualification Delivery Sites, Facilities and Environment QCON 1.8 Qualification Equipment QCON 1.9 Qualification Materials QCON 1.10 Qualification Fees

5

Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course Administration QCON 2.2 Learner Enrolment, Agreement and Registration Period QCON 2.3 Learner Eligibility and Pre-requisites QCON 2.4 Learner Eligibility and Barriers to Access QCON 2.5 Learner Inductions

13


List of contents Page

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and Assessment Hours QCON 3.2 Teaching and Assessment Programme QCON 3.3 Assessment Specification QCON 3.4 Assessment Eligibility QCON 3.5 Assessment Process QCON 3.6 Invigilation Arrangements QCON 3.7 Eligibility of Learners for Special Consideration QCON 3.8 Eligibility of Learners for Certificate QCON 3.9 Reassessments

16

Qualification Approval Conditions: Section Four - Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy QCON 4.2 Internal Quality Assurance Sampling QCON 4.3 Internal Quality Assurance Interventions QCON 4.4 External Moderation

22

1st4sport Commitment to External Quality Assurance 24

Communications and Contacts 26

Appendix A: Unit and Assessment Specifications 27

Appendix B: Synoptic Assessment 50

Appendix D: Glossary of Terms 55

Product ref: QS L2CALSPA V4 Page 1 of 57

Qualification Purpose Statement: 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities

Regulation Details

Qualification details

Qualification title Qualification No. Level1 GLHs

2 TQT

3

1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities 601/7678/7 2 126 166

Operational start date 01 September 2016

Review date 30 September 2019

Registration Period 3 Years

Overview

Introduction

This qualification is solely awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England and Northern Ireland and by Qualifications Wales in Wales. It has been approved by the Department for Education as a Technical Award for inclusion in the Performance Tables for Key Stage 4. The qualification and its components are listed on the Register of Regulated Qualifications; component details are contained within Appendix A of this specification.

Objective

This qualification is designed to provide a benefit for learners by introducing them to the scope of the active leisure industry and the skills required for employment within the sport and physical activity sector. Learners will have the opportunity to participate in sports and physical activities, developing an understanding of the rules and safety considerations. They will then apply this knowledge by developing the ability to lead sport and physical activity sessions. Successful learners will develop a series of key transferable skills which include:

researching an employment sector to establish development pathways (academic and vocational)

exploring how to manage and maintain professional relationships within the industry

participating in a range of physical activities; recognising rules, safety considerations and resource requirements

planning, leading and evaluating safe and inclusive sport and physical activities and sessions. The learner will be required to explore the active leisure, sport and physical activity industry in order to identify various professional and academic opportunities available to them, a skill which can be applied across all employment industries. Successful learners will be able to make informed decisions relating to their future should they wish to enter this industry. Attendance on the qualification supports active and healthy lifestyles, in line with the Sport England Participation Agenda and other health and active lifestyle initiatives.

Structure

This qualification consists of four mandatory components. Learners must successfully complete all four mandatory components to achieve the

1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

2 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course.

3 Total Qualification Time. TQT for a specific qualification is defined as the total number of notional hours required to achieve the qualification

http://ec.europa.eu/eqf/home_en.htm


qualification.

Component title Component aim Unit Ref. Nu Assessment Type Level GLH TQT

Year one delivery:

Career Pathways in Active Leisure

This aim of this unit is to provide an introduction to the active leisure industry, the related sub sectors roles and career pathways.

A/507/8134

Externally Assessed

2

36

46

Participating in Sport and Physical Activity

This aim of this unit is to develop and improve a learner’s knowledge of a range of sports and physical activities, including rules, safety considerations and resource requirements. Learners will participate in a range of sports and physical activities.

J/507/8136

Externally assessed

2

30

40

Year two delivery:

Creating and Maintaining Professional Relationships in Active Leisure

The aim of this unit is to enable learners to understand the range of personal and professional skills required to successfully create and maintain professional working relationships in the active leisure industry.

F/507/8135

Internal Assessment

2

30

40

Leading Sport and Physical Activities

The aim of this unit is enable learners to apply the knowledge gained through Participating in Sport and Physical Activities in the context of planning, leading and evaluating a sport or physical activity session. Learners will be required to constructively evaluate activities delivered by others to further demonstrate understanding.

L/507/8137

Internal Synoptic

assessment

2

30

40

Training and assessment

Achievement of the qualification is normally through attendance on a programme of learning and assessment. This qualification can be delivered over two academic years. The suggested timetable is designed for a recognised centre (e.g. school) which delivers teaching for 36 weeks in Year 1 and 30 weeks in Year 2. Each constitutes a typical academic year in Year 10 and Year 11 (Key Stage 4). The assessment specification requires learners to:

complete a written examination covering the learning outcomes and assessment criteria of Career Pathways in Active Leisure and Participating in Sport and Physical Activity

complete a series of written tasks in order to demonstrate a robust and thorough understanding of Creating and Maintaining Professional Relationships in Active Leisure

complete a portfolio of evidence consisting of written tasks and practical demonstration for Leading Sport and Physical Activities Learners will be awarded a grade of Pass, Merit or Distinction, assuming they successfully complete all assessments. Grades are calculated using a matrix system.


Progression

Entry routes for learners

Prior to registration for the qualification learners are required to:

be accurately identified

be at least 14 years of age

be able to communicate effectively in English4 (this includes listening, speaking, reading and writing).

This qualification sits within a progressive suite of technical and applied general qualifications offered by 1st4sport. The 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities has been designed for the pre-16 learner, to be studied alongside GCSE and/or other technical awards. Learners who have already completed GCSEs may look to complete the either 1st4sport Level 2 Diploma in Coaching Sport and Instructing Physical Activities, the 1st4sport Level 3 Diploma in Sport and Physical Activities or the 1st4sport Level 3 Diploma in Sports Performance and Excellence, depending on their GCSE performance and their areas of interest.

Exit routes for learners: education

General Exit Routes: On completion, learners may progress to an intermediate, or potentially an advanced, apprenticeship in a range of sport and active leisure sector areas, or to Level 2 and Level 3 qualifications, such as A-levels, Technical Certificates, Technical Levels and Applied Generals. 1st4sport-specific Exit Routes: Learners who complete this qualification successfully may progress onto the following technical and applied general qualifications offered by 1st4sport (depending on overall academic performance):

1st4sport Level 2 Diploma in Coaching Sport and Instructing Physical Activities (16 – 19 Performance Tables, technical certificate category)

1st4sport Level 3 Diploma in Sport and Physical Activities(16 – 19 Performance Tables, applied general category)

1st4sport Level 3 Diploma in Sports Performance and Excellence (16 – 19 Performance Tables, applied general category) Alternatively, learners may progress onto a range of 1st4sport Level 2 and Level 3 vocational qualifications including:

1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport

1st4sport Level 2 NVQ Certificate in Activity Leadership

1st4sport Level 3 Certificate in Leisure Management

1st4sport Level 3 Award in the Principles for Coaching Sport

Exit routes for learners: employment

This qualification may lead to paid employment or unpaid voluntary roles in leading sports activities, working as part of a coaching team as an assistant or support role. This could include supporting the delivery of activities within primary schools or securing a part-time role within a leisure facility, holiday club or a community based participation programme. It is essential to note that learners are not able to lead activities autonomously until they are 18 years old. The qualification will support an application for an intermediate apprenticeship in activity leadership, coaching, exercise and fitness or leisure operations for learners seeking to progress to a paid in-training role rather than opting for traditional post-16 educational routes.

4 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand,

this qualification may also be available in Welsh or Irish.


Market and Support

Target Audience: Learners

The qualification is designed for learners who are looking to undertake a vocational qualification focussing on the active leisure, sport and physical activity industry. It provides an introduction to the breadth of the sector and allows learners to develop some of the key skills required to work in this area. It is directed at learners who have an interest in sport and physical activity. This qualification sits within a progressive suite of technical and applied general qualifications. The 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities has been written for the pre-16 learner to be studied alongside GCSE and/or other technical awards. The following subject areas will complement this qualification: biology, physical education, health, fitness and/or dance.

Learners who have already completed GCSEs may look to complete the either 1st4sport Level 2 Diploma in Coaching Sport and Instructing Physical Activities, the 1st4sport Level 3 Diploma in Sport and Physical Activities or the 1st4sport Level 3 Diploma in Sports Performance and Excellence, depending on their GCSE performance and their areas of interest.

Target audience: centres

The qualification is designed to be delivered through a range of centres which include (but is not limited to) schools, colleges and training providers. The qualification has been approved by The Department for Education and has been included within the 2018 Key Stage 4 Performance Tables: Technical Award Category.

Target Audience: employers

The qualification is designed to support progression into employment in the active leisure, sport and physical activity industry; supporting development pathways of employees and volunteers. Employers who offer apprenticeship and trainee opportunities may use this qualification as part of the recruitment criteria.

Alternatives:

This qualification exists within a progressive suite of technical and applied general qualifications offered by 1st4sport. The 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities has been written for the pre-16 learner to be studied alongside GCSE and/or other technical awards. Learners who have already completed GCSEs may look to complete the either 1st4sport Level 2 Diploma in Coaching Sport and Instructing Physical Activities, the 1st4sport Level 3 Diploma in Sport and Physical Activities or the 1st4sport Level 3 Diploma in Sports Performance and Excellence, depending on their GCSE performance and their areas of interest. A list of our available qualifications can be found at www.1st4sportqualifications.com/our_qualifications

Support: Educational Institutions

A list of schools and colleges who recognise the value of this qualification, and who will recognise this qualification when considering entry applications can be viewed here. This list is regularly updated as additional support is received.

Support: Professional Bodies

The qualification is endorsed by the Association for Physical Education (AfPE) and supported by sports coach UK (scUK). AfPE is the sole physical education subject association in the UK. AfPE are committed to being the representative organisation of choice for people and organisations delivering or supporting the delivery of physical education in schools and in the wider community. AfPE objectives focus on the up skilling of the PE and sport workforce, advocacy work with government agencies and supporting the needs of the members. scUK is the UK's technical agency for coaching, established as a charity more than 30 years ago to promote for the public benefit the education of sports coaches, youth and community sports leaders, physical education teachers and other people engaged in the teaching and encouragement of sporting skills.

https://www.gov.uk/government/publications/2018-performance-tables-technical-and-vocational-qualifications

https://www.gov.uk/government/publications/2018-performance-tables-technical-and-vocational-qualifications

http://www.1st4sportqualifications.com/our_qualifications

http://www.1st4sportqualifications.com/centre_information/centreinfo_our_qualifications/qualificationbin/c-1st4sport-level-2-certificate-in-active-leisure-sport-and-physical-activities-c-2/

http://www.afpe.org.uk/

http://www.sportscoachuk.org/


Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum

5:

An appointed Qualification Administrator

An appointed Quality Coordinator

At least one appropriately qualified Tutor/Assessor to conduct training/deliver learning and to conduct assessment

At least one appropriately trained Examination Invigilator to invigilate examinations

At least one appropriately qualified Internal Quality Assurer (IQA) to conduct internal quality assurance

6

A minimum of one invigilator must be present up to a maximum of 30 learners for written examinations

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System

7.

Each member of staff must be named and linked to the qualification and role. Current CV and certificates must be uploaded into Athena for each staff member. This information must be current at all times and include as a minimum:

An appointed Qualification Administrator

An appointed Quality Coordinator

At least one appropriately qualified Tutor/Assessor

At least one appropriate trained Examination Invigilator

At least one appropriately qualified Internal Quality Assurer (IQA)

Evidence: ratios

Must be evidenced through:

course/programme/examination attendance registers for staff and learners

course/programme authorisation requests to 1st4sport IQA sampling plans and reports.

5 One person may fulfil a number of the required roles. The tutor and assessor is often the same person.

6 Internal quality assuers must not tutor or assess on a course where they are completing the internal quality assurance.

7 To gain access to Athena, please request this via [email protected].

mailto:[email protected]


QCON 1.2 Qualification Administrator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification administrator responsible for timely, accurate qualification administration activities. All administration activities must comply with the 1st4sport Position Statement: Qualification Administration.


course authorisation and any related activities

learner registration and any related activities

learner certification and any related activities.

QCON 1.3 Qualification Coordinator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.


qualification resource records (staff, sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.


QCON 1.4 Tutor/Assessor Requirements

Conditions Evidence: initial competence

The recognised centre is required to recruit and deploy an appropriately qualified Tutor responsible for the delivery of the learning programme. This person may also lead the assessment for this qualification. Tutors/Assessors are required to have

attained QTS status or

Hold a Level 4 Certificate in Education and Training, Level 5 Diploma in Education and Training, Level 5 Diploma in Teaching in the Lifelong Learning Sector [DTLLS]/Level 3/4 Certificate in Teaching in the Lifelong Learning Sector [CTLLS] or a Certificate in Education or equivalent.

And

have recent and relevant experience delivering sport and physical activity


CV detailing sport and physical activity qualifications and experience through paid and voluntary roles, and teaching

Certificate for teaching qualification, accepted qualifications include: Level 4 Certificate in Education and Training (QCF); Level 5 Diploma in Education and Training (QCF); Level 3/4 Certificate in Teaching in the Lifelong Learning Sector (QCF) (CTLLS); Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF) (DTLLS); Post Graduate Certificate in Education; relevant Teaching Degrees with QTS

Certificate for a higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, under graduate degree, masters degree)

Current industry knowledge through membership of relevant bodies, research or visits to relevant sport and physical activity facilities

Log of CPD activities undertaken

Record of qualification induction, content covered, attendees.

Evidence: ongoing competence


recorded standardisation attendance and activities]

internal quality assurance reports and action responses

external quality assurance reports and action responses (Athena).


QCON 1.5 Examination Invigilator Requirements

Conditions Evidence: initial competence

The recognised centre is required to recruit and deploy a trained Examination Invigilator who should:

receive an appropriate induction into examination invigilation practice Please note, invigilators must not be currently enrolled learners at the recognised centre. A relative, friend or peer of any learner sitting an examination must not be the sole invigilator, but may form part of an invigilation team


Record of examination invigilation practice induction.

Evidence: ongoing competence


recorded attendance at examination invigilation practice update meetings




QCON 1.6 Internal Quality Assurer Requirements

Conditions Evidence: Initial capability and competence

Those leading the internal quality assurance of the qualification must:

Be in possession of QTS status

Have recent and relevant experience delivering sport and physical activity

Have an understanding of internal quality assurance

Or

hold or be working towards the Level 4 Award in the Internal Quality Assurance of Assessment Process and Practice or hold the V1 Unit, the 1st4sport Certificate in Internal Quality assurance in Sport, or ENTO Unit D34. Evidence of this should be uploaded into Athena where possible.

Have recent and relevant experience delivering sport and physical activity


Internal quality assurance certificate. Accepted qualifications include: Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); V1 Conduct internal quality assurance of the assessment process + familiar with current internal quality assurance NOS/standards; D34 Internally verify the assessment process and be familiar with current internal quality assurance

QTS status with relevant quality assurance experience.

Record of qualification induction

Evidence: ongoing capability and competence


recorded standardisation activities

internal quality assurance records (implementation of sampling and reports)



QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with health and safety regulations and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities:

A practical space to be used for learning and assessment activities

A theory space which may include a classroom. This must contain multimedia facilities such as data projector and laptop, flip chart and pens.

Examination facilities. These must have:

minimum levels of outside noise no display material that may aid learners a reliable clock. Where two or more clocks exist, these must

display the same time centre number and start and finish times of the exam clearly

on display for learners seating arranged in a manner to prevent learners overlooking

fellow learners, ideally on separate desks signs displayed to alert others to an exam in progress

a secure room for the storage of examination question papers and other confidential material

8

Learning programme delivery, assessment and examinations should only take place in environmental conditions where the level of light and temperature are appropriate to the needs of participants and learners.


inventories and dynamic risk assessments

internal quality assurance reports

external quality assurance reports (Athena).

8 Clarification on the requirements for the storage of examination question papers and other confidential material can be found on Athena.


QCON 1.8 Qualification Equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice. This will include a suitable indoor and outdoor space for sport and physical activities as well as generic equipment, such as cones, bibs, balls, etc. The recognised centre must ensure that all learners being taught wear appropriate apparel for the activities they are undertaking.


pre-course instructions on clothing to learners

inventories and dynamic risk assessments

internal quality assurance reports

external quality assurance reports (Athena)

QCON 1.9 Qualification Materials9

Conditions Evidence: materials

The recognised centre is required to ensure that the Tutor/Assessors have the following materials available:

1st4sport Qualification Specification

1st4sport Delivery, Assessment and Quality Assurance Approach

1st4sport Qualification Examination Timetable The materials provided by 1st4sport to facilitate the assessment are designed to promote consistency of assessment standards across centres over the life of the qualification. Centres can use appropriate and credible alternatives as agreed with the 1st4sport External Quality assurer. The recognised Centre is also required to ensure that learners are provided with the 1st4sport Learner Portfolio which includes the:

1st4sport Pre-standardised Assessment Tasks and Materials


pre-course instructions to learners

inventories

1st4sport assessment tasks which are assessed and annotated in accordance with the 1st4sport Tutor, Assessor, and Quality assurer Guidance


external quality assurance reports and action responses (Athena)

9 The qualification workforce is required to ensure the confidentiality of the Delivery, Assessment and Quality Assurance Approach at all times. This must not be shared with the learners or third party who are not part of the qualification workforce under any circumstances.


QCON 1.10 Qualification fees10

Conditions Evidence: Fees and payments

The recognised centre is required to pay a £40(+ VAT where applicable) learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. Additional fees for external reassessment may also apply. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification (where appropriate); this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre. These fees have been established through a process of benchmarking against other awarding organisations operating within this sector, and with careful consideration of the continued pressure on, and the real terms budget cuts to, school finances. There is no cost for centre recognition and qualification approval. External quality assurance activity costs are incorporated within the learner registration and certification fee. These factors combined ensure cost-effective, yet quality driven, provision for our recognised centres.


pre-course marketing tools pre-course instructions through communications to learners course authorisation requests to 1st4sport and related payment logs

10

The fee is per learner and includes registration and certificates where this is appropriate. Standardised assessment tools are also provided and are complimentary.


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course administration

Conditions Evidence: course administration

Recognised centres should utilise the 1st4sport centre portal

11 to

authorise courses, register and certificate learners. All qualification administration activities must be conducted in accordance with the 1st4sport position Statement: Qualifications Administration.


course authorisation records, related updates and communications

learner registration records, related updates and communications

learner certification records, related updates and communications

QCON 2.2 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected and initial assessment of learner’s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in accordance with the Learner Agreement/Contract and the code of conduct

understand that the registration period for this qualification is 36 months, in which time they must complete all aspects of their learning and assessment including reassessments.

attend all components of the learning and assessment programme (unless other arrangements have been made related to RPL)

comply with recognised centre policy and procedure

comply with the qualification conditions, 1st4sport policy, position statements and related processes


learner application forms or web based application services

signed learning agreements/contracts12

11

To gain access to this system the centre needs register interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected] 12

It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.



QCON 2.3 Learner eligibility and pre-requisites13

Conditions Evidence of pre-requisites

Learners must be at least 14 years of age to enter onto this qualification. 1st4sport Qualifications does not set any other entry requirements for this qualification. Recognised centres must, however, ensure that each learners has the potential to complete the qualification.


engagement with the 1st4sport portal

course authorisation records, related updates and communications

learner registration records, related updates and communications

QCON 2.4 Learner Eligibility and Barriers to Access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 2010

14

and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include:

age – individuals under the age of 14 should not be allowed access to this qualification

race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied.

disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being

pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.

Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements.


learner application forms or web-based application services

reasonable adjustment requests (Athena) and clearly implemented arrangements.

14

There are no barriers to access on the ground of marriage, religion or belief, sex, sexual orientation or gender transformation.


QCON 2.5 Learner inductions

Conditions Evidence: inductions

The recognised centre is required to provide an effective qualification/course induction to all learners which introduces:

the individual members of the centre’s workforce and what their role will be

the centre’s policies and procedures which as a minimum must cover:

- health and safety - equality and diversity - data protection - child/vulnerable adult safeguarding - appeals - complaints - malpractice/maladministration

information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans

the position of the qualification in relation to any progression opportunities

any quality assurance (IQA or EQA) activities that are scheduled.


induction attendance registers and records

policy booklets or signposts

induction documentation


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: course length

The pre-standardised assessment materials are provided within the 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities Learner Portfolio. Guidance on how to use these materials is provided within the 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities Delivery, Assessment and Quality Assurance Approach. This is aligned to the recommended guided learning hours for the qualification which are approximately 126 hours depending upon learners’ needs. In doing so the recognised centre must ensure that the four mandatory units are completed.


timetables

session plans.

Any school/marketing literature


QCON 3.2 Teaching and Assessment Programme

Conditions

The recognised centres are required to use the recommended outline programme of training and assessment options, adapting only where necessary to meet the specific needs of individual learners. In delivering the programme of training and assessment, centres are required to ensure that they use the detailed tutor, assessor, quality assurer guidance’s as provided by 1st4sport. In delivering the programme the following must be considered:

all learning outcomes

all assessment opportunities and the assessment criteria

learner’s individual needs

the learners’ registration period (36 months)

1st4sport Qualification Examination Timetable This qualification can be delivered over two academic years. 1st4sport Qualifications recommend the following delivery structure. Please note, the suggested timetable is mapped against a recognised centre (eg school) that delivers teaching for 36 weeks in Year 1 and 30 weeks in Year 2. Each constitutes a typical academic year in Year 10 and Year 11. The model below is designed to allow learners to develop fundamental knowledge within the sector in Year 1, and then apply this knowledge in areas of particular interest or relevance throughout Year 2.

Year 1:

Unit 1: Career Pathways in Active Leisure 1 hour a week for the duration of the academic year (36 hours)

Unit 2: Participating in Sport and Physical Activity 1 hour a week for the duration of the academic year (30 hours)

Year 2:

Unit 3: Creating and Maintaining Professional Relationships in Active Leisure

1 hour a week for the duration of the academic year (30 hours)

Unit 4: Leading Sport and Physical Activities 1 hour a week for the duration of the academic year (30 hours)


QCON 3.3 Assessment Specification

Conditions Evidence: Assessment Grading

A learner’s performance on the qualification is subject to grading at Pass, Merit or Distinction. Grading information per unit can be seen within Appendix A of this specification. Assessment is divided between three pieces of assessment: external (written) examination, internal assignment and internal synoptic assignment. Information relating to each piece of assessment, including contribution to final grade is included below. Further details, including grade descriptors, can be found in Appendix A. Information on the internal synoptic assignment is covered in Appendix B.

Assessment Synoptic Relevant Units Weighting

External Written Examination No 1, 2 50%

Internal Assignment No 3 25%

Internal Synoptic Assignment Yes 2, 4 25%

The recognised centre must use the appropriate marking document for the internally marked assessment. Each piece of assessment will carry points to contribute to the final grading of the qualification. How a mark for a particular piece of assessment translates into points towards the qualification explained in clear terms in Appendix A. The points achieved by the learner in each of the three pieces of assessment are added together to determine the learner’s final grade. The conversion chart is below.

Assessment Pass Merit Distinction

External Written Examination 4 6 8

Internal Assignment 2 3 4

Internal Synoptic Assignment 2 3 4

The total number of points across the three pieces of assessment will be used to determine the learner’s grade.

Pass Merit Distinction

Points Range 7-11 12-14 14+

52% of the total GLH for the qualification is externally assessed.


assessment records

grading evidence 1st4sport exam result

transcripts


QCON 3.4 Assessment Eligibility

Conditions Evidence: assessment eligibility

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification. Centres must be mindful of published examination dates for the externally marked examination.


The programme of learning and assessment

registers and/or records of attendance

QCON 3.5 Assessment Process

Conditions Evidence: assessment eligibility

The recognised centre is required to ensure that the assessment process is managed effectively and ensures:

assessment plans and schedules are communicated to all affected

assessment briefings are completed with reference to the format of the assessment, what is expected of learners and the assessment criteria being used

the assessment is conducted in line with the 1st4sport Delivery, Assessment and Quality Assurance Approach

assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.

Must be evidenced though:

records of attendance and achievement per unit, the assessor who conducted the assessment and completion date

assessed and annotated learner packs, where utilised, or an alternative documented assessment system

assessor communications to administrators




QCON 3.6 Invigilation Arrangements

Conditions Evidence: assessment process

The recognised centre is required to have in place examination invigilation arrangements which includes instructions to invigilators and include, but are not limited to the following:

invigilators must be trained in their duties

all invigilation personnel must give the examination their full attention. Other tasks must not be carried out when invigilation is taking place

invigilators must be able to be observe all learners within the examination room at all times

a minimum of one invigilator must be present up to a maximum of 30 learners for written examinations, increasing to one invigilator up to a maximum of 20 learners for practical examinations. Cover must be available should an invigilator need to leave the examination

invigilators must not be current enrolled learners at the recognised centre. A relative, friend or peer of any learner sitting an examination must not be the sole invigilator, but may be part of an invigilation team

a signed record of the seating plan and a register of attendance for each examination is stored for 36 months

our standardisation activities are conducted annually and are focussed on assessment and internal quality assurance

internal quality assurance adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IQA interventions and vice-versa.

Must be evidence through:

a current examination invigilation arrangements document uploaded into the Documents section of Athena

internal quality assurance report templates


QCON 3.7 Eligibility of learners for Special Consideration

Conditions Evidence: special consideration

The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.


special consideration requests (Athena)

implementation of the arrangements.


QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have successfully completed all pre-requisites, assessment requirements and who have been confirmed by the tutor/assessor as eligible for certification are certificated.

Where a quality assurance sampling plan requires an intervention to be conducted, learners must be made aware that the assessment decisions which have been confirmed to them are subject to quality assurance outcomes.


assessment tracking and records

the assessor communications to the qualification administrator

administrator communications to learners



certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of one opportunity to re-sit or resubmit the appropriate assessment component within their period of registration (36 months).

External Reassessment Reassessment of externally assessed material must be through the learners retaking the relevant examinations in examination windows as detailed in the 1st4sport Qualification Examination Timetable. Learners will be permitted one external reassessment opportunity per failed examination. Centres may be required to pay an additional reassessment fees per learner.

Internal Reassessment Reassessment of internally assessed material must be of a new assessment/assignment that covers the same criteria as the original assessment but must be a different assessment brief ie it must be a new piece of work. The repeated submission of corrected assessment material is not permitted. Learners will only be permitted one internal reassessment opportunity per failed assessment.

All reassessments must be conducted in accordance with the assessment specification per unit.

Recognised centres may levy additional charges for conducting reassessments


re-assessment plans, tracking and records

records of attendance and achievement per unit, the assessor who conducted the assessment and completion date

assessed and annotated learner portfolios or an alternative documented assessment system

completed observation checklists

assessor communications to administrators




Section Four: Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence of IQA strategy

The recognised centre is required to have in place an internal quality assurance strategy which includes strategic objectives which include, but are not limited to the following:

all personnel with internal quality assurance responsibilities are suitably qualified to undertake this role and have not had involvement in the training or assessment at a programme where they are conducting quality assurance activities

a selected sample of learner evidence and assessor feedback from 25% of registered learners is internally quality assurance from 100% of the programmes authorised

all assessors and all types of assessment (including direct observation of assessment practice) are internally quality assurance across all active assessment sites, over a twelve month period

standardisation activities are conducted regularly (minimum of four activities annually) and are focussed on assessment and internal quality assurance

internal quality assurance adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IQA interventions and vice-versa.


a current internal quality assurance strategy document uploaded into the Documents section of Athena

an internal quality assurance sampling plan template

internal quality assurance report templates


QCON 4.2 Internal Quality Assurance Sampling

Conditions Implementation of internal quality assurance sampling evidence

The recognised centre is required to develop and implement sampling plans in accordance with the internal quality assurance strategic objectives. As a minimum, a selected sample of learner evidence and assessor feedback from 25% of registered learners is internally quality assured from 100% of the programmes authorised.


internal quality assurance sampling plans external quality assurance reports and action responses (Athena).


QCON 4.3 Internal Quality Assurance Interventions

Conditions Implementation of internal quality assurance sampling evidence

The recognised centre is required to ensure internal quality assurance quality assurance interventions across all tutors/assessors at all sites is in line with the sampling plans include:

observation of assessments

sampling of assessment evidence

learner interviews (face to face/via telephone)

standardisation activities and/or meetings.


internal quality assurance reports and action responses external quality assurance reports and action responses (Athena).

QCON 4.4 External Moderation

Conditions Evidence: internal quality assurance reports

1st4sport Qualifications may request Internally assessed work is sent to the Moderator. The samples to be moderated will be agreed with the centre. When requested, the Moderator will reassess the work against the assessment criteria. The marks will either be accepted or adjusted. If necessary, further samples may be requested from the centre.

Must be evidenced through: external moderation reports and action responses external moderation reports and action responses (Athena).


1st4sport Commitment to External Quality Assurance External quality assurance is an integral part of the 1st4sport quality assurance arrangements. Our external quality assurers (EQAs) are the key mechanism in the establishment and monitoring of recognised centres and qualification approval status. External quality assurers are trained and deployed to ensure they can effectively monitor recognised centre activity against the 1st4sport Centre Recognition and Qualification Approval Conditions developed to encompass appropriate statutory regulation the expectations of the qualification. In deploying our EQAs we expect that they comply with our established External Quality Assurers Code of Conduct (refer to www.1st4sportqualifications.com for details).

External Quality Assurance Objectives for this Qualification External quality assurers manage and monitor recognised centre activity via the conduct of visits or desk-based reviews reporting on compliance with our recognition conditions and the qualification approval conditions for this qualification, contained within this specification. The numbers of visits/reviews are based upon the following objectives. EQAs approved to externally quality assure the delivery of this qualification and are required to:

conduct an initial visit to brand new applicant centres before recognition and approval status is granted

confirm direct claims status at the end of the first course for both brand new and existing centres who have just achieved qualification approval status for this qualification

apply a risk based approach to conducting external quality assurance visiting every centre at least once per annum, adopting a risk based approach to identify centres where additional external quality assurance interventions are required

The quality assurance objectives are developed to support our risk-based approach to monitoring. Therefore, if a recognised centre complies totally with our requirements, less monitoring may be completed. However, if a centre does not comply and sanctions are applied, our Business Excellence Team will review the situation and may instruct an EQA to monitor more frequently to facilitate future compliance and to reduce risks posed to our awarding function, the integrity of the qualifications and to protect the interests of our learners. In these cases the EQAs will conduct direct claims status visits to determine whether the centre have achieved their actions. In addition to the above confirmed objectives, there will be times when it is deemed appropriate that a systems visit to a centre is conducted. This is generally directed at large national centres, however may also be required at the request of the Business Excellence Team as a control mechanism by which to prevent any adverse circumstances from occurring and also contributes to our approach to the management of risk.

http://www.1st4sportqualifications.com/


1st4sport Sanctions Matrix 1st4sport Qualifications are committed to ensuring compliance across the delivery of our qualifications. To do this we have established the 1st4sport Centre Recognition and Qualification Approval Criteria and Conditions to which all recognised centres are obliged to comply. In deploying the following matrix in accordance with the 1st4sport Centre Recognition and Qualification Approval Criteria and Conditions we aim to prevent, mitigate and manage any adverse effects related to non-compliance. All instances of non compliance will be reviewed in accordance with our standardised, systematic incident management process

15. In doing so we will

determine whether non compliance resulted from maladministration or malpractice.

Compliance level

Advers

e E

ffects

Full compliance Part compliance Non-compliance Major non-compliance

Comprehensive evidence, a

condition has been met Some evidence, a condition is

nearly met Minimal evidence, a condition

has not been met No evidence, a condition has

not been met

No adverse effects No Sanction

NO ACTIONS

No adverse effects on learners, the qualification integrity or

1st4sport’s awarding function

No Sanction L1 ACTIONS TO BE

COMPLETED

Adverse effects on learners and/or the qualification integrity

but no adverse effects to 1st4sport’s awarding funcion

Sanction: Suspension of registration or certification

L2ACTIONS TO BE COMPLETED

Adverse effects on learners, the qualification integrity and/or

1st4sport’s awarding function

Sanction: Approval statuses suspended

L3 ACTIONS TO BE COMPLETED

15

Where it is determined that there is an irretrievable breakdown in the delivery of a specific qualification, which severely impacts on learners, the qualification integrity and/or 1st4sport’s awarding

function, qualification approval status will be withdrawn. Furthermore, in the event that it is determined that there is an irretrievable breakdown in the management of the centre and/or the delivery of all qualifications which severely impacts on learners, the qualification integrity and/or 1st4sport’s awarding function centre recognition status will be withdrawn


Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

The Association for Physical Education (afPE)

Website: afpe.org.uk Enquiries email: [email protected] Telephone: 01905-855 584

sports coach UK

Website: www.sportscoachuk.org Enquiries email: contact form available at: www.sportscoachuk.org/contact Telephone: 0113-274 4802

The Register of Regulated Qualifications

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following this link.

The Office of the Qualifications and Examination regulator (Ofqual)

Website: www.ofqual.gov.uk

Department for Education Website: www.education.gov.uk

The Department for Business Innovation and Skills (BIS)

Website: www.bis.gov.uk

Learning Records Service

Website: www.learningrecordsservice.org.uk

http://www.afpe.org.uk/


http://www.sportscoachuk.org/

http://www.sportscoachuk.org/contact

http://register.ofqual.gov.uk/Qualification?recognitionNumber=RN5216

http://www.ofqual.gov.uk/

http://www.education.gov.uk/

https://www.gov.uk/government/organisations/department-for-business-innovation-skills

https://www.gov.uk/government/collections/learning-records-service


Appendix A: Unit and Assessment Specifications

Unit title: Career Pathways in Active Leisure

Unit aim This unit provides an introduction to the Active Leisure Sector, the related sub sectors roles and career pathways.

Unit level: 2

Guided Learning Hours (GLH):

36 Total Learning Time (TLT):

46

Learning outcomes The learner will:

Assessment criteria The learner can:

Mandatory Delivery Content The learner will develop an understanding of:

1

Understand the scope of the Active Leisure industry

1.1

describe the size and scope of the Active Leisure industry

the five key sectors of the active leisure industry:

sport fitness outdoors playwork caravans

Number and type of organisations in the sectors

Number of people working in the sectors

Number of volunteers in the industry

Financial Value of the industry Information on this can be located on the following websites:

skillsactive.com

gov.uk/government/publications/hospitality-tourism-and-sport-sector-skills-assessment

sportandrecreation.org.uk

gov.uk/government/organisations/department-for-culture-media-sport

http://www.skillsactive.com/

https://www.gov.uk/government/publications/hospitality-tourism-and-sport-sector-skills-assessment


http://www.sportandrecreation.org.uk/

https://www.gov.uk/government/organisations/department-for-culture-media-sport





1

Understand the scope of the Active Leisure industry (continued)

1.2

categorise organisations and individual jobs/roles within the established sub-sectors of the Active Leisure industry

Tutors are encouraged to reference:

representative and regulatory organisations (eg. REPS, UKActive)

trade unions (more information available at: tuc.org.uk/britains-unions)

trade associations (more information available at sportsandplay.com/home nb other websites exits, this is given as an example)

charities (more information available at: gov.uk/government/organisations/charity-commission)

publically owned organisations (eg local authority)

privately owned organisations (eg private sports clubs, private fitness providers)

voluntary sector organisations (more information available at: sportengland.org/sport-you/volunteers-and-coaches)

Discuss paid and voluntary roles in the following subsectors:

Sport and Recreation

Health and Fitness

The Outdoors

Playwork

Caravans

1.3

describe the history and growth of the Active Leisure industry

Sub sector employment and participation growth and market share:

historically

currently

in the future Information on this can be located on the following websites:

skillsactive.com

gov.uk/government/publications/hospitality-tourism-and-sport-sector-skills-assessment

sportandrecreation.org.uk

gov.uk/government/organisations/department-for-culture-media-sport

https://www.tuc.org.uk/britains-unions

http://www.sportsandplay.com/home

https://www.gov.uk/government/organisations/charity-commission

https://www.gov.uk/government/organisations/charity-commission

http://www.sportengland.org/sport-you/volunteers-and-coaches/




http://www.sportandrecreation.org.uk/

https://www.gov.uk/government/organisations/department-for-culture-media-sport





1

Understand the scope of the Active Leisure industry (continued)

1.4

identify the contribution of the Active Leisure industry to society

Sport England: sportengland.org

Department for Health and associated Public Health Agendas: gov.uk/government/organisations/department-of-health

Chartered Institute for the Management of Sport and Physical Activity (CIMSPA): cimspa.co.uk

UKActive: ukactive.com

Skills Active: skillsactive.com

National Governing Bodies of Sport (NGBs): Links to all recognised NGBs are available at sportengland.org/our-work/national-work/national-governing-bodies/sports-that-we-recognise/

Register of Exercise Professionals (REPs): exerciseregister.org

Register of Aquatic Professionals: aquaticregister.org

http://www.sportengland.org/

https://www.gov.uk/government/organisations/department-of-health

http://www.cimspa.co.uk/

http://www.ukactive.com/


http://www.sportengland.org/our-work/national-work/national-governing-bodies/sports-that-we-recognise/

http://www.sportengland.org/our-work/national-work/national-governing-bodies/sports-that-we-recognise/

http://www.exerciseregister.org/

http://www.aquaticregister.org/





2

Understand the range of employment, and academic pathways in Active leisure

2.1

compare information sources on career progression, training and education

Information sources include:

CIMSPA: cimspa.co.uk

A Careers Department (school, college etc.)

SkillsActive: skillsactive.com

National Careers Service: nationalcareersservice.direct.gov.uk

Prospects: prospects.ac.uk

Local Jobcentre

2.2

identify qualifications and experience required to fulfil a range of roles across a variety of sub sectors

Roles should be derived from the established Active Leisure Sub Sectors: Sport and Recreation, Health and Fitness, The Outdoors, Playwork and Caravans. The following list of examples is not exhaustive and learners must understand the breadth of roles and required experience and qualifications to be able to fulfil the role.

Typical job roles within Sport:

Assistant Coach

Coach

Nutritionist

Physiotherapist

Psychologist

Typical job roles within Health and Fitness:

Club Manager

Fitness Instructor

Personal Trainer

Aqua Instructor

Studio Instructor

Typical job roles within The Outdoors:

Activity Leader

Climbing Instructor

Mountain Guide

Kayaking instructor

2.3

outline career and academic pathways in each sub-sector for a range of roles

Roles should be derived from the established Active Leisure Sub Sectors: Sport and Recreation, Health and Fitness, The Outdoors, Playwork and Caravans. The following example is not exhaustive and learners must understand the breadth of roles and required and the related career academic pathways. A typical professional progression for sports coaching is as follows:

Assistant coach

Session Coach

Seasonal Coach

Head Coach

http://www.cimspa.co.uk/


https://nationalcareersservice.direct.gov.uk/Pages/Home.aspx

http://www.prospects.ac.uk/





3

Understand how to source employment in Active Leisure

3.1

investigate sources of employment and career opportunities in the industry

Local, national and international opportunities

Sources of information on opportunities include: Online Advertisements (generic, industry specific) Hard Copy Advertisements (newspapers, magazines) Careers Department (schools, colleges) Careers Fairs (Schools, Colleges, International events) Prospects Jobcentre (local level) Connexions (local level)

3.2

respond to relevant employment vacancies

Key elements of cover letters

Writing employment specific covering letters

Key elements of a Curriculum Vitae (CV)

Different types of CVs for different roles

Designing employment specific CVs

Completion application forms

3.3

review contracts of employment and related conditions

Contract definition

Different types of contract: permanent fixed-term short-term seasonal casual

requirements of an employment contract (gov.uk/employment-contracts-and-conditions/overview) and the common terms: Date of Commencement of Employment Date of Continuous Employment Salary Standard Hours Sickness Pension Termination and Notice Period

https://www.gov.uk/employment-contracts-and-conditions/overview

https://www.gov.uk/employment-contracts-and-conditions/overview


Details Assessment Component Grade awarded Points per grade

A learner’s grade for this unit will be determined following successful completion of Part One of the externally assessed written examination. Part Two of the externally assessed written examination will assess Unit 2: Participating in Sport and Physical Activities. The externally assessed written examination will test all learning outcomes in this unit. Marks will be allocated in accordance with the marking criteria document by the external assessor. Points will then be allocated using the points system contained within the table to the right. For Part One of the externally assessed written examination a total of four marks are available.

Externally assessed written examination (Part One)

<40% Fail 0

40% - 59% Pass 2

60% - 69% Merit 3

>70% Distinction 4

Please note: The points achieved in Part One of the externally assessed written examination will be combined with the points achieved in Part Two to determine the overall points awarded to the learner. The externally assessed written examination is worth 50% of the overall mark. Learners must achieve a minimum of Pass in both parts of the externally assessed written examination.


Unit title: Participating in Sport and Physical Activity

Unit aim

This aim of this unit is to develop and improve a learner’s knowledge of a range of sports and physical activities, including rules, safety considerations and resource requirements. Learners will participate in a range of sports and physical activities.

Unit level: 2



40




Synoptic Assessment

1

Understand the rules, and requirements to participate in a variety of sports and physical activities

1.1

describe the rules and scoring systems for a range of sports and physical activities

Teaching should focus on a number of varied sports, including team and individual pursuits. Points to be covered include:

differentiate between sport and physical activities roles of NGBs and IGBs (International Governing Bodies) rules, laws and scoring from a range of sports and physical

activities. Typical sports include: Football, Cricket, Tennis, Netball and Badminton.

1.2

describe the human resources required to facilitate sports and physical activities

It is recommended teaching focuses on sports discussed for AC 1.1 to allow learner’s to develop a more robust understanding of each sport and physical activity. Human resources include:

officials, coaches and assistants

grounds staff for pitch preparation and repair

medical and technical support

managers

players





Synoptic Assessment

1

Understand the rules, and requirements to participate in a variety of sports and physical activities (continued)

1.3

describe the roles, responsibilities and expectations of officials in a range of sports and physical activities

Officials from a range of sports and physical activities. For consistency, a recognised centre may want to focus on the same sports discussed for AC 1.1

Football: Referee, Linesman, Fourth Official

Cricket: Umpire and Third Umpire in cricket

Tennis: Chair Umpire, Line Judge/Umpire

Badminton: Umpire, Line Judge, Match Referees

Expectations placed upon officials:

Arrive with plenty of time to spare

Check facilities/playing surface

Check all personal equipment is ready and working, such as whistles.

Be fair and consistent

Act with professionalism

An official’s expectations of players/participants:

To play within the spirit of the game

To accept responsibility for actions, and to respect decisions made by the official

To dispute decisions in a professional and courteous manner, respecting that the official’s decision is final

1.5

explore how technology supports the rules, officials and participants within sports and physical activities

Technology used to support to support sports and physical activity:

Hawkeye (Cricket, Tennis) Goal line technology (Football) Heat Sensors (Cricket) Microphones (Football, Rugby) Automated scoreboards (Netball)

For consistency, you may want to focus on the same sports discussed for AC 1.1 where technology exists.





Synoptic Assessment

2

Understand the safety considerations for a range of sport and physical activities

2.1

identify the health and safety requirements for sport and physical activities

the importance of health and safety in a sport and physical activity

environment

general principles of safe practice in sport and physical activity: The Health and Safety at Work Act 1974 boundaries of competence session leader: participant ratio first aid provision

health and safety requirements role of the risk assessment conducting a risk assessment pre-session health and safety checks on facility, equipment and

participants identification and safe handling of equipment and resources:

o pitch o surface o goals o targets o balls o safety equipment o team clothing o Indoor/outdoor

emergency procedures: accident, incident, evacuation reporting requirements:

o accident report forms o incident report forms o RIDDOR





Synoptic Assessment

2.2

describe warm-up activities appropriate to a range of sports and physical activities

The following must be covered in the delivery of this assessment criteria:

What is a warm up? Benefits of warming-up (physical and mental) General warm up exercises Adaptations of general warm up exercises to become sport/physical

activity specific Dynamic and static warm ups exercises

2.3

describe cool-down activities appropriate to a range of sports and physical activities

The following must be covered in the delivery of this assessment criteria:

What is a cool down? Benefits of cooling down (physical and mental) General cool down exercises Adaptations of general cool down exercises to become

sport/physical activity specific Dynamic and static cool down exercises



A learner’s grade for this unit will be determined following successful completion of Part Two of the externally assessed written examination. Part One of the externally assessed written examination will assess Unit 1: Career Pathways in Active Leisure. The externally assessed written examination will test all learning outcomes in this unit. To demonstrate understanding across the subject area, aspects of this unit will also be tested in the Synoptic Assignment. Marks will be allocated in accordance with the marking criteria document by the external assessor. Points will then be allocated using the points system contained within the table to the right. For Part Two of the externally assessed written examination a total of four marks are available

Externally assessed written examination (Part Two)

<40% Fail 0

40% - 59% Pass 2

60% - 69% Merit 3

>70% Distinction 4

Please note: The points achieved in Part Two of the externally assessed written examination will be combined with the points achieved in Part One to determine the overall points awarded to the learner. The externally assessed written examination is worth 50% of the overall mark. Learners must achieve a minimum of Pass in both parts of the externally assessed written examination.


Unit title: Creating and Maintaining Professional Relationships in Active Leisure

Unit aim The aim of this unit is to enable learners to understand the range of personal and professional skills required to successfully create and maintain professional working relationships in the Active Leisure industry.

Unit level: 2



40




1

Understand how to create professional relationships within the Active Leisure industry

1.1

identify professional relationships within the Active leisure industry

Relationships should be derived from the established Active Leisure Sub Sectors: Sport and Recreation, Health and Fitness, The Outdoors, Playwork and Caravans. Typical relationships include:

In-facility staff including: Staff at lower level Staff at same/similar level Staff at higher level (Team Leaders, Supervisors, Managers)

Operating in the following areas: Operations (dry side/wet side) Fitness suites Crèches Reception Administration and clerical Cleaning, maintenance and security

External stakeholders: Customers Participants Parents of Participants Suppliers Quality commissions Membership organisations

Relationships should be demonstrated through the use of a sociogram.





1

Understand how to create professional relationships within the Active Leisure industry (continued)

1.2

discuss how to create and maintain professional relationships within a sub sector

Principles for creating positive professional relationships:

trust open communication accepting differences respect and boundaries knowing when to ask for help and advice knowing when to seek help and advice

Factors which help maintain professional relationships:

ensuring a clear and valid message speaking clearly and precisely avoiding jargon, mumbling and talking too quickly active listening (asking questions, paraphrasing, deferring judgement) managing boundaries successfully being proactive and responsive





2

Understand roles which require autonomous working and the related attributes

2.1

identify roles within active leisure sector which require individual to work autonomously

Roles should be derived from the established Active Leisure Sub Sectors: Sport and Recreation, Health and Fitness, The Outdoors, Playwork and Caravans. The following list of examples is not exhaustive and learners must understand a number of roles across all areas which require autonomous working.

Typical autonomous job roles in Sport:

Coach

Session Coach

Typical autonomous job roles in Health and Fitness:

Fitness Instructor

Personal Trainer

Aqua Instructor

Studio Instructor

PE Teacher

Typical autonomous job roles in Playwork

Playworkers

Development/ Management staff

2.2

describe how to work effectively when working autonomously

Areas to be covered are identified below:

understanding your task or role

ownership and accountability

time management

task prioritisation

task planning

structures and reviews

problem solving

management of failure These should be applied to one or a number of positions within the Active Leisure industry.





3

Understand roles which require team working and the related attributes

3.1

identify roles within the active leisure industry which require team working

Roles should be derived from the established Active Leisure Sub Sectors: Sport and Recreation, Health and Fitness, The Outdoors, Playwork and Caravans. The following list of examples is not exhaustive and learners must understand a number of roles which require team working

Typical job roles in Sport:

Assistant Coach

Coach

Referee

Typical job roles in Health and Fitness:

Gym Team Leader

PE Support Staff

Leisure Assistant

Lifeguard

Typical job roles in The Outdoors:

Activity Team Leader

Instructor

Support Staff

3.2

explain the factors which underpin effective team working

Areas to be covered are identified below:

Reliability

Constructive communication

Active Listening

Active Participation

Assigning roles

Willingness

Being helpful

Flexibility

Commitment

Problem Solving These should be applied to one or a number of positions within the Active Leisure industry.





4

Understand the impact of effective communication when working in the Active Leisure industry

4.1

summarise the impact of the communication process on a range of environments

The following should be covered in the teaching.

What is the communication process?

Why is the communication process important?

The components of the communication process: Message, Sender, Receiver, Channel, Context, Noise, Feedback

Verbal communication skills: clarity of speech, being polite, reinforcement, questioning, closing communication appropriately

Non-verbal communication skills: eye contact, facial expressions, body posture, use of arms and legs, clothing

The impact of communication in customer retention

English as a second language The communication process should be considered in the context of roles within the active leisure remit, including participation in individual and team sports and in the delivery of sport or physical activity sessions. Suitable examples should be drawn from these areas.

4.2

describe how the communication process can be adapted to accommodate different audiences

The different audiences include:

children

teenagers

adults

individuals categorised with the nine protected characteristics of the Equality Act 2010

Adaptations may include:

the use of illustrations/diagrams

the use of Braille where possible

greetings in a variety of languages

the use of interpreters





5

Understand the impact of conflict resolution when working in the Active Leisure industry

5.1

identify scenarios where conflict resolution may be required in the Active Leisure industry

Scenarios should be derived from the established Active Leisure Sub Sectors: Sport and Recreation, Health and Fitness, The Outdoors, Playwork and Caravans. The following are examples.

Typical conflicts in sport:

team selection

aggression displayed by participant or spectator

refereeing decisions

Typical conflicts in Health and Fitness:

Participant not seeing the results they expected

Participant refusing to take part in group exercise

Typical conflicts in The Outdoors:

Participant refusing to take part in exercise

frustration at the varying abilities within a group walk or mountain climb

5.2

describe how to manage conflict and source resolutions

Solutions to be applied to scenarios discussed in class. The following should be covered:

reasons for conflict

workplace hierarchies

competition and failed collaboration

benefits and limitations of conflict

defining the problem

identifying common needs

sourcing solutions

respecting others fields of responsibility

how to report mistakes (self or others) effectively

Principles of effective negotiation (sourcing win-win outcomes, identifying commonality).


Assessment Brief: 1 x Assignment

The Learner is required to complete a series of written tasks in order to demonstrate a robust and thorough understanding of the unit. The tasks are identified below, as are the learning outcomes to which the task relates.

Task 1: Using a sociogram, identify the series of relationships that exist within the Active Leisure industry. Discuss how an individual may create and maintain professional relationships within a sub-sector of Active Leisure, using examples to support your answer. (LO 1)

Task 2: Identify at least THREE (3) roles in the Active Leisure industry which require an individual to work autonomously. Using these examples, describe how to work effectively when working autonomously. (LO 2)

Task 3: Identify at least THREE (3) roles in the Active Leisure industry which require substantial team working. Using these examples, discuss at least THREE (3) factors which contribute to successful team working. (LO 3)

Task 4: Discuss the communication process in at least ONE (1) Active Leisure working environment. Describe how the communication process can be adapted to accommodate different audiences and promote inclusion in each Active Leisure working environment, using examples to support your answer. (LO 4)

Task 5: Identify at least THREE (3) scenarios where conflict resolution may be required in the Active Leisure industry. Identify and discuss how to manage conflict and source resolutions in these situations.(LO 5)

A maximum of 2,000 words (+/- 10%) is allowed.


Assessment Description Requirements to Pass Additional merit requirements Additional distinction requirements

Understand the range of relationships within the Active Leisure industry LO1, Task 1

Learner can identify a basic set of relationships and has produced an equivalent sociogram to illustrate these relationships. Learner can discuss in basic detail how to create and maintain professional relationships, with few to no examples to reinforce understanding.

Learner can identify an advanced set of relationships and has produced an equivalent sociogram to illustrate these relationships. Learner can discuss in sufficient detail how to create and maintain professional relationships, with examples to support understanding.

Learner can identify a series of relationships, with overlaps and inter-related aspects detailed. Learner can use an appropriate graphic, such as a sociogram, to further illustrate these relationships. Learner can discuss in detail how to create and maintain professional relationships, applying understanding to a collection of examples clearly relevant to Active Leisure.

Understand roles which require autonomous working and the related attributes LO3, Task 2

Learner can identify three roles within active leisure sector which require an individual to work autonomously. Learner can describe how to work effectively when working alone, occasionally applying examples from the roles provided.

Learner can identify four roles within active leisure sector which require an individual to work autonomously. Learner can describe how to work effectively when working alone, applying clear examples from the roles provided.

Learner can identify five or more roles within active leisure sector which require an individual to work autonomously. Learner can describe how to work effectively when working alone, applying examples from the roles provided and differentiating between roles provided.

Understand roles which require team working and the related attributes LO3, Task 3

Learner can identify three roles within active leisure sector which require team working. Learner can explain at most three factors which underpin effective team working, occasionally applying examples to the roles provided.

Learner can identify four roles within active leisure sector which require team working. Learner can explain at least four factors which underpin effective team working, applying examples to the roles provided.

Learner can identify at least five roles within active leisure sector which require team working. Learner can explain how at least five factors which underpin effective team working, applying examples to the roles provided.

Understand the impact of effective communication when working in the Active Leisure sector LO4, Task 4

Learner can identify the positive aspects of the communication process in one environment or a small range of environments, and describe in light detail and in limited situations the ways in which the process can be adapted. Examples provided are fairly generic and can be applied to a number of industries, including Active Leisure.

Learner discusses the positive and potentially negative impacts of the communication process in a range of environments, describing how the process can be adapted to accommodate a variety of different audiences and clearly demonstrating how these changes promote inclusion. Examples provided are relevant to the Active Leisure industry.

Learner discusses the positive and potentially negative impacts of the communication process on a range of environments relevant to the Active Leisure industry. Learner describes in detail how the communication process can be adapted to a range of audiences and clearly demonstrates how these adaptations promote inclusion. Examples are varied and detailed, and cover a wider range of audiences. Examples are clearly relevant to the Active Leisure industry.

Understand the impact of conflict resolution when working in the Active Leisure industry LO5, Task 5

Learner can Identify three scenarios where conflict resolution may be required in the Active Leisure industry Learner can identify and discuss in adequate detail how to manage conflict and source resolutions. There is an element of repetition in responses.

Learner can Identify four scenarios where conflict resolution may be required in the Active Leisure industry. Learner can identify and discuss in adequate detail how to manage conflict and source resolutions. Responses demonstrate a wide understanding of the area.

Learner can Identify five scenarios where conflict resolution may be required in the Active Leisure industry. Learner can identify and discuss in adequate detail how to manage conflict and source resolutions. Responses to conflict are varied and suitable, demonstrating a robust understanding of the area.


Details Assessment Component Grade awarded per learning outcome Points per grade

A learner’s grade for this unit will be determined by converting the grade for each learning outcome/task into points, and calculating the total value of all points. For example, should a learner receive a Pass in Learning Outcome 1: Understand the range of relationships within the Active Leisure Industry, they will receive 2 points. Once all points are calculated, the table below should be used to help determine the number of points which contribute to the final grade for the qualification.

Internal Assignment

Fail 0

Pass 2

Merit 3

Distinction 4

Please note, the learner’s achievement in each learning outcome must be converted into points using the information above. The learner must have successfully passed all learning outcomes/tasks. There are a total of 20 points available. Once calculated, convert these points using the table below. The final number will contribute to the points for the overall qualification grade.

Unit Grading Contribution to Overall Qualification Grade

Points achieved Grade Awarded Points awarded for overall

qualification grade

0 – 9 Fail 0

10-14 Pass 2

15-18 Merit 3

19-20 Distinction 4


Unit title: Leading Sport and Physical Activities

Unit aim

The aim of this unit is enable learners to apply the knowledge gained in Participating in Sport and Physical Activities in the context of planning, leading and evaluating a sport or physical activity session. Learners will be required to constructively evaluate activities delivered by others to further demonstrate understanding.

Unit level: 2



40




Synoptic Assessment

1

be able to plan sport and physical activity sessions

1.1

collect relevant information to inform the planning of a sport/physical activity session.

motivations for participation in sport and physical activity

why collecting accurate information is essential

information required (medical history, etc)

the consequences of not collecting accurate information

how to collect and maintain accurate information

how to select activities based on information received.

how to identify aims and objectives based on received information.

1.2

plan a sport/physical activity session to meet participants’ needs.

understanding how to plan or liaise with others to ensure the sessions meets the needs of the participants

selecting a balance of activities to meet the needs of the participant group

how to identify health and safety requirements

how to record and report health and safety requirements

identifying resources required

identifying facilities required

planning basic goal setting





Synoptic Assessment

1

be able to plan sport and physical activity sessions (continued)

1.3

Prepare the physical activity environment.

Health and Safety considerations

monitoring environmental conditions

checking equipment

reporting faulty equipment

conducting a safety check

the role of the risk assessment

conducting risk assessment

2

be able to lead sport and physical activities within a session

2.1

demonstrate the skills required to lead an activity

Understanding how to deliver sessions with a balance of instruction, demonstration and questions

Knowing how to motivate participants

How different participants learn

Identifying how to cater for a variety of learning styles

Knowing how to implement basic goal setting

How to ensure a balance of activities in a session

2.2

lead sport/physical activities

Different coaching styles, including listening skills

How to deliver warm-ups and cool-downs

How to ensure inclusivity in delivery

How to stick to agreed timings

2.3

provide technically correct explanations and demonstrations of sport/physical activities.

How to ensure demonstrations are technically correct

Maintaining a participants attention during explanations

Discuss terminology from a range of sports and physical activities

2.4

ensure safety is maintained during delivery of sport/physical activities

How to set ground rules during a session

How to manage behaviours (positive, negative and challenging)

How to encourage further participation whilst maintaining safety





Synoptic Assessment

3

be able to review sport and physical activity sessions

3.1

review a physical activity session in its entirety

The purpose of an evaluation

Typical components of an evaluation

How an evaluation can be used at a later date

Reviewing the planning and delivery of the coaching session

reviewing the outcomes of the session, feedback from participants and others involved in the session

identify: o whether goals for the session were met o how effective the delivered activities were o your management of the session, including health,

safety and welfare issues o ways to improve future sessions o how to discuss your evaluation and feedback with

colleagues o how to record your evaluation for future reference

3.2

review participants’ performance

3.3

review performance of other activity leaders

3.4

review own performance

Assessment Brief: 1 x Synoptic Assignment

This unit will be assessed full by the Synoptic Assignment, which is discussed in Appendix 2: Synoptic Assignment.


Appendix B: Internal Synoptic Assignment

Internal Synoptic Assignment for the 1st4sport Level 2 Technical Award in Active Leisure, Sport and Physical Activities

Assessment aim

The aim of this assessment is to test the learner’s ability to apply the skills, knowledge and understanding of sport and physical activities gained during their time on the programme. This piece of assessment requires learners to plan two sport or physical activity sessions – discussing the rules and safety considerations for that particular sport or physical activity - and deliver and evaluate aspects of that sport or physical activity session. Learners will be required to plan and deliver in a small group.

Assessment grading scale:

Fail/Pass/Merit/Distinction

Assessment specification:

Learners must complete a portfolio of evidence, as well as be observed delivering aspects of two sport or physical activity sessions by an Assessor.

Assessment description:

The tutor should organise the cohort into groups of four, where possible, and assign a sport or physical activity to each group. To ensure an engaging learning environment, tutors should assign different sports or physical activities to different groups. The approved sports and physical activities are: Football, Tennis, Cricket, Athletics, Rugby, Basketball and Rounders. The tutor should select a sport which can be supported by the equipment and facility resources available to the centre, and must always consider the safety of the learner in any selection. Learners must complete the following tasks. Task 3 and Task 4 will be completed in groups. 1 Identify and describe the rules and scoring systems for their nominated sport/physical activity. 2 Describe the people and equipment resources required to play the sport at a basic level. 3 For your selected sport, plan two activity sessions. Learners should each be nominated to a particular aspect

of each session. Learners should not be assigned to the same aspect of the session across both plans. 4 With your group, deliver both planned activity sessions. 5 Evaluate the delivery of the activity sessions, reviewing both your performance and the performance of the

other members of your group. A breakdown of tasks and relevant learning outcomes is included on the following page.


Unit 3: Participating in Sport and Physical Activity 1 Identify and describe the rules and scoring systems for their nominated sport/physical activity. 2 Describe the people and equipment resources required to play the sport at a basic level.

Learning outcome Requirements to Pass Additional merit requirements Additional distinction requirements

Understand the rules, and requirements to participate in a variety of sports and physical activities

Learner provides a basic set of rules and an appropriate discussion of the scoring system of a sport or physical activity, discussing in adequate detail the resources required to participate in the sport or physical activity on a basic level, perhaps purely professional or amateur level.

Learner provides a more detailed examination of the sport and physical activity, including the rules and requirements at a variety of levels and formats, such as amateur, women only, etc.

Learner provides a robust and complete set of rules and requirements, potentially including the history of these requirements and justifications, such as safety issues. Learner discusses considerations in relation to both gender and professional level and considers adaptations to the main sport, such as any indoor or smaller equivalents.


Unit 4: Leading Physical Activities 1 For your selected sport, plan two activity sessions, including risk assessments for both plans. Learners should each be nominated to a particular

aspect of each session. Learners should not be assigned to the same aspect of the session across both plans. 2 With your group, deliver both planned activity sessions. 3 Evaluate the delivery of the activity sessions, reviewing both your performance and the performance of the other members of your group.

Learning Outcome Requirements to Pass Additional merit requirements Additional distinction requirements

be able to plan sport and physical activity sessions

Learner creates a coherent plan which is easy to follow and appropriate for the participants. Learner takes account of any specific needs. Timings for activities and session are identified as are participant needs. Learner provides key instructions for each activity to the participants.

Learner incorporates diagrams of equipment setup or how activities will run. Learner provides additional notes allocating tasks/roles to others involved in the session, clearly identifying further support.

Learner identifies differentiation within most activities and written guidance is provided for others involved in the session to understand all roles within the session.

be able to lead sport and physical activities within a session

Learner meets all criteria on assessor observation checklist. Learner manages safe activities and environment Activities are pitched at appropriate level of demand.

Learner adapts and reacts to participant needs and level of demand as required. Learner positively communicates with others involved in session to create team.

Learner recognises when participants need further differentiation in activities. Learner manages others involved in session providing support where required.

be able to review sport and physical activity sessions

Learner is able to discuss the delivery of both sessions and provide feedback on their own performance as well as the performance of others within the group.

Learner is able to discuss the delivery of both sessions, including positive and negative aspects, as well as deviations from the plan. Feedback is professional and appropriate.

Learner is able to analyse the delivery of both sessions, identifying how improvements can be made to one of both sessions, including improvement to own delivery and the delivery of others’. The learner’s review and feedback is professional and constructive.


Synoptic Assignment mapping

In successfully completing the Synoptic Assessment, learners will have demonstrated a number of learning outcomes assessed elsehwere in the qualification, demonstrating skills and knowledge across the qualification. These learning outcomes are covered below.

Unit Learning Outcome

Creating and Maintaining Professional Relationships in Active Leisure

Understand roles which require autonomous working and the related attributes

Understand roles which require team working and the related attributes

Understand the impact of effective communication when working in the Active Leisure industry

Understand the impact of conflict resolution when working in the Active Leisure industry

Participating in Sport and Physical Activity

Understand the safety considerations for a range of sport and physical activities



A learner’s grade for the synoptic assignment will be determined by converting the grade for each learning outcome into points, and calculating the total value of all points. Once all points are calculated, the table below should be used to help determine the points which contribute to the final grade for the qualification. There is a total of 16 points available.

Synoptic Assignment

Fail 0

Pass 2

Merit 3

Distinction 4

Please note, the learner’s achievement in each learning outcome must be converted into points using the information above. The learner must have successfully passed all learning outcomes. There is a total of 16 points available. Once calculated, convert these points using the table below. The final number will contribute to the points for the overall qualification.

Unit Grading Contribution to Overall Qualification Grade

Points achieved Grade Awarded Points awarded for overall qualification grade

0 – 7 Fail 0

8-11 Pass 2

12-14 Merit 3

15-16 Distinction 4


Appendix D: Glossary of Terminology

Learning Hours

Guided Learning Hours (GLH)

Guided Learning Hours (GLH) for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course; this includes all time spent on course-based learning and assessment activities

Total Qualification Time (TQT)

Total Qualification Time (TQT) for a specific qualification is defined as the total number of notional hours required to achieve the qualification; this includes the GLHs, plus all off-course directed study time, including any time taken to complete any remote working/research/evidence generating activities.

Assessment Types

Internal Assessment

This is assessment that is undertaken by the recognised centre. The centre will set learners projects/tasks, which may or may not be pre-determined by 1st4sport, and assess and grade the learners work in line with grade descriptors provided by 1st4sport. Once assessed and verified, the recognised centre will submit learner unit achievement and grading information to 1st4sport.

External Assessment This is assessment set by and assessed by 1st4sport. This will normally be in the form of an examination at a predetermined time and date and centres will receive assessment outcomes and grades from 1st4sport in line with published timescales.

Synoptic Assessment

This is an internally assessed assessment that requires the learner to demonstrate their knowledge and understanding across the breadth of the qualification in an integrated way. The synoptic assessment is predetermined by 1st4sport and centres should be mindful of the required knowledge and understanding required to successfully complete this component when planning delivery and assessment timetables.

Learning Outcomes and Assessment Criteria

Be able to

In the case of the ‘Be able to’ learning outcomes, observation by the assessor will often be the most valid approach. Evidence for observations can be generated through:

work environment

naturally occurring evidence observed

simulations

role play


‘Understand’ and ‘Know’

In the case of the ‘Understand’ learning outcomes, the following assessment methods are valid but are not limited to:

Examination

Professional discussion

Portfolio of evidence

Written assignments

Projects/case studies

Coursework

Task based controlled assessment

Evidence Validity

Sufficiency of evidence

To achieve a learning outcome the learner must show evidence that they have met the assessment criteria attached to that learning outcome. However, this does not mean that different pieces of evidence must be used for each assessment criterion. It is possible one piece of evidence generated by the learner may meet the requirements of several assessment criteria and perhaps across more than one learning outcome or unit. Similarly, an observation of a learner may generate evidence for other assessment criteria, learning outcomes or units.

Authenticity of evidence

Evidence used to assess learning outcomes and assessment criteria must be generated by the learner without help from others. For example, workbooks in which the learner has simply copied information as supplied by a tutor cannot be used as evidence of their knowledge; neither can written assignments that have been plagiarised.

Currency of evidence Evidence produced by the learner must be relevant at the time of assessment and reflect current processes and equipment.

Validity of evidence Assessment tasks must be able to effectively measure the learner’s attainment at the required level of achievement. Evidence produced by learners must focus on the appropriate knowledge and skills relevant to the assessment criteria

Reliability of evidence

Assessment tasks should be consistent across all learners, over time and at the required level. Therefore meaning assessors acting independently, using the same criteria and assessment tasks would come to the same judgement about a given piece of work. It is important to ensure explicitness in setting expectations is applied to ensure reliability.

Valid Assessment Methods

Direct observation

Direct observation involves more than just passively watching the learner. An assessor has to know exactly what he or she is looking for. A checklist is a useful way of making sure the assessor can relate the learner’s evidence to the standards. Assessors need to be familiar enough with the standards to be able to decide when a learner’s performance has met the relevant Assessment Criteria, and to devise adequate methods of recording the evidence produced.


Evaluation of coursework, projects and assignments

In some cases, an activity required for the 1st4sport Level 2 Certificate in Active Leisure, Sport and Physical Activities will result in a product. In these cases, the assessor can judge the learner’s competence by examining the product. It is important that the assessor should have proof that the product is the learner’s own work.

Projects and assignments

A project or assignment is a practical or theoretical exercise or investigation which requires the learner to plan and implement a strategy, and present the products of the exercise, or the conclusions of the investigation, for assessment. It is important that projects and assignments should be both realistic and matched to the requirements of the qualification.

Recognition of prior learning

Recognition of prior learning, or RPL, is a way of giving credit for the learning a learner has achieved in the past. This learning may have been gained through formal or informal training, other development activity, or on-the-job experience. For learners to gain credit for their competence through RPL they must be able to prove that this competence is still current.