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Qualification Specification NCFE Level 2 NVQ Certificate in Spectator Safety (600/1333/3)

Issue 2 November 2017

NCFE Level 2 NVQ Certificate in Spectator Safety (600/1333/3) Issue 2 November 2017 2

Call 0191 239 8000 Email: [email protected] Visit: ncfe.org.uk

Contents Section 1 4 Qualification overview 5

Introduction 5 Things you need to know 6 Total Qualification Time (TQT) 6 Credit 6 About this qualification 7 Qualification purpose 8 Qualification objectives 8 Achieving this qualification 9 Essential skills 9 Recognition of Prior Learning (RPL) 9 Credit transfer 10 Direct Claim Status 10 Work placement/experience requirements 10 Qualifications and awards with simulation and assessment in a Realistic Work Environment (RWE) 10 Entry guidance 10 Progression opportunities 11 Qualification dates 11 Staffing requirements 12 Assessors and Internal Quality Assurance 12 Resource requirements 12 Support for learners 13 Evidence Tracking Sheet 13 Support for centres 13 Customer Support team 13 Qualification Support Packs 13 Reasonable Adjustments and Special Considerations Policy 13 Subject maps 14 Fees and Pricing 14 Training and support 14

Section 2 15 Unit content and assessment guidance 16

Unit 01 Prepare for spectator events 17 Unit 02 Control the entry, exit and movement of people at spectator events 21 Unit 03 Monitor spectators and deal with crowd problems 25 Unit 04 Support the work of the team and organisation 28 Unit 05 Help to manage conflict 32 Unit 06 Deal with accidents and emergencies 36

Section 3 39 Assessment and quality assurance 40

How the qualification is assessed 40 Internal assessment 40 Supervision of learners and your role as an Assessor 41 Feedback to learners 41 Presenting evidence 41



Quality Assurance 42 Internal quality assurance 42 External quality assurance 42

Section 4 43 Explanation of terms 44

Section 5 46 General information 47

Equal opportunities 47 Diversity, access and inclusion 47 Data protection 47 Contact us 48



Section 1 Qualification overview



Qualification overview

Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 2 NVQ Certificate in Spectator Safety. All information contained in this specification is correct at the time of publishing. To ensure that you’re using the most up-to-date version of this qualification specification please check the issue date in the page headers against that of the qualification specification on our website www.ncfe.org.uk. If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 2 NVQ Certificate in Spectator Safety. The NCFE Level 2 NVQ Certificate in Spectator Safety is a competence-based qualification. A competence-based qualification is based on National Occupational Standards (NOS) and is a job-ready qualification which requires learners to demonstrate the skills and knowledge required to work in a specific industry. A competence-based qualification must be assessed in the workplace or in a realistic work environment (RWE) in accordance with the relevant assessment guidance. For further information on the guidance please visit the Qualifications page on our website www.ncfe.org.uk.

http://www.ncfe.org.uk/




Things you need to know

Total Qualification Time (TQT)

Total Qualification Time is the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.

Total Qualification Time comprises:

the Guided Learning Hours for the qualification

an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Tutor or other appropriate provider of education or training.

Credit The credit value is equal to the Total Qualification Time divided by ten, rounded to the nearest whole number.

Qualification number (QN) 600/1333/3

Aim reference 60013333

Total Qualification Time (TQT) 290

Guided Learning Hours (GLH) 85

Credit value 29

Level 2

Assessment requirements internally assessed and externally quality assured portfolio of evidence



About this qualification This is a regulated qualification. The regulated number for this qualification is 600/1333/3. The primary purpose of this qualification is to prepare learners to enter, or progress within, employment in the stewarding and spectator safety industry. Learners will get an introduction to spectator safety and develop the skills, knowledge and understanding required to work effectively as a steward at spectator events, and promote good practice in stewarding by working towards national standards. This qualification meets the requirements for training for level 2 stewards, as specified in the Department for Culture, Media and Sport (DCMS) Green Guide to Safety at Sports Grounds and the Health and Safety Executive (HSE) Purple Guide for Event Safety. This qualification is ideal for learners working in, or looking to work in the match day and events stewarding industry. This qualification provides the knowledge and competence requirements for the Intermediate Apprenticeship in Spectator Safety. This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider. This qualification is suitable for use within a Study Programme.



Qualification purpose This qualification is designed for those working in the match day and events stewarding industry. It can be achieved by individuals typically working at sports events, parades, concerts or carnivals where the safety of spectators is paramount. Learners will develop the skills and knowledge needed to be able to prepare for events; control the entry, exit and movement of people; monitor spectators; and deal with crowd problems at spectator events. They will also be able to help manage conflict, deal with accidents and emergencies, and support the work of your team and organisation. This qualification will:

focus on the study of stewarding at spectator events within the leisure industry

offer breadth and depth of study, incorporating a key core of knowledge

provide opportunities to acquire a number of practical and technical skills. Qualification objectives The objectives of this qualification are to:

give learners a good insight into the practical qualities required for the match day and events stewarding industry



Achieving this qualification To be awarded the NCFE Level 2 NVQ Certificate in Spectator Safety, learners are required to successfully complete 6 mandatory units, earning 29 credits. Mandatory units

The learning outcomes for each unit are provided in Section 2 (page 15). The units above may be available as stand-alone unit programmes. Please visit www.ncfe.org.uk/units for further information. To achieve the NCFE Level 2 NVQ Certificate in Spectator Safety, learners must successfully demonstrate their achievement of all learning outcomes of the units as detailed in this qualification specification. Learners who aren’t successful can resubmit work within the registration period; however, a charge may apply. A partial certificate can be requested for learners who don’t achieve their full qualification but who have achieved at least one whole unit. Essential skills While completing this qualification, learners may develop the knowledge, understanding and essential skills employers look for in employees. These range from familiar ‘key skills’ such as team working, independent learning and problem-solving, to more tricky-to-measure skills such as:

an appreciation for appropriate behaviour and dress

appropriate interpersonal skills

communicating with professional colleagues/peers and/or hierarchical seniors

supporting other aspiring employees

personal manners and deportment

understanding work practices and how different roles and departments function within an organisation.

Recognition of Prior Learning (RPL) Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor.

Unit No Unit title

Unit 01 Prepare for spectator events

Unit 02 Control the entry, exit and movement of people at spectator events

Unit 03 Monitor spectators and deal with crowd problems

Unit 04 Support the work of the team and organisation

Unit 05 Help to manage conflict

Unit 06 Deal with accidents and emergencies

http://www.ncfe.org.uk/units



Credit transfer Where a learner has already achieved a unit with credit, NCFE will recognise that prior learning and will allow the credit to be transferred onto a new qualification, provided that the units have the same Ofqual reference number.

Direct Claim Status For more information about Direct Claim Status, please contact our Customer Support team on 0191 239 8000.

Work placement/experience requirements This qualification requires learners to complete a placement/work experience. There are specific requirements for centres and employers relating to the insurance of learners in the workplace. Further information about insurance can be found at www.abi.org.uk or www.hse.gov.uk.

Qualifications and awards with simulation and assessment in a Realistic Work Environment (RWE) Where the assessment guidance for a unit/qualification allows, it is essential that organisations wishing to operate a RWE do so in an environment which reflects a real work setting and replicates the key characteristics of the workplace in which the skill to be assessed is normally employed. This will ensure that any competence achieved in this way will be sustained in real employment.

Entry guidance There are no specific recommended prior learning requirements for this qualification. However, learners may find it helpful if they’ve already achieved a Level 1 qualification.

Entry is at the discretion of the centre. However, learners should be aged 16 or above to undertake this qualification. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the learning outcomes and comply with the relevant literacy, numeracy and health and safety aspects of this qualification. Learners registered on this qualification shouldn’t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility.

http://www.abi.org.uk/

http://www.hse.gov.uk/



Progression opportunities Learners who achieve this qualification could progress to:

steward/crowd safety steward

safety steward

hospitality steward

car park steward

assistant ground safety officer

event security/guard

marshal. This qualification provides the knowledge and competence requirements for the Intermediate Apprenticeship in Spectator Safety if learners are looking to progress onto an Apprenticeship. It may also be useful to learners studying qualifications in the following sector/area:

NCFE Level 3 Diploma in Management

Qualification dates Regulated qualifications have review dates, operational end dates and certification end dates. The qualification review date is the date by which we’ll have carried out a review of the qualification. This date is shown on the qualification page on our website www.ncfe.org.uk. We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we’ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we’ll set an operational end date. If we extend the review date then this will be shown on the qualification page on our website www.ncfe.org.uk and approved centres will be kept updated. The operational end date will only show on the Register if we’ve made the decision to withdraw a qualification. After this date we can no longer accept learner registrations. The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims.





Staffing requirements Centres delivering any of NCFE’s qualifications must:

have a sufficient number of appropriately qualified/experienced Assessors to assess the volume of learners they intend to register

have a sufficient number of appropriately qualified/experienced Internal Quality Assurers to internally quality assure the anticipated number of Assessors and learners

ensure that all staff involved in assessment and internal quality assurance are provided with appropriate training and undertake meaningful and relevant continuing professional development

implement effective internal quality assurance systems and processes to ensure all assessment decisions are reliable, valid, authentic, sufficient and current. This should include standardisation to ensure consistency of assessment

provide all staff involved in the assessment process with sufficient time and resources to carry out their roles effectively.

Assessors and Internal Quality Assurance Staff involved in the Assessment and Internal Quality Assurance of this qualification must be able to demonstrate that they have (or are working towards) the relevant occupational knowledge and/or occupational competence, at the same level or higher as the units being assessed and internal quality assured. This may be gained through experience and/or qualifications.

Resource requirements The following documents are essential reading for any centre involved in the delivery, assessment and administration of this qualification:

SkillsActive Evidence Requirements and Assessment Guidance

Briefing Sheet These documents can be downloaded from the qualification page on our website www.ncfe.org.uk.




Support for learners Evidence Tracking Sheet This document covers the mandatory units in this qualification and it can help learners keep track of their work. This document can be downloaded free of charge from our website www.ncfe.org.uk. You don’t have to use this document – you can devise your own evidence-tracking document instead. Support for centres There are a number of support documents available that you might find useful for delivery. These are available to download from our website www.ncfe.org.uk or can be requested from the Customer Support team on 0191 239 8000 or by emailing [email protected]. Customer Support team Our award-winning Customer Support team will support you with approvals, registrations, external quality assurance, external assessment, results and certification. You can find contact details for your Customer Support Assistant here or get more information by calling 0191 239 8000 or emailing [email protected].

Qualification Support Packs NCFE offers a free Qualification Support Pack (QSP) for this qualification.

QSPs are a free resource that Tutors can use when planning and delivering an NCFE qualification. Within a QSP, Tutors will find a Scheme of Work, PowerPoint presentations and a wide range of tasks and worksheets to help learners consolidate their knowledge. QSPs are not intended to provide full coverage of learning outcomes, but the content is mapped to the qualification to ensure it is relevant and useful. The QSP for this qualification can be downloaded from our website www.ncfe.org.uk.

Reasonable Adjustments and Special Considerations Policy This policy is aimed at customers – including learners – who use our products and services and who submit requests for reasonable adjustments and special considerations. The policy can be found on our website here: www.ncfe.org.uk/centre-information/working-with-ncfe/policies-and-regulations.



mailto:[email protected]

http://www.ncfe.org.uk/about-ncfe/awards

https://www.ncfe.org.uk/about-ncfe/our-people/customer-support-team/

mailto:[email protected]


http://www.ncfe.org.uk/download/web/documents/Reasonable-Adjustments-Policy.pdf

https://www.ncfe.org.uk/centre-information/working-with-ncfe/policies-and-regulations/



Subject maps Our suite of subject maps showcase the qualifications we have available within each specialist sector and how they connect to each other. They demonstrate how you can plot routes for your learners at different levels from entry level right through to higher education or the workforce, with supporting qualifications along the way. Fees and Pricing The current fees and pricing guide is available on our website at ncfe.org.uk. Training and support We can provide training sessions for Assessors and Internal Quality Assurers. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on 0191 239 8000.




Section 2 Unit content and

assessment guidance



Unit content and assessment guidance This section provides details of the structure and content of this qualification. The unit overview includes:

unit title and number

unit summary

credit value

guided learning hours

level

an indication of whether a unit is mandatory or optional.

Following the unit summary there’s detailed information for each unit containing:

learning outcomes

assessment criteria

delivery and assessment (including types of evidence for internal assessment). The regulated unit number is indicated in brackets for each unit (eg M/100/7116). However, to make cross-referencing assessment and quality assurance easier, we’ve used a sequential numbering system in this document for each unit. The types of evidence listed are for guidance purposes only. Within learners’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally quality assured. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. For further information or guidance about this qualification please contact our Product Development team on 0191 239 8000.



Unit 01 Prepare for spectator events (Y/502/9345)

Credit value 5 Guided learning hours 12 Level 2 Mandatory/optional Mandatory

Learning outcome 1 The learner will: 1 prepare for stewarding activities The learner can: 1.1 follow the registration procedures correctly and on time 1.2 collect their passes, identification and other resources, looking after these and returning them

after the event 1.3 attend the pre-event briefings as required 1.4 note all the necessary information which is given at the briefings 1.5 correctly follow the pre-event routines

Learning outcome 2 The learner will: 2 identify and deal with physical hazards The learner can: 2.1 follow agreed procedures to check equipment 2.2 keep disruption to a minimum 2.3 identify hazards in their designated area 2.4 follow agreed procedures for assessing risk 2.5 take prompt action appropriate to the hazard and the risk, following agreed procedures and

instructions 2.6 communicate verbally and non-verbally with colleagues and other people involved 2.7 make sure that any action is not dangerous for themselves and other people involved 2.8 clearly and accurately reporting the situation and what they have done to their supervisor



Unit 01 Prepare for spectator events (Y/502/9345) (cont’d)

Learning outcome 3

The learner will: 3 search the venue for suspect items The learner can: 3.1 get information on the type of item being searched for 3.2 search the designated area thoroughly, following instructions 3.3 identify any suspect items and other suspicious circumstances 3.4 maintain their own safety and the safety of other people 3.5 report what they have found following agreed procedures

Learning outcome 4 The learner will: 4 know how to prepare for stewarding activities The learner can: 4.1 state basic legal requirements covering the type of event they are involved in 4.2 describe their legal responsibilities and powers 4.3 show awareness of relevant guidance documents on safety at events 4.4 explain the importance of registration and briefing 4.5 explain the importance of receiving, looking after and returning passes, identification and other

resources 4.6 explain the importance of keeping careful notes at briefings 4.7 explain the importance of pre-event routines 4.8 state pre-event timings 4.9 state the information to be recorded 4.10 describe emergency procedures, relevant code words and assembly points 4.11 describe the pre-event routines




Learning outcome 5 The learner will: 5 know how to identify and deal with physical hazards The learner can: 5.1 describe how to check:

safety equipment

security equipment

emergency equipment

signs and notices 5.2 explain the importance of not disrupting the public when carrying out checks 5.3 describe what to look for when checking for hazards 5.4 describe how to assess the seriousness of the following types of hazards:

safety hazards

security hazards

fire hazards

hygiene hazards

faulty emergency equipment 5.5 describe the correct action to take for each of the types of physical hazard listed 5.6 explain why it’s important to communicate with people and colleagues clearly 5.7 describe the sort of action which could endanger themselves and others 5.8 state the correct reporting procedures for the types of physical hazards listed above




Learning outcome 6 The learner will: 6 know how to search the venue for suspect items The learner can: 6.1 explain the importance of collecting information on the item being searched for 6.2 describe how to search the following areas carefully and thoroughly:

confined areas

open areas

areas where the public is present

areas where the public is not present 6.3 describe contents of the safety handbook

Delivery and assessment

Learning Outcomes 1 - 3 - must be assessed using workplace evidence generated when the learner is preparing for a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis.



Unit 02 Control the entry, exit and movement of people at spectator events (M/502/9352) Credit value 8 Guided learning hours 12 Level 2 Mandatory/optional Mandatory

Learning outcome 1 The learner will: 1 control the entry and exit of people at events The learner can: 1.1 have the necessary resources ready for use 1.2 make sure their behaviour and appearance meets agreed standards at all times 1.3 greet people in a way that makes them feel welcome and at ease 1.4 pay careful attention to the designated area throughout their period of duty 1.5 admit people and refuse entry according to agreed procedures 1.6 provide the people with clear reasons why they have been refused entry 1.7 control the queues in a safe and orderly manner 1.8 supervise the safe exit of people according to the agreed procedures 1.9 inform their supervisor when there are problems that they cannot deal with on their own

Learning outcome 2 The learner will: 2 search people for unauthorised items The learner can: 2.1 identify the people to be searched on entry according to the agreed procedures 2.2 ask the identified people for permission to search, and follow the agreed procedures if they

refuse 2.3 only search people of the same sex 2.4 follow the correct procedures when they find unauthorised items and explain these procedures to

the people involved 2.5 inform the supervisor about any unlawful items which they find 2.6 treat the people involved with courtesy and respect at all times



Unit 02 Control the entry, exit and movement of people at spectator events (M/502/9352) (cont’d)

Learning outcome 3 The learner will: 3 provide people with information and help them with other problems The learner can: 3.1 communicate with people politely and clearly 3.2 ask for information which is relevant to their problem 3.3 make sure their understanding of the problem is correct 3.4 give people help which is appropriate to the problem and agreed procedures 3.5 refer people to another source of help if necessary 3.6 keep people informed of progress 3.7 deal with any complaints positively, and sympathetically as appropriate to the situation

Learning outcome 4 The learner will: 4 know how to control the entry and exit of people at events The learner can: 4.1 describe the basic principles of customer care 4.2 explain the importance of wearing correct identification 4.3 identify the required equipment to carry 4.4 identify articles which contravene the venue rules 4.5 describe the procedures to follow when banned articles are found 4.6 explain the importance of carefully monitoring their designated area 4.7 describe how to control queues in an orderly and safe manner 4.8 describe basic legislation covering trespass and the right to refuse entry 4.9 describe the procedures for excluding people under the relevant legislation 4.10 explain why explanations should be given for refusing entry




Learning outcome 5 The learner will: 5 know how to search people for unauthorised items The learner can: 5.1 identify the problems that may occur if a steward is prejudiced against people because of their

appearance 5.2 explain the importance of only searching people of the same sex 5.3 describe the correct methods of carrying out personal searches 5.4 identify the conflicts that may occur when carrying out searches and how to resolve these 5.5 explain the importance of providing people with proper explanations and treating people with

courtesy 5.6 describe the organisation’s policies for searching people 5.7 describe how to identify prohibited items 5.8 describe the correct procedures for dealing with prohibited items 5.9 describe the precautions to take to protect oneself against items which may cause injuries during

the search 5.10 identify the basic legislation which authorises searches of spectators and what this allows the

steward to do




Learning outcome 6 The learner will: 6 know how to provide people with information and help them with other problems The learner can: 6.1 describe how to communicate with the following types of people:

cooperative

uncooperative

intoxicated

emotional

with limited understanding of English

‘VIPs’

with particular needs 6.2 describe how to get hold of the information which people may need 6.3 identify information which should not be provided according to organisational policy 6.4 identify the locations of main facilities in the venue 6.5 describe the approved procedures for giving directions and providing information 6.6 explain the importance of getting all the relevant information if they need to solve a problem 6.7 explain the importance of being polite 6.8 explain the importance of being positive when handling complaints and giving apologies 6.9 describe the approved procedures for dealing with the following types of problems:

need for information/advice

ticketing problems

missing property

missing people

unsociable/unlawful behaviour by others

complaints/suggestions about facility and procedures 6.10 identify whom to refer problems to which the learner cannot deal with personally Delivery and assessment

Learning outcomes 1 and 3 - must be assessed using workplace evidence generated when the learner is preparing for a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Learning outcome 2 - can be assessed as above, or by realistic simulation. Learning outcomes 4 – 6 - can be assessed by:

professional discussion

oral questions and answers

questions requiring written answers.



Unit 03 Monitor spectators and deal with crowd problems (A/502/9354)


Learning outcome 1 The learner will: 1 monitor crowds and identify potential problems The learner can: 1.1 have the necessary resources ready for use 1.2 make sure their behaviour and appearance meets agreed standards at all times 1.3 carry out their duties impartially 1.4 pay careful attention to the crowd and the conditions in their designated area throughout their

period of duty 1.5 identify crowd problems when they occur

Learning outcome 2 The learner will: 2 follow instructions and procedures to deal with crowd problems The learner can: 2.1 assess and report the crowd problem, answering any questions from supervisors clearly and

accurately 2.2 take action following instructions and agreed procedures 2.3 make sure that any action is not dangerous to themselves and the other people involved 2.4 communicate with the people involved and colleagues clearly 2.5 reassure the people involved and encourage them to be calm and follow instructions 2.6 keep their control room/supervisor informed of the situation



Unit 03 Monitor spectators and deal with crowd problems (A/502/9354) (cont’d)

Learning outcome 3 The learner will: 3 know how to monitor crowds and identify potential problems The learner can: 3.1 explain the importance of carefully observing crowds and areas 3.2 explain the importance of wearing steward’s identification at all times 3.3 identify the resources they need to have available and why 3.4 describe what to look for when monitoring crowds 3.5 explain why it’s important to carry out their duties impartially 3.6 give examples of how to carry out duties impartially 3.7 explain why personal conduct and appearance are important 3.8 describe the sort of personal conduct and appearance that is appropriate 3.9 identify the particular hazards to look out for in the following types of areas:

confined areas

open areas

public areas

non-public areas



Unit 03 Monitor spectators and deal with crowd problems (A/502/9354) (cont’d)

Learning outcome 4

The learner will: 4 know how to follow instructions and procedures to deal with crowd problems The learner can: 4.1 identify the basic legal requirements covering disability, discrimination and safety 4.2 identify the obvious signs of the following types of crowd problems:

unexpected crowd movements

local overcrowding

over-capacity

distress

separation of individuals and groups

unsociable behaviour

unlawful behaviour

entry into restricted areas 4.3 describe how to assess how serious the problem is 4.4 describe the procedures to follow for each type of crowd problem 4.5 describe basic conflict management techniques and defensive tactics 4.6 explain why it’s important to communicate clearly with the people involved and with colleagues 4.7 explain why it’s important to reassure the people involved and encourage them to be calm 4.8 describe how to reassure people and encourage them to be calm 4.9 identify the type of action which might endanger themselves and others 4.10 describe the correct reporting procedures to use

Delivery and assessment Learning outcomes 1 and 2 - must be assessed using workplace evidence generated when the learner is controlling entry, exit and movement at a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Learning outcomes 3 and 4 - can be assessed by:






Unit 04 Support the work of the team and organisation (Y/601/4483)


Learning outcome 1 The learner will: 1 know how to support the work of own team and organisation The learner can: 1.1 describe the values or codes of practice relevant to the work being carried out 1.2 outline the importance of effective teamwork 1.3 describe how improving own work and the work of the team can improve the organisation as a

whole and the level of service that the customer receives

Learning outcome 2 The learner will: 2 know how to work effectively with colleagues The learner can: 2.1 describe what ‘good working relationships’ with colleagues means 2.2 outline how to establish good working relationships with colleagues 2.3 describe why it is important to communicate clearly with colleagues 2.4 outline how to communicate with managers in organisation 2.5 list the duties within area of own responsibility 2.6 describe why it is important to carry out duties as agreed or warn colleagues in good time if not

possible 2.7 identify situations in which help may be needed 2.8 describe the importance of always asking for help and information when it is needed 2.9 describe situations in which help and information may need to be provided to colleagues 2.10 describe situations in which it is not appropriate to provide help and information to colleagues 2.11 outline the purpose of team meetings 2.12 outline why team discussions are important and why they should contribute to them 2.13 outline the procedures for dealing with conflict in own organisation



Unit 04 Support the work of the team and organisation (Y/601/4483) (cont’d)

Learning outcome 3 The learner will: 3 be able to work effectively with colleagues The learner can: 3.1 establish good working relationships with colleagues 3.2 communicate verbally and in writing with colleagues clearly 3.3 maintain standards of professional behaviour 3.4 carry out own duties and commitments to colleagues as agreed, or tell them in good time when it

is not possible to do what they expect 3.5 ask for help and information when needed 3.6 provide colleagues with help and information when they need it, in line with organisation’s

policies and procedures 3.7 take part in team discussions 3.8 follow the correct procedures in the case of disagreements or problems with colleagues

Learning outcome 4 The learner will: 4 know how to improve own work The learner can: 4.1 describe why it is important to continuously improve own work 4.2 describe why it is important to assess own work and get feedback from colleagues 4.3 describe what it means to ‘handle criticism positively’ 4.4 describe why it is important to handle criticism positively 4.5 identify the relevant member of staff in own organisation with whom own work can be planned

and developed 4.6 identify the procedures to follow to take part in training and development activities 4.7 identify opportunities to take on new responsibilities and develop in own career, and the skills and

knowledge needed to do this 4.8 outline how to develop a career plan that will help own progression




Learning outcome 5 The learner will: 5 be able to improve own work The learner can: 5.1 evaluate all aspects of own work 5.2 ask colleagues and customers for feedback on own work 5.3 handle feedback positively 5.4 work with a relevant person to agree:

own strengths

areas where own work could be improved

new areas of skill and knowledge which may be needed for future responsibilities 5.5 take part in relevant training and development 5.6 regularly review personal development

Learning outcome 6 The learner will: 6 know how to help to improve the work of own organisation The learner can: 6.1 describe the types of situations in which customers give feedback on the services they receive 6.2 outline why it is important to listen to customer feedback 6.3 outline how to identify areas where the organisation’s work could be improved 6.4 identify the procedures to follow for making suggestions on how to improve services to customers 6.5 describe why it is important to discuss own suggestions with colleagues and to take account of

their ideas

Learning outcome 7

The learner will: 7 be able to help to improve the work of own organisation The learner can: 7.1 ask customers for feedback on the organisation’s services 7.2 identify ways the team could improve services 7.3 discuss with relevant colleagues how to change services for the better 7.4 help to change services so that they meet customers’ needs





Learning outcomes 3, 5 and 7 must be assessed using workplace evidence generated when the learner is supporting the work of the team and organisation. Learning outcome 3 – when working effectively with colleagues, the learner must cover 2 of the following colleague types, using both spoken and written communication:

working at the same level as self

responsible to self

line manager

people from outside own organisation. Learning outcome 5 – when improving own work, the learner must cover 2 of the following types of colleague:


responsible to self

line manager. Learning outcome 7 – when helping to improve the work of own organisation, the learner must cover 2 of the following types of colleague:


responsible to self

line manager.



Unit 05 Help to manage conflict (J/501/5134)


Learning outcome 1 The learner will: 1 communicate with people in conflict situations The learner can: 1.1 remain calm and follow their organisation’s procedures 1.2 communicate with the people in a way that minimises and reduces conflict 1.3 maintain their own personal space 1.4 respect the personal space of others 1.5 listen actively to what people are saying 1.6 show empathy 1.7 use sensitive questioning to get further information about the situation 1.8 summarise and feedback to people what they have said and confirm understanding of the

situation

Learning outcome 2 The learner will: 2 follow procedures to resolve conflict The learner can: 2.1 assess the risks to themselves and others in the situation 2.2 assess the seriousness of the situation and the behaviour of the people involved 2.3 maintain their own personal safety 2.4 follow agreed procedures for the type of situation and people involved 2.5 collect and report necessary information about the people involved and the situation



Unit 05 Help to manage conflict (J/501/5134) (cont’d)

Learning outcome 3 The learner will: 3 know how to communicate with people in conflict situations The learner can: 3.1 identify the types of conflict situations that are likely to arise 3.2 describe the correct responses for each of these types of situations 3.3 identify the legal considerations covering self-defence and the use of force and your own role and

responsibilities 3.4 explain the importance of effective communication with people in conflict situations and how poor

communication can make situations worse 3.5 describe the appropriate forms of body language and other non-verbal types of communication to

use 3.6 explain what is meant by personal space and why it is important to maintain one’s personal

space 3.7 describe how to maintain personal space and the personal space of others 3.8 explain why it is important to show one is listening actively to what is being said 3.9 describe how to demonstrate active listening 3.10 describe how to show empathy 3.11 explain why showing empathy is important 3.12 describe how to use sensitive questioning to get information about a situation 3.13 explain why it is important to summarise and feedback to others what has been said




Learning outcome 4

The learner will: 4 know how to follow procedures to resolve conflict The learner can: 4.1 describe how to carry out risk assessments in conflict situations and the factors that should be

kept in mind 4.2 identify situations in which it would be appropriate to:

do nothing

maintain observation

give advice or a warning

use a report or incident card

consider ejection

consider arrest 4.3 explain why they should inform the supervisor/control room of their initial response 4.4 explain why they should collect and report information about the people involved and the situation 4.5 describe how to collect and report relevant information 4.6 describe how to maintain their own personal safety and that of others involved in the situation 4.7 explain why it is important to keep an accurate record of what has happened 4.8 describe what they should record that could be used as evidence 4.9 identify other sources of evidence that may be used





Learning outcome 1 and 2 must be assessed using workplace evidence when the learner is dealing with conflict or by realistic simulations. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Learning outcome 1 – learners must communicate appropriately using all of the following methods:

verbal communication

body language

other forms of non-verbal communication. Communication must be with 2 of the following types of people:

cooperative

uncooperative

intoxicated

emotional

with a limited understanding of English

people with particular needs. If the learner can only cover 2 types of people through workplace evidence, they must be questioned on the rest. Learning outcome 2 – whilst resolving conflict, learners must cover all of the following types of procedures:

do nothing

maintain observation

give advice or warning

request assistance with 2 of the following types of people:

cooperative

uncooperative

intoxicated

emotional

limited understanding of English

people with particular needs. Learning outcomes 3 and 4 can be assessed through:






Unit 06 Deal with accidents and emergencies (D/501/5138)


Learning outcome 1 The learner will: 1 deal with injuries and signs of illness The learner can: 1.1 remain calm and follow their organisation’s procedures 1.2 protect the casualty and other people involved from further risk 1.3 call for qualified assistance that is appropriate to the casualty’s condition 1.4 provide reassurance and comfort to those involved 1.5 give the qualified assistance clear and accurate information about what happened 1.6 follow the accident reporting procedures, as required

Learning outcome 2 The learner will: 2 follow emergency procedures The learner can: 2.1 give the people involved in the emergency clear and correct instructions 2.2 carry out their role in the emergency procedures calmly and correctly 2.3 maintain the safety of the people involved 2.4 follow the correct procedures for reporting the emergency 2.5 report any problems with the emergency procedures to the relevant colleague



Unit 06 Deal with accidents and emergencies (D/501/5138) (cont’d)

Learning outcome 3 The learner will: 3 know how to deal with injuries and signs of illness The learner can: 3.1 describe the values or codes of practice relevant to the work they are carrying out 3.2 explain the importance of dealing with accidents and emergencies promptly, calmly and correctly 3.3 identify the types of injuries and illnesses that may occur in their area of work 3.4 describe how to deal with these injuries and illnesses before qualified assistance arrives 3.5 identify whether to contact the on-site first aider or immediately call the emergency services

depending on the situation and organisational procedures 3.6 identify who is the on-site first aider and describe how to contact them 3.7 describe the procedures they should follow to contact the emergency services 3.8 explain why it is important to protect the casualty and others involved from further harm 3.9 describe the procedures to follow to protect the casualty and others 3.10 explain why it is important to provide comfort and reassurance 3.11 describe how to provide reassurance and comfort 3.12 describe their responsibilities for reporting accidents 3.13 describe the procedures for reporting accidents

Learning outcome 4 The learner will: 4 know how to follow emergency procedures The learner can: 4.1 describe the emergency procedures in their place of work for:

fires

security incidents

missing persons 4.2 describe the instructions that must be given to the people involved in each type of incident 4.3 describe their organisation’s reporting procedures for emergencies 4.4 describe the types of problems that may occur during emergency procedures 4.5 explain why they should report problems with emergency procedures 4.6 identify who problems with emergency procedures should be reported to



Unit 06 Deal with accidents and emergencies (D/501/5138) (cont’d)


Learning outcome 1 and 2 must be assessed using workplace evidence generated when the learner is dealing with accidents and emergencies or through realistic simulations. Learning outcome 1 – when dealing with injuries and signs of illness, learners must:

cover one of the following types of casualties: - adult - child - person with particular needs

cover at least one of the following types of qualified assistance: - the organisation’s first aider - emergency services

and cover at least one of the following types of conditions: - minor injury that can be dealt with on-site - minor illness that can be dealt with on-site - major injury requiring medical attention - major illness requiring medical attention.

If learners can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest. Learning outcome 2 – when following emergency procedures, learners must cover at least one of the following types of people:

adults

children

people with particular needs. If learners can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest. Learning outcome 3 and 4 can be assessed by:






Section 3 Assessment and

quality assurance



Assessment and quality assurance How the qualification is assessed Assessment is the process of measuring a learner’s skill, knowledge and understanding against the standards set in a qualification. This qualification must be assessed in line with the L2 NVQ Spectator Safety Evidence Requirements and Assessment Guidance document, available on the qualification page. The NCFE Level 2 NVQ Certificate in Spectator Safety is internally assessed and externally quality assured.

Internal assessment Each learner must create a portfolio of evidence generated from appropriate assessment tasks, which demonstrates achievement of all the learning outcomes and assessment criteria associated with each unit. On completion of each unit learners must declare that the work produced is their own and the Assessor must countersign this. Examples of suitable evidence for the portfolio for each unit are provided in Section 2 (page 15). Internally assessed work should be completed by the learner in accordance with the qualification specification. A representative number of assessment hours should be timetabled into the scheme of work. Internal assessment hours must be administered outside of scheduled teaching and learning hours and should be supervised and assessed by the Tutor. Assessment activities can be integrated throughout, although separate from the teaching of the unit and do not have to take place directly at the end of the unit. Any work submitted for internal assessment must be completed during scheduled assessment hours in accordance with the scheme of work, and must be authenticated and attributable to the learner. The Tutor must be satisfied that the work produced is the learner’s own and the learner must declare that the work is their own. In practice, this means that all of the portfolio of evidence will be completed in normal class time within scheduled assessment hours and kept separate from any teaching and learning hours.

Internal assessment tasks must:

be accessible and lead to objective assessment judgements

permit and encourage authentic activities where the learner’s own work can be clearly judged

refer to the Internal assessment writing and delivery: Guide for centres on our website. Please refer to the L2 NVQ Spectator Safety Evidence Requirements and Assessment Guidance document for further information. This can be found on the qualifications page of our website www.ncfe.org.uk.

https://www.ncfe.org.uk/media/831554/internal-assessment-tasks-guidance-for-centres.pdf




Supervision of learners and your role as an Assessor Guidance on how to administer the internal assessment and the support you provide learners can be found on our website in the document Internal assessment writing and delivery: Guide for centres.

Feedback to learners Guidance on providing feedback during teaching and learning and each stage of the assessment can be found on our website in the document Internal assessment writing and delivery: Guide for centres.

Presenting evidence Written Written evidence may be presented in word-processed or handwritten form. Audio-visual content (videos, pictures, drawings, audio) may also be used. Tables, graphs and spreadsheets may be produced using appropriate ICT. Any copied material must be suitably acknowledged, and quotations must be clearly marked and a reference provided wherever possible to ensure that learner work can be authenticated.

Recorded Where audio-visual evidence of multiple learners is used, centres must ensure that each learner being assessed is clearly visible and can be identified by the Quality Assurer. The recorded evidence should allow the learner to demonstrate the learning outcomes clearly but should only show work relevant to what is being assessed. For example if a performance/participation is done as part of a group, the Quality Assurer will need to be able to see how each learner being assessed has contributed and met the learning outcomes. To help our Quality Assurers to identify clearly when a particular learner is performing/participating we’d recommend including the following information:

the exact start and finish times so that the Quality Assurer can go straight to that spot on the tape/recording

a running order list and a description of each learner

information about where the performance/recorded evidence took place

what type of audience they were performing to (if applicable). Centres must also ensure that the camera and microphone are set up in a suitable place to ensure good-quality audio. This will allow the Quality Assurer to hear both the learner(s) and the Assessor (if applicable).





Quality Assurance

Internal quality assurance Internal quality assurance is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. It’s the responsibility of Internal Quality Assurers to ensure that Assessors’ decisions are sampled and monitored to ensure consistency and fairness. Internal Quality Assurers are also responsible for supporting Assessors by offering advice and guidance. The Internal Quality Assurer will follow the centre’s own sampling strategy in selecting the sample to be internally quality assured. See the guidance on sampling on our website www.ncfe.org.uk. The Internal Quality Assurer provides the vital link between the Assessors and the External Quality Assurer and acts as the centre's quality assurance agent.

External quality assurance External quality assurance of internal assessments is carried out at least once a year to ensure that assessment and grading decisions are in line with required standards. External quality assurance is carried out by External Quality Assurers who are appointed, trained and monitored by NCFE. External Quality Assurers are responsible for monitoring and sampling learners’ evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with national standards. Centres are notified of their External Quality Assurer’s contact details on registration of learners with NCFE.




Section 4 Explanation of terms



Explanation of terms

This table explains how the terms used at Level 2 in the unit content are applied to this qualification (not all verbs are used in this qualification).

Apply Link existing knowledge to new or different situations.

Assess Consider information in order to make decisions.

Classify Organise according to specific criteria.

Compare Examine the subjects in detail looking at similarities and differences.

Define State the meaning of a word or phrase.

Demonstrate Show an understanding of the subject or how to apply skills in a practical situation.

Describe Write about the subject giving detailed information.

Differentiate Give the differences between two or more things.

Discuss Write an account giving more than one view or opinion.

Distinguish Show or recognise the difference between items/ideas/information.

Estimate Give an approximate decision or opinion using previous knowledge.

Explain Provide details about the subject with reasons showing how or why. Some responses could include examples.

Give (positive and negative points...)

Provide information showing the advantages and disadvantages of the subject.

Identify List or name the main points. (Some description may also be necessary to gain higher marks when using compensatory marking).

Illustrate Give clear information using written examples, pictures or diagrams.



List Make a list of key words, sentences or comments that focus on the subject.

Perform Do something (take an action/follow an instruction) which the question or task asks or requires.

Plan Think about and organise information in a logical way. This could be presented as written information, a diagram, an illustration or other suitable format.

Provide Give relevant information about a subject.

Reflect Learners should look back on their actions, experiences or learning and think about how this could inform their future practice.

Select Choose for a specific purpose.

Show Supply sufficient evidence to demonstrate knowledge and understanding.

State Give the main points clearly in sentences.

Use Take or apply an item, resource or piece of information as asked in the question or task.



Section 5 General information



General information Equal opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE’s Equal Opportunities Policy is available on request. Diversity, access and inclusion Our qualifications and associated assessments are designed to be accessible, inclusive and non-discriminatory. NCFE regularly evaluates and monitors the 6 diversity strands (gender, age, race, disability, religion, sexual orientation) throughout the development process as well as throughout the delivery, external quality assurance and external assessment processes of live qualifications. This ensures that positive attitudes and good relations are promoted, discriminatory language is not used and our assessment procedures are fully inclusive. Learners who require reasonable adjustments or special consideration should discuss their requirements with their Tutor, who should refer to our Reasonable Adjustments and Special Considerations policy for guidance. For more information on the Reasonable Adjustments and Special Considerations policy please see our website: www.ncfe.org.uk/centre-information/working-with-ncfe/policies-and-regulations Data protection NCFE is registered under the Data Protection Act and is committed to maintaining the highest possible standards when handling personal information.

https://www.ncfe.org.uk/centre-information/working-with-ncfe/policies-and-regulations/



Contact us NCFE Q6 Quorum Business Park Benton Lane Newcastle upon Tyne NE12 8BT Tel: 0191 239 8000* Fax: 0191 239 8001 Email: [email protected] Website: www.ncfe.org.uk © NCFE Issue 2 November 2017 Information in this qualification specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is protected by copyright. * To continue to improve our levels of customer service, telephone calls may be recorded for training and quality purposes.


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