Developed in Partnership with
the Association for Physical Education (afPE)
1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF)
Qualification Specification
Version 5: March 2017
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 verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:
The Learner Pack The Tutor, Assessor, Verifier Guidance
Product ref: QS L2PESSQ V5
© Coachwise Ltd, 2017
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
1st4sport Qualifications is recognised as an awarding organisation by the UK regulators
Ofqual, Qualifications Wales, CCEA and SQA Accreditation. 1st4sport is 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.
National/Qualification Accreditation Number: 600/0463/0
Qualification accreditation date: 01 January 2011
Specification publication date: 24 November 2015
V5 – March 2017 – Units added
Product ref: QS L2PESSQ V5
Contents
List of contents Page
Introduction to 1st4sport Qualifications
Qualification Regulation Details and Dates Qualification Structure and Units
1
Qualification Purpose Statement
Overview Progression Support
3
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 Qualification tutors/assessors QCON 1.5 Qualification internal verifiers QCON 1.6 Qualification delivery sites, facilities and environment QCON 1.7 Qualification equipment and clothing QCON 1.8 Qualification materials QCON 1.9 Qualification fees
4
Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions
QCON 2.1 Course/programme 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
11
Qualification Approval Conditions: Section Three - Training and Assessment
QCON 3.1 Training and Assessment Hours QCON 3.2 Training and Assessment Programme QCON 3.3 Assessment Specification QCON 3.4 Assessment tools QCON 3.5 Assessment Eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments
15
Qualification Approval Conditions: Section Four - Internal Quality Assurance
QCON 4.1 Internal Verification Strategy QCON 4.2 Internal Verification Sampling QCON 4.3 Internal Verification Interventions
20
Communications and Contacts
21
Appendix A: Unit Specifications
22
Product ref: QS L2PESSQ V5
Page 1 of 33
Introduction to the Qualification The 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) is solely awarded by 1st4sport Qualifications and has been developed in partnership with the Association for Physical Education.
Qualification Regulation1 Dates and Details
Qualification Title Qualification No. GLHs Level Credit
1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF)
600/0463/0
158
2
18
Regulation Dates
Qualification regulation start date: 01 January 2011
Qualification review date: 30 September 2017
Certification end date: 30 September 2017
This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link.
Product ref: QS L2PESSQ V5
Page 2 of 33
Qualification Structure and Units
To qualify for the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF), learners must successfully achieve eighteen credits from the nine mandatory units. Achievement of the qualification is normally through attendance on a course of training and completion of the 1st4sport Learner Pack inclusive of all assessed tasks.
The unit specifications for the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) are contained in the appendix to this document (Appendix A).
Title Accreditation
No.
Level
GLHs
Credit
1 Understanding Key Legislation Related to Physical Education and School Sport
L/502/8449
2
18
2
2 Principles of Teaching Physical Education and Coaching School Sport
D/502/8455
2
19
2
3 Principles of Safe Practice in Physical Education and School Sport
K/502/8460
2
18
2
4 Principles of Child Development Through Movement
T/502/8462
2
18
2
5 Promoting Lifelong Health and Well- being
J/502/8479
2
20
2
6 Principles of Inclusion in Physical Education and School Sport
M/502/8539
2
17
2
7 Prepare for Physical Education and School Sport Activities
A/502/8494
2
20
2
8 Lead Physical Education and School Sport Activities
F/502/8495
2
14
2
9 Conclude and Review Physical Education and School Sport Activities
J/502/8496
2
14
2
Product ref: QS L2PESSQ V5
Page 3 of 33
Qualification Purpose Statement
Overview What does this qualification cover? The 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) introduces the learner to a number of roles in providing Physical Education and School Sport (PESS). The qualification will develop their knowledge and skills to be able to support the delivery of PE and sport activities in a school sport environment. While it is delivered through the medium of PESS, the skills may be used by learners aspiring to work in other sporting roles, such as coaching.
The qualification comprises nine units of assessment. These units require the learner to show that they can effectively plan, conduct and evaluate PESS activities, which meet the requirements of the qualification. To qualify for the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF), learners must successfully complete/ gain credit for all nine units, totalling 18 credits.
Who is this qualification designed for?
The qualification is designed to prepare learners for employment in paid or voluntary roles that will enable them to support the delivery of physical education and sport activities in a school sport environment. It provides:
a basis on which to make informed choices about an appropriate career in PESS
an opportunity to develop an understanding of supporting learning in PESS
an opportunity to develop PESS knowledge and skills that can be applied to different educational and school sport-related settings, such as coaching
an introduction to a career as a physical education teacher
an introduction to other opportunities to work as a PESS professional (e.g. a higher level teaching assistant [HLTA], teaching assistant [TA], coach, sports development officer, volunteer or leader).
Learners need to be 16 years of age and be able to effectively communicate in English prior to
registering for the qualification.
Progression
What could this qualification lead to?
This qualification may lead to paid or voluntary roles as a coach, children’s activity professional or sports leader in schools, enabling learners to support the delivery of physical activity, under the guidance and supervision of a qualified teacher, normally as part of a schools overarching curriculum. The skills and knowledge developed through this qualification may also be used to enable learners to progress to other industry-relevant qualifications in coaching, activity leadership, supporting PE in school sport and sports development. Learners may also choose to follow a programme of training for a 1st4sport Level 2 Coaching qualification or the 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF).
Support
Who supports this qualification?
Alongside an NGB recognised level 2 coaching qualification the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) is recognised as the industry standard qualification for children’s activity professionals by the trade association for providers of sports and physical activity in schools and the wider community: The Compass Association.
Product ref: QS L2PESSQ V5
Page 4 of 33
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
minimum2:
a qualification administrator a qualification coordinator
an appropriately qualified tutor/ assessor an appropriately qualified
internal verifier (IV)3. In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of thirty learners to one approved tutor. To ensure the appropriate support for and monitoring of learners during practical sessions, the delivery and assessment of the qualification is recommended to operate at a ratio of one appropriately qualified tutor/assessor to a maximum of 15 learners.
The observed assessments must be conducted on a 1:1 basis.
Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum:
a qualification administrator
a qualification coordinator
an appropriately qualified tutor
an appropriately qualified assessor an appropriately qualified internal verifier.
1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the criteria detailed in QCON 1.4 and 1.5 of this specification, within Athena.
Evidence: ratios
Must be evidenced through:
course/programme attendance registers to
include staff and learners
course/programme authorisation
requests to 1st4sport
internal verification sampling plans and reports.
2
One person may fulfil a number of the required roles.
Product ref: QS L2PESSQ V5
Page 5 of 33
QCON 1.2 Qualification administrator
Conditions Evidence: competence
The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely, accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration.
Must be evidenced through:
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.
Must be evidenced through:
qualification resource records (staff, sites,
learning and assessment materials)
qualification administration, initial assessment and induction records
training, assessment and internal quality
assurance records.
Product ref: QS L2PESSQ V5
Page 6 of 33
QCON 1.4 Tutors
Conditions Evidence: initial capability and 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, provided they meet the requirements outlined below. Tutors are required to have
attained QTS status and
recent and relevant experience delivering Physical Education in a school sport context. Or
Hold a 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 Physical Education in a school sport context.
Must be evidenced through:
1st4sport approval of each tutor within the Athena Staff tab.
Evidence: ongoing capability and competence
Must be evidenced through:
standardisation activities
internal verification reports and action responses
external verification reports and action responses (Athena).
Product ref: QS L2PESSQ V5
Page 7 of 33
QCON 1.5 Assessors
Conditions Evidence: initial capability and competence
The recognised centre is required to recruit and deploy an appropriately qualified Assessor. This person may also lead the teaching for this qualification, provided they meet the requirements outlined in QCON 1.4 Tutor. Those leading the assessment of the qualification must be qualified in one of the following ways:
Have attained QTS status
Have recent and relevant experience delivering Physical Education in a school sport context.
Or
hold or be working towards an assessor qualification.
Have recent and relevant experience delivering Physical Education in a school sport context.
A Tutor qualified through either of these two routes may also assess this qualification.
Must be evidenced through:
1st4sport approval of each Assessor within the Athena Staff tab.
Suitable Assessor qualifications include: qualification the Level 3 Award in Assessing Vocationally Related Achievement; the Level 3 Award in Assessing Competence in the Work Environment; the Level 3 Certificate in Assessing Vocational Achievement; the hold the ENTO Unit D32/33 or the A1/A2 Assessor Units; or the 1st4sport Introduction to Assessment Practice in Sport (IAPS) qualification; or have attended a programme of assessor training matched to national standards
Evidence: ongoing capability and competence
Must be evidenced through:
CV and certificates
standardisation activities
internal verification reports and action responses
external verification reports and action responses (Athena).
Product ref: QS L2PESSQ V5
Page 8 of 33
QCON 1.6 Internal verifiers
Conditions Evidence: Initial capability and competence
Those leading the internal
verification/quality assurance of the
qualification must meet:
Be in possession of QTS status
Have recent and relevant experience delivering Physical Education in a school sport context. 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 Verification in Sport, or ENTO Unit D34. Evidence of this should be uploaded into Athena where possible.
Have recent and relevant experience delivering Physical Education in a school sport context.
Must be evidenced through:
1st4sport approval of each internal
verifier (field trainer) within the Athena Staff tab.
Evidence: ongoing capability and competence
Must be evidenced through:
recorded standardisation activities
internal verification records
(implementation of sampling and reports)
external verification reports and action responses (Athena).
Product ref: QS L2PESSQ V5
Page 9 of 33
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. All training and/or assessment sites must include the following facilities:
A classroom-type facility with chairs (not benches) to hold a maximum of 30 with sufficient ventilation and lighting
Toilets and changing room facilities for both male and female learners/participants.
The weather and environment must be conducive to learning; lighting and temperature appropriate to the participant and learner needs. The space surrounding the playing area must be safe and free of obstructions.
Must be evidenced through:
site/facility inventories and risk assessments
internal verification reports
external verification reports (Athena).
Product ref: QS L2PESSQ V5
Page 10 of 33
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 and include as a minimum:
an overhead projector and laptop computer
flit chart paper a selection of coloured pens.
It is also advised that all afPE resources gained via the afPE induction process be on hand to be used if/ where required.
The recognised centre is required is required to ensure that all learners and participants wear appropriate sports/badminton specific (where appropriate or required) apparel.
Must be evidenced through:
pre-course instructions on
clothing to learners site/equipment inventories and
risk assessments internal verification reports external verification reports (Athena).
QCON 1.9 Qualification materials
Conditions Evidence: materials
The recognised centre is required to use the teaching, learning, assessment and internal verification materials provided by 1st4sport and afPE to facilitate the full learning and assessment programme.
Must be evidenced through:
the published programme of learning and assessment
completed 1st4sport assessment tasks annotated in accordance with the
appropriate 1st4sport Tutor, Assessor and Verifier Guidance.
internal verification reports external verification report
(Athena).
Product ref: QS L2PESSQ V5
Page 11 of 33
QCON 1.10 Qualification fees4
Conditions Evidence: Fees and payments
The recognised centre is required to pay a £70 learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales.
Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (plus VAT where this is applicable).
The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; 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.
Must be evidenced through:
pre-course marketing tools pre-course instructions through
communications to learners course authorisation requests to 1st4sport and related payment
logs.
4 The fee is per learner and includes registration and certificates where this is appropriate. Standardised
assessment tools are also provided and are complimentary.
Product ref: QS L2PESSQ V5
Page 12 of 33
Section Two: Administration, initial assessment and inductions
QCON 2.1 Course administration
Conditions Evidence: course administration
All recognised centres should utilise the 1st4sport centre portal5 to authorise courses, register and certificate learners.
Must be evidenced though:
engagement with the 1st4sport portal
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 and learning contracts/agreements
Conditions Evidence: enrolment and agreements
The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected to enable 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 to a code of conduct
understand that the registration period for this qualification is twenty four months in which time they must
complete all aspects of their learning and assessment including
reassessments.
comply with recognised centre policy and procedure
comply with the qualification conditions,
1st4sport policy, position statements and related processes.
Must be evidenced through:
learner application forms or web based
application services
signed learning agreements/contract.
5 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]
6
It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.
Product ref: QS L2PESSQ V5
Page 13 of 33
QCON 2.3 Learner eligibility and pre-requisites7
Conditions Evidence of pre-requisites
Prior to registration learners are required to:
be appropriately identified
at least 16 years of age
able to communicate effectively in English.
There are no further prerequisites prior to certification other than successful completion of all related 1st4sport assessed tasks, enabling full coverage of all learning outcomes and assessment criteria for this qualification.
Must be evidenced through:
learner records containing personal
data including title, name, date of birth, address gender nationally, ethnicity, disability and access needs
learner identity check details containing the type of proof, the reviewer’s name and the date confirmed
records of activities to check understanding of the English language (where this is deemed to be necessary).
7 Learners should be made aware that they will most require appropriate insurance cover before undertaking
independent coaching practice. Those working towards this qualification may be required by employers to complete a self-disclosure of past convictions and cautions, and to apply for a disclosure through the DBS.
Product ref: QS L2PESSQ V5
Page 12 of 33
QCON 2.4 Learner eligibility and barriers to access
Conditions Evidence
The recognised centre is required to conduct an initial assessment of each learner’s eligibility to consider barriers to
access in accordance Equality Act 20108
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:
individuals under the age of 16 are not
permitted to attend this qualification to prevent coaching autonomously in this area without appropriate experience. As a result no adjustments to this barrier can be applied.
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 as the qualification is regulated in England
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.
Must be evidenced though:
learner application forms or web-based
application services
reasonable adjustment requests and clearly implemented arrangements.
8 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or
gender transformation.
Product ref: QS L2PESSQ V5
Page 13 of 33
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 - malpractice/maladministration - appeals - complaints - child/vulnerable adult safeguarding.
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
links to National Occupational Standards and functional skills (where these exist)
the position of the qualification in relation to others and any progression opportunities
any quality assurance (IV or EV) activities that are scheduled.
Must be evidenced through:
induction attendance registers and
records
policy booklets or signposts
induction documentation.
Product ref: QS L2PESSQ V5
Page 14 of 33
Section Three: Training and Assessment
QCON 3.1 Training and Assessment Hours
Conditions Evidence: course length
The recognised centre is required to deliver the qualification in accordance with the recommended 158 guided learning hours.
In doing so the recognised centre must ensure that the eight mandatory units are completed, giving learners 18 credits. Each credit is equivalent to 10 hours of learning time.
Must be evidenced through:
marketing tools (where these exist)
a published learning and assessment programme
session plans
web-based records from online platforms (where used).
QCON 3.2 Training and Assessment Programme
Conditions Evidence: course programme
In delivering the agreed learning and assessment programme the recognised centre must ensure that the following are considered:
all learning outcomes
all assessment opportunities and the assessment criteria
learner’s individual needs
the learners’ registration period (24 months).
Must be evidenced through a:
a published learning and assessment
programme agreed to by the external verifier prior to the course of learning and assessment beginning
session plans
course administration records
web-based records from online platforms (where used).
Product ref: QS L2PESSQ V5
Page 15 of 33
QCON 3.3 Assessment Specification9
Conditions Evidence: Assessment
The recognised centre is required to ensure this assessment specification is fully complied with without deviation. Tutors/Assessors must help learners to understand how to complete the Learner Pack which contains the assessment tools for this qualification; the different sorts of evidence that are appropriate and acceptable, and what the programme of assessment will be.
Learners are required to be thoroughly briefed on the assessment criteria and procedures for the qualification. To achieve the qualification, learners are required to have, in summary, assessed evidence of:
1 an appropriate understanding of the units and the
specific knowledge underpinning PESS, which will be assessed via performance, simulation, tasks and assignments
2 the production of six activity plans that contribute to PESS sessions, four of which must be linked and progressive. The duration of each session must be a minimum of 20 minutes, which must include one of the following:
adapted activities for disabled players
activities for young players
3 the preparation for all environments used to deliver each of the PESS sessions
4 the delivery of six activity plans that contribute to
PESS sessions (supervised by a suitably qualified teacher/coach), four of which must be linked and progressive. The duration of each session must be a minimum of 20 minutes, which must include one of the following:
adapted activities for disabled players
activities for young players
5 the delivery of a minimum of two activity plans on two
separate occasions, for PESS, which must be:
supervised by a suitably qualified teacher
observed by an appropriately qualified assessor
a minimum duration of 20 minutes
and must include one of the following:
adapted activities for disabled players
activities for young players
(One of these activity plans can be simulated).
Learners are expected to be assessed on their ability to identify, set out and put away equipment appropriate to the planned activities.
Activities may be led by two learners working together. A written plan/ schedule that identifies the evaluation methods to be used and when feedback will be sought and from whom. This should cover the four linked sessions that learners plan.
The evaluation of all activity plans for PESS sessions, including the effectiveness of the four linked and progressive sessions.
Must be evidenced through:
a record of learners attendance and
achievement of each task and units, the assessor and completion dates
completed learner packs
printed evidence from the completion of any tasks online
observation checklists
internal verification reports
external verification reports and action responses (Athena).
9
The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-
specific 1st4sport Tutor, Assessor Verifier Guidance.
Product ref: QS L2PESSQ V5
Page 16 of 33
QCON 3.4 Assessment tools
Conditions Evidence: assessment tools
The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport in consultation with the technical development partner afPE.
Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements
Must be evidenced through:
a completed Record of Achievement
(by task and unit)
completed learner packs
printed evidence from the completion of any tasks online
observation checklists
other assessment records which support
learners’ achievement
internal verification reports
external verification reports and action responses (Athena).
Evidence: alternative assessment
Must be evidenced through:
an alternative assessment
arrangements request (only where alternative assessment arrangements are needed)
the completion of agreed alternative assessment tools (including online
portfolio systems) where these are agreed.
QCON 3.5 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.
Learners must not be assessed for the final practical assessment until all other tasks have been completed.
Must be evidenced through:
the full programme of learning must be
evidenced through registers and/or records of attendance
assessment records (including the online assessment activities and the portfolio).
Product ref: QS L2PESSQ V5
Page 17 of 33
QCON 3.6 Assessment process
Conditions Evidence: assessment activities
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 assessor guidance and any relevant invigilation conditions
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:
a published learning and assessment
programme and related learner communications
records of attendance and achievement per task and unit, the reviewer name and completion date
assessment plans
completed learner packs which include signatures in all required places and
annotations which clearly evidence assessment activities
assessor communications to administrators
internal verification records, including:
- sampling reports - tutor/assessor interviews - tutor/assessor observation of
performance - learner interviews - desk based sampling - standardisation exercises.
external verification reports and action
responses (Athena).
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.
Must be evidenced through
special consideration requests
(Athena)
implementation of the arrangements.
Product ref: QS L2PESSQ V5
Page 18 of 33
QCON 3.8 Eligibility of learners for Certification
Conditions Evidence for certification
The recognised centre is required to ensure that learners who have completed all pre- requisites and assessment requirements and who have been confirmed by the assessor as eligible for certification are certificated.
Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.
Must be evidenced through:
assessment tracking and records
assessor communications to the centre administrator
administrator communications to learners
internal verification reports
certification requests to 1st4sport.
QCON 3.9 Reassessments
Conditions Evidence of reassessment activities
The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (24 months).
Recognised centres may levy additional charges for conducting reassessments.
All reassessments must be conducted in accordance with the assessment specification.
Must be evidenced though:
assessment plans, tracking and
records
completed/updated learner packs
completed Record of Achievement, per learner
assessor communications with administrators
internal quality assurance records:
- sampling reports - tutor/assessor interviews - tutor/assessor observation of
performance - learner interviews - desk based sampling - standardisation exercises.
external verification reports and action
responses (Athena).
Product ref: QS L2PESSQ V5
Page 19 of 33
Section Four: Internal Quality Assurance
QCON 4.1 Internal Verification Strategy
Conditions Evidence of IV strategy
The recognised centre is required to have in place an internal verification strategy which includes strategic objectives which include, but are not limited to:
a selected sample across 50% of learner
evidence and assessor feedback internally verified from 50% of the courses authorised all assessors and all types of assessment (including direct observation of assessment practice) are internally verified across all active assessment sites, over a twelve month period
two standardisation activities are conducted annually and focussed on assessment and internal verification
internal verification conducted in accordance with a risk based approach;
tutors/assessors and assessments perceived as higher risk experience more frequent IV interventions.
Must be evidence through:
a current internal verification
strategy document uploaded into the Documents section of Athena
an internal verification sampling plan template
implementation through reports from internal verification interventions.
QCON 4.2 Internal Verification Sampling
Conditions Implementation of internal verification sampling evidence
The recognised centre is required to develop and implement sampling plans in accordance with the interval verification strategic objectives.
Must be evidenced through:
sampling plans
internal verification reports.
Product ref: QS L2PESSQ V5
Page 20 of 33
QCON 4.3 Internal Verification Interventions
Conditions Implementation of internal verification sampling evidence
The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include:
observation performance
sampling of assessment evidence
learner interviews (face to face or via telephone).
The interventions must ensure that support and development is given to the centre, the qualification workforce and specifically to the workforce team.
Must be evidenced through:
internal verification reports.
Product ref: QS L2PESSQ V5
Page 21 of 33
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
afPE Contact Details Association for Physical Education
Room 117 Bredon University of Worcester Henwick Grove Worcester WR2 6AJ
Website: www.afpe.org.uk Enquiries email: [email protected] Telephone: 01905 855 584 Fax: 01905 855 594
Skills Active The Sector Skills Council for Active leisure, Learning and Well-being
Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0330 004 0005
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: ofqual.gov.uk
Department for Education
Website: education.gov.uk
Learning Records Service
Website: learningrecordsservice.org.uk
Product ref: QS L2PESSQ V5
Page 22 of 33
Appendix A: Unit Specifications
Title: Understanding Key Legislation Related to Physical Education and School Sport
Aim:
The aim of this component is to develop learners understanding of government policy, its background, development and impact related to physical education and school sport.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
understand government policy on PESS
1.1
describe the component work strands of past and present government strategies for PESS
1.2
compare PESS government strategies
1.3
describe the impact PESS government strategies have had on learners at a:
national level local level
2
understand the national curriculum for physical education.
2.1
illustrate the major developments in the physical education curriculum
2.2
describe the importance of physical education within the national curriculum
2.3
explain the differences between the national curriculum for primary and secondary physical education in relation to their processes and content.
Product ref: QS L2PESSQ V5
Page 23 of 33
Title: Principles of Teaching Physical Education and Coaching School Sport
Aim:
The aim of this component is for learners to understand the importance of reflection in the process of teaching physical education and coaching school sport.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
understand the roles and responsibilities of a PE teacher and a coach
1.1
define the role of a teacher and the role of a coach
1.2
illustrate the responsibilities of a teacher and those of a coach
2
understand the teaching and coaching process
2.1
describe the different stages of the teaching and coaching process
2.2
illustrate how to implement the teaching and coaching process
3
understand the importance of self-reflection
3.1
describe the importance of self-reflection
3.2
describe the types of information that might be used to measure the quality of the teaching and learning experience and pupils’ progress
3.3
describe how to evaluate teaching and coaching
3.4
identify methods for personal action planning
4
understand the key features of communication.
4.1
outline the process of identifying learners’ preferred learning styles
4.2
define the main methods of communication
4.3
describe teaching and learning strategies
4.4
distinguish how the teacher/coach can support learners in taking responsibility for their own learning.
Product ref: QS L2PESSQ V5
Page 24 of 33
Title: Principles of Safe Practice in Physical Education and School Sport
Aim:
The aim of this component is for learners to understand and establish safe practice requirements, and respond to safety situations in physical education and school sport in order to maintain a safe teaching and learning environment.
Level: 2
Credit value:
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
understand the requirements and processes to establish a safe environment in PESS
1.1
describe the legal principles and key legislation relating to safe practice in PESS
1.2
illustrate how to follow the risk assessment process
2
understand how to maintain a safe teaching and learning environment
2.1
describe the features of a typical safety check before conducting PESS activities
2.2
outline the main rules/regulations of the sport/activity appropriate to the level of learner
2.3
describe the support teacher’s/coach’s duty of care responsibilities for learners
2.4
explain the purpose of codes of conduct/behaviour and how they impact on teaching and coaching
2.5
outline the support teacher’s/coach’s responsibilities for ensuring the teaching and coaching environment is maintained in a fit state for future use
3
be able to respond to safety situations arising in PESS.
3.1
describe the situations in which injury may arise (in a particular activity) and how these may be avoided
3.2
illustrate the procedures for dealing with injury, incidents and emergency situations.
Product ref: QS L2PESSQ V5
Page 25 of 33
Title: Principles of Child Development Through Movement
Aim:
The aim of this component is for learners to understand the progressive stages of child development and characteristics of motor impairment in order to plan and intervene appropriately.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
understand the progressive stages of child development and how it relates to learners’ movement needs
1.1
identify the progressive stages of child development
1.2
describe fundamental characteristics of movement specific to Key Stages 1–4
1.3
describe a range of appropriate activities to be able to develop movement through Key Stages 1–4
1.4
demonstrate how to analyse the appropriateness of movement activities for a range of learners
2
understand the key characteristics of motor impairment.
2.1
distinguish the different motor impairment categories
2.2
describe a range of learners’ motor impairments
2.3
develop appropriate movement activities to meet the needs of a learner with a motor impairment.
Product ref: QS L2PESSQ V5
Page 26 of 33
Title: Promoting Lifelong Health and Well-being
Aim:
The aim of this component is for learners to understand how to promote lifelong health and well-being in a physical education and school sport environment in the context of national policy.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
understand national policy relating to the promotion of lifelong health and well-being
1.1
describe the key features of legal requirements, national policy and guidance relating to the promotion of lifelong health and well-being for children and young people
1.2
illustrate the impact that media reported events can have on national policy
2
understand the principles of behaviour management and how it affects the promotion of well-being
2.1
identify the principles of positive behaviour management to promote well-being
2.2
apply appropriate methods to promote positive behaviour
2.3
describe a variety of methods to deal with challenging behaviour
2.4
demonstrate positive behaviour when supporting PESS activities
3
know how to promote lifelong health and well-being through PESS.
3.1
describe the key benefits of maintaining a healthy lifestyle
3.2
illustrate methods of how to promote lifelong health and well-being in schools.
Product ref: QS L2PESSQ V5
Page 27 of 33
Title: Principles of Inclusion in Physical Education and School Sport
Aim:
The aim of this component is for learners to understand how to include and meet a range of all learners’ needs through suitable learning challenges and overcoming barriers to participation.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
understand how to meet a range of learners’ needs through inclusion
1.1
identify physical education needs common to pupils/learners
1.2
identify a range of diverse pupil/learner needs
1.3
apply the principles of inclusion to meet a range of learner’s needs
1.4
illustrate how inclusion in PESS is one aspect of inclusion in society
2
understand suitable learning challenges to be able to involve all learners
2.1
identify young people’s stereotypical views in PESS
2.2
illustrate how stereotypical views might be addressed when undertaking a supporting role
2.3
explain the difference between focusing on the ability as opposed to the disability of learners
2.4
illustrate the concept of high expectations
3
know the barriers to learning and participation for all learners.
3.1
identify barriers to learning and participation
3.2
illustrate the key barriers with specific reference to PESS
3.3
describe how to support a range of abilities to enable young people to learn and participate effectively.
Product ref: QS L2PESSQ V5
Page 28 of 33
Title: Prepare for Physical Education and School Sport Activities
Aim:
The aim of this component is for learners to be able to plan appropriately for a continuous and coherent series of physical education and school sport activity sessions.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
know how to prepare for activities, which contribute to physical education sessions/programmes
1.1
describe the importance of careful and thorough planning and preparation for activities
1.2
identify the requirements for health and safety that are relevant to the activities being planned
1.3
describe how the activities relate to the overall session
1.4
describe how the session relates to the overall aims of the programme
1.5
state how to identify the needs, motivations and potential of the learners
1.6
describe the types of special needs that learners may have
1.7
describe how to adapt own plans, self, equipment and facilities to meet special needs that learners may have
2
know how to plan activities, which contribute to physical education sessions/programmes
2.1
outline what an activity plan should cover
2.2
describe the importance of treating information about learners confidentially and what this means
2.3
describe how to develop and check outcomes, objectives, sequences and timings for activities
2.4
outline how to find out about the equipment and facilities that will be available for the activities
2.5
state the types of circumstances that may change and how to plan for these
2.6
outline why it is important to get the approval of the person responsible for the session/ overall programme
Product ref: QS L2PESSQ V5
Page 29 of 33
Learning Outcomes The learner will:
Assessment Criteria The learner can:
3
be able to plan activities, which contribute to physical education sessions/programmes.
3.1
collect the information needed to plan the activities
3.2
have activity plans that meet the aims of the session/overall programme and the needs and potential of individual learners
3.3
make sure the plans have realistic outcomes, objectives, sequences and timings
Product ref: QS L2PESSQ V5
Page 30 of 33
Title: Lead Physical Education and School Sport Activities
Aim:
The aim of this component is for learners to competently and confidently lead a series of physical education and school sport activity sessions with supervision.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
be able to prepare learners for activities, under supervision, which contribute to physical education sessions/ programmes
1.1
meet the learners on time
1.2
help the learners feel welcome and relaxed
1.3
follow own organisation’s procedures for checking attendance
1.4
make sure the learners’ clothing and equipment are safe and appropriate
1.5
organise the learners in order to communicate with them
1.6
explain the outcomes and objectives of the activities and how they contribute to the overall physical education session
1.7
determine the learners’ prior experience
1.8
make sure the learners are prepared for the activities
2
be able to introduce the learners to activities, under supervision, which contribute to physical education sessions/ programmes
2.1
explain the key points and why they are important
2.2
support a positive learning environment whereby learners can ask questions
2.3
respond to the learners’ questions helpfully and clearly
2.4
check that the learners understand key points
2.5
motivate the learners
Product ref: QS L2PESSQ V5
Page 31 of 33
Learning Outcomes The learner will:
Assessment Criteria The learner can:
3
be able to lead activities, under supervision, which contribute to physical education sessions/ programmes.
3.1
support procedures to ensure the learners’ behaviour maintains an appropriate learning environment
3.2
follow planned procedures for health, safety and respect for the environment
3.3
develop the activities at a pace suited to the learners, meeting its outcomes and objectives
3.4
assess learner progress and give timely and appropriate feedback
3.5
give the learners further explanations and demonstrations when necessary
3.6
encourage the learners to say how they are finding the activities, and respond appropriately
3.7
vary own activity plan to meet any new needs and opportunities
3.8
identify and control any new risks when they occur.
Product ref: QS L2PESSQ V5
Page 32 of 33
Title: Conclude and Review Physical Education and School Sport Activities
Aim:
The aim of this component is for learners to be able to competently and confidently conclude and review physical education and school sport activities.
Level: 2
Credit value: 2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1
be able to conclude activities, which contribute to physical education sessions/programmes
1.1
manage own time to effectively finish the activity
1.2
conclude the activities, ensuring learners are appropriately prepared for the next activity/session
1.3
encourage and support learners to be responsible for putting equipment away
1.4
encourage the learners to take part in the activity in the future and signpost them to further opportunities
1.5
make sure the learners leave the activity in a safe and orderly manner
1.6
follow own organisation’s procedures for recording the activity and any incidents
2
be able to review activities, which contribute to physical education sessions/ programmes
2.1
choose an appropriate time and place for the review
2.2
help each learner to take part in the review
2.3
make sure the review takes account of the learners’ experiences during the activity
2.4
help the learners to identify, and be positive about, what they have achieved
2.5
explore with the learners how learning can be applied in the future
2.6
summarise with the learners how well the activity achieved its outcomes/objectives and met their needs and expectations
2.7
discuss the outcomes of the review with the person responsible for the session/overall programme and agree future actions
Product ref: QS L2PESSQ V5
Page 33 of 33
Learning Outcomes The learner will:
Assessment Criteria The learner can:
3
be able to reflect on and evaluate activities, which contribute to physical education sessions/ programmes.
3.1
review the outcomes and objectives for the activities that have been delivered
3.2
reflect on all aspects of the activities that have been delivered: planning preparation leading and managing the group relationships
3.3
reflect on the feedback received from learners and others
3.4
identify what went well and what could be improved
3.5
discuss and review areas for further development with the person responsible for the session/ overall programme.
Product ref: QS L2PESSQ V5
Page 34 of 33
Product ref: QS L2PESSQ Page 21 of 22