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Edexcel Level 3 NVQ Diploma in Sports Development (QCF)

Specification

Edexcel NVQ/competence-based qualifications For first registration April 2011 Issue 2

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers work-based qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Martin Stretton Prepared by Dominic Sutton and Matt Garrill

Publications Code N034878

All the material in this publication is copyright © Pearson Education Limited 2013

http://www.edexcel.com/�

Contents

Qualification title covered by this specification 1

Key features of the Edexcel Level 3 NVQ Diploma in Sports Development (QCF) 3

What is the purpose of this qualification? 3

Who is this qualification for? 3

What are the benefits of this qualification to the learner and employer? 3

What are the potential job roles for those working towards this qualification? 3

What progression opportunities are available to learners who achieve this qualification? 3

What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Sports Development (QCF)? 4

How is the qualification graded and assessed? 7

Assessment requirements/strategy 7

Types of evidence (to be read in conjunction with the assessment strategy in Annexe D) 8

Centre recognition and approval 9

Centre recognition 9

Approvals agreement 9

Quality assurance 9

What resources are required? 9

Unit format 10

Units 11

Unit 1: Manage own resources and professional development 13

Unit 2: Contribute to strategic development in sport and active leisure 19

Unit 3: Provide leadership in sport and active leisure 23

Unit 4: Promote equality and diversity in sport and physical activity 29

Unit 5: Ensure the health, safety, welfare and security of customers and staff 37

Unit 6: Facilitate community-based sport and physical activity 47

Unit 7: Support the development of sport and physical activity in education 57

Unit 8: Lead and motivate volunteers 63

Unit 9: Recruit, select and keep colleagues 71

Unit 10: Involve, motivate and retain volunteers 79

Unit 11: Develop productive working relationships with colleagues and stakeholders 87

Unit 12: Allocate and monitor the progress and quality of work in own area of responsibility 93

Unit 13: Provide learning opportunities for colleagues 101

Unit 14: Contribute to the prevention and management of abusive and aggressive behaviour 111

Unit 15: Recognise indications of substance misuse and refer individuals to specialists 115

Unit 16: Support the efficient use of resources 119

Unit 17: Apply for external funding for sport and physical activity 125

Unit 18: Manage information for action 131

Unit 19: Contribute to evaluating, developing and promoting services 139

Unit 20: Plan and organise services 145

Unit 21: Manage a project 151

Unit 22: Work with others to improve customer service 159

Further information 163

Useful publications 163

How to obtain National Occupational Standards 163

Professional development and training 164

Annexe A: Progression pathways 165

The Edexcel qualification framework for the active leisure and learning sector 165

Annexe B: Quality assurance 167

Key principles of quality assurance 167

Quality assurance processes 167

Annexe C: Centre certification and registration 169

What are the access arrangements and special considerations for the qualifications in this specification? 169

Annexe D: Assessment requirements/strategy 171

Assessment strategy for active leisure, learning and wellbeing 171

Annexe to the Assessment Strategy for Active Leisure, Learning Well-being – Level 3 NVQ in Sports Development 180

Assessment guidance and evidence requirements for each unit 182

Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title 213

N034878 –

Spec

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N034878 –

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N034878 – Specification – Edexcel Level 3 NVQ Diploma in Sports Development (QCF) – Issue 2 – January 2013 © Pearson Education Limited 2013

3

Key features of the Edexcel Level 3 NVQ Diploma in Sports Development (QCF)

This qualification:

is nationally recognised

is based on the Level 3 Sports Development National Occupational Standards (NOS). The NOS, assessment requirements/strategy and qualification structure are owned by SkillsActive.

The Edexcel Level 3 NVQ Diploma in Sports Development (QCF) has been approved as a component for the Sports Development Advanced Apprenticeship Framework.

What is the purpose of this qualification?

The primary target group for this qualification is those working in, or aspiring to work in, roles in sports development, working to provide opportunities for participation in sport for all sections of the community.

Who is this qualification for?

This qualification is for all learners aged 16 and above who are capable of reaching the required standards.

Edexcel’s policy is that the qualification should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualification(s).

What are the benefits of this qualification to the learner and employer?

This qualification requires individuals to demonstrate competence against National Occupational Standards, which are based on the needs of the sector, as defined by SkillsActive, the Sector Skills Council. As such it contributes to the development of skilled labour in the sector.

What are the potential job roles for those working towards this qualification?

Roles in sports development, such as Sports Development Officer, in a wide range of settings, ranging from local levels to national and international competition.

What progression opportunities are available to learners who achieve this qualification?

Further information is available in Annexe A.


4

What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Sports Development (QCF)?

Individual units can be found in the Units section. The QCF level and credit value are given on the first page of each unit.

The learner must achieve a total of 64 credits: 40 credits from the five mandatory units, plus a minimum of four optional units, at least one of which must come from Optional Unit Group A and two units from Optional Unit Group B. The remaining unit can be taken from Optional Unit Groups A or B.

Unit reference

Mandatory units Level Credit

M/502/8458 Unit 1: Manage own resources and professional development

4 5

M/503/0534 Unit 2: Contribute to strategic development in sport and active leisure

3 7

K/502/9690 Unit 3: Provide leadership in sport and active leisure

5 9

T/503/0535 Unit 4: Promote equality and diversity in sport and physical activity

3 15

A/503/0651 Unit 5: Ensure the health, safety, welfare and security of customers and staff

3 4

Unit reference

Optional Unit Group A Level Credit

F/503/0652 Unit 6: Facilitate community-based sport and physical activity

3 16

J/503/0653 Unit 7: Support the development of sport and physical activity in education

4 13

Unit reference

Optional Unit Group B Level Credit

K/503/0645 Unit 8: Lead and motivate volunteers 3 10

H/602/1842 Unit 9: Recruit, select and keep colleagues 5 12

Y/503/0656 Unit 10: Involve, motivate and retain volunteers

3 10

A/502/9287 Unit 11: Develop productive working relationships with colleagues and stakeholders

3 4

M/602/1844 Unit 12: Allocate and monitor the progress and quality of work in own area of responsibility

4 14


5

Unit reference

Optional Unit Group B Level Credit

K/602/1843 Unit 13: Provide learning opportunities for colleagues

4 11

T/601/1168 Unit 14: Contribute to the prevention and management of abusive and aggressive behaviour

3 4


6

Unit Reference

Unit title Level Credit

M/601/0648 Unit 15: Recognise indications of substance misuse and refer individuals to specialists

3 4

H/502/8456 Unit 16: Support the efficient use of resources

4 5

R/503/0655 Unit 17: Apply for external funding for sport and physical activity

3 11

K/502/8457 Unit 18: Manage information for action 3 6

H/602/1839 Unit 19: Contribute to evaluating, developing and promoting services

4 11

D/502/9685 Unit 20: Plan and organise services 3 3

J/502/9678 Unit 21: Manage a project 4 6

D/601/1553 Unit 22: Work with others to improve customer service

3 8


7

How is the qualification graded and assessed?

The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

To pass a unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

show that the evidence is their own.

The qualifications are designed to be assessed:

in the workplace or

in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or

as part of a training programme.

Assessment requirements/strategy

The assessment requirements/strategy for these qualifications have/has been included in Annexe D. They have been developed by SkillsActive in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

criteria for defining realistic working environments

roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers

quality control of assessment

evidence requirements.

Evidence of competence may come from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.


8

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence (to be read in conjunction with the assessment strategy in Annexe D)

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible.

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EPW)

evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.



9

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required?

Each qualification is designed to support learners working in the sport and active leisure sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements/strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.


10

Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.

This code is a unique reference number for the unit.


11

Units


12


13

Unit 1: Manage own resources and professional development

Unit reference number: M/502/8458

QCF level: 4

Credit value: 5

Guided learning hours: 20

Unit summary

This unit assesses the knowledge and competence a manager or someone in a similar position of responsibility needs to plan and engage in continuing professional development.

Assessment requirements/evidence requirements

This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:

Additional Requirements for Qualifications that use the title NVQ within the QCF

Assessment Strategy for NVQs and SVQs

QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Sports Development.

This unit assesses occupational competence. Evidence for the achievement of this unit must come from consistent performance in the workplace over a period of time.

Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

N034878 –

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ective

dev

elopm

ent

pla

n

5.2

D

escr

ibe

the

conte

nts

of ow

n p

erso

nal dev

elopm

ent

pla

n

5.3

Exp

lain

how

to u

pdat

e w

ork

obje

ctiv

es a

nd

dev

elopm

ent

pla

ns

in t

he

light

of per

form

ance

, fe

edback

, dev

elopm

ent

activi

ties

or

wid

er c

han

ge

5.4

O

utlin

e ow

n o

rgan

isation’s

polic

y an

d p

roce

dure

s in

te

rms

of per

sonal dev

elopm

ent

5.5

D

escr

ibe

the

mai

n t

ypes

of dev

elopm

ent

activi

ties

w

hic

h c

an b

e under

take

n t

o a

ddre

ss g

aps

in

know

ledge,

under

standin

g a

nd s

kills

and indic

ate

those

that

are

ava

ilable

via

ow

n o

rgan

isat

ion

5.6

D

escr

ibe

the

type

of

info

rmat

ion t

hat

could

be

use

d

to m

ake

a p

erso

nal

ass

essm

ent

of

whet

her

dev

elopm

ent

activi

ties

have

contr

ibute

d t

o

impro

ving o

wn w

ork

per

form

ance

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

17

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Be

able

to iden

tify

le

arnin

g n

eeds

in t

he

conte

xt o

f ow

n w

ork

role

6.1

Eva

luat

e th

e cu

rren

t an

d futu

re r

equirem

ents

of

ow

n w

ork

role

, ta

king a

ccount

of th

e vi

sion a

nd

obje

ctiv

es o

f th

e org

anis

atio

n

6.2

Eva

luat

e ow

n v

alues

, ca

reer

and p

erso

nal goal

s

6.3

Id

entify

info

rmat

ion w

hic

h is

rele

vant

to o

wn w

ork

ro

le a

nd p

rofe

ssio

nal

dev

elopm

ent

6.4

Agre

e per

sonal

work

obje

ctiv

es w

ith r

elev

ant

peo

ple

6.5

Agre

e how

to m

easu

re p

erso

nal pro

gre

ss t

ow

ards

work

obje

ctiv

es w

ith r

elev

ant

peo

ple

6.6

Id

entify

gaps

bet

wee

n t

he

curr

ent

and f

utu

re

requirem

ents

of

ow

n w

ork

role

and o

wn c

urr

ent

know

ledge,

under

standin

g a

nd s

kills

7

Be

able

to p

lan o

wn

continuin

g p

rofe

ssio

nal

dev

elopm

ent

7.1

Agre

e w

ith r

elev

ant

peo

ple

in t

he

org

anis

ation a

dev

elopm

ent

pla

n t

o a

ddre

ss iden

tified

gaps

in

curr

ent

know

ledge,

under

stan

din

g a

nd s

kills

and

support

ow

n c

aree

r an

d p

erso

nal

goals

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

18

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8

Be

able

to e

ngag

e in

co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent

8.1

U

nder

take

the

act

ivitie

s id

entified

in o

wn

dev

elopm

ent

pla

n

8.2

Eva

luat

e th

e co

ntr

ibution t

hat

dev

elopm

ent

activi

ties

mak

e to

ow

n p

erfo

rman

ce

8.3

Rev

iew

ow

n p

erso

nal

work

obje

ctiv

es in t

he

light

of

per

form

ance

, dev

elopm

ent

activi

ties

under

take

n

and a

ny

wid

er c

han

ges

8.4

See

k re

gula

r fe

edback

on o

wn p

erfo

rman

ce fro

m

colle

agues

8.5

Ensu

re o

wn p

erfo

rman

ce c

onsi

sten

tly

mee

ts o

r goes

bey

ond a

gre

ed r

equirem

ents

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


19

Unit 2: Contribute to strategic development in sport and active leisure


QCF level: 3

Credit value: 7


Unit summary

This unit covers the knowledge and competence that the learner needs to contribute to strategic development in sport and active leisure.






Learning Outcome 1

This can be assessed by:

professional discussion

oral questions and answers

questions requiring written answers.

Learning Outcome 2

This must be assessed using workplace evidence generated when the learner is contributing to strategic development in sport and active leisure.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

20

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to c

ontr

ibute

to

stra

tegic

dev

elopm

ent

in

sport

and a

ctiv

e le

isure

1.1

Exp

lain

the

mea

nin

g a

nd s

ignific

ance

of st

rate

gic

m

anag

emen

t

1.2

D

iffe

rentiate

bet

wee

n s

trat

egy

and p

olic

y

1.3

Exp

lain

the

princi

ple

s of good p

ract

ice

in s

trat

egic

m

anag

emen

t in

cludin

g e

nvi

ronm

enta

l sc

annin

g

tech

niq

ues

, m

onitoring a

nd e

valu

atio

n

1.4

Exp

lain

how

to c

learl

y st

ruct

ure

str

ate

gy

docu

men

ts

1.5

Id

entify

moder

n a

ppro

aches

to s

trat

egic

m

anag

emen

t, incl

udin

g b

ott

om

-up d

ecis

ion-m

akin

g

and fle

xibili

ty in s

trate

gy

1.6

Exp

lain

the

import

ance

of co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent

of se

lf a

nd o

ther

s in

rel

ation t

o

stra

tegic

man

agem

ent.

1.7

Exp

lain

the

stra

tegic

dim

ensi

ons

to s

port

s dev

elopm

ent

and lei

sure

man

agem

ent

1.8

Exp

lain

the

role

of

stra

tegy

in a

chie

ving

org

anis

atio

nal outc

om

es in s

port

and a

ctiv

e le

isure

1.9

Exp

lain

the

import

ance

of

stra

tegic

pla

nnin

g in t

he

dev

elopm

ent

of st

aff

and v

olu

nte

ers

1.1

0

Des

crib

e th

e polit

ical

dim

ensi

ons

to s

port

s dev

elopm

ent

and lei

sure

man

agem

ent

1.1

1

Exp

lain

the

role

of

org

anis

atio

nal

str

ateg

y in

im

ple

men

ting w

ider

str

ateg

y an

d p

olic

y

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

2

Exp

lain

the

dyn

am

ic n

ature

of

the

sport

s dev

elopm

ent

and lei

sure

man

agem

ent

envi

ronm

ent

1.1

3

Exp

lain

the

multi-

stake

hold

er n

ature

of

sport

s dev

elopm

ent

and lei

sure

man

agem

ent

and t

he

pre

vale

nce

of st

rate

gic

part

ner

ship

s

1.1

4

Exp

lain

the

nat

ure

of

stra

tegic

rel

atio

nsh

ips

bet

wee

n influen

tial

org

anis

atio

ns

1.1

5

Des

crib

e th

e st

ruct

ure

, vi

sion a

nd c

ulture

of ow

n

org

anis

atio

n a

nd p

artn

er o

rgan

isat

ions

2

Be

able

to c

ontr

ibute

to

stra

tegic

dev

elopm

ent

in

sport

and a

ctiv

e le

isure

2.1

Ach

ieve

pla

nned

outc

om

es w

ith a

vaila

ble

res

ourc

es

2.2

M

onitor

the

inte

rnal

envi

ronm

ent

to a

sses

s org

anis

atio

nal

capab

ility

and iden

tify

key

iss

ues

re

leva

nt

to o

wn a

rea

of re

sponsi

bili

ty a

nd t

hose

of

colle

agues

2.3

M

onitor

the

exte

rnal

envi

ronm

ent

to iden

tify

pote

ntial

opport

unitie

s an

d t

hre

ats

rele

vant

to

stra

tegic

man

agem

ent

in o

wn o

rgan

isat

ion

2.4

Contr

ibute

to s

trate

gic

pla

nnin

g a

nd d

ecis

ion

mak

ing r

elev

ant

to o

wn a

rea o

f re

sponsi

bili

ty a

nd,

wher

e ap

pro

priate

, to

wid

er s

ettings

2.5

Engag

e re

leva

nt

par

tner

s to

ensu

re m

ultip

le

ow

ner

ship

of th

e st

rate

gy

2.6

Coord

inate

im

ple

men

tation o

f st

rate

gy

in o

wn a

rea

of re

sponsi

bili

ty t

hro

ugh c

lear

, w

ell-

com

munic

ated

ac

tion p

lans

and w

ork

pro

gra

mm

es

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.7

W

ork

with c

olle

agues

and s

take

hold

ers

to d

esig

n

SM

ART t

arg

ets

and k

ey p

erfo

rman

ce indic

ators

for

the

effe

ctiv

e ev

aluation o

f th

e st

rate

gy

and its

im

ple

men

tation

2.8

D

esig

n a

nd im

ple

men

t dat

a c

olle

ctio

n t

echniq

ues

ap

pro

priat

e to

the

agre

ed t

arget

s an

d p

erfo

rman

ce

indic

ato

rs

2.9

Pr

ovi

de

stak

ehold

ers

with t

imel

y an

d a

ccura

te

pro

gre

ss r

eport

s ap

pro

priate

to t

hei

r nee

ds

2.1

0

Eva

luat

e ch

anges

in t

he

inte

rnal an

d e

xter

nal

en

viro

nm

ents

and m

ake

stra

tegic

chan

ges

ac

cord

ingly

within

ow

n a

rea o

f re

sponsi

bili

ty

2.1

1

Rep

ort

outc

om

es t

o c

olle

agues

and c

ontr

ibute

to

ongoin

g s

trat

egic

rev

iew

pro

cess

es

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


23

Unit 3: Provide leadership in sport and active leisure

Unit reference number: K/502/9690

QCF level: 5

Credit value: 9


Unit summary

This unit assesses the competence required to lead other people in a sport and active leisure context.





QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ in Sports Development.




N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

24

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d o

wn p

erso

nal

co

nte

xt f

or

leader

ship

1.1

Exp

lore

how

ow

n v

alues

, m

otiva

tions

and e

motions

impac

t on o

wn lea

der

ship

ski

lls

1.2

Eva

luat

e ow

n s

tren

gth

s an

d lim

itat

ions

in t

he

lead

ersh

ip r

ole

1.3

Exp

lain

ow

n r

ole

, re

sponsi

bili

ties

and lev

el o

f pow

er

1.4

Exp

lain

the

visi

on a

nd o

bje

ctiv

es o

f th

e ove

rall

org

anis

atio

n a

nd h

ow

thes

e tr

ansl

ate

into

the

visi

on,

obje

ctiv

es,

culture

and o

per

atio

nal

pla

ns

for

ow

n a

rea o

f re

sponsi

bili

ty

1.5

Eva

luat

e diffe

rent

leader

ship

sty

les

use

d a

cross

the

org

anis

atio

n

2

Be

able

to e

stab

lish t

he

conditio

ns

for

effe

ctiv

e le

ader

ship

in a

sport

and

active

lei

sure

conte

xt

2.1

Enab

le c

olle

agues

and s

take

hold

ers

to c

ontr

ibute

to

war

ds

sett

ing a

cle

ar d

irec

tion

2.2

Enco

ura

ge

a co

mm

itm

ent

to s

har

ed a

ims

and

obje

ctiv

es,

within

exi

stin

g c

onst

rain

ts

2.3

Rei

nfo

rce

the

agre

ed d

irec

tion w

ith c

olle

agues

and

stak

ehold

ers

to e

nsu

re s

hare

d a

ims

and o

bje

ctiv

es

are

ach

ieve

d

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Under

stan

d h

ow

to lea

d

oth

er p

eople

3.1

Exp

lain

the

com

ple

men

tary

asp

ects

of le

ader

ship

, m

anag

emen

t, c

oac

hin

g a

nd m

ento

ring in s

port

and

active

lei

sure

3.2

Sum

mar

ise

diffe

rent

tech

niq

ues

for

sett

ing d

irec

tion

and e

stab

lishin

g o

bje

ctiv

es for

oth

er p

eople

3.3

D

escr

ibe

diffe

rent

met

hods

of co

mm

unic

atin

g w

ith

colle

agues

and s

take

hold

ers

in a

sport

and a

ctiv

e le

isure

conte

xt

3.4

Sum

mar

ise

a ra

nge

of diffe

rent

lead

ersh

ip s

tyle

s an

d w

hen

to a

pply

them

3.5

D

escr

ibe

diffe

rent

tech

niq

ues

for

impro

ving o

wn

lead

ersh

ip p

erfo

rman

ce

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to lea

d p

eople

in a

sp

ort

and a

ctiv

e le

isure

co

nte

xt

4.1

Le

ad o

wn a

rea

of

resp

onsi

bili

ty t

o a

chie

ve a

gre

ed

aim

s an

d o

bje

ctiv

es w

hile

ove

rcom

ing c

hal

lenges

, dev

elopin

g s

olu

tions

and c

apitalis

ing o

n

opport

unitie

s

4.2

Enco

ura

ge

and c

eleb

rate

cre

ative

conflic

t, d

iver

sity

an

d incl

usi

on w

ithin

ow

n a

rea o

f re

sponsi

bili

ty

4.3

Apply

lea

der

ship

sty

les

that

are

appro

priate

to

peo

ple

and s

ituat

ions

4.4

U

se o

f a

range

of ap

pro

priate

met

hods

to

com

munic

ate

with c

olle

agues

and s

take

hold

ers

4.5

G

ive

colle

agues

and s

take

hold

ers

in o

wn a

rea

of

resp

onsi

bili

ty s

upport

and a

dvi

ce w

hen

they

nee

d it

espec

ially

during p

erio

ds

of se

tbac

k an

d c

han

ge

4.6

Contr

ibute

to a

culture

of co

ntinuous

impro

vem

ent

4.7

Cel

ebra

te s

ucc

ess

in a

way

that

enco

ura

ges

and

reco

gnis

es c

reat

ivity

and innova

tion

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Under

stan

d h

ow

to

empow

er o

ther

peo

ple

th

rough lea

der

ship

5.1

Sum

mar

ise

diffe

rent

met

hodolo

gie

s fo

r im

pro

vem

ent

pla

nnin

g

5.2

D

escr

ibe

diffe

rent

tech

niq

ues

for

faci

litat

ing

crea

tivi

ty a

nd innova

tion

5.3

Sum

mar

ise

the

requirem

ents

for

equalit

y, d

iver

sity

an

d incl

usi

on a

nd h

ow

to m

eet

thes

e w

hen

lea

din

g

a te

am in s

port

and a

ctiv

e le

isure

5.4

D

escr

ibe

diffe

rent

tech

niq

ues

for

enco

ura

gin

g

oth

ers

to t

ake

the

lead

and w

ays

in w

hic

h t

his

can

be

ach

ieve

d

5.5

D

escr

ibe

diffe

rent

appro

aches

to d

evel

opin

g t

eam

s an

d indiv

idual

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Be

able

to e

mpow

er o

ther

peo

ple

thro

ugh e

ffec

tive

le

ader

ship

in s

port

and

active

lei

sure

6.1

Em

pow

er c

olle

agues

to d

evel

op t

hei

r ow

n w

ays

of

work

ing a

nd t

ake

thei

r ow

n d

ecis

ions

within

agre

ed

boundar

ies

in a

n e

nvi

ronm

ent

of tr

ust

and r

espec

t.

6.2

Enco

ura

ge

and p

rovi

de

opport

unitie

s fo

r co

lleag

ues

an

d s

take

hold

ers

to t

ake

the

lead

in t

hei

r ow

n

area

s of ex

per

tise

and s

how

will

ingnes

s to

follo

w

this

lea

d.

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


29

Unit 4: Promote equality and diversity in sport and physical activity

Unit reference number: T/503/0535

QCF level: 3

Credit value: 15


Unit summary

This unit covers the knowledge and competence that the learner needs to promote equality and diversity in sport and physical activity.






Learning Outcomes 1, 2 and 4

These can be assessed by:




Learning Outcomes 3 and 5

These must be assessed using workplace evidence generated when the learner is promoting equality and diversity in sport and physical activity.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

30

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to p

rom

ote

eq

ual

ity

and d

iver

sity

in

sport

and p

hys

ical

act

ivity

1.1

Id

entify

sourc

es o

f in

form

ation o

n c

urr

ent

legal

, pro

fess

ional

and o

rgan

isat

ional

req

uirem

ents

for

equal

ity

and d

iver

sity

in s

port

and p

hys

ical ac

tivi

ty

1.2

Exp

lain

the

curr

ent

legal

, pro

fess

ional

and

org

anis

atio

nal

req

uirem

ents

for

equal

ity

and

div

ersi

ty in s

port

and p

hys

ical

act

ivity

that

are

re

leva

nt

to o

wn w

ork

1.3

Exp

lain

the

effe

cts

of not

pro

moting o

pport

unitie

s fo

r eq

ual

ity

and d

iver

sity

1.4

Exp

lain

gove

rnm

ent

polic

ies

in r

elat

ion t

o w

iden

ing

par

tici

pat

ion

1.5

Id

entify

who a

re t

he

more

iso

late

d g

roups

in t

he

com

munity

1.6

Exp

lain

why

it is

import

ant

to a

ddre

ss t

he

nee

ds

of

isola

ted g

roups

in t

he

com

munity

1.7

D

escr

ibe

the

div

ersi

ty o

f peo

ple

in t

he

com

munity

and in o

wn o

rgan

isat

ion

1.8

Exp

lain

why

it is

import

ant

to h

ave

acc

ura

te a

nd

up-t

o-d

ate

info

rmat

ion o

n t

he

com

munity

in w

hic

h

work

is

carr

ied o

ut

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Know

how

to iden

tify

is

sues

of eq

ual

ity

and

div

ersi

ty t

hat

im

pac

t on

com

munitie

s

2.1

Exp

lain

how

to c

olle

ct a

nd a

nal

yse

info

rmat

ion o

n

the

com

munity

and d

raw

concl

usi

ons

base

d o

n t

his

an

alys

is

2.2

Exp

lain

the

import

ance

of

explo

ring a

nd c

hal

lengin

g

ow

n a

nd o

ther

s’ a

ssum

ptions

about

the

com

munity

2.3

D

escr

ibe

the

most

com

mon b

arrier

s to

part

icip

atio

n

in t

he

com

munity

in w

hic

h w

ork

is

carr

ied o

ut

2.4

Id

entify

appro

priat

e peo

ple

in o

wn o

rgan

isat

ion

with w

hom

to w

ork

on iss

ues

rel

atin

g t

o e

qual

ity

and d

iver

sity

2.5

Id

entify

oth

er o

rgan

isat

ions

and p

eople

in t

he

com

munity

who s

hould

be

work

ed w

ith o

n iss

ues

re

lating t

o e

qual

ity

and d

iver

sity

and t

hei

r re

sponsi

bili

ties

2.6

Exp

lain

the

import

ance

of

colla

bora

tive

work

ing a

nd

tryi

ng,

wher

ever

poss

ible

, to

alig

n a

gen

das

2.7

Id

entify

sourc

es o

f in

form

ation o

n c

ase

stu

die

s an

d

model

s of

good p

ract

ice

in a

ddre

ssin

g iss

ues

of

equal

ity

and d

iver

sity

that

are

rel

evan

t to

ow

n w

ork

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to iden

tify

iss

ues

of eq

ualit

y and d

iver

sity

th

at im

pac

t on

com

munitie

s

3.1

Kee

p u

p-t

o-d

ate

with leg

al,

pro

fess

ional

and

org

anis

atio

nal

req

uirem

ents

for

equal

ity

and

div

ersi

ty in s

port

and p

hys

ical

act

ivity

3.2

Colle

ct,

org

anis

e an

d a

nal

yse

rele

vant

info

rmat

ion

about

the

com

munity

in w

hic

h w

ork

is

carr

ied o

ut

from

appro

priat

e peo

ple

3.3

Id

entify

iss

ues

within

the

com

munity

that

are

re

leva

nt

to e

qual

ity

and d

iver

sity

3.4

Id

entify

and c

om

par

e co

mm

unity

nee

ds

for

sport

an

d p

hys

ical

act

ivity

with c

urr

ent

pro

visi

on a

nd

par

tici

pat

ion r

ates

3.5

Id

entify

and c

onsu

lt o

n ineq

ualit

ies

and b

arr

iers

to

par

tici

pat

ion w

ith a

ppro

priat

e peo

ple

3.6

Pr

ioritise

the

ineq

ual

itie

s an

d b

arr

iers

to

par

tici

pat

ion w

hic

h c

an b

e ad

dre

ssed

thro

ugh o

wn

pro

visi

on

3.7

Rep

ort

and c

om

munic

ate

issu

es n

ot

able

to b

e addre

ssed

to t

he

appro

priate

peo

ple

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to e

nsu

re t

hat

eq

ual

ity

and d

iver

sity

are

in

tegra

ted into

the

del

iver

y of

sport

and

phys

ical

act

ivity

4.1

Exp

lain

the

import

ance

of

bei

ng innova

tive

and

tryi

ng n

ew a

ppro

aches

to o

verc

om

ing b

arrier

s to

par

tici

pat

ion

4.2

Exp

lain

the

import

ance

of

consu

ltin

g d

irec

tly

and

regula

rly

com

munic

ating w

ith p

eople

in t

he

com

munity

4.3

Exp

lain

the

import

ance

of

mak

ing s

ure

that

the

met

hods

use

d t

o o

verc

om

e barr

iers

to p

artici

pation,

support

and ‘jo

in u

p w

ith’ oth

er initia

tive

s fo

r th

e co

mm

unity

4.4

Exp

lain

the

key

asp

ects

of se

rvic

e del

iver

y th

at a

re

import

ant

in o

verc

om

ing b

arri

ers

to p

artici

pat

ion

that

are

rel

evan

t to

ow

n w

ork

4.5

Id

entify

the

key

indic

ators

whic

h s

how

that

ow

n

org

anis

atio

n v

alues

equal

ity

and d

iver

sity

4.6

Id

entify

the

types

of

word

s an

d b

ehav

iour

from

st

aff an

d c

ust

om

ers

that

are

inco

nsi

sten

t w

ith

valu

ing e

qual

ity

and d

iver

sity

4.7

Exp

lain

how

to m

ake

sure

word

s an

d b

ehavi

our

from

sta

ff a

nd c

ust

om

ers

that

are

inco

nsi

sten

t w

ith

valu

ing e

qual

ity

and d

iver

sity

are

chal

lenged

4.8

Exp

lain

the

import

ance

of

monitoring a

nd

eval

uat

ing o

wn m

ethods

for

ove

rcom

ing b

arrier

s to

par

tici

pat

ion

4.9

Exp

lain

how

to m

onitor

and e

valu

ate

the

effe

ctiv

enes

s of

ow

n m

ethods

for

ove

rcom

ing

bar

rier

s to

par

tici

pat

ion

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

0

Exp

lain

how

to u

se t

he

outc

om

es o

f ev

aluat

ion t

o

impro

ve o

wn m

ethods

for

ove

rcom

ing b

arr

iers

to

par

tici

pat

ion

4.1

1

Exp

lain

the

import

ance

of

embed

din

g a

nd

sust

ain

ing o

wn m

ethods

of im

pro

ving s

ervi

ce

del

iver

y

5

Be

able

to e

nsu

re t

hat

equal

ity

and d

iver

sity

are

in

tegra

ted into

the

del

iver

y of

sport

and

phys

ical

act

ivity

5.1

Kee

p u

p-t

o-d

ate

with c

urr

ent

bes

t pra

ctic

e in

ad

dre

ssin

g e

qual

ity

and d

iver

sity

in s

port

and

phys

ical

act

ivity

5.2

W

ork

with a

ppro

priat

e peo

ple

to d

evel

op m

ethods

of ove

rcom

ing b

arrier

s to

par

tici

pat

ion,

and

inte

gra

te t

hes

e in

to s

ervi

ce d

eliv

ery

5.3

W

her

e poss

ible

, en

sure

ow

n m

ethods

for

ove

rcom

ing b

arri

ers

to p

art

icip

atio

n c

om

ple

men

t si

mila

r in

itia

tive

s fo

r th

e co

mm

unity

5.4

M

ake

sure

that

ow

n a

nd o

ther

sta

ff’s

inte

ract

ions

with c

ust

om

ers

show

that

ow

n o

rgan

isat

ion v

alues

div

ersi

ty a

nd e

qualit

y

5.5

M

ake

sure

that

any

word

s an

d b

ehav

iour

from

sta

ff

and c

ust

om

ers

whic

h a

re inco

nsi

sten

t w

ith e

qualit

y an

d d

iver

sity

are

chal

lenged

5.6

W

ork

with a

ppro

priat

e peo

ple

to m

onitor

and

eval

uat

e ow

n m

ethods

of addre

ssin

g b

arrier

s to

par

tici

pat

ion

5.7

W

ork

with a

ppro

priat

e peo

ple

to im

pro

ve a

nd

sust

ain o

wn m

ethods

of ad

dre

ssin

g b

arrier

s to

par

tici

pat

ion

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

35

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


36


37

Unit 5: Ensure the health, safety, welfare and security of customers and staff

Unit reference number: A/503/0651

QCF level: 3

Credit value: 4


Unit summary

This unit covers the knowledge and competence that the learner needs to ensure the health, safety, welfare and security of customers and staff.






Learning Outcomes 1, 2, 4 and 6






These must be assessed using workplace evidence generated when the learner is ensuring the health, safety, welfare and security of customers and staff.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

38

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to e

nsu

re t

he

hea

lth,

safe

ty,

wel

fare

and

secu

rity

of

cust

om

ers

and

staf

f

1.1

Sum

mar

ise

the

key

requirem

ents

of hea

lth a

nd

safe

ty leg

isla

tion t

hat

affe

ct o

wn a

rea o

f w

ork

1.2

Exp

lain

ow

n o

rgan

isation’s

hea

lth,

safe

ty a

nd

secu

rity

pro

cedure

s and p

olic

ies

1.3

Exp

lain

the

princi

ple

s of th

e duty

of

care

1.4

D

efin

e ‘h

ealth’ in

cludin

g t

he

mea

nin

g o

f em

otional

/psy

cholo

gic

al h

ealth

1.5

Sum

mar

ise

equip

men

t m

anufa

cture

rs’ guid

elin

es,

as a

ppro

priat

e to

ow

n w

ork

1.6

Exp

lain

National

Gove

rnin

g B

ody

guid

ance

rel

ating

to a

ctiv

itie

s, w

her

e appro

pri

ate

to o

wn w

ork

1.7

Exp

lain

rel

evan

t oper

atin

g p

roce

dure

s re

gar

din

g

hea

lth a

nd s

afe

ty

1.8

Sum

mar

ise

the

poss

ible

im

pact

of w

eath

er o

n

hea

lth a

nd s

afe

ty in o

wn a

rea o

f re

sponsi

bili

ty

1.9

Exp

lain

how

to e

xerc

ise

auth

ori

ty a

nd lea

der

ship

in

pote

ntial

ly h

azar

dous

situ

atio

ns

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

0

Exp

lain

how

to iden

tify

typ

es o

f unto

war

d inci

den

ts

(incl

udin

g ‘nea

r m

isse

s’)

whic

h m

ay o

ccur

and w

hy

they

should

be

report

ed,

in r

elation t

o t

he

follo

win

g:

–

activi

ties

–

par

tici

pan

t an

d s

taff

beh

avio

ur

–

envi

ronm

enta

l dam

age

2

Know

how

to iden

tify

haz

ards

and a

sses

s ri

sks

to h

ealth,

safe

ty a

nd

secu

rity

2.1

Exp

lain

the

import

ance

of

iden

tify

ing h

azard

s an

d

asse

ssin

g r

isks

2.2

Exp

lain

the

import

ance

of

invo

lvin

g a

s m

any

rele

vant

peo

ple

as

poss

ible

in iden

tify

ing h

azar

ds

and a

sses

sing r

isks

2.3

Exp

lain

how

to invo

lve

oth

ers

in iden

tify

ing h

azar

ds

2.4

Exp

lain

how

to iden

tify

the

info

rmat

ion w

hic

h n

eeds

to b

e co

llect

ed t

o m

ake

an e

ffec

tive

ris

k as

sess

men

t an

d h

ow

to c

olle

ct,

eval

uat

e and r

ecord

su

ch info

rmat

ion

2.5

Cla

ssify

the

types

of

haz

ards

whic

h a

re lik

ely

to b

e pre

sent

in o

wn a

rea o

f re

sponsi

bili

ty

2.6

Exp

lain

how

to iden

tify

exi

stin

g h

azar

ds

and

contr

ols

2.7

D

efin

e ri

sk a

ccep

tance

cri

teri

a and h

ow

to

det

erm

ine

thes

e

2.8

Exp

lain

how

to a

sses

s ri

sks

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.9

Exp

lain

how

to d

eter

min

e w

hen

ris

ks a

re

unac

cepta

ble

acc

ord

ing t

o o

rganis

atio

nal

, lo

cal an

d

nat

ional

req

uirem

ents

2.1

0

Exp

lain

how

to iden

tify

ow

n t

echnic

al lim

itat

ions

when

ass

essi

ng r

isks

and w

ho a

re t

he

com

pet

ent

spec

ialis

ts w

ho n

eed t

o b

e co

nsu

lted

when

a r

isk

or

haz

ard is

bey

ond o

wn lim

itat

ions

2.1

1

Sum

mar

ise

the

import

ance

of co

ntinuin

g t

o m

onitor

for

new

haza

rds

and a

sses

sing t

he

risk

s pre

sente

d

by

thes

e

3

Be

able

to iden

tify

haza

rds

and a

sses

s ri

sks

to h

ealth,

safe

ty a

nd s

ecurity

3.1

Chec

k fa

cilit

ies,

equip

men

t an

d a

ctiv

itie

s fo

r hea

lth,

safe

ty a

nd s

ecurity

iss

ues

3.2

G

ather

info

rmat

ion f

rom

all

rele

vant

peo

ple

about

poss

ible

haz

ards

3.3

Rec

ord

all

signific

ant

haz

ards,

who is

expose

d a

nd

any

exis

ting s

afe

ty p

roce

dure

s

3.4

Ass

ess

the

risk

s ass

oci

ated

with t

hes

e haza

rds

and

whet

her

thes

e risk

s are

acc

epta

ble

acc

ord

ing t

o

legal

and o

rgan

isational

req

uirem

ents

3.5

Consu

lt a

n a

ppro

priate

per

son w

hen

ass

essi

ng t

he

risk

s is

bey

ond o

wn lev

el o

f co

mpet

ence

3.6

Rep

ort

any

unac

cepta

ble

ris

ks follo

win

g leg

al a

nd

org

anis

atio

nal

req

uirem

ents

3.7

Continue

to m

onitor

for

new

haz

ards

and a

sses

s th

eir

risk

s on a

n o

ngoin

g b

asis

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to c

ontr

ibute

to

dev

elopin

g a

nd

mai

nta

inin

g n

orm

al a

nd

emer

gen

cy o

per

ating

pro

cedure

s

4.1

Exp

lain

the

import

ance

of

safe

ty p

roce

dure

s to

m

anag

e ri

sks

in o

wn a

rea o

f re

sponsi

bili

ty

4.2

Exp

lain

why

it is

import

ant

to invo

lve

as m

any

peo

ple

as

poss

ible

in d

evel

opin

g s

uch

saf

ety

pro

cedure

s an

d h

ow

to d

o s

o

4.3

Exp

lain

how

to d

evel

op s

afet

y pro

cedure

s w

hic

h a

re

consi

sten

t w

ith a

ris

k as

sess

men

t

4.4

Exp

lain

how

to iden

tify

the

circ

um

stan

ces

in w

hic

h

appro

priat

e au

thorities

would

hav

e to

be

info

rmed

ab

out

lack

of ef

fect

ive

risk

man

agem

ent

4.5

Sum

mar

ise

who a

re t

he

appro

priat

e au

thorities

and

how

to info

rm t

hem

about

lack

of ef

fect

ive

risk

m

anag

emen

t

4.6

Eva

luat

e ef

fect

ive

met

hods

of

pro

moting s

afet

y to

par

tici

pan

ts a

nd s

taff

4.7

Exp

lain

how

to m

ake

sure

par

tici

pan

ts a

nd s

taff

kn

ow

and a

dher

e to

the

rele

vant

safe

ty

requirem

ents

4.8

Exp

lain

why

part

icip

ants

and c

olle

agues

should

be

enco

ura

ged

to t

ake

resp

onsi

bili

ty f

or

thei

r ow

n

safe

ty

4.9

Sum

mar

ise

the

import

ance

of re

view

ing a

nd

adap

ting p

roce

dure

s on a

n o

ngoin

g b

asis

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

0

Exp

lain

the

import

ance

of

monitoring t

he

imple

men

tation o

f sa

fety

pro

cedure

s an

d o

f in

terv

enin

g p

rom

ptly

when

thes

e ar

e not

bei

ng

follo

wed

4.1

1

Exp

lain

why

part

icip

ants

and s

taff s

hould

be

active

ly e

nco

ura

ged

to p

rovi

de

feed

bac

k on r

isks

, haz

ards

and g

round r

ule

s

4.1

2

Exp

lain

how

to e

nco

ura

ge

such

fee

dback

effec

tive

ly

4.1

3

Exp

lain

how

to u

se p

artici

pan

t an

d s

taff

fee

dbac

k to

im

pro

ve g

round r

ule

s

4.1

4

Cla

ssify

the

types

of

inci

den

ts a

nd e

mer

gen

cies

w

hic

h a

re lik

ely

to o

ccur

and h

ow

to d

eal w

ith t

hes

e

4.1

5

Exp

lain

how

to e

nsu

re t

hat

oth

er t

eam

mem

ber

s re

spond e

ffec

tive

ly t

o inci

den

ts a

nd e

mer

gen

cies

4.1

6

Exp

lain

how

to d

ecid

e w

hat

typ

e of

assi

stan

ce is

appro

priat

e to

the

inci

den

t an

d e

mer

gen

cy a

nd h

ow

to

sum

mon s

uch

ass

ista

nce

4.1

7

Sum

mar

ise

the

info

rmat

ion w

hic

h t

he

peo

ple

pro

vidin

g a

ssis

tance

will

nee

d t

o k

now

4.1

8

Eva

luat

e ow

n lev

el o

f co

mpet

ence

and r

esponsi

bili

ty

in r

elat

ion t

o a

n e

mer

gen

cy o

r in

ciden

t

4.1

9

Exp

lain

how

to r

ecord

and r

eport

inci

den

ts a

nd

emer

gen

cies

4.2

0

Sum

mar

ise

how

to r

ecom

men

d n

ew a

ppro

aches

w

hic

h m

ight

pre

vent

emer

gen

cies

and inci

den

ts

bei

ng r

epea

ted

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to c

ontr

ibute

to

dev

elopin

g a

nd

mai

nta

inin

g n

orm

al a

nd

emer

gen

cy o

per

ating

pro

cedure

s

5.1

Pu

t in

pla

ce t

he

pro

cedure

s to

kee

p r

isks

to a

n

acce

pta

ble

lev

el

5.2

M

ake

sure

thes

e pro

cedure

s ar

e co

nsi

sten

t w

ith

legal

and o

rgan

isational

req

uirem

ents

5.3

G

ive

rele

vant

peo

ple

the

info

rmat

ion t

hey

nee

d

about

pro

cedure

s an

d e

nco

ura

ge

and m

otiva

te

them

to f

ollo

w t

hes

e pro

cedure

s

5.4

In

terv

ene

effe

ctiv

ely

when

pro

cedure

s ar

e not

bei

ng f

ollo

wed

5.5

Continue

to r

evie

w a

nd a

dap

t pro

cedure

s w

hen

nec

essa

ry

5.6

G

ather

fee

dbac

k fr

om

rel

evan

t peo

ple

on h

ow

wel

l pro

cedure

s ar

e w

ork

ing

5.7

U

se f

eedbac

k on h

ow

wel

l pro

cedure

s are

work

ing

to im

pro

ve t

hose

pro

cedure

s

6

Know

how

to c

ontr

ibute

to

mai

nta

inin

g a

nd im

pro

ving

pro

cedure

s fo

r th

e pro

tect

ion o

f vu

lner

able

par

tici

pan

ts

6.1

Exp

lain

the

import

ance

of

effe

ctiv

e pro

tect

ion f

or

vuln

erable

par

tici

pan

ts

6.2

Sum

mar

ise

who a

re v

uln

erable

par

tici

pan

ts

6.3

In

terp

ret

key

requirem

ents

of le

gis

lation for

child

pro

tect

ion

6.4

Exp

lain

how

to iden

tify

oth

er t

ypes

of vu

lner

able

peo

ple

who m

ay

nee

d s

imila

r pro

tect

ion a

nd leg

al

requirem

ents

in r

elat

ion t

o t

hes

e

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.5

Sum

mar

ise

ow

n o

rgan

isat

ion’s

polic

ies

and

pro

cedure

s fo

r th

e pro

tect

ion o

f vu

lner

able

par

tici

pants

and o

wn r

esponsi

bili

ties

in t

his

6.6

Exp

lain

the

mai

n r

isks

to c

hild

ren a

nd o

ther

vu

lner

able

peo

ple

and p

roce

dure

s – f

or

exam

ple

Crim

inal Rec

ord

Bure

au c

hec

ks –

that

must

be

use

d

to e

nsu

re p

rote

ctio

n

6.7

Exp

lain

the

import

ance

of

chec

king t

hat

pro

tect

ion

pro

cedure

s ar

e bei

ng f

ollo

wed

and h

ow

to d

o s

o

6.8

Exp

lain

how

to r

espond w

hen

ther

e ar

e su

spic

ions

of ab

use

acc

ord

ing t

o o

rgan

isat

ional

and leg

al

requirem

ents

6.9

Exp

lain

why

it is

import

ant

to c

olle

ct,

ass

ess

and

shar

e in

form

atio

n a

bout

poss

ible

abuse

6.1

0

Exp

lain

how

to iden

tify

rep

ort

ing p

roce

dure

s re

lating t

o a

buse

6.1

1

Sum

mar

ise

types

of

suppor

t th

at m

ay

be

nee

ded

by

self o

r co

lleag

ues

, an

d h

ow

to a

cces

s su

ch s

upport

6.1

2

Sum

mar

ise

the

rule

s an

d g

uid

elin

es c

ove

ring t

he

confiden

tialit

y of in

form

atio

n r

elat

ing t

o a

buse

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Be

able

to c

ontr

ibute

to

mai

nta

inin

g a

nd im

pro

ving

pro

cedure

s fo

r th

e pro

tect

ion o

f vu

lner

able

par

tici

pan

ts

7.1

Car

ry o

ut

ow

n r

esponsi

bili

ties

for

the

pro

tect

ion o

f vu

lner

able

par

tici

pan

ts a

ccord

ing t

o o

rgan

isat

ional

an

d leg

al r

equirem

ents

7.2

G

ive

rele

vant

peo

ple

the

info

rmat

ion t

hey

nee

d

about

polic

ies

and p

roce

dure

s and e

nco

ura

ge

and

motiva

te t

hem

to follo

w t

hes

e

7.3

In

terv

ene

when

polic

ies

and p

roce

dure

s are

not

bei

ng f

ollo

wed

7.4

Enco

ura

ge

rele

vant

peo

ple

to r

eport

any

susp

icio

ns

they

hav

e ab

out

poss

ible

abuse

7.5

Fo

llow

the

corr

ect

pro

cedure

s w

hen

ther

e ar

e su

spic

ions

of poss

ible

abuse

7.6

Pr

ote

ct,

and e

nco

ura

ge

oth

ers

to p

rote

ct,

confiden

tial in

form

ation

7.7

M

ake

sure

sta

ff invo

lved

in c

ase

s of

susp

ecte

d

abuse

rec

eive

any

support

they

may

nee

d

7.8

G

ather

fee

dbac

k fr

om

rel

evan

t peo

ple

on h

ow

wel

l pro

cedure

s ar

e w

ork

ing

7.9

U

se f

eedbac

k on h

ow

wel

l pro

cedure

s are

work

ing

to im

pro

ve t

hes

e pro

cedure

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

46

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


47

Unit 6: Facilitate community-based sport and physical activity

Unit reference number: F/503/0652

QCF level: 3

Credit value: 16


Unit summary

This unit covers the knowledge and competence that the learner needs to facilitate community-based sport and physical activity.












These must be assessed using workplace evidence generated when the learner is facilitating community-based sport and physical activity.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

48

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to fac

ilita

te

com

munity-

base

d s

port

an

d p

hys

ical

act

ivity

1.1

Exp

lain

the

pote

ntial w

hic

h s

port

and p

hys

ical

activi

ty h

ave

for

com

munity

dev

elopm

ent

1.2

Exp

lain

gove

rnm

ent

polic

ies

in r

elat

ion t

o s

port

and

phys

ical

act

ivity

in t

he

com

munity

1.3

Exp

lain

the

pote

ntial w

hic

h w

iden

ing c

om

munity

par

tici

pat

ion h

as for

the

dev

elopm

ent

of sp

ort

and

phys

ical

act

ivity

1.4

Exp

lain

the

rela

tionsh

ip b

etw

een lev

els

of

phys

ical

ac

tivi

ty a

nd h

ealth in t

he

com

munity

1.5

Com

par

e and c

ontr

ast

com

munity

sport

s ap

pro

ach

es w

ith c

onve

ntional

sport

s ap

pro

aches

1.6

Id

entify

and e

xpla

in k

ey c

once

pts

and p

rinci

ple

s of

a co

mm

unity

empow

erm

ent

appro

ach

1.7

Id

entify

ow

n o

rgan

isat

ion’s

str

ateg

ies

and p

olic

ies

for

com

munity-

bas

ed s

port

and p

hys

ical

act

ivity

1.8

In

terp

ret

the

polic

ies

and p

ract

ices

of oth

er

org

anis

atio

ns

whic

h a

re r

elev

ant

to o

wn w

ork

in

com

munity-

base

d s

port

and p

hys

ical

act

ivity

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Know

how

to r

esea

rch t

he

com

munity

and e

stablis

h

work

ing r

elat

ionsh

ips

2.1

Id

entify

model

s an

d c

ase

studie

s of

effe

ctiv

e pra

ctic

e in

com

munity-

base

d s

port

and p

hys

ical

ac

tivi

ty

2.2

Com

par

e and c

ontr

ast

diffe

rent

types

of

com

munitie

s – f

or

exam

ple

, urb

an a

nd r

ura

l – a

nd

how

thei

r diffe

rent

feat

ure

s an

d n

eeds

will

influen

ce

work

ing p

ract

ices

2.3

Exp

lain

why

it is

import

ant

to d

evel

op a

n a

ccura

te

under

stan

din

g o

f th

e co

mm

unity

in w

hic

h w

ork

is

carr

ied o

ut

2.4

Eva

luat

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

diffe

rent

sourc

es o

f in

form

ation a

nd r

esea

rch

met

hods

whic

h s

hould

be

use

d t

o d

evel

op a

n

under

stan

din

g o

f th

e co

mm

unity

2.5

Id

entify

the

bro

ad t

ypes

of co

mm

unity

issu

es t

hat

m

ay im

pact

on n

ew p

rogra

mm

es o

f act

ivity

2.6

Exp

lain

how

to a

nal

yse

the

info

rmat

ion c

olle

cted

an

d h

ow

to d

raw

concl

usi

ons

base

d o

n t

his

anal

ysis

2.7

Exp

lain

the

import

ance

of

explo

ring a

nd c

hal

lengin

g

assu

mptions

of

self o

r oth

ers

about

the

com

munity

2.8

Id

entify

part

ner

ship

s w

hic

h m

ay a

lrea

dy

exis

t in

or

with t

he

com

munity

2.9

Exp

lain

why

it is

import

ant

to u

nder

stan

d

rela

tionsh

ips

and h

iera

rchie

s in

com

munitie

s an

d

par

tner

ship

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

0

Exp

lain

how

to iden

tify

, es

tablis

h c

onta

ct a

nd

net

work

with t

he

peo

ple

most

rel

evan

t to

ow

n w

ork

in

the

com

munity

2.1

1

Exp

lain

why

it is

import

ant

to a

ppro

ach

peo

ple

and

esta

blis

h a

rel

ationsh

ip w

ith t

hem

in a

way

that

is

appro

priat

e to

them

and t

hei

r ex

pec

tations

2.1

2

Exp

lain

how

to a

ppro

ach p

eople

and e

stablis

h a

re

lationsh

ip w

ith t

hem

in a

way

that

is

appro

priat

e to

them

and t

hei

r ex

pec

tations

2.1

3

Exp

lain

how

to b

uild

las

ting a

nd r

espec

tful

rela

tionsh

ips

with p

eople

in t

he

com

munity

2.1

4

Exp

lain

why

it is

import

ant

to e

xpla

in o

wn r

ole

, ai

ms

and o

bje

ctiv

es a

nd c

larify

any

info

rmat

ion

about

resp

onsi

bili

ties

2.1

5

Exp

lain

the

import

ance

of

colla

bora

tive

work

ing a

nd

tryi

ng,

wher

ever

poss

ible

, to

alig

n a

gen

das

2.1

6

Exp

lain

how

to iden

tify

and b

ring t

oget

her

peo

ple

in

the

com

munity

who c

ould

contr

ibute

to a

nd b

enef

it

from

poss

ible

sport

and p

hys

ical ac

tivi

ty

pro

gra

mm

es

2.1

7

Exp

lain

how

to iden

tify

com

munity

nee

ds

and w

ays

in w

hic

h s

port

and a

ctiv

e re

crea

tion m

ight

addre

ss

thes

e nee

ds

while

work

ing c

lose

ly w

ith t

arget

co

mm

unitie

s

2.1

8

Des

crib

e th

e ty

pic

al t

arget

gro

ups

in t

he

com

munity

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

9

Exp

lain

the

likel

y ‘h

ooks

’ th

at

will

invo

lve

targ

et

gro

ups

in s

port

and a

ctiv

e re

crea

tion

2.2

0

Exp

lain

how

to m

ake

pro

gra

mm

es a

cces

sible

to

targ

et g

roups

2.2

1

Exp

lain

how

to p

rom

ote

pro

gra

mm

es t

o t

arget

gro

ups

3

Be

able

to r

esea

rch t

he

com

munity

and e

stablis

h

work

ing r

elat

ionsh

ips

3.1

Colle

ct,

org

anis

e an

d a

nal

yse

as

much

rel

evan

t in

form

atio

n a

bout

the

com

munity

as p

oss

ible

3.2

Exp

lore

and c

halle

nge

assu

mptions

wher

e nec

essa

ry

3.3

D

evel

op a

n e

viden

ce-b

ased

com

munity

pro

file

and

consu

lt t

o e

nsu

re c

oncl

usi

ons

are

valid

3.4

M

ake

conta

ct w

ith t

he

peo

ple

most

rel

evan

t to

ow

n

work

in a

way

that

is a

ppro

priate

to t

hem

3.5

Exp

lain

ow

n r

ole

, ai

ms

and o

bje

ctiv

es in a

way

that

is c

onsi

sten

t w

ith o

wn o

rgan

isation’s

str

ateg

y

3.6

W

her

e poss

ible

, neg

otiat

e how

to b

ring o

wn

obje

ctiv

es a

nd t

hose

of oth

ers

into

alig

nm

ent

3.7

Id

entify

and a

gre

e w

ays

of w

ork

ing c

olla

bora

tive

ly

and b

uild

ing o

wn r

elationsh

ip

3.8

Rec

ord

what

has

bee

n lea

rned

, fo

r fu

ture

ref

eren

ce

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to p

lan a

nd

del

iver

sport

and p

hys

ical

activi

ty p

rogra

mm

es in

the

com

munity

4.1

Exp

lain

how

to d

evel

op p

rogra

mm

es t

hat

addre

ss

issu

es s

uch

as

incl

usi

on,

per

sonal

dev

elopm

ent,

so

cial

dev

elopm

ent,

as

wel

l as

phys

ical

and s

kills

-bas

ed d

evel

opm

ent

4.2

Exp

lain

how

to c

onsu

lt e

ffec

tive

ly in a

com

munity

and w

hy

it is

import

ant

to m

ake

use

of co

mm

unity

feed

back

4.3

D

escr

ibe

why

it m

ay

be

nec

essa

ry t

o m

ake

use

of

unco

nve

ntional

fac

ilities

for

pro

gra

mm

es,

what

ty

pes

of

faci

litie

s co

uld

be

use

d,

and h

ow

to a

dap

t th

em

4.4

Exp

lain

how

to s

elec

t st

aff

for

com

munity-

bas

ed

pro

gra

mm

es a

nd t

he

types

of sk

ills,

qualit

ies

and

exper

ience

to b

e lo

oke

d for

4.5

D

escr

ibe

why

it is

import

ant

that

sta

ff u

nder

stan

d

the

spec

ific

aim

s an

d o

bje

ctiv

es o

f pro

gra

mm

e,

pro

ject

s and t

he

org

anis

atio

n a

s a w

hole

4.6

D

escr

ibe

why

it is

import

ant

to m

onitor

pro

gra

mm

es a

nd r

espond t

o n

ew o

pport

unitie

s,

inte

rest

s and n

eeds

4.7

Exp

lain

how

to e

nco

ura

ge

and e

mpow

er p

eople

to

expre

ss c

om

munity

nee

ds

4.8

Exp

lain

how

to influen

ce p

eople

and u

se e

viden

ce-

bas

ed r

esea

rch t

o d

emonst

rate

how

sport

and

phys

ical

act

ivity

can b

enef

it c

om

munitie

s an

d

stim

ula

te t

hei

r dev

elopm

ent

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.9

Exp

lain

how

to e

nab

le p

eople

to iden

tify

opport

unitie

s fo

r par

tici

pat

ion in s

port

and p

hys

ical

ac

tivi

ty t

hat

could

addre

ss c

om

munity

nee

ds

4.1

0

Eva

luat

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

diffe

rent

types

of opport

unitie

s fo

r par

tici

pat

ion in

sport

and p

hys

ical

act

ivity

that

could

addre

ss

com

munity

nee

ds

4.1

1

Exp

lain

why

peo

ple

in t

he

com

munity

nee

d t

o

under

stan

d t

hei

r ow

n s

tren

gth

s an

d w

eakn

esse

s in

re

lation t

o p

lannin

g a

nd p

rovi

din

g o

pport

unitie

s

4.1

2

Exp

lain

how

to s

upport

peo

ple

in t

he

com

munity

to

under

stan

d t

hei

r ow

n s

tren

gth

s an

d w

eakn

esse

s in

re

lation t

o p

lannin

g a

nd p

rovi

din

g o

pport

unitie

s

5

Be

able

to p

lan a

nd d

eliv

er

sport

and p

hys

ical

act

ivity

pro

gra

mm

es in t

he

com

munity

5.1

Bring t

oget

her

peo

ple

in t

he

com

munity

who c

ould

co

ntr

ibute

to a

nd b

enef

it fro

m p

oss

ible

pro

gra

mm

es

5.2

Enab

le p

eople

to iden

tify

com

munity

nee

ds

and

poss

ible

targ

et g

roups

5.3

Enab

le p

eople

to s

ee h

ow

sport

and p

hys

ical

ac

tivi

ty p

rogra

mm

es c

ould

hel

p t

o m

eet

thes

e nee

ds

5.4

D

evel

op a

ims,

obje

ctiv

es a

nd p

lans

for

pro

gra

mm

es

whic

h w

ill m

eet

com

munity

nee

ds

and b

e at

tract

ive

and a

cces

sible

to t

he

targ

et g

roups

5.5

Car

ry o

ut

effe

ctiv

e co

mm

unity

consu

ltat

ion o

n

pla

ns

with r

elev

ant

peo

ple

, usi

ng fee

dback

to

impro

ve p

lans

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.6

O

rgan

ise

the

pro

gra

mm

es,

usi

ng r

esourc

es m

ost

ap

pro

priat

e to

the

aim

s an

d o

bje

ctiv

es a

nd

ensu

ring incl

usi

vity

for

the

targ

et g

roup

5.7

Pr

om

ote

the

pro

gra

mm

es in a

way

that

will

be

attr

active

to t

he

targ

et g

roups,

and d

eal w

ith

refe

rral

s fr

om

oth

er a

gen

cies

when

they

occ

ur

5.8

M

ake

sure

all

staf

f under

stan

d t

he

aim

s an

d

obje

ctiv

es o

f th

e pro

gra

mm

es a

nd w

ork

in a

way

whic

h w

ill a

chie

ve t

hes

e

5.9

M

onitor

the

pro

gra

mm

es a

nd m

ake

adju

stm

ents

ta

king a

ccount

of new

and e

mer

gin

g inte

rest

s,

nee

ds

and o

pport

unitie

s

5.1

0

Work

with p

eople

in t

he

com

munity

to e

valu

ate

the

pro

gra

mm

es a

nd iden

tify

pote

ntial

im

pro

vem

ents

an

d furt

her

dev

elopm

ents

6

Know

how

to e

nab

le

com

munitie

s to

org

anis

e an

d s

ust

ain o

pport

unitie

s fo

r par

tici

pat

ion a

nd

pro

gre

ssio

n

6.1

Exp

lain

why

it is

import

ant

to e

nco

ura

ge

peo

ple

to

use

thei

r ow

n c

om

munity

reso

urc

es,

for

exam

ple

vo

lunte

ers,

fac

ilities

, et

c, r

ath

er t

han

rel

ying

com

ple

tely

on s

upport

fro

m o

ther

peo

ple

6.2

Exp

lain

how

to iden

tify

and a

ddre

ss w

eakn

esse

s in

th

e ta

rget

com

munity

in r

elat

ion t

o p

lannin

g a

nd

org

anis

ing o

pport

unitie

s

6.3

Id

entify

typ

es o

f co

nflic

t th

at m

ay o

ccur

bet

wee

n

diffe

rent

sect

ions

of

the

com

munity

and h

ow

to

neg

otiate

conflic

t re

solu

tion

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.4

Exp

lain

how

to e

mpow

er p

eople

to e

valu

ate

and

pro

mote

the

ben

efits

that

arise

fro

m o

pport

unitie

s fo

r sp

ort

and p

hys

ical ac

tivi

ty

6.5

Exp

lain

why

sust

ain

able

dev

elopm

ent

and c

apaci

ty

build

ing a

re im

port

ant

when

dev

elopin

g s

port

and

phys

ical

act

ivity

within

com

munitie

s

6.6

Exp

lain

how

to p

rom

ote

the

longer

-ter

m b

enef

its

that

can

arise

fro

m t

arg

et g

roups

havi

ng t

he

opport

unity

to p

artici

pat

e in

and d

evel

op w

ithin

sp

ort

and p

hys

ical

act

ivity

6.7

Exp

lain

how

to e

mpow

er p

eople

to e

stablis

h m

ore

per

man

ent

legacy

str

ateg

ies

and s

truct

ure

s fo

r sp

ort

and p

hys

ical

act

ivity

in t

hei

r co

mm

unity

7

Be

able

to e

nab

le

com

munitie

s to

org

anis

e an

d s

ust

ain o

pport

unitie

s fo

r par

tici

pat

ion a

nd

pro

gre

ssio

n

7.1

Em

pow

er p

eople

to iden

tify

longer

-ter

m c

om

munity

nee

ds

and e

xplo

re p

oss

ible

opport

unitie

s fo

r par

tici

pat

ion a

nd p

rogre

ssio

n

7.2

Em

pow

er p

eople

to iden

tify

how

they

can inte

gra

te

poss

ible

opport

unitie

s w

ith e

xist

ing p

roje

cts

and

initia

tive

s

7.3

Em

pow

er p

eople

to iden

tify

and a

sses

s th

eir

ow

n

stre

ngth

s an

d w

eakn

esse

s in

rel

atio

n t

o t

hes

e poss

ible

opport

unitie

s

7.4

Enco

ura

ge

peo

ple

to m

ake

bes

t use

of co

mm

unity

stre

ngth

s an

d r

esourc

es w

hile

pro

vidin

g t

hem

with

the

pro

fess

ional su

pport

they

nee

d t

o a

ddre

ss

wea

knes

ses

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.5

Em

pow

er p

eople

to d

eal w

ith c

onflic

t an

d n

egotiat

e ef

fect

ive

way

s of w

ork

ing t

oget

her

7.6

Em

pow

er p

eople

to e

valu

ate

opport

unitie

s w

hen

th

ey h

ave

occ

urr

ed a

nd t

o iden

tify

the

ben

efits

7.7

Support

peo

ple

to p

lan a

nd d

evel

op a

leg

acy

of

more

per

man

ent

stru

cture

s, s

kills

and r

esourc

es for

par

tici

pat

ion a

nd p

rogre

ssio

n

7.8

Pla

n,

agre

e an

d f

ollo

w t

hro

ugh a

str

ateg

y fo

r th

e co

mm

unity

to s

ust

ain

par

tici

pation a

nd p

rogre

ssio

n

without

ow

n p

erso

nal

invo

lvem

ent

7.9

M

ainta

in c

onta

ct w

ith p

eople

to e

valu

ate

pro

gre

ss

and iden

tify

any

oth

er t

ypes

of

support

they

may

nee

d

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


57

Unit 7: Support the development of sport and physical activity in education

Unit reference number: J/503/0653

QCF level: 4

Credit value: 13


Unit summary

This unit covers the knowledge and competence that the learner needs to support the development of sport and physical activity in education.







These can be assessed through:





These must be assessed using workplace evidence generated when the learner is contributing to strategic development in sport and active leisure.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

58

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to s

upport

the

dev

elopm

ent

of sp

ort

and

phys

ical

act

ivity

in

educa

tion

1.1

Exp

lain

eff

ective

str

ate

gie

s fo

r eq

ual

ity,

div

ersi

ty

and incl

usi

on w

hen

dev

elopin

g s

port

and p

hys

ical

ac

tivi

ty in e

duca

tion

1.2

Sum

mar

ise

way

s of

gat

her

ing,

reco

rdin

g,

anal

ysin

g

and u

sing info

rmation t

o im

pro

ve s

port

and p

hys

ical

ac

tivi

ty p

rovi

sion

1.3

Eva

luat

e th

e ra

nge

of lo

cal sp

ort

, phys

ical

ed

uca

tion a

nd p

hys

ical

act

ivity

pro

visi

on f

or

child

ren a

nd y

oung p

eople

1.4

D

escr

ibe

the

range

of lo

cal re

sourc

es r

elev

ant

to

ow

n w

ork

and h

ow

to a

cces

s th

ese

1.5

Exp

lain

the

rela

tionsh

ip b

etw

een lev

els

of

phys

ical

ac

tivi

ty a

nd t

he

hea

lth a

nd w

ellb

eing o

f ch

ildre

n

1.6

Eva

luat

e th

e pote

ntial

whic

h s

port

, phys

ical

ed

uca

tion a

nd p

hys

ical

act

ivity

has

for

rais

ing

child

ren a

nd y

oung p

eople

’s e

duca

tional

ac

hie

vem

ent

and a

ttain

men

t

1.7

Exp

lain

what

cre

ates

sust

ain

able

sport

s pro

visi

on

incl

udin

g t

he

contr

ibution o

f co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent

1.8

Sum

mar

ise

how

to o

rgan

ise

sport

and p

hys

ical

ac

tivi

ty e

vents

in o

rder

to e

nsu

re leg

acy

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Under

stan

d t

he

polic

ies

and s

trat

egie

s ar

ound t

he

dev

elopm

ent

of sp

ort

and

phys

ical

act

ivity

in

educa

tion

2.1

Sum

mar

ise

rele

vant

legis

lation,

gove

rnm

ent

educa

tion p

olic

y, a

nd n

atio

nal st

rate

gie

s in

rel

ation

to P

E a

nd s

port

and p

hys

ical

act

ivity

in e

duca

tion

2.2

Sum

mar

ise

ow

n o

rgan

isat

ion’s

polic

ies

in r

elation t

o

work

ing w

ith y

oung p

eople

and v

uln

erable

adults,

in

cludin

g t

hose

for

safe

guar

din

g

2.3

Sum

mar

ise

ow

n a

ims,

obje

ctiv

es a

nd p

riorities

in

rela

tion t

o t

he

educa

tional

com

munity

3

Know

how

to w

ork

with

key

stake

hold

ers

to

dev

elop s

port

and p

hys

ical

ac

tivi

ty in e

duca

tion

3.1

Exp

lain

the

stru

cture

s of th

e ed

uca

tional

co

mm

unity

and t

he

various

esta

blis

hm

ents

within

it

3.2

Exp

lain

the

educa

tional

est

ablis

hm

ents

’ aim

s,

obje

ctiv

es a

nd p

riorities

3.3

Exp

lain

how

to a

lign o

wn a

ims,

obje

ctiv

es a

nd

priorities

with t

hose

of th

e ed

uca

tional

es

tablis

hm

ents

3.4

Sum

mar

ise

the

educa

tional

com

munity’

s polic

ies

and p

ract

ices

rel

atin

g t

o s

port

and p

hys

ical ac

tivi

ty

and w

ork

ing w

ith c

hild

ren a

nd y

oung p

eople

3.5

Sum

mar

ise

the

role

s an

d r

esponsi

bili

ties

of th

e peo

ple

in t

he

educa

tional

com

munity

and its

es

tablis

hm

ents

, re

leva

nt

to d

evel

opin

g s

port

and

phys

ical

act

ivity

in e

duca

tion

3.6

Exp

lain

how

to iden

tify

and b

uild

rel

atio

nsh

ips

with

the

peo

ple

most

rel

evan

t to

ow

n w

ork

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.7

Exp

lain

the

import

ance

of

consu

ltin

g w

ith k

ey

peo

ple

in t

he

educa

tional

com

munity

about

the

dev

elopm

ent

of sp

ort

and p

hys

ical

act

ivity

3.8

Eva

luat

e th

e pote

ntial

that

engag

ing w

ith e

duca

tion

has

for

the

dev

elopm

ent

of

sport

and p

hys

ical

ac

tivi

ty

3.9

D

escr

ibe

the

educa

tional

est

ablis

hm

ents

’ pla

nnin

g

pro

cess

es a

nd c

ycle

s an

d h

ow

to inte

gra

te o

wn

work

with t

hes

e

3.1

0

Eva

luat

e th

e m

ain im

plic

atio

ns

of th

e ed

uca

tional

es

tablis

hm

ents

’ pla

nnin

g p

roce

sses

and c

ycle

s upon

pro

gra

mm

e fe

asi

bili

ty

3.1

1

Eva

luat

e ef

fect

ive

pra

ctic

e an

d m

odel

s of

effe

ctiv

e lin

ks b

etw

een s

port

and p

hys

ical

act

ivity

and

educa

tion

3.1

2

Exp

lain

how

to c

reate

pro

gre

ssiv

e path

ways

bet

wee

n e

duca

tion a

nd s

port

for

child

ren a

nd y

oung

peo

ple

3.1

3

Eva

luat

e diffe

rent

model

s of del

iver

y of

PE a

nd

sport

in t

he

educa

tional

est

ablis

hm

ent

and h

ow

th

ey influen

ce o

wn w

ay o

f w

ork

ing

3.1

4

Sum

mar

ise

rele

vant

insp

ection a

gen

cies

and t

hei

r ex

pec

tations

and s

tandar

ds

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to w

ork

with k

ey

stake

hold

ers

to d

evel

op

sport

and p

hys

ical

act

ivity

in e

duca

tion

4.1

Id

entify

and w

ork

with k

ey s

take

hold

ers

to a

gre

e co

mm

unity

nee

ds

and p

riorities

in r

elat

ion t

o

dev

elopin

g s

port

and p

hys

ical

act

ivity

4.2

In

fluen

ce k

ey s

take

hold

ers

in e

duca

tion t

o u

se

sport

and p

hys

ical

act

ivity

to a

ddre

ss t

hei

r ow

n

nee

ds

and p

riorities

4.3

N

egotiate

com

mon o

bje

ctiv

es a

nd w

ays

of w

ork

ing

to m

utu

al b

enef

it

4.4

M

ainta

in c

onta

ct w

ith k

ey s

take

hold

ers

to e

valu

ate

ongoin

g im

pac

t an

d p

rogre

ss

4.5

Id

entify

and a

cces

s any

furt

her

typ

es o

f su

pport

w

hic

h k

ey s

take

hold

ers

may

nee

d

5

Be

able

to s

upport

the

educa

tional co

mm

unity

to

dev

elop s

port

and p

hys

ical

ac

tivi

ty

5.1

Res

earc

h,

dev

elop a

nd m

ainta

in a

n a

ccura

te p

rofile

of th

e ed

uca

tional

com

munity

in r

elation t

o

dev

elopin

g s

port

and p

hys

ical

act

ivity

5.2

Support

the

educa

tional

com

munity

in p

lannin

g a

nd

imple

men

ting o

pport

unitie

s fo

r par

tici

pat

ion a

nd

pro

gre

ssio

n t

hat

addre

ss n

eeds

and p

riorities

5.3

Support

the

educa

tional

com

munity

in d

evel

opin

g a

lo

nger

ter

m s

trat

egy

to s

ust

ain s

port

and p

hys

ical

ac

tivi

ty

5.4

Support

the

educa

tional

com

munity

in d

evel

opin

g

more

per

man

ent

legacy

str

uct

ure

s fo

r par

tici

pat

ion

and p

rogre

ssio

n

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.5

Support

the

educa

tional

com

munity

in b

uild

ing

capac

ity

to e

nab

le s

ust

ainab

ility

and f

urt

her

dev

elopm

ent

5.6

Support

the

educa

tional

com

munity

in m

onitoring

and e

valu

ating t

he

impac

t of jo

int

work

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


63

Unit 8: Lead and motivate volunteers


QCF level: 3

Credit value: 10


Unit summary

This unit assesses the competence required to lead and motivate volunteers in a sport and active leisure context.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

64

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d g

ood p

ract

ice

and leg

al r

equirem

ents

w

hen

work

ing w

ith

volu

nte

ers

1.1

Exp

lain

the

import

ance

of

taki

ng a

ccount

of

peo

ple

’s d

iver

se a

bili

ties

, st

yles

and m

otiva

tions

1.2

Exp

lain

the

import

ance

of

mak

ing s

ure

that

work

ing

met

hods

and r

ole

s ar

e co

nsi

sten

t w

ith v

olu

nte

ers’

div

erse

nee

ds,

abili

ties

and p

ote

ntial

, an

d h

ow

to

do s

o

1.3

Sum

mar

ise

the

legal re

quirem

ents

to c

onsi

der

w

hen

agre

eing v

olu

nte

ers’

work

ing m

ethods

and

role

s

2

Under

stan

d

com

munic

atio

n w

ith

volu

nte

ers

when

lea

din

g

and m

otiva

ting t

hem

2.1

Exp

lain

the

princi

ple

s of ef

fect

ive

com

munic

atio

n

and h

ow

to a

pply

them

when

work

ing w

ith

volu

nte

ers

2.2

Exp

lain

the

import

ance

of

brief

ing v

olu

nte

ers

and

the

diffe

rent

way

s in

whic

h t

his

can

be

done

2.3

Sum

mar

ise

the

info

rmat

ion t

hat

should

be

giv

en

during b

rief

ings

for

volu

nte

ers

2.4

Exp

lain

the

import

ance

of

effe

ctiv

e m

ethods

of

com

munic

atio

n w

ith a

nd b

etw

een v

olu

nte

ers

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to b

rief

volu

nte

ers

on w

ork

req

uirem

ents

and

resp

onsi

bili

ties

3.1

Choose

a p

lace

and a

tim

e fo

r th

e brief

ing t

hat

is

appro

priat

e to

volu

nte

ers

and t

hei

r w

ork

3.2

Exp

lain

the

purp

ose

and v

alu

e of th

e w

ork

pla

nned

fo

r vo

lunte

ers

and m

otiva

te t

hem

to a

chie

ve h

igh

stan

dar

ds

3.3

Enco

ura

ge

and s

upport

volu

nte

ers

to t

ake

ow

ner

ship

of th

eir

work

3.4

Sugges

t w

ays

in w

hic

h p

lans

could

be

impro

ved o

r ad

apte

d t

o m

eet

volu

nte

ers’

div

erse

nee

ds,

abili

ties

an

d p

ote

ntial

3.5

Agre

e in

div

idual

res

ponsi

bili

ties

and w

ork

ing

met

hods

with e

ach

volu

nte

er

3.6

M

ake

sure

volu

nte

ers

under

stan

d w

hat

is

expec

ted

of th

em a

nd a

re c

onfiden

t ab

out

taki

ng o

n t

hes

e re

sponsi

bili

ties

3.7

Agre

e w

ith v

olu

nte

ers

how

they

should

co

mm

unic

ate

3.8

Com

munic

ate

with v

olu

nte

ers

at a

ll tim

es in w

ays

that

mee

t th

eir

div

erse

nee

ds

and s

how

res

pec

t fo

r th

eir

volu

nte

er r

ole

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d t

he

princi

ple

s of in

volv

ing a

nd

motiva

ting v

olu

nte

ers

4.1

Exp

lain

the

import

ance

of

seek

ing n

ew a

nd

innova

tive

role

s an

d w

ork

ing m

ethods

4.2

Exp

lain

the

import

ance

of

invo

lvin

g v

olu

nte

ers

in

sele

ctin

g a

nd p

lannin

g t

hei

r ro

les

and

resp

onsi

bili

ties

4.3

Exp

lain

the

import

ance

of

giv

ing v

olu

nte

ers

the

opport

unity

to e

valu

ate

thei

r ow

n w

ork

4.4

Exp

lain

the

import

ance

of

pro

vidin

g f

eedbac

k to

vo

lunte

ers

4.5

D

escr

ibe

the

mai

n p

oin

ts t

o c

onsi

der

when

giv

ing

feed

back

to v

olu

nte

ers

4.6

Exp

lain

the

import

ance

of

bas

ing fee

dback

on a

n

obje

ctiv

e ev

aluat

ion o

f per

form

ance

4.7

Exp

lain

the

import

ance

of

cele

bra

ting t

he

achie

vem

ent

of vo

lunte

ers

4.8

D

escr

ibe

diffe

rent

ways

of re

ward

ing v

olu

nte

ers

for

thei

r ef

fort

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Under

stan

d t

he

princi

ple

s of ev

aluat

ing t

he

work

of

volu

nte

ers

5.1

Exp

lain

how

to m

onitor

and e

valu

ate

the

work

of

volu

nte

ers

5.2

Exp

lain

the

import

ance

of usi

ng fai

r an

d o

bje

ctiv

e cr

iter

ia for

evalu

atio

n a

nd w

hat

types

of

criter

ia

mig

ht

be

appro

priat

e in

a v

olu

nte

er c

onte

xt

5.3

Exp

lain

the

import

ance

of usi

ng e

viden

ce f

or

eval

uat

ions

and t

he

types

of ev

iden

ce t

hat

can

be

use

d

5.4

D

escr

ibe

the

types

of fa

ctors

that

mig

ht

aff

ect

volu

nte

ers’

per

form

ance

and h

ow

to t

ake

acco

unt

of

thes

e w

hen

eva

luat

ing t

hei

r w

ork

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Be

able

to p

rovi

de

volu

nte

ers

with f

eedbac

k on t

hei

r w

ork

6.1

Eva

luat

e vo

lunte

ers’

wor

k ag

ainst

agre

ed w

ork

re

quirem

ents

, usi

ng f

air

and o

bje

ctiv

e cr

iter

ia

6.2

Choose

an a

ppro

priate

tim

e an

d p

lace

to d

ebrief

an

d p

rovi

de

feed

back

to v

olu

nte

ers

6.3

Exp

lain

the

purp

ose

of deb

rief

ing a

nd f

eedbac

k an

d

enco

ura

ge

an o

pen

and h

ones

t ap

pro

ach

6.4

Enco

ura

ge

and s

upport

volu

nte

ers

to r

efle

ct o

n t

he

work

they

hav

e done

and t

o p

rovi

de

obje

ctiv

e fe

edback

6.5

G

ive

volu

nte

ers

feed

bac

k th

at is

base

d o

n o

wn

eval

uat

ion o

f th

eir

work

and t

ake

s acc

ount

of th

eir

view

s an

d o

pin

ions

6.6

Ack

now

ledge

volu

nte

ers’

ach

ieve

men

ts in w

ays

that

re

info

rce

thei

r m

otiva

tion

6.7

Pr

ovi

de

const

ruct

ive

sugges

tions

to im

pro

ve

volu

nte

ers’

futu

re p

erfo

rman

ce a

nd a

gre

e th

ese

with v

olu

nte

ers

6.8

Id

entify

wher

e vo

lunte

ers

may

nee

d a

dditio

nal

su

pport

6.9

Show

res

pec

t fo

r vo

lunte

ers’

indiv

idual

nee

ds

and

pre

fere

nce

s an

d t

he

nat

ure

of

thei

r vo

lunte

erin

g

work

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Under

stan

d t

he

princi

ple

s of

support

ing a

nd

super

visi

ng v

olu

nte

ers

7.1

Exp

lain

how

to d

eter

min

e an

d a

gre

e th

e re

quirem

ents

for

the

work

of

volu

nte

ers

7.2

Sum

mar

ise

the

types

of

support

that

volu

nte

ers

hav

e a r

ight

to e

xpec

t fr

om

thei

r su

per

viso

r an

d

how

to p

rovi

de

thes

e

8

Be

able

to s

upport

vo

lunte

ers

in s

olv

ing

pro

ble

ms

during

volu

nte

erin

g a

ctiv

itie

s

8.1

M

onitor

volu

nte

erin

g a

ctiv

itie

s and iden

tify

pro

ble

ms

when

they

occ

ur

8.2

Colle

ct a

nd a

nal

yse

ava

ilable

info

rmat

ion a

bout

the

nat

ure

of

the

pro

ble

m

8.3

Id

entify

the

implic

atio

ns

of

the

pro

ble

m a

nd

com

munic

ate

thes

e to

those

invo

lved

8.4

Pr

ovi

de

support

to h

elp v

olu

nte

ers

ove

rcom

e pro

ble

ms

8.5

Pr

om

ote

an a

tmosp

her

e in

whic

h indiv

iduals

are

not

bla

med

for

the

pro

ble

m a

nd p

roble

ms

are

seen

as

an o

pport

unity

for

learn

ing

8.6

Enco

ura

ge

an a

ppro

ach

in w

hic

h v

olu

nte

ers

take

re

sponsi

bili

ty f

or

the

pro

ble

m a

nd fee

l m

otiva

ted t

o

work

tow

ards

an a

ccep

table

solu

tion

8.7

W

ork

with t

hose

invo

lved

to iden

tify

a s

olu

tion t

hat

is

acc

epta

ble

to t

hem

and in lin

e w

ith t

he

org

anis

atio

n’s

polic

ies

and p

roce

dure

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.8

Com

munic

ate

clea

rly

and e

ffec

tive

ly w

ith t

hose

in

volv

ed in w

ays

that

reco

gnis

e th

eir

div

erse

nee

ds

8.9

Tre

at c

onfiden

tial

info

rmat

ion a

ppro

priat

ely,

while

bei

ng o

pen

and t

ransp

aren

t ab

out

non-c

onfiden

tial

is

sues

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


71

Unit 9: Recruit, select and keep colleagues

Unit reference number: H/602/1842

QCF level: 5

Credit value: 12


Unit summary

This unit assesses the competence a manager needs to recruit, select and retain colleagues.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

72

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to iden

tify

re

cruitm

ent

and s

elec

tion

nee

ds

1.1

Rev

iew

on a

reg

ula

r bas

is t

he

work

req

uired

in o

wn

area

of

resp

onsi

bili

ty

1.2

Id

entify

any

short

fall

in o

wn a

rea

of re

sponsi

bili

ty,

incl

udin

g:

–

the

num

ber

of co

lleag

ues

–

the

pool of kn

ow

ledge,

ski

lls a

nd e

xper

ience

1.3

Sel

ect

the

most

eff

ective

options

for

addre

ssin

g a

ny

short

fall

in c

olle

agues

or

the

pool of

know

ledge,

sk

ills

and e

xper

ience

1.4

D

evel

op job d

escr

iptions

and p

erso

n s

pec

ific

atio

ns

for

required

role

s in

consu

ltation w

ith o

ther

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to p

lan a

re

cruitm

ent

and s

elec

tion

pro

cess

2.1

Pl

an t

he

follo

win

g a

spec

ts o

f th

e re

cruitm

ent

pro

cess

in c

onsu

ltat

ion w

ith o

ther

s:

–

mai

n s

tages

in t

he

recr

uitm

ent

and s

elec

tion

pro

cess

–

the

recr

uitm

ent

and s

elec

tion m

ethods

to b

e use

d

–

tim

ings

for

the

recr

uitm

ent

and s

elec

tion p

roce

ss

–

who w

ill b

e in

volv

ed in t

he

recr

uitm

ent

and

sele

ctio

n p

roce

ss

2.2

Ensu

re t

hat

info

rmation o

n v

aca

nci

es is

fair

, cl

ear

and a

ccura

te b

efore

it

goes

to p

ote

ntial ap

plic

ants

2.3

See

k an

d m

ake

use

of

spec

ialis

t ex

per

tise

in t

he

recr

uitm

ent

and s

elec

tion p

roce

ss

2.4

Ensu

re t

he

criter

ia f

or

sele

ctio

n a

re c

onsi

sten

t w

ith

the

requirem

ents

of th

e va

cancy

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to c

ontr

ibute

to a

re

cruitm

ent

and s

elec

tion

of peo

ple

for

iden

tified

va

canci

es

3.1

Tak

e par

t in

the

recr

uitm

ent

and s

elec

tion p

roce

ss

as

pla

nned

3.2

Ensu

re t

he

recr

uitm

ent

and s

elec

tion p

roce

ss is

fair,

consi

sten

t an

d e

ffec

tive

3.3

Ensu

re a

pplic

ants

who a

re o

ffer

ed p

osi

tions

are

able

to p

erfo

rm e

ffec

tive

ly a

nd w

ork

with t

hei

r new

co

lleag

ues

3.4

Eva

luat

e w

het

her

the

recr

uitm

ent

and s

elec

tion

pro

cess

has

bee

n s

ucc

essf

ul in

rel

atio

n t

o

appoin

tmen

ts

3.5

Id

entify

any

area

s fo

r im

pro

vem

ent

in t

he

recr

uitm

ent

and s

elec

tion p

roce

ss

4

Be

able

to c

ontr

ibute

to

the

rete

ntion o

f co

lleag

ues

4.1

Eva

luat

e re

asons

for

colle

agues

lea

ving o

wn a

rea o

f re

sponsi

bili

ty

4.2

Id

entify

way

s of ad

dre

ssin

g s

taff t

urn

ove

r pro

ble

ms

4.3

Im

ple

men

t m

ethods

of ad

dre

ssin

g s

taff

turn

ove

r pro

ble

ms

that

are

consi

sten

t w

ith o

wn lev

el o

f au

thority

4.4

Sugges

t m

ethods

of

addre

ssin

g s

taff t

urn

ove

r pro

ble

ms

that

are

outs

ide

ow

n lev

el o

f au

thority

to

the

rele

vant

colle

agues

5

Under

stan

d o

wn s

ecto

r co

nte

xt f

or

recr

uitm

ent,

se

lect

ion a

nd r

eten

tion

5.1

Exp

lain

rec

ruitm

ent,

sel

ection a

nd r

eten

tion iss

ues

in

ow

n s

ecto

r, incl

udin

g w

ork

ing p

ract

ices

and

culture

5.2

Exp

lain

spec

ific

initia

tive

s re

lating t

o r

ecru

itm

ent,

se

lect

ion a

nd r

eten

tion in o

wn s

ecto

r

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Under

stan

d o

wn

org

anis

atio

nal

conte

xt for

recr

uitm

ent,

sel

ection a

nd

rete

ntion

6.1

D

escr

ibe

the

curr

ent

peo

ple

res

ourc

es a

vaila

ble

in

ow

n a

rea o

f re

sponsi

bili

ty,

incl

udin

g t

hei

r sk

ills,

kn

ow

ledge

and e

xper

ience

6.2

Sum

mar

ise

the

work

req

uirem

ents

in o

wn a

rea

of

resp

onsi

bili

ty

6.3

Sum

mar

ise

the

oper

atio

nal

pla

ns

and c

hanges

in

ow

n a

rea o

f re

sponsi

bili

ty

6.4

D

escr

ibe

the

turn

ove

r ra

te in o

wn a

rea o

f re

sponsi

bili

ty

6.5

Eva

luat

e lo

cal em

plo

ymen

t m

arke

t co

nditio

ns

in

rela

tion t

o r

ecru

itm

ent,

sel

ection a

nd r

eten

tion

6.6

Exp

lain

ow

n o

rgan

isation’s

culture

, va

lues

and

stru

cture

6.7

Sum

mar

ise

the

polic

ies

and p

ract

ices

of ow

n

org

anis

atio

n in r

elat

ion t

o:

–

recr

uitm

ent

–

sele

ctio

n

–

induct

ion

–

dis

mis

sal

–

pay

–

oth

er t

erm

s an

d c

onditio

n o

f em

plo

ymen

t

6.8

D

escr

ibe

sourc

es o

f sp

ecia

list

exper

tise

in r

elation

to r

ecru

itm

ent,

sel

ection a

nd r

eten

tion u

sed b

y ow

n

org

anis

atio

n

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Under

stan

d h

ow

to

iden

tify

rec

ruitm

ent

and

sele

ctio

n n

eeds

7.1

Exp

lain

how

to a

void

ste

reoty

pin

g w

ith r

egar

d t

o

skill

s le

vels

and w

ork

eth

ics

7.2

Com

par

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

diffe

rent

options

for

addre

ssin

g iden

tified

short

falls

in

the

num

ber

of

colle

agues

and t

he

pool of sk

ills,

kn

ow

ledge

and e

xper

ience

7.3

Exp

lain

what

job d

escr

iptions

and p

erso

n

spec

ific

atio

ns

should

conta

in

7.4

Exp

lain

why

it is

import

ant

to c

onsu

lt w

ith o

ther

re

leva

nt

peo

ple

when

pro

duci

ng job d

escr

iptions

and p

erso

n s

pec

ific

ations

8

Under

stan

d h

ow

to p

lan

recr

uitm

ent

and s

elec

tion

pro

cess

es

8.1

Exp

lain

the

diffe

rent

stag

es in t

he

recr

uitm

ent

and

sele

ctio

n p

roce

ss

8.2

Cla

rify

why

it is

import

ant

to c

onsu

lt w

ith o

ther

s w

hen

pla

nnin

g r

ecru

itm

ent

and s

elec

tion,

the

met

hods

to b

e use

d a

nd t

he

peo

ple

to invo

lve

8.3

Com

par

e diffe

rent

recr

uitm

ent

and s

elec

tion

met

hods

and t

hei

r ad

vanta

ges

and d

isad

vanta

ges

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9

Under

stan

d h

ow

to

contr

ibute

to t

he

recr

uitm

ent

and s

elec

tion

of peo

ple

for

iden

tified

va

canci

es

9.1

Cla

rify

why

it is

import

ant

to g

ive

peo

ple

fai

r, c

lear

and a

ccura

te info

rmation o

n v

acan

cies

to p

ote

ntial

applic

ants

9.2

Exp

lain

how

to t

ake

acco

unt

of

equal

ity,

div

ersi

ty

and incl

usi

on iss

ues

, in

cludin

g leg

isla

tion a

nd a

ny

rele

vant

codes

of pra

ctic

e w

hen

rec

ruitin

g a

nd

sele

ctin

g p

eople

9.3

Exp

lain

how

to judge

whet

her

applic

ants

mee

t th

e st

ate

d r

equirem

ents

of a v

aca

ncy

10

Under

stan

d h

ow

to

contr

ibute

to t

he

rete

ntion

of

colle

agues

10.1

Exp

lain

why

it is

import

ant

to iden

tify

and e

valu

ate

why

colle

agues

are

lea

ving a

n a

rea

of w

ork

10.2

Exp

lain

how

to e

xplo

re c

onst

ruct

ivel

y an

d

sensi

tive

ly t

he

reas

ons

for

colle

agues

lea

ving a

n

area

of w

ork

10.3

Id

entify

the

types

of

reas

ons

colle

agues

mig

ht

have

fo

r le

avi

ng a

n a

rea

of

work

10.4

Exp

lain

the

cause

s and e

ffec

ts o

f hig

h a

nd low

sta

ff

turn

ove

r

10.5

Exp

lain

mea

sure

s th

at

can b

e ta

ken t

o a

ddre

ss s

taff

tu

rnove

r pro

ble

ms

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

78

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


79

Unit 10: Involve, motivate and retain volunteers

Unit reference number: Y/503/0656

QCF level: 3

Credit value: 10


Unit summary

This unit assesses the competence required to involve, motivate and retain volunteers in a sport and active leisure organisation.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

80

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

valu

e an

d

role

of vo

lunte

erin

g

1.1

Exp

lain

the

import

ance

of

volu

nte

erin

g t

o

org

anis

atio

ns

and t

he

wid

er s

ecto

r

1.2

D

escr

ibe

the

variet

y of ro

les

volu

nte

ers

can fulfil

and t

he

diffe

rent

way

s th

ey c

an c

ontr

ibute

to

org

anis

atio

nal

and s

ecto

r goals

1.3

Sum

mar

ise

the

range

of

abili

ties

, st

yles

and

motiva

tions

volu

nte

ers

hav

e an

d h

ow

thes

e af

fect

th

e ty

pes

of ro

les

and a

ctiv

itie

s th

ey c

arr

y out

1.4

Sum

mar

ise

the

ben

efits

volu

nte

ers

can d

eriv

e fr

om

vo

lunte

erin

g

1.5

Exp

lain

the

type

of

com

mitm

ent

volu

nte

ers

nee

d t

o

mak

e in

the

sect

or

1.6

Id

entify

oth

er v

olu

nte

erin

g o

pport

unitie

s to

whic

h it

may

be

appro

priat

e to

ref

er v

olu

nte

ers

1.7

Sum

mar

ise

the

det

ails

about

part

icula

r vo

lunte

er

role

s th

at

pote

ntial

volu

nte

ers

nee

d t

o k

now

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Under

stan

d h

ow

to

pro

mote

volu

nte

erin

g t

o

pote

ntial

volu

nte

ers

2.1

Sum

mar

ise

ow

n o

rgan

isat

ion’s

goal

s an

d p

olic

ies

in

rela

tion t

o v

olu

nte

erin

g

2.2

D

escr

ibe

diffe

rent

met

hods

of id

entify

ing t

he

types

of peo

ple

who m

ay

wis

h t

o v

olu

nte

er t

hei

r se

rvic

es

and t

hei

r m

otiva

tions

2.3

Sum

mar

ise

diffe

rent

met

hods

of co

mm

unic

atin

g

with p

ote

ntial

volu

nte

ers,

and h

ow

to s

elec

t an

d

use

appro

priat

e m

ethods

2.4

Exp

lain

the

valu

e of

div

ersi

ty o

f ab

ilities

, st

yles

and

motiva

tions

among v

olu

nte

ers,

and h

ow

to fost

er

such

div

ersi

ty

2.5

Sum

mar

ise

legis

lation r

elat

ing t

o t

he

recr

uitm

ent

of

volu

nte

ers

2.6

Exp

lain

the

import

ance

of

concl

udin

g a

gre

emen

ts

with v

olu

nte

ers

in w

ays

that

lea

ve t

he

opport

unity

for

futu

re v

olu

nte

erin

g o

pen

, and h

ow

to d

o s

o.

3

Be

able

to p

rom

ote

vo

lunte

erin

g t

o p

ote

ntial

vo

lunte

ers

3.1

In

volv

e re

leva

nt

peo

ple

and u

se c

reat

ive

met

hods

to iden

tify

–

the

types

of peo

ple

who m

ay

wis

h t

o v

olu

nte

er

–

way

s of ac

cess

ing p

ote

ntial

volu

nte

ers

–

the

key

motiva

tions

peo

ple

may

have

for

wis

hin

g t

o v

olu

nte

er

3.2

U

se a

ppro

priat

e co

st-

and t

ime-

effe

ctiv

e co

mm

unic

atio

n m

ethods

to a

cces

s gro

ups

of

pote

ntial

volu

nte

ers

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.3

Support

pote

ntial

volu

nte

ers

to u

nder

stan

d

–

the

import

ance

of

volu

nte

erin

g in m

eeting t

he

org

anis

atio

n’s

goal

s

–

how

peo

ple

with d

iver

se a

bili

ties

, st

yles

and

motiva

tions

can m

ake

valu

able

contr

ibutions

as

volu

nte

ers

–

the

volu

nte

erin

g o

pport

unitie

s av

aila

ble

and

what

is

invo

lved

–

the

com

mitm

ent

they

nee

d t

o m

ake

as

volu

nte

ers

–

the

pote

ntial

ben

efits

of

volu

nte

erin

g a

nd h

ow

vo

lunte

erin

g c

an m

eet

thei

r nee

ds

and

expec

tations

3.4

Pr

ovi

de

fact

ual

evi

den

ce t

o illu

stra

te h

ow

vo

lunte

ers

hav

e co

ntr

ibute

d in t

he

past

and h

ow

th

ey h

ave

ben

efited

per

sonal

ly f

rom

doin

g s

o

3.5

Pr

ovi

de

opport

unitie

s fo

r peo

ple

to inve

stig

ate

volu

nte

erin

g o

pport

unitie

s fu

rther

and m

ake

a

com

mitm

ent

to b

ecom

ing a

volu

nte

er

3.6

Ref

er p

eople

to o

ther

volu

nte

erin

g o

rgan

isat

ions,

w

her

e ap

pro

priate

3.7

Eva

luat

e th

e re

sponse

to p

rom

otional

act

ivitie

s an

d

use

this

info

rmat

ion t

o im

pro

ve f

utu

re a

ctiv

itie

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

83

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d t

he

princi

ple

s of in

volv

ing a

nd

motiva

ting v

olu

nte

ers

in

an o

rgan

isat

ion

4.1

Sum

mar

ise

the

bas

ic p

rinci

ple

s of m

otiva

tion a

nd

how

they

apply

to m

anag

ing v

olu

nte

ers

4.2

Exp

lain

how

to h

elp p

eople

art

icula

te t

hei

r m

otiva

tions

and u

nder

stan

d h

ow

volu

nte

erin

g c

an

mee

t th

eir

evolv

ing n

eeds

and e

xpec

tations

4.3

Exp

lain

the

import

ance

of

enco

ura

gin

g v

olu

nte

ers

to e

xten

d t

hei

r vo

lunte

er r

ole

s, a

nd h

ow

to d

o s

o

4.4

Exp

lain

the

import

ance

of

get

ting info

rmed

fe

edback

fro

m p

eople

, an

d h

ow

to d

o s

o

5

Be

able

to invo

lve

volu

nte

ers

in t

he

org

anis

atio

n

5.1

M

onitor

volu

nte

erin

g a

ctiv

itie

s and iden

tify

pro

ble

ms

when

they

occ

ur

5.2

Support

volu

nte

ers

to a

rtic

ula

te t

hei

r m

otiva

tions

and u

nder

stan

d h

ow

volu

nte

erin

g c

an m

eet

thei

r ev

olv

ing n

eeds

and e

xpec

tations

5.3

H

elp v

olu

nte

ers

find p

lace

men

ts t

hat

–

mee

t th

eir

evolv

ing n

eeds

and e

xpec

tations

–

allo

w t

hem

to c

ontr

ibute

thei

r ex

per

ience

, kn

ow

ledge,

ski

lls a

nd c

om

pet

ence

in t

angib

le

way

s to

ach

ievi

ng t

he

org

anis

ation’s

goal

s

5.4

Pr

ovi

de

support

and s

uper

visi

on t

o a

llow

volu

nte

ers

to fulfil

thei

r ro

les

and c

arr

y out

thei

r ta

sks

effe

ctiv

ely,

safe

ly a

nd s

ecure

ly

5.5

Pro

vide

opport

unitie

s fo

r vo

lunte

ers

to r

efle

ct o

n

and a

rtic

ula

te t

hei

r ex

per

ience

of

volu

nte

erin

g

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.6

Pr

ovi

de

feed

bac

k to

volu

nte

ers

on t

hei

r in

div

idual

an

d c

olle

ctiv

e co

ntr

ibutions

and t

hei

r va

lue

to t

he

org

anis

atio

n

5.7

Enco

ura

ge

volu

nte

ers

to e

xten

d t

hei

r vo

lunte

er

role

s w

ithin

the

limits

of

thei

r kn

ow

ledge,

ski

lls a

nd

com

pet

ence

5.8

Pr

ovi

de

opport

unitie

s fo

r vo

lunte

ers

to b

e in

volv

ed

in t

he

org

anis

atio

n’s

wid

er a

ctiv

itie

s

6

Under

stan

d h

ow

to

resp

ond t

o v

olu

nte

ers

wis

hin

g t

o c

han

ge

or

concl

ude

thei

r vo

lunte

erin

g r

ole

6.1

D

escr

ibe

a r

ange

of in

dic

atio

ns

that

a v

olu

nte

er’s

cu

rren

t ro

le is

no longer

appro

priat

e, a

nd h

ow

to

iden

tify

thes

e

6.2

D

escr

ibe

oth

er w

ider

volu

nte

erin

g r

ole

s th

at

volu

nte

ers

could

tak

e on in t

he

org

anis

atio

n

6.3

D

escr

ibe

the

types

of re

lationsh

ip v

olu

nte

ers

may

hav

e w

ith t

he

org

anis

atio

n a

fter

thei

r ag

reem

ent

is

concl

uded

6.4

Id

entify

mem

ber

s of

the

org

anis

atio

n w

ho n

eed t

o

be

info

rmed

about

the

reaso

ns

why

volu

nte

ers

wis

h

to c

oncl

ude

thei

r ag

reem

ents

and h

ow

the

exper

ience

of vo

lunte

erin

g w

ith o

wn o

rgan

isat

ion

could

be

impro

ved

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Be

able

to s

upport

vo

lunte

ers

in c

han

gin

g o

r co

ncl

udin

g t

hei

r vo

lunte

erin

g r

ole

7.1

Ensu

re v

olu

nte

ers

under

stan

d w

hat

they

nee

d t

o d

o

if t

hey

wis

h t

o c

han

ge

thei

r ro

le a

nd c

ontr

ibution t

o

the

org

anis

atio

n

7.2

In

volv

e vo

lunte

ers

in d

iscu

ssin

g t

hei

r co

ntr

ibution

to t

he

org

anis

atio

n,

when

ever

ther

e are

indic

atio

ns

that

thei

r cu

rren

t ro

le is

no longer

appro

pri

ate

7.3

Fi

nd a

ppro

priat

e al

tern

ativ

e pla

cem

ents

for

volu

nte

ers

whose

curr

ent

role

is

no longer

ap

pro

priat

e

7.4

Enab

le v

olu

nte

ers

who a

re c

oncl

udin

g t

hei

r vo

lunte

erin

g a

gre

emen

t to

pro

vide

feed

back

on

thei

r ex

per

ience

of vo

lunte

erin

g

7.5

Ack

now

ledge

volu

nte

ers’

contr

ibution t

o t

he

org

anis

atio

n a

nd a

gre

e th

e nat

ure

of th

e re

lationsh

ip t

hey

wis

h t

o h

ave

with t

he

org

anis

atio

n

afte

r th

eir

agre

emen

t is

concl

uded

7.6

Ensu

re v

olu

nte

ers

retu

rn a

ll th

e org

anis

atio

n’s

pro

per

ty o

n c

oncl

usi

on o

f th

eir

agre

emen

t

7.7

Rep

ort

rea

sons

why

volu

nte

ers

concl

ude

thei

r ag

reem

ents

and h

ow

the

exper

ience

of vo

lunte

erin

g

with t

he

org

anis

atio

n c

ould

be

impro

ved

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8

Under

stan

d t

he

princi

ple

s of

support

ing a

nd

super

visi

ng v

olu

nte

ers

in

ord

er t

o r

etai

n t

hei

r co

ntr

ibution

8.1

Exp

lain

the

diffe

rent

leve

ls o

f su

pport

and

super

visi

on v

olu

nte

ers

nee

d,

how

to a

sses

s th

ese

leve

ls a

nd p

rovi

de

appro

priat

e su

pport

8.2

D

escr

ibe

the

support

that

volu

nte

ers

can p

rovi

de

to

oth

er v

olu

nte

ers/

staf

f an

d h

ow

to e

nco

ura

ge

them

to

giv

e th

is s

upport

8.3

Exp

lain

the

import

ance

of

regula

rly

revi

ewin

g

volu

nte

ers’

contr

ibution w

ith t

hem

and h

ow

to d

o

so

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


87

Unit 11: Develop productive working relationships with colleagues and stakeholders

Unit reference number: A/502/9287

QCF level: 3

Credit value: 4


Unit summary

This unit assesses the knowledge and competence required to develop productive working relationships with colleagues.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

88

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d h

ow

to

esta

blis

h a

nd m

ainta

in

work

ing r

elat

ionsh

ips

with

colle

agues

1.1

D

escr

ibe

the

ben

efits

of dev

elopin

g p

roduct

ive

work

ing r

elat

ionsh

ips

with c

olle

agues

1.2

Exp

lain

how

to iden

tify

dis

agre

emen

ts w

ith

colle

agues

1.3

D

escr

ibe

tech

niq

ues

for

reso

lvin

g c

onflic

ts w

ith

colle

agues

1.4

Exp

lain

how

to iden

tify

conflic

ts o

f in

tere

st w

ith

colle

agues

1.5

D

escr

ibe

the

mea

sure

s th

at c

an b

e use

d t

o m

anage

or

rem

ove

conflic

ts o

f in

tere

st w

ith c

olle

agues

1.6

Exp

lain

how

to t

ake

acco

unt

of

div

ersi

ty iss

ues

w

hen

dev

elopin

g w

ork

ing r

elationsh

ips

with

colle

agues

2

Be

able

to e

stab

lish a

nd

mai

nta

in w

ork

ing

rela

tionsh

ips

with

colle

agues

2.1

Est

ablis

h w

ork

ing r

elat

ionsh

ips

with a

ll co

lleag

ues

w

ho a

re r

elev

ant

to o

wn a

rea o

f re

sponsi

bili

ty

2.2

Rec

ognis

e, a

gre

e an

d r

espec

t th

e ro

les

and

resp

onsi

bili

ties

of

colle

agues

2.3

Tak

e acc

ount

of th

e priorities

, ex

pec

tations

and

auth

ority

of co

lleag

ues

in d

ecis

ions

and a

ctio

ns

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Under

stan

d h

ow

to

impro

ve p

erfo

rman

ce w

ith

colle

agues

3.1

D

escr

ibe

how

to g

et a

nd m

ake

use

of

feed

bac

k on

ow

n p

erfo

rman

ce fro

m c

olle

agues

3.2

D

escr

ibe

how

to p

rovi

de

colle

agues

with u

sefu

l fe

edback

on t

hei

r per

form

ance

4

Be

able

to im

pro

ve

per

form

ance

with

colle

agues

4.1

Pr

ovi

de

feed

bac

k to

colle

agues

on t

hei

r per

form

ance

4.2

See

k fe

edbac

k fr

om

colle

agues

on o

wn p

erfo

rman

ce

in o

rder

to iden

tify

are

as f

or

impro

vem

ent

5

Under

stan

d h

ow

to

com

munic

ate

with

colle

agues

5.1

O

utlin

e th

e princi

ple

s of ef

fect

ive

com

munic

ation

5.2

D

escr

ibe

how

to a

pply

the

pri

nci

ple

s of ef

fect

ive

com

munic

atio

n w

hen

work

ing w

ith c

olle

agues

5.3

O

utlin

e th

e im

port

ance

of ex

changin

g info

rmat

ion

and r

esourc

es w

ith c

olle

agues

6

Under

stan

d t

he

sect

or

in

whic

h t

hey

work

with

colle

agues

6.1

Id

entify

the

rele

vant

regula

tions

and c

odes

of

pra

ctic

e th

at a

pply

in t

he

indust

ry o

r se

ctor

6.2

D

escr

ibe

stan

dar

ds

of beh

avi

our

and p

erfo

rman

ce

in t

he

indust

ry o

r se

ctor

6.3

D

escr

ibe

the

work

ing c

ulture

of

the

indust

ry o

r se

ctor

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

90

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Under

stan

d t

he

conte

xt in

whic

h t

hey

work

with

colle

agues

7.1

Id

entify

the

curr

ent

and futu

re w

ork

bei

ng c

arried

out

with c

olle

agues

7.2

Id

entify

the

colle

agues

who a

re r

elev

ant

to t

he

work

bei

ng c

arried

out,

thei

r w

ork

role

s an

d

resp

onsi

bili

ties

7.3

D

escr

ibe

the

pro

cess

es w

ithin

the

org

anis

atio

n f

or

mak

ing d

ecis

ions

7.4

D

escr

ibe

line

man

agem

ent

resp

onsi

bili

ties

and

rela

tionsh

ips

within

the

org

anis

atio

n

7.5

D

escr

ibe

the

org

anis

atio

n’s

val

ues

and c

ulture

7.6

Exp

lain

how

pow

er,

influen

ce a

nd p

olit

ics

work

s w

ithin

the

org

anis

atio

n

7.7

Id

entify

the

stan

dar

ds

of beh

avio

ur

and

per

form

ance

exp

ecte

d in t

he

org

anis

atio

n

7.8

D

escr

ibe

the

info

rmation a

nd r

esourc

es t

hat

diffe

rent

colle

agues

mig

ht

nee

d

7.9

Exp

lain

work

agre

emen

ts w

ith c

olle

agues

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8

Be

able

to w

ork

with

colle

agues

8.1

Fu

lfil

agre

emen

ts m

ade

with c

olle

agues

and k

eep

them

info

rmed

of

pro

gre

ss

8.2

Advi

se c

olle

agues

pro

mptly

of any

difficu

ltie

s or

wher

e it w

ill b

e im

poss

ible

to fulfil

agre

emen

ts

8.3

Res

olv

e an

y co

nflic

ts o

f in

tere

st a

nd d

isag

reem

ents

w

ith c

olle

agues

in w

ays

that

min

imis

e dam

age

to

the

work

bei

ng c

arried

out

8.4

Exc

han

ge

info

rmation a

nd r

esourc

es w

ith

colle

agues

to m

ake

sure

that

all

par

ties

can w

ork

ef

fect

ivel

y

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


92


93

Unit 12: Allocate and monitor the progress and quality of work in own area of responsibility


QCF level: 4

Credit value: 14


Unit summary

This unit assesses the competence a manager needs to plan and allocate work to colleagues and monitor and improve and their performance.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

94

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

lan w

ork

for

colle

agues

1.1

Confirm

the

work

req

uired

in o

wn a

rea o

f re

sponsi

bili

ty w

ith t

he

rele

vant

peo

ple

1.2

Pl

an h

ow

work

will

be

carr

ied o

ut,

tak

ing a

ccount

of:

–

the

view

s of peo

ple

in o

wn a

rea

of re

sponsi

bili

ty

–

any

priori

ties

or

critic

al a

ctiv

itie

s

–

bes

t use

of

reso

urc

es

1.3

Ensu

re t

he

work

is

allo

cate

d t

o c

olle

agues

on a

fai

r bas

is,

taki

ng a

ccount

of

thei

r sk

ills,

know

ledge,

ex

per

ience

, w

ork

load

s an

d o

pport

unitie

s fo

r per

sonal

dev

elopm

ent

1.4

Rev

iew

and u

pdat

e w

ork

pla

ns

for

ow

n a

rea

of

resp

onsi

bili

ty

1.5

Com

munic

ate

chan

ges

to t

hose

who w

ill b

e af

fect

ed

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to b

rief

colle

agues

on p

lanned

work

2.1

Ensu

re t

hat

colle

agues

are

brief

ed o

n a

lloca

ted

work

with r

efer

ence

to:

–

how

the

work

fits

with t

he

visi

on a

nd o

bje

ctiv

es

for

the

are

a of w

ork

and o

rgan

isat

ion

–

the

stan

dard

of ex

pec

ted p

erfo

rman

ce

2.2

Pr

om

ote

way

s of w

ork

ing w

hic

h m

axim

ise

the

opport

unitie

s offer

ed b

y div

ersi

ty

2.3

Enab

le c

olle

agues

to a

sk q

ues

tions,

mak

e su

gges

tions

and s

eek

clarifica

tion in r

elat

ion t

o

pla

nned

work

3

Be

able

to m

onitor

colle

agues

’ w

ork

3.1

M

onitor

the

pro

gre

ss a

nd q

ual

ity

of w

ork

of

colle

agues

on a

reg

ula

r an

d fai

r bas

is

3.2

M

easu

re t

he

pro

gre

ss a

nd q

ual

ity

of

colle

agues

w

ork

agai

nst

the

stan

dar

d o

f ex

pec

ted p

erfo

rman

ce

3.3

Pro

vide

colle

agues

with p

rom

pt

and c

onst

ruct

ive

feed

back

on t

hei

r per

form

ance

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to s

upport

co

lleag

ues

in t

hei

r w

ork

4.1

Support

colle

agues

in iden

tify

ing a

nd d

ealin

g w

ith

pro

ble

ms

and u

nfo

rese

en e

vents

4.2

M

otiva

te c

olle

agues

to c

om

ple

te a

lloca

ted w

ork

, pro

vidin

g a

dditio

nal

support

to h

elp c

om

ple

tion

4.3

Addre

ss a

ny

conflic

t th

at a

rise

s in

a w

ay

that

su

pport

s ef

fect

ive

work

ing

4.4

Agre

e w

ays

of im

pro

ving c

olle

agues

’ per

form

ance

w

hen

nec

essa

ry

4.5

Ack

now

ledge

the

succ

essf

ul co

mple

tion o

f si

gnific

ant

pie

ces

of

work

4.6

U

se info

rmat

ion c

olle

cted

on c

olle

agues

’ per

form

ance

in form

al a

ppra

isals

of

thei

r per

form

ance

5

Under

stan

d o

wn s

ecto

r co

nte

xt f

or

allo

cating a

nd

monitoring w

ork

in o

wn

area

of

resp

onsi

bili

ty

5.1

Sum

mar

ise

ow

n s

ecto

r’s

requirem

ents

for

the

dev

elopm

ent

and m

ainte

nan

ce o

f kn

ow

ledge,

under

stan

din

g a

nd s

kills

5.2

Sum

mar

ise

spec

ific

leg

isla

tion,

regula

tions,

guid

elin

es a

nd c

odes

of pra

ctic

e fo

r w

ork

in o

wn

area

of

resp

onsi

bili

ty

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

97

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Under

stan

d o

wn

org

anis

atio

nal

conte

xt for

allo

cating a

nd m

onitoring

work

in o

wn a

rea o

f re

sponsi

bili

ty

6.1

D

escr

ibe

the

peo

ple

and o

ther

res

ourc

es a

vaila

ble

in

ow

n a

rea

of re

sponsi

bili

ty

6.2

Sum

mar

ise

the

work

req

uirem

ents

in o

wn a

rea

of

resp

onsi

bili

ty

6.3

Sum

mar

ise

the

oper

atio

nal

pla

ns

in o

wn a

rea

of

resp

onsi

bili

ty

6.4

Exp

lain

the

visi

on a

nd o

bje

ctiv

es o

f ow

n a

rea

of

work

and t

hose

of ow

n o

rgan

isation

6.5

Sum

mar

ise

ow

n o

rgan

isat

ion’s

polic

y an

d

pro

cedure

s in

rel

atio

n t

o:

–

hea

lth a

nd s

afe

ty

–

peo

ple

dev

elopm

ent

–

stan

dar

ds

of per

form

ance

–

dea

ling w

ith p

oor

per

form

ance

–

griev

ance

and d

isci

plin

ary

issu

es

–

per

form

ance

appra

isal

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

98

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Under

stan

d h

ow

to p

lan

work

for

colle

agues

7.1

Cla

rify

the

import

ance

of co

nfirm

ing w

ork

req

uired

in

ow

n a

rea

of re

sponsi

bili

ty

7.2

Exp

lain

how

to t

ake

acco

unt

of

hea

lth a

nd s

afe

ty

issu

es w

hen

pla

nnin

g a

nd a

lloca

ting w

ork

7.3

Cla

rify

the

import

ance

of se

ekin

g v

iew

s on p

lanned

w

ork

fro

m p

eople

acr

oss

ow

n a

rea

of re

sponsi

bili

ty

7.4

Exp

lain

how

to m

axim

ise

the

opport

unitie

s offer

ed

by

div

ersi

ty in o

wn a

rea

of re

sponsi

bili

ty

7.5

Cla

rify

the

import

ance

of re

view

ing a

nd u

pdat

ing

pla

ns

of w

ork

in t

he

light

of

dev

elopm

ents

7.6

Exp

lain

how

to r

eallo

cate

work

and r

esourc

es a

nd

com

munic

ate

chan

ges

to t

hose

affec

ted

8

Under

stan

d h

ow

to b

rief

co

lleag

ues

on p

lanned

w

ork

8.1

Exp

lain

the

import

ance

of

brief

ing c

olle

agues

on

pla

nned

work

8.2

Cla

rify

the

import

ance

of

show

ing c

olle

agues

how

th

eir

work

fits

into

the

ove

rall

visi

on a

nd o

bje

ctiv

es

of ow

n a

rea

of re

sponsi

bili

ty a

nd t

hose

of

the

org

anis

atio

n

8.3

Com

pare

diffe

rent

ways

of

enablin

g c

olle

agues

to

ask

ques

tions

and s

eek

clar

ific

ation w

hen

bei

ng

brief

ed o

n p

lanned

work

9

Under

stan

d h

ow

to

monitor

work

car

ried

out

by

colle

agues

9.1

Eva

luat

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

diffe

rent

way

s of m

onitoring c

olle

agues

’ w

ork

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

10

Under

stan

d h

ow

to

support

colle

agues

in t

hei

r w

ork

10.1

Exp

lain

how

to p

rovi

de

const

ruct

ive

and p

rom

pt

feed

back

to c

olle

agues

about

thei

r w

ork

10.2

Exp

lain

how

to t

ake

acco

unt

of

div

ersi

ty a

nd

incl

usi

on iss

ues

when

support

ing c

olle

agues

to

com

ple

te a

lloca

ted w

ork

10.3

Cla

rify

the

import

ance

of id

entify

ing a

nd a

ddre

ssin

g

poor

per

form

ance

by

colle

agues

10.4

D

escr

ibe

the

types

of pro

ble

ms

and u

nfo

rese

en

even

ts in o

wn a

rea o

f re

sponsi

bili

ty for

whic

h

colle

agues

may

nee

d s

upport

10.5

D

escr

ibe

the

types

of su

pport

and a

dditio

nal

re

sourc

es c

olle

agues

may

nee

d t

o c

om

ple

te

pla

nned

work

10.6

Com

par

e diffe

rent

met

hods

of m

otiva

ting a

nd

support

ing c

olle

agues

to c

om

ple

te t

hei

r w

ork

and

impro

ve t

hei

r per

form

ance

10.7

Exp

lain

how

to log a

nd m

ake

use

of

info

rmat

ion o

n

colle

agues

’ per

form

ance

when

car

ryin

g o

ut

form

al

appra

isal

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

100

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


101

Unit 13: Provide learning opportunities for colleagues


QCF level: 4

Credit value: 11


Unit summary

This unit covers the competence that supervisors/team leaders require to help colleagues engage with and benefit from learning and development.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

102

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to e

nco

ura

ge

lear

nin

g a

nd d

evel

opm

ent

1.1

Pro

mote

the

ben

efits

of le

arnin

g t

o s

taff m

ember

s

1.2

M

ake

sure

that

sta

ff m

ember

s’ w

illin

gnes

s an

d

effo

rts

to lea

rn a

re r

ecognis

ed

1.3

Enco

ura

ge

staff m

ember

s to

tak

e re

sponsi

bili

ty f

or

thei

r ow

n lea

rnin

g,

incl

udin

g p

ract

isin

g a

nd

reflec

ting o

n w

hat

they

have

lea

rned

2

Be

able

to h

elp c

olle

agues

id

entify

thei

r le

arnin

g

nee

ds

and s

tyle

s

2.1

G

ive

staff m

ember

s fa

ir,

regula

r an

d u

sefu

l fe

edback

on t

hei

r w

ork

per

form

ance

2.2

D

iscu

ss a

nd a

gre

e w

ith s

taff

mem

ber

s how

they

ca

n im

pro

ve t

hei

r w

ork

2.3

W

ork

with s

taff

mem

ber

s to

iden

tify

and p

rioritise

le

arnin

g n

eeds

bas

ed o

n a

ny

gap

s bet

wee

n t

he

requirem

ents

of

thei

r w

ork

role

s an

d t

hei

r cu

rren

t kn

ow

ledge,

under

standin

g a

nd s

kills

2.4

H

elp s

taff

mem

ber

s to

iden

tify

the

learn

ing s

tyle

(s)

or

com

bin

atio

n o

f st

yles

whic

h w

ork

bes

t fo

r th

em

2.5

Ensu

re t

hat

indiv

idual

lea

rnin

g s

tyle

s are

tak

en into

ac

count

in iden

tify

ing a

nd u

nder

taki

ng lea

rnin

g

activi

ties

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

103

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to h

elp c

olle

agues

to

pla

n a

nd im

ple

men

t le

arnin

g a

nd d

evel

opm

ent

3.1

W

ork

with c

olle

agues

to iden

tify

and o

bta

in

info

rmat

ion o

n a

ran

ge

of poss

ible

lea

rnin

g

activi

ties

to a

ddre

ss iden

tified

lea

rnin

g n

eeds

3.2

D

iscu

ss a

nd a

gre

e w

ith s

taff

mem

ber

s a

pla

n for

dev

elopm

ent

whic

h incl

udes

:

–

lear

nin

g a

ctiv

itie

s to

be

under

take

n

–

the

lear

nin

g o

bje

ctiv

es t

o b

e ac

hie

ved

–

the

required

res

ourc

es a

nd t

imes

cale

s

4

Be

able

to h

elp c

olle

agues

to

im

ple

men

t le

arnin

g

opport

unitie

s

4.1

W

ork

with s

taff

mem

ber

s to

rec

ognis

e an

d m

ake

use

of unpla

nned

lea

rnin

g o

pport

unitie

s

4.2

See

k an

d m

ake

use

of

spec

ialis

t ex

per

tise

in

rela

tion t

o iden

tify

ing a

nd p

rovi

din

g lea

rnin

g for

staf

f m

ember

s

4.3

Support

sta

ff m

ember

s in

under

taki

ng lea

rnin

g

activi

ties

4.4

M

ake

sure

any

required

res

ourc

es a

re m

ade

avai

lable

4.5

M

ake

effo

rts

to r

emove

any

obst

acle

s to

lea

rnin

g

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

104

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to h

elp c

olle

agues

to

rev

iew

and u

pdate

le

arnin

g a

nd d

evel

opm

ent

pla

ns

5.1

Eva

luat

e, in d

iscu

ssio

n w

ith e

ach s

taff

mem

ber

, w

het

her

the

learn

ing a

ctiv

itie

s th

ey h

ave

under

take

n h

ave

achie

ved t

he

des

ired

outc

om

es

5.2

Pr

ovi

de

posi

tive

fee

dbac

k on t

he

learn

ing

exper

ience

5.3

W

ork

with s

taff

mem

ber

s to

updat

e th

eir

dev

elopm

ent

pla

n in t

he

light

of

per

form

ance

, an

y le

arnin

g a

ctiv

itie

s under

take

n a

nd a

ny

wid

er

chan

ges

6

Under

stan

d h

ow

to

enco

ura

ge

lear

nin

g a

nd

dev

elopm

ent

6.1

Id

entify

the

ben

efits

of le

arnin

g for

indiv

idual

s an

d

org

anis

atio

ns

6.2

D

escr

ibe

how

to p

rom

ote

the

ben

efits

of le

arnin

g t

o

colle

agues

6.3

Id

entify

way

s to

dev

elop a

n ‘en

viro

nm

ent’ in w

hic

h

lear

nin

g is

valu

ed a

nd w

illin

gnes

s an

d e

ffort

s to

le

arn a

re r

ecognis

ed

6.4

Exp

lain

why

it is

import

ant

to e

nco

ura

ge

colle

agues

to

take

res

ponsi

bili

ty f

or

thei

r ow

n lea

rnin

g

6.5

D

escr

ibe

how

to t

ake

acc

ount

of

equal

ity

legis

lation,

any

rele

vant

codes

of pra

ctic

e an

d

gen

eral

div

ersi

ty iss

ues

in p

rovi

din

g lea

rnin

g

opport

unitie

s fo

r co

lleag

ues

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

105

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Under

stan

d h

ow

to h

elp

colle

agues

iden

tify

thei

r le

arnin

g n

eeds

and s

tyle

s

7.1

D

escr

ibe

how

to p

rovi

de

fair,

regula

r an

d u

sefu

l fe

edback

to c

olle

agues

on t

hei

r w

ork

per

form

ance

7.2

D

escr

ibe

how

to iden

tify

lea

rnin

g n

eeds

base

d o

n

iden

tified

gap

s bet

wee

n t

he

requirem

ents

of

colle

agues

’ w

ork

role

s an

d t

hei

r cu

rren

t kn

ow

ledge,

under

stan

din

g a

nd s

kills

7.3

D

escr

ibe

how

to p

rioritise

lea

rnin

g n

eeds

of

colle

agues

, in

cludin

g t

akin

g a

ccount

of

org

anis

atio

nal

nee

ds

and p

riorities

and t

he

per

sonal

an

d c

are

er d

evel

opm

ent

nee

ds

of

colle

agues

7.4

Id

entify

the

range

of

diffe

rent

lear

nin

g s

tyle

s

7.5

D

escr

ibe

how

to s

upport

colle

agues

in iden

tify

ing

the

par

ticu

lar

lear

nin

g s

tyle

(s)

or

com

bin

atio

n o

f le

arnin

g s

tyle

s w

hic

h w

ork

s bes

t fo

r th

em

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

106

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8

Under

stan

d h

ow

to h

elp

colle

agues

to p

lan lea

rnin

g

and d

evel

opm

ent

8.1

Id

entify

diffe

rent

types

of le

arnin

g a

ctiv

itie

s th

at

may

be

appro

priat

e fo

r co

lleag

ues

8.2

Com

par

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

diffe

rent

types

of ap

pro

priat

e le

arnin

g a

ctiv

itie

s

8.3

Id

entify

the

required

res

ourc

es (

for

exam

ple

, tim

e,

fees

, su

bst

itute

sta

ff)

for

diffe

rent

types

of

lear

nin

g

activi

ties

8.4

Id

entify

how

/wher

e to

iden

tify

and o

bta

in

info

rmat

ion o

n d

iffe

rent

lear

nin

g a

ctiv

itie

s

8.5

Exp

lain

why

it is

import

ant

for

colle

agues

to h

ave

a w

ritt

en d

evel

opm

ent

pla

n

8.6

Id

entify

what

a lea

rnin

g p

lan s

hould

conta

in (

for

exam

ple

, id

entified

lea

rnin

g n

eeds,

lea

rnin

g

activi

ties

to b

e under

take

n a

nd t

he

lear

nin

g

obje

ctiv

es t

o b

e ac

hie

ved,

tim

esca

les

and r

equired

re

sourc

es)

8.7

D

escr

ibe

how

to s

et lea

rnin

g o

bje

ctiv

es w

hic

h a

re

SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

107

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9

Under

stan

d h

ow

to h

elp

colle

agues

to im

ple

men

t le

arnin

g a

nd d

evel

opm

ent

9.1

Id

entify

sourc

es o

f sp

ecia

list

exper

tise

in r

elat

ion t

o

iden

tify

ing a

nd p

rovi

din

g lea

rnin

g for

colle

agues

9.2

Id

entify

the

types

of

support

colle

agues

mig

ht

nee

d

to u

nder

take

lea

rnin

g a

ctiv

itie

s

9.3

Id

entify

the

reso

urc

es n

eeded

for

colle

agues

to

under

take

lea

rnin

g a

nd d

evel

opm

ent

9.4

Id

entify

the

types

of

obst

acl

es c

olle

agues

may

fac

e w

hen

under

taki

ng lea

rnin

g a

nd d

evel

opm

ent

9.5

D

escr

ibe

how

obst

acl

es t

o lea

rnin

g a

nd

dev

elopm

ent

can b

e re

solv

ed

10

Under

stan

d h

ow

to h

elp

colle

agues

rev

iew

and

updat

e le

arnin

g a

nd

dev

elopm

ent

pla

ns

10.1

D

escr

ibe

how

to e

valu

ate

whet

her

a lea

rnin

g

activi

ty h

as a

chie

ved t

he

des

ired

lea

rnin

g

obje

ctiv

es

10.2

Exp

lain

the

import

ance

of

regula

rly

revi

ewin

g a

nd

updat

ing w

ritt

en d

evel

opm

ent

pla

ns

in t

he

light

of

per

form

ance

, an

y le

arn

ing a

ctiv

itie

s under

take

n

and a

ny

wid

er c

han

ges

11

Under

stan

d t

he

sect

or

in

whic

h t

hey

pro

vide

lear

nin

g o

pport

unitie

s to

co

lleag

ues

11.1

Id

entify

the

regula

tions

and c

odes

of

pra

ctic

e th

at

apply

in t

he

indust

ry o

r se

ctor

11.2

Id

entify

sta

ndar

ds

of

beh

avio

ur

and p

erfo

rman

ce in

the

indust

ry o

r se

ctor

11.3

D

escr

ibe

the

work

ing c

ulture

of

the

indust

ry o

r se

ctor

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

108

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

12

Under

stan

d t

he

conte

xt in

whic

h t

hey

pro

vide

lear

nin

g o

pport

unitie

s to

co

lleag

ues

12.1

Id

entify

rel

evan

t in

form

atio

n o

n t

he

purp

ose

, obje

ctiv

es a

nd p

lans

of th

e te

am

or

area

of

resp

onsi

bili

ty o

r th

e w

ider

org

anis

atio

n

12.2

Id

entify

the

work

role

s of

colle

agues

, in

cludin

g t

he

limits

of th

eir

resp

onsi

bili

ties

and t

hei

r per

sonal

w

ork

obje

ctiv

es

12.3

O

utlin

e th

e cu

rren

t kn

ow

ledge,

under

stan

din

g a

nd

skill

s of

colle

agues

12.4

O

utlin

e an

y id

entified

gap

s in

the

know

ledge,

under

stan

din

g a

nd s

kills

of co

lleag

ues

12.5

O

utlin

e an

y id

entified

lea

rnin

g n

eeds

of co

lleag

ues

12.6

Id

entify

lea

rnin

g s

tyle

(s)

or

com

bin

atio

ns

of st

yles

pre

ferr

ed b

y co

lleag

ues

12.7

Id

entify

the

writt

en d

evel

opm

ent

pla

ns

of

colle

agues

12.8

Id

entify

lea

rnin

g a

ctiv

itie

s an

d r

esourc

es a

vaila

ble

in

/to t

he

org

anis

ation

12.9

O

utlin

e th

e org

anis

atio

n’s

polic

ies

in r

elat

ion t

o

equal

ity

and d

iver

sity

12.1

0 O

utlin

e th

e org

anis

atio

n’s

polic

ies

and p

roce

dure

s in

rel

atio

n t

o lea

rnin

g

12.1

1 O

utlin

e th

e org

anis

atio

n’s

per

form

ance

appra

isal

syst

ems

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

109

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


110


111

Unit 14: Contribute to the prevention and management of abusive and aggressive behaviour

Unit reference number: T/601/1168

QCF level: 3

Credit value: 4









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

112

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

and u

nder

stan

d h

ow

to

pre

vent

and m

anage

abusi

ve a

nd a

ggre

ssiv

e beh

avio

ur

1.1

Id

entify

leg

isla

tion,

polic

y an

d p

roce

dure

s re

lating

to t

he

pre

vention a

nd m

anag

emen

t of ab

usi

ve a

nd

aggre

ssiv

e beh

avio

ur

1.2

Exp

lain

the

import

ance

of

revi

ewin

g inci

den

ts o

f ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

1.3

Id

entify

sourc

es o

f sp

ecia

list

support

for

dea

ling

with a

busi

ve a

nd a

ggre

ssiv

e beh

avio

ur

2

Know

and u

nder

stan

d t

he

form

s, c

ause

s an

d e

ffec

ts

of ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

2.1

Id

entify

the

fact

ors

whic

h indic

ate

the

pote

ntial

for

abusi

ve o

r ag

gre

ssiv

e beh

avio

ur

to d

evel

op

2.2

Id

entify

the

form

s th

at a

busi

ve a

nd a

ggre

ssiv

e beh

avio

ur

can t

ake

2.3

D

escr

ibe

the

effe

cts

of ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

on t

hose

invo

lved

and t

hose

witnes

sing

3

Be

able

to d

eal w

ith

inci

den

ts o

f ab

usi

ve a

nd

aggre

ssiv

e beh

avio

ur

3.1

Tak

e ac

tion w

hic

h m

inim

ises

abusi

ve a

nd

aggre

ssiv

e beh

avio

ur

3.2

Com

munic

ate

with indiv

idual

s dis

pla

ying a

busi

ve

and a

ggre

ssiv

e beh

avio

ur

in a

man

ner

whic

h

rest

ore

s a

calm

er a

tmosp

her

e

3.3

Res

pond t

o p

hys

ical

ly a

ggre

ssiv

e beh

avio

ur

in

acco

rdan

ce w

ith s

tatu

tory

and o

rgan

isat

ional

re

quirem

ents

3.4

Rec

ord

and r

eport

inci

den

ts o

f ab

usi

ve a

nd

aggre

ssiv

e beh

avio

ur

in a

ccord

ance

with

org

anis

atio

nal

pro

cedure

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

113

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to c

ontr

ibute

to

min

imis

ing t

he

risk

of

abusi

ve a

nd a

ggre

ssiv

e beh

avio

ur

4.1

Id

entify

envi

ronm

enta

l fa

ctors

whic

h a

ffec

t beh

avio

ur

4.2

Rev

iew

inci

den

ts o

f abusi

ve a

nd a

ggre

ssiv

e beh

avio

ur

and s

ugges

t options

for

reduci

ng t

he

risk

of re

occ

urr

ence

4.3

In

consu

ltat

ion w

ith o

ther

s, r

efer

those

at

risk

of

dis

pla

ying a

busi

ve a

nd a

ggre

ssiv

e beh

avio

ur

to

appro

priat

e peo

ple

and a

gen

cies

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


114


115

Unit 15: Recognise indications of substance misuse and refer individuals to specialists


QCF level: 3

Credit value: 4


Unit summary

This unit covers recognising signs which may indicate that someone may be misusing drugs (illegal, prescription or over the counter), alcohol, solvents or other substances. It also includes referring individuals with indications of substance misuse to service providers where this is the appropriate action.






Any skills-based element within the unit must be assessed within the workplace or by using workplace evidence.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

116

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Rec

ognis

e in

dic

ations

of

subst

ance

mis

use

1.1

Id

entify

the

range

of

subst

ance

s w

hic

h m

ay

be

mis

use

d a

nd t

hei

r ef

fect

s (e

g ille

gal

dru

gs,

pre

scription d

rugs,

ove

r-th

e-co

unte

r dru

gs,

alc

ohol,

solv

ents

)

1.2

Id

entify

poss

ible

indic

atio

ns

of

subst

ance

mis

use

(e

g p

hys

ical

, beh

avi

oura

l, s

oci

al, e

motional)

1.3

Id

entify

oth

er fact

ors

whic

h p

roduce

indic

atio

ns

that

may

be

inte

rpre

ted a

s ca

use

d b

y su

bst

ance

m

isuse

1.4

Show

how

to o

bta

in s

pec

ialis

t ass

ista

nce

wher

e re

quired

1.5

Show

how

to k

eep p

erso

nal

know

ledge

about

subst

ance

s an

d p

oss

ible

indic

atio

ns

of

subst

ance

m

isuse

up-t

o-d

ate.

2

Ass

es a

nd m

onitor

risk

2.1

Ass

ess

the

risk

to t

he

indiv

idual an

d t

o o

ther

s w

hic

h

may

res

ult fro

m s

ubst

ance

mis

use

, in

acc

ord

ance

w

ith o

rgan

isat

ional

pro

cedure

s

2.2

Rev

iew

the

asse

ssm

ent

of risk

and e

xpla

in w

hy

this

is

im

port

ant

2.3

D

emonst

rate

appro

priat

e act

ion w

hic

h m

ay b

e re

quired

in t

he

light

of ch

anges

to t

he

situ

ation a

nd

leve

l of ri

sk

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

117

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Han

dle

info

rmat

ion a

nd

mai

nta

in r

ecord

s 3.1

Id

entify

situat

ions

and a

ctio

ns

take

n in lin

e w

ith

org

anis

atio

nal

req

uirem

ents

and e

xpla

in t

he

import

ance

of doin

g s

o

3.2

Id

entify

the

rights

of

indiv

idual

s an

d t

he

princi

ple

of

confiden

tialit

y

4

Ref

er indiv

idual

s to

ap

pro

priat

e se

rvic

es

4.1

Id

entify

the

range

of

serv

ices

rel

evan

t to

subst

ance

m

isuse

ava

ilable

loca

lly a

nd n

ational

ly

4.2

D

emonst

rate

how

to r

efer

indiv

idual

s to

ser

vice

s in

lin

e w

ith o

rgan

isational

req

uirem

ents

4.3

Pr

ovi

de

appro

priat

e se

rvic

es w

ith c

om

ple

te a

nd

accu

rate

info

rmation a

bout

the

situ

atio

n in lin

e w

ith

org

anis

atio

nal

req

uirem

ents

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


118


119

Unit 16: Support the efficient use of resources


QCF level: 4

Credit value: 5


Unit summary

This unit covers the knowledge and competence that the learner needs, to support the efficient use of resources.







These must be assessed using workplace evidence generated when the learner is supporting the efficient use of resources.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

120

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to s

upport

the

effici

ent

use

of

reso

urc

es

1.1

Exp

lain

how

to c

om

munic

ate

effe

ctiv

ely

with t

eam

m

ember

s, c

olle

agues

and lin

e m

anag

ers

1.2

Id

entify

tea

m o

bje

ctiv

es a

nd o

rgan

isat

ional

polic

ies

regar

din

g t

he

use

of re

sourc

es

1.3

D

escr

ibe

the

org

anis

atio

nal

pro

cedure

s fo

r m

aki

ng

reco

mm

endat

ions

on t

he

use

of

reso

urc

es

1.4

Exp

lain

the

import

ance

of

effe

ctiv

e m

anagem

ent

of

reso

urc

es t

o o

rgan

isat

ional

per

form

ance

1.5

D

escr

ibe

the

princi

ple

s under

pin

nin

g t

he

effe

ctiv

e an

d e

ffic

ient

man

agem

ent

of

reso

urc

es

2

Know

how

to m

ake

reco

mm

endat

ions

for

the

use

of

reso

urc

es

2.1

Exp

lain

how

to d

evel

op a

nd a

rgue

an e

ffec

tive

case

fo

r ch

anges

in t

he

man

agem

ent

of

reso

urc

es

2.2

Exp

lain

how

to e

nab

le p

eople

to iden

tify

and

com

munic

ate

the

reso

urc

es t

hey

nee

d

2.3

D

escr

ibe

the

tren

ds

and d

evel

opm

ents

whic

h m

ay

influen

ce t

he

futu

re u

se o

f re

sourc

es a

nd h

ow

to

pla

n f

or

thes

e

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

121

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to m

ake

reco

mm

endat

ions

for

the

use

of

reso

urc

es

3.1

G

ive

rele

vant

peo

ple

the

opport

unity

to p

rovi

de

info

rmat

ion o

n t

he

reso

urc

es t

he

team

nee

ds

3.2

M

ake

reco

mm

endat

ions

for

the

use

of

reso

urc

es

that

take

acc

ount

of re

leva

nt

past

exp

erie

nce

3.3

M

ake

reco

mm

endat

ions

that

take

acc

ount

of tr

ends

and d

evel

opm

ents

whic

h a

re lik

ely

to a

ffec

t th

e use

of re

sourc

es

3.4

M

ake

reco

mm

endat

ions

that

are

consi

sten

t w

ith

team

obje

ctiv

es,

org

anis

atio

nal

polic

ies

and

envi

ronm

enta

l co

nce

rns

3.5

M

ake

reco

mm

endat

ions

that

cle

arly

indic

ate

the

pote

ntial

ben

efits

expec

ted fro

m t

he

pla

nned

use

of

reso

urc

es

3.6

Pr

esen

t th

e re

com

men

dat

ions

to r

elev

ant

peo

ple

in

an a

ppro

priat

e an

d t

imel

y m

anner

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

122

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to c

ontr

ibute

to

the

contr

ol of re

sourc

es

4.1

Exp

lain

how

to e

nco

ura

ge

oth

ers

to t

ake

re

sponsi

bili

ty f

or

the

contr

ol of

reso

urc

es in o

wn

area

of w

ork

4.2

D

escr

ibe

the

pote

ntial

envi

ronm

enta

l im

pac

t of th

e re

sourc

es b

eing u

sed

4.3

D

escr

ibe

the

pro

ble

ms

whic

h m

ay o

ccur

with

reso

urc

es a

nd h

ow

thes

e ca

n b

e dea

lt w

ith

4.4

D

escr

ibe

the

import

ance

of

keep

ing a

ccura

te

reco

rds

on t

he

use

of

reso

urc

es

4.5

Exp

lain

how

to m

onitor

and c

ontr

ol th

e use

of

reso

urc

es t

o m

axi

mis

e ef

fici

ency

, w

hile

mai

nta

inin

g

the

qualit

y of pro

duct

s an

d s

ervi

ces

4.6

Exp

lain

how

to a

nal

yse

the

past

use

of re

sourc

es

4.7

Exp

lain

how

to u

se r

esults

of

anal

ysis

to m

ake

reco

mm

endat

ions

on m

ore

effec

tive

use

of

reso

urc

es in t

he

futu

re

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

123

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to c

ontr

ibute

to

the

contr

ol of re

sourc

es

5.1

G

ive

rele

vant

peo

ple

opport

unitie

s to

tak

e in

div

idual

res

ponsi

bili

ty f

or

the

effici

ent

use

of

reso

urc

es

5.2

M

onitor

the

use

of re

sourc

es u

nder

ow

n c

ontr

ol at

ap

pro

priat

e in

terv

als

5.3

M

ake

sure

the

use

of

reso

urc

es b

y th

e te

am

is

effici

ent

and t

ake

s in

to a

ccount

the

pote

ntial

im

pac

t on t

he

envi

ronm

ent

5.4

M

onitor

the

qual

ity

of re

sourc

es c

ontinuousl

y an

d

ensu

re c

onsi

sten

cy in p

roduct

and s

ervi

ce d

eliv

ery

5.5

Id

entify

pro

ble

ms

with r

esourc

es p

rom

ptly

5.6

M

ake

reco

mm

endat

ions

for

corr

ective

act

ion t

o t

he

rele

vant

peo

ple

as

soon a

s poss

ible

5.7

M

ake

reco

mm

endat

ions

for

impro

ving t

he

use

of

reso

urc

es t

o r

elev

ant

peo

ple

in a

n a

ppro

priat

e an

d

tim

ely

manner

5.8

M

ake

sure

that

rec

ord

s re

lating t

o t

he

use

of

reso

urc

es a

re c

om

ple

te,

accu

rate

and a

vaila

ble

to

auth

orise

d p

eople

only

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

124

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


125

Unit 17: Apply for external funding for sport and physical activity

Unit reference number: R/503/0655

QCF level: 3

Credit value: 11


Unit summary

This unit covers the knowledge and competence that the learner needs to apply for external funding for sport and physical activity





QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Sports Development www.skillsactive.com/common-unit-qualifications.







These must be assessed using workplace evidence generated when the learner is facilitating community-based sport and physical activity.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

126

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to iden

tify

so

urc

es o

f fu

ndin

g for

sport

and p

hys

ical

act

ivity

1.1

D

escr

ibe

the

org

anis

atio

n’s

obje

ctiv

es a

nd v

alu

es

that

may

hav

e an

im

pac

t on c

hoic

e of

fundin

g

sourc

es

1.2

Exp

lain

the

import

ance

of

iden

tify

ing w

het

her

an

yone

else

in o

wn o

rgan

isat

ion h

as a

rel

atio

nsh

ip

with t

he

fundin

g o

rganis

atio

n o

r is

rec

eivi

ng funds

from

it

1.3

Exp

lain

how

to iden

tify

sourc

es o

f ex

per

tise

that

ca

n b

e dra

wn o

n w

hen

mak

ing a

pplic

atio

ns

for

fundin

g

1.4

Exp

lain

how

to d

eter

min

e th

e ava

ilabili

ty a

nd

suff

icie

ncy

of fu

ndin

g a

lrea

dy

ava

ilable

and

calc

ula

te s

hort

falls

1.5

Id

entify

the

inte

rnal

and e

xter

nal

sourc

es o

f in

form

atio

n a

bout

fundin

g t

hat

can

be

dra

wn o

n

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

127

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to iden

tify

sourc

es

of

fundin

g f

or

sport

and

phys

ical

act

ivity

2.1

Id

entify

act

ivitie

s th

at

may

qualif

y fo

r ex

tern

al

fundin

g

2.2

Id

entify

fundin

g t

hat

is

alrea

dy

avai

lable

and lik

ely

short

falls

2.3

Colle

ct a

nd s

tore

acc

ura

te a

nd u

p-t

o-d

ate

info

rmat

ion o

n p

ote

ntial

fundin

g s

ourc

es a

nd t

he

types

of

org

anis

atio

ns

and a

ctiv

itie

s th

ey s

upport

, an

d t

he

am

ount

of

exte

rnal fu

ndin

g t

hat

may

be

avai

lable

2.4

Chec

k in

form

atio

n a

bout

fundin

g s

ourc

es a

nd

iden

tify

the

ones

for

whic

h o

wn p

lans

will

bro

adly

qual

ify

2.5

M

ake

sure

pote

ntial

fundin

g s

ourc

es a

re c

om

pat

ible

w

ith o

wn o

rgan

isation’s

val

ues

and o

bje

ctiv

es

2.6

Chec

k if a

nyo

ne

else

in t

he

org

anis

atio

n is

in t

he

pro

cess

of

apply

ing t

o a

ny

of th

e id

entified

fundin

g

sourc

es t

o a

void

duplic

ated

eff

ort

2.7

Pr

ovi

de

rele

vant

peo

ple

with info

rmat

ion a

bout

the

fundin

g s

ourc

es iden

tified

and p

rioritise

d,

and t

ake

ac

count

of

thei

r fe

edbac

k

3

Know

how

to p

repar

e bid

s an

d t

ender

s

3.1

D

escr

ibe

the

rele

vant

aspec

ts o

f co

ntr

act

law

as

they

apply

to m

akin

g b

ids

and t

ender

s fo

r fu

ndin

g

3.2

Ass

ess

the

ben

efits

and a

dva

nta

ges

of usi

ng o

ther

so

urc

es o

f ex

per

tise

in d

evel

opin

g b

ids

and t

ender

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

128

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.3

Exp

lain

the

import

ance

of

care

fully

exa

min

ing a

nd

taki

ng a

ccount

of in

form

atio

n s

upplie

d in invi

tations

to a

pply

for

fundin

g

3.4

Exp

lain

how

to p

repare

bid

s an

d t

ender

s so

that

th

ey m

eet

the

requirem

ents

of fu

ndin

g s

ourc

es

3.5

Exp

lain

how

to d

eal w

ith a

ny

conflic

ts t

hat

may

aris

e bet

wee

n o

wn o

rgan

isation’s

obje

ctiv

es a

nd

valu

es,

and t

hose

of

the

fundin

g o

rganis

ation

3.6

D

escr

ibe

the

pro

cedure

s th

at s

hould

be

follo

wed

if

reques

ts fro

m fundin

g s

ourc

es a

re n

ot

com

pat

ible

w

ith o

wn o

rgan

isation’s

obje

ctiv

es a

nd v

alu

es

3.7

Exp

lain

the

types

of

conditio

ns

and c

rite

ria

that

m

ay b

e applie

d b

y fu

ndin

g s

ourc

es

3.8

Exp

lain

the

import

ance

of havi

ng a

cle

ar

under

stan

din

g a

bout

conditio

ns

and c

rite

ria

that

a

fundin

g o

rgan

isat

ion a

pplie

s

3.9

Exp

lain

the

import

ance

of

prioritisi

ng fundin

g

sourc

es a

nd t

he

fact

ors

that

should

be

use

d t

o

det

erm

ine

priorities

3.1

0

Sum

mar

ise

the

princi

ple

s and p

roce

sses

invo

lved

in

mak

ing fundin

g a

pplic

atio

ns

3.1

1

Sum

mar

ise

the

types

of in

form

atio

n t

hat

would

norm

ally

be

conta

ined

in invi

tations

to a

pply

for

fundin

g

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

129

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to p

repar

e bid

s an

d t

ender

s

4.1

Colle

ct a

nd a

nal

yse

info

rmation r

elev

ant

to

pre

par

ing t

ender

s an

d b

ids

4.2

M

ake

sure

the

conditio

ns

and c

rite

ria for

exte

rnal

fu

ndin

g a

re u

nder

stood b

y se

lf a

nd o

ther

rel

evan

t peo

ple

4.3

D

raw

on o

wn e

xper

ience

and o

ther

sourc

es o

f ex

per

tise

4.4

D

evel

op t

ender

s an

d b

ids

that

mee

t th

e nee

ds

of

the

fundin

g s

ourc

e and p

rese

nt

ow

n o

rganis

atio

n

and its

polic

ies

and p

lans

in a

way

whic

h is

likel

y to

obta

in t

he

support

of

the

fundin

g s

ourc

e

4.5

M

ake

dra

ft t

ender

s and b

ids

ava

ilable

to r

elev

ant

peo

ple

and t

ake

acc

ount

of th

eir

feed

back

4.6

Pr

ovi

de

the

fundin

g s

ourc

e w

ith t

he

applic

atio

n

within

spec

ifie

d t

imes

cale

s

4.7

Pr

ovi

de

any

additio

nal in

form

atio

n a

nd c

larifica

tions

that

the

fundin

g s

ourc

e re

quires

5

Know

how

to n

egotiat

e an

d a

gre

e fu

ndin

g

5.1

Exp

lain

how

to n

egotiat

e fu

ndin

g w

ith e

xter

nal

fu

ndin

g s

ourc

es

5.2

Exp

lain

the

import

ance

of

com

munic

atin

g o

wn

pla

ns

to d

ecis

ion m

aker

s an

d s

take

hold

ers

5.3

Exp

lain

the

import

ance

of

monitoring b

est

pra

ctic

e in

oth

er o

rgan

isat

ions

and lea

rnin

g fro

m t

hei

r ex

per

ience

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

130

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Be

able

to n

egotiate

and

agre

e fu

ndin

g

6.1

D

eal w

ith r

eques

ts f

rom

the

fundin

g s

ourc

e fo

r an

y ch

anges

to t

he

applic

atio

n,

polic

ies

or

pla

ns

6.2

M

ake

sure

that

req

ues

ted c

han

ges

are

com

pat

ible

w

ith o

wn o

rgan

isation’s

val

ues

and o

bje

ctiv

es a

nd

will

still

entitle

the

org

anis

atio

n t

o r

ecei

ve t

he

fundin

g n

eeded

6.3

If

req

ues

ted c

han

ges

are

not

com

pat

ible

with

valu

es a

nd o

bje

ctiv

es,

mak

e th

is c

lear

to t

he

fundin

g s

ourc

e an

d t

ry t

o n

egotiat

e an

agre

ed

outc

om

e

6.4

Kee

p r

elev

ant

peo

ple

info

rmed

of neg

otiat

ions

and

dra

w o

n t

hei

r su

pport

, if n

eces

sary

6.5

M

ake

agre

ed c

han

ges

to a

pplic

atio

n f

or

fundin

g

6.6

M

ainta

in a

n e

ffec

tive

work

ing r

elat

ionsh

ip w

ith t

he

fundin

g s

ourc

e th

roughout

the

neg

otiat

ions

6.7

Rec

ord

all

aspec

ts o

f th

e neg

otiat

ions

and s

tore

th

ese

secu

rely

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


131

Unit 18: Manage information for action


QCF level: 3

Credit value: 6


Unit summary

This unit covers the knowledge and competence that the learner needs, to manage information for action.







These must be assessed using workplace evidence generated when the learner is managing information for action.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

132

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to m

anag

e in

form

atio

n for

action

1.1

Exp

lain

ow

n r

ole

and r

esponsi

bili

ty in r

elat

ion t

o

pro

vidin

g info

rmation a

nd a

dvi

ce t

o o

ther

s

1.2

Exp

lain

ow

n r

ole

and r

esponsi

bili

ty in r

elat

ion t

o

gat

her

ing,

valid

atin

g a

nd a

nal

ysin

g info

rmat

ion

1.3

Id

entify

the

types

of

qual

itative

and q

uan

tita

tive

in

form

atio

n w

hic

h a

re e

ssen

tial

to o

wn r

ole

and

resp

onsi

bili

ties

1.4

Exp

lain

how

to g

ive

info

rmation a

nd a

dvi

ce

effe

ctiv

ely

in b

oth

ora

l an

d w

ritt

en form

at

1.5

Exp

lain

how

to r

ecord

and s

tore

the

info

rmat

ion

whic

h is

nee

ded

1.6

Exp

lain

the

import

ance

to t

eam

and o

rgan

isat

ional

ef

fect

iven

ess

of gat

her

ing,

valid

atin

g a

nd a

nal

ysin

g

info

rmat

ion

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

133

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Know

how

to g

ather

re

quired

info

rmation

2.1

Exp

lain

how

to g

ather

info

rmation n

eeded

for

the

job:

–

elec

tronic

ally

–

man

ual

ly

2.2

D

escr

ibe

the

types

of pro

ble

ms

whic

h m

ay

occ

ur

when

gat

her

ing info

rmat

ion

2.3

Exp

lain

how

to o

verc

ome

pro

ble

ms

whic

h m

ay

occ

ur

when

gat

her

ing info

rmation

2.4

Eva

luat

e th

e ef

fect

iven

ess

of

curr

ent

met

hods

of

gat

her

ing a

nd s

toring info

rmation

2.5

D

escr

ibe

the

pro

cedure

s to

follo

w in o

rder

to m

ake

re

com

men

dat

ions

for

impro

vem

ents

to s

yste

ms

and

pro

cedure

s

3

Be

able

to g

ather

req

uired

in

form

atio

n

3.1

G

ather

info

rmat

ion t

hat

is

acc

ura

te,

suff

icie

nt

and

rele

vant

to t

he

purp

ose

for

whic

h it

is n

eeded

3.2

Tak

e pro

mpt

and e

ffec

tive

act

ion t

o o

verc

om

e pro

ble

ms

in g

ather

ing r

elev

ant

info

rmat

ion

3.3

Rec

ord

and s

tore

the

info

rmat

ion g

ather

ed

acco

rdin

g t

o o

rgan

isational

sys

tem

s an

d p

roce

dure

s

3.4

Ensu

re t

hat

the

info

rmat

ion g

ather

ed is

acce

ssib

le

in t

he

required

form

at

to a

uth

ori

sed p

eople

only

3.5

Id

entify

poss

ible

im

pro

vem

ents

to s

yste

ms

and

pro

cedure

s

3.6

Pa

ss o

n iden

tified

poss

ible

im

pro

vem

ents

to

syst

ems

and p

roce

dure

s to

the

rele

vant

peo

ple

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

134

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to info

rm a

nd

advi

se o

ther

s

4.1

O

utlin

e th

e ty

pes

of in

form

ation a

nd a

dvi

ce t

hat

oth

er p

eople

may

require

within

ow

n a

rea

of w

ork

4.2

Exp

lain

how

to d

evel

op a

nd p

rese

nt

a re

aso

ned

ca

se w

hen

pro

vidin

g a

dvi

ce t

o o

ther

s

4.3

Exp

lain

how

to c

onfirm

the

reci

pie

nts

’ under

stan

din

g o

f th

e in

form

atio

n a

nd a

dvi

ce w

hic

h

hav

e bee

n p

rovi

ded

4.4

Exp

lain

the

import

ance

of

confirm

ing t

he

reci

pie

nts

’ under

stan

din

g o

f th

e in

form

atio

n a

nd a

dvi

ce w

hic

h

hav

e bee

n p

rovi

ded

4.5

Exp

lain

how

to s

eek

feed

bac

k on t

he

qual

ity

and

rele

vance

of th

e ad

vice

and info

rmat

ion p

rovi

ded

4.6

Exp

lain

the

import

ance

of

enco

ura

gin

g a

nd e

nab

ling

feed

back

on t

he

qual

ity

and r

elev

ance

of th

e ad

vice

an

d info

rmat

ion p

rovi

ded

4.7

Id

entify

org

anis

atio

nal

polic

ies,

pro

cedure

s an

d

reso

urc

e co

nst

rain

ts w

hic

h m

ay a

ffec

t ad

vice

and

info

rmat

ion g

iven

to o

ther

s

4.8

Exp

lain

the

import

ance

of

pro

vidin

g info

rmat

ion a

nd

advi

ce t

o o

ther

s

4.9

Exp

lain

how

to c

hec

k th

e va

lidity

of in

form

atio

n a

nd

advi

ce p

rovi

ded

to o

ther

s

4.1

0

Exp

lain

the

import

ance

of

chec

king t

he

valid

ity

of

info

rmat

ion a

nd a

dvi

ce p

rovi

ded

to o

ther

s

4.1

1

Exp

lain

the

princi

ple

s of

confiden

tial

ity

when

han

dlin

g info

rmation a

nd a

dvi

ce

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

135

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to info

rm a

nd

advi

se o

ther

s

5.1

G

ive

info

rmat

ion a

nd a

dvi

ce a

t a

tim

e an

d p

lace

, an

d in a

form

and m

anner

, ap

pro

priat

e to

the

nee

ds

of re

cipie

nts

5.2

Ensu

re t

he

info

rmat

ion a

nd a

dvi

ce g

iven

is

accu

rate

, cu

rren

t, r

elev

ant

and s

uff

icie

nt

5.3

G

ive

info

rmat

ion a

nd a

dvi

ce t

hat

is

consi

sten

t w

ith

org

anis

atio

nal

polic

y, p

roce

dure

s an

d r

esourc

e co

nst

rain

ts

5.4

U

se r

easo

ned

arg

um

ents

and a

ppro

priat

e ev

iden

ce

to s

upport

ow

n info

rmat

ion a

nd a

dvi

ce

5.5

Chec

k an

d c

onfirm

rec

ipie

nts

' under

stan

din

g o

f th

e in

form

atio

n a

nd a

dvi

ce t

hat

has

bee

n g

iven

5.6

M

ainta

in c

onfiden

tial

ity

acc

ord

ing t

o o

rgan

isat

ional

re

quirem

ents

5.7

See

k fe

edbac

k fr

om

rec

ipie

nts

about

the

info

rmat

ion a

nd a

dvi

ce p

rovi

ded

5.8

U

se f

eedbac

k fr

om

rec

ipie

nts

to im

pro

ve t

he

ways

in

whic

h info

rmation a

nd a

dvi

ce is

giv

en

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

136

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Know

how

to h

old

m

eetings

6.1

Exp

lain

how

to d

eter

min

e w

hen

a m

eeting is

the

most

eff

ective

way

of dea

ling w

ith iss

ues

, an

d t

he

poss

ible

alter

nat

ives

ava

ilable

6.2

Exp

lain

the

valu

e an

d lim

itat

ions

of m

eetings

as a

m

ethod o

f ex

chan

gin

g info

rmation a

nd m

aki

ng

dec

isio

ns

6.3

Exp

lain

pro

cedure

s to

follo

w w

hen

calli

ng m

eetings

and p

repar

ing for

them

6.4

Exp

lain

how

to d

eter

min

e w

ho a

re t

he

nec

essa

ry

peo

ple

to a

tten

d t

he

mee

ting

6.5

Exp

lain

how

to d

eter

min

e th

e purp

ose

and

obje

ctiv

es o

f m

eetings

6.6

Exp

lain

the

import

ance

of

det

erm

inin

g t

he

purp

ose

an

d o

bje

ctiv

es o

f m

eetings

6.7

Exp

lain

the

styl

es o

f le

ader

ship

whic

h c

an b

e use

d

to r

un m

eetings

6.8

D

escr

ibe

how

to c

hoose

a s

tyle

of le

ader

ship

ac

cord

ing t

he

nat

ure

of th

e m

eeting

6.9

Exp

lain

how

to m

anage

dis

cuss

ions

so t

hat

the

obje

ctiv

es o

f th

e m

eeting a

re m

et w

ithin

the

allo

cate

d t

ime

6.1

0

Exp

lain

how

to iden

tify

unhel

pfu

l ar

gum

ents

and

dig

ress

ions

6.1

1

Exp

lain

str

ateg

ies

whic

h m

ay b

e use

d t

o d

isco

ura

ge

unhel

pfu

l ar

gum

ents

and d

igre

ssio

ns

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

137

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Be

able

to h

old

mee

tings

7.1

G

ive

suffic

ient

notice

of th

e m

eeting t

o a

llow

the

nec

essa

ry p

eople

to a

tten

d

7.2

M

ake

the

purp

ose

and o

bje

ctiv

es o

f th

e m

eeting

clea

r at

the

star

t

7.3

Adopt

a st

yle

of

lead

ersh

ip t

hat

hel

ps

peo

ple

to

mak

e use

ful co

ntr

ibutions

7.4

D

isco

ura

ge

unhel

pfu

l ar

gum

ents

and d

igre

ssio

ns

7.5

Ach

ieve

the

obje

ctiv

es o

f th

e m

eeting w

ithin

the

allo

cate

d t

ime

7.6

G

ive

clea

r, a

ccura

te a

nd c

onci

se info

rmation a

bout

outc

om

es o

f th

e m

eeting p

rom

ptly

to t

hose

who

nee

d it

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


138


139

Unit 19: Contribute to evaluating, developing and promoting services


QCF level: 4

Credit value: 11


Unit summary

This unit assesses the competence a playworker needs to contribute to evaluating, developing and promoting services.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

140

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ontr

ibute

to

the

eval

uation o

f se

rvic

e pro

visi

on

1.1

U

se a

ppro

priat

e m

ethods

of ev

aluat

ion for

asse

ssin

g s

ervi

ce p

rovi

sion:

–

quan

tita

tive

met

hods

–

qual

itative

met

hods

1.2

D

iscu

ss a

nd a

gre

e ev

aluat

ion m

ethods

with t

he

resp

onsi

ble

mem

ber

s of

staf

f

1.3

U

nder

take

eva

luat

ion p

roce

dure

s to

:

–

colle

ct info

rmat

ion

–

reco

rd info

rmat

ion

–

anal

yse

info

rmat

ion

–

store

info

rmat

ion

1.4

Conve

y ev

aluat

ion r

esults

to r

elev

ant

colle

agues

1.5

M

ake

reco

mm

endat

ions

and a

gre

e ch

anges

base

d

on t

he

resu

lts

of th

eir

evalu

atio

n

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

141

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to d

evel

op a

nd

impro

ve s

ervi

ces

2.1

Consu

lt o

n p

oss

ible

im

pro

vem

ents

to s

ervi

ces

with

rele

vant

colle

agues

2.2

W

ork

with a

ppro

priat

e in

div

iduals

to d

evel

op a

sp

ecific

atio

n a

nd p

lan for

agre

ed im

pro

vem

ents

2.3

O

bta

in fee

dbac

k an

d t

est

the

des

irab

ility

of

adju

stm

ent

pla

ns

with r

epre

senta

tive

gro

ups

and

indiv

idual

s

2.4

Agre

e a

full

imple

men

tation p

lan w

ith t

he

resp

onsi

ble

colle

ague

3

Be

able

to c

ontr

ibute

to

the

pro

motion o

f se

rvic

es

3.1

Ass

ist

in t

he

dev

elopm

ent

and im

ple

men

tation o

f th

e fo

llow

ing p

rom

otional

met

hods:

–

leaf

let

dis

trib

ution

–

med

ia fea

ture

s

–

visi

ts

–

even

ts

–

ince

ntive

sch

emes

3.2

M

ake

sugges

tions

for

pro

motional

met

hods

whic

h

are

consi

sten

t w

ith:

–

agre

ed t

arget

gro

ups

–

avai

lable

res

ourc

es

–

legal

req

uirem

ents

3.3

D

iscu

ss a

nd a

gre

e m

ethods

with r

esponsi

ble

co

lleag

ues

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

142

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.4

D

evel

op a

nd a

gre

e w

ith t

he

resp

onsi

ble

colle

ague:

–

pro

motional

mate

rials

–

pro

motion m

ethods

3.5

Im

ple

men

t pro

motional

met

hods

in lin

e w

ith

agre

emen

t

4

Under

stan

d h

ow

to c

arry

out

eval

uations

4.1

Exp

lain

how

to d

evel

op e

valu

atio

n m

ethods

and

iden

tify

appro

priat

e ev

aluat

ion c

rite

ria

4.2

Exp

lain

the

import

ance

of

imple

men

ting m

ethods

in

line

with t

he

agre

ed s

trat

egy

4.3

Exp

lain

how

eva

luat

ions

should

be

colla

ted,

anal

ysed

, re

port

ed o

n a

nd s

tore

d

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

143

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Under

stan

d h

ow

to m

ake

impro

vem

ents

to s

ervi

ces

5.1

Exp

lain

how

to m

ake

sugges

tions

for

impro

vem

ents

w

hic

h a

re c

lear

, lo

gic

al a

nd b

ased

on r

esea

rch

findin

gs

5.2

Sum

mar

ise

the

org

anis

atio

nal

pro

cedure

s fo

r su

gges

ting im

pro

vem

ents

to s

ervi

ces

5.3

D

escr

ibe

the

consu

ltat

ions

that

may

nee

d t

o t

ake

pla

ce in r

elat

ion t

o d

iffe

rent

types

of im

pro

vem

ents

5.4

Spec

ify

the

follo

win

g t

hat

should

be

take

n a

ccount

of in

the

dev

elopm

ent

of se

rvic

es:

–

nee

ds

–

avai

lable

res

ourc

es

–

legal

req

uirem

ents

(in

cludin

g t

hose

cove

ring

dis

abili

ty a

nd e

qual opport

unitie

s)

–

org

anis

atio

nal

polic

ies

5.5

Exp

lain

how

to d

evel

op s

pec

ific

atio

ns

and p

lans

for

serv

ices

5.6

Exp

lain

how

to t

est

chan

ges

to s

ervi

ces

and t

he

import

ance

of doin

g s

o

5.7

O

utlin

e th

e im

port

ance

of tr

ying t

o c

ontinuousl

y im

pro

ve s

ervi

ce p

rovi

sion

5.8

Exp

lain

the

diffe

rence

bet

wee

n d

evel

opin

g a

nd

impro

ving e

xist

ing s

ervi

ces,

and d

evel

opin

g a

nd

impro

ving n

ew s

ervi

ces

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

144

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Know

whic

h indiv

idual

s in

th

e org

anis

atio

n t

o w

ork

w

ith in r

elat

ion t

o d

iffe

rent

activi

ties

6.1

Id

entify

the

resp

onsi

ble

mem

ber

of

staf

f w

ith w

hom

ev

aluat

ion p

roce

dure

s sh

ould

be

agre

ed

6.2

Li

st t

he

range

of oth

er p

eople

that

may

nee

d t

o b

e in

volv

ed in t

he

dev

elopm

ent

of

serv

ices

6.3

O

utlin

e th

e diffe

rent

way

s it m

ight

be

nec

essa

ry t

o

work

with t

he

follo

win

g lis

t of appro

priat

e in

div

idual

s to

dev

elop a

spec

ific

atio

n a

nd p

lan for

agre

ed im

pro

vem

ents

:

–

curr

ent

use

rs o

f se

rvic

es

–

pote

ntial

new

use

rs o

f se

rvic

es

–

use

rs w

ho e

xper

ience

bar

rier

s to

acc

ess

–

colle

agues

6.4

Id

entify

the

resp

onsi

ble

mem

ber

of

staf

f to

dis

cuss

an

d a

gre

e th

e pro

motional

str

ateg

y w

ith

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


145

Unit 20: Plan and organise services

Unit reference number: D/502/9685

QCF level: 3

Credit value: 3


Unit summary

This unit covers the knowledge and competence that the learner needs to plan and organise services.












These must be assessed using workplace evidence generated when the learner is planning and organising services.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

146

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

how

to p

lan a

nd

org

anis

e se

rvic

es

1.1

In

terp

ret

org

anis

ational

pro

cedure

s fo

r pla

nnin

g

and im

ple

men

ting s

ervi

ces

and o

per

atio

ns

1.2

Id

entify

leg

isla

tion w

hic

h im

pact

s on t

he

pla

nnin

g

and im

ple

men

tation o

f se

rvic

es a

nd o

per

ations

1.3

D

escr

ibe

the

legal

, org

anis

ational

and b

est

pra

ctic

e re

quirem

ents

for

equal

ity

and d

iver

sity

in r

elat

ion

to p

lannin

g a

nd im

ple

men

ting s

ervi

ces

2

Know

how

to p

lan s

ervi

ces

and o

per

atio

ns

to m

eet

requirem

ents

and

expec

tations

2.1

Exp

lain

the

ove

rall

import

ance

to t

he

org

anis

atio

n

and its

cust

om

ers

of

ensu

ring t

hat

ser

vice

s an

d

oper

atio

ns

mee

t re

quirem

ents

2.2

Id

entify

sourc

es o

f in

form

ation o

n r

equirem

ents

2.3

D

escr

ibe

equal

opport

unitie

s co

nsi

der

atio

ns

whic

h

mig

ht

affe

ct c

ust

om

er e

xpec

tations,

incl

udin

g

spec

ial ar

rangem

ents

for

dis

able

d c

ust

om

ers

or

wom

en-o

nly

ses

sions

2.4

Exp

lain

the

import

ance

of cl

arifyi

ng a

nd r

esolv

ing

pro

ble

ms

with o

wn lin

e m

anag

er a

nd c

ust

om

er

2.5

Exp

lain

when

to d

iscu

ss p

roble

ms

with o

wn lin

e m

anag

er a

nd w

hen

to d

iscu

ss p

roble

ms

with t

he

cust

om

er

2.6

D

escr

ibe

the

types

of pro

ble

ms

whic

h o

ften

occ

ur

when

try

ing t

o p

ut

requirem

ents

and e

xpec

tations

into

act

ion

2.7

Id

entify

work

pla

nnin

g m

ethods

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

147

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.8

Exp

lain

why

it is

import

ant

to b

rief

tea

m m

ember

s fu

lly o

n p

lans

and r

equirem

ents

2.9

Exp

lain

how

to b

rief

tea

m m

ember

s fu

lly o

n p

lans

and r

equirem

ents

2.1

0

Exp

lain

why

it is

import

ant

to e

nco

ura

ge

team

m

ember

s to

make

sugges

tions

2.1

1

Exp

lain

how

to e

nco

ura

ge

team

mem

ber

s to

make

su

gges

tions

2.1

2

Iden

tify

rec

ord

s w

hic

h n

eed t

o b

e ke

pt

up-t

o-d

ate

3

Be

able

to p

lan s

ervi

ces

and o

per

atio

ns

to m

eet

requirem

ents

and

expec

tations

3.1

O

bta

in a

vaila

ble

info

rmat

ion o

n t

he

requirem

ents

fo

r se

rvic

es a

nd o

per

ations

and c

hec

k th

is

info

rmat

ion for

com

ple

tenes

s and a

ccura

cy

3.2

Id

entify

the

implic

atio

ns

of

requirem

ents

for

serv

ices

and o

per

atio

ns

and a

ny

pro

ble

ms

whic

h

may

arise

3.3

Res

olv

e an

y pro

ble

ms

aris

ing f

rom

req

uirem

ents

for

serv

ices

and o

per

atio

ns

with t

he

rele

vant

peo

ple

3.4

Pla

n t

he

work

so t

hat

the

requirem

ents

for

serv

ices

and o

per

ations

can b

e m

et w

ithin

org

anis

ational

pro

cedure

s an

d leg

al r

equirem

ents

3.5

M

ake

sure

ow

n p

lans

mee

t re

quirem

ents

for

equal

ity

and d

iver

sity

3.6

Pl

an f

or

likel

y co

ntingen

cies

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

148

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.7

Com

munic

ate

pla

ns

and r

equirem

ents

to t

eam

m

ember

s m

akin

g c

lear

thei

r ro

les,

res

ponsi

bili

ties

, ta

rget

s an

d s

ched

ule

s

3.8

Enco

ura

ge

team

mem

ber

s to

sugges

t m

ethods

of

impro

ving t

he

pla

nned

ser

vice

s an

d o

per

atio

ns

3.9

Kee

p r

ecord

s of

oper

atio

nal

pla

ns

com

ple

te,

accu

rate

and u

p-t

o-d

ate

4

Know

how

to m

onitor

and

mai

nta

in s

ervi

ces

and

oper

atio

ns

4.1

Exp

lain

the

import

ance

of

care

ful m

onitoring o

f se

rvic

es a

nd o

per

ations

4.2

Eva

luat

e direc

t an

d indirec

t m

onitoring m

ethods

4.3

D

escr

ibe

com

mon v

ariat

ions

from

pla

ns

and

appro

priat

e ty

pes

of

corr

ective

act

ion t

o t

ake

in

resp

onse

to t

hes

e

4.4

D

escr

ibe

the

types

of pote

ntial in

ciden

ts,

acci

den

ts

and e

mer

gen

cies

whic

h m

ay

occ

ur

during s

ervi

ces

and o

per

atio

ns

4.5

Exp

lain

the

import

ance

of

report

ing p

ote

ntial

in

ciden

ts,

acci

den

ts a

nd e

mer

gen

cies

4.6

Exp

lain

how

to iden

tify

pote

ntial in

ciden

ts,

acci

den

ts a

nd e

mer

gen

cies

and r

ecom

men

d w

ays

of

avo

idin

g t

hem

in t

he

futu

re

4.7

In

terp

ret

pro

cedure

s fo

r ch

ecki

ng e

quip

men

t an

d

faci

litie

s

4.8

D

escr

ibe

the

pro

ble

ms

whic

h m

ay o

ccur

with

equip

men

t an

d f

acili

ties

follo

win

g o

per

atio

ns

and

how

to d

eal w

ith t

hes

e

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

149

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.9

Exp

lain

the

import

ance

of

eval

uat

ing s

ervi

ces

and

oper

atio

ns

4.1

0

Exp

lain

how

to e

valu

ate

serv

ices

and o

per

atio

ns

5

Be

able

to m

onitor

and

mai

nta

in s

ervi

ces

and

oper

atio

ns

5.1

M

onitor

oper

atio

ns

and s

ervi

ces,

iden

tify

ing

variat

ions

from

pla

ns

and t

akin

g p

rom

pt

corr

ective

ac

tion

5.2

Id

entify

and r

espond t

o inci

den

ts,

acci

den

ts a

nd

emer

gen

cies

follo

win

g t

he

emer

gen

cy a

ctio

n p

lan

5.3

M

ake

sure

that

equip

men

t an

d fac

ilities

are

chec

ked

follo

win

g o

per

atio

ns,

and d

ealt w

ith a

ccord

ing t

o

org

anis

atio

nal

and leg

al r

equirem

ents

5.4

Eva

luat

e oper

atio

ns

for

effe

ctiv

enes

s an

d e

ffic

iency

, noting a

nd r

eport

ing a

ny

impro

vem

ents

for

the

futu

re

5.5

M

ake

sure

that

rec

ord

s of

serv

ices

and o

per

atio

ns

are

acc

ura

te a

nd u

p-t

o-d

ate

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


150


151

Unit 21: Manage a project

Unit reference number: J/502/9678

QCF level: 4

Credit value: 6


Unit summary

This unit assesses the competence a manager needs to manage projects.









N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

152

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

princi

ple

s of pro

ject

man

agem

ent

1.1

Sum

mar

ise

the

fundam

enta

l ch

arac

terist

ics

of

pro

ject

s as

oppose

d t

o r

outine

man

agem

ent

funct

ions/

activi

ties

1.2

Exp

lain

the

role

and k

ey r

esponsi

bili

ties

of a

pro

ject

m

anag

er

1.3

D

escr

ibe

the

key

stages

in t

he

pro

ject

lifec

ycle

1.4

Exp

lain

the

import

ance

of

the

rela

tionsh

ip b

etw

een

the

pro

ject

man

ager

and t

he

pro

ject

sponso

r(s)

and

any

key

stak

ehold

ers

2

Under

stan

d h

ow

to

esta

blis

h t

he

scope,

aim

s an

d o

bje

ctiv

es o

f a

pro

ject

2.1

Eva

luat

e w

hy

it is

import

ant

to d

iscu

ss a

nd a

gre

e th

e ke

y obje

ctiv

es a

nd s

cope

of

a pro

pose

d p

roje

ct

with t

he

pro

ject

sponso

r(s)

and a

ny

key

stak

ehold

ers

bef

ore

det

aile

d p

lannin

g c

om

men

ces

2.2

Sum

mar

ise

the

types

of in

form

atio

n n

eeded

for

effe

ctiv

e pro

ject

pla

nnin

g

2.3

Exp

lain

why

it is

import

ant

to b

e ab

le t

o iden

tify

an

d u

nder

stan

d h

ow

a p

roje

ct fits

with t

he

ove

rall

visi

on,

obje

ctiv

es a

nd p

lans

of

the

org

anis

atio

n a

nd

any

pro

gra

mm

es o

f w

ork

or

oth

er p

roje

cts

bei

ng

under

take

n

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

153

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to e

stab

lish t

he

scope,

aim

s an

d

obje

ctiv

es o

f a p

roje

ct

3.1

Agre

e th

e ke

y sc

ope,

aim

s an

d o

bje

ctiv

es o

f th

e pro

pose

d p

roje

ct

3.2

Agre

e th

e ava

ilable

res

ourc

es w

ith t

he

pro

ject

sp

onso

r(s)

and a

ny

key

stak

ehold

ers

3.3

Id

entify

how

the

pro

pose

d p

roje

ct inte

gra

tes

with

the

ove

rall

visi

on,

obje

ctiv

es a

nd p

lans

of

the

org

anis

atio

n a

nd a

ny

pro

gra

mm

es o

f w

ork

or

oth

er

pro

ject

s bei

ng u

nder

take

n

4

Under

stan

d h

ow

to p

lan a

pro

ject

4.1

Exp

lain

why

it is

import

ant

to c

onsu

lt w

ith r

elev

ant

peo

ple

when

dev

elopin

g a

pro

ject

pla

n

4.2

Exp

lain

how

to c

onsu

lt e

ffec

tive

ly w

ith r

elev

ant

peo

ple

when

dev

elopin

g a

pro

ject

pla

n

4.3

Sum

mar

ise

what

should

be

incl

uded

in a

pro

ject

pla

n,

par

ticu

larly

activi

ties

, re

quired

res

ourc

es a

nd

tim

esca

les

4.4

Exp

lain

why

the

pro

ject

pla

n n

eeds

to b

e dis

cuss

ed

and a

gre

ed w

ith t

he

pro

ject

sponso

r(s)

and a

ny

key

stak

ehold

ers

4.5

Exp

lain

why

it is

import

ant

that

any

pro

ject

tea

m

mem

ber

s ar

e brief

ed o

n t

he

pro

ject

pla

n,

and t

hei

r ro

les

and r

esponsi

bili

ties

4.6

Exp

lain

how

to e

ffec

tive

ly b

rief

tea

m m

ember

s on

the

pro

ject

pla

n a

nd t

hei

r ro

les

and r

esponsi

bili

ties

4.7

Eva

luat

e w

ays

of id

entify

ing a

nd m

anag

ing

pote

ntial

ris

ks in r

elat

ion t

o t

he

pro

ject

4.8

Exp

lain

the

import

ance

of

contingen

cy p

lannin

g

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

154

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.9

Exp

lain

how

to e

ffec

tive

ly c

arry

out

contingen

cy

pla

nnin

g

5

Be

able

to p

lan a

pro

ject

5.1

D

evel

op,

in c

onsu

ltation w

ith r

elev

ant

peo

ple

, a

real

istic

pla

n for

under

taki

ng t

he

pro

ject

and

ach

ievi

ng t

he

key

obje

ctiv

es

5.2

Agre

e th

e pro

ject

pla

n w

ith t

he

pro

ject

sponso

r(s)

an

d a

ny

key

stak

ehold

ers,

mak

ing c

han

ges

wher

e nec

essa

ry

5.3

Brief

any

pro

ject

tea

m m

ember

s on t

he

pro

ject

pla

n

and t

hei

r ro

les

and r

esponsi

bili

ties

5.4

Pu

t pro

cess

es a

nd r

esourc

es in p

lace

to m

anag

e pote

ntial

ris

ks a

risi

ng fro

m t

he

pro

ject

and d

eal

with c

ontingen

cies

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

155

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Under

stan

d h

ow

to

imple

men

t a

pro

ject

6.1

Exp

lain

ways

of pro

vidin

g o

ngoin

g s

upport

, en

coura

gem

ent

and info

rmation t

o a

ny

pro

ject

te

am m

ember

s

6.2

Exp

lain

how

to s

elec

t fr

om

and a

pply

a r

ange

of

pro

ject

manag

emen

t to

ols

and t

echniq

ues

to

monitor,

contr

ol an

d r

evie

w p

rogre

ss o

f th

e pro

ject

6.3

Sum

mar

ise

effe

ctiv

e w

ays

of co

mm

unic

atin

g w

ith

pro

ject

sponso

r(s)

and a

ny

key

stake

hold

ers

during

a pro

ject

6.4

Exp

lain

the

import

ance

of agre

eing c

han

ges

to t

he

pro

ject

pla

n w

ith t

he

pro

ject

sponso

r(s)

and a

ny

key

stake

hold

ers

6.5

D

escr

ibe

the

type

of

chan

ges

that

mig

ht

nee

d t

o b

e m

ade

to a

pro

ject

pla

n d

uring im

ple

men

tation

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

156

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Be

able

to im

ple

men

t a

pro

ject

7.1

Im

ple

men

t th

e pro

ject

pla

n,

sele

ctin

g a

nd a

pply

ing

a ra

nge

of

pro

ject

manag

emen

t to

ols

and

tech

niq

ues

to m

onitor,

contr

ol and r

evie

w p

rogre

ss

7.2

Pr

ovi

de

ongoin

g s

upport

, en

coura

gem

ent

and

info

rmat

ion t

o a

ny

pro

ject

tea

m m

ember

s

7.3

Com

munic

ate

pro

gre

ss t

o t

he

pro

ject

sponso

r(s)

, an

y ke

y st

akeh

old

ers

and a

ny

pro

ject

tea

m

mem

ber

s on a

reg

ula

r basi

s

7.4

Id

entify

, in

the

light

of pro

gre

ss a

nd a

ny

pro

ble

ms

enco

unte

red a

nd w

ider

dev

elopm

ents

, an

y re

quired

ch

anges

to t

he

pro

ject

pla

n

7.5

Agre

e w

ith p

roje

ct s

ponso

rs a

nd a

ny

key

stak

ehold

ers,

any

chan

ges

to t

he

pro

ject

pla

n

7.6

Ach

ieve

pro

ject

obje

ctiv

es u

sing t

he

agre

ed lev

el o

f re

sourc

es

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

157

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8

Under

stan

d h

ow

to c

lose

a

pro

ject

8.1

Exp

lain

why

it is

import

ant

to c

onfirm

sat

isfa

ctory

co

mple

tion o

f th

e pro

ject

with t

he

pro

ject

sp

onso

r(s)

and a

ny

key

stak

ehold

ers

8.2

Exp

lain

the

pro

cedure

s to

follo

w t

o c

lose

dow

n a

pro

ject

8.3

Exp

lain

how

to e

stablis

h e

ffec

tive

sys

tem

s fo

r ev

aluat

ing t

he

succ

ess

of pro

ject

s an

d iden

tify

ing

less

ons

for

the

futu

re

8.4

Sum

mar

ise

the

import

ance

of

reco

gnis

ing t

he

contr

ibutions

of pro

ject

tea

m m

ember

s to

the

succ

ess

of

pro

ject

s

8.5

Eva

luat

e diffe

rent

ways

of

reco

gnis

ing t

he

contr

ibutions

of pro

ject

tea

m m

ember

s to

the

succ

ess

of

pro

ject

s

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

158

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9

Be

able

to c

lose

a p

roje

ct

9.1

Confirm

satisf

acto

ry c

om

ple

tion o

f th

e pro

ject

with

the

pro

ject

sponso

r(s)

and a

ny

key

stake

hold

ers

9.2

Eva

luat

e th

e su

cces

s of

the

pro

ject

, id

entify

ing

what

les

sons

can b

e le

arned

and r

ecognis

ing t

he

contr

ibutions

of an

y pro

ject

tea

m m

ember

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


159

Unit 22: Work with others to improve customer service

Unit reference number: D/601/1553

QCF level: 3

Credit value: 8


Unit summary

Teamwork is a key component of delivering and improving excellent customer service. The people the learner works with to improve customer service may include one or more of the following: team members; colleagues; suppliers; service partners; supervisors; managers; team leaders. The delivery of excellent customer service depends on their skills and those of others. It involves communicating with each other and agreeing how they can work together to give a more effective service. They all need to work together positively. The learner must also monitor their own and the team’s performance and change the way they do things if that improves customer service. This unit is about how the learner develops a relationship with others to improve their customer service performance.






The assessment and quality assurance requirement for this unit provides evidence towards A and V units.



N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

160

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Impro

ve c

ust

om

er s

ervi

ce

by

work

ing w

ith o

ther

s

1.1

Contr

ibute

const

ruct

ive

idea

s fo

r im

pro

ving

cust

om

er s

ervi

ce

1.2

Id

entify

what

they

hav

e to

do t

o im

pro

ve c

ust

om

er

serv

ice

and c

onfirm

this

with o

ther

s

1.3

Agre

e w

ith o

ther

s w

hat

they

have

to d

o t

o im

pro

ve

cust

om

er s

ervi

ce

1.4

Co-o

per

ate

with o

ther

s to

im

pro

ve c

ust

om

er s

ervi

ce

1.5

Kee

p t

hei

r co

mm

itm

ents

mad

e to

oth

ers

1.6

M

ake

oth

ers

aware

of an

ythin

g t

hat

may

affec

t pla

ns

to im

pro

ve c

ust

om

er s

ervi

ce

2

Monitor

thei

r ow

n

per

form

ance

when

im

pro

ving c

ust

om

er

serv

ice

2.1

D

iscu

ss w

ith o

ther

s how

what

they

do a

ffec

ts

cust

om

er s

ervi

ce p

erfo

rman

ce

2.2

Id

entify

how

the

way

they

work

with o

ther

s co

ntr

ibute

s to

war

ds

impro

ving c

ust

om

er s

ervi

ce

3

Monitor

team

per

form

ance

w

hen

im

pro

ving c

ust

om

er

serv

ice

3.1

D

iscu

ss w

ith o

ther

s how

tea

mw

ork

affec

ts c

ust

om

er

serv

ice

per

form

ance

3.2

W

ork

with o

ther

s to

colle

ct info

rmat

ion o

n t

eam

cu

stom

er s

ervi

ce p

erfo

rman

ce

3.3

Id

entify

with o

ther

s how

cust

om

er s

ervi

ce

team

work

could

be

impro

ved

3.4

Tak

e ac

tion w

ith o

ther

s to

im

pro

ve c

ust

om

er

serv

ice

per

form

ance

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

161

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to w

ork

w

ith o

ther

s to

im

pro

ve

cust

om

er s

ervi

ce

4.1

D

escr

ibe

who e

lse

is invo

lved

either

direc

tly

or

indirec

tly

in t

he

del

iver

y of cu

stom

er s

ervi

ce

4.2

D

escr

ibe

the

role

s and r

esponsi

bili

ties

of

oth

ers

in

thei

r org

anis

atio

n

4.3

D

escr

ibe

the

role

s of oth

ers

outs

ide

thei

r org

anis

atio

n w

ho h

ave

an im

pact

on t

hei

r se

rvic

es

or

pro

duct

s

4.4

Eva

luat

e w

hat

the

goal

s or

targ

ets

of th

eir

org

anis

atio

n a

re in r

elat

ion t

o c

ust

om

er s

ervi

ce a

nd

how

thes

e ar

e se

t

4.5

Eva

luat

e how

thei

r org

anis

atio

n iden

tifies

im

pro

vem

ents

in c

ust

om

er s

ervi

ce

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


162


163

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:

Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually

functional skills publications – specifications, tutor support materials and question papers

Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)

the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

To obtain the National Occupational Standards go to www.ukstandards.org.uk.


164

Professional development and training

Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building functional skills into your programme

building effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

The training we provide:

is active

is designed to be supportive and thought provoking

builds on best practice

may be suitable for those seeking evidence for their continuing professional development.

N034878 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Sport

s D

evel

opm

ent

(QC

F) –

Is

sue

2 –

Jan

uar

y 2013

© P

ears

on E

duca

tion L

imited

2013

165

Annex

e A

: Pro

gres

sion

pat

hw

ays

The

Edex

cel qual

ific

atio

n f

ram

ewor

k fo

r th

e ac

tive

lei

sure

and lea

rnin

g se

ctor

Level

Gen

era

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Annexe B: Quality assurance

Key principles of quality assurance

A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.

The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.

Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality assurance processes.

The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.

For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.


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The Edexcel quality assurance processes will involve:

gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications

annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


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Annexe C: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:

direct centres to take action

limit or suspend certification

suspend registration.

The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity.

Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details (www.edexcel.com).


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Annexe D: Assessment requirements/strategy

Assessment strategy for active leisure, learning and wellbeing

Introduction

This document sets out the recommendations of SkillsActive, the Standards Setting Body for Active Leisure and Learning, for the assessment and quality control systems required for the National and Scottish Vocational Qualifications that come under its umbrella. An annexe for each qualification will be added to this generic document to detail any specific requirements to that qualification, or suite of qualifications.

SkillsActive, representing employment interests in the sector, is interested in the continuing availability of high-quality qualifications that are fit for purpose, command public confidence and are understood by those taking them and those who use them for recruitment, or for other, purposes. The Sector Skills Council has long advocated that consistent standards are maintained across the awarding bodies who deliver the Scottish and National Vocational Qualifications on behalf of the industry.

This document is built around the following fundamental principles that SkillsActive has advocated for some time:

National Occupational Standards establish the benchmark of competent performance in the sector

S/NVQs should be assessed over a period of time in the workplace

assessment of an individual’s competence should be rigorous, efficient and cost effective using approaches that have the support of employers, the awarding bodies and other interest groups

S/NVQs, because they are rooted in these standards, must therefore be seen as different from traditional qualifications in their application in the industry

competence in the workplace is unique and has to be seen as different from training.

Background

The current provision of NVQ/SVQ awards in Sport, Recreation and Allied Occupations and Active Leisure and Learning extends across Levels 1 to 4. These are currently offered by six awarding bodies, one for Scotland and the remainder in the rest of the UK.

This is the 3rd version of SkillsActive (formally SPRITO’s) Assessment Strategy, which builds on the strategy which was approved by PSAG initially in September 1999 and re-recognised in July 2002.

The Sector Skills Council’s guiding principle is ‘to act as the guardian of the industry’s National Occupational Standards,’ to this end the industry has realised that a documented assessment strategy that lays down the overarching principles of assessment is vital to maintain the reliability and validity of these awards in the future, particularly if even more awarding bodies wish to offer these NVQs and SVQs, and they are to remain of value to employers.


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The aim of the strategy is to build and improve on the current system and this document sets out the definitive requirements of the industry for all those who provide these qualifications.

Overarching assessment principles

It is crucial to SkillsActive that ‘the industry’ has confidence in the application of its National Occupational Standards, together with the industry values statements/code of ethics. This demands that those involved in the assessment process at every level, display an understanding, and have experience, of the technical and occupational requirements of the active leisure and learning industry and the sub-sectors they are involved with; as well as a thorough and consistent interpretation of S/NVQ assessment principles.

The industry has consistently and firmly placed both its National Occupational Standards and Scottish and National Vocational Qualifications in the world of work.

Key components of the assessment strategy

National Occupational Standards can be used for a variety of purposes, and the following sections apply where formal assessment of the NOS is necessary for qualification and accreditation purposes, to achieve the key principles set out above. These requirements are in addition to, and in no way conflict with, the generic criteria that awarding bodies must meet for the delivery of NVQ/SVQs, as required by the QCA’s NVQ Code of Practice and the relevant sections of the SQA’s SVQ Criteria and Guidance for awarding bodies.

1. The layout of the National Occupational Standards

The SSC has been very careful to incorporate current best practice in the way its National Occupational Standards are laid out and expressed. Awarding bodies must use the National Occupational Standards as accredited by UKCG.

Great care has been taken to ensure that the National Occupational Standards are able to be properly assessed in ways which promote validity, reliability and fairness.

2. Assessment Methodology, Evidence Requirements and aspects of them that must be assessed in the workplace

SkillsActive has defined which aspects of its National Occupational Standards must always be assessed through performance in the workplace, even those for which assessment through simulation is allowed (this is discussed in a later section). Quality assessment, for most aspects of these National Occupational Standards, cannot be achieved without regular access to the workplace.

The SSC intends to work closely with the awarding bodies to indicate the ways in which this is best assessed by providing guidance on the nature and type of assessment. In all cases candidate performance must be assessed in the workplace, although it will be made clear which aspects of the range must be assessed through performance evidence and which aspects could be assessed using supplementary evidence through scenarios, case studies, questioning etc.


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The SSC will work with the awarding bodies to develop and agree qualification specific annexes for each of the separate S/NVQs that are submitted to UKCG, and these will be attached to this assessment strategy.

It is incumbent upon each Awarding Body to ensure that all candidate assessment captures the fundamentals expressed in this document and incorporates that detailed in any relevant annexe.

The information contained in the annexe will amplify the generic statements into context/occupationally specific requirements such as the need for assessors to hold specific qualifications.

3. Design of the National and Scottish Vocational Qualifications

SkillsActive carefully designs each of its S/NVQs to ensure that they contain opportunities for transfer and progression and that they are flexible enough to meet the differing requirements of both large and small employers, indoor and outdoor environments as well as the public, private and voluntary sectors. This assessment strategy supports flexibility in the use of the qualifications by a variety of employers and candidates, and tries not to place barriers to access through imposing unnecessary rigidity to the process.

Given the flexibility of the mandatory and optional structures on which the NVQs and SVQs are based there should be no reason for a candidate to attempt a unit for which they have no workplace assessment opportunities on a consistent basis.

4. External Quality Control

SkillsActive believes that external quality control will be achieved by the following measures:

the monitoring and standardisation of assessment decisions through a system of assessment and verification.

The monitoring and standardisation of assessment decisions will be achieved by a robust and strengthened external verification system underpinned by risk rating and management.

4.1. External Verifiers and External Verification

From active and ongoing research, which started in the latter part of 1999, the SSC has confirmed that employers value a strengthening of the External Verification process rather than the introduction of some other ‘independent’ measure(s), which may prove to be a barrier to candidate access and take up.

SkillsActive expects:

EVs to command respect from their peers in the occupational sector of the industry and the application of the criteria in the sections below will ensure this

every Awarding Body to seek advice, if and when required, from the SSC, on the technical qualifications, experience and competence of prospective External Verifiers in the selection and deployment of EVs. Action taken as a result of the advice to be fed back to the SSC

to provide, if necessary, input to the EV training days.


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meet with every Awarding Body as necessary to understand the quality assurance processes being used

SkillsActive has worked with its industry partners and the awarding bodies to develop criteria to measure the occupational competence of external verifiers and ensure the consistency of its advice. In addition to the requirements of the Code of Practice and the SVQ criteria, awarding bodies should ensure that prospective External Verifiers:

hold Verifier Unit V2 and it is recommended, also hold the Assessor Units A1 and A2 (new External Verifiers should be given a clear action plan for achieving unit V2)

demonstrate knowledge and understanding of, and support for, the Sector's Values Statements and Codes of Ethics and how they are applied in assessment

match the technical criteria which are developed for each occupational area or sporting context to ensure their current technical competence in relation to verifying the units being assessed

be occupationally competent in the area appropriate to the level of the qualifications they are to be verifying

provide evidence of knowledge, understanding and application of the National Occupational Standards together with Technical Definitions where appropriate

be committed to the application, further development and refinement of the National Occupational Standards and SVQs/NVQs

demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse.

are aware of national issues affecting vocational education, training and qualifications in the sector

provide evidence of knowledge of the Active Leisure and Learning framework of qualifications

be committed to the content and guidance provided in the current edition of the SSC’s Assessment Strategy

demonstrate their ability to maintain credibility with the sector and to retain the confidence of the industry through commitment to ongoing personal and professional development.

External Verifiers must sample the work of all assessors.

All new assessment centres should be approved by their external verifier before any candidates are registered; the frequency of centre visits for existing and new centres should conform to the risk assessment and management process requirements.

4.2. Risk rating and risk management

SkillsActive anticipates that improvements in awarding body approaches to gathering, monitoring and analysing statistical data will improve the overall rigour of external verification and the SSC will assist awarding bodies to do this. The industry welcomes the development of a system of risk rating and risk management. SkillsActive believes that such systems of risk rating and


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risk management will ensure that external verification, monitoring control and support mechanisms are put into place according to each centre’s level of risk. The systems, currently being developed by the awarding and regulatory bodies, will offer substantial enhancements to the quality control systems for NVQs and SVQs. SkillsActive will be prepared to discuss adaptations to this strategy following detailed discussions with individual awarding bodies about their risk strategies so that the SSC is re-assured that any adaptations only serve to strengthen quality and not undermine it.

The systems for risk rating and risk management should be reviewed and revised, as appropriate, following any guidance issued to awarding bodies from the regulatory bodies.

Where risk is identified, SkillsActive suggests that one or more of the following actions could be taken by the external verifier/Awarding Body:

conduct a spot visit at short notice

meet and/or observe each candidate or a larger sample of the candidates at the centre in question and compare assessment materials

increase the frequency of verification visits

conduct candidate and/or employer interviews, as required, over the telephone

or other action appropriate to reducing the risk.

4.3. Internal verification

The SSC has worked with its industry partners and the awarding bodies to develop criteria to measure the occupational competence of Internal Verifiers:

Internal Verifiers are appointed by an approved centre and approved by the awarding body through their External Verifier.

Internal Verifiers should only verify the decisions of assessors that fall within their acknowledged area of technical and occupational competence. Internal Verifiers should be in a position to influence an approved centre’s assessment policy and to facilitate the assessment process and should be one of the following:

employed by the same organisation (approved centre) as the assessors or

working in partnership with, and drawing on evidence from, assessors’ organisation(s)(approved centre).

The prospective Internal Verifier should:

hold Verifier Unit V1 and it is recommended, also hold the Assessor Units A1 and A2 (new Internal Verifiers should be given a clear action plan for achieving unit V1)

meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed

provide evidence of recent experience in the occupational area.

provide evidence of knowledge, understanding and application of the National Occupational Standards with the assessment specification.


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provide evidence of knowledge, understanding and support of the relevant Sport and Recreation Values Statements

demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse

provide evidence of their ability to maintain occupational competence and to participate in IV/assessor training initiatives for continuous professional development

approved centres may have additional generic criteria and personnel specifications in addition to the above.

The Internal Verifier is responsible for the consistency of standards across all portfolios.

Internal Verifiers should observe each assessor conducting candidate assessments at regular intervals. The reliability, validity and authenticity of evidence must be checked during these observations.

4.4. Awarding Bodies Forum

SkillsActive has worked closely with all its awarding bodies to establish the Awarding Bodies Forum. It is a requirement for all awarding bodies offering the NVQs/SVQs in this sector to:

attend quarterly meetings of the main Active Leisure and Learning Awarding Body Forum

discuss and resolve issues concerning quality control, to ensure the consistent interpretation of the National Occupational Standards across all the awarding bodies

receive updates from industry specialists on current industry developments and initiatives

set and monitor targets for the implementation of the SVQs and NVQs

The Terms of Reference of the Awarding Bodies Forum are designed to improve cross-awarding body standardisation of assessment decisions and issues.

4.5. Independent Assessment

Joint QCA/SQA guidance ‘Developing an assessment strategy for NVQs and SVQs’ requires that ‘a significant part of the assessment for an NVQ or SVQ is carried out in a manner which is demonstrably independent of anyone who might have a vested interest in the outcome of the assessment decision’.

SkillsActive has concluded that risk assessment and management of centres is the best method to ensure external quality control for this strategy.

The NVQ/SVQ is the confirmation of an individual’s competence in the workplace over a period of time. The gathering of performance evidence through observation or products of work is the preferred assessment method and these requirements are to be itemised in a series of qualification specific annexes to capture the requirements of every standard together with the types of additional evidence suitable for proving that standard. Centres should be encouraged to develop standard banks of questions to cover the required depth of underpinning knowledge and the requirements of that work location.


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The SSC continues to support the conclusion that independent assessment is not required for this strategy as external quality control is fulfilled via the risk assessment and management of centres.

5. Workplace assessment

5.1. Assessment centres must:

ensure that candidates have access to the resources commonly in use in the industry and that the pressures and constraints of the workplace are properly reflected

ensure that the principles and values of the occupational area(s) are embedded in the operation of the workplace

demonstrate a commitment to quality and good practice which may include the pursuit of other schemes which recognise industry best practice

ensure that assessment sites conform with health and safety requirements and good health and safety practice is reflected in assessment

maintain a register of all assessors and Internal Verifiers

provide evidence of their plans to keep Assessors and Internal Verifiers updated with current industry requirements where applicable, the SSC will provide advice on the minimum ‘resource requirements’ needed by an approved assessment centre to provide adequate experience to the candidate.

5.2. Assessors

Assessors are appointed by an approved centre and approved by the awarding body through their occupationally competent External Verifier. They should only assess in their acknowledged area of technical and occupational competence.

Assessors should be one of the following:

employed by the same organisation as the candidate, or

working in partnership with, and drawing on evidence from, the candidate’s organisation, or

an expert brought in to supplement the expertise of the candidate’s own organisation or as an additional external method of quality assurance.

The prospective assessor should:

hold the Assessor Units A1 and A2 [new assessors should have a clear action plan for achieving units A1 and A2. An assessor or verifier who has gained certification must support assessment decisions by assessors who are still working towards certification.]

meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed.

provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess.


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provide evidence of knowledge, understanding and application of the National Occupational Standards with the assessment specification.

provide evidence of knowledge, understanding and support of the relevant Active Leisure and Learning Values Statements and how they are applied in assessment

demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse

provide evidence of their ability to maintain occupational competence and to participate in assessor training initiatives for continuous professional development

approved centres may have additional generic criteria and personnel specifications in addition to the above.

All assessors who operate within the S/NVQ system should gain A1 and A2 Assessment Units, thereby confirming their ability to utilise the full range of tools required to properly assess the individual at work over a period of time.

5.3. Witness testimony

SkillsActive recognises that for the assessment of workplace performance to be as natural and efficient as possible, the use of witness testimony should be encouraged, and has a crucial role in the collection of evidence.

Witnesses must be fully briefed and clear about the purpose and use of the testimony and should be encouraged to achieve Unit L20 ‘Support the achievement of competence in the workplace’. Any relationship between the witness and candidate should be declared and recorded for internal and external verification purposes.

Witnesses must be able to demonstrate that they have the necessary expertise in the relevant area and their testimony should:

be specific to the activities or product

give a brief description of the circumstances of the observation

give a brief description of the background of the witness and the observed activity

identify the aspects of competence demonstrated

be signed and dated.

The assessor should carefully check the witness testimony against the points listed above.

6. Simulation

Simulation should only be used where it is difficult to collect evidence through a real work situation, the real work environment or within an acceptable time frame. Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently. Such instances are specified within the individual annexes for qualifications or suites of qualifications.


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The awarding bodies must issue adequate guidance to their centres as to how these simulations should be planned and organised. In general this guidance must ensure that the demands on the candidate during simulation are neither more or less than they would be in a real work environment/situation. In particular:

all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the standard seeks to assess and be approved by the external verifier

all simulations should follow these documented plans

the physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry

where simulations are used they must be based in a realistic work environment and must be based on current working practice

the use of simulation will be monitored by the external verifier to ensure that where simulations are used, they are based in a realistic work environment.


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Annexe to the Assessment Strategy for Active Leisure, Learning Well-being – Level 3 NVQ in Sports Development

Background

In October 2006, UKCG approved the Assessment Strategy submitted by SkillsActive the recognised Standards Setting Body for the Active Leisure and Learning sector. The strategy sets out the recommendations for the assessment and quality control systems required for National and Scottish Vocational Qualifications coming under the SkillsActive umbrella and should always be referred to for full details of assessment requirements. The strategy makes clear that certain sections may require a qualification specific annex to detail any specialist requirements which could not be contained in the generic document.

Occupational Competence for Assessors, Internal and External Verifiers in Sports Development

Assessment strategy sections 4.1, 4.3, and 5.2 set out the criteria for their appointment and a bullet point in each section states that they must “match the technical criteria which are developed for each occupational area or sporting context to ensure their current technical competence in relation to verifying the units being assessed” and there are statements about the required experience to verify or assess

What follows are the specific criteria for the Sports Development sector and they apply equally to prospective External and Internal Verifiers and Assessors, who must have:

Required criteria:

Worked in a relevant sports development context for two years full time or equivalent

Eg Sports development manager, National Governing Body manager,

Hold an appropriate sport and recreation qualification

Eg N/SVQ Level 3 or above or a related HND, a related degree or a Level 3 or above qualification from the NQF or Level 8 or above from the SCQF.

Appointment process for External verifiers

Assessment strategy section 4.1 states that “every Awarding Body to seek advice, if and when required, from the SSC, on the technical qualifications, experience and competence of prospective External Verifiers in the selection and deployment of EVs”.

To assist this process for Sports Development External Verifiers, the sector recommends that:

Awarding Bodies have an occupationally competent person involved in the interviewing process


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General assessment principles

Whilst the qualification is broken down into separate units, the work of the learner is not. This means that as the learner does their job they will generate evidence across a number of the QCF NVQ Diploma units. Using this evidence for all the relevant units is part of holistic assessment.

Many of these units cover inter-related responsibilities, for example, much of the naturally occurring evidence for A12, A322 and D210 is likely to come from the learner going about their normal day-to-day activities developing participation in the sport. For this reason, we strongly recommend that, if the learner is attempting the whole qualification, inter-related units are assessed together in a holistic manner. In other words, when assessor visits and meetings occur, the assessor is advised not to consider evidence on separate occasions for each of these units, but to visit the learner’s place of work, consider their work and identify how the evidence the learner generates matches the requirements of all three of these example units.

Separate assessments for each of these units should only be necessary if the learner is not attempting the whole of the qualification, but seeks unit accreditation only. If more than one unit is being attempted, opportunities should also be sought for a ‘holistic’ approach.

For the qualification to be delivered successfully it is worth noting that the process is one of awarding a qualification to a learner who demonstrates that their work is competent. This means that the learner must show that they have achieved all the learning outcomes and assessment criteria in the appropriate units. If a pre-assessment investigation of the learner indicates that they may not yet be competent, the learner should undertake appropriate training and/or gain more experience before embarking on their assessment.

As the qualification is about competence, most of the evidence should come from being observed at work and/or looking at other forms of evidence from real work that show how it meets the standard.

The Sports Development QCF NVQ Diploma is not intended as a snapshot of the learner’s work, but rather a qualification that shows they meet the standards consistently. It is expected that the learner’s evidence will show that they meet this standard on at least two occasions when the assessor is present and that evidence is also available to indicate the standard is met on occasions when the assessor is not present. These assessment occasions should be separated by a reasonable period of time sufficient to infer consistent practice, typically over one month. In the case of some units, assessors and verifiers should take account of the fact that opportunities for the learner to generate evidence will be rare and therefore it will be acceptable to use ‘historical evidence’ – produced before the learner has actually registered for the qualification. However, this evidence should not be drawn from more than two years before the particular unit is assessed and should be validated as being authentic.


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Assessment guidance and evidence requirements for each unit

A323 Manage own resources and professional development

Evidence of real work activity

There must be evidence that the learner has achieved all of the learning outcomes and assessment criteria listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.

Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries, development plans, records of training undertaken and/or reflective accounts countersigned by a senior colleague).

Simulation

Simulation is not allowed for any of the learning outcomes in this unit.

Knowledge and understanding

There must be explicit evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.

Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.


183

A12 Contribute to strategic development in sport and active leisure



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, research undertaken by the learner, their contributions to strategic planning, notes of meetings with stakeholders and colleagues, correspondence, implementation plans, evaluation reports etc).

Simulation



There must be explicit evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know’ or ‘the learner will understand’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.



184

A322 Provide leadership in sport and active leisure



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, notes of meetings, diaries, reflective accounts, performance appraisal records, team meeting notes, correspondence with colleagues etc).

Simulation






185

D210 Promote equality and diversity in sport and physical activity



The learner must be able to provide evidence that they have met all the requirements listed in the unit section: ‘Assessment requirements or guidance specified by a sector or regulatory body.’

Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, research undertaken by the learner, their contributions to plans, policies and procedures, correspondence, evaluation reports, monitoring of other staff activities etc).

Simulation

Simulation is not allowed for this unit.





186

C27 Ensure the health, safety, welfare and security of customers and staff

Evidence of Real Work Activity

There must be evidence that the learner has met all of the requirements listed under ‘The learner is able to’ through their own work in a real sports development environment (with the possible exceptions of those items listed under ‘Use of Supplementary Evidence’ below). Evidence may be gathered through a combination of methods, for example, observations, looking at products of the learner’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the learner can meet all the requirements on a consistent basis.

There must also be evidence that the learner’s work in a real sports development environment has met the requirements listed under ‘Assessment requirements or guidance specified by a sector or regulatory body’.

This must include as a minimum:

Learning Outcome 3

all types of hazards and a minimum of three types of relevant people

Learning Outcome 5

both types of procedures, all types of risk and a minimum of three types of relevant people

Learning Outcome 7

all types of abuse, both types of procedures, and three types of relevant people

This may be gathered through a combination of assessor observations, witness testimony, professional discussion and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through the use of supplementary evidence (see below).

Simulation



187

Use of Supplementary Evidence

Supplementary evidence should only be used for items under ‘Assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity. Supplementary evidence may also be used for assessment criteria 7.5 and 7.6 if no naturally occurring evidence is available.

Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies.

Knowledge and Understanding

There must be explicit evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘The learner will know’ or ‘The learner will understand…’ In most cases this can be done by a professional discussion between the learner and assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.

Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If the assessor can reasonably infer from the learner’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


188

D61 Facilitate community based sport and physical activity

Evidence of Real Work Activity

There must be evidence that the learner has met all of the requirements listed under ‘The learner is able to’ through their own work in a real sports development environment (with the possible exceptions of those items listed under ‘Use of Supplementary Evidence’ below). Evidence may be gathered through a combination of methods, for example, observations, looking at products of the learner’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the learner can meet all the requirements on a consistent basis.

There must also be evidence that the learner’s work in a real sports development environment has met the requirements listed under ‘Assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:

Learning Outcome 3

When research the community and establish working relationships, the learner must cover:

three of the following types of ways to collect community information

1. gathering information from printed and internet based material

2. gathering information from colleagues

3. gathering information from organisations

4. community surveys

5. interacting with people in the community

6. using facilities in the community

covering five of the following aspects of community profile

1. demographics

2. ethnic mix

3. relationships within and between groups

4. social and economic issues

5. culture and politics

6. key contacts

7. facilities

8. other agencies

9. other relevant initiatives

10. obstacles to participation and progression


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working with three of the following types of people

1. individual community leaders/activists

2. groups

3. potential participants

4. potential volunteers

5. other agencies/professionals

6. facility owners

7. specific target groups

Learning Outcome 5

When planning and delivering sport and physical activity programmes in the community, the learner must cover:

three of the following types of people


2. groups




6. facility owners


specifying three of the following types of aims and objectives

1. inclusion

2. personal development

3. social development

4. physical development

5. skills development

and three of the following types of resources:

1. conventional facilities/equipment

2. unconventional facilities/equipment

3. staff based in the community

4. staff from outside the community

5. existing projects and initiatives

6. finance

7. partner resources


190

Learning Outcome 7

When enabling communities to organise and sustain opportunities for participation and progression, the learner must cover:

four of the following types of people


2. groups




6. facility owners


providing six of the following types of professional support

1. facilitating contacts and relationships with sports bodies

2. providing access to information

3. medium to long term planning

4. advising on organisational structures

5. advising on types and structures of events

6. advising on financial and physical resources

7. empowering to identify and obtain staff and volunteers

8. empowering to access sources of training

9. advising on marketing and promotion

This may be gathered through a combination of assessor observations, witness testimony, professional discussion and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague, project plans, correspondence, meeting notes etc.). The remainder may be assessed through the use of supplementary evidence (see below).

Simulation



191


Supplementary evidence should only be used for items under ‘Assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.

Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies.


There must be explicit evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘The learner will know’ or ‘The learner will understand…’ In most cases this can be done by a professional discussion between the learner and assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.

Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If the assessor can reasonably infer from the learner’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


192

D62 Support the development of sport and physical activity in education



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, plans, notes of meetings with educational institutions, diaries, reflective accounts, correspondence with colleagues, teachers etc).

Simulation






193

A325 Lead and motivate volunteers



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries, work rotas, team briefing notes, correspondence with volunteers, notes of meetings etc).

Simulation






194

A319 Recruit, select and keep colleagues


There must be evidence that the learner has achieved all of the learning outcomes and assessment criteria listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor on more than one occasion.

Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work – for example, job specifications and job descriptions, job advertisements, records of recruitment procedures, meeting notes, correspondence, reports etc. – and/or using the testimony of other people such as HR specialists, colleagues and managers. There should be sufficient evidence over time to ensure that the learner has met all the requirements.

Simulation



There must be explicit evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against those learning outcomes that begin ‘the learner will understand’ or ‘the learner will know’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.

Knowledge and understanding should not be inferred from performance unless the assessment criteria require the learner to show that they know or understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.


195

A326 Involve, motivate and retain volunteers



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries, work rotas, team briefing notes, correspondence with volunteers, notes of meetings etc).

Simulation






196

A324 Develop productive working relationships with colleagues



There must be evidence that the learner has developed productive working relationships with colleagues within the same organisation and with those they work closely with from other organisations – for example, voluntary organisations, clubs, schools etc.

Assessment methods include observations, witness testimony and/or authentic records of the learner’s work (for example, diaries, correspondence – including emails, records of meetings and/or reflective accounts countersigned by a senior colleague).

Simulation






197

A320 Allocate and monitor the progress and quality of work in own area of responsibility



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work – for example, staff rotas, allocation plans for events, instructions to other workers/volunteers, notes taken during events, meeting notes, correspondence, event reports etc. – and/or using the testimony of other people such as colleagues and managers. There should be sufficient evidence over time to ensure that the learner has met all the requirements.

Simulation






198

A321 Provide learning opportunities for colleagues



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work – for example, training needs analyses or performance appraisal notes for staff, personal development plans for other staff, evaluations of training, meeting notes, correspondence, reports etc. – and/or using the testimony of other people such as HR specialists, training providers, colleagues and managers. There should be sufficient evidence over time to ensure that the learner has met all the requirements.

Simulation






199

D211 Contribute to the prevention and management of abusive and aggressive behaviour



Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work – for example, incident reports, meeting notes, correspondence etc. – and/or using the testimony of other people such as colleagues and managers. There should be sufficient evidence over time to ensure that the learner has met all the requirements.

Simulation

Questioning or simulations may be used for assessment criterion 8.3.





200

D212 Recognise the indications of substance misuse and refer individuals to specialists

Evidence Requirements for this unit:

The learner must provide their assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below.

Special Considerations:

Simulation is not permitted for this unit.

The nature of this unit means that all of learner evidence must come from real work activities.

The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in the sector.

Required sources of performance and knowledge evidence:

Observation and/or Expert Witness Testimony is the required assessment method to be used to evidence some part of this unit.

If the assessor is unable to observe the learner s/he will identify an expert witness in the workplace who will provide testimony of work-based performance. The assessor or expert witness will observe the learner in real work activities and this is likely to provide most of the evidence for the assessment criteria for this unit.

Other sources of performance and knowledge evidence:

The following assessment criteria may be difficult to evidence by observation and/or expert witness testimony because they refer to contingencies or infrequently occurring activities: Not applicable to this unit.

The assessor will identify other sources of evidence to ensure that the most reliable and efficient mix of evidence gathering methods from the list below. This will ensure that all learning outcomes and assessment criteria are met and that the consistency of your performance can be established.

Work Products:

These are non-confidential records made, or contributed to, by the learner e.g. promotional material relating to the effects of substance misuse and the services available in the local community.

Confidential Records:

These may be used as evidence but must not be placed in the learner’s portfolio. They must remain in their usual location and be referred to in the assessor records in your portfolio e.g. Case records, care plans and referral forms.


201

Questioning:

Questions may be oral or written. In each case the question and the answer will need to be recorded e.g. what are the risks that have to be managed in accessing services and facilities for the individual in question?

Professional discussion:

This should be in the form of a structured review of the learner’s practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that they know and understand principles which support practice; policies, procedures and legislation, and that they can critically evaluate their application e.g. how to keep personal knowledge about substances and possible indications of substance misuse up-to-date.

Original Certificates:

Certificates of training and records of attendance must be authentic, current and valid. The assessor will also want to check the content of such training so that this can be matched to the standards and check that the learner has retained and can apply learning to practice e.g. Certificate/Progression Award in Drug and Alcohol Services.

Case Studies, projects, assignments and candidate/reflective accounts of the learner’s work:

These methods are most appropriately used to cover any outstanding areas of the unit.

Occasionally, because an event happens rarely or may be difficult to observe, the learner may be able to use a candidate/ reflective account to provide some of the evidence for this unit e.g. the risk to the individual and to others which may result from substance misuse.

Witness Testimony:

Colleagues, allied professionals and individuals with whom the learner works may be able to provide testimony of their performance. The assessor will help to identify the appropriate use of witnesses.

Unit Guidance

The evidence for this unit is likely to come from;

(a) The observation of the learner working with an individual

(b) Confidential case records and referrals, and

(c) The learner’s explanation of their work with this and other individuals recorded either through professional discussion or a reflective account.


202

A21 Support the efficient use of resources



Evidence of real work activity is required for the following learning outcomes:

Learning Outcome 3

When making recommendations for the use of resources, the learner must cover:

one of the following types of relevant people:

1. team members

2. colleagues working at the same level

3. higher level managers or supervisors

with both of the following types of recommendations:

1. short term

2. medium term

Learning Outcome 5

When contributing to the control of resources, the learner must cover:

one of the following types of relevant people:

1. team members


3. higher level managers or supervisors

with two of the following types of corrective action:

1. altering activities

2. modifying the use of resources

3. re-negotiating the allocation of resources


203

This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).

Simulation


Use of supplementary evidence

Supplementary evidence should only be used for items above for which the learner is not required to provide evidence of real work activity.





204

A211 Apply for external funding for sport and physical activity




Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, research into funding sources undertaken by the learner, funding applications or bids they have prepared, records of negotiations with funding bodies etc.).

Simulation






205

A41 Manage information for action



Evidence of real work activity is required for the following learning outcomes:

Learning Outcome 3

When gathering required information, the learner must cover:

two of the following types of information:

1. quantitative

2. qualitative

3. in electronic format

4. paper-based

with one of the following types of systems and procedures:

1. formal

2. informal

Learning Outcome 5

When informing and advising others, the learner must cover:

two of the following types of information and advice

1. spoken

2. written

3. in electronic format


206

with two of the following types of recipients:

1. team members


3. higher level managers or sponsors

4. people not part of own organisation

Learning Outcome 7

When holding meetings, the learner must cover:

one of the following types of meetings:

1. involving people within own organisation

2. involving people from outside own organisation

with one of the following types of purposes:

1. information giving

2. consultation

3. decision making


Simulation







207



208

B227 Contribute to evaluating, developing and promoting services


There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the learner’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the learner can meet the requirements on a consistent basis.

There must also be evidence that the learner’s work has met the requirements listed in ‘assessment criteria’.

This must include as a minimum:

Both types of evaluation methods

One type of services

All types of appropriate individuals

Three types of promotional methods


Simulation



Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies, (but if naturally occurring evidence is available, this is obviously preferred).


There must be explicit evidence that the learner possesses all of the knowledge and understanding shown for learning outcomes that state ‘The learner will understand’. In most cases this can be done by a professional discussion between the learner and assessor after an observation or by questioning. Other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. However, the essential thing is that knowledge and understanding must be rooted in practice; i.e. learners give practical examples from their day-to-day work to show their knowledge and understanding in practice.


209

Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If the assessor can reasonably infer from observing the learner at work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item.


210

B229 Plan and organise services




Assessment methods include a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, plans for sport/physical activity services, staff rotas, correspondence, notes of meetings etc.).

Simulation






211

A44 Manage a project



Appropriate assessment methods include observations, examining products of the learner’s work – for example, project plans and evaluations, resource and staffing plans, notes of meetings and correspondence etc. – and/or using the testimony of other people such as colleagues and managers. There should be sufficient evidence over time to ensure that the learner has met all the requirements.

Simulation






212

C33 Work with others to improve customer service



There must also be evidence that the candidate’s work at real spectator events has met the following requirements for the unit:

Working with customers, who are both internal and external to the organisation

Agreeing customer service roles and responsibilities, which are part of their job role and also that have been agreed with others as part of their job

Working with a minimum of two from: team members, colleagues, suppliers, supervisors/team leaders, service partners, manufacturers, individuals from other departments, individuals from other sites or regions, individuals from other organisations


Simulation








213

Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title

Please go to www.ofqual.gov.uk to access the document ‘Operating rules for using the term ‘NVQ’ in a QCF qualification title’.

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