1st4sport Level 3 Award in Education & Training

Transcription

1 1st4sport Level 3 Award in Education & Training Qualification Specification Version 6: 8 May 2017 This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval which must be complied with and should be read in conjunction with the 1st4sport Centre recognition. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained: The Learner Pack The Tutor, Assessor, Verifier Guidance

2 Coachwise Ltd, 2017 This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications. 1st4sport Qualifications Coachwise Ltd Chelsea Close Off Amberley Road Armley Leeds LS12 4HP Fax: enquiries@1st4sportqualifications.com Website: The Ofqual, Welsh Government and SQA Accreditation recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide. Qualification Accreditation Number: 601/0460/0 Qualification accreditation date: 25 July 2013 Specification publication dates: V1 22 August 2013: Initial specification V2 28 August 2013: clarify requirements for workforce V3 30 May 2014: Amend QCON 4.8 eligibility of Learners to Attend for Assessment V4 01 November 2014: Content rationalised, amended to encompass evidence requirements, review date amended V5 07 March 2017: Unit details added to appendix, hyperlinks to The Register removed V6 08 May 2017; QCF removed and TQT added, review date updated

3 Contents List of contents Page Introduction to 1st4sport Qualifications Qualification regulation details and dates Qualification structure and units Qualification Purpose Statement Overview Progression Support Qualification Approval : Section One - Qualification Resources QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator QCON 1.4 Qualification tutors QCON 1.5 Qualification assessors QCON 1.6 Qualification internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees Qualification Approval : Section Two - Administration, initial assessment and inductions QCON 2.1 Course/programme administration QCON 2.2 Learner enrolment, agreement and registration period QCON 2.3 Learner eligibility, pre-requisites and RPL QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions Qualification Approval : Section Three - Training and Assessment QCON 3.1 Training and assessment hours QCON 3.2 Training and assessment programme QCON 3.3 Assessment specification QCON 3.4 Assessment tools QCON 3.5 Assessment eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments Qualification Approval : Section Four - Internal Quality Assurance QCON 4.1 Internal verification strategy QCON 4.2 Internal verification sampling QCON 4.3 Internal verification interventions Communications and Contacts 24 Appendix: Unit details

4 Introduction to the Qualification The 1st4sport Level 3 Award in Education & Training is solely awarded in by 1st4sport Qualifications, and has been developed by the Learning and Skills Improvement Service (LSIS), in consultation with industry experts in learning and Development. It is recognised as the industry standard introduction to teaching qualification. Qualification Regulation 1 Details and Dates Qualification Title Qualification No. GLHs TQT Level Credit 1st4sport Level 3 Award in Education & Training Regulation Dates 601/0460/ Qualification regulation start date 25 July 2013 Qualification review date 31 July 2018 Certification end date 31 July 2021 Qualification Structure and Units To be awarded the 1st4sport Level 3 Award in Education and Training, a learner must achieve 12 credits, which comprises of following combination of units: three credits from the mandatory unit in Group A six credits from Optional Unit Group B three credits from Optional Unit Group C If recognised centres wish to offer their learners any of the optional units from the Learning and Development Suite they will be required to meet additional workforce criteria and develop their own assessment tools, submitting them to their 1st4sport external verifier prior to implementation. Achievement of the qualification is normally through a programme of learning and assessment, which ensures completion of the 1st4sport Learner Pack inclusive of all assessed tasks. The unit specifications for the 1st4sport Level 3 Award in Education & Training are contained in the appendix of this Qualification Specification. The unit titles are listed in the table below. 1 This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link. Page 1 of 24

5 Unit Structure Unit Reference GLH Level Credit Unit Title No. Group A (Mandatory unit group) Three (3) credits must be achieved from this group Understanding roles, responsibilities and H/505/ relationships in education and training Group B (Optional unit group) Six (6) credits must be achieved from this group Understanding and using inclusive teaching and learning approaches in education and training D/505/ Facilitate learning and development in groups F/502/ Facilitate learning and development for J/502/ individuals Group C (Optional unit group) Three (3) credits must be achieved from this group Understanding assessment in education and training Understanding the principles and practices of assessment R/505/ D/601/ When registering learners (via the online portal), centres must select the units each learner is required to complete. The 1st4sport Level 3 Award in Education and Training consists of three main units highlighted in bold above, these units should be selected for learners who do not have any units to transfer from the Learning and Development suite. If learners have already achieved any of the other optional units listed above, these are recognised within the Credit Accumulation Transfer strategy outlined in section two, and should be selected where appropriate. Page 2 of 35

6 Qualification Purpose Statement Overview This qualification covers... This qualification is designed to provide learners with an introduction to teaching/training in the further education and skills sector. It is a knowledge-based teaching qualification which has no minimum teaching practice requirement, and therefore, it may be undertaken by individuals who are not currently in a teaching role. However, there is a minimum requirement to take part in microteaching 2. The qualification is composed of one mandatory unit and two optional groups containing various optional units, of which one must be selected from each group. This qualification is designed for... The qualification is designed for those aspiring to teach or new to teaching in the further education and skills sector. Prior to accessing a programme of learning, learners must be 19 years of age or above. This qualification leads to... This qualification can help learners to progress in teaching/training and support roles in a wide range of organisations in the education and training sector. These include; Public sector organisations, Private sector organisations, Further Education, Adult and Community Education. Once in a teaching role, you may choose to follow a programme of training for the Level 4 Certificate in Education & Training or the Level 5 Diploma in Education & Training depending upon your role and associated teaching responsibilities. This qualification is supported by... The qualification is recognised as the industry standard Introduction to Teaching Qualification for the further education and skills sector by the Education & Training Foundation. 2 Microteaching is an activity where trainee teachers prepare and deliver a short teaching and learning session to their peers and then evaluate their practice. Page 3 of 35

7 Qualification Approval 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval. Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities. Section One: Qualification Resources QCON 1.1 Qualification workforce capacity and ratios The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum 3 : a qualification administrator a qualification coordinator an appropriately qualified tutor to conduct training an appropriately qualified assessor to conduct assessment an appropriately qualified internal verifier to conduct internal verification (IV) 4 In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 16 learners to one tutor. Assessment of written work and observed micro teaching assessments must be conducted on a 1:1 basis. Evidence: minimum workforce Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System 5. Each member of staff must be named and linked to the qualification and role. Current CV, certificates and evidence of annual CPD activities related to the specific role and qualification must be uploaded into Athena for each staff member. This information must be current at all times and include as a minimum: a qualification administrator a qualification coordinator an appropriately qualified tutor an appropriately qualified assessor an appropriately qualified Internal verifier (IV) Evidence: ratios course/programme attendance registers for staff and learners course/programme authorisation requests to 1st4sport internal verification sampling plans and reports. 3 One person may fulfil a number of the required roles. The tutor and assessor is often the same person. 4 Internal verifiers must not tutor or assess on a course where they are completing the internal verification. 5 To gain access to Athena, please request this via qmt@1st4sportqualifications.com. Page 4 of 35

8 QCON 1.2 Qualification administrator The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely, accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration QCON 1.3 Qualification coordinator The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification. Evidence: competence course authorisation and any related activities learner registration and any related activities learner certification and any related activities. Evidence: competence qualification resource records (staff, sites, learning and assessment materials) qualification administration, initial assessment and induction records training, assessment and internal quality assurance records. Page 5 of 35

9 QCON 1.4 Tutors The recognised centre is required to recruit and deploy an appropriately qualified tutor who as a minimum: holds a recognised teaching qualification 6 or have substantial and successful teaching experience in education and training has relevant teaching experience in an education or training context. Tutors are responsible for the delivery of the learning programme developed by their recognised centre. They must have attended a qualification induction by the centre to orientate them into the centre specific learning and assessment programme. Evidence: initial competence teaching qualification certificate Accepted teaching qualifications: Level 4 Certificate in Education and Training; Level 5 Diploma in Education and Training; Level 3/4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS); Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS); Post Graduate Certificate in Education + familiar with current L&D teaching NOS/standards relevant Teaching Degree + familiar with current L&D teaching NOS/standards For those without a teaching qualification, but with substantial experience, a detailed CV and/or personal statement outlining relevant experience equivalent to a teaching qualification. CV detailing teaching positions held involving the full role of an adult education teacher (responsible for writing and reviewing own sessions plans based on a scheme of work). Roles requiring the delivery of prepared plans by a centre/ngb are not sufficient. Record of qualification induction, content covered, attendees. Evidence: ongoing competence annual CPD in adult teaching skills and/or knowledge recorded standardisation activities internal verification reports and action responses external verification reports and action responses (Athena). 6 This does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training, Level 3/4 PTLLS Awards, 1st4sport Level 3 Award in Delivering Learning (L3ADLQ), or 1st4sport Level 3 Certificate in Tutoring Sport (CTS). Page 6 of 35

10 QCON 1.5 Assessors The recognised centre is required to recruit and deploy an appropriately qualified assessor who as a minimum: holds a recognised teaching qualification (or has substantial and successful teaching experience in education and training) has relevant teaching experience in an education or training context holds a recognised assessing qualification Assessors are responsible for the conduct of valid and reliable assessments in accordance with the 1st4sport Tutor, Assessor and Verifier Guidance. They must have attended a qualification induction by the centre to orientate them into the centre specific learning and assessment programme. Please note: For those individuals assessing one or more of the following Learning and Development units within the 1st4sport Level 3 Award in Education and Training: Facilitate learning and development for individuals (J/502/9549); Facilitate learning and development in groups (F/502/9548); Understanding the principles and practices of assessment (D/601/5313), the 1st4sport external verifier will wish to ensure that all persons meet the additional workforce criteria below. have successfully assessed learners for other qualifications have up-to-date working knowledge and experience of best practice in assessment and quality assurance hold a work environment assessor qualification: show current evidence of continuing professional development in assessment and quality assurance. Evidence: initial competence teaching qualification certificate Accepted teaching qualifications include: Level 4 Certificate in Education and Training; Level 5 Diploma in Education and Training; Level 3/4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS); Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS); Post Graduate Certificate in Education + familiar with current L&D teaching NOS/standards relevant Teaching Degree + familiar with current L&D teaching NOS/standards For those without a teaching qualification, but with substantial experience, a detailed CV and/or personal statement outlining relevant experience equivalent to a teaching qualification. Assessing qualification certificate Accepted assessing qualifications include: Level 3 Award in Assessing Vocationally Related Achievement; Level 3 Award in Assessing Competence in the Work Environment; Level 3 Certificate in Assessing Vocational Achievement; 1st4sport Level 3 Certificate in the Introduction to Assessment Practice in Sport (IAPS) + familiar with current assessing NOS/standards; A1 Assess candidate performance using a range of methods + familiar with current assessing NOS/standards; D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence + familiar with current assessing NOS/standards CV detailing teaching positions held involving the full role of an adult education teacher (responsible for writing and reviewing own sessions plans based on a scheme of work). Roles requiring the delivery of prepared plans by a centre/ngb are not sufficient. Record of qualification induction, content covered, attendees. Page 7 of 35

11 Additional workforce evidence for the Learning & Development Units: CV or personal statement detailing experience of assessing regulated qualifications. IV, EV reports relating to assessment practice Work environment Assessing qualification certificate: Accepted work environment assessing qualifications include: Level 3 Award in Assessing Competence in the Work Environment; Level 3 Certificate in Assessing Vocational Achievement; A1 Assess candidate performance using a range of methods + familiar with current assessing NOS/standards; D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence + familiar with current assessing NOS/standards Evidence: ongoing competence annual CPD in adult teaching skills and/or knowledge working to L&D assessing standards the assessment records recorded standardisation activities internal verification reports and action responses external verification reports and action responses (Athena). Page 8 of 35

12 QCON 1.6 Internal verifiers The recognised centre is required to recruit and deploy an appropriately qualified internal verifier who as a minimum: holds a recognised teaching qualification (or has substantial and successful teaching experience in education and training) has relevant teaching experience in an education or training context. holds a recognise assessing qualification holds a recognised internal verification/internal quality assurance qualification Internal verifiers are responsible for the conduct valid and reliable internal quality verification activities in accordance with the 1st4sport Tutor, Assessor and Verifier Guidance. They must have attended a qualification induction by the centre to orientate them into the centre specific qualification learning and assessment programme and IV strategy. Evidence: initial competence teaching qualification certificate assessing qualification certificate CV detailing teaching positions held involving the full role of an adult education teacher (responsible for writing and reviewing own sessions plans based on a scheme of work). Roles requiring the delivery of prepared plans by a centre/ngb are not sufficient. Record of qualification induction, content covered, attendees. Internal verification/internal quality assurance qualification certificate Accepted Internal verification/internal quality assurance qualifications include: Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice ; Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice ; 1st4sport Level 3 Certificate in Internal Verification Practice in Sport (CIVPS); V1 Conduct internal quality assurance of the assessment process + familiar with current internal quality assurance NOS/standards; D34 Internally verify the assessment process + familiar with current internal quality assurance NOS/standards. Evidence: ongoing competence annual CPD in adult teaching skills and/or knowledge working to L&D assessing standards working to L&D internal quality assurance standards the assessment records recorded standardisation activities internal verification records (implementation of sampling and reports) external verification reports and action responses (Athena) Page 9 of 35

13 QCON 1.7 Qualification delivery sites, facilities and environment The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with accepted health and safety practices for and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities: Evidence: sites and facilities inventories and risk assessments internal verification reports external verification reports (Athena). a suitable classroom facility/ lecture room an appropriate room/environment is available to carry out teaching/micro teaching assessments. The environment must be conducive to learning; lighting, temperature and noise levels appropriate to learner needs. QCON 1.8 Qualification equipment The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice and must include: Evidence: equipment inventories and risk assessments internal verification reports external verification reports (Athena) learners have access to a range of the following teaching resources: power point projector interactive white board white board and pens flip chart and pens computer TV and DVD facilities internet Page 10 of 35

14 QCON 1.9 Qualification materials The recognised centre is required to create own teaching and learning resources, to facilitate the full learning programme. The materials provided by 1st4sport to facilitate the assessment are required to be used to promote consistency of assessment standards across centres over the life of the qualification. Where this is not appropriate to the type of learners at the centre or for a specific course/learner cohort, appropriate and credible alternatives may be agreed with the 1st4sport External Verifier. The recognised centre is required to ensure that the qualification workforce have available for use during sessions the: learning and assessment programme centre resources to support delivery (eg Powerpoint Presentation, learning activities) 1st4sport qualification specification 1st4sport Tutor, Assessor, Verifier Guidance 1st4sport Learner Pack CD (or copies of documents it contains) Evidence: materials centre programme of learning and assessment the utilisation of 1st4sport Learner Pack the assessment of tasks in accordance with the 1st4sport Tutor, Assessor, and Verifier Guidance. internal verification reports external verification report (Athena). pre-course instructions to learners inventories completed 1st4sport assessment tasks assessed and annotated in accordance with the 1st4sport Tutor, Assessor, and Verifier Guidance. internal verification reports and action responses external verification reports and action responses (Athena). The recognised Centre is also required to ensure that learners are provided with a 1st4sport Learner Pack which includes the: the assessment tasks learner pack CD Gravells, A (2013) The Award in Education and Training. London, Sage ISBN Page 11 of 35

15 QCON 1.10 Qualification fees 7 The recognised centre is required to pay a 55 learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre. Evidence: fees pre-course marketing tools pre-course instructions through communications to learners course authorisation requests to 1st4sport and related payment logs 7 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional 5 fee per learner (plus VAT where this is applicable). Page 12 of 35

16 Section Two: Administration, initial assessment and inductions QCON 2.1 Course/programme administration Evidence: course programme Recognised centres should utilise the 1st4sport centre portal 8 to authorise courses, register and certificate learners. All qualification administration activities must be conducted in accordance with the 1st4sport position Statement: Qualifications Administration Must be evidenced though: course authorisation records, related updates and communications learner registration records, related updates and communications learner certification records, related updates and communications QCON 2.2 Learner enrolment, agreement and registration period The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected and initial assessment of learner s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they will: Evidence: enrolment process learner application forms or web based application services signed learning agreements/contracts 9 conduct themselves accordingly in accordance with the Learner Agreement/Contract make all relevant payments understand that the registration period for this qualification is 36 months in which time they must complete all aspects of their learning and assessment including reassessments. attend all components of the learning and assessment programme (unless other arrangements have been made related to RPL) comply with recognised centre policy and procedure comply with the qualification conditions, 1st4sport policy, position statements and related processes 8 To gain access to this system the centre needs register interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: cst@1st4sportqualifications.com 9 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form. Page 13 of 35

17 QCON 2.3 Learner Eligibility, Pre-requisites and RPL The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration, certification and RPL are considered and the outcome recorded during the application process. Prior to registration learners are required to: be accurately identified be 19 years of age or over be able to communicate effectively in English 10 (this includes listening, speaking, reading and writing). There are no additional prerequisites to certificate. Opportunities for Credit Accumulation and Transfer (CAT) or RPL include: Evidence: pre-requisites learner records containing personal data which includes their title, name, date of birth, address, gender, nationally, ethnicity, disability and access needs learner identity check details containing the type of proof, the reviewer s name and the date confirmed records of activities to check understanding of the England language (where this is deemed to be necessary) CAT confirmation of achievement of specified units through Awarding Body certificate. Learning and development units: Facilitate learning and development in groups (L3, 6 credits, unit ref: F/502/9548) Facilitate learning and development in individuals (L3, 6 credits, unit ref: J/502/9549) Learners who have achieved a assessor qualification containing the following unit: Understanding the principles and practices of assessment (L3, 3 credits, unit ref: D/601/5313) Learners who have achieved the 1st4sport Level 3 Award in Delivering Learning containing the following unit: Understanding and using inclusive teaching and learning approaches in education and training (L3, 6 credits unit ref: D/505/0052) Learners who have achieved the 1st4sport Level 3 Award in Delivering Learning or attended the learning programme, maybe eligible to RPL some of the learning programme for the 1st4sport Level 3 Award in Education and Training. 10 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish. Page 14 of 35

18 QCON 2.4 Learner Eligibility and Barriers to Access The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include: age individuals under the age of 19 are not permitted to attend this qualification to prevent teaching without appropriate experience. As a result no adjustments to this barrier can be applied. race individuals who are not England, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied. disability individuals with mental or physical or learning disabilities may find some of the competencies difficult to meet. Evidence: access arrangements Barriers to access are required to be resolved through the implementation of reasonable adjustments (where appropriate) and must be evidenced though: learner application forms or web-based application services reasonable adjustment requests submitted via Athena and clearly implemented arrangements. Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements. 11 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or gender transformation. Page 15 of 35

19 QCON 2.5 Learner Inductions The recognised centre is required to provide an effective qualification/course induction to all learners which introduces: the individual members of the centre s workforce and what their role will be the centre s policies and procedures which as a minimum must cover: Evidence: access arrangements induction attendance registers and records policy booklets or signposts induction documentation - health and safety - equality and diversity - data protection - child/vulnerable adult safeguarding - appeals - complaints - malpractice/maladministration information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time). the learning outcomes and the assessment criteria the learning and assessment strategy and published programme individual learning plans links to National Occupational Standards the position of the qualification in relation to others and any progression opportunities any quality assurance (IV or EV) activities that are scheduled. Page 16 of 35

20 Section Three: Training and Assessment QCON 3.1 Training and Assessment Hours The recommended guided learning hours (GLH) for the qualification are hours depending upon which optional units are selected and learners needs. The total qualification time (TQT) is 120 hours, which incorporates the GLHs in addition to home study and assessments. The recognised centre must ensure that the following are completed, giving learners 12 credits. Each credit is equivalent to 10 hours of learning time: three credits from the mandatory unit in Group A. six credits from Optional Unit Group B; three credits from Optional Unit Group C. Evidence: inductions marketing tools (where these exist) Learning and Assessment Programme per course web-based records from online platforms (where these have been agreed in accordance with the 1st4sport Position Statement: Alternative Assessment Arrangements). QCON 3.2 The Training and Assessment Programme Evidence: course length Training and assessment programmes must be evidenced through: course administration records Learning and Assessment Programme per course web based audit from online platforms (where these have been agreed in accordance with the 1st4sport Position Statement: Alternative Assessment Arrangements). Page 17 of 35

21 QCON 3.3 Assessment Specification Centres are required to ensure this assessment specification is fully complied with, without any deviation. To achieve the qualification, learners are required to have, in summary, assessed evidence of: i. There is a minimum requirement for learners/ trainee tutors to engage in observed and assessed microteaching for the following optional unit: Understanding and using inclusive teaching and learning approaches in education and training (D/505/0052). Evidence: assessment a record of learners attendance and achievement of each task and units, the assessor and completion dates assessed and annotated learner packs observation checklists internal verification reports external verification reports and action responses (Athena). For this unit, learners/ trainee tutors must be involved in at least one hour of microteaching. Each learner/ trainee tutor must deliver at least: a 30-minute (minimum) teaching/ microteaching session that is observed and assessed by an appropriately qualified assessor. observe and review a 30 minute microteaching/ teaching session of another trainee tutor or experienced tutor/ teacher. Trainee tutors who are currently teaching may prefer to use one of their teaching sessions within their usual teaching environment to meet the requirements of this unit, instead of microteaching to peers. ii. There is a requirement to undertake observed and assessed practice in a real work environment for the following optional units from the Learning and Development suite that are included in this qualification: Facilitate learning and development for individuals (F/502/9548) Facilitate learning and development in groups (J/502/9549). i. For these units, practice should be in the appropriate context with groups of learners or with individual learners. The number of hours of practice required and the number of hours to be observed and assessed are not specified for these units, however as a minimum they should reflect the requirements for i. detailed above. Page 18 of 35

22 QCON 3.4 Assessment Tools The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport 12. These are contained within the 1st4sport Learner Pack and utilise assessment methods which have been reviewed for construct validity for this qualification: Portfolio of evidence Practical demonstration/assignment Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements. QCON 3.5 Assessment Eligibility The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification. Evidence: assessment tools a record of learners attendance and achievement of each task and units, the assessor and completion dates assessed and annotated learner packs observation checklists internal verification reports external verification reports and action responses (Athena). Evidence: alternative arrangements an alternative assessment arrangements request (only where alternative assessment arrangements are needed) the completion of agreed alternative assessment tools (including electronic platforms) where these are agreed Evidence: eligibility for assessment Programme of Learning and Assessment registers and/or records of attendance Learners must complete the knowledge Tasks 1, 2, 3 in the Learner Pack, to be eligible to attend the practical assessment for Task If any of the Learning & Development optional units are selected, centres will need to contact their External Verifier to agree assessment tools which meet the requirements. Page 19 of 35

23 QCON 3.6 Assessment Process Evidence: assessment process The recognised centre is required to ensure that the assessment process is managed effectively and ensures: assessment plans and schedules are communicated to all affected assessment briefings are completed with reference to the format of the assessment, what is expected of learners and the assessment criteria being used the assessment is conducted in line with the 1st4sport Tutor, Assessor, Verifier Guidance for this qualification assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence) final assessment decisions are communicated to the learner face to face or remotely, after the final practical assessment (Task 4) has taken place assessment decisions are recorded. Must be evidenced though: QCON 3.7 Eligibility of Learners for Special Consideration Programme of Learning and Assessment per course records of attendance and achievement per task and unit, the assessor who conducted the assessment and completion date assessed and annotated learner packs completed observation checklists assessor communications to administrators internal verification reports and action responses external verification reports and action responses (Athena). The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements. Evidence: access arrangements special consideration requests (Athena) implementation of the arrangements. Page 20 of 35

24 QCON 3.8 Eligibility of Learners for Certification The recognised centre is required to ensure that learners who have successfully completed all pre-requisites, assessment requirements and who have been confirmed by the assessor as eligible for certification are certificated. Where a verification sampling plan requires an intervention to be conducted, learners must be made aware that the assessment decisions which have been confirmed to them are subject to verification outcomes. QCON 3.9 Reassessments The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (36 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification. Evidence: certification assessment tracking and records the assessor communications to the qualification administrator administrator communications to learners internal verification reports and action responses external verification reports and action responses (Athena). certification requests to 1st4sport. Evidence: reassessment activities re-assessment plans, tracking and records Programme of Learning and Assessment per course records of attendance and achievement per task and unit, the assessor who conducted the assessment and completion date assessed and annotated learner packs completed observation checklists assessor communications to administrators internal verification reports and action responses external verification reports and action responses (Athena). Page 21 of 35

25 Section Four: Internal Quality Assurance QCON 4.1 Internal Verification Strategy The recognised centre is required to have in place an internal verification strategy which includes strategic objectives which include, but are not limited to: first course only; internal verification of 50% learners and 100% of learner evidence and assessment documentation subsequent courses; a selected sample of evidence across 25% of learners and assessor feedback is internally verified from 100% of the courses authorised all active assessors internally verified across all active assessment sites, over a twelve month period standardisation activities conducted annually and focussed on assessment and internal verification internal verification conducted in accordance with a risk based approach; tutors/assessors and assessments perceived as higher risk experience more frequent IV interventions. QCON 4.2 Internal Verification Sampling The recognised centre is required to develop and implement sampling plans in accordance with the interval verification strategic objectives. all tutors, assessors and types of assessment (including direct observation of assessment practice) are internally verified across all active delivery and assessment sites, over a twelve month period, and detailed in sampling plan one standardisation activity is conducted annually for all workforce, focussed on assessment and internal verification Evidence: strategy Must be evidence through: a current internal verification strategy document uploaded into the Documents section of Athena an internal verification sampling plan template internal verification report templates external verification reports and action responses (Athena). Evidence: sampling activities internal verification sampling plans external verification reports and action responses (Athena). Page 22 of 35

26 QCON 4.3 Internal Verification Interventions The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include: observation performance sampling of assessment evidence learner interviews (face to face or via telephone). Evidence: internal verification reports internal verification reports and action responses external verification reports and action responses (Athena). The interventions must ensure that support and development is given to the centre and specifically to the qualification workforce. Page 23 of 35

27 Communications and Contacts In an effort to reduce the costs of qualifications 1st4sport aim to utilise electronic means of communication wherever possible. 1st4sport Qualification s website or should be the first port of call for organisations or individuals looking for information. Additional important contacts The Education and Training Foundation The Excellence Gateway The Register of Regulated Qualifications: The Office of the Qualifications and Examination regulator (Ofqual) Department for Education The Department for Business Innovation and Skills (BIS) Learning Records Service Website: Enquiries enquiries@etfoundation.co.uk Telephone: Website: The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following this link. The full list of regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link. 13 Website: ofqual.gov.uk Website: education.gov.uk Website: bis.gov.uk Website: learningrecordsservice.org.uk 13 Any changes to qualifications will be communicated with recognised centres via various means of communications. Page 24 of 35

28 Appendix A: Unit Specifications To be awarded the 1st4sport Level 3 Award in Education and Training, a learner must achieve a minimum of 12 credits. Three credits from Group A, six credits from Group B and three credits from Group C. The 1st4sport Learner Pack consists of assessment tools for the three units in bold below; these units should be selected for learners who do not have any units to transfer from the Learning and Development suite. Group A Understanding roles, responsibilities and relationships in education and training Group B Understanding and using inclusive teaching and learning approaches in education and training Facilitate learning and development for individuals Facilitate learning and development in groups Group C Understanding assessment in education and training Understanding the principles and practices of assessment If recognised centres wish to offer learners the other Learning and Development optional units (in Groups B and C) they will be required to meet additional workforce criteria (Page 9 QCON 1.4c Assessor Criteria (for Learning and Development units)) and develop their own assessment tools, submitting them to their 1st4sport external verifier prior to implementation. Page 25 of 35

29 Group A Learners must achieve a minimum of 6 credits from completion of the following mandatory unit Unit Title: Unit Aim: Understanding roles, responsibilities and relationships in education and training The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in education and training and the relationship between different professionals in education and training. Learning Outcomes The learner will: Understand the teaching role and responsibilities in education and training Assessment Criteria The learner can: 1.1 Explain the teaching role and responsibilities in education and training. 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. 1.3 Explain ways to promote equality and value diversity. 1.4 Explain why it is important to identifying and meet individual learner needs. Understand ways to maintain a safe and supportive learning environment. 2.1 Explain ways to maintain a safe and supportive learning environment. 2.2 Explain why it is important to promote appropriate behaviour and respect for others. Understand the relationships between teachers and other professionals in education and training 3.1 Explain how the teaching role involves working with other professionals. 3.2 Explain the boundaries between the teaching role and other professional roles. 3.3 Describe points of referral to meet the individual needs of learners. Assessment Specification the learner will be required to have evidence of: An appropriate and comprehensive understanding of the requirements of the unit, which will be assessed via written tasks and assignments. Page 26 of 35

30 Group B Learners must achieve a minimum of 3 credits from completion of one (minimum) of the following three units Unit Title: Understanding and using inclusive teaching and learning approaches in education and training Unit Aim The purpose of the unit is to enable the learner to understand and use inclusive teaching and learning approaches to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners, and the planning, delivery and evaluation of inclusive teaching and learning. It requires the learner to deliver a microteaching session and to evaluate their own delivery practice. Learning Outcomes The learner will: 1. Understand inclusive teaching and learning approaches in education and training. Assessment Criteria The learner can: 1.1 Describe features of inclusive teaching and learning. 1.2 Compare strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs. 1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills. 2. Understand ways to create an inclusive teaching and learning environment. 2.1 Explain why it is important to create an inclusive learning and teaching environment. 2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs. 2.3 Explain ways to engage and motivate learners. 2.4 Summarise ways to establish ground rules with learners. 3. Be able to plan inclusive teaching and learning. 4. Be able to deliver inclusive teaching and learning. 3.1 Devise an inclusive teaching and learning plan. 3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs. 4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs. 4.2 Communicate with learners in ways that meet their individual needs. 4.3 Provide constructive feedback to learners to meet their individual needs. Page 27 of 35

31 5. Be able to evaluate the delivery of inclusive teaching and learning. 5.1 Review the effectiveness of own delivery of inclusive teaching and learning. 5.2 Identify areas for improvement in own delivery of inclusive teaching and learning. Assessment Specification For this unit, learners/ trainee tutors must be involved in at least one hour of microteaching. Each learner/ trainee tutor must deliver at least: a 30-minute (minimum) teaching/ microteaching session that is observed and assessed by a L3AE&TQ assessor. observe and review a 30 minute micro-teaching/ teaching session of another trainee tutor or experienced tutor/ teacher. Trainee tutors who are currently teaching may prefer to use one of their teaching sessions within their usual teaching environment to meet the requirements of this unit, instead of microteaching to peers. Page 28 of 35

32 Unit Title: Unit Aim Facilitate learning and development for individuals The aim of this unit is to assess a learning and development practitioner s understanding of how to facilitate learning and development for individuals. This could be someone in a coaching or mentoring role. They are required to understand the use of a variety of methods. Learning Outcomes The learner will: 1. Understand principles and practices of one to one learning and development Assessment Criteria The learner can: 1.1 Explain purposes of one to one learning and development 1.2 Explain factors to be considered when facilitating learning and development to meet individual needs 1.3 Evaluate methods for facilitating learning and development to meet the needs of individuals 1.4 Explain how to manage risks and safeguard individuals when facilitating one to one learning and development 1.5 Explain how to overcome individual barriers to learning 1.6 Explain how to monitor individual learner progress 1.7 Explain how to adapt delivery to meet individual learner needs 2. Be able to facilitate one to one learning and development 2.1 Clarify facilitation methods with individuals to meet their learning and/or development objectives 2.2 Implement activities to meet learning and/or development objectives 2.3 Manage risks and safeguard learners participating in one to one learning and/or development 3. Be able assist individual learners in applying new knowledge and skills in practical contexts 4. Be able to assist individual learners in reflecting on their learning and/or development 3.1 Develop opportunities for individuals to apply their new knowledge and learning in practical contexts 3.2 Explain benefits to individuals of applying new knowledge and skills 4.1 Explain benefits of self evaluation to individuals 4.2 Review individual responses to one to one learning and/or development 4.3 Assist individual learners to identify their future learning and/or development needs Page 29 of 35

33 Assessment Specification This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed Practitioner means anyone with a learning and development responsibility as part of their role. Page 30 of 35

34 Unit Title: Unit Aim: Facilitate learning and development in groups The aim of this unit is to assess a learning and development practitioner s understanding of group dynamics and facilitating learning and development in groups. They are required to understand the use of a variety of methods, for example, presentations, instructions, demonstrations, small group activities, skills practice and feedback, e-learning, blended learning, role-plays, simulations and experiential learning. Learning Outcomes The learner will: 1. Understand principles and practices of learning and development in groups. Assessment Criteria The learner can: 1.1 Explain purposes of group learning and development 1.2 Explain why delivery of learning and development must reflect group dynamics 1.3 Evaluate methods for facilitating learning and development to meet the needs of groups 1.4 Explain how to manage risks and safeguard individuals when facilitating learning and development in groups 1.5 Explain how to overcome barriers to learning in groups 1.6 Explain how to monitor individual learner progress within group learning and development activities 1.7 Explain how to adapt delivery based on feedback from learners in groups 2. Be able to facilitate learning and development in groups 2.1 Clarify facilitation methods with group members to meet group and individual learning objectives 2.2 Implement learning and development activities to meet learning objectives 2.3 Manage risks to group and individual learning and development 3. Be able to assist groups to apply new knowledge and skills in practical contexts 4. Be able to assist learners to reflect on their learning and development undertaken in groups 3.1 Develop opportunities for individuals to apply new knowledge and skills in practical contexts 3.2 Provide feedback to improve the application of learning. 4.1 Support self-evaluation by learners Review individual responses to learning and development in groups Assist learners to identify their future learning and development needs Page 31 of 35

35 Assessment Specification This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed. Practitioner means anyone with a learning and development responsibility as part of their role. Page 32 of 35

36 Group C Learners must achieve a minimum of 3 credits from completion of one (minimum) of the following two units Unit Title: Unit Aim: Understanding assessment in education and training The purpose of this unit is to enable the learner to understand how different types and methods of assessment are used in education and training. It includes ways to involve learners in assessment and requirements for record keeping. Learning Outcomes The learner will: 1. Understand types and methods of assessment used in education and training. Assessment Criteria The learner can: 1.1 Explain the purposes of types of assessment used in education and training. 1.2 Describe the characteristics of different methods of assessment in education and training. 1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs. 1.4 Explain how different assessment methods can be adapted to meet individual learner needs. 2. Understand how to involve learners and others in the assessment process. 2.1 Explain why it is important to involve learners and others in the assessment process 2.2 Explain the role of peer- and self-assessment in the assessment process. 2.3 Identify sources of information that should be made available to learners and others involved in the assessment process. 3. Understand the role and use of constructive feedback in the assessment process. 3.1 Describe key features of constructive feedback. 3.2 Explain how constructive feedback contributes to the assessment process. 3.3 Explain ways to give constructive feedback to learners. 4. Understand requirements for keeping records of assessment in education and training 4.1 Explain the need to keep records of assessment of learning. 4.2 Summarise the requirements for keeping records of assessment in an organisation. Assessment Specification An appropriate and comprehensive understanding of the requirements of the unit, which will be assessed via written tasks and assignments. Page 33 of 35

37 Unit Title:: Unit Aim: Understanding the principles and practices of assessment The aim of this unit is to assess the learning and development practitioner s knowledge and understanding of the principles and practices of assessment. Learning Outcomes The learner will: 1. Understand the principles and requirements of assessment Assessment Criteria The learner can: 1.1 Explain the function of assessment in learning and development 1.2 Define the key concepts and principles of assessment 1.3 Explain the responsibilities of the assessor 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice 2. Understand different types of assessment method 3. Understand how to plan assessment 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 3.1 Summarise key factors to consider when planning assessment 3.2 Evaluate the benefits of using a holistic approach to assessment 3.3 Explain how to plan a holistic approach to assessment 3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility 3.5 Explain how to minimise risks through the planning process 4. Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process 4.2 Summarise types of information that should be made available to learners and others involved in the assessment process 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners Page 34 of 35

38 5. Understand how to make assessment decisions 5.1 Explain how to judge whether evidence is: sufficient authentic current 5.2 Explain how to ensure that assessment decisions are: made against specified criteria valid reliable fair 6. Understand quality assurance of the assessment process 6.1 Evaluate the importance of quality assurance in the assessment process 6.2 Summarise quality assurance and standardisation procedures in own area of practice 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice 7. Understand how to manage information relating to assessment 7.1 Explain the importance of following procedures for the management of information relating to assessment 7.2 Explain how feedback and questioning contribute to the assessment process 8. Understand the legal and good practice requirements in relation to assessment 8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 8.2 Explain the contribution that technology can make to the assessment process 8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 8.4 Explain the value of reflective practice and continuing professional development in the assessment process Assessment Specification An appropriate and comprehensive understanding of the requirements of the unit, which will be assessed via written tasks and assignments. Page 35 of 35

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