Product ref: QS L2ASTCQ V4 Developed in partnership with the Active Communities Network and the Laureus Sports for Good Foundation 1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF) Qualification Specification Version 4: December 2016 This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained: The Learner Pack The Tutor, Assessor, Verifier Guidance
Transcript
Product ref: QS L2ASTCQ V4
Developed in partnership with the Active Communities Network and
the Laureus Sports for Good Foundation
1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF)
Qualification Specification Version 4: December 2016
This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained: The Learner Pack The Tutor, Assessor, Verifier Guidance
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
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 Approval Conditions: Section Two - Administration, initial assessment and inductions
QCON 2.1 Course/programme administration QCON 2.2 Learner enrolment, agreement and registration period QCON 2.3 Learner eligibility and pre-requisites QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions
7
Qualification Approval Conditions: Section Three - Training and Assessment
QCON 3.1 Training and assessment hours QCON 3.2 Training and assessment programme QCON 3.3 Assessment specification QCON 3.4 Assessment tools QCON 3.5 Assessment eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments
10
Qualification Approval Conditions: Section Four - Internal Quality Assurance
Appendix A: Level 2 Using Sport to Tackle Youth Crime Practical Syllabus
17
Appendix B: Level 2 Using Sport to Tackle Youth Crime Theoretical Syllabus
18
Appendix C: Unit Specifications
20
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Introduction to the Qualification The 1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF) sits on the Qualifications and Credit Framework (QCF) and is solely awarded by 1st4sport Qualifications as the recognised awarding organisation. The Level 2 Award in Using Sport to Tackle Youth Crime (QCF) has been developed and is delivered in partnership with Active Communities Network and the Laureus Sport for Good Foundation. It is one of a number of qualifications awarded by 1st4sport Qualifications. The Active Communities Network is a voluntary sector charity committed to the use and promotion of sports, arts and cultural activities to improve youth citizenship, social inclusion and community cohesion. The Laureus Sport for Good Foundation was set up to promote the use of sport as a tool for social change and is supported by the members of the Laureus World Sports Academy, 46 of the greatest living sports legends, who volunteer their services as global ambassadors. Qualification Regulation1 Details and Dates
Qualification Title Qualification No. GLHs Level Credit
1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF)
600/1795/8 32 - 80 2 8
Regulation Dates
Qualification regulation start date 14 April 2011
Qualification review date 31 December 2017
Certification end date 31 December 2018
Qualification Structure and Units The 1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF) comprises three mandatory units of assessment. To qualify for the Level 2 Award in Using Sport to Tackle Youth Crime (QCF), learners must successfully complete/have credit for all three mandatory units. Achievement of the qualification is normally through attendance on a course of training and assessment. The unit specifications for the 1st4sport Level 2 Award in Award in Using Sport to Tackle Youth Crime (QCF) are contained in Appendix C of this document.
Title Accreditation
No. GLHs Level Credit
Unit 1
Develop and maintain local partnerships to challenge youth crime and anti-social behaviour
F/503/1879 10 2 2
Unit 2
Implement sport interventions to challenge youth crime and anti-social behaviour
J/503/1883 11 2 4
Unit 3
Understand how to engage with participants using sport interventions to challenge youth crime and anti-social behaviour
L/503/1884 11 2 2
1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link.
Qualification Purpose Statement Overview What does this qualification cover? The objective of the 1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF) is to provide a benefit to learners through an introduction into the principles/practice of using sport to tackle youth crime. Therefore, this qualification will prepare learners for employment in organisations that use sport to tackle youth crime. In addition, the Level 2 Award in Using Sport to Tackle Youth Crime (QCF) will also enable successful learners to progress to a qualification in the same subject area but at a higher level if they wish to do so. Who is this qualification designed for? This qualification is designed for learners who are interested in tackling youth crime with the use of sport. The qualification will provide learners with an opportunity to prepare for future employment in organisations that use sport to tackle youth crime. Progression What could this qualification lead to? Successful learners are eligible to seek employment in appropriate organisations that use sport to tackle youth crime. Support Who supports this qualification? This qualification has been designed to ensure it is fit for this purpose on the basis that the qualification units were developed in consultation with Active Communities Network to ensure the technical components were provided by experts in the field of using sport to tackle youth crime. The development of this qualification was approved by the Sector Skills Council (SSC) for Active Leisure, Learning and Well-being (SkillsActive). End users for the qualification were therefore consulted with to ensure that it will effectively prepare learners for employment in the future.
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Qualification Approval Conditions
1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied, which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.
Section One: Qualification Resources
QCON 1.1 Qualification workforce capacity and ratios
Conditions Evidence: minimum workforce
The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum2: A qualification administrator A qualification coordinator At least one appropriately qualified
tutor/assessor At least one appropriately qualified
Internal Verifier (IV)3 To ensure the appropriate support for, and monitoring of, learners during practical sessions, the delivery and assessment of the qualification is recommended to operate at a ratio of one appropriately qualified tutor/assessor to a maximum of 20 learners. If centres would like to deliver the 1st4sport Level 2 Award in Using Sport to Tackle Youth Crime (QCF) they should first contact Active Communities Network (ACN) to ensure their workforce is approved by ACN to deliver/assess this qualification. Once this is in place, 1st4sport will be able to progress a centres qualification approval application.
Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System4. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum: A qualification administrator A qualification coordinator At least one appropriately qualified
tutor/assessor At least one appropriately qualified Internal
Verifier (IV) Tutors, assessors and internal verifiers are required to be checked against the Active Communities Network Workforce List prior to the authorization of the first course. Where it is identified that the staff are not on the list, the approval status will be immediately revoked.
Evidence: ratios
Must be evidenced through:
course/programme attendance registers for staff and learners
course/programme authorisation requests to 1st4sport
IV sampling plans and reports.
2 One person may fulfil a number of the required roles. The tutor and assessor is often the same person. 3 Internal verifiers must not tutor or assess on a course where they are completing the internal verification. 4 To gain access to Athena, please request this via mailto:[email protected].
The recognised centre is required to recruit and deploy a qualification administrator responsible for timely, accurate qualification administration activities. All administration activities must comply with the 1st4sport Position Statement: Qualification Administration.
Must be evidenced through: course authorisation and any related
activities learner registration and any related
activities learner certification and any related
activities.
QCON 1.3 Qualification coordinator
Conditions Evidence: competence
The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.
Must be evidenced through: qualification resource records (staff, sites,
learning and assessment materials) qualification administration, initial
assessment and induction records training, assessment and internal quality
assurance records.
QCON 1.4 Tutor/Assessors
Conditions Evidence: initial competence
The recognised centre is required to recruit and deploy a minimum of one Tutor/Assessor who must: be a recognised Active Communities
Network tutor/assessor hold or be working towards a
recognised teaching/tutoring qualification
hold or be working towards a recognised assessing qualification
attend a qualification specific induction.
Must be evidenced through: 1st4sport approval of each Active
Communities Network approved Tutor/Assessor listed as a Tutor/ Assessor via the Athena Staff tab.
Evidence: ongoing competence
Must be evidenced through: standardisation attendance and activities assessment records internal verification reports and action
responses external verification reports and action
responses (Athena).
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QCON 1.5 Internal verifiers
Conditions Evidence: initial competence
The recognised centre is required to recruit and deploy an internal verifier who must: be a recognised Active Communities
Network internal verifier hold or be working towards a recognised
verification/quality assurance qualification attend a qualification specific induction.
Must be evidenced through: 1st4sport approval of each Active
Communities Network approved Internal Verifier listed as an Internal Verifier via the Athena Staff tab.
Evidence: ongoing competence
Must be evidenced through: recorded standardisation activities internal verification records
(implementation of sampling and reports)
external verification reports and action responses (Athena)
QCON 1.6 Qualification delivery sites, facilities and environment
Conditions Evidence: sites and facilities
The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with health and safety regulations and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities: a designated room with space to
accommodate a minimum of 20 learners adequate refreshment facilities accessible toilets presentation equipment including a flipchart
and/or a whiteboard NB: All facilities must be accessible to all learners (including those with disabilities).
Must be evidenced through: inventories and risk assessments internal verification reports external verification reports
(Athena).
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QCON 1.7 Qualification equipment
Conditions Evidence: equipment
The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice.
The recognised centre must ensure that all learners and persons being coached wear appropriate sports apparel.
The materials provided by 1st4sport and the qualification development and delivery partner Active Communities Network to facilitate the training and 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 also required to ensure that learners are provided with the a 1st4sport Learner Pack which includes the: 1st4sport assessment tasks 1st4sport folder
Must be evidenced through:
pre-course instructions to learners
inventories 1st4sport assessment tasks
which are 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).
QCON 1.9 Qualification fees5
Conditions Evidence: fees
The recognised centre is required to pay a £78 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.
course authorisation requests to 1st4sport and related payment logs
5 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).
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Section Two: Administration, initial assessment and inductions
QCON 2.1 Course/programme administration
Conditions Evidence: course programme
Recognised centres should utilise the 1st4sport centre portal6 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 through: course authorisation records, related
updates and communications learner registration records, related
updates and communications learner certification records, related
updates and communications
QCON 2.2 Learner enrolment, agreement and registration period
Conditions Evidence: enrolment process
The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected and initial assessment of learner’s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they: conduct themselves accordingly in
accordance with the Learner Agreement/Contract sportscoach UK code of conduct
make all relevant payments understand that the registration period
for this qualification is 24 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
Must be evidenced through: learner application forms or web based
application services signed learning agreements/contracts7
6 To gain access to this system the centre needs register interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected] 7 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.
The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process. Prior to registration learners are required to: be at least 16 years of age be able to communicate effectively in
English8 (this includes listening, speaking, reading and writing).
There are no additional pre-requisites to certification other then successful completion of the required assessments.
Must be evidenced through: 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).
QCON 2.4 Learner Eligibility and Barriers to Access
Conditions Evidence: access arrangements
The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 20109 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:
Must be evidenced through: learner application forms or web-based
age – individuals under the age of 16 are not permitted to attend this qualification. This serves to prevent inexperienced coaches working. As a result no adjustments to this barrier can be applied.
race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied.
disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being
pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.
Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements.
8 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. 9 There are no barriers to access on the ground of marriage, religion or belief, sex, sexual orientation or gender transformation.
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QCON 2.5 Learner Inductions
Conditions Evidence: access arrangements
The recognised centre is required to provide an effective qualification/course induction to all learners which introduces: the individual members of the centre’s
workforce and what their role will be the centre’s policies and procedures
which as a minimum must cover: - health and safety - equality and diversity - data protection - child/vulnerable adult safeguarding - appeals - complaints - malpractice/maladministration
information on their Unique Learner
Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).
the learning outcomes and the assessment criteria
the learning and assessment strategy and published programme
individual learning plans links to National Occupational
Standards and functional skills (where these exist)
the position of the qualification in relation to others and any progression opportunities
any quality assurance (IV or EV) activities that are scheduled.
Must be evidenced through: induction attendance registers and
records policy booklets or signposts induction documentation
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Section Three: Training and Assessment
QCON 3.1 Training and Assessment Hours
Conditions Evidence: inductions
The recognised centre is required to deliver the qualification in accordance with the Level 2 Award in Using Sport to Tackle Youth Crime (QCF) Unit Specifications and the Level 2 Using Sport to Tackle Youth Crime Practical and Theoretical Syllabus. This is aligned to the recommended guided learning hours for the qualification which range from 32-80 hours depending upon learners’ needs. In doing so the recognised centre must ensure that the three mandatory units are completed, giving learners eight credits. Each credit is equivalent to 10 hours of learning time.
Must be evidenced through: marketing tools (where these
exist) Learning and Assessment
Programme per course
QCON 3.2 The Training and Assessment Programme
Conditions Evidence: course length
The recognised Centres are required to use the recommended outline programme of training and assessment contained within this specification, adapting it only where necessary to meet the specific needs of individual learners. In delivering the programme of training and assessment, Centres are required to ensure that they use the detailed tutor guidance as provided by the qualification development and delivery partner Active Communities Network in which all the learning outcomes and assessment criteria are covered accordingly, learners’ individual needs are considered and all aspects of the Level 2 Using Sport to Tackle Youth Crime Practical and Theoretical Syllabus.
Must be evidenced through: Learning and Assessment
Programme per course course administration records
In delivering the programme the following must be considered:
all learning outcomes all assessment opportunities and the assessment criteria learner’s individual needs the learners’ registration period (24 months).
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QCON 3.3 Assessment Specification
Conditions Evidence: assessment
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 the completion of a series of internally assessed: tasks assignments project work evidence gathering for each unit.
Must be evidenced through: a record of learners attendance and
achievement of each task and units, the assessor and completion dates
assessed and annotated learner assessment tasks contained within the 1st4sport Learner Packs in line with the 1st4sport Tutor, Assessor, Verifier Guidance
observation checklists internal verification reports external verification reports and action
responses (Athena).
QCON 3.4 Assessment Tools
Conditions Evidence: assessment tools
The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport in consultation with the technical development partner Active Communities. These are contained within the 1st4sport Learner Pack. Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.
Must be evidenced through:
a record of learners attendance and achievement of each task and units, the tutor/assessor and completion dates
assessed and annotated learner assessment tasks contained within the 1st4sport Learner Packs in line with the 1st4sport Tutor, Assessor, Verifier Guidance
observation checklists internal verification reports external verification reports and action
responses (Athena).
Evidence: alternative arrangements
Must be evidenced through:
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
QCON 3.5 Assessment Eligibility
Conditions Evidence: eligibility for assessment
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.
Must be evidenced through:
Using Sport to Tackle Youth Crime Programme of Learning and Assessment
registers and/or records of attendance
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QCON 3.6 Assessment Process
Conditions 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
assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)
assessment decisions are communicated via established channels
assessment decisions are recorded and shared with learners.
Must be evidenced though: Using Sport to Tackle Youth Crime
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).
QCON 3.7 Eligibility of Learners for Special Consideration
Conditions Evidence: access arrangements
The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.
Must be evidenced through: special consideration requests (Athena) implementation of the arrangements.
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QCON 3.8 Eligibility of Learners for Certification
Conditions Evidence: certification
The recognised centre is required to ensure that learners who have successfully completed all pre-requisites, assessment requirements and who have been confirmed by the tutor/assessor as eligible for certification are certificated. Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.
Must be evidenced through: assessment tracking and records 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.
QCON 3.9 Reassessments
Conditions Evidence: reassessment activities
The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (24 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.
Must be evidenced through: re-assessment plans, tracking and
records Using Sport to Tackle Youth Crime
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).
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Section Four: Internal Quality Assurance
QCON 4.1 Internal Verification Strategy
Conditions Evidence: 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 the following: all personnel with internal verification/moderation
responsibilities are suitably qualified to undertake this role
internal verification activities are not conducted by personnel who have had involvement in the training or assessment at a course where they are conducting verification activities
all assessment and internal verification staff are aware of the centre’s internal verification strategy and can facilitate the implementation
a selected sample across of 25% of learner evidence (a minimum of six learners) and assessor feedback is internally verified from 100% of the courses authorised
all assessors and all types of assessment (including direct observation of assessment practice) are internally verified across all active assessment sites, over an eighteen month period
two standardisation activities are conducted annually and focussed on assessment and internal verification
internal verification adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IV interventions and vice-versa.
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).
QCON 4.2 Internal Verification Sampling
Conditions Evidence: sampling activities
The recognised centre is required to develop and implement sampling plans in accordance with the interval verification strategic objectives.
Must be evidenced through: internal verification sampling
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 of assessments sampling of assessment evidence learner interviews (face to face/via
telephone) standardisation activities and/or
meetings. The interventions must ensure that support and development is given to the centre and specifically to the qualification workforce.
Must be evidenced through: internal verification reports and action
responses external verification reports and action
responses (Athena).
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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 e-mail should be the first port of call for organisations or individuals looking for information.
Additional important contacts
Active Communities Network Contact Details
Website: Active Communities Network Telephone: 020 7717 1691
Laureus Sport for Good Foundation Contact Details
Website: Laureus Sport for Good Foundation Telephone: 020 7514 2762
Skills Active The Sector Skills Council for Active leisure, Learning and Well-being
The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following this link.
The Office of the Qualifications and Examination regulator (Ofqual)
Appendix A: Level 2 Using Sport to Tackle Youth Crime Practical Syllabus This is the Practical Syllabus for the 1st4sport Level 2 Using Sport to Tackle Youth Crime (QCF). Learners will be required to demonstrate an understanding of the following activities relating to using sport to tackle crime.
Practical Topics Components of Practical Topics
Planning sport interventions
Producing a profile of youth crime and anti-social behaviour in the community being targeted for intervention
Carrying out a risk assessment to ensure the safety of staff and participants accessing the intervention
Identifying the aims, goals and overall purpose for the intervention
Producing plans for delivering the aims, goals and overall purpose for the intervention
Organising resources for sport interventions
Planning staff activities for the intervention Identifying resources required for the intervention including
facilities, equipment and budget Risk assessing facilities to ensure they are safe and meet the
needs of potential participants
Facilitating sports interventions
Delivering sports interventions at a pace that meets the needs of the participants, aims, goals and overall purpose of the intervention
Treating the participants in a manner that is likely to promote their well-being, dignity and self-esteem
Establishing and maintaining relationships which are supportive of the programme goals and consistent with good practice
Encouraging participants to provide feedback on their experiences
Providing feedback to participants to encourage their development and participation
Behaving in a manner which promotes participants development
Identifying and challenging unacceptable behaviour in line with organisational procedures
Following planned procedures for health and safety throughout the intervention
Monitoring and evaluating sport interventions
Monitoring the intervention according to own organisations agreed criteria
Recording and storing information according to legislative, organisational and monitoring and evaluation requirements
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Appendix B: Level 2 Using Sport to Tackle Youth Crime Theoretical Syllabus To achieve the 1st4sport Level 2 Using Sport to Tackle Youth Crime (QCF) will require learners to understand and apply the following knowledge. Learners will be expected to demonstrate and will be assessed on the breadth of this knowledge in the appropriate Units.
Theoretical Topics
Components of Theoretical Topics Learners should know and understand:
Understanding how to promote the value of sport as a method for challenging youth crime and anti-social behaviour
the value of sport as a method for challenging youth crime and anti-social behaviour
who it is appropriate to promote the value of sport as a method for challenging youth crime to
how to identify and address the interests and concerns of those to whom you are promoting
how to present information and evidence to substantiate your promotion
Understanding how to facilitate the development of community networks and partnership working
how to identify with whom it would be beneficial to collaborate how to liaise with key contacts to investigate opportunities for
collaboration how to contribute to the development of partnership structures
Understand how to maintain partnership relationships
how to work co-operatively with partners to tackle issues of common concern, organise resources and share information
how to maintain confidentiality according to legal and organisational requirements
Understand the Youth Justice System and social exclusion
what the Youth Justice System is and what services it provides how to compare the principal types of intervention the social and environmental factors that contribute to social
exclusion the services and priorities of community safety partnerships for
local communities
Understand how to help participants to understand the consequences associated with offending, anti-social and other specific behaviour
how to communicate in a manner which is free from discrimination and oppression
how to conduct a risk assessment of participants when it is appropriate to do so, including outcomes of any assessments made, nature of offence(s) committed and risk of harm posed
how to deal with the risks posed by participants by identifying where specialist assistance is required, identifying supporting agencies and ensuring they’re dealt with in line with own organisations’ strategy
how to encourage participants to reflect on and consider the potential impact of own behaviour on themselves, others and property
how to explore attitudes to offending, motivation to change, anti-social or other specific behaviour with participants
how to challenge attitudes and behaviour which are unacceptable (including behaviour that is abusive, aggressive or discriminatory)
where to seek advice and support if situations are outside of own competence to deal with
how to refer issues that are outside own area of responsibility to others according to organisational procedures
how to complete records and store them according to
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Theoretical Topics
Components of Theoretical Topics Learners should know and understand:
organisational procedures
Understand how to help participants to address and take responsibility for their behaviour
how to encourage participants to value themselves and to recognise own strengths and ability to change
how to explore with participants ways to address behaviour and the implications of such changes
how to work with participants to develop realistic and achievable goals
how to identify how and when progress should be reviewed how to provide feedback to participants and reinforce positive
changes in behaviour how to communicate information accurately and promptly to all
authorised parties own organisations procedures for confidentiality and reportable
disclosures how to ensure that personal conduct promotes own safety and the
safety of participants the professional boundaries that should be kept when working with
participants
Understand how to help participants access development opportunities
how to identify development activities that
- address the factors contributing to offending, anti-social or other specific behaviour
- are consistent with the individual’s abilities, learning styles and learning needs
- are appropriate to the individual’s age, sensory and general abilities
- are consistent with goals and plans identified with the individual
- are consistent with recommendations of own team and organisational systems and procedures
- are skills based and address problem solving
- build upon the individual’s strengths and interests how to review development opportunities with participants how to empower participants to take responsibility and ownership
of own success how to seek alternative methods and strategies for promoting
development where there are difficulties in achieving the agreed goals via initial means
how to ensure the activities and decisions made are consistent with own role, level of responsibility and professional competence
Product ref: QS L2ASTCQ V4 Page 20 of 26
Appendix C: Unit Specifications Achievement of the 1st4sport L2ASTCQ is through the assessment of the following three units.
Title:
Develop and Maintain Local Partnerships to Challenge Youth Crime and Anti-social Behaviour
Level:
2
Credit value:
2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1. understand how to promote the value of sport as a method for challenging youth crime and anti-social behaviour
1.1 illustrate the value of sport as a method for
challenging youth crime and anti-social behaviour
1.2 identify who it is appropriate to promote the value of sport as a method for challenging youth crime to
1.3 identify and address the interests
and concerns of those to whom you are promoting
1.4 present information and evidence to
substantiate your promotion
2. understand how to facilitate the development of community networks and partnership working
2.1 identify with whom it would be beneficial to
collaborate, including:
individuals
agencies
organisations
existing partnerships
2.2 explain how to liaise with key contacts to investigate opportunities for collaboration
2.3 explain how to contribute to the development of partnership structures
3. understand how to maintain partnership relationships
3.1 explain how to work cooperatively with partners
to:
tackle issues of common concern
organise resources
share information
3.2 explain how to maintain confidentiality according to legal and organisational requirements
Product ref: QS L2ASTCQ V4 Page 21 of 26
4. understand the Youth Justice System and social exclusion.
4.1 explain what the Youth Justice System is and
what services it provides
4.2 compare the principal types of intervention
4.3 describe the social and environmental factors
that contribute to social exclusion 4.4 describe the services and priorities of
community safety partnerships for local communities.
Additional Information about this Unit
Unit purpose and aim(s):
The aim of this unit is to provide learners with the opportunity to promote their knowledge and understanding of:
how to promote the value of sport as a method for challenging youth crime and anti-social behaviour
how to facilitate the development of community networks and partnership working
how to maintain partnership relationships
the Youth Justice System and social exclusion
Product ref: QS L2ASTCQ V4 Page 22 of 26
Title:
Implement Sport Interventions to Challenge Youth Crime and Anti-social Behaviour
Level:
2
Credit value:
4
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1. be able to plan sport interventions
1.1 produce a profile of youth crime and
anti-social behaviour in the community being targeted for intervention, including:
types of anti-social behaviour
problems and contributing factors
1.2 carry out a risk assessment to ensure the safety of staff and participants accessing the intervention
1.3 identify the aims, goals and overall purpose for the intervention
1.4 produce plans for delivering the
aims, goals and overall purpose for the intervention
2. be able to organise resources for sport interventions
2.1 plan staff activities for the intervention
2.2 identify resources required for the intervention,
including:
facilities
equipment
budget
2.3 risk assess facilities to ensure they are safe and meet the needs of potential participants
3. be able to facilitate sports interventions
3.1 deliver sports interventions at a pace that
meets the needs of the:
participants
aims, goals and overall purpose of the intervention
3.2 treat the participants in a manner that is likely to promote their well-being, dignity and self-esteem
3.3 establish and maintain relationships which are supportive of the programme goals and consistent with good practice
3.4 encourage participants to provide feedback on
their experiences 3.5 provide feedback to participants to encourage
their development and participation
Product ref: QS L2ASTCQ V4 Page 23 of 26
3.6 behave in a manner which promotes
participants’ development 3.7 identify and challenge
unacceptable behaviour in line with organisational procedures
3.8 follow planned procedures for health and safety throughout the intervention
4. be able to monitor and evaluate sport interventions.
4.1 monitor the intervention according to own
organisation’s agreed criteria
4.2 record and store information according to legislative, organisational and monitoring and evaluation requirements.
Additional Information about this Unit
Unit purpose and aim(s):
The aim of this unit is to provide learners with the opportunity to:
plan sport interventions
plan resources for sport interventions
facilitate sports interventions
monitor and evaluate sport interventions
Product ref: QS L2ASTCQ V4 Page 24 of 26
Title:
Understand How to Engage with Participants Using Sport Interventions to Challenge Youth Crime and Anti-social Behaviour
Level:
2
Credit value:
2
Learning Outcomes The learner will:
Assessment Criteria The learner can:
1. understand how to help participants to understand the consequences associated with offending, anti-social and other specific behaviour
1.1 explain how to communicate in a
manner which is free from discrimination and oppression
1.2 explain how to conduct a risk assessment of participants when it is appropriate to do so, including:
outcomes of any assessments made
nature of offence(s) committed
risk of harm posed
1.3 explain how to deal with the risks posed by participants by:
identifying where specialist assistance is required
identifying supporting agencies
ensuring they’re dealt with in line with own organisation’s strategy
1.4 explain how to encourage participants to reflect on and consider the potential impact of own behaviour on:
themselves
others
property
1.5 explain how to explore attitudes to offending, motivation to change, anti-social or other specific behaviour with participants
1.6 explain how to challenge attitudes and behaviour which are unacceptable (including behaviour that is abusive, aggressive or discriminatory)
1.7 explain where to seek advice and support if
situations are outside of own competence to deal with
1.8 explain how to refer issues that are outside
own area of responsibility to others according to organisational procedures
1.9 explain how to complete records
and store them according to organisational procedures
Product ref: QS L2ASTCQ V4 Page 25 of 26
2. understand how to help participants to address and take responsibility for their behaviour
2.1 explain how to encourage participants to value
themselves and to recognise own strengths and ability to change
2.2 explain how to explore with participants ways to address behaviour and the implications of such changes
2.3 explain how to work with participants to develop realistic and achievable goals
2.4 identify how and when progress should be reviewed
2.5 explain how to provide feedback to participants and reinforce positive changes in behaviour
2.6 explain how to communicate information accurately and promptly to all authorised parties
2.7 describe own organisation’s procedures for confidentiality and reportable disclosures
2.8 explain how to ensure that personal conduct promotes own safety and the safety of participants
2.9 describe the professional boundaries that should be kept when working with participants
3. understand how to help participants access development opportunities.
3.1 identify development activities that:
address the factors contributing to offending, anti-social or other specific behaviour
are consistent with the individual’s abilities, learning styles and learning needs
are appropriate to the individual’s age, sensory and general abilities
are consistent with goals and plans identified with the individual
are consistent with recommendations of own team and organisational systems and procedures
are skills-based and address problem solving
build upon the individual’s strengths and interests
3.2 explain how to review development opportunities with participants
3.3 explain how to empower participants to take responsibility and ownership of own success
Product ref: QS L2ASTCQ V4 Page 26 of 26
3.4 explain how to seek alternative methods and
strategies for promoting development where there are difficulties in achieving the agreed goals via initial means
3.5 explain how to ensure the activities and
decisions made are consistent with own role, level of responsibility and professional competence.
Additional Information about this Unit
Unit purpose and aim(s):
The aim of this unit is to provide learners with the opportunity to promote their knowledge and understanding of:
how to help participants to understand the consequences associated with offending, anti-social and other specific behaviour
how to help participants to address and take responsibility for their behaviour
how to help participants access development opportunities
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