Developed in Partnership with the association for Physical Education 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport Qualification Specification Version 1: September 2017 This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre Recognition Conditions. Tutors, assessors and quality assurers should also be made aware that they must comply with the following addendums to ensure full deployment of the standards: The Learner Portfolio The Delivery, Assessment and Quality Assurance Approach
Transcript
Developed in Partnership with the association for Physical Education
1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport
Qualification Specification Version 1: September 2017
This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre Recognition Conditions. Tutors, assessors and quality assurers should also be made aware that they must comply with the following addendums to ensure full deployment of the standards:
The Learner Portfolio The Delivery, Assessment and Quality Assurance Approach
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
1st4sport Qualifications is recognised as an awarding organisation by the UK regulators Ofqual, Qualifications Wales, CCEA Regulation and SQA Accreditation. 1st4sport is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as UK Coaching), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to UK Coaching to help them develop and advance sport
nationwide.
Qualification Accreditation Number: 603/2130/1
Qualification regulation date: 20/07/17
Specification publication date: 01/09/17
V1 01/09/17
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Contents
List of contents Page
Qualification Purpose Statement: 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport
Regulation Overview Progression Market and Support
1
Qualification Approval Conditions: Section One - Qualification Resources
Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions
QCON 2.1 Course/programme administration QCON 2.2 Learner eligibility and barriers to access QCON 2.3 Learner eligibility and pre-requisites QCON 2.4 Learner eligibility and Recognised Prior Learning (RPL) QCON 2.5 Learner enrolment, agreement and registration period QCON 2.6 Learner inductions
15
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
20
Qualification Approval Conditions: Section Four - Internal Quality Assurance
Qualification Purpose Statement: 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport
Regulation
Qualification details
Qualification title Qualification No. Level GLHs1 TQT2 Credit
1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport
603/2130/1 3 1203 280 28
Operational start date 01 September 2017
Review date 31 August 2020
Registration Period 36 months
Overview
Introduction
This qualification is solely awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England, CCEA Regulation in Northern Ireland, SQA Accreditation in Scotland and Qualifications Wales in Wales. The technical content for this qualification has been developed in partnership with the association for Physical Education (afPE). afPE is the only Physical Education Subject Association in the United Kingdom and are committed to organisations delivering or supporting the physical education in schools and in the wider community. The qualification and its components are listed on the Register of Regulated Qualifications; component details are contained in the appendix to this specification. This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm
1 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course; this includes all time spent on course-based learning and assessment activities. GLH can, however, involve live-online learning, directive reading, interviews and work-shadowing. 2 Total Qualification Time. TQT for a specific qualification is defined as the total number of notional hours required to achieve the qualification; this includes the GLHs, plus all off-course directed study time, including any time taken to complete any remote working/research/evidence generating activities. 3 Please note, GLH in this instance reflects the holistic delivery of all components. If an independent delivery method is adopted, the number of GLH will be substantially increased; this number is reflected in the unit breakdown on page 3. The recognised centre must satisfy the awarding organisation that its choice of delivery model and nominated number of GLH is appropriate to the qualification.
The 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport is solely awarded by 1st4sport Qualifications and has been developed in partnership with the Association for Physical Education (afPE). The 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport introduces (or consolidates knowledge, depending on previous experience and qualifications) learners to a number of roles in providing Physical Education and School Sport (PESS). The qualification will develop the learner’s knowledge and skills in order to be able to independently lead the delivery of PE and sport programmes in a school sport environment. While it is delivered through the medium of PESS, the skills may be used by learners aspiring to work in other sporting roles, such as coaching. The qualification is comprised of eight components. To qualify for the 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport, learners must successfully complete/have credit for all eight components.
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Structure
This qualification consists of eight mandatory components. Learners must successfully complete all components in order to be awarded this qualification. Detailed component information is provided in Appendix A: Component Specifications.
Component title Accreditation
no. Level Credit GLHs
Communication and professional relationships with children, young people and adults
L/616/0380
3
2
15
Schools as organisations
R/616/0381
3
2
18
Understand child and young person development
Y/616/0382
3
2
15
Understand how to safeguard the wellbeing of children and young people
M/616/0386
3
2
18
Support assessment for learning
T/616/0387
3
3
16
Plan physical education and school sport programmes
A/616/0387
3
6
20
Deliver physical education and school sport programmes
F/616/0389
3
6
17
Review the delivery of a physical education and school sport programme
Achievement of the qualification is through attendance on a course of training and assessment. The assessment specification requires learners to:
complete a series of written tasks contained within the learner portfolio, including tasks on child development, motor impairment, health and well-being and inclusion
prepare for, lead and review a Physical Education and School Sport activity programme (of a minimum of six sessions), documenting plans, delivery and evaluations within the learner portfolio (or equivalent document). Each must be witnessed be a suitable individual, such as a member of the teaching staff. A minimum of two of these or other planned sessions must be observed by a qualified Assessor. Observations must last the full duration of the lesson. The two observed sessions do not have to include the same group of pupils.
All assessment is contained within the learner portfolio provided by 1st4sport Qualifications. Successful completion of the learner portfolio (or approved alternative) will result in the achievement of the qualification.
Progression
Entry routes for learners
Prior to registration for the qualification learners are required to:
be appropriately identified
be at least 17 years of age upon registration and 18 years of age at the point of certification
be able to communicate effectively in English
be in possession of a Level 2 Physical Education or sport-related qualification (examples include the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport, a regulated Level 2 Coaching qualification, or recognised equivalent and a Level 2 BTEC in Sport or related field.) OR be able to evidence experience working within a classroom to support the delivery of a curriculum
There are no further prerequisites prior to certification other than successful completion of all related 1st4sport assessed tasks, enabling full coverage of all learning outcomes and assessment criteria for this qualification.
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Exit routes for learners: education
Learners may wish to undertake the following qualifications to further develop their understanding in this area:
1st4sport Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport
1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years
1st4sport Level 3 Award in Supporting the Delivery of Dance in Physical Education and School Sport Learners may also wish to undertake other relevant qualifications, such as:
a recognised Level 2 or Level 3 coaching qualification, where applicable
1st4sport Level 2 Award in Multi-Skill Development in Sport
Exit routes for learners: employment
The 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport prepares learners for employment in a school sport setting through providing an introduction to opportunities to work as a physical education and school sport professional, such as a children’s activity professional; sports development officer; sports coach; sports volunteer or leader. The qualification can help you become a qualified Teaching Assistant (TA) or Higher Level Teaching Assistant (HLTA). This is because four of the components within this qualification are available within the complete Level 3 Award in Supporting Teaching and Learning in Schools (QCF), which is a qualification that provides the underpinning knowledge and understanding for those working directly with children or young people in schools. The qualification assessment has also been mapped against professional standards for teaching assistants developed in June 2016.
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Market and Support
Target Audience: Learners
The qualification is designed to prepare learners for employment in paid or voluntary roles that will enable them to support independent delivery of physical education and sport activities in a school sport environment.
Target audience: centres
The qualification is designed to be delivered through a range of centres which include (but is not limited to) colleges, universities, training providers, sports clubs and schools.
Target Audience: employers
The qualification is designed to support employers in the sport, active leisure and physical activity sector, as well as school-based employers, supporting development pathways of employees and volunteers. Qualified and competent employees and volunteers in this sector supports the professionalisation of the industry, ensures quality assured services and duty of care to stakeholders.
Alternatives:
Learners may choose to begin their studies in this area on a different but relevant qualification, depending on ability, experience in interest in Apprenticeships, and may consider the following:
1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport
1st4sport Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport
Support
The qualification has been designed and developed in partnership with the Association for Physical Education (afPE), utilising their expertise in the area of physical education and school sport.
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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 minimum4:
a qualification administrator a qualification coordinator an appropriately qualified tutor an appropriately qualified assessor an appropriately qualified internal quality assurer (IQA)5. The recognised centre must ensure that each course operates with a maximum of twenty five learners to one approved Tutor (1:25). 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 Assessor to a maximum of twenty five learners (1:25). Centres must be mindful of the ratios at all times. The observed assessments must be conducted on a 1:1 basis.
Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. The information must be current at all times.
Evidence: ratios
Must be evidenced through:
course/programme attendance registers for staff and learners course/programme authorisation requests to 1st4sport internal quality assurance sampling plans and reports.
4 One person may fulfil a number of the required roles. 5 Internal quality assurers must not tutor or assess on a course where they are completing the internal verification.
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QCON 1.2 Qualification administrator
Conditions Evidence: competence
The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely and accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration.
Must be evidenced through:
course authorisation and any related activities learner registration and any related activities learner certification and any related activities.
QCON 1.3 Qualification coordinator
Conditions Evidence: competence
The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.
Must be evidenced through:
qualification resource records (staff, sites, learning and assessment materials)
qualification administration, initial assessment and induction records training, assessment and internal quality assurance records.
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QCON 1.4 Tutors
Conditions Evidence: initial capability and competence
The recognised centre is required to recruit and deploy an appropriately qualified tutor responsible for the delivery of the learning programme. Tutors are required to:
have attained QTS status
possess recent and relevant experience delivering Physical Education in a school sport context. Or
hold a suitable teaching qualification
have recent and relevant experience delivering Physical Education in a school sport context.
Must be evidenced through the following information being uploaded into each member of staff’s personal profile within Athena:
CVs which contain information to support occupational competence
Copies of valid teaching certificates include: Level 5 Diploma in Teaching in the Lifelong Learning Sector [DTLLS]/Level 3/4 Certificate in Teaching in the Lifelong Learning Sector [CTLLS] or a Certificate in Education or equivalent.
Evidence: ongoing capability and competence
Must be evidenced through:
standardisation activities internal quality assurance reports and action responses external quality assurance reports and action responses (Athena) audited communications with EQA demonstrating sharing of learning
programme inclusive of defined timings and content structure
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QCON 1.5 Assessors
Conditions Evidence: initial capability and competence
The recognised centre is required to recruit and deploy an appropriately qualified assessor responsible for the delivery and marking of assessment. Assessors are required to:
have attained QTS status
possess recent and relevant experience delivering Physical Education in a school sport context. Or
hold or be working towards an assessor qualification
have recent and relevant experience delivering Physical Education in a school sport context.
Must be evidenced through the following information being uploaded into each member of staff’s personal profile within Athena:
CVs which contain information to support occupational competence Suitable Assessor qualifications include: Level 3 Award in Assessing
Vocationally Related Achievement; the Level 3 Award in Assessing Competence in the Work Environment; the Level 3 Certificate in Assessing Vocational Achievement; the hold the ENTO Unit D32/33 or the A1/A2 Assessor Units; or the 1st4sport Introduction to Assessment Practice in Sport (IAPS) qualification; or have attended a programme of assessor training matched to national standards
Evidence: ongoing capability and competence
Must be evidenced through:
standardisation activities internal quality assurance reports and action responses external quality assurance reports and action responses (Athena) audited communications with EQA demonstrating sharing of learning
programme inclusive of defined timings and content structure
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QCON 1.6 Internal quality assurers
Conditions Evidence: initial capability and competence
Those leading the internal quality assurance of the qualification must:
be in possession of QTS status
have recent and relevant experience delivering Physical Education in a school sport context. Or
hold or be working towards a suitable recognised IQA/IV qualification
have recent and relevant experience delivering Physical Education in a school sport context.
Must be evidenced through the following information being uploaded into each member of staff’s personal profile within Athena:
CVs which contain information to support occupational competence Certificates, such as: Level 4 Award in the Internal Quality Assurance of
Assessment Process and Practice or hold the V1 Unit, the 1st4sport Level 3 Certificate in Internal Verification in Sport, or ENTO Unit D34.
Evidence: ongoing capability and competence
Must be evidenced through:
recorded standardisation activities internal quality assurance records (implementation of sampling and reports) external quality assurance reports and action responses (Athena).
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QCON 1.7 Qualification delivery sites, facilities and environment
Conditions Evidence: sites and facilities
The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. All training and/or assessment sites must include the following facilities:
A classroom-type facility with chairs and tables (not benches) with sufficient ventilation and lighting suitable for both the size of the cohort and the workforce
Toilets and changing room facilities for both male and female learners/participants
A safe practical area for the delivery of suitable physical activities, if required.
The weather and environment, whether indoors or outdoors, must be conducive to learning with lighting and temperature appropriate to participant and learner needs. The space surrounding the playing area must be safe and free of obstructions.
The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment. This may include
an overhead projector and laptop computer flip chart paper a selection of coloured pens equipment suitable to the delivery of recognised PESS
activities, such as mats and sports equipment
It is also advised that all afPE resources gained via the afPE induction process be on hand if/where required. The recognised centre is required to ensure that all learners and participants wear appropriate apparel where required.
The recognised centre may use the teaching, learning, assessment and internal verification materials provided by 1st4sport and afPE to facilitate the full learning and assessment programme.
Must be evidenced through:
the published programme of learning and assessment per course completion of 1st4sport Learner Portfolios assessed in accordance with the
The recognised centre is required to pay a £80 (+VAT) 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 training, assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.
Must be evidenced through:
pre-course marketing tools pre-course instructions to learners course authorisation requests to 1st4sport and related payment logs.
6 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: administration records
All recognised centres should utilise the 1st4sport Centre Portal to authorise courses, as well as register and certificate learners. To gain access to this system the centre must register interest with 1st4sport and be issued a username and password. To obtain assistance or to request this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected]
Must be evidenced though:
engagement with the 1st4sport portal course authorisation records, related updates and communications learner registration records, related updates and communications learner certification records, related updates and communications.
Prior to registration for the qualification learners are required to:
be appropriately identified
be at least 17 years of age upon registration and 18 years of age at certification
be able to communicate effectively in English7
be in possession of a Level 2 Physical Education or sport-related qualification (examples include the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport, a regulated Level 2 Coaching qualification, or recognised equivalent and a Level 2 BTEC in Sport or related field.) OR be able to evidence experience working within a classroom support the delivery of a curriculum
There are no further prerequisites prior to certification other than successful completion of all related 1st4sport assessed tasks, enabling full coverage of all learning outcomes and assessment criteria for this qualification.
Must be evidenced through:
learner records containing personal data including title, name, date of birth, address gender nationally, ethnicity, disability and access needs
learner identity check records containing the type of proof reviewed, the reviewer’s name and the date confirmed
records of activities to check understanding of the English language (where this is deemed to be necessary).
7 Learners 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.
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QCON 2.3 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 20108 and its protected characteristics. Barriers have been identified in order to preserve the integrity, the technical requirements and duty of care. These include:
age – individuals under the age of 17 are not permitted to attend this qualification for safety purposes. As a result no adjustments to this barrier can be applied.
race – individuals who do not speak English to an appropriate standard are not permitted to attend this qualification for quality assurance purposes. 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 wellbeing.
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.
Reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements where learners have declared disability, pregnancy or maternity barriers.
Must be evidenced though:
learner application forms or web-based application services (where disabilities and access requests are recorded)
reasonable adjustment requests, supporting evidence9 and clearly implemented arrangements.
8 There are no barriers to access on the grounds of marriage, religion or belief, sex, sexual orientation or gender transformation. 9 Medical reports, diagnostic tests or professional testimonies
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QCON 2.4 Learner eligibility and recognised prior learning
Conditions Evidence: RPL
The first four units of the 1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School) utilise established Teaching Assistant units from other qualifications. Should a learner be in possession of these shared units (now titled components), they are eligible to be considered for recognised prior learning for this qualification.
Must be evidenced through:
requests for consideration from learners signed learning agreements/contracts10 evidence of certification for the relevant units/components
QCON 2.5 Learner enrolment, agreement and registration period
Conditions Evidence: enrolment process
The recognised centre is required to have a fair and equitable enrolment process. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:
conduct themselves accordingly in accordance with to a code of conduct
are equipped with appropriate apparel to facilitate activities
understand that the registration period for this qualification is 36 months in which time they must complete all aspects of their learning and assessment
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/contracts.
10 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.
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QCON 2.6 Learner Inductions
Conditions Evidence: inductions
The recognised centre is required to provide an effective qualification and course induction to all learners which introduces:
the individual members of the centre’s workforce and their roles
the centre’s policies and procedures which as a minimum must cover:
- health and safety - equality and diversity - data protection - malpractice/maladministration - appeals - complaints - child/vulnerable adult safeguarding.
information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).
the learning outcomes and the assessment criteria the learning and assessment 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 scheduled internal or external quality assurance
activities.
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: learning hours
The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours which are 120 hours depending upon learners’ needs and the structure of the programme of training and assessment. This number is arrived at following calculation of GLH across the qualification’s components when delivered holistically. This number does not reflect the GLH when components are delivered in isolation. Please note, learning through work experience (i.e. practising and implementing knowledge in the delivery of PESS activities under the direct supervisions of a more qualified individual, such as a specialist PE teacher, Head of Physical Education, etc.), group presentations, online activities where learners are able to interact with tutoring/assessing personnel as part of a blended learning programme and documented interviews within the workplace with your Tutor/Assessor or employer are also considered to be appropriate GLH. Each recognised centre must be able to satisfy the awarding organisation of the appropriate nature of the training and assessment programme and have their selected delivery model available for scrutiny when visited by the External Quality Assurer. The total qualification time for this qualification is 280 hours when components are delivered independently. This number takes into consideration the number of recommended GLH, the hours dedicated to practising and refining understanding and the expected number of hours required to successfully complete the learner portfolio produced by 1st4sport Qualifications. This figure is based on an average learner new to this area. Advanced or learners well-versed in this area may achieve this qualification in considerably fewer hours. Marketing materials must not mislead or misrepresent learners with regard to the number of hours required to successfully complete this qualification. Sanctions are available to 1st4sport Qualifications should the awarding organisation remain unsatisfied as to the suitability of the training and assessment programme and/or selected marketing materials.
Must be evidenced through:
marketing tools (where these exist) a published learning and assessment programme.
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QCON 3.2 The Training and Assessment Programme
Conditions Evidence: course programme
The recognised centre is required to use an appropriate training and assessment programme adapting where necessary to meet the specific needs of individual learners. 1st4sport Qualifications have included a variety of delivery models for consideration within the Delivery, Assessment and Quality Assurance Approach (DAQAA) document. In delivering the programme the recognised centre must ensure the following are considered:
all learning outcomes all assessment opportunities and the assessment
criteria each learner’s individual needs the learners’ registration period (36 months).
Training and assessment programmes must be evidenced through:
a published learning and assessment programme per course course administration records.
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QCON 3.3 Assessment Specification
Conditions Evidence: assessment
Achievement of the qualification is through attendance on a course of training and assessment. The assessment specification requires learners to:
Complete a series of written tasks contained within the learner portfolio (or EQA approved equivalent tasks), including tasks on child development, motor impairment, health and well-being and inclusion
Prepare for, lead and review a Physical Education and School Sport activity programme (of a minimum of six sessions), documenting plans, delivery and evaluations within the learner portfolio (or equivalent document). Each must be witnessed be a suitable individual, such as a member of the teaching staff. A minimum of two of these or other planned sessions must be observed by a qualified Assessor. Observations must last the full duration of the lesson. There must be a period of one month in between each observation to allow growth and further development. The two observed sessions do not have to include the same group of pupils.
All assessment is contained within the learner portfolio provided by 1st4sport Qualifications. Successful completion of the learner portfolio (or approved alternative) will result in the achievement of the qualification.
Must be evidenced through:
records of learners attendance and achievements completion of 1st4sport Learner Portfolios assessed in accordance with the
It is recommended the recognised centre use the valid and reliable assessment tools which have been designed by 1st4sport and are contained within the 1st4sport Learner Portfolios. Should a centre wish to use alternative assessment materials, these must be reviewed and approved by the External Quality Assurer prior to delivery and/or assessment.
Must be evidenced through:
a record of learners attendance and achievement of each task and components, the assessor and completion dates
an alternative assessment arrangements request the completion of agreed alternative assessment tools.
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 training and assessment are given opportunities to be assessed within their period of registration for the qualification.
Must be evidenced through:
the full programme of learning must be evidenced through registers and/or records of attendance
assessment records.
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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 schedules are communicated assessment briefings are completed with reference to
the format of the assessment, what is expected of learners and the assessment criteria being used
assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)
assessment decisions are recorded and shared with learners following completion of the assessment, with the caveat that this is provisional pending IQA activities.
Must be evidenced though:
a published training and assessment programme per course assessment schedules per learner records of attendance and achievements completed learner portfolios assessed in line with the 1st4sport DAQAA
guidance; including signatures and annotations which clearly evidence assessment activities
assessor communications to administrators internal quality assurance records external quality assurance 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 or 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 completed all pre-requisites, assessment requirements, and who have been confirmed by the assessor as eligible for certification, are certificated. Where a quality assurance sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.
Must be evidenced through:
assessment tracking and records
assessor communications to the qualification administrator
administrator communications to learners
internal quality assurance reports
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. Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.
Must be evidenced through:
assessment schedules per learner, tracking and records completed/updated learner portfolios completed Record of Achievement, per learner assessor communications with administrators internal quality assurance records: external quality assurance reports and action responses (Athena).
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Section Four: Internal Quality Assurance
QCON 4.1 Internal Quality Assurance Strategy
Conditions Evidence: quality assurance strategy
The recognised centre is required to have in place an internal quality assurance strategy outlining the strategic objectives that must be adhered to in relation to the quality assurance conditions for this qualification. a selected sample across 50% of learner evidence and
assessor feedback internally quality assured from 50% of the courses authorised
all active assessors internally quality assured across all active assessment sites, over a twelve month period
internal quality assurance conducted in accordance with a risk based approach; tutors/assessors and assessments perceived as higher risk experience more frequent IQA interventions.
Must be evidenced through:
a current internal quality assurance strategy document uploaded into the
Documents section of Athena an internal quality assurance sampling plan template internal quality assurance intervention reports.
QCON 4.2 Internal Quality Assurance Sampling
Conditions Evidence: sampling activities
The recognised centre is required to have a sampling plan in support of the strategy and this must be communicated to the external quality assurer
The recognised centre is required to ensure internal quality assurance interventions across all tutors/assessors at all sites and in line with the sampling plans include: sampling of assessed learner portfolios observation of assessment of practical demonstrations learner interviews (face to face or via telephone) tutor/assessor interviews. The interventions must ensure that support and development is given to the centre and the delivery workforce.
Must be evidenced through: internal quality assurance reports external quality assurance reports.
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Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.
Component title: Communication and professional relationships with children, young people and adults
Component aim:
The aim of this component is for learners to understand that selected communication methods when dealing with children, young people and adults are dependent on situations and contexts and guided by policies and procedures, and the various ways to appropriately communicate with each of these audiences.
Component level: 3 GLH 15
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
understand the principles of developing positive relationships with children, young people and adults
1.1
explain why effective communication is important in developing positive relationships with children, young people and adults
Communication / Interpersonal communication o Communicator o Receiver o Perceptual screen
understand the principles of developing positive relationships with children, young people and adults (continued)
1.2
explain the principles of relationship building with children, young people and adults
Professional relationships
Types of professional relationships
Principles of relationship building: o Effective communication o Respect o Be considerate o Personalisation o Listening o Humour
1.3
explain how different social, professional and cultural contexts may affect relationships and the way people communicate
Barriers to communication
Formal/informal situations o Social o Professional o Cultural
2
understand how to communicate with children, young people and adults
2.1
explain the skills needed to communicate with children and young people
Oral/Verbal
Written
Non-verbal
Questioning
Listening
Sympathy / Empathy
Feedback
Presentation skills
2.2
explain how to adapt communication with children and young people for:
the age of the child or young person
the context of the communication
communication differences
Barriers to communication
Formal / informal contexts
Types of communication (formal/non-formal)
Miscommunication and managing disagreements
Communication for behaviour management
Proxemics
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
2
understand how to communicate with children, young people and adults (continued)
2.3
explain the main differences between communicating with adults and communicating with children and young people
Language
The power dynamic
Context
3
understand legislation, policies and procedures for confidentiality and sharing information, including data protection
3.1
summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information
The purpose of legislation and policies
The School Staffing (England) Regulations 2009: The School Staffing (England) (Amendment) Regulations 2012
The 1996 Education Act, s.403. Sex and relationships statutory guidance – 2000
The special educational needs (SEN) code of practice 2001
The Education (School Teachers’ Appraisal) (England) Regulations 2012
School Teachers' Pay and Conditions Document 2012 and Guidance on School Teachers' Pay and Conditions
The Data Protection Act 1998 o The 8 principles covered by data
protection
The Management of Health and Safety at Work Regulations 1999
Equality Act 2010
Safeguarding policies and guidelines are covered in Component 4 but can be combined here
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
3
understand legislation, policies and procedures for confidentiality and sharing information, including data protection (continued)
3.2
explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this
Link to Component 4 Safeguarding
Confidentiality
Building trust
3.3
justify the kinds of situation when confidentiality protocols must be breached
Data Protection
Confidentiality
Situations when confidentiality might be breached, including potential incidents of neglect, harm or abuse
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Component title: Schools as organisations
Component aim:
The aim of this component is for learners to understand the structure of the education system, the roles and responsibilities of key members of the school team and the purpose of a school’s ethos, mission statement, aims and values.
Component level: 3 GLH 18
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
know the structure of education from early years to post-compulsory education
1.1
summarise entitlement and provision for early years education
Early years – 2 year olds
Early years 3-4 year olds
The EYFS document
1.2
explain the characteristics of the different types of schools in relation to educational stage(s) and school governance
know the structure of education from early years to post-compulsory education (continued)
1.3
explain the post-16 options for young people and adults
Sixth Form / Further Education
Apprenticeships/Trailblazers
Volunteering
2
understand how schools are organised in terms of roles and responsibilities
2.1
explain the strategic purpose of:
school governors
senior management team
other statutory roles
teachers
support staff roles
Staffing structure o School Governors o Senior Management team o Statutory roles – SENCO o Teachers o Support staff roles – including coaches
2.2
explain the roles of external professionals who may work with a school
Health services, including mental health
Social services
Education welfare officers (EWOs)
Education psychologist
The use of coaches
3
understand school ethos, mission, aims and values
3.1
explain how the ethos, mission, aims and values of a school may be reflected in working practices
Values driven education o Ethos o Mission o Vision o Aims o Values
How the above are reflected in schools’ policy, practice and procedures
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
3
understand school ethos, mission, aims and values (continued)
3.2
evaluate methods of communicating a school’s ethos, mission, aims and values
Communication to: o Local community o Teachers o Parents o Pupils
School branding / motto / logo
Internet
Prospectus
Newsletter
Parent’s evenings / school induction
Meetings
Class
4
know about the legislation affecting schools
4.1
summarise the laws and codes of practice affecting work in schools
The wider role of schools
Roles of other organisations working with schools
Current Legislation affecting schools – e.g. National Curriculum, Assessment
Links to legislation covered in Component 1 and Component 4
4.2
explain how legislation affects how schools work
Compliance with government legislation and policy
National and local government roles and responsibilities
o Statutory guidance o Guidance
Responsibility of governors
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
4
know about the legislation affecting schools (continued)
4.3
explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework
general bodies such as the Health and Safety Executive
school specific regulatory bodies
Regulatory Bodies such as: o Health and Safety Executive (HSE) o Office for Standards in Education
(Ofsted) o The Equality and Human Rights
Commission (EHRC) o The National College for Teaching and
Leadership
5
understand the purpose of school policies and procedures
5.1
explain why schools have policies and procedures
Implementation of government policy and statutory duties
Communication of roles and responsibilities
Clear procedures to follow
Consistent application of policy
Equitable application of policy
Evidence of compliance
5.2
summarise the policies and procedures schools may have relating to:
staff
pupil welfare
teaching and learning
equality, diversity and inclusion
parental engagement
School Policies linked to sharing information and data protection
o staff o pupil welfare o teaching and learning o equality, diversity and inclusion o parental engagement.
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
5
understand the purpose of school policies and procedures (continued)
5.3
evaluate how school policies and procedures may be developed and communicated
End to end process o Governor role o Review o Updating (usually annually) o Designated person(s) responsible for
writing o Alignment to government policy o Appropriate to the school context o Policy adoption
Policy implementation o How communicated o Effective o Link to communication Component 1 o Link to School staffing structure
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Component title: Understand Child and Young Person Development
Component aim:
The aim of this component is for learners to know and understand how children and young people develop from birth to 19 years, including applying underpinning theoretical learning perspectives to appropriate interventions when differences in development are identified, and the potential effects of transitions on development.
Component level: 3 GLH 15
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
understand the expected pattern of development for children and young people from birth to 19 years
1.1
explain the sequence and rate of each aspect of development from birth to 19 years
Child development sequence: o Infancy o Early Childhood o Middle/Late Childhood o Adolescence o Early Adulthood
Expectations for development in each stage above (age range in which key aspects of development occur)
1.2
explain the difference between sequence of development and rate of development and why the difference is important
Sequence of development – as above (always in this order)
understand the factors that influence children and young people’s development and how these affect practice
2.1
explain how children and young people’s development is influenced by a range of factors
Nature - genetic o Health status o Disability o Sensory impairment o Learning difficulties
Nurture - environment o Poverty and deprivation o Family environment and background o Personal choices o Look after/care status o Education
Economically disadvantaged pupils
A school’s use of Pupil Premium
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
2
understand the factors that influence children and young people’s development and how these affect practice (continued)
2.2
explain how theories of development and frameworks to support development influence current practice
3 grand learning theories: o Associationist / Empiricist perspective –
learning as doing (e.g. Maturational theory e.g. Arnold Gesell)
o Cognitive perspective – learning as understanding (e.g. Piaget)
o Situative perspective – learning as social / practice (e.g. Erikson social and emotional development)
Frameworks: o Behaviorism o Cognitivism o Constructivism (as the main framework) o Design-Based o Humanism
National Curriculum Physical Education Programme of Study and afPE Guidance
o Head o Heart o Hands
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
3
understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern
3.1
explain how to monitor children and young people’s development using different methods
Observation
Verbal
Questioning
Assessment
Recording – written and audio-visual
Progress against national curriculum standards
3.2
explain the reasons why children and young people’s development may not follow the expected pattern
Personal factors
External factors
Opportunity
Quality / absence of opportunity / experiences
3.3
explain how disability may affect development
A range of disabilities related to the three grand learning theories
3.4
explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern
Intervention action plans related to children and young people’s needs and expectations
4
understand the importance of early intervention to support speech, language and communication
4.1
analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition
Early identification related to what we know about childhood growth and development
Speech and language related to: o Communication o Building relationships o Self-esteem / confidence o Assessment o Learning and progress (Head-heart-
hands)
Use of scenarios
4.2
explain how multi agency teams work together to support speech, language and communication
Various agencies and partners (local and national) which can support speech, language and communication
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
4
understand the importance of early intervention to support speech, language and communication (continued)
4.3
explain how play and activities are used to support the development of speech, language and communication
Learning through play
Semi-structured lunchtime play - social informal setting of play
Emotional development
Exposure to language through play
Health and well-being from physical activity
Confidence and resilience
5
understand the potential effects of transitions on children and young people’s development
5.1
explain how different types of transitions can affect children and young people’s development
Transition types – external e.g.: o Country o School – educational transition – key
stage o Class / class-teacher o Step-parents o Subject o Concept o Etc.
Transition types personal to children and young people:
o Physical o Emotional o Intellectual o Physiological
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
5
understand the potential effects of transitions on children and young people’s development (continued)
5.2
evaluate the effect on children and young people of having positive relationships during periods of transition
Positive relationships
The effective management of change
Reduction of risk of failure to manage change
Emotional / mental well-being
Improve learning and progress by reducing the stress of change
Prevention of disruptive behaviours
Supportive learning environment
Resilience
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Component title: Understand How to Safeguard the Wellbeing of Children and Young People
Component aim:
The aim of this component is for learners to know and understand why all settings involving working with children and young people should establish and maintain a safe environment including following policies and procedures for dealing with circumstances where there are welfare, safeguarding, abuse and neglect concerns, as well as helping children and young people to understand issues regarding e-safety.
Component level: 3 GLH 18
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
understand the main legislation, guidelines, policies and procedures for safeguarding children and young people
1.1
outline current legislation, guidelines, policies and procedures within own UK home nation affecting the safeguarding of children and young people
Children Act 2004
Ofsted (Feb 2015) Safeguarding children and young people and young vulnerable adults policy
DfE (Mar 2015) Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children
Or the most up to date legislation
1.2
explain child protection within the wider concept of safeguarding children and young people
What is safe practice
What is safeguarding
Principles of safeguarding
Child Welfare
Child Protection
1.3
analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people
understand the main legislation, guidelines, policies and procedures for safeguarding children and young people (continued)
1.4
explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice
Tragic deaths and National Case studies e.g. o Victoria Climbié o Daniel Pelka o Baby P
Children Act 2004
Multi-Agency approaches and changes to legislation e.g. 2013 - 2015
1.5
explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing
School policies
Child Protection
Data Protection
Confidentiality
2
understand the importance of working in partnership with other organisations to safeguard children and young people
2.1
explain the importance of safeguarding children and young people
The Key Principles
Multi-Agency approach
Roles and responsibilities of other organisations and agencies
2.2
explain the importance of a child or young person centred approach
Promotion of child welfare
Meeting learners’ needs
Link to growth and development and the three grand learning theories
2.3
explain what is meant by partnership working in the context of safeguarding
Current inter agency policy and guidelines (see 1.1)
2.4
describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed
Roles and responsibilities of other organisations and agencies
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
3
understand the importance of ensuring children and young people’s safety and protection in the work setting
3.1
explain why it is important to ensure children and young people are protected from harm within the work setting
Duty of care
Entitlement / rights
Parental trust
3.2
explain policies and procedures that are in place to protect children and young people and the adults who work with them
Relevant policies in the school in which the candidate is placed e.g. child protection, bullying, behaviour, rules, codes of conduct etc
3.3
evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle-blowers and those whose practice or behaviour is being questioned are protected
Data Protection
Safeguarding Officer Role (confidentiality)
3.4
explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits
Safe Practice guidelines
National Partner guidance (Sport England, UK Coaching, afPE Subject Association guidance
Insurance
Certification / qualifications
4
understand how to respond to evidence or concerns that a child or young person has been abused or harmed
4.1
describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding
Bruising
Anger
Anxiety
Low self-esteem
Depression
Lack of appetite
Self-harm
Drugs and alcohol
Malnourishment
4.2
describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting
Procedures re disclosure
Responsibility / duty to pass on information
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
4
understand how to respond to evidence or concerns that a child or young person has been abused or harmed (continued)
4.3
explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged
Children’s rights
Confidentiality
Exceptions
5
understand how to respond to evidence or concerns that a child or young person has been bullied
5.1
explain different types of bullying and the potential effects on children and young people
Physical
Mental
Emotional
Cyberbullying
5.2
outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place
Bullying policy
Procedures
Prevention rather than cure
5.3
explain how to support a child or young person and/or their family when bullying is suspected or alleged
Bullying policy
Procedures
Listen – Believe - Act
6
understand how to work with children and young people to support their safety and wellbeing
6.1
explain how to support children and young people’s self-confidence and self-esteem
Developing positive relationships (Component 1)
Effective Communication (Component 1)
Effective teaching and learning
Effective Assessment
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
6
understand how to work with children and young people to support their safety and wellbeing (continued)
6.2
analyse the importance of supporting resilience in children and young people
Strategies for self-protection
Coping strategies
6.3
explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety
Prevention rather than cure
Support network
Teaching safely / teaching safety
6.4
explain ways of empowering children and young people to make positive and informed choices that support their wellbeing and safety
Physical Activity for health and well-being
Healthy social interaction
Positive attitudes and behaviours
Choices
7
understand the importance of e-safety for children and young people
7.1
explain the risks and possible consequences for children and young people of being online and of using a mobile phone
Internet
Social media
Gaming
Grooming
Chat rooms / group chat
Pop-ups
Contact information
Friending unknown people
Purchases
Use of mobile – costs
E-safety
7.2
describe ways of reducing risk to children and young people from:
social networking
internet use
buying online
using a mobile phone
School responsibility
Parent responsibility
Options for preventing access
Legislation / expectations for internet browsing companies e.g. google
Awareness
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Component title: Support assessment for learning
Component aim:
The aim of this component is for the learner to understand how to support assessment for learning including demonstrating competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the class teacher to review assessment for learning processes and outcomes.
Component level: 3 GLH 16
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
understand the purpose and characteristics of assessment for learning
1.1
compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements
Teacher role
Learning support practitioner
Assess/Monitor
Responsibilities
Contributions
1.2
summarise the difference between formative and summative assessment
Definition of assessment
Formative assessment and purpose
Summative assessment and purpose
How summative assessment might be used in a formative way
understand the purpose and characteristics of assessment for learning (continued)
1.3
explain the characteristics of assessment for learning
Definition of Assessment for Learning
Assessment as integral to teaching and learning
Sharing of success criteria
National Curriculum PE floor standards that pupils are aiming for
Peer and self-assessment
Feedback with an emphasis on how to improve
Teacher and pupils reviewing and reflecting on assessment information
Promoting confidence among learners and
Awareness of pupils’ preferred learning styles
1.4
explain the importance and benefits of assessment for learning
Ongoing information provided for learning
Informing next steps
Recognising success
Identifying gaps
Closing the gap
Narrowing the gap
Greater progress
Higher standards
Inclusive practice
Self-esteem
Growth mindset
Mastery
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
understand the purpose and characteristics of assessment for learning (continued)
1.5
explain how assessment for learning can contribute to planning for future learning carried out by:
the teacher
the learners
the learning support practitioner
Recognising success
Identifying gaps
Closing the gap
Narrowing the gap
Selected pupils
Representative pupils
Progress or lack of progress in a lesson
Planning for next lesson
Supporting individual needs (link to Component 2)
2
be able to use assessment strategies to promote learning
2.1
obtain the information required to support assessment for learning
Assessment – Methods of assessment
Evidence
Records
Tracking
Monitoring
2.2
use clear language and examples to discuss and clarify personalised learning goals and criteria for assessing progress with learners
Language incorporated into the National Curriculum Programme of Study for PE
Expected floor standards
Key learning constructs
Learning Objectives or intentions
Learning Outcomes / Success criteria
What progress might look like
Articulating progress in curriculum outcome terms
2.3
use assessment opportunities and strategies to gain information and make judgements about how well learners are participating in activities and the progress they are making
Assessment methods
Sampled Evidence
Rich / Core tasks – Assessment as learning
Engagement in learning
Progress against standards
Mastery
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
3
be able to support learners in reviewing their learning strategies and achievements
3.1
use information gained from monitoring learner participation and progress to help learners to review their learning strategies, achievements and future learning needs
Self and peer assessment
Assessment as learning
Identifying next steps linked to National Curriculum PE floor standards
Evaluative Assessment
3.2
listen carefully to learners and positively encourage them to communicate their needs and ideas for future learning
Communication (Component 1)
Developing relationships (Component 1)
Learner engagement – voice and choice
3.3
support learners in using peer assessment and self-assessment to evaluate their learning achievements
Teaching and learning strategies (Mosston and Ashworth)
Peer and self-assessment
3.4
support learners to:
reflect on their learning
identify the progress they have made
identify their emerging learning needs
identify the strengths and weaknesses of their learning strategies and plan how to improve them
Reflection in/on Action
Critical Reflection
Effective self-questioning
The learning process (plan-perform-evaluate) and national curriculum PE requirements)
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
4
be able to contribute to reviewing assessment for learning
4.1
provide feedback to the teacher on:
learner participation and progress in the learning activities
learners’ engagement in and response to assessment for learning
learners’ progress in taking responsibility for their own learning
What to look for
What behaviours to expect
How and when to feedback
Link to Component 3
4.2
use the outcomes of assessment for learning to reflect on and improve own contribution to supporting learning
The effectiveness of teaching as determined by the outcomes achieved by pupils
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Component title: Plan Physical Education and School Sport Programmes
Component aim:
The aim of this component is for learners to be able to contribute to the design of a high-quality physical education and school sport programme and plan a Unit of Work, including the carrying out of risk assessment, that identifies pupils’ needs and resources, and prepare a schedule for monitoring progress against the ‘floor standard’ for the appropriate key stage.
Component level: 3 GLH 20
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
be able to design and plan a High-Quality Physical Education and School Sport activity programme to promote pupil achievement in Physical Education
1.1
justify the structure and content of a Physical Education and School Sport annual programme of activity
National Curriculum requirement
Pupil needs
Curriculum programme mapping
Coherent
Balanced
Progressive
Vertical and horizontal alignment
Mastery Curriculum
Curriculum requirements o Resources o Equipment o Facilities
be able to design and plan a High-Quality Physical Education and School Sport activity programme to promote pupil achievement in Physical Education (continued)
1.2
distinguish the activities to be included in an annual programme, including:
the sources of information and resources to support activities
the resources needed to deliver a unit or work and individual activities
how activities meet the abilities and needs of pupils
how these activities meet established guidelines for safe practice
Statutory requirement
Optional activities
Activities as the vehicles for key learning
Head-Heart-Hands (Cognitive, Affector and Psychomotor domains)
the National Curriculum Programme of Study for Physical Education
extra-curricular physical activity
pupil(s’) development/ Key Stage
pupil(s’) progress and attainment
goals linked to other areas of the National Curriculum
1.3
develop an outline plan for a unit of work from within the annual programme
Alignment with National Curriculum requirements for PE
Alignment with floor standards
Alignment with the annual programme
Learning coherence with the previous component
Consideration of prior learning and experience
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
be able to design and plan a High-Quality Physical Education and School Sport activity programme to promote pupil achievement in Physical Education (continued)
1.4
develop individual session plans
Safe Practice – risk assessment
Differentiation
Progression and coherence
Importance of Assessment for Learning used for planning on a week to week basis, not in advance
National Curriculum aims and floor standards
Develop plans which consist of challenging outcomes to meet high expectations corresponding to the stage, abilities and needs of pupils
Develop plans which help pupils to achieve goals against Physical Education stated aims
ensure that planned activities are consistent with agreed Safe Practice in Physical Education and School Sport
develop plans that are progressively linked
1.5
develop contingencies to address a variety of scenarios
Number of pupils
Weather
Pupil Needs (SEN and disability)
1.6
review and revise the planned activities with a teacher, pupils and others
Reflection of appropriate planning that meets pupils’ needs and national curriculum requirements
Resources for support in planning
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
2
be able to plan for the review of a High-Quality Physical Education and School Sport programme
2.1
justify who will contribute to the planned review process
Named person in the school placement with QTS
2.2
distinguish viable methods to review the programme that are safe, valid and reliable
360⁰ review – pupils, teachers
2.3
develop a review schedule for the programme
Timely and appropriate review
2.4
review and revise the review schedule with a teacher, pupils and others
Communication – context (Component 1)
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Component title: Deliver Physical Education and School Sport Programmes
Component aim:
The aim of this component is for learners to deliver a Unit of Work including establishing and maintain relationships with pupils and others, using assessment information to modify planning that meet pupils’ needs and to promote pupil learning and progress against the floor standard for the appropriate key stage.
Component level: 3 GLH 17
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
be able to deliver aspects of a High-Quality Physical Education and School Sport programme
1.1
establish and maintain relationships during delivery, including:
summarising information to all relevant parties
coordinating the allocation of resources
ensuring all understand roles and responsibilities
delivering safe practice at all times
demonstrating how to provide opportunities for pupils to enjoy the learning experience
managing pupils’ engagement with each other effectively and fairly, in a way appropriate to their needs
be able to deliver aspects of a High-Quality Physical Education and School Sport programme (continued)
1.2
deliver activities in a safe, inclusive and engaging way
Stage appropriate language (Component 1)
Maslow’s hierarchy
Effective Questioning (Component 5)
Differentiation
SEN
Disability
Mastery
The inclusion spectrum
1.3
use demonstration and explanation to deliver activities
Differentiation
Demonstrate how to allocate activities to pupils in a way that is appropriate to them and is likely to maximise learning
Apply motivational techniques to help pupils achieve goals against Physical Education stated aims
Implement methods to check pupils’ understanding
Demonstrate how to support a range of abilities to enable pupils to learn and participate effectively
Communications
Communication – Visual (Component 1)
2
be able to review pupil(s’) progress during the implementation of the Physical Education and School Sport programme
2.1
evaluate pupil(s’) performance in an equitable manner using methods identified in the evaluation plan
Learning in all domains (Head-Heart-Hands)
Objective judgement against floor standards
2.2
empower pupils to evaluate and recognise their achievements
Peer and self-assessment
2.3
give appropriate, positive and timely feedback
Feedback with an emphasis on how to improve (Component 5)
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
2
be able to review pupil(s’) progress during the implementation of the Physical Education and School Sport programme (continued)
2.4
use collected information to identify and agree improvements to the programme as a result of the review activities
Critical reflection
Evaluation
Evidence
Records
Sampling
3
understand how to modify the Physical Education and School Sport programme in response to feedback and changes in needs
3.1
identify goals and components of the Physical Education and School Sport programme that may need to be adapted
Formative Assessment (Component 5)
Summative Assessment (Component 5)
Linked to expectations for progress and current progress
3.2
develop contingency plans
Use Assessment for Learning to plan future lessons
Plan specific interventions to meet learner needs
3.3
justify and agree modifications to goals and programmes with teacher(s), pupil(s) and relevant others
Communication (Component 1)
3.4
explain resource implications as a result of modifications made
Communication (Component 1)
3.5
introduce the modifications to teacher(s), pupil(s) and relevant others, appropriate to their needs
Communication (Component 1)
3.6
monitor the impact of improvements made and modify the programme as necessary
Formative / Assessment for Learning (Component 5)
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Component title: Review the Delivery of a Physical Education and School Sport Programme
Component aim:
The aim of this component is for learners to be able to use monitoring and review information about the learning and progress against the floor standard that pupils have made in order to inform an evaluation of the effectiveness of their own teaching and other adults in the delivery of the Unit of Work
Component level: 3 GLH 11
Assessment Specification
The learner is required to complete a series of tasks contained within the learner portfolio.
Learning Outcomes The learner will:
Assessment Criteria The learner can:
Mandatory Delivery Content
1
be able to monitor the implementation of a High-Quality Physical Education and School Sport programme
1.1
explain the importance of the reviews to teacher(s), pupil(s), parent(s) and others and encourage them to contribute
Communication (Component 1)
1.2
evaluate the implementation of the programme based on a pre-planned review schedule
Evaluative Assessment (Component 5)
1.3
collect and record monitoring information at planned points throughout the programme
Records (Component 5)
Evidence (Component 5)
1.4
check that information collected is valid and reliable
