2014/5 V1

Producing assignment briefs A step-by-step guide

Producing assignment briefs Achieving the standard VTCT qualifications are made up of units which cover specific topics and include:

learning outcomes, which define what a learner needs to know, understand and do

Assessment and grading criteria, specify the standard a learner is expected to meet to demonstrate that a particular grade has been achieved (assessment criteria determine the minimum standard required by the learner to achieve a Pass grade; grading criteria set out the standards for Merit and Distinction grades).

In many internally assessed units, assignment briefs are the primary assessment instrument used by learners to generate evidence to demonstrate achievement of learning outcomes and assessment and grading criteria. We have produced assignment briefs for most internally assessed units, you can download these from the VTCT website. We strongly advocate that these are used, however, you may choose to tailor these to suit your individual programme or devise your own. What is an assignment brief? Assignment briefs are assessments that demonstrate a learner’s knowledge, understanding and skills of a specific topic area. Assignment briefs are used by learners to generate evidence which is then measured against a unit’s learning outcomes and assessment and grading criteria. Producing high quality assignment briefs Assignment briefs must be of high quality to support learners to produce evidence which is:

Appropriate – the required evidence is in line with that expected of a learner at the given level

Authentic – the work produced is the learners own

Relevant – tasks are real to life and in line with the assignment brief scenario, topic area and unit content

Sufficient – there is enough evidence to demonstrate achievement of learning outcomes, assessment and grading criteria

Valid – the evidence produced specifically meets the relevant learning outcomes and assessment and grading criteria.

Using VTCT assignment briefs VTCT assignment briefs are published annually from September until June. Assignment briefs change annually. VTCT assignment briefs:

cover the full breadth of assessment and grading criteria

are written in clear and accessible language

use realistic vocational contexts to engage and inspire learners

enable learners to produce valid, sufficient and authentic evidence

enable learners to produce evidence in a variety of different forms, including projects, presentations, practical observations, written reports and graphs and posters (this list is not exhaustive)

are accessible to all, avoid discrimination, bias and stereotyping and support equality and diversity.

Assignment briefs produced by VTCT are ready to use. Adapting and producing your own assignment briefs When amending or producing your own assignment briefs, the number of tasks should be kept to a minimum. Holistic assessment should be encouraged. In some instances a single task may naturally cover a number of learning outcomes and/or assessment and grading criteria. If you choose to tailor VTCT assignment briefs or devise your own, these must first be checked, approved and signed by your IQA and then sent to your EQA for approval prior to use. You must complete the IQA/EQA Assignment brief checklist form. Use the following step-by-step guide if you are devising your own assignment briefs. The Assignment brief template that you must complete is presented in Appendix 1, the IQA/EQA Assignment brief checklist form is presented in Appendix 2. Both must be submitted to the EQA. These can be downloaded from the VTCT website. Producing your own assignment briefs: Step by step Please see Appendix 1 for an Assignment brief template. Appendix 3 contains a sample VTCT assignment brief. When devising your own assignment brief you must complete all of the following sections:

Qualifications covered List the qualification(s) the learner is undertaking.

Unit code / title List the VTCT unit code and title that the assignment brief covers.

Issue date Specify the date the assignment brief will be given to learners.

Hand in date Specify the latest date learners may submit their completed assignments for marking.

Assessor/IQA Add the name(s) of the assessor(s)/IQA.

Assignment title Give your assignment a succinct title which will engage and enthuse learners.

Scenario This section provides the context or setting for the assignment. It is this section that brings the assignment to life. Provide a vocational scenario, preferably in a work-related context. Make sure it is appropriate to your learners. For example, you are the Chief Executive of a Football Club is not realistic for level 2 learners. It is important that the scenario is realistic and relevant so that learners can relate to the assignment brief.

Task The number of tasks in an assignment brief may vary from one unit to another. Some units will have closely linked learning outcomes and one task may suffice which covers all learning outcomes, assessment and grading criteria. Other units may require two or three tasks to provide learners with the opportunity to cover all learning outcomes, assessment and grading criteria. Tasks should relate to the scenario. There should not be an excessive number of tasks. You should specify a brief title for each task.

Task overview This section provides an outline of the evidence that must be produced along with key content. Specify what learners need to complete to demonstrate the knowledge, understanding and skills required to achieve the unit.

Evidence you must produce Otherwise referred to as the assessment instrument, this may take the form of a variety of evidence types including, a written report, presentation, handout, leaflet, video etc.

Evidence to be included This section explains the evidence that needs to be produced and provides specific guidance on the nature and format of evidence without being overly prescriptive. This guidance will provide learners with sufficient information to ensure that all unit learning outcomes and assessment and grading criteria are achieved. This section should be written in language that learners will understand and not simply duplicate learning outcomes and assessment and grading criteria.

Criteria covered by this task This is a list of assessment and grading criteria that are covered by the task. Each and every task must cover a range of assessment and grading criteria at different levels; a single task cannot solely focus on distinction criteria, or pass criteria. A single task must span the full range of criteria including Pass, Merit and Distinction.

Once you have produced your assignment brief pass it to your IQA for review and sign off. Your IQA will then forward to your EQA for approval.

Appendix 1 - Assignment brief template [centre modified assignments]

If you choose to modify the assignment briefs produced by VTCT or devise your own, please complete this template. Modified assignments must first be appraised by a centre’s internal quality assurer (IQA), and then sent to your external quality assurer (EQA) for approval prior to use. The IQA/EQA Assignment brief checklist must be used.

Qualifications covered

[complete this section]

Unit code / title [complete this section]

Issue date [complete this section]

Hand in date [complete this section]

Assessor [complete this section]

IQA [complete this section]

Assignment title [complete this section]

Scenario

[complete this section]

Task 1 – [complete this section]

Overview [complete this section]

Evidence you must produce [complete this section]

What you must include [complete this section]

Criteria covered by this task [complete this section]

Task 2 – [complete this section]

Overview [complete this section]

Evidence you must produce [complete this section]

What you must include [complete this section]

Criteria covered by this task [complete this section]

Task 3 – [complete this section]

Overview [complete this section]

Evidence you must produce [complete this section]

What you must include [complete this section]

Criteria covered by this task [complete this section]

Appendix 2 - IQA/EQA Assignment brief checklist

It is the responsibility of the External Quality Assurer (EQA) to approve assignment briefs that have been modified or devised by a centre prior to use. Assignment briefs produced and published by VTCT do not require further approval.

This form should be used by the centre’s Internal Quality Assurer (IQA) to appraise and approve assignment briefs. It should then be sent to the EQA for approval. Assignment brief checklists should be countersigned by the IQA and EQA prior to use.

Assignment briefs not deemed fit for purpose by the EQA will be returned to the centre within 10 working days from receipt and will include comments/actions. Where action is required the IQA should confirm the actions, and sign along with the EQA.

Assignment information

Qualification title

Assessor

IQA

Unit title

Assignment title

Assignment brief checklist Comments

Are clear deadlines for assessment given? Y/N

Are all sections of the assignment brief template complete?

Y/N

Is the language used clear and accessible for learners?

Y/N

Is the scenario relevant to learners and engaging?

Y/N

Do all tasks relate to the scenario? Y/N

Does each task detail which criteria are being assessed?

Y/N

Are specified criteria addressed by each task?

Y/N

Are all unit assessment and grading criteria covered across the assignment?

Y/N

Does each task address criteria from at least two grades?*

Y/N

Is there sufficient guidance on how to complete the task?

Y/N

Is the assignment fit for purpose? Y/N

*Tasks must not be split, for example there must not be one task for pass criteria, another for merit

criteria, and one for distinction criteria. Each task must cover the criteria from at least two grades.

Assessor signature

IQA signature

EQA signature

Action required

Action taken

Assessor signature

IQA signature

EQA signature

Appendix 3

VTCT PRODUCED Assignment brief

Qualifications covered VTCT Level 3 Introductory Diploma in Sports Studies (QCF)

VTCT Level 3 Subsidiary Diploma in Sports Studies (QCF)

VTCT Level 3 Diploma in Sports Studies (QCF)

VTCT Level 3 Extended Diploma in Sports Studies (QCF)

Unit code / title USP1 / Anatomy and Physiology for Sport and Exercise

Approved for use 1 August 2014 to 31 July 2015

The tasks in this assignment brief cover all unit learning outcomes and assessment criteria.

Date issued

Final deadline

Assessor

Scenario

You have recently started a new job as an assistant fitness instructor in a local fitness club where the fitness manager likes to involve the instructors in all aspects of the fitness service. Your manager is keen to educate your customers on the body’s systems and has given you a project to produce a range of information resources that will help to educate the clients about anatomy and physiology.

Task 1 – Written article (skeletal and muscular systems)

Overview Every month the fitness manager posts an informative article on the website. This is an effective way of communicating with customers and educating them about key topics. You have been asked to produce this month’s article. The article will educate the clients on the structure and function of the skeletal and muscular systems. The article must be educational, clearly written and use diagrams and illustrations where appropriate.

Evidence you must produce A written article for the website

Evidence to be included

The first part of your article is related to the structure and functions of the skeleton, and must include:

a description of the structure of the skeletal system that includes the different bone structures, types of bone, and the different bones of the axial and appendicular skeleton

a description of the main functions of the skeletal system.

The second part of your article is related to the structure and function of joints and must include:

a description of the three classifications of joint, their characteristics, where they are found and the movement available at each; including the range of synovial joints found in the body.

The third part of the article is related to the structure and function of the muscular system and must include:

a description of the three types of muscle tissue

the location of the major skeletal muscles

a description of the main functions of the muscular system

a description of the different types of muscle contraction and muscle roles

a description of the different muscle fibre types and their characteristics

a description of why each muscle fibre type is associated with different sports.

You should give an explanation of how muscles produce movement via the sliding filament theory. You should make reference to the different stages of the theory and muscle components involved.

For the fourth and final part of your article you should select a complex movement in sport or exercise and provide a detailed analysis of the joint actions and muscles involved.

The movement should involve multiple major joints and muscles. The analysis should be presented as a movement analysis table with an accompanying explanation of how the movement occurs.

Criteria covered by this task

P1 – Describe the structure of the skeletal system

P2 – Describe the functions of the skeletal system

P3 – Describe the classifications and movements of joints

P4 – Describe the structure of the muscular system

P5 – Describe the functions of the muscular system

P6 – Describe the different muscle fibre types

P7 – Describe the types of sport associated with each muscle fibre type

M1 – Explain how muscles produce movement

D1 – Analyse joint actions and muscle roles for sports activities

Task 2 – Information booklet (cardiovascular and respiratory systems)

Overview Your fitness manager has asked you to produce an information booklet about the cardiovascular and respiratory systems. This booklet will be available at the gym reception for clients to take away with them. The booklet must be clearly written and you should use diagrams and illustrations where appropriate.

Evidence you must produce An Information booklet

Evidence to be included The first part of your information booklet is related to the structure and function of the cardiovascular system and must include:

a description of the structure of the cardiovascular system, to include the heart and valves, blood vessels, blood and circulatory pathways

a description of the main functions of the cardiovascular system.

The second part of your booklet is related to the structure and function of the respiratory system and must include:

a description of the structure of the respiratory system from the nasal cavity to the alveoli, including the muscles involved in breathing

a description of the functions of the respiratory system including gaseous exchange, the mechanism of breathing and associated lung volume and capacities.

The third and final part of your booklet is related to both the cardiovascular and respiratory systems and should include:

an explanation of the transport of oxygen and carbon dioxide through the cardio-respiratory system from inspiration to expiration.

an analysis of how the cardiovascular and respiratory systems work together during contrasting sport and exercise activities.

Criteria covered by this task P8 – Describe the structure of the cardiovascular system

P9 – Describe the functions of the cardiovascular system

P10 – Describe the structure of the respiratory system

P11 – Describe the functions of the respiratory system

M2 – Explain the transport of oxygen and carbon dioxide through the cardiovascular and respiratory systems

D2 – Analyse how the cardiovascular and respiratory systems work together during sport and exercise activities

Task 3 – Poster (energy systems in sport)

Overview Given the success of your first two informational resources, your fitness manager has now asked you to produce a poster about the energy systems which can be displayed next to the cardiovascular equipment. This will help clients to consider whether the training they are performing is appropriate for their sporting needs. The poster must be informative and make a visual impact. Therefore the use of diagrams, charts and graphs to illustrate your points may be useful.

Evidence you must produce A poster

Evidence to be included

Your poster must include:

a description of the three energy systems including their rate of ATP production, the fuels they use and their by-products

four sports which predominantly use the phosphocreatine system

two sports which predominantly use the lactic acid system

four sports which predominantly use the aerobic system.

For two contrasting sports, you should give an explanation of the contribution of the energy systems during different phases of performance, with consideration given to intensity and duration of the activities.

Criteria covered by this task P12 – Describe the different energy systems

P13 – Identify sports that use each energy system

M3 – Explain which energy systems are used during selected sports activities