vtct level 2 nvq certificate in activity leadership · the vtct level 2 nvq certificate in activity...

AF20104F_v4

VTCT Level 2 NVQ Certificate in Activity Leadership

Accreditation start date: 1 February 2011Credit value: 30 Total Qualification Time (TQT): 300Guided learning hours (GLH): 224Qualification number: 600/0382/0

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature

Assessor initials

IQA signature (if sampled)

Mandatory units

UF20C22

UF30649

UF20648

UF20646

UF30650

UF20647

Optional units Please insert optional units achieved

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The qualification

Introduction National Occupational Standards (NOS)

The VTCT Level 2 NVQ Certificate in Activity Leadership is a competency-based qualification that has been designed to prepare you for a career in leading sport and active leisure sessions and/or outdoor activities.

Throughout this qualification you will develop the knowledge and skills needed to prepare you to plan, lead, conclude and review activity sessions. The underpinning skills needed, such as team support, health and safety and equality and diversity are also covered.

You can select from a range of optional units, these include finance, working with other organisations, sports development, equipment storage/maintenance, environmental conservation, customer service, looking after participants whilst away from home, inclusion of disabled people, adventurous activities, personal and social development and exploration of natural environment.

This qualification has been mapped to the relevant NOS, and is regulated on the Regulated Qualifications Framework (RQF). This qualification is approved and supported by SkillsActive, the sector skills council for active leisure and learning.

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333

Progression

Once you have successfully completed this qualification you will be able to progress to the following VTCT qualifications:

• Level 3 NVQ Diploma in Sports Development

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444

Qualification structure

Mandatory units - 25 creditsVTCT unit code

Ofqual unit reference Unit title Credit value GLH

UF20C22 D/601/4484 Promote health, safety and welfare in active leisure and recreation 4 30

UF30649 H/601/4485 Support equality and diversity in active leisure and recreation 2 15

UF20648 Y/601/4483 Support the work of the team and organisation 2 15

UF20646 F/601/5532 Prepare for activity sessions 4 30

UF30650 J/601/5533 Lead activity sessions 9 67

UF20647 L/601/5534 Conclude and review activity sessions 4 30

Optional units - 5 (minimum) creditsVTCT unit code


UF30651 D/601/5540 Enable disabled people to take part in activities 9 67

UF20652 H/601/5538 Support the development of the sport or activity 2 15

UF20653 H/601/5541 Contribute to adventurous activities 8 60

UF20654 K/601/4486 Set up, take down and store activity equipment 3 22

UF30655 K/601/5539 Look after participants when they are away from home 6 45

UF20656 K/601/5542 Contribute to participants’ personal and social development 5 37

UF30657 L/601/4495 Contribute to environmental conservation in active leisure and recreation 6 45

UF30658 M/601/4487 Check and service activity equipment 3 22

Total credits required - 30 (minimum)

4

All mandatory units must be completed.

Optional units (continued)

VTCT unit code


UF20659 M/601/5543 Contribute to participants’ exploration and understanding of the natural environment 4 30

UF20660 R/601/5535 Administer finance and information 3 22

UF20661 Y/601/5536 Contribute to joint working with other organisations 4 30

UF20789 L/601/0933 Give customers a positive impression of yourself and your organisation. 5 33

5555

6

Guidance on assessment

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external quality assurers.

This book contains the mandatory units that make up this qualification. Optional units will be provided in additional booklets (if applicable). Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally quality assured by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external quality assurers.

Assessment explained

VTCT qualifications are assessed and verified by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal quality assurer whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external quality assurer, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal quality assurance process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external quality assurer.

This record of assessment book is your property and must be in your possession when you are being assessed or quality assured. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

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7

Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement, and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

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Unit assessment methods

8

This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Mandatory units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Assignment(s)

UF20C22 Promote health, safety and welfare in active leisure and recreation 0

UF30649 Support equality and diversity in active leisure and recreation 0

UF20648 Support the work of the team and organisation 0

UF20646 Prepare for activity sessions 0 UF30650 Lead activity sessions 0

UF20647 Conclude and review activity sessions 0

Optional units External Internal



UF30651 Enable disabled people to take part in activities 0

UF20652 Support the development of the sport or activity 0

UF20653 Contribute to adventurous activities 0

UF20654 Set up, take down and store activity equipment 0

UF30655 Look after participants when they are away from home 0

UF20656 Contribute to participants’ personal and social development 0

UF30657Contribute to environmental conservation in active leisure and recreation

0

UF30658 Check and service activity equipment 0

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Unit assessment methods

Optional units External Internal



UF20659Contribute to participants’ exploration and understanding of the natural environment

0

UF20660 Administer finance and information 0

UF20661 Contribute to joint working with other organisations 0

UF20789Give customers a positive impression of yourself and your organisation.

0

99

Unit glossary

10

Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

LevelLevel is an indication of the demand of the learning experience, the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of observations required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit, they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Maximum service times

The maximum time in which a particular service or practical element must be completed.

Observation outcome

An observation outcome details the practical tasks that must be completed to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper or portfolio of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel to the unit’s observation outcomes.

UF20C22Promote health, safety and welfare in active leisure and recreationThe aim of this unit is to develop your knowledge, understanding and practical skills to promote health, safety and welfare. You will learn how to help control risks and follow emergency procedures, and how to deal with injuries and signs of illness effectively.

UF20C22_v5

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

30

4

2

C22

2

0

On completion of this unit you will:

Learning outcomes

Evidence requirements

UF20C22

1. Be able to help to control risks in the active leisure and recreation environment

2. Be able to help to safeguard and protect children and vulnerable adults

3. Be able to deal with injuries and signs of illness

4. Be able to follow emergency procedures

5. Know how to promote health, safety and welfare in active leisure and recreation

6. Know how to control risks in active leisure and recreation

7. Know how to help to safeguard and protect children and vulnerable adults

8. Know how to deal with injuries and signs of illness

9. Know how to follow emergency procedures

likely to be the most appropriate sources of performance evidence. These observations should not be carried out on the same day. There should be sufficient time between assessments. Separating the assessment occasions by a period of at least one month is recommended.

4. Range All ranges must be competently demonstrated.

5. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. In most cases this can be done by your assessor questioning you orally. However, other techniques such as projects, assignments and/or reflective accounts may also be appropriate.

6. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes and ranges in this unit. All outcomes and ranges must be achieved.

7. External paper There is no external paper requirement for this unit.

1. Evidence of real work activity You must produce evidence to meet all ‘Observation’ outcomes and assessment criteria through your own work.

2. Simulation Simulation is allowed for criteria 2c, 2d, 2e and for outcomes 3 and 4, if no naturally occurring evidence is available.

3. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimony and products of work are

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Promote health, safety and welfare in active leisure and recreation

Achieving observation outcomes

Achieving range

Achieving observations and range

UF20C22

Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you may be required to produce supplementary evidence, for example, questioning, projects or assignments may be used to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved by supplementary evidence. Questioning to gather supplementary evidence can normally be carried out orally. However, oral questioning must be recorded by the assessor, in written form or by other appropriate means.

Your assessor will sign off an outcome when all criteria have been competently achieved in a single client service.

The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation.

Your assessor will document the portfolio reference once a range has been competently achieved.

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Guidance for tutors and assessors

Tutors and assessors must refer to the following documents for guidance on assessment prior to delivering this unit. *These SkillsActive documents can be downloaded at www.SkillsActive.com:

• QCF Evidence Requirements and Assessment Guidance

• Assessment Strategy for NVQs and SVQs

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

*Learning outcomes and assessment criteria in these documents may be numbered differently to VTCT ROA books.

Outcome 1

Observations

Observation 1 2 OptionalCriteria questioned orally

Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

UF20C22

*May be assessed by supplementary evidence.

Be able to help to control risks in the active leisure and recreation environment

15

a. Ensure that relevant and up-to-date health and safety information is available

b. Follow the relevant health and safety requirements at all times

c. Carry out health and safety checks as required

d. Identify hazards

e. Assess and control risks using organisational procedures

f. Get advice from relevant colleagues when unsure about hazards and risks*

g. Pass on, to the relevant colleague, suggestions for improving health and safety

Outcome 2

You can:

UF20C22


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Ensure that up-to-date information is available on guidelines for safeguarding and protecting children and vulnerable adults

b. Identify what the policies and procedures mean for own job and area of work

c. Follow the relevant procedures for: • safeguarding and protecting children and vulnerable adults at all times • protecting self from potential accusations*

d. Be alert to possible signs of abuse*e. Identify, record and report any concerns

about the welfare of children and vulnerable adults, whilst maintaining confidentiality*

Be able to help to safeguard and protect children and vulnerable adults

16


Outcome 3

You can:

UF20C22


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Remain calm and follow organisational procedures*

b. Protect the casualty and other people from further risk*

c. Call for qualified assistance appropriate to the casualty’s condition*

d. Provide reassurance and comfort to the people involved*

e. Give the qualified assistants clear and accurate information about what happened*

f. Follow the relevant accident reporting procedures*

Be able to deal with injuries and signs of illness

17


Outcome 4

You can:

UF20C22


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Give clear and correct instructions to the people involved*

b. Calmly and correctly carry out own role in the emergency procedures*

c. Maintain the safety of the people involved*d. Follow the correct procedures for reporting

the emergency*e. Report to the relevant colleague, any

problems with the emergency procedures*

Be able to follow emergency procedures

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Range

You must practically demonstrate that you have:

UF20C22 19

Helped to control a minimum if 4 types of hazard Portfolio reference

Unsafe facilities or environment

Unsafe equipment

Unsafe working practices

Unsafe behaviour

Use of hazardous substances

Security breaches

Situations likely to cause emotional distress

Used all methods of control when helping to control risks in the sport and activity environment Portfolio reference

Deal with the hazard personally

Report the hazard to the relevant colleague

Protecting others from harm

Helped to safeguard and protect children and vulnerable adults from a minimum of 2 types of abuse Portfolio reference

Physical

Emotional

Neglect

Sexual

Dealt with injuries and signs of illness for a minimum of 2 types of casualty Portfolio reference

Adult

Child

Person with particular needs


UF20C22

Dealt with all types of qualified assistance when dealing with injuries and signs of illness Portfolio reference

Qualified first aider

Emergency services

Dealt with a minimum of 2 types of injury and illness Portfolio reference

Minor injury that can be dealt with on site

Minor illness that can be dealt with on site

Major injury requiring medical attention

Major illness requiring medical attention

Emotional distress

Worked with a minimum of 2 types of people when following emergency procedures Portfolio reference

Adults

Children

People with disabilities

20

Developing knowledge

UF20C22 21

Achieving knowledge outcomes

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:


Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning. Oral questioning must be recorded by your assessor, in written form or by other appropriate means.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work, then there is no requirement for you to be questioned again on the same topic.

Knowledge

UF20C2222

Know how to promote health, safety and welfare in active leisure and recreation

You can: Portfolio reference

a. List the values or codes of practice relevant to the work being carried out

b. Describe the requirements for health, safety and welfare relevant to own work, including Health and Safety at Work Act and requirements from relevant national governing bodies

c. Identify manufacturers’ guidelines and instructions for the use of facilities and equipment

d. Describe why health, safety and welfare are important in an active leisure and recreation environment

e. Identify the persons responsible for health and safety in own workplace

f. Outline own organisation’s security procedures

Outcome 5

UF20C22 23

Outcome 6

Know how to control risks in active leisure and recreation


a. Describe the types of hazards that are likely to occur in own area of work and the accidents and injuries each could cause

b. Outline how to identify hazards

c. List health, safety and security checks to be followed

d. Describe how to carry out basic risk assessments of the types of hazards that may occur

e. Describe why it is important to get advice from a relevant colleague if unsure about hazards and risks in own workplace

f. Identify who to ask if unsure about hazards and risks in own workplace

g. Describe how to deal correctly with the types of hazards that may occur in own workplace, taking account of risks

h. Identify documents relating to health and safety which may have to be completed

i. Outline how to complete health and safety documents correctly

j. Outline why colleagues and customers should be encouraged to behave in a safe manner

k. Describe how to encourage colleagues and customers to behave in a safe manner

UF20C2224

Outcome 6 (continued)

Know how to control risks in active leisure and recreation


l. Outline why it is important to make suggestions about health and safety issues

m. Describe how to make suggestions about health and safety issues

n. Outline why it is important to identify and report any differences between health and safety requirements and own workplace policies and procedures

o. Describe how to identify and report any differences between health and safety requirements and own workplace policies and procedure

UF20C22 25

Outcome 7

Know how to help to safeguard and protect children and vulnerable adults


a. Describe what is meant by safeguarding and protecting the welfare of children and vulnerable adults

b. Describe own role and responsibilities for safeguarding and protecting children and other vulnerable people

c. List the four types of abuse

d. Outline the basic indicators and impact of each of the four types of abuse

e. Describe the risks that individual abusers or potential abusers pose to children and vulnerable people

f. Describe organisational policies and procedures in relation to safeguarding and protecting, including the reporting procedures

g. Outline what to do if concerned about possible abuse

h. Describe how to respond to a child or someone else disclosing abuse or concerns about abuse

i. Outline what to do if there are barriers to reporting own concerns

j. Identify statutory agencies with responsibilities for safeguarding and protecting

k. Outline when to contact statutory agencies with responsibilities for safeguarding and protecting

UF20C2226


Know how to help to safeguard and protect children and vulnerable adults


l. Outline how to contact statutory agencies with responsibilities for safeguarding and protecting

m. Describe why it is important to share concerns about possible abuse with others

n. Describe the limits of own competence with regard to safeguarding and protecting

o. Outline why it is important to treat information about possible abuse confidentially

UF20C22 27

Outcome 8

Know how to deal with injuries and signs of illness


a. List the types of accidents, injuries and illnesses that may occur in own area of work

b. Outline how to respond correctly to emotional distress

c. Outline how to deal with accidents, injuries and illnesses before qualified assistance arrives

d. Describe how to decide whether to contact the on-site first aider or immediately call the emergency services

e. Identify who is the on-site first aider and how to contact them

f. Describe the procedures to contact the emergency services

g. Outline why it is important to protect, from further harm, the casualty and others involved

h. Outline the procedures to protect the casualty and others

i. Outline why it is important to provide comfort and reassurance

j. Describe how to provide comfort and reassurance

k. Outline own responsibilities for reporting accidents

l. Outline the procedures for reporting accidents

UF20C2228

Outcome 9

Know how to follow emergency procedures


a. Describe the emergency procedures in own place of work

b. Outline what instructions must be given to the people involved

c. Outline organisational reporting procedures for emergencies

d. Describe the types of problems that may occur when carrying out emergency procedures

e. Describe why problems that occur when carrying out emergency procedures should be reported

f. Identify to whom to report problems

UF30649Support equality and diversity in active leisure and recreation

The aim of this unit is to develop your knowledge, understanding and practical skills required to be able to support equality and diversity within your organisation.

UF30649_v5

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

15

2

3

D214

2

0


Learning outcomes


UF30649

1. Be able to help to treat people equally and in a way that respects diversity

2. Know how to support equality and diversity in active leisure and recreation

other techniques such as projects, assignments and/or reflective accounts may also be appropriate.




2. Simulation Simulation is not allowed in this unit.

3. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimony and products of work are likely to be the most appropriate sources of performance evidence. These observations should not be carried out on the same day. There should be sufficient time between assessments. Separating the assessment occasions by a period of at least one month is recommended.


5. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. In most cases this can be done by your assessor questioning you orally. However,

31

Support equality and diversity in active leisure and recreation


Achieving range


UF30649



Your assessor will sign off an outcome when all criteria have been competently achieved.



32







Outcome 1

Observations


Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

UF30649


Be able to help to treat people equally and in a way that respects diversity

33

a. Work in a way that: • respects individuals’ beliefs, needs and preferences • is inclusive through your behaviour and language • helps people to take part to the best of their abilities

b. Correctly deal with and report behaviour and practice that discriminate against people

c. Identify and report any barriers to people getting the best from the service

d. Suggest ways the organisation could remove or reduce barriers

e. Give people information about complaints procedures when they need it

f. Help people to use complaints procedures

g. Seek advice on problems implementing equality and diversity


Range

UF30649

Covered a minimum of 4 types of equality and diversity when treating people in terms of Portfolio reference

Sex

Race/culture/language

Disability

Religion

Health

Economic and social status

Age

Sexual orientation

34


UF30649 35






Knowledge

UF3064936

Be able to help to treat people equally and in a way that respects diversity


h. Keep up-to-date with own organisation’s policies and values for equality and diversity

i. Identify what own organisation’s policies and values mean for own area of work

Outcome 1

UF30649 37

Outcome 2

Know how to support equality and diversity in active leisure and recreation


a. Outline how to find out about current legal and organisational requirements for equality and diversity

b. List the current legal requirements for equality and diversity as relevant to own work and own organisation’s policies

c. Outline how to identify how own organisation’s policies affect own work

d. List the diversity of people in the community served

e. List ways in which people can be discriminated against

f. List the most common barriers to people taking part in the services provided by own organisation

g. Describe why it is important to give people information about the organisational approach to equality and diversity

h. Outline how to work in a way that respects beliefs, needs and preferences

i. Outline how to work in a way that does not discriminate

j. Outline how to help people take part to the best of their ability

k. Describe the importance of exploring and challenging own assumptions or those of others, about actual and potential customers

l. Identify types of words and behaviour from staff and customers that are inconsistent with valuing equality and diversity

UF3064938


Know how to support equality and diversity in active leisure and recreation


m. Outline how to challenge words and behaviour from staff and customers that are inconsistent with valuing equality and diversity

n. Outline why it is important to report concerns about discrimination

o. Outline how to respond correctly to behaviour and practice that might discriminate against people

p. Outline how to report behaviour and practice that might discriminate against people

q. Outline own organisation’s complaints procedures

r. Outline why complaints procedures are important

s. Outline why it is important to help customers to use complaints procedures

t. Identify appropriate people to work with, in own organisation, on issues to do with equality and diversity

UF20648Support the work of the team and organisation

The aim of this unit is to develop the knowledge, understanding and practical skills required to improve the support and work of the organisation. You will learn how to establish good communication and maintain customer relationships.

UF20648_v6

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

15

2

2

A52

2

0


Learning outcomes Evidence requirements

UF20648

1. Be able to work effectively with colleagues

2. Be able to improve own work

3. Be able to help to improve the work of own organisation

4. Know how to support the work of own team and organisation

5. Know how to work effectively with colleagues

6. Know how to improve own work

7. Know how to help to improve the work of own organisation


2. Simulation Simulation is not allowed for this unit.






41

Support the work of the team and organisation


Achieving range


UF20648






42







Outcome 1

Observations


Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

UF20648


Be able to work effectively with colleagues

43

a. Establish good working relationships with colleagues

b. Communicate clearly with colleagues, verbally and in writing

c. Maintain standards of professional behaviour

d. Carry out own duties and commitments to colleagues as agreed, or tell them in good time when it is not possible to do what they expect

e. Ask for help and information when needed

f. Provide colleagues with help and information when they need it, in line with organisation’s policies and procedures

g. Take part in team discussions

h. Follow the correct procedures in the case of disagreements, or problems, with colleagues*

Outcome 2

You can:

UF20648


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Evaluate all aspects of own work*b. Ask colleagues and customers for feedback

on own work

c. Handle feedback positively

d. Work with a relevant person to agree: • own strengths • areas where own work could be improved • new areas of skill and knowledge which may be needed for future responsibilities

e. Regularly review personal development*

Be able to improve own work

44


Outcome 3

You can:

UF20648


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Ask customers for feedback on the organisation’s services

b. Identify ways the team could improve services*

c. Discuss with relevant colleagues how to change services for the better

d. Help to change services so that they meet customers’ needs

Be able to help to improve the work of own organisation

45



Range

UF20648

Worked effectively with a minimum of 2 types of colleague Portfolio reference

Working at the same level as self

Responsible to self

Line manager

People from outside own organisation

Used both types of communication when working with colleagues Portfolio reference

Spoken

Written

Dealt with a minimum of 2 types of colleague when improving own work Portfolio reference


Responsible to self

Line manager

Dealt with a minimum of 2 types of colleague when helping to improve the work of own organisation Portfolio reference


Responsible to self

Line manager

46


UF20648 47






Knowledge

UF2064848

Be able to improve own work


f. Take part in relevant training and development

Outcome 2

UF20648 49

Outcome 4

Know how to support the work of own team and organisation


a. Describe the values or codes of practice relevant to the work being carried out

b. Outline the importance of effective team work

c. Describe how improving own work, and the work of the team, can improve the organisation as a whole and the level of service that the customer receives

UF2064850

Outcome 5

Know how to work effectively with colleagues


a. Describe what ‘good working relationships’ with colleagues means

b. Outline how to establish good working relationships with colleagues

c. Describe why it is important to communicate clearly with colleagues

d. Outline how to communicate with managers in organisation

e. List the duties within area of own responsibility

f. Describe why it is important to carry out duties as agreed or warn colleagues in good time if not possible

g. Identify situations in which help may be needed

h. Describe the importance of always asking for help and information when it is needed

i. Describe situations in which help and information may need to be provided to colleagues

j. Describe situations in which it is not appropriate to provide help and information to colleagues

k. Outline the purpose of team meetings

l. Outline why team discussions are important and why you should contribute to them

m. Outline the procedures for dealing with conflict in own organisation

UF20648 51

Outcome 6

Know how to improve own work


a. Describe why it is important to continuously improve own work

b. Describe why it is important to assess own work and get feedback from colleagues

c. Describe what it means to ‘handle criticism positively’

d. Describe why it is important to handle criticism positively

e. Identify the relevant member of staff in own organisation with whom own work can be planned and developed

f. Identify the procedures to follow to take part in training and development activities

g. Identify opportunities to take on new responsibilities and develop in own career, and the skills and knowledge needed to do this

h. Outline how to develop a career plan that will help own progression

UF2064852

Outcome 7

Know how to help to improve the work of own organisation


a. Describe the types of situations in which customers give feedback on the services they receive

b. Outline why it is important to listen to customer feedback

c. Outline how to identify areas where the organisation’s work could be improved

d. Identify the procedures to follow for making suggestions on how to improve services to customers

e. Describe why it is important to discuss own suggestions with colleagues and to take account of their ideas

UF20646Prepare for activity sessions

The aim of this unit is to develop the knowledge, understanding and practical skills required to be able to plan and prepare for activity sessions.

UF20646_v6

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

30

4

2

D21

2

0


Learning outcomes


UF20646

1. Be able to plan activity sessions

2. Be able to prepare self for activity sessions

3. Be able to prepare equipment and facilities for activity sessions

4. Know how to prepare for activity sessions

5. Know how to plan activity sessions

6. Know how to prepare self for activity sessions

7. Know how to prepare equipment and facilities for activity sessions






2. Simulation Simulation is allowed for criteria 2b and 3c, if no naturally occurring evidence is available.


55

Prepare for activity sessions


Achieving range


UF20646






56







Outcome 1

Observations


Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

UF20646


Be able to plan activity sessions

57

a. Get approval for the plans from the responsible colleague

Outcome 2

You can:

UF20646


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Ensure plans and other essential information about the sessions are available

b. Make sure own personal competence and qualifications are appropriate to leading the sessions*

c. Physically and mentally prepare self for the sessions

d. Have the correct personal equipment ready for the sessions

e. Choose a leadership style that is appropriate to the aims of the session and the needs and potential of the participants

Be able to prepare self for activity sessions

58


Outcome 3

You can:

UF20646


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Obtain equipment and facilities that are suitable for the participants and the sessions

b. Make sure equipment and facilities meet health and safety requirements and/or local codes of practice

c. Identify any unsafe or unserviceable equipment and/or facilities and follow the correct procedures for dealing with these*

d. Encourage and help the participants to prepare equipment and facilities safely and in line with own organisation’s procedures

e. Minimise any damage to the local environment and injury to self and others

Be able to prepare equipment and facilities for activity sessions

59



Range

UF20646

Covered all types of information when planning activity sessions Portfolio reference

Time and location

Context in which activities are taking place

Expected participants

Participants’ needs and motivations

Aims of the programme

Health and safety requirements

Available equipment and facilities

Evaluations of similar sessions

Covered a minimum of 2 programme aims when planning Portfolio reference

Fun and recreation

Curriculum based

Personal and social development

Encouraging future participation, adherence and/or progress in the sport or activity

Covered a minimum of 3 types of participant when planning Portfolio reference

Adults

Children and young people

People with particular needs

New participants

Participants with some experience

60


UF20646 61

Covered a minimum of 2 types of session when preparing self for activity sessions Portfolio reference

Fun and recreation

Curriculum based



Covered a minimum of 2 types of personal equipment when preparing self Portfolio reference

Activity equipment

Clothing

Safety equipment

First aid equipment

Covered a minimum of 3 types of participant when preparing self Portfolio reference

Adults



New participants



UF20646

Covered a minimum of 3 types of participant when preparing equipment and facilities for activity sessions Portfolio reference

Adults



New participants


Covered a minimum of 2 types of session when preparing equipment and facilities Portfolio reference

Fun and recreation

Curriculum based



62


UF20646 63






Knowledge

UF2064664

Outcome 1

Be able to plan activity sessions


b. Collect the information needed to plan the sessions

c. Plan sessions that meet the aims of the programme and the needs and potential of individual participants

d. Make sure the plans have realistic objectives, sequences and timings

e. Make sure the plans meet health and safety requirements

f. Adapt the plans to take account of available equipment, facilities and time

g. Identify anything that might change before the sessions and plan how to deal with these

UF20646 65

Know how to prepare for activity sessions


a. Describe the values and/or codes of practice relevant to the work being carried out

b. Describe the importance of careful and thorough planning and preparation for sessions

c. Identify the requirements for health and safety that are relevant to the activities being planned, including health and safety at work legislation and requirements from relevant national governing bodies

d. Describe how the sessions relate to the overall aims of the programme

e. State how to identify the needs, motivations and potential of the participants

f. Describe the types of special needs that participants may have

g. Describe how to adapt own plans, self and the equipment and facilities to meet special needs that participants may have

Outcome 4

UF2064666

Outcome 5

Know how to plan activity sessions


a. Outline what a session plan should cover

b. Describe the importance of treating information about participants confidentially and what this means

c. Describe how to develop and check objectives, sequences and timings for a session

d. Outline how to find out about the equipment and facilities that will be available for the session

e. State the types of circumstances that may change and how to plan for these

f. Outline why it is important to get the approval of the colleague responsible for the programme

UF20646 67

Outcome 6

Know how to prepare self for activity sessions


a. Outline why it is important to have own plans for the session and other essential information readily available

b. Outline levels of personal competence and the types of qualifications required to lead the sessions that are being prepared

c. Outline why it is important to have the correct level of personal competence and the appropriate qualifications, and what may happen if not

d. Describe the physical and mental demands of leading the planned session

e. Describe why it is important that the learner is in the right physical and mental condition

f. Outline different styles of leadership that are appropriate to different types of participants and sessions

UF2064668

Outcome 7

Know how to prepare equipment and facilities for activity sessions


a. List the types of equipment and facilities that are needed for the planned sessions

b. State how to choose equipment that will be appropriate to a particular client group

c. Describe how to check equipment and facilities

d. Describe the correct procedures to follow when unsafe or unserviceable equipment and/or facilities are found

e. Outline why participants should help to prepare facilities and equipment

f. Describe how to identify whether, and how, the local environment could be harmed by the sessions

g. Describe how to identify what could be done to protect the environment from harm

UF30650Lead activity sessions

The aim of this unit is to develop the knowledge, understanding and practical skills required to prepare and lead activity sessions.

UF30650_v6

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

67

9

3

D22

2

0


Learning outcomes


UF30650

1. Be able to prepare participants for activity sessions

2. Be able to introduce the participants to activities

3. Be able to lead activities

4. Be able to maintain and encourage effective working relationships during activity sessions

5. Know the general principles of how to lead activity sessions

6. Know how to prepare participants for activity sessions

7. Know how to introduce the participants to activities

8. Know how to lead activities

9. Know how to maintain and encourage effective working relationships during activity sessions

likely to be the most appropriate sources of performance evidence. These observations should not be carried out on the same day. There should be sufficient time between assessments. Separating the assessment occasions by a period of at least one month is recommended.






2. Simulation Simulation is allowed for criterion 3g, if no naturally occurring evidence is available.

3. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimony and products of work are

71

Lead activity sessions


Achieving range


UF30650






72







Outcome 1

Observations


Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

UF30650


Be able to prepare participants for activity sessions

73

a. Meet the participants on time

b. Help the participants feel welcome and relaxed

c. Follow own organisation’s procedures for checking attendance

d. Make sure the participants’ clothing and equipment are safe and appropriate

e. Organise the participants in order to communicate with them

f. Explain the aims and objectives of the session and its benefits to the participants

g. Find out if the participants have any relevant experience to build on

h. Make sure the participants are mentally and physically ready for the session

Outcome 2

You can:

UF30650


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Demonstrate key points to the participants

b. Explain the key points and why they are important

c. Encourage the participants to ask questions

d. Answer the participants’ questions helpfully and clearly

e. Check that the participants understand key points

f. Motivate the participants without putting them under stress

Be able to introduce the participants to activities

74


Outcome 3

You can:

UF30650


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Make sure the participants follow instructions throughout the session

b. Manage the participants’ behaviour to maintain a good learning environment

c. Follow planned procedures for health, safety and respect for the environment

d. Develop the session at a pace suited to the participants and its aims and objectives

e. Assess participant progress and give clear and positive feedback at appropriate points

f. Give the participants further explanations and demonstrations when necessary

g. Encourage the participants to say how they are finding the session, and respond appropriately*

h. Vary own session plan to meet any new needs and opportunities

i. Identify and control any new risks when they occur

Be able to lead activities

75


Outcome 4

You can:

UF30650


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Establish a leadership position which is based on mutual respect

b. Communicate with participants as appropriate to their needs

c. Maintain a relationship which is in line with good practice and industry values

d. Encourage and motivate participants to achieve their goals

e. Give attention to each participant’s needs

f. Encourage effective communication and interpersonal skills

g. Emphasise types of behaviour that have a positive effect on the group*

h. Identify and challenge unacceptable behaviour in line with own organisation’s procedures*

i. Identify and deal with conflict promptly and fairly

Be able to maintain and encourage effective working relationships during activity sessions

76


Range


UF30650 77

Prepared a minimum of 3 types of participant for activity sessions Portfolio reference

Adults



New participants


Considered a minimum of 2 aims and objectives when preparing participants for activity sessions Portfolio reference

Fun and recreation

Curriculum based


Encouraging future participation, adherence and/or progress in the sports or activity

Considered all key points when introducing participants to activities Portfolio reference

Responsibility for health and safety

Rules for behaviour

Skills and techniques

Use of equipment

Respect for the environment

Considered the key points with a minimum of 3 types of participant Portfolio reference

Adults



New participants



UF30650

Led activities including a minimum of 3 types of participant Portfolio reference

Adults



New participants


Covered a minimum of 2 aims and objectives when leading activities Portfolio reference

Recreation

Curriculum based


Encouraging future participation, adherence and/or progress in the sports or activity

Provided all types of feedback when encouraging future participation and progress in sport or activity Portfolio reference

To individuals

To groups

Used all communication methods to maintain and encourage effective working relationships Portfolio reference

Presenting to groups

Speaking to individuals

Active listening

78


UF30650 79

Covered the communication methods with a minimum of 3 types of participant Portfolio reference

Adults



New participants








UF3065080

Knowledge

UF30650 81

Outcome 5

Know the general principles of how to lead activity sessions



b. Identify the requirements for health and safety that are relevant to the activities being planned including health and safety at work legislation and requirements from relevant national governing bodies

c. Outline how to identify the impact that the activities being led could have on the environment

d. Outline how to identify what could be done to minimise the environmental impact of activities being led

e. Outline the aims, objectives and content of the session being led

f. Describe the importance of following own plans for sessions or varying these plans to meet new needs and opportunities

g. Describe the importance of being able to communicate clearly with the participants according to their needs

h. Describe how to communicate clearly with both individuals and groups

i. Describe the importance of adapting own plans and methods to meet each participant’s individual needs

j. Describe the importance of balancing risk with the benefits of risk

k. Describe why participants must be motivated to learn effectively

UF3065082


Know the general principles of how to lead activity sessions


l. Describe the importance of the participants receiving clear and supportive feedback on what they have achieved

m. Identify situations in which extra motivation may need to be given to participants

n. List different methods that can be used to motivate participants without putting undue pressure on them

o. State the record keeping procedures that must be followed

UF30650 83

Outcome 6

Know how to prepare participants for activity sessions


a. Identify participant clothing and equipment required for the activities being led

b. Outline why recording attendance may be important in some contexts

c. Describe why it is important to explain the aims and objectives and benefits of the session

d. Describe why it is important to find out about participants’ previous experience

e. Describe why participants must be mentally and physically ready for the activities they will be involved in

f. Identify the methods to use when preparing participants mentally and physically for the activities they will be involved in

UF3065084

Outcome 7

Know how to introduce the participants to activities


a. Outline the key points that must be explained to participants before they begin activities

b. State the types of questions or problems that participants may have

c. Describe methods that can be used to explain and demonstrate key points

d. Describe the importance of encouraging question and answer sessions

e. Identify methods that can be used to make sure participants understand what is expected of them

UF30650 85

Outcome 8

Know how to lead activities


a. Describe how to supervise the participants during the session

b. Identify behaviour management techniques that can be used when leading sessions

c. State the levels of supervision that are appropriate to different activities and types of participants

d. Describe when and when not to intervene in an activity

e. Describe the methods that should be used to help the participants to achieve the aims and objectives of the session

f. Describe how to gauge participants’ feelings about activities and how to respond to these

g. Outline the types of new risks, needs and opportunities that could occur during a session that may require a change to own plans

UF3065086

Outcome 9

Know how to maintain and encourage effective working relationships during activity sessions


a. Describe legal requirements, industry values and/or ethical codes that affect the relationship with participants

b. Outline types of participant behaviour during activity sessions that could be interpreted as inappropriate

c. Outline how to establish a leadership role based on mutual respect

d. Describe the importance of good working relationships between participants

e. Outline why each participant should receive adequate attention

f. Identify ways of working that encourage communication and interaction between participants

g. Describe how to balance the needs of individual participants with those of the group as a whole

h. Describe the importance of encouraging participants to communicate and relate effectively with others

i. Identify types of behaviour that have a positive and negative effect on the group

j. Identify why types of behaviour that have a positive and negative effect on the group should be emphasised

k. Identify types of unacceptable behaviour that must be challenged

UF30650 87


Know how to maintain and encourage effective working relationships during activity sessions


l. Describe the importance of challenging unacceptable behaviour

m. Outline methods and procedures for dealing with unacceptable behaviour

n. Outline methods and procedures for dealing with conflict

o. Describe the importance of maintaining participants’ emotional welfare

UF3065088

Notes Use this area for notes and diagrams

UF20647Conclude and review activity sessions

The aim of this unit is to develop your knowledge, understanding and practical skills required to be able to conclude sessions, and review the sessions outcome, with participants.

UF20647_v6

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

30

4

2

D23

2

0


Learning outcomes


UF20647

1. Be able to review activity sessions with participants

2. Be able to bring activity sessions to an end

3. Be able to deal with equipment, clothing and facilities following activity sessions

4. Be able to reflect on and evaluate activity sessions

5. Know how to conclude and review activity sessions

6. Know how to review activity sessions with participants

7. Know how to bring activity sessions to an end

8. Know how to deal with equipment, clothing and facilities following activity sessions

9. Know how to reflect on and evaluate activity sessions

performance evidence. These observations should not be carried out on the same day. There should be sufficient time between assessments. Separating the assessment occasions by a period of at least one month is recommended.






2. Simulation Simulation is allowed for criterion 1f, if no naturally occurring evidence is available.

3. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimony and products of work are likely to be the most appropriate sources of

91

Conclude and review activity sessions


Achieving range


UF20647






92







Outcome 1

Observations


Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

UF20647


Be able to review activity sessions with participants

93

a. Choose an appropriate time and place for the review

b. Help each participant to take part in the review

c. Make sure the review takes account of the participants’ experiences during the session

d. Help the participants to identify, and be positive about, what they have achieved

e. Explore with the participants how learning can be applied in the future

f. Summarise with the participants how well the session achieved its aims and met their needs and expectations*

g. Discuss the outcomes of the review with the colleague responsible for the programme and agree future actions

Outcome 2

You can:

UF20647


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Manage own time to finish the session effectively

b. Prepare the participants emotionally and physically to end the session

c. Encourage and help the participants to clear up

d. Encourage the participants to take part in the activity in the future

e. Give the participants any further information they may need

f. Make sure the participants leave the session in a safe and orderly manner

g. Follow own organisation’s procedures for recording the session and any incidents

Be able to bring activity sessions to an end

94


Outcome 3

You can:

UF20647


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Follow the correct procedures for checking equipment, clothing and facilities

b. Identify and remove any unsafe or unserviceable equipment and clothing from use and report them to the responsible colleague

c. Make sure equipment, clothing and facilities are in a condition fit for future use

d. Make sure equipment is returned to the correct storage area

Be able to deal with equipment, clothing and facilities following activity sessions

95


Outcome 4

You can:

UF20647


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Review the aims and objectives for the sessions that have been delivered

b. Reflect on all aspects of the sessions that have been delivered: • planning • preparation • leading and managing the group • relationships

c. Reflect on the feedback received from participants and colleagues

d. Identify what went well and what could be improved

e. Identify how to: • improve future sessions • improve own practice as an activity leader

f. Discuss learning points with a responsible colleague

Be able to reflect on and evaluate activity sessions

96


Range


UF20647 97

Reviewed a minimum of 2 types of session with participants Portfolio reference

Fun and recreation

Curriculum based



Reviewed the session with a minimum of 3 types of participant Portfolio reference

Adults



New participants


Brought activity sessions to an end with a minimum of 3 types of participant Portfolio reference

Adults



New participants








UF2064798

Knowledge

UF20647 99

Outcome 5

Know how to conclude and review activity sessions



b. Describe the importance of concluding a session carefully and with sufficient time

c. Describe the legal requirements for health and safety that are relevant to the activities coming to an end

d. Describe any other national requirements that govern the activities and the equipment and facilities that have been used

e. Outline the aims of the programme that has been delivered

f. Describe the needs, potential and expectations of the participants

g. Outline the types of special needs that participants may have

h. Outline how to adjust plans for concluding and reviewing the session to take account of any special needs that participants may have

UF20647100

Outcome 6

Know how to review activity sessions with participants


a. Describe the importance and purpose of reviewing the session with the participants

b. Outline why participants should give open and honest feedback, both negative and positive, on the session

c. Describe the techniques that can be used to encourage and facilitate feedback

d. Outline why it is important to measure how well the session has achieved its aims

e. Outline how to measure how well a session has achieved its aims

f. Outline the types of unmet needs and expectations that participants may have at the end of a session

g. Outline how to deal with any unmet needs and expectations

h. Describe the importance of identifying and acknowledging achievement and learning

i. List other settings or situations to which learning could be applied

j. Outline why it is important to share the outcomes of the review with the colleague responsible for the programme

k. Outline what future actions may arise as a result of the review

UF20647 101

Outcome 7

Know how to bring activity sessions to an end


a. Describe what is meant by preparing the participants emotionally and physically to finish their activities

b. Describe the importance of preparing participants emotionally and physically to finish their activities

c. Describe why sufficient time should be allocated for preparing participants to finish their activities

d. State the types of information that participants may need at the end of a session

e. Describe why participants should be encouraged and helped to deal with equipment and facilities following use

UF20647102

Outcome 8

Know how to deal with equipment, clothing and facilities following activity sessions


a. Describe any organisational, legal and national governing body requirements for the equipment, clothing and facilities being used

b. Describe the importance of checking equipment, clothing and facilities following use

c. Describe what to look for when checking equipment, clothing and facilities following use

d. Identify the correct storage areas for the equipment and clothing used

UF20647 103

Outcome 9

Know how to reflect on and evaluate activity sessions


a. Describe what is meant by ‘reflective practice’

b. Describe why reflective practice is important

c. Describe how to carry out evaluations of activity sessions

d. Outline why participant and colleague feedback is important, as well as own impressions

UF20647104

Notes Use this area for notes and diagrams

vtct level 2 nvq certificate in activity leadership · the vtct level 2 nvq certificate in activity...

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