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Version 1 – December 2013

AIM Awards Level 2 NVQ

Certificate in Spectator Safety

(QCF)

2 AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF)

© AIM Awards 2013

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© AIM Awards 2013

AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF) 601/1970/6


© AIM Awards 2013

Section One – Qualification Overview 4

Section Two - Structure and Content 9

Section Three – Assessment and Quality Assurance 11

Section Four – Operational Guidance 17

Section Five – Appendices 19

Appendix 1 – AIM Awards Qualification Approval Form 21

Appendix 2 – Qualification Description (Summary) 25

Appendix 3 – AIM Awards Glossary of Assessment Terms 28

Appendix 4 – QCF Level Descriptors 31

Appendix 5 - SkillsActive QCF Evidence Requirements and Assessment Guidance Level 2 NVQ Certificate in Spectator Safety 35 Appendix 6 - SkillsActive Assessment Strategy 52

Contents Page


© AIM Awards 2013

Section 1

Qualification Overview

AIM Awards Level 2 NVQ Certificate in

Spectator Safety (QCF)


© AIM Awards 2013

Section One Qualification Overview

Introduction

Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework (QCF). Our qualifications are learner focused, flexible and promote both progression and employability. We aim to provide outstanding customer service and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment. The Qualification Description (Summary) (see Appendix 2) gives an overview of the qualification/qualification suite including rules of combination and unit titles. This is a live document and as such will be updated when required. Centres will be informed via email when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2.


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About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF) is aimed at anyone

working, or wishing to work, as a safety steward at live spectator events, including a variety

of sporting or musical events, parades or carnivals. The qualification provides an assessment

of knowledge and competence across the following areas:

• How to prepare for spectator events • How to control the entry, exit and movement of spectators at events • How to monitor crowds and respond to potential crowd problems at spectator event • How to deal with accidents and emergencies • How to support the work of the team and organisation • Help to manage conflict This qualification is suitable for learners aged 16 and above.

Qualification

AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF)

Assessment Internally assessed and externally moderated assessment evidence

Grading Assessment is competent / not competent. There is no grading

Progression Opportunities Learners may progress into employment within the stewarding sector. Learners may progress onto other qualifications such as: Level 3 NVQ Certificate in Spectator Safety (QCF) Level 2 Award in Emergency First Aid at Work (QCF) Level 3 Award in First Aid at Work (QCF)

Operational Start Date 01-Dec-2013

Last Registration Date 31-Oct-2016

Sector 8.1 Sport, Leisure and Recreation

Qualification Accreditation Number

601/1970/6

Learning Aim Reference 60119706

Credits 29

Guided Learning Hours 85

Learner Age Range 16-18; 19+

Rules of Combination Learners must achieve 29 credits from the 6 mandatory units to achieve this qualification.


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Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c

There are no specific entry requirements for this qualification.

The End of the Accreditation Period

We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.

Certificate End Date

The final date that certificates can be issued for this qualification is three years from the Last Registration Date.

AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF) 31/12/2017

Resource Requirements

This qualification must be delivered within typical settings/events held at either indoor or outdoor facilities including for example, football stadia, indoor arenas and other sport centres. It is essential that evidence comes from working with real equipment, facilities and customers, as part of temporary or permanent employment. It is very important that evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake of assessment. Simulation and questioning are allowed for a number of units within this qualification and these are detailed in the evidence requirements on each individual unit. Where simulation is used, this should follow the requirements detailed on each individual unit.


© AIM Awards 2013

Section 2 Structure and Content




© AIM Awards 2013

Section Two

Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b

Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

Please select the unit title to view the individual unit content and assessment guidance.

Credits from Unit Equivalences

Please contact AIM Awards to request unit equivalences.

Rules of Combination for: AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF)

Learners must achieve 29 credits from the 6 mandatory units (M) to achieve this qualification.

Unit Reference Number

Unit Title M/O Level Credit Value

GLH

M/502/9352 Control the Entry, Exit and Movement of People at Spectator Events

M Two 8 12

D/501/5138 Deal with Accidents and Emergencies M Two 2 14

J/501/5134 Help to Manage Conflict M Two 4 20

A/502/9354 Monitor Spectators and Deal with Crowd Problems

M Two 8 12

Y/502/9345 Prepare for Spectator Events M Two 5 12

Y/601/4483 Support the Work of the Team and Organisation

M Two 2 15

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Control-the-Entry--Exit-and-Movement-of-People-at-Spectator-Events-L2-CV8.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Control-the-Entry--Exit-and-Movement-of-People-at-Spectator-Events-L2-CV8.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Deal-with-Accidents-and-Emergencies-L2-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Help-to-Manage-Conflict-L2-CV4.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Monitor-Spectators-and-Deal-with-Crowd-Problems-L2-CV8.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Monitor-Spectators-and-Deal-with-Crowd-Problems-L2-CV8.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Prepare-for-Spectator-Events-L2-CV5.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Support-the-Work-of-the-Team-and-Organisation-L2-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Support-the-Work-of-the-Team-and-Organisation-L2-CV2.pdf


© AIM Awards 2013

Section 3 Assessment and Quality

Assurance




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Section 3 Assessment and Quality Assurance Centre Staff Requirements

As an Awarding Organisation, we require that:

Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include:

o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above

o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education

Assessors should have an assessor qualification or evidence of recent relevant experience. Suitable assessor qualifications include:

o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Candidate Performance using a Range of Methods o D32 Assess Candidate Performance and D33 Assess Candidate using Differing

Sources of Evidence

Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include:

o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF)

o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF)

o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process

In addition, Internal Verifiers and Assessors must have: o Worked in a relevant spectator safety context for two years full time or

equivalent e.g. Safety Officer, Senior Steward or equivalent o Taken part in a relevant and nationally recognised Spectator Safety training

course or qualification from the QCF in England/Wales and Northern Ireland or the SCQF in Scotland, or have an action plan to achieve such.

o Meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed.

How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i

To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). The assessment process is as follows:


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Suitable assessment tasks are internally set at your centre that allow learners to be able to provide evidence of achievement of the assessment criteria of the unit(s)

All assessment tasks must be scrutinised by the Internal Verifier before they are delivered to your learners to ensure that they are fit for purpose

Learners are assessed at the centre, using the IV approved assessment tasks

The resulting assessed evidence is internally verified by an IV at the centre

The assessed evidence is scrutinised by an AIM Awards appointed External Verifier (EV) to ensure reliability and validity of assessment

The specific assessment requirements for this qualification are detailed in Appendix 5: SkillsActive QCF Evidence Requirements and Assessment Guidance – Level 2 NVQ Certificate in Spectator Safety and in Appendix 6: SkillsActive Assessment Strategy (2012) The documents in Appendices 5 and 6 also detail the occupational competence for Assessors, Internal and External Verifiers and should be read in conjunction with each other. For more detailed guidance on working with AIM Awards qualifications, refer to the Being an AIM Awards Centre document available on our website.

Methods of Assessment All internally set assessment tasks should be transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland (unless the qualification is specifically about learning a foreign language). Assessment tasks must allow all learners to generate evidence of their achievement of all of the unit criteria in a manner that is appropriate for the assessment criteria, type of unit and learner. The most appropriate methods of assessment for this qualification are:

Assessor observations, witness testimony and products of work (for example, notes of team briefings, reports and correspondence) are likely to be the most appropriate sources of performance evidence.

Supplementary evidence, for example, questioning, projects or assignments may be used where performance evidence (real work activity) is not needed as detailed later in the evidence specifications for each unit.

Questioning to gather supplementary and knowledge evidence can normally be carried out orally. However, oral questioning must be recorded by the assessor, in written form or by other appropriate means.

Assessor observations Most of the units within this qualification require observation by an Assessor on more than one occasion. These observations should not be carried out on the same day. There should be sufficient time between assessments for the assessor to satisfy himself or herself that the learner will be capable of achieving the same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least one month is recommended.


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In many cases, two observations will be sufficient. However, more than two may be needed to ensure that there is evidence for everything specified within the unit under ‘Assessment Guidance’ Written tasks Where written evidence (usually records of work) is required, there should be evidence from at least two separate occasions, again separated by at least one month. As in the case of observations, it may be necessary to have evidence from more than two occasions to ensure there is sufficient evidence to cover everything specified. Where the tasks require learners to produce written work, this may be handwritten or typed. The language of the task must be based on the assessment verb(s) - please refer to Appendix 3 ‘Glossary of Assessment Terms’ for further explanation. The quality and quantity of written evidence provided will depend on the level and context of the unit. Practical ability You must provide evidence of the leaners individually and actively completing tasks that demonstrate achievement of the assessment criteria. Evidence must consist of at least two of the following:

annotated photographs

detailed witness statements

video (with narration or written log)

learner log/evaluation

peer observation report N.B Where photographs/videos are used you must clearly identify each individual learner. Oral question and answer Evidence must include the questions asked as well as a transcript of the learner’s exact responses. This could be written or an audio or video recording. Group discussion You must provide details of the topic/task set. Evidence of each learner achieving each assessment criteria covered by the group discussion task(s) must be provided. Evidence must include at least two of the following:

transcript or video of learners’ responses

learner log/evaluation

peer observation

report

detailed witness statement explaining what each learner contributed and how they behaved during the discussion(s).

Artefact/Product Where the unit requires learners to produce an artefact or physical product, the artefact or product must be provided for the Internal and External Verifier unless this is impractical (for


© AIM Awards 2013

example if the product is consumable), in which case several annotated photographs, audio or video recordings of the artefact are acceptable evidence. Learner evidence must include:

details of the tasks set for learners to complete, mapped against the assessment criteria of the units addressed

a learner declaration that all work produced is their own

summative learner generated assessment evidence - teaching materials must not be included as evidence

Template assessment forms and exemplars are available on our website.

Marking Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4

Once learners have completed work against the assessment tasks the Assessor must mark the work against the assessment criteria to ensure that it is at the correct level for the unit and is sufficient, appropriate, and authentic. Please refer to Appendix 4: ‘QCF Level Descriptors’ for guidance. You must ensure that evidence generated by individual learners in an assessment is generated by that learner, i.e. that plagiarism does not occur. Assessors must judge and mark whether each assessment criteria is either achieved or not achieved. Units are only achieved when all assessment criteria have been achieved. All reasonable steps must be taken to avoid any part of the assessment of a Learner (including Verification) being undertaken by any person who has a personal interest in the result of the assessment.

Recording Achievement

Assessors must make it clear to the Internal and External Verifiers where achievement of each assessment criteria has been evidenced. Once the work has been marked and signed off as meeting the assessment criteria by the Assessor final feedback should be provided to the learner. The Assessor must tick the RAC to indicate which unit(s) each learner has achieved and then sign to confirm the certification. The completed marked work should be presented to the Internal Verifier for sampling according to the internal verification plan. Once this process has been completed the Internal Verifier must sign the RAC.

External Verification

Once the learner work has been completed, assessed and internally verified according to your IV plan, it should be presented for external verification. The EV will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will want to review records of assessment, IV documentation, feedback to learners, any reasonable adjustments applied. The completed RACs must also be available for the EV to review. If the EV is satisfied with the standards of assessment and verification they will approve the RACs by signing them and learners will then be certificated.


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Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2

Reasonable Adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner’s particular difficulty directly affects performance in the actual attributes to be assessed. The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.

Special Considerations

Special Consideration is consideration to be given to a learner who has temporarily experienced an illness or injury, or some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations. A Request for Special Consideration form (available on our website) should be completed for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the invigilator/verifier. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.

AIM Awards Qualification Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides us with important information for our qualification review process.

It is a requirement of the Centre Agreement that each centre offering the units from the qualification must contribute assessment materials and learners’ evidence for standardisation if requested. We will write to you to request samples if necessary. Outcomes from qualification standardisation will be made available to those centres using that qualification.


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Section 4 Operational Guidance




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Section 4 Operational Guidance

Offering the Qualification

Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can get details of the Centre Recognition Application process either by visiting our website or contacting the AIM Awards office. We can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them.

Approval to Offer the Qualification

Centres wishing to offer this qualification must complete and submit a Qualification Approval Form (QAF) (available on the AIM Awards website) to their allocated Customer Support Officer. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Specialist requirements such as these will be identified on the Qualification Approval Form. Where this is the case, centres must provide evidence of resources/staff qualifications when submitting the completed form.

Fees and Charges

The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed until the annual centre recognition fee has been paid.

Registration and Certification Once centres have approval to offer a qualification, they will be able to register learners via the AIM Awards Online Portal. Learners must be registered onto the correct programme via the Portal (a programme is the centre’s chosen set of units from their approved qualification). Centres should also check that the correct units are listed. All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations. The RAC is used to claim the learners’ achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued. Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved.

http://aimawards.org.uk/aim-awards-centres/fees-pricing/


© AIM Awards 2013

Charges

Section 5 Appendices




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Appendix 1 – AIM Awards Qualification Approval Form (QAF) …………………… 21

Appendix 2 – Qualification Description (Summary) ………………………………….. 25

Appendix 3 – AIM Awards Glossary of Assessment Terms ……………………….. 28

Appendix 4 – QCF Level Descriptors ............................................................. 31

Appendix 5 - SkillsActive QCF Evidence Requirements and Assessment Guidance Level 2 NVQ Certificate in Spectator Safety ………………………………………………………. 35 Appendix 6 - SkillsActive Assessment Strategy…………………………………………………... 52


© AIM Awards 2013

APPENDIX 1

AIM AWARDS QUALIFICATION APPROVAL FORM (QAF)


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Qualification Approval Form

3 RULES OF COMBINATION

Please refer to the AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF) Specification

1 CENTRE DETAILS

Centre name: Centre Number:

Centre Curriculum Contact:

Position:

Contact Details:

Centre has Direct Claims Status (DCS)

Yes / No Application for DCS to be extended to this qualification

Yes / No

If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank:

2 QUALIFICATION APPROVAL DETAILS

The centre requests approval to run the following qualification(s):

AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF)

Intended target learner group/age: Intended number of learners:


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4 SPECIALIST REQUIREMENTS

Specialist resources required (taken from qualification specification):

Centre confirmation of required resources:

This qualification must be delivered within typical settings/events held at either indoor or outdoor facilities including for example, football stadia, indoor arenas and other sport centres. It is essential that evidence comes from working with real equipment, facilities and customers, as part of temporary or permanent employment. It is very important that evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake of assessment. Simulation and questioning are allowed for a number of units within this qualification and these are detailed in the evidence requirements on each individual unit. Where simulation is used, this should follow the requirements detailed on each individual unit.

(Please confirm here)

Specialist staffing qualifications required (taken from qualification specification):

Centre confirmation of required staff qualifications:

I have attached proof of qualifications:

Assessors should have an Assessor qualification or evidence of recent relevant experience. In addition, Assessors must have:

Worked in a relevant spectator safety context for two years full time or equivalent e.g. Safety Officer, Senior Steward or equivalent

Taken part in a relevant and nationally recognised Spectator Safety training course or qualification from the QCF in

(Please confirm here) Yes/No


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5 CONFIRMATION & APPROVAL

I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement.

Centre Curriculum Contact Signature

Date

Admin confirmation of AIM Awards QR and CDM approval

Date

Confirmation of extension of DCS to this qualification:

Yes/No

England/Wales and Northern Ireland or the SCQF in Scotland, or have an action plan to achieve such.

Internal Verifiers should have an Internal Verification qualification or evidence of recent relevant experience. In addition, Internal Verifiers must have:

Worked in a relevant spectator safety context for two years full time or equivalent e.g. Safety Officer, Senior Steward or equivalent

Taken part in a relevant and nationally recognised Spectator Safety training course or qualification from the QCF in England/Wales and Northern Ireland or the SCQF in Scotland, or have an action plan to achieve such.

(Please confirm here) Yes/No


© AIM Awards 2013

APPENDIX 2

QUALIFICATION DESCRIPTION (SUMMARY)


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Qualification Title AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF)

Ofqual Qualification Number

601/1970/6

Guided Learning Hours 85

Total Credits required 29

Mandatory Credits required 29

Minimum Age 16

Qualification Start Date: 01-Dec-2013

Charge per learner: £65



Description of the Qualification The AIM Awards Level 2 NVQ Certificate in Spectator Safety (QCF) is aimed at anyone working, or

wishing to work, as a safety steward at live spectator events, including a variety of sporting or

musical events, parades or carnivals. The qualification provides an assessment of knowledge and

competence across the following areas:

• How to prepare for spectator events • How to control the entry, exit and movement of spectators at events • How to monitor crowds and respond to potential crowd problems at spectator event • How to deal with accidents and emergencies • How to support the work of the team and organisation • Help to manage conflict This qualification is suitable for learners aged 16 and above.

Approval Details


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Unit Reference Number

Unit Title Group Level Credit Value

GLH

M/502/9352 Control the Entry, Exit and Movement of People at Spectator Events

M Two 8 12

D/501/5138 Deal with Accidents and Emergencies M Two 2 14

J/501/5134 Help to Manage Conflict M Two 4 20

A/502/9354 Monitor Spectators and Deal with Crowd Problems

M Two 8 12

Y/502/9345 Prepare for Spectator Events M Two 5 12

Y/601/4483 Support the Work of the Team and Organisation

M Two 2 15

How to Achieve the Qualification

Learners must achieve 29 credits from the 6 mandatory units (M) to achieve this qualification.

http://register.ofqual.gov.uk/Unit/Details/M_502_9352

http://register.ofqual.gov.uk/Unit/Details/D_501_5138

http://register.ofqual.gov.uk/Unit/Details/J_501_5134

http://register.ofqual.gov.uk/Unit/Details/A_502_9354

http://register.ofqual.gov.uk/Unit/Details/Y_502_9345

http://register.ofqual.gov.uk/Unit/Details/Y_601_4483


© AIM Awards 2013

APPENDIX 3

GLOSSARY OF ASSESSMENT TERMS


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Glossary of Assessment Terms

There are two main types of assessment: summative and formative. The key to good

assessment practice is for Assessors to understand what each method contributes and to

build their practice to maximise the effectiveness of each.

Assessment Criteria: descriptions by which the Assessor determines whether a learner has

demonstrated achievement of the intended learning outcomes for a particular level.

Formative Assessment: designed to provide learners with feedback on progress and inform

development.

Summative Assessment: provides a measure of achievement in respect of a learner’s

performance in relation to the intended learning outcomes. It contributes to the overall

result of achieved/not achieved.

Assessment Terms

Analyse Identify separate factors, show how they are related and

how each one contributes to the whole

Appraise Consider the positive and negative points and give a

reasoned judgement

Assess Give consideration to all the factors or events that apply

and then make a careful and valued judgement as to

which are the most important or relevant

Comment critically Give a view after consideration of all the evidence. In

particular decide the importance of all the relevant

positive and negative aspects

Compare/Contrast Using the main factors that apply in two or more

situations unpick the similarities and differences or

advantages and disadvantages

Define Make clear what a particular term means and give an

example, if appropriate, to show what is meant

Demonstrate Show by example

Describe Give a clear overview that includes all the relevant

features – ‘painting a picture with words’


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Design Create a plan, proposal or brief to illustrate a concept or

idea

Discuss Take part in a conversation about a topic

Draw conclusions Use the evidence provided to reach a reasoned

judgement

Evaluate Decide the degree to which a statement is true or the

importance or value of something by reviewing the

information.

Explain Set out in detail the meaning of something, with reasons.

More complex than describe or list, so it can help to give

an example to show what is meant. Introduce the topic

then give the ‘how’ or ‘why’

Identify Pin point or choose the right one or give a list of the main

features

Illustrate Include examples, a diagram, pictures or photographs to

show what is meant

Interpret Give the meaning of something

List Provide the information in a list, rather than in

continuous writing

Outline Give a brief overview

Plan Work out and decide how to carry out a task or activity

Select Choose from a given range

State Give a clear but brief account

Summarise Write or articulate briefly the main points or essential

features

APPENDIX 4

QCF LEVEL DESCRIPTORS

Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

http://www.ofqual.gov.uk/


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Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 1 Achievement at level 1 reflects

the ability to use relevant

knowledge, skills and procedures

to complete routine tasks. It

includes responsibility for

completing tasks and procedures

subject to direction or guidance.

Use knowledge of facts, procedures

and ideas to complete well-defined,

routine tasks.

Be aware of information relevant to the area of study or work

Complete well-defined routine

tasks.

Use relevant skills and procedures

Select and use relevant information

Identify whether actions have been

effective.

Take responsibility for completing

tasks and procedures subject to

direction or guidance as needed


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the ability to select and use

relevant knowledge, ideas, skills

and procedures to complete well-

defined tasks and address

straightforward problems. It

includes taking responsibility for


and exercising autonomy and

judgement subject to overall

direction or guidance.

Use understanding of facts,

procedures and ideas to complete

well-defined tasks and address

straightforward problems

Interpret relevant information and

ideas.

Be aware of the types of

information that are relevant to the

area of study or work

Complete well-defined, generally

routine tasks and address

straightforward problems.

Select and use relevant skills and

procedures.

Identify, gather and use relevant information to inform actions.

Identify how effective actions have been.

Take responsibility for completing tasks and procedures

Exercise autonomy and judgement subject to overall direction or guidance


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the ability to identify and use

relevant understanding, methods

and skills to complete tasks and

address problems that, while well

defined, have a measure of

complexity. It includes taking

responsibility for initiating and


as well as exercising autonomy

and judgement within limited

parameters. It also reflects

awareness of different

perspectives or approaches within

an area of study or work.

Use factual, procedural and

theoretical understanding to

complete tasks and address

problems that, while well defined,

may be complex and non- routine

Interpret and evaluate relevant

information and ideas

Be aware of the nature of the area

of study or work

Have awareness of different

perspectives or approaches within

the area of study or work

Address problems that, while well

defined, may be complex and non-

routine

Identify, select and use appropriate

skills, methods and procedures

Use appropriate investigation to

inform actions

Review how effective methods and

actions have been

Take responsibility for initiating and

completing tasks and procedures,

including, where relevant,

responsibility for supervising or

guiding others

Exercise autonomy and judgement

within limited parameters


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APPENDIX 5

Level 2 NVQ Certificate in

Spectator Safety

SkillsActive QCF Evidence

Requirements and Assessment

Guidance


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SkillsActive

QCF Evidence Requirements and Assessment Guidance Level

2 NVQ Certificate in Spectator Safety January 2011


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Contents

Introduction 39

Qualification structure 39

Annex to the assessment strategy for active leisure, learning and well-being 40

General assessment principles 41

Assessment guidance and evidence requirements for each unit:

A52 Support the work of the team and organisation 43

C29 Prepare for spectator events 44

C210 Control the entry, exit and movement of people at spectator events 45

C211 Monitor spectators and deal with crowd problems 46

C237 Help to manage conflict 47

C35 Deal with accidents and emergencies 48

Core values for Spectator Safety 49

Explanation and examples of terms 50


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Introduction

In February 2006, new national occupational standards for Spectator Safety level 2 were approved.

The Spectator Safety NVQ is aimed at stewards and other similar staff working directly with spectators.

SkillsActive, the Sector Skills Council for Active Leisure, Learning and Well-being, as an Ofqual-approved

unit and rule of combination submitter for the QCF, has now developed a new qualification for awarding

organisations to submit for accreditation on the QCF, based on these new standards.

SkillsActive wishes to ensure that the assessment guidance and evidence requirements for the new

qualification is uniform. Therefore it has coordinated work across the awarding organisations, with

appropriate inputs from industry experts, to provide assessment guidance and evidence requirements for

the awarding organisations to implement during the delivery of the new NVQ.

This document must be used with close reference to the SkillsActive assessment strategy for these

qualifications.

Qualification structure

This NVQ consists of six mandatory units.

Mandatory units

A52 Support the work of the team and organisation

C29 Prepare for spectator events

C210 Control the entry, exit and movement of people at spectator events C211 Monitor spectators and deal with crowd problems

C237 Help to manage conflict C35 Deal with accidents and emergencies


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Annex to the Assessment Strategy for Active Leisure, Learning and Well-being

Level 2 NVQ Certificate in Spectator Safety

Background

In July 2002, PSAG approved the assessment strategy submitted by SkillsActive, the recognised standards

setting body for the active leisure, learning and well-being sector. This was updated in 2007. The strategy

sets out the recommendations for the assessment and quality control systems required for national

vocational qualifications coming under the active leisure, learning and well-being umbrella. The strategy

makes clear that certain sections may require a qualification specific annex to detail any specialist

requirements which could not be contained in the generic document.

Occupational competence for assessors, internal and external verifiers for the Level 2 NVQ

Certificate in Spectator Safety

The following sections set out the criteria for their appointment;

Assessors

Meet the technical criteria developed for each occupational area or sporting context to ensure their

technical competence in relation to the units being assessed.

Internal verifiers

Meet the technical criteria developed for each occupational area or sporting context to ensure their technical

competence in relation to the units being assessed.

External verifiers

Match the technical criteria which are developed for each occupational area or sporting context to ensure

their current technical competence in relation to verifying the units being assessed.

What follows are the specific criteria for the Level 2 NVQ Certificate in Spectator Safety and they apply

equally to prospective external and internal verifiers and assessors, who must have1:

1. Worked in a relevant spectator safety context for two years full time or equivalent, e.g. Safety Officer,

Senior Steward or equivalent.

2. Taken part in a relevant and nationally recognised Spectator Safety training course or qualification

from the QCF in England/Wales and Northern Ireland or the SCQF in Scotland, or have an action

plan to achieve such.

Appointment process for External verifiers

Assessment strategy section 4.1 states that “every Awarding Body to seek advice if and when required from

the SSC on the technical qualifications, experience and competence of all prospective External Verifiers in the

selection and deployment of EVs”; to assist this process for Spectator Safety External Verifiers the sector

recommends that:

1. Awarding Bodies have an occupationally competent person involved in the selection process.


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General assessment principles Where should the evidence come from?

The primary target group is stewards who provide services – such as health, safety and security, customer

service to help spectators have a safe and enjoyable experience at the event. Typical settings will be events

held at either indoor or outdoor facilities including for example, football stadia, indoor arenas and other sport

centres.

Whatever context the learner is working in, it is essential that their evidence comes from working with real

equipment, facilities and customers, as part of temporary or permanent employment. It is very important

that evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake

of assessment.

The only exceptions to this requirement are parts of units A52, C29, C210, C237 and the whole of C35, for

which simulation is deemed to be acceptable. In addition, simulation and questioning are allowed for a limited

number of items in some other units. These are clearly detailed in the evidence requirements below. Where

simulation is used, this should follow the requirements of the assessment strategy for this NVQ.

What are the most appropriate assessment methods?

Assessor observations, witness testimony and products of work (for example, notes of team briefings, reports and correspondence) are likely to be the most appropriate sources of performance evidence.

Supplementary evidence, for example, questioning, projects or assignments may be used where performance

evidence (real work activity) is not needed as detailed later in the evidence specifications for each unit.

Questioning to gather supplementary and knowledge evidence can normally be carried out orally. However,

oral questioning must be recorded by the assessor, in written form or by other appropriate means.

How much evidence is necessary?

Most of the units require observation by an assessor on more than one occasion. The evidence requirements below show this in more detail.

These observations should not be carried out on the same day. There should be sufficient time between

assessments for the assessor to satisfy himself or herself that the learner will be capable of achieving the

same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least

one month is recommended.

In many cases, two observations will be sufficient. However, more than two may be needed to ensure that

there is evidence for everything specified within the unit under ‘assessment requirements or guidance

specified by a sector or regulatory body’ (as detailed later in the evidence specifications for each unit).

Where written evidence (usually records of work) is required, there should be evidence from at least two

separate occasions, again separated by at least one month. As in the case of observations, it may be

necessary to have evidence from more than two occasions to ensure there is sufficient evidence to cover

everything specified.

Assessors must be sure that all written evidence is genuinely the learner’s own work and not copied from

someone else. Learners should make a statement confirming that the evidence is their own work.

Assessing more than one unit on each occasion


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Many of the units within the Level 2 NVQ Certificate in Spectator Safety link together in a logical way and

assessors are encouraged to make use of these links in an efficient and creative way. In many cases there

should be no need to assess on a unit-by-unit basis (unless the learner wants unit accreditation only). It

would make better use of both the assessor’s and learner’s time to consider and plan how many units could

be covered on each assessment occasion.

For example, the learner may be involved in preparing to work at a spectator event, helping to control the

entry, exit and movement of spectators, monitoring their behaviour and dealing with any crowd problems.

The event may also involve the learner helping to manage conflict, work as a member of a team and where

necessary dealing with accidents and emergencies.

Prior discussion between the learner and assessor with perhaps some negotiation with the learner’s

supervisor should make this a productive assessment opportunity. At the beginning of the assessment

occasion, the assessor can observe the learner working on entry and exit points (part of C210), monitoring

spectators during the event (part of C211) and reacting to any situation (part of C211 and C237).

In this way much of the performance evidence for a number of units can be gathered. With another

assessment occasion to follow, almost all of the evidence needed will be available. Careful planning and

negotiation can make this possible and considerably reduce the number of assessment occasions.


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Assessment guidance and evidence requirements for each unit A52 Support the work of the team and organisation

Evidence of real work activity

There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able

to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the

requirements.

There must also be evidence that the learner’s work has met the requirements listed under ‘assessment

requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:

• Two types of colleagues

• Both types of communication

This may be gathered through a combination of assessor observations, witness testimony and/or authentic

records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior

colleague). The remainder may be assessed through supplementary evidence (see below).

Simulation

Simulation is allowed for the type of colleague responsible to you only, if there is no naturally occurring

evidence.

Use of supplementary evidence

Supplementary evidence should only be used for items under ‘assessment requirements or guidance

specified by a sector or regulatory body’ that do not require evidence of real work activity. Questioning is

also allowed for 3.8 if no naturally occurring evidence is available.

Knowledge and understanding

There must be evidence that the learner possesses all of the knowledge and understanding shown in the

unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the

assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or

reflective accounts may also be appropriate.

Assessors should note that some of the knowledge and understanding items require the learner to show that

they know and understand how to do something. If there is evidence from the learner’s own work that they

know and understand this technique (as there should be), there is no requirement for them to be questioned

again on this topic.


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C29 Prepare for spectator events


There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner

on more than one occasion. There should be sufficient observations to ensure that the learner has met

all the requirements.



• Three types of resources

• All types of information

• Three types of equipment

• Three types of hazards

• All types of areas




Simulation

Simulation is allowed for 2.3, 2.4 and 2.5 only, if there is no naturally occurring evidence is available.


Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.


There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the








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C210 Control the entry, exit and movement of people at spectator events


There must be evidence that the learner has met all of the requirements listed under ‘the learner will be

able to’ through their own work. This evidence must be gathered by the assessor observing the learner

on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.



• Three types of resources

• Two types of people

• Two types of items

• Two types of problems




Simulation

Simulation is allowed for the whole of learning outcome 1 and 2 only, if there is no naturally occurring evidence is available.



specified by a sector or regulatory body’ that do not require evidence of real work activity. Questioning is












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C211 Monitor spectators and deal with crowd problems



able to’ through their own work. This evidence must be gathered by the assessor observing the learner on

more than one occasion. There should be sufficient observations to ensure that the learner has met all the

requirements.


requirements or guidance specified by a sector or regulatory body’. This must include as a minimum: • Two types of resources

• Two types of crowds

• All types of areas

• Four types of crowd problems (LO1) / three types of crowd problems (LO2)


• Three types of action




Simulation

Simulation is not allowed for this unit.



specified by a sector or regulatory body’ that do not require evidence of real work activity.


There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the








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C237 Help to manage conflict



able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met

all the requirements.



• All types of methods


• All types of procedures




Simulation

Simulation is allowed for the whole of learning outcomes 1 and 2 only, if there is no naturally occurring

evidence is available.


Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity. Questioning is



There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit

assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the

assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.






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C35 Deal with accidents and emergencies


Due to the nature of this unit, it is unlikely that naturally occurring evidence will be available during assessor

observations. If evidence is available from the learner’s work in the past, this may be gathered through witness

testimony, and/or other authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). This evidence must meet all the requirements listed under

‘assessment requirements or guidance specified by a sector or regulatory body’. (With the possible exceptions

of those items listed under ‘use of supplementary evidence’ below).

There must also be evidence that the learner’s work has met the requirements listed under ‘what you must

cover’. This must include as a minimum: • One type of casualty

• One type of qualified assistance

• One type of condition

• One type of property

• Two types of equipment and materials.

If there is evidence from the learner’s work in a real context, this must meet the assessment criteria listed

against ‘the learner will be able to’ including the expansion of this section which constitutes the technical

definition for sporting context being assessed. This may be gathered through a combination of assessor

observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or

reflective accounts countersigned by a senior colleague). The remainder may be assessed through

supplementary evidence (see below).

Simulation

Simulation is allowed for this unit only, if there is no naturally occurring evidence.



specified by a sector or regulatory body’ that do not require evidence of real work activity. Supplementary

evidence is allowed for 2.5 only, if there is no naturally occurring evidence is available.






Assessors should note that some of the knowledge and understanding items require the learner to show

that they know and understand how to do something. If there is evidence from the learner’s own work in

the play setting that they know and understand this technique, there is no requirement for them to be

questioned again on this topic.


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Core values for Spectator Safety

Even though the units focus on and describe work functions, candidates entering and working in the various

sectors of the industry at this level should be aware that a number of basic values underpin good practice

and they should try to integrate them into their everyday work.

F) Competent staff operate at all times by reference to a code of conduct encapsulated in the Guide to Safety

at Sports Grounds, 5th edition for Spectator Safety.

Code of conduct for stewards

Stewards are representatives of the management, and during many events are the only point of contact

between the management and the public. It is therefore recommended that management draw up a code of

conduct for all stewards.

A code of conduct might include the following matters:

a. Stewards should at all times be polite, courteous and helpful to all spectators, regardless of their

affiliations.

b. Stewards should at all times be smartly dressed. Their appearance should be clean and tidy.

c. Stewards are not employed, hired or contracted to watch the event. They should at all times

concentrate on their duties and responsibilities.

d. Stewards should never: i. wear clothing that may appear partisan or may cause offence while on

duty

ii. . celebrate or show extreme reaction to the event

iii. eat, drink or smoke in view of the public

iv. consume alcohol before or during the event

v. use obscene, offensive or intimidatory language or gestures.

The Guide to Safety at Sports Grounds, 5th edition can be found at:

http://www.culture.gov.uk/reference_library/publications/5153.aspx

http://www.culture.gov.uk/reference_library/publications/5153.aspx


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Explanation and examples of terms

Appearance

This includes wearing the correct clothes, presenting a professional image and having the correct identification

Assess

Gathering all the necessary information in relation to a crowd problem and working out the level of risk to yourself

and others Body language

The way you stand, hold your arms, use gestures etc. Casualty

The person who has suffered the injury or illness Colleagues

The people you work with – people working at the same level as yourself or your manager(s) Communicate

This includes using words, but also includes body language, tone of voice etc.

Communications (resources)

This could be notebooks for recording incidents, or communications equipment such as radios, if appropriate

Conflict

Situations in which people are disagreeing strongly which may lead to violence or other forms of unlawful or

unsociable behaviour

Designated area

The area you are responsible for

Effective working relationships

The type of relationship with your colleagues that helps the team to work well and provide a high level of service to

the customer – this includes getting along well with your colleagues, being fair to them, avoiding unnecessary

disagreements and not letting your personal life influence the way you relate to colleagues Emergency

Any situation that immediately threatens the health and safety of spectators, staff or yourself, for example fires,

bomb threats etc.

Emergency services

Usually the ambulance service, fire service or police

Evaluate

Thinking about your work and identifying what you do well and what you could improve in Event

This could be any type of public event, for example sporting or other types of performances


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Feedback

Other people – customers or colleagues – telling you what they think Future responsibilities

These could be new duties that you want to take on or new duties that your line manager wants to give you – this

could include promotion

Hazards

Something that may cause harm

Hygiene hazards

For example, unsanitary toilets

Line manager

The manager or supervisor to whom you report Listen actively

Showing that you are paying attention to what someone is saying, for example by maintaining eye contact, nodding,

asking further questions etc. Impartially

Not favouring or discriminating against any particular type of person

Missing persons

For example, children going missing during events Monitor

Keep a careful eye on

Organisation’s policies and procedures

What your organisation says its staff should and should not do in certain situations

Other people involved

These may be other members of staff or other spectators or staff apart from the casualty People with particular needs

For example, people with disabilities or medical conditions which may mean they need special attention following

accidents and emergencies

Personal space

The amount of space around a person that they feel comfortable with; getting closer to someone than they feel

comfortable with will make a situation worse Qualified assistance

Someone who has a recognised first aid qualification or the emergency services Resources

The things you need to do your job effectively

Risks

The likelihood of a hazard actually causing harm and the seriousness of this harm

Sensitive questioning

Asking questions in a way that is not going to make the situation worse, for example by being polite and

by phrasing questions in a way that is not going to upset someone further

Suspect items

For example, bags or packages

Team discussions

These will usually be team meetings but could include more informal discussions with team

members and line managers

Training and development

This could involve on a course, but would also include watching other members of staff doing things that

are new to you, receiving instructions from other members of staff on new things you have to do and

having the opportunity to practise new skills

Unlawful behaviour

This would include racism, threatening behaviour, violence and other types of behaviour that is

against the law

Unlawful items

For example, offensive weapons, drugs etc.

Venue

The place where the event takes place

With particular needs

For example, disabled people, old people, children etc


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The

Sector Skills Council

for

Active Leisure, Learning and Well Being

MORE PEOPLE, BETTER SKILLED, BETTER

QUALIFIED

QUALITY ASSURANCE

STRATEGY FOR QUALIFICATIONS THAT CONFIRM OCCUPATIONAL

COMPETENCE Including SVQs and the QCF replacements for NVQs

Updated February

2012


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INTRODUCTION

This document sets out the recommendations of SkillsActive, the Sector Skills Council and Standards Setting Body for Active Leisure, Learning and Wellbeing for the

assessment and quality control mechanisms required for those qualifications that confirm occupational competence and come under its umbrella. A separate annex for each

qualification will be added to this generic document to detail any specific requirements for that qualification, or suite of qualifications.

Employment interests in the sector are interested in the continuing availability of high

quality qualifications that are fit for purpose, command public confidence and are

understood by those taking them and those who use them for recruitment, or for other

purposes. SkillsActive has long advocated that qualifications that confirm occupational

competence are assessed and quality assured consistently across the Awarding Organisations1 who deliver them (including SVQs and QCF qualifications with NVQ in

the title, or intended to replace the previous NVQs).

This document is built around the following fundamental principles that SkillsActive has

advocated for some time:

• National Occupational Standards establish the benchmark of

competent performance in the sector;

• Qualifications that confirm occupational competence must be

assessed over a period of time in the workplace;

• assessment of an individual’s competence should be rigorous, efficient

and cost effective using approaches that have the support of

employers, the Awarding Organisations and other interest groups

• qualifications that confirm occupational competence, because they are rooted in these standards, must therefore be seen as different from

traditional qualifications in their application in the industry;

• competence in the workplace is unique and has to be seen as

different from training.

BACKGROUND

The current provision of qualifications that confirm occupational competence in Active

Leisure, Learning and Wellbeing extends across QCF Levels 1 to 4 and in Scotland

SCQF levels 5-9 is offered by a range of Awarding Organisations.

This is the 4th version of SkillsActive’s (formally SPRITO’s) Assessment Strategy, which

builds on the one first approved by PSAG in September 1999, re-recognised in July 2002

and again in 2007.

The Sector Skills Council’s guiding principle is “to act as the guardian of the

industry’s National Occupational Standards,” to this end a documented quality assurance strategy that lays down key overarching principles is not only vital to maintain

the reliability and validity of these qualifications in the future, but ensuring they remain of value to employers. Especially with more Awarding Organisations offering these

qualifications that confirm occupational competence.

The aim of this strategy is to build and improve on the current system and this document

sets out the definitive requirements of the industry for all those who provide these


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qualifications.

Overarching quality assurance principles

It is crucial to SkillsActive that “the industry” has confidence in the application of its

National

Occupational Standards, together with the industry values statements/code of ethics. This demands that those involved in the assessment and verification processes at every level,

display an understanding, and have experience, of the technical and occupational requirements of the active leisure, learning and well being industry and the sub sectors

they are involved with; as well as a thorough and consistent interpretation of these principles for qualifications that confirm occupational competence.

The Industry has consistently and firmly placed its National Occupational

Standards, SVQs and QCF replacement NVQs in the world of work.

KEY COMPONENTS OF THE ASSESSMENT STRATEGY

These requirements are in addition to, and in no way conflict with, the generic criteria

that Awarding Organisations must meet for the delivery of QCF qualifications with NVQ

in the title as required by Ofqual and SVQs as required by SQA Accreditation’s

regulatory requirements for Awarding Bodies, they are also complimentary to the

Additional Requirement for Qualifications that use the title NVQ within the QCF (September

2009)

1. The layout of the National Occupational Standards

The SSC has been very careful to incorporate current best practice in the way its

National Occupational Standards are laid out and expressed. Awarding Organisations

must use the National Occupational Standards as contained in the UKCES NOS

Directory.

Great care has been taken to ensure that the National Occupational Standards allow qualifications to be built from them that are able to be properly assessed and quality assured in ways which promote validity, reliability and fairness.

2. Assessment Methodology, Evidence Requirements and aspects of them

that must be assessed in the workplace

SkillsActive has defined which aspects of the National Occupational Standards that have

been used to inform qualification development must always be assessed through

performance in the workplace, even those for which assessment through simulation is

allowed (see later section). Quality assessment, for most aspects of those qualifications

that confirm occupational competence, cannot be achieved without regular access to real

work activities.

The SSC intends to work closely with the Awarding Organisations to indicate the ways in

which this is best assessed by providing guidance on the nature and type of assessment.

In all cases learner performance must be assessed in the workplace, although it will be

made clear which aspects of the “what you must cover” must be assessed through

performance evidence and which aspects could be assessed using supplementary

evidence for example through scenarios, case studies and questioning.

The SSC will work with the Awarding Organisations to develop and agree qualification

specific annexes for each of the separate qualifications that confirm occupational


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competence, and these will be attached in due course to this assessment strategy.

It is incumbent upon each Awarding Organisation to ensure that assessment of all

learners captures the fundamentals expressed in this document and incorporates that detailed in any relevant annex. The information contained in the annex will amplify the

generic statements into context/occupationally specific requirements such as the need

for assessors to hold specific qualifications.

3. Design of Qualifications that confirm Occupational Competence

SkillsActive, as a regulated Submitting Body has carefully designed the rules of combination and units of common content to allow the creation of regulated

qualifications that confirm occupational competence ; ensuring that they contain

opportunities for transfer and progression and that they are flexible enough to meet the differing requirements of both large and small employers, indoor and outdoor

environments as well as the public, private and voluntary sectors. This quality assurance strategy supports flexibility in the use of the qualifications by a variety of employers and

learners, and tries not to place barriers to access through imposing unnecessary rigidity to the process.

Given the flexibility of the structures of the qualifications there should be no reason for

a learner to attempt a unit for which they have no workplace assessment opportunities

on a consistent basis. In addition the SSC as a Submitting Body has developed a number

of “non VQ” progression routes to facilitate opportunities for learning away from the

workplace.

4. Quality Control

SkillsActive believes that quality control will be achieved by a combination of the

following measures - the monitoring and standardisation of assessment decisions will be

achieved by a robust and strengthened external verification system underpinned by risk

rating and management.

4.1. External Verifiers (External Quality Advisers) and External Verification

From active and on-going research, which started in the latter part of 1999, the SSC has

confirmed that employers value a strengthened External Verification process rather than the introduction of some other ‘independent’ measure(s), which may prove to be a

barrier to learner access and take- up.

SkillsActive expects: • EVs to command respect from their peers in the occupational sector of the

industry and the application of the criteria in the sections below will ensure

this

• every Awarding Organisation to seek advice, if and when required, from the SSC, on the technical qualifications, experience and competence of prospective

External Verifiers in the selection and deployment of EVs. Action taken as a result of the advice to be fed back to the SSC

• to provide, if necessary, input to the EV training days.

• to meet with every Awarding Organisation as necessary to understand the quality assurance processes being used.

SkillsActive has worked with its industry partners and the Awarding Organisations to

develop criteria to measure the occupational competence of external verifiers and


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ensure the consistency of its advice. In addition to the requirements of the Additional

Requirements for Qualifications that use the title NVQ within the QCF and the SQA Accreditation’s regulatory requirements for Awarding Bodies, Awarding Organisations must ensure that prospective External Verifiers:

hold a level 4 Award in Externally Assuring the Quality of Assessment Processes and Practice and if appropriate the Level 4 Certificate in Leading the External

Quality Assurance of Assessment Processes and Practice. Or from the past they

could hold the verifier unit V2 , or unit D35 (New external verifiers should be given

a clear action plan for achieving the appropriate qualification(s))

it is also recommended that they hold Assessor qualification Level 3 Award in Assessing Competence in the Work Environment or the old Unit A1 and or unit

D32, and/or D33 demonstrate knowledge and understanding of, and support for, the Sector's Values

Statements and Codes of Ethics and how they are applied in assessment

match the technical criteria which are developed for each occupational area or sporting context to ensure their current technical competence in relation to verifying the units being assessed

be occupationally competent in the area appropriate to the level of the qualifications they are to be verifying;

be knowledgeable about, and understand the application of, the National

Occupational Standards together with Technical Definitions/Syllabi where appropriate.

be committed to the application, further development and refinement of the

National Occupational Standards and qualifications that confirm occupational competence

uphold the integrity of the National Occupational Standards and prevent their misuse

are aware of national issues affecting vocational education, training and

qualifications in the sector

are knowledgeable of the Active Leisure, Learning and Wellbeing framework of qualifications

are committed to the content and guidance provided in the current edition of the SSC’s Quality Assurance Strategy

show commitment to ongoing personal and professional development

External Verifiers must sample the work of all assessors and internal verifiers. All new

assessment centres should be recognised by their external verifier before any learners are registered; the frequency of centre visits for existing and new centres should

conform to the risk assessment and management process requirements.

All verification decisions made by a trainee external verifier must be checked by a

qualified external verifier.

4.2. Risk rating and risk management

SkillsActive anticipates that improvements in Awarding Organisation approaches to

gathering, monitoring and analysing statistical data will improve the overall rigour of

external verification and the SSC will assist Awarding Organisations to do this.


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The industry welcomes the ongoing refinement of a system of risk rating and risk

management. SkillsActive believes that such systems of risk rating and risk management

will ensure that external verification, monitoring control and support mechanisms are put

into place according to each centre’s level of risk.

SkillsActive will be prepared to discuss adaptations to this strategy following detailed

discussions with individual Awarding Organisations about their risk strategies so that

the SSC is re-assured that any adaptations only serve to strengthen quality and not

undermine it.

The systems for risk rating and risk management should be reviewed and revised, as

appropriate, following any guidance issued to Awarding Organisations from the regulatory

bodies. Where risk is identified, Skills Active suggests that one or more of the following actions could be taken by the external verifier/Awarding Organisation: • conduct a spot visit at short notice

• meet and/or observe each learner or a larger sample of the learners at the centre

in question and compare assessment materials

• increase the frequency of verification visits

• conduct learner and/or employer interviews, as required, over the telephone

• or other action appropriate to reducing the risk.

•

4.3. Internal verification

The SSC has worked with its industry partners and the Awarding Organisations to

develop criteria to measure the occupational competence of internal verifiers:

• Internal Verifiers are appointed by a recognised centre and approved by the

Awarding Organisations through their External Verifier. • Internal Verifiers should only verify the decisions of assessors that fall within their

acknowledged area of technical and occupational competence.

Internal Verifiers should be in a position to influence a recognised centre’s assessment

policy and to facilitate the assessment process and should be one of the following:

• employed by the same organisation (recognised centre) as the assessors or…

• working in partnership with, and drawing on evidence from, assessors’

organisation(s)(recognised centre)

The prospective Internal Verifier must:

• Hold a Level 4 Award in the Internal Quality Assurance of Assessment processes and practice and if appropriate the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice. From the past they could hold verifier unit V1 or unit D34 (New internal verifiers must be given a clear action plan for achieving the appropriate qualification(s)

• It is also recommended that they hold Assessor qualification Level 3 Award in Assessing Competence in the Work Environment or the old Unit A1 and or unit

D32, and/or D33

• meet the Technical criteria developed for each occupational area or sporting

context to ensure their technical competence in relation to the units being

assessed.


© AIM Awards 2013

• have recent experience in the occupational area.

• be knowledgeable of the relevant industry Values Statements and Codes of ethics.

• be committed to upholding the integrity of the National Occupational Standards and preventing their misuse.

• participate in IV/assessor training initiatives for continuous professional

development.

Recognised centres may have additional generic criteria and personnel specifications in

addition to the above.

Internal Verifiers are responsible for the consistency of standards across all portfolios. Internal verifiers should observe each assessor conducting learner assessments at

regular intervals. The reliability, validity and authenticity of evidence must be checked

during these observations.

All verification decisions made by a trainee internal verifier must be checked by a qualified internal verifier.

4.4. Awarding Bodies Forum

Skills Active has worked closely with all its Awarding Organisations to establish the

S/NVQ Awarding Organisations Forum. It is a requirement for all Awarding

Organisations offering the qualifications that confirm occupational competence in this

sector to:

• attend regular meetings of the main Active Leisure and Learning Awarding

Organisations Forum • discuss and resolve issues concerning quality control, to ensure the consistent

interpretation of the National Occupational Standards across all the Awarding Organisations

• receive updates from industry specialists on current industry developments and initiatives

• set and monitor targets for the implementation of the qualifications that confirm

competence in the workplace

The Terms of Reference of the Awarding Organisations Forum are designed to

improve cross- Awarding Organisation standardisation of assessment decisions and

issues.

5. Workplace assessment 5.1. Assessment Centres must:

• ensure that learners have access to the resources commonly in use in the industry

and that the pressures and constraints of the workplace are properly reflected • ensure that the principles and values of the occupational area(s) are

embedded in the operation of the workplace;

• demonstrate a commitment to quality and good practice which may include

the pursuit of other schemes which recognise industry best practice;

• ensure that assessment sites conform to Health and Safety requirements and

good health and safety practice is reflected in assessment. • maintain a register of all Assessors and Internal Verifiers

• provide evidence of their plans to keep Assessors and Internal Verifiers

updated with current industry requirements


© AIM Awards 2013

Where applicable, the SSC will provide advice on the minimum “resource

requirements” needed by a Recognised Assessment Centre to provide adequate

experience to the learner.

5.2. Assessors

Assessors are appointed by a Recognised Centre and approved by the Awarding Body

through their occupationally competent External Verifier. They should only assess

in their acknowledged area of technical and occupational competence.

Assessors should be one of the following:

• employed by the same organisation as the learner or…

• working in partnership with, and drawing on evidence from, the learner’s organisation or…

• an expert brought in to supplement the expertise of the learner’s own organisation

or as an additional external method of quality assurance.

All assessment decisions made by a trainee assessor must be checked by a qualified

assessor

Assessors must:

• hold Assessor qualification Level 3 Award in Assessing Competence in the

Work Environment or from the past the Units A1, A2 and/or unit D32, and/or D33. New assessors must be given a clear action plan for achieving the appropriate qualification(s)

• meet the Technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being

assessed.

• have recent experience and competence in the occupational area to the

level of the qualification(s) they wish to assess. • be knowledgeable and have understanding of the National Occupational Standards

and the Assessment Specification.

• support of the relevant Active Leisure and Learning Values Statements and Codes of Ethics and how they are applied in assessment.

• uphold the integrity of the National Occupational Standards and prevent their

misuse

• participate in assessor training initiatives for continuous professional development.

Recognised Centres may have additional generic criteria and personnel specifications in addition to the above.

5.3. Witness testimony

SkillsActive recognises that for the assessment of workplace performance to be as

natural and efficient as possible, the use of witness testimony should be encouraged,

and has a crucial role in the collection of evidence.

Witnesses must be fully briefed and clear about the purpose and use of the testimony.

Any relationship between the witness and learner should be declared and recorded

for internal and external verification purposes.


© AIM Awards 2013

Witnesses must be able to demonstrate that they have the necessary expertise in the

relevant area and their testimony must: • be specific to the activities or product;

• give a brief description of the circumstances of the observation; • give a brief description of the background of the witness and the observed activity;

• identify the aspects of competence demonstrated;

• be signed and dated

The assessor should carefully check the witness testimony against the points listed above.

6. Simulation

Simulation should only be used where it is difficult to collect evidence through a real

work situation, the real work environment or within an acceptable time frame.

Simulations will usually deal with contingencies such as unexpected problems,

emergencies, or other incidents which will not necessarily occur frequently. Such

instances are specified within the individual annexes for qualifications or suites of

qualifications.

The Awarding Organisations must issue adequate guidance to their centres as to how

these simulations should be planned and organised. In general this guidance must

ensure that the demands on the learner during simulation are neither more nor less

than they would be in a real work environment/situation. In particular:

• all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the standard seeks to

assess and be approved by the external verifier.

• all simulations should follow these documented plans

• the physical environment for the simulation must be as realistic as possible and

draw on real resources that would be used in the industry

• where simulations are used they must be based in a realistic work environment and must be based on current working practice

• the use of simulation will be monitored by the external verifier to ensure that

where simulations are used, they are based in a realistic work environment.


© AIM Awards 2013

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AIM Awards

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