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Specification

Edexcel Level 3 NVQ Diploma in Leisure Management (QCF)

Edexcel BTEC Level 3 Certificate in Leisure Management (QCF)

For first registration June 2011

Edexcel qualifications

Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide. Our specialist suite of qualifications include NVQs and competency based qualifications, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Martin Stretton Prepared by Dominic Sutton and Matt Garrill Publications Code N028974 All the material in this publication is copyright © Pearson Education Limited 2011

Contents

Qualification titles covered by this specification 1

Key features of the Edexcel Level 3 qualifications in Leisure Management (QCF) 3

What is the purpose of these qualifications? 3 Who are these qualifications for? 3 What are the benefits of these qualifications to the learner and employer? 3 What are the potential job roles for those working towards these qualifications? 3 What progression opportunities are available to learners who achieve these qualifications? 3

What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Leisure Management (QCF)? 4

What is the qualification structure for the Edexcel Level 3 Certificate in Leisure Management (QCF)? 6

How are the qualifications graded and assessed? 7 Assessment strategy 7 Types of evidence (to be read in conjunction with the assessment strategy in Annexe D) 8

Centre recognition and approval 9 Centre recognition 9 Approvals agreement 9

Quality assurance 9

What resources are required? 9

Unit format 10

Units 11 Unit 1: Understanding how to lead a team in active leisure 13 Unit 2: Promoting customer care in active leisure 19 Unit 3: Understanding how to manage health, safety and welfare in active

leisure 23 Unit 4: Understanding the Active Leisure and Learning Sector 29 Unit 6: Continuing professional development in active leisure 37 Unit 7: Understanding the Employing Organisation 41 Unit 8: Manage own professional development within an active leisure

organisation 45 Unit 9: Set objectives and provide support for an active leisure team 49 Unit 10: Ensure the health, safety, welfare and security of customers and staff

in an active leisure environment 53

Unit 11: Improve the customer’s experience in active leisure 59 Unit 12: Understanding financial procedures in active leisure 63 Unit 13: Understanding how to deliver objectives through the work of an active

leisure team 67 Unit 14: Understanding how to supervise facility maintenance in active leisure 73 Unit 15: Marketing in active leisure 77 Unit 16: Understanding how to sell services and products to customers in active

leisure 81 Unit 17: Operating swimming pool plant 85 Unit 18: Address performance problems affecting team members 89 Unit 19: Promote learning and development in active leisure 93 Unit 20: Manage physical resources in active leisure 97 Unit 21: Implement financial procedures in active leisure 101 Unit 22: Plan, organise and evaluate active leisure services 105 Unit 23: Contribute to marketing in active leisure 109 Unit 24: Operate swimming pool plant 113 Unit 25: Sell active leisure services and products to customers 117 Unit 26: Supervise the maintenance of equipment and facilities active leisure 123 Unit 27: Contribute to the prevention and management of abusive and

aggressive behaviour 127 Unit 28: Develop productive working relationships with colleagues 131

Further information 136

Useful publications 136 How to obtain National Occupational Standards 136

Professional development and training 137

Annexe A: Progression pathways 139 The Edexcel qualification framework for the active leisure and learning sector 139

Annexe B: Quality assurance 141 Key principles of quality assurance 141 Quality assurance processes 141

Annexe C: Centre certification and registration 143 What are the access arrangements and special considerations for the qualifications in this specification? 143

Annexe D: Assessment requirements/strategy 145 Assessment strategy for active leisure, learning and wellbeing 145 Annexe to the Assessment Strategy for Active Leisure, Learning and Well-being – Level 3 Certificate in Leisure Management (QCF) and Level 3 NVQ Diploma in Leisure Management (QCF) 153

Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title 157

N028974 –

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N028974 –

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N028974 – Specification – Edexcel Level 3 qualifications in Leisure Management (QCF) Issue 1 – August 2011 © Pearson Education Limited 2011

3

Key features of the Edexcel Level 3 qualifications in Leisure Management (QCF)

These qualifications: • are nationally recognised • are based on the Leisure Management National Occupational Standards

(NOS). The NOS, strategy and qualification structures are owned by SkillsActive.

The Edexcel Level 3 Certificate in Leisure Management, and Level 3 NVQ Diploma in Leisure Management, have been approved as components for the Leisure Management Advanced Apprenticeship framework.

What is the purpose of these qualifications?

These qualifications are for those working in, or aspiring to work in, supervisory roles in organisations such as leisure centres, swimming baths or caravan parks. The qualifications give learners the opportunity to demonstrate the skills required for success in such roles.

Who are these qualifications for?

These qualifications are for all learners aged 16 and above who are capable of reaching the required standards. Edexcel’s policy is that the qualifications should: • be free from any barriers that restrict access and progression • ensure equality of opportunity for all wishing to access the

qualification(s).

What are the benefits of these qualifications to the learner and employer?

These qualifications cover essential areas such as leadership, customer service and health and safety. They give learners the opportunity to select specialist areas such as project management and recruitment.

What are the potential job roles for those working towards these qualifications?

Typical job roles are first line manager roles in organisations within sport and active leisure.

What progression opportunities are available to learners who achieve these qualifications?

Further information is available in Annexe A.


4

What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Leisure Management (QCF)?

Individual units can be found in the Units section. To achieve the Edexcel Level 3 NVQ Diploma in Leisure Management (QCF) learners must achieve a minimum of 41 credits. Learners must achieve all 34 credits from all 11 mandatory units, plus a minimum of 2 credits from any Group A optional units, and a minimum of 5 credits from any Group B optional units.

Edexcel Level 3 NVQ Diploma in Leisure Management (QCF)

Unit reference Mandatory units Level Credit

F/503/0778 Unit 1: Understanding how to lead a team in active leisure

3 3

K/503/0774 Unit 2: Promoting customer care in active leisure

3 3

A/503/0780 Unit 3: Understanding how to manage health, safety and welfare in active leisure

3 3

F/600/1758 Unit 4: Understanding the Active Leisure and Learning Sector

3 3

J/600/0840 Unit 5: Understanding Employment Rights and Responsibilities

2 2

J/503/0782 Unit 6: Continuing professional development in active leisure

3 2

R/600/1764 Unit 7: Understanding the Employing Organisation

3 3

Y/503/0866 Unit 8: Manage own professional development within an active leisure organisation

3 4

H/503/0871 Unit 9: Set objectives and provide support for an active leisure team

3 5

M/503/0873 Unit 10: Ensure the health, safety, welfare and security of customers and staff in an active leisure environment

3 3

R/503/0865 Unit 11: Improve the customer’s experience in active leisure

3 3


5

Unit reference Optional units – Group A Level Credit

T/503/0776 Unit 12: Understanding financial procedures in active leisure

3 3

A/503/0777 Unit 13: Understanding how to deliver objectives through the work of an active leisure team

3 2

Y/503/0771 Unit 14: Understanding how to supervise facility maintenance in active leisure

3 2

D/503/0772 Unit 15: Marketing in active leisure 3 6

L/503/0783 Unit 16: Understanding how to sell services and products to customers in active leisure

3 4

F/503/0988 Unit 17: Operating swimming pool plant

3 4

Unit reference Optional units – Group B Level Credit

J/503/0863 Unit 18: Address performance problems affecting team members

3 3

K/503/0869 Unit 19: Promote learning and development in active leisure

4 5

D/503/0867 Unit 20: Manage physical resources in active leisure

4 3

L/503/0864 Unit 21: Implement financial procedures in active leisure

3 3

H/503/0868 Unit 22: Plan, organise and evaluate active leisure services

3 4

F/503/0862 Unit 23: Contribute to marketing in active leisure

3 3

M/503/0985 Unit 24: Operate swimming pool plant 3 2

D/503/0870 Unit 25: Sell active leisure services and products to customers

3 3

K/503/0872 Unit 26: Supervise the maintenance of equipment and facilities in active leisure

3 5

T/601/1168 Unit 27: Contribute to the prevention and management of abusive and aggressive behaviour

3 4

K/502/8426 Unit 28: Develop productive working relationships with colleagues

3 4


6

What is the qualification structure for the Edexcel Level 3 Certificate in Leisure Management (QCF)?

Individual units can be found in the Units section. To achieve the Edexcel Level 3 Certificate in Leisure Management (QCF) learners must achieve a minimum of 18 credits. Learners must complete all 16 mandatory credits from the 6 mandatory units, plus a minimum of 2 optional credits from any optional unit(s).

Unit reference Mandatory units Level Credit

F/503/0778 Unit 1: Understanding how to lead a team in active leisure

3 3

K/503/0774 Unit 2: Promoting customer care in active leisure

3 3

A/503/0780 Unit 3: Understanding how to manage health, safety and welfare in active leisure

3 3

F/600/1758 Unit 4: Understanding the Active Leisure and Learning Sector

3 3

J/600/0840 Unit 5: Understanding Employment Rights and Responsibilities

2 2

J/503/0782 Unit 6: Continuing professional development in active leisure

3 2

Unit reference Optional units Level Credit

T/503/0776 Unit 12: Understanding financial procedures in active leisure

3 3

A/503/0777 Unit 13: Understanding how to deliver objectives through the work of an active leisure team

3 2

Y/503/0771 Unit 14: Understanding how to supervise facility maintenance in active leisure

3 2

D/503/0772 Unit 15: Marketing in active leisure 3 6

L/503/0783 Unit 16: Understanding how to sell services and products to customers in active leisure

3 4

F/503/0988 Unit 17: Operating swimming pool plant

3 4


7

How are the qualifications graded and assessed?

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure. To pass a unit the learner must: • achieve all the specified learning outcomes • satisfy all the assessment criteria by providing sufficient and valid

evidence for each criterion • show that the evidence is their own. The Edexcel Level 3 NVQ Diploma in Leisure Management (QCF) is designed to be assessed: • in the workplace or • in conditions resembling the workplace, as specified in the assessment

requirements/strategy for the sector The Edexcel Level 3 Certificate in Leisure Management (QCF) is not an NVQ, or a competence-based qualification. There is no requirement for the units to be assessed in the workplace over a period of time. The Edexcel Level 3 Certificate in Leisure Management (QCF) contains some practical activities that must be tested in a realistic or real environment or through projects/assignments that reflect real industry practice.

Assessment strategy

The assessment strategy for the Level 3 NVQs in Active Leisure, Learning and Wellbeing has been included in Annexe D. It has been developed by SkillsActive in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on: • criteria for defining realistic working environments • roles and occupational competence of assessors, expert witnesses,

internal verifiers and standards verifiers • quality control of assessment • evidence requirements. Evidence of competence may come from: • current practice where evidence is generated from a current job role • a programme of development where evidence comes from

assessment opportunities built into a learning/training programme whether at or away from the workplace

• the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

• a combination of these.


8

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence (to be read in conjunction with the assessment strategy in Annexe D)

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible. • direct observation of the learner’s performance by their assessor (O) • outcomes from oral or written questioning (Q&A) • products of the learner’s work (P) • personal statements and/or reflective accounts (RA) • outcomes from simulation, where permitted by the assessment strategy

(S) • professional discussion (PD) • assignment, project/case studies (A) • authentic statements/witness testimony (WT) • expert witness testimony (EPW) • evidence of Recognition of Prior Learning (RPL). The abbreviations may be used for cross-referencing purposes. Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates. Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.

http://www.edexcel.com/


9

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application. Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required?

Each qualification is designed to support learners working in the leisure management sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements/strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.


10

Unit format

Each unit in this specification contains the following sections. Unit title:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is approved on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

This is the unit owner’s reference number for the specified unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.


11

Units


12


13

Unit 1: Understanding how to lead a

team in active leisure Unit reference number: F/503/0778

QCF level: 3

Credit value: 3

Guided learning hours: 17

Unit summary

This unit assesses the knowledge and understanding that a learner needs in relation to leading a team in an active leisure environment.

Assessment requirements/evidence requirements

Learning outcomes 1-6 Knowledge and understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments.

Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

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N028974 –

Spec

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Edex

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istics

in a

n a

ctiv

e le

isure

tea

m

4.

Under

stan

d t

he

role

of

com

munic

atio

n w

hen

lea

din

g

a te

am in a

ctiv

e le

isure

4.1

. Exp

lain

the

import

ance

of

effe

ctiv

e tw

o-w

ay

com

munic

atio

n w

hen

lea

din

g a

tea

m in a

ctiv

e le

isure

4.2

. D

escr

ibe

situ

atio

ns

in w

hic

h e

ffec

tive

tw

o-w

ay

com

munic

atio

n is

part

icula

rly

import

ant

4.3

. Exp

lain

how

to u

se a

ran

ge

of

com

munic

atio

n

tech

niq

ues

when

lea

din

g a

tea

m in a

ctiv

e le

isure

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

16 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.

Under

stan

d t

he

role

of

motiva

ting o

ther

s w

hen

le

adin

g a

tea

m in a

ctiv

e le

isure

5.1

. Exp

lain

the

import

ance

of

motiva

ting o

ther

s w

hen

le

adin

g a

tea

m in a

ctiv

e le

isure

5.2

. D

escr

ibe

a r

ange

of

fact

ors

that

motiva

te t

eam

m

ember

s w

hen

they

are

work

ing in a

ctiv

e le

isure

5.3

. Exp

lain

how

to s

elec

t diffe

rent

way

s of

motiva

ting

oth

ers

acc

ord

ing t

o t

he

situ

atio

n a

nd t

he

indiv

idual

s in

volv

ed

5.4

. Exp

lain

what

is

mea

nt

by

‘em

pow

erm

ent’ a

nd h

ow

em

pow

erin

g t

eam

mem

ber

s ca

n c

ontr

ibute

to t

eam

per

form

ance

5.5

. D

escr

ibe

how

to m

ainta

in t

he

motiva

tion o

f te

am

mem

ber

s w

hen

the

team

has

exper

ience

d s

etbac

ks

6.

Under

stan

d h

ow

to p

rovi

de

team

mem

ber

s w

ith a

sen

se

of direc

tion a

nd c

om

mon

purp

ose

6.1

. Exp

lain

the

import

ance

of

team

mem

ber

s hav

ing a

se

nse

of dir

ection a

nd c

om

mon p

urp

ose

6.2

. Exp

lain

how

to g

ive

team

mem

ber

s a

sense

of

direc

tion a

nd c

om

mon p

urp

ose

6.3

. D

escr

ibe

situ

atio

ns

in w

hic

h a

tea

m lea

der

should

ta

ke d

irec

tion fro

m a

tea

m m

ember

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

17

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


18


19

Unit 2: Promoting customer care in active leisure

Unit reference number: K/503/0774

QCF level: 3

Credit value: 3


Unit summary

This unit assesses the knowledge and understanding that a learner needs in relation to promoting and delivering good customer care in an active leisure environment.


Learning outcomes 1-3 Knowledge and understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments. Learning outcome 4 Practical assessment involving practical assignments or projects, for example, a work-based assignment based on improving an active leisure organisation’s customer care policies and procedures.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

20Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d c

ust

om

er c

are

in

active

lei

sure

1.1

. Exp

lain

the

contr

ibution t

hat

cust

om

er c

are

make

s to

busi

nes

s su

cces

s in

act

ive

leis

ure

1.2

. Sum

mar

ise

the

types

of

cust

om

ers

that

act

ive

leis

ure

org

anis

atio

ns

hav

e an

d t

hei

r ex

pec

tations

for

cust

om

er c

are

1.3

. Exp

lain

how

act

ive

leis

ure

org

anis

atio

ns

esta

blis

h

and m

ain

tain

cust

om

er c

are

standar

ds

1.4

. Exp

lain

the

import

ance

of

good t

eam

work

in

del

iver

ing c

ust

om

er c

are

in a

n a

ctiv

e le

isure

en

viro

nm

ent

1.5

. Exp

lain

how

to p

rom

ote

cust

om

er s

ervi

ce t

o o

ther

ac

tive

lei

sure

sta

ff

1.6

. Exp

lain

the

import

ance

of act

ive

leis

ure

sta

ff b

uild

ing

stro

ng r

elationsh

ips

with c

ust

om

ers

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.

Under

stan

d h

ow

to r

espond

to c

ust

om

er p

roble

ms

in

active

lei

sure

2.1

. Sum

mar

ise

the

range

of

pro

ble

ms

that

cust

om

ers

may

exp

erie

nce

in a

n a

ctiv

e le

isure

envi

ronm

ent

and

the

appro

priat

e re

sponse

s to

thes

e pro

ble

ms

2.2

. Exp

lain

the

import

ance

of

resp

onsi

venes

s, e

mpath

y an

d g

ood c

om

munic

ations

when

dea

ling w

ith

cust

om

er p

roble

ms

2.3

. Exp

lain

why

act

ive

leis

ure

org

anis

atio

ns

have

co

mpla

ints

pro

cedure

s

2.4

. D

escr

ibe

diffe

rent

appro

aches

to c

om

pla

ints

han

dlin

g

in a

ctiv

e le

isure

org

anis

atio

ns

3.

Under

stan

d t

he

role

of

monitoring a

nd e

valu

atio

n in

rela

tion t

o c

ust

om

er c

are

3.1

. Exp

lain

the

purp

ose

and v

alu

e of m

onitoring

cust

om

er s

atis

fact

ion

3.2

. D

escr

ibe

diffe

rent

indic

ators

and m

ethods

of

monitoring c

ust

om

er s

atis

fact

ion

3.3

. Exp

lain

how

org

anis

ations

can e

valu

ate

and m

ake

use

of

dat

a on c

ust

om

er s

atis

fact

ion

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

22 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to s

how

how

an

active

lei

sure

org

anis

atio

n

can d

eliv

er a

nd im

pro

ve

cust

om

er c

are

4.1

. Res

earc

h a

n a

ctiv

e le

isure

org

anis

atio

n’s

cust

om

er

expec

tations

in r

elat

ion t

o c

ust

om

er c

are

4.2

. D

raft

cust

om

er c

are

stan

dar

ds

for

an a

spec

t of an

ac

tive

lei

sure

org

anis

atio

n’s

oper

atio

ns

4.3

. D

raft

cust

om

er c

are

pro

cedure

s fo

r an

asp

ect

of

an

active

lei

sure

org

anis

atio

n’s

oper

atio

ns

4.4

. D

esig

n a

com

pla

ints

pro

cedure

for

an a

ctiv

e le

isure

org

anis

atio

n

4.5

. Res

earc

h a

nd e

valu

ate

cust

om

er s

atisf

action in

rela

tion t

o a

n a

spec

t of an

act

ive

leis

ure

org

anis

atio

n’s

oper

atio

ns

4.6

. Pr

opose

way

s in

whic

h c

ust

om

er s

atisf

action w

ith a

n

aspec

t of

an a

ctiv

e le

isure

org

anis

atio

n’s

oper

atio

ns

could

be

impro

ved

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


23

Unit 3: Understanding how to manage health, safety and welfare in active leisure

Unit reference number: A/503/0780

QCF level: 3

Credit value: 3


Unit summary

This unit assesses the knowledge and understanding that a learner needs in relation to maintaining health and safety in an active leisure environment and safeguarding children and vulnerable adults.


Learning outcomes 1-5 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

24Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d t

he

requirem

ents

fo

r hea

lth,

safe

ty,

wel

fare

an

d s

ecuri

ty in a

ctiv

e le

isure

1.1

. Sum

mar

ise

the

legal re

quirem

ents

for

hea

lth a

nd

safe

ty t

hat

apply

to a

ctiv

e le

isure

faci

litie

s an

d

serv

ices

1.2

. Id

entify

the

auth

orities

res

ponsi

ble

for

hea

lth a

nd

safe

ty in a

n a

ctiv

e le

isure

envi

ronm

ent

1.3

. Id

entify

oth

er s

ourc

es o

f guid

ance

that

applie

s to

ac

tive

lei

sure

faci

litie

s an

d s

ervi

ces

1.4

. Exp

lain

a m

anag

er’s

res

ponsi

bili

ties

for

hea

lth,

safe

ty a

nd t

he

safe

guar

din

g o

f ch

ildre

n a

nd

vuln

erable

adults

in a

n a

ctiv

e le

isure

envi

ronm

ent

1.5

. Exp

lain

how

act

ive

leis

ure

org

anis

atio

n’s

dev

elop

polic

ies

and p

roce

dure

s to

mai

nta

in h

ealth a

nd

safe

ty o

f cu

stom

ers

and s

taff

2.

Under

stan

d h

ow

to m

anag

e hea

lth a

nd s

afe

ty r

isks

in a

n

active

lei

sure

envi

ronm

ent

2.1

. Exp

lain

the

princi

ple

s of risk

ass

essm

ent

2.2

. Sum

mar

ise

a ra

nge

of hea

lth a

nd s

afe

ty h

azar

ds

that

my

occ

ur

in a

n a

ctiv

e le

isure

envi

ronm

ent

2.3

. Exp

lain

how

to e

nsu

re t

hat

hea

lth a

nd s

afe

ty

haz

ards

are

iden

tified

in a

n a

ctiv

e le

isure

en

viro

nm

ent

2.4

. Exp

lain

how

to d

eter

min

e le

vels

of acc

epta

ble

ris

k

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.5

. D

emonst

rate

how

to a

sses

s a

range

of risk

s in

an

active

lei

sure

envi

ronm

ent

and e

stab

lish a

nd

mai

nta

in m

easu

res

to m

anage

thes

e to

acc

epta

ble

le

vels

2.6

. Exp

lain

why

it is

import

ant

to s

eek

advi

ce w

hen

th

ere

is u

nce

rtain

ty a

bout

ass

essi

ng a

nd m

anag

ing

risk

and w

her

e to

see

k su

ch a

dvi

ce

2.7

. D

escr

ibe

how

to p

rom

ote

hea

lth a

nd s

afet

y to

sta

ff

and c

ust

om

ers

in a

n a

ctiv

e le

isure

envi

ronm

ent

and

use

thei

r fe

edbac

k to

im

pro

ve h

ealth a

nd s

afet

y pro

cedure

s

3.

Under

stan

d h

ow

to m

anag

e hea

lth a

nd s

afe

ty

emer

gen

cies

and o

ther

in

ciden

ts in a

n a

ctiv

e le

isure

en

viro

nm

ent

3.1

. Sum

mar

ise

the

types

of em

ergen

cies

and o

ther

hea

lth a

nd s

afe

ty inci

den

ts t

hat

may

occ

ur

in a

n

active

lei

sure

envi

ronm

ent

3.2

. D

escr

ibe

an a

ctiv

e le

isure

org

anis

atio

n’s

em

ergen

cy

oper

atin

g p

roce

dure

s

3.3

. Exp

lain

a m

anag

er’s

role

in c

o-o

rdin

atin

g e

mer

gen

cy

oper

atin

g p

roce

dure

s

3.4

. Sum

mar

ise

the

report

ing a

nd r

ecord

ing p

roce

dure

s th

at m

ust

be

follo

wed

in t

he

even

t of an

em

ergen

cy

or

oth

er h

ealth a

nd s

afet

y in

ciden

t

3.5

. Exp

lain

how

to u

se e

mer

gen

cies

and o

ther

hea

lth

and s

afe

ty inci

den

ts t

o im

pro

ve n

orm

al a

nd

emer

gen

cy o

per

ating p

roce

dure

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

26 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Under

stan

d t

he

requirem

ents

fo

r sa

feguar

din

g c

hild

ren a

nd

vuln

erable

adults

4.1

. Sum

mar

ise

the

legal re

quirem

ents

that

cove

r th

e sa

feguar

din

g o

f ch

ildre

n a

nd v

uln

erab

le a

dults

in a

n

active

lei

sure

envi

ronm

ent

4.2

. Exp

lain

a m

anag

er’s

res

ponsi

bili

ties

for

safe

guar

din

g

child

ren a

nd v

uln

erab

le a

dults

4.3

. Id

entify

the

loca

l an

d n

atio

nal org

anis

ations

and

agen

cies

res

ponsi

ble

for

safe

guar

din

g c

hild

ren a

nd

vuln

erable

adults

and p

rovi

din

g g

uid

ance

on t

he

subje

ct

5.

Under

stan

d h

ow

to m

anag

e th

e sa

feguar

din

g o

f ch

ildre

n

and v

uln

erab

le a

dults

5.1

. Sum

mar

ise

the

types

of

safe

guar

din

g r

isks

to

child

ren a

nd v

uln

erab

le a

dults

in a

n a

ctiv

e le

isure

en

viro

nm

ent

5.2

. Sum

mar

ise

an a

ctiv

e le

isure

org

anis

atio

n’s

polic

ies

and p

roce

dure

s fo

r sa

feguar

din

g c

hild

ren a

nd

vuln

erable

adults

5.3

. Exp

lain

how

a m

anag

er s

hould

res

pond t

o c

once

rns

about

the

wel

fare

of

child

ren a

nd v

uln

erab

le a

dults

usi

ng a

n a

ctiv

e le

isure

envi

ronm

ent

5.4

. Exp

lain

why

it is

import

ant

to c

olle

ct,

ass

ess

and

shar

e in

form

atio

n a

bout

conce

rns

regar

din

g c

hild

ren

and v

uln

erab

le a

dults

and w

hen

it

may

be

nec

essa

ry

to r

eport

conce

rns

to o

uts

ide

agen

cies

5.5

. Exp

lain

the

import

ance

of

confiden

tial

ity

in r

elation

to s

afeg

uard

ing c

hild

ren a

nd v

uln

erab

le a

dults

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

27

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


28


29

Unit 4: Understanding the Active Leisure and Learning Sector

Unit reference number: F/600/1758

QCF level: 3

Credit value: 3


Unit summary

this unit covers the knowledge and understanding that employees in the active leisure and learning sector require concerning: • the active leisure and learning sector • the subsectors that make up active leisure and learning • detailed information about the subsector in which the learner works • career opportunities.





N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

30Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

under

stan

d t

he

key

feat

ure

s of

the

act

ive

leis

ure

and lea

rnin

g s

ecto

r

1.1

des

crib

e th

e ac

tive

lei

sure

and lea

rnin

g s

ecto

r’s

scope

and s

ize

1.2

ex

pla

in t

he

contr

ibution t

hat

act

ive

leis

ure

and

lear

nin

g m

akes

to t

he

econom

y an

d s

oci

ety

1.3

ex

pla

in t

he

role

of th

e Sec

tor

Ski

lls C

ounci

l re

sponsi

ble

for

act

ive

leis

ure

and lea

rnin

g

1.4

def

ine

the

mai

n s

ubse

ctors

within

the

active

lei

sure

an

d lea

rnin

g s

ecto

r

2.

Under

stan

d t

he

key

feat

ure

s of

the

act

ive

leis

ure

and lea

rnin

g

subse

ctor

in w

hic

h t

hey

w

ork

2.1

des

crib

e th

e co

mposi

tion o

f th

eir

subse

ctor

in t

erm

s of public

, priva

te a

nd v

olu

nta

ry o

rgan

isations

2.2

an

alys

e th

e si

ze o

f th

eir

subse

ctor

in t

erm

s of

emplo

ymen

t an

d p

artici

pat

ion

2.3

in

terp

ret

the

econom

ic a

nd s

oci

al v

alu

e of th

eir

subse

ctor

2.4

ex

pla

in f

acto

rs c

ausi

ng c

han

ge

in t

hei

r su

bse

ctor

2.5

ex

pla

in t

he

esse

ntial

princi

ple

s, v

alues

or

codes

of

pra

ctic

e in

thei

r su

bse

ctor

2.6

des

crib

e th

e ro

les

of

key

org

anis

atio

ns

in t

hei

r se

ctor,

incl

udin

g a

ny

repre

senta

tive

and r

egula

tory

bodie

s, t

rade

unio

ns

and t

rade

asso

ciations

2.7

ex

pla

in t

he

links

thei

r su

bse

ctor

has

with o

ther

in

dust

ries

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Under

stan

d e

mplo

ymen

t an

d c

are

er o

pport

unitie

s in

the

active

lei

sure

and

lear

nin

g s

ubse

ctor

in

whic

h t

hey

work

3.1

id

entify

sourc

es o

f in

form

ation o

n c

are

er

pro

gre

ssio

n,

trai

nin

g a

nd e

duca

tion

3.2

des

crib

e th

e m

ain job r

ole

s w

ithin

thei

r su

bse

ctor

3.3

des

crib

e pote

ntial ca

reer

pat

hw

ays

in t

hei

r su

bse

ctor

3.4

id

entify

what

is

required

to p

rogre

ss in t

hei

r su

bse

ctor

in t

erm

s of

qual

ific

ations,

ski

lls a

nd

know

ledge,

exp

erie

nce

and p

erso

nal

qualit

ies

3.5

ex

pla

in h

ow

ski

lls a

nd k

now

ledge

acquired

in t

hei

r su

bse

ctor

could

rel

ate

to job o

pport

unitie

s el

sew

her

e

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


32


33

Unit 5: Understanding Employment Rights and Responsibilities

Unit reference number: J/600/0840

QCF level: 2

Credit value: 2


Unit summary

This unit covers the knowledge and understanding that employees require concerning: • employment law and industry specific legislation that apply to their jobs • key documents relating to their employment • employment procedures they should follow at work.


Learning outcomes 1-3 Knowledge understanding assessment involving one or a mixture of: • questioning • projects • assignments.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

34Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Know

thei

r em

plo

ymen

t rights

and r

esponsi

bili

ties

under

the

law

1.1

des

crib

e th

eir

rights

and r

esponsi

bili

ties

in t

erm

s of:

–

contr

act

s of em

plo

ymen

t –

anti-d

iscr

imin

atio

n

legis

lation

–

work

ing h

ours

and h

olid

ay e

ntitlem

ents

–

sick

nes

s abse

nce

and s

ick

pay

–

dat

a pro

tect

ion

–

hea

lth a

nd s

afe

ty

1.2

outlin

e th

e rights

and r

esponsi

bili

ties

of

the

emplo

yer

1.3

des

crib

e th

e hea

lth a

nd s

afe

ty leg

al r

equirem

ents

re

leva

nt

to t

hei

r org

anis

atio

n

1.4

outlin

e th

e im

plic

atio

ns

of hea

lth a

nd s

afet

y le

gal

re

quirem

ents

for

thei

r ow

n job r

ole

2.

Under

stan

d d

ocu

men

ts

rele

vant

to t

hei

r em

plo

ymen

t

2.1

ex

pla

in t

he

mai

n t

erm

s an

d c

onditio

ns

of a c

ontr

act

of em

plo

ymen

t 2.2

outlin

e th

e co

nte

nts

and p

urp

ose

of a job

des

crip

tion

2.3

des

crib

e th

e ty

pes

of

info

rmat

ion h

eld o

n p

erso

nnel

re

cord

s

2.4

des

crib

e how

to u

pdat

e in

form

atio

n h

eld o

n

per

sonnel

rec

ord

s 2.5

in

terp

ret

the

info

rmation s

how

n o

n a

pay

slip

or

oth

er s

tate

men

t of

earn

ings

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Know

key

em

plo

ymen

t pro

cedure

s at

work

3.1

des

crib

e th

e pro

cedure

s to

follo

w if so

meo

ne

nee

ds

to t

ake

tim

e off

3.2

des

crib

e th

e pro

cedure

s to

follo

w if th

ere

is a

griev

ance

3.3

des

crib

e th

e pro

cedure

s to

follo

w if th

ere

is

evid

ence

of dis

crim

inat

ion o

r bully

ing

3.4

id

entify

sourc

es o

f in

form

ation a

nd a

dvi

ce o

n

emplo

ymen

t is

sues

: –

inte

rnal

to t

hei

r org

anis

atio

n

–

exte

rnal to

thei

r org

anis

atio

n

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


36


37

Unit 6: Continuing professional development in active leisure


QCF level: 3

Credit value: 2


Unit summary

This unit covers the knowledge, understanding and skills that a learner needs in relation to continuing professional development in an active leisure context. The unit includes self-evaluation and taking part in performance appraisal and professional development processes.


Learning outcomes 1-2 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments • discussions with learner. Learning outcome 3 Examining written products of the learner’s work which must include evidence of self-evaluation and a personal development plan.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

38Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d c

ontinuin

g

pro

fess

ional

dev

elopm

ent

and its

im

port

ance

in a

ctiv

e le

isure

1.1

. Exp

lain

the

term

‘co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent’

1.2

. Exp

lain

why

it is

import

ant

for

staf

f in

the

active

le

isure

sec

tor

to c

ontinue

to d

evel

op t

hei

r kn

ow

ledge

and s

kills

1.3

. D

escr

ibe

an a

ctiv

e le

isure

org

anis

atio

n’s

sys

tem

s to

en

sure

the

dev

elopm

ent

of its

staf

f

2.

Under

stan

d h

ow

to t

ake

par

t in

continuin

g p

rofe

ssio

nal

dev

elopm

ent

2.1

. Exp

lain

how

an a

ctiv

e le

isure

mem

ber

of

staff

can

re

flec

t on t

hei

r ow

n w

ork

and w

ays

of im

pro

ving

what

they

do

2.2

. Exp

lain

oth

er w

ays

in w

hic

h a

n a

ctiv

e le

isure

m

ember

of

staff c

an e

valu

ate

thei

r ow

n w

ork

2.3

. Exp

lain

how

to p

lan o

wn p

rofe

ssio

nal dev

elopm

ent

2.4

. Exp

lain

the

contr

ibution t

hat

an a

ctiv

e le

isure

org

anis

atio

n’s

per

form

ance

appra

isal and

dev

elopm

ent

can m

ake

to o

wn p

rofe

ssio

nal

dev

elopm

ent

2.5

. Id

entify

ow

n p

refe

rred

lea

rnin

g s

tyle

2.6

. Eva

luat

e diffe

rent

types

of

lear

nin

g t

hat

can

contr

ibute

to o

wn d

evel

opm

ent

and s

uit o

wn

pre

ferr

ed lea

rnin

g s

tyle

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to t

ake

par

t in

co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent

3.1

. Eva

luat

e ow

n s

tren

gth

s an

d w

eakn

esse

s in

a r

ole

, usi

ng e

viden

ce o

f ow

n p

erfo

rman

ce

3.2

. Anal

yse

feed

bac

k fr

om

colle

agues

, te

am

mem

ber

s an

d m

anager

s on o

wn p

erfo

rman

ce

3.3

. Eva

luat

e priori

ty a

reas

for

ow

n im

pro

vem

ent

3.4

. D

evel

op p

lans

for

ow

n c

ontinuin

g p

rofe

ssio

nal

dev

elopm

ent

3.5

. Tak

e par

t in

lea

rnin

g a

nd d

evel

opm

ent

activi

ties

as

par

t of

ow

n p

erso

nal

dev

elopm

ent

pla

n

3.6

. Rev

iew

and u

pdat

e ow

n p

rofe

ssio

nal

dev

elopm

ent

pla

n

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


40


41

Unit 7: Understanding the Employing Organisation

Unit reference number: R/600/1764

QCF level: 3

Credit value: 3


Unit summary

This unit covers the knowledge and understanding that employees require concerning: • the aims, objectives and structure of their organisation • the contribution they can make to the organisation’s objectives • opportunities for professional and career development in the

organisation.


Learning outcomes 1-4 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments • discussions with learner.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

42Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d t

he

stru

cture

of th

eir

org

anis

atio

n

1.1

des

crib

e th

e m

ain funct

ions

in t

hei

r org

anis

atio

n

1.2

des

crib

e how

the

main

funct

ions

in t

hei

r org

anis

atio

n a

re s

taffed

and o

rgan

ised

1.3

des

crib

e th

e co

mm

unic

atio

n c

hannel

s in

thei

r org

anis

atio

n

1.4

des

crib

e th

e lin

es o

f co

ntr

ol an

d a

ccounta

bili

ty in

thei

r org

anis

atio

n

2.

Under

stan

d k

ey a

ims

and

obje

ctiv

es o

f th

eir

org

anis

atio

n

2.1

ex

pla

in t

he

import

ance

of

an o

rganis

atio

n h

avi

ng a

busi

nes

s pla

n

2.2

des

crib

e th

eir

org

anis

atio

n’s

key

aim

s an

d

obje

ctiv

es (

for

exam

ple

mis

sion,

core

aim

s an

d

valu

es)

2.3

des

crib

e how

thei

r org

anis

atio

n m

easu

res

the

ach

ieve

men

t of

key

aim

s and o

bje

ctiv

es

2.4

id

entify

thei

r org

anis

atio

n’s

key

per

form

ance

in

dic

ato

rs

3.

Under

stan

d t

hei

r ow

n

contr

ibution t

o t

hei

r org

anis

atio

n’s

key

aim

s an

d o

bje

ctiv

es

3.1

ev

aluat

e th

e im

port

ance

of an

org

anis

atio

n

man

agin

g t

he

per

form

ance

of its

staff

3.2

des

crib

e th

e obje

ctiv

es o

f th

eir

job r

ole

3.3

ex

pla

in h

ow

the

obje

ctiv

es o

f th

eir

job r

ole

co

ntr

ibute

to t

he

org

anis

atio

n’s

key

aim

s an

d

obje

ctiv

es

3.4

ex

pla

in h

ow

thei

r ow

n p

erfo

rman

ce is

eval

uat

ed

and d

evel

oped

3.5

an

alys

e th

e co

ntr

ibution t

hey

can m

ake

to t

he

eval

uat

ion a

nd d

evel

opm

ent

of th

eir

per

form

ance

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Under

stan

d t

he

opport

unitie

s fo

r en

try,

pro

fess

ional

dev

elopm

ent

and p

rogre

ssio

n w

ithin

th

eir

org

anis

atio

n

4.1

ex

pla

in t

he

import

ance

of co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent

4.2

ev

aluat

e th

e org

anis

atio

n’s

pro

cess

es for

recr

uitm

ent

4.3

ev

aluat

e th

e org

anis

atio

n’s

pro

cess

es for

induct

ion

4.4

ev

aluat

e th

e org

anis

atio

n’s

pro

cess

es for

trai

nin

g

and d

evel

opm

ent

4.5

ev

alu

ate

the

opport

unitie

s and r

equirem

ents

for

care

er p

rogre

ssio

n for

staf

f w

ithin

thei

r org

anis

atio

n

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


44


45

Unit 8: Manage own professional development within an active leisure organisation

Unit reference number: Y/503/0866

QCF level: 3

Credit value: 4


Unit summary

This unit covers the competence that a learner needs to manage their own work and develop themselves in their job role.


Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation • testimony of others (for example line manager) • products of work (for example self-appraisal, personal development

plan, records of training attended) • reflective account. Simulations are not allowed.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

46Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to a

sses

s ow

n c

aree

r goal

s an

d p

erso

nal

dev

elopm

ent

in a

ctiv

e le

isure

1.1

. Id

entify

ow

n c

aree

r an

d p

erso

nal

goals

in a

ctiv

e le

isure

1.2

. Ass

ess

how

ow

n c

aree

r goal

s affec

t w

ork

role

and

pro

fess

ional

dev

elopm

ent

in a

ctiv

e le

isure

2.

Be

able

to s

et p

erso

nal

work

obje

ctiv

es in a

n a

ctiv

e le

isure

job r

ole

2.1

. Set

SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

per

sonal

work

obje

ctiv

es

with r

elev

ant

indiv

idual

s, in lin

e w

ith o

rgan

isat

ional

obje

ctiv

es

2.2

. Id

entify

how

pro

gre

ss o

n t

hes

e obje

ctiv

es w

ill b

e m

easu

red

3.

Be

able

to p

roduce

a

per

sonal

dev

elopm

ent

pla

n

in a

n a

ctiv

e le

isure

job r

ole

3.1

. Id

entify

gaps

bet

wee

n o

bje

ctiv

es s

et,

ow

n c

urr

ent

know

ledge

and u

nder

stan

din

g a

nd s

kill

3.2

. G

ener

ate

a d

evel

opm

ent

pla

n t

o a

ddre

ss iden

tified

gap

s

3.3

. Eva

luat

e re

sourc

e re

quirem

ents

for

dev

elopm

ent

pla

n

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to im

ple

men

t an

d

monitor

ow

n p

erso

nal

dev

elopm

ent

pla

n in a

n

active

lei

sure

job r

ole

.

4.1

. Im

ple

men

t ac

tivi

ties

iden

tified

in o

wn d

evel

opm

ent

pla

n

4.2

. Anal

yse

contr

ibution o

f act

ivitie

s to

goal

s an

d

per

sonal

dev

elopm

ent

5.

Be

able

to u

pdat

e per

sonal

dev

elopm

ent

pla

n

5.1

. Rev

iew

ow

n p

erso

nal

dev

elopm

ent

pla

n

5.2

. Rev

ise

ow

n p

erso

nal

dev

elopm

ent

pla

n

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


48


49

Unit 9: Set objectives and provide support for an active leisure team

Unit reference number: H/503/0871

QCF level: 3

Credit value: 5


Unit summary

This unit covers the competence that a learner needs to supervise the work of a team in an active leisure organisation.


Learning outcomes 1-4 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example team briefings or observing the learner

supervising a team) • testimony of others (for example line manager) • products of work (for example staff rotas, briefing sheets, notes of team

meetings, relevant emails to team members) • reflective account. Simulations are not allowed.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

50Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to b

rief

an a

ctiv

e le

isure

tea

m o

n its

obje

ctiv

es

1.1

. Set

SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

obje

ctiv

es w

ith t

eam

m

ember

s

1.2

. Com

munic

ate

the

team

’s p

urp

ose

and o

bje

ctiv

es t

o

its

mem

ber

s

2.

Be

able

to p

lan w

ork

with a

n

active

lei

sure

tea

m

2.1

. M

anag

e te

am d

iscu

ssio

ns

on h

ow

obje

ctiv

es w

ill b

e m

et

2.2

. Enab

le t

eam

mem

ber

s to

par

tici

pat

e in

the

pla

nnin

g

pro

cess

2.3

. D

evel

op p

lans

to m

eet

team

obje

ctiv

es

3.

Be

able

to s

upport

an a

ctiv

e le

isure

tea

m in its

work

. 3.1

. Id

entify

opport

unitie

s an

d d

ifficu

ltie

s fa

ced b

y te

am

m

ember

s

3.2

. Eva

luat

e id

entified

opport

unitie

s an

d d

ifficu

ltie

s w

ith

team

mem

ber

s

3.3

. Pr

ovi

de

advi

ce a

nd s

upport

to t

eam

mem

ber

s to

ove

rcom

e id

entified

difficu

ltie

s and c

halle

nges

3.4

. Pr

ovi

de

advi

ce a

nd s

upport

to t

eam

mem

ber

s to

m

ake

the

most

of id

entified

opport

unitie

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to m

onitor

and

eval

uat

e pro

gre

ss a

nd

ach

ieve

men

ts

4.1

. M

onitor

and e

valu

ate

indiv

idual an

d t

eam

act

ivitie

s an

d p

rogre

ss

4.2

. Pr

ovi

de

reco

gnitio

n w

hen

indiv

idual

and t

eam

obje

ctiv

es h

ave

bee

n a

chie

ved

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


52


53

Unit 10: Ensure the health, safety, welfare and security of customers and staff in an active leisure environment

Unit reference number: M/503/0873

QCF level: 3

Credit value: 3


Unit summary

This unit covers the competence that the learner needs to ensure the health, safety, welfare and security of customers and staff in an active leisure environment. This includes the safeguarding of children and vulnerable adults.



monitoring the work of others) • testimony of others (for example line manager or health and

safety/safeguarding specialist) • products of work (for example risk assessments, health and

safety/safeguarding briefing sheets, notes of team meetings, relevant emails to team members)

• reflective account. Questioning or simulation is allowed for the following assessment criteria: 2.2, 2.3, 3.6, 4.3, 4.5, 4.7.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

54Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to iden

tify

haza

rds

in

an a

ctiv

e le

isure

en

viro

nm

ent

1.1

. Chec

k th

e ac

tive

lei

sure

envi

ronm

ent

for

hea

lth a

nd

safe

ty iss

ues

1.2

. G

ather

info

rmat

ion f

rom

all

rele

vant

peo

ple

about

poss

ible

haz

ards

1.3

. Rec

ord

all

signific

ant

haz

ards,

who is

expose

d,

and

any

exis

ting s

afe

ty p

roce

dure

s

2.

Be

able

to a

sses

s risk

s to

hea

lth a

nd s

afe

ty in a

n

active

lei

sure

envi

ronm

ent

2.1

. Ass

ess

the

risk

s ass

oci

ated

with h

azar

ds

and

whet

her

thes

e risk

s are

acc

epta

ble

acc

ord

ing t

o leg

al

and o

rgan

isat

ional

req

uirem

ents

2.2

. Consu

lt a

n a

ppro

priate

per

son w

hen

ass

essi

ng r

isks

in

an a

ctiv

e le

isure

envi

ronm

ent

is b

eyond o

wn lev

el

of

com

pet

ence

2.3

. Rep

ort

any

unac

cepta

ble

ris

ks a

ccord

ing t

o leg

al an

d

org

anis

atio

nal

req

uirem

ents

2.4

. Continue

to m

onitor

for

new

haz

ards

and a

sses

s th

eir

risk

s on a

n o

ngoin

g b

asis

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to m

ainta

in n

orm

al

and e

mer

gen

cy o

per

ating

pro

cedure

s in

an a

ctiv

e le

isure

envi

ronm

ent

3.1

. Pu

t in

pla

ce p

roce

dure

s to

kee

p r

isks

to a

n

acce

pta

ble

lev

el

3.2

. Ensu

re p

roce

dure

s are

consi

sten

t w

ith leg

al a

nd

org

anis

atio

nal

req

uirem

ents

3.3

. G

ive

team

mem

ber

s th

e in

form

ation t

hey

nee

d

about

pro

cedure

s

3.4

. M

otiva

te t

eam

mem

ber

s to

follo

w p

roce

dure

s

3.5

. In

terv

ene

effe

ctiv

ely

when

pro

cedure

s ar

e not

bei

ng

follo

wed

3.6

. Rev

iew

and a

dap

t pro

cedure

s w

hen

nec

essa

ry

3.7

. G

ather

fee

dbac

k fr

om

tea

m m

ember

s on h

ow

wel

l pro

cedure

s ar

e w

ork

ing

3.8

. U

se f

eedbac

k fr

om

sta

ff a

nd c

ust

om

ers

to im

pro

ve

pro

cedure

s.

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

56 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to m

ainta

in

pro

cedure

s fo

r sa

feguar

din

g

child

ren a

nd v

uln

erab

le

adults

4.1

. Car

ry o

ut

ow

n r

esponsi

bili

ties

for

the

pro

tect

ion o

f vu

lner

able

adults

acc

ord

ing t

o o

rgan

isational

and

legal

req

uirem

ents

4.2

. G

ive

team

mem

ber

s th

e in

form

ation t

hey

nee

d

about

safe

guar

din

g p

olic

ies

and p

roce

dure

s,

enco

ura

gin

g a

nd m

otiva

ting t

hem

to follo

w t

hes

e

4.3

. In

terv

ene

when

polic

ies

and p

roce

dure

s are

not

bei

ng f

ollo

wed

4.4

. Enco

ura

ge

team

mem

ber

s to

rep

ort

any

conce

rns

they

hav

e ab

out

the

safe

guar

din

g o

f ch

ildre

n a

nd

vuln

erable

adults

4.5

. Fo

llow

the

corr

ect

pro

cedure

s w

hen

ther

e ar

e co

nce

rns

about

the

safe

ty a

nd w

elfa

re o

f ch

ildre

n

and v

uln

erab

le a

dults

4.6

. Ensu

re t

he

confiden

tial

ity

of in

form

atio

n r

elat

ing t

o

child

ren a

nd v

uln

erab

le a

dults

4.7

. M

ake

sure

sta

ff invo

lved

in c

ase

s of

susp

ecte

d a

buse

re

ceiv

e an

y su

pport

they

may

nee

d

4.8

. G

ather

fee

dbac

k fr

om

tea

m m

ember

s on h

ow

wel

l pro

cedure

s ar

e w

ork

ing

4.9

. U

se f

eedbac

k on h

ow

wel

l pro

cedure

s are

work

ing t

o

impro

ve s

afe

guar

din

g p

roce

dure

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

57

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


58


59

Unit 11: Improve the customer’s experience in active leisure

Unit reference number: R/503/0865

QCF level: 3

Credit value: 3


Unit summary

This unit assesses the competence required to improve the customer experience in an active leisure environment.



monitoring the customer service work of others) • testimony of others (for example line manager) • products of work (for example customer feedback evaluations, reports

on how to improve customer service, notes of team meetings, relevant emails to team members)

• reflective account. Simulations are not allowed.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

60Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to c

o-o

rdin

ate

cust

om

er s

ervi

ce

impro

vem

ents

in a

n a

ctiv

e le

isure

envi

ronm

ent

1.1

. Eva

luat

e th

e cu

stom

er e

xper

ience

in a

n a

ctiv

e le

isure

envi

ronm

ent

1.2

. Enab

le t

eam

mem

ber

s to

contr

ibute

thei

r ow

n idea

s ab

out

how

to im

pro

ve t

he

cust

om

er e

xper

ience

1.3

. Id

entify

how

the

team

can

im

pro

ve t

he

cust

om

er

exper

ience

1.4

. Co-o

rdin

ate

team

act

ivitie

s to

im

pro

ve t

he

cust

om

er

exper

ience

1.5

. M

onitor

cust

om

er s

ervi

ce im

pro

vem

ents

, pro

vidin

g

support

to c

ust

om

ers

and t

eam

mem

ber

s w

hen

nec

essa

ry

1.6

. Eva

luat

e th

e im

pac

t of

cust

om

er s

ervi

ce

impro

vem

ents

on t

he

busi

nes

s

2.

Be

able

to im

pro

ve o

wn

cust

om

er s

ervi

ce

per

form

ance

in a

ctiv

e le

isure

2.1

. Eva

luat

e w

ith o

ther

s how

ow

n b

ehav

iour,

with

colle

agues

and w

ith c

ust

om

ers,

im

pac

ts o

n c

ust

om

er

serv

ice

per

form

ance

2.2

. Adju

st o

wn b

ehav

iour

with c

olle

agues

and w

ith

cust

om

ers

to im

pro

ve c

ust

om

er s

ervi

ce p

erfo

rman

ce

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to m

onitor

team

per

form

ance

when

im

pro

ving

cust

om

er s

ervi

ce

3.1

. Eva

luat

e w

ith o

ther

s how

tea

mw

ork

aff

ects

cust

om

er

serv

ice

per

form

ance

3.2

. W

ork

with o

ther

s to

colle

ct info

rmat

ion o

n t

eam

cu

stom

er s

ervi

ce p

erfo

rman

ce

3.3

. Id

entify

with o

ther

s how

cust

om

er s

ervi

ce t

eam

work

co

uld

be

impro

ved

3.4

. Tak

e act

ion w

ith o

ther

s to

im

pro

ve c

ust

om

er s

ervi

ce

per

form

ance

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


62


63

Unit 12: Understanding financial procedures in active leisure

Unit reference number: T/503/0776

QCF level: 3

Credit value: 3


Unit summary

This unit covers the knowledge, understanding and skills that a learner needs in relation to financial processes and procedures in an active leisure organisation.





N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

64Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d a

n a

ctiv

e le

isure

org

anis

atio

n’s

busi

nes

s obje

ctiv

es

1.1

. Exp

lain

the

mea

nin

g o

f busi

nes

s, o

per

atio

nal

and

finan

cial

obje

ctiv

es

1.2

. D

escr

ibe

the

finan

cial ta

rget

s and o

per

atio

nal

obje

ctiv

es o

f an

act

ive

leis

ure

org

anis

ation

2.

Under

stan

d b

udget

ed

oper

atio

nal pla

ns

in a

n a

ctiv

e le

isure

org

anis

atio

n

2.1

. Exp

lain

the

key

stag

es o

f budget

pre

par

ation

2.2

. Id

entify

the

info

rmation u

sed t

o p

repare

a b

udget

2.3

. Exp

lain

the

com

ponen

ts o

f a b

udget

2.4

. Exp

lain

how

to iden

tify

cost

s to

be

incl

uded

in a

budget

2.5

. Exp

lain

the

diffe

rence

bet

wee

n f

ixed

and v

aria

ble

co

sts

2.6

. Exp

lain

what

is

mea

nt

by

a si

mple

cas

h f

low

budget

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Under

stan

d fin

anci

al

pro

cedure

s use

d in a

ctiv

e le

isure

3.1

. Exp

lain

the

import

ance

of

finan

cial

pro

cedure

s in

an

active

lei

sure

org

anis

atio

n

3.2

. Exp

lain

the

follo

win

g fin

anci

al pro

cedure

s use

d in a

n

active

lei

sure

org

anis

atio

n:

–

cash

han

dlin

g a

nd r

econci

liation

–

ord

erin

g s

upplie

s an

d s

ervi

ces

–

pay

men

t auth

orisa

tion a

nd p

urc

has

e le

dger

–

pet

ty c

ash

–

acco

unts

and r

ecord

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


66


67

Unit 13: Understanding how to deliver objectives through the work of an active leisure team

Unit reference number: A/503/0777

QCF level: 3

Credit value: 2


Unit summary

This unit covers the knowledge and understanding that a learner needs in relation to planning, allocating and monitoring the work of a team and to provide feedback to team members and improve their work.


Learning outcomes 1-5 Knowledge assessment understanding involving one or a mixture of: • written questions and answers • projects • assignments.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

68Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d h

ow

to p

lan a

nd

del

egate

work

for

a te

am in

active

lei

sure

1.1

. Exp

lain

why

it is

import

ant

to b

e cl

ear

about

obje

ctiv

es b

efore

pla

nnin

g w

ork

for

an a

ctiv

e le

isure

te

am

1.2

. D

escr

ibe

a r

ange

of

diffe

rent

met

hods

of pla

nnin

g

and s

ched

ulin

g w

ork

for

an a

ctiv

e le

isure

tea

m s

o

that

obje

ctiv

es c

an b

e ac

hie

ved

1.3

. D

escr

ibe

the

types

of is

sues

to c

onsi

der

when

pla

nnin

g a

nd a

lloca

ting w

ork

to m

ember

s of an

active

lei

sure

tea

m

1.4

. Exp

lain

why

it is

import

ant

to c

onsu

lt t

eam

mem

ber

s w

hen

pla

nnin

g t

hei

r w

ork

1.5

. Exp

lain

why

it is

import

ant

to b

e flex

ible

when

pla

nnin

g a

nd a

lloca

ting w

ork

for

an a

ctiv

e le

isure

te

am

1.6

. D

escr

ibe

how

to r

eallo

cate

work

, peo

ple

and

reso

urc

es w

hen

circu

mst

ance

s ch

ange,

incl

udin

g

com

munic

atin

g c

han

ges

to t

hose

aff

ecte

d

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.

Under

stan

d h

ow

to b

rief

a

team

in a

ctiv

e le

isure

2.1

. Exp

lain

why

it is

import

ant

to b

rief

tea

m m

ember

s on p

lanned

work

2.2

. D

escr

ibe

the

key

poin

ts t

hat

should

be

cove

red in a

te

am a

nd indiv

idual

brief

ing

2.3

. Exp

lain

why

it is

import

ant

to s

how

indiv

idual

s how

th

eir

work

fits

into

tea

m a

nd o

rganis

atio

nal

obje

ctiv

es

2.4

. Exp

lain

how

to h

elp t

eam

mem

ber

s fe

el c

om

fort

able

about

ask

ing q

ues

tions

and m

aki

ng s

ugges

tions

when

bei

ng b

rief

ed o

n p

lanned

work

2.5

. Com

par

e diffe

rent

met

hods

of m

otiva

ting a

nd

support

ing t

eam

mem

ber

s to

ach

ieve

thei

r obje

ctiv

es

3.

Under

stan

d h

ow

to m

onitor

team

mem

ber

s’ w

ork

3.1

. Exp

lain

why

it is

import

ant

to m

onitor

team

m

ember

s’ w

ork

3.2

. Eva

luat

e diffe

rent

ways

of

monitoring t

eam

m

ember

s’ w

ork

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

70 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Under

stan

d h

ow

to s

upport

an

act

ive

leis

ure

tea

m in its

w

ork

4.1

. D

escr

ibe

the

types

of pro

ble

ms

and u

nfo

rese

en

even

ts in a

ctiv

e le

isure

for

whic

h t

eam

mem

ber

s m

ay n

eed s

upport

4.2

. D

escr

ibe

the

types

of su

pport

and a

dditio

nal

re

sourc

es t

eam

mem

ber

s m

ay

nee

d t

o c

om

ple

te

pla

nned

work

4.3

. Exp

lain

how

to p

rovi

de

const

ruct

ive

and p

rom

pt

feed

back

to t

eam

mem

ber

s ab

out

thei

r w

ork

4.4

. Exp

lain

how

to log a

nd m

ake

use

of

info

rmat

ion o

n

team

mem

ber

s’ p

erfo

rman

ce

5.

Under

stan

d h

ow

to h

elp

team

mem

ber

s im

pro

ve t

hei

r w

ork

5.1

. Exp

lain

why

it is

import

ant

to t

ry t

o im

pro

ve t

eam

m

ember

s’ w

ork

5.2

. Exp

lain

why

it is

import

ant

to c

eleb

rate

ach

ieve

men

t by

team

mem

ber

s an

d t

o a

ddre

ss p

oor

per

form

ance

5.3

. D

escr

ibe

how

to iden

tify

tea

m m

ember

s’ lea

rnin

g

and s

upport

nee

ds

5.4

. D

escr

ibe

diffe

rent

ways

in w

hic

h t

eam

mem

ber

s’

work

can

be

impro

ved

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

71

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


72


73

Unit 14: Understanding how to supervise facility maintenance in active leisure

Unit reference number: Y/503/0771

QCF level: 3

Credit value: 2


Unit summary

This unit covers the knowledge and understanding that a learner needs in relation to supervising the maintenance, repair and improvement of active leisure facilities and equipment.





N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

74Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d faci

lity

mai

nte

nan

ce in a

ctiv

e le

isure

1.1

. Sum

mar

ise

the

types

of

faci

litie

s an

d e

quip

men

t use

d in a

n a

ctiv

e le

isure

envi

ronm

ent

1.2

. Sum

mar

ise

the

legal re

quirem

ents

and indust

ry

guid

elin

es t

hat

apply

to m

ain

tain

ing fac

ilities

and

equip

men

t in

an a

ctiv

e le

isure

envi

ronm

ent

1.3

. Exp

lain

why

it is

import

ant

to m

ainta

in fac

ilities

and

equip

men

t in

an a

ctiv

e le

isure

envi

ronm

ent

2.

Under

stan

d h

ow

to e

nsu

re

active

lei

sure

faci

litie

s an

d

equip

men

t ar

e m

ainta

ined

to

appro

priat

e st

andar

ds

2.1

. Exp

lain

why

it is

import

ant

to for

team

mem

ber

s to

under

stan

d a

nd s

upport

agre

ed m

ainte

nance

st

andar

ds

in a

n a

ctiv

e le

isure

envi

ronm

ent

2.2

. Sum

mar

ise

the

reso

urc

es a

nd t

rain

ing t

hat

tea

m

mem

ber

s nee

d t

o m

ainta

in faci

litie

s an

d e

quip

men

t in

an a

ctiv

e le

isure

envi

ronm

ent

2.3

. Sum

mar

ise

a ra

nge

of

faults

and p

roble

ms

that

may

occ

ur

with a

ctiv

e le

isure

equip

men

t an

d fac

ilities

and

the

appro

priate

ways

of dea

ling w

ith t

hes

e fa

ults

and

pro

ble

ms

2.4

. Exp

lain

why

it is

import

ant

to k

eep a

ccura

te r

ecord

s of in

spec

tions,

main

tenan

ce a

nd fau

lts

2.5

. D

escr

ibe

an a

ctiv

e le

isure

org

anis

atio

n’s

sta

ndar

ds

and p

roce

dure

s fo

r ch

ecki

ng a

nd m

ainta

inin

g its

fa

cilit

ies

and e

quip

men

t

2.6

. D

escr

ibe

the

types

of ex

tern

al ar

rangem

ents

an

active

lei

sure

org

anis

atio

n h

as f

or

the

mai

nte

nan

ce

of its

faci

litie

s an

d e

quip

men

t

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Under

stan

d h

ow

to s

uper

vise

th

e re

pai

r an

d im

pro

vem

ent

of act

ive

leis

ure

faci

litie

s an

d

equip

men

t

3.1

. Sum

mar

ise

the

types

of re

pai

r an

d im

pro

vem

ents

to

faci

litie

s and e

quip

men

t th

at m

ight

impact

on n

orm

al

and e

mer

gen

cy o

per

ating p

roce

dure

s

3.2

. D

escr

ibe

the

types

of ex

tern

al co

ntr

act

s an a

ctiv

e le

isure

org

anis

atio

n h

as f

or

the

repai

r an

d

impro

vem

ent

of its

faci

litie

s an

d e

quip

men

t

3.3

. Exp

lain

the

types

of

arra

ngem

ents

that

nee

d t

o b

e put

in p

lace

to m

inim

ise

dis

ruption t

o c

ust

om

ers

and

poss

ible

hea

lth a

nd s

afet

y haz

ard

s w

hen

rep

airs

and

impro

vem

ents

are

car

ried

out

3.4

. D

escr

ibe

what

should

be

conta

ined

in a

pla

n o

f w

ork

fo

r re

pai

r an

d im

pro

vem

ent

of

faci

litie

s and

equip

men

t

3.5

. Exp

lain

how

to m

onitor

repai

rs a

nd im

pro

vem

ents

to

mak

e su

re s

pec

ific

atio

ns

and p

lans

are

bei

ng

follo

wed

3.6

. Sum

mar

ise

the

types

of pro

ble

ms

that

may

occ

ur

during r

epai

rs a

nd im

pro

vem

ents

and h

ow

to

resp

ond t

o t

hes

e

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


76


77

Unit 15: Marketing in active leisure Unit reference number: D/503/0772

QCF level: 3

Credit value: 6


Unit summary

This unit covers the knowledge, understanding and skills that a learner needs in relation to marketing in an active leisure organisation.


Learning outcomes 1 and 2 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments • discussions with learner. Learning outcome 3 Practical assignments or projects, for example a work-based assignment based on developing a marketing plan for a service or department within an active leisure organisation.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

78Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d m

arke

ting in t

he

conte

xt o

f ac

tive

lei

sure

1.1

. Exp

lain

the

purp

ose

and v

alu

e of m

arke

ting for

active

lei

sure

org

anis

atio

ns

1.2

. Exp

lain

the

com

ponen

ts o

f a m

arke

ting m

ix in t

he

conte

xt o

f ac

tive

lei

sure

2.

Under

stan

d m

arke

ting

met

hods

in t

he

conte

xt o

f ac

tive

lei

sure

2.1

. Exp

lain

how

to iden

tify

mar

ket

segm

ents

for

an

active

lei

sure

org

anis

atio

n

2.2

. Com

par

e diffe

rent

met

hods

to r

esea

rch c

ust

om

er

nee

ds

and e

xpec

tations,

incl

udin

g e

valu

atin

g c

urr

ent

pro

visi

on

2.3

. Exp

lain

how

to iden

tify

and p

rioritise

tar

get

mar

kets

fo

r ac

tive

lei

sure

ser

vice

s/pro

duct

s base

d o

n m

arke

t re

searc

h

2.4

. Exp

lain

the

pro

cess

of dev

elopin

g n

ew,

or

refinin

g

exis

ting,

active

lei

sure

ser

vice

s/pro

duct

s to

mee

t m

arke

t nee

ds

2.5

. Exp

lain

how

to a

sses

s diffe

rent

pro

motional

met

hods

for

appro

priat

enes

s and c

ost

-eff

ective

nes

s in

an

active

lei

sure

conte

xt

2.6

. Exp

lain

the

import

ance

of

eval

uat

ing m

arke

ting

pla

ns

and a

ctiv

itie

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to d

evel

op a

dra

ft

mar

keting p

lan f

or

act

ive

leis

ure

ser

vice

s/pro

duct

s

3.1

. U

se d

iffe

rent

rese

arch

met

hods

to iden

tify

the

nee

ds

and e

xpec

tations

of ex

isting a

nd p

ote

ntial

cust

om

ers

3.2

. Sel

ect

act

ive

leis

ure

ser

vice

s/pro

duct

s appro

priate

to

iden

tified

mar

ket

nee

ds

3.3

. Id

entify

targ

et m

arke

ts a

nd m

ark

etin

g o

bje

ctiv

es

3.4

. Pl

an c

ost

-effec

tive

pro

motional

met

hods,

act

ivitie

s,

sched

ule

s an

d r

esourc

es t

o a

chie

ve m

arke

ting

obje

ctiv

es

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


80


81

Unit 16: Understanding how to sell services and products to customers in active leisure

Unit reference number: L/503/0783

QCF level: 3

Credit value: 4


Unit summary

This unit covers the knowledge, understanding and skills that a learner needs in relation to selling in an active leisure organisation.


Learning outcomes 1 and 2 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

82Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d s

ale

s in

the

conte

xt o

f ac

tive

lei

sure

1.1

. Exp

lain

the

import

ance

of

sale

s to

an a

ctiv

e le

isure

org

anis

atio

n

1.2

. D

escr

ibe

the

sale

s cy

cle

and h

ow

it

hel

ps

to

stru

cture

and p

rogre

ss s

ales

act

ivitie

s

1.3

. Exp

lain

diffe

rent

sale

s m

ethods

that

are

use

d in t

he

conte

xt o

f ac

tive

lei

sure

2.

Under

stan

d h

ow

to s

ell

active

lei

sure

ser

vice

s an

d

pro

duct

s

2.1

. Exp

lain

the

diffe

rence

bet

wee

n p

roac

tive

and

reac

tive

sel

ling

2.2

. Exp

lain

how

to a

sses

s m

axi

mum

and m

inim

um

re

turn

s an

d t

he

pro

bab

ility

of sa

le c

losu

re

2.3

. D

emonst

rate

diffe

rent

verb

al a

nd n

on-v

erbal

lis

tenin

g a

nd q

ues

tionin

g t

echniq

ues

suitable

for

selli

ng f

ace-

to-f

ace

2.4

. Exp

lain

the

diffe

rence

bet

wee

n b

enef

its

and fea

ture

s an

d h

ow

to s

ell th

em e

ffec

tive

ly

2.5

. D

escr

ibe

the

range

of beh

avi

ours

dis

pla

yed b

y pote

ntial

cust

om

ers

and h

ow

to m

anag

e th

em

effe

ctiv

ely

2.6

. Exp

lain

the

import

ance

of

off

erin

g a

lter

nat

ive

serv

ices

/pro

duct

s

2.7

. Exp

lain

the

types

of

obje

ctio

ns

that

cust

om

ers

may

hav

e an

d h

ow

to m

anag

e th

ese

2.8

. D

escr

ibe

the

pro

cess

of

closi

ng a

sal

e

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

83

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


84


85

Unit 17: Operating swimming pool plant Unit reference number: F/503/0988

QCF level: 3

Credit value: 4


Unit summary

This unit covers the knowledge, understanding and skills that a learner needs in relation to operating swimming pool plant in an active leisure organisation.


Learning outcomes 1-4 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments. Learning outcome 5 Observation of the learner demonstrating the maintenance procedures with real swimming pool plant.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

86Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d t

he

syst

ems

use

d t

o m

ainta

in t

he

qual

ity

of

swim

min

g p

ool w

ate

r

1.1

. D

escr

ibe

the

syst

ems

use

d in s

wim

min

g p

ools

for:

–

circ

ula

tion

–

filtra

tion

–

dis

infe

ctio

n

–

hea

ting

–

coag

ula

tion

–

pre

ssure

–

mea

suri

ng

–

contr

ol

–

chem

ical

bal

ance

2.

Under

stan

d h

ow

to m

onitor

and m

ain

tain

sw

imm

ing p

ool

pla

nt

2.1

. Exp

lain

the

test

s an

d c

hec

ks t

hat

nee

d t

o b

e ca

rrie

d

out

on s

wim

min

g p

ool pla

nt

2.2

. D

emonst

rate

how

to r

ecord

the

resu

lts

of

the

chec

ks

and t

ests

car

ried

out

on s

wim

min

g p

ool pla

nt

2.3

. D

escr

ibe

the

signific

ance

of

pool pre

ssure

rea

din

gs

in t

he

filtra

tion p

roce

ss

2.4

. D

escr

ibe

a r

ange

of

poss

ible

fau

lts

with s

wim

min

g

pool pla

nt

that

may

cause

var

iations

from

re

com

men

ded

conditio

ns,

and h

ow

to r

espond t

o

thes

e

2.5

. D

escr

ibe

routine

(dai

ly/w

eekl

y) m

ainte

nance

pro

cedure

s to

sw

imm

ing p

ool pla

nt

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Under

stan

d h

ow

to m

ainta

in

the

qualit

y of sw

imm

ing p

ool

wat

er

3.1

. Exp

lain

the

import

ance

of

mai

nta

inin

g t

he

qual

ity

and t

emper

ature

of sw

imm

ing p

ool w

ate

r

3.2

. D

escr

ibe

the

chec

ks a

nd t

ests

that

nee

d t

o b

e ca

rrie

d o

ut

to m

ainta

in t

he

qual

ity

of

swim

min

g p

ool

wat

er a

nd h

ow

to c

arr

y th

ese

out

corr

ectly

3.3

. D

escr

ibe

how

to r

ecord

the

resu

lts

of

test

s an

d

chec

ks o

n s

wim

min

g p

ool w

ater

3.4

. Exp

lain

how

to r

espond t

o r

esults

that

are

outs

ide

of

reco

mm

ended

ran

ges

4.

Under

stan

d h

ow

to w

ork

sa

fely

with t

he

chem

ical

s use

d in s

wim

min

g p

ool pla

nt

oper

atio

ns

4.1

. Exp

lain

the

purp

ose

of a r

ange

of

chem

icals

use

d in

the

trea

tmen

t of

swim

min

g p

ool w

ater

4.2

. D

escr

ibe

the

haz

ards

invo

lved

in w

ork

ing w

ith

swim

min

g p

ool ch

emic

als,

and t

hei

r re

late

d r

isks

4.3

. D

escr

ibe

the

legal

req

uirem

ents

and b

est

pra

ctic

e guid

elin

es t

hat

cove

r th

e ty

pes

of

chem

icals

use

d in

the

oper

atio

n o

f sw

imm

ing p

ool pla

nt

4.4

. Exp

lain

how

to s

tore

, han

dle

and u

se s

wim

min

g p

ool

chem

ical

s sa

fely

, in

cludin

g t

he

use

of

per

sonal

pro

tect

ive

equip

men

t

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

88 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.

Be

able

to c

arry

out

routine

(dai

ly/w

eekl

y) m

ainte

nan

ce

pro

cedure

s to

sw

imm

ing p

ool

pla

nt

5.1

. Car

ry o

ut

a bac

kwash

of

pool filtra

tion s

yste

ms

in

line

with m

anufa

cture

r’s

inst

ruct

ions

and loca

l w

ritt

en p

roce

dure

s

5.2

. Cle

an p

um

p s

trai

ner

bas

kets

in lin

e w

ith

man

ufa

cture

r’s

inst

ruct

ions

and loca

l w

ritt

en

pro

cedure

s

5.3

. Com

ple

te a

ll re

cord

s re

lating t

o t

he

ach

ieve

men

t dai

ly/w

eekl

y m

ainte

nan

ce p

roce

dure

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


89

Unit 18: Address performance problems affecting team members


QCF level: 3

Credit value: 3


Unit summary

This unit will ensure that learners are able to identify, discuss, resolve and record team members’ performance problems.


Learning outcome 1 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments Learning outcomes 2-4 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • testimony of others (for example line manager) • products of work (for example notes of meetings with staff members or

reports on their performance, action plans to improve staff members’ performance)

• reflective account. All evidence should be made anonymous to protect individual staff members’ identities. However, it should be authenticated by a line manager. Simulations are not allowed.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

90Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d leg

al

requirem

ents

, in

dust

ry

regula

tions,

org

anis

atio

nal

polic

ies

and p

rofe

ssio

nal

co

des

conce

rnin

g

per

form

ance

1.1

. D

escr

ibe

legal

req

uirem

ents

, in

dust

ry r

egula

tions,

org

anis

atio

nal

polic

ies

and p

rofe

ssio

nal

codes

co

nce

rnin

g p

erfo

rman

ce

1.2

. Exp

lain

lim

its

of

ow

n a

uth

ority

rel

atin

g t

o

per

form

ance

pro

ble

ms

2.

Be

able

to iden

tify

per

form

ance

pro

ble

ms

of

team

mem

ber

s

2.1

. Eva

luat

e te

am m

ember

’s p

erfo

rman

ce a

gai

nst

per

form

ance

crite

ria t

o iden

tify

per

form

ance

pro

ble

ms

2.2

. Id

entify

cause

s of a

team

mem

ber

’s p

erfo

rman

ce

pro

ble

ms

3.

Be

able

to d

iscu

ss

per

form

ance

pro

ble

ms

with

team

mem

ber

s

3.1

. Bring iden

tified

per

form

ance

pro

ble

ms

to t

he

atte

ntion o

f th

e te

am m

ember

conce

rned

3.2

. Exp

lain

an o

rgan

isat

ion’s

polic

ies

for

man

agin

g

per

form

ance

pro

ble

ms

3.3

. Id

entify

cause

s of a

team

mem

ber

’s p

erfo

rman

ce

pro

ble

ms

3.4

. Cre

ate

a co

nfiden

tial

rec

ord o

f dis

cuss

ions

with t

eam

m

ember

s ab

out

pro

ble

ms

affe

ctin

g t

hei

r per

form

ance

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to s

et a

cours

e of

action t

o d

eal w

ith iden

tified

pro

ble

ms

with t

eam

m

ember

s

4.1

. Exp

lore

alter

nat

ive

cours

es o

f act

ion w

ith t

he

team

m

ember

conce

rned

4.2

. Est

ablis

h a

cours

e of

action w

ith t

he

team

mem

ber

co

nce

rned

that

will

dea

l w

ith t

he

iden

tified

pro

ble

m

4.3

. M

ainta

in c

onfiden

tial

rec

ord

s of

dis

cuss

ions

with

team

mem

ber

s ab

out

pro

ble

ms

affe

ctin

g t

hei

r per

form

ance

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


92


93

Unit 19: Promote learning and development in active leisure


QCF level: 4

Credit value: 5


Unit summary

This unit covers the competence that supervisors/team leaders require to help colleagues engage with and benefit from learning and development.


Learning outcomes 1-4 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example team meetings or training sessions) • testimony of others (for example line manager or learning and

development specialists or training providers) • products of work (for example team briefing notes or notes of team

meetings, training needs analyses, learning plans developed with team members, evaluations of the outcomes of training)




N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

94Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to e

nco

ura

ge

lear

nin

g a

nd d

evel

opm

ent

in

an a

ctiv

e le

isure

tea

m

1.1

. Pr

om

ote

the

ben

efits

of le

arnin

g a

nd d

evel

opm

ent

to

team

mem

ber

s

1.2

. Ack

now

ledge

team

mem

ber

s’ w

illin

gnes

s and e

ffort

s to

lea

rn

1.3

. Enco

ura

ge

team

mem

ber

s to

tak

e re

sponsi

bili

ty f

or

thei

r ow

n lea

rnin

g a

nd d

evel

opm

ent

2.

Be

able

to a

ssis

t te

am

m

ember

s id

entify

thei

r le

arnin

g n

eeds

and s

tyle

s

2.1

. W

ork

with t

eam

mem

ber

s to

iden

tify

and p

rioritise

le

arnin

g n

eeds

2.2

. H

elp t

eam

mem

ber

s to

iden

tify

the

learn

ing s

tyle

(s)

that

work

bes

t fo

r th

em

3.

Be

able

to a

ssis

t te

am

m

ember

s to

pla

n a

nd

imple

men

t le

arnin

g a

nd

dev

elopm

ent

activi

ties

3.1

. Support

tea

m m

ember

s in

obta

inin

g info

rmat

ion o

n

a ra

nge

of

poss

ible

lea

rnin

g a

ctiv

itie

s to

addre

ss

iden

tified

lea

rnin

g n

eeds

3.2

. Agre

e w

ith t

eam

mem

ber

s a

pla

n for

dev

elopm

ent

whic

h incl

udes

:

–

lear

nin

g a

ctiv

itie

s to

be

under

take

n

–

the

lear

nin

g o

bje

ctiv

es t

o b

e ac

hie

ved

–

the

required

res

ourc

es a

nd t

imes

cale

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to s

upport

tea

m

mem

ber

s in

im

ple

men

ting

lear

nin

g o

pport

unitie

s

4.1

. Support

tea

m m

ember

s to

mak

e use

of unpla

nned

le

arnin

g o

pport

unitie

s

4.2

. M

ake

use

of

spec

ialis

t ex

per

tise

in r

elat

ion t

o

iden

tify

ing a

nd p

rovi

din

g lea

rnin

g for

team

mem

ber

s

4.3

. Support

tea

m m

ember

s in

under

taki

ng lea

rnin

g

activi

ties

4.4

. M

ake

sure

any

required

res

ourc

es a

re m

ade

avai

lable

4.5

. Ass

ist

team

mem

ber

s to

ove

rcom

e obst

acl

es t

o

lear

nin

g

5.

Be

able

to s

upport

tea

m

mem

ber

s in

rev

iew

ing a

nd

updat

ing lea

rnin

g a

nd

dev

elopm

ent

pla

ns

5.1

. Eva

luat

e, in d

iscu

ssio

n w

ith t

eam

mem

ber

s, w

het

her

th

e le

arnin

g a

ctiv

itie

s th

ey h

ave

under

take

n h

ave

ach

ieve

d t

he

des

ired

outc

om

es

5.2

. W

ork

with t

eam

mem

ber

s to

:

–

updat

e th

eir

dev

elopm

ent

pla

n in t

he

light

of

per

form

ance

, –

reco

rd lea

rnin

g a

ctiv

itie

s under

take

n

–

agre

e an

y w

ider

chan

ges

to t

eam

mem

ber

s’

work

act

ivitie

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

96 Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.

Under

stan

d h

ow

to s

upport

le

arnin

g a

nd d

evel

opm

ent

for

team

mem

ber

s

6.1

. Exp

lain

the

import

ance

of

lear

nin

g a

nd d

evel

opm

ent

for

team

mem

ber

s in

act

ive

leis

ure

6.2

. Exp

lain

the

chara

cter

istics

of an e

nvi

ronm

ent

and

culture

that

enco

ura

ges

lea

rnin

g a

nd d

evel

opm

ent

6.3

. Exp

lain

the

pro

cess

es invo

lved

in iden

tify

ing lea

rnin

g

and d

evel

opm

ent

nee

ds

for

active

lei

sure

sta

ff

6.4

. D

escr

ibe

the

range

of le

arnin

g a

ctiv

itie

s ava

ilable

to

colle

agues

in a

ctiv

e le

isure

6.5

. Exp

lain

how

to a

ssis

t co

lleag

ues

to s

elec

t le

arnin

g

activi

ties

most

appro

priat

e to

thei

r le

arnin

g a

nd

dev

elopm

ent

nee

ds

6.6

. Id

entify

the

types

of

support

that

colle

agues

may

nee

d w

hen

they

are

under

taki

ng lea

rnin

g a

nd

dev

elopm

ent

6.7

. Exp

lain

the

import

ance

of

eval

uat

ing lea

rnin

g a

nd

dev

elopm

ent

and t

he

tech

niq

ues

that

can

be

use

d

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


97

Unit 20: Manage physical resources in active leisure

Unit reference number: D/503/0867

QCF level: 4

Credit value: 3


Unit summary

This unit will ensure that learners are able to identify, obtain, manage and review the use of physical resources. The unit also ensures learners are able to take the environmental impact of resource use into consideration.


Learning outcome 1 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments. Learning outcomes 2-4 Evidence of performance in the workplace on more than one occasion. Physical resources can include equipment and consumables. There should be a combination of at least two of the following: • observation (for example team meetings to discuss resource use) • testimony of others (for example line manager) • products of work (for example notes of team meetings, reports on

resource usage in the past, plans for resource use, suggestions to source new suppliers or types of resources)




N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

98Le

arni

ng o

utco

mes

and

ass

essm

ent

crit

eria

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d t

he

import

ance

of

sust

ainabili

ty w

hen

usi

ng

phys

ical

res

ourc

es in a

ctiv

e le

isure

1.1

. Exp

lain

the

import

ance

of usi

ng s

ust

ainab

le

reso

urc

es in a

ctiv

e le

isure

1.2

. Exp

lain

the

pote

ntial im

pact

of

reso

urc

e use

on t

he

envi

ronm

ent

1.3

. Exp

lain

how

to u

se t

he

reso

urc

es u

sed in a

ctiv

e le

isure

effec

tive

ly a

nd e

ffic

iently

1.4

. D

escr

ibe

act

ions

one

can t

ake

to m

inim

ise

any

adve

rse

envi

ronm

enta

l im

pac

t of usi

ng p

hys

ical

re

sourc

es in a

ctiv

e le

isure

2.

Be

able

to iden

tify

phys

ical

re

sourc

e re

quirem

ents

for

ow

n a

rea o

f re

sponsi

bili

ty in

active

lei

sure

2.1

. Consu

lt w

ith c

olle

agues

to iden

tify

thei

r pla

nned

ac

tivi

ties

and c

orr

espondin

g r

esourc

e nee

ds

2.2

. Eva

luat

e pas

t re

sourc

e use

to info

rm e

xpec

ted futu

re

dem

and

2.3

. Id

entify

res

ourc

e re

quirem

ents

for

ow

n a

rea

of

resp

onsi

bili

ty

3.

Be

able

to o

bta

in r

equired

re

sourc

es f

or

ow

n a

rea

of

resp

onsi

bili

ty

3.1

. Pr

epare

a b

usi

nes

s ca

se t

o o

bta

in r

equired

res

ourc

es

3.2

. Rev

iew

req

uired

res

ourc

es w

ith r

elev

ant

indiv

idual

s

3.3

. Exp

lain

an o

rgan

isat

ion’s

pro

cess

es for

obta

inin

g

agre

ed r

esourc

es

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to m

onitor

and

revi

ew t

he

qual

ity

and u

sage

of re

sourc

es in o

wn a

rea

of

resp

onsi

bili

ty in a

ctiv

e le

isure

4.1

. M

onitor

the

qual

ity

of re

sourc

es a

gai

nst

req

uired

sp

ecific

atio

ns

4.2

. Id

entify

diffe

rence

s bet

wee

n a

ctual

and p

lanned

use

of re

sourc

es a

nd t

ake

corr

ective

act

ion

4.3

. Anal

yse

the

effe

ctiv

enes

s an

d e

ffic

iency

of re

sourc

e use

in o

wn a

rea o

f re

sponsi

bili

ty

4.4

. M

ake

reco

mm

endat

ions

to im

pro

ve t

he

effe

ctiv

enes

s an

d e

ffic

iency

of

reso

urc

e use

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


100


101

Unit 21: Implement financial procedures in active leisure

Unit reference number: L/503/0864

QCF level: 3

Credit value: 3


Unit summary

This unit assesses the competence required to implement financial procedures in an active leisure context.


Learning outcomes 1 and 2 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • testimony of others (for example line manager) • products of work (for example notes of team meetings, emails

communicating budgets to team members, budgets, budgetary reports, financial records)




N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

102

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to m

anag

e a

budget

in

ow

n a

rea

of re

sponsi

bili

ty

1.1

. Pr

epare

fin

anci

al e

stim

ates

for

ow

n a

rea o

f re

sponsi

bili

ty

1.2

. Com

munic

ate

finan

cial

est

imat

es t

o d

ecis

ion m

ake

rs

follo

win

g o

rgan

isational pro

cedure

s

1.3

. Agre

e a

budget

for

ow

n a

rea o

f re

sponsi

bili

ty w

ith

dec

isio

n m

aker

s

1.4

. Com

munic

ate

agre

ed b

udget

to r

elev

ant

team

m

ember

s

1.5

. M

onitor

and m

ainta

in e

xpen

diture

within

agre

ed

limits,

maki

ng a

cas

e fo

r ad

ditio

nal

fin

ance

s, w

her

e nec

essa

ry,

to d

ecis

ion m

aker

s

1.6

. Pr

epare

budget

ary

report

s acc

ord

ing t

o

org

anis

atio

nal

pro

cedure

s

2.

Be

able

to f

ollo

w f

inanci

al

pro

cedure

s fo

r ow

n a

rea

of

resp

onsi

bili

ty

2.1

. Fo

llow

org

anis

atio

nal

pro

cedure

s fo

r:

–

cash

han

dlin

g a

nd r

econci

liation

–

ord

erin

g s

upplie

s an

d s

ervi

ces

–

pay

men

t auth

orisa

tion a

nd p

urc

has

e le

dger

–

pet

ty c

ash

–

acco

unts

and r

ecord

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

103

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


104


105

Unit 22: Plan, organise and evaluate active leisure services

Unit reference number: H/503/0868

QCF level: 3

Credit value: 2


Unit summary

This unit covers the competence that the learner needs to plan and organise active leisure services.


Learning outcomes 1-3 Services in this unit may include, for example, special events, programmes tailored to the needs of particular customer groups or ongoing operations. Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example team briefing sessions, observing the learner

monitoring their team and feeding back to them) • testimony of others (for example line manager or customer) • products of work (for example notes of team meetings, service plans,

resource allocations, financial records, evaluations of events or operations)

• reflective account. Questioning or simulation may be used for assessment criteria 1.2 and 3.2.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

106

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to p

lan s

ervi

ces

and

oper

atio

ns

to m

eet

requirem

ents

and

expec

tations

1.1

. Anal

yse

requirem

ents

for

serv

ices

and o

per

atio

ns,

co

nfirm

ing t

hei

r co

mple

tenes

s an

d a

ccura

cy

1.2

. Res

olv

e an

y pro

ble

ms

aris

ing f

rom

req

uirem

ents

for

serv

ices

and o

per

atio

ns

with t

he

rele

vant

peo

ple

1.3

. Pla

n t

he

work

so t

hat

the

requirem

ents

for

serv

ices

and o

per

ations

can b

e m

et w

ithin

org

anis

ational

pro

cedure

s, fin

anci

al c

onst

rain

ts a

nd leg

al

requirem

ents

1.4

. Pl

an f

or

likel

y co

ntingen

cies

1.5

. Kee

p r

ecord

s of

oper

atio

nal

pla

ns

com

ple

te,

accu

rate

an

d u

p-t

o-d

ate

2.

Be

able

to b

rief

tea

m

mem

ber

s on p

lanned

oper

atio

ns

and s

ervi

ces

2.1

. Com

munic

ate

pla

ns

and r

equirem

ents

to t

eam

m

ember

s m

akin

g c

lear

thei

r ro

les,

res

ponsi

bili

ties

, ta

rget

s an

d s

ched

ule

s

2.2

. Enco

ura

ge

team

mem

ber

s to

sugges

t m

ethods

of

impro

ving t

he

pla

nned

ser

vice

s an

d o

per

atio

ns

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

107

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to m

onitor

and

mai

nta

in s

ervi

ces

and

oper

atio

ns

3.1

. M

onitor

oper

atio

ns

and s

ervi

ces,

iden

tify

ing

variat

ions

from

pla

ns

and t

akin

g p

rom

pt

corr

ective

ac

tion

3.2

. Id

entify

and r

espond t

o inci

den

ts,

acci

den

ts a

nd

emer

gen

cies

follo

win

g t

he

emer

gen

cy a

ctio

n p

lan

3.3

. M

ake

sure

that

equip

men

t an

d f

acili

ties

are

chec

ked

follo

win

g o

per

atio

ns,

and d

ealt w

ith a

ccord

ing t

o

org

anis

atio

nal

and leg

al r

equirem

ents

3.4

. Eva

luat

e oper

atio

ns

for

effe

ctiv

enes

s an

d e

ffic

iency

, noting a

nd r

eport

ing a

ny

impro

vem

ents

for

the

futu

re

3.5

. M

ake

sure

that

rec

ord

s of

serv

ices

and o

per

atio

ns

are

acc

ura

te a

nd u

p-t

o-d

ate

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


108


109

Unit 23: Contribute to marketing in active leisure

Unit reference number: F/503/0862

QCF level: 3

Credit value: 3


Unit summary

This unit assesses the competence required to develop and implement marketing plans in a sport and active leisure context.


Learning outcomes 1-2 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example of the learner monitoring marketing activities) • testimony of others (for example line manager) • products of work (for example market research, marketing plans,

briefing notes to colleagues, evaluations of marketing activities and plans)

• reflective account. Questioning or simulation may be used for assessment criteria 1.3 and 2.5.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

110

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to d

evel

op m

arke

ting

pla

ns

for

ow

n a

rea o

f re

sponsi

bili

ty

1.1

. Id

entify

and p

rioritise

mar

keting o

bje

ctiv

es for

ow

n

area

of

resp

onsi

bili

ty c

onsi

sten

t w

ith t

he

org

anis

atio

n’s

ove

rall

busi

nes

s pla

n,

culture

, vi

sion

and v

alu

es

1.2

. Ensu

re m

ark

etin

g p

lans

inte

gra

te w

ith a

ctiv

itie

s in

oth

er a

reas

of th

e org

anis

atio

n

1.3

. O

bta

in a

dvi

ce a

nd s

upport

fro

m m

arke

ting

spec

ialis

ts a

nd t

hose

pro

vidin

g m

arke

ting s

ervi

ces,

as

nec

essa

ry

1.4

. Id

entify

the

targ

et m

arke

ts f

or

pro

duct

s and s

ervi

ces

1.5

. D

evel

op s

trat

egie

s to

ach

ieve

mar

keting o

bje

ctiv

es

1.6

. D

evel

op p

lans

and b

udget

s to

ach

ieve

mar

keting

stra

tegie

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

111

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.

Be

able

to im

ple

men

t m

arke

ting p

lans

for

ow

n a

rea

of re

sponsi

bili

ty

2.1

. Id

entify

and a

cces

s th

e re

sourc

es a

nd c

apab

ilities

re

quired

for

mar

keting p

lans

2.2

. Ensu

re t

hat

those

im

ple

men

ting t

he

mar

keting p

lan

under

stan

d t

hei

r in

div

idual

res

ponsi

bili

ties

and a

re

com

mitte

d t

o a

chie

ving its

obje

ctiv

es

2.3

. Exe

rcis

e flex

ibili

ty w

hile

im

ple

men

ting t

he

mar

keting

pla

n a

s ag

reed

and w

ithin

budget

2.4

. M

onitor

and r

eport

on t

he

imple

men

tation a

nd

per

form

ance

of

the

pla

n a

gain

st m

ilest

ones

and

budget

s

2.5

. Tak

e tim

ely

and a

ppro

priat

e act

ion t

o a

ddre

ss a

ny

signific

ant

varian

ces

in p

erfo

rman

ce a

gai

nst

the

pla

n

2.6

. Eva

luat

e th

e im

ple

men

tation o

f th

e m

arke

ting p

lan

2.7

. U

se t

he

outc

om

es o

f ev

aluat

ion t

o im

pro

ve futu

re

mar

keting p

lannin

g

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

112

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


113

Unit 24: Operate swimming pool plant Unit reference number: M/503/0985

QCF level: 3

Credit value: 2


Unit summary

This unit cover the competence that the learner needs to operate swimming pool plant to maintain the quality of the pool.


Learning outcomes 1-3 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example of the learner operating swimming pool plant

or carrying out routine maintenance) • testimony of others (for example line manager or pool plant

supplier/manufacturer) • products of work (for example operational and maintenance records) • reflective account. Questioning or simulation may be used for assessment criteria: 1.4, 1.5, 2.3, 2.5, 3.2, 3.3.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

114

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to s

tart

up a

nd s

hut

dow

n p

lant

1.1

. M

ake

sure

the

syst

ems

are

set

for

star

t-up o

r sh

ut-

dow

n

1.2

. Beg

in t

he

star

t-up a

nd s

hut-

dow

n s

equen

ces

follo

win

g w

ritt

en p

roce

dure

s

1.3

. M

onitor

the

syst

ems

for

faults

and a

larm

s

1.4

. Tak

e act

ion t

o d

eal w

ith a

ny

faults

and a

larm

s fo

llow

ing w

ritt

en p

roce

dure

s

1.5

. Fo

llow

the

emer

gen

cy a

ctio

n p

lan in t

he

even

t of an

y em

ergen

cies

1.6

. Fo

llow

the

required

rec

ord

kee

pin

g p

roce

dure

s

1.7

. Ensu

re p

lant

oper

ates

within

the

reco

mm

ended

par

amet

ers

and s

tandar

ds

in a

ccord

ance

with

nat

ional

ly a

ccep

ted g

uid

elin

es a

nd loca

l w

ritt

en

pro

cedure

s

1.8

. Fo

llow

all

rele

vant

legis

lation a

nd o

ther

saf

ety

requirem

ents

at

all

tim

es

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

115

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.

Be

able

to m

ainta

in p

lant

in

work

ing o

rder

2.1

. Car

ry o

ut

test

s, v

isual an

d a

udib

le c

hec

ks a

nd

routine

main

tenance

acc

ord

ing t

o t

he

pre

scribed

m

ainte

nan

ce s

ched

ule

and log s

hee

t re

quirem

ents

2.2

. Id

entify

any

item

s w

hic

h n

eed r

epai

r an

d r

eport

th

ese

to t

he

resp

onsi

ble

colle

ague

2.3

. Tak

e appro

priat

e act

ion w

hen

the

norm

al o

per

atin

g

pro

cedure

s ar

e not

bei

ng m

et

2.4

. Lo

g a

nd r

eport

ener

gy

and w

ater

usa

ge

figure

s,

taki

ng a

ppro

priate

act

ion t

o d

eal w

ith w

aste

ful

loss

es a

nd lea

ks t

o m

ainta

in t

he

effici

ency

and

safe

ty o

f th

e pla

nt

2.5

. M

onitor

ala

rms

and r

espond t

o t

hem

follo

win

g

norm

al o

per

atin

g p

roce

dure

s an

d t

he

emer

gen

cy

action p

lan

2.6

. Car

ry o

ut

routine

mai

nte

nan

ce a

ctiv

itie

s, incl

udin

g

bac

kwash

of pool filter

s an

d c

han

gin

g/c

lean

ing p

um

p

stra

iner

bask

ets

2.7

. Fo

llow

the

required

rec

ord

kee

pin

g p

roce

dure

s

2.8

. Fo

llow

all

rele

vant

legis

lation a

nd m

eet

reco

mm

ended

oper

atin

g c

onditio

ns

at

all tim

es

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

116

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to e

nsu

re t

he

qual

ity

of w

ate

r 3.1

. Tak

e co

rrec

tive

act

ion in r

esponse

to c

hem

ical pool

wat

er t

ests

3.2

. Tak

e co

rrec

tive

act

ion in r

esponse

to a

larm

s w

hic

h

monitor

wat

er q

ual

ity

3.3

. Tak

e co

rrec

tive

act

ion in r

esponse

to b

act

erio

logic

al

test

res

ults

incl

udin

g:

-

faec

al

-

dia

rrhoea

l

-

vom

it

-

blo

od

-

mic

robio

logic

al

3.4

. Fo

llow

the

required

rec

ord

kee

pin

g p

roce

dure

s

3.5

. Fo

llow

all

rele

vant

legis

lation a

nd o

ther

saf

ety

requirem

ents

at

all

tim

es

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


117

Unit 25: Sell active leisure services and products to customers

Unit reference number: D/503/0870

QCF level: 3

Credit value: 3


Unit summary

This unit assesses the competence required to sell active leisure services to customers.


Learning outcomes 1-9 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example of the learner selling to customers) • testimony of others (for example line manager or relevant colleague) • products of work (for example plans or preparations for the sales

meeting) • reflective account. Simulations are not allowed.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

118

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to g

ener

ate

sale

s ap

poin

tmen

ts

1.1

. Fo

llow

an a

ctiv

e le

isure

org

anis

atio

n’s

pro

cedure

s to

id

entify

sale

s le

ads

1.2

. Fo

llow

an a

ctiv

e le

isure

org

anis

atio

n’s

pro

cedure

s to

m

ake

effe

ctiv

e co

nta

ct w

ith p

ote

ntial

cust

om

ers

2.

Be

able

to p

repar

e fo

r a

sale

s m

eeting w

ith a

ctiv

e le

isure

cust

om

ers

2.1

. Fo

llow

a s

truct

ure

d p

lan w

hen

pre

par

ing f

or

a sa

les

mee

ting

2.2

. U

se a

vaila

ble

info

rmat

ion a

bout

cust

om

ers

to

pre

par

e fo

r a

sale

s m

eeting

2.3

. Ass

ess

the

ben

efits

and fea

ture

s of an

act

ive

leis

ure

org

anis

atio

n’s

ser

vice

s an

d p

roduct

s

2.4

. Sel

ect

the

reso

urc

es t

o b

e use

d d

uring a

sal

es

mee

ting

2.5

. Id

entify

pote

ntial

sale

s obje

ctio

ns

prior

to m

eeting

with c

ust

om

ers

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

119

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.

Be

able

to e

stab

lish a

n

effe

ctiv

e re

lationsh

ip w

ith

active

lei

sure

cust

om

ers

3.1

. Fo

llow

an a

ctiv

e le

isure

org

anis

atio

n’s

sta

ndar

ds

of

per

sonal

pre

senta

tion w

hen

mee

ting c

ust

om

ers

3.2

. Beh

ave

in a

way

that

is

likel

y to

dev

elop a

rap

port

w

ith a

ctiv

e le

isure

cust

om

ers

4.

Be

able

to iden

tify

act

ive

leis

ure

cust

om

ers’

nee

ds

and

expec

tations

4.1

. Id

entify

cust

om

er n

eeds

and e

xpec

tations

thro

ugh

the

use

of

ques

tionin

g a

nd a

ctiv

e lis

tenin

g

4.2

. Confirm

cust

om

er r

equirem

ents

by

sum

marisi

ng

thei

r nee

ds

and e

xpec

tations

5.

Be

able

to m

atch

act

ive

leis

ure

ser

vice

s to

cust

om

er

nee

ds

and e

xpec

tations

5.1

. Id

entify

ser

vice

s an

d p

roduct

s w

hic

h m

atch

the

cust

om

er’s

nee

ds

and e

xpec

tations

5.2

. Confirm

with t

he

cust

om

er t

hat

iden

tified

ser

vice

s an

d p

roduct

s ar

e ap

pro

priat

e to

thei

r nee

ds

and

expec

tations

6.

Be

able

to p

rogre

ss a

sal

e w

ith a

ctiv

e le

isure

cust

om

ers

6.1

. Com

munic

ate

uniq

ue

selli

ng p

oin

ts t

o t

he

cust

om

er

6.2

. Pr

ovi

de

the

cust

om

er w

ith o

pport

unitie

s to

dis

cuss

an

d a

sses

s fe

ature

s and b

enef

its

of pro

duct

s and/o

r se

rvic

es

6.3

. In

terp

ret

buyi

ng s

ignal

s an

d a

ct o

n t

hem

to p

rogre

ss

the

sale

6.4

. Pr

ovi

de

the

cust

om

er w

ith m

ater

ials

to s

upport

the

pro

motion o

f pro

duct

s an

d/o

r se

rvic

es

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

120

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.

Be

able

to d

eal w

ith s

ales

obje

ctio

ns

from

act

ive

leis

ure

cu

stom

ers

7.1

. Cla

rify

obje

ctio

ns

and iden

tify

pote

ntial

sal

es

solu

tions

7.2

. Rec

ord

asp

ects

of th

e se

rvic

e an

d/o

r pro

duct

that

do

not

mee

t th

e cu

stom

er’s

req

uirem

ents

and

expec

tations

7.3

. Res

olv

e cu

stom

er q

uer

ies

about

the

serv

ice

and/o

r pro

duct

7.4

. Rea

ssure

the

cust

om

er a

nd c

onfirm

thei

r obje

ctio

ns

hav

e bee

n o

verc

om

e

8.

Be

able

to c

lose

a s

ale

with

active

lei

sure

cust

om

ers

8.1

. Pe

rform

a t

rial

clo

se t

o e

stab

lish w

het

her

or

not

furt

her

obje

ctio

ns

exis

t

8.2

. G

ain a

com

mitm

ent

from

the

cust

om

er t

o c

lose

the

sale

8.3

. Com

ple

te t

he

form

alitie

s of th

e sa

le f

ollo

win

g

org

anis

atio

nal

pro

cedure

s

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

121

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.

Be

able

to f

ollo

w u

p

unsu

cces

sful sa

les

9.1

. Fo

llow

an a

ctiv

e le

isure

org

anis

atio

n’s

pro

cedure

s to

m

ainta

in c

onta

ct w

ith p

ote

ntial

cust

om

ers

9.2

. Continue

to o

ffer

cust

om

ers

info

rmat

ion a

bout

act

ive

leis

ure

ser

vice

s an

d p

roduct

s th

at m

ay

be

appro

priat

e to

thei

r nee

ds

and e

xpec

tations

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


122


123

Unit 26: Supervise the maintenance of equipment and facilities active leisure


QCF level: 3

Credit value: 5


Unit summary

This unit covers the knowledge and competence that the learner needs to supervise the maintenance of equipment and facilities.


Learning outcomes 1 and 2 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example of the learner checking equipment and facilities

and supervising repairs and improvements) • testimony of others (for example line manager or internal maintenance

staff of external contractor) • products of work (for example specifications and schedules for

maintenance, maintenance records, records of meetings with maintenance staff/contractors, relevant correspondence, notes of team meetings)




N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

124

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Be

able

to s

uper

vise

the

mai

nte

nan

ce o

f fa

cilit

ies

and

equip

men

t in

ow

n a

rea

of

resp

onsi

bili

ty

1.1

. Ensu

re s

taff in o

wn a

rea

of re

sponsi

bili

ty u

nder

stan

d

and s

upport

agre

ed s

tandar

ds

for

the

conditio

n o

f eq

uip

men

t an

d f

acili

ties

1.2

. Ensu

re s

taff h

ave

the

nec

essa

ry r

esourc

es a

nd s

kills

to

monitor

and m

ainta

in t

he

conditio

n o

f fa

cilit

ies

and e

quip

men

t

1.3

. Ensu

re t

he

chec

king a

nd m

ain

tenan

ce o

f fa

cilit

ies

and e

quip

men

t fo

llow

the

agre

ed s

ched

ule

and

hea

lth a

nd s

afe

ty r

equirem

ents

1.4

. Car

ry o

ut

spot

chec

ks t

o m

ake

sure

that

fac

ilities

an

d e

quip

men

t are

up t

o a

gre

ed s

tandar

ds

1.5

. Enco

ura

ge

staff

to r

eport

any

pro

ble

ms

with faci

litie

s an

d e

quip

men

t w

hen

they

occ

ur

1.6

. D

eal w

ith iden

tified

pro

ble

ms

acco

rdin

g t

o a

gre

ed

pro

cedure

s

1.7

. M

ainta

in r

ecord

s to

do w

ith c

hec

king a

nd

mai

nte

nan

ce a

nd s

tore

them

in t

he

corr

ect

loca

tion

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

125

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.

Be

able

to s

uper

vise

rep

airs

an

d im

pro

vem

ents

to

faci

litie

s and e

quip

men

t

2.1

. M

ake

sure

ther

e is

a s

pec

ific

atio

n,

sched

ule

and p

lan

for

the

work

, ag

reed

with t

he

peo

ple

carr

ying o

ut

the

work

and r

elev

ant

colle

agues

2.2

. M

ake

arra

ngem

ents

whic

h m

inim

ise

dis

ruption t

o

norm

al a

nd e

mer

gen

cy o

per

ating p

lans

and t

ake

ac

count

of

poss

ible

contingen

cies

2.3

. G

ive

rele

vant

staf

f and u

sers

info

rmation a

bout

the

work

bei

ng c

arried

out

and a

ny

arra

ngem

ents

that

af

fect

them

2.4

. Pu

t pro

cedure

s in

pla

ce t

o m

ainta

in t

he

hea

lth a

nd

safe

ty o

f st

aff an

d u

sers

when

work

is

under

way

2.5

. M

onitor

the

work

and p

rovi

de

support

to m

ake

sure

it m

eets

the

agre

ed s

pec

ific

atio

n a

nd s

ched

ule

2.6

. Ref

er a

ny

pro

ble

ms

bey

ond o

wn lev

el o

f re

sponsi

bili

ty t

o a

n a

ppro

priat

e co

lleag

ue

2.7

. Chec

k th

at w

ork

when

com

ple

ted m

eets

the

agre

ed

spec

ific

atio

n

2.8

. Com

ple

te r

ecord

s of

the

work

whic

h h

as

bee

n d

one

and s

tore

them

in t

he

corr

ect

loca

tion

2.9

. U

pdat

e st

aff a

nd u

sers

on t

he

work

that

has

bee

n

carr

ied o

ut

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

126

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


127

Unit 27: Contribute to the prevention and management of abusive and aggressive behaviour

Unit reference number: T/601/1168

QCF level: 3

Credit value: 4



Learning outcomes 1 and 2 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments. Learning outcomes 3 and 4 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation • testimony of others (for example line manager or colleagues) • products of work (for example incident reports) • reflective account. Realistic simulations may be used.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

128

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Know

and u

nder

stan

d h

ow

to

pre

vent

and m

anag

e ab

usi

ve

and a

ggre

ssiv

e beh

avi

our

1.1

. Id

entify

leg

isla

tion,

polic

y an

d p

roce

dure

s re

lating t

o

the

pre

vention a

nd m

anag

emen

t of ab

usi

ve a

nd

aggre

ssiv

e beh

avio

ur

1.2

. Exp

lain

the

import

ance

of

revi

ewin

g inci

den

ts o

f ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

1.3

. Id

entify

sourc

es o

f sp

ecia

list

support

for

dea

ling

with a

busi

ve a

nd a

ggre

ssiv

e beh

avio

ur

2.

Know

and u

nder

stan

d t

he

form

s, c

ause

s and e

ffec

ts o

f ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

2.1

. Id

entify

the

fact

ors

whic

h indic

ate

the

pote

ntial

for

abusi

ve o

r ag

gre

ssiv

e beh

avio

ur

to d

evel

op

2.2

. Id

entify

the

form

s th

at a

busi

ve a

nd a

ggre

ssiv

e beh

avio

ur

can t

ake

2.3

. D

escr

ibe

the

effe

cts

of ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

on t

hose

invo

lved

and t

hose

witnes

sing

3.

Be

able

to d

eal w

ith inci

den

ts

of ab

usi

ve a

nd a

ggre

ssiv

e beh

avio

ur

3.1

. Tak

e act

ion w

hic

h m

inim

ises

abusi

ve a

nd a

ggre

ssiv

e beh

avio

ur

3.2

. Com

munic

ate

with indiv

idual

s dis

pla

ying a

busi

ve

and a

ggre

ssiv

e beh

avio

ur

in a

man

ner

whic

h

rest

ore

s a

calm

er a

tmosp

her

e 3.3

. Res

pond t

o p

hys

ical

ly a

ggre

ssiv

e beh

avio

ur

in

acco

rdan

ce w

ith s

tatu

tory

and o

rgan

isat

ional

re

quirem

ents

3.4

. Rec

ord

and r

eport

inci

den

ts o

f ab

usi

ve a

nd

aggre

ssiv

e beh

avio

ur

in a

ccord

ance

with

org

anis

atio

nal

pro

cedure

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

129

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to c

ontr

ibute

to

min

imis

ing t

he

risk

of

abusi

ve a

nd a

ggre

ssiv

e beh

avio

ur

4.1

. Id

entify

envi

ronm

enta

l fa

ctors

whic

h a

ffec

t beh

avio

ur

4.2

. Rev

iew

inci

den

ts o

f abusi

ve a

nd a

ggre

ssiv

e beh

avio

ur

and s

ugges

t options

for

reduci

ng t

he

risk

of re

occ

urr

ence

4.3

. In

consu

ltat

ion w

ith o

ther

s, r

efer

those

at

risk

of

dis

pla

ying a

busi

ve a

nd a

ggre

ssiv

e beh

avio

ur

to

appro

priat

e peo

ple

and a

gen

cies

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


130


131

Unit 28: Develop productive working relationships with colleagues


QCF level: 3

Credit value: 4


Unit summary

This unit assesses the knowledge and competence required to develop productive working relationships with colleagues.


Learning outcomes 1, 3, 5 and 7 Knowledge understanding assessment involving one or a mixture of: • written questions and answers • projects • assignments. Learning outcomes 2, 4, 6 and 8 Evidence of performance in the workplace on more than one occasion. There should be a combination of at least two of the following: • observation (for example of meetings between the learner and

colleagues) • testimony of others (for example line manager or colleagues) • products of work (for example correspondence/email, notes of meetings

with colleagues) • reflective account. Questioning or simulations may be used for assessment criterion 8.3.



N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

132

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.

Under

stan

d h

ow

to

esta

blis

h a

nd m

ainta

in

work

ing r

elat

ionsh

ips

with

colle

agues

1.1

. D

escr

ibe

the

ben

efits

of dev

elopin

g p

roduct

ive

work

ing r

elat

ionsh

ips

with c

olle

agues

1.2

. Exp

lain

how

to iden

tify

dis

agre

emen

ts w

ith

colle

agues

1.3

. D

escr

ibe

tech

niq

ues

for

reso

lvin

g c

onflic

ts w

ith

colle

agues

1.4

. Exp

lain

how

to iden

tify

conflic

ts o

f in

tere

st w

ith

colle

agues

1.5

. D

escr

ibe

the

mea

sure

s th

at c

an b

e use

d t

o m

anage

or

rem

ove

conflic

ts o

f in

tere

st w

ith c

olle

agues

1.6

. Exp

lain

how

to t

ake

acco

unt

of

div

ersi

ty iss

ues

w

hen

dev

elopin

g w

ork

ing r

elationsh

ips

with

colle

agues

2.

Be

able

to e

stab

lish a

nd

mai

nta

in w

ork

ing

rela

tionsh

ips

with

colle

agues

2.1

. Est

ablis

h w

ork

ing r

elat

ionsh

ips

with a

ll co

lleag

ues

w

ho a

re r

elev

ant

to o

wn a

rea o

f re

sponsi

bili

ty

2.2

. Rec

ognis

e, a

gre

e an

d r

espec

t th

e ro

les

and

resp

onsi

bili

ties

of

colle

agues

2.3

. Tak

e acc

ount

of th

e priorities

, ex

pec

tations

and

auth

ority

of co

lleag

ues

in d

ecis

ions

and a

ctio

ns

3.

Under

stan

d h

ow

to

impro

ve p

erfo

rman

ce w

ith

colle

agues

3.1

. D

escr

ibe

how

to g

et a

nd m

ake

use

of

feed

bac

k on

ow

n p

erfo

rman

ce fro

m c

olle

agues

3.2

. D

escr

ibe

how

to p

rovi

de

colle

agues

with u

sefu

l fe

edback

on t

hei

r per

form

ance

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

133

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.

Be

able

to im

pro

ve

per

form

ance

with

colle

agues

4.1

. Pr

ovi

de

feed

bac

k to

colle

agues

on t

hei

r per

form

ance

4.2

. See

k fe

edbac

k fr

om

colle

agues

on o

wn

per

form

ance

in o

rder

to iden

tify

are

as

for

impro

vem

ent

5.

Under

stan

d h

ow

to

com

munic

ate

with

colle

agues

5.1

. O

utlin

e th

e princi

ple

s of ef

fect

ive

com

munic

atio

n

5.2

. D

escr

ibe

how

to a

pply

the

pri

nci

ple

s of ef

fect

ive

com

munic

atio

n w

hen

work

ing w

ith c

olle

agues

5.3

. O

utlin

e th

e im

port

ance

of ex

changin

g info

rmat

ion

and r

esourc

es w

ith c

olle

agues

6.

Under

stan

d t

he

sect

or

in

whic

h t

hey

work

with

colle

agues

6.1

. Id

entify

the

rele

vant

regula

tions

and c

odes

of

pra

ctic

e th

at a

pply

in t

he

indust

ry o

r se

ctor

6.2

. D

escr

ibe

stan

dar

ds

of beh

avi

our

and p

erfo

rman

ce

in t

he

indust

ry o

r se

ctor

6.3

. D

escr

ibe

the

work

ing c

ulture

of

the

indust

ry o

r se

ctor

N028974 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 q

ual

ific

atio

ns

in L

eisu

re M

anag

emen

t (Q

CF)

Is

sue

1 –

August

2011 ©

Pea

rson E

duca

tion L

imited

2011

134

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.

Under

stan

d t

he

conte

xt in

whic

h t

hey

work

with

colle

agues

7.1

. Id

entify

the

curr

ent

and futu

re w

ork

bei

ng c

arried

out

with c

olle

agues

7.2

. Id

entify

the

colle

agues

who a

re r

elev

ant

to t

he

work

bei

ng c

arried

out,

thei

r w

ork

role

s an

d

resp

onsi

bili

ties

7.3

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Further information

Our customer service numbers are: BTEC and NVQ 0844 576 0026 GCSE 0844 576 0027 GCE 0844 576 0025 The Diploma 0844 576 0028 DiDA and other qualifications 0844 576 0031 Calls may be recorded for training purposes.

Useful publications

Related information and publications include: • Centre Handbook for Edexcel QCF NVQs and Competence-based

Qualifications published annually • functional skills publications – specifications, tutor support materials and

question papers • Regulatory Arrangements for the Qualification and Credit Framework

(published by Ofqual, August 2008) • the current Edexcel publications catalogue and update catalogue. Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website. NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

To obtain the National Occupational Standards go to www.ukstandards.org.uk.


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Professional development and training

Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. The support we offer focuses on a range of issues including: • planning for the delivery of a new programme • planning for assessment and grading • developing effective assignments • building your team and teamwork skills • developing student-centred learning and teaching approaches • building functional skills into your programme • building effective and efficient quality assurance systems. The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs. The training we provide: • is active • is designed to be supportive and thought provoking • builds on best practice • may be suitable for those seeking evidence for their continuing

professional development.

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Level

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Annexe B: Quality assurance

Key principles of quality assurance

• A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.

• The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.

• Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

• An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes. The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers. For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.


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The Edexcel quality-assurance processes will involve: • gaining centre recognition and qualification approval if a centre is not

currently approved to offer Edexcel qualifications • annual visits to centres by Edexcel for quality review and development of

overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

• annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

• the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


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Annexe C: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of their qualifications, including Edexcel QCF NVQs/competence qualifications, through ensuring that their awarding is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to: • direct centres to take action • limit or suspend certification • suspend registration. The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity. Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements. Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.


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Annexe D: Assessment requirements/strategy

Assessment strategy for active leisure, learning and wellbeing

Introduction This document sets out the recommendations of SkillsActive, the Standards Setting Body for Active Leisure and Learning, for the assessment and quality control systems required for the National and Scottish Vocational Qualifications that come under its umbrella. An annexe for each qualification will be added to this generic document to detail any specific requirements to that qualification, or suite of qualifications. SkillsActive, representing employment interests in the sector, is 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. The Sector Skills Council has long advocated that consistent standards are maintained across the awarding bodies who deliver the Scottish and National Vocational Qualifications on behalf of the industry. 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 • S/NVQs should 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 bodies and other interest groups

• S/NVQs, 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 NVQ/SVQ awards in Sport, Recreation and Allied Occupations and Active Leisure and Learning extends across Levels 1 to 4. These are currently offered by six awarding bodies, one for Scotland and the remainder in the rest of the UK. This is the 3rd version of SkillsActive (formally SPRITO’s) Assessment Strategy, which builds on the strategy which was approved by PSAG initially in September 1999 and re-recognised in July 2002. The Sector Skills Council’s guiding principle is ‘to act as the guardian of the industry’s National Occupational Standards,’ to this end the industry has realised that a documented assessment strategy that lays down the overarching principles of assessment is vital to maintain the reliability and validity of these awards in the future, particularly if even more awarding bodies wish to offer these NVQs and SVQs, and they are to remain of value to employers. The aim of the 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 qualifications.


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Overarching assessment 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 process at every level, display an understanding, and have experience, of the technical and occupational requirements of the active leisure and learning industry and the sub-sectors they are involved with; as well as a thorough and consistent interpretation of S/NVQ assessment principles. The industry has consistently and firmly placed both its National Occupational Standards and Scottish and National Vocational Qualifications in the world of work. Key components of the assessment strategy National Occupational Standards can be used for a variety of purposes, and the following sections apply where formal assessment of the NOS is necessary for qualification and accreditation purposes, to achieve the key principles set out above. These requirements are in addition to, and in no way conflict with, the generic criteria that awarding bodies must meet for the delivery of NVQ/SVQs, as required by the QCA’s NVQ Code of Practice and the relevant sections of the SQA’s SVQ Criteria and Guidance for awarding bodies. 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 bodies must use the National Occupational Standards as accredited by UKCG. Great care has been taken to ensure that the National Occupational Standards are able to be properly assessed 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 its National Occupational Standards must always be assessed through performance in the workplace, even those for which assessment through simulation is allowed (this is discussed in a later section). Quality assessment, for most aspects of these National Occupational Standards, cannot be achieved without regular access to the workplace. The SSC intends to work closely with the awarding bodies to indicate the ways in which this is best assessed by providing guidance on the nature and type of assessment. In all cases candidate performance must be assessed in the workplace, although it will be made clear which aspects of the range must be assessed through performance evidence and which aspects could be assessed using supplementary evidence through scenarios, case studies, questioning etc. The SSC will work with the awarding bodies to develop and agree qualification specific annexes for each of the separate S/NVQs that are submitted to UKCG, and these will be attached to this assessment strategy. It is incumbent upon each Awarding Body to ensure that all candidate assessment captures the fundamentals expressed in this document and incorporates that detailed in any relevant annexe.


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The information contained in the annexe will amplify the generic statements into context/occupationally specific requirements such as the need for assessors to hold specific qualifications. 3. Design of the National and Scottish Vocational Qualifications SkillsActive carefully designs each of its S/NVQs to ensure 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 assessment strategy supports flexibility in the use of the qualifications by a variety of employers and candidates, and tries not to place barriers to access through imposing unnecessary rigidity to the process. Given the flexibility of the mandatory and optional structures on which the NVQs and SVQs are based there should be no reason for a candidate to attempt a unit for which they have no workplace assessment opportunities on a consistent basis. 4. External Quality Control

SkillsActive believes that external quality control will be achieved by the following measures: • the monitoring and standardisation of assessment decisions through a

system of assessment and verification. 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 and External Verification From active and ongoing research, which started in the latter part of 1999, the SSC has confirmed that employers value a strengthening of the External Verification process rather than the introduction of some other ‘independent’ measure(s), which may prove to be a barrier to candidate 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 Body 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. • meet with every Awarding Body as necessary to understand the quality

assurance processes being used SkillsActive has worked with its industry partners and the awarding bodies to develop criteria to measure the occupational competence of external verifiers and ensure the consistency of its advice. In addition to the


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requirements of the Code of Practice and the SVQ criteria, awarding bodies should ensure that prospective External Verifiers: • hold Verifier Unit V2 and it is recommended, also hold the Assessor Units

A1 and A2 (new External Verifiers should be given a clear action plan for achieving unit V2)

• 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

• provide evidence of knowledge, understanding and application of the National Occupational Standards together with Technical Definitions where appropriate

• be committed to the application, further development and refinement of the National Occupational Standards and SVQs/NVQs

• demonstrate a commitment to 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

• provide evidence of knowledge of the Active Leisure and Learning framework of qualifications

• be committed to the content and guidance provided in the current edition of the SSC’s Assessment Strategy

• demonstrate their ability to maintain credibility with the sector and to retain the confidence of the industry through commitment to ongoing personal and professional development.

External Verifiers must sample the work of all assessors. All new assessment centres should be approved by their external verifier before any candidates are registered; the frequency of centre visits for existing and new centres should conform to the risk assessment and management process requirements. 4.2. Risk rating and risk management SkillsActive anticipates that improvements in awarding body approaches to gathering, monitoring and analysing statistical data will improve the overall rigour of external verification and the SSC will assist awarding bodies to do this. The industry welcomes the development 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. The systems, currently being developed by the awarding and regulatory bodies, will offer substantial enhancements to the quality control systems for NVQs and SVQs. SkillsActive will be prepared to discuss adaptations to this strategy following detailed discussions with individual awarding bodies about their risk strategies so that the SSC is re-assured that any adaptations only serve to strengthen quality and not undermine it.


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The systems for risk rating and risk management should be reviewed and revised, as appropriate, following any guidance issued to awarding bodies from the regulatory bodies. Where risk is identified, SkillsActive suggests that one or more of the following actions could be taken by the external verifier/Awarding Body: • conduct a spot visit at short notice • meet and/or observe each candidate or a larger sample of the

candidates at the centre in question and compare assessment materials • increase the frequency of verification visits • conduct candidate 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 bodies to develop criteria to measure the occupational competence of Internal Verifiers: Internal Verifiers are appointed by an approved centre and approved by the awarding body 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 an approved centre’s assessment policy and to facilitate the assessment process and should be one of the following: • employed by the same organisation (approved centre) as the assessors

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

organisation(s)(approved centre). The prospective Internal Verifier should: • hold Verifier Unit V1 and it is recommended, also hold the Assessor Units

A1 and A2 (new Internal Verifiers should be given a clear action plan for achieving unit V1)

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

• provide evidence of recent experience in the occupational area. • provide evidence of knowledge, understanding and application of the

National Occupational Standards with the assessment specification. • provide evidence of knowledge, understanding and support of the

relevant Sport and Recreation Values Statements • demonstrate a commitment to uphold the integrity of the National

Occupational Standards and prevent their misuse • provide evidence of their ability to maintain occupational competence

and to participate in IV/assessor training initiatives for continuous professional development

• approved centres may have additional generic criteria and personnel specifications in addition to the above.


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The Internal Verifier is responsible for the consistency of standards across all portfolios. Internal Verifiers should observe each assessor conducting candidate assessments at regular intervals. The reliability, validity and authenticity of evidence must be checked during these observations. 4.4. Awarding Bodies Forum SkillsActive has worked closely with all its awarding bodies to establish the Awarding Bodies Forum. It is a requirement for all awarding bodies offering the NVQs/SVQs in this sector to: • attend quarterly meetings of the main Active Leisure and Learning

Awarding Body Forum • discuss and resolve issues concerning quality control, to ensure the

consistent interpretation of the National Occupational Standards across all the awarding bodies

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

• set and monitor targets for the implementation of the SVQs and NVQs The Terms of Reference of the Awarding Bodies Forum are designed to improve cross-awarding body standardisation of assessment decisions and issues. 4.5. Independent Assessment Joint QCA/SQA guidance ‘Developing an assessment strategy for NVQs and SVQs’ requires that ‘a significant part of the assessment for an NVQ or SVQ is carried out in a manner which is demonstrably independent of anyone who might have a vested interest in the outcome of the assessment decision’. SkillsActive has concluded that risk assessment and management of centres is the best method to ensure external quality control for this strategy. The NVQ/SVQ is the confirmation of an individual’s competence in the workplace over a period of time. The gathering of performance evidence through observation or products of work is the preferred assessment method and these requirements are to be itemised in a series of qualification specific annexes to capture the requirements of every standard together with the types of additional evidence suitable for proving that standard. Centres should be encouraged to develop standard banks of questions to cover the required depth of underpinning knowledge and the requirements of that work location. The SSC continues to support the conclusion that independent assessment is not required for this strategy as external quality control is fulfilled via the risk assessment and management of centres. 5. Workplace assessment 5.1. Assessment centres must: • ensure that candidates 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


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• 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 with 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 where applicable, the SSC will provide advice on the minimum ‘resource requirements’ needed by an approved assessment centre to provide adequate experience to the candidate.

5.2. Assessors Assessors are appointed by an approved 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 candidate, or • working in partnership with, and drawing on evidence from, the

candidate’s organisation, or • an expert brought in to supplement the expertise of the candidate’s own

organisation or as an additional external method of quality assurance. The prospective assessor should: • hold the Assessor Units A1 and A2 [new assessors should have a clear

action plan for achieving units A1 and A2. An assessor or verifier who has gained certification must support assessment decisions by assessors who are still working towards certification.]

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

• provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess.

• provide evidence of knowledge, understanding and application of the National Occupational Standards with the assessment specification.

• provide evidence of knowledge, understanding and support of the relevant Active Leisure and Learning Values Statements and how they are applied in assessment

• demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse

• provide evidence of their ability to maintain occupational competence and to participate in assessor training initiatives for continuous professional development

• approved centres may have additional generic criteria and personnel specifications in addition to the above.


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All assessors who operate within the S/NVQ system should gain A1 and A2 Assessment Units, thereby confirming their ability to utilise the full range of tools required to properly assess the individual at work over a period of time. 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 and should be encouraged to achieve Unit L20 ‘Support the achievement of competence in the workplace’. Any relationship between the witness and candidate should be declared and recorded for internal and external verification purposes. Witnesses must be able to demonstrate that they have the necessary expertise in the relevant area and their testimony should: • 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 bodies 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 candidate during simulation are neither more or 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.


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Annexe to the Assessment Strategy for Active Leisure, Learning and Well-being – Level 3 Certificate in Leisure Management (QCF) and Level 3 NVQ Diploma in Leisure Management (QCF)

The Level 3 NVQ Diploma in Leisure Management also contains units that comprise the Level 3 Certificate in Leisure Management. Learners who have achieved credits in that qualification can transfer those credits into this NVQ Diploma. Assessors and Quality Assurance Staff All assessors and internal quality assurance staff must: • have employment experience in the active leisure industry at

management level • show evidence of keeping up-to-date with developments in the industry

through research, frequent and recent visits to operational facilities to observe and discuss current practice with staff, relevant training and development or work placements

• be trained and qualified in assessment and/or quality assurance principles and practices.

In addition, for the Level 3 NVQ Diploma in Leisure Management all assessors and internal quality assurance staff must: • be competent themselves in the units they are assessing Appropriate assessor qualifications include: • Level 3 Award in Assessing Competence in the Work Environment • Level 3 Certificate in Assessing Vocational Achievement • A1 Assess Candidate Performance Using a Range of Methods • D32 Assess Candidate Performance and D33 Assess Candidate Using

Differing Sources of Evidence (This qualification list is not exhaustive. Other assessment qualifications or qualifications including assessment may also be appropriate.) Appropriate internal quality assurance qualifications include: • the Level 4 Award in the Internal Quality Assurance of Assessment

Processes and Practice, or • the Level 4 Certificate in Leading the Internal Quality Assurance of

Assessment Processes and Practice, or • V1 Conduct Internal Quality Assurance of the Assessment Process • D34 Internally Verify the Assessment Process (This qualification list is not exhaustive. Other quality assurance qualifications or qualifications including quality assurance may also be appropriate. Please contact SkillsActive for further advice) Where assessors and internal quality assurance staff do not hold appropriate qualifications, they must demonstrate that they are working towards these with a view to completion within a 12 month period.


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General Requirements for Assessment Assessment Methods Each unit in the Level 3 Certificate and Level 3 NVQ Diploma consists of Learning Outcomes. The Learning Outcomes are of three types. Either the learner will ‘Know…’, they will ’Understand…’ or they will ‘Be able to…’ It is important to choose an assessment method that is valid for each type of Learning Outcome. ‘Know’ and ’Understand’ Learning Outcomes In the case of the ‘Know’ and ‘Understand’ Learning Outcomes, the following assessment methods are valid: • questioning that requires oral (spoken) answers • questioning that requires written answers • discussions between assessor and learner • assignments • projects • case studies ‘Be Able to’ Learning Outcomes In the case of the ‘Be able to’ Learning Outcomes, observation by the assessor, testimony of others or in most cases examining products of work will be the valid approach. For the Level 3 Certificate evidence for observations or products of work can be generated by: • simulations (including role play) • work-based projects and assignments For the Level 3 Certificate, if the learner is in an employment situation, or on a work placement, it may be possible to observe them in their day-to-day work. Obviously this evidence will be acceptable. For the Level 3 NVQ Diploma Evidence for observations or products of work can be generated by: • performance in the workplace • simulations (including role play) –where permitted in the Assessment

Requirements • work-based projects and assignments – where permitted in the

Assessment Requirements Choosing a Valid Method It is important for assessors not to use assessment methods that are invalid for the type of Learning Outcome being assessed. It is not acceptable to use evidence that the learner knows something to infer that they will be able to do it.


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For the Level 3 NVQ Diploma the only exceptions to this are Assessment Criteria for which the learner may not generate evidence on a routine basis. These exceptions are detailed in the Assessment Requirements section. Neither is it acceptable to use evidence of the learner being able to do something to infer knowledge. This approach was sometimes used in the past with NVQ assessment. However, it is important to note that each QCF Assessment Criterion begins with a verb such as ‘describe’, ‘evaluate’ or ‘explain’. There must be explicit evidence from oral/written questions, discussions with the learner, assignments, projects or case studies that they can ‘describe’, ‘identify’ or ‘explain’ as required. This cannot be reliably inferred from watching a learner do a related activity. Reliable Assessment Methods The assessment methods used must also be reliable, ie they must show accurate and consistent results when used by different assessors, or by the same assessor over a period of time. Sufficiency of Evidence In the case of the Level 3 Certificate, it is sufficient for the learner to have demonstrated their knowledge or ability to the standard required by the Assessment Criteria on one occasion only. In the case of the Level 3 NVQ Diploma, it is sufficient for the learner to have demonstrated their knowledge or understanding to the standard required by the Assessment Criteria on one occasion only. This also applies to the ‘Be able to…’ Learning Outcomes where only skill is being assessed. However, many of the units require evidence of competence in the workplace and in these cases, there must be evidence of meeting the Assessment Criteria on more than one occasion. This is explained in the Assessment Requirements section. In order to achieve a Learning Outcome, the learner has to show evidence that they have met all the Assessment Criteria attached to that Learning Outcome. However, this does not mean that different pieces of evidence must be used for each Assessment Criterion. It is quite possible, for example, that one discussion with the learner or one piece of written work produced by them will meet the requirements of several Assessment Criteria and perhaps across more than one Learning Outcome or unit. Authenticity of Evidence Evidence used to assess Learning Outcomes and Assessment Criteria must genuinely be generated by the learner without help from others. For example, workbooks in which the learner has simply copied down information supplied by a tutor cannot be used as evidence of their knowledge, neither can written assignments that have been plagiarised from other learners. For the Level 3 NVQ Diploma assessors must ensure that indirect evidence of workplace performance including testimony of others, products of work and reflective accounts are authentic.


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Holistic Assessment For the Level 3 NVQ Diploma assessors should plan assessment so that the most efficient use can be made of evidence. This is particularly the case with the work work-based competence units. It is very likely that evidence for more than one unit may arise from a single piece of the learner’s work. For example, observing one team briefing may provide evidence for the following units: • Set objectives and provide support for an active leisure team • Ensure the health safety, welfare and security of customers and staff in

an active leisure environment • Improve the customer’s experience in active leisure • Plan, organise and evaluate active leisure services Observing the learner working with their team during the course of a few hours might provide evidence for the same units. There are other examples where holistic assessment can greatly improve the assessment process and reduce the burdens on the learner and assessor.


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Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title

Please go to www.ofqual.gov.uk to access the document ‘Operating rules for using the term ‘NVQ’ in a QCF qualification title’.

5299seb190811WORDPROC:LT:PD:NVQ COMPETENCE:N028974 L3 CD IN LEISURE MANAGEMENT.DOC.1-164/1

http://archive.ofqual.gov.uk/files/2008-08-28-operating-rules-for-using-nvq-in-qcf-qualification-title.pdf

http://archive.ofqual.gov.uk/files/2008-08-28-operating-rules-for-using-nvq-in-qcf-qualification-title.pdf

Publications Code N028974 August 2011 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex, CM20 2JE. VAT Reg No GB278 537121

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