XtLearn.net - Welcome to XtLearnxtlearn.net/files/Users/greenfingers/NCFE/Leisure Travel a… · Web viewNCFE Level . 3 NVQ Diploma in Personal Training (501/1999/0) Example Scheme

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IntroductionAt NCFE we’re passionate about providing exceptional customer service and exceeding your expectations. We think our approach to customer service makes us different – easy to do business with, flexible and responsive.

We’re a registered educational charity and a company limited by guarantee. Our charitable aim is 'to promote and advance the education and training of young persons and adults'.

We’ve produced a variety of support materials to help you to plan and deliver our products and services, the majority of which are available free to download from our website.

NCFE QualificationSupport Pack:

Our Qualification Support Pack (QSP) provides you with downloadable interactive templates you can customise for your own use and for the use of your centre. It’s not a mandatory resource and it’s not a full delivery programme, but it provides you with sample materials, resources and delivery plans for you to use when planning your delivery programme.

The QSP is the “master” reference document. The handouts, activities and the PowerPoint presentation are available as separate resources available free for you to download from the NCFE website.

This QSP for the NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0) provides materials that will help support you to deliver the course effectively and efficiently – additional supporting materials are available on our Qualification Finder:

http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503



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ContentsThe NCFE Qualification Support Pack for the NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0) includes:

Section 1: Delivery materials and resources Page Blank Scheme of Work template 5

Example Scheme of Work for this qualification 7

Blank Session Plan template 18

Example Session Plan for the this qualification 20

A PowerPoint presentation to accompany the Session Plan 24

Resources to accompany the Session Plan 30

A list of web links to support delivery of the qualification 34

Section 2: Blank templates to customise and use with your learners:

Individual Learning Programme 36

Learning Agreement 38

Self/peer assessment template for individual/group activity 39

Reflective Journal – review sheet 40

Section 3: Guides to best practice

Active Learning 42

Open questioning 44

Self /peer assessment 46

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Qualification: (1) Total credit value: (1) Guided learning hours (GLH):

Delivery design: (1a)

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Scheme of Work template (1) You will find the qualification detail here: http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

(1a) This is flexible depending on the option(s) that best suits your learners

(2) The qualification aims, mandatory and optional units, entry guidance and assessment methods can be found here http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

(3) You can decide which options best suit your centre and your learners

(4) Outlined in the assessment strategy document found here http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

(5) Consider using a wide range of teaching and learning styles – Visual, Auditory, Read-write and Kinaesthetic

(6) Consider using a wide range of learner activities

Comments










Course syllabus: (2)

(Mandatory units):

(Optional units): (3)

Qualification aims:

Entry guidance: Assessment methods: (4)

Teaching & learning styles (Visual, Auditory, Read-write, Kinaesthetic - VARK): (5)

Teaching formal presentation style PowerPoint, for imparting knowledge Some informal activities for hands on learning experiences Group exercises and individual activities allowing for

differentiation of learners

Learner activities: (6)

Ice-breakers Starter activities Discussion groups (small groups/whole class) Interactive activities Role plays Case studies

Resources NCFE materials and resources to support this qualification can be found at: http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

Evidence requirements can be found here: http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

Evidence Tracking Sheet can be found here: http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

Scheme of Work template (cont) (for you to complete as

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Qualification: Total credit value: Guided learning hours (GLH): Delivery design:

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(1) Consider using a wide range of teaching methods http://tlp.excellencegateway.org.uk/tlp/leadersandmanagers/goingforgold/b1/index.php?i=6

(2) Consider using a wide range of resources http://www.excellencegateway.org.uk/page.aspx?o=nav-resources

(3) Consider using a wide range of assessment activities http://resources4adultlearning.excellencegateway.org.uk/themes/assessment/choosingassessmentmethod.htm

(4) FS = Functional Skills – (Maths, English and ICT); PLTS = Personal Learning and Thinking Skills (independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participants)

CommentsScheme of Work template (cont’d)

http://resources4adultlearning.excellencegateway.org.uk/themes/assessment/choosingassessmentmethod.htm



http://www.excellencegateway.org.uk/page.aspx?o=nav-resources

http://www.excellencegateway.org.uk/page.aspx?o=nav-resources

http://tlp.excellencegateway.org.uk/tlp/leadersandmanagers/goingforgold/b1/index.php?i=6



Duration of lessons: No of sessions /weeks:

Session / dates

Topic / unit

Credit value

GLH Session aims Methods: (1) Resources: (2) Assessment: (3) Mapping toFS and PLTS (4)

On successful completion of this unit the learner will:

insert bullet/text here




Use a range of teaching methods to include:

insert text insert text insert text insert text

PowerPoint Whiteboard Handouts Flipchart paper

and pens Activities NCFE

Individual Learning Programme (ILP)

Evidence Tracking Sheet (ETS)

Portfolio evidence could include:

learner report reflective journal Assessor observation

checklists and action plans

witness testimony worksheets assignments; projects;

reports professional discussion record of oral and written

questioning

Example Scheme of Work for the NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0)

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Total credit value:48

Guided learning hours (GLH):295

Delivery design: 99 x 3 hour sessions(includes 2 hours for induction/summative assessment)

Course syllabus: Candidates must achieve all 48 credits from the 9 mandatory units. An additional unit is available but credit from this unit is not required to achieve the full qualification.(Mandatory units): Unit 01: Reflect on and develop own practice in providing exercise and physical activity (F/601/7362) 4 creditsUnit 02: Principles of exercise, fitness and health (A/600/9017) 4 creditsUnit 03: Promote health, safety and welfare in active leisure and recreation (D/601/4484) 4 creditsUnit 04: Anatomy and physiology for exercise and health (A/600/9051) 6 creditsUnit 05: Motivate clients to maintain long term adherence to exercise and physical activity (K/601/7758) 4 credits Unit 06: Evaluate exercise and physical activity programmes (M/601/7759) 3 creditsUnit 07: Design, manage and adapt a personal training programme with clients (H/601/7760) 6 creditsUnit 08: Deliver exercise and physical activity as part of a personal training programme (K/601/7761) 10 creditsUnit 09: Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme (M/601/7762) 7 credits

Qualification aims: This qualification is designed to provide learners with the knowledge, understanding and skills to work unsupervised as a personal trainer in sport and active leisure.

This qualification aims to provide learners with an opportunity to develop their own practice in providing exercise and physical

activity knowledge of fitness, health, exercise and nutrition the ability to design, deliver and evaluate a personal training programme

Learners who successfully complete this qualification will be eligible for registration with the Register of Exercise Professionals (REPs) as a Level 3 Personal Trainer.

Entry guidance: Learners have to be at least 16 years old

There aren’t any specific recommended prior learning requirements for this qualification.However, learners might find it useful if they’ve already completed qualifications in a related area at Level 2.

Assessment methods: Each learner is required to create a portfolio of evidence which demonstrates achievement of all learning outcomes and assessment criteria associated with each unit. This qualification is internally assessed and externally moderated.The qualification must be assessed in the workplace in accordance with the relevant assessment guidance.

The main pieces of evidence for the portfolio could include: Assessor observation – completed observational checklists and related action

plans witness testimony candidate product worksheets assignments/projects/reports professional discussion record of oral and written questioning candidate and peer reports recognition of prior learning (RPL)

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Teaching & learning styles (Visual, Auditory, Read-write, Kinaesthetic - VARK):

Teaching formal presentation style PowerPoint, for imparting knowledge Some informal activities for hands on learning experiences Group exercises and individual activities allowing for

differentiation of learners

Learner activities:

Ice-breakers Starter activities Discussion groups (small groups/whole class) Interactive activities Role plays Case studies

Resources

NCFE materials and resources to support this qualification can be found at: http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503 Evidence requirements: http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503 Evidence Tracking Sheet http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503

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Guided learning hours:295


Duration of lessons: 3 hours

No of sessions / weeks: 3 sessions per week for 33 weeks

Session / dates

Topic / Unit Credit value

GLH Session aims Methods: Resources: Assessment: Mapping to FS and PLTS

Sessions 1 - 8

Unit 01: Reflect on and develop own practice in providing exercise and physical activity

(F/601/7362)

(Level 2 unit)

4 23 On successful completion of this unit the learner will:

understand how to reflect on and develop own practice in providing exercise and physical activity

understand how to reflect on own professional practice

be able to reflect on own professional practice

understand how to improve own professional practice and career opportunities

be able to improve own professional practice and career opportunities


ice-breakers discussion

groups work-based

activities videos tasks individual and

small group work

role plays interactive

activities case studies on-line

resources


and pens Activities NCFE Individual

Learning Programme (ILP)


SkillsActive’s Evidence Requirements and Assessment Strategy for L2 NVQ Diploma in Instructing Exercise and Fitness

Learning outcomes 1, 2 and 4 can be assessed by: professional

discussion record of oral

questions and answers

written questioning

Learning outcomes 3 and 5 must be assessed using workplace evidence generated when the learner is reflecting on and developing own practice in providing exercise and physical activity.

FS = Functional Skills - English

PLTS = Personal Learning and Thinking Skills (reflective learners, self-managers, independent enquirers)

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Example Scheme of Work for the NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0) (cont’d)






Session / dates



Sessions 8 - 17

Unit 02: Principles of exercise, fitness and health

(A/600/9017)

(Level 2 unit)


understand the effects of exercise on the body

understand the components of fitness

understand how to apply the principles and variables of fitness to an exercise programme

understand the exercise contraindications and key safety guidelines for special populations

understand how to safely monitor exercise intensity

understand the health benefits of physical activity

understand the importance of healthy eating



groups work-based


small group work



resources







candidate report reflective journal Assessor

observation checklists and action plans

witness testimony worksheets assignments;

projects; reports professional

discussion record of oral and

written questioning


PLTS = Personal Learning and Thinking Skills (independent enquirers, reflective learners, self-managers and effective participants)


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Session / dates



Sessions 18 - 27

Unit 03: Promote health, safety and welfare in active leisure and recreation

(D/601/4484)

(Level 2 Unit)


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

know how to control risks in active leisure and recreation

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

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

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

know how to deal with injuries and signs of illness

be able to deal with injuries and signs of illness

know how to follow emergency procedures

be able to follow emergency procedures



groups work-based


small group work



resources






Learning outcomes 1, 2, 4, 6 and 8 can be assessed by; professional



written questioning

Learning outcomes 3, 5, 7 and 9 must be assessed using workplace evidence generated when the learner is promoting health, safety and welfare in active leisure and recreation.


PLTS = Personal Learning and Thinking Skills (independent enquirers, reflective learners, creative thinkers, team workers)

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Session / dates



Sessions 28 - 42

Unit 04: Anatomy and physiology for exercise and health

(A/600/9051)


understand the heart and circulatory system and its relation to exercise and health

understand the musculoskeletal system and its relation to exercise

understand postural and core stability

understand the nervous system and its relation to exercise

understand the endocrine system and its relation to exercise and health

understand energy systems and their relation to exercise



groups work-based


small group work



resources





SkillsActive’s Evidence Requirements and Assessment Strategy for Level 3 NVQ Diploma in Personal Training


candidate report reflective journal Assessor

observation checklists and action plans

witness testimony worksheets assignments;

projects; reports professional

discussion record of oral and

written questioning


PLTS = Personal Learning and Thinking Skills (independent enquirers, reflective learners)


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Session / dates



Sessions 43 - 47

Unit 05: Motivate clients to maintain long term adherence to exercise and physical activity

(K/601/7758)


understand how to establish and maintain an effective relationship with clients

be able to establish and maintain an effective relationship with clients

understand how to work with clients to develop and maintain adherence strategies

be able to work with clients to develop and maintain adherence strategies

understand how to provide ongoing customer service to clients

be able to provide ongoing customer service to clients



groups work-based


small group work



resources






Learning outcomes 1, 3 and 5 can be assessed by; professional



written questioning

Learning outcomes 2, 4 and 6 must be assessed using workplace evidence generated when the learner is motivating clients to maintain long term adherence to exercise and physical activity.


PLTS = Personal Learning and Thinking Skills (effective participants, self manager, independent enquirers, reflective learners)

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Session / dates



Sessions 48 - 52

Unit 06: Evaluate exercise and physical activity programmes

(M/601/7759)


understand how to work with clients to evaluate exercise and physical activity programmes

be able to work with clients to evaluate exercise and physical activity programmes

understand how to identify lessons for future practice

be able to identify lessons for future practice



groups work-based


small group work



resources






Learning outcomes 1 and 3 can be assessed by; professional



written questioning

Learning outcomes 2 and 4 must be assessed using workplace evidence generated when the learner is evaluating exercise and physical activity programmes.


PLTS = Personal Learning and Thinking Skills (effective participants, independent enquirers, reflective learners)


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Session / dates



Sessions 52 - 65

Unit 09: Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme

(M/601/7762)


understand how to collect and analyse information and agree goals with the client

be able to collect and analyse information and agree goals with the client

understand how to apply, monitor and adapt the principles of nutrition and weight management to an exercise and physical activity programme

be able to apply, monitor and adapt the principles of nutrition and weight management to an exercise and physical activity programme



groups work-based


small group work



resources






Learning outcomes 1 and 3 can be assessed by; professional



written questioning

Learning outcomes 2 and 4 must be assessed using workplace evidence generated when the learner is applying the principles of nutrition to support client goals as part of an exercise and physical activity programme.

FS = Functional Skills - English, Maths

PLTS = Personal Learning and Thinking Skills (independent enquirers, reflective learners)

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Session / dates



Sessions 66- 65

Unit 07: Design, manage and adapt a personal training programme with clients

(H/601/7760)

6 30 On successful completion of this unit the learner will: understand how to collect

and record information about clients

be able to collect and record information about clients

understand how to analyse information and agree goals with clients

be able to analyse information and agree goals with clients

understand how to plan, prepare and manage a personal training programme with clients

be able to plan, prepare and manage a personal training programme with clients

understand how to review progress with clients

be able to review progress with clients

understand how to adapt a personal training programme with clients

be able to adapt a personal training programme with clients



groups work-based


small group work



resources






Learning outcomes 1, 3, 5, 7 and 9 can be assessed by; professional



written questioning

Learning outcomes 2, 4, 6, 8 and 10 must be assessed using workplace evidence generated when the learner is designing, managing and adapting a personal training programme with clients.


PLTS = Personal Learning and Thinking Skills (independent enquirers, reflective learners, effective participators, creative thinkers, self managers)

Example Scheme of Work for the NCFE Level 3 NVQ Diploma in Personal Training (Learning outcomes 1 and 3 can be assessed by; professional discussion

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Session / dates



Sessions 66 - 99

Unit 08: Deliver exercise and physical activity as part of a personal training programme

(K/601/7761)


understand how to plan and prepare individualised exercise sessions

be able to plan and prepare individualised exercise sessions

understand how to prepare clients for individualised exercise sessions

be able to prepare clients for individualised exercise sessions

understand how to teach and adapt planned exercises

be able to teach and adapt planned exercises

understand how to bring exercise sessions to an end

be able to bring exercise sessions to an end



groups work-based


small group work



resources






Learning outcomes 1, 3, 5 and 7 can be assessed by; professional



written questioning

Learning outcomes 2, 4, 6 and 8 must be assessed using workplace evidence generated when the learner is delivering exercise and physical activity as part of a personal training programme.


PLTS = Personal Learning and Thinking Skills (self managers, independent enquirers, reflective learners)

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Tutor’s name: Course: Session topic:

Number of learners: Location: Session number:

Date: Group: Time allocated:

General aims of the session:

Learning objectives:

Assessment strategies linked to above objectives: (2)

Teaching and learning strategies: (3)

Projectwork

Tutordemonstration Discussion Direct

teachingIndividual

work

Groupwork Practical skill

developmentLearner

presentationsIdeas blast Other

activities

Session Plan template (1)

Comments Details of the qualification will help you to build up the information for your session plan.

(1) NCFE documents found at http://www.ncfe.org.uk/QualificationFinderDetail/tabid/258/Default.aspx?id=503 will provide information for your session plans. (2) Use effective assessment strategies that link to your session objectives(3) Try to vary your teaching and learning strategies – use some of the suggested strategies in the boxes

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Timing (minutes)

Content Tutor activity Learner activity Teaching style Resources Differentiation (1)

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Session Plan template (1) (cont’d)

Comments (1) If your learners are mixed ability – remember to have additional activities that stretch the most able in your group

Tutor’s name: Course: NCFE Level 3 NVQ Diploma in Personal Training

Session topic: Unit 02: Principles of exercise, fitness and health. Understand the importance of healthy eating.

Number of learners: Location: Session number: 7 of 9 for this unit

Date: Group: Time allocated: 3 hours

General aims of the session:This session is focussing on Unit 02, learning outcome 7 - Understand the importance of healthy eating.

This session aims to give an introduction to the key components for a healthy diet.

Learning objectives:

By the end of the session learners will be able to: identify the 5 main food groups essential for a healthy diet understand why each food group is important for good health explain how body mass index is calculated describe the national food model

Assessment strategies linked to above objectives:

This session will focus on Assessment Criteria7.1 describe the national food model and7.2 describe key healthy eating advice that underpins a healthy dietOpportunities for formative assessment exist in the activities and group discussion.

Teaching and learning strategies:

Projectwork

Tutordemonstration Discussion Direct

teaching Individualwork

Groupwork Practical skill

developmentLearner

presentations Ideas blast Otheractivities

Example Session Plan for theNCFE Level 3 NVQ Diploma in Personal Training (501/1999/0)

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Timing(minutes)

Content Tutor activity Learner activity Teaching style Resources Differentiation

10 Introduction Introduce session 7 of 9 for this unit

This is the first session looking at LO7: understand the importance of healthy eating (highlighted in red on slide 2)

Outline session aim and objectives. Link to the assessment criteria

Listen Direct teachingAuditoryVisual

PowerPoint slides 1 - 3

Ensure all learners can see the screenHave print outs of PowerPoint slides if required

15 Starter activity: the 10 commandments

Learners work independently or as a pairTry to write down their 10 top tips for healthy eatingEncourage them to reflect individuallyDistribute my 10 commandments worksheetDo a room sweep of the number 1 item on everyone’s list and write on board/flipchartThis activity is reviewed at the end of the session

ReflectDiscuss with partnerWrite up 10 commandments Feedback number 1

Individual reflectionThink, pair, share

PowerPoint slide 4A1 10 commandment handout sheets

Encourage pair working for learners who may need additional support

5 Healthy eating Link the initial findings from the starter activity to the introductory slide

Listen Direct teachingAuditoryVisual

PowerPoint slide 5 Use directed questioning to draw out key points from group

10 self assessment This slide has links to 2 self assessment / quizzes on nutrition. http://www.nhs.uk/Tools/Pages/HealthyEating.aspxBUPA quizhttp://www.bupa.co.uk/individuals/health-information/tools-calculators/nutrition-quiz?quizName=nutrition-quiz

Self assess own dietTake on-line test

Kinaesthetic PowerPoint slide 6Access to internet and 2 on-line resources (hyperlinks embedded in the slide

True False card sort quiz

Learners may need to take it in turns to access quizzes If no computer/internet access available there is a True/False quiz in the resource section

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Example Session Plan for the NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0) (cont’d)

http://www.bupa.co.uk/individuals/health-information/tools-calculators/nutrition-quiz?quizName=nutrition-quiz



http://www.nhs.uk/Tools/Pages/HealthyEating.aspx

http://www.nhs.uk/Tools/Pages/HealthyEating.aspx

Timing (minutes)


30 What are nutrients and 5 main food groups

Present information on slides 7-12

Ask learners to feedback examples of each type of food group, then rank them in priority order

ListenMake notesShare examples Respond to questions

Direct teachingAuditoryVisual

PowerPoint slides 7 – 12

Bring in samples of products to help learners visualise products

10 Fibre, water and micro-nutrients

Present information slides 13-15Explain the importance of fluids and fibre and the importance of hydrationBriefly outline the 3 categories of vitamins and minerals




Before each topic ask learners to write one thing they know on a post it to make the session more interactive

60 Group research and presentations

Outline task on slide 16Allocate learners into groupsAllocate food groups and vitamins/minerals for researchOutline time allowed for research and time for presentationsFacilitate group work

Group workAllocate tasks between team membersResearch Prepare presentationDeliver presentation

KinaestheticRead/write

PowerPoint slide 16Handouts of information grid to support researchPowerPoint/ flipcharts for feedback

Mixed ability groupingsNominate roles if requiredNominate person/s to feedback

20 The eatwell model Introduce the Government’s policy for food and healthy eating




Have print outs of the A3 poster and postcard versions of the eatwell plate (pdf copies available in the resources section)

Example Session Plan NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0) (cont’d)

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Timing (minutes)


10 BMI & waist to hip ratio

Explain the 2 measures for healthy weight and link to failings of the BMI as a stand-alone measure (doesn’t take into account muscles weigh more than fat so could give an inaccurate finding)There is a video link on slide 22 outlining dangers of fat around the middle

ListenWatch video

Direct teachingVisual Auditory

PowerPoint slides 21 and 22

Give out a chart for the BMI tables instead http://www.whathealth.com/bmi/chart-imperial.html

5 Self assessment of BMI and waist to hip

Learners check their BMI using the interactive BMI calculator http://www.nhs.uk/Tools/Pages/Healthyweightcalculator.aspxLearners measure and calculate the waist: hip ration for a partner

On-line self assessmentMeasure partner and calculate ratio

Kinaesthetic Internet accessTape measures

Pair learners appropriately

10 Review learning Learners revisit their starter 10 commandmentsWhat would they change?Would they have a completely new set?Sweep the room asking what they have changed on their list

ReflectRevisit original listAmendFeedback

Individual reflection PowerPoint slide 23Original starter handoutNew copy of starter handout if required

Could ask learners to swop their list with a partner and for them to review the list and feedback

5 Links to next session

Encourage learners to maintain a food diary and to collect nutritional labels from packaging

Listen Direct teaching PowerPoint slide 24

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Example Session Plan NCFE Level 3 NVQ Diploma in Personal Training (501/1999/0) (cont’d)

http://www.nhs.uk/Tools/Pages/Healthyweightcalculator.aspx

http://www.nhs.uk/Tools/Pages/Healthyweightcalculator.aspx

http://www.whathealth.com/bmi/chart-imperial.html



A PowerPoint presentation to accompany the Session Plan

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A PowerPoint presentation to accompany the Session Plan (cont’d)


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My 10 Commandments for healthy eating1

2

3

4

5

6

7

8

9

10

Resources to accompany the Session Plan

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True /False Quiz Cards to cut out. There is an answer guide in the resources section.

RDA means required dietary amount

Good sources of complex carbohydrates include fruits, vegetables, whole grains and

legumes

Eating early and often throughout the day helps you avoid the blood

sugar highs and lows (high energy, then sleepiness)

Serving size and portion size are the same thing

The recommended serving size for chicken, fish or meat is about the

size of a deck of playing cards

A significant number of people consume the recommended

amount of fruit and fibre

A package labelled “reduced calorie” means that it’s low in

calories

We do not have cases of malnutrition in the UK

Vitamins and Minerals do not have any calories

Fruits and vegetables are the best sources of iron

Generally speaking, the more colourful and varied your fruit and vegetable platter, the healthier it is

Nuts lower cholesterol

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Resources to accompany the Session Plan (cont’d)

Research activity: Nutrients and a healthy diet

Nutrient Function in the body Good sources of Recommended amount Any concerns


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There are pdf copies of the eatwell plate postcard, A3 poster and a pdf copy of this leaflet in the resources section

A list of web links to support delivery of the qualification

www.fia.org.uk/

Fitness Industry Association - The FIA is the UK trade association for the fitness industry

www.bbc.co.uk/health/treatments/healthy_living/index.shtml

BBC’s website on healthy eating and exercise. Some useful resources

www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx

Links to the Healthy Eating advice on the NHS choices website – some very useful resources here including BMI healthy weight checker

www.nutrition.org.uk/healthyliving

British Nutrition Foundation - The BNF website has lots of useful videos and resources to use with learners

www.netdoctor.co.uk/dietandnutrition/index.shtml?tab_id=79

Net doctor - Website with useful information on food and nutrition

www.bdaweightwise.com/index.html

British Dietetic Association - useful website with information on both diet and physical exercise

http://weightconcern.org.uk/node/11

Weight concern - links to website and top 10 tips for healthy weight

www.bant.org.uk

The British Association for Applied Nutrition and Nutritional Therapy (BANT) is the professional body for Nutritional Therapists

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http://www.bant.org.uk/

http://weightconcern.org.uk/node/11

http://www.bdaweightwise.com/index.html

http://www.netdoctor.co.uk/dietandnutrition/index.shtml?tab_id=79

http://www.nutrition.org.uk/healthyliving

http://www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx

http://www.bbc.co.uk/health/treatments/healthy_living/index.shtml

http://www.fia.org.uk/

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Long-term goals

Short-term goals

Target Target date Evidence Date achieved

Qualification title:Name:Tutor:Date:

Individual Learning Programme (1)

Comments (1)An Individual Learning Programme (ILP) can be used in tutorial sessions to focus the learner on personal goals. This template can be customised to fit the qualification and your learners’ needs.

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Date Activity Resources Complete

Target 1 Target 2

Target 3 Target 4

Individual Learning Programme

Name Qualification Tutor Date

Tutor's goals Learner's goals

Tutor's expectations

Learner's expectations

Meeting schedule

Confidentiality contract

Tutor’s signature

Learner’s signature

Date

Learning Agreement (1)

Comments (1) A Learning Agreement can be used to focus the learner on your expectations of them – you can also discuss and agree their expectations and goals. This template can be customised to fit your learner’s needs.

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1. How did I do? 2. How did we do?

3. Strengths:

4. Weaknesses:

5. Areas for development:

6. Improvements required:

Learner’s name Learner’s signature Date

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Self/peer assessment (1)

Comments (1) Self and peer assessment can be used to encourage learners to reflect on their strengths and weaknesses and their peers too - and areas where they can improve.

Name: Class:

The main points I have learnt from this activity/session are:

I could develop my skills as a result of this activity/session by:

I could develop my knowledge and understanding as a result of this activity/session by:

Learner’s signature: Date:

Reflective Journal – review sheet (1)

Comments (1) This review sheet encourages the learner to focus on what they learnt from the session and what else they need to do. You can adjust the template to fit your learner’s needs.

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Guide to: Active LearningResearch shows that some teaching methods are more effective in supporting learning. Active Learning is much better recalled, enjoyed and understood by our average learner. Active methods require learners to 'make their own meaning’, that is, develop their own conceptualisations of what they are learning. During this process they physically make neural connections in their brain, the process we call learning. Passive methods such as listening do not require learners to make these neural connections or conceptualisations.

Research undertaken by the National Training Laboratories, Bethel Maine, USA looked into the impact different teaching methods had on learners. The diagram below illustrates the % retention rates for the different teaching methods we commonly use.

As can be seen from the diagram, the more involved the learner is, the more they retain.

Think back to when you first started teaching – you probably only really understood certain elements of the theory when you had to explain it to others. Teaching others is the most effective method of learners understanding the topics.

(Geoff Petty, (2004))

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Benefits of Active Learning: Gives the learner feedback on their incomplete understandings

and encourages them to fix this, for example by helping each

other

Gives the Tutor feedback on which learners understand, and

which ones need help

Develops thinking skills such as analysis, problem solving, and

evaluation

Helps learners to use their learning in realistic and useful ways,

and see its importance and relevance

Is more fun!

Gives the Tutor a bit of a rest

Some learners may create meaning from passive methods, but

other learners don’t. Both types of learner improve their learning

enormously when they’re required to use it.

When active methods are compared with traditional methods in

careful control group and experimental group comparisons, active

methods produce much better achievement. This is true even

though the control group (traditional didactic methods) has the

same teaching time as the experimental (Active Learning) group.

This is also true at every academic level.

With modern education practice, assessment for learning,

personalisation and greater ownership of learning are all essential

requirements for the classroom. Active Learning helps tick all these

boxes.

What makes good Active Learning?

Lessons usually contain the following elements:

Reviews: of previous learning

Showing how: the Tutor showing how to do it, explaining this, and

thinking out loud to show the process

Controlled practice: where the students do it as a class or as

individuals, but the Tutor checks closely and continually to decide

whether students are ready for individual work. The meaning of the work is stressed as is the process: how they should do it; and the

product: what they should create

Learners doing it themselves: individually or in groups

Learners work being checked: this includes the learners checking their

own and each other’s work. This takes place during the lesson, and as

soon as possible

Homework: assignments of about 15 minutes including some review

questions

Structured reviews: reviews at the end of the lesson asking students

‘what have we learned?’ and agreeing and summarising this. Reviews

at the beginning of every lesson to review the last. Reviews each week

and each month to review previous topics

Guide to: open questioningQuestioning is a critical skill for Tutors because it is:

the most common form of interaction between Tutor and learner

an element of virtually every type and model of lesson

a key method of providing appropriate challenge for all learners

an important influence on the extent of progress made

the most immediate and accessible way for a Tutor to assess learning.

Research by S Hastings and T Wragg identified that an average Tutor asks 400 questions in a day, (that’s 70,000 a year); one-third of all teaching time is spent

asking questions and most questions are answered in less than a second.

However OFSTED and other assessment methods regularly pick up that questioning is not as effective as it could be for the following reasons:

asking too many closed questions

asking learners questions to which they can respond with a simple yes or no answer

asking too many short-answer, recall-based questions

asking bogus ‘guess what I’m thinking’ questions

starting all questions with the same stem

pursuing red herrings and going off track

dealing ineffectively with incorrect answers or misconceptions

focusing on a small number of learners and not involving the whole class

making the sequence of questions too rigid

not giving learners time to reflect, or to pose their own questions

The main purposes for using open questioning are to: interest, engage and challenge learners

check on prior knowledge

stimulate recall and use of existing knowledge and experience in order to create new

understanding and meaning

focus thinking on key concepts and issues

extend learners’ thinking from the concrete and factual to the analytical and evaluative

lead learners through a planned sequence which progressively establishes key

understandings

promote reasoning, problem solving, evaluation and the formulation of hypotheses

promote learners’ thinking about the way they have learned46

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Closed questions Open questions

have the following characteristics:

they give you facts

they are easy to answer

they are quick to answer

they keep control of the conversation with the questioner.

have the following characteristics:

they ask the respondent to think and reflect

they will give you opinions and feelings

they hand control of the conversation to the respondent.

Useful to:

Confirm a fact

eg “Which word processing software did you use?”

Focus a response

eg “Is the project on schedule?”

Confirm your understanding of what a person has said

eg “So the dog ate your homework?”

Make a polite demand

eg “So I can expect your assignment to be handed in tomorrow?”

Useful to :

Invite participation and generate a more lengthy explanation

eg “What’s happening with the project?”

Explore alternatives and possibilities

eg “What would happen if...?”

Encourage use of different perspectives

eg “What is another possible explanation?”

Explore attitudes and feelings

eg “How do you feel about your decision?”

Open questions make the learners think and give the Tutor a greater appreciation of how much they know and understand. However, lessons need to

include a combination of both open and closed questions.

Encourage your learners to develop their own questioning skills too. Get the learners to peer assess each other using open and closed questions.

When to use open and closed questions

Self-assessment – is a process where learners are involved in and

are responsible for assessing their own piece of work. It encourages

learners to become independent and can increase their motivation.

Peer assessment – is where learners are involved in the

assessment of the work of other learners. Learners must have a

clear understanding of what they are to look for in their peers’ work.

Benefits of peer and self-assessment: Learners understand more clearly the assessment criteria for quality

work. They begin to understand how the work produced meets the

set standards. They will begin to make comparisons between their

work, the work of their peers and sample/example materials

presented. As tasks become more complex and open ended, it’s

essential that more than one model is provided to help the learners

to understand they can use different strategies to meet standards.

Learners understand the process: Target setting and sharing learning outcomes will help learners to

understand their current position and where they need to be at the

end of the task. They are guided through their progression rather

than blindly pushed through an assessment maze.

Involving learners more fully in the assessment and monitoring process - research has demonstrated that high-performing learners

will:

self-monitor

self-correct

use feedback from peers to guide their learning process

Assessment criteria written in learner accessible language can be a

useful medium for reflective thinking and peer conferencing.

Providing ‘stretch’ for learners:Learners understand that the criteria are ‘real’ and ‘achievable’ - and

that meeting them and improving their level of achievement is both

possible and desirable. Traditionally, many learners have done only

what has been asked of them. By providing assessment criteria which

can suggest that a higher level of achievement is possible learners are

encouraged to begin to define how their work can reach the higher

levels of criteria.

Practitioners and learners understand expectations and assessment criteria:When learners can articulate their progress before, during and at the

end of a task or assignment, and the assessment criteria are clearly

understood they are no longer unsure of what open-ended tasks are

intended to teach. Tutors and learners are both moving toward clear

and understandable formative assessment practices.

Guide to: peer and self assessment

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