1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF) · 1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF) Qualification Specification Version 4: December 2016 This

1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF)

Qualification Specification

Version 4: December 2016

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed.

This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions.

Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:

The Learner Pack The Tutor, Assessor, Verifier Guidance

QS L2NVQSSQ V4

© Coachwise Ltd, 2016

1st4sport Qualifications Coachwise Ltd Chelsea

Close Off Amberley Road

Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

1st4sport Qualifications is recognised as an awarding organisation by the UK regulators

Ofqual, Qualifications Wales, CCEA and SQA Accreditation. 1st4sport is brand of Coachwise

Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the

UK-registered charity leading the national development of coaches and the coaching system.

Any proceeds go directly back to sports coach UK to help them develop and advance sport

nationwide.

National/Qualification Accreditation Number: 500/9116/5

Qualification accreditation date: 01 May 2010

Specification publication date: 01 October 2014 All content rationalised and Conditions redeveloped to encompass evidence requirements

Version 4: Unit Specifications added 311116

mailto:[email protected]

http://www.1st4sportqualifications.com/

QS L2NVQSSQ V4

Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification Regulation Details and Dates Qualification Structure and Units

1

Qualification Purpose Statement

Overview Progression

Support

2

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator

QCON 1.4 Qualification assessors QCON 1.5 Qualification internal verifiers QCON 1.6 Qualification delivery sites, facilities and environment

QCON 1.7 Qualification equipment and clothing QCON 1.8 Qualification materials

QCON 1.9 Qualification fees

3

Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

QCON 2.2 Learner enrolment, agreement and registration period

QCON 2.3 Learner eligibility and pre-requisites

QCON 2.4 Learner eligibility and barriers to access

QCON 2.5 Learner inductions

10

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and Assessment Hours

QCON 3.2 Training and Assessment Programme

QCON 3.3 Assessment Specification

QCON 3.4 Assessment tools

QCON 3.5 Assessment Eligibility

QCON 3.6 Assessment process

QCON 3.7 Eligibility of learners for special consideration

QCON 3.8 Eligibility of learners for certification

QCON 3.9 Reassessments

14

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

QCON 4.2 Internal Verification Sampling

QCON 4.3 Internal Verification Interventions

19

Communications and Contacts

19

Appendix: Unit Specifications

20

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Introduction to the Qualification The 1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF) is solely awarded by 1st4sport Qualifications.

Qualification Regulation1 Dates and Details

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF)

500/9116/5

85

2

29

Regulation Dates

Qualification regulation start date: 01 May 2010

Qualification review date: 31 December 2017

Certification end date: 31 December 2019

Qualification Structure and Units

To qualify for the 1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF), learners must successfully achieve 29 credits from the six mandatory units. Achievement of the qualification is normally through attendance on a course of training and completion of the 1st4sport Learner Pack inclusive of all assessed tasks.

The unit specifications for the 1st4sport Level 2 NVQ Certificate in Spectator Safety (QCF) are contained on the Register of Regulated Qualifications; hyperlinks are provided in the appendix to this document.

Title Accreditation

No.

Level

GLHs

Credit

1

Prepare for Spectator Events

Y/501/5137

2

12

5

2 Control the Entry, Exit and Movement of People at Spectator Events

H/501/5139

2

12

8

3

Monitor Spectators and Deal with Crowd Problems

Y/501/5140

2

12

8

4 Support the work of the team and organisation

Y/601/4483

2

15

2

5

Help to Manage Conflict

J/501/5134

2

20

4

6

Deal with Accidents and Emergencies

D/501/5138

2

14

2

1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further

information about the EQF can be found through this link.

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

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

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

http://ec.europa.eu/eqf/home_en.htm

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Qualification Purpose Statement

Overview

What does this qualification cover? The qualification will provide benefit to learners through an introduction into the principles/practice of safe, ethical and effective spectator safety stewarding and to confirm competence to the required standard in an appropriate environment. The qualification is composed of six mandatory units.

Who is this qualification designed for? The qualification is designed to provide learners with an occupational competence qualification with an opportunity to be assessed, over a period of time, for both the theoretical and practical aspects of stewarding in the workplace.

Learners do not need to hold any qualifications to access this qualification; however they do need to be 16 years of age to register for the qualification, and 17 years of age to be certificated for the qualification. Furthermore, some employers will require stewards to be over 18 years of age before undertaking work.

Progression

What could this qualification lead to?

This qualification leads to further learning or training in the area of spectator safety. This qualification may lead to paid or voluntary roles in spectator safety as a steward. The skills and knowledge developed through this qualification, and the competencies shown will also be used to enable the learner to progress to other industry-relevant qualifications in spectator safety. The qualification sits within a suite of progressive spectator safety qualifications.

Support

Who supports this qualification? The qualification is recognised as the industry standard level 2 qualification to gain employment as a steward at spectator events. It is also recognised by and has the support of a range of providers including FE colleges.

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Qualification Approval Conditions

1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions.

Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a

minimum2:

a qualification administrator a qualification coordinator an appropriately qualified assessor an appropriately qualified internal

verifier to conduct internal verification

(IV)3

In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 10 learners to one approved tutor.

The observed assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum:

a qualification administrator a qualification coordinator an appropriately qualified assessor an appropriately qualified internal

verifier (IV). 1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the workforce criteria listed under QCON 1.4 and 1.5 of this specification document, via Athena.

Evidence: ratios

Must be evidenced through:

course/programme attendance registers

to include staff and learners course/programme authorisation

requests to 1st4sport internal verification sampling plans and

reports.

2

One person may fulfil a number of the required roles. 3

Internal verifiers must not tutor or assess on a course where they are completing the internal verification.

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QCON 1.2 Qualification administrator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely, accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration.


course authorisation and any related

activities learner registration and any related

activities learner certification and any related

activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.


qualification resource records (staff,

sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.

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QCON 1.4 Assessors

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy approved assessors who are responsible for the management of the assessment process.

Assessors involved and responsible for the assessment of the qualification must:

rent occupational competence in mass spectator events (crowds of 500+)

old the Level 3 Award in Assessing Competence in the Work Environment (QCF) or higher or hold a recognised equivalent; Units D32/33, A1/A2.


1st4sport approval of each assessor

within the Athena Staff tab. Evidence: ongoing capability and competence


the assessment records recorded standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).

QCON 1.5 Internal verifiers

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy approved internal verifiers who are responsible for the internal quality assurance activities.

Internal Verifiers responsible for the quality assurance of the qualification must:

rent occupational competence in

mass spectator events (crowds of 500+)

hold the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or higher or hold a recognised equivalent; Unit D34.


1st4sport approval of each internal

verifier (field trainer) within the Athena Staff tab.

Evidence: ongoing capability and competence


recorded standardisation activities internal verification records

(implementation of sampling and reports)

external verification reports and action responses (Athena).

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QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. All training and/or assessment sites must include the following facilities:

A classroom facility with adequate

number of chairs (not benches) for all learners

Toilet and changing facilities for both male and female participants

Access to a live event venue with active spectator events.


site/facility inventories and risk

assessments internal verification reports external verification reports (Athena).

QCON 1.8 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must include:

Flip chart A selection of coloured pens An overhead projector A laptop/ computer.


pre-course instructions on clothing to

learners site/equipment inventories and risk

assessments internal verification reports external verification reports (Athena).

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to use the teaching, learning, assessment and internal verification materials provided by 1st4sport to facilitate the full learning and assessment programme.


a published programme of learning and

assessment agreed to by the allocated external verifier

the utilisation of 1st4sport Learner Pack and associated resources

the assessment of tasks in accordance with the appropriate qualification- specific 1st4sport Tutor, Assessor, and Verifier Guidance

internal verification reports external verification report (Athena).

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QCON 1.10 Qualification fees4

Conditions Evidence: Fees and payments

The recognised centre is required to pay a £45 learner registration fee. The certificate fee is inclusive of this price.

Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (plus VAT where this is applicable).

The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to

1st4sport and related payment logs.

4

The fee is per learner and includes registration and certificates where this is appropriate. Standardised assessment tools are also provided and are complimentary.

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Section Two: Administration, initial assessment and inductions

QCON 2.1 Course administration

Conditions Evidence: course administration

All recognised centres should utilise the 1st4sport centre portal5 to authorise courses, register and certificate learners.

Must be evidenced though:

engagement with the 1st4sport portal course authorisation records, related

updates and communications learner registration records, related

updates and communications learner certification records, related

updates and communications.

QCON 2.2 Learner enrolment and learning contracts/agreements

Conditions Evidence: enrolment and agreements

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected to enable initial assessment of learner’s eligibility be conducted.

Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in

accordance with to a code of conduct understand that the registration period

for this qualification is 24 months in which time they must complete all aspects of their learning and assessment including reassessments.

comply with recognised centre policy and procedure

comply with the qualification conditions, 1st4sport policy, position statements and related processes.


learner application forms or web based

application services signed learning agreements/contracts6.

5 To gain access to this system the centre needs register interest with 1st4sport and been issued a system

access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected]

6

It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.


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QCON 2.3 Learner eligibility and pre-requisites7

Conditions Evidence of pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process.

Prior to registration learners are required to:

be accurately identified be at least 16 years of age be able to communicate effectively in

English8 (this includes listening, speaking, reading and writing).

Prior to certification learners are required to:

be at least 17 years of age.


learner records containing personal data

including title, name, date of birth, address gender nationally, ethnicity, disability and access needs

learner identity check details containing the type of proof, the reviewer’s name and the date confirmed

records of activities to check understanding of the English language (where this is deemed to be necessary).

7

Learners should be made aware that they will most require appropriate insurance cover before undertaking independent coaching practice. Those working towards this qualification will be required by employers to complete a self-disclosure of past convictions and cautions, and to apply for a disclosure through the DBS.

8

Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.

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QCON 2.4 Learner eligibility and barriers to access

Conditions Evidence

The recognised centre is required to conduct an initial assessment of each learner’s eligibility to consider barriers to

access in accordance Equality Act 20109

and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include:

age – individuals under the age of 16

are not permitted to attend this qualification to prevent coaching autonomously in this area without appropriate experience. As a result no adjustments to this barrier can be applied. Only those who are over 16 years of age may be submitted for certification.

race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied as the qualification is regulated in England

disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being

pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.

Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements.


learner application forms or web-based

application services reasonable adjustment requests and

clearly implemented arrangements.

9 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or

gender transformation.

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QCON 2.5 Learner inductions

Conditions Evidence: inductions

The recognised centre is required to provide an effective qualification/course induction to all learners which introduces:

the individual members of the centre’s

workforce and what their role will be the centre’s policies and procedures which as

a minimum must cover:

- health and safety - equality and diversity - data protection - malpractice/maladministration - appeals - complaints - child/vulnerable adult safeguarding.

information on their Unique Learner Number

(ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans links to National Occupational Standards and

functional skills (where these exist) the position of the qualification in relation to

others and any progression opportunities any quality assurance (IV or EV) activities that

are scheduled.


induction attendance registers and

records policy booklets or signposts induction documentation.

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Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: course length

The recognised centre is required to deliver the qualification in accordance with the recommended 85 guided learning hours.

In doing so the recognised centre must ensure that the eight mandatory units are completed, giving learners credits. Each credit is equivalent to 10 hours of learning time.


marketing tools (where these exist) a published learning and assessment

programme session plans.

QCON 3.2 Training and Assessment Programme

Conditions Evidence: course programme

In delivering the agreed learning and assessment programme the recognised centre must ensure that the following are considered:

all learning outcomes all assessment opportunities and the

assessment criteria learner’s individual needs the learners’ registration period (24

months).

Must be evidenced through a:

a published learning and assessment

programme agreed to by the external verifier prior to the course of ;earning and assessment beginning

session plans course administration records.

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QCON 3.3 Assessment Specification10

Conditions Evidence: Assessment

Learners are required to undergo formal assessment by a suitably qualified assessor from the recognised centre to ensure they fully meet the qualification requirements. The following methods will be used to assess learners during their achievement of the qualification:

portfolio of evidence (which includes coursework and task-based controlled assessment).

Live event observation assessment.

The evidence from these assessments should be stored in the Learner Pack and the outcomes recorded in the learner’s Record of Achievement. Part One of the Learner Pack provides a series of assessment tasks that have been designed to help learners demonstrate that they have the appropriate knowledge and understanding to achieve this qualification. The recognised centre may choose to develop their own tasks; if this option is used, the tasks will need to be equally challenging, to meet the qualification’s learning outcomes and assessment criteria, and they will have to be checked to be so by the recognised centre's external verifier.

Assessors are to thoroughly brief learners on the assessment criteria and components of the qualification prior to any formal assessment taking place. Learners’ competence will be assessed only against the assessment criteria of the qualification. When learners have successfully completed all the assessment components of the qualification, they will be eligible for certification.


a record of learners attendance

and achievement of each task and units, the assessor and completion dates

completed learner packs printed evidence from the

completion of any tasks online observation checklists internal verification reports external verification reports and

action responses (Athena).

10 The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-specific 1st4sport Tutor, Assessor Verifier Guidance.

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QCON 3.4 Assessment tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport.

Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.


a completed Record of Achievement (by

task and unit) completed learner packs printed evidence from the completion of

any tasks online observation checklists other assessment records which support

learners’ achievement internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative assessment


an alternative assessment

arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools (including online portfolio systems) where these are agreed.

QCON 3.5 Assessment eligibility

Conditions Evidence: assessment eligibility

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification.

Learners must not be assessed for the final practical assessment until formal they have successfully achieved their online assessments.


the full programme of learning must be

evidenced through registers and/or records of attendance

assessment records (including the online assessment activities and the portfolio).

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QCON 3.6 Assessment process

Conditions Evidence: assessment activities

The recognised centre is required to ensure that the assessment process is managed effectively and ensures:

assessment plans and schedules are

communicated to all affected assessment briefings are completed

with reference to the format of the assessment, what is expected of learners and the assessment criteria being used

the assessment is conducted in line with the assessor guidance and any relevant invigilation conditions

assessment decisions are made in line with the principles of assessment (Validity, Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.


a published learning and assessment

programme and related learner communications

records of attendance and achievement per task and unit, the reviewer name and completion date

assessment plans completed learner packs which include

signatures in all required places and annotations which clearly evidence assessment activities

assessor communications to administrators

internal verification records, including:

- sampling reports - tutor/assessor interviews - tutor/assessor observation of

performance - learner interviews - desk based sampling - standardisation exercises.

external verification reports and action

responses (Athena).

QCON 3.7 Eligibility of learners for special consideration

Conditions Evidence: special consideration

The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.

Must be evidenced through

special consideration requests (Athena) implementation of the arrangements.

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QCON 3.8 Eligibility of learners for Certification

Conditions Evidence for certification

The recognised centre is required to ensure that learners who have completed all pre- requisites and assessment requirements and who have been confirmed by the assessor as eligible for certification are certificated.

Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.


assessment tracking and records assessor communications to the centre

administrator administrator communications to

learners internal verification reports certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence of reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (24 months).

Recognised centres may levy additional charges for conducting reassessments.

All reassessments must be conducted in accordance with the assessment specification.


assessment plans, tracking and records completed/updated learner packs completed Record of Achievement, per

learner assessor communications with

administrators internal quality assurance records:

- sampling reports - tutor/assessor interviews - tutor/assessor observation of

performance - learner interviews - desk based sampling - standardisation exercises.

external verification reports and action

responses (Athena).

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Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence of IV strategy

The centre is required to have in place an internal verification strategy outlining the strategic objectives that must be adhered to in relation to the quality assurance conditions for this qualification. Additionally, a sampling plan per course/programme must be written and implemented, to enable verification of the consistency and validity of the outcomes of the qualification(s) offered.

Must be evidence through:

a current internal verification strategy

document uploaded into the Documents section of Athena

an internal verification sampling plan template

implementation through reports from internal verification interventions.

QCON 4.2 Internal Verification Sampling

Conditions Implementation of internal verification sampling evidence

There are a number of overall strategic objectives which propose to ensure:

all personnel with internal

verification/moderation responsibilities are suitably qualified to undertake this role

internal verification activities are not conducted by personnel who have had involvement in the training or assessment at a course where they are conducting verification activities

all assessment and internal verification staff are aware of the centre’s internal verification strategy and can facilitate the implementation

a selected sample of 25% of learner evidence and assessor feedback across is internally verified from 100% of courses

all assessors and all types of assessment (including direct observation of assessment practice) are internally verified across all active assessment sites annually

four standardisation activities are conducted annually and focussed on assessment and internal verification

internal verification adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IV interventions and vice-versa.


sampling plans internal verification reports.

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QCON 4.3 Internal Verification Interventions

Conditions Implementation of internal verification sampling evidence

The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include:

observation performance sampling of assessment evidence learner interviews (face to face or via

telephone). The interventions must ensure that support and development is given to the centre, the qualification workforce and specifically to the workforce team.


internal verification reports.

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Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

Skills Active The Sector Skills Council for Active leisure, Learning and Well-being

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 033 0004 0005

The Register of Regulated Qualifications

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following this link.

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education

Website: education.gov.uk

The Department for Business Innovation and Skills (BIS)

Website: bis.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk


http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport

http://ofqual.gov.uk/

https://www.gov.uk/government/organisations/department-for-education

https://www.gov.uk/government/organisations/department-for-business-innovation-skills

https://www.gov.uk/government/collections/learning-records-service

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Appendix: Unit Specifications

Title: Prepare for Spectator Events

Level: 2

Credit value: 5

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. prepare for stewarding

activities

1.1 follow the registration procedures correctly and on time

1.2 collect their passes, identification and other resources, looking

after these and returning them after the event

1.3 attend the pre-event briefings as required

1.4 note all the necessary information which is given at the briefings

1.5 correctly follow the pre-event routines

2. identify and deal with physical

hazards

2.1 follow agreed procedures to check equipment

2.2 keep disruption to a minimum

2.3 identify hazards in their designated area

2.4 follow agreed procedures for assessing risk

2.5 take prompt action appropriate to the hazard and the risk, following agreed procedures and instructions

2.6 communicate verbally and non-verbally with colleagues and other people involved

2.7 make sure that any action is not dangerous for themselves and other people involved

2.8 clearly and accurately report the situation and what they have done to their supervisor

3. search the venue for suspect

items

3.1 get information on the type of item being searched for

3.2 search the designated area thoroughly following instructions

3.3 identify any suspect items and other suspicious circumstances

3.4 maintain their own safety and the safety of other people

3.5 report what they have found following agreed procedures

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

4. know how to prepare for

stewarding activities

4.1 state basic legal requirements covering the type of event they

are involved in

4.2 describe their legal responsibilities and powers

4.3 show awareness of relevant guidance documents on safety at

events

4.4 explain the importance of registration and briefing

explain the importance of receiving, looking after and returning

passes, identification and other resources

4.5 explain the importance of keeping careful notes at briefings

4.6 explain the importance of pre-event routines

state pre-event timings

4.7 state the information to be recorded

4.8 describe emergency procedures, relevant code words and

assembly points

4.9 describe the pre-event routines

5. know how to identify and deal

with physical hazards

5.1 describe how to check:

safety equipment

security equipment

emergency equipment

signs and notices

5.2 explain the importance of not disrupting the public when

carrying out checks

5.3 describe what to look for when checking for hazards

5.4 describe how to assess the seriousness of the following types of

hazards:

safety hazards

security hazards

fire hazards

hygiene hazards

faulty emergency equipment

5.5 describe the correct action to take for each of the types of

physical hazard listed

5.6 explain why it’s important to communicate with people and

colleagues clearly

5.7 describe the sort of action which could endanger themselves

and others

5.8 state the correct reporting procedures for the types of physical

hazards listed above

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

6. know how to search the

venue for suspect items.

6.1 explain the importance of collecting information on the item

being searched for

6.2 describe how to search the following areas carefully and thoroughly: confined areas open areas areas where the public is present areas where the public is not present

6.3 describe contents of the safety handbook.

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Additional Information About the Unit

Unit aim(s)

This unit is about the learner preparing themselves as a steward and checking the facility before an event. Explanation and Examples of Terms Communications (resources) This could be notebooks for recording incidents, or communications equipment such as radios, if appropriate

Designated area The area they are responsible for

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

Hygiene hazards For example, unsanitary toilets

Physical hazards Something that may cause harm; for example, spillages, blocked exits, defective signage or lighting

Relevant guidance documents For example, the Green Guide

Resources The things they need to do their job effectively

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

Suspect items For example, bags or packages

Venue Where the event takes place.

Assessment requirements specified by a sector or regulatory body (if appropriate)

Outcomes 1, 2 and 3 must be assessed using workplace evidence generated when the learner is preparing for a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Outcome 1 While preparing for stewarding activities, the learner must collect at least three of the following types of resources:

a communications b safety equipment c keys d handbook

and note all of the following types of information:

e potential hazards and risks f stewarding procedures g venue rules.

If the learner can only cover three types of resources through workplace evidence, they must be questioned on the rest. Outcome 2

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While identifying and dealing with physical hazards, the learner must check at least three of the following types of equipment:

a safety equipment b security equipment c emergency equipment d signs and notices

and identify all of the following types of hazards:

e safety hazards f security hazards g fire hazards h hygiene hazards i faulty emergency equipment

in all of the following types of areas:

j confined areas k open areas l public areas m non-public areas.

If the learner can only cover three types of equipment through workplace evidence, they must be questioned on the rest. Realistic simulations can be used for learning outcomes and assessment criteria 2.3, 2.4 and 2.5. Outcome 3 The learner must search all of the following types of areas:

a confined areas b open areas c public areas d non-public areas.

Outcomes 4, 5 and 6 These can be assessed by:

professional discussion

oral questions/answers

questions requiring written answers.

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Title: Control the Entry, Exit and Movement of People at Spectator Events

Level: 2

Credit value: 8

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. control the entry and exit of

people at events

1.1 have the necessary resources ready for use

1.2 make sure their behaviour and appearance meets agreed standards at all times

1.3 greet people in a way that makes them feel welcome and at ease

1.4 pay careful attention to the designated area throughout their period of duty

1.5 admit people and refuse entry according to agreed procedures

1.6 provide people with clear reasons why they have been refused entry

1.7 control the queues in a safe and orderly manner

1.8 supervise the safe exit of people according to the agreed procedures

1.9 inform their supervisor when there are problems that they cannot deal with on their own

2. search people for

unauthorised items

2.1 identify the people to be searched on entry according to the

agreed procedures

2.2 ask the identified people for permission to search, and follow the agreed procedures if they refuse

2.3 only search people of the same sex

2.4 follow the correct procedures when they find unauthorised items and explain these procedures to the people involved

2.5 inform the supervisor about any unlawful items which they find

2.6 treat the people involved with courtesy and respect at all times

3. provide people with

information and help them with

other problems

3.1 communicate with people politely and clearly

3.2 ask for information which is relevant to their problem

3.3 make sure their understanding of the problem is correct

3.4 give people help that is appropriate to the problem and agreed procedures

3.5 refer people to another source of help if necessary

3.6 keep people informed of progress

3.7 deal with any complaints positively, and sympathetically, as appropriate to the situation

4. know how to control the entry

and exit of people at events

4.1 describe the basic principles of customer care

4.2 explain the importance of wearing correct identification

4.3 identify the required equipment to carry

4.4 identify articles which contravene the venue rules

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

4.5 describe the procedures to follow when banned articles are found

4.6 explain the importance of carefully monitoring their designated area

4.7 describe how to control queues in an orderly and safe manner

4.8 describe basic legislation covering trespass and the right to refuse entry

4.9 describe the procedures for excluding people under the relevant legislation

4.10 explain why explanations should be given for refusing entry

5. know how to search people

for unauthorised items

5.1 identify the problems that may occur if a steward

is prejudiced against people because of their appearance

5.2 explain the importance of only searching people of the same sex

5.3 describe the correct methods of carrying out personal searches

5.4 identify the conflicts that may occur when carrying out searches and how to resolve these

5.5 explain the importance of providing people with proper explanations and treating people with courtesy

5.6 describe the organisation’s policies for searching people

5.7 describe how to identify prohibited items

5.8 describe the correct procedures for dealing with prohibited items

5.9 describe the precautions to take to protect oneself against items which may cause injuries during the search

5.10 identify the basic legislation which authorises searches of spectators and what this allows the steward to do

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

6. know how to provide people

with information and help them

with other problems.

6.1 describe how to communicate with the following types of

people: cooperative uncooperative intoxicated emotional with limited understanding of English VIPs with particular needs

6.2 describe how to get hold of the information which people may need

6.3 identify information which should not be provided according to organisational policy

6.4 identify the locations of main facilities in the venue

6.5 describe the approved procedures for giving directions and providing information

6.6 explain the importance of getting all the relevant information if they need to solve a problem

6.7 explain the importance of being polite

6.8 explain the importance of being positive when handling complaints and giving apologies

6.9 describe the approved procedures for dealing with the following types of problems:

need for information/advice ticketing problems missing property missing people unsociable/unlawful behaviour by others complaints/suggestions about facility and procedures

6.10 identify whom to refer problems to which the learner cannot deal with personally.

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Unit aim(s)

This unit is about helping to control and direct the movement of spectators at events, including their entry to and exit from the venue. The unit also covers basic customer care; for example, providing spectators with information and helping them with other problems, such as missing property and people, and unsocial/unlawful behaviour by other people. Explanations and Examples of Terms Appearance This includes wearing the correct clothes, presenting a professional image and having the correct identification Communications (resources) This could be notebooks for recording incidents, or communications equipment such as radios, if appropriate Designated area The area the learner is responsible for Monitor Keep a careful eye on Resources The things the learner needs to do their job effectively Unlawful items For example, offensive weapons or drugs With particular needs For example, disabled people, old people or children


Outcomes 1 and 3 must be assessed using workplace evidence generated when the learner is controlling entry, exit and movement at a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Outcome 2 can be assessed as above, or by realistic simulation. Outcome 1 While controlling entry, exit and movement, the learner must have at least two of the following types of resources:


and deal with at least two of the following types of people:

e cooperative f uncooperative g intoxicated h emotional i with limited understanding of English j VIPs k with particular needs.

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If the learner can only cover three types of resources and two types of people through workplace evidence, they must be questioned on the rest. Outcome 2 While searching people, the learner must deal with at least two of the following types of people:

a cooperative b uncooperative c intoxicated d emotional e with limited understanding of English f VIPs g with particular needs

and search for at least two of the following types of items:

h items that could be used as weapons i alcohol j items prohibited by the facility.

If the learner can only cover two types of people and two types of items through workplace evidence, they must be questioned on the rest. Outcome 3 While providing information and advice, the learner must deal with at least two of the following types of people:

a cooperative b uncooperative c intoxicated d emotional e with limited understanding of English f VIPs g with particular needs

and deal with two of the following types of problems:

h need for information/advice i ticketing problems j missing property k missing people l unsociable/unlawful behaviour by others m complaints/suggestions about facility and procedures.

If the learner can only cover two types of people and two types of problems through workplace evidence, they must be questioned on the rest. Outcomes 4, 5 and 6 These can be assessed by:


oral questions and answers


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Title: Monitor Spectators and Deal with Crowd Problems

Level: 2

Credit value: 8

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. monitor crowds and identify

potential problems

1.1 have the necessary resources ready for use

1.2 make sure their behaviour and appearance meets agreed standards at all times

1.3 carry out their duties impartially

1.4 pay careful attention to the crowd and the conditions in their designated area throughout their period of duty

1.5 identify crowd problems when they occur

2. follow instructions and

procedures to deal with crowd

problems

2.1 assess and report the crowd problem, answering any questions

from supervisors clearly and accurately

2.2 take action following instructions and agreed procedures

2.3 make sure that any action is not dangerous to themselves and the other people involved

2.4 communicate with the people involved and colleagues clearly

2.5 reassure the people involved and encourage them to be calm and follow instructions

2.6 keep their control room/supervisor informed of the situation

3. know how to monitor crowds

and identify potential problems

3.1 explain the importance of carefully observing crowds and areas

3.2 explain the importance of wearing steward’s identification at all times

3.3 identify the resources they need to have available and why

3.4 describe what to look for when monitoring crowds

3.5 explain why it’s important to carry out their duties impartially

3.6 give examples of how to carry out duties impartially

3.7 explain why personal conduct and appearance are important

3.8 describe the sort of personal conduct and appearance that is appropriate

3.9 identify the particular hazards to look out for in the following types of areas:

confined areas open areas public areas non-public areas

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

4. know how to follow

instructions and procedures to

deal with crowd problems.

4.1 identify the basic legal requirements covering disability,

discrimination and safety

4.2 identify the obvious signs of the following types of crowd problems:

unexpected crowd movements local overcrowding over-capacity distress separation of individuals and groups unsociable behaviour unlawful behaviour entry into restricted areas

4.3 describe how to assess how serious the problem is

4.4 describe the procedures to follow for each type of crowd problem

4.5 describe basic conflict management techniques and defensive tactics

4.6 explain why it’s important to communicate clearly with the people involved and with colleagues

4.7 explain why it’s important to reassure the people involved and encourage them to be calm

4.8 describe how to reassure people and encourage them to be calm

4.9 identify the type of action which might endanger themselves and others

4.10 describe the correct reporting procedures to use.

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Unit aim(s)

This unit is about keeping a careful watch over spectators and dealing with crowd problems such as unexpected movements, local overcrowding, over-capacity and unsociable/unlawful behaviour. Explanations and Examples of Terms Appearance This includes wearing the correct clothes, presenting a professional image and having the correct identification Assess Gathering all the necessary information and identifying if there is a crowd problem Communications (resources) This could be notebooks for recording incidents, or communications equipment such as radios, if appropriate Designated area The area they are responsible for Hazards Something that may cause harm Impartially Not favouring or discriminating against any particular type of person Monitor Keep a careful eye on Resources The things they need to do their job effectively Unlawful behaviour This would include racism, threatening behaviour, violence and other types of behaviour that is against the law Unsociable behaviour For example, swearing or other types of abusive behaviour With particular needs For example, disabled people, old people or children.


Outcomes 1 and 2 must be assessed using workplace evidence generated when the learner is monitoring crowds at a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Outcome 1 While monitoring crowds, the learner must have at least two of the following types of resources:


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and monitor two of the following types of crowds:

e friendly f aggressive g excited

in all of the following types of areas:

h confined areas i open areas j public areas k non-public areas

and identify at least four of the following types of crowd problems:

l unexpected crowd movements m local overcrowding n over-capacity o distress p separation of individuals and groups q unsociable behaviour r unlawful behaviour s entry into restricted areas.

If the learner can only cover two types of resources, two types of crowds and four types of crowd problems, they must be questioned on the rest. Outcome 2 While dealing with crowd problems, the learner must deal with at least four of the following types of crowd problems:

a) unexpected crowd movements b) local overcrowding c) over-capacity d) distress e) separation of individuals and groups f) unsociable behaviour g) unlawful behaviour h) entry into restricted areas

involving at least two of the following types of people:

i) cooperative j) uncooperative k) intoxicated l) emotional m) with limited understanding of English n) VIPs o) with particular needs

and all of the following types of action:

p) removing people and objects q) containing the crowd r) being visible to the crowd s) reassuring t) warning.

If the learner can only cover four types of crowd problems and two types of people through workplace evidence, they must be questioned on the rest.

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Outcomes 3 and 4 These may be assessed by:

professional discussion oral questions and answers questions requiring written answers.

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Title: Support the work of the team and organisation

Level: 2

Credit value: 2

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

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

1.1 Describe the values or codes of practice relevant to the work

being carried out

1.2 Outline the importance of effective team work

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

2. Know how to work effectively with colleagues

2.1 Describe what ‘good working relationships’ with colleagues

means

2.2 Outline how to establish good working relationships with colleagues

2.3 Describe why it is important to communicate clearly with colleagues

2.4 Outline how to communicate with managers in organisation

2.5 List the duties within area of own responsibility

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

2.7 Identify situations in which help may be needed

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

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

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

2.11 Outline the purpose of team meetings

2.12 Outline why team discussions are important and why they should contribute to them

2.13 Outline the procedures for dealing with conflict in own organisation

3. Be able to work effectively with colleagues

3.1 Establish good working relationships with colleagues

3.2 Communicate verbally and in writing with colleagues clearly

3.3 Maintain standards of professional behaviour

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

3.5 Ask for help and information when needed

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

3.7 Take part in team discussions

3.8 Follow the correct procedures in the case of disagreements or problems with colleagues

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

4. Know how to improve own work

4.1 Describe why it is important to continuously improve own work

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

4.3 Describe what it means to ‘handle criticism positively’

4.4 Describe why it is important to handle criticism positively

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

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

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

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

5. Be able to improve own work

5.1 Evaluate all aspects of own work

5.2 Ask colleagues and customers for feedback on own work

5.3 Handle feedback positively

5.4 Work with a relevant person to agree: a. own strengths b. areas where own work could be improved c. new areas of skill and knowledge which may be needed

for future responsibilities

5.5 Take part in relevant training and development

5.6 Regularly review personal development

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

6.1 Describe the types of situations in which customers give

feedback on the services they receive

6.2 Outline why it is important to listen to customer feedback

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

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

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

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

7.1 Ask customers for feedback on the organisation’s services

7.2 Identify ways the team could improve services

7.3 Discuss with relevant colleagues how to change services for the better

7.4 Help to change services so that they meet customers’ needs

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Unit aim(s)

This unit covers the knowledge and competence that the learner needs to support the work of the team and organisation


This unit must be assessed in accordance with the following 3 documents, which can be downloaded from SkillsActive’s website:

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

Assessment Strategy for NVQs & SVQs

QCF Evidence Requirements and Assessment Guidance for the Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services

www.skillsactive.com/common-unit-qualifications Learning Outcomes 1, 2, 4 and 6 These can be assessed by:



questions requiring written answers Learning Outcomes 3, 5 and 7 must be assessed using workplace evidence generated when the learner is supporting the work of the team and organisation Learning Outcome 3 When working effectively with colleagues, the learner must cover 2 of the following types colleague:

1 working at the same level as self 2 responsible to self 3 line manager 4 people from outside own organisation

with both of the following types communication:

1 spoken 2 written

Learning Outcome 5 When improving own work, the learner must cover 2 of the following types colleague: 1 working at the same level as self 2 responsible to self 3 line manager Learning Outcome 7 When helping to improve the work of own organisation, the learner must cover 2 of the following types colleague: 1 working at the same level as self 2 responsible to self 3 line manager

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Title: Help to Manage Conflict

Level: 2

Credit value: 4

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. communicate with people in

conflict situations

1.1 remain calm and follow their organisation’s procedures

1.2 communicate with the people in a way that minimises and reduces conflict

1.3 maintain their own personal space

1.4 respect the personal space of others

1.5 listen actively to what people are saying

1.6 show empathy

1.7 use sensitive questioning to get further information about the situation

1.8 summarise and feed back to people what they have said and confirm understanding of the situation

2. follow procedures to resolve

conflict

2.1 assess the risks to themselves and others in the situation

2.2 assess the seriousness of the situation and the behaviour of the people involved

2.3 maintain their own personal safety

2.4 follow agreed procedures for the type of situation and people involved

2.5 collect and report necessary information about the people involved and the situation

3. know how to communicate

with people in conflict situations

3.1 identify the types of conflict situations that are likely to arise

3.2 describe the correct responses for each of these types of situations

3.3 identify the legal considerations covering self-defence and the use of force, and your own role and responsibilities

3.4 explain the importance of effective communication with people in conflict situations and how poor communication can make situations worse

3.5 describe the appropriate forms of body language and other non-verbal types of communication to use

3.6 explain what is meant by personal space and why it is important to maintain one’s personal space

3.7 describe how to maintain personal space and the personal space of others

3.8 explain why it is important to show one is listening actively to what is being said

3.9 describe how to demonstrate active listening

3.10 describe how to show empathy

3.11 explain why showing empathy is important

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3.12 describe how to use sensitive questioning to get information about a situation

3.13 explain why it is important to summarise and feed back to others what has been said


procedures to resolve conflict.

4.1 describe how to carry out risk assessments in conflict

situations and the factors that should be kept in mind

4.2 identify situations in which it would be appropriate to:

do nothing

maintain observation

give advice or a warning

use a report or incident card

consider ejection

consider arrest

4.3 explain why they should inform the supervisor/control room of their initial response

4.4 explain why they should collect and report information about the people involved and the situation

4.5 describe how to collect and report relevant information

4.6 describe how to maintain their own personal safety and that of others involved in the situation

4.7 explain why it is important to keep an accurate record of what has happened

4.8 describe what they should record that could be used as evidence

4.9 identify other sources of evidence that maybe used.

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Unit aim(s)

This unit is about dealing with situations where there is conflict between people. The unit includes using effective communication (verbal and non-verbal) to defuse the situation, maintaining your own personal safety, giving advice and warnings, and calling for assistance when required. The unit does not include attempting to physically control or restrain people. Explanations and Examples of Terms Assess Gathering all the necessary information and working out the level of risk to the learner and others Body language The way a person stands, holds their arms, uses gestures etc Communicate This includes using words, but also includes body language, tone of voice etc Conflict Situations in which people are disagreeing strongly, which may lead to violence or other forms of unlawful or unsociable behaviour Listen actively Showing that the learner is paying attention to what someone is saying; for example, by maintaining eye contact, nodding, asking further questions Personal space The amount of space around a person that they feel comfortable with; getting closer to someone than they feel comfortable with will make a situation worse Sensitive questioning Asking questions in a way that is not going to make the situation worse; for example, by being polite and by phrasing questions in a way that is not going to upset someone further With particular needs This would include disabled people, older people or children.

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Outcomes 1 and 2 must be assessed using workplace evidence when the learner is dealing with conflict or by realistic simulations. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis. Outcome 1 The learner must communicate appropriately using all of the following methods:

a verbal communication b body language c other forms of non-verbal communication

and must communicate with two of the following types of people:

d cooperative e uncooperative f intoxicated g emotional h with a limited understanding of English i people with particular needs.

If the learner can only cover two types of people through workplace evidence, they must be questioned on the rest. Outcome 2 While resolving conflict, the learner must cover all of the following types of procedures:

a do nothing b maintain observation c give advice or warning d request assistance

with two of the following types of people:

e cooperative f uncooperative g intoxicated h emotional i with a limited understanding of English j people with particular needs

Outcomes 3 and 4 These can be assessed through:




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Title: Deal with Accidents and Emergencies

Level: 2

Credit value: 2

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. deal with injuries and signs of

illness

1.1 remain calm and follow their organisation’s procedures

1.2 protect the casualty and other people involved from further risk

1.3 call for qualified assistance that is appropriate to the casualty’s condition

1.4 provide reassurance and comfort to those involved

1.5 give the qualified assistance clear and accurate information about what happened

1.6 follow the accident reporting procedures, as required

2. follow emergency procedures

2.1 give the people involved in the emergency clear and correct

instructions

2.2 carry out their role in the emergency procedures calmly and correctly

2.3 maintain the safety of the people involved

2.4 follow the correct procedures for reporting the emergency

2.5 report any problems with the emergency procedures to the relevant colleague

3. know how to deal with injuries

and signs of illness

3.1 describe the values or codes of practice relevant to the work

they are carrying out

3.2 explain the importance of dealing with accidents and emergencies promptly, calmly and correctly

3.3 identify the types of injuries and illnesses that may occur in their area of work

3.4 describe how to deal with these injuries and illnesses before qualified assistance arrives

3.5 identify whether to contact the on-site first-aider or immediately call the emergency services depending on the situation and organisational procedures

3.6 identify who the on-site first-aider is and describe how to contact them

3.7 describe the procedures they should follow to contact the emergency services

3.8 explain why it is important to protect the casualty and others involved from further harm

3.9 describe the procedures to follow to protect the casualty and others

3.10 explain why it is important to provide comfort and reassurance

3.11 describe how to provide reassurance and comfort

3.12 describe their responsibilities for reporting accidents

3.13 describe the procedures for reporting accidents

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Learning Outcomes

The learner will:

Assessment Criteria

The learner can:


emergency procedures.

4.1 describe the emergency procedures in their place of work for:

fires

security incidents

missing persons

4.2 describe the instructions that must be given to the people involved in each type of incident

4.3 describe their organisation’s reporting procedures for emergencies

4.4 describe the types of problems that may occur during

emergency procedures 4.5 explain why they should report problems with emergency

procedures 4.6 identify who problems with emergency procedures should be

reported to.

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Unit aim(s)

Play, sport and recreation always involve an element of challenge and risk, and accidents will happen from time to time. Other emergencies, such as fires, may also occur. It is very important that all members of staff are competent to deal with accidents and emergencies so that the welfare of spectators and colleagues is maintained. Explanations and Examples of Terms Casualty The person who has suffered the injury or illness Emergency Any situation that immediately threatens the health and safety of spectators, staff or the learner; for example, fires or bomb threats Emergency services Usually the ambulance service, fire service or police Missing persons For example, children going missing during events Other people involved These may be other members of staff or other spectators or staff, apart from the casualty People with particular needs For example, people with disabilities or medical conditions which may mean they need special attention following accidents and emergencies Qualified assistance Someone who has a recognised first-aid qualification or the emergency services.


Outcomes 1 and 2 must be assessed using workplace evidence generated when the learner is dealing with accidents and emergencies or through realistic simulations. Outcome 1 While dealing with injuries and signs of illness, the learner must cover one of the following types of casualties:

a adult b child c person with particular needs

at least one of the following types of qualified assistance:

d the organisation’s first-aider e emergency services

and at least one of the following types of conditions:

f minor injury that can be dealt with on-site g minor illness that can be dealt with on-site h major injury requiring medical attention i major illness requiring medical attention.

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If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest. Outcome 2 While following emergency procedures, the learner must cover at least one of the following types of people:

a adults b children c people with particular needs.

If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest. Outcomes 3 and 4 These can be assessed by:




Product ref: QS L2NVQSSQ Page 20 of 19