1st4sport Level 3 Certificate in Supporting Physical Development …€¦ · QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification

Product ref. L3CPDEY QS V3

Developed in Partnership with the Association for Physical Education (afPE)

1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF)

Qualification Specification

Version 3: March 2017

This document is designed to be viewed on a computer and contains hyperlinks that 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.


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Qualification Number: 601/6581/9

Qualification operational start date: 01/09/2015

Specification publication date: 01/09/2015

Edited CSt181115

Version 3: 06 March 2017 Unit Specifications added to the appendices, no technical amends made


Contents

List of Contents Page

Introduction to the Qualification

Qualification Regulation Details and Dates Qualification Structure and Units

1

Qualification Purpose Statement

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 Tutors QCON 1.5 Assessors QCON 1.6 Internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees

4

Qualification Approval Conditions: Section Two – Administration, Initial Assessment and Inductions

QCON 2.1 Course administration QCON 2.2 Learner enrolment, learning agreement and registration period QCON 2.3 Learner eligibility and prerequisites QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions

12

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

16

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

22

Communications and Contacts

24

Appendix A: Technical Syllabus

25

Appendix B: Unit Specifications

27

1 Product ref. L3CPDEY QS V3

Introduction to the Qualification

The 1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF) is solely awarded by 1st4sport Qualifications and has been developed in partnership with the Association for Physical Education (afPE).

Qualification Regulation1 Details and Dates

Qualification Title Qualification No. GLHs Level Credit


601/6581/9 125 3 19

Regulation Dates

Qualification operational start date: 01/09/2015

Qualification review date: 31/12/2017

Certification end date: 31/12/2019

Qualification Structure and Units

To qualify for the 1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF), learners must successfully achieve 19 credits from the eight mandatory units. The unit specifications for the 1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF) are contained in the appendix to this document (Appendix B)

Title Reference No.

Level GLHs Credit

301 Assess Physical Activities in an Early Years Environment

T/507/3126 3 16 3

302 Principles of Physical Development and Early Movement Skills in an Early Years Environment

J/507/3129 3 20 3

303 Principles of Safe Practice in Early Years Physical Activity Sessions

R/507/3134 3 12 2

304 Promoting Diversity, Equality and Inclusion in the Early Years Environment

D/507/3136 3 14 2

305 Promoting Health and Well-being in the Early Years

M/507/3139 3 14 2

306 Plan a Series of Physical Activity Sessions in an Early Years Environment

R/507/3490 2 20 3

307 Deliver Physical Activity Sessions in an Early Years Environment

K/507/3141 2 15 2

308 Review Physical Activity Sessions in an Early Years Environment

J/507/3146 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://ec.europa.eu/eqf/home_en.htm


Qualification Purpose Statement


Qualification Number: 601/6581/9 Overview This qualification covers: This qualification has been developed in partnership with afPE and is supported by employers

and the industry. The 1st4Sport Level 3 Certificate in Supporting Physical Development and

Physical Activity in the Early Years (QCF) has been designed to help upskill the early years

workforce in the area of physical development for children aged 0–5, as well as to develop a

lasting appreciation for healthy living and physical activity in both children and

parents/guardians. This qualification has been designed to develop the skills and knowledge

required to enable learners to better understand the characteristics of physical development

in the early years, to appropriately communicate progress or concerns, and to deliver

purposeful physical activities that support a child’s physical development in the early years.

100% of the learning that learners will receive will support them in being able to plan, deliver and review independent, purposeful physical activities in a suitable early years environment. The qualification comprises eight units of assessment. On successful completion of the qualification, learners will be awarded 19 credits. During their achievement of the qualification, learners will complete the following learning outcomes:

Be able to understand the principles of physical development and early movement skills

Be able to understand the principles of safe practice in an early years environment

Be able to promote healthy living and well-being to children aged 0–5, as well as parents/guardians of children aged 0–5

Be able to plan, deliver and review physical activity sessions linked to a particular area of physical development

Be able to assess and observe children in an early years environment against expected development patterns.

This qualification is designed for: The qualification is designed for learners who already work, or aspire to work, in an early years environment, such as a nursery, crèche or primary school. The qualification may also help support learners if they plan to become, or are already, an au pair or child minder. To access the 1st4Sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF), learners need to be at least 17 years of age, hold at least a relevant Level 2 qualification, such as the 1st4sport Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF), and be able to communicate effectively in English prior to registering for the qualification. Prior to certification, learners must be 18 years of age. This qualification leads to: The 1st4Sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF) prepares learners for employment in an early years environment such as a nursery, crèche or primary school, and also facilitates career progression. The qualification can supplement the established knowledge of a qualified teaching assistant or higher level teaching assistant (HLTA), as well as an established teacher.

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/physical-education/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/physical-education/


Learners are encouraged to discuss their qualification needs with an early years or physical education and school sport educator/course provider. This qualification is supported by:

This qualification is supported by employers and the industry. The 1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF) is recognised as an industry standard qualification for children’s activity professionals by the trade association for providers of sports and physical activity in schools and the wider community, UK Active Kids (formerly the Compass Association). UK Active Kids represents the interests of all providers delivering sport and physical activity in schools, and is striving to improve the standards of non-teaching specialists delivering physical activity and sport in schools. The qualification has been developed with afPE, the only physical education subject association in the UK. This qualification also supports the government’s stated aim that, within certain early years environments, ‘at least one member of staff must hold a full and relevant Level 3 qualification’. For more information, see the Statutory Framework for the Early Years Foundation Stage. The following letters of support are available for this qualification:

UK Active Kids.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf


Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres that 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 that impact on 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 approved tutor an approved assessor an approved internal verifier (IV)3. In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 16 learners to one approved tutor. A centre must ensure a 1:16 ratio is maintained at all times. The observed assessments must be conducted on a 1:1 basis.

Evidence related to the selected workforce must be evidenced in the Staff section of Athena, the 1st4sport quality assurance system4. Each member of staff linked to the qualification must be named and their role defined. Current CVs, certificates and evidence of annual CPD activities related to the specific role and qualification must be uploaded into Athena for each staff member, thereby evidencing the suitability of the individual. This information must be current at all times.

Evidence: ratios

Must be evidenced through: course/programme attendance registers

to include staff and learners course/programme authorisation

requests to 1st4sport Qualifications 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. 4 To gain access to Athena, please request this via [email protected]


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.

Must be evidenced through: 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.

Must be evidenced through: qualification resource records (staff,

sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.


QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy approved tutors who are responsible for the delivery of the teaching and learning programme. These tutors must be qualified through one or both of the following routes: Tutors are required to have

QTS status or Early Years Teaching experience

recent and relevant experience delivering Early Years (0-5 years) physical development activities

knowledge of the Early Years Foundation Stage Statutory Framework

Or

Hold a Level 5 Diploma in Teaching in the Lifelong Learning Sector [DTLLS]/Level 3/4 Certificate in Teaching in the Lifelong Learning Sector [CTLLS] or a Certificate in Education or equivalent. CTTLS is the minimum teaching qualification allowed for this qualification.

recent and relevant experience delivering Early Years physical development activities

knowledge of the Early Years Foundation Stage Statutory Framework

All tutors must possess an enhanced DBS disclosure. The recognised centre must ensure this is in place. 1st4sport strongly recommends all tutors attend an induction event offered by afPE. This event will prepare tutors for the delivery of content and provide best-practice ideas.

Must be evidenced through: 1st4sport approval of each tutor within

the Athena Staff tab curriculum vitae photocopies of achieved qualifications letters of support from employer/former

employer in a relevant early years environment.

Evidence: ongoing capability and competence

Must be evidenced through: standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).


QCON 1.5 Assessors


The recognised centre is required to recruit and deploy approved assessors who are responsible for the management of the assessment process. The tutor for this qualification may also be the assessor provided they meet the criteria identified below: All assessors must possess the following:

hold, or be working towards, an assessor qualification or

be in possession of QTS

All assessors must possess an enhanced Disclosure and Barring Service (DBS) certificate completed within the last three years. The recognised centre must ensure this is in place. 1st4sport strongly recommends all assessors attend an induction event offered by afPE. If the Tutor does not possess any assessor qualifications, they must not assess this qualification.

Must be evidenced through: 1st4sport approval of each assessor

within the Athena Staff tab curriculum vitae photocopies of achieved qualifications letters of support from employer/former

employer in a relevant early years environment

suitable assessor qualifications include: Level 3 Award in Assessing Vocationally Related Achievement; Level 3 Award in Assessing Competence in the Work Environment; Level 3 Certificate in Assessing Vocational Achievement; ENTO Unit D32/33 or A1/A2 Assessor Units; 1st4sport Introduction to Assessment Practice in Sport (IAPS) qualification; have attended a programme of assessor training matched to national standards.


Must be evidenced through: curriculum vitae photocopies of achieved qualifications letters of support from employer/former

employer in a relevant early years environment

assessment records recorded standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).


QCON 1.6 Internal verifiers


Those leading the internal verification/quality assurance of the qualification must meet all of the assessor workforce criteria. It is essential for those leading the internal verification/quality assurance of the qualification to hold, or be working towards, the Level 4 Award in the Internal Quality Assurance of Assessment Process and Practice or hold one of the following:

V1 Unit

1st4sport Certificate in Internal Verification in Sport

ENTO Unit D34.

Evidence of this must be uploaded into Athena.

Must be evidenced through: 1st4sport approval of each IV within the

Athena Staff tab curriculum vitae photocopies of achieved qualifications letters of support from employer/former

employer in a relevant early years environment.


Must be evidenced through: recorded standardisation activities internal verification records

(implementation of sampling and reports)

external verification reports and action responses (Athena).


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 that contain facilities to support the programme of learning and assessment. All training and/or assessment sites must include the following facilities: a practical space (at least the size of a

classroom) that includes a practical indoor playing area to cater for at least 20 learners; where a cohort exceeds 16 learners, a space larger than a classroom is required

a theory space containing multimedia facilities such as data projector and laptop and/or an OHP, television and video recorder, flip charts and flip chart pens.

The environment must be conducive to learning. The lighting and temperature should be appropriate to the needs of the participants. The space both within and beyond the playing area must be safe and free of obstructions.

Must be evidenced through: site/facility inventories and risk

assessments internal verification reports external verification reports (Athena).


QCON 1.8 Qualification equipment and clothing

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate a programme of learning and assessment. This must comply with accepted health and safety practice in the delivery of physical development and activities, and include as a minimum:

beanbags (at least six) range of different balls range of rackets and bats cones (at least 10) hoops (at least five) floor markers gym mats dance scarves soft play equipment.

The recognised centre must have enough equipment to allow learners to take part in demonstrations/activities simultaneously. The recognised centre must ensure that all learners and participants wear appropriate apparel when participating in physical activities.

Must be evidenced through: 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 assessment and internal verification materials provided by 1st4sport to facilitate the correct delivery of this qualification. A brief teaching and learning outline can be found in the TAV Guidance Pack (Part One: Tutor Guidance and Support).

Must be evidenced through:

completed 1st4sport assessment tasks annotated in accordance with the 1st4sport TAV Guidance Pack for this qualification

internal verification reports external verification report (Athena).


QCON 1.10 Qualification fees5

Conditions Evidence: fees and payments

The recognised centre is required to pay an £85 (+VAT where applicable) learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, 1st4sport will automatically upgrade the course to its FastTrack service for an additional £5 fee per learner (+VAT where 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 should be made very clear at the point the learner enters into a contract with the centre.

Must be evidenced through:

pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to

1st4sport and related payment logs.

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


Section Two – Administration, initial assessment and inductions

QCON 2.1 Course administration

Conditions Evidence: course administration

All recognised centres should utilise the 1st4sport centre portal6 to authorise courses, and 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, learning agreement and registration period

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 an initial assessment of the learner’s eligibility. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure they: act in accordance with the appropriate

code of conduct understand that the registration period

for this qualification is 36 months, in which time they must complete all aspects of their learning and assessment, including reassessments

comply with recognised centre policy and procedures

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

Must be evidenced through: learner application forms or web-based

application services signed learning agreements/contracts7.

6 To gain access to this system, the centre needs to register interest with 1st4sport and be issued with a system access key of username and password. To obtain assistance or to request this, contact the 1st4sport Centre Support Team on 0113-290 7610 or [email protected] 7 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.

mailto:[email protected]


QCON 2.3 Learner eligibility and prerequisites

Conditions Evidence: prerequisites

Prior to registration, learners are required to: be appropriately identified be at least 17 years of age hold at least a Level 2 provision of

physical education or related qualification; examples include: – 1st4sport Level 2 Certificate in

Supporting Learning in Physical Education and School Sport (QCF)

– Level 2 Certificate in Children’s Care, Learning and Development (QCF)

– Level 2 Certificate for the Children and Young People’s Workforce (QCF)

be able to communicate effectively in English (listening, speaking, reading and writing)8.

In the event a learner does not hold a full and relevant Level 2 qualification, access to the qualification can be granted through 12 months’ relevant work experience in an early years environment. This will need to be supported by a letter from the relevant employer. All qualifications must be checked for suitability on receipt of the learner’s application. Prior to certification, learners must: be at least 18 years of age hold, as a minimum, a current

emergency aid certificate have evidence of having undergone

training in the protection of children and vulnerable adults from abuse if absent from their academic profile.

Must be evidenced through: learner records containing personal data

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

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

records of the checks that took place to ensure that the learner has been trained in the protection of children and vulnerable adults from abuse, the type of evidence, the reviewer’s name and confirmation date

records of the checks that took place to ensure that the learner has a current emergency aid certificate, the type of certificate, the reviewer’s name and confirmation date

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

work experience must be evidenced by an up to date CV and a reference from a current or previous employer.

8 Where it is clear that an individual may not have an appropriate understanding of the English language, an

activity must be completed in order to establish their eligibility to complete the qualification.


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 with the Equality Act 20109 and its protected characteristics. The barriers to access to this qualification that preserve the integrity and technical requirements, and safety of learners and participants include: Age – individuals under the age of 17

are not permitted to attend this qualification. As a result, no adjustments to this barrier can be applied. Only those who are over 18 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.

Must be evidenced though: 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.


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 Learning Record (PLR) (for centres in England only at this time)

the learning outcomes and 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.

Must be evidenced through: induction attendance registers and

records policy booklets or signposts induction documentation.


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 guided learning hours (GLHs), which are 125 hours, depending on learners’ needs. In doing so, the recognised centre must ensure that the eight mandatory units are completed, giving learners 19 credits. Each credit is equivalent to 10 hours of learning time.

Must be evidenced through: marketing tools (where these exist) a published learning and assessment

programme session plans web-based records from online

platforms.

QCON 3.2 Training and assessment programme

Conditions Evidence: course programme

The recognised centre is responsible for its teaching and learning programme. However, each unit should be delivered in line with the stated GLHs for the unit, unless delivered holistically. In delivering the teaching and learning programme, the following must be considered: all learning outcomes all assessment opportunities and the

assessment criteria learners’ individual needs learners’ registration period (36

months).

Must be evidenced through: a published learning and assessment

programme session plans course administration records web-based records from online

platforms.


QCON 3.3 Assessment specification10

Conditions Evidence: assessment

The recognised centre is required to ensure the assessment specification is fully complied with, without deviation. To achieve the qualification, learners are required to have completed the Learner Pack in full. This will involve: evidence clearly demonstrating an

appropriate level of knowledge and understanding related to each task

an outline plan for a series of at least six linked and progressive physical activity sessions focused on an area or number of areas of physical development contained within the technical syllabus

individual plans that support a developed outline plan for physical development activities (a minimum of six)

observation by an appropriately qualified assessor of a minimum of one delivery session that focuses on physical activities underpinned by content from the technical syllabus; this observed session(s) should be a maximum of 20 minutes

evaluations for each of the delivered sessions

observation and assessment records.

The evidence from these assessments must be stored in the Learner Pack and the outcomes recorded in the learner’s Record of Achievement. 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. The delivery of an observed session should be completed in a real-world environment involving participants at a suitable age, and not through simulation.

Must be evidenced through: a record of learners’ attendance and

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

evidence from the completion of any tasks

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.


It should be made clear to learners whether the centre is able to provide a suitable environment for assessment prior to registering on the course or if they are responsible for sourcing this.

QCON 3.4 Assessment tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools that have been designed by 1st4sport in consultation with the technical development partner, afPE. The recognised centre may choose to develop its 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 by the recognised centre’s EV. Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, it should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.

Must be evidenced through: a completed Record of Achievement (by

task and unit) completed tasks contained in the Learner

Pack (portfolios of evidence) printed evidence from the completion of

any tasks online observation checklists other assessment records that support

learners’ achievement internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative assessment

Must be evidenced through: an alternative assessment

arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools 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 complete the tasks in a clear order:

Tasks 1–5 (in any order) must be successfully completed first.

Task 6 must be completed after Tasks 1–5.

Task 7, 8, 9 and 10 (in that order) must be completed after successful completion of Task 6.

This will allow the learners to develop knowledge in a coherent and appropriate way.

Must be evidenced through: the full programme of learning and/or

records of attendance assessment records.


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.

Must be evidenced though: a published learning and assessment

programme and related learner communications

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

assessment plans completed tasks that include signatures

in all required places and annotations that 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


QCON 3.7 Eligibility of learners for special consideration

Conditions Evidence: special consideration

The recognised centre is required to ensure learners who are disadvantaged, or 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.


QCON 3.8 Eligibility of learners for certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have completed all prerequisites and assessment requirements and who have been confirmed by the tutor/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.

Must be evidenced through: assessment tracking and records tutor/assessor communications to the

centre administrator administrator communications to

learners internal verification reports certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: 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 resit the appropriate assessment component within their period of registration (36 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.

Must be evidenced though: 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



Section Four – Internal Quality Assurance

QCON 4.1 Internal verification strategy

Conditions Evidence: internal quality assurance

The recognised centre is required to have in place an internal verification strategy that includes strategic objectives. At the very least, the first course a centre delivers must be internally verified to ensure the centre is delivering and assessing the programme in the appropriate way. This may involve attending classroom sessions. Other aspects of the strategy may include: a selected sample across 25% of learner

evidence and assessor feedback internally verified from 100% of the courses authorised

all active assessors internally verified across all active assessment sites, over a 12-month period

appropriate standardisation activities conducted annually

internal verification conducted in accordance with a risk-based approach; tutors/assessors and assessments perceived as higher risk experience more frequent IV interventions.

Must be evidenced 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 Evidence: internal verification sampling

The recognised centre is required to develop and implement sampling plans in accordance with the interval verification strategic objectives.

Must be evidenced through: sampling plans internal verification reports.


QCON 4.3 Internal verification interventions

Conditions Evidence: internal verification interventions

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

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

Must be evidenced through: internal verification reports.


Communications and Contacts In an effort to reduce the costs of our qualifications, we aim to utilise electronic means of communication wherever possible. The 1st4sport Qualifications website or email helpline should be the first port of call for organisations or individuals looking for information.

Additional Important Contacts

afPE www.afpe.org.uk Telephone: 01905-855 584 Email: [email protected]

SkillsActive – Sector Skills Council for Active Leisure, Learning and Well-being

Website: skillsactive.com Enquiries email: [email protected]

Telephone: 0330 004 0005

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.

Office of Qualifications and Examinations Regulation (Ofqual)

Website: www.ofqual.gov.uk

Department for Education Website: www.education.gov.uk

Learning Records Service

Website: www.learningrecordsservice.org.uk

UK Active Kids

Website: www.ukactive.com

http://www.afpe.org.uk/



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

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

http://www.education.gov.uk/

http://www.learningrecordsservice.org.uk/

http://www.ukactive.com/


Appendix A: Technical Syllabus This syllabus should be read in conjunction with the unit specifications of the 1st4sport Level 3 Certificate in Physical Development and Activity in the Early Years (QCF). To achieve the 1st4sport Level 3 Certificate in Physical Development and Activity in the Early Years (QCF), learners will be required to demonstrate an understanding of a number of areas contained with the technical syllabus. Not all aspects of the technical syllabus should or can be met. The areas a learner covers will depend on the age and development level of their participants. If a learner is unsure as to which areas they can and cannot cover, they must consult the tutor.


Age Typical Behaviour

Birth – 11 months

Turns head in response to sounds and sights

Gradually develops ability to hold up own head

Makes movements with arms and legs, which gradually become more controlled

Rolls over from front to back, from back to front

When lying on their tummy, becomes able to lift first head, then chest, supporting self with forearms and then straight arms

Watches and explores hands and feet

Reaches out for, touches and begins to hold objects

Explores objects with mouth, often picking up an object and holding it to the mouth

8–20 months Sits unsupported on the floor

When sitting, can lean forward to pick up small toys

Pulls to standing, holding on to furniture or person for support

Crawls, bottom shuffles or rolls continuously to move around

Walks around furniture, lifting one foot and stepping sideways (cruising), and walks with one or both hands held by adult

Takes a few steps independently

Passes toys from one hand to the other

Holds an object in each hand and brings them together in the middle (eg holds two blocks and bangs them together)

Picks up small objects between thumb and finger

Enjoys the sensory experience of making marks in damp sand, paste or paint

Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes

16–26 months

Walks upstairs holding hand of adult

Comes downstairs backwards on knees (crawling)

Beginning to balance blocks to build a small tower

Makes connections between their movement and the marks they make

22–36 months

Runs safely on whole feet

Squats with steadiness to rest or play with object on the ground, and rises to feet using hands

Climbs confidently and is beginning to pull self up on nusery play climbing equipment

Can kick a large ball

Turns pages in a book, sometimes several at once

Shows control in holding and using jugs to pour, hammers, books and mark-making tools

Beginning to use three fingers (tripod grip) to hold writing tools

Imitates drawing simple shapes such as circles and lines

Walks upstairs or downstairs holding on to a rail, two feet to a step

May be beginning to show preference for dominant hand


30–50 months

Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping

Mounts stairs, steps or climbing equipment using alternate feet

Walks downstairs, two feet to each step, while carrying a small object

Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles

Can stand momentarily on one foot when shown

Can catch a large ball

Draws lines and circles using gross motor movements

Uses one-handed tools and equipment (eg makes snips in paper with scissors)

Holds pencil between thumb and two fingers, no longer using whole-hand grasp

Holds pencil near point between first two things and thumb, and uses it with good control

40–60 months

Experiments with different ways of moving

Jumps off an object and lands appropriately

Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles

Travels with confidence and skill around, under, over and through balancing and climbing equipment

Shows increasing control over an object in pushing, patting, throwing, catching or kicking it

Uses simple tools to effect changes to materials

Handles tools, objects, construction and malleable materials safely and with increasing control

Shows a preference for a dominant hand

Begins to form recognisable letters

Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.


Appendix B: Unit Specifications

Title: Assess Physical Activities in an Early Years Environment

Aim: The aim of this unit is to develop an understanding of the early years education framework and the assessment techniques relevant in this environment.

Level: 3

Credit value: 3

Learning Outcomes The learner will:

Assessment Criteria The learner can:

1

understand the current early years education framework

1.1

identify the areas of learning and development that shape educational programmes in early years settings

1.2

identify government policy that influences the early years education framework

1.3

analyse observation and assessment methods within the early years education framework

2

understand assessment techniques in early years education

2.1

explain the term ‘formative assessment’

2.2

explain the term ‘summative assessment’

2.3

explain the positive and negative features of formative and summative assessment

2.4

explain how assessment can be used to track progress

3

understand the importance of record keeping in completing observation and assessment

3.1

describe how records are kept on observation and assessment in own organisation

3.2

explain the legal requirements for keeping records in early years education settings

4

be able to carry out observations and assessments in own setting in line with the current early years education framework.

4.1

carry out observational assessment on a child/group of children

4.2

record observational assessment in a professional manner

4.3

use formative and summative assessment to track progress

4.4

use formative and summative assessment to plan and shape learning opportunities

4.5

evaluate own use of observation.


Title: Principles of Physical Development and Early Movement Skills in an Early Years Environment

Aim: The aim of this unit is to understand the expected pattern of physical development in the early years and the factors that influence such development.

Level: 3

Credit value: 3



1

understand the expected pattern of physical development in the early years

1.1

explain the stages and rate of each aspect of development from birth to five years old

1.2

explain the difference between stages of development and rate of development and why the difference is important

2

understand the factors that influence a child’s development in the early years and how these affect practice

2.1

identify how physical development is influenced by a range of personal factors during the early years

2.2

identify how physical development is influenced by a range of external factors during the early years

2.3

identify how theories of development and frameworks to support development influence current practice

3 understand how to monitor development and make appropriate interventions if the expected pattern is not being followed

3.1

identify how to monitor physical development using different methods

3.2

explain the reasons why physical development in the early years may not follow the expected pattern

3.3

identify how disability may affect development

3.4

identify how different types of interventions can promote positive outcomes where physical development is not following the expected pattern

4

understand early movement skills and their importance in the early years environment.

4.1

define early movement skills

4.2

describe the importance of developing early movement skills

4.3

describe how early movement skills play a role in physical development at a later age

4.4 identify various terms used by early years practitioners when delivering early movement skills.


Title: Principles of Safe Practice in Early Years Physical Activity Sessions

Aim: The aim of this unit is to understand the various principles of safe practice as it relates to the delivery of physical activity sessions in a suitable environment.

Level: 3

Credit value: 2



1

understand how to ensure participants’ safety during early years physical activity sessions

1.1

describe the legal principles and key legislation relating to safe practice in an early years environment

1.2

explain the importance of a risk assessment

1.3

illustrate how to carry out a risk assessment

1.4

explain the importance of conducting a safety check before delivering early years physical activity sessions

1.5

illustrate how to carry out a pre-physical activity session safety check

2

be able to maintain safety during an early years physical activity session.

2.1

respond to injury, illness and emergency situations in an early years physical activity session

2.2

call for qualified assistance that is appropriate to the situation

2.3

give the qualified assistance clear and accurate information about the situation

2.4

report incidents following organisational requirements

2.5

report any problems with emergency procedures to the relevant colleague.


Title: Promoting Diversity, Equality and Inclusion in the Early Years Environment

Aim: The aim of this unit is to develop an understanding of how to promote diversity, equality and inclusion in the early years, and how to integrate this into physical activity sessions.

Level: 3

Credit value: 2



1

understand equality, diversity and inclusion in the early years environment

1.1

Explain the terms: a equality b diversity c inclusion d participation e discrimination

1.2

summarise the national policies and legislation relevant to equality, diversity and inclusion

1.3

explain the importance of applying equality, diversity and inclusion in relation to: a planning activities b selecting resources c safeguarding d cultural awareness

1.4

describe different types of discriminatory behaviour

2

understand how to promote inclusive practice.

2.1

explain the STTEP model

2.2

understand how to use the SEND Code of Practice to develop inclusive practice

2.3

describe ways to ensure that personal attitudes, values or beliefs do not impact on inclusive practice.


Title: Promoting Health and Well-being in the Early Years

Aim:

The aim of this unit is to promote health and well-being – including healthy eating and the roles that parents and other caregivers can play in the promotion is – both in the early years environment and at home.

Level: 3

Credit value: 2



1

understand how to promote the good health and well-being of children from birth to five years

1.1

explain the benefits of promoting children’s good health and well-being in an early years environment

1.2

explain the wider impact of promoting children’s good health and well-being in an early years environment

1.3

identify ways of promoting children’s health and well-being

2

understand the important role that parents and other caregivers contribute to the health and well-being of their children.

2.1

explain the important role that parents and other caregivers play in contributing to the health and well-being of their child

2.2

identify ways of promoting physical activity and healthy living to parents and other caregivers that will enable them to encourage the health and well-being of their child.


Title: Plan a Series of Physical Activity Sessions for an Early Years Environment

Aim: The aim of this unit is to develop the understanding required in order to be able to plan physical activity sessions which are both safe and purpose-driven.

Level: 3

Credit value: 3



1 know how to plan physical activity sessions for an early years environment

1.1 explain the importance of careful and thorough planning for physical activities

1.2 state how to identify participant needs and motivations, and the potential of the participants

1.3 describe the types of special needs that participants may have and what additional support might be required

1.4 explain the importance of maintaining participant confidentiality and how this is achieved

1.5 outline the key aspects of a physical activity session plan

1.6 identify health and safety requirements that may impact on physical activity sessions

1.7 identify how to ensure any required equipment and facilities will be available

1.8 identify other people who may be able to contribute to the delivery of physical activity sessions, and describe their potential contribution

1.9 describe how physical activity sessions might be adapted due to unforeseen circumstances to the environment or participant needs

2 be able to review participants’ needs for a series of physical activity sessions

2.1 collect accurate and up-to-date information relevant to the participants and the series of sessions

2.2 maintain confidential information appropriately

2.3 use the collected information to identify participants’ needs

2.4 identify how participants’ needs may impact on the sessions

2.5 identify the overall aims for the series of physical activity sessions




3 be able to plan a series of physical activity sessions for early years physical development.

3.1 identify the goals for each physical activity session in the series that meet the needs of the participants and the group

3.2 develop physical activity session plans that are consistent with own level of competence and that support current early years development plans

3.3 identify activities and delivery styles that will motivate participants and achieve the planned goals for each session in the series

3.4 ensure plans include realistic timings, sequences and duration of activities

3.5 ensure plans allow for a balance of instruction, activity and discussion

3.6 identify resources required for each physical activity session

3.7 ensure plans are consistent with accepted good practice for physical development in the early years.


Title: Deliver Physical Activity Sessions in an Early Years Environment

Aim: The aim of this unit is to develop the understanding required in order to be able to deliver physical activity sessions which are both safe and purpose-driven.

Level: 3

Credit value: 2



1

be able to prepare resources for physical activity sessions in an early years environment

1.1

ensure that the identified resources meet the requirements of the planned session

1.2

handle equipment safely

1.3

set up equipment according to the session plan

1.4

ensure the activity environment is safe, appropriate and conducive to learning for all participants

1.5

ensure everyone involved in the session has the information they need to participate

2

be able to prepare participants for physical activity sessions in an early years environment

2.1

meet the participants at the scheduled time

2.2

help the participants feel welcome and relaxed

2.3

record attendance in line with organisational procedures

2.4

ensure each participant’s clothing and equipment are safe and appropriate for planned activities

2.5

organise the participants in order to communicate with them

2.6

establish behaviour rules for the session

2.7

explain the aims of the session in a way participants will understand

2.8

ensure the participants are prepared for the activities and ready to participate

3

be able to lead physical activity sessions in an early years environment.

3.1

provide clear information to participants about the planned activities

3.2

ensure activities maximise participants’ learning in line with the participant goals

3.3

support a positive learning environment where participants can ask questions

3.4

respond to the participants’ questions helpfully and clearly.


Title: Review Physical Activity Sessions in an Early Years Environment

Aim: The aim of this unit is to develop the understanding required in order to be able to deliver physical activity sessions which are both safe and purpose-driven

Level: 3

Credit value: 2



1

be able to review physical activity sessions

1.1

choose an appropriate time and place for the review

1.2

encourage participants to take part in the review

1.3

make sure the review takes account of the participants’ experiences and progress during the session

1.4

help the participants to identify, and be positive about, what they have achieved

1.5

explore with the participants how activities within a session can be applied in the future

2 be able to reflect on and evaluate physical activity sessions.

2.1

review the outcomes and objectives for the activities within a session that have been delivered

2.2

reflect on all aspects of the activities within a session that have been delivered

2.3

reflect on the feedback received from participants, where appropriate, or others, including managers, supervisors, parents and guardians

2.4

identify what went well and what could be improved

2.5

discuss and review areas for further development

2.6

record evaluations for future reference.
