prepare for activity sessions · 2011. 10. 28. · plan and prepare for activity sessions....

Learner name:

Learner number:

F/601/5532UF20646

Prepare for activity sessions

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initialsIV signature (if sampled)

Assessor name Assessor signature Assessors initialsAssessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

UF20646Prepare for activity sessions

The aim of this unit is to develop the knowledge, understanding and practical skills required to be able to plan and prepare for activity sessions.

UF20646_v6

GLH

Credit value

Level

NOS

Observation(s)

External paper(s)

30

4

2

D21

2

0

On completion of this unit you will:

Learning outcomes

Evidence requirements

UF20646

1. Be able to plan activity sessions

2. Be able to prepare self for activity sessions

3. Be able to prepare equipment and facilities for activity sessions

4. Know how to prepare for activity sessions

5. Know how to plan activity sessions

6. Know how to prepare self for activity sessions

7. Know how to prepare equipment and facilities for activity sessions

4. Range All ranges must be competently demonstrated.

5. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. In most cases this can be done by your assessor questioning you orally. However, other techniques such as projects, assignments and/or reflective accounts may also be appropriate.

6. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes and ranges in this unit. All outcomes and ranges must be achieved.

7. External paper There is no external paper requirement for this unit.

1. Evidence of real work activity You must produce evidence to meet all ‘Observation’ outcomes and assessment criteria through your own work.

2. Simulation Simulation is allowed for criteria 2b and 3c, if no naturally occurring evidence is available.

3. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimony and products of work are likely to be the most appropriate sources of performance evidence. These observations should not be carried out on the same day. There should be sufficient time between assessments. Separating the assessment occasions by a period of at least one month is recommended.

3

Prepare for activity sessions

Achieving observation outcomes

Achieving range

Achieving observations and range

UF20646

Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you may be required to produce supplementary evidence, for example, questioning, projects or assignments may be used to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved by supplementary evidence. Questioning to gather supplementary evidence can normally be carried out orally. However, oral questioning must be recorded by the assessor, in written form or by other appropriate means.

Your assessor will sign off an outcome when all criteria have been competently achieved.

The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation.

Your assessor will document the portfolio reference once a range has been competently achieved.

4

Guidance for tutors and assessors

Tutors and assessors must refer to the following documents for guidance on assessment prior to delivering this unit. *These SkillsActive documents can be downloaded at www.SkillsActive.com:

• QCF Evidence Requirements and Assessment Guidance

• Assessment Strategy for NVQs and SVQs

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

*Learning outcomes and assessment criteria in these documents may be numbered differently to VTCT ROA books.

Outcome 1

Observations

Observation 1 2 OptionalCriteria questioned orally

Date achieved

Portfolio reference

Learner signature

Assessor initials

You can:

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*May be assessed by supplementary evidence.

Be able to plan activity sessions

5

a. Get approval for the plans from the responsible colleague

Outcome 2

You can:

UF20646


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Ensure plans and other essential information about the sessions are available

b. Make sure own personal competence and qualifications are appropriate to leading the sessions*

c. Physically and mentally prepare self for the sessions

d. Have the correct personal equipment ready for the sessions

e. Choose a leadership style that is appropriate to the aims of the session and the needs and potential of the participants

Be able to prepare self for activity sessions

6


Outcome 3

You can:

UF20646


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Obtain equipment and facilities that are suitable for the participants and the sessions

b. Make sure equipment and facilities meet health and safety requirements and/or local codes of practice

c. Identify any unsafe or unserviceable equipment and/or facilities and follow the correct procedures for dealing with these*

d. Encourage and help the participants to prepare equipment and facilities safely and in line with own organisation’s procedures

e. Minimise any damage to the local environment and injury to self and others

Be able to prepare equipment and facilities for activity sessions

7


You must practically demonstrate that you have:

Range

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Covered all types of information when planning activity sessions Portfolio reference

Time and location

Context in which activities are taking place

Expected participants

Participants’ needs and motivations

Aims of the programme

Health and safety requirements

Available equipment and facilities

Evaluations of similar sessions

Covered a minimum of 2 programme aims when planning Portfolio reference

Fun and recreation

Curriculum based

Personal and social development

Encouraging future participation, adherence and/or progress in the sport or activity

Covered a minimum of 3 types of participant when planning Portfolio reference

Adults

Children and young people

People with particular needs

New participants

Participants with some experience

8


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Covered a minimum of 2 types of session when preparing self for activity sessions Portfolio reference

Fun and recreation

Curriculum based



Covered a minimum of 2 types of personal equipment when preparing self Portfolio reference

Activity equipment

Clothing

Safety equipment

First aid equipment

Covered a minimum of 3 types of participant when preparing self Portfolio reference

Adults



New participants



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Covered a minimum of 3 types of participant when preparing equipment and facilities for activity sessions Portfolio reference

Adults



New participants


Covered a minimum of 2 types of session when preparing equipment and facilities Portfolio reference

Fun and recreation

Curriculum based



10

Developing knowledge

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Achieving knowledge outcomes

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning. Oral questioning must be recorded by your assessor, in written form or by other appropriate means.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work, then there is no requirement for you to be questioned again on the same topic.

Knowledge

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Outcome 1

Be able to plan activity sessions

You can: Portfolio reference

b. Collect the information needed to plan the sessions

c. Plan sessions that meet the aims of the programme and the needs and potential of individual participants

d. Make sure the plans have realistic objectives, sequences and timings

e. Make sure the plans meet health and safety requirements

f. Adapt the plans to take account of available equipment, facilities and time

g. Identify anything that might change before the sessions and plan how to deal with these

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Know how to prepare for activity sessions


a. Describe the values and/or codes of practice relevant to the work being carried out

b. Describe the importance of careful and thorough planning and preparation for sessions

c. Identify the requirements for health and safety that are relevant to the activities being planned, including health and safety at work legislation and requirements from relevant national governing bodies

d. Describe how the sessions relate to the overall aims of the programme

e. State how to identify the needs, motivations and potential of the participants

f. Describe the types of special needs that participants may have

g. Describe how to adapt own plans, self and the equipment and facilities to meet special needs that participants may have

Outcome 4

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Outcome 5

Know how to plan activity sessions


a. Outline what a session plan should cover

b. Describe the importance of treating information about participants confidentially and what this means

c. Describe how to develop and check objectives, sequences and timings for a session

d. Outline how to find out about the equipment and facilities that will be available for the session

e. State the types of circumstances that may change and how to plan for these

f. Outline why it is important to get the approval of the colleague responsible for the programme

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Outcome 6

Know how to prepare self for activity sessions


a. Outline why it is important to have own plans for the session and other essential information readily available

b. Outline levels of personal competence and the types of qualifications required to lead the sessions that are being prepared

c. Outline why it is important to have the correct level of personal competence and the appropriate qualifications, and what may happen if not

d. Describe the physical and mental demands of leading the planned session

e. Describe why it is important that the learner is in the right physical and mental condition

f. Outline different styles of leadership that are appropriate to different types of participants and sessions

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Outcome 7

Know how to prepare equipment and facilities for activity sessions


a. List the types of equipment and facilities that are needed for the planned sessions

b. State how to choose equipment that will be appropriate to a particular client group

c. Describe how to check equipment and facilities

d. Describe the correct procedures to follow when unsafe or unserviceable equipment and/or facilities are found

e. Outline why participants should help to prepare facilities and equipment

f. Describe how to identify whether, and how, the local environment could be harmed by the sessions

g. Describe how to identify what could be done to protect the environment from harm

prepare for activity sessions · 2011. 10. 28. · plan and prepare for activity sessions....

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