Checklist for Playwork Employer Training Licence

Aim

These are the overall, general goals or intentions of a learning programme or session. For example, 'this course aims to provide candidates with an awareness of new techniques to improve flexibility'.

Aims should answer the following questions:

• What is the purpose of this training?
• What is the training intended to achieve?

Learning Outcomes

These are statements that describe what a learner will be able to do as a result of learning. They are sometimes called objectives. Outcomes should specify the knowledge and skills which someone will be required to demonstrate to when they have completed the training successfully. Examples include: 'know the procedure for reporting accidents'; 'recognise the value of play to children'; 'demonstrate the ability to collect children's views on the play opportunities provided'.

Learning Outcomes should address what a learner has demonstrated that they know or can do.

If your training is a workshop or varied training, you should simply state the overall aims of your CPD, for example, 'to present research on new methods for improving sprinting techniques'.

Facilities

Venue(s) should provide access to all learners for the purpose of training (and assessment if applicable).

Physical resources

Any specialist equipment required for the training and assessment should be available and in good working order for all learners

Please give details of the venues that will be used to deliver training and any resources, including any specific equipment that will be used during the training.

The tutors delivering continued professional education must be technically competent in the area that they are delivering education in as well as having occupational experience. Tutors should also where possible be affiliated to their professional register

Tutors

Tutors are required to possess at least one of the following:

• 3 years full time equivalent teaching experience
• Teacher training qualification (Undergrad/Postgrad)
• Accredited Institution PG Cert in teaching and supporting learning (e.g. HEA UKPSF)
• PTLS: Preparing to teach in the lifelong learning sector
• SkillsActive tutor training workshop (attendance on a one day workshop with no assessment)

Assessors

The Assessor/s must hold or be working towards any of the following:

• Level 3 Award in Assessing Vocationally Related Achievement (QCF) or
• Level 3 Award in Assessing Competence in the Work Environment (QCF) or
• Level 3 Certificate in Assessing Vocational Achievement (QCF), or
• A1 (previously D32, D33)
• Relevant predecessor NQF assessor qualifications
• SkillsActive quality assurance training (attendance on a one day course with no assessment)

Internal Quality Assurers

The Internal Quality Assurers must hold or be working towards any of the following:

• Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or
• Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) or
• V1 (previously D34)
• Relevant predecessor NQF internal quality assurance qualifications
• SkillsActive quality assurance training (attendance on a one day course with no assessment)

Desirable Criteria

All Assessors should be registered with the appropriate professional register

The tutor resources refer to any materials that are needed in addition to the learner pack. For example, you may want to use additional learning checks (quizzes, labelling diagrams, DVDs etc).

Additional resources may also refer to youtube clips or links on the website for learners to pursue individually. Some training providers find it helpful to use PowerPoint and print these out so that the learner can annotate; this would be classed as an additional learning resource. It is essential to ensure that the same principles of copyright, plagiarism and referencing that have been highlighted in the learner manual are used here.

Visit the shop and buy the Tutor Resources pack

The purpose of an evaluation form is to obtain personal feedback on the training and assessment from each learner.

The form should invite comments on:

• The suitability of the venue
• The effectiveness of the tutor in relation to content delivery and adherence to learner support, Equal Opportunites, Support and Health & Safety policy
• The learning resources
• Pre-training information and administration in relation to the training
• Any other relevant or important areas you want feedback on

The evaluation form gives essential feedback on the learner's experience of your training. The feedback from each evaluation form should be taken into account when planning and preparing for the next training event.

This is a document detailing the organisation's policies and procedures. It should include any forms that tutors will use. This Manual contains standard operating procedures across all/any training, and will not necessarily change over time. If there are any changes to the Operation Manual over time, Skills Active must be informed in writing.

Mission Statement, Aims and Objectives

This should be the same content as in the learner pack. It is the tutor's responsibility to uphold these.

Example

• "[provider name] will commit to offer the highest quality of training possible. We will do this by ensuring we take into account each learner's needs and learning styles. All learners will be given the opportunity to provide feedback and we commit to address any issues raised. We shall also provide up to date research and all tutors will be occupationally competent".

Equal Opportunities Policy and Procedure

The equal opportunities policy describes your commitment to ensure that all learners are given the fair and non-discriminatory opportunity to participate in your training. The procedures describe how you will ensure that the policy is consistently applied. Equal opportunities policy and procedures are a legal requirement and give learners confidence in your ability to cater for and adapt to their individual learning needs.

Examples:

• "All learners will be asked to identify any specific individual needs in relation to the training to enable us to take the necessary steps to ensure that they will be able to access the training appropriately, e.g. hearing impairment . Having prior knowledge of learner needs enables the tutor to adapt the materials and training methods to suit the identified needs."
• "We are committed to ensuring that learners will be treated with respect, regardless of gender, sexual orientation, race or religion or social background. Should individual requirements be identified, then [provider] will endeavour to accommodate their needs, where-ever possible."
• "We will ensure our teaching methods accommodate a wide range of learning styles"

Appeals procedure

The appeals procedure gives the learner confidence that they will be assessed in a fair and appropriate way. The appeals procedure sets out how a learner may make a formal appeal against an assessment decision that they deem has been conducted inappropriately or unprofessionally.

The appeals procedure should cover:

• The purpose
• Grounds for appeal
• Appeals procedure
• Appeal outcomes
• Appeal request form

Policy for Learning Support and Reasonable Adjustments

This policy details your commitment and scope towards providing support for learners in relation to their individual learning needs, for example dyslexia, other learning needs or disabilities. The policy lists the range of 'reasonable adjustments' to the training and assessment that will be put in place to support the learner and ensure they have fair access to learning and assessment opportunities. Areas to cover are:

• Resources: CD ROM – Enlarged Text
• Training: Provide extra support time or tour of venue
• Assessment: Reader – Scribe – additional time

Quality Assurance Policy and Procedure

The Quality Assurance Policy sets out your commitment towards ensuring that all training and assessment consistently meets SkillsActive/Awarding Organistion quality standards. The procedures describe the steps you will take to ensure that all training and assessment, across all venues and with different tutors is quality assured. A suitably qualified (V1) Quality Assurance Verifier is required to ensure that:

• regular staff training and meetings take place and are recorded
• assessment decisions are correctly recorded and sampled for validity and reliability
• teaching and learning is observed and any development needs recorded and acted upon
• Provision is made for different learner needs

It is important that you cover both the policy (what you are committing to do) and what the procedure is (how you are going to do it).

Tutor Procedures for Recording and Retaining Evidence

SkillsActive requires endorsed training providers to retain training and assessment records for a minimum of 2 years. Therefore, you must describe how you will retain and securely store learner's assessment and training records.

Visit the shop and buy the Training Provider's Operation Manual

This is a set of materials for the learner to use before, during and after the course. It should provide all relevant materials that the learner needs.

Lesson plan

A lesson or session plan is a guide for the teacher or tutor to follow and includes:

• the aims and learning outcomes for that particular teaching session
• the teaching activities the tutor will provide
• learning activities that the participants take part in
• the resources that will be needed
• how learning checks will be done and any assessment that will take place
• The timings of each topic and activities within the session

A lesson or session plan should contain everything a tutor needs to be able to deliver a session, so that should a tutor be unable to attend, another tutor could use it to deliver the same learning outcomes.

If a piece of CPD is submitted without a scheme of work (or equivalent) and a lesson/session plan, the course or workshop will be referred for resubmission.

Learner Evaluation Form

The purpose of an evaluation form is to obtain personal feedback on the training and assessment from each learner.

The form should invite comments on:

• The suitability of the venue
• The effectiveness of the tutor in relation to content delivery and adherence to learner support, Equal Opportunites, Support and Health & Safety policy
• The learning resources
• Pre-training information and administration in relation to the training
• Any other relevant or important areas you want feedback on

The evaluation form gives essential feedback on the learner's experience of your training. The feedback from each evaluation form should be taken into account when planning and preparing for the next training event.

Physical Activity Readiness Questionnaire (PARQ) and Informed Consent form

Learner Screening Procedure for Practical Sessions

The PARQ is a declaration by the learner that they believe themselves to be physically able to take part in any practical activities. This gives the tutor some reassurance that the learner is apparently safe to take part in physical activity . It will highlight areas where they may need to seek medical advice before undertaking physical activity and indentify any medical reasons that may prohibit them from taking part. If your training includes any physical activity, then this must be made known in the learner resource and assessment guidelines as well.

Informed Consent is a form which informs the learner of the anticipated level and demands of the practical sessions within the training. The learner signs and dates the form as evidence of their confirmation that they a) know the level of physical exertion they will be required to take part in; and b) agree to take part and inform the tutor of any concerns during participation.

Teaching and Learning Agreement

This is an agreement between the learner and tutor to conduct themselves in an appropriate manner, in accordance with the provider's policies, procedures and guidelines. The agreement aims to set the ground work for a comfortable and positive learning environment where the tutor and learners have an agreed code of conduct.

Visit the shop and buy the Tutor Support Pack

NOS establish the benchmark of competence required in the sector. Developed in conjunction with technical experts and employers, they focus on the employers' needs to ensure employability skills are reflected in training. Training providers are required to part map courses to demonstrate relevance to the learner and the level of qualification.

Mapping is simply providing an index of where course content covers the national occupational standards. Content can be map to NOS from a number of resources within a course, such as PowerPoint presentations, manuals, lesson plans or books.

Please ensure that you only map to the relevant parts within your course; any areas that you cannot map to please leave empty or write N/A. You will not be penalised for not mapping where it is irrelevant. The NOS can be subjective so if you are unsure please contact a member of the endorsement team.

Choose the relevant NOS for your training below:

• Playwork
• Fitness
• Sport
Coaching Mapping Toolkit
Leisure Managment Mapping Toolkit
Sports Development Mapping Toolkit
• Outdoors

ESSENTIALS

GLOSSARY

Check out our glossary of terms if you are unsure which category your training falls under. For further assistance go to Help, call 0207 632 2006 or SkillsActive at This e-mail address is being protected from spambots. You need JavaScript enabled to view it.

SUPPORT

If at any stage you're unclear, need more information, or wish to email SkillsActive, follow This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , or call 0207 632 2006