Checklist for Fitness Licence Workshop Varied

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.

To enable a learner to access any CPD activity and be awarded the appropriate number of CPD points, you must state the entry qualifications that learners must hold before they take part in your CPD training. It is also important that your CPD is directed to candidates at the appropriate level.

Please use the table to determine which pre-requisites apply to your CPD and what the appropriate level is.

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

This pack includes all of the materials that learners will use and need:

• before the training (e.g. workbooks, quizzes and course reading).
• during the training (e.g. manual, dvds, online video footage, worksheets and power-point handouts)
• after the training event (case study activities, theory tests, learning journals, log books)

Please note that this information may be given in different mode of communication email, printed or multi-media.

A sample learner pack can be one section or multiple and may include:

Section 1: (generic and should not need to change)

• Introduction to company (including mission statement and how you will achieve this)
  An inviting introduction to the company that tells the learner what the company does, their values and their purpose.
• Pre-course instructions
  These will cover a range of important practical information for the learner, such as:
  • Time table
    This should include a breakdown of sessions with times, including break times, which can be included in the total learning time.
  • Pre-Course reading instructions if applicable
  • Date
  • Venue
  • Suitable attire
  • Equipment or preparation needed
    For example gym kit or pens, paper, etc.
• Pre-course reading (optional)
  Provide any pre-course reading that learners will be required to complete before attending face to face training. Please note these hours can contribute towards the total learning hours, but must be reflected in the lesson plans. Any pre-course reading should include learning checks to ensure it has been completed, saving time during face-to-face training.
• What is expected of the learner
  A statement that sets out what is expected of each learner in relation to punctuality, practical sessions, home-study tasks and adhering to policies such as Equal Opportunities and Health & Safety.
• What is expected of the tutor
  A statement what sets out what the learner can expect from the tutor in relation to the teaching, support, punctuality and adhering to Equal Opportunities and Health & Safety policies.
• Equal opportunities
  A statement of the company's equal opportunities statement that tutors and learners must adhere to over the course of the training and assessment.
• Learning Support & Reasonable Adjustments
  A statement that describes how the learners will be able to access individual learning support, with some permissible adjustments to the training and/or assessment.
• Complaints procedure
  Instructions on how a learner may make a formal complaint in relation to training or assessment.
• How the company will quality assure training provision
  A company statement of commitment assuring learners they will receive the best quality of training, assessment and resources, across all venues and tutors.

Section 2 – Resource manual (this will change depending on the course)

• Contents page
  A clear list of the different sections and content within the manual, with page numbers to make it easy for the learner to find the information they want.
• Training specific information: text, diagrams, pictures, examples, learning checks etc.
  All learner manuals should be technically correct, professionally presented, up to date and appropriate for the CPD activity. In addition, evaluators will be checking that the manuals are page numbered, grammatically correct, free from spelling mistakes, in printed format rather than photocopied and easy to read. All manuals should contain a contents page and be referenced, preferably using the Harvard system.
  
  Further information:
  • Use of images
    All images used should be your own. If they have been taken from other sources, permission should be sought from the owner and they must be appropriately referenced (see below).
  • Referencing (applicable to all submissions)
    ALL figures/diagrams/illustrations and material used from other sources must be acknowledged and correctly referenced. A page providing a summary of references and named authors should be included. Any training provider found to be using another's work without permission will have their submission referred for resubmission.
    Although there are many different systems of referencing, the Harvard system is the most commonly used and you may wish to refer to this. Whichever method you choose to reference your work, the most important factors are consistency and the fact that you are acknowledging where you sourced the information.
  • Bibliography (applicable to all submissions)
    A bibliography is a list of books, articles and other sources you have used when writing a manual or learning resource. It is normally positioned at the end of the resource.
    Bibliographies must be presented in a specific style and they are essential to any manual/learning resources to:
    • To give credit to/acknowledge your sources of information
    • To help readers to find and read your sources
    • To avoid being accused of plagiarism

Section 3 – Practical / Theory assessment (if applicable)

• What the learner will be assessed on
• Invigilation guidelines and assessment procedures
• Sample of Practical Assessment observation checklist (if needed)
• Mock theory paper (if needed)
• Notes and areas for learner to record data (if needed) for case study work or assignments

Visit the shop and buy the Learner Pack

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

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 training, and will not necessarily change over time.

If there are any changes to the Operation Manual over time, SkillsActive 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:

“[Insert provider name] will commit to offer the highest quality of training possible. We will do this by ensuring that we take into account each learner’s needs and learning styles. All learners will be given the opportunity to provide feedback. We commit to address any issues raised. We will also provide up-to-date research and give an assurance that 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 a 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 policies 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. a 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, religion or social background. Should individual requirements be identified, then [insert provider name] will endeavour to accommodate their needs, wherever 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
• An 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 a tour of the venue
• Assessment: a 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/the Awarding Organisation 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 are 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 the procedure (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 two years. Therefore, you must describe how you will retain and securely store learners’ assessments 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

As outlined in Section 26.

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 Opportunities 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 would like to receive 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 able 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

This is a form that 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 groundwork 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

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