Candidate Details

Candidate Details

  • Candidate Name.

  • Address.
  • Telephone Number

  • Email

  • Company Name.

  • Address.
  • Telephone Number

  • The information contained here onwards is to remain PRIVATE AND CONFIDENTIAL and must not be given to any one outside the assessment process. My assessor has briefed me on the appeals procedure. I the assessor will assess the candidate fairly and to the standards required by the awarding body and offer information advice and guidance to the candidate.

  • Candidate Signature

  • Assessor Signature

Initial Contact With Candidate.

Initial Contact With Candidate

  • What the qualification is all about

  • What is expected from the candidate

  • What is expected by the assessor

  • What sort of work is being covered during the assessment

  • Candidate Discussion

Communication Log

Communication Log

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

  • Type of communication and the nature of the communication

Assessment Plan 1

  • Candidate Name and Registration No:

  • Candidate signature

  • Assessor Name

  • Assessor Signature

  • Has the assessment been agreed

Methods of assessment used in this portfolio

  • Observation

  • Oral questioning

  • Witness testimonials

  • Judgement of an assessor

  • Professional discussion

  • Photographic

  • Projects and Assignments

  • Date of Assessment

  • I am fully aware of the procedures laid out before me and I am aware that I am responsible for the evidence in this portfolio. My assessor has briefed me on the assessment process and informed me of my right to appeal against any decision that I disagree with

  • Candidate signature

  • Assessor signature

213 Prepare for spectator events

  • This unit is about the learner preparing themselves as a steward and checking the facility before an event.

  • There must also be evidence that the learner’s work has met the requirements listed under assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
    • Three types of resources
    • All types of information
    • Three types of equipment
    • Three types of hazards
    • All types of areas

    Simulation is allowed for 2.3, 2.4 and 2.5 only, if there is no naturally occurring evidence is available.

Learning Outcome 1

  • Be able to prepare for stewarding activities

  • 1.1 Follow the registration procedures correctly and on time

  • 1.2 Collect their passes, identification and other resources, looking after these and returning them after the event

  • With 3 types of resources

  • 1.3 Attend the pre-event briefing as required

  • 1.4 Note all the necessary information which is given at the briefings

  • 1.5 Correctly follow the pre-event routines

  • Evidence

Learning Outcome 2

  • Be able to identify and deal with hazards

  • 2.1 Follow agreed procedures to check equipment

  • With 3 types of equipment

  • 2.2 Keep disruption to a minimum

  • 2.3 Identify hazards in their designated area

  • 3 types of hazard

  • 2.4 Follow agreed procedures for assessing risk

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

  • 3 types of hazard

  • 2.6 Communicate verbally and non-verbally with colleagues and other people involved

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

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

  • Evidence

Learning Outcome 3

  • Be able to search the venue for suspect items

  • 3.1 Get information on the type of item being searched for

  • 3.2 Search the designated area thoroughly following instructions

  • 3.3 Identify and suspect items and other suspicious circumstances

  • All types of area

  • 3.4 Maintain their own safety and the safety of other people

  • 3.5 Report what they have found following agreed procedures

  • Evidence

215 Control the entry, exit and movement of people at spectator events

  • This unit is about helping to control and direct the movement of spectators at events, including their entry to and exit from the venue. The unit also covers basic customer care – for example providing spectators with information and helping them with other problems, such as missing property and people, and unsocial/unlawful behaviour by other people.

  • Outcomes 1 and 3 must be assessed using workplace evidence generated when the learner is controlling entry, exit and movement at a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis.

    Outcome 2 can be assessed as above or by realistic simulation.

    Simulation is allowed for the whole of learning outcome 1 and 2 only, if there is no naturally occurring evidence is available.

Learning Outcome 1

  • Be able to control the entry and exit of people at events

Assessment Criteria

  • 1.1 Have the necessary resources ready for use

  • The learner must have at least 3 of the following types of resources:

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

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

  • The learner must deal with at least 2 of the following types of people

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

  • 1.5 Admit people and refuse entry according to agreed procedures

  • The learner must deal with at least 2 of the following types of people

  • 1.6 Provide the people with clear reasons why they have been refused entry

  • The learner must deal with at least 2 of the following types of people

  • 1.7 Control the queues in a safe and orderly manner

  • 1.8 Supervise the safe exit of people according to the agreed procedures

  • The learner must deal with at least 2 of the following types of people

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

  • Evidence

Learning Outcome 2

  • Be able to search people for unauthorised items

Assessment Criteria

  • 2.1 Identify the people to be searched on entry according to the agreed procedures

  • The learner must deal with at least 2 of the following types of people

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

  • The learner must deal with at least 2 of the following types of people

  • 2.3 Only search people of the same sex

  • The learner must deal with at least 2 of the folowing types of people:

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

  • The learner must search for at least 2 of the following types of items:

  • The learner must deal with at least 2 of the following types of people

  • 2.5 Inform the supervisor about any unlawful items which they find

  • The learner must search for at least 2 of the following types of items:

  • 2.6 Treat the people involved with courtesy and respect at all times

  • The learner must deal with at least 2 of the following types of people

  • Evidence

Learning Outcome 3

  • Be able to provide people with information and help them with other problems

Assessment Criteria

  • 3.1 Communicate with people politely and clearly

  • The learner must deal with at least 2 of the following types of people

  • 3.2 Ask for information which is relevant to their problem

  • With 2 types of problem

  • 3.3 Make their sure understanding of the problem is correct

  • 3.4 Give people help which is appropriate to the problem and agreed procedures

  • The learner must deal with at least 2 of the following types of people

  • 3.5 Refer people to another source of help if necessary

  • The learner must deal with at least 2 of the following types of people

  • 3.6 Keep people informed of progress

  • The learner must deal with at least 2 of the following types of people

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

  • Evidence

216 Monitor spectators and deal with crowd problems

  • This unit is about keeping a careful watch over spectators and dealing with crowd control problems such a unexpected movements, local overcrowding, over-capacity and unsociable/unlawful behaviour.

Learning Outcome 1

  • Be able to monitor crowds and identify potential problems

  • 1.1 Have the necessary resources ready for use

  • With 2 types of resources

  • 1.2 Make sure the behaviours and appearance meets the standard required at all times

  • 1.3 Carry out their duties impartially

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

  • With 2 types of crowd

  • With 4 types of crowd problem

  • In all types of area

  • Confined areas

  • Open areas

  • Public areas

  • Non-public areas

  • 1.5 Identify crowd problems when they occur

  • With 4 types of crowd problem

  • Evidence

Learning Outcome 2

  • Be able to follow instructions and procedures to deal with crowd problems.

  • 2.1 Assess and report the crowd problems, answering and questions from supervisors clearly and accurately

  • With 3 types of crowd problem

  • With 2 types of people

  • 2.2 Take action following instructions and agreed procedures

  • With 3 types of action

  • 2.3 Make sure that and action is not dangerous to themselves and other people involved

  • With 3 types of action

  • With 2 types of people

  • 2.4 Communicate with the people involved and colleagues clearly

  • With 2 types of people

  • 2.6 Keep their control room/supervisor informed of the situation

  • With 2 types of people

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

  • Evidence

201 Help to manage conflict

  • This unit is about dealing with situations where there is conflict between people. The unit includes using effective communication (verbal and non-verbal) to defuse the situation, maintaining your own personal safety, giving advice and warnings, and calling for assistance when required. The unit does not include attempting to physically control or restrain people.

  • The learner must communicate appropriately using all of the following methods:

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

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

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

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

    Simulation is allowed for the whole of this learning outcome if there is no naturally occuring evidence available.
    If the learner can only cover two types of people through workplace evidence, they must be questioned on the rest.

    Simulation is allowed for the whole of this learning outcome if there is no naturally occuring evidence available.

Learning Outcome 1

  • Be able to communicate with people in conflict situations

Assessment criteria

  • 1.1 Remain calm and folow their organisation's procedures

  • 1.2 Communicate with people in a way that minimises and reduces conflict

  • Verbal Communication with 2 types of people

  • Body language with 2 types of people

  • Other forms of non-verbal communication

  • 1.3 Maintain their own personal space

  • 1.4 Respect the personal space of others

  • 1.5 Listen actively to what people are saying

  • With 2 types of people

  • 1.6 Show empathy

  • 1.7 Use sensetive questioning to get further infomation about the situation

  • 1.8 Summarise and feedback to people what they have said to confirm understanding of the situation

  • With 2 types of people

  • Evidence

Learning Outcome 2

  • Be able to follow procedures to resolve conflict

Assessment criteria

  • Whilst resolving conflict the learner must cover all of the following types of procedures:

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

    with two of the following types:

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

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

    Simulation is allowed for the whole of this learning outcome if there is no naturally occurring evidence available.

  • 2.1 Assess the risks to themselves and others in the situation

  • 2.2 Asess the seriousness of the situation and the behaviour of the people involved

  • With 2 types of people

  • 2.3 Maintain their own personal safety

  • 2.4 Folow agreed procedures for the type of situation and people involved

  • With all procedures

  • Do nothing

  • Maintain Observation

  • Give advice or warning

  • Request assistance

  • With 2 types of people

  • 2.5 Collect and report necessary information about the people involved and the situation

  • With 2 types of people

  • Evidence

212 Support the work of the team and organisation

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

Learning Outcome 3

  • Be able to work effectively with colleagues

Assessment Criteria

  • 3.1 Establish a good working relationship with colleagues

  • The learner must cover 2 types of colleague, using both types of communication

  • Working at the sale level as self

  • Communication

  • Responsible to self

  • Communication

  • Line manager

  • Communication

  • Line manager

  • Communication

  • 3.2 Communicate verbally and in writing with colleagues clearly

  • The learner must cover 2 types of colleague, using both types of communication

  • Working at the sale level as self

  • Communication

  • Responsible to self

  • Communication

  • Line manager

  • Communication

  • Line manager

  • Communication

  • 3.3 Maintains standards of professional behaviour

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

  • The learner must cover 2 types of colleague

  • Working at the sale level as self

  • Responsible to self

  • Line manager

  • Line manager

  • 3.5 Ask for help and information when needed

  • 3.6 Provide colleagues with help and infomation when they need it, in line with organisation's policies and procedures

  • The learner must cover 2 types of colleague

  • Working at the sale level as self

  • Responsible to self

  • Line manager

  • Line manager

  • 3.7 Take part in team discussions

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

  • The learner must cover 2 types of colleague

  • Working at the sale level as self

  • Responsible to self

  • Line manager

  • Line manager

  • Evidence

Learning Outcome 5

  • Be able to improve own work

Assessement Criteria

  • 5.1 Evaluate all aspects of own work

  • 5.2 Ask colleagues and customers for feedback on own work

  • The learner must cover 2 of the following types of colleague

  • Colleagues

  • 5.3 Handle feedback positively

  • 5.4 Work with relevant person to agree:

  • Own strengths

  • Areas where own work could be improved

  • New areas of skill and knowledge which may be needed for future responsibilities

  • 5.5 Take part in relevant training and development

  • 5.6 Regularly review personal development

  • Evidence

Learning Outcome 7

  • Be able to help to improve the work of own organisation

Assessment Criteria

  • 7.1 Ask customers for feedback on organisation's services

  • 7.2 Identify ways the team could improve services

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

  • The learner must cover 2 of the following types of colleague

  • Colleague

  • 7.4 Help to change services so that they meet customer needs

  • The learner must cover 2 of the following types:

  • Colleague

  • Evidence

214 Deal with accidents and emergencies

  • Play, sport and recreation always involves an element of challenge and risk, and accidents will happen from time to time. Other emergencies, such as fires, may also occur. It is very important That all members of staff are competent to deal with accidents and emergencies so that the welfare of spectators and colleagues is maintained.

Learning Outcome 1

  • Be able to deal with injuries and signs of illness

Assessment Criteria

  • Whilst dealing with injuries and signs of illness the learner must cover one of the following types of casualties:

    1. adult
    2. child
    3. person with particular needs

    at least one of the following types of qualified assistance:

    4. the organisation’s first aider
    5. emergency services

    and at least one of the following types of conditions:

    6. minor injury that can be dealt with on-site
    7. minor illness that can be dealt with on-site
    8. major injury requiring medical attention
    9. major illness requiring medical attention

    If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest.
    If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest.

  • 1.1 Remain calm and follow their organisation’s procedures

  • 1.2 Protect the casualty and other people involved from further risk

  • 1 of the following

  • Adult

  • Child

  • Person with particular needs

  • 1.3 Call for qualified assistance that is appropriate to the casualty's condition

  • 1 of the following

  • First aider

  • Emergency Services

  • With 1of the following

  • Minor injury that can be dealt with on-site

  • Major injury requiring medical attention

  • Minor illness that can be dealt with on-site

  • Major illness requiring medical attention

  • 1.4 Provide reassurance and comfort to those involved

  • 1.5 Give the qualified assistance clear and accurate information about
    what happened

  • To 1 of the following

  • First aider

  • Emergency Services

  • 1.6 Follow the accident reporting procedures, as required

  • Evidence

Learning Outcome 2

  • Be able to follow emergency procedures

Assessment Criteria

  • Whilst following emergency procedures, the learner must cover at least one of the following types of people:

    1. adults
    2. children
    3. people with particular needs

    If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest.

  • 2.1 Give the people involved in the emergency clear and correct instructions

  • To 1 of the following

  • Adult

  • Child

  • People with particular needs

  • 2.2 Carry out their role in the emergency procedures calmly and correctly

  • 2.3 Maintain the safety of the people involved

  • 2.4 Follow the correct procedures for reporting the emergency

  • 2.5 Report any problems with the emergency procedures to the relevant colleague

  • Evidence

Reviews And Action Plans

  • Candidate Review 1

  • Candidate Action Plan 1

  • Candidate Signature

  • Assessor Signature

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