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BCU QA/IV report
BCU QA/IV report
Darryll Shaw

BCU QA/IV report

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Free BCU QA/IV report Checklist

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Title Page

Overview

Canoe England Internal Quality Assurance Level 1 Certificate in Coaching Paddle Sport

  • Name of QA/ IV officer

Course Information

  • Date of initial contact

  • Method of contact used

  • Course Authorisation Number

  • Course Dates

  • Visit Dates

  • Type of Course

  • Locations Used During Visit

  • Number of candidates

Course Staffing

  • Add Course staff member

    • Staff

  • Name

  • Role

  • Membership Number

  • Signature

QA/ IV visit summary

  • Elements observed during visit

  • Part 1

  • Part 2 Director

  • Part 2 Tutor

  • Part 3 Director

  • Part 3 Tutor

  • Overall outcome of visit

  • Action plan

  • Director confirmation: These forms were provided at least 7 days ahead of the QA visit?

  • The QA Officer provided a clear introduction to the process

  • The QA Officer gave you opportunities to raise any questions, and explain actions

  • At the end of the process you have a clear / agreed action plan to help your personal development

  • Director and QA/IV officer to sign below after end of visit review and feedback has taken place.

  • Directors Signature

  • QA/ IV officers signature

Part 1

Verification of Course Management and Administration

Course Staff

  • 1,1 BCU staffing requirements met

  • Comment

  • 1,3 Staff utilisation is appropriate to the needs of the candidates and the course <br>

  • Comment

  • 1,3 Civil Liability Insurance is held by Course Director <br>

  • Comment

  • 1,4 Course is run with 6 to 12 candidates or 1 to 6 for transfers and re-assessments <br>

  • Comment

  • 1,5 <br>Directors moderate all learning sessions within the programme to ensure other staff deliver sessions of required quality, at the correct level, and meet the requirements laid down in the tutor notes<br> <br>

  • Comment

  • 1,6 The course is run in line with the BCU Terms of Reference <br>

  • Comment

Candidates

  • 1,7 <br>A mechanism is in place to gain information, and then address candidates with special requirements<br>

  • Comment

  • 1,8 Information is gathered about students experience and areas of interest prior to course <br>

  • Comment

  • 1,9 Candidates recieve adequate pre-course information <br>

  • Comment

  • 1,10 Candidates are registered with their Home Nation Association, and has the required CR Form <br>

  • Comment

  • 1,11 Candidates have received the BCU Candidate Pack, and have access to it throughout the course <br>

  • Comment

  • 1,13 Candidates are aged 16 or over <br>

  • Comment

  • Candidates under 18?

    • If there are candidates under 18, complete the following section

  • Number of candidates under 18

  • A child protection policy is available and in use <br>

  • Parental consent forms are available and have been completed <br>

  • Staff are aware of child protection issues <br>

  • Disclosure requirements met <br>

  • Comments

Learning Programme & Assessment Plan

  • 1,20 <br>The learning programme includes appropriate activities, that meet the learning outcomes from the unit specification;<br> <br>

  • Unit 1 - Introduction to Paddlesport Coaching: LO11 & 12

  • Unit 2 – Prepare for the Delivery of Coaching Activities: LO1&2

  • Unit 3 – Deliver Prepared Coaching Activities: LO3-7 &13

  • Unit 4 – Evaluate the Effectiveness of Coaching Activities: LO8-10

  • Comment

  • 1,21 <br>Assessment Plan shows an appropriate schedule of assessment including all the assessment tasks<br> <br>

  • Comment

  • 1,22 <br>Where the learning programme is modified for a specialist group of candidates, this is agreed with the Home Nation Association<br>

  • Comment

  • 1,23 The Learning Programme is planned and tailored to suit the candidates normal working environment <br>

  • Comment

  • 1,24 <br>The Learning Programme maximises the learning opportunities of the venues uses (taking into account weather and environmental conditions)<br>

  • Comment

  • 1,25 <br>The Learning Programme involves a minimum of 32 hours contact time, (supplemented with 4 hrs home study, or additional contact time)<br>

  • Comment

  • 1,26 <br>The Learning Programme is delivered over an appropriate length of time, and in appropriate blocks<br>

  • Comment

  • 1,27 <br>Delivery time does not beyond an 8 hour day, (10 hours if including home study time, or supported learning)<br>

  • Comment

  • 1,28 <br>The Learning Programme includes key points of forward paddling are covered (as identified in the BCU Forward Paddling DVD)<br>

  • Comment

  • 1,29 The Learning Programme includes a session on Fundamental Paddlesport Skills <br>

  • Comment

  • 1,30 LTPD is introduced including the specifics of the Paddlesport Start Stage <br>

  • Comment

  • 1,31 Candidates are trained to coach the 1 Star Skills to paddlers in a range of paddlesport craft <br>

  • Comment

  • 1,32 <br>Candidates are given three opportunities to plan, deliver, and review a coaching session, during which they receive a combination of feedback from their peers and the tutor team (two of these occasions are part of the assessment)<br><br>

  • Comment

  • 1,33 <br>At least one of the BCU Performance Awards is introduced during a practical session, (i.e. Cross Stream Challenge, Paddlepower, Star Awards, Racing Awards) and the candidate advised on the BCU Awards they can deliver<br>

  • Comment

  • 1,34 Learning programme includes sufficient time for candidates to reflect on each session <br><br>

  • Comment

  • 1,35 <br>The learning programme is designed to engage all learning needs including bank-, and boat-based candidates<br>

  • Comment

  • 1,36 The balance between classroom and water-based sessions is appropriate <br>

  • Comment

  • 1,37 The balance between active participation and tutor-led content is appropriate <br>

  • Comment

  • 1,38 The balance between Coaching Theory ‘the How’, and the Technical/Tactical ‘What’ is appropriate <br>

  • Comment

  • 1,39 Candidates are provided a clear outline of the programme at the start of the course <br>

  • Comment

  • 1,40 The aims of the course are clearly explained <br>

  • Comment

  • 1,41 <br>Assessment Task 3a and 3b are completed by candidates and returned to Course Directors prior to the Level 1 Course<br><br>

  • Comment

  • 1,42 <br>Candidates provided guidance on finding an appropriate mentor to help with their on-going development<br>

  • Comment

  • 1,43 The remit of the award is clearly explained and reinforced throughout the course <br>

  • Comment

Policies

  • 1,44 <br>The Training Director is familiar with, has available, and knows how to put into practice the following; <br>

  • 1,35 <br>The learning programme is designed to engage all learning needs including bank-, and boat-based candidates<br>

  • Comment

  • 1,45 BCU AB Enquiries and Appeals Procedures <br>

  • Comment

  • 1,46 BCU AB Equal Opportunities Policy in relation to Access to, and fairness in, Assessment <br>

  • Comment

  • 1,47 BCU AB Special Consideration Policy and Practice <br>

  • Comment

  • 1,48 BCU AB Reasonable Adjustments to Assessment Policy <br>

  • Comment

  • 1,49 BCU AB Malpractice Reporting Policy <br>

  • Comment

Resources and Facilities

  • 1,50 All facilities, equipment, and resources meet health and safety requirements <br>

  • Comment

  • 1,51 <br>Suitable, appropriate, and safe indoor facilities are used to facilitate learning, that are fit for assessment activities<br>

  • Comment

  • 1,52 <br>Suitable, appropriate, and safe resources and equipment are used to facilitate learning, and that are fit for assessment activities<br>

  • Comment

  • 1,53 All physical resources used are appropriate to the award, and of industry standard <br>

  • Comment

  • 1,54 <br>The distance between classroom and water venue is appropriate (normally a maximum of 15-minutes drive)<br>

  • Comment

  • 1,55
    A sheltered (or very sheltered) water environment is used for the practical work, (ideally, more than one site is used); the site;

  • Complete for each Venue

    • Venue
  • Address

  • is appropriate for running taster sessions from a boat or the bank

  • meets health and safety requirements

  • provides a high quality learning and assessment environment

  • has appropriate light and temperature conditions

  • has space and quiet from other water users

  • has a risk assessment recorded

  • has appropriate access for all candidates

  • has agreed access

  • Comments

Health and Safety

  • 1,56 <br>Written, and dynamic risk assessments are conducted as appropriate and risk management strategies suitably deployed <br>

  • Comment

  • 1,57 Appropriate first aid equipment is available at all times <br>

  • Comment

  • 1,58 Appropriate safety equipment is available at all times <br>

  • Comment

  • 1,59 <br>Directors must provide a safe environment for all elements of the course that complies with relevant health and safety legislation<br>

  • Comment

  • 1,60 <br>The Director ensures students are aware of the risks associated with activities, and ways to minimise these risks are discussed and taught <br>

  • Comment

  • 1,61 <br>Candidates are made aware of the expectations on them to ensure safe practice and an effective learning/assessment environment<br>

  • Comment

  • 1,62 Emergency contact details for staff and candidates are available <br>

  • Comment

  • 1,63 An incident and accident reporting system is in place <br>

  • Comment

  • Comments, Notes and Action points

Part 2

Part 2 Verification of Assessment Practices and Decisions (Obs)

  • Verification of Assessment Practices and Decisions (Obs)

    • Staff Member

  • Name

  • Role

  • Session observed

Assessment Planning

  • 2,1 <br>Assessment is conducted in line with an Assessment Plan which is agreed and recorded with the candidate<br> <br>

  • Comment

  • 2,2 Opportunities for assessment are selected appropriately <br>

  • Comment

Assessment Process

  • 2,3 Assessment process is explained and negociated with candidates <br>

  • Comment

  • 2,4 Assessor remains as unobtrusive as practicable during assesssment <br>

  • Comment

  • 2,5 Candidates are actively involved in the assessment process and activity <br>

  • Comment

  • 2,6 <br>Evidence presented for assessment is valid (related directly to the specified assessment outcomes), authentic, current and sufficient in quantity<br> <br>

  • Comment

  • 2,7 All relevant sources of assessment sources are considered <br>

  • Comment

  • 2,8 <br>Questioning used is appropriate, relevant, clear and did not lead the candidate in any way<br> <br>

  • Comment

  • 2,9 <br>Candidates are actively encouraged to present evidence that is related to the performance criteria<br> <br>

  • Comment

  • 2,10 <br>Level 1 Workbook Assessment Tasks are completed at appropriate times within the learning programme<br> <br>

  • Comment

Assessment Desscisions

  • 2,11 Candidate's evidence is assessed against all the specified assessment outcomes <br>

  • Comment

  • 2,12 Candidate's evidence is assessed reliably, fairly and accurately <br>

  • Comment

  • 2,13 Assessment decisions are correct as per course sylabus <br>

  • Comment

Follow up and Feedback

  • 2,14 Relevant and constructive feedback is given as soon as practicable <br>

  • Comment

  • 2,15 <br>Success is confirmed to the candidate as soon as they have demonstrated competence agains the specified Assessment Task(s)<br> <br>

  • Comment

  • 2,16 <br>Shortcomings in the presented assessment evidence are clarified and the candidate recieves an explanation of how to remedy them<br> <br>

  • Comment

  • 2,17 Where appropriate, further action is agreed with the candidate <br>

  • Comment

  • 2,18 <br>Records of formative assessment are kept and assessor is able to explain how such assessments are used to inform candidates' development<br> <br>

  • Comment

  • 2,19 <br>Assessment decisions are recorded according to BCU AB's requirements and using specified documentation<br> <br>

  • Comment

Notes, comments and action points

  • Comment

  • Staff member and QA/IV officer to sign once feedback and action points are agreed.

  • Staff member

  • QA/IV officer

Part 3

Part 3 Verification of Session Delivery

  • Part 3 Verification of Session Delivery

    • Staff member

  • Name

  • Session observed

  • Role:

Session plan

  • 3,1 Tutor works to a clear and detailed pre-prepared session plan <br>

  • Comment

  • 3,2 <br>Session Plan includes evidence of planning to suit candidates needs and requirements in-line with information collected prior to the start of the course<br> <br>

  • Comment

  • 3,3 Selected activities are appropriate to meet the learning outcomes of the session <br>

  • Comment

  • 3,4 Appropriate contingencies are planned into the session <br>

  • Comment

  • 3,5 <br>Weighting is attributed appropriately across elements of the syllabus included in the session<br> <br>

  • Comment

  • 3,6 <br>Structured opportunities for learners and others to provide feedback are planned into the session<br> <br>

  • Comment

Resources

  • 3,7 <br>Facilities, resources and equipment available are used safely, appropriately and suitably to meet the aims of the session<br> <br>

  • Comment

  • 3,8 <br>Session includes a range of learning activities which facilitate learning at mixed levels<br> <br>

  • Comment

  • 3,9 A range of audio visual learning aids are used to facilitate learning <br>

  • Comment

  • 3,10 The Course Director makes use of the BCU recommended learning resources <br>

  • Comment

  • 3,11 <br>Sufficient craft (and appropriate paddles) that are relevant to the candidates normal coaching environment are used appropriately during the course, including; flat-hulled boats, straight running boats, canoes, kayaks, crew Boats, and solo boats (please list the craft used)<br> <br>

  • Comment

Tutoring

  • 3,12 <br>Technical competence is demonstrated by the tutor; full familiarity with relevant best practice and standards in all areas of the syllabus<br> <br>

  • Comment

  • 3,13 Course content is delivered at a level consistent with Level 1 <br>

  • Comment

  • 3,14 <br>Candidates are managed safely and effectively during the learning session according to the session plan<br> <br>

  • Comment

  • 3,15 <br>Communication with learners is done effectively using appropriate and non-discriminatory language and behaviour<br> <br>

  • Comment

  • 3,16 <br>Session is introduced appropriately giving candidates all relevant details about the session; including timing, locations, content, general expectations and learning outcomes.<br> <br>

  • Comment

  • 3,17 <br>Information and instructions relevant to activities is communicated clearly throughout the session

  • Comment

  • 3,18 A range of methods and techniques are used to monitor learning throughout the session <br>

  • Comment

  • 3,19 Inappropriate behaviour, language and/or attitudes are managed appropriately <br>

  • Comment

  • 3,20 <br>Suitable and varied teaching styles are used to encourage learning and meet the learning outcomes (suitable for bank- and boat-based candidates)

  • Comment

  • 3,21 <br>Candidates are encouraged to use crib cards and tools to support their coaching delivery<br> <br>

  • Comment

  • 3,22 <br>Candidates are appropriately signposted to the Bank- or Boat-based award, and trained / assessed appropriately<br> <br>

  • Comment

  • 3,23 Plain language which is free from bias and appropriate to the award is used <br>

  • Comment

  • 3,24 <br>Candidates are given frequent opportunity to raise any questions, concerns, or seek clarification<br> <br>

  • Comment

  • 3,25 Where applicable an action plan for learners development is negotiated and agreed <br>

  • Comment

  • 3,26 Session is concluded relevant to the learning outcomes <br>

  • Comment

  • 3,27 Links are made to the assessment requirements throughout the session <br>

  • Comment

Feedback

  • 3,28 <br>Relevant and constructive feedback is given to candidates at appropriate times in the session<br> <br>

  • Comment

  • 3,29 Feedback is used to facilitate the candidates' learning <br>

  • Comment

Review

  • 3,30 Evaluate feedback to inform action planning for future preparation and delivery <br>

  • Comment

  • 3,31 Review own practice and produce personal actions plans for future practice <br>

  • Comment

  • Comments, notes, action points

  • Director and IV/ QA officer to sign after feedback and action points agreed

  • Staff Member

  • QA/IV officer

BCU QA/IV report
Darryll Shaw

BCU QA/IV report

Use this Template
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