Specification - VTCT

SP3ED25 Qualification Specification_v6 Page 1 of 35

Specification SP3ED25 – VTCT Level 3 National Extended Diploma in Sport and Exercise Sciences 603/3078/8


About VTCT VTCT is a UK Government-approved awarding organisation which has awarded world class qualifications since 1962. Through our strategic approach to sectors we support, we aim to advance education, research and the public dissemination of knowledge, by helping to introduce new initiatives into the education system, to improve the employability and career prospects of learners.

More than 1000 approved centres now work with VTCT, and the ever-expanding list extends across the UK, Ireland, and internationally. We acquired the internationally recognised awarding organisation and examination board ITEC in 2016, adding to our footprint. We also acquired education technology specialists Digital Assess in the same year, adding value for training providers with technology that can digitally capture and assess learners online, amongst other innovations.

For more information, please visit www.vtct.org.uk or contact our dedicated Customer Support Team via email; [email protected] or call +44 (0)23 8068 4500.

All material in this publication is copyright of VTCT © Vocational Training Charitable Trust, 2018, 2020.


Contents About VTCT ............................................................................................................................................. 2

Contents .................................................................................................................................................. 3

1. Qualification at a glance ................................................................................................................. 5

2. Introduction .................................................................................................................................... 6

2.1. Overview of the qualification suite ......................................................................................... 7

2.2. Moving between qualifications............................................................................................... 7

3. Purpose statement ........................................................................................................................ 11

3.1 Who is this qualification for? ...................................................................................................... 11

3.2 What does this qualification cover? ........................................................................................... 11

3.3. What could this qualification lead to? ....................................................................................... 12

3.4 Who supports this qualification? ................................................................................................ 13

4. Qualification structure .................................................................................................................. 14

5. Centre requirements ..................................................................................................................... 16

5.1. Approval and recognition ..................................................................................................... 16

5.2. Resources .............................................................................................................................. 16

5.3. Teaching staff ........................................................................................................................ 16

5.4. Internal assessors .................................................................................................................. 16

5.5. Internal quality assurance ..................................................................................................... 16

5.6. Record keeping ..................................................................................................................... 17

5.7. Total Qualification Time (TQT) .............................................................................................. 17

5.8 Guided Learning (GL) hours ........................................................................................................ 18

6. Grading .......................................................................................................................................... 19

6.1. Overview ............................................................................................................................... 19

6.2. Calculating the overall qualification grade ........................................................................... 21

6.2.1. Calculating points for the internal assessments ........................................................... 21

6.2.2. Calculating points for the external assessments .......................................................... 21

6.2.3. Overall qualification grade ............................................................................................ 22

6.2.4 Grade boundary review ................................................................................................ 22

7. Assessment ................................................................................................................................... 23

7.1. Summary of assessment methods ........................................................................................ 23

7.2. How the mandatory units contribute to the assessment ..................................................... 24

7.3. External assessment .............................................................................................................. 25

7.3.1. External examinations ................................................................................................... 25

7.3.2. Retaking external examinations .................................................................................... 28

7.3.3. Reasonable adjustments and special considerations ................................................... 28


7.3.4. Publication of results .................................................................................................... 28

7.4. Internal assessment .............................................................................................................. 28

7.4.1. Internal synoptic research project ................................................................................ 28

7.4.2. Internal assignments ..................................................................................................... 28

7.4.3. Retaking internal assessments ...................................................................................... 29

7.4.4. Reasonable adjustments and special considerations ................................................... 29

7.5. Assessment controls ............................................................................................................. 29

7.6. Claiming for certificates ........................................................................................................ 29

8. Synopticity ..................................................................................................................................... 30

9. External quality assurance ............................................................................................................ 31

9.1. External quality assurance visits ........................................................................................... 31

10. Unit Layout ................................................................................................................................ 32

11. Appendix 1 Assessment controls .............................................................................................. 33


1. Qualification at a glance Qualification title VTCT Level 3 National Extended Diploma in Sports and

Exercise Sciences

Qualification number 603/3078/8

VTCT product code SP3ED25

First registration date 1st August 2018

Age range 16-19

Total Qualification Time (TQT) 1305

Guided Learning (GL) hours 1100

Assessment To be awarded this qualification, learners must successfully achieve the following assessments: • External examinations (externally set, externally marked) • Synoptic research project (externally set, internally

marked) • Internal mandatory assignments (externally set, internally

marked)

Grading The examinations, synoptic research project and mandatory assignments in this qualification are graded Not Yet Achieved/Pass/Merit/Distinction (P/M/D).

The overall qualification is graded Not Yet Achieved/Pass/Merit/Distinction/Distinction* (P/M/D/D*).

Performance table points This qualification has been submitted to the Department for Education (DfE) for teaching to 16-19 year olds from September 2018.

This qualification will be reported in the Applied General category of the 2020 16-19 performance tables.

Entry requirements Learners who wish to undertake this qualification must also achieve the VTCT (ITEC) Level 2 Award in Infection Prevention (COVID-19) for Sport and Fitness Sessions qualification or a regulated equivalent.

Support materials Unit specifications and sample assessment materials can be downloaded from the VTCT website (www.vtct.org.uk).

http://www.vtct.org.uk/


2. Introduction The VTCT Level 3 National Extended Diploma in Sports and Exercise Sciences is part of a suite of five qualifications. VTCT's National Certificates and Diplomas in Sport and Exercise Sciences are applied general qualifications that provide learners with the knowledge, understanding and skills to progress to higher education in a range of sports and exercise science related disciplines. VTCT’s qualifications are intended for the UCAS Tariff and are formally recognised as fit for purpose by higher education institutions across the UK for entry onto their sport and other related degree programmes.

These qualifications have been specifically designed for 16 to 19 year-olds and build on existing knowledge, understanding and skills in sport to prepare learners for higher education.

The structure of these qualifications provides an opportunity for learners to select the optional units of most interest and which best support progression to higher education study programmes that support their chosen career path whether this be sport and technology, sport and exercise psychology, sport and exercise science, sports development, sports therapy, health and exercise science, sport and exercise nutrition, sport performance analysis, sport conditioning, rehabilitation and massage, sport and social science, sociology of sport or sports coaching and leadership.

Whilst the main purpose of these qualifications is to support entry to higher education they may also be used to support entry to, or progression within, sport and leisure employment as they provide a valuable source of continued professional development.

VTCT’s National Certificates and Diplomas in Sport and Exercise Sciences aim to support learners to:

• develop academic and study skills that will support progression to higher education within sport and sport science related sectors

• develop a broad and comprehensive understanding of the sport and active leisure sector • develop a range of technical skills and attributes which will support a career in sport and active

leisure

Through undertaking these qualifications learner development of core and transferable skills will also be evident, in particular:

• critical thinking and reflection of self-performance and work produced • use of initiative, planning and researching skills, self-management, self-motivation and the ability

to work independently and as part of a team • innovation and creativity • application of knowledge and understanding to real life examples • problem solving • communication skills – verbal, written and visual


2.1. Overview of the qualification suite The table below gives a brief overview of all the qualifications in VTCT’s suite of National Certificates and Diplomas.

Qualification title

VTCT product code

Guided Learning (GL) hours

Total Qualification Time (TQT)

Qualification number

VTCT Level 3 National Certificate in Sport and Exercise Sciences

SP3C16 182 225 603/3074/0

VTCT Level 3 National Extended Certificate in Sport and Exercise Sciences

SP3EC1 362 435 603/3075/2

VTCT Level 3 National Foundation Diploma in Sport and Exercise Sciences

SP3D26 542 645 603/3076/4

VTCT Level 3 National Diploma in Sport and Exercise Sciences

SP3D27 720 840 603/3077/6

VTCT Level 3 National Extended Diploma in Sport and Exercise Sciences

SP3ED25 1100 1305 603/3078/8

Qualification specifications, unit specifications, SAMs and supporting documents for these qualifications are available to download from the VTCT website www.vtct.org.uk.

2.2. Moving between qualifications VTCT’s National Certificates and Diplomas in Sport and Exercise Sciences were developed as a package and support learner progression between qualifications. Learners are able to move from one qualification to another whether it be from a smaller qualification to one larger (topping up), or vice versa (moving down).

When topping up, learners can complete the additional units required (mandatory and optional) and assessments to achieve the larger qualification. For example, if learners were to move from the National Certificate (SP3C16) to the National Extended Certificate (SP3EC1) they would only need to complete the additional mandatory unit (USP127), an extra optional unit of their choice and sit the

http://www.vtct.org.uk/


external examination (SP3EC1.EX2). They would not need to retake the external exam SP3EC1.EX1) (Functional Anatomy) nor the synoptic project SP3EC1.SYN.

Learners who are not able to complete the units (mandatory and optional) required for a larger qualification, may move down and be certificated for a smaller qualification, if they have satisfied the rule of combination and assessment requirements.

There is no fee for transferring learners between VTCT’s sport and exercise science qualifications.

The table below identifies what learners are required to complete when moving up to a bigger qualification.

Topping up to:

Moving from the National Certificate (SP3C16)

What learners need TO DO What learners DO NOT need to do

National Extended Certificate (SP3EC1)

Sit external examination (SP3EC1.EX2) Complete mandatory unit (USP127) 1 extra optional unit

Sit external examination SP3EC1.EX1 Complete the synoptic project SP3EC1.SYN

National Foundation Diploma (SP3D26)

Sit external synoptic examination (SP3D26.EX2) Complete mandatory units (USP127 & USP128) 2 extra optional units

Sit external examination SP3D26.EX1 Complete the synoptic project SP3D16.SYN

National Diploma (SP3D27)

Complete internal synoptic research project (SP3D27.SYN) Complete internal graded assignment (SP3D27.AGT1) Complete mandatory units (USP127, USP128, USP132, USP139) 2 extra optional units

Sit external examination for SP3C16.EX1 and SP3C16.EX2

National Extended Diploma (SP3ED25)

Sit external synoptic examinations (SP3ED25.EX3) Complete internal synoptic research project SP3ED25.SYN Complete internal graded assignments (SP3ED25.AGT2) Complete mandatory units (USP127, USP128, USP129, USP130, USP131 USP132, USP139, USP140) 3 extra optional units

Sit external examination for SP3C16.EX1 and SP3C16.EX2 Complete internal graded assignment (SP3D27.AGT1)


Topping up to:

Moving from the National Extended Certificate (SP3EC1)


National Foundation Diploma (SP3D26)

Sit external synoptic examination (SP3D26.EX2) Complete mandatory units (USP127 & USP128) 2 extra optional units

Sit external examination SP3D26.EX1 Complete the synoptic project SP3D16.SYN







Topping up to:

Moving from the National Foundation Diploma (SP3D26)









Topping up to:

Moving from the National Diploma (SP3D27)






3. Purpose statement 3.1 Who is this qualification for? The VTCT Level 3 National Extended Diploma in Sport and Exercise Sciences is an applied general qualification aimed at 16 to 19 year-old learners seeking to progress to higher education who want to spend two years of study exploring and learning about the full breadth of topic areas in sport and exercise sciences.

This qualification has been developed for learners aged 16 and above and are free from any barriers that restrict access or progression and therefore promote equal opportunities.

There are no formal entry requirements to access these qualifications. Centres are advised to conduct initial assessments to ensure learners are capable of achieving the specified standards.

3.2 What does this qualification cover? Learners will develop the core specialist underpinning knowledge required by the sector through achieving the nine mandatory units:

• USP126 Functional anatomy • USP127 Applied physiology for sport exercise • USP128 Fitness principles and training approaches • USP130 Health, wellbeing and lifestyle factors • USP129 Applied psychology for sport and exercise • USP131 Applied nutrition for sport and exercise • USP132 Research methods in sport and exercise science • USP139 Health screening and fitness testing • USP140 Analysing sport and exercise performance

These units will provide a sound understanding of the main systems of the human body and how they function. It will also provide learners with an understanding of the acute and long term effects of exercise on the body systems; the effects of exercising in extreme environments and explores different methods of investigating the physiological effects of exercise on the body. It will provide learners with an opportunity to explore a range of a different training approaches and the suitability of different training methods for improving different components of fitness. Exercise contra-indications and safety guidelines for specialist populations, e.g. older adults, will also be explored. Learners will also develop the skills to administer a range of health screening assessments and fitness tests and interpret and use the information to make recommendations for improving fitness.

This qualification offers a wide range of optional units of which four must be achieved, these include:

• USP133 Innovation and technology in sport and exercise • USP134 Health promotion and sports development • USP135 Sport and exercise in society • USP136 Injuries in sport and exercise • USP137 Coaching and leadership in sport and exercise • USP138 Massage for sport and exercise • USP141 Biomechanics in sport and exercise

Innovation and technology in sport and exercise will develop learners’ knowledge and understanding of commercial influences that affect the sport and exercise market; the different products that are


available within the sport and exercise market; the impact of technology on sport and exercise and the importance of innovation within sport and exercise.

Health promotion and sports development will develop learners’ knowledge and understanding of the major determinants of health and wellbeing; the role of health promotion and sports development for improving public health; the health needs of different communities and how to promote health and sport to support community and individual needs.

Injuries in sport and exercise will develop learners’ knowledge and understanding of how to prevent injuries in sport and exercise; the effects of injury and the recommended treatment and rehabilitation for common sports injuries.

Coaching and leadership in sport and exercise will develop learners’ knowledge and understanding of the roles, responsibilities and skills of effective sport and exercise leaders and coaches; the importance of psychological factors in leading and coaching sports and exercise. This unit will also develop learners’ knowledge and skills to plan, lead and review sports and exercise activities and coaching sessions.

Massage for sport and exercise will develop learners’ knowledge and understanding of the effects and benefits of sport and exercise massage; the roles of sport and exercise massage practitioners and the contra-indications to sport and exercise massage. This unit will also develop learners’ knowledge and skills to devise treatment plans and perform and review sport and exercise massage treatments.

Sport and exercise in society will develop learners’ knowledge and understanding of how sport and exercise developed in the UK; how media and technology influence modern sport and exercise; contemporary issues that affect sport and exercise and the social and cultural influences and barriers that affect participation in sport and exercise.

Biomechanics in sport and exercise will develop learners’ knowledge and understanding of the forces acting on the human body during sport and exercise performance; the effects of linear motion on the human body during sport and exercise performance and the effects of angular motion on the human body during sport and exercise performance.

Learners will develop research skills and will explore qualitative and quantitative methods of investigation. They will conduct a professional research project to enable integration and application of knowledge across a broad range of sport and exercise related subjects.

The structure of this qualification provides the opportunity for learners to select the units of most interest, and which best support higher education study programmes that support their chosen career path.

3.3. What could this qualification lead to? This qualifications has been developed to enable progression to higher education to study a sports degree or other related degree programme, including (this list is not exhaustive):

• Sport and technology • Sport and exercise psychology • Sport and exercise science • Sports development • Sports therapy • Health and exercise science • Sport and exercise nutrition • Sport performance analysis • Sport conditioning, rehabilitation and massage


• Sport and social science • Sociology of sport • Sports coaching and leadership • Sports management • Leisure management

Subjects this qualification would complement include, but are not limited to:

• Science • English • Maths • IT • Physical Education • Psychology • Sociology

Learners may also seek employment within the sport and active leisure sector or a related industry.

This is the largest qualification in the suite of five. At 1100 GL and 1305 TQT, this qualification has been designed to offer a full two-year programme of study. Learners should choose the National Extended Diploma if they want to undertake a larger programme of study, which is the equivalent in size to three A levels (1100 GL, 1305 TQT). Learners should choose this qualification if they wish to develop a comprehensive understanding and skill set across the full breadth of the sport and leisure sector, which will support progression to higher education in a range of sport and sport science related disciplines.

3.4 Who supports this qualification? This qualification is regulated by the Office of Qualifications and Examinations Regulation (Ofqual).

This qualification has been submitted to the Department of Education for teaching to 16-19 year olds from September 2018, and will be first reported in the applied general category of the 2020 performance tables.

This qualification is recognised by the following Higher Education institutes for entry to a higher level course or qualification:

University Website

Bournemouth University www.bournemouth.ac.uk

Brunel University London www.brunel.ac.uk

Cardiff Metropolitan University www.cardiffmet.ac.uk

University of Chichester www.chi.ac.uk

University of Exeter www.exeter.ac.uk

Liverpool John Moores University www.ljmu.ac.uk

Plymouth Marjon University www.marjon.ac.uk

Swansea University www.swansea.ac.uk

http://www.bournemouth.ac.uk/

http://www.brunel.ac.uk/

http://www.cardiffmet.ac.uk/

http://www.chi.ac.uk/

http://www.exeter.ac.uk/

http://www.ljmu.ac.uk/

http://www.marjon.ac.uk/

http://www.swansea.ac.uk/


4. Qualification structure To be awarded the VTCT Level 3 National Extended Diploma in Sport and Exercise Sciences, learners must achieve a minimum of four optional units and a Pass (or higher) grade in:

• The external examination • The external synoptic examinations • The internal synoptic research project • The internal mandatory assignments

The minimum TQT require to achieve this qualification is 1305.

The mandatory content of this qualification contributes 100% to the overall grade. Of this 100%, 56% of the content is externally assessed and 44% is internally assessed.

The external assessment contributes to 70% the overall grade.

VTCT product code

Unit title Level GL Unit reference number

Assessment

Mandatory units

USP126 Functional anatomy 3 120 T/616/9395 External Exam SP3ED25.EX1

USP127 Applied physiology for sport and exercise 3 120 A/616/9396 External synoptic exam SP3ED25.EX2 USP128 Fitness principles and training approaches 3 120 F/616/9397

USP129 Applied psychology for sport and exercise behaviour 3 100 J/616/9398 External

synoptic exam SP3ED25.EX3 USP130 Health, wellbeing and lifestyle factors 3 80 L/616/9399

USP131 Applied nutrition for sport and exercise 3 80 T/616/9400

USP132 Research in sport and exercise science 3 120 A/616/9401

Internal synoptic research project SP3ED25.SYN

USP139 Health screening and fitness testing 3 60 F/616/9402

Internal mandatory assignment SP3ED25.AGT1

USP140 Analysing sport and exercise performance 3 60 J/616/9403

Internal mandatory assignment SP3ED25.AGT2

Optional units


USP133 Innovation and technology in sport and exercise 3 60 R/616/9405 Internal

assignment

USP134 Health promotion and sports development 3 60 Y/616/9406 Internal

assignment

USP135 Sport and exercise in society 3 60 D/616/9407 Internal assignment

USP136 Injuries in sport and exercise 3 60 H/616/9408 Internal assignment

USP137 Coaching and leadership in sport and exercise 3 60 K/616/9409 Internal

assignment

USP138 Massage for sport and exercise 3 60 D/616/9410 Internal assignment

USP141 Biomechanics in sport and exercise 3 60 H/616/9411 Internal assignment

The diagram below gives a high level overview of the structure of the assessment for this qualification. The mandatory units are assessed in the internal and external assessments. Points from each will be added together to calculate the overall qualification grade. A minimum of four optional units need to be passed to achieve this qualification, however they do not contribute to the overall grade.

Synoptic research project

+Mandatory

assignments

Examination+

Synoptic Examinations

Overall qualification

grade

Total qualification

points

Inte

rnal

As

sess

men

t External Assessm

ent


5. Centre requirements 5.1. Approval and recognition Existing centres that wish to deliver this qualification must apply for recognition using the VTCT qualification recognition procedure.

New centres must gain both centre approval and qualification recognition. Please refer to the VTCT website for further information.

Centre staff should be familiar with current practices and standards in the sector and with the qualification structure, content, assessment and quality assurance arrangements before designing a course programme.

5.2. Resources Centres must have access to the physical resources needed to support programme delivery and the assessment of knowledge and skills, which should be of industry standard. Where specific resources are required these have been indicated in unit specifications.

5.3. Teaching staff In order to deliver this qualification, teaching staff must:

• be occupationally competent and have subject area knowledge. This knowledge must be to the same level or higher than the unit content/qualification being delivered

• be familiar with the qualification structure, unit content and learning outcomes • hold or be working towards an appropriate teaching/training qualification • have recent and relevant industry experience in the specific content area they are delivering • have credible experience of teaching and/or providing training • undertake activities which contribute to their continuing professional development (CPD)

5.4. Internal assessors In order to assess learners working towards this qualification, assessors must:

• be occupationally competent and have subject area knowledge. This knowledge must be to the same level or higher than the unit/qualification being assessed

• have recent and relevant industry experience in the specific area they are assessing • be familiar with the qualification structure, content and learning outcomes • understand the assessment process • have credible experience of assessment within a teaching and/or training environment • undertake activities which contribute to their continuing professional development (CPD)

Assessors must assess learners’ work in accordance with the assessment and grading requirements (where applicable) set out in this specification.

For information on the roles, responsibilities, authorities and accountabilities of assessors refer to VTCT’s Centre Handbook, which can be downloaded from the VTCT website.

5.5. Internal quality assurance In order to internally quality assure learners working towards this qualification, internal quality assurers (IQAs) must:

• be occupationally competent in the area they are quality assuring


• understand the assessment and internal quality assurance processes • have recent and relevant industry experience in the specific area they are quality assuring • have credible experience of assessment and internal quality assurance within a teaching and/or

training environment • undertake activities which contribute to their continuing professional development (CPD)

Centres must have a rigorous internal quality assurance system in place.

Centres must have an IQA to ensure assessment decisions are consistently applied between assessors, and that learner work is to the required standard. Each assessor’s work must be checked and confirmed by the IQA. Assessment decisions must be standardised to ensure that all learners’ work has been assessed to the same standard and is fair, valid and reliable.

The IQA must sample assessment decisions from the evidence provided and hold standardisation meetings with the assessment team to ensure consistency in the use of documentation and interpretation of the qualification requirements.

Evidence of internal quality assurance must be recorded, retained and made available for the external quality assurer (EQA).

For information on the roles, responsibilities, authorities and accountabilities of IQAs, and internal quality assurance more generally, refer to VTCT’s Centre Handbook, which can be downloaded from the VTCT website.

5.6. Record keeping Centres must produce and retain records which include:

• learners registered on programme including, learner name, date of birth, contact details, assessor’s name, IQA’s name, and registration date with VTCT

• assessment plans and IQA sampling plans • learner assessment records detailing, who assessed what and when, the assessment methods

used, the location of the supporting evidence, the assessment decision/grade awarded (where appropriate) with supporting evidence

• records of internal quality assurance activity detailing who internally quality assured what and when, the sample selected and its rationale, records of IQA standardisation meetings, and requirements for the retention of learner evidence

5.7. Total Qualification Time (TQT) TQT is defined under the Ofqual General Conditions of Recognition, General Condition J1.8, as the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a learner to achieve and demonstrate achievement of the level of attainment necessary for the award of a qualification.

TQT is comprised of the following two elements:

• the number of hours which an awarding organisation has assigned to a qualification for Guided Learning, and

• an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed – but, unlike Guided Learning, not under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other appropriate provider of education or training.


5.8 Guided Learning (GL) hours GL is defined in the Education and Skills Act 2008, as the time a person spends:

• being taught or given instruction by a lecturer, tutor, supervisor or other appropriate provider of education of training

It does not include time spent on unsupervised preparation or study, whether at home or otherwise.


6. Grading 6.1. Overview This qualification is graded Pass/Merit/Distinction/Distinction*.

The grading model employed in this qualification differentiates learner performance and in particular recognises high achievement. Individual components of the qualification are graded and in addition, grading applies to the overall qualification and reflects attainment across the content of the qualification. The grading mechanisms used at the individual component level and to calculate the overall qualification grade are detailed and illustrated clearly. This section should be read in parallel with this qualification’s sample assessment materials.

There are seven separate components in the grading model for this qualification, an external exam, two synoptic exams, a synoptic research project and two internal mandatory assignments which cover all mandatory units in the qualification. The examinations contribute 70% (23.3% each) to the overall qualification grade, the synoptic research project contribute 20% and the assignments contribute 10% (5% each).

The external examination and synoptic external examinations will be assessed using mark-based schemes. Levels of attainment are differentiated through notional levelling of questions within each examination paper and marks specifically target a single grade. The external examination component covers 56% of the qualifications content and is graded Pass/Merit/Distinction, deriving points which contribute 70% to the overall qualification’s grade.

The synoptic research project targets the full breadth of qualification content and is graded Pass/Merit/Distinction, deriving points which contribute 20% to the overall qualification grade.

The optional units do not contribute to the overall grade of the qualification however they need to be passed in order to achieve this qualification. The synoptic research project requires the learner to draw on their knowledge, understanding and skills gained from a proportion of the chosen optional units.

The approach to calculating the qualification grade boundary ensures that every component must be passed in order to achieve the qualification. This approach will equally distribute the points between Pass, Merit and Distinction. The grades achieved in each assessment correlate to points. These points will then be added together to determine the overall grade of the qualification, as depicted below:


Calculating the overall qualification grade

1. Total points calculated

External Examinations (70%)+

Synoptic Research Project (20%)+

Mandatory assignments (10%)

2. Qualif ication grade determined

Pass = 699 to 765 points

Merit = 766 to 832 points

Distinction = 833 to 866 points

Distinction* = 867 to 900 points

External Examinations Assignments

Pass = 489 points

Merit = 561 points

Distinction = 630 points

Pass = 70 points

Merit = 80 points


Assignments for optional units

Pass/Fail

Points omitted as this has no effect to the overall grade but must be achieved to complete

the qualification

Synoptic Research Project

Pass = 140 points

Merit = 160 points



6.2. Calculating the overall qualification grade 6.2.1. Calculating points for the internal assessments

The grade awarded for the internal mandatory assignments and synoptic project correlates to the points detailed in the table below.

VTCT product code Assessment Points per grade

SP3ED25.SYN Internal synoptic research project

Fail = 0 Pass = 140 Merit = 160 Distinction = 180

SP3ED25.AGT1 Internal mandatory assignment


SP3ED25.AGT2 Internal mandatory assignment


6.2.2. Calculating points for the external assessments

The grade awarded for the external examination and synoptic examinations correlate to the points detailed in the table below.

VTCT product code Assessment Points per examination score

SP3ED25.EX1 External examination Fail = 0 Pass = 163 Merit = 187 Distinction = 210

SP3ED25.EX2 Synoptic external examination


SP3ED25.EX3 Synoptic external examination



6.2.3. Overall qualification grade

The overall grade for the qualification will be calculated based on aggregation of learner achievement from the internal and external assessments.

The conversion table below must be used to determine the learner’s overall qualification grade.

Points range Overall qualification grade

699 – 765 Pass

766 – 832 Merit

833 – 866 Distinction

867 – 900 Distinction*

The qualification grade will be determined by the grades achieved in the external examination, synoptic external examinations, internal synoptic research project and the internal mandatory assignments. All assessments must be achieved at a minimum of a Pass for the qualification to be awarded. Learners who fail to reach the minimum standard of Pass for an assessment, will not have a qualification grade awarded and will not receive a qualification certificate. Learners who have achieved a Distinction grade for all assessments will be awarded a Distinction* for the qualification.

The table below details examples of the overall qualification grade based on the aggregation of the external assessment grades. Please note the table below shows examples of possible combinations, this list is not exhaustive.

Synoptic research project

Examination 1

Examination 2

Examination 3

Assignment 1

Assignment 2

Overall qualification grade

Pass Pass Pass Pass Pass Pass Pass

Pass Merit Pass Pass Merit Pass Pass

Merit Pass Pass Pass Merit Distinction Pass

Pass Distinction Pass Merit Pass Pass Merit

Distinction Pass Pass Merit Merit Merit Merit

Merit Merit Merit Merit Merit Merit Merit

Merit Distinction Merit Distinction Pass Pass Distinction

Distinction Merit Merit Distinction Merit Merit Distinction

Distinction Distinction Distinction Distinction Distinction Distinction Distinction*

An online grade calculator is available on the VTCT website which carries out all of the calculations in this section.

6.2.4 Grade boundary review

Grade boundaries for units and the overall calculation for the qualification grade are open to annual review. Following this review, these boundaries and overall calculations can be adjusted by VTCT. This review and possible change within a qualification are to ensure the standard of the qualification grade is upheld throughout the qualification’s lifecycle.


7. Assessment 7.1. Summary of assessment methods The purpose of assessment is to measure the knowledge, understanding and skills attained by learners against a specified qualification standard.

Learners must achieve a minimum Pass grade in all assessments (internal and external) and for all chosen optional units to be awarded this qualification. There is no compensation.

This qualification comprises internal and external assessments. Learners must achieve the assessments detailed in the table below. The synoptic assessment should be taken in the final third of the qualification.

Assessment method Overview of controls

External examination

SP3ED25.EX1 Externally set and externally marked.

Synoptic external examination


Synoptic external examination


Internal synoptic research project SP3ED25.SYN

Externally set, internally marked and verified, and externally verified.

Internal mandatory assignment SP3ED25.AGT


Internal mandatory assignment SP3ED25.AGT


Sample assessment materials for internal and external assessments are available to download from the VTCT website. See Appendix 1 for detailed information on assessment controls.


7.2. How the mandatory units contribute to the assessment The table below identifies how each mandatory unit contributes to the assessment of the qualification.

Unit product

code

External examination SP3ED25.EX1

External synoptic examination

SP3ED25.EX2 & SP3ED25.EX3

Internal synoptic research project

SP3ED25.SYN

Internal mandatory assignment

SP3ED25.AGT1 & SP3ED25.AGT2

USP126 USP127 USP128 USP129 USP130 USP131 USP132 USP139 USP140


7.3. External assessment 7.3.1. External examinations

All externally assessed units are examined by written examination which are externally set and marked by VTCT. The specification for all examinations is detailed in the table below. The examination must take place under examination conditions. It is the centres responsibility to ensure learners are suitably prepared for assessment.

Examination specification (SP3ED25.EX1)

Availability Two assessment windows in January and May, each lasting one week. The first available assessment window is January 2019. There is an October window for retakes only.

Assessment controls Task setting – high control. The external examination is set and marked by VTCT. Task taking – high control. The external examination must take place under controlled examination conditions and in the exam windows published by VTCT. Centres must ensure that learners are suitably prepared for assessment. Task marking – high control. The external examination is marked by VTCT.

Duration 90 minutes

Number of marks 60 marks

Grading model VTCT will set the grade boundaries for each examination in every assessment series. The grade awarded will correspond to a points value that will contribute to the overall qualification grade: Pass = 163 points Merit = 187 points Distinction = 210 points

Units covered USP126 Functional anatomy

Contribution to overall qualification grade 23.33%

Type of examination Written The examination comprises short and extended response questions to provide stretch and challenge. Questions are relevant and meaningful and use realistic case studies and scenarios where applicable to ‘set the scene’ and provide the basis for the objective assessment of applied knowledge and understanding. All unit learning outcomes are covered in each and every unit examination. The full breadth of unit content (assessment criteria) is covered equally over the life of the qualification, this provides scope for significant variation between examinations and reduces examination predictability.


Synoptic examination specification (SP3ED25.EX2)



Duration 90 minutes



Units covered USP127 Applied physiology for sport and exercise USP128 Fitness principles and training approaches


Type of examination Written The examination comprises short and extended response questions to provide stretch and challenge. Questions are relevant and meaningful and use realistic case studies and scenarios where applicable to ‘set the scene’ and provide the basis for the objective assessment of applied knowledge and understanding. All unit learning outcomes are covered in each and every unit examination. The full breadth of unit content (assessment criteria) is covered equally over the life of the qualification, this provides scope for significant variation between examinations and reduces examination predictability.


Synoptic examination specification (SP3ED25.EX3)



Duration 90 minutes



Units covered USP129 Applied psychology for sport and exercise USP130 Health, wellbeing and lifestyle factors USP131 Applied nutrition for sport and exercise


Type of examination Written examination The examination will consist of a blend of question types, short response and extended response questions. The examination will assess knowledge, understanding and applied knowledge across the breadth of the mandatory units. All mandatory units are assessed in each and every assessment series. The questions will vary in each series; the content is tracked to ensure that the full breadth of the mandatory content will be covered over the life of the qualification. Coverage is not based on a set rotation of topics to avoid predictability.

The external examinations will be undertaken online using VTCT’s e-testing platform. For learners where on-screen testing is not appropriate because of medical reasons, VTCT can arrange, following a reasonable adjustments submission, for alternative formats to be made available.

The external examinations must be undertaken by learners under controlled examination conditions in accordance with VTCT’s Instructions for Conducting Examinations available to download from the VTCT website.

Sample assessment materials for the assessments are available to download from the VTCT website.


7.3.2. Retaking external examinations

Learners who fail to achieve the required Pass mark or are deemed to have underperformed, are permitted ONE retake opportunity. The retake must be at a different examination sitting and it is expected that further teaching/tuition would have taken place.

A resit fee will be charged. Fees are published on the VTCT website.

7.3.3. Reasonable adjustments and special considerations

Information on the reasonable adjustments allowed for all assessments within this qualification can be found in the reasonable adjustments section of Linx2Exchange on the VTCT website.

7.3.4. Publication of results

VTCT will publish an annual assessment schedule which includes key dates relating to each assessment series including publication of results. Specifically, this will include dates relating to the requesting of modified papers and special considerations, registrations and entries, release of results, enquiries about results (EARs) and appeals.

7.4. Internal assessment All internally assessed units in this qualification are assessed by an assignment, these are set by VTCT, internally marked, graded (where relevant) and quality assured by centres, and subject to external quality assurance.

7.4.1. Internal synoptic research project

This section should be read in parallel with this qualification’s sample assessment materials.

A synoptic research project will be issued to centres every September. This internal synoptic research project will be externally set, internally marked, graded and verified and externally verified by VTCT.

VTCT will change the internal synoptic research project annually, centres are required to ensure the correct project brief is used to produce evidence.

The internal synoptic research project is designed to target all learning outcomes, across all mandatory units and a proportion of optional units. The unit content covered in the internal synoptic research project is targeted to ensure that the full breadth of the unit content is covered overtime.

The tasks that make up the internal synoptic research project enable learners to produce valid, sufficient, authentic and appropriate evidence. Centres must ensure the generation of evidence is carefully monitored and controlled to ensure learners are working to the best of their ability and that the evidence produced is their own.

7.4.2. Internal assignments

7.4.2.1. Mandatory assignments

This section should be read in parallel with this qualification’s sample assessment materials.

Assignments will be issued to centres every September. The internal assignments will be externally set, internally marked, graded and quality assured and externally quality assured by VTCT.

VTCT will change the assignment annually, centres are required to ensure the correct brief is used to produce evidence.

The tasks that make up an assignment enable learners to produce valid, sufficient, authentic and appropriate evidence. Centres must ensure the generation of evidence is carefully monitored and


controlled to ensure learners are working to the best of their ability and that the evidence produced is their own.

7.4.2.2. Optional units

The optional units within this qualification are Pass/Fail and are assessed by assignments. This section should be read in parallel with this qualification’s sample assessment materials.

Assignments will be issued to centres every September. This internal assignments will be externally set, internally marked and verified and externally quality assured by VTCT.

VTCT will change the assignment annually, centres are required to ensure the correct brief is used to produce evidence.

The tasks that make up an assignment enable learners to produce valid and relevant evidence.

7.4.3. Retaking internal assessments

Learners who fail to achieve the required pass standard or are deemed to have underperformed are permitted to retake the assessment after feedback and appropriate tuition has taken place.

Assessment retakes must be completed using a different assignment, which will be set by VTCT.

7.4.4. Reasonable adjustments and special considerations

Information on the reasonable adjustments allowed for the external examinations and internal assessments within this qualification can be found in the reasonable adjustments section of Linx2Exchange on the VTCT website.

7.5. Assessment controls For details on the assessment controls for this qualification please see Appendix 1.

7.6. Claiming for certificates Certificates can only be claimed once all units and assessment requirements have been achieved. Direct claims and partial claims are not permitted for this qualification.


8. Synopticity The definition of synoptic assessment used by VTCT for this qualification is as follows:

‘a form of assessment that requires a learner to demonstrate they can identify and use effectively in an integrated way, an appropriate selection of skills, techniques, concepts, theories, and knowledge from across the breadth of mandatory units, which are relevant to a key task.’

VTCT’s sport and exercise sciences qualifications have been designed to ensure that synopticity is naturally developed and assessed throughout. The knowledge, understanding and skills developed in the mandatory units directly inform key tasks that make up the assignments in other units. In addition, there is significant synopticity between optional units whereby the application of concepts, theories, knowledge, understanding and skills is necessary to complete assignments and achieve assessment and grading criteria (where indicated).

A comprehensive synoptic mapping document is presented in Appendix 2. This outlines broad synoptic links between units; and identifies units which are essential pre-learning prior to the delivery of later units. It also identifies the synoptic connections between learning outcomes across the full range of units. In addition, specific examples of these links are provided to support the synoptic delivery and assessment of this qualification.

This qualification further supports synoptic learning and assessment by:

• providing content across units which can be delivered holistically, which means learners can see the links and understand how learning in one vocational area relates to another (i.e. functional anatomy, applied physiology for sport and exercise, fitness principles and training approaches)

• providing innovative and realistic problem-based learning assignments which contain numerous tasks that relate to one another (i.e. planning a research project, carrying out research, publishing findings and evaluating performance, suggesting future improvements)

• requiring learners to draw on knowledge and skills from a range of units to carry out assignments, e.g. analysing performance and biomechanics will require learners to apply knowledge gained from a range of units, such as: functional anatomy, applied physiology, applied psychology, fitness principles and training approaches

• encouraging teachers to integrate the development and application of transferable skills • naturally integrating synopticity throughout grading criteria to provide stretch and challenge,

such as requiring learners to evaluate and justify their decisions, choices and recommendations, suggesting improvements

• providing a coherent learning programme of related units • including external examinations which assess the full breadth of unit learning outcomes and

content


9. External quality assurance 9.1. External quality assurance visits These qualifications are externally quality assured by VTCT. Centres delivering these qualifications will have a minimum of two external quality assurance visits per year. Between visits EQAs are available to offer advice and guidance on any aspect of quality assurance, via telephone or email; additional quality assurance visits can be arranged.

On a centre visit an EQA:

• verifies that appropriate staff and sufficient resources are in place, and that the centre is continuing to meet the criteria specified in the centre contract

• checks that the centre’s policies and procedures, specifically those that relate to internal standardisation and record keeping, continue to meet VTCT’s requirements

• in line with VTCT’s sampling strategy, samples learner work to verify that it is to the required standard for given assignment grades and overall qualification grade, this includes observation of practical-based assignments

• reviews evidence of the internal quality assurance activities that have been undertaken to internally standardise assessments

• samples work and observes assessments at/from different sites if the centre operates at more than one location, from different centres and IQAs and at different stages of delivery

Centres must provide assessment plans to their EQA at the earliest possible opportunity, so that the EQA can plan to undertake visits that coincide with any practical assessments taking place at the centre, so that external verification can take place.

Random sampling is arranged between the centre and the EQA. The EQA will choose a sample of named learners to cover a variety of skills, knowledge, units and assessors. Through the sampling process the EQA will seek to assure that all assessment decisions made at the centre are consistent, fair, valid, and reliable. The EQA will also seek to confirm that all assessments conducted meet national standards.

Prior to certification the EQA will be required to verify that externally set and internally marked assignments are graded to the appropriate level. Depending on their findings, the EQA may request an increase in the sample size, a further quality assurance visit (chargeable to the centre), a request to submit 100% sample of assignments to VTCT for further verification to ensure work is of the required standard for the given grades, or sanctions may be applied in accordance with the VTCT Sanctions Policy. In line with the EQA findings VTCT may, therefore, review and change assignment and final qualification grades in accordance with the required standards.


10. Unit Layout Units in this specification are presented in a standard layout as detailed:

Unit code Point of reference and for use when communicating directly with VTCT.

Unit title The unit title reflects the content of the unit. Unit number This is the regulatory reference number as specified on Ofqual’s Register of

Regulated Qualifications. Level Represents the level of study and achievement. Guided Learning (GL) hours

The time a person spends:

• being taught or given instruction by a lecturer, tutor, supervisor or other appropriate provider of education of training, or

• otherwise participating in education and training under the immediate guidance or supervision of such a person

It does not include time spent on unsupervised preparation or study, whether at home or otherwise.

Assessment Details how the units are assessed. Unit overview

Provides a summary of what learners will cover in the unit, and outlines the knowledge, understanding and skills to be developed.

Learning outcomes

States what a learner should know, understand and be able to do as a result of completing the unit.

Unit content Specifies the content that must be covered to ensure learners have access to the full range of grades. The content includes the knowledge, understanding and skills that make up each learning outcome. Assignments assess the full breadth and depth of unit content.

Assessment and grading criteria

Specifies the standard of evidence to be produced by learners to achieve the relevant grade.

Delivery guidance

Provides guidance on innovative and engaging delivery of the unit’s content and learning outcomes.

Resources Lists recommended texts books and websites.

Assessment guidance

Internally assessed units contain amplification for each assessment and grading criterion (where relevant, e.g. Research in sport and exercise) which specifies in detail, the standard that learners must achieve. Externally assessed units contain information on the external examination including the type and duration of the assessment and the marks available.


11. Appendix 1 Assessment controls All internally assessed units have the following assessment controls:

Task setting (high control)

Centres must use the assignment briefs set by VTCT.

Assignments have been designed to cover all learning outcomes and assessment and grading criteria. The tasks that make up each assignment enable learners to produce valid, sufficient, authentic and appropriate evidence.

Sample assignments are provided in each unit specification and should be used by teachers and assessors to ensure familiarity with the structure and format of assessment.

Live assignments will be made available through the Linx2Achieve portal on the VTCT website. These will be published annually from August until May. Assignment briefs change annually.

Task taking (medium control)

Time: VTCT specifies the minimum time to be spent generating evidence for assessment, which is detailed in each unit specification. It is the responsibility of the centre to ensure this time is attributed to completing the assignment – centres may choose to allow more time for a particular unit’s assignment, however, the time must be consistent with the assignment brief.

Resources: Centres must have access to the physical resources needed to support programme delivery and the assessment of knowledge and skills, which should be of industry standard. Where specific resources are required these have been indicated in unit specifications.

Preparing and supporting learners: Teachers and assessors are responsible for ensuring that learners are supported throughout their assignments so that they are able to work independently to satisfy all unit learning outcomes.

Teachers and assessors are encouraged to assist learners in understanding:

• that work handed in for assessment must be their own • unit learning outcomes and content • the requirements of assignments and the criteria that must be achieved in order to maximise

their performance and improve their chances of accessing higher grades • the ways in which evidence should be prepared and presented • the timelines of assignments including deadlines • how to appraise their own work against the requirements of the unit and make improvements

Assignments should be administered when learners are suitably prepared for assessment. Centres may schedule the timelines for assignments to suit local needs.

Supervising learners: Centres must ensure the generation of evidence is carefully monitored and controlled to ensure learners are working to the best of their ability and that the evidence produced is their own. The production of assessment evidence must be carried out under direct teacher supervision but not under examination conditions.

Authentication: For all internally assessed units, learners must complete an Assignment Declaration Form to confirm that the work produced is their own. This must be countersigned by the assessor. An Assignment Declaration Form can be downloaded from the VTCT website.


Centres must ensure that all learner evidence can be validated through internal and external quality assurance. The authentication of learner evidence is the responsibility of the centre.

Collaboration: Learners must individually produce evidence for their assignment. Collaboration or communication between learners is not permitted.

Late submissions: Learners should be advised at the earliest possible opportunity, and regularly reminded, of the deadlines for submitting internal assignments. Late assignments may be accepted/refused at the discretion of the assessor. Learners may be given extra time for legitimate reasons such as illness.

Late submissions must follow the usual assessment process and must not be downgraded as a result of late submission.

Task marking (medium control)

Completed assignments must be marked and graded by centre assessors. Assessors must judge the quality of evidence against specified assessment criteria and award a grade of Fail, Pass, Merit or Distinction:

• To achieve a Pass, learners must have satisfied all Pass assessment criteria • To achieve a Merit, learners must have satisfied all Pass and Merit assessment criteria • To achieve a Distinction, learners must have satisfied all Pass, Merit and Distinction assessment

criteria

Learners who do not satisfy all Pass criteria are given a ‘Fail’ grade.

The grade achieved for the graded practical assessment is the grade awarded for the unit.

The centre’s IQA will then, in line with the centre’s sampling strategy, select a sample of assignments to be internally quality assured. The IQA will ensure:

• assessors are marking accurately and at the required standard • assessors are making fair, valid and reliable judgements • consistency and standardisation between assessors


Document History

Version Issue Date Changes Role

v1 16/03/2018 First published Qualifications Manager

v2 11/07/2018 Amended wording following DfE approval

Product Administrator

v3 17/09/2019 Clarifying assessment codes Qualifications and Regulation Co-ordinator

v4 21/10/2019 Amended examination code in table under section 7.2

Qualifications and Regulation Co-ordinator

v5 03/12/2019 Added grade boundary review Qualifications Administrator

v6 01/09/2020 Added COVID-19 Infection Prevention pre-requisite

Product and Regulation Manager

Documents

Specification - VTCT