Glossary
The Glossary
Introduction
This Glossary of Terms has been developed to assist those involved with the development and implementation of the Diploma in Sport and Active Leisure to understand some of the terms associated with the qualification and provides an explanation of some of the jargon terms and acronyms that occur in the field. The Glossary has been informed by the QCA Glossary of Diploma Acronyms and the QCA Phase 3 Diploma Technical Seminar – Diversity and Inclusion, published in June 2007.
Section 1:
Terms associated with the generic development and implementation of the Diploma in Sport and Active Leisure.
| Term/Acronym | Definition |
|---|---|
| Additional and specialist learning (A/SL) | Units or qualifications that learners choose to include in their Diploma. Additional learning is complementary in character. It consists of further learning and can include national curriculum entitlement areas and/or learning options such as languages, music or science that relate to individual needs, interests and aspirations. At level 3 additional learning could include an A level |
| Specialist learning consists of qualifications and units within a line of learning that support progression recommended by the employers and higher education advisers in each sector. Specialist learning for Diplomas must be approved by the Diploma Development Partnership (DDP) | |
| Applied learning | Acquiring and applying knowledge, skills and understanding through tasks set in sector contexts that have many of the characteristics of real work, or are set within the workplace. Most importantly, the purpose of the task in which learners apply their knowledge, skills and understanding must be relevant to real work in the sector. It includes but is not exclusively work experience. |
| Barring | This is the policy by which QCA ensures that the various component awards of Diplomas are discrete and do not overlap each other in terms of repetition of content. The 'bar' i.e. the maximum amount that any Additional or Specialist Learning component can overlap the Principal Learning is 30%. |
| Component |
Diplomas are composite awards and are made up of components units and qualifications. There are three components areas of learning: Diplomas are composite awards and are made up of components units and qualifications. There are three components areas of learning:
Each of these is explained in detail later in the Glossary |
| Component awarding body (CAB) | A Component awarding body meets the requirements for, and is recognised by, the regulators to award the constituent units and qualifications of Diplomas. |
| Diploma Development Partnership (DDP) | A partnership between employers (with an interest/stake in the area) and education representatives (with professional, educational and qualification-design expertise). DDPs are brought together through sector skills councils and are led by the most appropriate sector skills council. DDPs are responsible for developing the line of learning statement. The lead SSC for the Diploma in Sport and Active Leisure SkillsActive, supported by LANTRA, Construction Skills, Skills for Security (A Standard Setting Body), the national Youth Agency and the Children's Workforce Network. Lifelong Learning UK, CWDC and People 1st have observer status. |
| Diploma awarding body (DAB) | A Diploma awarding body meets the requirements for, and is recognised by, the regulators to award the full Diploma qualification. Their systems and processes must be compatible with the IT systems used by QCA for all their qualifications. |
| Diploma | A defined set of qualifications or units of qualifications combined according to a set of rules. They may be existing units or qualifications or purpose-designed units. The Diploma is designed to support progression to further study, training and employment in a particular employment sector or line of learning. |
| Diploma consortium | A consortium of local learning providers (schools, FE colleges, private training providers, often with an HE partner) who work together to develop and deliver a comprehensive learning programme for the Diploma. |
| Functional skills | Functional skills are core elements of English, mathematics and ICT, providing the essential knowledge, skills and understanding needed to operate confidently, effectively and independently in life and at work. Further information is available on the QCA website at www.qca.org.uk. |
| Gateway |
Selection process that Diploma consortia have to undergo to be approved to deliver a Diploma. It considers the availability of resources, staff expertise, employer engagement and IAG. It is a three tier process:
|
| Generic learning |
Generic learning enables students to develop and apply the skills and knowledge necessary for learning, employment and personal development. The generic learning component of the Diploma is made up of the following constituent parts:
|
| Guided learning hours (GLH) | The number of hours of teacher-supervised or directed study time assigned to complete the qualification or a unit of a qualification. |
| Information, Advice and Guidance (IAG) |
Processes for informing and advising students who may be considering embarking on a Diploma:
|
| Learner achievement record (LAR) | Individual and personal record of achievement that each student will have throughout their learning. They will be able to access it with their own PIN number and will be able to track progress as well as show it to other learning providers and/or employers |
| Lines of learning (LOL) |
First teaching: September 2008 First teaching: September 2009 First teaching September 2011 |
| National curriculum | What pupils of statutory school age are taught in state-maintained schools. It provides a balanced education covering 11 subjects, divided into four key stages according to age. |
| Pathway | A route to progress through the Diploma framework, based on specialist learning. These have not yet been devised for the Diploma in Sport and Active Leisure but an example might be 'playwork' or 'health and fitness'. |
| Personal, learning and thinking skills (PLTS) |
The framework of skills that will equip all young people for successful employment and lifelong learning. Personal learning and thinking skills require learners to be:
Further information is available on the QCA website at www.qca.org.uk |
| Principal learning | Mandatory learning in the Diploma. Principal learning is sector-related, predominantly applied in character (at least 50%) and consists of knowledge, understanding, skills and attitudes that support progress through the line of learning into the sectors concerned. Opportunities to develop and apply generic skills are also integrated into principal learning. |
| Transcript | A report of the units and qualifications that make up a learner's programme and achievement. It lists the learner's units and grades for each unit and qualification in their Diploma, and records work experience and personal, learning and thinking skills. |
| Unit | The smallest portion of a qualification that can be awarded credit in its own right and wholly transferred into another qualification. |
Section 2:
Generic terms relating to the implementation of qualifications in general
| Term/Acronym | Definition |
|---|---|
| Approved Centre |
Learning provider which is approved by one or more awarding body(ies), to deliver and/or assess their qualifications. They have to meet the awarding body’s quality assurance requirements which include features such as:
For the Diploma, learning providers may be schools, further education colleges and/or private training providers, higher education institutions or employers. |
| Assessor | Someone who is appointed by an assessment centre to carry out assessment of candidates against pre-set standards. External assessors are appointed by Awarding Bodies to ensure that there is consistency of assessment across centres and to ensure that standards are being maintained. Assessors for knowledge based qualifications may be internal (i.e. from the centre) or external (i.e. appointed by the Awarding Body) depending on the assessment specification. |
| Association of Learning Providers (ALP) |
The 'voice' of learning providers and it aims to influence the national education and training agenda to secure:
|
| Association of Colleges (AOC) | Body created in 1996 to provide a single voice to promote the interests of further education colleges in England and Wales |
| Awarding Body (AB) | Organisations approved by QCA to provide quality assurance and assessment for qualifications that are publicly funded |
| Learning and Skills Council (LSC) | National Body responsible for the funding of all publicly funded learning provision up to but excluding higher education. The LSC head office is based in Coventry and it is supported by a network of 9 regional offices, coterminous with the Regional Development Agencies. Each regional office will have a number of local LSCs to respond to the workforce development needs of local businesses. This structure is under review and will change as funding regimes change and local authorities become more responsible for the funding of full time education programmes. |
| Not in employment, education or training (NEET) | Description of those young people who have become disengaged with learning |
| Sector Skills Council (SSC) |
Organisations licensed by Government through the Sector Skills Development Agency. They are charged with co-ordinating workforce development activities for their sector. There are 25 SSCs collectively covering all occupational areas. SSCs operate UK wide. The SSCs involved in the development of the Diploma in Sport and Active Leisure are:
|
| United Kingdom Council for education and Skills (UKCES) | Government body responsible for approving SSCs/SSBs and for supporting their sector skills development plans and processes including the development of Diplomas |
| Standard Setting Body | Organisation approved by UKCES to develop National Occupational Standards and associated qualifications for their occupational area. They are not SSCs but are usually Ôbuddied' with an SSC. |
| Verifier |
Person appointed to provide quality assurance for the assessment of qualifications. There are two kinds of verifier:
|
| Young Apprenticeship (YA) |
Key stage 4[1] programme aimed at:
Completed alongside core GCSE's and national curriculum entitlement. It includes:
|
Section 3:
Organisations Associated with the development and implementation of the Diplomas
| Term/Acronym | Definition |
|---|---|
| Children's Workforce Network (CWN) |
Consortium of organisations with a common interest in working with children. Membership is:
|
| Construction Skills | SSC for the construction industry |
| Centre of Vocational Excellence (CoVE) | Further Education Colleges who have been approves as centres of excellence for the learning provision of a particular occupational area e.g. construction |
| Further Education (FE) College | Colleges that provide non-advanced education and learning opportunities to the general public. This includes GCSEs and A levels, VRQs, skills for life, supporting workbased learning through NVQs. They may also deliver specifically commissioned learning programmes funded by employers and may work in partnership with HEIs to provide aspects of Higher Education programmes. Most FE work is post 16 but with recent changes to 11-19 education, they will be increasingly involved in delivering to students of statutory school age |
| Lantra | Sector Skills Council for the environmental and land based sector |
| Lifelong Learning UK (LLUK) | The Sector Skills Council responsible for standards for lifelong learning including qualifications for teachers , tutors and trainers (excluding school teachers) and tutors in further and higher education and workbased learning. They are also responsible for youth and community work and family learning. LLUK is also working on the development of workforce development materials for those responsible for the delivery of Diplomas |
| Ofqual | The regulatory authority for all non-advanced qualifications in England, Wales and Northern Ireland. They are responsible for approving all Diplomas submitted by awarding bodies |
| The National Youth Agency (NYA) | National independent organisation that works with Government, young people and other partners to improve young people's life chances by supporting the development of evidence-based policies and practice that reflect the views of young people and will improve opportunities for them |
| People 1st | SSC for the hospitality, leisure, travel and tourism industries |
| Quality Improvement Agency (QIA) |
Agency set up in 2005 to:
In relation to the 14-19 Diploma, QIA is involved in the development of workforce support materials, particularly in relation to pedagogy (learning delivery) |
| The Qualifications and Curriculum Authority (QCA) | The organisation responsible for supporting the development of all non-advanced qualifications in England, Wales and Northern Ireland including Diplomas. |
| SkillsActive | The SSC for active leisure and learning. It has been established by employers in sport, recreation, health and fitness, playwork, the outdoors and caravan industries. It is the lead SSC for the Diploma in Sport and Active Leisure |
| Skills for Security | Standard setting body for the security industry, currently Ôbuddied' with Skills for Justice |
| Specialist Schools and Academies Trust (SSAT) | The leading national body for secondary education in England, part funded by DfES. SSAT are involved in the workforce development aspect of the 14-19 Diploma, particularly for school staff. |
| Youth Sport Trust (YST) | The representative body for the network of Specialist Sports College |
Section 4:
Terms relating to the Sport and Active Leisure Industries
| Term/Acronym | Definition |
|---|---|
| Specific population | Term used in the sport and active leisure industries to describe members of the general public who may wish or be encouraged to participate in sport and active leisure activities. It includes:
|
| Ergonomics | Processes/design/technology which optimize productivity by reducing fatigues and discomfort e.g. the design of wheelchairs for athletes with a disability |
| Ergogenic | This has been derived from the Greek term meaning ;to enhance physical performance'. In sport it is often used to describe something that can positively affect physical or mental performance and/or increase muscular work capacity. The range could include ;harmless' substances such as water or caffeine through to substances such as anabolic steroids. It is often used to describe the physical benefits afforded by creatine supplementation |
Section 5:
Higher Education
| Term/Acronym | Definition |
|---|---|
| Universities and Colleges Admission Service (UCAS) | Central organisation that processes applications for full time undergraduate courses at UK universities and colleges. The Diploma in Sport and Active Leisure at level 3 will be awarded UCAS points, comparable to 3.5 A levels, to facilitate a young personÕs progression to higher education |
| Higher Education Institution (HEI) | University or other organisation offering higher education qualifications including degrees and post graduate level qualifications. HEIs are chartered institutions and validate their own qualifications within rigorous parameters agreed with and monitored by QAA |
| Higher Education Funding Council (HEFCE) | Funding council for Higher Education |
| Quality Assurance Agency for Higher Education (QAA) | Organisation responsible for supporting the maintenance of quality learning programmes in higher education. They work with higher education to define academic standards and quality and publish reviews against these standards |
| The Russell Group | Group of 20 universities that are awarded the highest level of research funding |
Section 6:
Diversity and Inclusion (From QCA)
| Term/Acronym | Definition |
|---|---|
| Integrity of the qualification | Criteria and specifications for qualifications should test only the skills, knowledge and understanding needed to achieve the purpose of the qualification. This applies also to assessment methodology, which must maintain relevance, reliability and comparability over time. This is the "integrity of the qualification" that must be safeguarded |
| Equality | Equality' is not about treating everyone the same, it means providing a fair chance for everyone byÊproviding a level playing field that tackles inequality on the grounds of disability, gender, ethnic origin, age, sexual orientation and religion or belief. (QCA Equalities Framework 2007) |
| Fairness | Disinterested, even-handed, lawful, unbiased, and honourable (Extracted from the Oxford Dictionary 2001) |
| Ethical | Morally correct; concerned with the principles of right and wrong behaviour. (Extracted from the Oxford Dictionary 2001) |
| Disability | QCA uses the social model of disability, which holds that it is not the impairment that disables the person but society. By not allowing a person to manage their impairment in the way they would normally do, organisations, employers and individuals make someone into a disabled person. A 'disability' is defined in law as a physical or mental impairment which has a substantial, long term and adverse effect on their ability to carry out normal day to day activities. This includes impairments that would otherwise be controlled by medication or aids, with the general exception of the use of glasses and contact lenses unless you are registered as blind or partially sighted or certified as blind or partially sighted by a consultant ophthalmologist. ; Normal day-to-day activities' means that at least one of these areas must be substantially affected: mobility; manual dexterity; physical co-ordination; continence; ability to lift, carry or move everyday objects; speech, hearing or eyesight; memory or ability to concentrate, learn or understand; understanding of the risk of physical danger. ;Long term' includes having cancer, HIV infection or multiple sclerosis but not temporary illnesses, injury or indisposition, where this is not related to a disability. (Disability Rights Commission Website/Your Rights 2007) |
| Reasonable Adjustments | Disabled people have the right in law to reasonable adjustments in the criteria, structure and content of qualifications and tests, and in the processes and arrangements for assessment and awarding. This includes access to buildings, and auxiliary aids and services such as websites or hard copy communication. ;Reasonable adjustments' means that responsible bodies must take reasonable steps to ensure that disabled people are not placed at a substantial disadvantage in comparison with non-disabled people. Substantial means more than minor or trivial. (Disability Rights Commission Website/Your Rights 2007) |
| Special Consideration | Special consideration is for candidates who suffer temporary illness, injury or indisposition. (s18) |
| Discrimination | Direct discrimination means treating someone less favourably on the grounds of sex, race, disability, religion or belief, sexual orientation or age. The recipient must suffer some form of disadvantage. Indirect discrimination means that a policy or practice adversely affects members of one group more than others, the groups being defined on the grounds of gender (including people who are transgender), race, religion or belief, sexual orientation or age. Indirect discrimination is more or less replaced by ;less favourable treatment' with regard to disability Ð except that freedom from less favourable treatment is a legal right only available to disabled people not non-disabled people. (Disability Rights Commission Website/The Law 2007) |
| Bias | An opinion or tendency to be strongly for or against one person or thing. (Oxford Dictionary 2001) |
Page updated: 28 October 2008
