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SVQ Spectator Safety Level 2 (CERT. ONLY)

 

Qualification Number GJ1P 22
Title SVQ Spectator Safety Level 2 (CERT. ONLY)
Category National
Sector Security
Operational Start Date 18/02/2014
Operational End Date 31/01/2016
Total Units 7 Min Credit
Min Guided Learning Hours 85 Max Guided Learning Hours
Min Age From 16 Min Age To 100

Registration Fee : £51.00

This is the administrative fee that IQ charges centres to register a learner on this qualification, and NOT a training fee. All fees include registration, certification and postage (international delivery rates may apply).

Qualification Purpose

About this Qualification

The IQ SVQ Spectator Safety Level 2 is a qualification for individuals working as Stewards at spectator events, such as sports events, music events and festivals. This qualification meets the requirements for training for level 2 stewards as specified in the DCMS Green Guide to Safety at Sports Grounds and the HSE’s Purple Guide for Event Safety. It covers the knowledge and skills required to prepare for, control the entry, exit and movement of people, monitor spectators and deal with crowd problems at spectator events; it also covers helping to manage conflict and dealing with accidents and emergencies as well as supporting the work of the team and organisation.

Learners who achieve the IQ SVQ Spectator Safety Level 2 may wish to progress to a Level 3 qualification in spectator safety or event management

Take this Qualification

If you are interested in taking this qualification and would like to find your nearest IQ centre, please give us a call on 01952 457 452 and a member of our team will be happy to help.

Structure

The IQ SVQ Spectator Safety Level 2 has 6 mandatory units which learners must achieve to be awarded this qualification.

This qualification is not graded; successful learners achieve a pass.

SVQ Spectator Safety Level 2 (CERT. ONLY)
Mandatory GroupMinimum Units:6
 Minimum Credits:0
 UnitLevelCreditGLH
 A52Contribute to the Work of Your Team0015
 C210Control the Entry, Exit and Movement of People at Spectator Events0012
 C35Deal with Accidents and Emergencies5214
 C237Help to Manage Conflict0020
 C211Monitor Crowds and Deal with Crowd Problems0012
 C29Prepare for Spectator Events0012
 
Additional Freestanding UnitMinimum Units:0
 Minimum Credits:0
 UnitLevelCreditGLH
 C238Control and Detain People at a Spectator Event for Action by the Police000

Assessment

Assessment is by portfolio. A qualification achievement record for this qualification is available to download from the website.

 

This qualification is competence based and assessment must be of the learner’s consistent performance in the workplace. It must be assessed in accordance with:

  • Assessment strategy for NVQ & SVQs: The Sector Skills Council for Active Leisure, Learning and Well-being Quality Assurance Strategy - Appendix A
  • Spectator Safety Level 2 NVQ/SVQ Agreed Common Evidence Requirements and Assessment Guidance- Appendix B
  • Sector Specific Annex for Spectator Safety- Appendix C

 

Further guidance for each unit can be found in the assessment guidance relevant to each unit. All Performance and Knowledge Criteria must be met in each relevant unit to achieve this qualification.

General assessment principles

 

Where should the evidence come from?

The primary target group is stewards who provide services – such as health, safety, security, customer service to help spectators have a safe and enjoyable experience at the event. Typical settings will be events held at either indoor or outdoor facilities including for example, football stadia, indoor arenas and other sport centres.

 

Whatever context the learner is working in, it is essential that their evidence comes from working with real equipment, facilities and customers, as part of temporary or permanent employment. It is very important that evidence is generated from real work activities, not “skills test” type exercises, set up purely for the sake of assessment.

 

Simulation and questioning are allowed for a limited number of items in some units. These are clearly detailed in the evidence requirements below.

 

Where simulation is used, this should follow the requirements of the assessment strategy for this SVQ.

 

What are the most appropriate assessment methods?

 

Assessor observations, witness testimony and products of work (for example, notes of team briefings, reports and correspondence) are likely to be the most appropriate sources of performance evidence.

 

Supplementary evidence, for example, questioning, projects or assignments may be used where performance evidence (real work activity) is not needed as detailed later in the evidence specifications for each unit.

 

Questioning to gather supplementary and knowledge evidence can normally be carried out orally. However, oral questioning must be recorded by the assessor, in written form or by other appropriate means.

 

How much evidence is necessary?

 

Most of the units require observation by an assessor on more than one occasion. The evidence requirements below show this in more detail.

 

These observations should not be carried out on the same day. There should be sufficient time between assessments for the assessor to satisfy himself or herself that the learner will be capable of achieving the same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least one month is recommended.

 

In many cases, two observations will be sufficient. However, more than two may be needed to ensure that there is evidence for everything specified within the unit under “assessment requirements or guidance specified by a sector or regulatory body” (as detailed later in the evidence specifications for each unit).

 

Where written evidence (usually records of work) is required, there should be evidence from at least two separate occasions, again separated by at least one month. As in the case of observations, it may be necessary to have evidence from more than two occasions to ensure there is sufficient evidence to cover everything specified.

 

Assessors must be sure that all written evidence is genuinely the learner’s own work and not copied from someone else. Learners should make a statement confirming that the evidence is their own work.

 

Assessing more than one unit on each occasion:

 

Many of the units within the IQ SVQ Spectator Safety Level 2 link together in a logical way and assessors are encouraged to make use of these links in an efficient and creative way. In many cases there should be no need to assess on a unit-by-unit basis (unless the learner wants unit accreditation only). It would make better use of both the assessor’s and learner’s time to consider and plan how many units could be covered on each assessment occasion.

 

For example, the learner may be involved in preparing to work at a spectator event, helping to control the entry, exit and movement of spectators, monitoring their behaviour and dealing with any crowd problems. The event may also involve the learner helping to manage conflict, work as a member of a team and where necessary dealing with accidents and emergencies.

 

Prior discussion between the learner and assessor with perhaps some negotiation with the learner’s supervisor should make this a productive assessment opportunity. At the beginning of the assessment occasion, the assessor can observe the learner working on entry and exit points, monitoring spectators during the event and reacting to any situation.

 

In this way much of the performance evidence for a number of units can be gathered. With another assessment occasion to follow, almost all of the evidence needed will be available. Careful planning and negotiation can make this possible and considerably reduce the number of assessment occasions.

 

Explanation and examples of terms

 

Appearance

This includes wearing the correct clothes, presenting a professional image and having the correct identification

Assess

Gathering all the necessary information in relation to a crowd problem and working out the level of risk to yourself and others

Body language

The way you stand, hold your arms, use gestures etc.

Casualty

The person who has suffered the injury or illness

Colleagues

The people you work with – people working at the same level as yourself or your manager(s)

Communicate

This includes using words, but also includes body language, tone of voice etc.

Communications (resources)

This could be notebooks for recording incidents, or communications equipment such as radios, if appropriate

Conflict

Situations in which people are disagreeing strongly which may lead to violence or other forms of unlawful or unsociable behaviour

Designated area

The area you are responsible for

Effective working relationships

The type of relationship with your colleagues that helps the team to work well and provide a high level of service to the customer – this includes getting along well with your colleagues, being fair to them, avoiding unnecessary disagreements and not letting your personal life influence the way you relate to colleagues

Emergency

Any situation that immediately threatens the health and safety of spectators, staff or yourself, for example fires, bomb threats etc.

Emergency services

Usually the ambulance service, fire service or police

Evaluate

Thinking about your work and identifying what you do well and what you could improve in

Event

This could be any type of public event, for example sporting or other types of performances

Feedback

Other people – customers or colleagues – telling you what they think

Future responsibilities

These could be new duties that you want to take on or new duties that your line manager wants to give you – this could include promotion

Hazards

Something that may cause harm

Hygiene hazards

For example, unsanitary toilets

Line manager

The manager or supervisor to whom you report

 

 

Listen actively

Showing that you are paying attention to what someone is saying, for example by maintaining eye contact, nodding, asking further questions etc.

Impartially

Not favouring or discriminating against any particular type of person

Missing persons

For example, children going missing during events

Monitor

Keep a careful eye on

Organisation’s policies and procedures

What your organisation says its staff should and should not do in certain situations

Other people involved

These may be other members of staff or other spectators or staff apart from the casualty

People with particular needs

For example, people with disabilities or medical conditions which may mean they need special attention following accidents and emergencies

Personal space

The amount of space around a person that they feel comfortable with; getting closer to someone than they feel comfortable with will make a situation worse

Qualified assistance

Someone who has a recognised first aid qualification or the emergency services

Resources

The things you need to do your job effectively

Risks

The likelihood of a hazard actually causing harm and the seriousness of this harm

Sensitive questioning

Asking questions in a way that is not going to make the situation worse, for example by being polite and by phrasing questions in a way that is not going to upset someone further

Suspect items

For example, bags or packages

Team discussions

These will usually be team meetings but could include more informal discussions with team members and line managers

Training and development

This could involve on a course, but would also include watching other members of staff doing things that are new to you, receiving instructions from other members of staff on new things you have to do and having the opportunity to practise new skills

Unlawful behaviour

This would include racism, threatening behaviour, violence and other types of behaviour that is against the law

Unlawful items

For example, offensive weapons, drugs etc.

Venue

The place where the event takes place

With particular needs

For example: disabled people, old people, children etc.

Learner Entry Requirements

There are no formal entry requirements. However, learners should be able to work at SVQ Level 1 / SCQF level 5 or above and be proficient in the use of the English Language

Tutor Requirements

Tutors/trainers should meet the requirements in the Assessment Strategy for NVQs & SVQs - Appendix A

All the other requirements specified in the assessment strategy should be consistently applied, those listed here are supplementary:

  1. Worked in a relevant spectator safety context for two years full time or equivalent, e.g. Safety Officer, Senior Steward or equivalent.
  2. Taken part in a relevant and nationally recognised Spectator Safety training course or qualification from the QCF in England/Wales and Northern Ireland or the SCQF in Scotland, or have an action plan to achieve such.

Centre Requirements

Centres must be approved by IQ in order to offer this qualification.

 

 

Downloadable Resources