ST WILFRID’S R.C COLLEGE BTEC / SPORTS LEADERS LEVEL 2 SCHEME OF WORK
Lesson / Unit
BTEC Assignment
1
Week 1
Unit 2 Developing
leadership skills
Learning Outcomes
Learning Objectives
Introduce the courses.
Activity Examples
Hand out Files for information collection.
Learning Outcome
1
Understand the
skills, qualities and
values that a leader
will need.
Describe the purpose of the Sports Leaders and
BTEC Leadership Courses.
Fill in front sheet of Log Book.
Notes
ASSESSMENT:
Observation
Q/A
Written
Sports Leaders - Outline the assessment methods
and discuss log books.
BTEC – Outline the assessment methods and
introduce Task 1.
What makes a good sport leader?
A: Communication, Organisation, knowledge,
confidence, enthusiasm, humour, ethics and
values.
Task 1: Pupils to be asked ‘What do you
need to be a good sports leader? Team
relays.
LO1: Pupils are to be able to identify the skills
and qualities of a leader.
Task 2: Pupils to write next to list whether
‘skill’ or ‘quality’.
LO2: Pupils are to be able to understand the
importance of using and developing leadership
skills.
Pupils to Plan 5 minute Activity:
Pupils to lead activities and evaluate their
own leadership skills/qualities.
LO3: Pupils are to be able to evaluate the skills
and qualities of other sports leaders.
Task 3: Pupils to complete skills/qualities
tick box evaluation (log books – BTEC
Sport).
Planning
Sheet.
Tick Box
Evaluation
Sheet.
Complete ROA - What skills/qualities you
would like to achieve/develop.
Homework: there are three main
leadership styles – Autocratic, Democratic,
Laissez Faire – state what they are and
why each one is effective?
Week 2
Unit 2 Developing
leadership skills
Learning Outcome
1
Understand the
skills, qualities and
values that a leader
will need.
Understand the skills, qualities and
responsibilities of Successful Sports Leaders
Task 1: Students to take part in a session
led by a sports leader.
ASSESSMENT:
Observation
Written
Task 2: Students to observe the skills,
qualities and responsibilities of one
successful sports leader.
Task 3: Students to complete BTEC Task
1(a) Assess leaders – tick boxes (PASS
GRADE).
Week 3
Unit 2 Developing
leadership skills
Learning Outcome
1
Understand the
skills, qualities and
values that a leader
will need.
Examine the skills, qualities and values that an
effective leader will need.
Task 1: Students to discuss the
effectiveness of Sports Leaders.
Task 2: Students to complete BTEC 1(b)
PASS GRADE.
Homework:
Completion of
BTEC task.
Week 4
Unit 2 Developing
leadership skills
Learning Outcome
1
Understand the
skills, qualities and
values that a leader
will need.
Understand the skills, qualities and
responsibilities of Successful Sports Leaders
Task 1: Students to take part in a session
led by a sports leader.
Task 2: Students to observe the skills,
qualities and responsibilities of one
successful sports leader.
ASSESSMENT:
Observation
Written – BTEC
Coursework
Task 3: Students to complete BTEC Task
1(a) Assess leaders – tick boxes (PASS
GRADE).
Week 5
Unit 2 Developing
leadership skills
Learning Outcome
1
Understand the
skills, qualities and
values that a leader
will need.
Examine the skills, qualities and values that an
effective leader will need.
Task 1: Students to discuss the
effectiveness of Sports Leaders.
Task 2: Students to complete BTEC 1(b)
PASS GRADE.
ASSESSMENT:
Observation
Written – BTEC
Coursework
Homework:
Completion of
BTEC task.
W6/W7
Unit 2 Developing
leadership skills
BTEC Assignment
2
Week 8 / Week 9
Unit 1 - Plan,
lead and
evaluate a
sport/activity
session
Learning Outcome
1
Understand the
skills, qualities and
values that a leader
will need.
1.2 Explain the positive and negative outcomes of
having/not having these skills, qualities and
values when leading others.
Learning Outcome
3:
Use appropriate
communication
methods when
leading a
sport/activity
session.
3.1 Select and apply communication methods
that are appropriate for the age/ability of the
participant/s.
Task 1: Students to compare the skills,
qualities and responsibilities of sport
leaders commenting on the effectiveness
of each leader (MERIT/DISTICTION).
ASSESSMENT:
Written - BTEC
Coursework
Homework:
Completion of
Skills, qualities
and
responsibilities
BTEC Module.
Teacher led session on an activity:
a) Verbal and Non verbal
communication tasks.
Verbal:
- Nursery Rhyme Game
- Stop the game.
Non verbal:
- Mirror drawing
- Charades
- Blindfolds
ASSESSMENT:
Observation
Week 10
Unit 1 - Plan,
lead and
evaluate a
sport/activity
session
Unit 4 - Making
activity sessions
inclusive
Learning Outcome
1
Plan a
sport/activity
session.
1.1 Create a session plan which includes:
- Preparation and use of facilities
- Preparation and use of equipment
- Preparation and management of participants
- Organisation within the session
Pupils are to plan an inclusive session for
delivery to peers (BTEC Sport – planning a
session – P2/M2).
ASSESSMENT:
Completion of
planning sheet
in Logbook
Learning Outcome
1
Understand what
inclusion is.
1.1 Describe how participants may have diverse
learning needs.
1.2 Explain a range of inclusion methods.
Pupils are to include specific information
on age, medical needs and differentiation
(Participant sheet).
Completion of
participant
sheet in Log
book.
Learning Outcome
2
Lead an activity
session that is fully
inclusive.
2.2 Describe different types of activity to include:
- Competitive
- Co-operate
- Problem solving
- Mini games
Pupils are to include different types of
activities to put into their sessions.
Week 11
Learning Outcome
2
Lead a series of
sport/activity
sessions.
2.1 Put planning into action by leading others in a
series of sport/activity sessions that are
appropriate for the age/ability of the
participant/s.
Unit 4 - Making
activity sessions
inclusive
Learning Outcome
2
Lead an activity
session that is fully
inclusive.
2.1 Adapt sports/activity sessions appropriately to
meet the needs of participant/s.
Unit 1 - Plan,
lead and
evaluate a
sport/activity
session
Learning Outcome
5
Evaluate a
sport/activity
session.
5.1 Evaluate the session and use this knowledge
to plan and deliver future sessions.
5.2 Evaluate the role they played and explain
what could be improved for future sessions.
Unit 1 - Plan,
lead and
evaluate a
sport/activity
session
Pupils (in groups) are to deliver their
session which was planned in previous
week (BTEC Sport – planning a session –
P2/M2).
ASSESSMENT:
Video evidence
of pupils
leading
session.
Homework 1:
Pupils to
complete
evaluation in
log book (P3,
M3).
Homework 2:
Pupils to start
out of hours
leading using
session plan
template
(follow award
scheme)
Week 12
Unit 1 - Plan,
lead and
evaluate a
sport/activity
session
Learning Outcome
4
Understand what
feedback is and
how to give it.
4.1 Describe the purpose of feedback.
4.2 Explain with examples a variety of feedback
methods.
4.3 Select and apply feedback methods that are
appropriate for the age/ability of the
participant/s.
Unit 4 - Making
activity sessions
inclusive
Learning Outcome
3
Plan, lead and
evaluate a multiskills session.
3.1 Understand what multi-skills are and explain
why they are important.
3.2 Plan a multi-skills session.
Pupils to watch back videos focussing on
the feedback they gave to participants.
Pupils to work in groups to evaluate and
brainstorm methods of giving feedback
and why feedback is important when
delivering a session.
Eg: for participants to improve, to
motivate using praise, giving actions,
giving rewards.
Pupils to plan a multi – skills session after
teacher has explained to the group the key
points of a multi skills session:
- Focuses on basic skills such as, run,
jump, throw, balance, coordination.
Pupils need to incorporate feedback in
their session plan
(P2, M2)
ASSESSMENT:
Observation
Q/A
Written
ASSESSMENT:
Completion of
planning sheet
(more
detailed)
Week 13
Unit 2 Developing
leadership skills
Learning Outcome
3
Manage participant
behaviour.
3.1 Describe types of behaviour which are and are
not acceptable as:
- A leader
- A participant
3.2 Agree expectations with participants.
3.3 Use appropriate methods or interventions to
manage unacceptable behaviour.
Unit 4 - Making
activity sessions
inclusive
Learning Outcome
3
Plan, lead and
evaluate a multiskills session.
3.3 Lead a multi-skills session.
3.4 Evaluate a multi-skills session and make
suggestions for improvement.
In groups pupils to write down what
acceptable behaviour is. They are to list
unacceptable and acceptable behaviour on
a sheet. For each unacceptable behaviour
listed they are to come up with a method
to combat this behaviour.
Pupils are to deliver their session (in
groups) which was planned in previous
week, to another group.
Teacher will give out disruption cards to
individuals they are to act this statement
when they are being led by the other
group.
ASSESSMENT:
Q/A
Written
ASSESSMENT:
Observation
Homework :
Pupils to
evaluate how
well the group
which leads
them deals
with the
disruption
cards (P3, M3).
Week 14
Unit 3 - Lead
activities that
promote a
healthy lifestyle
Learning Outcome
1
Identify the factors
that contribute to a
healthy lifestyle.
1.1 Describe how the following factors may affect
a person's health and fitness:
- Exercise
- Smoking
- Drugs
- Alcohol
- Diet
- Age
- Environment
In groups of 3s pupils are given a topic to
present to the rest of the group. They
need to explain why their factor has an
effect on a person’s health and fitness.
ASSESSMENT:
Observation /
Presentations
Learning Outcome
2
Plan, lead and
review a session
designed to
increase a
participant's heart
rate through
physical activity.
2.1 Plan an activity session which is designed
to increase participants' heart rate.
Pupils to plan a fitness session after
teacher has explained to the group the key
points of a fitness session (in groups):
- Focuses on raising heart rate, fun,
motivation, active.
(P2, M2)
ASSESSMENT:
Completion of
planning sheet
(more
detailed)
Week 15
Unit 2 Developing
leadership skills
Learning Outcome
2
Motivate
participants.
2.1 Explain the need to motivate participants and
the results that a lack of motivation could have.
2.2 Describe a range of ways to motivate
participants.
2.3 Explain the potential positive and negative
outcomes of using each type of motivational tool.
2.4 Apply a range of motivation methods when
leading others.
Teacher to lead a class discussion on the
importance of motivation during a session.
Pupils to come up with different ways to
motivate a group of participants.
ASSESSMENT:
Observation
Q/A
Unit 3 - Lead
activities that
promote a
healthy lifestyle
Learning Outcome
2
Plan, lead and
review a session
designed to
increase a
participant's heart
rate through
physical activity.
2.2 Lead an activity session which is designed
to increase participants' heart rate.
2.3 Review the activity session and explain what
went well and what did not go so well.
2.4 Agree what could be improved for future
sessions.
Pupils are to deliver their session (in
groups) which was planned in previous
week, to another group.
ASSESSMENT:
Observation
Teacher to evaluate the use of motivation
in the pupil led sessions.
Homework:
Pupils to
evaluate their
sessions
highlighting
what needs to
be improved
(P3, M3, D2)
BTEC Assignment
3
Week 16
Unit 5 - Positive
role models in
sport
Learning Outcome
1
Understand what is
appropriate
sporting behaviour.
1.1 Explain what is and is not appropriate
behaviour for:
- A participant
- An official
- A coach
- A spectator
1.2 Explain how positive and negative sporting
behaviour can influence society.
Candidates to complete worksheet 5.2
Learning Outcome
2
Identify a positive
sporting role
model.
2.1 Explain what makes this person a positive
sporting role model.
2.2 Describe how this person uses their position
as a role model to help others.
Pupils to design a poster on one of their
role models, they need to explain:
- Why they are a role model
- How they help people
- What skills and qualities they show
in leadership
Learning Outcome
3
Understand how a
Sports Leader could
make use of their
position as a
positive role
model.
3.1 Identify how and why they may be perceived
as a positive role model.
3.2 Describe the responsibility that comes with
being a positive role model.
3.3 Explain how they might use their position as a
positive role model to help others.
ASSESSMENT:
Written
Homework:
Candidates to
write an essay
answering LOs
3.1, 3.2 and
3.3
Week 16
Unit 6 - Organise
and deliver a
sports event or
competition
Learning Outcome
1
Understand the
different types of
event and
competition.
1.1 Describe the differences between an event
and a competition.
1.2 Compare the different event/competition
formats and describe any
advantages/disadvantages for the participants.
Pupils to match the definition to the word:
Event: A contest or an item in a sports
program
Competition: a series of games, sports
events, etc.
Ladders: are often used for racquet sports
and normally run over a long period of
time.
Pyramids: Use the same rules as for a
ladder except that a player must beat an
opponent on the same line as them, and
can then
challenge anyone on the line above them.
Knock-out: is an exciting competition that
builds to a final, however, as the name
suggests, teams get ‘knocked out’ so there
is less competition for those who need it
most.
Knockout Plate: A plate competition can
be included for those who get knocked out
in the first round - this way everyone will
be guaranteed a minimum of two games.
Round Robin: everyone plays everyone
else once. Teams/players are given points
for winning, losing or
drawing and the overall winners are the
ASSESSMENT:
Observation
Written
ones with the most points.
World Cup: a combination of a round robin
and a knock-out competition.
League: This format is played over a long
period of time and allows each
player/team to play twice – once at home
and once away.
Week 17
Unit 6 - Organise
and deliver a
sports event or
competition
Learning Outcome
2
Take part in the
planning of an
event or
competition.
2.1 Describe the roles and responsibilities needed
to plan and lead an event or competition.
2.2 Agree own role and assist in the planning of
an event or competition.
Pupils work as a group to plan an event /
competition (P4).
ASSESSMENT:
Written
Each pupil should complete worksheet 6.2,
6.3 and 6.4. Pupils to complete leadership
booklet planning an event.
Homework:
Pupils to
prepare for
their role in
the event
Learning Outcome
3
Assist in the
leadership of an
event or
competition.
3.1 Act as the umpire/referee.
3.2 Assist in the leadership of an event or
competition.
3.3 Build good working relationships with the
other members of the group.
As a class pupils are to run an event /
competition, each having their own role
agreed in previous lesson (P4).
ASSESSMENT:
Video evidence
of pupils
leading event.
Week 18
Unit 6 - Organise
and deliver a
sports event or
competition
Weeks 19 & 20
Unit 7 Pathways in
sport and
recreation
Learning Outcome
4
Evaluate an event
or competition.
4.1 Evaluate the success of the event or
competition.
4.2 Outline the role that they played in the
management of the event or competition.
4.3 Give examples of how the evaluation will be
used when leading future events or competitions.
Learning Outcome
1
Know the provision
of sport and
recreation at a
local, regional and
national level.
1.1 Identify different organisations and the role
they play in the delivery of sport at the following
levels:
- Local
- Regional
- National
1.2 Describe the organisation of a specific sport
from grassroots participation upwards.
1.3 Describe the role that a Sports Leader can play
in the provision of sport and recreation.
1.4 Identify opportunities for further education
and training within sport and recreation.
Pupils to complete leadership booklet on
evaluating their role and the overall event.
(P5, M4, D2)
Pupils to complete a powerpoint
presentation on the sport provision in
their local area. They should hit LOs 1.1,
1.2, 1.3 and 1.4
ASSESSMENT:
Written
ASSESSMENT:
Written
Ongoing Through
Unit
Unit 8 - Using
leadership skills
Learning Outcome
1
Understand the
range of leadership
opportunities
within the
organisation.
1.1 Carry out an audit of current leadership
opportunities within the organisation.
Learning Outcome
2
Expand the range
of leadership
opportunities
within the
organisation.
2.1 Identify additional opportunities for
leadership within the organisation.
2.2 Produce a strategy to increase leadership
opportunities within the organisation.
2.3 Put the strategy into action and evaluate the
impact.
Learning Outcome
3
Act as a mentor.
3.1 Understand what a mentor is.
3.2 Explain how a mentor system could work to
benefit the organisation.
3.3 Carry out duties associated with being a
mentor.
This unit is to be completed by the pupils
as a homework throughout the course.
Pupils will complete a leadership award for
the number of volunteering hours they
complete.
10 hours – Bronze
20 hours – Silver
30 hours – Gold
They are to write up the answers to the
LOs in a project.
ASSESSMENT:
Written