This qualification aims to develop learners understanding of Sports Management and to develop key professional and academic skills and has been designed for learners who are seeking to progress to a Higher Education institution to take a Bachelor’s Degree course in an area of Sports Management.
The ATHE Level 5 Extended Diploma in Sports Management is a 120 credit Ofqual regulated qualification and is the equivalent level to the 2nd year of a Bachelor’s degree.
These qualifications have been accredited to the Regulated Qualifications Framework. Each qualification has a Qualification Accreditation Number (QAN). This number will appear on the learner’s final certification documentation. Each unit within a qualification also has a RQF code.
The QAN numbers for these qualifications are as follows:
ATHE Level 5 Extended Diploma in Sports Management 603/3389/3
Learners must achieve the Mandatory Units PLUS two Optional Units.
The Total Qualification Time is 1200
The Total Guided Learning Hours is 480
The Total Credit value is 120
|Sport and Leisure Operations||5||15||60|
|The Sport Consumer||5||15||60|
|Sports Development and Coaching||5||15||60|
|Leading Work Teams||5||15||60|
|Work-Related Project and Career Development (double module)||5||15||60|
|Finance for Managers||5||15||60|
|Business Organisations in a Global Context||5||15||60|
On successful completion of a Level 5 qualification in Sports Management there are a number of progression opportunities.
Learners may progress to:
- Qualification at the same level e.g. the ATHE Extended Diploma in Business and Management
- a level 6 qualification such as the ATHE Level 6 Extended Diploma in Business and Management
This qualification is designed for learners who are typically aged 17 and above.
We shall review the prior qualifications and experience of each learner and consider whether they provide the necessary foundations to undertake the programme of study at level 5.
For learners with disabilities and other specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification.
The entry profile for learners is likely to include at least one of the following:
- A level 4 qualification in sports management or related subject
- One year of study of sports management or related qualification at a Higher
- Equivalent international qualifications
Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.
Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid) with levels of responsibility, participation and/or achievement of relevant professional qualifications. This may be used for recognition of prior learning (RPL). Learners may also hold RQF qualifications which will enable them to claim an exemption from part of the qualification.
We shall carry out robust initial assessment to ensure that learners, who undertake qualifications have the necessary background knowledge, understanding and skills to undertake the learning and assessment at level 5. This assessment should take account of any support available to the learner within the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification.
Recognition of Prior Learning (RPL) is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
We recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.
Some examples of activities that can contribute to Guided Learning Hours include:
- Supervised induction sessions
- Learner feedback with a teacher in real time
- Supervised independent learning
- Classroom-based learning supervised by a teacher
- Work-based learning supervised by a teacher
- Live webinar or telephone tutorial with a teacher in real time
- E-learning supervised by a teacher in real time
- All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including
where the assessment is competence-based and may be turned into a learning opportunity
Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.
TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.
Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.
Some examples of activities that can contribute to Total Qualification Time, include:
- Preparation for classes
- Independent and unsupervised research/learning
- Unsupervised work on assignments
- Unsupervised compilation of a portfolio of work experience
- Unsupervised e-learning
- Unsupervised e- assessment
- Unsupervised e-assessment
- Unsupervised coursework
- Watching a pre-recorded podcast or webinar
- Unsupervised work-based learning
- Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.
Equality and fairness are central to the provision at the McQueen’s Education. Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities. Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning. In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.
Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.
We are committed to making sure that:
- Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
- All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Our policy regarding access to its qualifications is that:
- They should be available to everyone who is capable of reaching the required standards
- They should be free from any barriers that restrict access and progression
- There should be equal opportunities for all those wishing to access the qualifications.