awards and certificates in personal and social development

Awards and Certificates in Personal and Social Development (7577)

www.cityandguilds.com June 2009 Version 1.0

Qualification handbook Entry Level Award (Entry 2) – 500/5952/X

Entry Level Award (Entry 3) – 500/5953/1 Level 1 Award – 500/5954/3 Entry Level Certificate (Entry 2) – 500/5949/X Entry Level Certificate (Entry 3) – 500/5950/6 Level 1 Certificate – 500/5951/8

About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management, which provides management qualifications, learning materials and membership services), City & Guilds NPTC (which offers land-based qualifications and membership services), City & Guilds HAB (the Hospitality Awarding Body), and City & Guilds Centre for Skills Development. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:

• centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes

• candidates may copy the material only for their own use when working towards a City & Guilds qualification

The Standard Copying Conditions (which can be found on the City & Guilds website) also apply. Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0)20 7294 2850 or faxing +44 (0)20 7294 3387. Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 www.cityandguilds.com F +44 (0)20 7294 2400 [email protected]

Awards and Certificates in Personal and Social Development (7577)

www.cityandguilds.com June 2009 Version 1.0

Qualification handbook Qualification title Number NDAQ ref.

Entry Level Award in Personal and Social Development (Entry 2) 500/5952/X

Entry Level Award in Personal and Social Development (Entry 3) 500/5953/1

Level 1 Award in Personal and Social Development 500/5954/3

Entry Level Certificate in Personal and Social Development (Entry 2) 500/5949/X

Entry Level Certificate in Personal and Social Development (Entry 3) 500/5950/6

Level 1 Certificate in Personal and Social Development

7577-01

500/5951/8

Awards and Certificates in Personal and Social Development (7577) 1

City & Guilds Skills for a brighter future

www.cityandguilds.com

2 Awards and Certificates in Personal and Social Development (7577)

Contents

1 Introduction to the Personal and Social Development (PSD) qualifications 5 2 Centre requirements 9 3 Units 11 Unit 7577-201 Community action (CAE2) 13 Unit 7577-202 Developing self (DSE2) 16 Unit 7577-203 Dealing with problems in daily life (DWPE2) 20 Unit 7577-204 Environmental awareness (EAE2) 23 Unit 7577-205 Healthy living (HLE2) 27 Unit 7577-206 Individual rights and responsibilities (IRRE2) 30 Unit 7577-207 Making the most of leisure time (MLTE2) 33 Unit 7577-208 Managing own money (MOME2) 37 Unit 7577-209 Managing social relationships (MSRE2) 40 Unit 7577-210 Parenting awareness (PAE2) 43 Unit 7577-211 Preparation for work (PWE2) 47 Unit 7577-212 Working as part of a group (WPGE2) 50 Unit 7577-213 Working towards goals (WTGE2) 53 Unit 7577-301 Community action (CAE3) 57 Unit 7577-302 Developing self (DSE3) 61 Unit 7577-303 Dealing with problems in daily life (DWPE3) 65 Unit 7577-304 Environmental awareness (EAE3) 69 Unit 7577-305 Healthy living (HLE3) 73 Unit 7577-306 Individual rights and responsibilities (IRRE3) 77 Unit 7577-307 Making the most of leisure time (MLTE3) 80 Unit 7577-308 Managing own money (MOME3) 84 Unit 7577-309 Managing social relationships (MSRE3) 88 Unit 7577-310 Parenting awareness (PAE3) 92 Unit 7577-311 Preparation for work (PWE3) 96 Unit 7577-312 Working as part of a group (WPGE3) 100 Unit 7577-313 Working towards goals (WTGE3) 104 Unit 7577-401 Community action (CA1) 108 Unit 7577-402 Developing self (DS1) 112 Unit 7577-403 Dealing with problems in daily life (DWP1) 116 Unit 7577-404 Environmental awareness (EA1) 120 Unit 7577-405 Healthy living (HL1) 124 Unit 7577-406 Individual rights and responsibilities (IRR1) 128 Unit 7577-407 Making the most of leisure time (MLT1) 132 Unit 7577-408 Managing own money (MOM1) 136 Unit 7577-409 Managing social relationships (MSR1) 140


Unit 7577-410 Parenting awareness (PA1) 144 Unit 7577-411 Preparation for work (PW1) 148 Unit 7577-412 Working as part of a group (WPG1) 152 Unit 7577-413 Working towards goals (WTG1) 156 4 Assessment 160 5 Course design and delivery 162 5.1 Initial assessment and induction 162 5.2 Recommended delivery strategies 163 Appendix 1 Relationships to other qualifications 164 Appendix 2 Sources of general information 165


1 Introduction to the Personal and Social Development (PSD) qualifications

This document contains the information that centres need to offer the following qualifications: Qualification titles and levels

City & Guilds qualification number

NDAQ qualification accreditation numbers

Last registration date

Last certification date

Entry Level Award in Personal and Social Development (Entry 2)

500/5952/X 31/12/2010 31/12/2011


500/5953/1 31/12/2010 31/12/2011

Level 1 Award in Personal and Social Development

500/5954/3 31/12/2010 31/12/2011

Entry Level Certificate in Personal and Social Development (Entry 2)

500/5949/X 31/12/2010 31/12/2011


500/5950/6 31/12/2010 31/12/2011


7577-01

500/5951/8 31/12/2010 31/12/2011

The Awards and Certificates in Personal and Social Development (7577) provide a flexible framework for developing and recognising personal and social skills for working, learning and living. Based on the common Personal and Social Development (PSD) units, these six qualifications have been designed to support PSD learning within the Foundation Learning Tier (FLT) in England. There are 13 PSD unit titles, each available at Entry 2, Entry 3 and Level 1:

• Community action

• Developing self

• Dealing with problems in daily life

• Environmental awareness

• Healthy living

• Individual rights and responsibilities

• Making the most of leisure time

• Managing own money

• Managing social relationships

• Parenting awareness

• Preparation for work

• Working as part of a group

• Working towards goals.


At the time of writing, all FLT programmes were expected to include at least four credits of PSD learning. The PSD qualifications complement City & Guilds’ Awards and Certificates in Employability and Personal Development (7546), as well as the Awards and Certificates in Personal Development and Contributing to the Community (7570). The PSD units are especially intended for use where PSD learning is being incorporated into or delivered as part of a learner’s main vocational programme. For more information about the Employability and Personal Development qualifications, go to www.cityandguilds.com/employability.

1.1 Qualification structure The PSD qualifications are designed to operate as a ‘pick and mix’: registration enables candidates to access any of the PSD units at all three levels. This allows programmes to be tailored to the delivery setting and needs of individual learners. Candidates completing any combination of PSD unit titles totalling 4 or more credits are entitled to an Award qualification; any combination of titles totalling 13 or more credits entitles candidates to a Certificate qualification. Note qualification entitlement depends on the number of credits achieved, not the number of units; most PSD units are worth 2 credits, although a few are 1 credit. In the case of the Entry 3 and Level 1 qualifications, more than half of the credits achieved must be at or above the level of the qualification (ie at least 3 credits for an Award, at least 7 credits for a certificate. The credit values of any PSD units with the same title (eg Community action) achieved at more than one level can only be counted once towards the credits required for the qualification. In any calculations, the unit achieved at the highest level will be counted. The diagram on the following page illustrates the full range of PSD units and how qualifications can be achieved. All registrations are made through one qualification number (7577-01), irrespective of which PSD units, levels and qualifications candidates will be accessing.

Certification modules

Although all PSD unit achievements will be recorded on a Certificate of Unit Credit (CUC), candidates will only receive a full qualification certificate if the relevant Award Module or Certificate Module is claimed in addition to the units the candidate has achieved:

Qualification Module needed to generate a certificate


7577-901


7577-902

Level 1 Award in Personal and Social Development

7577-903


7577-904


7577-905


7577-906

Please ensure that these modules are only claimed once candidates have achieved sufficient credits at a high enough level to entitle them to that qualification.


http://www.cityandguilds.com/employability

Community action Level 1 (7577-401)

(2 credits)

Developing self Level 1 (7577-402)

(2 credits)

Dealing with problems in daily life Level 1 (7577-403)

(2 credits)

Environmental awareness Level 1 (7577-404)

(2 credits)

Healthy living Level 1 (7577-405)

(2 credits)

Individual rights and responsibilities Level 1 (7577-406)

(1 credit)

Making the most of leisure time Level 1 (7577-407)

(2 credits)

Managing own money Level 1 (7577-408)

(2 credits)

Managing social relationships Level 1 (7577-409)

(2 credits)

Parenting awareness Level 1 (7577-410)

(2 credits)

Preparation for work Level 1 (7577-411)

(2 credits)

Working as part of a group Level 1 (7577-412)

(2 credits)

Working towards goals Level 1 (7577-413)

(2 credits)

Community action Entry 3 (7577-301)

(2 credits)

Community action Entry 2 (7577-201)

(2 credits)

Choose any combination of PSD units to make up the desired number of

credits

Developing self Entry 2 (7577-202)

(2 credits)

Dealing with problems in daily life Entry 2 (7577-203)

(2 credits)

Environmental awareness Entry 2 (7577-204)

(2 credits)

Healthy living Entry 2 (7577-205)

(2 credits)

Individual rights and responsibilities Entry 2 (7577-206)

(1 credit)

Making the most of leisure time Entry 2 (7577-207)

(2 credits)

Managing own money Entry 2 (7577-208)

(2 credits)

Managing social relationships Entry 2 (7577-209)

(1 credit)

Parenting awareness Entry 2 (7577-210)

(2 credits)

Preparation for work Entry 2 (7577-211)

(2 credits)

Working as part of a group Entry 2 (7577-212)

(2 credits)

Working towards goals Entry 2 (7577-213)

(2 credits)

Developing self Entry 3 (7577-302)

(2 credits)

Dealing with problems in daily life Entry 3 (7577-303)

(2 credits)

Environmental awareness Entry 3 (7577-304)

(2 credits)

Healthy living Entry 3 (7577-305)

(2 credits)

Individual rights and responsibilities Entry 3 (7577-306)

(1 credit)

Making the most of leisure time Entry 3 (7577-307)

(2 credits)

Managing own money Entry 3 (7577-308)

(2 credits)

Managing social relationships Entry 3 (7577-309)

(2 credits)

Parenting awareness Entry 3 (7577-310)

(2 credits)

Preparation for work Entry 3 (7577-311)

(2 credits)

Working as part of a group Entry 3 (7577-312)

(2 credits)

Working towards goals Entry 3 (7577-313)

(2 credits)

At least 4 credits (incl 3 at Entry 3 or higher)?

At least 4 credits?

At least 4 credits

(incl 3 at Level 1)?

At least 13

credits?

At least 13 credits (incl 7 at Entry 3 or higher)?

At least 13 credits

(incl 7 at Level 1)?

Entry 2 Award (claim 7577-901)

Entry 3 Award (claim 7577-902)

Use options below to

determine qualification entitlement

Level 1 Award (claim 7577-903)

Level 1 Certificate (claim 7577-906)

Entry 3 Certificate (claim 7577-905)

Entry 2 Certificate (claim 7577-904)

All candidate registrations made via 7577-01 (irrespective of

qualification size or level)


1.2 Opportunities for progression Although the PSD units can each be achieved independently, they are designed to recognise and support personal and social development within a broader structured learning programme. They will therefore usually be completed alongside other qualifications and may enable learners to progress in other aspects of their learning. This might include working towards the Award or Certificate in Employability and Personal Development (7546). Learners achieving an Award-sized PSD qualification might subsequently find it beneficial to complete further credits to build up entitlement to a Certificate; likewise learners might wish to progress to units at a higher level.

1.3 Qualification support materials As well as this handbook, City & Guilds has developed a logbook containing evidence recording sheets. A range of support materials and information about the Foundation Learning Tier is available from www.cityandguilds.com/flt.


http://www.cityandguilds.com/flt

2 Centre requirements

This section outlines the approval processes for Centres to offer these qualifications and any resources that Centres will need in place to offer the qualifications including qualification-specific requirements for Centre staff.

Centres already offering ‘personal development’ qualifications with City & Guilds

Centres currently approved to offer any of the following qualifications may apply for approval for the PSD qualifications using the fast track approval form, available from the City & Guilds website:

• Awards and Certificates in Employability and Personal Development (7546)

• Award/Certificate in Personal Development and Contributing to the Community (7570)

• Certificates in Personal Progression through Practical Life Skills (3802)

• Certificate in Self-development through learning (3071). The fast-track form may be used

• providing there have been no changes to the way the qualifications are delivered, and

• if the centre meets all of the approval criteria specified in the fast track form guidance notes. A full Qualification Approval (QAP) application is required where none of the above qualifications are currently being offered, or if the PSD qualifications are to be delivered in a different way (eg by a completely different team).

2.1 Resource requirements

Staff delivering these qualifications

The PSD units are intended to be integrated with other learning so will not always be delivered discretely. Where vocational tutors are delivering and assessing PSD learning it is crucial that they are adequately briefed and supported so that they fully understand what is required. In England, all new teachers delivering publicly funded qualifications in the learning and skills sector (all post 16 education – including FE, adult and community learning, work-based learning and offender education) are required to take qualifications which form part of the Qualified Teacher – Learning and Skills (QTLS) framework. City & Guilds offers a range of qualifications within the QTLS framework. Details are available on the QTLS pages of www.cityandguilds.com/qtls. Teachers in Scotland, Wales and Northern Ireland should be guided by current government policy. Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but must never internally verify their own assessments.

Assessors and internal verifiers

While the Assessor/Verifier (A/V) units are valued as qualifications for centre staff, they are not currently a requirement for these qualifications. There are no specific occupational competence requirements for these qualifications, although assessors and internal verifiers must be confident in the skills being assessed.


http://www.cityandguilds.com/qtls

Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments.

2.2 Candidate entry requirements Candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold. There are no formal entry requirements for candidates undertaking these qualifications. However, centres must ensure that candidates have the potential and opportunity to gain the qualifications successfully.

Age restrictions

There are no age limits attached to candidates undertaking the qualification.


3 Units

Availability of units

The PSD units, along with additional clarification and delivery guidance developed by City & Guilds, are set out on the following pages. The learning outcomes and assessment criteria are also viewable on the National Database of Accredited Qualifications (NDAQ) www.accreditedqualifications.org.uk.

Structure of units

The PSD units are presented in a standard format comprising the following:

• City & Guilds reference number (eg 7577-201) • Title and PSD reference code (eg CAE2) • Level • Credit value • NDAQ number • Unit aim • Description of who the unit is for • Learning outcomes and definitions • Guided learning hours (GLH) recommendation • Background to unit • Relationship to other relevant national standards • Assessment overview • Comparison with requirements at level below (Entry 3 and Level 1 only) • Assessment criteria and explanation of evidence requirements • Delivery guidance.


http://www.accreditedqualifications.org.uk/

Summary of units

City & Guilds unit number

Title NDAQ unit number

Credits

7577-201 7577-301 7577-401

Entry 2 Community action (CAE2) Entry 3 Community action (CAE3) Level 1 Community action (CA1)

Y/502/0449 F/502/0459 M/502/0473

2 2 2

7577-202 7577-302 7577-402

Entry 2 Developing self (DSE2) Entry 3 Developing self (DSE3) Level 1 Developing self (DS1)

M/502/0442 M/502/0456 K/502/0469

2 2 2

7577-203 7577-303 7577-403

Entry 2 Dealing with problems in daily life (DWPE2) Entry 3 Dealing with problems in daily life (DWPE3) Level 1 Dealing with problems in daily life (DWP1)

D/502/0436 H/502/0454 L/502/0464

2 2 2

7577-204 7577-304 7577-404

Entry 2 Environmental awareness (EAE2) Entry 3 Environmental awareness (EAE3) Level 1 Environmental awareness (EA1)

L/502/0657 R/502/0658 Y/502/0659

2 2 2

7577-205 7577-305 7577-405

Entry 2 Healthy living (HLE2) Entry 3 Healthy living (HLE3) Level 1 Healthy living (HL1)

L/502/0450 T/502/0460 F/502/0476

2 2 2

7577-206 7577-306 7577-406

Entry 2 Individual rights and responsibilities (IRRE2) Entry 3 Individual rights and responsibilities (IRRE3) Level 1 Individual rights and responsibilities (IRR1)

F/502/0445 A/502/0458 K/502/0472

1 1 1

7577-207 7577-307 7577-407

Entry 2 Making the most of leisure time (MLTE2) Entry 3 Making the most of leisure time (MLTE3) Level 1 Making the most of leisure time (MLT1)

M/502/0649 H/502/0650 K/502/0651

2 2 2

7577-208 7577-308 7577-408

Entry 2 Managing own money (MOME2) Entry 3 Managing own money (MOME3) Level 1 Managing own money (MOM1)

Y/502/0452 F/502/0462 R/502/0479

2 2 2

7577-209 7577-309 7577-409

Entry 2 Managing social relationships (MSRE2) Entry 3 Managing social relationships (MSRE3) Level 1 Managing social relationships (MSR1)

A/502/0444 T/502/0457 D/502/0470

1 2 2

7577-210 7577-310 7577-410

Entry 2 Parenting awareness (PAE2) Entry 3 Parenting awareness (PAE3) Level 1 Parenting awareness (PA1)

A/502/0654 F/502/0655 J/502/0656

2 2 2

7577-211 7577-311 7577-411

Entry 2 Preparation for work (PWE2) Entry 3 Preparation for work (PWE3) Level 1 Preparation for work (PW1)

R/502/0451 A/502/0461 J/502/0477

2 2 2

7577-212 7577-312 7577-412

Entry 2 Working as part of a group (WPGE2) Entry 3 Working as part of a group (WPGE3) Level 1 Working as part of a group (WPG1)

H/502/0437 K/502/0455 R/502/0465

2 2 2

7577-213 7577-313 7577-413

Entry 2 Working towards goals (WTGE2) Entry 3 Working towards goals (WTGE3) Level 1 Working towards goals (WTG1)

Y/502/0435 D/502/0453 J/502/0463

2 2 2


Unit 7577-201 Community action (CAE2)

Level: Entry 2 Credit value: 2 NDAQ number: Y/502/0449 Unit aim To encourage learners to participate in local community activities and understand the benefits of these activities for themselves and the community. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• interested in the local community

• wanting to gain experience as a volunteer

• new to an area

• not able or yet ready to gain employment. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise local community groups 2. Demonstrate how they participate in community activities Outcome definitions Local community groups might include: national voluntary groups which operate locally eg BTCV, Help the Aged; associations eg a residents’ association that meets to improve the local area; local third sector organisations eg a local arts charity. Participate might include: help with administration; fund-raising; distributing newsletters; practical work eg digging/tidying land; taking part in another kind of activity, eg local amateur dramatics society. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers, Effective Participators and Self Managers.


Unit 7577-201 Community action (CAE2) Assessment criteria and evidence requirements

How is this unit assessed? Assessment is by a candidate portfolio. This can be based on any purposeful activity likely to engage the learner’s interest; this will usually be most successful when related to other aspects of their work or learning.

Outcome 1 Recognise local community groups The learner can: 1. identify a community group in their local area and what it does. Criterion explained For the first criterion (1.1) the candidate needs to identify a community group in their local area and what it does. The group identified could be part of a national organisation or a group specific to the local area. The candidate needs to state what the group does to help the local community. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded.

Outcome 2 Demonstrate how they participate in community activities The learner can: 1. participate in a community activity that is relevant to them 2. identify how this activity benefits others. Criteria explained For 2.1 the candidate needs to participate in at least one community activity. This could be an activity with a local community group (eg the one identified in 1.1) or another activity arranged for the candidate (undertaken either in the community or within the place of learning as long as it benefits others). The activity must be relevant to the candidate’s area of learning or personal interests. Examples of an activity might include helping to clean up an area of waste land, delivering newsletters for a local charity and taking part in a sponsored silence. If the candidate is clearing waste land evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement; if the candidate has been involved in a fund-raising activity evidence could include a witness statement, a copy of their sponsorship sheet and/or annotated photographs. For 2.2 the candidate needs to identify how this activity benefits others, eg if the candidate is clearing waste land he/she might produce annotated photographs or a video diary showing the improvements and how the land is now used; if the candidate has been involved in a fund-raising activity he/she might include a thank you letter from the organisation that has been helped or state what the money raised will be used for.


Unit 7577-201 Community action (CAE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. The learner or the tutor may suggest the community activity. In either scenario the tutor needs to agree it and it needs to be relevant to the learner’s interests, personal circumstances or future plans. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Resources Useful sources of information could include your local authority. These websites might be useful: www.ncvo-vol.org.uk www.directgov.uk/en/HomeAndCommunity www.CSV.org.uk www.BTCV.org.ukwww.princes-trust.org.uk


http://www.btcv.org.uk/

Unit 7577-202 Developing self (DSE2)

Level: Entry 2 Credit value: 2 NDAQ number: M/502/0442 Unit aim To introduce the learner to ways in which they can reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• aware of the need to improve their personal skills or abilities

• starting a new learning programme

• seeking employment

• leaving home. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Recognise their strengths and areas they need to develop 2. Recognise how to develop themself 3. Review their development Outcome definition Areas for self development might include personal skills and behaviours (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). This unit is about developing personal skills rather than vocational competence. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Reflective Learners and Self Managers.


Unit 7577-202 Developing self (DSE2) Assessment criteria and evidence requirements


Outcome 1 Recognise their strengths and areas they need to develop The learner can: 1. identify a personal strength or ability 2. identify an area for self development. Criteria explained For the first criterion (1.1) the candidate needs to identify a personal strength or ability. It is important that the candidate recognises they have strengths before areas for self development are discussed. Suggestions of strengths and abilities people may have could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate should identify an area for their own self development (a strength or ability) eg communication skills, appropriate behaviour for the workplace/place of study.

Outcome 2 Recognise how to develop themself The learner can: 1. identify a personal skill or behaviour they need to develop 2. agree with an appropriate person a suitable target to work towards 3. identify who will support them in developing the identified skill or behaviour 4. work through activities to develop the agreed skill or behaviour. Criteria explained For 2.1 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) a personal skill or behaviour they need to develop, eg listening skills, punctuality. For 2.2 an appropriate person could be the candidate’s assessor, tutor, supervisor or other appropriate person. The target (eg listening to find out someone’s view without interrupting or arriving on time for 5 days) may be suggested by the assessor/tutor/supervisor and should be specific, measurable, achievable, realistic and time-bound. It should be recorded and the learner must agree the target. For 2.3 the candidate needs to identify who will support them. Support could be given by the assessor, tutor, supervisor, friends or family. Evidence for 2.1, 2.2 and 2.3 could be a suitably detailed action plan. For 2.4 the candidate needs to work through activities (suggested by assessor/tutor/supervisor) to develop the agreed skill or behaviour. Evidence could include video, audio, assessor observation or witness statements.


Outcome 3 Review their development The learner can: 1. carry out a simple review of the progress they have made 2. identify what went well and what did not go so well. Criteria explained For 3.1 the candidate needs to review the progress they have made. We are not assessing whether or not the learner has achieved the target. The target may not have been achieved but the candidate should identify this and should have made some progress toward the target. For 3.2 the candidate should be able to identify what went well and what did not go so well. Evidence for 3.1 and 3.2 could be notes of a discussion with an appropriate person (eg tutor, assessor or supervisor) as part of a tutorial.


Unit 7577-202 Developing self (DSE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. This unit lends itself to particularly well to being integrated with other aspects of the learner’s wider programme. Tutors may use a wide range of learning resources, including ICT and paper-based questionnaires and quizzes to identify a range of strengths (skills, qualities and interests) their learners possess. Tutors could use group discussions to elicit the skills and qualities needed for employment or study generally or for a particular job in order to focus the learner prior to their individual choice of short-term goals. Videos and external speakers can illustrate self development in work and leisure activities. Tutors should ensure the unit is delivered in a positive way and learners are encouraged to realise the wealth of strengths they already possess prior to deciding what they could do to improve. The emphasis is on motivating the learner and helping them to reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Learners should recognise their achievements even if progress is slow. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web. Useful sources of information could include IAG and vocational profiling tools on Sector Skills Councils’ websites. This website might be useful: www.excellencegateway.org.uk/skillsforlife


Unit 7577-203 Dealing with problems in daily life (DWPE2)

Level: Entry 2 Credit value: 2 NDAQ number: D/502/0436 Unit aim To introduce learners to the concept of problem solving and help them to develop skills to enable them to tackle problems in their daily lives. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are dealing with new situations or circumstances:

• young people

• people working towards independent living

• learners returning to the community, eg from long term hospitalisation or imprisonment

• young people leaving care. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how to recognise straightforward problems 2. Tackle straightforward problems Outcome definitions Problems might include obstacles or difficulties that need to be resolved that learners might encounter at home, at work or in other areas of their life eg problems with housing or dealing with institutions such as the local council, hospitals etc. For a problem to be straightforward it should have a high likelihood of being solved by the learner and within the parameters of their resources and personal circumstances and the duration of the unit. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to PLTS areas Reflective Learners and Independent Enquirers.


Unit 7577-203 Dealing with problems in daily life (DWPE2) Assessment criteria and evidence requirements


Outcome 1 Demonstrate an awareness of how to recognise straightforward problems

The learner can: 1. identify a straightforward problem 2. identify a way of tackling the problem, with appropriate support. Criteria explained For the first criterion (1.1) the candidate must identify a straightforward problem, ie an obstacle or difficulty that needs resolving in their own daily lives. The problem must be real, not simulated. Ideas could be generated through a group discussion as long as the candidate’s contribution is clearly recorded. For 1.2 the candidate must be able to identify, with appropriate support, one method that would resolve the difficulty. Appropriate support could come from a mentor, line manager, family member, Citizens’ Advice Bureau worker or support group. Ideas could be generated through a group discussion as long as the candidate’s contribution is clearly recorded.

Outcome 2 Tackle straightforward problems The learner can: 1. tackle the problem using a given procedure 2. ask for advice or support if needed. Criteria explained For 2.1 the candidate needs to tackle the problem using a given procedure. A given procedure might include the way of tackling the problem identified in 1.2 or following standard procedures or protocols in the workplace, place of learning or other institution. To meet 2.2, the candidate would need to ask for relevant and appropriate advice or support in the course of tackling the problem. Suitable sources of advice or support will depend on the problem, though might include a trade union representative, line manager or tenants’ association. Strictly speaking, evidence for 2.2 would not be required if the candidate is able to resolve the problem completely without seeking any advice or support, although in practice most candidates at this level are likely to need at least some guidance.


Unit 7577-203 Dealing with problems in daily life (DWPE2) How can this unit be delivered?

As each learner’s daily life is unique to them examples and activities should be contextualised to allow maximum relevance for all learners. Learners should be encouraged to draw on real problems from their life or work in order for the unit to be of as much use as possible. However, it must be made clear that the unit teaches generic problem solving skills and therefore where possible learners should be encouraged to seek expert advice. Also, ground rules should be established for privacy, confidentiality and appropriateness of information shared. Resources There are numerous websites that provide problem solving games and activities and these can be used to make learning about problem solving interactive, fun and appropriate to all learning styles. These websites might be useful: www.tuc.org.uk www.direct.gov.uk www.citizensadvice.org.uk www.bbc.co.uk/keyskills www.tes.co.uk


Unit 7577-204 Environmental awareness (EAE2)

Level: Entry 2 Credit value: 2 NDAQ number: L/502/0657 Unit aim To encourage learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:


• interested in ecological or environmental issues


• new to an area. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how the actions of humans affect the environment 2. Demonstrate an awareness of environmental issues which affects their life 3. Demonstrate a way in which they can help the environment Outcome definitions Actions of humans that affect the environment include: national/global issues eg global warming; local issues eg waste disposal, litter. Environmental issues include: pollution, waste management, renewable energy, use of energy. Ways in which they can help the environment include: fuel/energy saving eg using low energy light bulbs and other energy efficient products, reducing food miles, reducing car journeys; recycling eg bottles, cans, newspapers; reusing eg taking own carrier bags to the shop, buying second-hand, alternative uses and repairs; caring for the environment eg cleaning up areas of wasteland, preventing pollution. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Effective Participators and Reflective Learners.


Unit 7577-204 Environmental awareness (EAE2) Assessment criteria and evidence requirements


Outcome 1 Demonstrate an awareness of how the actions of humans affect the environment

The learner can: 1. identify a human behaviour which harms the environment 2. identify a human behaviour which helps the environment. Criteria explained For the first criterion (1.1) the candidate needs to identify a human behaviour which harms the environment. This might include dropping litter, not reusing plastic bags, wasting energy. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate needs to identify a human behaviour which helps the environment. This might include recycling, using a ‘bag for life’, walking or using public transport instead of travelling by car. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded.

Outcome 2 Demonstrate an awareness of environmental issues which affects their life

The learner can: 1. identify an environmental issue which is relevant to their life 2. say how this issue affects their life. Criteria explained For 2.1 the candidate needs to identify at least one environmental issue which is relevant to their life. Examples might include: school run, recycling waste, energy bills, street lighting. For 2.2 the candidate needs to say (orally, in writing or through other appropriate means of communication such as signing) how the issue identified in 2.1 affects their life.

Outcome 3 Demonstrate a way in which they can help the environment The learner can: 1. agree with an appropriate person an activity that they can participate in to help the

environment 2. participate in a given activity to help the environment. Criteria explained For 3.1 the candidate needs to agree with an appropriate person (eg tutor, trainer or supervisor) an activity they can participate in to help the environment. This could be an individual activity (eg


taking bottles to recycling centre, reusing carrier bags) or a group activity (eg helping to clean up an area of waste land, sorting clothing for a local charity, collecting items for recycling). For 3.2 the candidate needs to participate (take part) in the activity to help the environment agreed for 3.1. Evidence can include: annotated photographs, a video/written diary, a witness statement.


Unit 7577-204 Environmental awareness (EAE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Tutors should agree, or choose, a suitable activity for the learners to help the environment. Resources Useful sources of information could include your local authority. These websites might be useful: www.directgov.uk/en/environmentandgreenerliving www.globalactionplan.org.uk www.encams.orgwww.decc.gov.uk www.defra.gov.uk www.wastewatch.org.uk


http://www.encams.org/

Unit 7577-205 Healthy living (HLE2)

Level: Entry 2 Credit value: 2 NDAQ number: L/502/0450 Unit aim To introduce learners to ways in which they can contribute to a healthy lifestyle and encourages them to demonstrate activities which will improve their own lifestyle. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work

• leaving home

• beginning to take greater responsibility for their own lifestyle choices

• responsible for a dependant eg having a baby

• experiencing work patterns with a particular impact on lifestyle eg shift-work. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise the steps needed to lead a healthy lifestyle 2. Demonstrate how they contribute to own healthy lifestyle Outcome definition A healthy lifestyle might include: balanced diet eg food groups, risks of over/under eating; sufficient sleep eg coping with shift patterns; work/life balance; taking regular exercise; alcohol and drug awareness; safe sex. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners.


Unit 7577-205 Healthy living (HLE2) Assessment criteria and evidence requirements


Outcome 1 Recognise the steps needed to lead a healthy lifestyle The learner can: 1. identify what they can do to contribute to a healthy lifestyle 2. identify an activity which will make an improvement to their lifestyle. Criteria explained For the first criterion (1.1) the candidate needs to identify things they can do to contribute to a healthy lifestyle. This might include things they are already doing or things they could do eg eat a balanced diet, take regular exercise. Ideas could be generated through a group discussion as long as the candidate’s contribution is clearly recorded. For 1.2 the candidate needs to identify an activity that will improve their lifestyle. This activity could build on what they have identified in 1.1 although it must involve a positive action eg eat five portions of fruit/vegetables a day, cycle to work/college once a week.

Outcome 2 Demonstrate how they contribute to own healthy lifestyle The learner can: 1. Participate in an activity to contribute to a healthy lifestyle. Criterion explained For 2.1 the candidate needs to participate in an activity to contribute to a healthy lifestyle, eg eat five portions of fruit/vegetables, cycle to work/college. The unit will be of maximum benefit to the candidate if this involves taking forward the activity identified in 1.2 (ie the candidate identifies a suitable activity and then participates in it). The candidate need only evidence participation in the activity once, although to improve their lifestyle the activity would need to be sustained. Candidates should be encouraged to focus on an area which will genuinely contribute to making their own lifestyle healthier and which both presents a personal challenge and is realistic.


Unit 7577-205 Healthy living (HLE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances. There may be an opportunity to link the learning for this unit to the learner’s wider (vocational) programme; different vocations may have different implications for a healthy lifestyle. The approach should be positive and recognise the holistic nature of a healthy lifestyle, and must recognise the need for sensitivities around certain issues eg body image. Tutors may use a wide range of learning resources and might wish to call on external speakers to cover particular aspects of healthy living eg alcohol/drug awareness, safe sex. Practical workshops could be used for areas such as exercise and healthy eating, and external trips could include going to the local leisure centre. It is likely in a group setting that each learner will be focusing on a different aspect of healthy living, one that has personal significance. Resources Useful sources of information could include your local authority and Primary Care Trust. These websites might be useful: www.nhs.uk www.5aday.nhs.uk www.alcoholconcern.org.uk www.talktofrank.com www.sexualhealth.org.uk


Unit 7577-206 Individual rights and responsibilities (IRRE2)

Level: Entry 2 Credit value: 1 NDAQ number: F/502/0445 Unit aim To raise the learner’s awareness of their rights and responsibilities as an individual. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work

• returning to work

• newly arrived in the country

• leaving home. Learning outcome There is one learning outcome to this unit. The learner will be able to: 1. Understand that they have rights and responsibilities as an individual Outcome definition Rights and responsibilities might include rights and responsibilities in relation to: work; housing; health and welfare; data protection and freedom of information; consumer rights; diversity and discrimination; marriage, cohabitation and civil partnerships. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS framework areas of Self Managers and Independent Enquirers.


Unit 7577-206 Individual rights and responsibilities (IRRE2) Assessment criteria and evidence requirements


Outcome 1 Understand that they have rights and responsibilities as an individual

The learner can: 1. identify an individual right which is relevant to them 2. identify a responsibility that they have for themselves 3. say who could help if they have problems with their rights or responsibilities. Criteria explained For the first criterion (1.1) the candidate needs to identify an individual right which is relevant to them, eg if they are about to become a tenant they have a right to expect the landlord to maintain the property. Specific rights which are relevant to individual learners may become apparent during group discussions on each topic as long as the candidate’s contribution is clearly recorded. For 1.2 the candidate needs to identify a responsibility they have for themself eg for their own health. Again, these ideas could be generated in a group discussion as long as the candidate’s contribution is clearly recorded. For 1.3 the candidate must say (orally, in writing or through other appropriate means of communication such as signing) who could help them if they have problems with their rights or responsibilities. This might be a support worker, trade union representative, Citizens’ Advice Bureau worker, solicitor or charity worker.


Unit 7577-206 Individual rights and responsibilities (IRRE2) How can this unit be delivered?

Delivery should take into account learners’ broader learning programme. The focus should be on those rights and responsibilities likely to be of most interest to the learner. These will depend on the learner’s circumstances, age, interests and housing situation amongst other things. It might be possible to bring in guest speakers such as a trade union official or Health and Safety officer based at the provider who could give a workplace-specific example of rights and responsibilities. It might be beneficial to organise a trip to a local charity that provides advice (eg Crisis or Shelter) or to the local Citizens’ Advice Bureau. This unit is about rights and responsibilities in general. The unit deliverer is not expected to be a case worker, and care should be taken if learners bring specific queries from their own lives to ensure that any information given has this caveat attached. Any learners with particular issues should be signposted to appropriate expert advice. Resources The internet is a good source of information on rights and responsibilities especially www.direct.gov.uk. These websites might be useful: www.shelter.org.uk www.opsi.gov.uk www.hse.gov.uk www.tuc.org.uk (and individual trade unions) www.equalityhumanrights.com www.citizensadvice.org.uk.


Unit 7577-207 Making the most of leisure time (MLTE2)

Level: Entry 2 Credit value: 2 NDAQ number: M/502/0649 Unit aim The aim of this unit is to introduce learners to a range of leisure activities and encourage them to express their preferences for what they do in their leisure time. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• working towards supported employment or assisted living

• returning to the community eg from long term hospitalisation or imprisonment

• young learners with interrupted social development

• long term unemployed

• approaching retirement

• experiencing increased leisure time due to a change in domestic circumstances. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how they make use of their own leisure time 2. Be able to take part in leisure activities 3. Demonstrate an awareness of their likes and dislikes about different activities Outcome definitions Leisure time is any time the learner has when not at work, in compulsory or vocational education or training or undertaking household chores, familial duties or caring responsibilities. Leisure activities include socialising with friends or family, shopping, sport or active leisure, going to the cinema or theatre, listening to or playing live music, playing games or pastimes, taking a recreational course, reading. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers, Self Managers and Reflective Learners


Unit 7577-207 Making the most of leisure time (MLTE2) Assessment criteria and evidence requirements


Outcome 1 Demonstrate an awareness of how they make use of their own leisure time

The learner can: 1. identify an activity they take part in 2. identify the benefits to themselves of taking part in this activity. Criteria explained For the first criterion (1.1) the candidate needs to identify an activity that they are already doing during their leisure time. This could include an exercise class, practising a musical instrument or dining out with friends. For 1.2 the candidate needs to identify benefits to themself brought about by the activity identified in 1.1. These could include improved fitness, lowered stress levels and increased knowledge.

Outcome 2 Be able to take part in leisure activities The learner can: 1. take part in an activity which they find relaxing 2. take part in an activity which they find challenging. Criteria explained For 2.1 the candidate must take part in an activity that they find relaxing. They need only evidence taking part once. This could be either an activity that they already take part in (eg the one identified in 1.1) or a new activity. For 2.2 the candidate must take part in an activity that they find challenging. They need only evidence taking part once. This could be either an activity that they already take part in (eg the one identified in 1.1) or a new activity.

Outcome 3 Demonstrate an awareness of their likes and dislikes about different activities

The learner can: 1. identify what they liked about the activities 2. identify what they did not like about the activities. Criteria explained For 3.1 the candidate must identify at least one aspect about each of the activities they have undertaken for 2.1 and 2.2 that they liked.


For 3.2 the candidate must identify at least one aspect about each of the activities they have undertaken for 2.1 and 2.2 that they did not like.


Unit 7577-207 Making the most of leisure time (MLTE2) How can this unit be delivered?

Learners’ interests, pastimes and hobbies will vary considerably, and this should be taken into account when delivering this unit. However, the unit is about encouraging them to be more aware of different types of leisure activity and learners should be encouraged to think broadly about uses of leisure time and be open to new ideas and experiences. It could be beneficial and enjoyable for learners to share their interests, hobbies and experiences, although care should be taken to ensure any discussion takes place within a safe and non-judgemental environment and that the activities discussed are appropriate. Guest speakers could be invited from, or trips organised to, local public leisure providers and the local tourist board. Resources Local authorities and local leisure providers are a good source of information, along with any local adult and community learning facilities. These websites might be useful: www.visitbritain.co.uk www.ylt.com www.goodaccessguide.co.ukwww.knowhere.co.uk www.yell.com


http://www.goodaccessguide.co.uk/

Unit 7577-208 Managing own money (MOME2)

Level: Entry 2 Credit value: 2 NDAQ number: Y/502/0452 Unit aim To introduce learners to the basic elements of managing their personal finances, encouraging them to prepare a personal budget and to carry our transactions capably. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work

• starting Further Education/training

• leaving home

• beginning to take on more responsibility for key aspects of their own lives. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise their income and expenditure 2. Know how to carry out simple transactions. Outcome definitions Learners identify their weekly income (eg from wages, benefits, allowances such as Education Maintenance Allowance) and expenditure (eg rent, food, mobile phone charges, travel costs, entertainment/leisure) in order to prepare a simple personal weekly budget. Simple transactions are likely to be payments using cash. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS area of Self Managers. This unit is also mapped to Functional Skills Mathematics at Entry 2.


Unit 7577-208 Managing own money (MOME2) Assessment criteria and evidence requirements


Outcome 1 Recognise their income and expenditure The learner can: 1. identify their weekly income 2. identify items they need to spend money on 3. prepare a simple personal weekly budget. Criteria explained For the first criterion (1.1) the candidate needs to identify their weekly income (eg total money received from wages, benefits, allowances). For 1.2 the candidate should identify items they need to spend money on (eg rent, food, mobile phone charges, bus/train fares, entertainment/leisure). For 1.3 the candidate should prepare a simple personal weekly budget. The budget should show income and weekly expenditure and any balance left at the end of the week.

Outcome 2 Know how to carry out simple transactions. The learner can: 1. demonstrate paying for an item 2. make simple calculations when paying for an item. Criteria explained For 2.1 the candidate should demonstrate paying for an item eg counting out the correct money. For 2.2 the candidate should make simple calculations when paying for an item eg work out the cost of a jacket potato with one filling and the change they should receive and work out whether they will need to hand over a £5 note or a £10 note for one or more items.


Unit 7577-208 Managing own money (MOME2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. Learners might not wish to share information regarding their own finances with other learners and in some circumstances it may be more appropriate to use realistic rather than real data. Tutors may use a wide range of learning resources including videos and external speakers. Resources Tutors may wish to talk to any colleagues who are delivering Functional Skills to obtain information about resources. There is scope to overlap this unit with programmes leading to Functional Skills Mathematics. Useful sources of information could include banks, building societies and other financial organisations eg leaflets from banks may contain personal budget sheets. These websites might be useful: www.moneymadeclear.fsa.gov.uk www.support4learning.org.uk/money/money_management


Unit 7577-209 Managing social relationships (MSRE2)

Level: Entry 2 Credit value: 1 NDAQ number: A/502/0444 Unit aim To encourage learners to use appropriate behaviours when interacting with others in social situations Who is this unit for? Most learners would benefit from completing this unit, although it would be particularly useful for learners who are not confident in social relationships such as:

• learners working towards supported employment or assisted living

• learners returning to the community eg from long term hospitalisation or imprisonment

• learners with Entry 1 speaking and listening skills

• young learners with interrupted social development. Learning outcomes There is one learning outcome to this unit. The learner will be able to: 1. Recognise how to interact with others in everyday and familiar situations. Outcome definitions Interactions with others in everyday and familiar situations could include discussions at work, conversations with retail staff in shops, consultations with health professionals, conversations with friends and family, following and contributing to classroom discussions. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit links to the PLTS areas of Independent Enquirers and Creative Thinkers. This unit also links to the Functional Skills English standards.


Unit 7577-209 Managing social relationships (MSRE2) Assessment criteria and evidence requirements


Outcome 1 Recognise how to interact with others in everyday and familiar situations.

The learner can: 1. take part in an exchange with a familiar person about an everyday topic 2. use appropriate behaviours during the exchange 3. ask and respond to questions appropriately 4. express opinions simply and show respect for those of the other person. Criteria explained For the first criterion (1.1) the candidate must be able to take part in an exchange with a familiar person about an everyday topic. They should be able to speak clearly and follow the response. A familiar person could be a class mate, friend or family member. For 1.2 the candidate must use appropriate behaviours during the exchange, eg non-verbal communication should be appropriate and the candidate should respect turn-taking rights and other politeness conventions. For 1.3 the candidate must ask and respond to questions appropriately. To do this they will need to frame questions that suit the context and give clear responses that a listener can follow, eg asking for clarification of instructions or giving personal details when opening a bank account or enrolling on a course. For 1.4 the candidate’s contributions need to include expressing opinions simply and showing respect for those of the other person. To do this, the candidate should recognise language used to express positive and negative feelings, eg “I feel...”, “I don’t like…”.


Unit 7577-209 Managing social relationships (MSRE2) How can this unit be delivered?

Although this unit only requires the learner to evidence a one-to-one exchange, delivery could encompass a variety of familiar exchanges and opportunities for the learner to develop their self-confidence. Delivery could include role play and ‘goldfish bowl’ exercises, although care should be taken to ensure a non-threatening environment. One-to-one exchanges between learner and tutor may also be appropriate as well as group discussions. This unit may enable learners to progress to Functional Skills English or similar qualifications. Contextualised Literacy, Language and Numeracy (LLN) resources may be of particular use in identifying exchanges relevant to the learner’s wider programme. Resources These websites might be useful: www.excellencegateway.org.uk/skillsforlife rwp.qia.oxi.net/embeddedlearning www.bbc.co.uk/skillswise www.thenetwork.co.uk/thetoolkit www.talent.ac.uk


Unit 7577-210 Parenting awareness (PAE2)

Level: Entry 2 Credit value: 2 NDAQ number: A/502/0654 Unit aim To introduce learners to some of the issues facing new parents and encourages them to identify sources of help and support for new parents. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular relevance to learners who are:

• new parents

• awaiting the birth of a baby. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of the demands of having a baby 2. Demonstrate an awareness of help and support available for parents 3. Demonstrate an awareness of a parent’s responsibility for keeping a baby safe and healthy Outcome definitions Demands of having a baby could include: 24-hour baby care, eg feeding, clothing, washing, nurturing; lack of personal time and freedom; financial considerations. Help and support could include: help with caring for the baby, eg health visitors; financial help eg maternity grants; support networks eg baby/toddler groups, breast feeding association. Keeping a baby safe and healthy could include safety equipment, eg for sterilising bottles, for travelling by car, and procedures eg how to hold and bath baby, feeding baby, changing baby’s nappies. Learners should be aware of when to ask for advice from a health visitor or doctor. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers and Creative Thinkers.


Unit 7577-210 Parenting awareness (PAE2) Assessment criteria and evidence requirements


Outcome 1 Demonstrate an awareness of the demands of having a baby The learner can: 1. identify a way in which having a new baby can be demanding for new parents. Criterion explained For the first criterion (1.1) the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) a way in which having a baby can be demanding for new parents. The demands of having a baby could include: 24-hour baby care, eg feeding, clothing, washing, nurturing; lack of personal time and freedom; financial considerations. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded.

Outcome 2 Demonstrate an awareness of help and support available for parents

The learner can: 1. identify a source of help for new parents 2. identify a facility in their local area which supports parents with young children. Criteria explained For 2.1 the candidate needs to identify at least one source of help for new parents. This could include: help with caring for the baby (eg health visitors, family, friends); financial help (eg maternity grants, child benefit, child tax credits); support networks (eg baby/toddler groups, local National Childbirth Trust (NCT) group, breast feeding associations, local Home-Start scheme). Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 2.2 the candidate needs to identify a facility in their local area which supports parents with young children. The candidate should be able to name the facility, eg Children’s Centre, health centre, community group, as well as giving some examples of the support it gives, eg parenting advice, child care, breast-feeding support, employment/training advice. In some cases the examples given by candidates (eg community group) could be defined as both a ‘source’ and a ‘facility’. This is acceptable as long as the candidate is able to identify the types of support given. Evidence for these criteria could be oral or written eg a poster or leaflet.


Outcome 3 Demonstrate an awareness of a parent’s responsibility for keeping a baby safe and healthy

The learner can: 1. identify a way that a parent can protect a baby against an unsafe situation in the home 2. give an example of when a parent should seek medical advice about their baby’s health Criteria explained For 3.1 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) at least one way that a parent can protect a baby against an unsafe situation in the home. This could include the correct use of safety equipment (eg stair gate, socket protectors, steriliser for bottles, car seat), and procedures (eg how to hold, bath and feed a baby, how to change nappies). For 3.2 the candidate needs to give an example of when a parent should seek medical advice about their baby’s health. This might include when a baby has received a knock to the head, a rash that has meningitis-like symptoms, concern about poor weight gain.


Unit 7577-210 Parenting awareness (PAE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. For example a programme aimed specifically at existing or expectant parents is likely to have a more immediate focus than one aimed at a more general audience. Tutors may use a wide range of learning resources including videos and external speakers. It may be appropriate to arrange visits to local facilities. Resources Useful sources of information could include local Children’s Centres (in England) or local authority. These websites might be useful: www.dcsf.gov.uk/everychildmatters www.nhs.uk/Livewell/pregnancy www.BBC.co.uk/parenting www.nct.org.uk/home www.breastfeedingnetwork.org.uk www.home-start.org.uk


http://www.nct.org.uk/

Unit 7577-211 Preparation for work (PWE2)

Level: Entry 2 Credit value: 2 NDAQ number: R/502/0451 Unit aim To encourage learners to look at their own skills and qualities in relation to those needed at work and to use this understanding to identify key personal information needed for an application. Who is this unit for? This unit would be particularly beneficial for those learners who wish to apply for a job such as:

• those leaving education

• those currently not in employment, education or training (NEET)

• returners to work. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise the skills and qualities needed for working life 2. Recognise personal career opportunities Outcome definitions Skills needed for working life are any abilities the learner has to undertake tasks or function competently which would be attractive to an employer. These could include being able to multi-task, manage their time, follow instructions, drive. Qualities needed for working life are any aspects of their character that make them attractive as an employee. These might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Career opportunities are any job opportunities that it is reasonably practicable for the learner to apply for, are available and which meet the learner’s own expectations of employment. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit refers to the PLTS areas of Independent Enquirers and Self Managers.


Unit 7577-211 Preparation for work (PWE2) Assessment criteria and evidence requirements


Outcome 1 Recognise the skills and qualities needed for working life The learner can: 1. identify some personal skills and qualities which employees need 2. identify their own personal skills and qualities. Criteria explained For the first criterion (1.1) the candidate must identify at least two of the skills and/or qualities which an employee needs. These might include: time management, being able to follow instructions, being able to multi-task, conscientious, attentive to detail, honest, punctual, polite, hard working. Evidence could be generated in a group discussion as long as the candidate’s own contribution is recorded. For 1.2, the candidate must identify their own personal skills and qualities. This could be generated in a group discussion as long as the candidate’s own contribution is recorded.

Outcome 2 Recognise personal career opportunities The learner can: 1. identify a suitable job role which interests them 2. provide key personal information needed to apply for such a job role. Criteria explained For 2.1 the candidate must identify a suitable potential job role. The job should be one that they would be broadly capable of doing and would be suitable in other respects eg would it be likely to involve travelling, shift-work, is it manual work or office based. For 2.2 the candidate must provide key personal information needed to apply for this job role. This could be on an application form or proforma and might include the skills and qualities identified in 1.2 that are relevant to this job role.


Unit 7577-211 Preparation for work (PWE2) How can this unit be delivered?

It is important to tailor delivery of this unit to learners’ circumstances (eg school leavers will have different needs to adults attempting to return to work). In all cases, learners should be encouraged to think about the skills and qualities they have, as well as the transferability of skills they use in other aspects of their life eg multi-tasking and budgeting. Learners could carry out activities such as asking friends and relatives to identify their skills and attributes. The skills and qualities required by employers are easy to access. Sector Skills Council websites are good resources for sector-specific role requirements and many employers post person specifications and job descriptions on the internet. Local newspaper adverts and the Job Centre are other potential resources. Learners should be encouraged to consider what they want from a job. How far are they prepared or able to travel? Are there particular hours or shifts that they particularly want or cannot do? Would they prefer to work outside? Do they want to work with people? Visits could be organised to the Careers Advisory Service or the programme could make use of external speakers such as an Information, Advice and Guidance (IAG) professional or from a training provider. Resources Web-based careers guidance tools can be used although care should be taken to help learners interpret results. These websites might also be useful: careersadvice.direct.gov.uk www.connexions-direct.com www.direct.gov.uk www.jobcentreplus.gov.uk www.sscalliance.org www.employ-ability.org.uk www.prospects.ac.uk.


Unit 7577-212 Working as part of a group (WPGE2)

Level: Entry 2 Credit value: 2 NDAQ number: H/502/0437 Unit aim To help the learner develop skills to become an active contributor when working with others on group activities and to be able to review their own progress and skills development. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work

• joining a new group at a place of study

• joining a team for leisure activities. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how to work with others in appropriate ways 2. Demonstrate working as part of a group Outcome definitions Working as a group includes: setting ground rules, being aware of their own role, carrying out given tasks eg at work or college/training or during leisure activities; asking for or offering help; identifying what went well. A group involves three or more people. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers and Effective Participators.


Unit 7577-212 Working as part of a group (WPGE2) Assessment criteria and evidence requirements


Outcome 1 Demonstrate an awareness of how to work with others in appropriate ways

The learner can: 1. participate in setting ground rules for working with others 2. relate basic information about the work to be carried out 3. identify their role in the group. Criteria explained For the first criterion (1.1) the candidate needs to participate in setting ground rules. This might include accepting others’ contributions or a need for confidentiality. For 1.2 the candidate needs to relate (orally, in writing or through other appropriate means of communication such as signing) basic information about the work, eg what activity the group are doing together. For 1.3 the candidate needs to identify their own role in the group: what tasks they have been given to do to support the group activity.

Outcome 2 Demonstrate working as part of a group The learner can: 1. carry out given tasks when working with others 2. ask for or offer help when required 3. identify what went well and what went less well. Criteria explained For 2.1 the candidate needs to carry out the tasks they have been given as part of the group activity, (eg tasks in a fundraising group could include: researching a topic and sharing information with the group in order to plan an activity, producing an item for sale, producing posters, selling the item) evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement. For 2.2 the candidate needs to ask for or offer help when required by themselves or others in the group. In the absence of any opportunity to seek or offer help within the activity, this could be evidenced by the assessor discussing a ‘what if’ scenario with the candidate. For 2.3, the candidate needs to identify what went well and what went less well. This can be as part of a review with their tutor/supervisor or in a discussion with other group members as long as the candidate’s contribution is clearly noted.


Unit 7577-212 Working as part of a group (WPGE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. The group activity needs to be collaborative and purposeful; this unit lends itself particularly well to being integrated with other aspects of the learner’s programme. Not all members of the group necessarily need to be working towards this unit (eg this might not have been an identified area of development for them although the activity is still relevant to their broader learning programme. It is also possible that members of the group might be working towards differing levels of this unit. It should not be assumed that learners working towards a Level 1 vocational qualification will necessarily have group-working skills at that level. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of groups involved in work and leisure activities. Tutors should agree or choose a suitable group activity; in particular, the activity should give each learner the opportunity to either ask for or offer help. If the broader programme involves distance, blended or e-learning then a virtual group might be appropriate. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web.


Unit 7577-213 Working towards goals (WTGE2)

Level: Entry 2 Credit value: 2 NDAQ number: Y/502/0435 Unit aim To help the learner to understand how to identify and work towards goals appropriately. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting a course


• taking more responsibility for key aspects of their lifestyle. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of the skills and qualities needed for success in work and life 2. Demonstrate an awareness of how to identify goals 3. Follow steps to achieve a personal goal Outcome definitions Skills include generic skills (eg communication, time-keeping, team-working) and vocational skills (eg using machinery, dealing with customers). Qualities include attitudes and behaviours (eg patience, conscientiousness, respect for self and others, enthusiasm). Learners are not expected to define skills and qualities or necessarily distinguish between them. A suitable goal should show what the candidate wants to achieve in their learning, work or personal life. It should be achievable and short-term (eg 3 -6 weeks of part-time study). Long-term goals should be broken down, with help, to give an appropriate goal for this unit. The goal is agreed with an appropriate person (eg assessor, tutor, supervisor) and will vary considerably from learner to learner, depending on their interests, circumstances and aspirations. Follow steps includes identifying who will support them to work towards the goal, carrying out given activities to work towards the goal, identifying what has been achieved. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners.


Unit 7577-213 Working towards goals (WTGE2) Assessment criteria and evidence requirements


Outcome 1 Demonstrate an awareness of the skills and qualities needed for success in work and life

The learner can: 1. recognise their skills, qualities and interests 2. identify their strengths 3. say what they could improve. Criteria explained For the first criterion (1.1) the candidate needs to recognise their generic and/or vocational skills (eg communication, team-working), qualities (eg patience, respect for self and others, enthusiasm) and interests (eg sport). It is not a requirement for candidates to be able to distinguish between a skill, a quality and an interest but they need to recognise all three. For 1.2 the candidate needs to identify their strengths. Strengths are a learner’s existing skills and positive qualities, ie things they are good at. Suggestions of strengths people might have could be generated through a group discussion as long as the candidate’s own contributions are clearly recorded. For 1.3 the candidate should say (orally, in writing or through other appropriate means of communication such as signing) what they could improve upon. At least one example is needed.

Outcome 2 Demonstrate an awareness of how to identify goals The learner can: 1. identify some short-term goals they would like to work towards 2. agree a goal with an appropriate person. Criteria explained For 2.1 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) some short-term goals they would like to work towards (eg send and receive emails, arrive on time everyday). A suitable goal should show what the candidate wants to achieve in their learning, work or personal life. It should be achievable and short-term (eg 3-6 weeks of part-time study). Long-term goals should be broken down, with help, to give an appropriate goal for this unit. Goals can be suggested by the assessor or be generated through a group discussion, however, the candidate must identify the particular goals they would like to work towards For 2.2 an appropriate person could be the candidate’s assessor, tutor, supervisor or other appropriate person. The goal may be suggested by the assessor, tutor or supervisor and should be specific, measurable, achievable, realistic and time-bound. It should be recorded and the candidate must agree the goal.


Outcome 3 Follow steps to achieve a personal goal The learner can: 1. say who will support them to work towards the agreed goal 2. carry out given activities to work toward the agreed goal 3. identify what has been achieved. Criteria explained For 3.1 the candidate needs to say (orally, in writing or through other appropriate means of communication such as signing) who will support them. Support could be given by the assessor, tutor, supervisor, friends or family. For 3.2 the candidate needs to carry out given activities (given by assessor, tutor or supervisor) to work towards the agreed goal. Evidence could include a learning log, video, assessor observation or witness statements. For 3.3 the candidate needs to identify what has been achieved: what activities they have completed, what they have improved. Evidence could be generated and recorded during a tutorial.


Unit 7577-213 Working towards goals (WTGE2) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. Once the learner has agreed a goal, the activities can be completed in the workplace, at the centre or any other location. Tutors should ensure the unit is delivered in a positive way and learners are encouraged to realise the wealth of strengths they already possess prior to deciding what they could do to improve. The emphasis is on motivating the learner and helping them to achieve a goal and learners should recognise their achievements even if the actual goal is not met. Learners may identify each others’ strengths or work with a tutor or other appropriate adult(s) to do so, as long as the candidate is able to take on board what others come up with and accept their judgements as accurate. Many learners at this level struggle to see what they are good at without prompting from others. Tutors could use group discussions to elicit the skills and qualities needed for employment/study generally, or a particular trade, to focus the learner prior to their individual choice of short-term goals. Resources Tutors may use a wide range of learning resources, including ICT and paper-based questionnaires and quizzes to identify a range of skills, qualities and interests their learners possess.


Unit 7577-301 Community action (CAE3)

Level: Entry 3 Credit value: 2 NDAQ number: F/502/0459 Unit aim To encourage learners to participate in local community activities and understand the benefits of these activities for themselves and the community. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:



• new to an area

• not able or yet ready to gain employment. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Demonstrate their knowledge of local community groups 2. Demonstrate their participation in community activities Outcome definitions Local community groups might include: national voluntary groups which operate locally eg BTCV, Help the Aged; associations eg a residents’ association that meets to improve the local area; local third sector organisations eg a local arts charity. Participation might include: help with administration; fund-raising; distributing newsletters; practical work eg digging/tidying land; taking part in another kind of activity eg local amateur dramatics society. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers, Effective Participators and Self Managers.


Unit 7577-301 Community action (CAE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner needs to identify at least two groups in their local area and state what each group does. The learner is expected to be aware of the consequences of actions for self and others (eg in 2.3 in addition to identifying how the activity benefits others, the learner identifies a benefit for themself from participating in the activities). Please note that activity has become activities.

Outcome 1 Demonstrate their knowledge of local community groups The learner can: 1. identify community groups in their local area and what they do. Criterion explained For this criterion (1.1) the candidate needs to identify at least two community groups in their local area and what they do. The groups identified could be part of national organisations or groups specific to the local area. The candidate needs to state what the identified groups do to help the local community. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded.

Outcome 2 Demonstrate their participation in community activities The learner can: 1. participate in activities within a local community group 2. identify how these activities benefit others 3. Identify a benefit for themself from participating in the activities. Criteria explained For 2.1 the candidate needs to participate in at least two activities within a local community group (eg the one identified in 1.1). Activities might include helping to clean up an area of waste land and taking part in a sponsored silence. If the candidate is clearing waste land evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement; if the candidate has been involved in a fund-raising activity evidence could include a witness statement, copy of their sponsorship sheet and/or annotated photographs. For 2.2 the candidate needs to identify how these activities benefit others eg if the candidate is clearing waste land they might produce annotated photographs or a video diary showing the improvements and how the land is now used; if the candidate has been involved in a fund-raising


activity (eg a sponsored silence) they might state orally, in writing or through other appropriate means of communication such as signing what the money raised will be used for. For 2.3 the candidate needs to identify a benefit for themself from participating in the activities (eg making new friends, learning new skills).


Unit 7577-301 Community action (CAE3) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. The learner or the tutor may suggest the community activity. In either scenario the tutor needs to agree it and it needs to be relevant to the learner’s interests, personal circumstances or future plans. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Resources Useful sources of information could include your local authority. These websites might be useful: www.ncvo-vol.org.uk www.directgov.uk/en/HomeAndCommunity www.CSV.org.uk www.BTCV.org.ukwww.princes-trust.org.uk



Unit 7577-302 Developing self (DSE3)

Level: Entry 3 Credit value: 2 NDAQ number: M/502/0456 Unit aim To introduce the learner to ways in which they can reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:




• leaving home. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to identify areas for self development 2. Understand how to take responsibility for their own self development 3. Demonstrate how they have developed personal skills Outcome definitions Areas for self development include personal skills and behaviours (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). This unit is about developing personal skills rather than vocational competence. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Reflective Learners and Self Managers.


Unit 7577-302 Developing self (DSE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner needs to describe rather than simply identify their personal strengths and they suggest rather than agree a suitable target. They also identify resources as well as the support available to them. The learner is expected to be aware of the consequences of actions for self and others (eg in 3.2 the learner reviews what went well and what did not go so well). The learner makes choices about how they will continue to develop their personal skills.

Outcome 1 Understand how to identify areas for self development The learner can: 1. describe a personal strength or ability 2. identify an area for self development 3. describe a personal skill or behaviour they need to develop. Criteria explained For the first criterion (1.1) the candidate needs to describe a personal strength or ability (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). The candidate may describe a personal strength or ability which they possess or don’t possess. However, this criterion will have more relevance to the candidate if it is related to their own current personal strengths and abilities or ones they want to develop or which are required for employment or education/training. For 1.2 the candidate should identify an area for their own self development, eg communication skills, appropriate behaviour for the workplace/place of study. For 1.3 the candidate should describe the personal skill or behaviour they need to develop eg listening skills, turn-taking, being punctual.


Outcome 2 Understand how to take responsibility for their own self development

The learner can: 1. describe how they will develop their personal skill or behaviour 2. suggest a suitable target to work towards and agree it with an appropriate person 3. identify the support and resources needed to help them work towards the agreed target 4. work through activities to develop the agreed skill or behaviour. Criteria explained For 2.1 the candidate needs to describe (orally, in writing or through other appropriate means of communication such as signing) how they will develop their personal skills or behaviour. For example, to develop listening skills activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos and practising with friends and family. To improve punctuality activities could include using an alarm clock, checking bus/train timetables and planning ahead. The candidate might need help to develop a suitable action plan. For 2.2 the candidate should suggest a suitable target eg this could be listening to find out someone’s view without interrupting or arriving on time for 5 days. An appropriate person could be the candidate’s assessor, tutor, supervisor or other appropriate person. The suggested target will be discussed and may be amended to be specific, measurable, achievable, realistic and time-bound. It should be recorded and agreed by candidate and assessor For 2.3 support could be given by the assessor, tutor, supervisor, friends or family. Resources for work on listening skills could include video recordings, audio recordings and books; resources for work on punctuality could include an alarm clock, bus timetables and a diary. Evidence for 2.1, 2.2 and 2.3 could be a suitably detailed action plan. For 2.4 the candidate needs to work through these activities to develop the agreed skill or behaviour. Evidence could include video, audio, assessor observation or witness statements.

Outcome 3 Demonstrate how they have developed personal skills The learner can: 1. review the progress they have made 2. review what went well and what did not go so well 3. make choices about how they will continue to develop personal skills. Criteria explained For 3.1 the candidate needs to review the progress they have made. The target may not have been achieved but the candidate should identify this and should have made considerable progress toward the target. The review could be a discussion with an appropriate person eg tutor, assessor or supervisor. For 3.2 the candidate should be able to review what went well and what did not go so well. The review could be a discussion with an appropriate person eg tutor, assessor or supervisor. For 3.3 the candidate should make choices about how they will continue to develop their personal skills (this could be the same or a related target but it can be a different personal skill). The choices should be made with the support of an appropriate person.


Unit 7577-302 Developing self (DSE3) How can this unit be delivered?



Unit 7577-303 Dealing with problems in daily life (DWPE3)

Level: Entry 3 Credit value: 2 NDAQ number: H/502/0454 Unit aim To introduce learners to the concept of problem solving and help them to develop skills to enable them to tackle problems in their daily lives. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• young people



• young people leaving care. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to recognise a straightforward problem 2. Tackle a problem 3. Be able to carry out a review of their progress towards solving the problem. Outcome definitions Problems might include obstacles or difficulties that need to be resolved that learners might encounter at home, at work or in other areas of their life, eg problems with housing or dealing with institutions such as the local council, hospitals etc. For a problem to be straightforward it should have a high likelihood of being solved by the learner and within the parameters of their resources and personal circumstances and the duration of the unit. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to PLTS areas Reflective Learners and Independent Enquirers.


Unit 7577-303 Dealing with problems in daily life (DWPE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? Rather than following a given procedure to tackle the problem, learners need to identify and share at least two ideas of their own. The problem itself need not be more complex at this level than at Entry 2, although tackling it must involve at least two activities. The learner is expected to be aware of the consequences of actions for self and others eg they need to identify what went well and what did not go so well.

Outcome 1 Understand how to recognise a straightforward problem The learner can: 1. identify a straightforward problem that they can tackle 2. share ideas on how to tackle the problem with an appropriate person. Criteria explained For the first criterion (1.1) the candidate must be able to identify a straightforward problem, ie an obstacle or difficulty that needs resolving in their own daily lives that it could be possible for them to resolve. Ideas could be generated through a group discussion as long as the candidate’s contribution is clearly recorded. For 1.2 the candidate must share at least two ideas on approaches they could take to resolve the problem. These could be related in a discussion with an appropriate person as long as the candidate’s contribution is clearly recorded.

Outcome 2 Tackle a problem The learner can: 1. identify a way to tackle the problem 2. carry out activities to tackle the problem 3. ask for appropriate advice. Criteria explained For 2.1 the candidate must identify a strategy that could resolve the problem. The unit will be of maximum benefit to the candidate if this involves tackling the problem identified in 1.1. For 2.2 the candidate needs to carry out at least two activities aimed at tackling the problem. It is expected that these activities will have been identified in 2.1. For 2.3 the candidate must ask for advice from an appropriate source of help. Appropriate sources of help might include their line manager, a trade union official, a charity advice worker or a mentor.


Outcome 3 Be able to carry out a review of their progress towards solving the problem.

The learner can: 1. review their progress in tackling the problem 2. identify what went well and what did not go so well. Criteria explained For 3.1 the candidate must review their progress. This need not be lengthy, although the candidate is expected to recap what they did and how much (if at all) this has helped to solve the problem. Although a written review (perhaps using a proforma) would be one way of undertaking the review, it could also take the form of a one-to-one or a group discussion as long as the candidate’s own contributions are clearly recorded. For 3.2 the candidate must identify at least one example of something that went well and one example of something that did not go so well in the course of tackling the problem. This might include how well they identified the problem at the outset, the time and resources available and options chosen. Note each of these criteria is assessing the candidate’s ability to reflect on what happened, not how successful they were in solving the problem.


Unit 7577-303 Dealing with problems in daily life (DWPE3) How can this unit be delivered?

As each learner’s daily life is unique to them examples and activities should be contextualised to allow maximum relevance for all learners. Learners should be encouraged to draw on real problems from their life or work in order for the unit to be of as much use as possible. However, it must be made clear that the unit teaches generic problem solving skills and therefore where possible learners should be encouraged to seek expert advice. Also, ground rules should be established for privacy, confidentiality and appropriateness of information shared. Resources There are numerous websites that provide problem solving games and activities and these can be used to make learning about problem solving interactive, fun and appropriate to all learning styles. These websites might be useful: www.tuc.org.uk www.direct.gov.uk www.citizensadvice.org.uk www.bbc.co.uk/keyskills www.tes.co.uk.


Unit 7577-304 Environmental awareness (EAE3)

Level: Entry 3 Credit value: 2 NDAQ number: R/502/0658 Unit aim To encourage learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:




• new to an area. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how the actions of humans affect the environment 2. Demonstrate an understanding of environmental issues which affects their life 3. Demonstrate ways in which they can help to improve the environment in the local area Outcome definitions Actions of humans that affect the environment include: national/global issues eg global warming; local issues eg waste disposal, litter. Environmental issues include: pollution, waste management, renewable energy. Ways in which they can help the environment include: fuel/energy saving eg using low energy light bulbs and other energy efficient products, reducing food miles, reducing car journeys; recycling eg bottles, cans, newspapers; reusing eg taking own carrier bags to the shop, buying second-hand, alternative uses and repairs; caring for the environment eg cleaning up areas of wasteland, preventing pollution. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Effective Participators and Reflective Learners.


Unit 7577-304 Environmental awareness (EAE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. Rather than identifying one example of behaviour harmful to the environment and one example of behaviour helpful to the environment, they are expected to give multiple examples. Similarly, learners need to identify at least two environmental issues and the effects these have on their life. They need to identify, rather than just agree, an activity to improve the environment. Note that this must have some effect on the local environment.


The learner can: 1. give examples of human behaviours which harm the environment 2. give examples of human behaviours which help the environment. Criteria explained For the first criterion (1.1) the candidate needs to identify at least two human behaviours which harm the environment. These might include dropping litter, not reusing plastic bags, wasting energy. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2, the candidate needs to identify at least two human behaviours which help the environment. These might include recycling, using a ‘bag for life’, walking or using public transport instead of travelling by car. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded.

Outcome 2 Demonstrate an understanding of environmental issues which affects their life

The learner can: 1. identify two different types of environmental issue which are relevant to their life 2. identify the effects that these issues have on their life. Criteria explained For 2.1 the candidate needs to identify two different types of environmental issue which are relevant to their life. Examples might include: the school run, recycling waste, energy bills, street lighting. For 2.2 the candidate needs to identify the effect that the issues identified in 2.1 have on their life.


Outcome 3 Demonstrate ways in which they can help to improve the environment in the local area

The learner can: 1. identify an activity that they can carry out to improve the environment in their local area 2. take part in an activity to improve the environment in their local area. Criteria explained For 3.1 the candidate needs to identify an activity that they can carry out to improve the environment in their local area. This could be an individual activity (eg taking bottles to recycling centre, reusing carrier bags) or a group activity (eg helping to clean up an area of waste land, sorting clothing for a local charity, collecting items for recycling). The activity should be agreed with an appropriate person (eg tutor, trainer or supervisor). The activity need not be one that affects only the local area, although the candidate should be able to identify the local relevance (eg car use and congestion or air quality). For 3.2 the candidate needs to take part in the activity to improve the local environment agreed for 3.1. Evidence can include: annotated photographs, a video/written diary, a witness statement.


Unit 7577-304 Environmental awareness (EAE3) How can this unit be delivered?




Unit 7577-305 Healthy living (HLE3)

Level: Entry 3 Credit value: 2 NDAQ number: T/502/0460 Unit aim To introduce learners to ways in which they can contribute to a healthy lifestyle and encourages them to demonstrate activities which will improve their own lifestyle. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work

• leaving home



• experiencing work patterns with a particular impact on lifestyle eg shift-work. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand what is needed to lead a healthy lifestyle 2. Demonstrate how they contribute to own healthy lifestyle Outcome definition A healthy lifestyle might include: balanced diet eg food groups, risks of over/under eating; sufficient sleep eg coping with shift patterns; work/life balance; taking regular exercise; alcohol and drug awareness; safe sex. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners.


Unit 7577-305 Healthy living (HLE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner needs to describe, rather than simply identify, things they can do to contribute to a healthy lifestyle and choose rather than identify activities that can improve their lifestyle. The learner is expected to be aware of the consequences of actions for self and others (eg in 2.2 the learner describes how the activities have improved their lifestyle). Please note that activity has become activities.

Outcome 1 Understand what is needed to lead a healthy lifestyle The learner can: 1. describe what they can do to contribute to a healthy lifestyle 2. choose appropriate activities that can make an improvement to their lifestyle. Criteria explained For the first criterion (1.1) the candidate needs to describe things they can do to contribute to a healthy lifestyle. This might include things they are already doing or things they could do, eg eat a balanced diet, take regular exercise. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate needs to choose at least two appropriate activities that can improve their lifestyle. This could include things identified for 1.1 although must involve positive actions eg eat five portions of fruit/vegetables a day, cycle to work/college once a week.

Outcome 2 Demonstrate how they contribute to own healthy lifestyle The learner can: 1. carry out activities to contribute to a healthy lifestyle 2. describe how the activities have improved their lifestyle. Criteria explained For 2.1 the candidate needs to carry out activities to contribute to a healthy lifestyle, eg eat five portions of fruit/vegetables, cycle to work/college. The unit will be of maximum benefit to the candidate if this involves taking forward the activities chosen in 1.2 (ie the candidate chooses appropriate activities and then carries them out). The candidate need only evidence carrying out each activity once, although in order to describe how the activities have improved their lifestyle (for 2.2) it is likely that the activities would need to be repeated/sustained.


For 2.2 the candidate needs to describe how the activities have improved their lifestyle, eg if the candidate is giving up smoking or adopting a new diet they might produce a diary (paper-based or video) describing the improvement on their lifestyle; a goal-driven activity (eg weight loss or increase in stamina) might involve producing a chart tracking progress with commentary on the lifestyle improvement. Candidates should be encouraged to focus on an area which will genuinely contribute to making their own lifestyle healthier and which both presents a personal challenge and is realistic.


Unit 7577-305 Healthy living (HLE3) How can this unit be delivered?



Unit 7577-306 Individual rights and responsibilities (IRRE3)

Level: Entry 3 Credit value: 1 NDAQ number: A/502/0458 Unit aim To raise the learner’s awareness of their rights and responsibilities as an individual. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work



• leaving home. Learning outcome There is one learning outcome to this unit. The learner will be able to: 1. Understand that they have individual rights and responsibilities Outcome definition Rights and responsibilities might include rights and responsibilities in relation to: work; housing; health and welfare; data protection and freedom of information; consumer rights; diversity and discrimination; marriage, cohabitation and civil partnerships. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS framework areas of Self Managers and Independent Enquirers.


Unit 7577-306 Individual rights and responsibilities (IRRE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner needs to be able to describe rights and responsibilities that are relevant to them rather than simply identify them. The learner is expected to be able to identify sources of information and support, rather than just say who could help them with particular given problems. They are expected to be aware of the consequences of actions for self and others as they now have to describe a responsibility that they have to others and to themselves.

Outcome 1 Understand that they have individual rights and responsibilities

The learner can: 1. describe an individual right which is relevant to them 2. identify sources of support or information about rights and responsibilities 3. describe a responsibility that they have for themselves 4. describe a responsibility that they have to others. Criteria explained For the first criterion (1.1) the candidate needs to describe an individual right which is relevant to them, eg if they are about to become a tenant they have a right to expect the landlord to maintain the property. Specific rights which are relevant to individual learners may become apparent during group discussions on each topic as long as the candidate’s contribution is clearly recorded. For 1.2 the candidate needs to identify sources of support or information about rights and responsibilities. These might include line managers, Citizens’ Advice Bureau, trade union, Directgov website, Health and Safety Executive, voluntary organisations. For 1.3 the candidate needs to describe a responsibility they have for themself, eg their own health. For 1.4 the candidate needs to describe a responsibility they have to others, eg if they are in work they have a responsibility for the Health and Safety of their colleagues. The candidate will need to describe what that responsibility involves.


Unit 7577-306 Individual rights and responsibilities (IRRE3) How can this unit be delivered?



Unit 7577-307 Making the most of leisure time (MLTE3)

Level: Entry 3 Credit value: 2 NDAQ number: H/502/0650 Unit aim The aim of this unit is to introduce learners to a range of leisure activities and encourage them to express their preferences for what they do in their leisure time. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are:






• experiencing increased leisure time due to a change in domestic circumstances. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to make use of their leisure time 2. Be able to participate in range of activities 3. Carry out a review of the activities they have tried Outcome definitions Leisure time is any time the learner has when not at work, in compulsory or vocational education or training or undertaking household chores, familial duties or caring responsibilities. Leisure activities include socialising with friends or family, shopping, sport or active leisure, going to the cinema or theatre, listening to or playing live music, playing games or pastimes, taking a recreational course, reading. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers, Self Managers and Reflective Learners


Unit 7577-307 Making the most of leisure time (MLTE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. Rather than highlighting one activity they already take part in, learners are expected to identify a range of ways in which they can use their leisure time. They need to be able to appreciate and identify the overall benefits of participating in a variety of activities as well as being able to identify benefits from individual activities. As well as taking part in relaxing and challenging activities, learners also need to take part in one which involves learning a new skill. They need to identify what they enjoyed and did not enjoy about the activities they have taken part in (rather than simply express likes and dislikes), and learners must also identify that they would like to try one of these activities again.

Outcome 1 Understand how to make use of their leisure time The learner can: 1. identify ways in which they can use their leisure time 2. identify the benefits of using their leisure time in different ways. Criteria explained For the first criterion (1.1) the candidate must identify at least two ways (ie potential activities) they could use their leisure time. For 1.2 the candidate must identify at least two personal benefits resulting from using their leisure time in different ways. Note the candidate needs to identify benefits resulting from undertaking more than one activity rather than individual benefits from each activity.

Outcome 2 Be able to participate in range of activities The learner can: 1. take part in an activity which they find relaxing 2. take part in an activity which they find challenging 3. take part in an activity which involves learning a new skill. Criteria explained For 2.1 the candidate must take part in an activity that they find relaxing. They need only evidence taking part once. This could be either an activity that they already take part in or a new activity. For 2.2 the candidate must take part in an activity that they find challenging. They need only evidence taking part once. This could be either an activity that they already take part in or a new activity.


For 2.3 the candidate must take part in an activity that involves learning a new skill. This could include an introductory or taster session for a sport such as judo, or another type of activity such as using the internet or joining a friend at ten-pin bowling. They need only evidence taking part once. This activity must require the candidate to learn a skill they did not previously have, although it is not necessary for the candidate to master the skill to any level of competency (this criterion is assessing the candidate’s aptitude to trying something new rather than how successful they were in developing the skill).

Outcome 3 Carry out a review of the activities they have tried The learner can: 1. identify what they enjoyed and did not enjoy about the activities 2. identify an activity they would like to try again. Criteria explained For 3.1 the candidate must identify different aspects about each of the activities undertaken for 2.1, 2.2 and 2.3 that they enjoyed and different aspects that they did not enjoy. For 3.2 the candidate must identify at least one of the three activities that they took part in for 2.1, 2.2 and 2.3 that they would like to try again.


Unit 7577-307 Making the most of leisure time (MLTE3) How can this unit be delivered?




Unit 7577-308 Managing own money (MOME3)

Level: Entry 3 Credit value: 2 NDAQ number: F/502/0462 Unit aim To introduce learners to the basic elements of managing their personal finances, encouraging them to prepare a personal budget and to carry our transactions capably. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work


• leaving home

• beginning to take on more responsibility for key aspects of their own lives. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how to plan a personal budget 2. Know how to carry out transactions Outcome definitions A personal budget could include incoming money (eg wages, benefits, allowances) and outgoings (eg rent, food, fuel payments, telephone/internet charges, travel costs, entertainment/leisure). Candidates will also identify an appropriate way to save surplus money (eg building society savings account, saving stamps) Transactions could include payments using cash, cheques, credit cards, debit cards. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS area of Self Managers. This unit is also mapped to Functional Skills Mathematics at Entry 3.


Unit 7577-308 Managing own money (MOME3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner is expected to be aware of the consequences of actions for self (eg in 1.3 the learner needs to identify their key items of expenditure and plan their weekly budget). The learner also needs to identify an appropriate way to save surplus money. The learner identifies two different ways of paying for items and makes appropriate calculations when paying for items.

Outcome 1 Understand how to plan a personal budget The learner can: 1. identify their source(s) of income 2. identify their key items of expenditure 3. prepare a straightforward weekly budget plan 4. identify an appropriate way to save surplus money. Criteria explained For the first criterion (1.1) the candidate needs to identify their source(s) of income (eg wages, benefits, allowances). For 1.2 the candidate should identify their key items of expenditure (eg rent, food, mobile phone, travel costs, entertainment/leisure). For 1.3 the candidate should prepare a straightforward weekly budget plan. The plan should show income and weekly expenditure and the balance left at the end of the week. For 1.4 the candidate should identify an appropriate way to save surplus money even if their budget plan (in 1.3) did not show any surplus money.

Outcome 2 Know how to carry out transactions The learner can: 1. identify two different ways of paying for items 2. demonstrate paying for an item 3. use appropriate calculations when paying for items. Criteria explained For 2.1 the candidate needs to identify two different ways of paying for items eg cash, cheques, credit/debit cards.


For 2.2 the candidate should demonstrate paying for an item eg counting out the correct money, making a suitable overpayment and checking change received. This could be a real or simulated payment. For 2.3 the candidate should use appropriate calculations when paying for items, eg using multiplication, addition and subtraction when working out total cost and change.


Unit 7577-308 Managing own money (MOME3) How can this unit be delivered?



Unit 7577-309 Managing social relationships (MSRE3)

Level: Entry 3 Credit value: 2 NDAQ number: T/502/0457 Unit aim To encourage learners to use appropriate behaviours when interacting with others in social situations. Who is this unit for? Most learners would benefit from completing this unit, although it would be particularly useful for learners who are not confident in social relationships such as:




• young learners with interrupted social development. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how to interact with others in familiar social situations 2. Demonstrate how to interact with others in familiar social situations Outcome definitions Familiar social situations could include discussions with colleagues and customers at work, meetings, conversations on the telephone, conversations with retail staff in shops, consultations with health professionals, conversations with friends and family, following and contributing to group discussions. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit links to the PLTS areas of Independent Enquirers and Creative Thinkers. This unit also links to the Functional Skills English standards.


Unit 7577-309 Managing social relationships (MSRE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? Aside from the unit being worth 2 credits instead of 1, the learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. As well as taking part in an exchange, learners need to identify situations where they may need to interact with others and the positive behaviours which can be used. Participation in the exchange also requires a greater degree of self-awareness and more varied contributions. The exchange can be with more than one person.

Outcome 1 Understand how to interact with others in familiar social situations

The learner can: 1. identify situations in which they may need to interact with others 2. identify positive behaviours which can be used when interacting with others. Criteria explained For the first criterion (1.1) the candidate must identify at least two situations in which they may need to interact with others. These could include discussions with colleagues and customers at work, meetings, conversations on the telephone, conversations with retail staff in shops, consultations with health professionals, conversations with friends and family, following and contributing to group discussion. These ideas could be generated in a group discussion providing the candidate’s own contribution is recorded. For 1.2 the candidate must identify at least two positive behaviours when interacting with others. These could include respecting turn-taking rights, making eye-contact, indicating active listening.

Outcome 2 Demonstrate how to interact with others in familiar social situations

The learner can: 1. take part in an exchange with one or more people about a topic in which they have an

interest 2. use appropriate positive behaviours when participating in the exchange 3. make appropriate contributions 4. express opinions and respect the views of others. Criteria explained For 2.1 the candidate must take part in a conversation with one or more other people. The topic does not have to be chosen by the candidate although it must be of interest to them.


For 2.2 the candidate will need to use appropriate behaviours during the conversation used to evidence 2.1. It is expected that these will be at least some of the behaviours identified in 1.2. For 2.3 the candidate needs to make at least two appropriate contributions relevant to the discussion. For 2.4 the candidate’s contributions during the discussion must include expressing at least two opinions and respect the views of others, eg by turn-taking and paying attention to other points of view. The candidate will need to be able to recognise language used to express positive and negative feelings eg “I feel...”, “I don’t like…”.


Unit 7577-309 Managing social relationships (MSRE3) How can this unit be delivered?

Although this unit only requires the learner to evidence one exchange, delivery could encompass a variety of familiar exchanges and opportunities for the learner to develop their self-confidence. Delivery could include role play and ‘goldfish bowl’ exercises, although care should be taken to ensure a non-threatening environment. One-to-one exchanges between learner and tutor may also be appropriate as well as group discussions. This unit may enable learners to progress to Functional Skills English or similar qualifications. Contextualised Literacy, Language and Numeracy (LLN) resources may be of particular use in identifying exchanges relevant to the learner’s wider programme. Resources These websites might be useful: www.excellencegateway.org.uk/skillsforlife rwp.qia.oxi.net/embeddedlearning www.bbc.co.uk/skillswise www.thenetwork.co.uk/thetoolkit www.talent.ac.uk


Unit 7577-310 Parenting awareness (PAE3)

Level: Entry 3 Credit value: 2 NDAQ number: F/502/0655 Unit aims To introduce learners to some of the issues facing new parents and encourages them to identify sources of help and support for new parents. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular relevance to learners who are:

• new parents

• awaiting the birth of a baby. Outcome definitions There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of the demands of having a baby 2. Demonstrate an understanding of the sources of help and support available for parents 3. Demonstrate an understanding of a parent’s responsibility for keeping a baby safe and healthy Outcome clarification Demands of having a baby could include: 24-hour baby care, eg feeding, clothing, washing, nurturing; lack of personal time and freedom; financial considerations. Help and support could include: help with caring for the baby, eg health visitors; financial help eg maternity grants; support networks eg baby/toddler groups, breast feeding association. Keeping a baby safe and healthy could include safety equipment, eg for sterilising bottles, for travelling by car, and procedures eg how to hold and bath baby, feeding baby, changing baby’s nappies. Learners should be aware of when to ask for advice from a health visitor or doctor. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers and Creative Thinkers.


Unit 7577-310 Parenting awareness (PAE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. They are expected to identify at least two ways in which a baby can be demanding for new parents and differentiate between physical and emotional demands. Learners have to identify more sources and facilities of help and support as well as identifying how these can benefit new parents. They have to identify at least one way a parent could protect a baby against a health hazard.

Outcome 1 Demonstrate an understanding of the demands of having a baby

The learner can: 1. identify the ways in which having a new baby can be emotionally demanding 2. identify the ways in which having a new baby can be physically demanding. Criteria explained For the first criterion (1.1) the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) a way in which having a baby can be emotionally demanding for new parents. These might include: stress and anxiety; lack of personal time and freedom; financial considerations. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate needs to identify, orally or in writing, a way in which having a baby can be physically demanding for new parents. These might include: lack of sleep; feeding demands. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded.

Outcome 2 Demonstrate an understanding of the sources of help and support available for parents

The learner can: 1. identify two sources of help for new parents 2. identify two facilities in their local area which support parents with young children 3. identify a way in which help and support can benefit new parents. Criteria explained For 2.1 the candidate needs to identify at least two sources of help for new parents. This could include: help with caring for the baby (eg health visitors, family, friends); financial help (eg maternity grants, child benefit, child tax credits); support networks (eg baby/toddler groups, local National Childbirth Trust (NCT) group, breast feeding associations, local Home-Start scheme). Ideas could be


generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 2.2 the candidate needs to identify at least two facilities in their local area which support parents with young children. The candidate should be able to name the facilities, eg Children’s Centre, health centre, community group, as well as giving some examples of the support given, eg parenting advice, child care, breast-feeding support, employment/training advice. For 2.3 the candidate needs to identify at least one way in which help and support can benefit new parents. This might include: increased income (as a result of accessing child benefit or tax credits), improved self-confidence, feeding or sleep patterns. In some cases the examples given by candidates (eg community group) could be defined as both a ‘source’ and a ‘facility’. This is acceptable as long as the candidate is able to identify the types of support given. Evidence for each of these criteria could be oral or written eg a poster or leaflet.

Outcome 3 Demonstrate an understanding of a parent’s responsibility for keeping a baby safe and healthy

The learner can: 1. identify a way that a parent can protect a baby against an unsafe situation in the home 2. identify a way that a parent can protect a baby against a health hazard 3. give an example of when a parent should seek medical advice about their baby’s health Criteria explained For 3.1 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) at least one way that a parent can protect a baby against an unsafe situation in the home. This might include rolling off a bed, stairs, safety with animals. For 3.2 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) at least one way that a parent can protect a baby against a health hazard. This might include sterilising feeding bottles, changing nappies regularly. For 3.3 the candidate needs to give an example of when a parent should seek medical advice about their baby’s health. This might include when a baby has received a knock to the head, a rash that has meningitis-like symptoms, concern about poor weight gain.


Unit 7577-310 Parenting awareness (PAE3) How can this unit be delivered?




Unit 7577-311 Preparation for work (PWE3)

Level: Entry 3 Credit value: 2 NDAQ number: A/502/0461 Unit aim To encourage learners to look at their own skills and qualities in relation to those needed at work and to use this understanding to identify key personal information needed for an application. Who is this unit for? This unit would be particularly beneficial for those learners who wish to apply for a job such as:



• returners to work

• learners looking for improved employment opportunities. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand the skills and qualities needed for working life 2. Investigate personal career opportunities Outcome definitions Skills needed for working life are any abilities the learner has to undertake tasks or function competently which would be attractive to an employer. These could include being able to multi-task, manage their time, follow instructions, drive. Qualities needed for working life are any aspects of their character that make them attractive as an employee. These might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Career opportunities are any job opportunities that it is reasonably practicable for the learner to apply for, are available and which meet the learner’s own expectations of employment. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit refers to the PLTS areas of Independent Enquirers and Self Managers.


Unit 7577-311 Preparation for work (PWE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. Learners need to describe, rather than simply identify, some of the personal skills and qualities employers need. They also need to compare these with their own skills and qualities as well as identify what they could do to improve. When identifying a job role, learners at this level are expected to find out about at least two potential job roles that interest them and select one that is suitable. They also need to prepare, rather than just provide, key personal information needed to apply for the role.

Outcome 1 Understand the skills and qualities needed for working life The learner can: 1. describe some personal skills and qualities which employees need 2. identify how their own personal skills and qualities compare with the skills and qualities

employees need 3. identify areas for development. Criteria explained For the first criterion (1.1) the candidate must describe at least two of the skills and/or qualities which an employee needs. These might include: time management, being able to follow instructions, multi-tasking, conscientiousness, attention to detail, honesty, being punctual, politeness, hard work. In each case the skill needs to be described rather than simply stated. Evidence could be generated in a group discussion as long as the candidate’s own contribution is recorded. For 1.2 the candidate must identify how their own personal skills and qualities compare with the skills and qualities employees need. This could involve self-assessing against the skills and qualities described for 1.1. Evidence could be generated through a group discussion as long as the candidate’s own contributions are clearly recorded. For 1.3 the candidate must identify at least two personal skills and/or qualities that they can develop. These might include the skills/qualities described in 1.1, although in all cases they need to be identified by the candidate as skills/qualities they need to develop or improve upon, and should be relevant to being an employee.

Outcome 2 Investigate personal career opportunities The learner can: 1. find out about potential job roles which interest them 2. identify a suitable potential job role 3. prepare key personal information needed to apply for the job role.


Criteria explained For 2.1, the candidate must find out about at least two potential job roles which interest them. Information could include potential salary, likely hours of work, qualifications, skills and attributes needed. Information about the job roles could be provided to the candidate in a manageable form (eg extracts from newspapers or websites) although the candidate is expected to identify relevant information about each job role. For 2.2 the candidate must identify a suitable potential job role. It is likely that this will be one of the roles considered for 2.1, although the role should be one that the candidate would be broadly capable of doing and suitable in other respects, eg would it be likely to involve travelling or shift-work, is it manual work or office based. For 2.3 the candidate must prepare key personal information needed to apply for this job role. Although this could be in a pre-determined format (eg a simplified or draft application form), the candidate is expected to take responsibility for ensuring appropriate information is provided. Information might include the skills and qualities identified by the candidate in 1.2 that are relevant to this job role.


Unit 7577-311 Preparation for work (PWE3) How can this unit be delivered?

It is important to tailor delivery of this unit to learners’ circumstances (eg school leavers will have different needs to adults attempting to return to work). In all cases, learners should be encouraged to think about the skills and qualities they have, as well as the transferability of skills they use in other aspects of their life (eg multi-tasking and budgeting). Learners could carry out activities such as asking friends and relatives to identify their skills and attributes. The skills and qualities required by employers are easy to access. Sector Skills Council websites are good resources for sector-specific role requirements and many employers post person specifications and job descriptions on the internet. Local newspaper adverts and the Job Centre are other potential resources. Learners should be encouraged to consider what they want from a job. How far are they prepared or able to travel? Are there particular hours or shifts that they particularly want or cannot do? Would they prefer to work outside? Do they want to work with people? Visits could be organised to the Careers Advisory Service or the programme could make use of external speakers such as an Information, Advice and Guidance (IAG) professional or from a training provider. Resources Web-based careers guidance tools can be used although care should be taken to help learners interpret results. These websites might also be useful: careersadvice.direct.gov.uk www.connexions-direct.com www.direct.gov.uk www.jobcentreplus.gov.uk www.sscalliance.org www.employ-ability.org.uk www.prospects.ac.uk.


Unit 7577-312 Working as part of a group (WPGE3)

Level: Entry 3 Credit value: 2 NDAQ number: K/502/0455 Unit aim To help the learner develop skills to become an active contributor when working with others on group activities and to be able to review their own progress and skills development Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work


• joining a team for leisure activities. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know how to work with others in appropriate ways 2. Play an active role in working as part of a group 3. Review their role in the group Outcome definitions Working with others includes acceptable norms of behaviour eg setting and following ground rules and making suggestions about their own role. Playing an active role includes: carrying out agreed activities eg at work or college/training, leisure activities; making suggestions and receiving feedback appropriately eg at appropriate times and in an appropriate manner; asking for or offering help. A group involves three or more people. Review their role includes: how they contributed; what went well and what went less well; areas they could improve. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers and Effective Participators.


Unit 7577-312 Working as part of a group (WPGE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner needs to make suggestions about the role they should play in the group during the activity, eg contribute rather than participate in setting ground rules. The learner is expected to be aware of the consequences of actions for self and others (eg in 2.3 the learner identifies what went well and areas they could improve in working with others).

Outcome 1 Know how to work with others in appropriate ways The learner can: 1. contribute to setting ground rules for working with others 2. make suggestions about the role they should play in the group. Criteria explained For the first criterion (1.1) the candidate needs to contribute to setting ground rules for working with others (eg accepting others’ contributions, agreeing need and/or extent of confidentiality). Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2, the candidate should make suggestions about the role they should play. Roles will depend on the group and type of activity (eg in a fundraising group roles may include: chair, treasurer, secretary, researcher, responsibility for advertising and promotion, a range of active fundraising roles; in a small study group each person may research a different aspect, one person may produce some power point slides, other people may choose to present the findings.

Outcome 2 Play an active role in working as part of a group The learner can: 1. carry out agreed activities when working with others on a group task 2. make suggestions and receive feedback 3. ask for or offer help when required. Criteria explained For 2.1 the candidate needs to carry out the agreed activities. The candidate should agree their own activities and carry them out to complete the group task (eg tasks in a fundraising group could include: researching a topic and sharing information with the group in order to plan an activity, producing an item for sale, producing posters, selling the item). Evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement.


For 2.2 the candidate needs to make suggestions appropriately to one or more of the group members and receive feedback appropriately from one or more of the group members appropriately (eg at appropriate times and in an appropriate manner). For 2.3 the candidate needs to ask for or offer help when required. In the absence of any opportunity to seek or offer help within the activity, this could be evidenced by the assessor discussing a ‘what if’ scenario with the candidate.

Outcome 3 Review their role in the group The learner can: 1 review their work with others 2 identify how they contributed to the group 3 identify what went well and areas they could improve in working with others. Criteria explained For 3.1 the candidate needs to review their work with others in the group. This criterion focuses on the learner’s interaction with other members of the group, not how successful the activity was. For example, during a group fundraising activity the learner contributed ideas and listened to others. The amount of money raised is not relevant. For 3.2 the candidate needs to identify how they contributed to the group, eg did they complete their task; did they help others; did they come up with ideas; did they build on other people’s ideas? For 3.3 the candidate needs to identify what went well and areas they could improve in working with others. Again, the focus is on what aspects of group working went well and not how successful the activity was. Evidence for 3.1, 3.2 and 3.3 could be gathered in the course of a single one-to-one discussion but a written or taped record must be available for verification. Alternatively a proforma could be used.


Unit 7577-312 Working as part of a group (WPGE3) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. The group activity needs to be collaborative and purposeful; this unit lends itself particularly well to being integrated with other aspects of the learner’s programme. Not all members of the group necessarily need to be working towards this unit (eg this might not have been an identified area of development for them although the activity is still relevant to their broader learning programme. It is also possible that members of the group might be working towards differing levels of this unit. It should not be assumed that learners working towards a Level 1 vocational qualification will necessarily have group-working skills at that level. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of groups involved in work and leisure activities. Tutors should agree or choose a suitable group activity; in particular, the activity should give each learner the opportunity to either ask for or offer help. If the broader programme involves distance, blended or e-learning then a virtual group might be appropriate. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web.


Unit 7577-313 Working towards goals (WTGE3)

Level: Entry 3 Credit value: 2 NDAQ number: D/502/0453 Unit aim To help the learner to understand how to identify and work towards goals appropriately. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:



• taking more responsibility for their learning or key aspects of their lifestyle. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Identify goals 2. Plan how to meet their agreed goal 3. Follow a plan to achieve an agreed goal Outcome definitions A suitable goal should show what the candidate wants to achieve in their learning, work or personal life. It should be achievable and short-term (eg 3 -6 weeks of part-time study). Long-term goals should be broken down, with help, to give an appropriate goal for this unit. The goal is agreed with an appropriate person (eg assessor, tutor or supervisor). The plan includes: the goal, what needs to be done to work towards the goal, sources of support, deadlines. The candidate will follow the plan, review their progress and identify what still needs to be done and amend their action plan to reflect their progress. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners.


Unit 7577-313 Working towards goals (WTGE3) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 2? The learner is expected to be able to carry out more structured tasks and activities with appropriate guidance where needed. The learner needs to identify what needs to be done to work towards the goal and they also identify sources of support available to them. The learner is expected to be aware of the consequences of actions for self and others (eg in 3.2 the learner reviews their progress towards achieving their goal).

Outcome 1 Identify goals The learner can: 1. state their strengths and what they need to improve 2. identify an appropriate short-term goal to work towards 3. agree the goal with an appropriate person. Criteria explained For the first criterion (1.1) the candidate needs to state (orally, in writing or through other appropriate means of communication such as signing) their strengths. These might include their range of generic: (eg communication, time-keeping, team-working) and vocational (eg using machinery, dealing with customers) skills and positive qualities (attitudes and behaviours, eg patience, conscientiousness, respect for self and others, enthusiasm). The candidate also needs to give at least one example of something they need to improve upon. For 1.2, the candidate needs to identify an appropriate short-term goal to work towards. This could be a personal, work or study related goal eg using a particular technique, developing communication skills, demonstrating an appropriate behaviour for the workplace/place of study). It should be achievable and short-term (eg 3 -6 weeks of part-time study). Long-term goals should be broken down, with help, to give an appropriate goal for this unit. For 1.3, the candidate needs to agree the goal with an appropriate person (eg assessor, tutor or supervisor).

Outcome 2 Plan how to meet their agreed goal The learner can: 1. identify what needs to be done to work towards the goal 2. identify sources of support to help achieve their goal 3. say what the deadlines are for achieving the goal.


Criteria explained For 2.1 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) what needs to be done to work towards their goal. This should include the activities involved: eg if the goal is to develop listening skills, activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising with friends and family; if the goal is to improve punctuality, activities could include using an alarm clock, checking bus/train timetables, planning ahead. For 2.2 the candidate should identify sources of support to help achieve their goal. These could include the assessor, tutor, supervisor, colleagues, friends or family. For 2.3, the candidate needs to say (orally, in writing or through other appropriate means of communication such as signing) what the deadlines are for achieving the goal. These need to be realistic and achievable. Evidence for 2.1, 2.2 and 2.3 could be a suitably detailed action plan which includes: the goal, what needs to be done to work towards the goal, sources of support, deadlines. This could be captured orally.

Outcome 3 Follow a plan to achieve an agreed goal The learner can: 1. carry out activities to achieve the goal 2. review their progress towards achieving the goal 3. identify whether the goal has been achieved. Criteria explained For 3.1 the candidate will follow their plan and carry out activities to achieve the goal. Evidence could include video, audio, assessor observation or witness statements. For 3.2 the candidate needs to review their progress towards achieving the goal. The review could be a written review or a discussion with an appropriate person (eg tutor, assessor or supervisor). For 3.3 the candidate should be able to identify whether the goal has been reached. Note each of these criteria is assessing the candidate’s ability to reflect on what happened, not how successful they were in achieving their chosen goal.


Unit 7577-313 Working towards goals (WTGE3) How can this unit be delivered?



Unit 7577-401 Community action (CA1)

Level: Level 1 Credit value: 2 NDAQ number: M/502/0473 Unit aim To encourage learners to participate in local community activities and understand the benefits of these activities for themselves and the community. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:



• new to an area

• not able or yet ready to gain employment. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of the role that community groups play 2. Demonstrate their involvement in community activities Outcome definitions Community group might include: national voluntary groups eg BTCV, Help the Aged; associations eg a residents’ association that meets to improve the local area; third sector organisations eg a local arts charity. Involvement is continued participation in activities and planning further activities eg helping with administration, fund-raising, distributing newsletters, practical work eg digging/tidying land or taking part in another kind of activity eg local amateur dramatics society. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers, Effective Participators and Self Managers.


Unit 7577-401 Community action (CA1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to demonstrate their involvement by taking responsibility for completing tasks subject to direction or guidance. Also, the learner needs to describe at least two different community groups and their activities. As well as contributing to activities and being aware that actions have consequences (eg in 2.2 the learner explains how the activities benefit both themselves and the community) the learner is expected to take an active role in planning further activities to continue/maintain benefits to the community.

Outcome 1 Demonstrate an understanding of the role that community groups play

The learner can: 1. describe two different community groups and their activities 2. state why these groups are important for the community. Criteria explained For the first criterion (1.1) the candidate needs to describe (orally, in writing or through other appropriate means of communication such as signing) two different community groups in their local area eg residents’ association and what they do. The groups identified could be part of national organisations or groups specific to their local area. For 1.2 the candidate needs to state (orally, in writing or through other appropriate means of communication such as signing) why the groups described in 1.1 are important for the local community. For example, a residents’ association might be important to the community because it brings local people together and creates a collective voice for local people.

Outcome 2 Demonstrate their involvement in community activities The learner can: 1. contribute to activities within the community 2. explain how the activities benefit themself and the community 3. with others plan further activities to continue/maintain benefits to the community. Criteria explained For 2.1 the candidate needs to contribute to at least two activities within the community (this is likely to be with one or both of the community groups described in 1.1) eg help to clean up an area of waste land or take part in a sponsored silence.


If the candidate is clearing waste land evidence could include a work log, annotated photographs, a video or paper-based diary of the work completed or a witness statement; if the candidate has been involved in a fund-raising activity evidence could include a witness statement, photocopy of their sponsorship sheet and/or annotated photographs. For 2.2 the candidate needs to explain how these activities benefit themselves and the community, eg if the candidate is clearing waste land they might produce annotated photographs or a video diary showing the improvements and how the land is now used. They should include a short explanation (given orally, in writing or through other appropriate means of communication such as signing) of the benefits to themselves and the community; if the candidate has been involved in a fund-raising activity (eg a sponsored silence) they might copy their sponsorship sheet and explain how the money raised will be used and the benefits of this to the community (this could be an immediate benefit but may be a proposed benefit when sufficient funds are raised). The candidate also needs to explain how these activities benefit themselves, eg making new friends, learning new skills or managing time. It is important to appreciate that the assessment is concerned with the candidate’s self-awareness rather than necessarily how much impact the activity had. The candidate must also plan further activities to continue/maintain benefits to the community. The candidate should take an active role in planning with others but does not necessarily need to be involved in the activities planned. Evidence could include a written plan, minutes of meetings or a witness statement. The candidate could evidence this unit by a short talk to a small group of peers with appropriate supporting evidence.


Unit 7577-401 Community action (CA1) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Tutors should agree or choose a suitable community group (this may be a community group attached to the centre). Resources Useful sources of information could include your local authority. These websites might be useful: www.ncvo-vol.org.uk www.directgov.uk/en/HomeAndCommunity www.CSV.org.uk www.BTCV.org.ukwww.princes-trust.org.uk



Unit 7577-402 Developing self (DS1)

Level: Level 1 Credit value: 2 NDAQ number: K/502/0469 Unit aim To introduce the learner to ways in which they can reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:




• leaving home. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Take an active role in their self development 2. Plan for their self development 3. Review their self development and plan for the future Outcome definition Self development might include personal skills and behaviours (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). This unit is about developing personal skills rather than vocational competence. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Reflective Learners and Self Managers. This unit also relates to the standards for Level 1 Key Skills in Improving Own Learning and Performance.


Unit 7577-402 Developing self (DS1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to take responsibility for completing tasks subject to direction or guidance. The learner is expected to take an active role in preparing a plan for their self development and planning how to review their progress. They are also able to explain their selections and suggestions.

Outcome 1 Take an active role in their self development The learner can: 1. describe personal strengths or abilities 2. select an area for self development 3. explain why this area is important for self development. Criteria explained For the first criterion (1.1) the candidate needs to describe at least two personal strengths or abilities (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). The learner may describe personal strengths or abilities which they possess or don’t possess. However, this criterion will have more relevance for the learner if it is related to their own current personal strengths and abilities or ones they want to develop or which are required for employment or education/training. For 1.2 the candidate should select an area for their own self development (eg communication skills, appropriate behaviour for the workplace/place of study). For 1.3 the candidate should explain why the area chosen in 1.2 is important for their self development.

Outcome 2 Plan for their self development The learner can: 1. prepare a plan for their identified area of self development 2. list activities, targets and timelines for their self development 3. plan how to review progress towards achieving their targets 4. work through the agreed plan. Criteria explained For 2.1 the candidate needs to prepare a plan for their identified area of self development. This is likely to be a written action plan. For 2.2 the candidate should list suitable activities. For example, to develop listening skills activities could include listening for meaning, practising not interrupting/appropriate responses in role plays,


observing appropriate behaviour on videos, practising the skill with friends and family. Activities to improve punctuality could include using an alarm clock, checking bus/train timetables and planning ahead. They should list targets and timelines eg this could be listening to find out someone’s view without interrupting or arriving on time for five days. Targets should be specific, measurable, achievable, realistic and time-bound. An appropriate person should agree the plan. This could be the candidate’s assessor, tutor, supervisor or other appropriate person. For 2.3 the candidate should plan how to review progress toward achieving their targets. This could include discussions with their assessor, tutor or supervisor. Evidence for 2.1, 2.2 and 2.3 is likely to be a suitably detailed action plan. For 2.4 the candidate needs to work through the agreed plan. Evidence could include video, audio, assessor observation or witness statements.

Outcome 3 Review their self development and plan for the future The learner can: 1. review their self development plan 2. suggest improvements and amendments to the plan 3. explain how they will continue with their self development in the future. Criteria explained For 3.1 the candidate needs to review their plan and the progress they have made so far. The candidate should be able to state what went well and what did not go so well. For 3.2 the candidate needs to suggest improvements and amendments to the plan. These should be agreed by the assessor. For 3.3 the candidate should explain how they will continue with their self development in the future. Evidence for 3.1, 3.2 and 3.3 could be gathered in the course of a single discussion but a written or taped record must be available for verification.


Unit 7577-402 Developing self (DS1) How can this unit be delivered?



Unit 7577-403 Dealing with problems in daily life (DWP1)

Level: Level 1 Credit value: 2 NDAQ number: L/502/0464 Unit aim To introduce learners to the concept of problem solving and help them to develop skills to enable them to tackle problems in their daily lives. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• young people



• young people leaving care. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know how to recognise a straightforward problem and identify ways to tackle it 2. Be able to plan and carry out activities to tackle a problem 3. Be able to carry out a review of their methods and the skills they used in tackling the problem. Outcome definitions Problems might include obstacles or difficulties that need to be resolved that learners might encounter at home, at work or in other areas of their life, eg problems with housing or dealing with institutions such as the local council, hospitals etc. For a problem to be straightforward it should have a high likelihood of being solved by the learner and within the parameters of their resources and personal circumstances and the duration of the unit. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to PLTS areas Reflective Learners and Independent Enquirers. This unit also relates to the standards for Level 1 Key Skills in Problem Solving.


Unit 7577-403 Dealing with problems in daily life (DWP1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). Rather than identify a problem and share ideas on how to tackle it, learners are expected to describe a problem and suggest ways to tackle it. They must then select one of these methods to implement. Rather than identify a way to tackle the problem they need to plan a method to tackle it. Learners must also take responsibility for completing tasks and procedures subject to direction or guidance as needed as they must identify whether the problem has been solved.

Outcome 1 Know how to recognise a straightforward problem and identify ways to tackle it

The learner can: 1. describe a straightforward problem and describe its effects 2. suggest ways in which they might tackle the problem 3. select a way to tackle the problem and agree it with an appropriate person. Criteria explained For the first criterion (1.1) the candidate must describe one obstacle or difficulty that needs to be resolved as well as describing the impact this is having, eg at work, at home, with family or friends. For 1.2 the candidate needs to suggest at least two methods they could use to resolve the problem described in 1.1. For 1.3 the candidate must select at least one method for tackling the problem and agree this course of action with an appropriate person, eg line manager for a problem at work.

Outcome 2 Be able to plan and carry out activities to tackle a problem The learner can: 1. plan the activities needed to tackle the problem 2. identify resources to help tackle the problem 3. carry out planned activities. Criteria explained For 2.1 the candidate needs to plan the activities needed to tackle the problem identified and described in 1.1. It is expected that the activities will take forward the method(s) selected and agreed in 1.3. The plan should include each step necessary to carry out the selected method with estimated timings and any weaknesses or potential risks with the method identified. In planning


how to tackle the problem, the candidate also needs to identify or decide the success criteria they will use when judging whether they have been successful in solving the problem (see 3.3 below). For 2.2 the candidate needs to identify any resources they will need to carry out the activities planned for 2.1. In practice, this is likely to form part of the process of planning the activities and should not be an afterthought. For 2.3 the candidate must carry out their planned activities. Evidence will be needed for each activity.

Outcome 3 Be able to carry out a review of their methods and the skills they used in tackling the problem.

The learner can: 1. review the approach used to tackle the problem 2. describe what went well and what did not go so well 3. identify whether the problem has been solved. Criteria explained For 3.1 the candidate must review how they approached tackling the problem, including both their methods and the skills used. The review could take the form of a recap of what they did and how much (if at all) this has helped to solve the problem. Although a written review (perhaps using a proforma) would be one way of tackling the review, it could also take the form of a one-to-one or group discussion as long as the candidate’s own contributions are clearly recorded. For 3.2 the candidate must describe at least one example of something that went well and one example of something that did not go so well in the course of tackling the problem. This might include how well they identified the problem at the outset, the time and resources available and options chosen. For 3.3 the candidate needs to identify whether the activities they have carried out have been successful in solving the problem. To do this, they will need to have identified or decided on some success criteria when planning the activities (for 2.1). Note each of these criteria is assessing the candidate’s ability to reflect on what happened, not how successful they were in solving the problem.


Unit 7577-403 Dealing with problems in daily life (DWP1) How can this unit be delivered?

As each learner’s daily life is unique to them examples and activities should be contextualised to allow maximum relevance for all learners. Learners should be encouraged to bring real problems to the class in order for the unit to be of as much use as possible. However, it must be made clear that the unit teaches generic problem solving skills and therefore where possible learners should be encouraged to seek expert advice. Also, ground rules should be established for privacy, confidentiality and appropriateness of information shared. Resources There are numerous websites that provide problem solving games and activities and these can be used to ensure the course is interactive, fun and appeals to all learning styles. These websites might be useful: www.tuc.org.uk www.direct.gov.uk www.citizensadvice.org.uk www.bbc.co.uk/keyskills www.tes.co.uk.


Unit 7577-404 Environmental awareness (EA1)

Level: Level 1 Credit value: 2 NDAQ number: Y/502/0659 Unit aim To encourage learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:




• new to an area. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how the actions of humans affect the environment 2. Demonstrate an understanding of environmental issues which affect the local area 3. Carry out activities to help improve the environment in the local area Outcome definitions Actions of humans that affect the environment include: national/global issues eg global warming; local issues eg waste disposal, litter. Environmental issues include: pollution, waste management, renewable energy. Activities to help the environment include: fuel/energy saving eg using low energy light bulbs and other energy efficient products, reducing food miles, reducing car journeys; recycling eg bottles, cans, newspapers; reusing eg taking own carrier bags to the shop, buying second-hand, alternative uses and repairs; caring for the environment eg cleaning up areas of wasteland, preventing pollution. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Effective Participators and Reflective Learners.


Unit 7577-404 Environmental awareness (EA1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant skills and procedures to complete routine tasks (subject to some direction or guidance where needed). In addition to giving examples of behaviours that harm and help the environment, they need to identify ways of raising awareness about environmental issues. Rather than simply identifying environmental issues and their effects, learners need to describe an issue and identify ways in which it could be tackled. They also need to carry out at least two activities to improve the local environment and describe the benefits of each as well as any further actions that may be needed.


The learner can: 1. give examples of human behaviours which harm the environment 2. give examples of human behaviours which help the environment 3. identify ways to raise awareness about environmental issues. Criteria explained For the first criterion (1.1) the candidate needs to give examples of at least two human behaviours which harm the environment. These might include dropping litter, not reusing plastic bags, wasting energy. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate needs to give examples of at least two human behaviours which help the environment. These might include recycling, using a ‘bag for life’, walking or using public transport instead of travelling by car. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.3 the candidate needs to identify ways to raise awareness about environmental issues. This might include a leaflet, poster, talk, Facebook group, blog.

Outcome 2 Demonstrate an understanding of environmental issues which affect the local area

The learner can: 1. describe an environmental issue which has an impact on their local area 2. identify ways in which this issue can be tackled to bring about improvements. Criteria explained


For 2.1 the candidate needs to describe an environmental issue which has an impact on their local area. Examples might include: the school run, recycling waste, energy bills, street lighting. For 2.2 the candidate needs to identify ways in which the issue described in 2.1 can be tackled to bring about improvements eg walking bus instead of the school run.

Outcome 3 Carry out activities to help improve the environment in the local area

The learner can: 1. describe activities that they can carry out to improve the local environment 2. carry out at least two activities to improve the local environment 3. describe the benefits of these activities for the local area 4. say what actions are needed to maintain improvements in the future. Criteria explained For 3.1 the candidate needs to describe at least two activities that they can carry out to improve the local environment. This could be individual activities (eg taking bottles to recycling centre, reusing carrier bags) or group activities (eg helping to clean up an area of waste land, sorting clothing for a local charity, collecting items for recycling.) The activities should be agreed with an appropriate person (eg tutor, trainer or supervisor). For 3.2 the candidate needs to carry out at least two different activities to improve the local environment. These would normally be activities described in 3.1. For 3.3 the candidate needs to describe the benefits of the activities carried out for 3.2 to the local area. The activities need not affect only the local area, although the candidate should be able to identify the local relevance (eg car use and congestion or air quality). For 3.4 the candidate needs to say (orally, in writing or through other appropriate means of communication such as signing) what actions are needed to maintain improvements in the future. Evidence can include: annotated photographs, a video/written diary, a witness statement.


Unit 7577-404 Environmental awareness (EA1) How can this unit be delivered?




Unit 7577-405 Healthy living (HL1)

Level: Level 1 Credit value: 2 NDAQ number: F/502/0476 Unit aim To introduce learners to ways in which they can contribute to a healthy lifestyle and to encourage them to demonstrate activities which will improve their own lifestyle Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work

• leaving home



• experiencing work patterns with a particular impact on lifestyle eg shift-work. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the importance of leading a healthy lifestyle 2. Demonstrate how they contribute to own healthy lifestyle 3. Review the activities undertaken to maintain a healthy lifestyle Outcome definition A healthy lifestyle might include: balanced diet eg food groups, risks of over/under eating; sufficient sleep eg coping with shift patterns; work/life balance; taking regular exercise; alcohol and drug awareness; safe sex. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners


Unit 7577-405 Healthy living (HL1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). The learner needs to explain why a healthy lifestyle is important as well as describe the key elements of one. Whilst the ability to translate this into actions is encouraged at Entry 3, this is a more explicit requirement at Level 1. As well as being aware that actions have consequences the learner is expected to review their actions more systematically, evaluating whether these have been effective and identifying areas for improvement. For 3.4 the learner needs to suggest further activities which could contribute to a healthy lifestyle.

Outcome 1 Understand the importance of leading a healthy lifestyle The learner can: 1. describe the key elements of a healthy lifestyle 2. explain why a healthy lifestyle is important. Criteria explained For the first criterion (1.1) the candidate needs to describe the key elements of a healthy lifestyle. This might include a number of things they are already doing or things they could do eg eat a balanced diet, take regular exercise. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate needs to explain why a healthy lifestyle is important. This could draw on the elements described in 1.1, although the candidate needs to be clear about why these are important.

Outcome 2 Demonstrate how they contribute to own healthy lifestyle The learner can: 1. select and carry out activities which contribute to a healthy lifestyle. Criterion explained The candidate needs to select at least two appropriate activities they can carry out which contribute to a healthy lifestyle, eg eat five portions of fruit/vegetables, cycle to work/college. The unit will be of maximum benefit to the candidate if this involves taking forward activities described in 1.1. The candidate need only evidence carrying out each activity once, although in order to review the activities (for 3.1-3.4) it is likely that the activities would need to be repeated/sustained.


Outcome 3 Review the activities undertaken to maintain a healthy lifestyle

The learner can: 1. carry out a review of their activities 2. describe what went well and areas for improvement 3. describe how the activities have improved their lifestyle 4. suggest further activities which could contribute to a healthy lifestyle. Criteria explained For 3.1 and 3.2 the candidate needs to review the activities they have carried out. The review need not be lengthy but it must include a description of what went well and identify areas for improvement. Although a written review (perhaps using a proforma) would be one way of tackling the review, it could also take the form of a one-to-one or group discussion as long as the candidate’s own contributions are clearly recorded. For 3.3 the candidate also needs to describe how the activities have improved their lifestyle. It is important to appreciate that the assessment is concerned with the candidate’s self-awareness rather than how much impact the activity had. In some cases the impact might be minimal and this is acceptable as long as the candidate identifies and acknowledges this. For 3.4 the candidate must also suggest further activities they could carry out which could contribute to a healthy lifestyle. The unit will be of maximum benefit to the candidate if this takes forward the activities described at the beginning of the process (for 1.1) and takes into account lessons learnt from the review. Candidates should be encouraged to focus on an area which will genuinely contribute to making their own lifestyle healthier and which both presents a personal challenge and is realistic.


Unit 7577-405 Healthy living (HL1) How can this unit be delivered?



Unit 7577-406 Individual rights and responsibilities (IRR1)

Level: Level 1 Credit value: 1 NDAQ number: K/502/0472 Unit aim To raise the learner’s awareness of their rights and responsibilities as an individual. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work



• leaving home. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand their individual rights 2. Understand their individual responsibilities Outcome definition Rights and responsibilities might include rights and responsibilities in relation to: work; housing; health and welfare; data protection and freedom of information; consumer rights; diversity and discrimination; marriage, cohabitation and civil partnerships. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS framework areas of Self Managers and Independent Enquirers. In the pre-16 context it also relates to the five Every Child Matters aims.


Unit 7577-406 Individual rights and responsibilities (IRR1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). Rather than identifying one right that is relevant to them, learners are expected to give at least two examples. They also have to give examples of potential barriers that might prevent them from exercising these rights. As well as simply identifying sources of support and information, they have to describe how these could help. At this level rather than simply knowing that they have a responsibility to themselves, learners are expected to demonstrate how they translate this into action.

Outcome 1 Understand their individual rights The learner can: 1. give examples of their rights as an individual 2. give examples of barriers which may prevent the exercise of their rights 3. identify sources of support and information about rights and responsibilities and describe

how these could help. Criteria explained For the first criterion (1.1) the candidate needs to give at least two examples of their rights as an individual (eg as an employee they must have a written Statement of Employment Particulars, as a citizen they have the right to hold their own religious beliefs). These examples could be given in group discussion as long as the candidate’s own contribution is recorded. For 1.2 the candidate needs to give at least two examples of barriers which might prevent the exercise of their rights. These might include lack of awareness of entitlements or the cost or inconvenience of pursuing rights that are being denied. These examples could be given in group discussion as long as the candidate’s own contribution is recorded. For 1.3 the candidate needs to identify sources of support and information about rights and responsibilities, as well as describing how these could help. Examples might include: line managers, Citizens’ Advice Bureau, trade union, Directgov website, Health and Safety Executive, voluntary organisations. The candidate must clearly describe how the source of help would assist them in exercising their rights. This could be in the form of advocacy, information, signposting to resources, etc.


Outcome 2 Understand their individual responsibilities The learner can: 1. identify their responsibilities to themselves 2. state their responsibilities to others 3. demonstrate how they take responsibility for themselves. Criteria explained For 2.1 the candidate must identify their responsibilities to themself, eg for their own health. For 2.2 the candidate must state their responsibilities to others. These could include parental responsibilities, responsibilities to work colleagues, spousal responsibilities. For 2.3 the candidate must demonstrate how they take responsibility for themself. In order to fulfil this criterion, the candidate must be clear about exactly which of the responsibilities identified in 2.1 they are referring to and how they currently meet them.


Unit 7577-406 Individual rights and responsibilities (IRR1) How can this unit be delivered?



Unit 7577-407 Making the most of leisure time (MLT1)

Level: Level 1 Credit value: 2 NDAQ number: K/502/0651 Unit aim The aim of this unit is to introduce learners to a range of leisure activities and encourage them to express their preferences for what they do in their leisure time. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are:






• experiencing increased leisure time due to a change in domestic circumstances. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to make the best use of their leisure time 2. Be able to participate in a range of activities 3. Carry out a review of the activities they have tried Outcome definitions Leisure time is any time the learner has when not at work, in compulsory or vocational education or training or undertaking household chores, familial duties or caring responsibilities. Leisure activities include socialising with friends or family, shopping, sport or active leisure, going to the cinema or theatre, listening to or playing live music, playing games or pastimes, taking a recreational course, reading. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers, Self Managers and Reflective Learners


Unit 7577-407 Making the most of leisure time (MLT1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant knowledge, skills and procedures to complete routine tasks. Learners need to describe, rather than just identify, the benefits of participating in leisure activities and must describe a range of leisure activities available to them. As with Entry 3, learners need to be able to appreciate the benefits of participating in a range of activities rather than simply describe the particular benefits of individual activities. At this level learners are expected to be able to discriminate between different ways of using their leisure time and use their judgement to identify the best use. As well as taking part in three activities (one relaxing, one challenging and one that involves learning a new skill), learners need to make their own arrangements for taking part in these activities. Rather than identifying what they enjoyed, did not enjoy and would like to try again, learners need to describe their experience of taking part in these activities and state why they prefer one activity.

Outcome 1 Understand how to make the best use of their leisure time The learner can: 1. describe the benefits of participating in leisure activities 2. describe a range of leisure activities available to them 3. identify ways in which they can make best use of their leisure time. Criteria explained For the first criterion (1.1) the candidate must describe at least two benefits of participating in leisure activities. They should describe benefits resulting from participating in a range of activities rather than describing more than one benefit from a single activity. For 1.2 the candidate must describe several leisure activities available to them. For example, this could mean that the activities can be accessed locally, are financially realistic and are achievable within the candidate’s available leisure time. For 1.3 the candidate needs to identify different ways of using their leisure time (eg the activities described for 1.1) and identify the uses that would result in the maximum benefit to them.

Outcome 2 Be able to participate in a range of activities The learner can: 1. make arrangements to take part in different leisure activities to include:

a) a relaxing activity b) a challenging activity c) an activity which involves learning a new skill.

2. take part in the activities.


Criteria explained For 2.1 the candidate must make arrangements to take part in at least three activities. This might include booking, organising transport, making an appointment. One of these activities must be one the candidate will find relaxing, one must be an activity they will find challenging and one activity needs to involve learning a new skill the candidate did not previously have (eg an introductory or taster session for a sport such as judo, or another type of activity such as using the internet or joining a friend at ten-pin bowling). It is not necessary for the candidate to master the new skill to any level of competency (this criterion is assessing the candidate’s aptitude to trying something new rather than how successful they were in developing the skill). In each case the candidate can self-identify which activity is in which category (clearly some activities might fit into more than one of these categories, although in all cases the candidate must arrange three activities). The relaxing and challenging activities could be ones that the candidate already takes part in, although the unit would be of far greater benefit to the candidate if all three activities are new. For 2.2 the candidate needs to evidence taking part at least once in each of the activities arranged for 2.1.

Outcome 3 Carry out a review of the activities they have tried The learner can: 1. describe their experience of the activities 2. state their preference for one activity from those tried out and give reasons for this choice. Criteria explained For 3.1 the candidate must describe their experience of each of the activities arranged in 2.1. The description should focus on how they experienced the activity, eg their enjoyment or otherwise, rather than simply describing the activity itself. For 3.2 the candidate must choose which of the three activities they preferred and needs to give at least two reasons for this choice.


Unit 7577-407 Making the most of leisure time (MLT1) How can this unit be delivered?




Unit 7577-408 Managing own money (MOM1)

Level: Level 1 Credit value: 2 NDAQ number: R/502/0479 Unit aim To introduce learners to the basic elements of managing their personal finances, encouraging them to prepare a personal budget and to carry our transactions capably. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are

• starting work


• leaving home

• beginning to take on more responsibility for key aspects of their own lives. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to plan a personal budget 2. Understand how to manage their personal finances 3. Know how to carry out transactions Outcome definitions A personal budget should include income (eg wages, benefits, allowances) and expenditure (eg rent, food, fuel payments, telephone/internet charges, travel costs, entertainment/leisure). Managing their personal finances includes identifying where to obtain information on current accounts, savings and loans and identifying a suitable account for themselves. Transactions could include payments using cash, cheques, credit cards, debit cards, direct debit and standing orders. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS area of Self Managers. This unit is also mapped to Functional Skills Mathematics at Level 1.


Unit 7577-408 Managing own money (MOM1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to take responsibility for completing tasks subject to direction or guidance. The learner is expected to take an active role in preparing a personal budget plan. They are also able to use information to identify an account to suit their purpose. The learner can identify a larger range of transactions and carry out two different types of transaction.

Outcome 1 Understand how to plan a personal budget The learner can: 1. prepare a personal budget plan which includes key information on income and expenditure 2. use appropriate calculations when preparing the budget plan. Criteria explained For the first criterion (1.1) the candidate should prepare a weekly or monthly budget plan. The plan should include key information on income (eg wages, benefits, allowances) and expenditure (eg rent, food, mobile phone, travel costs, entertainment/leisure) and any balance left which can be saved. For 1.2 the candidate should use appropriate calculations when preparing the budget plan (eg calculations could include using division to find the cost per month of an annual payment, multiplication to find the cost of purchasing travel tickets each day, addition to find total expenditure and subtraction when working out balance left).

Outcome 2 Understand how to manage their personal finances The learner can: 1. identify relevant financial organisations which can provide information on current accounts,

savings and loans 2. identify an account to suit their purpose and say why it is appropriate. Criteria explained For 2.1 the candidate needs to identify relevant financial organisations (eg banks, building societies, other institutions) which provide information on current accounts, savings and loans. For 2.2 the candidate should identify an account to suit their purpose (eg current account, savings account) and say why it is appropriate (eg easy access to savings, low interest on a loan account).


Outcome 3 Know how to carry out transactions The learner can: 1. identify a range of ways in which purchases can be paid for 2. carry out two different types of transaction 3. use appropriate calculations and checking procedures during transactions. Criteria explained For 3.1 the candidate needs to identify at least three different ways of paying for purchases (eg payment on purchase: including cash, cheques, debit cards; deferred payment: including store cards, credit cards, hire purchase, loans, mortgage). For 3.2 the candidate should carry out two different types of transaction (eg from above list). This can be a real or simulated activity. For 3.3 the candidate should use appropriate calculations and checking procedures during transactions (eg calculating total cost of a credit card purchase over 3 months, interest paid on a loan, savings by buying in bulk, discounts in a sale).


Unit 7577-408 Managing own money (MOM1) How can this unit be delivered?



Unit 7577-409 Managing social relationships (MSR1)

Level: Level 1 Credit value: 2 NDAQ number: D/502/0470 Unit aim To encourage learners to use appropriate behaviours when interacting with others in social situations. Who is this unit for? Most learners would benefit from completing this unit, although it would be particularly useful for learners who are not confident in social relationships such as:




• young learners with interrupted social development. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how to interact with others in a range of social situations 2. Demonstrate how to interact with others in a range of social situations. Outcome definitions Range of social situations could include discussions with colleagues and customers at work, meetings (eg trade union or tenants’), conversations on the telephone, conversations with retail staff in shops, dealing with bank or building society, consultations with health professionals, following and contributing to group discussions. Depending on delivery context, it could be appropriate to cover forms of virtual communication (eg email, instant messaging, social networking sites) within the range of social situations, although this would need to include covering appropriate behaviours (eg netiquette, use of emoticons and abbreviations to convey tone). Face-to-face communication should be covered as well, except where learners have a disability that precludes this. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit links to the PLTS areas of Independent Enquirers and Creative Thinkers. This unit also links to the Functional Skills English standards.


Unit 7577-409 Managing social relationships (MSR1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant skills and procedures to complete routine tasks (subject to some direction or guidance where needed). As well as identifying situations where they might need to interact with others, learners need to be able to explain why positive behaviours are important. At this level learners need to interact in a range of social situations and take an active part in exchanges on a range of topics. Learners are required to demonstrate a range of appropriate behaviours and make use of formal and informal communication techniques.

Outcome 1 Understand how to interact with others in a range of social situations

The learner can: 1. identify at least two social situations in which they may need to interact with others 2. identify positive behaviours which can be used when interacting with others 3. explain why it is important to use positive behaviours when interacting with others. Criteria explained For the first criterion (1.1) the candidate must be able to identify at least two social situations in which they may need to interact with others. These could include discussions with colleagues and customers at work, meetings (eg trade union or tenants’), conversations on the telephone, returning goods to a shop, dealing with a bank or building society, consultations with health professionals, following and contributing to group discussions. The interactions should each be of a different type (eg not two telephone conversations). One of the two identified situations could involve virtual communication (eg email, instant messaging, social networking sites), although where this is the case the candidate should be encouraged to consider relevant examples of positive behaviours (eg netiquette, use of emoticons and abbreviations to convey tone) when addressing 1.2. For 1.2 the candidate must identify at least two positive behaviours when interacting with others. These might include respecting turn-taking rights, making eye-contact, indicating active listening. For 1.3 the candidate must explain why it is important to use positive behaviours when interacting with others. This could include being more likely to achieve the desired outcome, being understood, not provoking others.


Outcome 2 Demonstrate how to interact with others in a range of social situations.

The learner can: 1. take an active role in exchanges on different topics with one or more people 2. use a range of appropriate behaviours when participating in the exchanges 3. use appropriate formal and informal communication techniques. Criteria explained For 2.1 the candidate must take an active role in at least two exchanges with one or more other people. Each exchange should be on a different topic. The topics do not have to be chosen by the candidate although must be of interest to them. They could, for example, be the two social situations identified in 1.1. For 2.2 the candidate must use a range of behaviours when participating in the exchanges. These must be appropriate to the situation. It is expected that the behaviours demonstrated will include those identified in 1.2. For 2.3, the candidate must use appropriate formal and informal communication techniques, adapting level of formality according to situation and context. This could include register, tone, use of handshakes, body language.


Unit 7577-409 Managing social relationships (MSR1) How can this unit be delivered?

Although this unit only requires the learner to evidence one exchange, delivery could encompass a variety of familiar exchanges and opportunities for the learner to develop their self-confidence. Delivery could include role play and ‘goldfish bowl’ exercises, although care should be taken to ensure a non-threatening environment. One-to-one exchanges between learner and tutor may also be appropriate as well as group discussions. This unit may enable learners to progress to Functional Skills English or similar qualifications. Contextualised Literacy, Language and Numeracy (LLN) resources may be of particular use in identifying exchanges relevant to the learner’s wider programme. Resources These websites might be useful: www.excellencegateway.org.uk/skillsforlife rwp.qia.oxi.net/embeddedlearning www.bbc.co.uk/skillswise www.thenetwork.co.uk/thetoolkit www.talent.ac.uk


Unit 7577-410 Parenting awareness (PA1)

Level: Level 1 Credit value: 2 NDAQ number: J/502/0656 Unit aims To introduce learners to some of the issues facing new parents and encourages them to identify sources of help and support for new parents. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• new parents

• awaiting the birth of a baby. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of the demands of having a baby 2. Demonstrate an understanding of the sources of help and support available for parents 3. Demonstrate an understanding of a parent’s responsibility for keeping a baby safe and healthy Outcome clarification Demands of having a baby could include: 24-hour baby care, eg feeding, clothing, washing, nurturing; lack of personal time and freedom; financial considerations. Help and support could include: help with caring for the baby, eg health visitors; financial help eg maternity grants; support networks eg baby/toddler groups, breast feeding association. Keeping a baby safe and healthy could include safety equipment, eg for sterilising bottles, for travelling by car, and procedures eg how to hold and bath baby, feeding baby, changing baby’s nappies. Learners should be aware of when to ask for advice from a health visitor or doctor. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers and Creative Thinkers.


Unit 7577-410 Parenting awareness (PA1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant skills and procedures to complete routine tasks (subject to some direction or guidance where needed). In addition to identifying the ways in which a new baby can be emotionally and physically demanding, they are expected to identify the signs of stress that new parents may show and describe the impact this may have on the family. As well as identifying the sources of help and facilities, the learner needs to describe the help and facilities as well as the benefits to parents. They need to describe a range of ways to ensure the safety and health of the baby.

Outcome 1 Demonstrate an understanding of the demands of having a baby

The learner can: 1. identify the ways in which having a new baby can be emotionally and physically demanding 2. identify the signs of stress that new parents may show, and describe the impact this may

have on the family. Criteria explained For the first criterion (1.1) the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) at least two ways in which having a baby can be emotionally and physically demanding for new parents. These might include: the impact of 24-hour baby care, eg lack of sleep, feeding, clothing, washing, nurturing; stress and anxiety; lack of personal time and freedom; financial considerations. Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate needs to identify, orally or in writing, at least two signs of stress that new parents may show and describe the impact this may have on the family. These might include: irritability, short-temperedness, emotional distress, insomnia.

Outcome 2 Demonstrate an understanding of the sources of help and support available for parents

The learner can: 1. describe the sources of help available for new parents 2. describe the facilities in their local area which support parents with young children 3. describe the benefits to new parents of help and support from a range of sources. Criteria explained For 2.1 the candidate needs to describe at least two sources of help for new parents. This could include: help with caring for the baby (eg health visitors, family, friends); financial help (eg maternity grants, child benefit, child tax credits); support networks (eg baby/toddler groups, local National


Childbirth Trust (NCT) group, breast feeding associations, local Home-Start scheme). Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 2.2 the candidate needs to describe at least two facilities in their local area which support parents with young children. The candidate should be able to name the facilities, eg Children’s Centre, health centre, community group, as well as describing the support given, eg parenting advice, child care, breast-feeding support, employment/training advice. For 2.3 the candidate needs to describe the benefits to new parents of help and support from at least three different sources. These might include: increased income (as a result of accessing child benefit or tax credits), improved self-confidence, feeding or sleep patterns. In some cases the examples given by candidates (eg community group) could be defined as both a ‘source’ and a ‘facility’. This is acceptable as long as the candidate is able to identify the types of support given. Evidence for each of these criteria could be oral or written eg a poster, leaflet or guide for new parents.

Outcome 3 Demonstrate an understanding of a parent’s responsibility for keeping a baby safe and healthy

The learner can: 1. describe a range of ways to ensure the safety and health of a baby 2. give examples of when a parent should seek medical advice about their baby’s health Criteria explained For 3.1 the candidate needs to describe (orally, in writing or through other appropriate means of communication such as signing) at least three ways to ensure the safety and health of a baby. These might include avoiding unsafe situations in the home (eg rolling off a bed, safety with animals) as well as health hazards (eg sterilising feeding bottles, changing nappies regularly). For 3.2 the candidate needs to give examples of when a parent should seek medical advice about their baby’s health. These might include when a baby has received a knock to the head, a rash that has meningitis-like symptoms, concern about poor weight gain.


Unit 7577-410 Parenting awareness (PA1) How can this unit be delivered?




Unit 7577-411 Preparation for work (PW1)

Level: Level 1 Credit value: 2 NDAQ number: J/502/0477 Unit aim To encourage learners to look at their own skills and qualities in relation to those needed at work and to use this understanding to identify key personal information needed for an application. Who is this unit for? This unit would be particularly beneficial for those learners who wish to apply a job such as:



• returners to work

• learners looking for improved employment opportunities. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how own skills and qualities relate to those needed for working life 2. Research personal career opportunities Outcome definitions Skills needed for working life are any abilities the learner has to undertake tasks or function competently which would be attractive to an employer. These could include being able to multi-task, manage their time, follow instructions, drive. Qualities needed for working life are any aspects of their character that make them attractive as an employee. These might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Career opportunities are any job opportunities that it is reasonably practicable for the learner to apply for, are available and which meet the learner’s own expectations of employment. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit refers to the PLTS areas of Independent Enquirers and Self Managers.


Unit 7577-411 Preparation for work (PW1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). Learners need to describe employability, as well as personal, skills and qualities needed for employment. They also need to describe, rather than identify, their own personal skills and qualities, as well as describing their achievements. Learners are expected to have a greater degree of self-awareness in needing to explain how their own skills, qualities and achievements relate to those needed for employment. They must also suggest, rather than identify, areas for development. When researching career opportunities, learners at this level are expected to find out about a range of potential job roles that interest them. From this they will need to match their own skills, qualities and achievements to a particular job role, as well as identifying and providing the key information needed for an application or interview.

Outcome 1 Understand how own skills and qualities relate to those needed for working life

The learner can: 1. describe personal and employability skills and qualities which employees need 2. describe their own personal skills, qualities and achievements 3. explain how their own skills, qualities and achievements relate to those needed in the workplace 4. suggest areas for development. Criteria explained For the first criterion (1.1) the candidate must describe the personal and employability skills and qualities which employees need. These might include: time management, being able to follow instructions, multi-tasking, conscientiousness, attention to detail, honesty, being punctual, politeness, hard work. In each case the skill or quality needs to be described rather than simply stated. Evidence could be generated in a group discussion as long as the candidate’s own contribution is recorded. For 1.2 the candidate must describe their own personal skills, qualities and achievements. This criterion is concerned more with the candidate’s self-awareness rather than how many skills, qualities and achievements they have (in some cases these may be quite limited). In certain circumstances evidence could be generated through a group discussion as long as the candidate’s own contributions are clearly recorded. For 1.3 the candidate needs to explain how the skills and qualities described for 1.2 relate to those in 1.1 and how these are needed in the workplace. This might involve explaining how their skills and qualities could be transferred and applied to different situations, eg experience of household


budgeting demonstrates experience of budgeting or managing children demonstrates the ability to multi-task and prioritise. For 1.4 the candidate must suggest at least two personal skills and/or qualities that they can develop. These might include the skills/qualities described in 1.1 and 1.2, although in all cases they need to be suggested by the candidate as skills/qualities they need to develop or improve upon, and should be relevant to the workplace.

Outcome 2 Research personal career opportunities The learner can: 1. find out about a range of potential job roles which interest them 2. match their skills, qualities and achievements to a potential job role 3. identify and prepare key information needed for an application or interview. Criteria explained For 2.1 the candidate must find out about a range of potential job roles which interest them. Information could include potential salary, likely hours of work, qualifications, skills and attributes needed. Information about the job roles could be provided to the candidate in a manageable form (eg extracts from newspapers or websites) although the candidate is expected to identify relevant information about each job role. For 2.2 the candidate must match their skills, qualities and achievements to a potential job role. This will require learners to compare their own skills, qualities and achievements to those of the roles they researched in 2.1 (this could be through adverts, person specifications or job descriptions). The role should be one that the candidate would be broadly capable of doing and suitable in other respects, eg would it be likely to involve travelling, shift-work, is it manual work or office based. For 2.3 the candidate must identify and prepare key information needed for a job application or an interview. The candidate will need to select appropriate and relevant information about the role and their own attributes (eg from the information gathered for 2.1 and 2.2) and prepare this in an appropriate manner. If preparing an application form, this could be provided to the candidate as a pro-forma; for an interview, the candidate’s preparation could be evidenced by a one-to-one discussion as long as the candidate’s contribution is recorded.


Unit 7577-411 Preparation for work (PW1) How can this unit be delivered?

It is important to tailor delivery of this unit to learners’ circumstances (eg school leavers will have different needs to adults attempting to return to work). In all cases, learners should be encouraged to think about the skills and qualities they have, as well as the transferability of skills they use in other aspects of their life eg multi-tasking and budgeting. Learners could carry out activities such as asking friends and relatives to identify their skills and attributes. The skills and qualities required by employers are easy to access. Sector Skills Council websites are good resources for sector-specific role requirements and many employers post person specifications and job descriptions on the internet. Local newspaper adverts and the Job Centre are other potential resources. Learners should be encouraged to consider what they want from a job. How far are they prepared or able to travel? Are there particular hours or shifts that they particularly want or cannot do? Would they prefer to work outside? Do they want to work with people? Visits could be organised to the Careers Advisory Service or the programme could make use of external speakers such as an Information, Advice and Guidance (IAG) professional or from a training provider. Resources Web-based careers guidance tools can be used although care should be taken to help learners interpret results. These websites might be useful: careersadvice.direct.gov.uk www.connexions-direct.com www.direct.gov.uk www.jobcentreplus.gov.uk www.sscalliance.org www.employ-ability.org.uk www.prospects.ac.uk.


Unit 7577-412 Working as part of a group (WPG1)

Level: Level 1 Credit value: 2 NDAQ number: R/502/0465 Unit aim To help the learner develop skills to become an active contributor when working with others on group activities and to be able to review their own progress and skills development. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:

• starting work


• joining a team for leisure activities. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to contribute to working as part of a group in appropriate ways 2. Demonstrate how to work as an effective group member 3. Review the group’s progress and their contribution to it Outcome definitions Contribute to working as part of a group includes suggesting ground rules and contributing to the planning of group and individual activities. A group involves three or more people. Work as an effective group member includes: carrying out individual and group activities; following/interpreting instructions; dealing with feedback appropriately eg at appropriate times and in an appropriate manner (not taking it personally); supporting others and asking for support when required. Review the group’s progress includes: the progress the group has made; how they contributed; what went well and what went less well; suggestions for how they could improve their skills. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers and Effective Participators. This unit also relates to the standards for Level 1 Key Skills in Working With Others.


Unit 7577-412 Working as part of a group (WPG1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to contribute to the planning and execution of both group and individual activities. They take responsibility for completing tasks subject to direction or guidance. As well as contributing to activities and being aware that actions have consequences (eg in 3.2 the learner explains how they contributed to the work of the group); the learner is expected to suggest how they could improve skills in working with others.

Outcome 1 Understand how to contribute to working as part of a group in appropriate ways

The learner can: 1. suggest appropriate ground rules for working with others 2. contribute to the planning of group and individual activities. Criteria explained For the first criterion (1.1) the candidate needs to suggest appropriate ground rules for working with others (eg valuing each other’s contributions, agreeing need and/or extent of confidentiality). Ideas could be generated through a group discussion as long as the candidate’s own contribution is clearly recorded. For 1.2 the candidate should contribute to the planning of group and individual activities. This might include identifying tasks (eg within a fundraising activity these might include researching a topic, reviewing the research, producing an item for sale, producing posters and selling the item), allocating roles, identifying and agreeing success measures.

Outcome 2 Demonstrate how to work as an effective group member The learner can: 1. work with others in a positive way to carry out individual and group activities 2. make suggestions appropriately 3. deal with instructions appropriately 4. deal with feedback appropriately 5. support others and ask for support when required. Criteria explained For 2.1 the candidate needs to work with others in a positive way to carry out both individual and group activities. The candidate will need to have agreed their activities (as part of the planning process fo 1.2) and carry them out to complete the activity. Evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement.


For 2.2 the candidate needs to make suggestions to other members of the group appropriately, eg at appropriate times and in an appropriate manner. This could be evidenced as part of planning the activity, or at any other stage. For 2.3 the candidate needs to deal with instructions from group members or a supervisor or tutor appropriately (eg listen carefully, ask for clarification if required, follow instructions). For 2.4 the candidate needs to deal with feedback appropriately. This could involve giving and/or receiving feedback (or both). Feedback could be positive or negative, although feedback should be given/received in an appropriate manner (eg focusing on behaviour rather than person, asking for clarification or examples). It is expected that feedback will be acted upon. For 2.5 the candidate needs to support others and ask for support when required. It is likely that an activity of this complexity will include instances where this can be evidenced, although if not this could be evidenced by the assessor discussing a ‘what if’ scenario with the candidate.

Outcome 3 Review the group’s progress and their contribution to it The learner can: 1 review the progress the group has made in working together 2 describe how they contributed to the work of the group 3 describe what went well and what went less well 4 suggest how they could improve their skills in working with others. Criteria explained For 3.1 the candidate needs to review the progress the group has made in working together. The review should go beyond the activities they completed and focus on the candidate’s interaction with other members of the group. This criterion focuses on the learner’s interaction with other members of the group, not how successful the activity was. For example, during a group fundraising activity the learner contributed ideas and listened to others. The amount of money raised is not relevant. For 3.2 the candidate needs to describe their own role and activities undertaken and how this contributed to the work of the group. For 3.3 the candidate needs to describe what went well and what went less well in working together. At least one example of each is needed. For 3.4 the candidate needs to suggest how they could improve their generic skills in working with others not how they could have done that task better. The focus is on improving group working and not how successful the activity was.


Unit 7577-412 Working as part of a group (WPG1) How can this unit be delivered?

Delivery should recognise learners’ particular circumstances and their broader learning programme. The group activity needs to be collaborative and purposeful; this unit lends itself particularly well to being integrated with other aspects of the learner’s programme. Not all members of the group necessarily need to be working towards this unit (eg this might not have been an identified area of development for them although the activity is still relevant to their broader learning programme. It is also possible that members of the group might be working towards differing levels of this unit. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of groups involved in work and leisure activities. Tutors should agree or choose a suitable group activity; in particular, the activity should give each learner the opportunity to either ask for or offer help. If the broader programme involves distance, blended or e-learning then a virtual group might be appropriate. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web.


Unit 7577-413 Working towards goals (WTG1)

Level: Level 1 Credit value: 2 NDAQ number: J/502/0463 Unit aim To help the learner to understand how to identify and work towards goals appropriately. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are:



• taking more responsibility for their learning or key aspects of their lifestyle. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Identify and explain their goals 2. Prepare an action plan to meet their goal 3. Review progress towards achieving their goal Outcome definitions A suitable goal should show what the learner wants to achieve in their learning, work or personal life. It should be achievable and short-term (eg 3 -6 weeks of part-time study). Long-term goals should be broken down, with help, to give an appropriate goal for this unit. The goal is agreed with an appropriate person (eg assessor, tutor or supervisor). An action plan includes: the goal, the activities needed to work towards the goal (action points), timescales and deadlines (dates for completing the activities), sources of support. The candidate will follow the plan, review their progress and identify what still needs to be done and amend their action plan to reflect their progress. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners. This unit also relates to the standards for Level 1 Key Skills in Improving Own Learning and Performance.


Unit 7577-413 Working towards goals (WTG1) Assessment criteria and evidence requirements


How does this unit go beyond the requirements at Entry 3? The learner is expected to take responsibility for completing tasks subject to direction or guidance. The learner is expected to take an active role in preparing and amending an action plan. They are also able to explain why achieving their goal is important.

Outcome 1 Identify and explain their goals The learner can: 1. describe own strengths and what they need to improve 2. identify at least one goal which is important for their development 3. explain why achieving this goal is important 4. agree the goal with an appropriate person. Criteria explained For the first criterion (1.1) the candidate needs to describe at least two personal strengths. These might include their range of generic: (eg communication, time-keeping, team-working) and vocational (eg using machinery, dealing with customers) skills and positive qualities (attitudes and behaviours, eg patience, conscientiousness, respect for self and others, enthusiasm). The candidate also needs to describe at least one thing they need to improve upon. For 1.2 the candidate needs to identify at least one goal which is important for their development (from 1.1), eg using a particular tool to industry standard, creating a positive image, improving their listening skills. This goal should be challenging but achievable. For 1.3 the candidate needs to explain why achieving the goal identified in 1.2 is important (eg to obtain employment or progress in education/training). For 1.4 the candidate needs to agree the goal with an appropriate person (eg assessor, tutor, or supervisor).

Outcome 2 Prepare an action plan to meet their goal The learner can: 1. identify the activities needed to work towards the goal 2. identify timescales and deadlines for the achievement of the goal 3. identify the resources needed to support them in achieving their goal. Criteria explained For 2.1 the candidate needs to identify the activities needed to work towards the goal: eg if the goal is to develop listening skills, activities could include listening for meaning, practising not


interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising with friends and family; if the goal is to improve punctuality, activities could include using an alarm clock, checking bus/train timetables, planning ahead. For 2.2 the candidate needs to identify timescales and deadlines for the achievement of the goal. This should include stating when they will complete each activity by and when they expect to have achieved their goal. For 2.3 the candidate needs to identify the resources needed to support them in achieving the goal. These could include people (eg assessor, tutor, supervisor, colleagues, friends or family) and physical resources (eg textbooks, videos, websites, etc). Evidence for 2.1, 2.2 and 2.3 is likely to be in the form of a suitably detailed action plan, although could be captured orally.

Outcome 3 Review progress towards achieving their goal The learner can: 1. follow the activities outlined in the action plan 2. regularly review the activities and outcomes with an appropriate person 3. identify what has been achieved and what still needs to be done 4. amend the action plan to reflect their progress. Criteria explained For 3.1 the candidate needs to follow the activities outlined in their plan. Evidence could be a learning log with entries confirmed by a tutor or supervisor. Other forms of evidence could include annotated photographs or witness statements. For 3.2 the candidate needs to regularly review the activities and outcomes with an appropriate person (eg assessor, tutor, supervisor). For 3.3 the candidate should identify in the review what has been achieved and what still needs to be done. Evidence for both 3.2 and 3.3 could be gathered during tutorials but a written or taped record of the discussion must be available for verification. For 3.4 the candidate needs to amend the action plan to reflect their progress. These amendments should be agreed by the assessor.


Unit 7577-413 Working towards goals (WTG1) How can this unit be delivered?



4 Assessment

4.1 Assessment method and evidence requirements For these qualifications, candidates will be required to complete a portfolio of evidence. The portfolio is the term given to the collection of evidence which meets the assessment criteria. Where possible, it is expected that these will be drawn from ‘naturally occurring’ activities that form part of their broader learning programme. Usually evidence of candidate performance will be derived from assessor observation and/or testimony from an expert witness of the candidate carrying out activities in the learning and/or work environment. Evidence is not required in a pre-set format and may be of many types and from diverse sources. Depending on the activity, suitable types of evidence could include:

• candidate statement

• notes

• letter

• email

• application form

• annotated or highlighted text

• action plan

• Individual Learning Plan (ILP)

• review and tutorial records

• report

• project plan

• job cards and advertisements

• diary

• worksheet

• calculations

• expenditure record

• audio/video recorded discussion/presentation/interview

• photograph

• assessor observation

• witness statement

• picture

• poster

• leaflets

• map

• product

• model

• sculpture

• screen dumps (print screen). Please note this is not an exhaustive list and that centres are not restricted to the types of evidence listed above.


Evidence can be paper based or stored electronically. As no specific level of literacy is required to access the PSD units, candidates can demonstrate competence in different ways. For example information supplied by the candidate could be presented orally, in writing (handwritten or word-processed) or through other appropriate means of communication such as signing. More detailed guidance about appropriate forms of evidence is provided with each unit. Please note that all of these the units are based on the appropriate QCF level descriptors, which are available in full at www.qca.org.uk/qcf.

4.2 Recording forms Candidates and centres may decide to use a paper-based or electronic method of recording evidence. City & Guilds endorses several ePortfolio systems. Further details are available at: www.cityandguilds.com/eportfolios. City & Guilds has developed a set of recording forms specifically for the PSD units. These are available in a separate document on the City & Guilds website. Although it is expected that new centres will use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by candidates and assessors at the centre.


http://www.qca.org.uk/qcf

5 Course design and delivery 5.1 Initial assessment and induction

Centres will need to make an initial assessment of each candidate prior to the start of their programme to ensure they are working towards an appropriate combination of PSD units, and that each of these units are targeted at a level they are capable of achieving. The initial assessment should identify:

• any specific training needs the candidate has, and the support and guidance they may require when working towards their PSD qualification. This is sometimes referred to as diagnostic testing.

• any units the candidate has already completed, or credit they have accumulated which is relevant to the programme they are about to begin (eg if they have already achieved some PSD units from another programme).

City & Guilds recommends that centres provide an induction programme to ensure the candidate fully understands the requirements of the qualifications they will work towards, their responsibilities as a candidate, and the responsibilities of the centre. It may be helpful to record the information on a learning contract. Further guidance about initial assessment and induction, as well as a learning contract that centres may use, are available on the City & Guilds website.


5 Course design and delivery 5.2 Recommended delivery strategies

Centre staff should familiarise themselves with the structure, content and assessment requirements of the PSD units before designing a course programme that incorporates them. The PSD units are designed to help learners gain confidence and a range of generic skills relevant to almost any aspect of their work, further learning and life. Where possible, it is expected that personal and social development teaching, learning and assessment should be integrated with the learner’s main programme; this can include drawing relevant evidence from vocational activities. However, where vocational tutors are delivering and assessing PSD learning it is crucial that they are adequately briefed and supported so that they fully understand what is required. PSD learning can also complement the development of learners’ literacy, language and numeracy (LLN) skills. This might include the achievement of Functional Skills, Adult Numeracy/Literacy or ESOL qualifications. PSD learning can also provide a context for developing Personal, Learning and Thinking Skills (PLTS) (see following pages).


Appendix 1 Relationships to other qualifications

Links to Personal, Learning and Thinking Skills (PLTS)

The PSD units enable candidates to demonstrate PLTS in the following areas:

Personal, Learning and Thinking Skills areas Unit

Creative thinkers

Effective participators

Independent enquirers

Reflective learners

Self managers

Team workers

7577-201 (CAE2) 7577-301 (CAE3) 7577-401 (CA1)

7577-202 (DSE2) 7577-302 (DSE3) 7577-402 (DS1)*

7577-203 (DWPE2) 7577-303 (DWPE3) 7577-403 (DWP1)†

7577-204 (EAE2) 7577-304 (EAE3) 7577-404 (EA1)

7577-205 (HLE2) 7577-305 (HLE3) 7577-405 (HL1)

7577-206 (IRRE2) 7577-306 (IRRE3) 7577-406 (IRR1)

7577-207 (MLTE2) 7577-307 (MLTE3) 7577-407 (MLT1)

7577-208 (MOME2)‡ 7577-308 (MOME3) 7577-408 (MOM1)

7577-209 (MSRE2)§ 7577-309 (MSRE3) 7577-409 (MSR1

7577-210 (PAE2) 7577-310 (PAE3) 7577-410 (PA1)

7577-211 (PWE2) 7577-311 (PWE3) 7577-411 (PW1)

7577-212 (WPGE2) 7577-312 (WPGE3) 7577-412 (WPG1)**

7577-213 (WTGE2) 7577-313 (WTGE3) 7577-413 (WTG1)††

* also relates to Level 1 Key Skills in Improving Own Learning and Performance † also relates to Level 1 Key Skills in Problem Solving ‡ also relates to Functional Skills Mathematics § also linked to Functional Skills English at Entry 2 ** also relates to Level 1 Key Skills in Working With Others †† also relates to Level 1 Key Skills in Improving Own Learning and Performance


Appendix 2 Sources of general information

The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com. Providing City & Guilds qualifications – a guide to centre and qualification approval contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification. Specifically, the document includes sections on: • The centre and qualification approval process and forms • Assessment, verification and examination roles at the centre • Registration and certification of candidates • Non-compliance • Complaints and appeals • Equal opportunities • Data protection • Frequently asked questions. Ensuring quality contains updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document contains information on:

• Management systems • Maintaining records • Assessment • Internal verification and quality assurance • External verification. Access to Assessment & Qualifications provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment. The centre homepage section of the City & Guilds website also contains useful information such on such things as:

• Walled Garden Find out how to register and certificate candidates on line

• Qualifications and Credit Framework (QCF) Contains general guidance about the QCF and how qualifications will change, as well as information on the IT systems needed and FAQs

• Events Contains dates and information on the latest Centre events

• Online assessment Contains information on how to register for GOLA assessments.


http://www.cityandguilds.com/

City & Guilds Skills for a brighter future

www.cityandguilds.com


Useful contacts

Type Contact Query

UK learners T: +44 (0)20 7294 2800 E: [email protected]

• General qualification information

International learners

T: +44 (0)20 7294 2885 F: +44 (0)20 7294 2413 E: [email protected]

• General qualification information

Centres T: +44 (0)20 7294 2787 F: +44 (0)20 7294 2413 E: [email protected]

• Exam entries

• Registrations/enrolment

• Certificates

• Invoices

• Missing or late exam materials

• Nominal roll reports

• Results

Single subject qualifications

T: +44 (0)20 7294 8080 F: +44 (0)20 7294 2413 F: +44 (0)20 7294 2404 (BB forms) E: [email protected]

• Exam entries

• Results

• Certification


• Incorrect exam papers

• Forms request (BB, results entry)

• Exam date and time change

International awards

T: +44 (0)20 7294 2885 F: +44 (0)20 7294 2413 E: [email protected]

• Results

• Entries

• Enrolments

• Invoices


• Nominal roll reports

Walled Garden T: +44 (0)20 7294 2840 F: +44 (0)20 7294 2405 E: [email protected]

• Re-issue of password or username

• Technical problems

• Entries

• Results

• GOLA

• Navigation

• User/menu option problems

Employer T: +44 (0)121 503 8993 E: [email protected]

• Employer solutions

• Mapping

• Accreditation

• Development Skills

• Consultancy

Publications T: +44 (0)20 7294 2850 F: +44 (0)20 7294 3387

• Logbooks

• Centre documents

• Forms

• Free literature

If you have a complaint, or any suggestions for improvement about any of the services that City & Guilds provides, email: [email protected]

Published by City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 F +44 (0)20 7294 2400 www.cityandguilds.com City & Guilds is a registered charity established to promote education and training

WW-00-7577

http://www.city-and-guilds.co.uk/

awards and certificates in personal and social development

Documents