Level 1 Certificate in Personal and Social Development (RQF)

PSDC1

600/4212/6

Skillsfirst Awards Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD

0121 270 5100

www.skillsfirst.co.uk

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Contents Page

Section 1 – Introduction 2 1.1 What is the regulated qualification framework (RQF) 2

1.2 RQF qualifications 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 3 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 4 2.5 Malpractice and maladministration 4 Section 3 – Occupational expertise of those who deliver, provide expert witness, assess performance, moderate and verify assessments 3.1 Deliverers, assessors and internal moderators/verifiers 4 3.2 Expert witness 4 3.3 Continuous professional development 5 Section 4 – Summary of assessment methods 4.1 Suggested delivery strategy 5 4.2 Characteristics of assessment guidance 5 4.3 Types of evidence 6 4.4 Professional discussion 6 4.5 Simulation and witness testimony 6 4.6 Recognition of prior learning (RPL) 6 Section 5 – Qualification information 5.1 Qualification aim and design 7 Section 6 – Qualification structure 6.1 Qualification requirements 7 6.2 Total Qualification Time (TQT) 7 6.3 List of available units and their credit value 8 6.4 Learner entry requirements 9 6.5 Progression opportunities 9 Section 7 – The units of learning 7.1 Structure of the units 9

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1.0 Introduction

1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas.

1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff –

reliably qualified to recognised industry standards. 1.3 The following handbook provides the learning outcomes and assessment strategy for the

delivery of the Level 1 Certificate in Personal and Social Development (RQF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications.

The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk 1.4 This document is copyright but can be copied by any of our recognised centres for the purpose

of assessing learners and may also be copied by learners for their own use.

1.5 All learners should be provided with a copy of the Skillsfirst qualification handbook together with the Skillsfirst learner guide. This document can be found on our web-site at www.skillsfirst.co.uk

1.1 What is the Regulated Qualifications Framework (RQF)? The RQF provides a single, simple system for cataloguing all qualifications regulated by Ofqual. Qualifications will be indexed by their ‘level’, type and size. Qualifications within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a Total Qualification Time (TQT) value to indicate the size of the qualification which will be either an Award, Certificate or Diploma. The RQF will also:

• allow Awarding Organisations to design more flexible programmes, suited to the needs of a

wider range of learners and employers

• describe qualifications to employers, providers and learners in a way that is easy to

understand

• allow learners to achieve skills and knowledge at their own pace

1.2 RQF Qualifications

Each qualification has a Total Qualification Time (TQT) value based on the total number of hours learning required to achieve it. The TQT value reflects the number of supervised learning hours required to achieve the knowledge and assessment requirements, plus the length of time a learner would need to take to achieve the skills and capabilities to be deemed competent. All RQF qualifications are subject to an evaluation process to determine their fitness-for-purpose. 2.0 Skillsfirst Awards 2.1 Data protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection (GDPR).

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It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skillsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 In writing to: Customer Services Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD

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2.4 Complaints and appeals Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 Occupational expertise of those who deliver, provide expert witness, assess performance and moderate and verify assessments Deliverers, assessors and internal verifiers (IVs) are appointed by the recognised centre and approved by Skillsfirst through the external verifier (EV). 3.1 Deliverers, assessors and internal verifiers While the Training, Assessment and Quality Assurance (TAQA) units and the assessor/verifier (A/V) units are valued as qualifications for centre staff, they are not currently a requirement for these qualifications. However, staff should hold, or be working towards, teaching/training qualifications and have sufficient experience and/or qualifications for competent delivery and assessment of the unit. 3.2 Expert witnesses Overview An expert witness is someone who is in a position to infer the learner’s consistent competence at work and provide the assessor with evidence to support the assessment process. The approved expert witness will usually be the learner's supervisor or manager in the workplace, but could also be an experienced colleague or other approved assessor.

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The expert witness does not make any assessment decisions and is not, therefore, required to be qualified. All assessment decisions that take into account evidence provided by an expert witness must be made by an assessor who is qualified with the appropriate qualification. Requirements for expert witnesses An expert witness should ideally:

• be the learner's immediate supervisor or manager or other appropriate individual in the workplace

• work alongside the learner, preferably on a daily basis

• be technically competent in the units they are providing an expert opinion on

• understand and have a thorough knowledge of the occupational standards contained in the units they are providing an expert opinion on

3.3 Continuous professional development Centres are responsible for ensuring that deliverers, assessors and IVs plan and maintain their CPD. Centres are expected to support their deliverers, assessors and IVs 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. Centres may have generic criteria and personnel specifications in addition to the above. 4.0 Summary of delivery and assessment methods For the Level 1 Certificate in Personal and Social Development (RQF), learners will be required to provide a portfolio of evidence which meets all the assessment criteria within the units. 4.1 Suggested delivery strategy Deliverers should familiarise themselves with the structure, content and assessment requirements of the units within the qualification before designing a learning programme. It is suggested that centres design learning programmes that

• best meets the needs and capabilities of their learners and

• satisfies the learning outcomes and assessment criteria of the unit 4.2 Characteristics of assessment guidance

The learner may produce evidence from a range of examples (as outlined below) which should be recorded in some form. A record of evidence will confirm to the assessor their confidence in the learner’s breadth and depth of knowledge and understanding in being able to competently meet the functional requirements of all the units. The assessor will need to be assured that the learner can meet all the learning outcomes of a unit and pass all the assessment criteria of a unit. An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the learner and the assessor.

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4.3 Types of evidence Evidence is not required in any pre-set format and may be of many types and from diverse sources. Examples of types of evidence might include:

• learner statement

• notes

• letter

• e-mail

• 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

• expenditure record

• audio/video recorded

• discussion/presentation/interview

• photograph

• assessor observation

• witness statement

• picture

• poster

• leaflets

• map

• product

• screen dumps (print screen) Please note that centres are not restricted to the types of evidence listed above. 4.4 Professional discussion Professional discussion is encouraged as a supplementary form of evidence to confirm a learner’s competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the learner has a firm understanding of the standard being assessed. 4.5 Simulation and witness testimony Simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain. Simulation Simulation can only be used to assess learners where the opportunity to assess naturally occurring evidence is unlikely or not possible. All modules within this qualification can be solely achieved by simulation. Witness testimony Skillsfirst recognises the use of occupationally competent witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on a learner’s performance. Witness testimonies can also be obtained from people who are not occupationally competent and do not have a knowledge of the national occupational standards. 4.6 Recognition of prior learning (RPL) RPL is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a component of a qualification through knowledge, understanding or skills that they already possess and do not need to develop through a course of learning.

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Should any opportunities for RPL be identified, it is important that a complete process of recognising prior experience and learning is undertaken, by ensuring that:

• it covers relevant or appropriate experience for previous activities, as well as accredited learning and qualifications

• it is incorporated into the assessment planning, with details of how this will take place

• mapping of prior learning to the national occupational standards to identify gaps is documented and auditable

• assessment methods or processes for recognising prior experience and learning, are documented and made available to the external verifier

• the audit trail covers the whole process and methodology of RPL

• the authenticity and currency of presented evidence is established by the assessor This evidence will need to be referenced clearly on recording documentation and will need to be appropriately authenticated and validated, perhaps by an employer or expert witness. Assessment must be valid and reliable to ensure the integrity of the award. The evidence gathered must meet the standards of the qualification or component and the assessment process must be subject to the same quality assurance procedures as any other assessment process. In summary, evidence submitted to the RPL process must:

• be authentic and prove conclusively that RPL is based on the learner’s own work;

• meet the requirements of the current the skills and knowledge requirements and be appropriate to the content of the component or qualification being considered for RPL;

• be sufficient to conclusively prove consistency of learner performance in meeting the skills and knowledge requirements.

5.0 Qualification information

5.1 Qualification aim and design These qualifications have been developed for the widest range of learners possible: young people and adults, those who are pre-employment, in employment or between jobs. They are designed to meet the needs of learners who wish to seek, gain and retain employment or progress to further learning, allow learners to learn, develop and practise the skills required for employment and provide valuable accreditation of skills and/or knowledge for learners, without requiring or proving occupational competence. There is a wide range of units allowing learners to choose units to meet the needs of their own personal and career development or work role. 6.0 Qualification structure 6.1 Qualification requirements Qual No. Level Qualification title Number of credits

PSDC1 1 Level 1 Certificate in Personal and Social

Development (RQF) Minimum of 15

6.2 Total Qualification Time (TQT)

TQT is formulated by looking at the total Notional Hours of Learning for the qualification.

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The TQT for the Level 1 Certificate in Personal and Social Development (RQF) is 150.

The minimum guided learning hours (GLH) are 125 6.3 List of available units and their credit value The list below gives the unit titles, their level and the credit value of each unit.

Learners must achieve a minimum of 15 credits from Group O. Group O - optional units

RQF unit ref no.

Skillsfirst unit no.

Unit Level

Unit title Credit value

A/501/6880 DP15 1 Career planning and making applications

3

H/501/6887 DP65 1 Supporting others

3

M/501/5869 DP69 1 Developing personal skills for leadership

2

T/501/5808 DP70 1 Practising leadership skills with others

2

L/501/5961 DP72 1 Communicating solutions to others

2

F/500/5380 DP130 1 Developing group and teamwork communication skills

3

Y/502/0659 DP114

1 Environmental awareness 2

D/502/0470 DP115

1 Managing social relationships

2

F/600/3140 DP116

1 Exploring the impact of diversity in our communities

1

J/600/3141 DP117

1 Government and justice in the UK

1

R/600/3157 DP118

1 The role of an individual in a democratic society

1

Y/600/3161 DP119

1 Rights and responsibilities of a citizen in a democracy

1

K/600/3164 DP120

1 The changing nature of society in the UK

1

D/505/4067 DP122 1 Interpersonal skills

3

F/505/0447 DP123 1 Assertiveness and decision making skills

2

K/505/4069 DP125 1 Personal development skills

3

H/505/4068 DP126 1 Personal confidence and self awareness

3

L/505/4078 DP127 1 Improving own confidence

3

K/502/5008 IH03 1 Introduction to healthy eating 3

H/503/2829 WO57

1 Managing your own money 2

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6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking these qualifications and there is no minimum level of literacy or numeracy required. Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification however, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities Learners achieving these qualifications can progress to further learning, or into specific vocational employment. 7.0 The units of learning 7.1 Structure of the units

The units in these qualifications are written in a standard format and comprise the following: ⚫ Skillsfirst reference number ⚫ unit title ⚫ level and credit value ⚫ unit aim ⚫ learning outcomes ⚫ guided learning house ⚫ assessment guidance (if required) ⚫ evidence requirements ⚫ assessment criteria for each learning outcome

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Group O units

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DP15

Career planning and making applications

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DP15 Career planning and making applications Level: 1 Credit value: 3 Unit aim The aim of this unit is to help the learner understand about workplace values and employer and employee rights and responsibilities, including the importance of personal appearance and health and safety in the workplace. This unit provides the opportunity for a learner's achievements in personal and social development to be accredited. Learning outcomes There are six outcomes to this unit. The learner will: 1. Be able to choose a suitable career pathway 2. Be able to identify a suitable job, training programme or course 3. Understand how to prepare a curriculum vitae 4. Understand how candidates are selected for interview 5. Be able to apply for a job, training placement or course 6. Understand the interview process Guided learning hours It is recommended that 24 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance A career pathway includes long-term aspirations as well as short-term goals. Evidence requirements Learners must provide a portfolio of evidence for this unit.

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DP15 Career planning and making applications Learning outcomes and assessment criteria Outcome 1 Be able to choose a suitable career pathway The learner can: 1 list sources of careers advice and guidance 2 research career options 3 agree a suitable career pathway Outcome 2 Be able to identify a suitable job, training programme or course The learner can: 1 list sources of information for job vacancies, training programmes or courses 2 find a suitable job vacancy, training programme or course Outcome 3 Understand how to prepare a curriculum vitae The learner can: 1 identify own skills, qualities, experience and qualifications 2 draft a curriculum vitae Outcome 4 Understand how candidates are selected for interview The learner can: 1 describe how candidates are selected for an interview for a job, training programme or course Outcome 5 Be able to apply for a job, training placement or course The learner can: 1 obtain an application form and/or job details 2 complete the application Outcome 6 Understand the interview process The learner can: 1 list what needs to be considered in preparation for the interview 2 observe or take part in a real or simulated interview 3 give examples of effective and ineffective interview practice

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DP65

Supporting others

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DP65 Supporting others Level: 1 Credit value: 3 Unit aim The aim of the unit is to help the learner to be able to provide support to others, including knowing what he/she can and cannot do to support others and why, being aware of health and safety issues and reviewing the effectiveness of the support provided. Learning outcomes There are six outcomes to this unit. The learner will: 1. Identify others who need support 2. Know what he/she can do to support others 3. Understand what he/she cannot do to support others and why 4. Be aware of relevant health and safety issues 5. Be able to support others 6. Review the effectiveness of the support given

Guided learning hours It is recommended that 22 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance Others who need support might include peers, family members. Evidence requirements Learners must provide a portfolio of evidence for this unit.

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DP65 Supporting others Learning outcomes and assessment criteria Outcome 1 Identify others who need support The learner can: 1 list the person(s) who need support in different ways 2 describe the support needs of the person(s) he/she has decided to support Outcome 2 Know what he/she can do to support others The learner can: 1 state two ways he/she could support the person(s) 2 agree how to support the person(s) Outcome 3 Understand what he/she cannot do to support others and why The learner can: 1 explain what he/she cannot do to help or support 2 explain why he/she cannot help or support in this way Outcome 4 Be aware of relevant health and safety issues The learner can: 1 list relevant health and safety issues 2 work safely Outcome 5 Be able to support others The learner can: 1 support the person or persons Outcome 6 Review the effectiveness of the support given The learner can: 1 identify what went well and what did not go well 2 identify the changes he/she would make if he/she provides the support again

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DP69

Developing personal skills for leadership

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DP69 Developing personal skills for leadership Level: 1 Credit value: 2 Unit aim The aim of this unit is to help the learner understand the importance of setting goals. The learner will find out how to set long and short term goals and how their skills and qualities may help them to achieve their short term goals. Learning outcomes There are four outcomes to this unit. The learner will: 1. Know about the main features of leadership 2. Understand how to make decisions 3. Understand how to give instructions to members of a group 4. Understand how to give and receive feedback about a task or activity

Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Learners must provide a portfolio of evidence for this unit.

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DP69 Developing personal skills for leadership Learning outcomes and assessment criteria Outcome 1 Know about the main features of leadership The learner can: 1 identify different types of leadership 2 outline the main features of leadership Outcome 2 Understand how to make decisions The learner can: 1 identify a decision that needs to be made about a task or situation 2 describe the step or steps needed to make the decision Outcome 3 Understand how to give instructions to members of a group The learner can: 1 identify the instructions needed for members of a group to carry out an aspect of their tasks

or activities 2 give instructions to group members Outcome 4 Understand how to give and receive feedback about a task or activity The learner can: 1 give examples of when they gave feedback about a task or activity to another group member 2 give examples of when they received feedback about a task or activity from another group

member

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DP70

Practising leadership skills with others

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DP70 Practising leadership skills with others Level: 1 Credit value: 2 Unit aim The aim of this unit is to help the learner practise their leadership skills with other members of a group and understand how to contribute to a group’s tasks and activities in a leadership role. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand leadership skills they could practise with others 2. Demonstrate leadership skills in a group 3. Review their practice of leadership skills

Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Learners must provide a portfolio of evidence for this unit.

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DP70 Practising leadership skills with others Learning outcomes and assessment criteria Outcome 1 Understand leadership skills they could practise with others The learner can: 1 describe leadership skills they could practise with others Outcome 2 Demonstrate leadership skills in a group The learner can: 1 discuss instances when they have demonstrated leadership skills Outcome 3 Review their practice of leadership skills The learner can: 1 discuss the effectiveness of the leadership skills they have demonstrated 2 identify one aspect that went well and one that did not go so well

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DP72

Communicating solutions to others

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DP72 Communicating solutions to others Level: 1 Credit value: 2 Unit aim The aim of this unit is to introduce the learner to the ways in which they can communicate the solution to a problem that they have solved. The learner will also consider how effectively they have communicated a solution to others. Learning outcomes There are three outcomes to this unit. The learner will: 1. Understand how to solve possible problems 2. Understand how to communicate the solution appropriately to others 3. Communicate the solution appropriately to others

Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Learners must provide a portfolio of evidence for this unit.

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DP72 Communicating solutions to others Learning outcomes and assessment criteria Outcome 1 Understand how to solve possible problems The learner can: 1 with support, identify an appropriate problem that they can solve 2 identify a way in which they can solve the problem Outcome 2 Understand how to communicate the solution appropriately to others The learner can: 1 describe appropriate communication methods needed to present the solution to others 2 identify the appropriate information that is needed to communicate the solution Outcome 3 Communicate the solution appropriately to others The learner can: 1 present the solution to others in an appropriate way 2 respond appropriately to others’ views

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DP130

Developing group and teamwork communication skills

This unit was previously called DP84

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DP130 Developing group and teamwork communication skills Level: 1 Credit value: 3 Unit aim The aim of this unit is to develop teamwork skills and the various roles and responsibilities of group members. It develops an awareness of co-operation and how to give constructive criticism. Learning outcomes There are seven outcomes to this unit. The learner will: 1. Understand the roles and responsibilities associated with working in a group 2. Interact successfully with group members and staff in a range of contexts 3. Demonstrate listening and conversational skills for social interaction 4. Be aware of others’ rights to communicate within a group situation 5. Recognise the importance of co-operation when working in group situations 6. Accept and respond to praise and criticism in a variety of context 7. Be aware of the role of those in authority and their relationship with them

Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Learners must provide a portfolio of evidence for this unit.

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DP130 Developing group and teamwork communication skills Learning outcomes and assessment criteria Outcome 1 Understand the roles and responsibilities associated with working in a group The learner can: 1 identify different roles for group members when completing specific group tasks Outcome 2 Interact successfully with group members and staff in a range of contexts The learner can: 1 communicate appropriately to others in a range of structured situations Outcome 3 Demonstrate listening and conversational skills for social interaction The learner can: 1 select information being communicated orally and respond appropriately, showing that the

information has been understood Outcome 4 Be aware of others’ rights to communicate within a group situation The learner can: 1 allow others to express their view/responses without interrupting on a number of occasions in

different group situations 2 discuss why this is important Outcome 5 Recognise the importance of co-operation when working in group situations The learner can: 1 identify a number of situations when co-operation is necessary to achieve a group task Outcome 6 Accept and respond to praise and criticism in a variety of context The learner can:

1 identify the appropriate response to praise and constructive criticism from group members in different structured contexts

Outcome 7 Be aware of the role of those in authority and their relationship with them The learner can: 1 identify their relationship with those in authority

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DP114

Environmental awareness

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DP114 Environmental awareness Level: 1 Credit value: 2 Unit aim The aim of this unit is to encourage learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment. Learning outcomes There are three outcomes to this unit. The learner will: 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

Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance 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. Evidence requirements Assessment is by a learner 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.

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DP114 Environmental awareness Learning outcomes and assessment criteria Outcome 1 Demonstrate an awareness of how the actions of humans affect the

environment 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 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

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

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DP115

Managing social relationships

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DP115 Managing social relationships Level: 1 Credit value: 2 Unit aim The aim of this unit is to encourage learners to use appropriate behaviours when interacting with others in social situations. Learning outcomes There are two outcomes to this unit. The learner will: 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

Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP115 Managing social relationships Learning outcomes and assessment criteria 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

Outcome 2 Demonstrate how to interact with others in a range of social situations The learner can: 1 take an active role in at least two 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

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DP116

Exploring the impact of diversity in our communities

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DP116 Exploring the impact of diversity in our communities Level: 1 Credit value: 1 Unit aim The aim of this unit is to explore diversity in local communities. Learners are expected to consider their own attitudes and how these can influence behaviour towards diversity. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know how attitudes about diversity can influence behaviour 2. Understand diverse values in the local community 3. Know how to recognise and challenge discrimination

Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP116 Exploring the impact of diversity in our communities Learning outcomes and assessment criteria Outcome 1 Know how attitudes about diversity can influence behaviour The learner can: 1 identify different attitudes about diversity 2 describe how those attitudes can influence behaviour

Outcome 2 Understand diverse values in the local community The learner can: 1 outline the key features of a diverse community 2 identify similarities and differences in values between people

Outcome 3 Know how to recognise and challenge discrimination The learner can: 1 give examples of discrimination 2 outline ways to challenge discrimination

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DP117

Government and justice in the United Kingdom

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DP117 Government and justice in the United Kingdom Level: 1 Credit value: 1 Unit aim The aim of this unit is for learners to gain an understanding of how government and justice operate in the United Kingdom. Learning outcomes There are four outcomes to this unit. The learner will: 1. Know the key features of parliamentary democracy and government in the United

Kingdom 2. Understand the role of the law 3. Know the role of the justice system 4. Be able to recognise how the law applies to young people

Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP117 Government and justice in the United Kingdom Learning outcomes and assessment criteria Outcome 1 Know the key features of parliamentary democracy and government in the

United Kingdom The learner can: 1 outline how parliamentary democracy operates in the united kingdom 2 list responsibilities of parliament, national and regional government 3 outline the role of government in the collection and allocation of public money Outcome 2 Understand the role of the law The learner can: 1 explain the purpose of laws

Outcome 3 Know the role of the justice system The learner can: 1 outline how the justice system deals with crime and civil disputes

Outcome 4 Be able to recognise how the law applies to young people The learner can: 1 identify ways the law applies to young people

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DP118

The role of the individual in a democratic society

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DP118 The role of the individual in a democratic society Level: 1 Credit value: 1 Unit aim The aim of this unit is for learners to understand the main features of a democracy and the development of universal suffrage in the United Kingdom Learning outcomes There are three outcomes to this unit. The learner will: 1. Know about democracy in the United Kingdom 2. Understand values which underpin democracy 3. Be able to participate in a democratic decision-making process

Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP118 The role of the individual in a democratic society Learning outcomes and assessment criteria Outcome 1 Know about democracy in the United Kingdom The learner can: 1 outline the key features of a democratic system 2 describe the development of universal suffrage in the UK

Outcome 2 Understand values which underpin democracy The learner can: 1 explain values which are upheld by democracy

Outcome 3 Be able to participate in a democratic decision-making process The learner can: 1 identify a democratic decision-making process 2 demonstrate personal involvement in a democratic decision- making process 3 indicate the outcome of the democratic process

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DP119

Rights and responsibilities of a citizen in a democracy

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DP119 Rights and responsibilities of a citizen in a democracy Level: 1 Credit value: 1 Unit aim The aim of this unit is to give learners an understanding of individual rights and responsibilities in the United Kingdom. Learning outcomes There are four outcomes to this unit. The learner will: 1. Know the rights of citizens 2. Know the responsibilities of citizenship in a democracy 3. Understand the role of the media in a democracy 4. Know how citizens can influence decisions Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP119 Rights and responsibilities of a citizen in a democracy Learning outcomes and assessment criteria Outcome 1 Know the rights of citizens The learner can: 1 outline the meaning of human rights 2 identify rights of citizens in the United Kingdom

Outcome 2 Know the responsibilities of citizenship in a democracy The learner can: 1 describe responsibilities of citizenship 2 describe how individual rights and responsibilities may conflict

Outcome 3 Understand the role of the media in a democracy The learner can: 1 explain how the media shapes opinion

Outcome 4 Know how citizens can influence decisions The learner can: 1 outline how individuals, groups and organisations can influence decisions affecting communities

and the environment

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DP120

The changing nature of society in the UK

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DP120 The changing nature of society in the UK Level: 1 Credit value: 1 Unit aim The aim of this unit is to give learners an understanding of what it means to be a citizen in a multi-cultural society, ie the UK, and how to contribute to community cohesion. Learning outcomes There are three outcomes to this unit. The learner will: 1. Know about identity 2. Know about the changing nature of UK society 3. Understand how community cohesion in a multicultural society can be encouraged Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP120 The changing nature of society in the UK Learning outcomes and assessment criteria Outcome 1 Know about identity The learner can: 1 list factors which contribute to cultural identity 2 outline why identity is important Outcome 2 Know about the changing nature of UK society The learner can: 1 outline reasons people migrate 2 identify changes in UK society 3 describe benefits of cultural diversity Outcome 3 Understand how community cohesion in a multicultural society can be

encouraged The learner can: 1 explain how to encourage community cohesion in a multicultural society

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DP122

Interpersonal skills

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DP122 Interpersonal skills Level: 1 Credit value: 3 Unit aim Learning outcomes There are seven outcomes to this unit. The learner will: 1. Know own personal skills 2. Understand the need for time management 3. Know about stress in self and others 4. Know about different types of criticism 5. Be able to identify confident behaviour in self and others 6. Know about body language 7. Know the difference between aggressive, passive and assertive behaviour Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP122 Interpersonal skills Learning outcomes and assessment criteria Outcome 1 Know own personal skills The learner can: 1 identify:

a) own strengths b) own weaknesses

Outcome 2 Understand the need for time management The learner can: 1 state what time management is 2 outline ways of improving own time management Outcome 3 Know about stress in self and others The learner can: 1 identify signs and symptoms of stress in:

a) self b) others

Outcome 4 Know about different types of criticism The learner can: 1 state different types of criticism Outcome 5 Be able to identify confident behaviour in self and others The learner can: 1 identify confident behaviour in:

a) self b) others

Outcome 6 Know about body language The learner can: 1 identify different examples of body language Outcome 7 Know the difference between aggressive, passive and assertive behaviour The learner can: 1 outline examples of aggressive, passive and assertive behaviour

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DP123

Assertiveness and decision making skills

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DP123 Assertiveness and decision making skills Level: 1 Credit value: 2 Unit aim Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand the meaning of assertiveness 2. Know how to prepare for personal decision making 3. Be able to use assertive behaviour to put forward own views in structured situations 4. Be able to make a reasoned decision in structured situations Guided learning hours It is recommended that 18 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP123 Assertiveness and decision making skills Learning outcomes and assessment criteria Outcome 1 Understand the meaning of assertiveness The learner can: 1 state what is meant by assertiveness 2 identify the possible advantages for self and others of using assertive behaviour 3 identify the possible disadvantages for self and others of using non-assertive behaviour Outcome 2 Know how to prepare for personal decision making The learner can: 1 identify positive factors which can influence personal decision making 2 identify negative factors which can influence personal decision making 3 state where to find advice when making specified decisions Outcome 3 Be able to use assertive behaviour to put forward own views in structured

situations The learner can: 1 use assertive behaviour to contribute own views Outcome 4 Be able to make a reasoned decision in structured situations The learner can: 1 make a reasoned decision on a given situation 2 state the process by which the decision was made

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DP125

Personal development skills

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DP125 Personal development skills Level: 1 Credit value: 3 Unit aim Learning outcomes There are four outcomes to this unit. The learner will: 1. Know own strengths and weaknesses 2. Know own skills and investigate ways of self-improvement 3. Understand their current life situation and relationships 4. Be able to set personal objectives and make action plans for self-improvement Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP125 Personal development skills Learning outcomes and assessment criteria Outcome 1 Know own strengths and weaknesses The learner can: 1 identify:

a) personal strengths b) personal weaknesses

Outcome 2 Know own skills and investigate ways of self-improvement The learner can: 1 identify personal skills learned in:

a) life b) work c) training

2 state ways for self-improvement

Outcome 3 Understand their current life situation and relationships The learner can: 1 state their current life situation including:

a) home situation b) relationships

Outcome 4 Be able to set personal objectives and make action plans for self-improvement The learner can: 1 identify personal short-term goals 2 record personal short-term goals 3 produce an action plan for achieving the short-term goals

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DP126

Personal confidence and self awareness

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DP126 Personal confidence and self awareness Level: 1 Credit value: 3 Unit aim Learning outcomes There are four outcomes to this unit. The learner will: 1. Understand reasons for feeling confident and lacking confidence 2. Understand effective participation in social situations. 3. Understand ways to manage stress 4. Be able to set personal objectives and plan for personal progression Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP126 Personal confidence and self awareness Learning outcomes and assessment criteria Outcome 1 Understand reasons for feeling confident and lacking confidence The learner can: 1 identify a situation when they felt confident 2 state how they behaved in this situation 3 identify a situation when they lacked confidence 4 outline how they behaved in this situation 5 identify ways in which own behaviour can affect how others view them Outcome 2 Understand effective participation in social situations. The learner can: 1 identify social situations which can feel uncomfortable. 2 give reasons why a social situation can feel uncomfortable. 3 give an example of behaviour which would be inappropriate in a social situation. 4 identify ways in which attitude and behaviour can be changed in social situations to participate

more effectively Outcome 3 Understand ways to manage stress The learner can: 1 identify reasons for own stress 2 state how to deal with feeling stressed 3 identify techniques which can help reduce stress 4 state ways in which these techniques can help to reduce own stress Outcome 4 Be able to set personal objectives and plan for personal progression The learner can: 1 identify a short term goal 2 produce an action plan which identifies ways to meet the goal 3 identify achievements which lead to attainment of the goal 4 give ways in which goal setting has contributed to own self confidence

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DP127

Improving own confidence

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DP127 Improving own confidence Level: 1 Credit value: 3 Unit aim Learning outcomes There are four outcomes to this unit. The learner will: 1. Know about confidence 2. Understand how communication skills can contribute to improving confidence 3. Know about decision-making and associated emotions and feelings 4. Know how having goals/goals targets can increase confidence Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Evidence requirements Assessment is by a learner 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.

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DP127 Improving own confidence Learning outcomes and assessment criteria Outcome 1 Know about confidence The learner can: 1 identify the key characteristics of a confident person 2 state own characteristics, skills and qualities that make them feel confident 3 state things they have been successful in 4 outline the reasons why they want to improve their confidence Outcome 2 Understand how communication skills can contribute to improving confidence The learner can: 1 outline how they think improving their communication skills will improve their confidence 2 outline why it is important to receive and respond to others with tolerance and support 3 give benefits of being able to listen to ideas and opinions 4 give benefits of being able to express own ideas and opinions Outcome 3 Know about decision-making and associated emotions and feelings The learner can: 1 outline how making effective decisions can lead to increased confidence 2 identify an occasion when they made an important:

a) personal decision b) decision with another person(s)

3 state things they considered when making the:

a) personal decision b) decision with another person(s)

4 give an example of an emotion/feeling that someone might experience when:

a) fully involved in the decision-making b) marginally involved or excluded from the decision-making

Indicate how these feelings might impact on confidence Outcome 4 Know how having goals/goals targets can increase confidence The learner can: 1 indicate how having:

a) specific goals b) setting targets

can increase confidence 2 State a short term goal for the following:

a) personal b) career/education

3 state a long term goal for the following:

a) personal b) career/education

4 identify ways in which own personal and career/education goals can be achieved 5 outline the steps they will take to achieve one of the identified goals

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IH03

Introduction to healthy eating

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IH03 Introduction to healthy eating Level: 1 Credit value: 3 Unit aim The unit provides learners with an introduction to healthy foods and special diets. Learning outcomes There are two outcomes to this unit. The learner will: 1. Know the effects of food on the body 2. Know the different food groups and their contribution to a healthy, balanced diet

Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance Assessment may be carried out in a simulated environment or a realistic working environment (RWE). Evidence requirements Learners must provide a portfolio of evidence for this unit.

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IH03 Introduction to healthy eating Learning outcomes and assessment criteria Outcome 1 Know the effects of food on the body The learner can: 1 state what the body uses food for 2 state the benefits of a healthy diet 3 state why different groups of people require different diets Outcome 2 Know the different food groups and their contribution to a healthy, balanced

diet The learner can: 1 list the major food groups 2 describe a healthy, balanced diet 3 check food labels for nutritional information 4 describe the importance of regular fluid/water intake in relation to a balanced diet

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WO57

Managing your own money

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WO57 Managing your own money Level: 1 Credit value: 2 Unit aim The aim of this unit is to develop learners’ knowledge and understanding of how to balance income and expenditure, how to save money and safe borrowing. Learning outcomes There are three outcomes to this unit. The learner will: 1. Be able to compare personal income with expenditure 2. Know how to save money 3. Understand borrowing money

Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Assessment guidance

Sources of income: salary or wages; inheritance, gifts; pocket money; selling items; interest on savings; benefits; loans Regular expenditure: regular spending, eg food, toiletries, public transport, clothes, phone charges, entertainment, accommodation Compare income with expenditure: calculations based on set income and expenditures for a week Evidence requirements Learners must provide a portfolio of evidence for this unit.

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WO57 Managing your own money Learning outcomes and assessment criteria Outcome 1 Be able to compare personal income with expenditure The learner can: 1 identify different sources of income 2 identify regular weekly expenditure 3 use calculations to compare weekly income with expenditure

Outcome 2 Know how to save money The learner can: 1 outline ways to make savings in weekly expenditure 2 outline features of different types of savings accounts 3 identify a savings account to match own needs

Outcome 3 Understand borrowing money The learner can: 1 identify reasons why borrowing money could be necessary 2 explain factors to take into account before borrowing money 3 outline the features of different ways to borrow money

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