Entry 2 and Entry 3 Qualifications in Personal and Social

Transcription

Entry 2 and Entry 3 Qualifications in Personal and Social Development
Units and Assessment Information
(To be read in conjunction with the Entry Pathways Specification)
Qualifications available
Cash-in Code
Entry 2 Award in Personal and Social Development
6100/A2
Entry 2 Certificate in Personal and Social Development
6100/C2
Entry 3 Award in Personal and Social Development
6100/A3
Entry 3 Certificate in Personal and Social Development
6100/C3
Level 1 Award in Personal and Social Development
6100/A1
Level 1 Certificate in Personal and Social Development
6100/C1
Introduction
This guidance is to support centres as they prepare for the delivery and assessment
of Entry 2 and/or Entry 3 qualifications in Personal and Social Development on the
Qualifications and Credit framework.
The following units are detailed at Entry 2 and 3 although units are also available at
Level 1 (see web-site for updates).
The key differences of these units are in:
(i)
(ii)
(iii)
Layout
Credit values
Rules of combination
The suggestions for each unit illustrate how each assessment criteria can be
covered either individually or collectively.
Suggestions also cover how units can combine to produce a coherent course for
learners.
This information should be read in conjunction with the Entry Pathways specification
that includes details on administration.
Units that contribute to qualifications in Personal and Social Development
Unit Level and NDAQ Unit Reference
Unit Title
Entry 2
Entry 3
Level 1
6100 - Developing self
M/502/0442
M/502/0456
K/502/0469
6101 - Dealing with Problems in daily life
D/502/0436
H/502/0454
L/502/0464
6102 - Environmental Awareness
L/502/0657
R/502/0658
Y/502/0659
6103 - Healthy Living
L/502/0450
T/502/0460
F/502/0476
6104 - Individual rights and responsibilities
F/502/0445
A/502/0458
K/502/0472
6105 - Making the most of leisure time
M/502/0649
H/502/0650
K/502/0651
6106 - Managing Own Money
Y/502/0452
F/502/0462
R/502/0479
6107 - Managing Social Relationships
A/502/0444
T/502/0457
D/502/0470
6108 - Parenting awareness
A/502/0654
F/502/0655
J/502/0656
6109 - Preparation for work
R/502/0451
A/502/0461
J/502/0477
6110 - Working as part of a group
H/502/0437
K/502/0455
R/502/0465
6111 - Working towards goals
Y/502/0435
D/502/0453
J/502/0463
6112 - Community action
Y/502/0449
F/502/0459
M/502/0473
6113 - Using technology in the Home and
Community
D/502/3319
J/502/3332
N/A
6114 - Personal Safety in the Home and
Community
L/502/3333
R/502/3334
N/A
WJEC PATHWAYS – ENTRY QUALIFICATIONS
Title
Developing Self
Unit Ref. No.
M/502/0442
Entry Code
6100/E2
Level
Entry 2
Credit value
Credit Value: 2
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.
Learning Outcomes
Assessment Criteria
To be awarded credit for this unit, the learner will:
Assessment of the learning outcome will require a
learner to demonstrate that they can:
LO1
AC1.1
Be able to recognise their strengths and areas they
need to develop.
Identify a personal strength or ability.
AC1.2
Identify an area for self development.
LO2
AC2.1
Recognise how to develop themself.
Identify a personal skill or behaviour they need to
develop.
AC2.2
Agree with an appropriate person a suitable target to
work towards.
AC2.3
Identify who will support them in developing the
identified skill or behaviour.
AC2.4
Work through activities to develop the agreed skill or
behaviour.
LO3
AC3.1
Review their development.
Carry out a simple review of the progress they have
made.
AC3.2
Identify what went well and what did not go so well.
Title
Developing Self
Unit Ref. No.
6100/E3
Entry Code
M/502/0456
Level
Entry 3
Credit value
2
Unit aim
To help the learner to understand how to identify and work towards goals appropriately
Learning Outcomes
Assessment Criteria
LO1
AC1.1
Understand how to identify areas for self development.
Describe a personal strength or ability.
AC1.2
AC1.3
Describe a personal skill or behaviour they need to develop.
LO2
AC2.1
Understand how to take responsibility for their own self
development.
Describe how they will develop their personal skill or
behaviour.
AC2.2
Suggest a suitable target to work towards and agree it with
an appropriate person.
AC2.3
Identify the support and resources needed to help them
work towards the agreed target.
AC2.4
Work through activities to develop the agreed skill or
behaviour.
LO3
AC3.1
Be able to demonstrate how they have developed personal
skills.
Review the progress they have made.
AC3.2
Review what went well and what did not go so well.
AC3.3
Make choices about how they will continue to develop their
personal skills.
2.
Amplification of Content
The following suggestions should be considered in the context of:
- the level the learner is working at;
- providing opportunities for progression;
- centre facilities and resources.
LO1
The learners will need to be given the opportunity to explore their own strengths and
abilities and suggest things they would like to change / improve linked to themselves.
LO2
The learners will need to be given the opportunity to
•
•
•
•
explore how personal life / behaviour changes can be made
become aware of how to set targets and again an understanding of what targets
are realistic and unrealistic
find out what support and resources are available to promote/ change / develop
personality traits or behaviour changes .
Develop a new skill or change (attempt to) a certain behaviour.
LO3
The learners will need to be given the opportunity to review progress they have made
– could be individual or as a group
3.
Delivery
3.1
Planning Courses
Achievement of each unit is confirmed through a ‘statement of achievement’,
so that learners will gain some recognition for all completed work. However,
in planning courses teachers will need to consider the possible qualification
outcomes for individual learners. For full details of the qualifications
(Awards and Certificates) that this unit may contribute to, and rules of
combination, please refer to the WJEC Entry Pathways specification.
Working towards goals, Dealing with problems in daily life, Working as part of
a group, Managing social relationship, Healthy living, Myself within the
community, Personal Health and Hygiene, Personal Safety
3.2
Resources
WJEC Support materials
Appropriate PSE/PHSE/Citizenship texts within the centre
Life Choices (Inspire Foundation)
Internet Websites:
www.healthinsite.gov.au/.../Self_Esteem_in_Young_People
www.thesite.org.uk/healthandwellbeing/wellbeing/bodyimageandselfesteem/b
uildingselfesteem
news.bbc.co.uk/2/hi/health/6376367.stm
4.
Assessment
4.1
Ways of demonstrating that the criteria have been met
In planning assessment opportunities it will be necessary to consider:
-
formative as well as summative assessment
coverage of Assessment Criteria for this unit
coverage of Assessment Criteria for linked units
The following types of evidence are likely to feature:
Photographs, evaluation sheets, witness statements, posters, PowerPoint’s,
interviews, videos, annotated task sheets, peer and self assessments
4.2
Examples of Tasks
Task 1
Produce a poster highlighting their personal strengths or abilities
(could be as a group or a person off the TV if that is more appropriate within
the centre)
Task 2
Write a list of any skills, they would like to develop with or without
reasons
Task 3
Produce a leaflet to illustrate targets that they could set to improve
themselves
Task 4
Produce a PowerPoint presentation on the support available to
help people meet a target e.g.
Losing weight
Improving fitness
Using a specific computer software package
Attending school on time
Remembering to bring all equipment to school
Task 5
Produce a flow diagram time line for making one personal change.
4.3
Task 6
Discuss the factors that can prevent people meeting targets
Task 7
Set themselves a realistic target and monitor progress for a set
period of time.
Task 8
Produce a written or verbal report on their progress
Task 9
Produce a short term and long term plan for themselves.
Recording
Assessment will be recorded on the attached form by indicating successful
completion of each assessment criterion. All criteria must be met for the unit
to be achieved and credit awarded. Where a unit is provided at both Entry 2
and Entry 3, learning outcomes may be common but assessment criteria will
be differentiated and must be met at the relevant level.
5.
Administrative Arrangements
For details of administrative arrangements, please refer to the WJEC Entry Pathways
specification, which includes information about:
-
Entry Procedures
Internal Assessment and External Moderation
Awarding and Reporting
Issue of Results
Access Arrangements, Post-Results Services
Developing Self – Entry 2
ASSESSMENT RECORD
Candidate Name ________________________________________
Candidate No.____________
Centre Name ___________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify a personal strength or ability.
AC1.2
AC2.1
Identify a personal skill or behaviour they
need to develop.
AC2.2
Agree with an appropriate person a suitable
target to work towards.
AC2.3
Identify who will support them in developing
the identified skill or behaviour.
AC2.4
Work through activities to develop the
agreed skill or behaviour.
AC3.1
Carry out a simple review of the progress
they have made.
AC3.2
Identify what went well and what did not go
so well.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: ______________________________________ Date: ____________________________
Moderator: ____________________________________
Date: ____________________________
HEALTHY LIVING - ENTRY 3
ASSESSMENT RECORD
Candidate Name ________________________________________
Centre Name ___________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe a personal strength or ability.
AC1.2
AC1.3
Describe a personal skill or behaviour they
need to develop.
AC2.1
Describe how they will develop their personal
skill or behaviour.
AC2.2
Suggest a suitable target to work towards and
agree it with an appropriate person.
AC2.3
Identify the support and resources needed to
help them work towards the agreed target.
AC2.4
Work through activities to develop the agreed
skill or behaviour.
AC3.1
Review the progress they have made.
AC3.2
Review what went well and what did not go
so well.
AC3.3
Make choices about how they will continue to
develop their personal skills.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: ______________________________________ Date: ____________________________
Moderator: ____________________________________
6100 - Developing Self E2&E3-/LG
Date: ____________________________
Title
Dealing with Problems in daily life
Unit Ref. No.
D/502/0436
Entry Code
6101/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims 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.
Learning Outcomes
Assessment Criteria
To be awarded credit for this unit, the learner
will:
Assessment of the learning outcome will
require a learner to demonstrate that they
can:
LO1
AC1.1
Demonstrate an awareness of how to
recognise straightforward problems.
Identify a straightforward problem.
AC1.2
Identify a way of tackling the problem, with
appropriate support.
LO2
AC2.1
Tackle straightforward problems.
Tackle the problem using a given procedure.
AC2.2
Ask for advice or support if needed.
Title
Dealing with Problems in daily life
Unit Ref. No.
H/502/0454
Entry Code
6101/E3
Level
Entry 3
Credit value
2
Unit aim
This unit aims 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.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand how to recognize a straightforward
problem.
Identify a straightforward problem that they can
tackle.
AC1.2
Share ideas on how to tackle the problem
with an appropriate person.
LO2
AC2.1
Tackle a problem.
Identify a way to tackle the problem.
AC2.2
Carry out activities to tackle the problem.
AC2.3
Ask for appropriate advice.
LO3
AC3.1
Be able to carry out a review of their progress
towards solving the problem.
Review their progress in tackling the
problem.
AC3.2
Identify what went well and what did not go so
well.
2.
This unit could be undertaken to support or in conjunction with other PSD units such as
Healthy Living, Personal Safety, Managing Own Money etc.
LO1
The learner needs to appreciate and recognise:
•
•
•
a problem they may identify that is relevant to themselves, their family, their
peer group or their school
a problem in their local environment
an appropriate person with whom they can share and discuss the problem e.g.
friends, parents, teachers, neighbours, etc.
LO2 The learner needs to be involved in the process of tackling a particular problem, by
adopting a particular strategy e.g. defining the problem, brainstorming options,
evaluating the options, producing a plan etc., seeking help and advice, carrying out
activities
LO3 The learner needs to carry out a review of the activity and consider how far they went in
finding a solution, evaluating their methods and if necessary modifying their actions.
3.
Delivery
3.1
Planning Courses
Achievement of each unit is confirmed through a ‘statement of achievement’, so that
learners will gain some recognition for all completed work. However, in planning
courses teachers will need to consider the possible qualification outcomes for
individual learners. For full details of the qualifications (Awards and Certificates)
that this unit may contribute to, and rules of combination, please refer to the
WJEC Entry Pathways specification.
Personal Safety, Healthy living, Managing own money, Preparation for work, Planning
a journey, Myself within the community
3.2
Resources
“Low Cost, No Cost Youth Work:101 Positive Activities for Young People”: Vanessa
Rogers
WJEC Support Materials
Internet websites:
www.nya.org.uk
www.youthwork.com/activitiesinit.html
www.theproblemsolvingcompany.co.uk
4.
Assessment
4.1
Photographs, evaluation sheets, Witness Statements, wall displays, posters, Power
point presentations, videos, records of oral questioning, annotated task sheets.
Overall comments will be summarised on the Record Form.
4.2
Examples of Tasks
Task 1.
Prepare a presentation to explain how you would tackle one of the
following problems:
Bullying in the school; lack of money to fund a holiday; finding a home;
finding a part-time job.
4.3
Task 2.
Report on a problem you have experienced and show how you tackled
that problem.
Task 3.
Produce a leaflet entitled, “Tackling Bullying”.
Task 4.
Prepare a questionnaire on a particular problem faced by yourself/your
friends and how that problem was tackled.
Task 5.
Draw up a grid of problems you are faced with in daily life and suggest
some simple solutions.
Task 6.
Identify issues that are important to your peer group and discuss some
of the causes and some solutions.
Task 7.
Collect relevant 'problem page' dilemmas and suggest some suitable
replies to the problems.
Recording
Assessment will be recorded on the attached form by indicating successful completion
of each assessment criterion. All criteria must be met for the unit to be achieved and
credit awarded. Where a unit is provided at both Entry 2 and Entry 3, learning
outcomes may be common but assessment criteria will be differentiated and must be
met at the relevant level.
5.
-
Entry Procedures
Issue of Results
Access Arrangements
Post-Results Services
DEALING WITH PROBLEMS IN DAILY LIFE ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify a straightforward
problem.
AC1.2
Identify a way of tackling the
problem, with appropriate
support.
AC2.1
Tackle the problem using a given
procedure.
AC2.2
Ask for advice or support if
needed.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
DEALING WITH PROBLEMS IN DAILY LIFE ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify a straightforward problem
that they can tackle.
AC1.2
Share ideas on how to tackle the
problem with an appropriate
person.
AC2.1
Identify a way to tackle the problem.
AC2.2
Carry out activities to tackle the
problem.
AC2.3
Ask for appropriate advice.
AC3.1
Review their progress in tackling
the problem.
AC3.2
Identify what went well and what did
not go so well.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6101 - Dealing with Problems in Daily Life E2&E3/LG
Title
Environmental Awareness
Unit Ref. No.
L/502/0657
Entry Code
6102/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners to take responsibility for their environment
by identifying environmental issues and how they can go about helping the
environment.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate an awareness of how the
actions of humans affect the environment.
Identify a human behaviour which harms the
environment.
AC1.2
Identify a human behaviour which helps the
environment.
LO2
AC2.1
Demonstrate an awareness of
environmental issues which affects
their life.
Identify an environmental issue which is
relevant to their life.
AC2.2
Say how this issue affects their life.
LO3
AC3.1
Be able to demonstrate a way in which
they can help the environment.
Agree with an appropriate person an activity that
they can participate in to help the
environment.
AC3.2
Participate in a given activity to help the
environment.
Title
Unit Ref. No.
R/502/0658
Entry Code
6102/E3
Level
Entry 3
Credit value
2
Unit aim
environment.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
actions of humans affect the environment.
Give examples of human behaviours which harm
the environment.
AC1.2
Give examples of human behaviours which help
the environment.
LO2
AC2.1
Demonstrate an understanding of environmental
issues which affects their life.
Identify two different types of environmental
issue which are relevant to their life.
AC2.2
Identify the effects that these issues have
on their life.
LO3
AC3.1
Be able to demonstrate ways in which they can
help the environment.
Identify an activity that they can carry out to
improve the environment in their local area.
AC3.2
Take part in an activity to improve the
environment in their local area.
2.
LO1
Learners will need to gain an insight into the types of environmental behaviour that:
a) Harms the environment. These should include:
• Rubbish – waste products; used appliances etc
• Pollutants – detergents, oil, chemicals etc
• Emissions – smoke; fumes; noise etc
• Visual pollutants – litter; fly-tipping; graffiti etc
b) Helps the environment. These should include:
• Recycling/reclamation schemes – by local authorities or charities
• Positive action – organic farming; reforestation etc
• Campaigns/education – direct action, advertisements etc
• Protected areas – National Parks; National Trust; RSPB; SSSIs etc
3.
LO2
The learner will need to be aware of how the above are harmful and how they can
impact on their own lives.
LO3
The learner will need to demonstrate how they can play an active part in improving
their own environment e.g. by organising an anti-litter campaign; encouraging positive
environmental campaigns, such as recycling; promote greater awareness of national
schemes or campaigns, e.g. National Trust, Greenpeace etc.
Delivery
3.1
Planning Courses
Working towards goals; Making the most of leisure time; Working as part of a group;
Developing self; Healthy living; Choices and decisions; Myself within the community.
3.2
Resources
Appropriate PSE/PSHE texts within the centre
WJEC support materials (legacy specifications PSS/Lifeskills)
Visits to local environmental improvement schemes
Visiting speakers
Some Possible contacts:
Keep Britain Tidy; Greenpeace; National Trust; National Parks: Fair Trade;
Friends of the Earth; National Society for Clean Air; Wastewatch; WWF;
Woodland Trust
Internet websites:
www.wjec.co.uk
www.recycle-more.co.uk (schools section)
www.greenphase.co.uk
www.wastewatch.org
www.wcl.org
www.worldlandtrust.org
www.earthdefenders.co.uk
4.
Assessment
4.1
4.2
Examples of Tasks
Task 1
Do a survey of traffic around your school
Task 2
Carry out a survey of how pupils travel to school each day.
Task 3
Produce spider diagrams showing both harmful and beneficial
behaviour affecting your environment.
Task 4
Prepare a PowerPoint presentation entitled either “How people are
damaging our environment” or “How we set up a school recycling
scheme” or “How we cultivated a wildlife area in the school grounds”.
Task 5
Make a video/poster display of activities that help to improve the
environment.
Task 6
Produce a leaflet encouraging everyone to save energy around the
school.
Task 7
Set up one of the following schemes:
A wildlife garden within the school; an anti-litter campaign; a visit to a
protected site; a re-cycling scheme within the school.
4.3
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
ENVIRONMENTAL AWARENESS ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify a human behaviour which
harms the environment.
AC1.2
Identify a human behaviour which
helps the environment.
AC2 .1
Identify an environmental issue which
is relevant to their life.
AC2.2
Say how this issue affects their life.
AC3.1
Agree with an appropriate person an
activity that they can participate in to
AC3.2
Participate in a given activity to help
the environment.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
ENVIRONMENTAL AWARENESS ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Give examples of human behaviours
which harm the environment.
AC1.2
Give examples of human behaviours
which help the environment.
AC2 .1
Identify two different types of
environmental issue which are relevant to
their life.
AC2.2
Identify the effects that these issues have
on their life.
AC3.1
Identify an activity that they can carry out
to improve the environment in their local
area.
AC3.2
Take part in an activity to improve the
environment in their local area.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6102 - Environmental Awareness E2&E3/LG
Title
Healthy Living
Unit Ref. No.
L/502/0450
Entry Code
6103/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims 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.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Recognise the steps needed to lead a healthy
lifestyle.
Identify what they can do to contribute to a
healthy lifestyle.
AC1.2
Identify an activity which will make an
improvement to their lifestyle.
LO2
AC2.1
Demonstrate how they contribute to own healthy
lifestyle.
Participate in an activity to contribute to a healthy
lifestyle.
Title
Healthy Living
Unit Ref. No.
T/502/0460
Entry Code
6103/E3
Level
Entry 3
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand what is needed to lead a healthy
lifestyle.
Briefly describe what is meant by a healthy
lifestyle.
AC1.2
Select appropriate activities that can promote a
healthy lifestyle.
LO2
AC2.1
Be able to demonstrate how they can contribute
to a healthy lifestyle.
Participate in activities that can contribute
towards a healthy lifestyle.
AC2.2
Make suggestions how participating in activities
can improve health.
2.
LO1
The learners will need to gain an insight into what constitutes a healthy lifestyle. This should
include:
Healthy Diet
Personal hygiene
Physical Fitness
Relationships
The effect of alcohol, smoking and drugs
LO2
The learners will need to be given the opportunity to demonstrate / participate in activities
relating to:
Healthy Eating
Hygiene routines
Physical activity
3.
Delivery
3.1
Planning Courses
Making the most of leisure time, Managing sound relationships, Food and Health,
Health, Safety and Hygiene, Managing Health and well being, Working Towards goals
3.2
Resources
Text books available within the centre relating to healthy eating, hygiene and fitness
Healthy eating literature from government, supermarkets and manufacturers
WJEC Food studies resource book
PSE literature Smoking, Drugs and Alcohol
Visiting speakers
Visits to leisure centres
Life matters Board game (www.tacade.com)
Internet web sites:
www.nhs.co.uk
www.foodafactoflife.co.uk
www.eatwell.gov.uk
www.drinkaware.co.uk
www.talktofrank.co.uk
www.thesite.org
www.tacade.com
4.
Assessment
4.1
4.2
Examples of Tasks
Task 1
Produce a poster showing foods that can contribute towards a healthy diet
Task 2
Produce a diary of simple daily hygiene routines
Task 3
Produce a leaflet to illustrate the activities available in a local leisure centre
Task 4
Produce a PowerPoint presentation on the dangers of smoking, drugs or
alcohol.
Task 5
Keep a record of the effects of physical exercise on the body over a given
period of time e.g. pulse, weight
4.3
Recording
5.
-
Entry Procedures
Issue of Results
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify what they can do to
contribute to a healthy lifestyle.
AC1.2
Identify an activity which will
make an improvement to their
lifestyle.
AC2.1
Participate in an activity to
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Briefly describe what meant by a
healthy lifestyle.
AC1.2
Select appropriate activities that can
promote a healthy lifestyle.
AC2.1
Participate in activities that can
contribute towards a healthy lifestyle.
AC2.2
Make suggestions how participating
in activities can improve health.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6103 - Healthy Living E2&E3 / LG
Title
Individual Rights and Responsibilities
Unit Ref. No.
F/503/0445
Entry Code
6104/E2
Level
Entry 2
Credit value
1
Unit aim
This unit aims to raise the learner’s awareness of their rights and
responsibilities as an individual.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Recognise that they have rights and
Identify an individual right which is relevant to
them.
AC1.2
Identify a responsibility that they have for
themselves.
AC1.3
Say who could help if they have problems with
their rights or responsibilities.
Title
Unit Ref. No.
A/502/0460
Entry Code
6104/E3
Level
Entry 3
Credit value
1
Unit aim
This unit aims to raise the learner’s awareness of their rights and
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand that they have individual rights and
responsibilities.
Describe an individual right which is relevant to
them.
AC1.2
Identify sources of support or information about
rights and responsibilities.
AC1.3
Describe a responsibility that they have for
themselves.
AC1.4
Describe a responsibility that they have to others.
2.
LO1
The learner will need to understand what is meant by “rights” and “responsibilities”. They will
also need to identify and appreciate:
3.
•
The human rights they have, as set out in the Human Rights Act 1998 e.g.
- Freedom of speech and movement
- The right to live in peace - without fear of attack or threat to their personal safety
- Freedom of association, in terms of religion, sexuality, politics etc.
•
The responsibilities that come with those rights e.g.
- To treat people fairly
- Not to threaten others in terms of their person or property
- To demonstrate responsible behaviour towards the environment
- Show respect towards others, in terms of ethnicity, religion, sexuality etc.
Delivery
3.1
Planning Courses
Personal Identity, Dealing with problems in daily life, Managing social relationships,
Community action, Myself within the community
3.2
Resources
WJEC support materials (legacy specifications PSS/Life skills)
Appropriate Citizenship texts within the centre
Human Rights Act 1998
“Act by Right”: Bill Badham
Information from appropriate organisations – CAB; Liberty; Equal and Human Rights
Commission; Community Legal Advice etc.
Internet websites:
www.wjec.co.uk
www.direct.gov.uk
www.citizensadvice.org.uk
4.
Assessment
4.1
4.2
4.3
Examples of Tasks
Task 1
Prepare a questionnaire to find out what rights people feel they have that
are important to them.
Task 2
Carry out a survey on ‘Personal Safety’. (How safe do people feel they are
in their home/community?)
Task 3
Prepare a PowerPoint presentation entitled, “Being a Responsible Citizen”.
Task 4
Produce a leaflet on the ‘rights and responsibilities’ needed to become a
British citizen.
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
INDIVIDUAL RIGHTS AND RESPONSIBILITIES - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name _____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify an individual right which is
relevant to them.
AC1.2
Identify a responsibility that they
have for themselves.
AC1.3
Say who could help if they have
problems with their rights or
responsibilities.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
INDIVIDUAL RIGHTS AND RESPONSIBILITIES - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name _____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe an individual right which is
relevant to them.
AC1.2
Identify sources of support or
information about rights and
responsibilities.
AC1.3
Describe a responsibility that they
have for themselves.
AC1.4
Describe a responsibility that they
have to others.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6104 - Individual Rights and Responsibilities E2&E3 / LG
Title
Making the most of leisure time
Unit Ref. No.
M/502/0649
Entry Code
6105/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to introduce learners working at Entry 2 to a range of leisure
activities and encourage them to express their preferences for what they do
in their leisure time.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate an awareness of how they make
use of their own leisure time.
Identify an activity they take part in.
AC1.2
Identify the benefits to themselves of taking part
in this activity.
LO2
AC2.1
Be able to take part in leisure activities.
Take part in an activity which they find relaxing.
AC2.2
Take part in an activity which they find
challenging.
LO3
AC3.1
Demonstrate an awareness of their likes and
dislikes about different activities.
Identify what they liked about the activities.
AC3.2
Identify what they did not like about the activities.
Title
Unit Ref. No.
H/502/0650
Entry Code
6105/E3
Level
Entry 3
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand how to make use of their
leisure time.
Identify ways in which they can use their leisure
time.
AC1.2
Identify the benefits of using their leisure time in
different ways.
LO2
AC2.1
Be able to participate in a range of
activities.
Take part in an activity which they find relaxing.
AC2.2
challenging.
AC2.3
Take part in an activity which involves learning a
new skill.
LO3
AC3.1
Carry out a review of the activities they
have tried.
Identify what they enjoyed and did not enjoy
about the activities.
AC3.2
Identify an activity they would like to try again.
2.
LO1
•
•
•
Identify what is meant by leisure time.
Identify the range of possible activities including:
- hobbies/sports/outdoor challenges/community involvement/charity events/parties/
computer games etc.
Identify the physical and emotional benefits of leisure pursuits.
LO2
The range of activities is wide quite time consuming; therefore any activity will need to be
carefully selected to be both appropriate and achievable for the ability range and context
within which teachers and students are working.
LO3
In the review, consideration should be given to the activity the student enjoyed and the
reasons why. Also discussion relating to the activity they would like to repeat again including
reasons.
3.
Delivery
3.1
Planning Courses
Managing own money; Working as part of a group; Developing self; Community action;
Healthy living; Planning a journey
3.2
Resources
Apart from resources used by individual centres, the WJEC resources from the legacy
specifications PSS/Life skills/Work skills will support this unit.
4.
Assessment
4.1
4.2
4.3
Examples of Tasks
Task 1
Keep a diary/record of their leisure activities over a given period.
Task 2
Produce a poster identifying the attractions of a range of different leisure
activities.
Task 3
Produce an annotated local map indicating the main leisure facilities.
Task 4
Produce a simple display of leisure activities that students consider to be
relaxing or challenging or those that require new skills.
Task 5
Select and participate in an activity at your leisure centre that is either
relaxing or challenging or one that requires new skills.
Task 6
Produce a PowerPoint presentation on an activity in which you have been
involved.
Task 7
Compare the costs of two different leisure activities, including travel to and
from the venue.
Task 8
Produce a leaflet to illustrate the activities available in the local leisure
centre.
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
MAKING THE MOST OF LEISURE TIME - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify an activity they take part in.
AC1.2
Identify the benefits to themselves
of taking part in this activity.
AC2.1
Take part in an activity which they
find relaxing.
AC2.2
Take part in an activity which they
find challenging.
AC3.1
Identify what they liked about the
activities.
AC3.2
Identify what they did not like about
the activities.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
MAKING THE MOST OF LEISURE TIME - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify ways in which they can use their
leisure time.
AC1.2
Identify the benefits of using their leisure
time in different ways.
AC2.1
relaxing.
AC2.2
challenging.
AC2.3
Take part in an activity which involves
learning a new skill.
AC3.1
Identify what they enjoyed and did not
enjoy about the activities.
AC3.2
Identify an activity they would like to try
again.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6105 - Making the Most of Leisure Time E2&E3 / LG
Title
Managing Own Money
Unit Ref. No.
Y/502/0452
Entry Code
6106/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to introduce learners to the basic elements of managing their
personal finances, encouraging them to prepare a personal budget and to
carry out transactions capably.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC 1.1
Recognise their income and expenditure.
Identify their weekly income.
AC1.2
Identify items they need to spend money on.
AC1.3
Prepare a simple personal weekly budget.
LO2
AC 2.1
Know how to carry out simple transactions.
Demonstrate paying for an item.
AC2.2
Make simple calculations when paying for an
item.
Title
Managing Own Money
Unit Ref. No.
F/502/0462
Entry Code
6106/E3
Level
Entry 3
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC 1.1
Understand how to plan a personal budget.
Identify their sources of income.
AC1.2
Identify key items of expenditure.
AC1.3
Prepare a straightforward weekly budget plan.
AC1.4
Identify an appropriate way to save surplus
money.
LO2
AC 2.1
Know how to carry out transactions.
Identify two ways of paying for items.
AC2.2
AC2.3
Use appropriate calculations when paying for
items.
2.
LO1
The learner will need to be aware of how money is obtained and what they may be required to
spend that money on. They also need to appreciate that they need to budget the limited
supply of money they have at their disposal by planning how they allocate that money while
being aware of some of the hurdles they may face:
•
•
•
being aware of what is meant by “personal responsibility”
identifying the sources of income e.g. part-time work, pocket money etc.
prioritising their expenditure
The learner will also need to be aware of the need to save any monies that are unspent during
a certain period.
LO2
The learner will need to be aware of the differing methods of paying for items i.e. by cash,
cheque, debit card, credit card, and be able to demonstrate at least one of these methods in a
practical way. They also need to develop their ability to calculate costs of items and be able
to check any change received.
3.
Delivery
3.1
Planning Courses
Making the most of leisure time, Dealing with problems in daily life, Preparation for
work, Planning a journey, Myself within the community, Personal Health and Hygiene
3.2
Resources
Appropriate maths texts within the centre
Internet websites:
www.ayme.org.uk
www.direct.gov.uk/en/YoungPeople/Money/
www.whataboutmoney.info/step_by_step_guides/
www.moneyinstructor.com/budgeting
www.telegraph.co.uk/.../budget/.../Budget-2010-Young-people-get-jobs-boost.html
www.lloydstsb.com
www.participatorybudgeting.org.uk/young-people
www.moneyinstructor.com/budgeting.asp
www.rebeccamorch.co.uk/childrens_young_peoples_project.html
4.
Assessment
4.1
4.2
Examples of Tasks
Task 1
Produce two spider diagrams identifying the various sources of income for
(i) your family and (ii) yourself.
Task 2
Draw up a poster that will illustrate items that can be purchased from a set
amount of money.
Task 3
Produce a diary of what you spend in an average week.
Task 4
Produce a poster illustrating the different ways of saving and the
advantages of each.
Task 5
Prepare a PowerPoint presentation entitled, “The benefits of saving.”
Task 6
Prepare an itemised budget plan for one week, showing how the income
will cover the items you buy, and explaining why those items are necessary.
Task 7
Go on a shopping trip (simulated if necessary), to buy a list of items,
checking correct payments and any change received.
4.3
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
MANAGING OWN MONEY - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify their weekly income.
AC1.2
Identify items they need to spend
money on.
AC1.3
Prepare a simple personal weekly
budget.
AC2.1
AC2.2
Make simple calculations when
paying for an item.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
MANAGING OWN MONEY - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify their sources of income.
AC1.2
Identify key items of expenditure.
AC1.3
Prepare a straightforward weekly
budget plan.
AC1.4
Identify an appropriate way to save
surplus money.
AC2.1
Identify two ways of paying for items.
AC2.2
AC2.3
Use appropriate calculations when
paying for items.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________
6106 - Managing Own Money E2&E3 / LG
Date: ___________________________
Title
Managing Social Relationships
Unit Ref. No.
A/502/0444
Entry Code
6107/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners to use appropriate behaviours when
interacting with others in social situations.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC 1.1
Recognise how to interact with others in
everyday and familiar situations.
Take part in an exchange with a familiar person
about an everyday topic.
AC1.2
Use appropriate behaviours during the exchange.
AC1.3
Ask and respond to questions appropriately.
AC1.4
Express opinions simply and show respect for
those of the other person.
Title
Managing Social Relationships
Unit Ref. No.
T/502/0457
Entry Code
6107/E3
Level
Entry 3
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC 1.1
Understand how to interact with others in familiar
social situations.
Identify situations in which they may need to
interact with others.
AC1.2
Identify positive behaviours which can be used
when interacting with others.
LO2
AC 2.1
Demonstrate how to interact with others in
familiar social situations.
Take part in an exchange with one or more
people about a topic in which they have an
Interest.
AC2.2
Use appropriate positive behaviours when
participating in the exchange.
AC2.3
Make appropriate contributions.
AC2.4
Express opinions and respect the views of
others.
2.
This unit could be undertaken to support or in conjunction with other PSD units such as
Community Action or even a unit from another Entry Level Pathway such as Working in
Hospitality and Catering; Working in Childcare etc.
LO1
The learner will need to understand and appreciate the variety of situations in which they
interact with other people e.g. family; close friends; teachers; neighbours; members of clubs,
in shops and on public transport, etc. They will need to appreciate how to behave in order to
encourage the interaction:
•
Positive verbal behaviour - tone of voice, speaking clearly, introducing themselves, asking
relevant questions - suitable answers, and allowing the other person to speak etc.
•
Positive non-verbal behaviour; eye contact, smiling, nodding, body language.
LO2
The learner will need to participate in a simulated or real situation, as identified in the
suggested tasks and as appropriate to the centre or the group. It is important that the task
chosen can be monitored in order to fulfil the assessment criteria.
3.
Delivery
3.1
Planning Courses
Community action, Environmental awareness, Healthy living, Work Experience,
Making the most of leisure time, plus various possible units across the Entry Level
Pathways e.g. Working in Hospitality and Catering, Types of Care Services, Working
in Health and Social Care etc.
3.2
Resources
Appropriate Citizenship texts available at the centre
WJEC support materials
“101 Ways to Teach Children Social Skills”: Lawrence E Shapiro
“Basic Social Skills”: Boystown Press
“Social Skills Games for Children”: Deborah M Plummer
“Getting Along With Others”: Ronald W Herron & David Ronk
“The Good Games Book”: Vanessa Rogers
4.
Assessment
4.1
4.2
Examples of Tasks
Most of the Assessment Criteria could be addressed whilst learners are involved in a
group activity as part of other units, for example, Making the Most of Leisure Time,
Community Action.
Some activities could be created specifically for this unit:
• Taking part in a tea for local elderly people
• Taking part in an interview situation as an interviewee
• Giving a presentation involving a question and answer session
• Interviewing an individual regarding an event in their life e.g. the War, working life
etc.
• Making a short video about a place or topic of interest
• Making a simulated television news or current affairs programme
• Visiting a Leisure centre to make a booking for an activity
• Taking part in a classroom discussion
• Videoing a short discussion in the classroom and analysing each others
interactions
• Visiting a working environment
4.3
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
MANAGING SOCIAL RELATIONSHIPS - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Take part in an exchange with a
familiar person about an everyday
topic.
AC1.2
Use appropriate behaviours during the
exchange.
AC1.3
Ask and respond to questions
appropriately.
AC1.4
Express opinions simply and show
respect for those of the other person.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
MANAGING SOCIAL RELATIONSHIPS – ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify situations in which they may
need to interact with others.
AC1.2
Identify positive behaviours which can
be used when interacting with others.
AC2.1
Take part in an exchange with one or
more people about a topic in which
they have an interest.
AC2.2
Use appropriate positive behaviours
when participating in the exchange.
AC2.3
Make appropriate contributions.
AC2.4
Express opinions and respect the
views of others.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6107 - Managing Social Relationships E2&E3 / LG
Title
Parenting Awareness
Unit Ref. No.
A/502/0654
Entry Code
6108/E2
Level
Entry 2
Credit value
2
Unit aim
This 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.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate an awareness of the demands of
having a baby.
Identify a way in which having a new baby can be
demanding for new parents.
LO2
AC2.1
Demonstrate an awareness of the sources of
help and support available for parents.
Identify a source of help for new parents.
AC2.2
Identify a facility in their local area which
supports parents with young children.
LO3
AC3.1
Demonstrate an awareness of a parent’s
responsibility for keeping a baby safe and
healthy.
Identify a way that a parent can protect a baby
against an unsafe situation in the home.
AC3.2
Give an example of when a parent should seek
medical advice about their baby’s health.
Title
Parenting Awareness
Unit Ref. No.
F/502/0655
Entry Code
6108/E3
Level
Entry 3
Credit value
2
Unit aim
This 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.
Learning Outcomes
Assessment Criteria
require a learner to demonstrate that they can:
LO1
AC1.1
Demonstrate an understanding of the demands of
having a baby.
Identify the ways in which having a new baby can
be emotionally demanding.
AC1.2
Identify the ways in which having a new baby can
be physically demanding.
LO2
AC2.1
Demonstrate an understanding of the sources of help
and support available for parents.
Identify two sources of help for new parents.
AC2.2
Identify two facilities in their local area which
support parents with young children.
AC2.3
Identify a way in which help and support can
benefit new parents.
LO3
AC3.1
Demonstrate an understanding of a parent’s
responsibility for keeping a baby safe and healthy.
against an unsafe situation in the home.
AC3.2
against a health hazard.
AC3.3
Give an example of when a parent should seek
2.
LO1
The learner needs to appreciate:
(a)
The emotional demands - concerns regarding finance, responsibilities, anxiety,
antenatal depression, will the baby be healthy, worries about miscarrying, choosing a
name.
(b)
The physical demands - tiredness, morning sickness, bodily changes, breast feeding,
fads, backache, swollen legs.
LO2
The learner needs to understand the extent and type of support available:
• Family and friends
• Health care services - midwife, ante-natal clinic, health visitor, children’s clinics etc.
• Financial help - maternity pay, allowances, child benefit etc.
• Voluntary organisations - mother and toddler groups, National Childbirth Trust etc.
LO3
The learner needs to appreciate the responsibility of being a new parent with an emphasis on:
• Safety features in the home e.g. electric power points, protecting fires etc.
• Health hazards/issues e.g. children’s illnesses, personal health etc.
3.
Delivery
3.1
Planning Courses
Dealing with problems in daily life, Individual rights and responsibilities, Healthy living,
Personal Safety in the Home and Community, Using Technology in the Home and
Community, Personal Health and Hygiene, Choices and decisions
3.2
Resources
Baby magazines
Virtual Infant Simulator
Visiting speakers
Internet websites:
www.virtualbaby.co.uk
www.sainsburies.co.uk/LittleOnes
www.CowandGate.co.uk
www.tesco.co.uk/babyclub
www.SmartDraw.com
4.
Assessment
4.1
4.2
Examples of Tasks
Task 1
Design a leaflet for new parents showing some of the changes they can
now expect to their lives.
Task 2
Prepare a PowerPoint presentation identifying some of the services and
support available for new parents.
Task 3
Design a poster entitled, “Keeping Your Baby Healthy”.
Task 4
Design a leaflet that provides information on safety for babies in the home.
Task 5
Bath, change and feed a virtual baby.
Task 6
Help plan and run a mother and toddler group for a set period of time.
Task 7
Organise a Work Experience Placement at a local playgroup or mother and
toddler group.
4.3
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
PARENTING AWARENESS - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify a way in which having a new
baby can be demanding for new
parents.
AC2.1
Identify a source of help for new
parents.
AC2.2
Identify a facility in their local area which
supports parents with young children.
AC3.1
Identify a way that a parent can protect
a baby against an unsafe situation in the
home.
AC3.2
Give an example of when a parent
should seek medical advice about their
baby’s health.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: _____________________________________
Moderator: ____________________________________
Date: ____________________________
Date: ____________________________
PARENTING AWARENESS - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify the ways in which having a new
baby can be emotionally demanding.
AC1.2
Identify the ways in which having a new
baby can be physically demanding.
AC2.1
Identify two sources of help for new parents.
AC2.2
Identify two facilities in their local area which
AC2.3
Identify a way in which help and support can
benefit new parents.
AC3.1
Identify a way that a parent can protect a
baby against an unsafe situation in the
home.
AC3.2
Identify a way that a parent can protect a
baby against a health hazard.
AC3.3
Give an example of when a parent should
seek medical advice about their baby’s
health.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: _____________________________________ Date: ____________________________
Moderator: ___________________________________ Date: ____________________________
6108 - Parenting Awareness E2&E3 / LG
Title
Preparation for Work
Unit Ref. No.
R/502/0451
Entry Code
6109/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable 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 a job application.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Recognise the skills and qualities needed for
working life.
Identify some personal skills and qualities which
employees need.
AC1.2
Identify their own personal skills and qualities.
LO2
AC2.1
Recognise personal career opportunities.
Identify a suitable job role which interests them.
AC2.2
Provide key personal information needed to
apply for such a job role.
Title
Unit Ref. No.
A/502/0461
Entry Code
6109/E3
Level
Entry 3
Credit value
2
Unit aim
relation to those needed at work and to use this understanding to identify
key personal information needed for a job application.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand the skills and qualities needed for
working life.
Describe some personal skills and qualities
which employees need.
AC1.2
Identify how their own skills and qualities
compare with the skills and qualities employees
need.
AC1.3
Identify areas for development.
LO2
AC2.1
Investigate personal career opportunities.
Find out about potential job roles which interest
them.
AC2.2
Identify a suitable potential job role.
AC2.3
Prepare key personal information needed to
apply for the job role.
2.
LO1
Learners will need to be able to identify and understand the skills and qualities that
employers are looking for and also understand that different types of employment require
different skills and qualities.
Skills – such as using a computer, working a till, using a phone, literacy skills,
mathematical skills, ability to communicate, driving a vehicle, using specialised tools
etc.
Qualities – such as patience, trustworthiness, politeness, honesty, good timekeeping,
being organised, able to work as part of a team etc.
The learners need to assess their own personal skills and qualities and how they match up
to employers’ expectations. They also need to identify what skills/qualities they need to
improve upon.
LO2
Learners will need to:
•
•
•
3.
Identify several jobs that might be of interest to them and obtain information about each
Investigate, in depth, one potential job in terms of skills, qualities and experience
required
Prepare several ways of applying for a job
Delivery
3.1
Planning Courses
individual learners. For full details of the qualifications (Awards and
Certificates) that this unit may contribute to, and rules of combination, please
refer to the WJEC Entry Pathways specification.
Introduction to the Workplace, Looking at workplaces, Work Experience, Personal
Safety, Developing self, Working as part of a group, Working towards goals.
3.2
Resources
Appropriate PSE/PSHE/Careers texts within the centre
Visits to local employers
Visiting speakers
Internet websites:
www.wjec.co.uk
www.careers-gateway.co.uk
www.careersa-z.co.uk
www.bbc.co.uk/1/hi/programme/working_lunch/guides/workplace
4.
Assessment
4.1
4.2
Examples of Tasks
Task 1
Produce a record of an interview with an employer explaining what skills
and qualities they look for when employing someone.
Task 2
Complete a survey of several local employers, enquiring what skills and
qualities they look for when employing someone.
Task 3
Produce a personal profile detailing their own skills and qualities.
Task 4
Produce a spider diagram of general skills and /or qualities needed to suit
a number of different jobs.
Task 5
Prepare a Power Point presentation/leaflet on a specific job.
Task 6
Produce a personal CV.
Task 7
Write a letter of application for a specific job.
Task 8
Fill in a basic application form to apply for a particular job.
4.3
Recording
completion of each assessment criterion. All criteria must be met for the unit to be
achieved and credit awarded. Where a unit is provided at both Entry 2 and Entry 3,
learning outcomes may be common but assessment criteria will be differentiated and
must be met at the relevant level.
5.
-
Entry Procedures
Issue of Results
Access Arrangements
PREPARATION FOR WORK - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify some personal skills and qualities
which employees need.
AC1.2
Identify their own personal skills and
qualities.
AC2 .1
Identify a suitable job role which interests
them.
AC2.2
Provide key personal information needed
to apply for such a job role.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
PREPARATION FOR WORK - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe some personal skills and
qualities which employees need.
AC1.2
Identify how their own skills and
qualities compare with the skills and
qualities employees need.
AC1.3
Identify areas for development.
AC2.1
Find out about potential job roles
which interest them.
AC2.2
Identify a suitable potential job role.
AC2.3
Prepare key personal information
needed to apply for the job role.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ___________________________________ Date: ____________________________
Moderator: __________________________________ Date: ____________________________
6109 - Preparation for Work E2&E3 / LG
Title
Working as Part of a Group
Unit Ref. No.
H/502/0451
Entry Code
6110/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners to become an active contributor when
working with others on group activities and to be able to review their own
progress and skills development.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate an awareness of how to work with
others in appropriate ways.
Participate in setting ground rules for working
with others.
AC1.2
Relate basic information about the work to be
carried out.
AC1.3
Identify their role in the group.
LO2
AC2.1
Be able to demonstrate working as part of a
group.
Carry out given tasks when working with others.
AC2.2
Ask for or offer help when required.
AC2.3
Identify what went well and what went less well.
Title
Unit Ref. No.
K/502/0455
Entry Code
6110/E3
Level
Entry 3
Credit value
2
Unit aim
This unit aims to enable learners to become an active contributor when working
with others on group activities and to be able to review their own progress and
skills development.
Learning Outcomes
Assessment Criteria
will:
LO1
AC1.1
Know how to work with others in appropriate ways.
Contribute to setting ground rules for working with
others.
AC1.2
Make suggestions about the role they should play
in the group.
LO2
AC2.1
Be able to play an active role in working as part of a
group.
Carry out agreed activities when working with
others on a group task.
AC2.2
Make suggestions and receive feedback
appropriately.
AC2.3
LO3
AC3.1
Review their role in the group.
Review their work with others.
AC3.2
Identify how they contributed to the group.
AC3.3
Identify what went well and areas they could
improve in working with others.
2.
This unit could be undertaken to support any group activity, such as an enterprise activity or
one of the companion units such as Environmental Awareness, Community Action etc or even
a unit from another pathway such as Investigating your History, Introduction to Animal Care
etc.
LO1
The learner will need to appreciate the value of working as a member of a team and identify
requirements such as:
•
•
•
•
•
Being honest
Speaking for themselves, but not dominating
Taking responsibility for their own actions
Ensuring all group members contribute to final outcome
Listen to other’s point of view
LO2
The learner will need to be actively involved in a group activity that includes:
•
•
•
•
•
•
Defining a task
Making a plan
Allocating work
Checking performance
Identifying help required
Completing tasks
LO3
The learner will need to review the part they played within the group in terms of negative as
well as positive aspects of the experience.
3.
Delivery
3.1
Planning Courses
Working towards goals, Community action, Environmental awareness, Managing
social relationships plus various appropriate units across the Entry Level Pathways
that lend themselves to group activities.
3.2
Resources
WJEC support materials (legacy first skills/PSS)
Appropriate PSE texts within the centre
Internet websites:
www.wjec.co.uk
www.navca.org.uk
www.communityaction.org.uk
www.wastewatch.org
www.wcl.org
4.
Assessment
4.1
- formative as well as summative assessment
- coverage of Assessment Criteria for this unit
4.2
Examples of Tasks
The requirements of the Assessment Criteria may be satisfied whilst the learners are
involved in a group activity as part of other units, although some such activities could
be created specifically for this unit, such as:
Task 1
Making cakes for a charity stall
Task 2
Organising a tea for local elderly people
Task 3
Planning a day out at a theme park
Task 4
Planning a wildlife garden in the school
Task 5
Organising an anti-litter campaign
Task 6
Setting up a mini-business/enterprise, e.g. car-wash; cake stall; plant
sales; tuck shop etc.
4.3
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
WORKING AS PART OF A GROUP - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Participate in setting ground rules for
working with others.
AC1.2
Relate basic information about the work
to be carried out.
AC1.3
Identify their job role in the group.
AC2.1
Carry out given tasks when working
with others.
AC2.2
AC2.3
Identify what went well and what went
less well.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________
Date: ___________________________
WORKING AS PART OF A GROUP - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Contribute to setting ground rules for
AC1.2
Make suggestions about the role
they should play in the group.
AC2.1
Carry out agreed activities when
working with others on a group task.
AC2.2
Make suggestions and receive
feedback appropriately.
AC2.3
AC3.1
Review their work with others.
AC3.2
Identify how they contributed to the
group.
AC3.3
Identify what went well and areas
they could improve in working with
others.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ___________________________________ Date: ____________________________
Moderator: _________________________________ Date: _____________________________
6110 - Working as Part of a Group E2&E3 / LG
Title
Working towards Goals
Unit Ref. No.
Y/502/0435
Entry Code
6111/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners working at Entry 2 to understand how to
identify and work towards goals appropriately.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate an awareness of the skills and
qualities needed for success in work and life.
Recognise their skills, qualities and interests.
AC1.2
Identify their strengths.
AC1.3
Say what they could improve.
LO2
AC2.1
Demonstrate an awareness of how to identify
goals.
Identify some short-term goals they would like to
work towards.
AC2.2
Agree a goal with an appropriate person.
LO3
AC3.1
Follow steps to achieve a personal goal.
Say who will support them to work towards the
agreed goal.
AC3.2
Carry out given activities to work towards the
agreed goal.
AC3.3
Identify what has been achieved.
Title
Working towards Goals
Unit Ref. No.
D/502/0453
Entry Code
6111/E3
Level
Entry 3
Credit value
2
Unit aim
This unit aims to enable learners working at Entry 3 to understand how to
identify and work towards goals appropriately.
Learning Outcomes
Assessment Criteria
will:
LO1
AC1.1
Be able to identify goals.
State their strengths and what they need to
improve.
AC1.2
Identify an appropriate short-term goal to work
towards.
AC1.3
Agree the goal with an appropriate person.
LO2
AC2.1
Be able to plan how to meet their agreed goal.
Identify what needs to be done to work towards the
goal.
AC2.2
Identify sources of support to help achieve their
goal.
AC2.3
Say what the deadlines are for achieving the goal.
LO3
AC3.1
Follow a plan to achieve an agreed goal.
Carry out activities to achieve the goal.
AC3.2
Review their progress towards achieving the goal.
AC3.3
Identify whether the goal has been achieved.
2.
LO1
Learners will need to identify what their personal strengths and weaknesses are. What are
their ideas for the future? What they need to develop in order to achieve their ambitions.
Consider various options. Decide on a short-term goal in the context of the centre.
LO2
Identify an action plan which includes:
• What they will need to do to achieve the goal?
• The people who can help them.
• Any other support they will need
• A time-scale for completing it.
LO3
Follow the plan by:
• Carrying out the agreed processes
• Reviewing what they have achieved
• Reflecting on the outcomes
• Suggesting ways to improve
3.
Delivery
3.1
Planning Courses
Managing own money
Dealing with problems in daily life
Working as part of a group
3.2
Developing self
Managing social relationship
Community action
Individual rights and responsibilities
Resources
Apart from resources used by individual centres, the WJEC has provided a range of
materials to supplement other resources to support the work of this unit.
4.
Assessment
4.1
- coverage of Assessment Criteria for linked units
4.2
4.3
Examples of Tasks
Task 1
Produce a leaflet about a job that interests you.
Task 2
Keep a record of the activities that led to you reaching your agreed goal.
Task 3
Produce a simple display of the various skills required for at least four
different jobs.
Task 4
Produce a PowerPoint presentation describing the steps taken to reach the
goals you have identified.
Task 5
Decide on a new skill you may wish to learn e.g. playing chess, fishing, new
IT skills such as PowerPoint, swimming etc.
Task 6
Decide one thing in your life you would like to change, such as starting to
exercise, cycling to school, eating healthier food, etc
Task 7
Produce a plan on how to achieve a specific personal goal:
• Losing weight
• Increasing fitness levels
• Eating 5 portions of fruit and vegetables a day
Recording
5.
-
Entry Procedures
Issue of Results
Access Arrangements
WORKING TOWARDS GOALS - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Recognise their skills, qualities and
interests.
AC1.2
Identify their strengths.
AC1.3
Say what they could improve.
AC2.1
Identify some short-term goals they
would like to work towards.
AC2.2
Agree a goal with an appropriate
person.
AC3.1
Say who will support them to work
towards the agreed goal.
AC3.2
Carry out given activities to work
towards the agreed goal.
AC3.3
Identify what has been achieved.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ___________________________________ Date: ____________________________
Moderator: _________________________________ Date: ____________________________
WORKING TOWARDS GOALS - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
State their strengths and what they need
to improve.
AC1.2
Identify an appropriate short-term goal to
work towards.
AC1.3
Agree the goal with an appropriate
person.
AC2.1
Identify what needs to be done to work
towards the goal.
AC2.2
Identify sources of support to help achieve
their goal.
AC2.3
Say what the deadlines are for achieving
the goal.
AC3.1
Carry out activities to achieve the goal.
AC3.2
Review their progress towards achieving
the goal.
AC3.3
Identify whether the goal has been
achieved.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ___________________________________ Date: ____________________________
Moderator: _________________________________ Date: _____________________________
6111 - Working towards goals E2&E3 / LG
Title
Community Action
Unit Ref. No.
Y/502/0449
Entry Code
6112/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners to participate in local community activities
and understand the benefits of these activities for themselves and the
community.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Recognise local community groups.
Identify a community group in their local area and
what it does.
LO2
AC2.1
Be able to demonstrate how they participate in
community activities.
Participate in a community activity that is relevant
to them.
AC2.2
Identify how this activity benefits others.
Title
Community Action
Unit Ref. No.
F/502/0459
Entry Code
6112/E3
Level
Entry 3
Credit value
2
Unit aim
community.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate their knowledge of local
community groups.
Identify community groups in their local area and
what they do.
LO2
AC2.1
Demonstrate their participation in
Participate in activities within a local community
group.
AC2.2
Identify how these activities benefit others.
AC2.3
Identify a benefit for themselves from
participating in the activities.
2.
LO1
The learner needs to be aware of the range and variety of groups that contribute to the
wellbeing of their community. These should include:
Statutory provision, such as care homes, meals-on-wheels, library services, educational
provision, youth clubs etc.
Voluntary provision, such as Age Concern, playgroups, Mencap, Scope, CAB, TravelVol,
scouts/guides, church groups, CSV etc.
LO2
The learner will need to have a personal involvement in at least one community-based
activity, in terms of planning and implementation, e.g. on afternoon tea for the elderly,
organising a mother and toddler group, running a stall in a charity event etc.
3.
Delivery
3.1
Planning Courses
Working towards goals, Working as part of a group, Developing self, Making the most
of leisure time, Environmental awareness, Myself within the community, Choices and
Decisions.
3.2
Resources
Local authority leaflets
Leaflets from charities and voluntary organisations
Internet websites:
www.csv.org.uk
www.direct.gov.uk/.../HomeAndCommunity/Gettinginvolvedinyourcommunity/Volunteering
www.navca.org.uk
4.
Assessment
4.1
-
4.2
4.3
Video clips, annotated photographs of learner’s participating in activities or
demonstrating achievement of learning outcomes
Witness testimony [matched to learning outcomes/assessment criteria] from
appropriate adults who have worked with the learner
Records of achievements/outcomes attained from individual learning programmes
or structured learning schemes
Samples of written outcomes of tasks.
Examples of Tasks
Task 1
Plan and carry out an activity that will benefit one of the following groups:
the elderly/disabled/young children.
Task 2
Prepare a PowerPoint presentation on a community-based activity you
have been involved in.
Task 3
Produce a wall display identifying groups that provide a variety of services
within your community.
Recording
of each Assessment Criterion. All criteria must be met for the unit to be achieved and
credit awarded. Where a unit is provided at both Entry 2 and Entry 3, Learning
Outcomes may be common but Assessment Criteria will be differentiated and must be
5.
-
Entry Procedures
Issue of Results
Access Arrangements
COMMUNITY ACTION - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify a community group in their local
area and what it does.
AC2.1
Participate in a community activity that is
relevant to them.
AC2.2
Identify how this activity benefits others.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
COMMUNITY ACTION - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identity community groups in their local
area and what they do.
AC2.1
Participate in activities within a local
community group.
AC2.2
Identity how these activities benefit
others.
AC2.3
Identify a benefit for themselves from
participating in the activities.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
6112 - Community Action E2&E3
Title
Using Technology in the Home and Community
Unit Ref. No.
D/502/3319
Entry Code
6113/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners to develop an understanding of the
use of basic technology in the home and community
Learning Outcomes
Assessment Criteria
To be awarded credit for this unit, the
learner will:
can:
LO1
AC1.1
Recognise how Technology is used in the
home.
Identify how Technology is used in the
home.
AC1.2
Demonstrate safe practices when using
Technology in the home.
LO2
AC2.1
Recognise how Technology is used in the
local community.
Identify how Technology is used in the local
community.
AC2.2
Demonstrate safe practices when using
Technology in the local community.
Title
Using Technology in the Home and Community
Unit Ref. No.
J/502/3332
Entry Code
6113/E3
Level
Entry 3
Credit value
2
Unit aim
This unit aims to enable learners to develop an understanding of the
use of basic technology in the home and community.
Learning Outcomes
Assessment Criteria
learner will:
can:
LO1
AC1.1
Understand how and where Technology is
used in the home and local community.
Identify how and where Technology is used
in the home and the local community.
AC1.2
Identify advantages and disadvantages of
using Technology in the home and local
community.
LO2
AC2.1
Be able to demonstrate ways to use
Technology in the home and local
community.
Demonstrate safe practices when using a
variety of Technology equipment in the home
and local community.
AC2.2
Demonstrate what to do if the Technology
equipment being used goes wrong.
2.
LO1
The learner will need to be clear what is meant by “Technology” and how this can be
used/utilised both in the home and within the community, identifying the positives and
also the potential dangers:
•
•
•
•
•
•
•
•
•
Personal computers – aide to communication and educational; on-line
shopping/over reliance
Mobile telephones – aide to communication/compulsive texting etc.
Television (Interactive/HD/3D etc) – heightens entertaining/more expensive if it
becomes a “must-have” item
Computer games – entertaining/obsessive
Internet – educational/misuse, leading to bullying etc
CCTV – enhances safety and security/can be intrusive
Leisure centre fitness equipment – encourages exercise/can become obsessive
Credit card machines – convenient/some security concerns
DVD/Blueray players – entertainment/can replace more active forms of
entertainment
LO2
The learner will need to be able to demonstrate their ability to use safely much of the
Technology identified both in the home and within the community, particularly:
in the home
•
•
•
•
Personal computers
Mobile telephones
Computer games
Internet
in the community
•
•
Credit card machines
Automated checkout tills
3.
Delivery
3.1
Planning Courses
Managing own money, Making the most of leisure time, Environmental
awareness, Dealing with problems in daily life, Working as part of a group,
Community action, Preparation for work, Personal Safety in the Home and
Community, Work Experience, Personal Identity, plus other e units that
involve some of the elements from the Entry Level Pathways e.g. Introduction
to the Hospitality Industry, Maintaining Health and Wellbeing etc.
3.2
Resources
Internet websites:
www.education.gov.uk/research/data/uploadfiles/rr672.pdf
www.barnardos.org.uk/children_and_young_peoples_use_of_technology.pdf
www.kenttrustweb.org.uk/.../KICT/.../YoungPeople_ICT_Leaflet_REV4
4.
Assessment
4.1
Photographs, evaluation sheets, Witness Statements, wall displays, posters,
Power point presentations, videos, records of oral questioning, annotated task
sheets.
4.2
4.3
Examples of Tasks
Task 1
Produce a spider diagram identifying the various ‘Technologies’
that are now in use in the home or community that are used either
for entertainment or communications.
Task 2
Produce a grid identifying a variety of ‘Technologies’ used in the
home/community and give at least one advantage and one
disadvantage for each.
Task 3
lives”.
Prepare a presentation entitled “How Technology has changed our
Task 4
Demonstrate to your group two of the following activities:
Sending and receiving e-mails; accessing the internet to find a
given site e.g. E-Bay; load and play a DS/Gameboy game; taking
and sending a photo on a mobile phone; log on to a networking
site such as BeBo, My-Space or Facebook etc.
Task 5
Prepare a PowerPoint presentation entitled “Passive
Entertainment verses Active entertainment”.
Task 6
Produce a wall-chart to show how Technology is used to good
effect in education.
Recording
and Entry 3, learning outcomes may be common but assessment criteria will
5.
-
Entry Procedures
Issue of Results
Access Arrangements
USING TECHNOLOGY IN THE HOME AND COMMUNITY - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify how Technology is used in
the home.
AC1.2
Demonstrate safe practices when
using Technology in the home.
AC2.1
Identify how Technology is used in
the local community.
AC2.2
using Technology in the local
community.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: ________________________________ Date: ____________________________
Moderator: ______________________________ Date: ____________________________
USING TECHNOLOGY IN THE HOME AND COMMUNITY - ENTRY 3
ASSESSMENT RECORD
Candidate Name ______________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify how and where
Technology is used in the home
and the local community.
AC1.2
Identify advantages and
disadvantages of using
Technology in the home and local
community.
AC2.1
using a variety of Technology
equipment in the home and local
community.
AC2.2
Demonstrate what to do if the
Technology equipment being used
goes wrong.
General Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher: __________________________________
Date: _____________________
Moderator: _________________________________
Date: _____________________
6113 - Using Technology in the Home and Community E2&E3 / LG
Title
Personal Safety in the Home and Community
Unit Ref. No.
L/502/3333
Entry Code
6114/E2
Level
Entry 2
Credit value
2
Unit aim
This unit aims to enable learners to develop an understanding of personal
safety in the home and the community.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand how to keep themselves safe when
travelling around.
Identify some of the risks that they might face
when out and about.
AC1.2
Show how they would keep themselves safe if
they were faced with a risky situation.
AC1.3
Demonstrate that they can travel safely and
independently to a familiar destination using
public transport.
LO2
AC2.1
Be able to demonstrate ways to keep themselves
safe when in the home.
Identify safety rules when using different items of
home equipment.
AC2.2
Demonstrate safe practices when carrying out
simple household activities.
Title
Personal Safety in the Home and Community
Unit Ref. No.
R/502/3334
Entry Code
6114/E3
Level
Entry 3
Credit value
2
Unit aim
This unit aims to enable learners to develop an understanding of personal
safety in the home and the community.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand how to keep themselves safe when
travelling about.
Recognise some of the risks that they might face
when out and about.
AC1.2
Demonstrate how they might deal with a situation
in which their safety is threatened.
AC1.3
Demonstrate that they can travel safely and
independently to an unfamiliar destination using
public transport.
LO2
AC2.1
Be able to demonstrate ways to keep themselves
safe when in the home.
Identify safety rules for use in the home.
AC2.2
Demonstrate safe practices when carrying out
household activities.
2.
LO1
The learner needs to appreciate the risks involved in travelling within their local area by:
•
•
•
•
•
•
Identifying situations where they may personally be at risk e.g. safety on the roads, being
mugged, getting lost etc.
Identifying simple routines to be safe (e.g. telling someone where they are going, locking
the door before leaving, taking mobile phone/keys with them)
Understanding that money and keys/phones should be put away into pockets/bags for
safety
Following simple road safety routines (finding, pressing button, crossing when green man
appears)
Remembering and putting into practice simple safety guidelines explained to them on a
previous occasion (e.g. not talking to strangers/not using mobile phones in the street)
Knowing that the personal safety guidance is designed to protect them
LO2
The learner needs to be aware of the safety measures required to keep safe within the home,
in terms of:
•
•
•
•
•
3.
Electricity/gas
Home security
Cooking
Fire
Storage of medicines and household products
Delivery
3.1
Planning Courses
Using Technology in the Home and Community, Making the most of leisure time,
Planning a journey, Personal Safety plus related units within the Entry Level pathways
such as Basic Food Preparation, Health Safety and Hygiene etc.
3.2
Resources
Chalkface Project – “Becoming Responsible Citizens: Personal Safety”
“The Complete Guide to Personal and Home Safety: What You Need to Know”: Robert
L. Snow
“In the Home (Safety First)” by Ruth Thomson
Internet websites:
www.wiseup2work.co.uk/whac
www.childfirst.nhs.uk/kids/news/health/safety_home
www.csef.net/
www.chalkface.com
www.SafetyMedia.co.uk
4.
Assessment
4.1
4.2
Examples of Tasks
Task 1
Undertake a journey to an unfamiliar destination.
Task 2
Prepare a presentation entitled, “Safety in My Community”
Task 3
Design a leaflet entitled, “Being safe in your home”.
Task 4
Demonstrate how you would safely undertake several of the following
tasks:
• Making a cup of tea
• Ironing a garment
• Boiling an egg
• Lock and unlock doors and windows in the building
Task 5
Prepare a PowerPoint presentation on what you would do in a particular
emergency.
Task 6
Look at the hazard pictures (provided) of the kitchen/garage/
garden/bathroom and identify the hazards that are displayed.
4.3
Recording
of each Assessment Criterion. All criteria must be met for the unit to be achieved and
credit awarded. Where a unit is provided at both Entry 2 and Entry 3, Learning
Outcomes may be common but Assessment Criteria will be differentiated and must be
5.
-
Entry Procedures
Issue of Results
Access Arrangements
PERSONAL SAFETY IN THE HOME AND COMMUNITY - ENTRY 2
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify some of the risks that they
might face when out and about.
AC1.2
Show how they would keep
themselves safe if they were faced
with a risky situation.
AC1.3
Demonstrate that they can travel
safely and independently to a
familiar destination using public
transport.
AC2.1
Identify safety rules when using
different items of home equipment.
AC2.2
carrying out simple household
activities.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ___________________________________ Date: ____________________________
Moderator: _________________________________ Date: ____________________________
PERSONAL SAFETY IN THE HOME AND COMMUNITY - ENTRY 3
ASSESSMENT RECORD
Candidate Name _________________________
Centre Name_____________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Recognise some of the risks that they
might face when out and about.
AC1.2
Demonstrate how they might deal
with a situation in which their safety is
threatened.
AC1.3
Demonstrate that they can travel
safely and independently to an
unfamiliar destination using public
transport.
AC2.1
Identify safety rules for use in the
home.
AC2.2
carrying out household activities.
General Comments
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teacher: ___________________________________ Date: ____________________________
Moderator: _________________________________ Date: ____________________________
6114 - Personal Safety in the Home and Community E2&E3/LG
Level 1 Qualification in PSD
Units available:
6100 - Developing Self
K/502/0469
6101 - Dealing with Problems in
Daily Life
6102 - Environmental Awareness
L/502/0464
Y/502/0659
6103 - Healthy Living
F/502/0476
6104 - Individual Rights and
Responsibilities
6105 - Making the Most of Leisure
Time
6106 - Managing Own Money
K/502/0472
K/502/0651
R/502/0479
6107 - Managing Social
Relationships
6108 - Parenting Awareness
D/502/0470
6109 - Preparation for Work
J/502/0477
6110 - Working as Part of a Group
R/502/0465
6111 - Working Towards Goals
J/502/0463
6112 - Community Action
M/502/0473
J/502/0656
WJEC PATHWAYS - Level 1 QUALIFICATIONS
Title
Developing Self
Unit Ref. No.
6100/L1
Entry Code
M/502/0456
Level
Level 1
Credit value
2
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.
Learning Outcomes
Assessment Criteria
Assessment of the learning outcome will require
a learner to demonstrate that they can:
LO1
AC1.1
Take an active role in their self development.
Describe personal strengths and abilities.
AC1.2
Select an area of self development.
AC1.3
Explain why this area is important for their self
development.
LO2
AC2 .1
Be able to plan for self development.
Prepare a plan for their area of self development.
AC2.2
List activities, targets and timelines for their self
development.
AC2.3
Plan how to review progress towards achieving their
targets.
AC 2.4
Work through the agreed plan.
LO3
AC3.1
Review their self development and plan for the future.
Review their self development plan.
AC3.2
Suggest improvements and amendments to the plan.
AC3.3
Explain how they will continue with their self
development in the future.
2.
•
•
•
the level the learner is working at;
providing opportunities for progression;
centre facilities and resources.
LO1
The learners will need to explore their own strengths and abilities and specify a
particular area they would wish to explore further, in terms of their own development.
They must be clear why this would be relevant to them and of the sorts of changes
they would like to make.For example, they may be quite shy but have decided on a
career where they would need to interact with many different people. It would
therefore be important for them to develop their social skills in different situations.
LO2
The learners will need to explore how personal life / behaviour changes can be
made; how to set targets and recognise which targets are realistic and which are
unrealistic by producing a plan. This should identify the targets and specific activities
(for example, the shy person undertaking some voluntary work with the elderly) and
also the time frame within which the targets might be achieved. They will also need to
find out what support and resources are available to help them develop or change,
and how to monitor their progress as they follow the plan. The learner will also be
required to put their plan into operation.
LO3
The learners will need to review the progress they have made suggesting ways that
they might amend their plan in the light of their ongoing experience. They will also
need to consider how this could lead to other activities relating to their self
developments in the future.
3.
Delivery
3.1
Planning Courses
so that learners will gain some recognition for all completed work. However, in
planning courses teachers will need to consider the possible qualification
outcomes for individual learners, and consider other allied units that may run
alongside this unit:
Working towards goals, Dealing with problems in daily life, Working as
part of a group, Managing social relationship, Healthy living, Myself
within the community, Personal Health and Hygiene, Personal Safety
3.2
Resources
WJEC Support materials Legacy specifications
Appropriate PSE/PHSE/Citizenship texts within the centre
Life Choices (Inspire Foundation)
Internet Websites:
www.healthinsite.gov.au/.../Self_Esteem_in_Young_People
www.thesite.org.uk/healthandwellbeing/wellbeing/bodyimageandselfesteem/b
uildingselfesteem
news.bbc.co.uk/2/hi/health/6376367.stm
4.
Assessment
4.1
•
•
•
4.2
Examples of Tasks
Task 1
Produce a spider diagram highlighting their own personal
strengths or abilities
Task 2
Prepare a talk on one specific area of their own self development
that they would like to improve, explaining why this would be
important to them.
Task 3
Produce a leaflet outlining ways in which they can attempt to
improve one area of their own self development: e.g.
•
•
•
•
•
Task 4
overcoming shyness and being more confident with other
people
improving their appearance
improving their computing skills
being more assertive
developing skills in a new sport/leisure activity
and consider the targets that they would need to set
themselves
Use the internet to research a particular area they wish to develop
and produce a Power Point presentation on the support available
to help people meet a target e.g.
•
•
•
Losing weight ,
Improving fitness,
Using a specific computer software package,
Task 5
Produce a flow diagram time line for making the changes needed
to achieve their targets.
Task 6
Produce a report on they worked through their plan and identify
the progress that they have made.
Task 7
Research a career option in which they are interested and identify
the areas they would need to develop in order to achieve their
goal.
Task 8
Produce a flow diagram to identify other aspects of their self
development and other activities they could undertake in light of
their experiences of their initial plan.
4.3
Recording
completion of each Assessment Criterion. All criteria must be met for the unit
and Entry 3, Learning Outcomes may be common but Assessment Criteria
will be differentiated and must be met at the relevant level.
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Post Results Services
Self Development Level 1
ASSESSMENT RECORD
Candidate Name __________________________________________ Candidate No.________________
Centre Name _____________________________________________ Centre No.___________________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe personal strengths and abilities.
AC1.2
Select an area of self development.
AC1.3
Explain why this area is important for their self
development.
AC2 .1
Prepare a plan for their area of self
development.
AC2.2
List activities, targets and timelines for their
self development.
AC2.3
Plan how to review progress towards
achieving their targets.
AC 2.4
Work through the agreed plan.
AC3.1
Review their self development plan.
AC3.2
Suggest improvements and amendments to
the plan.
AC3.3
Explain how they will continue with their self
development in the future.
General Comments
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Teacher: _________________________________________________________
Date: ______________________
Moderator: _______________________________________________________
Date: ______________________
6100 - Developing Self L1/ED
WJEC PATHWAYS – LEVEL 1 QUALIFICATIONS
Title
Dealing with Problems in Daily Life
Unit Ref. No.
L/502/0464
Entry Code
6101/L1
Level
Level 1
Credit value
2
Unit aim
This unit aims 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.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Know how to recognize a straightforward
problem and identify ways to tackle it.
Describe a straightforward problem and describe
its effects.
AC1.2
Suggest ways in which they might tackle the
problem.
AC1.3
Select a way to tackle a problem and agree it
with an appropriate person.
LO2
AC2.1
Be able to plan and carry out activities to tackle a
problem.
Plan the activities to tackle the problem.
AC2.2
Identify resources to help tackle the problem.
AC2.3
Carry out planned activities.
LO3
AC3.1
Be able to carry out a review of their progress
towards solving the problem.
Review the approach used to tackle the problem.
AC3.2
Describe what went well and what did not go so
well.
AC3.3
Identify whether the problem has been solved.
2.
•
•
•
LO1
The learner needs to recognise and describe the effects of a straightforward problem
•
•
•
that is relevant to themselves, their family, their peer group or their school
in their local community or with their local environment
that affects their daily life
The learner also needs to find out any information relevant to the problem and
consider various ways of tackling it by brainstorming ideas, evaluating the options,
seeking appropriate help and advice, and selecting a strategy to follow that they think
might solve the problem.
LO2
The learner needs to
•
•
produce an action plan detailing the action to be taken, the resources needed,
including the help and support of other people, and a timetable or deadline for the
activities
carry out the activities
LO3
The learner needs to carry out a review of the activity and consider how far they went
in finding a solution, evaluating their methods and if necessary modifying theirs
actions or suggesting other strategies that might have been used. They will also
need to consider whether, by their activities, the problem has been resolved.
3.
Delivery
3.1
Planning Courses
Achievement of each unit is confirmed through a 'statement of achievement',
3.2
Resources
"Low Cost, No Cost Youth Work:101 Positive Activities for Young People":
Vanessa Rogers
WJEC Support Materials
Internet websites:
www.nya.org.uk
www.youthwork.com/activitiesinit.html
www.theproblemsolvingcompany.co.uk
4.
Assessment
4.1
In planning assessment opportunities it will be necessary to consider
•
•
•
coverage of assessment criteria for this unit
coverage of assessment criteria for linked units
Photographs, evaluation sheets, witness statements, wall displays, posters,
PowerPoint presentations, DVDs, records of oral questioning, annotated task
sheets.
4.2
Examples of Tasks
Task 1 Prepare a presentation to explain how you would tackle one of the
following problems: bullying in the school; lack of money to fund a
holiday; finding a home; finding a full-time or a part-time job.
Task 2 Report on a problem you have experienced and show how you
tackled that problem.
Task 3 Produce a leaflet entitled, "Tackling Bullying".
Task 4 Prepare a questionnaire to collect information on a particular
problem within your school or local area.
Task 5 Identify issues that are important to your peer group and discuss
some of the causes and some solutions.
Task 6 Collect relevant 'problem page' dilemmas and suggest some
suitable replies to the problems.
Task 7 Design and print a template for an Action Plan that you can use in
any problem solving situation.
4.3
Recording
to be achieved and credit awarded. Where a unit is provided at Entry 2, Entry
3 and Level 1, learning outcomes may be common but assessment criteria
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
DEALING WITH PROBLEMS IN DAILY LIFE - LEVEL 1
ASSESSMENT RECORD
Candidate Name ___________________________________ Candidate No.____________
Centre Name ______________________________________ Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe a straightforward problem and
describe its effects.
AC1.2
Suggest ways in which they might tackle
the problem.
AC1.3
Select a way to tackle a problem and
agree it with an appropriate person.
AC2.1
Plan the activities to tackle the problem.
AC2.2
Identify resources to help tackle the
problem.
AC2.3
Carry out planned activities.
AC3.1
Review the approach used to tackle the
problem.
AC3.2
Describe what went well and what did
not go so well.
AC3.3
Identify whether the problem has been
solved.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: ______________________________________ Date: ____________________________
Moderator: ____________________________________
6101 Dealing with Problems in Daily Life L1 /LG
Date: ____________________________
WJEC PATHWAYS - LEVEL 1 QUALIFICATIONS
Title
Unit Ref. No.
Y/502/0659
Entry Code
6102/L1
Level
Level 1
Credit value
2
Unit aim
environment.
Learning Outcomes
Assessment Criteria
learner will:
LO1
actions of humans affect the
environment.
AC1.1
Give examples of human behaviour which harm the
environment.
AC1.2
Give examples of human behaviour which help the
environment.
AC1.3
Identify ways to raise awareness about environmental
issues.
LO2
Demonstrate an understanding of
environmental issues which affects the
local area.
AC2.1
Describe an environmental issue which has an impact on
their local area.
AC2.2
Identify ways in which this issue can be tackled to bring
about improvements.
LO3
Carry out activities to help improve the
environment in the local area.
AC3.1
Describe activities that they can carry out to improve the
environment in the local area.
AC3.2
Carry out at least two activities to improve the local
environment.
AC3.3
Describe the benefits of these activities for the local area.
AC3.4
Say what actions are needed to maintain improvements
in the future.
2.
•
•
•
LO1
Learners will need to gain an insight into the types of environmental behaviour that:
(a)
Harm the environment. These should include
•
•
•
•
(b)
Rubbish - waste products, used appliances etc.
Pollutants - detergents, oil, chemicals etc.
Emissions - smoke, fumes, noise etc.
Visual pollutants - litter, fly-tipping, graffiti etc.
Help the environment. These should include:
•
•
•
•
Recycling/reclamation schemes - by local authorities or charities
Positive action - organic farming, reforestation etc.
Campaigns/education - direct action, advertisements etc.
Protected areas - National Parks, National Trust, RSPB, SSSIs etc.
Learners will also need to be aware of various ways of raising awareness of
environmental issues.
•
•
•
•
•
•
•
Posters
Leaflets
TV campaigns
Newspaper articles
Demonstrations
Petitions
Talks
LO2
The learner will need to be aware of at least two environmental issues that impact upon
their local community e.g. how emissions may cause asthma, how pollutants may cause
skin complaints, how litter causes visual pollution etc. Likewise they need to consider
how helpful behaviour may have positive consequences e.g. how recycling reduces
landfill sites, how protected areas preserve important sites for future generations etc.
LO3
The learner will need to demonstrate how they can play an active part in improving their
own environment e.g. by organising two activities, such as
•
•
•
An anti-litter campaign
Encouraging positive environmental campaigns, such as recycling
Promoting greater awareness of national schemes or campaigns, e.g. National
Trust, Greenpeace etc.
The learner will need to be clear about the benefits of their actions within the local
community and explain what actions need to be taken to maintain improvements, e.g.
regular litter collections, weekly recycling collections etc.
3.
Delivery
3.1
Planning Courses
3.2
Resources
Visits to local environmental improvement schemes
Visiting speakers
Some Possible Contacts
Keep Britain Tidy; Greenpeace; National Trust; National Parks: Fair Trade;
Friends of the Earth; National Society for Clean Air; Wastewatch; WWF;
Woodland Trust.
Internet websites:
www.wjec.co.uk
www.recycle-more.co.uk (schools section)
www.greenphase.co.uk
www.wastewatch.org
www.wcl.org
4.
Assessment
4.1
•
•
•
sheets.
4.2
4.3
Examples of Tasks
Task 1
Produce two spider diagrams showing both harmful and beneficial
behaviour affecting your environment.
Task 2
Prepare a PowerPoint presentation with a title along the lines of
"How people are damaging our environment" or "How we set up a
school recycling scheme" or "How we cultivated a wildlife area in
the school grounds".
Task 3
Make a DVD/poster display of activities that help to improve the
environment.
Task 4
Produce a spider diagram to show the various ways of raising
awareness of various environmental issues.
Task 5
Produce a leaflet to raise awareness of environmental issues
within your local area.
Task 6
Set up and participate in at least one of the following schemes:
a wildlife garden within the school; an anti-litter campaign; a recycling scheme within the school;
Task 7
Participate in at least one short-term, voluntary activity, such as
footpath clearance; litter picking; stream clearance; waste paper
collection; cleaning graffiti.
Recording
to be achieved and credit awarded. Where a unit is provided at Entry 2 ,Entry
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
ENVIRONMENTAL AWARENESS - LEVEL 1
ASSESSMENT RECORD
Candidate Name ________________________________________
Centre Name ___________________________________________ Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Give examples of human behaviour which
harm the environment.
AC1.2
Give examples of human behaviour which
AC1.3
Identify ways to raise awareness about
environmental issues.
AC2.1
Describe an environmental issue which has
an impact on their local area.
AC2.2
Identify ways in which this issue can be
tackled to bring about improvements.
AC3.1
Describe activities that they can carry out to
improve the environment in the local area.
AC3.2
Carry out at least two activities to improve
the local environment.
AC3.3
Describe the benefits of these activities for
the local area.
AC3.4
Say what actions are needed to maintain
improvements in the future.
General Comments
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Teacher: _____________________________________ Date: ____________________________
Moderator: ___________________________________ Date: ____________________________
6102-Environmental Awareness/ED
WJEC PATHWAYS – LEVEL 1 Qualifications
Title
Healthy Living
Unit Ref. No.
F/502/0476
Entry Code
6103/L1
Level
Level 1
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
will:
can:
LO1
Understand the importance of leading a healthy
lifestyle.
AC1.1
Describe the key elements of a healthy lifestyle.
AC1.2
Explain why a healthy lifestyle is important.
LO2
Demonstrate how they can contribute to their own
healthy lifestyle.
LO3
Review the activities undertaken to maintain a
healthy lifestyle.
AC2.1
Select and carry out activities that can contribute
AC3.1
Carry out a review of their activities.
AC3.2
Describe what went well and areas for
improvement.
AC3.3
Describe how the activities have improved their
lifestyle.
AC3.4
Suggest further activities which could contribute
2.
•
•
•
LO1
The learner will need to gain an insight into what constitutes a healthy lifestyle and
explain why it is important. This should include
•
•
•
•
•
•
Healthy diet
Personal hygiene
Physical fitness
The importance of relaxation and sleep
Relationships
The effect of alcohol, smoking and drugs
LO2
The learner will need to be given the opportunity to participate in activities relating to
each of these categories
•
•
•
Healthy Eating
Hygiene routines
Physical activity
LO3
The learner will need to review all the activities they have been involved in and
comment on the success or otherwise of the participation in terms of the impact upon
their health and their lifestyle. They will also need to consider further possible
activities, in terms of exercise, diet, hygiene, etc. that could help them towards a
healthier way of life.
3.
Delivery
3.1
Planning Courses
3.2
Resources
Text books available within the centre relating to healthy eating, hygiene and
fitness. Healthy eating literature from government, supermarkets and
manufacturers
WJEC Food studies resource book
PSE literature Smoking, Drugs and Alcohol
Visiting speakers
Visits to leisure centres
Life matters Board game ( www.tacade.com)
Healthy Schools Programme
Internet web sites
www.nhs.co.uk
www.foodafactoflife.co.uk
www.eatwell.gov.uk
www.drinkaware.co.uk
www.talktofrank.co.uk
www.thesite.org
www.tacade.com
www.bbbc.co.uk/health
4.
Assessment
4.1
•
•
•
PowerPoint presentations, interviews, DVDs, annotated task sheets, peer and
self assessments.
4.2
Examples of Tasks
Task 1
Produce a poster showing foods that can contribute towards a
healthy diet.
Task 2
Produce a diary of simple daily hygiene routines.
Task 3
Plan healthy meals for a day/a week for a small child, an active
adult, an older person.
Task 4
Produce a small cookery book of quick and healthy recipes.
Task 5
Produce a spider diagram to illustrate the importance of a healthy
lifestyle.
Task 6
The Healthy Schools initiative recommends one hour a day of
moderate exercise for young adults. Carry out a survey to find out
how much exercise the people in your group have taken in the last
week, including walking to school/work.
Task 7
Produce a leaflet to illustrate the activities available in a local
leisure centre.
Task 8
Take part in one activity offered in the local leisure centre.
Task 9
Plan, buy ingredients for, and cook an example of a healthy meal.
Task 10
Produce a PowerPoint presentation on the dangers of smoking,
drugs or alcohol.
Task 11
Produce a leaflet for teenagers explaining the changes that their
bodies are going through and how to deal with the hygiene
problems that these changes cause.
Task 12
Keep a record of the effects of physical exercise on the body over
a given period of time e.g. pulse, weight, BMI.
Task 13
Prepare a presentation to outline the health-related activities you
have undertaken and explain the impact these have had on your
lifestyle.
Task 14
Produce a wall display of other activities you could be involved in
that will also contribute to a healthier lifestyle.
4.3
Recording
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
HEALTHY LIVING - LEVEL 1
ASSESSMENT RECORD
Candidate Name ________________________________________
Centre Name ___________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe the key elements of a healthy
lifestyle.
AC1.2
Explain why a healthy lifestyle is
important.
AC2.1
Select and carry out activities that can
AC3.1
Carry out a review of their activities.
AC3.2
Describe what went well and areas for
improvement.
AC3.3
Describe how the activities have
improved their lifestyle.
AC3.4
Suggest further activities which could
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: ______________________________________ Date: ____________________________
Moderator: ____________________________________
6103 - Health Living L1/MLJ
Date: ____________________________
Title
Unit Ref. No.
K/502/0472
Entry Code
6104/L1
Level
Level 1
Credit value
1
Unit aim
This unit aims to raise the learner's awareness of their rights and
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand their individual rights.
Give examples of their rights as an individual.
AC1.2
Give examples of barriers which may prevent the
exercise of their rights.
AC1.3
Identify sources of support and information about
rights and responsibilities and describe how
these can help.
LO2
AC2.1
Understand their individual responsibilities.
Identify their responsibilities to themselves.
AC2.2
State their responsibilities to others.
AC2.3
Demonstrate how they take responsibility for
others.
2.
•
•
•
LO1
The learner will need to understand what is meant by "rights". They will also need to
appreciate:
The rights they have, as citizens of the U.K. and their universal human rights as
set out in the United Nations Declaration of Human Rights and the Human Rights
Act 1998 e.g.
•
•
•
Freedom of speech and movement
The right to live in peace - without fear of attack or threat to their personal
safety
Freedom of association, in terms of religion, sexuality, politics etc.
The learner will also need to be aware of the barriers that may prevent some
exercising their rights fully, because of
•
•
•
•
•
Prejudice
Force of arms
Lack of religious freedom
Aggressive opposition
Local or national laws
The learner will need to be able to identify how to access sources of information and
support about rights and responsibilities; and describe how these sources can offer
advice and practical help; for example,
•
•
•
•
•
•
•
The Human Rights Act 1988; how to find details of its content
Citizens Advice Bureau
Community Legal Advice
Law Centres
Liberty
www.directgov.uk
Their local MP; how to make contact
LO2
The learner will need to understand what is meant by "responsibilities" and to
understand that they can be legal or moral. They will also need to appreciate that
there are responsibilities that come with their rights e.g.
•
•
•
•
•
•
To treat people fairly
Not to threaten others in terms of their person or property
To demonstrate responsible behaviour towards the environment
To show respect towards others, in terms of ethnicity, religion, gender, sexuality
etc.
To actively promote equality and fairness
To obey the law
The learner will also need to indicate how they will take responsibility for themselves,
through various activities as suggested in the examples of tasks.
3.
Delivery
3.1
Planning Courses
3.2
Resources
Appropriate Citizenship texts within the centre
Human Rights Act 1998
"Act by Right": Bill Badham
Information from appropriate organisations - CAB; Liberty; Equality and
Human Rights Commission; Community Legal Advice etc.
Internet websites:
www.wjec.co.uk
www.direct.gov.uk
www.citizensadvice.org.uk
4.
Assessment
4.1
•
•
•
sheets.
4.2
Examples of Tasks
Task 1
Prepare a questionnaire to find out whether people know about all
or any of the 30 Human Rights.
Task 2
Survey 20/30 people and find out which Human Right they would
be most upset to lose.
Task 3
Carry out a survey on 'Personal Safety'. (How safe do people feel
they are in their home/community?)
Task 4
Prepare a presentation to show what barriers may exist to prevent
some people from exercising their rights.
Task 5
Prepare a PowerPoint presentation entitled, "Being a Responsible
Citizen".
Task 6
Write a leaflet for someone applying to become a British citizen.
Task 7
Design a poster to show the responsibilities you have in school
e.g. not to disrupt lessons and prevent someone else's right to an
education etc.
Task 8
Conduct a survey to find out if people know the various ages the
law gives them the right to do certain things; e.g. get married, vote,
join the armed forces, etc.
Task 9
Discuss whether the media has the right to publish articles about
the private lives of celebrities, politicians, or sports-people (the
right to freedom of expression) regardless of whether they are
denying them their rights to privacy and family life.
4.3
Recording
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
INDIVIDUAL RIGHTS AND RESPONSIBILITIES - LEVEL 1
ASSESSMENT RECORD
Candidate Name ______________________________________
Centre Name _________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Give examples of their rights as an
individual.
AC1.2
Give examples of barriers which may
prevent the exercise of their rights.
AC1.3
Identify sources of support and
information about rights and
responsibilities and describe how
these can help.
AC2.1
Identify their responsibilities to
themselves.
AC2.2
State their responsibilities to others.
AC2.3
Demonstrate how they take
responsibility for others.
General Comments
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Teacher: _____________________________________ Date: ____________________________
Moderator: ___________________________________ Date: ____________________________
6104 - Individual Rights and Responsibilities L1/ED
Title
Making the Most of Leisure Time
Unit Ref. No.
K/502/0651
Entry Code
6105/L1
Level
Level 1
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
learner will:
LO1
AC1.1
Understand how to make use of their leisure
time.
Describe the benefits of participating in leisure
activities.
AC1.2
Describe the range of leisure activities available to
them.
AC1.3
Identify ways in which they can make the best use of
leisure time.
LO2
AC2.1
Be able to participate in a range of activities.
Make arrangements to take part in different leisure
activities to include
a) a relaxing activity
b) a challenging activity
c) an activity that involves learning a new skill.
AC2.2
Take part in the activities.
LO3
AC3.1
Carry out a review of the activities they have
tried.
Describe their experiences of the activities.
AC3.2
State a preference for one activity from those tried out
and give reasons.
2.
•
•
•
LO1
The learner will need to be aware of
•
What is meant by leisure time
•
The range of possible activities including hobbies/sports/outdoor
challenges/community involvement/charity events/parties/ computer games etc.
•
The physical and emotional benefits of leisure pursuits in terms of health and
well-being
•
The various ways they can use their leisure time to be of the greatest benefit to
themselves, physically and psychologically
LO2
The learner will need to be aware of the wide range of possible activities, (see LO1
above) that he/she may wish to try out. Many of these leisure pursuits are quite time
consuming and may involve a cost; therefore any activity will need to be carefully
selected to be both appropriate and achievable for the ability range and context
within which teachers and learners are working. The selection must include
•
•
•
one that is relaxing
one that is challenging
one that requires the learning of a new skill.
LO3
The learner should review all three activities, giving details of the planning and
carrying out, and an evaluation of the experience, to include both positive and
negative aspects. In the review, consideration should be given to the activity the
learner would most like to repeat and the reasons why.
3.
Delivery
3.1
Planning Courses
3.2
Resources
Apart from resources used by individual centres, the WJEC has provided a
range of materials to supplement other resources to support the work of this
unit.
4.
Assessment
4.1
•
•
•
coverage of assessment criteria for linked units.
sheets.
4.2
4.3
Examples of Tasks
Task 1
Produce a diary/record of your leisure activities over a given
period.
Task 2
Produce a poster identifying the attractions of a range of different
leisure activities.
Task 3
Produce an annotated local map indicating the main leisure
facilities.
Task 4
Produce a simple display of leisure activities that students
consider to be relaxing or challenging or those that require new
skills.
Task 5
Select and participate in at least three activities at your leisure
centre one of which is relaxing, one challenging and one that
requires a new skill.
Task 6
Produce a PowerPoint presentation on an activity in which you
have been involved.
Task 7
Compare the costs of two different leisure activities, including
travel to and from the venue.
Task 8
Produce a leaflet to illustrate the activities available in the local
leisure centre.
Task 9
Chose the favourite leisure activity you have participated in and
explain the reason for your choice in the form of a presentation to
the group.
Recording
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
MAKING THE MOST OF LEISURE TIME - LEVEL 1
ASSESSMENT RECORD
Candidate Name ________________________________________ Candidate No.____________
Centre Name ___________________________________________ Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe the benefits of participating
in leisure activities.
AC1.2
Describe the range of leisure
activities available to them.
AC1.3
Identify ways in which they can
make the best use of leisure time.
AC2.1
Make arrangements to take part in
different leisure activities to include:
a) a relaxing activity
b) a challenging activity
c) an activity that involves learning
a new skill.
AC2.2
Take part in the activities.
AC3.1
Describe their experiences of the
activities.
AC3.2
State a preference for one activity
from those tried out and give
reasons.
General Comments
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Teacher: ________________________________
Date: ____________________________
Moderator: ______________________________
Date: ____________________________
6105 - Making the Most of Leisure L1/ED
Title
Managing Own Money
Unit Ref. No.
R/502/0479
Entry Code
6106/L1
Level
Level 1
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
learner will:
LO1
AC1.1
Understand how to plan a personal budget.
Prepare a personal budget plan which includes key
information on income and expenditure.
AC1.2
Use appropriate calculations when preparing the
budget plan.
LO2
AC2.1
Understand how to manage their personal
finances.
Identify relevant organisations which can provide
information on current accounts, savings and loans.
AC2.2
Identify an account to suit their purpose and say why it
is appropriate.
LO3
AC3.1
Know how to carry out transactions.
Identify a range of ways in which purchases can be
made.
AC3.2
Carry out two different types of transaction.
AC3.3
Use appropriate calculations and checking procedures
during transactions.
2.
•
•
•
LO1
This unit may be used to help the learner budget their current income and
expenditure (e.g. pocket money, part-time job) or be used as a simulation to help
plan a future budget (e.g. full-time job, living expenses).
The learner must be able to assess income and understand what they may be
required to spend that money on. They need to appreciate how to budget the limited
supply of money they have at their disposal by prioritising their expenditure.
The learner will need to show how they have calculated income and expenditure in
their budget plan, and will also need to be aware of the need to save any monies that
are unspent during a certain period.
LO2
The learner will need to be aware that there are financial bodies that can provide a
range of services and information to support them in managing their own finances,
e.g. banks, building societies, the Post Office etc. providing information and support
for a variety of services, including
•
•
•
•
current accounts, debit cards, cheques, direct debits etc.
savings accounts
credit card accounts
loans
One of these types of accounts should be identified as suitable for their needs, and
the reasons for its suitability explained.
LO3
The learner will need to be aware of the differing methods of paying for items i.e. by
cash, cheque, debit card, credit card, and be able to demonstrate two of these
methods in a practical way. They also need to show how they calculated their costs
and be able to check any change or receipts received.
3.
Delivery
3.1
Planning Courses
3.2
Resources
Appropriate maths texts within the centre
Internet websites:
www.ayme.org.uk
www.direct.gov.uk/en/YoungPeople/Money/
www.whataboutmoney.info/step_by_step_guides/
www.moneyinstructor.com/budgeting
www.telegraph.co.uk/.../budget/.../Budget-2010-Young-people-get-jobs-boost.html
www.lloydstsb.com
www.participatorybudgeting.org.uk/young-people
www.moneyinstructor.com/budgeting.asp
www.rebeccamorch.co.uk/childrens_young_peoples_project.html
4.
Assessment
4.1
•
•
•
sheets.
4.2
4.3
Examples of Tasks
Task 1
Produce two spider diagrams identifying the various sources of
income for (i) your family and (ii) yourself.
Task 2
Draw up a poster that will illustrate items that can be purchased
from a set amount of money.
Task 3
Produce a diary of what you spend in an average week.
Task 4
Produce a poster illustrating the different ways of saving and the
advantages of each.
Task 5
Prepare a PowerPoint presentation entitled, "The benefits of
saving".
Task 6
Prepare an itemised budget plan for one week, showing how the
income will cover the items you buy, and explaining why those
items are necessary.
Task 7
Using a suitable catalogue, identify what items can be bought for a
particular room in a new home within a fixed budget.
Task 8
Collect and complete current account application forms from
several banks/building societies.
Task 9
Go on a shopping trip (simulated if necessary), to buy a list of
items, checking correct payments and any change received.
Task 10
Plan a small party for a child's birthday and use an online
supermarket price website to calculate cost within a fixed budget.
Task 11
Produce a spider diagram to illustrate the range of services and
facilities provided by various financial institutions.
Task 12
Choose one type of account that you think will be appropriate for
your needs and give reasons for your choice.
Recording
5.
specification, which includes information about
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
MANAGING OWN MONEY - LEVEL 1
ASSESSMENT RECORD
Candidate Name _______________________________________
Centre Name __________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC 1.1
Prepare a personal budget plan which
includes key information on income
and expenditure.
AC1.2
Use appropriate calculations when
preparing the budget plan.
AC2.1
Identify relevant organisations which
can provide information on current
accounts, savings and loans.
AC2.2
Identify an account to suit their
purpose and say why it is appropriate.
AC3.1
Identify a range of ways in which
purchases can be made.
AC3.2
Carry out two different types of
transaction.
AC3.3
Use appropriate calculations and
checking procedures during
transactions.
General Comments
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Teacher: ________________________________
Date: ____________________________
Moderator: ______________________________
Date: ____________________________
6106 - Managing Own Money L1/ED
Title
Managing Social Relations
Unit Ref. No.
D/502/0470
Entry Code
6107/L1
Level
Level 1
Credit value
2
Unit aim
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand how to interact with others in
a range of social situations.
Identify at least two situations in which they may
need to interact with others.
AC1.2
Identify positive behaviours which can be
used when interacting with others.
AC1.3
Explain why it is important to use positive
behaviour when interacting with others.
LO2
Demonstrate how to interact with others
in a range of social situations.
AC2.1
Take an active role in exchanges on different
topics with one or more people.
AC2.2
Use a range of appropriate behaviours when
participating in the exchanges.
AC2.3
Use appropriate formal and informal
communication techniques.
2.
•
•
•
LO1
The learner will need to understand and appreciate the variety of situations in which
they interact with other people e.g. within the home, the school, the community, in
workplaces, in clubs, in shops and on public transport, etc.
The learner will need to appreciate how to behave in order to encourage the
interaction with family, friends, teachers, co-workers, neighbours, the public etc.
•
•
Positive verbal behaviour – encouraging tone of voice, speaking clearly,
introducing themselves, asking relevant questions – giving suitable answers, and
allowing the other person to speak etc.
Positive non-verbal behaviour - eye contact, smiling, nodding, body language,
personal space
The learner must also be aware of the value of positive behaviour in encouraging
interaction.
LO2
The learner will need to participate in several simulated or real situations, as
identified in the suggested tasks and as appropriate to the centre or the group. It is
important that the tasks chosen can be monitored in order to fulfil the assessment
criteria, and they should include examples of both formal and informal
communication.
3.
•
Formal - interview situations, a presentation, talking to an unknown person, a
work situation
•
Informal - talking to a friend, teacher or family member, a discussion in class,
taking part in a group activity
Delivery
3.1
Planning Courses
3.2
Resources
Appropriate Citizenship texts available at the centre
"101 Ways to Teach Children Social Skills": Lawrence E Shapiro
"Basic Social Skills": Boystown Press
"Social Skills Games for Children": Deborah M Plummer
"Getting Along With Others": Ronald W Herron & David Ronk
"The Good Games Book": Vanessa Rogers
4.
Assessment
4.1
•
•
•
sheets.
4.2
Examples of Tasks
Most of the assessment criteria could be addressed whilst learners are
involved in a group activity as part of other units, for example, Making the
Most of Leisure Time, Community Action, Environmental Awareness.
Some activities could be created specifically for this unit:
Task 1
Taking part in a tea for local elderly people.
Task 2
Taking part in an interview situation as an interviewee.
Task 3
Giving a presentation involving a question and answer session.
Task 4
Interviewing an individual regarding an event in their life e.g. the
War, working life etc.
Task 5
Making a short DVD about a place or topic of interest.
Task 6
Making a simulated television news or current affairs programme.
Task 7
Visiting a Leisure centre to make a booking for an activity.
Task 8
Taking part in a classroom discussion.
Task 9
Videoing a short discussion in the classroom and analysing each
others interactions.
4.3
Recording
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
MANAGING SOCIAL RELATIONS - LEVEL 1
ASSESSMENT RECORD
Candidate Name _____________________________________
Centre Name________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify at least two situations in
which they may need to interact with
others.
AC1.2
Identify positive behaviours which
can be used when interacting with
others.
AC1.3
Explain why it is important to use
positive behaviour when interacting
with others.
AC2.1
Take an active role in exchanges on
different topics with one or more
people.
AC2.2
Use a range of appropriate
behaviours when participating in the
exchanges.
AC2.3
Use appropriate formal and informal
communication techniques.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: _______________________________________ Date: ____________________________
Moderator: _____________________________________ Date: ____________________________
6107-Managing Social Relations L1/LG
Title
Parenting Awareness
Unit Ref. No.
J/502/0656
Entry Code
6108/L1
Level
Level 1
Credit value
2
Unit aim
This 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.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Identify the ways in which having a new baby
can be emotionally and physically demanding.
Demonstrate an understanding of the demands of
having a baby.
AC1.2
Identify the signs of stress that new parents may
show, and describe the impact this may have on
the family.
LO2
Demonstrate an understanding of the sources of
help and support available for
parents.
AC2.1
Describe the sources of help available for new
parents.
AC.2.2
Describe the facilities in their local area which
AC2.3
Describe the benefits to new parents of help and
support from a range of sources.
LO3
Demonstrate an understanding of a parent’s
responsibility for keeping a baby safe and healthy.
AC3.1
Describe a range of ways to ensure the safety
and health of a baby.
AC3.2
Give examples of when a parent should seek
2.
•
•
•
LO1
The learner needs to appreciate:
•
The emotional demands – antenatal depression, worries about miscarrying, will
the baby be healthy, choosing a name, postnatal depression. Feeding techniques
and schedules.
•
The physical demands – tiredness, morning sickness, bodily changes, backache,
swollen legs, breast-feeding, sleeplessness.
LO2
The learner needs to understand and describe the type of support available to new
parents and be able to identify appropriate facilities in their local area.
•
•
•
•
Family and friends
Health care services – midwife, antenatal clinic, doctor, health visitor, children’s
clinics etc.
Financial help – maternity pay/leave, allowances, paternity leave, tax credits,
child benefit etc.
Voluntary organisations – mother and toddler groups, National Childbirth Trust
etc.
LO3
The learner needs to appreciate the responsibility of being a new parent with an
emphasis on:
•
•
Safety features in the home e.g. electric power points, protecting fires/stoves,
protecting stairs and steps, protecting ponds and water features in the garden
etc.
Health issues e.g. the importance of a good and varied diet, exercise and play,
intellectual and social stimulation, children’s illnesses and when to seek medical
help, vaccination of babies and young children etc.
3.
Delivery
3.1
Planning Courses
3.2
Resources
WJEC support materials (Entry pathways and legacy ChildCare)
Baby magazines
Virtual Infant Simulator
Visiting speakers
Internet websites:
www.virtualbaby.co.uk
www.sainsburies.co.uk/LittleOnes
www.CowandGate.co.uk
www.tesco.co.uk/babyclub
www.SmartDraw.com
4.
Assessment
4.1
•
•
•
sheets.
4.2
4.3
Examples of Tasks
Task 1
Design a leaflet for new parents addressing some of the changes
they may now expect in their lives.
Task 2
Prepare a PowerPoint presentation identifying some of the
services and support available for new parents.
Task 3
Design a poster entitled, “Keeping Your Baby Healthy”.
Task 4
Design a leaflet that provides information on safety for babies
within the home.
Task 5
Bath, change and feed a virtual baby for a day.
Task 6
Visit an Early Learning Centre or use the Internet to research
stimulating toys for a baby aged 6 months and a one-year old
child.
Task 7
Research the exercise/swimming/physical activity sessions for
very young children that are available in your local area.
Task 8
Plan a week's menu for a six-month old child.
Task 9
Visit a large supermarket or use the Internet to prepare a report on
baby food.
Task 10
Design and produce a small folder/book of recipes for a young
child.
Task 11
Plan and run a mother and toddler group for a week.
Task 12
Organise a work experience placement at a local playgroup or
mother and toddler group.
Task 13
Design a children’s garden that is safe but stimulating with
features such as sand/water etc.
Recording
to be achieved and credit awarded.
5.
•
•
•
•
•
•
Entry Procedures
Issue of Results
Access Arrangements
PARENTING AWARENESS - LEVEL 1
ASSESSMENT RECORD
Candidate Name ________________________________________
Centre Name ___________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Identify the ways in which having a
new baby can be emotionally and
physically demanding.
AC1.2
Identify the signs of stress that new
parents may show, and describe the
impact this may have on the family.
AC2.1
Describe the sources of help available
for new parents.
AC2.2
Describe the facilities in their local
area which support parents with
young children.
AC2.3
Describe the benefits to new parents
of help and support from a range of
sources.
AC3.1
Describe a range of ways to ensure
the safety and health of a baby.
AC3.2
Give examples of when a parent
should seek medical advice about
their baby’s health.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: ______________________________________ Date: ____________________________
Moderator: ____________________________________
6108 - Parenting Awareness L1/MLJ
Date: ____________________________
Title
Unit Ref. No.
J/502/0477
Entry Code
6109/L1
Level
Level 1
Credit value
2
Unit aim
relation to those needed at work and to use this understanding to identify key
personal information needed for a job application.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Understand how own skills and qualities
Relate to those needed for working life.
Describe personal and employability skills and
qualities which employees need.
AC1.2
Describe their own skills, qualities and
achievements.
AC1.3
Explain how their own skills, qualities and
achievements relate to those needed in the
workplace.
AC1.4
Suggest areas of improvement.
LO2
AC2.1
Research personal career opportunities.
Find out about a range of potential job roles
which interest them.
AC2.2
Match their skills, qualities and achievements to
a potential job role.
AC2.3
Identify and prepare key information needed for
an application or interview.
2.
•
•
•
LO1
Learners will need to be able to identify and understand the skills, qualities and
achievements that employers are looking for and also understand that different types
of employment require different skills, qualities and achievements:
•
Skills – such as, using a computer, working a till, using a phone, literacy skills,
mathematical skills, ability to communicate, driving a vehicle, using
specialised tools etc.
•
Qualities – such as being: patient, trustworthy, polite, honest, a good
timekeeper, well-organised, able to work as part of a team etc.
•
Achievements – qualifications and certificates gained, recognition in a
particular activity e.g. selection for a particular team, completion of a First Aid
course, achieving a Duke of Edinburgh Award, attending a youth leaders
course etc.
The learners need to assess their own personal skills, qualities and achievements
and how they match up to employers’ expectations.
The learner will also need to identify what skills, qualities and achievements they
need to improve upon.
LO2
Learners will need to:
•
Identify several jobs that might be of interest to them and obtain information
about each
•
Investigate, in depth, one potential job in terms of skills, qualities and
experience
•
required, and compare how they may match up to the requirements
Prepare several ways of applying for a job, e.g. CV, letter of application,
completion of an application form, identifying potential interview questions
and answers
3.
Delivery
3.1
Planning Courses
3.2
Resources
Appropriate PSE/PSHE/Careers texts within the centre
Visits to local employers
Visiting speakers
Internet websites:
www.wjec.co.uk
www.careers-gateway.co.uk
www.careersa-z.co.uk
4.
Assessment
4.1
•
•
•
sheets.
4.2
4.3
Examples of Tasks
Task 1
Produce a record of an interview with an employer explaining what
skills and qualities they look for when employing someone.
Task 2
Complete a survey of several local employers, enquiring what
skills, qualities and achievements they look for when employing
someone.
Task 3
Produce a personal profile detailing your own skills, qualities and
achievements.
Task 4
Produce a spider diagram of general skills, qualities and
achievements.
Task 5
Prepare a PowerPoint presentation on a range of jobs of interest
to yourself.
Task 6
Prepare a PowerPoint presentation/leaflet on a specific job.
Task 7
Produce a personal CV.
Task 8
Write a letter of application for a specific job.
Task 9
Fill in an application form to apply for a particular job.
Task 10
Produce a list of potential questions and answers for an interview
for a particular job.
Task11
Use the Internet to research the types of general and personal
questions that most employers ask at interviews.
Recording
5.
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Entry Procedures
Issue of Results
Access Arrangements
PREPARATION FOR WORK LEVEL 1
ASSESSMENT RECORD
Candidate Name _____________________________________
Centre Name________________________________________
Centre No._______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe personal and employability
skills and qualities which employees
need.
AC1.2
Describe their own skills, qualities and
achievements.
AC1.3
Explain how their own skills, qualities and
achievements relate to those needed in
the workplace.
AC1.4
Suggest areas of improvement.
AC2.1
Find out about a range of potential job
roles which interest them.
AC2.2
Match their skills, qualities and
achievements to a potential job role.
AC2.3
Identify and prepare key information
needed for an application or interview.
General Comments
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Teacher: ______________________________________ Date: ___________________________
Moderator: ____________________________________
6109-Preparation for Work L1/ED
Date: ___________________________
Title
Unit Ref. No.
R/502/0465
Entry Code
6110/L1
Level
Level 1
Credit value
2
Unit aim
This unit aims to enable learners to become an active contributor when working with
others on group activities and to be able to review their own progress and skills
development.
Learning Outcomes
Assessment Criteria
learner will:
LO1
AC1.1
Understand how to work with others as part of a
group in appropriate ways.
Suggest appropriate ground rules for working with
others.
AC1.2
Contribute to the planning of group and individual
activities.
LO2
AC2.1
Demonstrate how to work as an effective group
member.
Work with others in a positive way to carry out
individual and group activities.
AC2.2
Make suggestions appropriately.
AC2.3
Deal with instructions appropriately.
AC2.4
Deal with feedback appropriately.
LO3
AC3.1
Review the group’s progress and their
contribution to it.
Review the progress the group has made in
AC3.2
Describe how they contributed to the work of the
group.
AC3.3
Describe what went well and what went less well.
AC3.4
Suggest how they could improve their skills in
2.
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LO1
The learner will need to appreciate the value of working as a member of a team and
be able to suggest general ground rules such as
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Being honest
Speaking for themselves
Taking responsibility for their own actions
Ensuring all group members including themselves contribute to planning and
the activities
Listening to other’s point of view
Having a positive approach
The learner should be able follow these rules when contributing to the planning of a
specific group activity and the initial allocation of individual tasks.
LO2
The learner will need to be fully involved in the group activity, and at all times act
appropriately when
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Making suggestions
Defining a task
Making a plan
Allocating work
Checking performance
Identifying support for themselves and supporting others
Completing group and individual tasks
LO3
The learner will need to review the success of the group activity and the part they
played within the group in terms of negative as well as positive aspects of the
experience.
The learner will also need to use this experience to suggest how to develop their
interpersonal skills in future group activities.
3.
Delivery
3.1
Planning Courses
3.2
Resources
Appropriate PSE texts within the centre
Internet websites:
www.wjec.co.uk
www.navca.org.uk
www.wastewatch.org
www.wcl.org
4.
Assessment
4.1
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sheets.
4.2
Examples of Tasks
The requirements of the assessment criteria may be satisfied whilst the
learners are involved in a group activity as part of other units, although some
such activities could be created specifically for this unit, such as
Task 1 Making cakes for a charity stall or coffee morning.
Task 2 Organising a tea for local elderly people.
Task 3 Planning a day out at a theme park/outdoor activity centre or any
visit of interest.
Task 4 Planning a wildlife garden in the school.
Task 5
Organising an anti-litter campaign.
Task 6 Setting up a mini-business/enterprise, e.g. car-wash, cake stall,
plant sales, tuck shop.
Task 7 Planning and participating in a residential experience.
Task 8 Planning and producing a school newsletter/assembly etc.
Task 9 Planning and participating in a visit to a leisure centre/ten-pin
bowling.
Task 10 Organising and producing a display at the school.
4.3
Recording
5.
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Entry Procedures
Issue of Results
Access Arrangements
WORKING AS PART OF A GROUP - LEVEL 1
ASSESSMENT RECORD
Candidate Name __________________________________________ Candidate No.___________
Centre Name_____________________________________________ Centre No.______________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Suggest appropriate ground rules for
AC1.2
Contribute to the planning of group and
individual activities.
AC2.1
Work with others in a positive way to carry
out individual and group activities .
AC2.2
Make suggestions appropriately.
AC2.3
Deal with instructions appropriately.
AC2.4
Deal with feedback appropriately.
AC3.1
Review the progress the group has made in
AC3.2
Describe how they contributed to the work
of the group.
AC3.3
Describe what went well and what went
less well.
AC3.4
Suggest hoe they could improve their skills
in working with others.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: ________________________________________ Date: ___________________________
Moderator: ______________________________________ Date: ___________________________
6110-Working as Part of a Group L1/KB
Title
Working Towards Goals
Unit Ref. No.
6111/L1
Entry Code
J/502/0463
Level
Level 1
Credit value
2
Unit aim
This unit aims to enable learners to understand how to identify and work towards goals
appropriately.
Learning Outcomes
Assessment Criteria
LO1
AC1.1
Describe own strengths and what they need to
improve.
Be able to identify and explain their goals.
AC1.2
Identify at least one goal which is important to their
development.
AC1.3
Explain why achieving this goal is important.
AC1.4
Agree the goal with an appropriate person.
LO2
Prepare an action plan to meet their goal.
AC2.1
Identify the activities needed to work towards the
goal.
AC2.2
Identify time scales and deadlines for the
achievement of the goal.
AC2.3
Identify the resources needed to support them in
achieving the goal.
LO3
AC3.1
Follow the activities in the action plan.
Follow a plan to achieve an agreed goal.
AC3.2
Regularly review the activities and outcomes with
an appropriate person.
AC3.3
Identify what has been achieved and still needs to
be done.
AC3.4
Amend the action plan to reflect progress.
2.
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LO1
In this unit the learner could identify short-term goals such as:
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passing an exam/completing a set assessment
playing for a team
saving for a particular item
or a long-term goal such as

a career
further education
purchasing a car/bike
growing their hair/nails
The goal chosen should be challenging but also SMART – specific , measurable,
attainable, realistic and time-sensitive; and may be a positive goal e.g. 'I want to
learn.....' or a negative goal e.g. ' I want to stop smoking'.
Learners will need to explain what is meant by "strengths' and identify their personal
strengths and accomplishments to date. What are their ideas for the future? What do
they need to develop or change in order to achieve their ambitions?
Learners will need to decide on a goal that is personally important to them, after
discussion with an appropriate person, such as a teacher, parent, carer, counsellor,
careers adviser, etc.
LO2
The learner will need to develop an action plan which includes:
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What they will need to do to achieve the goal.
Whether the activities can be broken down into small manageable steps
Possible obstacles to achieving the goal
The resources and people who can help them
Any other support they will need
A time-scale and deadline for completing it
LO3
The learner will need to follow the plan by:
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Carrying out the agreed processes
Reviewing what they have achieved with an appropriate person
Reflecting on the outcomes and on what still needs to be done
Modify the action plan in the light of progress that may have been made
Identifying new skills they would like to develop
3.
Delivery
3.1
Planning Courses
outcomes for individual learners.
3.2
Resources
There are a number of internet sites that offer free goal setting worksheets
and lesson plans
www.worksheetplace.com
www.about.com
www.goals2go.com
4.
Assessment
4.1
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sheets.
4.2
Examples of Tasks
Task 1
Produce a leaflet or display about a job/career that might
interest you.
Task 2
Make a list of all your goals in school for the next term.
Task 3
Make a list of goals under the following headings: academic;
friends; family; health; money.
Task 4
Produce a PowerPoint presentation describing the steps taken
to reach the goals you have identified, and how you overcame
any obstacles.
Task 5
Decide on a new skill you may wish to learn e.g. playing chess,
fishing, new ICT skills, swimming and show the steps you
could take to achieve it.
Task 6
Decide at least one thing in your life you would like to change,
such as starting to exercise, cycling to school, eating healthier
food, working harder etc. and show the steps you could take to
achieve it.
Task 7
Produce a plan on how to achieve a specific personal goal:
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Task 8
4.3
Losing weight
Increasing fitness levels
Eating 5 portions of fruit and vegetables a day
Giving up smoking
Produce an action plan to show how you would achieve the
goal of purchasing an expensive item such as a car.
Recording
3 and Level 1 learning outcomes may be common but assessment criteria will
5.
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Entry Procedures
Issue of Results
Access Arrangements
WORKING TOWARDS GOALS - LEVEL 1
ASSESSMENT RECORD
Candidate Name ________________________________________ Candidate No._____________
Centre Name ___________________________________________ Centre No.________________
Assessment Criteria
Met
Evidence
Office Use
AC1.1 Describe own strengths and what
they need to improve.
AC1.2 Identify at least one goal which is
important to their development.
AC1.3 Explain why achieving this goal is
important.
AC1.4 Agree the goal with an
appropriate person.
AC2.1 Identify the activities needed to
work towards the goal.
AC2.2 Identify timescales and deadlines
for the achievement of the goal.
AC2.3 Identify the resources needed to
support them in achieving the goal.
AC3.1 Follow the activities in the action
plan.
AC3.2 Regularly review the activities
and outcomes with an appropriate
person.
AC3.3 Identify what has been achieved
and still needs to be done.
AC3.4 Amend the action plan to reflect
progress.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: __________________________________________
Date: ________________________
Moderator: ________________________________________
Date: ________________________
6111 -Working Towards Goals L1/KB
Title
Community Action
Unit Ref. No.
M/502/0473
Entry Code
6112/L1
Level
Level 1
Credit value
2
Unit aim
community.
Learning Outcomes
Assessment Criteria
will:
can:
LO1
AC1.1
Demonstrate an understanding of the role that
community groups play.
Describe two different community groups and
their activities.
AC1.2
State why these groups are important in the
community.
LO2
AC2.1
Demonstrate their involvement in
Contribute to activities within the community.
AC2.2
Explain how these activities benefit themselves
and the community.
AC2.3
With others plan further activities to
continue/maintain benefits to the community.
2.
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LO1
The learner needs to be aware of the range and variety of groups that contribute to
the well-being of their community. These should include:
meals-on-wheels, Age Concern, youth clubs, playgroups, Mencap, Scope, CAB,
TravelVol, scouts/guides, church groups, CSV, after-school clubs, amateur
dramatics, choirs, show committees, charity groups, environmental groups, voluntary
organisations, etc.
The learner will need a detailed knowledge of two of these groups and should be
able to explain the contribution each makes to the community.
LO2
The learner will need to be personally involved in at least two community-based
activities, in terms of planning and implementation, and be able to describe the
benefits to themselves and the community.
Suggestions:
an afternoon tea for the elderly, a mother and toddler group, a stall at a charity event,
helping/participating in a show, an anti-litter campaign , e-mailing the housebound,
etc.
The learner will also need to produce an action plan relevant to these, or similar,
activities that will ensure that the benefits to the community continue into the future.
3.
Delivery
3.1
Planning Courses
outcomes for individual learners.
3.2
Resources
Local authority leaflets
Leaflets from charities and voluntary organisations
Internet websites:
www.csv.org.uk
www.direct.gov.uk/.../HomeAndCommunity/Gettinginvolvedinyourcommunity/
Volunteering
www.navca.org.uk
4.
Assessment
4.1
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4.2
4.3
Video clips, annotated photographs of learner's participating in activities
or demonstrating achievement of learning outcomes
Witness testimony [matched to learning outcomes/assessment criteria]
from appropriate adults who have worked with the learner
Records of achievements/outcomes attained from individual learning
programmes or structured learning schemes
Samples of written outcomes of tasks.
Examples of Tasks
Task 1
Produce a wall display or presentation identifying groups that
provide a variety of services within your community.
Task 2
Plan and carry out an activity that will benefit one of the following:
the elderly/disabled/young children/the environment/a charitable
organisation and explaining the benefits to the community.
Task 3
Prepare a PowerPoint presentation on a community-based activity
you have been involved in.
Task 4
Organise a stall that can be run for the benefit of a charity/the
centre e.g. cakes, stationary, garden produce etc.
Task 5
Invite a speaker into the school e.g. Guide Dogs for the Blind and
provide a report on the information you obtain.
Task 6
Contact a local environmental group and seek advice on a
meaningful project you could be involved with e.g. litter campaign,
tidying a woodland area etc.
Task 7
Produce an action plan showing how such activities can be
continued for the benefit of the community.
Recording
5.
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Entry Procedures
Issue of Results
Access Arrangements
COMMUNITY ACTION - LEVEL 1
ASSESSMENT RECORD
Candidate Name _____________________________________ Candidate No.________________
Centre Name ________________________________________ Centre No.___________________
Assessment Criteria
Met
Evidence
Office Use
AC1.1
Describe two different community
groups and their activities.
AC1.2
State why these groups are important in
the community.
AC2.1
Contribute to activities within the
community.
AC2.2
Explain how these activities benefit
themselves and the community.
AC2.3
With others plan further activities to
continue/maintain benefits to the
community.
General Comments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher: __________________________________________
Date: ________________________
Moderator: ________________________________________
Date: ________________________
6112-- Community Action L1/KB