Awards, Certificates and Diplomas in Employability and Personal Development (7546) Level 1 Unit handbook for centres

Transcription

1 Awards, Certificates and Diplomas in Employability and Personal Development (7546) Level 1 Unit handbook for centres February 2014 Version 5.0

2 About City & Guilds City & Guilds is the UK s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management, which provides management qualifications, learning materials and membership services), City & Guilds NPTC (which offers land-based qualifications and membership services), City & Guilds HAB (the Hospitality Awarding Body), and City & Guilds Centre for Skills Development. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions: centre staff may copy the material only for the purpose of teaching learners working towards a City & Guilds qualification, or for internal administration purposes learners may copy the material only for their own use when working towards a City & Guilds qualification. The Standard Copying Conditions (which can be found on the City & Guilds website) also apply. Please note: National Occupational Standards are not The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0) or faxing +44 (0) Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0) F +44 (0) [email protected]

3 Awards, Certificates and Diplomas in Employability and Personal Development (7546) Level 1 Unit handbook for centres February 2014 Version 5.0 Version and date Change detail Section 2.0 July 2012 Addition of units 333,336,327 and Units March 2013 Units updated and information of barred combination added. Introduction to this Units handbook 4.0 November 2013 Unit 498 and 871 added. Introduction to this Units handbook 5.0 February 2014 Learning outcome 2 for unit 474 was amended. Introduction to this Units handbook Qualification title Number Ofqual ref. City & Guilds Entry Level Introductory Award in Employability and /4110/9 Personal Development (Entry 3) (QCF) City & Guilds Entry Level Award in Employability and Personal /4162/6 Development (Entry 3) (QCF) City & Guilds Entry Level Extended Award in Employability and /4161/4 Personal Development (Entry 3) (QCF) City & Guilds Level 1 Introductory Award in Employability and Personal /4177/8 Development (QCF) City & Guilds Level 1 Award in Employability and Personal /4174/2 Development (QCF) City & Guilds Level 1 Extended Award in Employability and Personal /4175/4 Development (QCF) City & Guilds Level 2 Award in Employability and Personal /4178/X Development (QCF) City & Guilds Level 2 Extended Award in Employability and Personal /4148/1 Development (QCF) City & Guilds Entry Level Extended Certificate in Employability and /4157/2 Personal Development (Entry 3) (QCF) City & Guilds Level 1 Certificate in Employability and Personal /4168/7 Development (QCF) City & Guilds Level 1 Extended Certificate in Employability and /4171/7 Personal Development (QCF) City & Guilds Level 2 Certificate in Employability and Personal /4265/5 Development (QCF) City & Guilds Entry Level 3 Diploma in Employability and Personal /4158/4 Awards and Certificates in Employability and Personal Development (7546) 1

4 Development (QCF) City & Guilds Level 1 Diploma in Employability and Personal Development (QCF) /4176/6 City & Guilds Skills for a brighter future 2 Awards and Certificates in Employability and Personal Development (7546)

5 Contents 1 Introduction to this Units handbook 7 Unit Planning for progression 9 Unit Effective skills, qualities and attitudes for learning and work 14 Unit Career planning and making applications 19 Unit Rights and responsibilities in the workplace 25 Unit Managing personal finance 29 Unit Supporting others 33 Unit Enterprise activity: producing products or services 37 Unit Work-based experience 42 Unit Community project 47 Unit Contributing to a team 52 Unit Learner project 57 Unit Understanding the language and culture of a community 61 Unit Valuing equality and diversity 65 Unit Introduction to health and safety awareness in the workplace 69 Unit Community action 73 Unit Developing self 77 Unit Dealing with problems in daily life 81 Unit Environmental awareness 86 Unit Healthy living 91 Unit Individual rights and responsibilities 95 Unit Making the most of leisure time 99 Unit Managing own money 104 Unit Managing social relationships 109 Unit Parenting awareness 113 Unit Preparation for work 117 Unit Working as part of a group 122 Unit Working towards goals 127 Unit Alternatives to paid work 132 Unit Self-assessment 136 Unit Career progression 141 Unit Developing personal skills for leadership 145 Unit Practising leadership skills with others 150 Unit Learning with colleagues and other learners 154 Unit Communicating solutions to others 157 Unit Positive attitudes and behaviours at work 160 Unit Learning from more experienced people 164 Unit Building working relationships with colleagues 167 Awards and Certificates in Employability and Personal Development (7546) 3

6 Unit Working as a volunteer 171 Unit Building working relationships with customers 175 Unit Investigating rights and responsibilities at work 179 Unit Solving work-related problems 183 Unit Taking notes at meetings 187 Unit Summarising documents 191 Unit Contributing to meetings 194 Unit Preparing for work placement 198 Unit Learning from work placement 200 Unit Safe learning in the workplace 202 Unit Searching for a job 204 Unit Applying for a job 208 Unit Preparing for an interview 212 Unit Interview skills 214 Unit Self-management skills 216 Unit Developing own interpersonal skills 218 Unit Developing personal confidence and self awareness 222 Unit Developing personal development skills 227 Unit Family relationships 231 Unit Improving assertiveness and decision making 235 Unit Improving own confidence 239 Unit Introduction to alcohol awareness for the individual 244 Unit Introduction to drug awareness for the individual 248 Unit Prepare for interview 253 Unit Recognising employment opportunities 257 Unit Sex and relationship education 261 Unit Understanding eating disorders 267 Unit Understanding stress and stress management techniques 270 Unit Use tools and equipment for a practical activity 274 Unit Understanding young people, law and order 278 Unit Understanding rights and responsibilities of citizenship 282 Unit Develop independent skills for living in the community 287 Unit Diversity and faith 290 Unit Understanding the role of young people as peer mentors 295 Unit Understanding business communication 298 Unit Business and customer awareness 302 Unit Coping with change 306 Unit Managing your time 309 Unit Being safe and healthy at work 312 Unit Understanding conflict at work 315 Unit Preparing for and learning from interviews 319 Unit Presenting personal information effectively 323 Unit Assertive living Awards and Certificates in Employability and Personal Development (7546)

7 Unit Developing group and teamwork communication skills 332 Unit Introduction to drug awareness for the individual 336 Unit Healthy lifestyles 340 Unit Understanding Time Management in the Workplace 344 Unit Active Citizenship in the Local Community 348 Unit Aspects of Citizenship 351 Unit Using cooking skills in a domestic kitchen 355 Unit Introduction to healthy eating 359 Unit Using kitchen equipment 361 Unit Customer service in the hospitality industry 363 Unit Understanding child development 365 Unit Developing skills in caring for young children 367 Unit Introduction to developing language and communication skills in children 369 Unit Understanding children s social and emotional development 371 Unit Understanding growth, social and emotional development of children 373 Unit Understanding the physical and psychological needs of children 375 Unit Using craft activities with children and young people 377 Unit Introduction to working with vulnerable adults 379 Unit Preparing to work with vulnerable adults 381 Unit Developing DJing skills 383 Unit Developing creative writing skills 385 Unit Developing oral storytelling skills for performance 387 Unit Developing performance improvisation techniques 389 Unit Understanding the intellectual and language development of children birth to eight years 391 Unit Understanding Play for Early Learning 393 Appendix 1 Glossary 395 Appendix 2 Work-based experience placement diary 397 Awards and Certificates in Employability and Personal Development (7546) 5

8 City & Guilds Skills for a brighter future 6 Awards and Certificates in Employability and Personal Development (7546)

9 1 Introduction to this Units handbook City & Guilds offers these Level 1 units as optional units in the following qualifications: Qualification title Number Ofqual ref. City & Guilds Entry Level Introductory Award in Employability and /4110/9 Personal Development (Entry 3) (QCF) City & Guilds Entry Level Award in Employability and Personal /4162/6 Development (Entry 3) (QCF) City & Guilds Entry Level Extended Award in Employability and /4161/4 Personal Development (Entry 3) (QCF) City & Guilds Level 1 Introductory Award in Employability and Personal /4177/8 Development (QCF) City & Guilds Level 1 Award in Employability and Personal /4174/2 Development (QCF) City & Guilds Level 1 Extended Award in Employability and Personal /4175/4 Development (QCF) City & Guilds Level 2 Award in Employability and Personal /4178/X Development (QCF) City & Guilds Level 2 Extended Award in Employability and Personal /4148/1 Development (QCF) City & Guilds Entry Level Extended Certificate in Employability and /4157/2 Personal Development (Entry 3) (QCF) City & Guilds Level 1 Certificate in Employability and Personal /4168/7 Development (QCF) City & Guilds Level 1 Extended Certificate in Employability and /4171/7 Personal Development (QCF) City & Guilds Level 2 Certificate in Employability and Personal /4265/5 Development (QCF) City & Guilds Entry Level 3 Diploma in Employability and Personal /4158/4 Development (QCF) City & Guilds Level 1 Diploma in Employability and Personal Development (QCF) /4176/6 This unit handbook should be read in conjunction with the Awards, Certificates and Diplomas in Employability and Personal Development (7546) Qualification handbook for centres, which contains the following important information: Introduction to the qualifications Centre requirements Structure of the qualifications Course design and delivery Awards and Certificates in Employability and Personal Development (7546) 7

10 Guidance for centres The majority of the units also contain guidance to support centres. This guidance appears in the following sections: Who is this unit for? this section appears in many of the units and suggests the types of learners who might gain particular benefit from the unit Outcome definitions the learning outcomes are defined where this will add value How does this unit go beyond the requirements of the level below? this section explains how the unit goes beyond the assessment criteria of the level below (where a unit is available at more than one level) the assessment criteria are explained and, where they add value to the guidance, examples of evidence are provided How can this unit be delivered? this section provides guidance on how the unit can be delivered, including recommendations of resources such as web sites. A glossary (Appendix 1) contains a list of terms that appear in the units. Barred combinations Units that have a significant overlap in content are barred combinations. Learners can take units that are barred and they will appear on the learner s Certificate of Unit Credit (CUC), but barred units will not both/all count towards the credit required for a qualification. For example, a learner taking the Entry 3 Certificate needs 9 credits from a choice of optional units. Managing personal finance (306) is barred with Managing personal finance (406), so if the learner takes both these units they will accrue only 3 credits from them towards their qualification. If a centre wishes to claim two (or more) barred units for a learner, they are advised to claim the unit that is most necessary to the rules of combination for the qualification and then wait until they receive the certification before they claim the other barred unit(s). If a centre claims two (or more) barred units at the same time, they may not be recognised and therefore the learner will not be considered to have achieved the qualification. 8 Awards and Certificates in Employability and Personal Development (7546)

11 Unit Planning for progression Level: Level 1 Credit value: 3 UAN: F/501/6878 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 201 Entry 2 Planning for progression 301 Entry 3 Planning for progression 339 Entry 3 Self-assessment 427 Level 1 Developing self 436 Level 1 Preparation for work 438 Level 1 Working towards goals 440 Level 1 Self-assessment 466 Level 1 Developing personal development skills 514 Level 2 Developing self for learning and work 544 Level 2 Self-assessment 563 Level 2 Searching for a job 571 Level 2 Developing personal development skills 583 Level 2 Building and managing workplace relationships 587 Level 2 Improving own performance. Unit aim The aim of this unit is to help the learner to plan for progression by understanding their programme and the facilities and support available and by being able to recognise and build on personal strengths. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand own study or training programme 2. Know the facilities and services provided in the place of study or training 3. Recognise personal strengths (skills, qualities and attitudes) needed for learning and work 4. Action plan for self improvement Outcome definitions Personal strengths are qualities, attitudes and transferable skills necessary or desirable for learning and work. Skills might include: being able to communicate effectively, manage time, multi-task, follow instructions, drive. Qualities might include: being honest, punctual, conscientious, attentive to detail, polite, hard working. Attitudes might include: being positive, motivated. An action plan includes: the targets, the activities needed to achieve the targets (action points), timescales and deadlines. Guided learning hours Awards and Certificates in Employability and Personal Development (7546) 9

12 Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 10 Awards and Certificates in Employability and Personal Development (7546)

13 Unit Planning for progression Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to take an active role in identifying his/her own strengths; identifying areas for improvement; and preparing an action plan with realistic targets. Outcome 1 Understand own study or training programme 1. define what he/she aims to achieve by the end of the study or training programme 2. describe what he/she needs to do in order to follow the programme 3. identify the centre rules and regulations that affect him/her as a learner. For the first criterion (1.1) the learner needs to define what he/she needs to achieve in terms of qualifications, experience and/or job role. Evidence may include a learner statement. For 1.2 the learner needs to describe what he/she needs to do to follow the programme eg attend timetabled sessions, complete set tasks. Evidence may include: a learner statement or annotated documents eg individual learning plan (ILP), training agreement, timetable, action plan. For 1.3 the learner needs to identify the rules and regulations that affect him/her as a learner. Evidence may include an annotated student handbook and induction pack but a handbook or induction pack without annotation or further evidence will not be sufficient. Outcome 2 Know the facilities and services provided in the place of study or training 1. describe the facilities provided in the place of study or training 2. outline the support available for learners. For the first criterion (2.1) the learner needs to describe the facilities provided (eg library, IT, canteen, creche). For 2.2, the learner needs to outline the support available (eg internal support could be tutor guidance and student support services and external support could be Connexions and Information, Advice and Guidance (IAG) services). Evidence for 2.1 and 2.2 may include a learner statement supported by annotated or highlighted documentation. Awards and Certificates in Employability and Personal Development (7546) 11

14 Outcome 3 Recognise personal strengths (skills, qualities and attitudes) needed for learning and work 1. identify positive qualities and attitudes needed for study and work 2. outline his/her own personal strengths 3. give an example of something related to learning and work that he/she felt good about and something he/she feels confident doing. For the first criterion (3.1) the learner needs to identify a range of positive qualities and attitudes (eg being honest, punctual, conscientious, attentive to detail, polite, hard working, motivated).this criterion relates to qualities and attitudes in general and is not specific to the individual learner. The learner does not need to distinguish between qualities and attitudes. For 3.2 the learner needs to outline his/her own particular strengths (skills, qualities and attitudes). The learner does not need to distinguish between skills, qualities and attitudes. For 3.3 the learner needs to give an example of something relating to learning or work that he/she felt good about (eg successfully completing a task or an activity) and something he/she feels confident doing (eg answering the telephone, meeting new people, using a till). Evidence for 3.1 to 3.3 may include a learner statement/list or audio/video recordings of individual or group discussion. Outcome 4 Action plan for self improvement 1. identify areas for improvement 2. identify realistic targets 3. prepare an action plan or contract to meet targets 4. identify arrangements for reviewing progress. For the first criterion (4.1) the learner needs to consider what he/she can currently do in order to identify areas where he/she needs to improve. Learners should select areas for their own individual self development (eg communication skills, punctuality, appropriate behaviour for the workplace/place of study). For 4.2 the learner needs to identify realistic targets eg demonstrate effective listening skills, arrive on time for five days. Targets should be specific, measurable, achievable, realistic and time bound. For 4.3 the learner needs to prepare an action plan or contract to meet the targets identified in 4.2. The learner should list suitable activities. For example, to develop listening skills activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising the skill with friends and family. Activities to improve punctuality could include using an alarm clock, checking bus/train timetables and planning ahead. An appropriate person should agree the plan. This could be the assessor, tutor, supervisor or other appropriate person. For 4.4 the learner needs to identify arrangements for reviewing the plan. This is likely to include person, place, date and time. Evidence for 4.1 to 4.4 is likely to be a detailed written action plan. 12 Awards and Certificates in Employability and Personal Development (7546)

15 Unit Planning for progression How can this unit be delivered? This unit, which is mandatory for the Level 1 Award and Certificate, focuses on the learning programme and the qualities, attitudes and transferable skills required for progression both for learning and at work. Learners identify their current skills, qualities and attitudes and contribute towards a plan for development. This unit only requires evidence of planning, however the learner s subsequent development may be used in other units of the qualification eg Effective skills, qualities and attitudes for learning and work. Delivery and assessment of this unit should commence during the induction process as the unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Centre induction materials and student handbooks may be used as evidence as long as they show learner engagement. Tutors may use a wide range of learning resources, including ICT and paper-based questionnaires and quizzes to identify a range of strengths (skills, qualities and attitudes) their learners possess. Tutors could use group discussions to elicit the skills and qualities needed for employment or study generally, or for a particular job, in order to focus the learner prior to their individual choice of short term goals. Centres may use videos and external speakers to illustrate self development in work and leisure activities. Tutors should ensure the unit is delivered in a positive way and learners are encouraged to realise the wealth of strengths they already possess prior to deciding what they could do to improve. The emphasis is on motivating the learner and helping them to reflect on their own personal development and how their personal skills, qualities and attitudes can be improved. Delivery should recognise learners particular circumstances and their broader learning programme. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web. Useful sources of information could include IAG and vocational profiling tools on Sector Skills Councils websites. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 13

16 Unit Effective skills, qualities and attitudes for learning and work Level: Level 1 Credit value: 3 UAN: J/501/6879 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 202 Entry 2 Effective skills, qualities and attitudes for learning and work 302 Entry 3 Effective skills, qualities and attitudes for learning and work 352 Entry 3 Conduct at work 466 Level 1 Developing personal development skills 502 Level 2 Effective skills, qualities and attitudes for learning and work 518 Level 2 Valuing customers 582 Level 2 Applying for work 584 Level 2 Communication in the workplace 588 Level 2 Operating in a work environment 591 Level 2 Personal presentation in the workplace. Unit aim The aim of this unit is to help the learner to be able to demonstrate positive qualities, attitudes and behaviours for learning and work, and to communicate and work effectively. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate a range of positive qualities, attitudes and behaviour for learning and work 2. Understand why effective communication is important 3. Work effectively Outcome definitions Positive qualities might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Attitudes might include being positive, motivated. Behaviour might include wearing appropriate dress, showing respect. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 22 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 14 Awards and Certificates in Employability and Personal Development (7546)

17 Unit Effective skills, qualities and attitudes for learning and work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to explain the importance of positive and appropriate behaviour and consistently demonstrate appropriate codes of conduct. They also need to identify ways of working more effectively. Outcome 1 Demonstrate a range of positive qualities, attitudes and behaviour for learning and work 1. explain the importance of positive and appropriate behaviour 2. consistently demonstrate appropriate codes of conduct 3. demonstrate adaptability and flexibility 4. demonstrate motivation and enthusiasm 5. demonstrate commitment and professionalism. For the first criterion (1.1) the learner needs to explain the importance of positive and appropriate behaviour. Learners are expected to give general examples of positive behaviour which need not relate to their particular area of learning or work. These may include behaviours which they then go on to demonstrate in 1.2 to 1.5. Evidence for 1.1 may be a learner statement or assessor observation. For 1.2 the learner needs to consistently demonstrate appropriate codes of conduct over a significant period of time in the context of the length of the learner s programme of study. If the programme lasts a year then a significant period of time may be the last term or the last six weeks. Codes of conduct are typically laid down by a place of learning or work. For 1.3 the learner needs to demonstrate adaptability and flexibility eg be able to respond appropriately to changing circumstances. For 1.4 the learner needs to demonstrate motivation and enthusiasm eg volunteering for tasks, making suggestions. For 1.5 the learner needs to demonstrate commitment and professionalism eg completing tasks despite difficult circumstances, being polite to customers even if they are impolite, valuing each other s contributions, respecting confidentiality. Evidence for 1.2 to 1.5 may be a witness statement giving specific examples. Awards and Certificates in Employability and Personal Development (7546) 15

18 Outcome 2 Understand why effective communication is important 1. explain the importance of effective verbal and non verbal communication 2. demonstrate effective communication on a one-to-one basis with a colleague or customer 3. demonstrate effective communication with more than one other person 4. use positive body language. For the first criterion (2.1) the learner needs to explain (orally or in writing) the importance of effective a) verbal and b) non verbal communication. Verbal communication refers to spoken communication and non-verbal communication refers to communication which is not spoken, including body language. Evidence for 2.1 may be a learner statement or assessor record. For 2.2 the learner needs to demonstrate effective communication on a one-to-one basis with a colleague or customer. This can be a real or simulated situation. For 2.3 the learner needs to demonstrate effective communication with more than one other person. This might take the form of a group discussion. For 2.4 the learner needs to use positive body language. Evidence for 2.2 to 2.4 may be a video recording, witness statement giving specific examples and/or an assessor observation. Outcome 3 Work effectively 1. receive and respond to instructions 2. check own understanding of instructions 3. identify the tasks that need to be done and deadlines 4. identify the help, materials, equipment and/or tools needed to complete the tasks 5. work safely following health and safety guidelines 6. complete tasks to required standard and deadlines 7. identify ways of working more effectively. For the first criterion (3.1) the learner needs to receive and respond appropriately to instructions from a tutor or supervisor. For 3.2 the learner needs to check their own understanding of instructions eg by repeating instructions, asking for clarification, summarising. For 3.3 the learner needs to identify what needs to be done and the deadlines for each task. For 3.4 the learner needs to identify the help, if required, from tutor, supervisor or peers (eg help with moving items), and any materials, equipment and/or tools needed to complete the tasks. For 3.5 the learner needs to work safely following health and safety guidelines ie follow an organisation s health and safety procedures and use personal protective equipment if appropriate. For 3.6 the learner needs to complete tasks to the standard required by the organisation within given timescales. 16 Awards and Certificates in Employability and Personal Development (7546)

19 Evidence for 3.1 to 3.6 could include a work diary and witness statement and/or assessor observation. For 3.7 the learner needs to identify ways of working more effectively. The learner needs to review their performance and suggest how they could improve when carrying out similar tasks in the future. Evidence for 3.7 may be a learner statement. These criteria could be met through one or more activities in the place of learning or work. Awards and Certificates in Employability and Personal Development (7546) 17

20 Unit Effective skills, qualities and attitudes for learning and work How can this unit be delivered? This unit, which is mandatory for the Level 1 Award and Certificate, focuses on the learner s positive behaviours and performance. Learners may wish to add to this unit throughout their programme of study, particularly from the Work-based experience, Community project or Supporting others units. Learners must demonstrate these positive behaviours consistently over a period of time eg for 6 weeks on a programme of a year or a week on a short programme. Tutors should ensure the unit is delivered in a positive way and learners should be encouraged to discuss and recognise their own and others positive behaviour. Videos, role plays and practical tasks may be used. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

21 Unit Career planning and making applications Level: Level 1 Credit value: 3 UAN: A/501/6880 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 203 Entry 2 Career planning and making applications 303 Entry 3 Career planning and making applications 340 Entry 3 Career progression 347 Entry 3 Searching for a job 348 Entry 3 Applying for a job 373 Entry 3 Working as part of a group 374 Entry 3 Learning about the range of opportunities in work 436 Level 1 Preparation for work 441 Level 1 Career progression 459 Level 1 Searching for a job 460 Level 1 Applying for a job 474 Level 1 Recognising employment opportunities 495 Level 1 Presenting personal information effectively 503 Level 2 Career planning and making applications 545 Level 2 Career progression 563 Level 2 Searching for a job 564 Level 2 Applying for a job 579 Level 2 Investigating a vocational area 582 Level 2 Applying for work 602 Level 2 Presenting personal information effectively. Unit aim The aim of this unit is to help the learner to be able to identify and apply for a suitable job, training programme or course. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Choose a suitable career pathway 2. Identify a suitable job, training programme or course 3. Understand how to prepare a curriculum vitae 4. Understand how learners are selected for interview 5. Apply for a job, training placement or course 6. Understand the interview process Outcome definitions A career pathway includes long-term aspirations as well as short-term goals. Guided learning hours Awards and Certificates in Employability and Personal Development (7546) 19

22 Although patterns of delivery are likely to vary considerably, it is recommended that 24 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 20 Awards and Certificates in Employability and Personal Development (7546)

23 Unit Career planning and making applications Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to select and use relevant information to research their own career options. Learners are expected to have a greater degree of self-awareness. They find a suitable job vacancy, training programme or course and identify their own skills, qualities, experience and qualifications to draft a curriculum vitae. Outcome 1 Choose a suitable career pathway 1. list sources of careers advice and guidance 2. research career options 3. agree a suitable career pathway. For the first criterion (1.1) the learner needs to list sources of careers advice and guidance. These could include people, organisations and websites. For 1.2 the learner needs to research at least two career options. For 1.3 the learner needs to agree a suitable career pathway with an appropriate person eg tutor, supervisor, careers adviser. Evidence for 1.1 to 1.3 can be a learner statement signed by the assessor to confirm agreement. Outcome 2 Identify a suitable job, training programme or course 1. list sources of information for job vacancies, training programmes or courses 2. find a suitable job vacancy, training programme or course. For the first criterion (2.1) the learner needs to list sources of information for job vacancies, training programmes or courses eg local media and job centre. For 2.2 the learner needs to find a suitable job vacancy, training programme or course related to their chosen career pathway. For example, a part-time job may contribute to the learner s skills development. Information could be provided for the learner in a manageable form eg extracts from newspapers or websites, although the learner is expected to identify relevant information and state why their choice is a suitable one in relation to the career pathway identified in 1.3. Evidence for 2.1 and 2.2 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 21

24 Outcome 3 Understand how to prepare a curriculum vitae 1. identify own skills, qualities, experience and qualifications 2. draft a curriculum vitae. For the first criterion (3.1) the learner needs to identify own skills, qualities, experience and qualifications. Skills might include being able to communicate effectively, manage time, multi-task, follow instructions, drive. Qualities might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Evidence for 3.1 may be a learner statement. For 3.2 the learner needs to draft a curriculum vitae (CV) but this can be typed up by someone else. Evidence for 3.2 should be the CV. Outcome 4 Understand how learners are selected for interview 1. describe how learners are selected for an interview for a job, training programme or course. Explanation of criterion and examples of evidence For this criterion (4.1) the learner needs to describe the selection process eg job specifications, desirable and essential criteria, application forms, CVs, types of interview, short listing. Evidence for 4.1 may be a learner statement. Outcome 5 Apply for a job, training placement or course 1. obtain an application form and/or job details 2. complete the application. For the first criterion (5.1) the learner needs to obtain an application form and/or job details. This could be in writing, by telephone, via the internet or face-to-face. Evidence may be the application form, job details or learner statement. For 5.2 the learner needs to complete the application. This may be a form or letter but it could be a telephone application. Evidence may be the completed form or letter of application or for a telephone application may be an assessor observation or an audio recording. Outcome 6 Understand the interview process 1. list what needs to be considered in preparation for the interview 2. observe or take part in a real or simulated interview 3. give examples of effective and ineffective interview practice. 22 Awards and Certificates in Employability and Personal Development (7546)

25 For the first criterion (6.1) the learner needs to list what needs to be considered in preparation for the interview eg researching the job/course/placement and the company/institution, research transport and timings, prepare clothes for the interview, etc. Evidence may be a learner statement. For 6.2 the learner needs to observe or take part in a real or simulated interview. The learner could take part in a real interview or a practice interview. Alternatively, the learner could watch a video or role play. Evidence may be an assessor statement. For 6.3 the learner needs to give at least two examples of effective interview practice and at least two examples of ineffective interview practice. Evidence may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 23

26 Unit Career planning and making applications How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on the learner planning a career and preparing for an interview. Learners should be encouraged to consider what they want from a job or training opportunity. How far are they willing to travel? Are there particular hours or shifts that they want or that they cannot do? Would they prefer to train or study whilst they work or would they prefer to gain their qualifications first? Would they prefer to work inside or outside? Do they want to work with people? Visits could be organised to the Careers Advisory Service and/or to particular employers, training providers or colleges. External speakers, such as Information, Advice and Guidance (IAG) professionals, could be invited to talk to the learners and discuss their individual plans. Employers could offer interview experience. Delivery should recognise learners particular circumstances and their broader learning programme. This unit could be integrated with other aspects of the learner s wider programme such as work on literacy. Resources Web-based careers guidance tools can be used although care should be taken to help learners interpret results. These websites might be useful: Sector Skills Council websites 24 Awards and Certificates in Employability and Personal Development (7546)

27 Unit Rights and responsibilities in the workplace Level: Level 1 Credit value: 3 UAN: L/501/6883 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 204 Entry 2 Rights and responsibilities in the workplace 231 Entry 2 Individual rights and responsibilities 304 Entry 3 Rights and responsibilities in the workplace 331 Entry 3 Individual rights and responsibilities 342 Entry 3 Investigating rights and responsibilities at work 371 Entry 3 Understanding conflict at work 375 Entry 3 Learning about workplace values and practices 431 Level 1 Individual rights and responsibilities 451 Level 1 Investigating rights and responsibilities at work 493 Level 1 Understanding conflict at work 554 Level 2 Investigating rights and responsibilities at work 594 Level 2 Rights and responsibilities in the workplace 601 Level 2 Dealing with conflict. Unit aim The aim of this unit is to help the learner understand that employees have rights and responsibilities and why health and safety rules are important. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand that employees have rights 2. Understand that employees have responsibilities 3. Understand why health and safety rules are important Outcome definitions Rights might include a written Statement of Employment Particulars. Responsibilities might include wearing Personal Protective Equipment (PPE). Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 25

28 Unit Rights and responsibilities in the workplace Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to describe their own responsibilities, explain and follow emergency procedures and explain how they can contribute to keeping colleagues and customers safe and healthy. They also need to contribute to a risk assessment. Outcome 1 Understand that employees have rights 1. list a range of employee rights 2. state how employee rights are protected by law. For the first criterion (1.1) the learner needs to list a range of employee rights. These could include safe and secure workplace, contract of employment, equal opportunities. For 1.2 the learner needs to state how employee rights are protected by law. This could include both the laws and the enforcement agencies eg Health and Safety Executive, Equal Opportunities Commission. Evidence for 2.1 and 2.2 may be a learner statement or a record of questioning. Outcome 2 Understand that employees have responsibilities 1. list a range of employee responsibilities 2. describe his/her responsibilities 3. explain why it is important to keep some information confidential. For the first criterion (2.1) the learner needs to list a range of employee responsibilities. These could include health and safety and data protection. For 2.2 the learner needs to describe his/her responsibilities at his/her place of learning or work eg working to the organisation s health and safety guidelines, keeping relevant information confidential. For 2.3 the learner needs to explain why it is important to keep some information confidential. Evidence for 2.1 to 2.3 may be a learner statement or a record of questioning. 26 Awards and Certificates in Employability and Personal Development (7546)

29 Outcome 3 Understand why health and safety rules are important 1. recognise and respond to hazards in his/her place of learning or work 2. list requirements for personal health and safety in his/her place of learning or work 3. explain how he/she can contribute to keeping colleagues and customers safe and healthy 4. contribute to a risk assessment 5. work safely following guidelines 6. explain and follow emergency procedures. For the first criterion (3.1) the learner needs to recognise and respond to hazards in his/her place of learning or work eg report trailing wires, report unsafe equipment. These hazards may be real or simulated. For 3.2 the learner needs to list requirements for personal health and safety in his/her place of learning or work eg wearing Personal Protective Equipment (PPE), taking regular breaks. For 3.3 the learner needs to explain how he/she can contribute to keeping colleagues and customers safe and healthy eg by explaining fire safety procedures to visitors, by knowing how to access first aid provision. For 3.4 the learner needs to contribute to a risk assessment in terms of providing information to a person in a position of responsibility. Evidence for 3.1 to 3.4 may be oral or written and may be a learner statement or a record of questioning. For 3.5 the learner needs to work safely following health and safety guidelines ie follow organisation s health and safety procedures and use PPE if appropriate. For 3.6 the learner needs to explain and follow emergency procedures eg explaining the purpose of, and taking part in, a fire drill. Evidence for 3.5 and 3.6 may be a learner statement and assessor observation. Awards and Certificates in Employability and Personal Development (7546) 27

30 Unit Rights and responsibilities in the workplace How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on some of the rights and responsibilities of individuals as employees. Learners do not need to know the detail of the law but should be aware of a range of employee rights and responsibilities. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: (and the websites of individual unions) Awards and Certificates in Employability and Personal Development (7546)

31 Unit Managing personal finance Level: Level 1 Credit value: 3 UAN: R/501/6884 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 206 Entry 2 Managing personal finance 306 Entry 3 Managing personal finance 433 Level 1 Managing own money 506 Level 2 Managing personal finance 590 Level 2 Personal money management. Unit aim The aim of this unit is to help the learner to understand how to manage their personal finances. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand sources of income and expenditure 2. Understand the need to balance income and expenditure 3. Know how to reduce expenditure 4. Understand some of the products provided by banks and building societies 5. Understand the advantages and disadvantages of borrowing money Outcome definitions Income might include wages, benefits, allowances. Expenditure might include rent, telephone, clothing, fuel, food, travel, entertainment. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit relates to the PLTS area of Self Managers. Awards and Certificates in Employability and Personal Development (7546) 29

32 Unit Managing personal finance Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to understand as well as know about managing personal finance, including describing ways in which money can be received and ways in which payment can be made; understanding some of the products provided by banks and building societies and knowing about the costs of borrowing. Outcome 1 Understand sources of income and expenditure 1. list sources of income 2. describe the ways in which money can be received 3. give examples of a range of expenditure 4. describe the ways in which payment can be made. For the first criterion (1.1) the learner needs to list sources of income (eg wages, benefits, allowances). This is about income in general not the learner s own income. For 1.2 the learner needs to describe ways in which money can be received. This can include cash, cheques, BACs. For 1.3 the learner needs to give examples of a range of expenditure (eg rent, telephone, clothing, fuel, food, travel, entertainment). For 1.4 the learner needs to describe the ways in which payment can be made. This can include cash, cheques, credit cards, debit cards, direct debit, standing orders. Evidence for 1.1 to 1.4 may be a learner statement or record of questioning. Outcome 2 Understand the need to balance income and expenditure 1. identify and use a method of recording income and expenditure 2. identify the problems which may occur if expenditure is greater than income. For the first criterion (2.1) the learner needs to identify and use a method of recording income and expenditure. This could be paper-based or electronic. Evidence for 2.1 may be the income and expenditure record. For 2.2 the learner needs to identify the problems which may occur if expenditure is greater than income eg reduction in savings, rent arrears, unable to borrow or pay back existing loans. Evidence for 2.2 may be a learner statement or record of questioning. 30 Awards and Certificates in Employability and Personal Development (7546)

33 Outcome 3 Know how to reduce expenditure 1. describe ways of reducing expenditure. Explanation of criterion and examples of evidence For this criterion (3.1) the learner needs to describe ways of reducing expenditure. This could include managing own budget to reduce spending on non-essential items eg buying in bulk or second hand, taking advantage of special offers and sales, using freecycle or similar websites. Evidence for 3.1 may be a learner statement or record of questioning. Outcome 4 Understand some of the products provided by banks and building societies 1. give examples of types of products provided by banks and building societies 2. state advantages and disadvantages of different types of accounts. For the first criterion (4.1) the learner needs to give examples of types of products provided by banks and building societies eg current accounts, savings accounts, loans, mortgages. For 4.2 the learner needs to state advantages and disadvantages of different types of accounts eg rate of interest, additional services. Evidence for 4.1 and 4.2 may be a learner statement or record of questioning. Outcome 5 Understand the advantages and disadvantages of borrowing money 1. list the advantages of borrowing 2. list the disadvantages of borrowing 3. give examples of the costs of borrowing. For the first criterion (5.1) the learner needs to list at least two advantages of borrowing eg being able to buy a house, taking advantage of sales and special offers. For 5.2 the learner needs to list at least two disadvantages of borrowing eg interest charges, borrowing from friends and family can damage relationships. For 5.3 the learner needs to give examples of the costs of borrowing eg the total amount to be repaid for borrowing on credit cards, short term loan/credit agreement to purchase a television, mortgage to buy a house. Evidence for 5.1 to 5.3 may be a learner statement or record of questioning. Awards and Certificates in Employability and Personal Development (7546) 31

34 Unit Managing personal finance How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on helping the learner to manage personal finances. The unit is about personal finance in general not about the learner s specific circumstances and personal details. The tutor will need to discuss the different sources of income (eg wages, benefits) and expenditure (eg mortgage/rent, utility bills) and the ways in which payment can be made eg debit/credit cards, standing orders, cash. The learner will know the importance of balancing income and expenditure and how to reduce expenditure eg using a bike instead of the bus. The learner will need to know about some of the products provided by banks and building societies including different accounts. They will also need to give examples of the costs of borrowing eg interest rates, long and short-term borrowing. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

35 Unit Supporting others Level: Level 1 Credit value: 3 UAN: H/501/6887 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 307 Entry 3 Supporting others 341 Entry 3 Working as a volunteer 449 Level 1 Working as a volunteer 552 Level 2 Working as a volunteer. Unit aim The aim of the unit is to help the learner to be able to provide support to others, including knowing what he/she can and cannot do to support others and why, being aware of health and safety issues and reviewing the effectiveness of the support provided. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Identify others who need support 2. Know what he/she can do to support others 3. Understand what he/she cannot do to support others and why 4. Be aware of relevant health and safety issues 5. Support others 6. Review the effectiveness of the support given Outcome definitions Others who need support might include peers, family members. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 22 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 33

36 Unit Supporting others Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to use relevant knowledge, skills and procedures to complete routine tasks. It includes taking responsibility for completing tasks and/or following procedures subject to direction or guidance, and the ability to review the effectiveness of the support given. Outcome 1 Identify others who need support 1. list the person(s) who need support in different ways 2. describe the support needs of the person(s) he/she has decided to support. For the first criterion (1.1) the learner needs to list people who need support in different ways eg a house bound person could need help with their shopping, a new entrant at work or a place of learning could need mentoring, a parent could need the support of a baby sitter. For 1.2 the learner needs to choose a particular person and describe the support needs of the person(s) he/she has decided to support. The person who needs support could be someone known to the learner eg a colleague or someone he/she does not know eg from a local day centre, national charity. Evidence for 1.1 and 1.2 may be a learner statement. Outcome 2 Know what he/she can do to support others 1. state two ways he/she could support the person(s) 2. agree how to support the person(s). For the first criterion (2.1) the learner needs to state two ways he/she could support the person(s) eg for a house bound person, support could include fetching items of shopping, helping them to order their main shopping via an internet site, posting letters, walking the dog. Evidence for 2.1 may be a learner statement or an assessor or witness statement generated during a review or tutorial session. For 2.2 the learner needs to agree how to support the person(s). Evidence should be a written record produced by the assessor or learner stating what the learner will do and when they will do it. This should be agreed with their tutor/supervisor and the person to be given support. 34 Awards and Certificates in Employability and Personal Development (7546)

37 Outcome 3 Understand what he/she cannot do to support others and why 1. explain what he/she cannot do to help or support 2. explain why he/she cannot help or support in this way. For the first criterion (3.1) the learner needs to explain what he/she cannot do to help or support. This includes anything which requires specialist knowledge/qualifications or an inappropriate level of involvement eg giving medicines. For 3.2 the learner needs to explain why he/she cannot help or support in this way. Evidence for 3.1 and 3.2 may be a learner statement. Outcome 4 Be aware of relevant health and safety issues 1. list relevant health and safety issues 2. work safely. For the first criterion (4.1) the learner needs to list possible health and safety issues relevant to the support role undertaken. These could include lifting safely, not putting themselves at risk, safe storage of food etc. Evidence for 4.1 may be a learner statement. For 4.2 the learner needs to work safely in the support role. Evidence should be an assessor observation or witness statement. This evidence may also be used for 5.1. Outcome 5 Support others 1. support the person or persons. Explanation of criterion and examples of evidence For this criterion (5.1) the learner needs to support the person or persons as agreed in 2.2. Evidence may be a learner statement, assessor/witness observation, photographs or audio/video recordings but care must be taken to maintain the confidentiality of the person requiring support where appropriate. Outcome 6 Review the effectiveness of the support given 1. identify what went well and what did not go well 2. identify the changes he/she would make if he/she provides the support again. For the first criterion (6.1) the learner needs to identify what went well and what did not go well. For 6.2 the learner needs to identify the changes he/she would make if he/she provides the support again. Evidence for 6.1 and 6.2 may be a learner statement. Learners may cover several assessment criteria by giving a short talk to their peers. Evidence could include learner notes, photographs (eg of location) or assessor observation. Awards and Certificates in Employability and Personal Development (7546) 35

38 Unit Supporting others How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on supporting one person or a group of people in a safe and effective way. Evidence is likely to be collected from individual activity but could be collected from supporting as a group eg group involvement with a residential home for the elderly, as long as all the criteria are covered. Delivery should recognise learners particular circumstances and their broader learning programme. The learner may already be in a supporting role. Care should be taken to respect the confidentiality of the person or persons receiving support. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

39 Unit Enterprise activity: producing products or services Level: Level 1 Credit value: 3 UAN: H/501/6890 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 308 Entry 3 Enterprise activity: producing products or services 560 Level 2 Planning an enterprise activity 561 Level 2 Running an enterprise activity 562 Level 2 Producing a product 585 Level 2 Developing enterprise skills. Unit aim The aim of this unit is to help the learner develop his/her enterprise skills by planning, costing, producing, promoting and selling a product or service. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Plan an enterprise activity 2. Cost and price the enterprise activity 3. Make a product or produce a service 4. Promote and sell a product or service Outcome definitions An enterprise activity might include a group activity (eg baking cakes, washing cars) or an individual activity (eg making cards) which often (but not always) raises funds for charity. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 37

40 Unit Enterprise activity: producing products or services Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to: take responsibility for deciding on the product or service; identify what needs to be done, materials and equipment; research costs; find finance; promote and sell the product or service. Outcome 1 Plan an enterprise activity 1. decide what product or service to sell 2. decide where and when to sell the product or service 3. identify what needs to be done to produce the product or service 4. list who will do what (if this is a group activity) 5. identify the equipment and materials needed to make the product or provide the service 6. identify the possible health and safety hazards of the chosen activity. For the first criterion (1.1) the learner needs to decide what product or service to sell. Selecting the product or service to sell can be an individual or a group decision. The decision must be checked with the tutor/supervisor. For 1.2 the learner needs to decide where and when to sell the product or service. This may be in the workplace or place of learning eg a cake stall or elsewhere eg car washing. For 1.3 the learner needs to identify what needs to be done to produce the product or service eg tasks and deadlines. For 1.4 the learner needs to list who will do what (if this is a group activity). For 1.5 the learner needs to identify the equipment and materials needed to make the product or provide the service eg baking equipment and ingredients for cakes, buckets and sponges for car washing. For 1.6 the learner needs to identify the possible health and safety hazards of the chosen activity eg getting burned when using an oven to bake cakes. Evidence for 1.1 to 1.6 may be a learner statement or assessor record of discussion and/or questioning. 38 Awards and Certificates in Employability and Personal Development (7546)

41 Outcome 2 Cost and price the enterprise activity 1. research the cost of making the product or providing the service 2. decide the price to charge for each product or service 3. work out the profit on one product or one service 4. decide where to get the money to carry out this (or another) enterprise activity. For the first criterion (2.1) the learner needs to research the cost of making the product or providing the service eg cost of materials. For 2.2 the learner needs to decide the price to charge for each product or service eg to ensure costs are covered. For 2.3 the learner needs to work out the profit on one product or one service. For 2.4 the learner needs to decide where to get the money to carry out this activity, or another enterprise activity if no finance is needed for this activity. This will depend on individual circumstances and the size of the enterprise. Evidence for 2.1 to 2.4 may be a learner statement or assessor record of discussion and/or questioning. Outcome 3 Make a product or produce a service 1. obtain the materials needed to make the product or provide the service 2. make the product or provide the service 3. work safely 4. make sure the product or service is safe. For the first criterion (3.1) the learner needs to obtain the materials to make the product or provide the service eg ingredients for baking cakes. Evidence may be a learner statement. For 3.2 the learner needs to make the product or provide the service. Evidence may be an assessor record, an example of the product, photographs etc. For 3.3 the learner needs to work safely, ie follow organisation s health and safety procedures and use Personal Protective Equipment (PPE) if appropriate. Evidence may be an assessor observation or a witness statement. For 3.4 the learner needs to make sure the product or service is safe. This should be confirmed with the tutor or supervisor. Evidence may be an assessor statement. Outcome 4 Promote and sell a product or service 1. promote the product or service 2. sell the product or service. Awards and Certificates in Employability and Personal Development (7546) 39

42 For the first criterion (4.1) the learner needs to promote the product or service eg advertise it. Evidence may be a poster, advertisement, flyer etc. For 4.2 the learner needs to sell the product. Selling activity should be agreed with the assessor or supervisor. Evidence may be an assessor observation or video. 40 Awards and Certificates in Employability and Personal Development (7546)

43 Unit Enterprise activity: producing products or services How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on producing goods or services. This may be for fund raising purposes. The tutor/supervisor will need to ensure all aspects of the activity are safe and legal. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 41

44 Unit Work-based experience Level: Level 1 Credit value: 3 UAN: K/501/6891 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 309 Entry 3 Work-based experience 344 Entry 3 Preparing for work placement 345 Entry 3 Learning from work placement 367 Entry 3 Getting to a destination safely and on time 456 Level 1 Preparing for work placement 457 Level 1 Learning from work placement 509 Level 2 Work-based experience 559 Level 2 Learning from work placement 580 Level 2 Participating in a vocational taster 603 Level 2 Participating in vocational tasters. Unit aim The aim of the unit is to help the learner to develop his/her skills in, and understanding of, the workplace by preparing for, attending and reviewing work experience. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Prepare for his/her work experience 2. Plan a journey to work 3. Follow requirements during the work experience 4. Complete a work experience review Outcome definitions Work experience might include a placement or a current part time job. The learner is expected to attend this work experience for a minimum of 15 hours. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 15 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 42 Awards and Certificates in Employability and Personal Development (7546)

45 Unit Work-based experience Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance. Prior to the work experience the learner states how this work experience relates to his/her employment and/or learning goals and then following the work experience he/she reflects on the experience including what he/she has learned about himself/herself. Outcome 1 Prepare for his/her work experience 1. suggest options for or agree suitable work experience 2. apply or prepare for work experience 3. state how this work experience relates to his/her employment and/or learning goals. For the first criterion (1.1) the learner needs to suggest options for or agree suitable work experience. Work experience might include a placement or a current part time job. The placement could be found by the centre and agreed by the learner or the placement could be suggested by the learner. The learner is expected to attend a suitable work experience for a minimum of 15 hours. Evidence may be a learner statement or review record. For 1.2 the learner needs to apply or prepare for work experience. The application can be by telephone, application form or interview depending on the requirements of the work placement. If the learner is given the placement without any application process (real or simulated) they should state how they prepare for the work experience eg research location, type of company. If they are already in employment they can use existing evidence, apply for a fictional position or state how they prepared for this work experience. Evidence may be an application form, letter, assessor observation, witness statement or audio recording. For 1.3 the learner needs to state how this work experience relates to his/her employment and/or learning goals. This could be directly relevant eg intended employment area or indirectly relevant eg experience of a workplace. Evidence may be a learner statement. Outcome 2 Plan a journey to work 1. find out relevant bus or train times (or the times of another type of public transport) 2. decide which bus or train (or other public transport) to catch 3. work out the time he/she needs to leave home in order to arrive at a suitable time. Awards and Certificates in Employability and Personal Development (7546) 43

46 For the first criterion (2.1) the learner needs to find out relevant bus or train times (or the times of another type of public transport). This could be by reading a bus or train timetable or obtaining information via the internet or telephone. If the work experience does not require a journey on public transport this can be a simulated activity for another location. For 2.2 the learner needs to decide which bus or train (or other public transport) to catch. This can be a simulated activity. Evidence for 2.1 and 2.2 may be a highlighted timetable, print out or learner statement. For 2.3 the learner needs to work out the time he/she needs to leave home in order to arrive at a suitable time. If the work experience does not require the learner to plan a journey this can be a simulated activity for another location. Evidence for 2.3 may be a learner statement. Outcome 3 Follow requirements during the work experience 1. attend a suitable work experience for a minimum of fifteen hours 2. dress appropriately 3. follow safe working practice 4. follow instructions to complete tasks 5. speak to other people in a suitable manner. For the first criterion (3.1) the learner needs to attend a suitable work experience for a minimum of fifteen hours. Evidence may be a time sheet or witness statement. For 3.2 the learner needs to dress appropriately for the workplace. This may include wearing protective clothing. Evidence may be a photograph, witness statement or assessor observation. For 3.3 the learner needs to follow safe working practice. The tutor/work experience provider should ensure health and safety requirements are met. Evidence should be a witness statement or assessor observation. For 3.4 the learner needs to follow instructions to complete tasks in the workplace. Instructions may be written or verbal. Evidence may be a witness statement or assessor observation. For 3.5 the learner needs to speak to other people in the workplace in an appropriate manner. Speak can include sign language where appropriate. Evidence may be a witness statement or assessor observation. Centres can use or adapt the Level 1 Work-based experience placement diary (see Appendix 2). Outcome 4 Complete a work experience review 1. identify what went well 2. describe what he/she has learned about himself/herself 3. explain how he/she is going to build on this experience. 44 Awards and Certificates in Employability and Personal Development (7546)

47 For the first criterion (4.1) the learner needs to identify what went well. This can include tasks completed and skills, qualities or attitudes identified and/or improved eg getting to work on time. For 4.2 the learner needs to describe what he/she has learned about himself/herself eg ability to communicate with people who are unfamiliar, does/doesn t like working in a particular setting. For 4.3 the learner needs to explain how he/she is going to build on this experience eg improve particular skills, apply for similar jobs. Evidence for 4.1 to 4.3 may be a learner statement or review record. Awards and Certificates in Employability and Personal Development (7546) 45

48 Unit Work-based experience How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on the learner applying/preparing for and taking an active part in work-based experience. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme and has links with Career planning and making applications (units 303, 403 and 503). Learners may find evidence from this unit particularly useful for the mandatory unit, Effective skills, qualities and attitudes for learning and work (units 302, 402 and 502). Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

49 Unit Community project Level: Level 1 Credit value: 3 UAN: T/501/6893 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 226 Entry 2 Community action 310 Entry 3 Community project 326 Entry 3 Community action 426 Level 1 Community action. Unit aim The aim of this unit is to help the learner to plan, carry out and review a community project. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Agree a suitable community project 2. Plan a suitable community project 3. Contribute to a risk assessment for the project 4. Follow the project plan 5. Review the project Outcome definitions A community project might be an individual activity but is more likely to be a group activity eg painting a community centre, tidying a play park. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 22 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 47

50 Unit Community project Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3.The learner takes more responsibility for the planning of the project by suggesting a timescale for the activities and for completing own tasks. They are also expected to be able to evaluate the project by explaining what went well and describing what they have learned. Outcome 1 Agree a suitable community project 1. list options for a community project 2. choose a project and give reasons for choice 3. agree a suitable community project. For the first criterion (1.1) the learner needs to list options for a community project eg decorating a community centre, clearing an overgrown play area. For 1.2 the learner must choose a project and give reasons for their choice. For 1.3 the learner must agree a suitable community project ie a project that is feasible within constraints such as skill level and time. The project must be agreed with the assessor or supervisor. Evidence for 1.1 to 1.3 may include a learner statement supported by annotated or highlighted documentation signed by the assessor and learner. Outcome 2 Plan a suitable community project 1. produce a list of tasks that need to be done 2. list who will do what 3. decide a suitable time frame 4. identify any equipment and materials needed 5. identify any help needed 6. agree a suitable plan (with team members if working in a team). For the first criterion (2.1) the learner needs to produce a list of tasks that need to be done. For 2.2 the learner needs to produce a list of who will do what. For 2.3 the learner needs to decide on a suitable timeframe. The will depend on the type of project and the time available. For 2.4 the learner needs to identify any equipment and materials needed. 48 Awards and Certificates in Employability and Personal Development (7546)

51 For 2.5 the learner needs to identify any help needed. This may be from the tutor, supervisor or another person. For 2.6 the learner needs to agree a suitable plan with the assessor or supervisor. Evidence for 2.1 to 2.6 will be the project plan supported by annotated or highlighted documentation signed by the assessor and learner. Outcome 3 Contribute to a risk assessment for the project 1. list possible risks and hazards 2. plan how to reduce any risks or hazards 3. agree a risk assessment with his/her tutor or supervisor. For the first criterion (3.1) the learner needs to list possible risks and hazards. For 3.2 the learner needs to plan how to reduce any risks or hazards eg health and safety hazards and risks, risks relating to availability of time, tools and materials etc. For 3.3 the learner needs to agree a risk assessment with the tutor or supervisor. Learners should not be asked to carry out risk assessments. Evidence for 3.1 to 3.3 may include a learner statement supported by annotated or highlighted documentation signed by the assessor and learner. Outcome 4 Follow the project plan 1. take responsibility for completing his/her tasks identified in the plan 2. review progress (with team members if working in a team) 3. revise plan as necessary 4. work safely. For the first criterion (4.1) the learner needs to take responsibility for completing the tasks identified in the plan. Evidence may be a learner statement or diary and an assessor observation or witness statement. For 4.2 the learner needs to review progress with team members and/or the tutor or supervisor. Evidence may be a written review record. For 4.3 the learner needs to revise the plan as necessary. There may be a number of reasons for revisions eg lack of progress, others not meeting deadlines. Any amendments should be agreed with the assessor. Evidence may be an annotated plan. For 4.4 the learner needs to work safely ie follow the organisation s health and safety procedures and use Personal Protective Equipment (PPE) if appropriate. Evidence may be a witness statement or an assessor observation. Awards and Certificates in Employability and Personal Development (7546) 49

52 Outcome 5 Review the project 1. describe what went well 2. describe what could be improved 3. describe what he/she has learned about himself/herself and the local community. For the first criterion (5.1) the learner needs to describe what went well. For 5.2 the learner needs to describe what could be improved. For 5.3 the learner needs to describe what he/she has learned about himself/herself and the local community. Evidence 5.1 to 5.3 may be a learner statement or a written review record. 50 Awards and Certificates in Employability and Personal Development (7546)

53 Unit Community project How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on carrying out a community project. The length and scope of the project will depend on the time and resources available. The tutor/supervisor will need to ensure all aspects of the project are safe and legal. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 51

54 Unit Contributing to a team Level: Level 1 Credit value: 3 UAN: A/501/6894 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 237 Entry 2 Working as part of a group 311 Entry 3 Contributing to a team 337 Entry 3 Working as part of a group 437 Level 1 Working as part of a group 497 Level 1 Developing group and teamwork communication skills 515 Level 2 Teamworking skills. Unit aim The aim of this unit is to help the learner develop team working skills, by understanding the values, roles and procedures of teams and being able to work with others towards achieving shared objectives. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Give reasons why effective teamwork is important 2. Understand how team values and procedures can vary 3. Understand the roles people may take in a teamwork situation 4. Understand what needs to be done to achieve a team goal 5. Work with others towards achieving shared objectives in a well-defined situation 6. Be aware of own contribution to team progress Outcome definitions A teamwork situation involves three or more people working together to achieve shared objectives. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 52 Awards and Certificates in Employability and Personal Development (7546)

55 Unit Contributing to a team Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance. The learner is able to give some benefits of teamwork and describe ways in which team members can make sure they work together effectively. After completing the team work activity, he/she reflects on the experience and contributes to a group review. Outcome 1 Give reasons why effective teamwork is important 1. list some benefits of effective teamwork Explanation of criterion and examples of evidence For this criterion (1.1) the learner needs to list some benefits of effective teamwork. Evidence may be a learner statement. Outcome 2 Understand how team values and procedures can vary 1. list different types of teams 2. describe ways in which team members can make sure they work together effectively 3. outline different ways of making decisions. For the first criterion (2.1) the learner needs to list different types of teams eg teams for sports, workplace teams. For 2.2 the learner needs to describe ways in which team members can make sure they work together effectively eg shared ground rules, clear objectives, effective communication. For 2.3 the learner needs to outline different ways of making decisions eg autocratic, democratic, depending on roles. Evidence for 2.1 to 2.3 may be a learner statement. Outcome 3 Understand the roles people may take in a teamwork situation 1. give examples of formally allocated roles 2. give examples of less formal roles 3. identify the impact these roles could have on the way a team works and on members of the team. Awards and Certificates in Employability and Personal Development (7546) 53

56 For the first criterion (3.1) the learner needs to give examples of formally allocated roles eg team leader, supervisor, reviewer, planner. For 3.2 the learner needs to give examples of less formal roles eg joker, negotiator, completer. For 3.3 the learner needs to identify the impact these roles could have on the way a team works and on members of the team. Evidence for 3.1 to 3.3 may be a learner statement. Outcome 4 Understand what needs to be done to achieve a team goal 1. explain the overall goal of the team 2. describe his/her own role as part of the team in a well-defined situation. For the first criterion (4.1) the learner needs to explain the overall goal of the team. The team goal may be decided by the team eg raising funds for charity or given to the team by the assessor or supervisor eg to complete a project. For 4.2 the learner needs to describe his/her own role as part of the team. Evidence for 4.1 and 4.2 may be a learner statement. Outcome 5 Work with others towards achieving shared objectives in a well-defined situation 1. agree an action plan of individual and group activities needed to achieve the objectives 2. clarify action plan if necessary 3. identify who to ask for help if he/she needs it 4. work co-operatively 5. receive and act on constructive criticism 6. carry out well-defined individual and group activities as identified 7. work safely. For the first criterion (5.1) the learner needs to agree an action plan of individual and group activities needed to achieve objectives. Evidence for 5.1 may be a signed action plan. For 5.2 the learner needs to clarify the action plan if necessary. The learner should be able to state what he or she needs to do. For 5.3 the learner needs to identify who he/she could ask for help eg supervisor, assessor. Evidence for 5.2 and 5.3 may be a learner statement or review record. For 5.4 the learner needs to work cooperatively eg offering help and support and asking for support if required. 54 Awards and Certificates in Employability and Personal Development (7546)

57 For 5.5 the learner needs to receive and act on constructive criticism. The learner should acknowledge the feedback without taking offence, asking for clarification or examples if necessary, and consider the point(s) made before taking any further action eg changing behaviour. For 5.6 the learner needs to carry out well-defined individual and group activities as identified in the action plan and ensuing discussions. For 5.7 the learner needs to work safely. This includes following health and safety guidelines given by assessor or supervisor and wearing appropriate clothing. Evidence for 5.4 to 5.7 should be an assessor observation or witness statement. Outcome 6 Be aware of own contribution to team progress 1. share own views on progress with other members of the team 2. identify how effective his/her contribution was to the team s progress 3. identify what went well and what went less well in working with others 4. suggest ways of improving own working with others in the future. For the first criterion (6.1) the learner needs to share their own views on progress with other members of the team. The review should go beyond the activities the group has completed and how successful the activities were and focus on the way the group worked together. Evidence may be an assessor observation, ideally with learner notes. For 6.2 the learner needs to identify how effective his/her contribution was to team progress. The focus should be on the learner s interaction with the group not just the objectives achieved. For 6.3 the learner needs to identify what went well and what went less well in working with others. The focus should be on the way the group worked together. For 6.4 the learner needs to suggest ways of improving own working with others in the future. The focus should be on improving the learner s interaction with others and not on how successfully the activity was completed. Evidence for 6.2 to 6.4 may be an assessor observation or a witness statement. Awards and Certificates in Employability and Personal Development (7546) 55

58 Unit Contributing to a team How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on some underpinning knowledge about teams prior to the learner demonstrating practical teamworking skills. The team activity should be collaborative and purposeful and give each learner the opportunity to meet all the criteria. However, all the team members may not be working towards this unit. For example, the team work situation could be in the workplace. Tutors may use a wide range of learning resources including videos and external speakers to illustrate teams in work and leisure activities. Games and activities that develop team working skills can be used to ensure the learning is interactive, fun and appeals to a range of learning styles. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

59 Unit Learner project Level: Level 1 Credit value: 3 UAN: Y/501/6899 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 312 Entry 3 Candidate project 512 Level 2 Candidate project for learning and work 577 Level 2 Developing practical skills and techniques. Unit aim The aim of this unit is to support the learner in planning, carrying out and evaluating a project (an activity or piece of research) of his/her own choice. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Plan a project (activity or piece of research) 2. Carry out a project 3. Evaluate the project Outcome definitions Learner project is an individual activity or piece of research. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 57

60 Unit Learner project Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner takes more responsibility for the planning of the project by suggesting a timescale for the activities. They are also expected to be able to evaluate the project by explaining what went well and describing what they have learned. Outcome 1 Plan a project (activity or piece of research) 1. agree a suitable project 2. list the stages involved in the project 3. suggest a timescale for the activities 4. agree the plan with a suitable person. For the first criterion (1.1) the learner needs to agree a suitable project (a practical activity or a piece of research) with the assessor or supervisor. Evidence may be an assessor statement. For 1.2 the learner needs to list the stages involved in the project. For 1.3 the learner needs to suggest a timescale for the activities. For 1.4 the learner needs to agree the plan with a suitable person ie tutor or supervisor. Evidence for 1.2 to 1.4 may be a detailed project plan signed by learner and assessor. Outcome 2 Carry out a project 1. follow the project plan 2. review progress with a suitable person 3. amend the project plan if necessary 4. complete the project. 58 Awards and Certificates in Employability and Personal Development (7546)

61 For the first criterion (2.1) the learner needs to follow the project plan agreed in 1.4. Evidence may be a learner statement, annotated photos or diary and an assessor observation or a witness statement. For 2.2 the learner needs to review progress with a suitable person eg assessor or supervisor. Evidence may be a written review record. For 2.3 the learner needs to amend the project plan if necessary. This may depend on progress or availability of resources. Any amendments should be agreed with the assessor. Evidence may be an annotated plan. For 2.4 the learner needs to complete the project. Evidence may include the project outcome (eg completed piece of research or artefact), assessor statement and/or video, photo or audio recording. Outcome 3 Evaluate the project 1. explain what went well 2. explain what did not go well 3. describe what he/she has learned from planning and completing the project. For the first criterion (3.1) the learner needs to explain what went well. This could be orally or in writing. For 3.2 the learner needs to explain what could be improved. This could be orally or in writing. For 3.3 the learner needs to describe what he/she has learned from planning and completing the project. Evidence for 3.1 to 3.3 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 59

62 Unit Learner project How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on carrying out an individual project. This unit is an opportunity for learners to explore an area that may relate to their learning, work and/or personal/leisure interests. The project may take the form of a piece of research (eg the history of the local town, researching a family tree) or a practical activity (eg planting a herb garden, making a vocationally related artefact). The length and scope of the project will depend on the time and resources available and should be appropriate to the learner. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

63 Unit Understanding the language and culture of a community Level: Level 1 Credit value: 3 UAN: K/600/6193 Unit aim The aim of this unit is to help the learner understand the language and culture of a community or country. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how the cultures of communities vary 2. Understand the culture of a community 3. Use another language Outcome definitions A community is a group with a shared language, ideas and customs; this includes countries and other communities such as the deaf community. Another language is any language that is not the learner s mother tongue. This could include sign language. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 26 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 61

64 Unit Understanding the language and culture of a community Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand how the cultures of communities vary 1. give a definition of community 2. give examples of similarities between the culture of own community and the cultures of other communities 3. give examples of differences between the culture of own community and the cultures of other communities 4. explain how some of these similarities and differences could benefit the community he/she lives in. For the first criterion (1.1) the learner needs to give a definition of community. For 1.2 the learner needs to give at least three examples of similarities between the culture of own community and the cultures of at least two other communities. For 1.3 the learner needs to give at least three examples of differences between the culture of own community and the cultures of at least two other communities. For 1.4 the learner needs to explain how some of these similarities and differences identified in 1.2 and 1.3 could benefit the community he/she currently lives in. Evidence for 1.1 to 1.4 may be a learner statement. Outcome 2 Understand the culture of a community 1. choose a community to study giving reasons for choice 2. outline the historical influences on the community 3. outline the key features of the culture. For the first criterion (2.1) the learner needs to choose a community to study giving reasons for choice. For some learners the chosen community could be the one they are currently living in (eg learners from another country) or the one their parents came from (eg someone born in this country whose parents were born in another country). For other learners the chosen community could be the one they hope to work in or spend leisure time in (eg the deaf community). For 2.2 the learner needs to outline the historical influences on the community For 2.3 the learner needs to outline the key features of the culture. Evidence for 2.1 to 2.3 may be a learner statement or presentation. 62 Awards and Certificates in Employability and Personal Development (7546)

65 Outcome 3 Use another language 1. identify the key features of the chosen language 2. obtain simple information using the chosen language 3. provide simple information using the chosen language. For the first criterion (3.1) the learner needs to identify at least two features of the chosen language. For 3.2 the learner needs to obtain simple information using the chosen language. The information can be obtained from written sources eg menus or orally eg asking the cost of an item. For 3.3 the learner needs to provide simple information using the chosen language eg their name, where they come from. Information can be provided orally or in writing. Evidence for 3.1 to 3.3 may be produced orally (and recorded as an assessor/witness observation or by audio recording) or in writing (eg a learner statement). Awards and Certificates in Employability and Personal Development (7546) 63

66 Unit Understanding the language and culture of a community How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should recognise learners particular circumstances and their broader learning programme. This unit could be integrated with other aspects of the learner s wider programme such as work on literacy for research or if English is an additional language for the learner. External speakers could be invited to talk to the learners and discuss their experiences of the community and videos could add interest to the sessions. There may also be the opportunity for visits and exchanges. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

67 Unit Valuing equality and diversity Level: Level 1 Credit value: 2 UAN: F/600/7804 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 343 Entry 3 Solving work-related problems 363 Entry 3 Introduction to understanding diversity in society 539 Level 2 Identity and cultural diversity 592 Level 2 Recognising prejudice and discrimination. Unit aim The aim of this unit is to help the learner to understand the value of equality and diversity in society. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand aspects of equality 2. Understand aspects of diversity 3. Understand aspects of discrimination Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 16 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 65

68 Unit Valuing equality and diversity Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand aspects of equality 1. define the term equality 2. list the key legislation 3. give examples of inequality in a range of situations 4. identify bodies who work on equality issues. For the first criterion (1.1) the learner needs to define the term equality. For 1.2 the learner needs to list the key legislation eg Equality Act For 1.3 the learner needs to give examples of inequality in a range of situations eg differences in the way individuals are treated due to age, gender, disability etc at work or in the community. For 1.4 the learner needs to identify bodies who work on equality issues eg Equal Opportunities Commission. Evidence for 1.1 to 1.4 may be a learner statement or an assessor record. Outcome 2 Understand aspects of diversity 1. define the term diversity 2. list the key legislation 3. give examples of positive and negative stereotyping 4. give examples of how diversity can benefit society. For the first criterion (2.1) the learner needs to define the term diversity. For 2.2 the learner needs to list the key legislation eg Sex Discrimination Act For 2.3 the learner needs to give examples of positive and negative stereotyping eg for gender, age. For 2.4 the learner needs to give examples of how diversity can benefit society eg enhanced understanding, tolerance. Evidence for 2.1 to 2.4 may be a learner statement or an assessor record. 66 Awards and Certificates in Employability and Personal Development (7546)

69 Outcome 3 Understand aspects of discrimination 1. state the difference between discrimination and prejudice 2. list the areas of discrimination covered by legislation 3. give an example of direct discrimination 4. give an example of indirect discrimination. For the first criterion (3.1) the learner needs to state the difference between discrimination (eg inequality) and prejudice (preconceived belief). For 3.2 the learner needs to list the areas of discrimination covered by legislation eg race, gender, disability. For 3.3 the learner needs to give an example of direct discrimination. For 3.4 the learner needs to give an example of indirect discrimination. Evidence for 3.1 to 3.4 may be a learner statement or an assessor record. Awards and Certificates in Employability and Personal Development (7546) 67

70 Unit Valuing equality and diversity How can this unit be delivered? This unit, which is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on the learner exploring equality, diversity, discrimination and prejudice in society. The learners need to be introduced to the terms equality and diversity. They should research/discuss what each means and the impact of both. Diversity must include key features, such as ethnicity and gender. Learners should identify bodies who work on equality/diversity issues and the relevant legislation. They are not expected to read the Acts but should know what they are about and the important points. External speakers could be invited from the Citizens Advice Bureau (CAB) and other appropriate voluntary organisations. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

71 Unit Introduction to health and safety awareness in the workplace Level: Level 1 Credit value: 2 UAN: J/600/7805 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 346 Entry 3 Safe learning in the workplace 370 Entry 3 Health and safety in places of work 458 Level 1 Safe learning in the workplace 492 Level 1 Being safe and healthy at work 578 Level 2 Health and safety in a practical environment 600 Level 2 Health, safety and security in the workplace Unit aim The aim of the unit is to introduce the learner to health and safety and its importance in the workplace. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the importance of health and safety in the workplace 2. Understand the need for risk assessment 3. Be aware of the requirements for health and safety in his/her place of work or learning Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 18 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 69

72 Unit Introduction to health and safety awareness in the workplace Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the importance of health and safety in the workplace 1. state what is meant by health and safety in the workplace and why it is important 2. describe the legal responsibilities of employers, employees and the self-employed 3. describe how health and safety law is enforced 4. identify sources of health and safety information within his/her organisation 5. identify other sources of health and safety information. For the first criterion (1.1) the learner needs to state what is meant by health and safety in the workplace and why it is important eg to protect workers, customers and visitors. For 1.2 the learner needs to describe the legal responsibilities of employers (eg to carry out risk assessments, tell you how to do your job safely), employees (eg take care of your own health and safety and that of others), and the self-employed (eg providing your own Personal Protective Equipment (PPE)). For 1.3 the learner needs to describe how health and safety law is enforced eg Health & Safety Executive, Environmental Health Agency. For 1.4 the learner needs to identify sources of health and safety information within his/her organisation eg policies, notices. For 1.5 the learner needs to identify other sources of health and safety information eg Sector Skills Councils and Trades Unions websites. Evidence for 1.1 to 1.5 may be a learner statement or an assessor record. Outcome 2 Understand the need for risk assessment 1. define the terms hazard and risk 2. describe risk assessment 3. give examples of work related accidents and ill health. 70 Awards and Certificates in Employability and Personal Development (7546)

73 For the first criterion (2.1) the learner needs to define the terms hazard and risk. For 2.2 the learner needs describe risk assessment ie what it is and who is responsible. For 2.3 the learner needs give examples of work related accidents and ill health eg trips, slips and falls, occupational dermatitis (contact dermatitis in hairdressing). Evidence for 2.1 to 2.3 may be a learner statement or an assessor record. Outcome 3 Be aware of the requirements for health and safety in his/her place of work or learning 1. list the health and safety information that should be provided for an employee or learner 2. describe the process for reporting injuries, ill health, unsafe conditions and accidents within his/her place of work or learning 3. describe the provision for first aid in his/her place of work or learning 4. for a chosen occupational sector describe the appropriate personal protective equipment (PPE) and the hazards against which the PPE offers protection. For the first criterion (3.1) the learner needs to list the health and safety information that should be provided for an employee or learner eg Health and Safety Executive s Law Poster displayed. For 3.2 the learner needs to describe the process for reporting injuries, ill health, unsafe conditions and accidents, within his/her place of work or learning eg reporting to the appropriate person, entering details in an accident book. For 3.3 the learner needs to describe the provision for first aid in his/her place of work or learning eg first aider. For 3.4 the learner needs, for a chosen occupational sector, to describe the appropriate personal protective equipment (PPE) eg hard hat and steel toe-capped boots in construction and the hazards against which the PPE offers protection. The occupational sector may be the vocational area he/she is studying, working in, or one that is of interest. Evidence for 3.1 to 3.4 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 71

74 Unit Introduction to health and safety awareness in the workplace How can this unit be delivered? This unit, which is optional for Entry 3, Level 1 and Level 2 Awards and Certificates, focuses on the learner s knowledge of the responsibilities and requirements for health and safety of individuals and employers. Learners do not need to know the detail of the law but should be aware of the legal requirements relating to self and employers. External speakers, such as professionals in health and safety and environmental health, could be invited to talk to the learners. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Learners can use evidence from other units and may wish to add to this unit throughout their programme of study. Resources Sector Skills Councils and Trade Unions websites may be useful in finding vocationally specific health and safety information. These websites might also be useful: Awards and Certificates in Employability and Personal Development (7546)

75 Unit Community action Level: Level 1 Credit value: 2 UAN: M/502/0473 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 226 Entry 2 Community action 310 Entry 3 Community project 326 Entry 2 Community action 410 Entry 3 Community project. Unit aim To encourage learners to participate in local community activities and understand the benefits of these activities for themselves and the community. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: interested in the local community wanting to gain experience as a volunteer new to an area not able or yet ready to gain employment. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of the role that community groups play 2. Demonstrate their involvement in community activities Outcome definitions Community group might include: national voluntary groups eg BTCV, Help the Aged; associations eg a residents association that meets to improve the local area; third sector organisations eg a local arts charity. Involvement is continued participation in activities and planning further activities eg helping with administration, fund-raising, distributing newsletters, practical work eg digging/tidying land or taking part in another kind of activity eg local amateur dramatics society. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers, Effective Participators and Self Managers. Awards and Certificates in Employability and Personal Development (7546) 73

76 Unit Community action Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to demonstrate their involvement by taking responsibility for completing tasks subject to direction or guidance. Also, the learner needs to describe at least two different community groups and their activities. As well as contributing to activities and being aware that actions have consequences (eg in 2.2 the learner explains how the activities benefit both themselves and the community) the learner is expected to take an active role in planning further activities to continue/maintain benefits to the community. Outcome 1 Demonstrate an understanding of the role that community groups play 1. describe two different community groups and their activities 2. state why these groups are important for the community. For the first criterion (1.1) the learner needs to describe (orally, in writing or through other appropriate means of communication such as signing) two different community groups in their local area eg residents association and what they do. The groups identified could be part of national organisations or groups specific to their local area. For 1.2 the learner needs to state (orally, in writing or through other appropriate means of communication such as signing) why the groups described in 1.1 are important for the local community. For example, a residents association might be important to the community because it brings local people together and creates a collective voice for local people. Outcome 2 Demonstrate their involvement in community activities 1. contribute to activities within the community 2. explain how the activities benefit themself and the community 3. with others plan further activities to continue/maintain benefits to the community. 74 Awards and Certificates in Employability and Personal Development (7546)

77 For 2.1 the learner needs to contribute to at least two activities within the community (this is likely to be with one or both of the community groups described in 1.1) eg help to clean up an area of waste land or take part in a sponsored silence. If the learner is clearing waste land evidence could include a work log, annotated photographs, a video or paper-based diary of the work completed or a witness statement; if the learner has been involved in a fund-raising activity evidence could include a witness statement, photocopy of their sponsorship sheet and/or annotated photographs. For 2.2 the learner needs to explain how these activities benefit themselves and the community eg if the learner is clearing waste land they might produce annotated photographs or a video diary showing the improvements and how the land is now used. They should include a short explanation (given orally, in writing or through other appropriate means of communication such as signing) of the benefits to themselves and the community; if the learner has been involved in a fund-raising activity (eg a sponsored silence) they might copy their sponsorship sheet and explain how the money raised will be used and the benefits of this to the community (this could be an immediate benefit but may be a proposed benefit when sufficient funds are raised). The learner also needs to explain how these activities benefit themselves eg making new friends, learning new skills or managing time. It is important to appreciate that the assessment is concerned with the learner s self-awareness rather than necessarily how much impact the activity had. For 2.3 the learner must also plan further activities to continue/maintain benefits to the community. The learner should take an active role in planning with others but does not necessarily need to be involved in the activities planned. Evidence could include a written plan, minutes of meetings or a witness statement. The learner could evidence this unit by a short talk to a small group of peers with appropriate supporting evidence. Awards and Certificates in Employability and Personal Development (7546) 75

78 Unit Community action How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should recognise learners particular circumstances and their broader learning programme. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Tutors should agree or choose a suitable community group (this may be a community group attached to the centre). Resources Useful sources of information could include your local authority. These websites might be useful: www2.btcv.org.uk 76 Awards and Certificates in Employability and Personal Development (7546)

79 Unit Developing self Level: Level 1 Credit value: 2 UAN: K/502/0469 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 401 Level 1 Planning for progression 440 Level 1 Self-assessment 514 Level 2 Developing self for learning and work 544 Level 2 Self-assessment. Unit aim To introduce the learner to ways in which they can reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: aware of the need to improve their personal skills or abilities starting a new learning programme seeking employment leaving home. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Take an active role in their self development 2. Plan for their self development 3. Review their self development and plan for the future Outcome definition Self development might include personal skills and behaviours (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). This unit is about developing personal skills rather than vocational competence. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Reflective Learners and Self Managers. This unit also relates to the standards for Level 1 Key Skills in Improving Own Learning and Performance. Awards and Certificates in Employability and Personal Development (7546) 77

80 Unit Developing self Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to take responsibility for completing tasks subject to direction or guidance. The learner is expected to take an active role in preparing a plan for their self development and planning how to review their progress. They are also able to explain their selections and suggestions. Outcome 1 Take an active role in their self development 1. describe personal strengths or abilities 2. select an area for self development 3. explain why this area is important for their self development. For the first criterion (1.1) the learner needs to describe at least two personal strengths or abilities (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). The learner may describe personal strengths or abilities which they possess or don t possess. However, this criterion will have more relevance for the learner if it is related to their own current personal strengths and abilities or ones they want to develop or which are required for employment or education/training. For 1.2 the learner should select an area for their own self development (eg communication skills, appropriate behaviour for the workplace/place of study). For 1.3 the learner should explain why the area chosen in 1.2 is important for their self development. Outcome 2 Plan for their self development 1. prepare a plan for their identified area of self development 2. list activities, targets and timelines for their self development 3. plan how to review progress towards achieving their targets 4. work through the agreed plan. 78 Awards and Certificates in Employability and Personal Development (7546)

81 For 2.1 the learner needs to prepare a plan for their identified area of self development. This is likely to be a written action plan. For 2.2 the learner should list suitable activities. For example, to develop listening skills activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising the skill with friends and family. Activities to improve punctuality could include using an alarm clock, checking bus/train timetables and planning ahead. They should list targets and timelines eg this could be listening to find out someone s view without interrupting or arriving on time for five days. Targets should be specific, measurable, achievable, realistic and time-bound. An appropriate person should agree the plan. This could be the learner s assessor, tutor, supervisor or other appropriate person. For 2.3 the learner should plan how to review progress toward achieving their targets. This could include discussions with their assessor, tutor or supervisor. Evidence for 2.1 to 2.3 is likely to be a suitably detailed action plan. For 2.4 the learner needs to work through the agreed plan. Evidence could include a video/audio recording, an assessor observation or witness statements. Outcome 3 Review their self development and plan for the future 1. review their self development plan 2. suggest improvements and amendments to the plan 3. explain how they will continue with their self development in the future. For 3.1 the learner needs to review their plan and the progress they have made so far. The learner should be able to state what went well and what did not go so well. For 3.2 the learner needs to suggest improvements and amendments to the plan. These should be agreed by the assessor. For 3.3 the learner should explain how they will continue with their self development in the future. Evidence for 3.1 to 3.3 could be gathered in the course of a single discussion but a written or taped record must be available for verification. Awards and Certificates in Employability and Personal Development (7546) 79

82 Unit Developing self How can this unit be delivered? This unit is optional for the Level 2 Award and Certificate. Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself particularly well to being integrated with other aspects of the learner s wider programme. Tutors may use a wide range of learning resources, including ICT and paper-based questionnaires and quizzes to identify a range of strengths (skills, qualities and interests) their learners possess. Tutors could use group discussions to elicit the skills and qualities needed for employment or study generally or for a particular job in order to focus the learner prior to their individual choice of shortterm goals. Videos and external speakers can illustrate self development in work and leisure activities. Tutors should ensure the unit is delivered in a positive way and learners are encouraged to realise the wealth of strengths they already possess prior to deciding what they could do to improve. The emphasis is on motivating the learner and helping them to reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Learners should recognise their achievements even if progress is slow. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web. Useful sources of information could include Information, Advice and Guidance (IAG) and vocational profiling tools on Sector Skills Councils websites. This website might be useful: 80 Awards and Certificates in Employability and Personal Development (7546)

83 Unit Dealing with problems in daily life Level: Level 1 Credit value: 2 UAN: L/502/0464 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 228 Entry 2 Dealing with problems in daily life 328 Entry 3 Dealing with problems in daily life 343 Entry 3 Solving work-related problems 452 Level 1 Solving work-related problems 555 Level 2 Solving work-related problems 595 Level 2 Solving problems in the workplace. Unit aim To introduce learners to the concept of problem solving and help them to develop skills to enable them to tackle problems in their daily lives. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: young people people working towards independent living learners returning to the community eg from long term hospitalisation or imprisonment young people leaving care. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know how to recognise a straightforward problem and identify ways to tackle it 2. Plan and carry out activities to tackle a problem 3. Carry out a review of their methods and the skills they used in tackling the problem Outcome definitions Problems might include obstacles or difficulties that need to be resolved that learners might encounter at home, at work or in other areas of their life eg problems with housing or dealing with institutions such as the local council, hospitals etc. For a problem to be straightforward it should have a high likelihood of being solved by the learner and within the parameters of their resources and personal circumstances and the duration of the unit. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Awards and Certificates in Employability and Personal Development (7546) 81

84 Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Reflective Learners and Independent Enquirers. This unit also relates to the standards for Level 1 Key Skills in Problem Solving. 82 Awards and Certificates in Employability and Personal Development (7546)

85 Unit Dealing with problems in daily life Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). Rather than identify a problem and share ideas on how to tackle it, learners are expected to describe a problem and suggest ways to tackle it. They must then select one of these methods to implement. Rather than identify a way to tackle the problem they need to plan a method to tackle it. Learners must also take responsibility for completing tasks and procedures subject to direction or guidance as needed as they must identify whether the problem has been solved. Outcome 1 Know how to recognise a straightforward problem and identify ways to tackle it 1. describe a straightforward problem and describe its effects 2. suggest ways in which they might tackle the problem 3. select a way to tackle the problem and agree it with an appropriate person. For the first criterion (1.1) the learner must describe one obstacle or difficulty that needs to be resolved as well as describing the impact this is having eg at work, at home, with family or friends. For 1.2 the learner needs to suggest at least two methods they could use to resolve the problem described in 1.1. For 1.3 the learner must select at least one method for tackling the problem and agree this course of action with an appropriate person eg line manager for a problem at work. Outcome 2 Plan and carry out activities to tackle a problem 1. plan the activities needed to tackle the problem 2. identify resources to help tackle the problem 3. carry out planned activities. Awards and Certificates in Employability and Personal Development (7546) 83

86 For 2.1 the learner needs to plan the activities needed to tackle the problem identified and described in 1.1. It is expected that the activities will take forward the method(s) selected and agreed in 1.3. The plan should include each step necessary to carry out the selected method with estimated timings and any weaknesses or potential risks with the method identified. In planning how to tackle the problem, the learner also needs to identify or decide the success criteria they will use when judging whether they have been successful in solving the problem (see 3.3 below). For 2.2 the learner needs to identify any resources they will need to carry out the activities planned for 2.1. In practice, this is likely to form part of the process of planning the activities and should not be an afterthought. For 2.3 the learner must carry out their planned activities. Evidence will be needed for each activity. Outcome 3 Carry out a review of their methods and the skills they used in tackling the problem 1. review the approach used to tackle the problem 2. describe what went well and what did not go so well 3. identify whether the problem has been solved. For 3.1 the learner must review how they approached tackling the problem, including both their methods and the skills used. The review could take the form of a recap of what they did and how much (if at all) this has helped to solve the problem. Although a written review (perhaps using a proforma) would be one way of tackling the review, it could also take the form of a one-to-one or group discussion as long as the learner s own contributions are clearly recorded. For 3.2 the learner must describe at least one example of something that went well and one example of something that did not go so well in the course of tackling the problem. This might include how well they identified the problem at the outset, the time and resources available and options chosen. For 3.3 the learner needs to identify whether the activities they have carried out have been successful in solving the problem. To do this, they will need to have identified or decided on some success criteria when planning the activities (for 2.1). Note each of these criteria is assessing the learner s ability to reflect on what happened, not how successful they were in solving the problem. 84 Awards and Certificates in Employability and Personal Development (7546)

87 Unit Dealing with problems in daily life How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. As each learner s daily life is unique to them examples and activities should be contextualised to allow maximum relevance for all learners. Learners should be encouraged to bring real problems to the class in order for the unit to be of as much use as possible. However, it must be made clear that the unit teaches generic problem solving skills and therefore where appropriate learners should be encouraged to seek expert advice. Also, ground rules should be established for privacy, confidentiality and appropriateness of information shared. Resources There are numerous websites that provide problem solving games and activities and these can be used to ensure the course is interactive, fun and appeals to all learning styles. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 85

88 Unit Environmental awareness Level: Level 1 Credit value: 2 UAN: Y/502/0659 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 229 Entry 2 Environmental awareness 322 Entry 3 Introduction to sustainable development and global citizenship 329 Entry 3 Environmental awareness 522 Level 2 Introduction to sustainable development and global citizenship. Unit aim To encourage learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: interested in the local community interested in ecological or environmental issues wanting to gain experience as a volunteer new to an area. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how the actions of humans affect the environment 2. Demonstrate an understanding of environmental issues which affect the local area 3. Carry out activities to help improve the environment in the local area Outcome definitions Actions of humans that affect the environment include: national/global issues eg global warming; local issues eg waste disposal, litter. Environmental issues include: pollution, waste management, renewable energy. Activities to help the environment include: fuel/energy saving eg using low energy light bulbs and other energy efficient products, reducing food miles, reducing car journeys; recycling eg bottles, cans, newspapers; reusing eg taking own carrier bags to the shop, buying second-hand, alternative uses and repairs; caring for the environment eg cleaning up areas of wasteland, preventing pollution. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. 86 Awards and Certificates in Employability and Personal Development (7546)

89 Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 87

90 Unit Environmental awareness Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant skills and procedures to complete routine tasks (subject to some direction or guidance where needed). In addition to giving examples of behaviours that harm and help the environment, they need to identify ways of raising awareness about environmental issues. Rather than simply identifying environmental issues and their effects, learners need to describe an issue and identify ways in which it could be tackled. They also need to carry out at least two activities to improve the local environment and describe the benefits of each as well as any further actions that may be needed. Outcome 1 Demonstrate an awareness of how the actions of humans affect the environment 1. give examples of human behaviours which harm the environment 2. give examples of human behaviours which help the environment 3. identify ways to raise awareness about environmental issues. For the first criterion (1.1) the learner needs to give examples of at least two human behaviours which harm the environment. These might include dropping litter, not reusing plastic bags, wasting energy. Ideas could be generated through a group discussion as long as the learner s own contribution is clearly recorded. For 1.2 the learner needs to give examples of at least two human behaviours which help the environment. These might include recycling, using a bag for life, walking or using public transport instead of travelling by car. Ideas could be generated through a group discussion as long as the learner s own contribution is clearly recorded. For 1.3 the learner needs to identify ways to raise awareness about environmental issues. This might include a leaflet, poster, talk, Facebook group, blog. Outcome 2 Demonstrate an understanding of environmental issues which affect the local area 1. describe an environmental issue which has an impact on their local area 2. identify ways in which this issue can be tackled to bring about improvements. 88 Awards and Certificates in Employability and Personal Development (7546)

91 For 2.1 the learner needs to describe an environmental issue which has an impact on their local area. Examples might include: the school run, recycling waste, energy bills, street lighting. For 2.2 the learner needs to identify ways in which the issue described in 2.1 can be tackled to bring about improvements eg walking bus instead of the school run. Outcome 3 Carry out activities to help improve the environment in the local area 1. describe activities that they can carry out to improve the local environment 2. carry out at least two activities to improve the local environment 3. describe the benefits of these activities for the local area 4. say what actions are needed to maintain improvements in the future. For 3.1 the learner needs to describe at least two activities that they can carry out to improve the local environment. This could be individual activities (eg taking bottles to recycling centre, reusing carrier bags) or group activities (eg helping to clean up an area of waste land, sorting clothing for a local charity, collecting items for recycling.) The activities should be agreed with an appropriate person (eg tutor, trainer or supervisor). For 3.2 the learner needs to carry out at least two different activities to improve the local environment. These would normally be activities described in 3.1. For 3.3 the learner needs to describe the benefits of the activities carried out for 3.2 to the local area. The activities need not affect only the local area, although the learner should be able to identify the local relevance (eg car use and congestion on air quality). For 3.4 the learner needs to say (orally, in writing or through other appropriate means of communication such as signing) what actions are needed to maintain improvements in the future. Evidence for 3.1 to 3.4 can include: annotated photographs, a video/written diary, a witness statement. Awards and Certificates in Employability and Personal Development (7546) 89

92 Unit Environmental awareness How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should recognise learners particular circumstances and their broader learning programme. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Tutors should agree, or choose, a suitable activity for the learners to help the environment. Resources Useful sources of information could include your local authority. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

93 Unit Healthy living Level: Level 1 Credit value: 2 UAN: F/502/0476 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 230 Entry 2 Healthy living 330 Entry 3 Healthy living. Unit aim To introduce learners to ways in which they can contribute to a healthy lifestyle and to encourage them to demonstrate activities which will improve their own lifestyle. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting work leaving home beginning to take greater responsibility for their own lifestyle choices responsible for a dependant eg having a baby experiencing work patterns with a particular impact on lifestyle eg shift-work. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the importance of leading a healthy lifestyle 2. Demonstrate how they contribute to own healthy lifestyle 3. Review the activities undertaken to maintain a healthy lifestyle Outcome definition A healthy lifestyle might include: balanced diet eg food groups, risks of over/under eating; sufficient sleep eg coping with shift patterns; work/life balance; taking regular exercise; alcohol and drug awareness; safe sex. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 91

94 Unit Healthy living Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). The learner needs to explain why a healthy lifestyle is important as well as describe the key elements of one. Whilst the ability to translate this into actions is encouraged at Entry 3, this is a more explicit requirement at Level 1. As well as being aware that actions have consequences the learner is expected to review their actions more systematically, evaluating whether these have been effective and identifying areas for improvement. For 3.4 the learner needs to suggest further activities which could contribute to a healthy lifestyle. Outcome 1 Understand the importance of leading a healthy lifestyle 1. describe the key elements of a healthy lifestyle 2. explain why a healthy lifestyle is important. For the first criterion (1.1) the learner needs to describe the key elements of a healthy lifestyle. This might include a number of things they are already doing or things they could do eg eat a balanced diet, take regular exercise. Ideas could be generated through a group discussion as long as the learner s own contribution is clearly recorded. For 1.2 the learner needs to explain why a healthy lifestyle is important. This could draw on the elements described in 1.1, although the learner needs to be clear about why these are important. Outcome 2 Demonstrate how they contribute to own healthy lifestyle 1. select and carry out activities which contribute to a healthy lifestyle. Explanation of criterion and examples of evidence The learner needs to select at least two appropriate activities they can carry out which contribute to a healthy lifestyle eg eat five portions of fruit/vegetables, cycle to work/college. The unit will be of maximum benefit to the learner if this involves taking forward activities described in 1.1. The learner only needs evidence carrying out each activity once, although in order to review the activities (for ) it is likely that the activities would need to be repeated/sustained. 92 Awards and Certificates in Employability and Personal Development (7546)

95 Outcome 3 Review the activities undertaken to maintain a healthy lifestyle 1. carry out a review of their activities 2. describe what went well and areas for improvement 3. describe how the activities have improved their lifestyle 4. suggest further activities which could contribute to a healthy lifestyle. For 3.1 and 3.2 the learner needs to review the activities they have carried out. The review need not be lengthy but it must include a description of what went well and identify areas for improvement. Although a written review (perhaps using a proforma) would be one way of tackling the review, it could also take the form of a one-to-one or group discussion as long as the learner s own contributions are clearly recorded. For 3.3 the learner also needs to describe how the activities have improved their lifestyle. It is important to appreciate that the assessment is concerned with the learner s self-awareness rather than how much impact the activity had. In some cases the impact might be minimal and this is acceptable as long as the learner identifies and acknowledges this. For 3.4 the learner must also suggest further activities they could carry out which could contribute to a healthy lifestyle. The unit will be of maximum benefit to the learner if this takes forward the activities described at the beginning of the process (for 1.1) and takes into account lessons learnt from the review. Learners should be encouraged to focus on an area which will genuinely contribute to making their own lifestyle healthier and which both presents a personal challenge and is realistic. Awards and Certificates in Employability and Personal Development (7546) 93

96 Unit Healthy living How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should recognise learners particular circumstances. There may be an opportunity to link the learning for this unit to the learner s wider (vocational) programme; different vocations may have different implications for a healthy lifestyle. The approach should be positive and recognise the holistic nature of a healthy lifestyle, and must recognise the need for sensitivities around certain issues eg body image. Tutors may use a wide range of learning resources and might wish to call on external speakers to cover particular aspects of healthy living eg alcohol/drug awareness, safe sex. Practical workshops could be used for areas such as exercise and healthy eating, and external trips could include going to the local leisure centre. It is likely in a group setting that each learner will be focusing on a different aspect of healthy living, one that has personal significance. Resources Useful sources of information could include your local authority and Primary Care Trust. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

97 Unit Individual rights and responsibilities Level: Level 1 Credit value: 1 UAN: K/502/0472 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 204 Entry 2 Rights and responsibilities in the workplace 231 Entry 2 Individual rights and responsibilities 304 Entry 3 Rights and responsibilities in the workplace 331 Entry 3 Individual rights and responsibilities 356 Entry 3 Introduction to aspects of citizenship 382 Entry 3 Aspects of citizenship 404 Level 1 Rights and responsibilities in the workplace 606 Level 1 Active Citizenship in the Local Community 607 Level 1 Aspects of citizenship. Unit aim To raise the learner s awareness of their rights and responsibilities as an individual. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting work returning to work newly arrived in the country leaving home. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand their individual rights 2. Understand their individual responsibilities Outcome definition Rights and responsibilities might include rights and responsibilities in relation to: work; housing; health and welfare; data protection and freedom of information; consumer rights; diversity and discrimination; marriage, cohabitation and civil partnerships. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Independent Enquirers. In the pre-16 context it also relates to the five Every Child Matters aims. Awards and Certificates in Employability and Personal Development (7546) 95

98 Unit Individual rights and responsibilities Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). Rather than identifying one right that is relevant to them, learners are expected to give at least two examples. They also have to give examples of potential barriers that might prevent them from exercising these rights. As well as simply identifying sources of support and information, they have to describe how these could help. At this level rather than simply knowing that they have a responsibility to themselves, learners are expected to demonstrate how they translate this into action. Outcome 1 Understand their individual rights 1. give examples of their rights as an individual 2. give examples of barriers which may prevent the exercise of their rights 3. identify sources of support and information about rights and responsibilities and describe how these could help. For the first criterion (1.1) the learner needs to give at least two examples of their rights as an individual (eg as an employee they must have a written Statement of Employment Particulars, as a citizen they have the right to hold their own religious beliefs). These examples could be given in group discussion as long as the learner s own contribution is recorded. For 1.2 the learner needs to give at least two examples of barriers which might prevent the exercise of their rights. These might include lack of awareness of entitlements or the cost or inconvenience of pursuing rights that are being denied. These examples could be given in group discussion as long as the learner s own contribution is recorded. For 1.3 the learner needs to identify sources of support and information about rights and responsibilities, as well as describing how these could help. Examples might include: line managers, Citizens Advice Bureau, trade unions, Directgov website, Health and Safety Executive, voluntary organisations. The learner must clearly describe how the source of help would assist them in exercising their rights. This could be in the form of advocacy, information, signposting to resources, etc. 96 Awards and Certificates in Employability and Personal Development (7546)

99 Outcome 2 Understand their individual responsibilities 1. identify their responsibilities to themselves 2. state their responsibilities to others 3. demonstrate how they take responsibility for themselves. For 2.1 the learner must identify their responsibilities to themself eg for their own health. For 2.2 the learner must state their responsibilities to others. These could include parental responsibilities, responsibilities to work colleagues, spousal responsibilities. For 2.3 the learner must demonstrate how they take responsibility for themself. In order to fulfil this criterion, the learner must be clear about exactly which of the responsibilities identified in 2.1 they are referring to and how they currently meet them. Awards and Certificates in Employability and Personal Development (7546) 97

100 Unit Individual rights and responsibilities How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should take into account learners broader learning programme. The focus should be on those rights and responsibilities likely to be of most interest to the learner. These will depend on the learner s circumstances, age, interests and housing situation amongst other things. It might be possible to bring in guest speakers such as a trade union official or Health and Safety officer based at the provider who could give a workplace-specific example of rights and responsibilities. It might be beneficial to organise a trip to a local charity that provides advice (eg Crisis or Shelter) or to the local Citizens Advice Bureau. This unit is about rights and responsibilities in general. The unit deliverer is not expected to be a case worker, and care should be taken if learners bring specific queries from their own lives to ensure that any information given has this caveat attached. Any learners with particular issues should be signposted to appropriate expert advice. Resources These websites might be useful: (and individual trade unions) Awards and Certificates in Employability and Personal Development (7546)

101 Unit Making the most of leisure time Level: Level 1 Credit value: 2 UAN: K/502/0651 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 232 Entry 2 Making the most of leisure time 332 Entry 3 Making the most of leisure time 542 Level 2 Recreational involvement in personal development. Unit aim The aim of this unit is to introduce learners to a range of leisure activities and encourage them to express their preferences for what they do in their leisure time. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: working towards supported employment or assisted living returning to the community eg from long term hospitalisation or imprisonment young learners with interrupted social development long term unemployed approaching retirement experiencing increased leisure time due to a change in domestic circumstances. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to make the best use of their leisure time 2. Participate in a range of activities 3. Carry out a review of the activities they have tried Outcome definitions Leisure time is any time the learner has when not at work, in compulsory or vocational education or training or undertaking household chores, familial duties or caring responsibilities. Leisure activities include socialising with friends or family, shopping, sport or active leisure, going to the cinema or theatre, listening to or playing live music, playing games or pastimes, taking a recreational course, reading. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) Awards and Certificates in Employability and Personal Development (7546) 99

102 This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 100 Awards and Certificates in Employability and Personal Development (7546)

103 Unit Making the most of leisure time Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant knowledge, skills and procedures to complete routine tasks. Learners need to describe, rather than just identify, the benefits of participating in leisure activities and must describe a range of leisure activities available to them. As at Entry 3, learners need to be able to appreciate the benefits of participating in a range of activities rather than simply describe the particular benefits of individual activities. At this level learners are expected to be able to discriminate between different ways of using their leisure time and use their judgement to identify the best use. As well as taking part in three activities (one relaxing, one challenging and one that involves learning a new skill), learners need to make their own arrangements for taking part in these activities. Rather than identifying what they enjoyed, did not enjoy and would like to try again, learners need to describe their experience of taking part in these activities and state why they prefer one activity. Outcome 1 Understand how to make the best use of their leisure time 1. describe the benefits of participating in leisure activities 2. describe a range of leisure activities available to them 3. identify ways in which they can make best use of their leisure time. For the first criterion (1.1) the learner must describe at least two benefits of participating in leisure activities. They should describe benefits resulting from participating in a range of activities rather than describing more than one benefit from a single activity. For 1.2 the learner must describe several leisure activities available to them. For example, this could mean that the activities can be accessed locally, are financially realistic and are achievable within the learner s available leisure time. For 1.3 the learner needs to identify different ways of using their leisure time (eg the activities described for 1.1) and identify the uses that would result in the maximum benefit to them. Outcome 2 Participate in a range of activities 1. make arrangements to take part in different leisure activities to include: a) a relaxing activity b) a challenging activity c) an activity which involves learning a new skill. 2. take part in the activities. Awards and Certificates in Employability and Personal Development (7546) 101

104 For 2.1 the learner must make arrangements to take part in at least three activities. This might include booking, organising transport, making an appointment. One of these activities must be one the learner will find relaxing, one must be an activity they will find challenging and one activity needs to involve learning a new skill the learner did not previously have (eg an introductory or taster session for a sport such as judo, or another type of activity such as using the internet or joining a friend at ten-pin bowling). It is not necessary for the learner to master the new skill to any level of competency (this criterion is assessing the learner s aptitude for trying something new rather than how successful they were in developing the skill). In each case the learner can self-identify which activity is in which category (clearly some activities might fit into more than one of these categories, although in all cases the learner must arrange three activities). The relaxing and challenging activities could be ones that the learner already takes part in, although the unit would be of far greater benefit to the learner if all three activities are new. For 2.2 the learner needs to evidence taking part at least once in each of the activities arranged for 2.1. Outcome 3 Carry out a review of the activities they have tried 1. describe their experience of the activities 2. state their preference for one activity from those tried out and give reasons for this choice. For 3.1 the learner must describe their experience of each of the activities arranged in 2.1. The description should focus on how they experienced the activity eg their enjoyment or otherwise, rather than simply describing the activity itself. For 3.2 the learner must state their preference for one activity from those tried out and give at least two reasons for this choice. 102 Awards and Certificates in Employability and Personal Development (7546)

105 Unit Making the most of leisure time How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Learners interests, pastimes and hobbies will vary considerably, and this should be taken into account when delivering this unit. However, the unit is about encouraging them to be more aware of different types of leisure activity and learners should be encouraged to think broadly about uses of leisure time and be open to new ideas and experiences. It could be beneficial and enjoyable for learners to share their interests, hobbies and experiences, although care should be taken to ensure any discussion takes place within a safe and nonjudgemental environment and that the activities discussed are appropriate. Guest speakers could be invited from, or trips organised to, local public leisure providers and the local tourist board. Resources Local authorities and local leisure providers are a good source of information, along with any local adult and community learning facilities. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 103

106 Unit Managing own money Level: Level 1 Credit value: 2 UAN: R/502/0479 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 306 Entry 3 Managing personal finance 406 Level 1 Managing personal finance 506 Level 2 Managing personal finance 590 Level 2 Personal money management. Unit aim To introduce learners to the basic elements of managing their personal finances, encouraging them to prepare a personal budget and to carry our transactions capably. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting work starting Further Education/training leaving home beginning to take on more responsibility for key aspects of their own lives. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to plan a personal budget 2. Understand how to manage their personal finances 3. Know how to carry out transactions Outcome definitions A personal budget should include income (eg wages, benefits, allowances) and expenditure (eg rent, food, fuel payments, telephone/internet charges, travel costs, entertainment/leisure). Managing their personal finances includes identifying where to obtain information on current accounts, savings and loans and identifying a suitable account for themselves. Transactions could include payments using cash, cheques, credit cards, debit cards, direct debit and standing orders. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. 104 Awards and Certificates in Employability and Personal Development (7546)

107 Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 105

108 Unit Managing own money Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to take responsibility for completing tasks subject to direction or guidance. The learner is expected to take an active role in preparing a personal budget plan. They are also able to use information to identify an account to suit their purpose. The learner can identify a larger range of transactions and carry out two different types of transaction. Outcome 1 Understand how to plan a personal budget 1. prepare a personal budget plan which includes key information on income and expenditure 2. use appropriate calculations when preparing the budget plan. For the first criterion (1.1) the learner should prepare a weekly or monthly budget plan. The plan should include key information on income (eg wages, benefits, allowances) and expenditure (eg rent, food, mobile phone, travel costs, entertainment/leisure) and any balance left which can be saved. For 1.2 the learner should use appropriate calculations when preparing the budget plan (eg calculations could include using division to find the cost per month of an annual payment, multiplication to find the cost of purchasing travel tickets each day, addition to find total expenditure and subtraction when working out balance left). Outcome 2 Understand how to manage their personal finances 1. identify relevant financial organisations which can provide information on current accounts, savings and loans 2. identify an account to suit their purpose and say why it is appropriate. For 2.1 the learner needs to identify relevant financial organisations (eg banks, building societies, other institutions) which provide information on current accounts, savings and loans. For 2.2 the learner should identify an account to suit their purpose (eg current account, savings account) and say why it is appropriate (eg easy access to savings, low interest on a loan account). 106 Awards and Certificates in Employability and Personal Development (7546)

109 Outcome 3 Know how to carry out transactions 1. identify a range of ways in which purchases can be paid for 2. carry out two different types of transaction 3. use appropriate calculations and checking procedures during transactions. For 3.1 the learner needs to identify at least three different ways of paying for purchases (eg cash, cheques, debit cards; deferred payment: including store cards, credit cards, hire purchase, loans, mortgage). For 3.2 the learner should carry out two different types of transaction (eg from above list). This can be a real or simulated activity. For 3.3 the learner should use appropriate calculations and checking procedures during transactions (eg calculating total cost of a credit card purchase over 3 months, interest paid on a loan, savings by buying in bulk, discounts in a sale). Awards and Certificates in Employability and Personal Development (7546) 107

110 Unit Managing own money How can this unit be delivered? This unit is optional for the Level 2 Award and Certificate. Delivery should recognise learners particular circumstances and their broader learning programme. Learners might not wish to share information regarding their own finances with other learners and in some circumstances it may be more appropriate to use realistic rather than real data. Tutors may use a wide range of learning resources including videos and external speakers. Resources Tutors may wish to talk to any colleagues who are delivering Functional Skills to obtain information about resources. There is scope to overlap this unit with programmes leading to Functional Skills Mathematics. Useful sources of information could include banks, building societies and other financial organisations eg leaflets from banks may contain personal budget sheets. This website might be useful: Awards and Certificates in Employability and Personal Development (7546)

111 Unit Managing social relationships Level: Level 1 Credit value: 2 UAN: D/502/0470 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 234 Entry 2 Managing social relationships 334 Entry 3 Managing social relationships Unit aim To encourage learners to use appropriate behaviours when interacting with others in social situations. Who is this unit for? Many learners would benefit from completing this unit, although it would be particularly useful for learners who are not confident in social relationships such as: learners working towards supported employment or assisted living learners returning to the community eg from long term hospitalisation or imprisonment learners with Entry 3 speaking and listening skills young learners with interrupted social development. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how to interact with others in a range of social situations 2. Demonstrate how to interact with others in a range of social situations Outcome definitions Range of social situations could include discussions with colleagues and customers at work, meetings (eg trade union or tenants ), conversations on the telephone, conversations with retail staff in shops, dealing with bank or building society, consultations with health professionals, following and contributing to group discussions. Depending on delivery context, it could be appropriate to cover forms of virtual communication (eg , instant messaging, social networking sites) within the range of social situations, although this would need to include covering appropriate behaviours (eg netiquette, use of emoticons and abbreviations to convey tone). Face-to-face communication should be covered as well, except where learners have a disability that precludes this. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 109

112 Unit Managing social relationships Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant skills and procedures to complete routine tasks (subject to some direction or guidance where needed). As well as identifying situations where they might need to interact with others, learners need to be able to explain why positive behaviours are important. At this level learners need to interact in a range of social situations and take an active part in exchanges on a range of topics. Learners are required to demonstrate a range of appropriate behaviours and make use of formal and informal communication techniques. Outcome 1 Understand how to interact with others in a range of social situations 1. identify at least two social situations in which they may need to interact with others 2. identify positive behaviours which can be used when interacting with others 3. explain why it is important to use positive behaviours when interacting with others. For the first criterion (1.1) the learner must be able to identify at least two social situations in which they may need to interact with others. These could include discussions with colleagues and customers at work, meetings (eg trade union or tenants ), conversations on the telephone, returning goods to a shop, dealing with a bank or building society, consultations with health professionals, following and contributing to group discussions. The interactions should each be of a different type (eg not two telephone conversations). One of the two identified situations could involve virtual communication (eg , instant messaging, social networking sites), although where this is the case the learner should be encouraged to consider relevant examples of positive behaviours (eg netiquette, use of emoticons and abbreviations to convey tone) when addressing 1.2. For 1.2 the learner must identify at least two positive behaviours when interacting with others. These might include respecting turn-taking rights, making eye-contact, indicating active listening. For 1.3 the learner must explain why it is important to use positive behaviours when interacting with others. This could include being more likely to achieve the desired outcome, being understood, not provoking others. 110 Awards and Certificates in Employability and Personal Development (7546)

113 Outcome 2 Demonstrate how to interact with others in a range of social situations 1. take an active role in exchanges on different topics with one or more people 2. use a range of appropriate behaviours when participating in the exchanges 3. use appropriate formal and informal communication techniques. For 2.1 the learner must take an active role in at least two exchanges with one or more other people. Each exchange should be on a different topic. The topics do not have to be chosen by the learner although must be of interest to them. They could, for example, be the two social situations identified in 1.1. For 2.2 the learner must use a range of behaviours when participating in the exchanges. These must be appropriate to the situation. It is expected that the behaviours demonstrated will include those identified in 1.2. For 2.3, the learner must use appropriate formal and informal communication techniques, adapting the level of formality according to the situation and context. This could include register, tone, use of handshakes, body language. Awards and Certificates in Employability and Personal Development (7546) 111

114 Unit Managing social relationships How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Although this unit only requires the learner to evidence one exchange, delivery could encompass a variety of familiar exchanges and opportunities for the learner to develop their self-confidence. Delivery could include role play and goldfish bowl exercises, although care should be taken to ensure a non-threatening environment. One-to-one exchanges between learner and tutor may also be appropriate as well as group discussions. This unit may enable learners to progress to Functional Skills English or similar qualifications. Contextualised Literacy, Language and Numeracy (LLN) resources may be of particular use in identifying exchanges relevant to the learner s wider programme. Resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

115 Unit Parenting awareness Level: Level 1 Credit value: 2 UAN: J/502/0656 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 235 Entry 2 Parenting awareness 335 Entry 3 Parenting awareness 364 Entry 3 Introduction to developing parenting skills. Unit aims To introduce learners to some of the issues facing new parents and encourage them to identify sources of help and support for new parents. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: new parents awaiting the birth of a baby. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of the demands of having a baby 2. Demonstrate an understanding of the sources of help and support available for parents 3. Demonstrate an understanding of a parent s responsibility for keeping a baby safe and healthy Outcome clarification Demands of having a baby could include: 24-hour baby care eg feeding, clothing, washing, nurturing; lack of personal time and freedom; financial considerations. Help and support could include: help with caring for the baby eg health visitors; financial help eg maternity grants; support networks eg baby/toddler groups, breast feeding association. Keeping a baby safe and healthy could include safety equipment eg for sterilising bottles, for travelling by car, and procedures eg how to hold and bath baby, feeding baby, changing baby s nappies. Learners should be aware of when to ask for advice from a health visitor or doctor. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Independent Enquirers and Creative Thinkers. Awards and Certificates in Employability and Personal Development (7546) 113

116 Unit Parenting awareness Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to use relevant skills and procedures to complete routine tasks (subject to some direction or guidance where needed). In addition to identifying the ways in which a new baby can be emotionally and physically demanding, they are expected to identify the signs of stress that new parents may show and describe the impact this may have on the family. As well as identifying the sources of help and facilities, the learner needs to describe the help and facilities as well as the benefits to parents. They need to describe a range of ways to ensure the safety and health of the baby. Outcome 1 Demonstrate an understanding of the demands of having a baby 1. identify the ways in which having a new baby can be emotionally and physically demanding 2. identify the signs of stress that new parents may show, and describe the impact this may have on the family. For the first criterion (1.1) the learner needs to identify (orally, in writing or through other appropriate means of communication such as signing) at least two ways in which having a baby can be emotionally and physically demanding for new parents. These might include: the impact of 24- hour baby care eg lack of sleep, feeding, clothing, washing, nurturing; stress and anxiety; lack of personal time and freedom; financial considerations. Ideas could be generated through a group discussion as long as the learner s own contribution is clearly recorded. For 1.2 the learner needs to identify, orally or in writing, at least two signs of stress that new parents may show and describe the impact this may have on the family. These might include: irritability, short-temperedness, emotional distress, insomnia. Outcome 2 Demonstrate an understanding of the sources of help and support available for parents 1. describe the sources of help available for new parents 2. describe the facilities in their local area which support parents with young children 3. describe the benefits to new parents of help and support from a range of sources. 114 Awards and Certificates in Employability and Personal Development (7546)

117 For 2.1 the learner needs to describe at least two sources of help for new parents. This could include: help with caring for the baby (eg health visitors, family, friends); financial help (eg maternity grants, child benefit, child tax credits); support networks (eg baby/toddler groups, local National Childbirth Trust (NCT) group, breast feeding associations, local Home-Start scheme). Ideas could be generated through a group discussion as long as the learner s own contribution is clearly recorded. For 2.2 the learner needs to describe at least two facilities in their local area which support parents with young children. The learner should be able to name the facilities eg Children s Centre, health centre, community group, as well as describing the support given eg parenting advice, child care, breast-feeding support, employment/training advice. For 2.3 the learner needs to describe the benefits to new parents of help and support from at least three different sources. These might include: increased income (as a result of accessing child benefit or tax credits), improved self-confidence, feeding or sleep patterns. In some cases the examples given by learners (eg community group) could be defined as both a source and a facility. This is acceptable as long as the learner is able to identify the types of support given. Evidence for 2.1 to 2.3 could be oral or written eg a poster, leaflet or guide for new parents. Outcome 3 Demonstrate an understanding of a parent s responsibility for keeping a baby safe and healthy 1. describe a range of ways to ensure the safety and health of a baby 2. give examples of when a parent should seek medical advice about their baby s health. For 3.1 the learner needs to describe (orally, in writing or through other appropriate means of communication such as signing) at least three ways to ensure the safety and health of a baby. These might include avoiding unsafe situations in the home (eg rolling off a bed, safety with animals) as well as health hazards (eg sterilising feeding bottles, changing nappies regularly). For 3.2 the learner needs to give examples of when a parent should seek medical advice about their baby s health. These might include when a baby has received a knock to the head, a rash that has meningitis-like symptoms, concern about poor weight gain. Awards and Certificates in Employability and Personal Development (7546) 115

118 Unit Parenting awareness How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should recognise learners particular circumstances and their broader learning programme. For example a programme aimed specifically at existing or expectant parents is likely to have a more immediate focus than one aimed at a more general audience. Tutors may use a wide range of learning resources including videos and external speakers. It may be appropriate to arrange visits to local facilities. Resources Useful sources of information could include local Children s Centres (in England) or local authorities. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

119 Unit Preparation for work Level: Level 1 Credit value: 2 UAN: J/502/0477 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 201 Entry 2 Planning for progression 203 Entry 2 Career planning and making applications 301 Entry 3 Planning for progression 303 Entry 3 Career planning and making applications 401 Level 1 Planning for progression 403 Level 1 Career planning and making applications 438 Level 1 Working towards goals 503 Level 2 Career planning and making applications 514 Level 2 Developing self for learning and work. Unit aim To encourage learners to look at their own skills and qualities in relation to those needed at work and to use this understanding to identify key personal information needed for an application. Who is this unit for? This unit would be particularly beneficial for those learners who wish to apply for a job such as: those leaving education those currently not in employment, education or training (NEET) returners to work learners looking for improved employment opportunities. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how own skills and qualities relate to those needed for working life 2. Research personal career opportunities Outcome definitions Skills needed for working life are any abilities the learner has to undertake tasks or function competently which would be attractive to an employer. These could include being able to multi-task, manage their time, follow instructions, drive. Qualities needed for working life are any aspects of their character that make them attractive as an employee. These might include being honest, punctual, conscientious, attentive to detail, polite, hard working. Career opportunities are any job opportunities which it is reasonably practicable for the learner to apply for, are available and meet the learner s own expectations of employment. Awards and Certificates in Employability and Personal Development (7546) 117

120 Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 118 Awards and Certificates in Employability and Personal Development (7546)

121 Unit Preparation for work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to be able to select and use relevant information to complete routine tasks (subject to some direction or guidance where needed). Learners need to describe employability, as well as personal skills and qualities needed for employment. They also need to describe, rather than identify, their own personal skills and qualities, as well as describing their achievements. Learners are expected to have a greater degree of self-awareness in needing to explain how their own skills, qualities and achievements relate to those needed for employment. They must also suggest, rather than identify, areas for development. When researching career opportunities, learners at this level are expected to find out about a range of potential job roles that interest them. From this they will need to match their own skills, qualities and achievements to a particular job role, as well as identifying and providing the key information needed for an application or interview. Outcome 1 Understand how own skills and qualities relate to those needed for working life 1. describe personal and employability skills and qualities which employees need 2. describe their own skills, qualities and achievements 3. explain how their own skills, qualities and achievements relate to those needed in the workplace 4. suggest areas for development. For the first criterion (1.1) the learner must describe the personal and employability skills and qualities which employees need. These might include: time management, being able to follow instructions, multi-tasking, conscientiousness, attention to detail, honesty, being punctual, politeness, hard work. In each case the skill or quality needs to be described rather than simply stated. Evidence could be generated in a group discussion as long as the learner s own contribution is recorded. For 1.2 the learner must describe their own skills, qualities and achievements. This criterion is concerned more with the learner s self-awareness rather than how many skills, qualities and achievements they have (in some cases these may be quite limited). In certain circumstances evidence could be generated through a group discussion as long as the learner s own contributions are clearly recorded. For 1.3 the learner needs to explain how the skills and qualities described for 1.2 relate to those in 1.1 and how these are needed in the workplace. This might involve explaining how their skills and qualities could be transferred and applied to different situations eg experience of household budgeting demonstrates experience of budgeting or managing children demonstrates the ability to multi-task and prioritise. Awards and Certificates in Employability and Personal Development (7546) 119

122 For 1.4 the learner must suggest at least two personal skills and/or qualities that they can develop. These might include the skills/qualities described in 1.1 and 1.2, although in all cases they need to be suggested by the learner as skills/qualities they need to develop or improve upon, and should be relevant to the workplace. Outcome 2 Research personal career opportunities 1. find out about a range of potential job roles which interest them 2. match their skills, qualities and achievements to a potential job role 3. identify and prepare key information needed for an application or interview. For 2.1 the learner must find out about a range of potential job roles which interest them. Information could include potential salary, likely hours of work, qualifications, skills and attributes needed. Information about the job roles could be provided to the learner in a manageable form (eg extracts from newspapers or websites) although the learner is expected to identify relevant information about each job role. For 2.2 the learner must match their skills, qualities and achievements to a potential job role. This will require learners to compare their own skills, qualities and achievements to those of the roles they researched in 2.1 (this could be through adverts, person specifications or job descriptions). The role should be one that the learner would be broadly capable of doing and suitable in other respects eg would it be likely to involve travelling, shift-work? Is it manual work or office based? For 2.3 the learner must identify and prepare key information needed for a job application or an interview. The learner will need to select appropriate and relevant information about the role and their own attributes (eg from the information gathered for 2.1 and 2.2) and prepare this in an appropriate manner. If preparing an application form, this could be provided to the learner as a proforma; for an interview, the learner s preparation could be evidenced by a one-to-one discussion as long as the learner s contribution is recorded. 120 Awards and Certificates in Employability and Personal Development (7546)

123 Unit Preparation for work How can this unit be delivered? This unit is optional for the Level 2 Award and Certificate. It is important to tailor delivery of this unit to learners circumstances (eg school leavers will have different needs to adults attempting to return to work). In all cases, learners should be encouraged to think about the skills and qualities they have, as well as the transferability of skills they use in other aspects of their life eg multi-tasking and budgeting. Learners could carry out activities such as asking friends and relatives to identify their skills and attributes. The skills and qualities required by employers are easy to access. Sector Skills Council websites are good resources for sector-specific role requirements and many employers post person specifications and job descriptions on the internet. Local newspaper adverts and the Job Centre are other potential resources. Learners should be encouraged to consider what they want from a job. How far are they prepared or able to travel? Are there particular hours or shifts that they particularly want or cannot do? Would they prefer to work outside? Do they want to work with people? Visits could be organised to the Careers Advisory Service or the programme could make use of external speakers such as an Information, Advice and Guidance (IAG) professional or from a training provider. Resources Web-based careers guidance tools can be used although care should be taken to help learners interpret results. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 121

124 Unit Working as part of a group Level: Level 1 Credit value: 2 UAN: R/502/0465 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 237 Entry 2 Working as part of a group 311 Entry 3 Contributing to a team 337 Entry 3 Working as part of a group 411 Level 1 Contributing to a team 497 Level 1 Developing group and teamwork communication skills 515 Level 2 Teamworking skills. Unit aim To help the learner develop skills to become an active contributor when working with others on group activities and to be able to review their own progress and skills development. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting work joining a new group at a place of study joining a team for leisure activities. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to contribute to working as part of a group in appropriate ways 2. Demonstrate how to work as an effective group member 3. Review the group s progress and their contribution to it Outcome definitions Contribute to working as part of a group includes suggesting ground rules and contributing to the planning of group and individual activities. A group involves three or more people. Work as an effective group member includes: carrying out individual and group activities; following/interpreting instructions; dealing with feedback appropriately eg at appropriate times and in an appropriate manner (not taking it personally); supporting others and asking for support when required. Review the group s progress includes: the progress the group has made; how they contributed; what went well and what went less well; suggestions for how they could improve their skills. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. 122 Awards and Certificates in Employability and Personal Development (7546)

125 Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 123

126 Unit Working as part of a group Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to contribute to the planning and execution of both group and individual activities. They take responsibility for completing tasks subject to direction or guidance. As well as contributing to activities and being aware that actions have consequences (eg in 3.2 the learner explains how they contributed to the work of the group); the learner is expected to suggest how they could improve skills in working with others. Outcome 1 Understand how to contribute to working as part of a group in appropriate ways 1. suggest appropriate ground rules for working with others 2. contribute to the planning of group and individual activities. For the first criterion (1.1) the learner needs to suggest appropriate ground rules for working with others (eg valuing each other s contributions, agreeing need for and/or extent of confidentiality). Ideas could be generated through a group discussion as long as the learner s own contribution is clearly recorded. For 1.2 the learner should contribute to the planning of group and individual activities. This might include identifying tasks (eg within a fundraising activity these might include researching a topic, reviewing the research, producing an item for sale, producing posters and selling the item), allocating roles, identifying and agreeing success measures. Outcome 2 Demonstrate how to work as an effective group member 1. work with others in a positive way to carry out individual and group activities 2. make suggestions appropriately 3. deal with instructions appropriately 4. deal with feedback appropriately 5. support others and ask for support when required. 124 Awards and Certificates in Employability and Personal Development (7546)

127 For 2.1 the learner needs to work with others in a positive way to carry out both individual and group activities. The learner will need to have agreed their activities (as part of the planning process for 1.2) and carry them out to complete the activity. Evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement. For 2.2 the learner needs to make suggestions to other members of the group appropriately eg at appropriate times and in an appropriate manner. This could be evidenced as part of planning the activity, or at any other stage. For 2.3 the learner needs to deal with instructions from group members or a supervisor or tutor appropriately (eg listen carefully, ask for clarification if required, follow instructions). For 2.4 the learner needs to deal with feedback appropriately. This could involve giving and/or receiving feedback (or both). Feedback could be positive or negative, although feedback should be given/received in an appropriate manner (eg focusing on behaviour rather than person, asking for clarification or examples). It is expected that feedback will be acted upon. For 2.5 the learner needs to support others and ask for support when required. It is likely that an activity of this complexity will include instances where this can be evidenced, although if not this could be evidenced by the assessor discussing a what if scenario with the learner. Outcome 3 Review the group s progress and their contribution to it 1 review the progress the group has made in working together 2 describe how they contributed to the work of the group 3 describe what went well and what went less well 4 suggest how they could improve their skills in working with others. For 3.1 the learner needs to review the progress the group has made in working together. The review should go beyond the activities they completed and focus on the learner s interaction with other members of the group. This criterion focuses on the learner s interaction with other members of the group, not how successful the activity was. For example, during a group fundraising activity the learner contributed ideas and listened to others. The amount of money raised is not relevant. For 3.2 the learner needs to describe their own role and activities undertaken and how these contributed to the work of the group. For 3.3 the learner needs to describe what went well and what went less well in working together. At least one example of each is needed. For 3.4 the learner needs to suggest how they could improve their generic skills in working with others not how they could have done that task better. The focus is on improving group working and not how successful the activity was. Awards and Certificates in Employability and Personal Development (7546) 125

128 Unit Working as part of a group How can this unit be delivered? This unit is optional for the Entry 3, Level 1 and Level 2 Awards and Certificates. Delivery should recognise learners particular circumstances and their broader learning programme. The group activity needs to be collaborative and purposeful; this unit lends itself particularly well to being integrated with other aspects of the learner s programme. Not all members of the group necessarily need to be working towards this unit (eg this might not have been an identified area of development for them) although the activity is still relevant to their broader learning programme. It is also possible that members of the group might be working towards different levels of this unit. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of groups involved in work and leisure activities. Tutors should agree or choose a suitable group activity; in particular, the activity should give each learner the opportunity to either ask for or offer help. If the broader programme involves distance, blended or e-learning then a virtual group might be appropriate. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web. 126 Awards and Certificates in Employability and Personal Development (7546)

129 Unit Working towards goals Level: Level 1 Credit value: 2 UAN: J/502/0463 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 201 Entry 2 Planning for progression 301 Entry 3 Planning for progression 401 Level 1 Planning for progression 436 Level 1 Preparation for work 514 Level 2 Developing self for learning and work. Unit aim To help the learner to understand how to identify and work towards goals appropriately. Who is this unit for? Many learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting a course seeking employment taking more responsibility for their learning or key aspects of their lifestyle. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Identify and explain their goals 2. Prepare an action plan to meet their goal 3. Review progress towards achieving their goal Outcome definitions A suitable goal should show what the learner wants to achieve in their learning, work or personal life. It should be achievable and short-term (eg 3-6 weeks of part-time study). Long-term goals should be broken down, with help, to give an appropriate goal for this unit. The goal is agreed with an appropriate person (eg assessor, tutor or supervisor). An action plan includes: the goal, the activities needed to work towards the goal (action points), timescales and deadlines (dates for completing the activities), sources of support. The learner will follow the plan, review their progress and identify what still needs to be done and amend their action plan to reflect their progress. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Awards and Certificates in Employability and Personal Development (7546) 127

130 Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 128 Awards and Certificates in Employability and Personal Development (7546)

131 Unit Working towards goals Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. How does this unit go beyond the requirements at Entry 3? The learner is expected to take responsibility for completing tasks subject to direction or guidance. The learner is expected to take an active role in preparing and amending an action plan. They are also able to explain why achieving their goal is important. Outcome 1 Identify and explain their goals 1. describe own strengths and what they need to improve 2. identify at least one goal which is important for their development 3. explain why achieving this goal is important 4. agree the goal with an appropriate person. For the first criterion (1.1) the learner needs to describe at least two personal strengths. These might include their range of generic (eg communication, time-keeping, team-working) and vocational (eg using machinery, dealing with customers) skills and positive qualities (attitudes and behaviours eg patience, conscientiousness, respect for self and others, enthusiasm). The learner also needs to describe at least one thing they need to improve upon. For 1.2 the learner needs to identify at least one goal which is important for their development (from 1.1) eg using a particular tool to industry standard, creating a positive image, improving their listening skills. This goal should be challenging but achievable. For 1.3 the learner needs to explain why achieving the goal identified in 1.2 is important (eg to obtain employment or progress in education/training). For 1.4 the learner needs to agree the goal with an appropriate person (eg assessor, tutor, or supervisor). Outcome 2 Prepare an action plan to meet their goal 1. identify the activities needed to work towards the goal 2. identify timescales and deadlines for the achievement of the goal 3. identify the resources needed to support them in achieving the goal. Awards and Certificates in Employability and Personal Development (7546) 129

132 For 2.1 the learner needs to identify the activities needed to work towards the goal eg if the goal is to develop listening skills, activities could include listening for meaning, practising not interrupting/appropriate responses in role plays, observing appropriate behaviour on videos, practising with friends and family; if the goal is to improve punctuality, activities could include using an alarm clock, checking bus/train timetables, planning ahead. For 2.2 the learner needs to identify timescales and deadlines for the achievement of the goal. This should include stating when they will complete each activity by and when they expect to have achieved their goal. For 2.3 the learner needs to identify the resources needed to support them in achieving the goal. These could include people (eg assessor, tutor, supervisor, colleagues, friends or family) and physical resources (eg textbooks, videos, websites, etc). Evidence for 2.1 to 2.3 is likely to be in the form of a suitably detailed action plan, although it could be captured orally. Outcome 3 Review progress towards achieving their goal 1. follow the activities outlined in the action plan 2. regularly review the activities and outcomes with an appropriate person 3. identify what has been achieved and what still needs to be done 4. amend the action plan to reflect their progress. For 3.1 the learner needs to follow the activities outlined in their plan. Evidence could be a learning log with entries confirmed by a tutor or supervisor. Other forms of evidence could include annotated photographs or witness statements. For 3.2 the learner needs to regularly review the activities and outcomes with an appropriate person (eg assessor, tutor, supervisor). For 3.3 the learner should identify in the review what has been achieved and what still needs to be done. Evidence for both 3.2 and 3.3 could be gathered during tutorials but a written or taped record of the discussion must be available for verification. For 3.4 the learner needs to amend the action plan to reflect their progress. These amendments should be agreed by the assessor. 130 Awards and Certificates in Employability and Personal Development (7546)

133 Unit Working towards goals How can this unit be delivered? This unit is optional for the Level 2 Award and Certificate. Delivery should recognise learners particular circumstances and their broader learning programme. Once the learner has agreed a goal, the activities can be completed in the workplace, at the centre or in any other location. Tutors should ensure the unit is delivered in a positive way and learners are encouraged to realise the wealth of strengths they already possess prior to deciding what they could do to improve. The emphasis is on motivating the learner and helping them to achieve a goal and learners should recognise their achievements even if the actual goal is not met. Learners may identify each others strengths or work with a tutor or other appropriate adult(s) to do so, as long as the learner is able to take on board what others come up with and accept their judgements as accurate. Many learners at this level struggle to see what they are good at without prompting from others. Tutors could use group discussions to elicit the skills and qualities needed for employment/study generally or a particular trade, to focus the learner prior to their individual choice of short-term goals. Resources Tutors may use a wide range of learning resources, including ICT and paper-based questionnaires and quizzes to identify a range of skills, qualities and interests their learners possess. Awards and Certificates in Employability and Personal Development (7546) 131

134 Unit Alternatives to paid work Level: Level 1 Credit value: 1 UAN: K/501/5952 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 338 Entry 3 Alternatives to paid work 543 Level 2 Alternatives to paid work. Unit aim The aim of this unit is to help the learner understand the different types of activities which may be involved and how different they may provide skills and qualities that benefit the learner. The learner will also learn how to access information from relevant organisations. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know that there are different types of beneficial activities which are alternatives to paid work 2. Know how to access information from organisations involved in beneficial alternatives to paid work 3. Know that the skills and qualities gained from participating in alternatives to paid work may be transferable to other areas of life Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 132 Awards and Certificates in Employability and Personal Development (7546)

135 Unit Alternatives to paid work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to describe different alternatives to paid work and the skills and qualities gained from participating in activities associated with certain alternatives to paid work. Outcome 1 Know that there are different types of beneficial activities which are alternatives to paid work 1. identify a range of different types of beneficial activities which are alternatives to paid work. For this criterion (1.1) the learner needs to identify a range of different types of beneficial activities which are alternatives to paid work eg voluntary work in a charity shop, caring for an elderly person. Outcome 2 Know how to access information from organisations involved in beneficial alternatives to paid work 1. access information about the services offered by organisations providing opportunities or support for beneficial alternatives to paid work. For this criterion (2.1) the learner needs to access information about the services offered by at least two organisations providing opportunities or support for beneficial alternatives to paid work. Information can be accessed in a variety of ways including personal contact, audio/video sources, leaflets and books or web-based material. Evidence may be highlighted or annotated printouts or leaflets or a learner statement. Outcome 3 Know that the skills and qualities gained from participating in alternatives to paid work may be transferable to other areas of life 1. describe the skills and qualities gained from participating in activities associated with certain alternatives to paid work 2. describe how the skills and qualities gained from participating in alternatives to paid work may be transferable to other areas of life. Awards and Certificates in Employability and Personal Development (7546) 133

136 For the first criterion (3.1) the learner needs to describe the skills eg communication skills and technical skills, and qualities, eg confidence, which may be gained from participating in the alternatives to paid work. This is likely to be the alternatives identified in 1.1. For 3.2 the learner needs to describe how the skills and qualities described in 3.1 may be transferable to other areas of life. Evidence for 3.1 and 3.2 may be a learner statement. 134 Awards and Certificates in Employability and Personal Development (7546)

137 Unit Alternatives to paid work How can this unit be delivered? External speakers from organisations offering alternatives to paid work could be invited to talk to the learners or learners could visit, or watch videos, to find out about different alternatives. Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 135

138 Unit Self-assessment Level: Level 1 Credit value: 1 UAN: M/501/5807 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 201 Entry 2 Planning for progression 301 Entry 3 Planning for progression 339 Entry 3 Self-assessment 341 Entry 3 Working as a volunteer 401 Level 1 Planning for progression 427 Level 1 Developing self 514 Level 2 Developing self for learning and work 544 Level 2 Self-assessment. Unit aim The aim of this unit is to help the learner understand the importance of setting goals. The learner will find out how to set long and short term goals and how their skills and qualities may help them to achieve their short term goals. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand personal strengths and weaknesses 2. Understand how to use skills and qualities 3. Understand the need for setting both short and long term goals in life Outcome definitions Strengths may include confidence, a hard-working attitude, good organisational skills, the ability to work well in a team, energetic, motivated, helpful, reliable, the ability to communicate well, good interpersonal skills and the ability to solve problems. Skill is the ability to do something well, it may relate to knowledge, aptitude, or a talent that has been identified. Quality refers to character or nature. An example of this may be kindness, patience, understanding, trustworthiness and reliability. Long term goals will likely be goals which can be achieved over a year, five years or 10 years. Short term goals are set to be achieved in the near future (possibly in a day, within a week or within a few months). Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 136 Awards and Certificates in Employability and Personal Development (7546)

139 Awards and Certificates in Employability and Personal Development (7546) 137

140 Unit Self-assessment Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criterion for this level goes beyond the requirements at Entry 3. The learner is expected to be able to assess to a greater extent their strengths, weaknesses, skills and qualities. The learner will apply these to given situations and remedy weaknesses. The learner will understand the need for setting short and long term goals, and be able to describe how goals will be achieved with some autonomy. Outcome 1 Understand personal strengths and weaknesses 1. describe their own strengths and weaknesses 2. suggest how their weaknesses may be remedied. For the first criterion (1.1) the learner needs to describe at least three of their own strengths and at least three weaknesses where they feel they could improve their skills, abilities, or the way they communicate or interact with others. For 1.2 the learner needs to select 3 weaknesses identified in 1.1 and suggest how each weakness could be remedied. Suggestions should be realistic and if followed should remedy the weaknesses identified. Evidence for 1.1 and 1.2 may be a learner statement or an assessor observation of a discussion. Outcome 2 Understand how to use skills and qualities 1. discuss how their own skills and qualities may be used. For the first criterion (2.1) the learner needs to discuss how their own skills and qualities may be used in a work or learning or personal environment. Evidence may be a learner statement or an assessor observation of a discussion. Outcome 3 Understand the need for setting both short and long term goals in life 1. describe why it is important to set short term and long term goals 2. with support, set one long term goal and some short term goals 3. describe how some of the short term goals might be achieved 4. discuss how their skills, qualities and strengths may help in achieving their short term goals. 138 Awards and Certificates in Employability and Personal Development (7546)

141 For the first criterion (3.1) the learner needs to describe why it is important to set both long term and short term goals. They should show they understand the differences and why both are important. An example may be given to demonstrate understanding. Evidence may be a learner statement. For 3.2 the learner needs to set one long term goal and at least three short term goals which relate to their work or learning or personal environment or a skill or ability they would like to develop and give the timescale for this. The short term goals will enable them to work towards the long term goal and should be given anticipated completion dates. Evidence may be the goals on a personal development plan or a learner statement. For 3.3 the learner needs to describe how they will achieve the short term goals in 3.2. The learner can describe who will support them to achieve the goals, the resources needed and other information as required to enable them to achieve their goal. Evidence may be a learner statement. For 3.4 the learner needs to discuss how their skills, qualities and strengths may help them achieve each short term goal set in 3.2. Evidence may be a learner statement or an assessor record of a discussion. Awards and Certificates in Employability and Personal Development (7546) 139

142 Unit Self-assessment How can this unit be delivered? The unit should be delivered to relate to the individual circumstance of the learner. The content may be tailored to the work place, learning environment or may relate to aspects of their own personal development. 140 Awards and Certificates in Employability and Personal Development (7546)

143 Unit Career progression Level: Level 1 Credit value: 2 UAN: J/501/5814 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 203 Entry 2 Career planning and making applications 303 Entry 3 Career planning and making applications 340 Entry 3 Career progression 403 Level 1 Career planning and making applications 460 Level 1 Applying for a job 503 Level 2 Career planning and making applications 545 Level 2 Career progression. Unit aim The aim of this unit is to help the learner develop an understanding of what is required in order to progress in a career that interests them. The learner will also become familiar with various types of career progression resources and guidance, and the various work or study options they offer. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand skills and qualities needed to progress in a career 2. Understand information and guidance related to career progression 3. Understand the importance of career progression 4. Be able to plan the next stage in their career progression Outcome definitions Skills might include: being able to communicate effectively, manage time, multi-task, follow instructions, drive. Qualities might include: being honest, punctual, conscientious, attentive to detail, polite, hard working. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 141

144 Unit Career progression Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to take a more active role and discuss areas of work that might be suited to their own personal skills, qualities and experience. They use sources of information and guidance to identify different career or course options and explain the importance of career progression for themselves and others. They also identify short-term goals and a realistic timeline to achieve their goals. Outcome 1 Understand skills and qualities needed to progress in a career 1. discuss personal skills, qualities and experience relevant to career progression 2. discuss areas of work or study that might be best suited to their personal skills, qualities or experience. For the first criterion (1.1) the learner needs to discuss personal skills, qualities and experience relevant to career progression (eg communication skills, teamwork skills, reliability, honesty, enthusiasm). The discussion can be with any appropriate person such as a careers adviser, tutor, trainer or assessor. For 1.2 the learner needs to discuss areas of work or study that might be best suited to their personal skills, qualities or experience. This criterion may be evidenced in the same discussion as 1.1. Evidence for 1.1 and 1.2 is likely to be a witness statement or assessor observation or product evidence from the discussion, eg interview notes. Outcome 2 Understand information and guidance related to career progression 1. with support, identify sources of career progression information and guidance 2. from sources of information and guidance, identify different career and course options. For the first criterion (2.1) the learner needs to identify (with support from a careers adviser, tutor, trainer or other appropriate person) at least three sources of career progression information and guidance. For 2.2 the learner needs to use the information and guidance sources identified in 2.1 to identify at least two different career and/or course options. Evidence may be a learner statement or annotated documents such as career printouts and course details. 142 Awards and Certificates in Employability and Personal Development (7546)

145 Outcome 3 Understand the importance of career progression 1. explain the importance of career progression for the individual 2. explain the importance of career progression for others. For the first criterion (3.1) the learner needs to explain orally or in writing the importance of career progression for the individual. Evidence may be a learner statement. For 3.2 the learner needs to explain orally or in writing the importance of career progression for others. Evidence may be a learner statement. Outcome 4 Be able to plan the next stage in their career progression 1. with support, identify short-term goals that will help them progress their career 2. with support, identify a realistic timeline and relevant resources for achieving the career progression goals. For the first criterion (4.1) the learner needs to identify short-term goals that will help them progress their career. Support should be given by an appropriate person eg a careers adviser, tutor or trainer. A short-term goal is one that is likely to be achieved within a timescale of two to ten weeks, depending on the nature of the course. For 4.2 the learner needs to identify a realistic timeline and relevant resources for achieving the career progression goals. Resources can be people (eg tutor, family) as well as things (eg books, internet). Evidence for 4.1 and 4.2 may be a plan showing a timeline for achieving goals and the resources required. Awards and Certificates in Employability and Personal Development (7546) 143

146 Unit Career progression How can this unit be delivered? Visits could be organised to the Careers Advisory Service and/or to particular employers, training providers or colleges. External speakers such as Information, Advice and Guidance (IAG) professionals could be invited to talk to the learners and discuss their individual plans. Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

147 Unit Developing personal skills for leadership Level: Level 1 Credit value: 2 UAN: M/501/5869 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 547 Level 2 Developing personal skills for leadership. Unit aim The aim of this unit is to help the learner approach the concept of leadership, decision-making, giving basic instructions to others and feedback within a leadership context. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know about the main features of leadership 2. Understand how to make decisions 3. Understand how to give instructions to members of a group 4. Understand how to give and receive feedback about a task or activity Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 145

148 Unit Developing personal skills for leadership Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know about the main features of leadership 1. identify different types of leadership 2. outline the main features of leadership. For the first criterion (1.1) the learner needs to identify at least two different types of leadership. The learner needs to identify leaders in a wide context eg prime minister, managing directors of large companies, managers of sports teams; familiar leaders who have formal responsibility for others eg head of school/college, tutor, line manager/supervisor, community leaders; informal leadership eg sports team captains, prefects/monitors, leaders of project teams, leaders of social groups. The learner needs to identify at least two different types of leadership For 1.2 the learner needs to outline at least two main features of leadership including responsibility for others eg making sure other people carry out their tasks or meet goals; giving instructions eg allocating work to others, telling people what they need to do; giving and receiving feedback eg telling someone they have done something right or that they needed to do something differently, listening to the opinions of others; making decisions eg deciding on what the others need to do and how they should do it. Evidence may come from a group or one-to-one discussion which shows the individual contribution. Evidence for 1.1 and 1.2 may be a taped discussion, video evidence, an assessor observation record, witness statement or learner statement. Outcome 2 Understand how to make decisions 1. identify a decision that needs to be made about a task or situation 2. describe the step or steps needed to make the decision. 146 Awards and Certificates in Employability and Personal Development (7546)

149 For the first criterion (2.1) the learner needs to identify a straightforward decision that needs to be made. Different types of decisions may need to be made eg in order to solve a problem, the best way of doing a task or activity, which team member will do which activity. Evidence may be an assessor observation record or witness statement. For 2.2 the learner needs to describe the steps needed to make a decision eg consider talents, skills and interests of team members and match them to the requirements of the assignment before allocating tasks to individual team members; consider all appropriate solutions before deciding on the best way to solve a problem. The learner is not expected to deal with complex decision making that requires a sophisticated series of steps to be taken. Evidence may be an assessor observation record, witness statement or learner statement. Outcome 3 Understand how to give instructions to members of a group 1. identify the instructions needed for members of a group to carry out an aspect of their tasks or activities 2. give instructions to group members. For the first criterion (3.1) the learner needs to identify the instructions needed for members of a group to carry out an aspect of their tasks or activities. Types of instructions may include: eg allocating tasks or work to team members, showing someone what they need to do to carry out a task or activity, telling someone what they need to do and how to do it, giving deadlines for tasks to be completed. Evidence may be an assessor observation record, witness statement or learner statement. For 3.2 the learner needs to give instructions to others ensuring that instructions are clear and correct; use the most appropriate method of communication eg written, verbal, a presentation; in an appropriate way eg at the correct time and in a polite manner. Evidence may be an assessor observation record, witness statement or learner statement. If in a written format, evidence of the written communication should be provided (for example copies of s, memos, charts or letters). Outcome 4 Understand how to give and receive feedback about a task or activity 1. give examples of when they gave feedback about a task or activity to another group member 2. give examples of when they received feedback about a task or activity from another group member. Awards and Certificates in Employability and Personal Development (7546) 147

150 For the first criterion (4.1) the learner needs to give examples of when they gave feedback to another group member. Types of feedback can include formal eg written reports, appraisal; informal eg verbal feedback to individuals, feedback to a team on performance of task. For 4.1 the learner must give one example of giving feedback to others. Evidence may be an assessor observation record, witness statement or learner statement. For 4.2 the learner needs to give examples of when they received feedback from another group member. Types of feedback can include formal eg written reports, appraisal; informal eg verbal feedback to individuals, feedback to a team on performance of task. For 4.2 the learner must give one example of when they received feedback (individually or as part of a group). The feedback received need not be complex or detailed. Evidence may be an assessor observation record, witness statement or learner statement. 148 Awards and Certificates in Employability and Personal Development (7546)

151 Unit Developing personal skills for leadership How can this unit be delivered? Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 149

152 Unit Practising leadership skills with others Level: Level 1 Credit value: 2 UAN: T/501/5808 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 546 Level 2 Practising leadership skills with others. Unit aim The aim of this unit is to help the learner practise their leadership skills with other members of a group and understand how to contribute to a group s tasks and activities in a leadership role. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand leadership skills they could practise with others 2. Demonstrate leadership skills in a group 3. Review their practice of leadership skills Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 150 Awards and Certificates in Employability and Personal Development (7546)

153 Unit Practising leadership skills with others Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand leadership skills they could practise with others 1. describe leadership skills they could practise with others. For the first criterion (1.1) the learner needs to describe leadership skills that involve interaction with others. For 1.1 leadership skills that involve interaction with others may include relaying instructions, explaining a goal or aim to others, working with others to solve problems, helping to encourage or motivate others, making decisions, helping others see what they are good at, giving and receiving feedback. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. Outcome 2 Demonstrate leadership skills in a group 1. discuss instances when they have demonstrated leadership skills. For the first criterion (2.1) the learner needs to discuss at least one example of when they have demonstrated leadership skills. For 2.1 instances could include giving instructions, allocating tasks, showing someone what they need to do, telling someone what they need to do and how to do it, setting deadlines, making a decision to solve a problem, giving and receiving feedback. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. Outcome 3 Review their practice of leadership skills 1. discuss the effectiveness of the leadership skills they have demonstrated 2. identify one aspect that went well and one that did not go so well. Awards and Certificates in Employability and Personal Development (7546) 151

154 For the first criterion (3.1) the learner needs to review their leadership skills and discuss their effectiveness. For 3.1 carrying out a review could be formal evaluation eg assessment forms, checklists, or informal evaluation discussion with assessor. Effectiveness could include whether or not group achieved its goals, appropriateness of decisions made by the leader, feedback received from group members, whether group understood the purpose of the activity and what needed to be done to achieve the purpose. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. For 3.2 the learner needs to identify the effectiveness of their leadership including what went well and what did not go so well. For 3.2 an example of what went well and what did not go well could be, clear instructions were given to the group but time taken to give the instructions was too long. Evidence may be annotated taped or video evidence, an assessor observation record, learner or witness statement. 152 Awards and Certificates in Employability and Personal Development (7546)

155 Unit Practising leadership skills with others How can this unit be delivered? Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 153

156 Unit Learning with colleagues and other learners Level: Level 1 Credit value: 2 UAN: K/501/5823 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 548 Level 2 Learning with colleagues and other learners. Unit aim In this unit, the learner will be introduced to ways in which they can work alongside their peers in a learning context. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Be aware of situations where they learn with others 2. Know how to interact with colleagues or other learners in a learning situation 3. Understand that people have preferred methods of learning 4. Be able to record progress in learning Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 154 Awards and Certificates in Employability and Personal Development (7546)

157 Unit Learning with colleagues and other learners Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Be aware of situations where they learn with others 1. describe a situation in which they learn with co-workers or other learners. For the first criterion (1.1) the learner needs to describe one situation in which they learn with coworkers or other learners eg this may be using new machinery or following a new procedure. Evidence may be a learner statement. Outcome 2 Know how to interact with colleagues or other learners in a learning situation 1. express opinions or feelings about an aspect of their learning 2. respond appropriately to others opinions and feelings about an aspect of learning 3. give and receive feedback about their learning. For the first criterion (2.1) the learner needs to express at least two opinions or feelings about an aspect of their learning. The opinions can be expressed orally or in writing. Evidence for 2.1 may be an assessor observation or witness statement or the learner s written expressions. For 2.2 the learner needs to respond appropriately to others opinions and feelings about an aspect of learning. The learner should listen to the other person without interrupting and give an appropriate verbal or non-verbal response. Evidence for 2.2 will be an assessor observation or witness statement. For 2.3 the learner needs to give feedback and receive feedback about their learning. This could relate to a contribution to a discussion. Evidence for 2.3 will be an assessor observation or witness statement. Outcome 3 Understand that people have preferred methods of learning 1. recognise own preferred method of learning 2. describe how this compares to others methods of learning. Awards and Certificates in Employability and Personal Development (7546) 155

158 For the first criterion (3.1) the learner needs to recognise own preferred method of learning eg visual, auditory, kinaesthetic. The learner may list a variety of activities. Evidence may be a learner statement. For 3.2 the learner needs to describe how this compares to others methods of learning. The learner should realise that people may prefer to learn in different ways eg one peer may learn by reading whereas another may prefer practical activities related to the same area of learning. Evidence may be a learner statement. Outcome 4 Be able to record progress in learning 1. describe the progress they have made towards an identified learning goal. For this criterion (4.1) the learner needs to describe the progress they have made towards an identified learning goal. The goal should have been agreed with an appropriate person such as an assessor or workplace supervisor. The learner may describe progress during an appraisal or tutorial. Evidence will be an assessor observation or witness statement or learner s written description of progress made. 156 Awards and Certificates in Employability and Personal Development (7546)

159 Unit Communicating solutions to others Level: Level 1 Credit value: 2 UAN: L/501/5961 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 549 Level 2 Communicating solutions to others. Unit aim In this unit, the learner will be introduced to the ways in which they can communicate the solution to a problem that they have solved. The learner will also consider how effectively they have communicated a solution to others. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to solve possible problems 2. Understand how to communicate the solution appropriately to others 3. Communicate the solution appropriately to others Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 157

160 Unit Communicating solutions to others Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand how to solve possible problems 1. with support, identify an appropriate problem that they can solve 2. identify a way in which they can solve the problem. For the first criterion (1.1) the learner needs to identify an appropriate problem that they can solve. This should be a real not simulated problem and the assessor, or other appropriate person, should support the learner so an appropriate level of problem is identified. The problem could be a practical problem or a problem with working relationships. For 1.2 the learner needs to identify one way in which they can solve the problem identified in 1.1. The learner should find out enough information about the problem to consider different strategies and identify an approach. Evidence for 1.1 and 1.2 may be a learner statement. Outcome 2 Understand how to communicate the solution appropriately to others 1. describe appropriate communication methods needed to present the solution to others 2. identify the appropriate information that is needed to communicate the solution. For the first criterion (2.1) the learner needs to describe appropriate communication methods needed to present the solution to others. For 2.2 the learner needs to identify the appropriate information that is needed to communicate the solution. Evidence for 2.1 and 2.2 may be a learner statement. Outcome 3 Communicate the solution appropriately to others 1. present the solution to others in an appropriate way 2. respond appropriately to others views. 158 Awards and Certificates in Employability and Personal Development (7546)

161 For the first criterion (3.1) the learner needs to present the solution to relevant others in an appropriate way. For 3.2 the learner needs to respond appropriately to others views Evidence for 3.1 and 3.2 may be an assessor observation, witness statement, copies of written communication or a presentation Awards and Certificates in Employability and Personal Development (7546) 159

162 Unit Positive attitudes and behaviours at work Level: Level 1 Credit value: 1 UAN: A/501/5826 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 202 Entry 2 Effective skills, qualities and attitudes for learning and work 302 Entry 3 Effective skills, qualities and attitudes for learning and work 402 Level 1 Effective skills, qualities and attitudes for learning and work 502 Level 2 Effective skills, qualities and attitudes for learning and work Unit aim In this unit, the learner will need to show that they understand and can demonstrate appropriate behaviours in the workplace. They will also need to review their performance. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how positive attitudes and behaviours at work benefit themselves and their organisation 2. Demonstrate a range of positive attitudes and behaviours in the workplace 3. Evaluate their own conduct Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 160 Awards and Certificates in Employability and Personal Development (7546)

163 Unit Positive attitudes and behaviours at work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand how positive attitudes and behaviours at work benefit themselves and their organisation 1. explain why it is important to follow an organisation s rules and procedures 2. describe the benefits of positive attitudes and behaviours for themselves and their organisation. For the first criterion (1.1) the learner needs to explain why it is important to follow an organisation s rules and procedures. For 1.2 the learner needs to describe at least three benefits of positive attitudes and behaviours for both themselves and their organisation. Evidence for 1.1 and 1.2 may be a learner statement. Outcome 2 Demonstrate a range of positive attitudes and behaviours in the workplace 1. interact appropriately with colleagues and customers 2. follow organisational procedures governing attitudes and behaviours at work. For the first criterion (2.1) the learner needs to interact appropriately in familiar routine situations with colleagues on at least two occasions and customers on at least one occasion. Customers can be internal or external customers depending on the workplace. Evidence will be an assessor observation or witness statement for each occasion. For 2.2 the learner needs to be aware of and follow organisational procedures governing attitudes and behaviours at work for a given period of time. The time will depend on the length of the learner s placement. Evidence will be an assessor observation or witness statement for each occasion. Awards and Certificates in Employability and Personal Development (7546) 161

164 Outcome 3 Evaluate their own conduct 1. describe what went well and what did not. For the first criterion (3.1) the learner needs to describe both what went well and what did not go well in relation to their conduct in the work place. Evidence may be a learner statement. 162 Awards and Certificates in Employability and Personal Development (7546)

165 Unit Positive attitudes and behaviours at work How can this unit be delivered? Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 163

166 Unit Learning from more experienced people Level: Level 1 Credit value: 2 UAN: J/501/5828 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 550 Level 2 Learning from more experienced people. Unit aim This unit introduces the learner to ways in which they can learn, in a workplace or learning environment, from those who are more experienced in a particular field of work or study. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand a range of more experienced people with whom they could come into contact 2. Understand how they can learn from more experienced people 3. Understand what they have learned from more experienced people Outcome definitions More experienced people may be those with greater knowledge, competency, and understanding, length of service or life experience in a learners work or learning. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 164 Awards and Certificates in Employability and Personal Development (7546)

167 Unit Learning from more experienced people Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand a range of more experienced people with whom they could come into contact 1. describe more experienced people they could come into contact with, both within and outside the workplace or place of learning. For the first criterion (1.1) the learner needs to describe at least three types of an experienced person they come into contact with. The description could contain their role and the type of experience they have, and how the learner has come into contact with them. Outcome 2 Understand how they can learn from more experienced people 1. describe ways in which they could learn from more experienced people 2. describe what is helpful or not helpful about the ways they could learn from more experienced people. For the first criterion (2.1) the learner needs to describe how they learn more from the experienced people described in 1.1. The learner can give specific examples of the skills, knowledge, processes or qualities they could learn. For 2.2 the learner needs to be able to tease out the benefits and drawbacks of learning from more experienced people. Benefits may be described in terms of skills, knowledge, processes or qualities learnt. The learner should describe how learning from more experienced people can be unhelpful as the learner may learn poor practice, skills or attitude. It may be appropriate for the tutor to set a scenario or case study to enable the learner to evidence their understanding of 2.2. Outcome 3 Understand what they have learned from more experienced people 1. describe skills that more experienced people have demonstrated 2. describe how they will use these skills themselves. For the first criterion (3.1) the learner needs to select two experienced people they know well in a work or learning setting or personal setting, and describe the skills they have. For 3.2 the learner needs to describe how they intend to use the skills demonstrated by the more experienced person in 3.1 within their work, learning or personal life. Awards and Certificates in Employability and Personal Development (7546) 165

168 Unit Learning from more experienced people How can this unit be delivered? This unit can be delivered in a work or learning context. In the work context, the unit can be used to support the learner to work with colleagues who are more experienced than them in an appropriate manner. In a learning environment the unit can be tailored to the needs of a learner planning to enter the workforce or learning from others in their place of study or amongst their social and family circle. Scenarios or case studies could facilitate discussion and understanding of working with more experienced people. 166 Awards and Certificates in Employability and Personal Development (7546)

169 Unit Building working relationships with colleagues Level: Level 1 Credit value: 2 UAN: T/501/5811 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 551 Level 2 Building working relationships with colleagues. Unit aim This unit introduces the learner to the skills needed to interact in a positive and constructive manner with a range of colleagues in the workplace. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand why it is important to get on well with colleagues 2. Be able to work positively with employers and/or managers 3. Be able to work positively with peers in the workplace Outcome definitions Colleagues include full-time or part-time colleagues who work a variety of roles and responsibilities within the organisation and may be senior or junior to the employee. Peers are colleagues who have equal standing or status within an organisation; they may undertake tasks which are the same, similar or different. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 167

170 Unit Building working relationships with colleagues Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand why it is important to get on well with colleagues 1. describe different types of colleagues with whom an employee needs to interact positively at work 2. explain why an employee needs to get on well with each type of colleague. For the first criterion (1.1) the learner needs to describe a range of colleagues that may operate at different levels within an organisation. The learner should describe the colleagues they interact with during their working hours or infrequently, at meetings, or support them in an administrative or managerial way. Positive interaction relates to communication (written and oral), interpersonal skills. For 1.2 the learner needs to explain why they need to get on with each colleague described in 1.1 and the consequence of not working together effectively in relation to their own role and to the organisation. Outcome 2 Be able to work positively with employers and/or managers 1. complete a task as instructed by employers and/or managers 2. use appropriate language and tone when communicating with employers and/or managers. For the first criterion (2.1) the learner needs to be observed or witnessed completing a task as instructed. The instructions to complete the task may be verbal or written. For 2.2 the learner needs to be observed or witnessed communicating appropriately (using language that is clear, coherent, respectful and of the appropriate tone) with an employer and/or manager. Outcome 3 Be able to work positively with peers in the workplace 1. use appropriate language and tone when communicating with peers 2. contribute ideas and opinions in a way that peers find acceptable 3. carry out their own role or task in line with the agreed or designated expectations of their peers 4. seek and accept help, guidance and feedback from peers when appropriate. 168 Awards and Certificates in Employability and Personal Development (7546)

171 For the first criterion (3.1) the learner needs to observed or witnessed communicating appropriately (using language that is clear, coherent, respectful and of the appropriate tone) with peers. For 3.2 the learner needs to contribute an idea or ideas which are constructive and add value to the process/procedure or tasks within in the workplace. Opinions should be fair and without bias, and should be presented in a positive manner that peers will find acceptable. For 3.3 the learner needs to demonstrate they are able to perform, carry out their own role in agreement with peers, this may be written or inferred. The learner is able to keep pace with the output expected within the peer group and produce work which is of an acceptable quality. Evidence of achievement will likely be observed. For 3.4 the learner needs to demonstrate they have sought help and guidance to complete a task or resolve a problem or issue or ask for advice. The learner will have asked for feedback from a peer or peers to seek approval, consensus, and opinion that a task or action has been completed appropriately and identify if improvements could be made. Evidence could be observed, witnessed or a statement written. Awards and Certificates in Employability and Personal Development (7546) 169

172 Unit Building working relationships with colleagues How can this unit be delivered? This unit would normally be completed by learners who are in work or on a work placement. Evidence could be collected holistically using observation and other methods such as statements, question and answer and witness testimony. 170 Awards and Certificates in Employability and Personal Development (7546)

173 Unit Working as a volunteer Level: Level 1 Credit value: 2 UAN: K/501/5806 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 307 Entry 3 Supporting others 341 Entry 3 Working as a volunteer 407 Level 1 Supporting others 552 Level 2 Working as a volunteer. Unit aim The aim of this unit is to help the learner understand the importance of volunteers in a range of situations. The learner will consider the skills required by volunteers, how to apply for an area of voluntary work which interests them and will undertake a voluntary work task. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know why volunteers are important in different volunteering situations 2. Know that different skills are required for different areas of voluntary work 3. Know how to apply to become a volunteer 4. Be able to undertake voluntary work Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 171

174 Unit Working as a volunteer Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to state why volunteers are important and identify the skills required for different types of voluntary work. The learner also completes a task. Outcome 1 Know why volunteers are important in different volunteering situations 1. state why volunteers are important in different situations where volunteers are used. For the first criterion (1.1) the learner needs to state why volunteers are important in at least three different situations where volunteers are used. Evidence for 1.1 may be a learner statement. Outcome 2 Know that different skills are required for different areas of voluntary work 1. identify the skills required for a range of types of voluntary work. For the first criterion (2.1) the learner needs to identify the skills required for a range of types of voluntary work. These types are likely to be the ones identified in 1.1. Evidence for 2.1 may be a learner statement. Outcome 3 Know how to apply to become a volunteer 1. follow given guidelines in applying for voluntary work. For the first criterion (3.1) the learner needs to follow given guidelines in applying for voluntary work eg complete a form. Evidence may be a learner statement or a copy of any documentation completed. 172 Awards and Certificates in Employability and Personal Development (7546)

175 Outcome 4 Be able to undertake voluntary work 1. complete a voluntary work task according to a given brief. For this criterion (4.1) the learner needs to complete a voluntary work task (or tasks) according to a given brief. This voluntary activity should be for at least five hours. The evidence may be an assessor observation or witness statement. Awards and Certificates in Employability and Personal Development (7546) 173

176 Unit Working as a volunteer How can this unit be delivered? External speakers from voluntary organisations could be invited to talk to the learners or learners could visit, or watch videos, to find out about different types of volunteering. Volunteering activities could be undertaken in the place of learning or in the community. Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

177 Unit Building working relationships with customers Level: Level 1 Credit value: 2 UAN: D/501/5821 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 518 Level 2 Valuing customers 553 Level 2 Building working relationships with customers 816 Entry 3 Customer service in the hospitality industry 817 Level 1 Customer service in the hospitality industry Unit aim The unit introduces the learner to the concept of treating customers and clients appropriately and will help understand the effects of self-presentation on clients and customers. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know that the way they present themselves makes an impression on a customer or client 2. Know that organisations normally have protocols for dealing with customers or clients 3. Interact positively with customers or clients in line with given protocols Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 175

178 Unit Building working relationships with customers Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know that the way they present themselves makes an impression on a customer or client 1. identify positive ways of presenting themselves to customers or clients including appearance, manner and language 2. describe the possible effects of positive and negative self-presentation on a customer or client. For the first criterion (1.1) the learner needs to identify positive self-presentation. The learner must show understanding of a positive manner, positive appearance and use of appropriate language. They need to evidence at least one example of each positive attribute through role play, discussion with others or by demonstrating each of these positive attributes in a workplace setting. It would be appropriate for the learner to describe or demonstrate these behaviours in a specific context, but the learner should be aware that what is appropriate in one context is not necessarily appropriate in another. Evidence may be an assessor observation, learner or witness statement. For 1.2 the learner needs to describe the possible effects on a customer or client of positive and negative self-presentation. They must describe at least two examples of the effects of negative selfpresentation and two examples of the effects of positive self-presentation are required. Evidence may be an assessor observation, learner or witness statement. Outcome 2 Know that organisations normally have protocols for dealing with customers or clients 1. describe the basic rules in an organisation for dealing with customers or clients. For the first criterion (2.1) the learner needs to extract the basic rules for dealing with customers or clients from the written protocol of an organisation and describe them. The assessor should provide either a protocol from the learner s own workplace or from another appropriate workplace. Evidence may be a learner statement. 176 Awards and Certificates in Employability and Personal Development (7546)

179 Outcome 3 Interact positively with customers or clients in line with given protocols 1. follow an organisation s protocols to provide answers to straightforward customer queries or to carry out straightforward customer requests 2. demonstrate polite behaviour towards customers 3. identify situations when it is necessary to refer the customer to another colleague or department. For the first criterion (3.1) the learner needs to provide accurate answers to straightforward customer questions about goods or services. Two examples of meeting a customer request or question are required. For 3.2 the learner needs to demonstrate at least two instances of appropriate and polite communication with a customer. Evidence may be an assessor observation, learner or witness statement. For 3.3 the learner needs to identify at least one instance when they are unable to deal with a customer request or question and should recognise that they therefore need to refer the customer to someone else in the organisation. It would be appropriate for the learner to identify these instances in a specific context. Where the learner has access to the workplace, they learner could identify the instances for referral within the context and protocol of that organisation. Alternatively, a simulated workplace situation using an appropriate written protocol could be used. Evidence may be an assessor observation, learner or witness statement. Awards and Certificates in Employability and Personal Development (7546) 177

180 Unit Building working relationships with customers How can this unit be delivered? Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

181 Unit Investigating rights and responsibilities at work Level: Level 1 Credit value: 1 UAN: L/501/6382 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 204 Entry 2 Rights and responsibilities in the workplace 304 Entry 3 Rights and responsibilities in the workplace 342 Entry 3 Investigating rights and responsibilities at work 347 Entry 3 Searching for a job 404 Level 1 Rights and responsibilities in the workplace 554 Level 2 Investigating rights and responsibilities at work 594 Level 2 Rights and responsibilities in the workplace. Unit aim This unit provides the learner with an understanding of rights and responsibilities at work, and where to find information and guidance about their rights and responsibilities in the workplace. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand what rights and responsibilities are 2. Understand how to respect the rights of individuals 3. Know laws that can protect the rights of employees 4. Know that employers have certain responsibilities Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 179

182 Unit Investigating rights and responsibilities at work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to understand rights and responsibilities, know the laws relating employees rights and employers responsibilities. Outcome 1 Understand what rights and responsibilities are 1. explain what rights are 2. explain what responsibilities are. For the first criterion (1.1) the learner needs to explain what rights are, these could include basic human rights eg right to life; rights at work eg healthy and safe environment, working conditions. Evidence may be an assessor record of discussion or a learner statement. For 1.2 the learner needs to explain what responsibilities are eg contractual obligations, health and safety requirements. Evidence may be an assessor record of discussion or a learner statement. Outcome 2 Understand how to respect the rights of individuals 1. explain the factors that may affect the rights of individuals 2. explain how to respect the rights of individuals. For the first criterion 2.1 the learner needs to identify three different factors that may affect the rights of an individual. They should be able to explain how each factor may affect the rights of the individual. Evidence may be an assessor record of discussion or a learner statement. For 2.2 the learner needs to explain how we should respect our colleagues at work eg appropriate behaviour, not putting others in danger or at risk, showing tolerance and respect for differences and diversity. Evidence may be an assessor record of discussion or a learner statement. 180 Awards and Certificates in Employability and Personal Development (7546)

183 Outcome 3 Know laws that can protect the rights of employees 1. identify laws that can protect employee rights. For this criterion (3.1) the learner needs to identify three different laws relating to the rights of individuals at work. The learner should name the law and provide a brief, basic outline of the purpose of the law eg laws relating to employee rights eg health and safety, equality of opportunity. Evidence is likely to be a learner statement. Outcome 4 Know that employers have certain responsibilities 1. identify employer responsibilities in regard to 1) fulfilling a contract 2) health and safety 3) equal opportunities and prevention of discrimination. For this criterion (4.1) the learner needs to identify and describe the employer s responsibilities at work in regard to fulfilling a contract, health and safety and equal opportunities/prevention of discrimination. At least one example is required for each area. Evidence is likely to be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 181

184 Unit Investigating rights and responsibilities at work How can this unit be delivered? Potential resources These websites might be useful: Equality in the work place Awards and Certificates in Employability and Personal Development (7546)

185 Unit Solving work-related problems Level: Level 1 Credit value: 2 UAN: D/501/5849 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 228 Entry 2 Dealing with problems in daily life 328 Entry 3 Dealing with problems in daily life 343 Entry 3 Solving work-related problems 428 Level 1 Dealing with problems in daily life 555 Level 2 Solving work-related problems 595 Level 2 Solving problems in the workplace. Unit aim This unit focuses on helping the learner to select problem-solving strategies and on understanding how to apply them to a workplace problem. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand problems/issues that arise at work 2. Access sources of help 3. Understand possible solutions to workplace problems 4. Understand how to apply an appropriate strategy to solve a workplace problem Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 183

186 Unit Solving work-related problems Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to explain a range of workplace problems and to identify and understand different strategies for solving these problems. Outcome 1 Understand problems/issues that arise at work 1. describe the main causes of problems or issues that arise at work. For this criterion (1.1) the learner needs to describe three causes of problems or issues that arise at work, eg differences of opinion, poor communication. Evidence may be an assessor record of discussion, a learner or witness statement. Outcome 2 Access sources of help 1. identify sources of help appropriate to a particular problem 2. extract useful information and/or advice from these sources. For the first criterion (2.1) the learner needs to identify a particular workplace problem or issue and three appropriate sources of help must be suggested by the learner, eg colleagues, procedure manuals. Evidence may be an assessor record of discussion, a learner or witness statement. For 2.2 the learner needs to identify and extract (from the three sources given in 2.1), information that is useful to solving the problem. Evidence may be an assessor record of discussion, a learner or witness statement. Outcome 3 Understand possible solutions to workplace problems 1. suggest appropriate solutions to a workplace problem which draw on their own previous experience and that of others 2. suggest appropriate solutions to a workplace problem which draw on information/ advice gained from sources of help. 184 Awards and Certificates in Employability and Personal Development (7546)

187 For the first criterion (3.1) the learner needs to suggest two appropriate solutions to the particular problem identified in 2.1, using information supplied by other people, for example human resources staff. Evidence may be an assessor record of discussion, a learner or witness statement. For 3.2 the learner needs to suggest two appropriate solutions to the particular problem using other sources (which are not people-based ), for example the company s website or a training manual. Evidence may be an assessor record of discussion, a learner or witness statement. Outcome 4 Understand how to apply an appropriate strategy to solve a workplace problem 1. select an appropriate problem-solving strategy to solve a work-place problem from a range of possibilities that they have identified 2. explain why they have chosen the problem- solving strategy 3. explain how the problem-solving strategy selected will be put into practice in relation to a particular problem/issue. For the first criterion (4.1) the learner needs to identify the most appropriate solution to solving their problem from the two solutions given in 3.1. Evidence may be an assessor record of discussion, a learner or witness statement. For 4.2 the learner needs to give two reasons why they have chosen the problem solving strategy given in 4.1. The reasons could be straightforward and brief but must be clearly linked to the particular problem-solving strategy given in 3.2, eg consider options of different approaches. Evidence may be an assessor record of discussion, a learner or witness statement. For 4.3 the learner needs to explain the steps they would need to take when putting the particular problem-solving strategy into practice. The focus of the assessment is the decision making about solutions and not on the execution of the solution. Evidence may be an assessor record of discussion, a learner or witness statement. Awards and Certificates in Employability and Personal Development (7546) 185

188 Unit Solving work-related problems How can this unit be delivered? Potential resources Learners will need access to appropriate sources of information about workplace problems and how to solve them. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

189 Unit Taking notes at meetings Level: Level 1 Credit value: 1 UAN: T/501/5954 Unit aim The aim of this unit is to help the learner gain the skills needed to listen carefully at meetings, record the key points raised, and present these accurately in a suitable format using either paper-based documentation or on screen. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know the importance of taking notes at meetings 2. Know different ways of recording notes during meetings 3. Be able to write up notes of a meeting Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 187

190 Unit Taking notes at meetings Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know the importance of taking notes at meetings 1. describe reasons why it is important to take notes at meetings. For this criterion (1.1) the learner needs to describe at least two reasons why it is important to take notes at meetings. These might include reasons to do with the importance of keeping records about discussions, decisions, major points raised, those who attended and those who did not attend, the date and time of the meeting. The reasons can relate to either formal or informal meetings. Evidence may be a learner statement. Outcome 2 Know different ways of recording notes during meetings 1. outline different methods used to take notes at meetings. For this criterion (2.1) the learner needs to describe at least four different methods used to take notes at meetings. One of the methods should be a method the learner uses or intends to try out. The methods might include writing in bullet points, using a 3 column format, developing short forms, using symbols, noting only the main points, leaving out vowels. Evidence may be a list of different note taking methods with examples of each. Outcome 3 Be able to write up notes of a meeting 1. produce notes which accurately capture the main points raised at the meeting 2. produce notes which are accurate in terms of grammar, spelling and punctuation 3. produce notes which present the information clearly and appropriately. 188 Awards and Certificates in Employability and Personal Development (7546)

191 For the first criterion (3.1) the learner needs to produce notes which accurately capture the mains points raised at a meeting he/she has attended. The notes may be in any method outlined in 2.1 and should accurately reflect the gist of the discussion in terms of issues discussed, major points raised and decisions taken. For 3.2 the learner needs to check their notes are accurate in terms of grammar, spelling and punctuation in relation to the method of note taking chosen in 2.1. The checking may be carried out using an electronic spelling and grammar checker, dictionary and thesaurus. Evidence must show their proofread notes. For 3.3 the learner needs to produce a final copy of their notes which present the information clearly and appropriately and is a true record of issues discussed, major points raised and decisions taken during the meeting. Awards and Certificates in Employability and Personal Development (7546) 189

192 Unit Taking notes at meetings How can this unit be delivered? Potential resources These websites might be useful: ngs.pdf Awards and Certificates in Employability and Personal Development (7546)

193 Unit Summarising documents Level: Level 1 Credit value: 1 UAN: L/501/5944 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 556 Level 2 Summarising documents. Unit aim The aim of this unit is to enable the learners to gain the skills needed to summarise a range of different documents in a way that is appropriate to the audience and purpose for which the document is being written. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know that summaries are written for a particular audience and purpose 2. Be able to distinguish between the main points and supporting detail in straightforward documents 3. Be able to summarise the key points of straightforward documents Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 191

194 Unit Summarising documents Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know that summaries are written for a particular audience and purpose 1. identify the audience and purpose for summaries. For this criterion (1.1) the learner needs to identify the audience for two summaries eg employer, customer, and the purpose of each of the two summaries eg report, article. Learners may be given the summaries. Evidence for 1.1 may be a learner statement. Outcome 2 Be able to distinguish between the main points and supporting detail in straightforward documents 1. extract the key points from a straightforward document. For this criterion (2.1) the learner needs to extract the key points from one straightforward document. Learners may be given the document. Evidence for 2.1 is likely to be learner notes. Outcome 3 Be able to summarise the key points of straightforward documents 1. produce a summary which contains the key points of the original document, has been proof read and edited for accuracy. For this criterion (3.1) the learner needs to produce a summary which contains the key points of the original document (as identified in 2.1). The summary can be handwritten or word-processed and a spelling check and grammar check should be conducted. The learner must check for accuracy. The degree of accuracy of the proof reading and editing should be consistent with the English Functional Skills, Essential Skills Wales, Essential Skills NI or Workplace Core Skills at this level. Evidence will be one summary. 192 Awards and Certificates in Employability and Personal Development (7546)

195 Unit Summarising documents How can this unit be delivered? This unit links with the development of literacy skills. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 193

196 Unit Contributing to meetings Level: Level 1 Credit value: 1 UAN: A/501/5809 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 557 Level 2 Contributing to meetings. Unit aim The aim of this unit is to equip the learner with the skills to make effective contributions to meetings in the workplace. It will help the learner understand how they can prepare for meetings in order to help them make the most of the opportunity to make comments, raise issues or ask questions. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know the format of a meeting 2. Know how to prepare for meetings 3. Be able to contribute effectively at meetings Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 194 Awards and Certificates in Employability and Personal Development (7546)

197 Unit Contributing to meetings Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know the format of a meeting 1. outline an agenda for a meeting. For this criterion (1.1) the learner needs to outline an agenda for a meeting eg role of chair person, order of meeting. Evidence for 1.1 may be a learner statement. Outcome 2 Know how to prepare for meetings 1. identify the main issues or topics to be covered at a meeting 2. list questions that may be asked at a meeting, based on the agenda and papers provided 3. identify some potential problems that might arise in preparing for the meeting or holding the meeting. For this criterion (2.1) the learner needs to identify the main issues or topics to be covered at a meeting. This may be from the agenda outlined in 1.1 or from another agenda provided. Evidence for 2.1 is likely to be learner notes. For 2.2 the learner needs to list at least three questions that may be asked at a meeting, based on the agenda and papers provided in 2.1. Evidence for 2.1 is likely to be a list of questions For 2.3 the learner needs to identify at least three potential problems that might arise in preparing for the meeting, eg problems with the venue or equipment, or holding the meeting eg distracting behaviour. Evidence for 2.3 is likely to be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 195

198 Outcome 3 Be able to contribute effectively at meetings 1. make an effective contribution at the meeting. For this criterion (3.1) the learner needs to make an effective contribution at the meeting eg asking a relevant question or providing information in response to a query. Evidence may be an assessor observation, witness statement or authenticated minutes of the meeting. 196 Awards and Certificates in Employability and Personal Development (7546)

199 Unit Contributing to meetings How can this unit be delivered? This unit links with the development of literacy skills. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 197

200 Unit Preparing for work placement Level: Level 1 Credit value: 1 UAN: M/501/6391 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 309 Entry 3 Work-based experience 344 Entry 3 Preparing for work placement 409 Level 1 Work-based experience 509 Level 2 Work-based experience 558 Level 2 Preparing for work placement. Unit aim This unit will help the learner to find out more about the company or organisation providing the work placement, the specific requirements for the work placement and how to set goals that enhance their work placement experience. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know about the company or organisation where they plan to do the work placement 2. Know what is expected of them during the work placement 3. Be able to set goals to help them get the most out of the work placement Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 198 Awards and Certificates in Employability and Personal Development (7546)

201 Unit Preparing for work placement Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know about the company or organisation where they plan to do the work placement 1. describe the company or organisation where they plan to do the work placement. Outcome 2 Know what is expected of them during the work placement 1. identify the requirements for the placement, and why the requirements are necessary 2. describe tasks they are likely to undertake in the work placement 3. describe appropriate attitudes and behaviours for the work placement and why they are important in the workplace 4. describe appropriate steps they could take in situations of emotional stress, difficulty or confusion during the work placement. Outcome 3 Be able to set goals to help them get the most out of the work placement 1. set appropriate goals for the work placement. Awards and Certificates in Employability and Personal Development (7546) 199

202 Unit Learning from work placement Level: Level 1 Credit value: 2 UAN: J/501/6395 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 309 Entry 3 Work-based experience 345 Entry 3 Learning from work placement 409 Level 1 Work-based experience 509 Level 2 Work-based experience 559 Level 2 Learning from work placement. Unit aim This unit will help the learner understand what was learned from a work placement and how to set goals based on work placement learning. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Be able to show evidence of tasks undertaken during the work placement 2. Understand what they learned from the work placement 3. Be able to use learning from the tasks undertaken in the work placement to set short term goals Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 200 Awards and Certificates in Employability and Personal Development (7546)

203 Unit Learning from work placement Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Be able to show evidence of tasks undertaken during the work placement 1. produce evidence of tasks undertaken during work placement. Outcome 2 Understand what they learned from the work placement 1. using evidence from the tasks undertaken during the work placement, describe what they learned from the tasks 2. using evidence from the tasks undertaken during the work placement, describe what they would change if they were to do the task again. Outcome 3 Be able to use learning from the tasks undertaken in the work placement to set short term goals 1. set short term goals which build on their learning from carrying out tasks in the work placement. Awards and Certificates in Employability and Personal Development (7546) 201

204 Unit Safe learning in the workplace Level: Level 1 Credit value: 1 UAN: R/501/6397 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 492 Level 1 Being safe and healthy at work 370 Entry 3 Health and safety in places of work 425 Level 1 Introduction to health and safety awareness in the workplace 346 Entry 3 Safe learning in the workplace 578 Level 2 Health and safety in a practical environment 600 Level 2 Health, safety and security in the workplace. Unit aim The aim of this unit is to help the learner who is preparing to undertake work experience and provide knowledge and understanding of risks and hazards in the workplace. The unit will develop the learner understanding of their own responsibilities and the appropriate actions to take in order to minimise the risk of harm to self or others in the workplace. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand risks and hazards in the workplace 2. Know how to reduce risk of harm to self or others 3. Know procedures to deal with risks within the workplace environment 4. Know the duties of the person responsible for health and safety in the workplace environment Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 202 Awards and Certificates in Employability and Personal Development (7546)

205 Unit Safe learning in the workplace Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand risks and hazards in the workplace 1. define hazard and risk in the workplace environment 2. identify examples of hazard and risk in different workplace environments. Outcome 2 Know how to reduce risk of harm to self or others 1. discuss how aspects of personal behaviour can reduce risk of harm 2. discuss aspects of different workplace environments which could cause harm to self or others. Outcome 3 Know procedures to deal with risks within the workplace environment 1. discuss procedures for reporting hazards and risks in the workplace 2. discuss procedures for dealing with low risk hazards in accordance with instructions. Outcome 4 Know the duties of the person responsible for health and safety in the workplace environment 1. discuss the duties of the person responsible for health and safety in the workplace environment. Awards and Certificates in Employability and Personal Development (7546) 203

206 Unit Searching for a job Level: Level 1 Credit value: 1 UAN: L/501/5958 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 203 Entry 2 Career planning and making applications 303 Entry 3 Career planning and making applications 309 Entry 3 Work-based experience 347 Entry 3 Searching for a job 403 Level 1 Career planning and making applications 503 Level 2 Career planning and making applications 509 Level 2 Work-based experience 563 Level 2 Searching for a job. Unit aim In this unit, the learner will find out how to make choices about the most appropriate ways to search for jobs and the most appropriate types of jobs to search for, based on an understanding of their own skills and abilities. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know potential job sources 2. Know potential job roles related to their skills and interests 3. Be able to search for job vacancies Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 204 Awards and Certificates in Employability and Personal Development (7546)

207 Unit Searching for a job Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to describe the roles or functions of different job sources, match their skills to different job roles and select suitable sources to search for particular jobs. Outcome 1 Know potential job sources 1. describe different types of sources of employment available for job-seekers 2. describe the roles/functions of these sources. For the first criterion (1.1) the learner needs to describe different types of sources available for jobseekers to find employment. Sources can include job centres, publications, agencies, direct contact with employers. For 1.2 the learner needs to describe the roles/functions of at least two of the sources described in 1.1. Evidence for 1.1 and 2.1 may be a learner statement, talk/presentation, leaflet. Outcome 2 Know potential job roles related to their skills and interests 1. match their skills and interests to potential job roles. For the first criterion (2.1) the learner needs to match their skills and interests to potential job roles. Skills are likely to include soft skills as well as skills obtained from training courses and employment experience. Learners should match their skills and interests to at least two job roles. Evidence may be a learner statement or witness statement/assessor observation/audio recording of a discussion with an appropriate person. Outcome 3 Be able to search for job vacancies 1. understand the layout and format of job adverts in relation to their personal circumstances 2. identify sources of information available for carrying out job searches 3. select appropriate methods to search for particular job vacancies. Awards and Certificates in Employability and Personal Development (7546) 205

208 For the first criterion (3.1) the learner needs to understand the layout and format of job adverts in relation to their personal circumstances. This includes key words eg salary, commission, pro-rata, and abbreviations, eg CV. For 3.2 the learner needs to identify at least three sources of information available for carrying out job searches eg trade journals, agencies, job centres. For 3.3 the learner needs to select appropriate methods to search for particular job vacancies. This may include family and friends, internet searches, trade journals. Evidence for 3.1 to 3.3 may be a learner statement supported by annotated advertisements and results of job search. 206 Awards and Certificates in Employability and Personal Development (7546)

209 Unit Searching for a job How can this unit be delivered? This unit could be linked to literacy development and research activities. Learners could visit the Jobcentre or external speakers could be used. Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 207

210 Unit Applying for a job Level: Level 1 Credit value: 1 UAN: Y/501/5848 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 203 Entry 2 Career planning and making applications 303 Entry 3 Career planning and making applications 348 Entry 3 Applying for a job 403 Level 1 Career planning and making applications 441 Level 1 Career progression 503 Level 2 Career planning and making applications 564 Level 2 Applying for a job. Unit aim This unit will help the learner to understand how to apply for a range of job vacancies. The learner will also look at the importance of presenting job application information in an appropriate and accurate way. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand different methods of applying for jobs 2. Know how to complete a job application form 3. Be able to apply for a job using the appropriate method Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 208 Awards and Certificates in Employability and Personal Development (7546)

211 Unit Applying for a job Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to describe different methods of applying for jobs and how and when the different methods are used. In addition to identifying the information needed, at level 1 the learner is required to assemble the information. The learner also describes the conventions, formats and styles of presenting information in job applications. Outcome 1 Understand different methods of applying for jobs 1. describe different methods of applying for a job 2. describe how and when different methods of applying for a job are used. For the first criterion (1.1) the learner needs to describe at least two different methods of applying for a job, eg application form. For 1.2 the learner needs to describe how and when at least two of the different methods of applying for a job from 1.1 are used eg an ICT role may require completing a form on the organisation s website. Evidence for 1.1 and 1.2 may be a learner statement. Outcome 2 Know how to complete a job application form 1. identify the information needed to prepare the job application form 2. assemble the relevant information for the job application form. For the first criterion (2.1) the learner needs to identify the information needed to prepare the job application form. This may include details of any qualifications achieved and the dates of any previous employment. For 2.2 the learner needs to assemble the relevant information for the job application form. For example, the learner could have a record of examination results, examination certificates, a personal profile or records from their initial interview when he/she produced the certificates. Evidence for 2.1 and 2.2 may be a learner statement/list of information needed and where this is located signed by the assessor to confirm relevant information was assembled. Awards and Certificates in Employability and Personal Development (7546) 209

212 Outcome 3 Be able to apply for a job using the appropriate method 1. describe the conventions, formats and styles of presenting information in job applications (for either real or simulated job application) 2. present the job application information accurately and in a suitable format. For the first criterion (3.1) the learner needs to describe the conventions, formats and styles of presenting information in different job applications eg a formal letter. This can be for either a real or simulated job application. Evidence may be a learner statement. For 3.2 the learner needs to present the job application information accurately and in a suitable format. This can be for either a real or simulated job application. Evidence should be the job application information eg application form. 210 Awards and Certificates in Employability and Personal Development (7546)

213 Unit Applying for a job How can this unit be delivered? This unit could be linked to literacy development and form filling. External speakers such as employers could be invited to talk to the learners and offer an insight into the selection process. Potential resources Application forms from a variety of sources. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 211

214 Unit Preparing for an interview Level: Level 1 Credit value: 1 UAN: M/501/5824 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 349 Entry 3 Preparing for an interview 521 Level 2 Performing effectively at interviews 565 Level 2 Preparing for an interview. Unit aim In this unit, the learner will develop the skills of planning appropriate interview questions and responses ahead of an interview. They will also look at how to make effective travel plans for an interview. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know how to respond to questions they might be asked at the interview 2. Be able to prepare appropriate questions to ask the interviewer 3. Plan to arrive at the interview on time Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 212 Awards and Certificates in Employability and Personal Development (7546)

215 Unit Preparing for an interview Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know how to respond to questions they might be asked at the interview 1. prepare answers to questions they might be asked at the interview. Outcome 2 Be able to prepare appropriate questions to ask the interviewer 1. identify questions to ask which show their interest in the job, placement or course. Outcome 3 Plan to arrive at the interview on time 1. confirm the time and place where the interview will be held 2. plan a route and means of transport which will allow them to arrive on time. Awards and Certificates in Employability and Personal Development (7546) 213

216 Unit Interview skills Level: Level 1 Credit value: 1 UAN: R/501/5847 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 350 Entry 3 Interview skills 521 Level 2 Performing effectively at interviews 566 Level 2 Interview skills. Unit aim The purpose of this unit is for the learner to acquire good basic communication skills needed for an interview. The learner will also be guided through a post-interview reflection. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Present themselves appropriately at an interview 2. Answer the interviewer s questions appropriately 3. Understand their performance in an interview Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 214 Awards and Certificates in Employability and Personal Development (7546)

217 Unit Interview skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Present themselves appropriately at an interview 1. arrive in good time for the interview 2. use appropriate means of non-verbal communication such as body language, facial expressions and tone of voice. Outcome 2 Answer the interviewer s questions appropriately 1. respond clearly to the questions asked by the interviewer, using language appropriate to an interview situation. Outcome 3 Understand their performance in an interview 1. describe what went well and what did not. Awards and Certificates in Employability and Personal Development (7546) 215

218 Unit Self-management skills Level: Level 1 Credit value: 2 UAN: L/501/5829 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 351 Entry 3 Self-management skills 558 Level 2 Preparing for work placement 564 Level 2 Applying for a job 567 Level 2 Self-management skills. Unit aim The purpose of this unit is for the learner to acquire good basic communication skills needed for an interview. The learner will also be guided through a post-interview reflection. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to manage themselves in the workplace 2. Demonstrate self-management skills during the working day 3. Evaluate self -management skills Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 216 Awards and Certificates in Employability and Personal Development (7546)

219 Unit Self-management skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand how to manage themselves in the workplace 1. identify areas in which they need to manage their time appropriately 2. describe the benefits of taking proper breaks during the working day. Outcome 2 Demonstrate self-management skills during the working day 1. prioritise tasks and activities in order to achieve their daily objectives 2. take appropriate breaks during the working day. Outcome 3 Evaluate self -management skills 1. carry out a review of their performance 2. identify what went well and what did not. Awards and Certificates in Employability and Personal Development (7546) 217

220 Unit Developing own interpersonal skills Level: Level 1 Credit value: 3 UAN: H/500/5467 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 569 Level 2 Developing own interpersonal skills. Unit aim This unit develops an awareness of the learner s own needs and conduct. It explores how to recognise body language and types of human behaviour. Learning outcomes There are seven learning outcomes to this unit. The learner will be able to: 1. Be aware of personal skills and their use 2. Display awareness of the need for time management 3. Show understanding of personal need to manage stress 4. Understand the difference between constructive and destructive criticism 5. Be aware of confident behaviour in themselves and others 6. Be aware of body language and understand its application 7. Know the difference between aggressive, passive and assertive behaviour Outcome definitions Strengths may include confidence, a hard-working attitude, good organisational skills, the ability to work well in a team, energetic, motivated, helpful, reliable, the ability to communicate well, good interpersonal skills and the ability to solve problems. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 218 Awards and Certificates in Employability and Personal Development (7546)

221 Unit Developing own interpersonal skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Be aware of personal skills and their use 1. list own strengths and weaknesses. For this criterion (1.1) the learner needs to list at least four strengths they believe they do well, and list at least two weaknesses where they feel they could improve their skills, abilities or the way they communicate or interact with others. Outcome 2 Display awareness of the need for time management 1. list ways of improving own time management. For this criterion (2.1) the learner needs to list at least three ways of improving time management. Time management may refer to punctuality, getting tasks completed on time, optimising productivity, minimising time wasting, methods to improve time management may require formal methods such as schedules, plans and resources such as clocks and techniques to use time effectively. Outcome 3 Show understanding of personal need to manage stress 1. identify signs and symptoms of stress in self and others. For this criterion (3.1) the learner needs to identify at least two possible signs of symptoms of stress in self and four different signs and symptom of stress which may occur in other people such as men or women or teenagers, children or the elderly. Outcome 4 Understand the difference between constructive and destructive criticism 1. list different types of criticism. For this criterion (4.1) the learner needs to list in their own words the different types of criticism. Awards and Certificates in Employability and Personal Development (7546) 219

222 Outcome 5 Be aware of confident behaviour in themselves and others 1. list real situations which illustrate confident behaviour. For this criterion (5.1) the learner needs to list at least four situations in life, to illustrate when a person feels confident in their behaviour (they trust themselves and have belief in their own ability). Situations can be taken from real life situations in work or learning or personal life. Outcome 6 Be aware of body language and understand its application 1. identify simple examples of body language. For this criterion (6.1) the learner needs to be able to identify three types of body language (such as different types of gestures, posture, facial expression) and show they understand what each one identifies means or infers. Outcome 7 Know the difference between aggressive, passive and assertive behaviour 1. list examples of aggressive, passive and assertive behaviour. For this criterion (7.1) the learner needs to list at least two examples of aggressive, passive and assertive behaviour. Examples may be based on different people in a range of settings such as work, learning or personal life. 220 Awards and Certificates in Employability and Personal Development (7546)

223 Unit Developing own interpersonal skills How can this unit be delivered? This unit can be delivered to support learners develop interpersonal skills in their work, learning or personal life. Awards and Certificates in Employability and Personal Development (7546) 221

224 Unit Developing personal confidence and self awareness Level: Level 1 Credit value: 3 UAN: M/500/4693 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 570 Level 2 Developing personal confidence and self-awareness. Unit aim This unit develops confidence, self-awareness and encourages the learner to behave positively in social situations. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Have an understanding of reasons for feeling confident and lacking confidence 2. Have an understanding of effective participation in social situations 3. Have an understanding of ways to manage stress 4. Set personal objectives and plan for personal progression Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 222 Awards and Certificates in Employability and Personal Development (7546)

225 Unit Developing personal confidence and self awareness Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Have an understanding of reasons for feeling confident and lacking confidence 1. identify a situation when s/he felt confident and how s/he behaved in this situation 2. identify a situation when s/he lacked confidence and how s/he behaved in this situation 3. give an example of how s/he has lack of confidence 4. identify ways in which own behaviour can influence ways in which s/he is viewed by others. For the first criterion (1.1) the learner needs to identify one situation in work or learning or in their personal life when they felt confident. The learner should describe how they behaved or acted. For 1.2 the learner needs to identify one situation when they lacked confidence (felt timid, nervous or shy) and explain how they behaved. For 1.3 the learner needs to give an example in work or learning or in their personal life when they know they are going to lack confidence (feel timid, nervous or shy). For 1.4 the learner needs to identify how other people would have viewed them when they lack confidence. Evidence may be based on the example given in 1.3. Outcome 2 Have an understanding of effective participation in social situations 1. identify and give reasons for social situations which make her/him feel uncomfortable 2. give an example of behaviour which would be inappropriate in a social situation 3. identify ways in which s/he could change her/his attitude and behaviour in social situations to participate more effectively. Awards and Certificates in Employability and Personal Development (7546) 223

226 For the first criterion (2.1) the learner needs to identify three social situations when they have felt uncomfortable and give reasons for this. For 2.2 the learner needs to give an example of inappropriate behaviour in a social setting. Inappropriate behaviour is action, attitude or communication which is not fitting or accepted by others within the situation. For 2.3 the learner needs to identify their attitude and behaviour in social situations (situations may be formal /informal, with friends or new acquaintances). The learner needs to identify ways they can change their attitude to comply with the expected behaviour of others in the group and identify how they can participate more effectively. Outcome 3 Have an understanding of ways to manage stress 1. state what makes her/him feel stressed 2. state how s/he deals with feeling stressed 3. identify techniques which can help reduce stress 4. state ways in which these techniques can help her/him feel better. For the first criterion (3.1) the learner needs to state at least two possible causes of stress in their personal life, or in work or learning. For 3.2 the learner needs to state how they deal with stress they have stated in 3.1. For 3.3 the learner needs to identify at least two techniques to reduce stress which may be therapeutic, medicinal or may relate to strategies developed in work, learning or personal life to reduce opportunities for stress For 3.4 the learner needs to state the benefit of using the techniques identified in 3.3 and explain how they make them feel better. Outcome 4 Set personal objectives and plan for personal progression 1. identify one short term goal 2. produce a simple action plan which identifies ways to meet the goal 3. identify and record achievements which lead to attainment of the goal 4. identify ways in which goal setting has contributed to own self confidence. For the first criterion (4.1) the learner needs to identify one short term goal which relates to their work or learning or personal environment (home / social circle) which may be achieved in the near future (possibly in a day, within a week or within a few months). This may be inserted into an action plan. For 4.2 the learner needs to identify who will support them to achieve the goals, the resources needed and other information as required to enable them to achieve their goal. This information needs to be inserted into a simple action plan (likely in the format of a table) which they will produce. 224 Awards and Certificates in Employability and Personal Development (7546)

227 For 4.3 the learner needs to insert into the action plan with 4.1 and 4.2 the achievements identified. For 4.4 the learner needs to reflect on the completed action plan covering the evidence requirements for and identify how setting the goal and working towards it, built their self confidence. This could be a statement, reflective account or discussion. Awards and Certificates in Employability and Personal Development (7546) 225

228 Unit Developing personal confidence and self awareness How can this unit be delivered? The unit can be delivered to relate to the individual circumstance of the learner. The content may be tailored to the work place, learning environment or may relate to aspects of their own personal development. 226 Awards and Certificates in Employability and Personal Development (7546)

229 Unit Developing personal development skills Level: Level 1 Credit value: 3 UAN: M/500/5469 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 201 Entry 2 Planning for progression 301 Entry 3 Planning for progression 401 Level 1 Planning for progression 514 Level 2 Developing self for learning and work 571 Level 2 Developing personal development skills. Unit aim This unit develops a learner s recognition of their own strengths, weaknesses and ways of selfimprovement. It explores how to make positive decisions in life and how to set action plans. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Acknowledge and recognise their strengths and weaknesses 2. Acknowledge and recognise their skills and investigate ways of self-improvement 3. Acknowledge and assess their current life situation and relationships 4. Develop the ability to make positive decisions 5. Set personal objectives and make action plans for self-improvement Outcome definitions Strengths may include confidence, a hard-working attitude, good organisational skills, the ability to work well in a team, energetic, motivated, helpful, reliable, the ability to communicate well, good interpersonal skills and the ability to solve problems. Skill is the ability to do something well, it may relate to knowledge, aptitude, or a talent that has been identified. Short term goals are set to be achieved in the near future (possibly in a day, within a week or within a few months). Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 227

230 Unit Developing personal development skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Acknowledge and recognise their strengths and weaknesses 1. identify personal strengths and weaknesses. For the first criterion (1.1) the learner needs to identify their strengths and at least three weaknesses where they feel they could improve their skills, abilities, or the way they communicate or interact with others. Outcome 2 Acknowledge and recognise their skills and investigate ways of self-improvement 1. identify personal skills learned in life, work and training 2. state how these could be used in the future. For the first criterion (2.1) the learner needs to identify at least three skills (the ability to do something well; this may relate to knowledge, aptitude or a talent that has been identified) which they have in life or work or training. For 2.2 the learner needs to state how they will be able to use the three skills identified in 2.1 in the future (1 year and five years). Outcome 3 Acknowledge and assess their current life situation and relationships 1. describe their current life situation in realistic terms including home situation and relationships. For the first criterion (3.1) the learner needs to map out their current life, home, family, relationships on a diagram with descriptions or develop a written or oral statement. Outcome 4 Develop the ability to make positive decisions 1. demonstrate the ability to make considered choices in a positive manner. For the first criterion (4.1) the learner needs to show they have been able to make two choices which demonstrates they have considered alternatives, different options, made preferences and have selected the choice in a positive manner (with confidence and assuredly). 228 Awards and Certificates in Employability and Personal Development (7546)

231 Outcome 5 Set personal objectives and make action plans for selfimprovement 1. identify and record personal short term goals 2. produce an action plan for achieving these goals. For the first criterion (5.1) the learner needs to identify at least three short term goals and record these on a simple personal action plan or development plan. For the first criterion (5.2) the learner needs to produce a simple personal action plan or development plan which describes how they will achieve the short term goals identified in 5.1. The learner should describe who will support them to achieve the goals, the resources needed and other information as required to enable them to achieve their goal. Awards and Certificates in Employability and Personal Development (7546) 229

232 Unit Developing personal development skills How can this unit be delivered? This unit can be delivered to support learners develop personal development skills in their work, learning or personal life. 230 Awards and Certificates in Employability and Personal Development (7546)

233 Unit Family relationships Level: Level 1 Credit value: 3 UAN: K/500/4708 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 572 Level 2 Understanding family relationships. Unit aim This unit develops an awareness and understanding of the importance of the roles, responsibilities and needs of family members. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Recognise the changing nature of families 2. Understand the different roles within the family 3. Understand some of the causes and effects of problems in family life 4. Understand their personal responsibilities within the family to family members 5. Recognise that family members have changing needs 6. Develop their own strategies for future direction and personal development as a member of the family unit Outcome definitions Families refer to two or more people who share goals and values, have long-term commitments to one another, and reside usually in the same dwelling place. Family members may or may not share common ancestry. Families can consist of people of different generations. Learners without immediate family should discuss the way evidence should be sourced with their tutor. A scenario may be used for this purpose. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 231

234 Unit Family relationships Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Recognise the changing nature of families 1. describe the variety of forms the family may take. For the first criterion (1.1) the learner needs to describe at least four types of family or create a diagram or poster with annotation or a table which describe the variety of families in society today. Outcome 2 Understand the different roles within the family 1. identify the different roles of members of a family unit. For the first criterion (2.1) the learner needs to identify the different roles of family members identified in 1.1. Outcome 3 Understand some of the causes and effects of problems in family life 1. identify the most common causes of problems and the possible effects these may have on the family. For the first criterion (3.1) the learner needs to identify at least three common causes of problems within families. Common problems are issues that are well publicised as causes of family breakdown. Identify the effects each problem has on the family and family members. Outcome 4 Understand their personal responsibilities within the family to family members 1. identify their main responsibilities to other members within the family. For the first criterion (4.1) the learner needs to identify the responsibilities (legal and moral) of their own family members. Learners without immediate family should discuss the way evidence should be sourced with their tutor. A scenario may be used for this purpose. 232 Awards and Certificates in Employability and Personal Development (7546)

235 Outcome 5 Recognise that family members have changing needs 1. outline how the needs of family members may change as circumstances change. For the first criterion (5.1) the learner needs to outline how the needs of three family members change as circumstances change. Circumstances may be advancing age, changes in finances, education, employment, housing, education, health and well-being, and family and social relationships. The learner may select three members of their own family or another family unit, to outline changes which have occurred. Outcome 6 Develop their own strategies for future direction and personal development as a member of the family unit 1. produce a life plan for the future in relation to their own and their family s needs. For the first criterion (6.1) the learner needs to produce a simple life plan which outlines the future of their own and family needs. The needs will likely refer to education, housing, employment, health and well-being. Learners without immediate family should discuss the way evidence should be sourced with their tutor. A scenario may be used for this purpose. Awards and Certificates in Employability and Personal Development (7546) 233

236 Unit Family relationships How can this unit be delivered? The unit could be delivered holistically, with learners completing a project which could cover all the outcomes for the unit. This unit would provide learners with understanding and insight into family issues which would lead onto other programmes in child / health and social care. 234 Awards and Certificates in Employability and Personal Development (7546)

237 Unit Improving assertiveness and decision making Level: Level 1 Credit value: 3 UAN: R/500/4718 Unit aim This unit develops skills that encourage the learner to become more assertive and to be able to make decisions using self-control. It will also give the opportunity for the learner to recognise the rights and responsibilities of others in given situations. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Speak up for him/herself in a structured situation with confidence 2. Make decisions and choices about him/herself in a structured situation with confidence 3. Recognise the rights and responsibilities of self and others in given situations 4. Understand how to negotiate to achieve a desired outcome 5. Recognise the implications and benefits of self-control and assertiveness Outcome definitions Role playing allows learners to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help learners see a problem from another perspective or demonstrate their ability to communicate and make decisions effectively. The role playing should be well planned so that learners are able to cover the evidence requirements of the unit. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 235

238 Unit Improving assertiveness and decision making Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Speak up for him/herself in a structured situation with confidence 1. make a strong case for him/herself in a structured and supported situation through role play. For the first criterion (1.1) the learner is required to participate in a role play exercise. They will identify and make a strong case (a well considered argument to follow a course of action or make a recommendation). This argument can be communicated to another person or to a small group of people taking part in the role play. The learner may select their own case to pursue or the tutor may offer topics or a scenario which the learner may prepare for the role play. Outcome 2 Make decisions and choices about him/herself in a structured situation with confidence 1. make positive decisions and choices through discussion and role play. For the first criterion (2.1) the learner should be presented with decisions and choices to make during a planned role play. From the options offered, the learners should ask questions, listen and select the preferred options and make decisions and choices in a positive manner. Outcome 3 Recognise the rights and responsibilities of self and others in given situations 1. show in a group discussion that they can recognise own rights and responsibilities and the rights and responsibilities of others. For the first criterion (3.1) the learner needs to participate in a group discussion of three or more people. The discussion should be planned and should be based on a topic which will facilitate discussion and enable the learner to recognise the rights and responsibilities of self and others throughout the discussion which involve turn taking, respect and participation. 236 Awards and Certificates in Employability and Personal Development (7546)

239 Outcome 4 Understand how to negotiate to achieve a desired outcome 1. show in a role-play situation how effective negotiation can be used to achieve a desired outcome. For the first criterion (4.1) the learner needs to show they can negotiate with others to achieve an outcome. This could be evidenced by the participants of a role play having to negotiate between two items of equal worth or to agree a trip. Outcome 5 Recognise the implications and benefits of self-control and assertiveness 1. identify situations in which assertiveness can be used to achieve the desired outcome 2. list the benefits of being assertive. For the first criterion (5.1) the learner needs to identify three situations when being assertive can achieve results. For the first criterion (5.2) the learner needs to list not less than three benefits of being assertive within their personal life. Awards and Certificates in Employability and Personal Development (7546) 237

240 Unit Improving assertiveness and decision making How can this unit be delivered? This unit should be delivered and assessed holistically. The learner should be given the opportunity to develop their communication skills, the ability to negotiate and make decisions and choices through role play. The context of role play should be developed to meet the needs of the learners. 238 Awards and Certificates in Employability and Personal Development (7546)

241 Unit Improving own confidence Level: Level 1 Credit value: 3 UAN: R/500/8901 Unit aim This unit introduces the learner to key factors that can contribute to improving their own confidence. The learner will identify aspects of themselves and their lives that instil them with confidence and explore areas where they can develop and thereby increase their confidence. The focus of the unit is how communication skills, decision making and goal/targeting setting can lead to increased confidence. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know about confidence 2. Know about communication skills and how they can contribute to improving confidence 3. Know about decision-making and associated emotions and feelings 4. Know that having goals/goals targets can increase confidence Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 239

242 Unit Improving own confidence Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know about confidence 1. identify key characteristics of a confident person 2. list personal characteristics, skills and qualities that make him/her feel confident 3. list three things he/she has been successful in 4. outline the reasons why he/she wants to improve their confidence. For the first criterion (1.1) the learner needs to identify at least two characteristics of a confident person, eg body language, voice. For 1.2 the learner needs to reflect on their own feelings to create a list of at least three personal characteristics, skills or qualities that make/help him/her feel confident. For 1.3 the learner needs to list three things he/she has been successful in. For 1.4 the learner needs to outline the reasons why they want to improve his/her confidence. Evidence for 1.1 to 1.4 may be a learner statement or a record of discussion with their assessor or supervisor. Outcome 2 Know about communication skills and how they can contribute to improving confidence 1. indicate how they think improving their communication skills will improve their confidence 2. outline why it is important to receive and respond to others with tolerance and support 3. give two benefits of being able to listen to ideas and opinions, and demonstrate listening to: a) another person on a one-to-one basis b) people in a group situation 4. give two benefits of being able to express ideas and opinions and demonstrate being able to express him/herself to: a) another person on a one-to-one basis b) people in a group situation. 240 Awards and Certificates in Employability and Personal Development (7546)

243 For the first criterion (2.1) the learner needs to consider verbal, non-verbal and/or written communication skills and indicate how he/she thinks improving his/her communication skills will improve his/her confidence. Evidence may be a learner statement. For 2.2 the learner needs to outline why it is important to receive and respond to others with tolerance and support. They may consider times when they may have their tolerance stretched by the communication styles of others eg someone who is rude or abusive, someone with a speech impediment, letters that seem threatening or unclear. Evidence may be a learner statement. For 2.3 the learner needs to give two benefits of being able to listen to ideas and opinions, and demonstrate listening in both a one-to-one and a group situation. The learner should be aware of the basic rules for conversation and discussion eg listening, reflecting, moving the conversation forward, taking turns and demonstrate effective listening. Evidence may be a learner statement AND assessor observation/witness statement. For 2.4 the learner needs to give two benefits of being able to express ideas and opinions and demonstrate being able to express him/herself in both a one-to-one and a group situation. The learner should give a clear indication of how they personally would benefit from making a contribution to a discussion eg they may feel accepted, valued, included. Evidence may be a learner statement AND assessor observation/witness statement. Outcome 3 Know about decision-making and associated emotions and feelings 1. outline how being an effectual decision-maker can lead to increased confidence 2. identify an occasion when he/she has made an important: a) personal decision b) decision with another person(s) 3. list three things that he/she considered when making the: a) personal decision b) decision with another person(s) 4. give an example of a likely emotion/feeling that someone might experience when they feel: a) fully involved in the decision-making b) marginally involved or excluded from the decision-making 5. indicate how these feelings might impact on confidence. Awards and Certificates in Employability and Personal Development (7546) 241

244 For the first criterion (3.1) the learner needs to define the term "decision-maker" and outline how being an effectual decision-maker can lead to increased confidence. They may consider the sort of decisions they could make currently and the decisions they would wish to be able to make and why this would improve their confidence. They may wish to reflect on a situation when they were unable to make a decision and had to be guided by the decision making of others. For 3.2 the learner needs to identify an occasion when he/she has made an important personal decision and when he/she has made an important decision with another person. For 3.3 the learner needs to list three things that he/she considered when making each of the decisions in 3.2. For 3.4 the learner needs to give an example of a likely emotion/feeling that someone might experience when they feel fully involved in the decision-making and also when someone is marginally involved or excluded from the decision-making. For 3.5 the learner needs to indicate how these feelings identified in 3.4 might impact on confidence. Evidence for 3.1 to 3.5 may be a learner statement. Outcome 4 Know that having goals/goals targets can increase confidence 1. indicate the relevance of having specific goals and setting targets to increasing confidence 2. list one short term goal and one long term goal for both of the following: a) personal b) career/ education 3. identify three ways in which their personal and career/education goals can be achieved 4. outline the steps he/she will take to achieve one of the identified goals. For the first criterion (4.1) the learner needs to indicate the relevance of having specific goals and setting targets to increasing confidence. Learners may consider the use of small realistic targets and how they may feel when they meet their targets. Evidence may be a learner statement. For 4.2 the learner needs to list one short term goal and one long term goal for personal life and one short term goal and one long term goal for career/ education. For 4.3 the learner needs identify at least three ways they plan to achieve each of the goals in 4.2. For 4.4 the learner needs to outline the steps he/she will take to achieve one of the identified goals from 4.2. Evidence for 4.2 to 4.4 may be recorded as part of a tutorial and/or recorded on an ILP. 242 Awards and Certificates in Employability and Personal Development (7546)

245 Unit Improving own confidence How can this unit be delivered? Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 243

246 Unit Introduction to alcohol awareness for the individual Level: Level 1 Credit value: 3 UAN: L/500/5382 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 361 Entry 3 Introduction to issues of substance misuse 379 Entry 3 Drug and alcohol awareness 574 Level 2 Introduction to alcohol awareness for the individual. Unit aim This unit develops an understanding of the harmful effects of drink and possible health issues and where to seek help if needed. Learning outcomes There are seven learning outcomes to this unit. The learner will be able to: 1. Know about differences in unit strengths 2. Know the possible causes of alcohol misuse 3. Recognise some of the physical and psychological effects of alcohol misuse 4. Be aware of the effects that alcohol misuse can have on others 5. Be aware of the health issues associated with alcohol misuse 6. Recognise the effects of withdrawing from alcohol 7. Know some of the agencies offering help and information about alcohol misuse Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 244 Awards and Certificates in Employability and Personal Development (7546)

247 Unit Introduction to alcohol awareness for the individual Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know about differences in unit strengths 1. State the unit strength of at least four alcoholic drinks. For the first criterion (1.1) the learner needs to state the unit strength of at least four different alcoholic drinks. The learner must understand the size of the drink does not mean there is more or less alcohol. The amount of pure alcohol in the drink defines the value of the unit, 10ml of pure alcohol = 1 unit (UK). Evidence may be an information leaflet or poster produced by the learner. Outcome 2 Know the possible causes of alcohol misuse 1. identify reasons why people may misuse alcohol. For the first criterion (2.1) the learner needs to identify at least two reasons why people may misuse alcohol. The reasons they choose might be those that are familiar to them and should be dealt with sensitively. Evidence may be a written statement. Outcome 3 Recognise some of the physical and psychological effects of alcohol misuse 1. list some psychological and physical effects of alcohol misuse. For the first criterion (3.1) the learner needs to list at least two psychological and at least two physical effects of alcohol misuse. The learner must fully understand the mental health issues and the effect on a person s appearance that alcohol misuse brings. Evidence may be a fact sheet produced by the learner. Awards and Certificates in Employability and Personal Development (7546) 245

248 Outcome 4 Be aware of the effects that alcohol misuse can have on others 1. state at least one effect that alcohol misuse can have on each of the following: family, friends, society. For the first criterion (4.1) the learner needs to state at least one effect that alcohol misuse can have on each of the following: family, friends, and society. The effects they choose could be linked to 2.1 and 3.1 and must be dealt with sensitively. The learner must understand how alcohol not only affects the person but also affects those close to them. Evidence may be a learner statement or the learner might prefer to have a 1:1 discussion with an observation record as their evidence. Outcome 5 Be aware of the health issues associated with alcohol misuse 1. list ways in which alcohol misuse can impact on health, for example, nutrition, liver, heart, mental health, sexual health. For the first criterion (5.1) the learner needs to list at least four different ways in which alcohol misuse can impact on health, for example, nutrition, liver, heart, mental health and sexual health. As well as listing the different ways the learner should give a brief explanation about the impact each has on a person s health. Evidence could be a fact sheet or information leaflet produced by the learner. Outcome 6 Recognise the effects of withdrawing from alcohol 1. list the effects of withdrawing from alcohol. For the first criterion (6.1) the learner needs to list the effects of withdrawing from alcohol. The effects they list should be those that are most commonly recognised once a person decides to cut down or stop drinking, for example, shaking, sweating, and headaches. The list could be part of an information leaflet produced by the learner. Outcome 7 Know some of the agencies offering help and information about alcohol misuse 1. identify sources of help and information in relation to alcohol abuse. For the first criterion (7.1) the learner needs to identify at least four sources of help and information in relation to alcohol abuse. The learner should investigate different agencies, both nationally and locally. At least two of the sources should be nationally recognised agencies and at least two of the sources should be local agencies. Evidence may be information from websites and/or leaflets. 246 Awards and Certificates in Employability and Personal Development (7546)

249 Unit Introduction to alcohol awareness for the individual How can this unit be delivered? This unit could be delivered as part of a healthy lifestyle programme. Potential resources These websites might be useful: children_families.index.htm ?gclid=CIqf9NbXwqMCFQIB4wod2VOKaw Awards and Certificates in Employability and Personal Development (7546) 247

250 Unit Introduction to drug awareness for the individual Level: Level 1 Credit value: 3 UAN: Y/500/5384 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 361 Entry 3 Introduction to issues of substance misuse 379 Entry 3 Drug and alcohol awareness 498 Level 1 Introduction to drug awareness for the individual 523 Level 2 Introduction to drug awareness 575 Level 2 Introduction to drug awareness. NOTE: Learners wishing to claim this unit have until 30 April 2014 to do so as this unit has been withdrawn and has been replaced by unit 498 Level 1 Introduction to drug awareness for the individual. Unit aim This unit develops an understanding of the harmful effects of drug abuse and possible health issues and where to seek help if needed. Learning outcomes There are seven learning outcomes to this unit. The learner will be able to: 1. Know the differences between types of drugs, including their legal status 2. Be aware of some of the causes of drug misuse 3. Recognise some of the physical and psychological effects of drug misuse 4. Understand the impact that drug misuse may have on others 5. Understand some of the health issues associated with drug misuse 6. Recognise some of the effects of withdrawing from drugs 7. Be aware of agencies offering help and information on drug misuse Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 248 Awards and Certificates in Employability and Personal Development (7546)

251 Unit Introduction to drug awareness for the individual Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know the differences between types of drugs, including their legal status 1. identify at least two different types of drugs, for example, stimulants and depressants 2. classify those identified as class A or class B drugs. For the first criterion (1.1) the learner needs to identify at least two different types of drugs, for example, stimulants and depressants. The learner should understand the difference between class A and class B drugs. The types of drugs they identify should be in the class A and/or class B category and should be the most common types of drugs or substances that are abused. Evidence may be a written statement. For 1.2 the learner needs to classify the types of drugs identified in (1.1) as class A or class B drugs. Evidence could be included in their written statement for (1.1). Outcome 2 Be aware of some of the causes of drug misuse 1. identify possible reasons as to why people may misuse drugs. For the first criterion (2.1) the learner needs to identify at least two possible reasons as to why people may misuse drugs. The reasons they choose might be those that are familiar to them and should be dealt with sensitively. The reasons why people may misuse drugs, the learner should know about, should include peer pressure, stress, thrill, curiosity. Evidence may be written notes following a group discussion. Outcome 3 Recognise some of the physical and psychological effects of drug misuse 1. identify some of the physical and psychological effects of drug misuse. Awards and Certificates in Employability and Personal Development (7546) 249

252 For the first criterion (3.1) the learner needs to identify at least two of the physical effects of drug misuse and at least two of the psychological effects of drug misuse. The learner must fully understand the mental health issues and the effect on a person s appearance that drug misuse brings. Evidence could be a fact sheet produced by the learner. Outcome 4 Understand the impact that drug misuse may have on others 1. list some of the effects that drug misuse may have on others, for example, family, friends, society. For the first criterion (4.1) the learner needs to list some of the effects that drug misuse may have on others, for example, family, friends, and society. The effects they list could be linked to (1.1), (2.1) and (3.1) and should be dealt with sensitively. The learner must understand how drug misuse not only affects the person but also affects those close to them. Evidence may be a learner statement or the learner might prefer to have a 1:1 discussion with an observation record as their evidence. Outcome 5 Understand some of the health issues associated with drug misuse 1. identify some of the ways in which drug misuse can have an impact on health, for example, HIV, hepatitis B and C, mental health, sexual health. For (5.1) the learner needs to identify at least four different ways in which drug misuse can have an impact on health, for example, HIV, hepatitis B and C, mental health, sexual health. As well as identifying the ways the learner should give a brief explanation about the impact each has on a person s health. Evidence could be a fact sheet or information leaflet produced by the learner. Outcome 6 Recognise some of the effects of withdrawing from drugs 1. identify at least two effects of withdrawing from drugs. For 6.1 the learner needs to identify at least two effects of withdrawing from drugs. The learner should be familiar with some of the symptoms associated with withdrawal from drugs for example emotional, physical and some of the more dangerous symptoms. Evidence could be a fact sheet or information leaflet produced by the learner. 250 Awards and Certificates in Employability and Personal Development (7546)

253 Outcome 7 Be aware of agencies offering help and information on drug misuse 1. identify sources of help and information in relation to drug misuse. For 7.1 the learner needs to identify at least four sources of help and information in relation to drug misuse. The learner should investigate different agencies, both nationally and locally. At least two of the sources should be nationally recognised agencies and at least two of the sources should be local agencies. Evidence may be information from websites and/or leaflets. Awards and Certificates in Employability and Personal Development (7546) 251

254 Unit Introduction to drug awareness for the individual How can this unit be delivered? This unit could be delivered as part of a healthy lifestyle programme and in conjunction with Unit 042 Introduction to Alcohol Awareness. Potential resources These websites might be useful: m Awards and Certificates in Employability and Personal Development (7546)

255 Unit Prepare for interview Level: Level 1 Credit value: 1 UAN: K/500/8886 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 521 Level 2 Performing effectively at interviews. Unit aim This unit will provide the learner with a structure in which they can gain an understanding of the processes that need to be followed in order to prepare both mentally and physically for an interview situation. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand the purpose of an interview 2. Demonstrate an understanding of how to prepare for an interview Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 9 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 253

256 Unit Prepare for interview Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the purpose of an interview 1. state the purpose of an interview for both an interviewer and interviewee 2. state why interviewers use open questions 3. list four questions to ask the interviewer and state their relevance in one of the following interview situations: a) sixth form b) further education c) higher education d) apprenticeship e) work-based placement f) employment (full-time) g) employment (part-time). For the first criterion (1.1) the learner needs to state the purpose of an interview for a) the interviewer and b) the interviewee. For 1.2 the learner needs to state why interviewers use open questions rather than closed questions. For 1.3 the learner needs to list four questions to ask the interviewer and state how these questions are relevant to one of the interview situations listed. Outcome 2 Demonstrate an understanding of how to prepare for an interview 1. state what s/he would include in a portfolio of evidence and its purpose for an interview for one of the following: a) sixth form b) further education c) higher education d) apprenticeship e) work-based placement f) employment (full-time) g) employment (part-time) 2. identify the skills/knowledge/experiences and interests that can be used to promote them effectively in an interview situation. 254 Awards and Certificates in Employability and Personal Development (7546)

257 For the first criterion (2.1) the learner needs to state a) what they would include in a portfolio of evidence and b) its purpose for an interview. A portfolio of evidence could include certificates, examples of work, driving licence and a permit to work. For 2.2 the learner needs to identify the skills/knowledge/experiences and interests that can be used to promote them effectively in an interview situation. The learner does not need to identify something from each category but should identify a range of skills and/or knowledge and/or experiences and/or interests to promote them effectively. Awards and Certificates in Employability and Personal Development (7546) 255

258 Unit Prepare for interview How can this unit be delivered? Visits could be organised to the Careers Advisory Service and/or to particular employers, training providers or colleges. External speakers such as Information, Advice and Guidance (IAG) professionals could be invited to talk to the learners and discuss their individual plans. Employers could offer an insight into the interview process. Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

259 Unit Recognising employment opportunities Level: Level 1 Credit value: 1 UAN: D/500/5306 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 203 Entry 2 Career planning and making applications 303 Entry 3 Career planning and making applications 403 Level 1 Career planning and making applications 503 Level 2 Career planning and making applications. Unit aim This unit enables the learner to understand different types of work, labour markets and employment opportunities which exist locally and in the wider world. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Appreciate different types of work 2. Appreciate the concept of the labour market Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 9 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 257

260 Unit Recognising employment opportunities Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Appreciate different types of work 1. list the key characteristics, and one advantage and/or disadvantage of each of the following: a) employment b) self-employment c) unemployment d) voluntary work. For this criterion (1.1) the learner needs to list the key characteristics, and one advantage and/or disadvantage of each of the following: a) employment b) self-employment c) unemployment d) voluntary work. Key characteristics may relate to responsibility, income, motivation. Evidence may be a table with the headings: key characteristics, advantage, disadvantage Outcome 2 Appreciate the concept of the labour market 1. give a meaning of the term labour market 2. list the key characteristics of the following labour markets: a) local b) national c) European d) global 3. list the main employment opportunities in their local labour market. 258 Awards and Certificates in Employability and Personal Development (7546)

261 For the first criterion (2.1) the learner needs to give a meaning of the term labour market. Evidence may be a learner statement. For 2.2 the learner needs to list the key characteristics of of the following labour markets: a) local b) national c) European d) global. Evidence may be a table or learner statement For 2.3 the learner needs to list the main employment opportunities in their local labour market. Evidence may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 259

262 Unit Recognising employment opportunities How can this unit be delivered? Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

263 Unit Sex and relationship education Level: Level 1 Credit value: 3 UAN: F/500/4746 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 362 Entry 3 Develop an awareness of social and physical aspects of adult relationships 524 Level 2 Sex and relationships education 576 Level 2 Sex and relationships education. Unit aim This unit develops understanding of a range of relationships and family lifestyles and the rights and responsibilities that individuals have within these relationships. It also explores the law in relation to sex and sexuality and how the body works. Learning outcomes There are seven learning outcomes to this unit. The learner will be able to: 1. Understand a range of relationships, sexuality and family lifestyles and recognise the impact of cultural and individual differences 2. Understand the qualities and attributes which help individuals form positive consensual relationships 3. Understand that individuals have rights and responsibilities within a relationship 4. Understand elements of the law in relation to sex and sexuality 5. Understand how the body works in relation to sexual activity 6. Understand the range and purpose of male and female contraception methods 7. Be aware of the agencies able to give help, advice and treatment on contraceptive and sexual health Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 261

264 Unit Sex and relationship education Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand a range of relationships, sexuality and family lifestyles and recognise the impact of cultural and individual differences 1. outline at least three examples of different types of relationships and sexuality 2. state how they are different 3. suggest how cultural and individual differences may impact upon relationships. For the first criterion (1.1) the learner needs to outline at least three examples of different types of relationships and sexuality. The learner must know about different types of relationships that can be established with different types of people, for example, long term marriage, short term romance, healthy relationship etc and the types of sexuality that may be associated with these relationships, for example, heterosexuality, homosexuality and bisexuality. Evidence could be a chart. For 1.2 the learner needs to state how they are different. Using their evidence in (1.1) the learner must explain the differences between each of the different types of relationships and sexuality given in their examples. Evidence may be included on their chart. For 1.3 the learner needs to suggest how cultural and individual differences may impact upon relationships. This criterion provides opportunities for a group discussion involving learners with different cultural backgrounds to each contribute and put forward their own points of view. Evidence could be written notes about the discussion or video evidence of discussion Outcome 2 Understand the qualities and attributes which help individuals form positive consensual relationships 1. give examples of qualities and attributes which help people form positive consensual relationships. 262 Awards and Certificates in Employability and Personal Development (7546)

265 For the first criterion (2.1) the learner needs to give at least four examples of qualities and attributes which help people form positive consensual relationships. They qualities and attributes they may give could be to do with honesty, trust, friendship, love and understanding. The learner should be aware why the examples they chose contribute to a positive consensual relationship. Evidence could be a written statement. Outcome 3 Understand that individuals have rights and responsibilities within a relationship 1. give examples of different rights and responsibilities within a relationship For the first criterion (3.1) the learner needs to give at least two examples of different rights and their responsibilities within a relationship. They should also understand that jointly respecting relationship rights and responsibilities is a way of ensuring a healthy relationship. Evidence could be a chart with evidence listed under the headings of rights and responsibilities. Outcome 4 Understand elements of the law in relation to sex and sexuality 1. state the legal issues in relation to age of consent, marriage, cohabitation and abuse. For the first criterion (4.1) the learner needs to state at least two examples of the legal issues in relation to each of the following, age of consent, marriage, cohabitation and abuse. The learner should know about the legal requirements in relation to age and sexuality and the consequences if the law is not adhered to. Evidence could be an information leaflet. Outcome 5 Understand how the body works in relation to sexual activity 1. name and label given body parts 2. comment on how the body functions during sexual activity. Awards and Certificates in Employability and Personal Development (7546) 263

266 For the first criterion (5.1) the learner needs to name and label given body parts. The parts the learner will need to label will be all those to do with sexual activity. This could be an opportunity to invite an outside speaker to the group with specialist knowledge. This will allow the learner to take part in a discussion and ask questions they may feel embarrassed to ask someone they know. Evidence could be a worksheet activity. For (5.2) the learner needs to comment on how the body functions during sexual activity. The learner should be aware of the effect of sexual activity on both the female and male sex organs and any other parts of the body that may be affected during sexual activity. This criterion should be linked with (5.1) and included in the discussion. Written notes made during the discussion of what they have found out about how the body functions during sexual activity could provide their evidence. Outcome 6 Understand the range and purpose of male and female contraception methods 1. give at least three examples of contraception and their purpose 2. identify which methods protect against sexually transmitted infections 3. put a condom on a dummy. For the first criterion (6.1) the learner needs to give at least three examples of contraception and their purpose. The learner should be made aware of the range of different contraception methods available, for example, male and female condoms, hormonal methods, contraceptive devices. The examples they choose must include both male and female contraception methods. Evidence could be an information leaflet explaining the purpose of each method. For (6.2) the learner needs to identify which methods protect against sexually transmitted infections. The learner should be aware that sexually transmitted infections (STIs) are diseases passed on through intimate sexual contact. The most common in the UK are chlamydia, genital warts and gonorrhoea. They should understand the importance of using contraceptive protection against STIs. This criterion could be taught alongside (6.1) investigating the effectiveness of contraception in relation to protecting against sexually transmitted infections. The methods they identify may be different from those in (6.1) and could be included in their information leaflet. For (6.3) the learner needs to put a condom on a dummy. The learner should be made aware of the purpose of using a condom and that condoms are available for both male and female protection. They should be given the opportunity to put a condom on a dummy penis and in a dummy vagina. An annotated photograph or video would be the best form of evidence. Outcome 7 Be aware of the agencies able to give help, advice and treatment on contraceptive and sexual health 1. identify a range of agencies able to give help and advice on contraception and sexual health 2. outline the help they provide. 264 Awards and Certificates in Employability and Personal Development (7546)

267 For the first criterion (7.1) the learner needs to identify a range of agencies able to give help and advice on contraception and sexual health. They should identify at least six different agencies, at least three should be national agencies and at least three should be local agencies. Evidence may be information from websites and/or leaflets. For (7.2) the learner needs to outline the help they provide. As well as identifying the range of agencies (7.1) the learner must explain the type of help and advice each of them provide. Evidence could be a chart or information sheet. Awards and Certificates in Employability and Personal Development (7546) 265

268 Unit Sex and relationship education How can this unit be delivered? This unit could be delivered as part of a healthy lifestyle or sexual awareness programme. Potential resources These websites might be useful: %E2%80%93-what-you-need-to-know/ t html Awards and Certificates in Employability and Personal Development (7546)

269 Unit Understanding eating disorders Level: Level 1 Credit value: 1 UAN: J/500/4747 Unit aim This unit develops awareness of eating disorders and the link between food and feelings. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise certain eating disorders 2. Understand the link between food and feelings Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 9 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 267

270 Unit Understanding eating disorders Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Recognise certain eating disorders 1. identify three eating disorders and list their signs, symptoms and effects. For the first criterion (1.1) the learner needs to identify at least three eating disorders and list their signs, symptoms and effects. Eating disorders could include anorexia, bulimia, compulsive overeating, obesity. Evidence may be highlighted text on leaflets, a learner statement or an assessor observation of a short talk. Outcome 2 Understand the link between food and feelings 1. suggest one thing that may encourage an individual to feel positive about themselves 2. suggest one thing that may lead to an individual feeling negative about themselves 3. list two reasons why we may eat when we are not hungry. For the first criterion (2.1) the learner needs to suggest one thing that may encourage an individual to feel positive about themselves. For 2.2 the learner needs to suggest one thing that may lead to an individual feeling negative about themselves Issues that may contribute to negative feelings include poor communication with friends and family, low self esteem due to abuse, loss of job, break up of a relationship. For 2.3 the learner needs to list two reasons why we eat other than through hunger eg habit, boredom, peer pressure. Evidence for 2.1 to 2.3 may be a learner statement or an assessor observation of a short talk or discussion highlighting the learner s input. 268 Awards and Certificates in Employability and Personal Development (7546)

271 Unit Understanding eating disorders How can this unit be delivered? Evidence could be from records of discussion, voice recordings, video, assessor/learner statement. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 269

272 Unit Understanding stress and stress management techniques Level: Level 1 Credit value: 3 UAN: M/500/5486 Unit aim This unit develops understanding of the symptoms and causes of stress and how to relax and use coping strategies. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Recognise the symptoms of stress 2. Show knowledge of the possible causes of stress 3. Understand the benefits of using relaxation as a strategy 4. Show an understanding of coping strategies 5. Practice a number of relaxation techniques Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 270 Awards and Certificates in Employability and Personal Development (7546)

273 Unit Understanding stress and stress management techniques Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Recognise the symptoms of stress 1. state what is meant by stress 2. list the symptoms of stress 3. record the effect of stress on the body 4. comment on different types of stress. For the first criterion (1.1) the learner needs to state the meaning of the term stress eg anxiety, mind and body reaction to situations, the unknown threat. For 1.2 the learner needs to list at least three symptoms of stress eg increased heart rate, sweating excessively, excess energy. For 1.3 the learner needs to record the effect of stress on the body. The learner may prepare a leaflet of chart showing symptoms and the effect they then have on the body such as feel very hot or very cold or exhaustion. For 1.4 the learner needs to comment on at least three different types of stress eg work related, relationships, parenting, financial. Evidence for 1.1 to 1.4 may be a learner statement. Outcome 2 Show knowledge of the possible causes of stress 1. using examples, outline the possible causes of stress 2. give examples of own stressors. For the first criterion (2.1) the learner needs to look at two case studies or real life situations and outline the possible causes of stress in each. For 2.2 the learner needs to reflect on their own experiences and give at least two examples of things that trigger personal stress for themselves. Evidence for 2.1 and 2.2 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 271

274 Outcome 3 Understand the benefits of using relaxation as a strategy 1. identify different strategies for relaxing during times of stress 2. state how these strategies help to reduce stress. For the first criterion (3.1) the learner needs to identify three different strategies eg relaxation techniques such as breathing control, controlled posture. For 3.2 the learner needs to state how each of the techniques they have identified in 3.1 would be effective in the reduction of stress, eg breathing more slowly could bring control back to the situation and slow the heart rate. Evidence for 3.1 and 3.2 may be a learner statement, short report or leaflet. Outcome 4 Show an understanding of coping strategies 1. identify a range of strategies for reducing and managing stress 2. show how to use at least one of these strategies and outline the benefits. For 4.1 the learner needs to identify a range of strategies for dealing with stress, these could include things like attending yoga classes, workshops for support, exercise, changing diet etc. For 4.2 the learner needs to show how to use at least one of these strategies and outline the benefits. The learner should use one of the strategies and outline the benefits he/she received or the anticipated benefits. Evidence for 4.1 and 4.2 may be a short presentation including a demonstration of the technique. Outcome 5 Practice a number of relaxation techniques 1. identify areas of possible tension in the body when stressed 2. demonstrate different techniques for relieving tension and stress 3. comment on their effectiveness. For the first criterion (5.1) the learner needs to identify areas of possible tension in the body. Evidence may be a body plan showing the areas that are affected by stress, such as heart, breathing, shoulders, and neck. For 5.2 the learner needs to demonstrate different techniques for relieving tension and stress. The learner should become actively involved in tension management techniques. A recording of the outcomes will be required for 5.3. Evidence may be a witness statement or record of attendance for practical activities. For 5.3 the learner needs to reflect and comment on the effectiveness of the techniques they employed in 5.2. Evidence may be a learner statement. 272 Awards and Certificates in Employability and Personal Development (7546)

275 Unit Understanding stress and stress management techniques How can this unit be delivered? Learners should have the opportunity to research and experience a variety of relaxation techniques. Guest speakers or visits to clubs specialising in relaxation may be useful. Potential resources These websites might be useful: is a direct link to publications related to workplace stress Awards and Certificates in Employability and Personal Development (7546) 273

276 Unit Use tools and equipment for a practical activity Level: Level 1 Credit value: 2 UAN: K/600/3245 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 581 Level 2 Use tools and equipment for a practical activity 802 Entry 2 Recognise, use and care for basic construction hand tools 803 Entry 2 Recognise, use and care for woodworking hand tools 805 Entry 3 Recognise and use hand tools and materials used in construction 806 Entry 3 Recognise and use hand tools and materials used in decorating 827 Entry 3 Introduction to brickwork 828 Entry 3 Introduction to carpentry and joinery 864 Entry 3 Painting and Decorating Skills 865 Entry 3 Painting and Decorating: Cutting and Hanging Wall Coverings. Unit aim This unit can be used in different contexts and is about developing skills to use different tools and equipment for a practical activity. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to use tools and equipment for an agreed activity 2. Know how to care for, maintain and store a range of tools and equipment Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 18 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 274 Awards and Certificates in Employability and Personal Development (7546)

277 Unit Use tools and equipment for a practical activity Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know how to use tools and equipment for an agreed activity 1. state the purpose of tools and equipment suitable for the agreed activity 2. state and follow the safety precautions associated with the tools and equipment used for the agreed activity 3. use appropriate tools and equipment to produce an agreed artefact or complete an agreed task. For the first criterion (1.1) the learner needs to agree an activity with their tutor/assessor and then state the purpose of all the tools and equipment required to complete the activity. For 1.2 the learner needs to state and follow the safety requirements for each tool that they will be using. This could include electrical safety, sharp items, heavy objects etc. For 1.3 the learner needs to use the appropriate tools and equipment for the agreed task. Evidence for 1.1 to 1.3 must include an assessor/witness statement. Photographs and learner statements may also be used. Outcome 2 Know how to care for, maintain and store a range of tools and equipment 1. outline the care and/or maintenance needed by the tools used in producing the agreed artefact or completing the agreed task 2. state and follow the safety precautions relevant to the care and/or maintenance of the tools used in producing the agreed artefact or completing the agreed task 3. carry out as directed care and/or maintenance of the tools and/or equipment used in producing the agreed artefact or completing the agreed task 4. make safe and/or store safely tools and equipment as directed 5. clean and tidy the work area. Awards and Certificates in Employability and Personal Development (7546) 275

278 For the first criterion (2.1) the learner needs to outline the care that each piece of equipment and/or tool that they have used will need to maintain it in good order. The learner should be able to give one fact related to the care of each tool or piece of equipment they have used For 2.2 the learner needs to state and follow the safety precautions relevant to safe care of the tools and equipment they have used for the activity. The learner must state the care that will be carried out, to their assessor/supervisor, prior to completing the task. For 2.3 the learner needs to carry out as directed the care and/or maintenance of the tools and/or equipment used in producing the agreed artefact or completing the agreed task The learner should be given instruction and/or a demonstration of care of particular equipment and they must then demonstrate how they will carry this care and/or maintenance through. For 2.4 the learner needs to make safe and/or store safely tools and equipment as directed The learner should ensure that all the tools and equipment they have used for a particular task or activity are stored away and ready for future usage. For 2.5 the learner needs to demonstrate that they can clean and tidy the work area after they have completed the task and remove any waste materials. Evidence for 2.1 to 2.5 must be supported by an assessor/witness statement. Photographs and learner statements may also be used. 276 Awards and Certificates in Employability and Personal Development (7546)

279 Unit Use tools and equipment for a practical activity How can this unit be delivered? This is a very practical unit and the evidence should reflect this. Use of photographic, video, voice recorded evidence can be used as well as witness/assessor statements to support the practical activities completed. Awards and Certificates in Employability and Personal Development (7546) 277

280 Unit Understanding young people, law and order Level: Level 1 Credit value: 3 UAN: R/500/5481 Unit aim This unit develops understanding of why young people become involved in crime and consequences of these actions. The unit introduces knowledge of the Criminal/Youth justice system and support networks. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand why young people become involved in crime 2. Appreciate the consequences of crime on different people 3. Demonstrate knowledge of the Criminal/Youth Justice System 4. Appreciate custodial and alternative forms of sentences 5. Appreciate the role of a local agency Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 278 Awards and Certificates in Employability and Personal Development (7546)

281 Unit Understanding young people, law and order Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand why young people become involved in crime 1. outline two reasons why young people become involved in crime. For the first criterion (1.1) the learner needs to outline two reasons why young people become involved in crime. The range of reasons could include homelessness, drug and alcohol abuse, peer pressure. Evidence may be a learner statement. Outcome 2 Appreciate the consequences of crime on different people 2. identify the consequences of a given crime for: a) the victim b) the offender c) others. For the first criterion (2.1) the learner needs to identify the consequences of a given crime on a range of people. There must be an understanding of the impact it will have on the victim (and possibly the victim s family), the offender (and the offender s family), and others such as members of the community. Evidence may be a learner statement. Outcome 3 Demonstrate knowledge of the Criminal/Youth Justice System 1. identify and outline each stage of the Criminal/Youth Justice System from reporting through to sentencing 2. list the people involved at each stage For the first criterion (3.1) the learner needs to identify and outline each stage of the Criminal/Youth Justice system from initial report through to sentencing and beyond. For 3.2 the learner needs to list the people involved at each stage of the Justice system identified in 3.1. People involved may include police officers, magistrates, judges, probation officers. Evidence for 3.1 and 3.2 may be a learner statement or annotated diagram/flow chart. Awards and Certificates in Employability and Personal Development (7546) 279

282 Outcome 4 Appreciate custodial and alternative forms of sentences 1. state two arguments for and two arguments against custodial sentences 2. list two alternative forms of sentence. For the first criterion (4.1) the learner needs to state two arguments for and two arguments against custodial sentences. The learner should have a basic understanding of the sort of crimes which may attract custodial sentences in order to attempt this. For 4.2 the learner needs to list at least two alternatives sentences to custody. Evidence for 4.1 and 4.2 may be a learner statement. Outcome 5 Appreciate the role of a local agency 1. outline the support offered to young offenders or their victims by one local agency, for example, Youth Offending Team, Probation Service, and Victim Support. For the first criterion (5.1) the learner needs to identify one support agency to investigate and outline the support offered to young offenders or their victims. Evidence may be a learner statement. 280 Awards and Certificates in Employability and Personal Development (7546)

283 Unit Understanding young people, law and order How can this unit be delivered? Learners may benefit from visiting speakers and/or a visit to a local magistrates court. A video or case study showing different points of view may be helpful. Potential resources Local police will usually have an educational liaison officer who will come and work with learners. Probation service and magistrates courts have educational programmes offering speakers and court visits. This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 281

284 Unit Understanding rights and responsibilities of citizenship Level: 1 Credit value: 3 UAN: A/500/4793 Unit aim The aim of this unit is to help the learner to be able to understand all aspects of citizenship and to demonstrate an understanding of basic human rights, the reasons for laws, the democratic and electoral processes and the rights and responsibilities of individuals within society. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of human rights 2. Demonstrate an understanding of the law in a specific situation and in society 3. Demonstrate understanding of the democratic and electoral process 4. Demonstrate understanding of rights and responsibilities Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 282 Awards and Certificates in Employability and Personal Development (7546)

285 Unit Understanding rights and responsibilities of citizenship Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of Entry 2? The assessment criteria for this level go beyond the requirements at Entry 2. For example, at Entry 2 the learner agrees areas for improvement and agrees an action plan or contract whereas at this level the learner identifies areas for improvement and contributes to an action plan or contract. Outcome 1 Demonstrate an understanding of human rights 1. identify with examples, two basic human rights. For the first criterion (1.1) the learner needs to identify two basic human rights eg Right to live, exist Right to have a family To own property Free Speech Safety from violence Fair trial To be innocent until proven guilty To be a citizen of a country The right to express his or her sexual orientation To vote To seek asylum if a country treats you badly To think freely To believe and practice the religion a person wants To peacefully protest against a government or group To education To communicate through a language Not be forced into marriage Awards and Certificates in Employability and Personal Development (7546) 283

286 Outcome 2 Demonstrate an understanding of the law in a specific situation and in society 1. state three reasons why society needs rules. 2. for a given, specific situation state: a) why we need laws b) how laws are made c) how laws are enforced. For the first criterion (2.1) the learner needs to state why society needs rules eg in order to maintain peace and to protect the population as a whole. If there were no set boundaries, then mayhem and chaos would ensue. For 2.2a the learner needs to state why laws are made eg to set out the expectations for behaviour so that a group of people can live peacefully together, and set punishment for anyone who disregards those rules. For 2.2b the learner needs to state how laws are made eg by the government of a country starting with a bill. For 2.2c the learner needs to state how laws are enforced eg by the people or the department authorised to do so (eg the Department of Health). Criminal laws are enforced by the police, and civil laws, such as those regulating a trade, are enforced by a department that is given authority over that trade or law. Each individual law will state how it is to be enforced and by whom. 284 Awards and Certificates in Employability and Personal Development (7546)

287 Outcome 3 Demonstrate understanding of the democratic and electoral process 1. outline the ways in which one of the following elections is carried out: d) school council elections e) local elections f) national elections 2. outline three of the main roles of one of the following: g) a school council representative h) a local councillor i) an MP. For the first criterion (3.1) the learner needs to outline the way an election is carried out from one of the three in the list. Eg for local elections people vote for the councillors who run their local services. The councillors are elected for a set term (time frame). For 3.2 the learner needs to outline three of the main roles for one of the job roles listed eg for and MP some of their main roles are to represent their constituents in Parliament, to play a part in making laws, to deal with constituents' problems, to scrutinise the actions of government, to bring matters to public attention through questions and debates. Outcome 4 Demonstrate understanding of rights and responsibilities. 1. identify two of his/her rights and responsibilities as a: a) consumer b) member of a community. 2. identify the main functions of: a) the Citizens Advice Bureau b) Neighbourhood Watch. For the first criterion (4.1) the learner needs to identify their rights and responsibilities as a consumer eg that good are fit for purpose and for their intended use and are as described on the packaging or what the trader has described. They also need to identify their rights and responsibilities as a member of a community eg respecting others, respecting the community as a whole. For 2.2 the learner needs to identify the main functions of the Citizens Advice Bureau eg to provide the advice people need for the problems they face, to improve the policies and principles that may affect people's lives. They also have to identify the main functions of Neighbourhood Watch schemes eg looking out for suspicious persons, to reduce the fear of crime by means of improved home security, greater vigilance, accurate reporting of suspicious incidents to the police and by adopting a community spirit. Awards and Certificates in Employability and Personal Development (7546) 285

288 Unit Understanding rights and responsibilities of citizenship How can this unit be delivered? This unit focuses on the understanding of rights and responsibilities of citizenship. Resources There is a lot of information that is widely available on the web for this unit including several useful websites. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

289 Unit Develop independent skills for living in the community Level: Level 1 Credit value: 3 UAN: K/500/4689 Unit aim This unit develops aspects of independent living and how to take on responsibilities of looking after oneself and how to actively participate in the community. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand what a community is 2. Recognise the location and use of buildings and facilities in own local area 3. Apply independent skills in own community 4. Recognise facilities and services available to the community 5. Understand own responsibilities as part of a community Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 287

290 Unit Develop independent skills for living in the community Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand what a community is 1. list the main components of a community 2. outline the links between an individual and the community in which they live. For the first criterion (1.1) the learner needs to list the main components of a community. The learner may discuss different types of community, eg ethnic, religious, but the unit focuses on the community in which they are located. Evidence may be a learner statement. For 1.2 the learner needs to outline the links between an individual and other people and agencies that make up their community. It would be wise to include the broader community if the learner has a very limited experience. Evidence may be an annotated diagram or learner statement. Outcome 2 Recognise the location and use of buildings and facilities in own local area 1. outline the functions of three key buildings and facilities 2. state how these are used to support people within the community. For the first criterion (2.1) the learner needs to outline the functions of three key buildings and facilities eg, hospital, library, school, local council, social services. The facilities will be specific to where the learner lives or studies. For 2.2 the learner needs to state how the buildings and facilities identified in 2.1 support people in the community. Evidence for 2.1 and 2.2 may be a learner statement. Leaflets and/or photographs of buildings and/or activities may be used to support the statement. Outcome 3 Apply independent skills in own community 1. state what is meant by independence 2. state how this independence influences decisions within the community 3. identify when it would be appropriate to use own independent skills. 288 Awards and Certificates in Employability and Personal Development (7546)

291 For the first criterion (3.1) the learner needs to state the meaning of independence. For example, that they can operate with limited support from others such as family members, tutors, care workers. For 3.2 the learner needs to state how this independence may influence decisions they take in the community. For example, the family have always visited one GP but the learner would now like to register with someone else. For 3.3 the learner needs to identify if and when it would be an appropriate to use their independent skills giving two examples. Evidence for 3.1 to 3.3 may be a learner statement. Outcome 4 Recognise facilities and services available to the community 1. identify own needs within the community 2. suggest ways in which these needs could be met. For the first criterion (4.1) the learner needs to identify own needs within the community. For example, a parent may need a school for their child; a person suffering from a long term illness may need ongoing care from medical services. For 4.2 the learner needs to suggest ways in which these needs could be met. They may identify the services they would require to meet the identified needs. Evidence for 4.1 and 4.2 may be a learner statement. Outcome 5 Understand own responsibilities as part of a community 1. list the positive and negative ways in which an individual can influence their community 2. give examples of the consequences of individual s actions to others in the community. For the first criterion (5.1) the learner needs to list at least two positive ways in which an individual can influence their community eg they can become actively involved in their community to offer positive support, perhaps as a volunteer for a community group or a neighbour. The learner needs to list at least two negative ways an individual can influence their community. This may include what may happen if they did not get involved, a neighbour being left without help when they are in need, a play group folding for lack of support or more active ways eg vandalism, graffiti on walls. For 5.2 the learner needs to give examples from 5.1 to show the consequences this may have on individuals in the community. Local papers may be a good source of inspiration where there are good and bad news stories. Evidence for 5.1 and 5.2 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 289

292 Unit Diversity and faith Level: Level 1 Credit value: 2 UAN: T/501/9308 Unit aim This unit aims to develop the learner s understanding of the meaning of diversity and faith and how faith groups can promote and support equality and diversity. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Understand the meaning of the terms 'diversity' and 'faith' 2. Recognise a range of faith groups and their practices 3. Understand prejudice and discrimination 4. Understand appropriate underpinning legislation relating to equality and diversity 5. Understand the importance of respecting diversity 6. Understand how faith groups can promote and support equality and diversity Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 18 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 290 Awards and Certificates in Employability and Personal Development (7546)

293 Unit Diversity and faith Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the meaning of the terms 'diversity' and 'faith' 1. identify different definitions of the term diversity 2. give an example of the term faith. For the first criterion (1.1) the learner needs to identify different definitions of the term diversity. The learner should consider the term diversity in its wider context including beliefs, background, personal preference for medical treatments. For 1.2 the learner needs to define the term faith and give an example of this. It could be a religious faith, eg Muslim, Sikh, Christian, that the learner is familiar with or a wider perspective of a belief in something. Evidence for 1.1 and 1.2 may be a learner statement. Outcome 2 Recognise a range of faith groups and their practices 1. identify at least three faith groups: a) locally b) nationally c) globally 2. outline their different practices and beliefs. For the first criterion (2.1) the learner needs to identify the faiths that can be followed in their area. From this they can then broaden their research to cover both national and international faith groups. For 2.2 the learner needs to outline the practices and beliefs of at least three faith groups identified in 2.1. Evidence for 2.1 and 2.2 may be a learner statement. Outcome 3 Understand prejudice and discrimination 1. state what is meant by the terms prejudice and discrimination 2. identify how prejudice and discrimination can undermine equal treatment. Awards and Certificates in Employability and Personal Development (7546) 291

294 For the first criterion (3.1) the learner needs to state what is meant by each term. For 3.2 the learner needs to identify how prejudice and discrimination can affect the equality offered to people of different faiths. Evidence for 3.1 and 3.2 may be a learner statement. Outcome 4 Understand appropriate underpinning legislation relating to equality and diversity 1. list relevant UK legislation 2. outline how legislation supports organisations' policy and practice. For the first criterion (4.1) the learner needs to list legislation that protects individuals and their rights to follow their faith. For 4.2 the learner needs to outline how legislation supports organisations' policy and practice. Learners could use their centre equal opportunities policy as a starting point for a wider understanding. Evidence for 4.1 and 4.2 may be a learner statement. Outcome 5 Understand the importance of respecting diversity 1. give two examples of a lack of tolerance of faith groups within society 2. state why it is important to respect diversity 3. identify two challenges of diversity. For the first criterion (5.1) the learner needs to give two examples of a lack of tolerance of faith groups. A good source of information may be local and national press reports of instances where a lack of tolerance of faith has been demonstrated against communities or individuals. For 5.2 the learner needs to state why it is important to respect diversity. Learners may refer to the examples in 5.1. For 5.3 the learner needs to identify two challenges that diversity may pose to the community and/or the individual. Evidence for 5.1 to 5.3 may be a learner statement. 292 Awards and Certificates in Employability and Personal Development (7546)

295 Outcome 6 Understand how faith groups can promote and support equality and diversity 1. outline ways in which faith groups can work together to promote equality and diversity. For the first criterion (6.1) the learner needs to outline ways in which faith groups can work together to promote equality and diversity. Evidence may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 293

296 Unit Diversity and faith How can this unit be delivered For learners to have a good understanding of how faith groups can promote equality they could visit a place of worship for a religion other than their own. Alternatively, guest speakers or other learners could talk about their own faith. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546)

297 Unit Understanding the role of young people as peer mentors Level: Level 1 Credit value: 3 UAN: R/500/5092 Unit aim This unit enables the learner to demonstrate an awareness of the role of peer mentor in the local community, including understanding the boundaries to the role and being able to assess their own work as a peer mentor to a young person. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Recognise the role a peer mentor 2. Recognise why peer mentoring is important to young people 3. Appreciate the role of peer mentor with young people within the local community 4. Recognise ways to assess own work with young people in the role of peer mentor Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 295

298 Unit Understanding the role of young people as peer mentors Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Recognise the role a peer mentor 1. identify the role of a peer mentor 2. state the boundaries of the role 3. state the appropriate signposting mechanism of a peer mentor in a given situation. For the first criterion (1.1) the learner needs to identify the role of a peer mentor in a given situation. For 1.2 the learner needs to state the boundaries of the role. The learner should state what he/she can do and what he can not do. For 1.3 the learner needs to state the appropriate signposting mechanism of a peer mentor such as appropriate procedures to be followed in a given situation. Evidence for 1.1 to 1.3 may be a learner statement. Outcome 2 Recognise why peer mentoring is important to young people 1. list at least 3 benefits to a young person of working with a peer mentor 2. identify how peer mentoring will benefit the community 3. give at least 2 examples of the importance of confidentiality in the peer mentoring role 4. give at least 2 examples of the limits of confidentiality in the peer mentoring role. 296 Awards and Certificates in Employability and Personal Development (7546)

299 For the first criterion (2.1) the learner needs to list at least three benefits to a young person of working with a peer mentor. For 2.2 the learner needs to identify at least two ways how peer mentoring will benefit the community. Evidence for 2.1 and 2.2 may be a learner statement. For 2.3 the learner needs to give at least two examples of the importance of confidentiality in the peer mentoring role. For 2.4 the learner needs to give at least two examples of the limits of confidentiality in the peer mentoring role. Evidence for 2.3 and 2.4 may be a table or learner statement or evidence for 2.1 to 2.4 may be a leaflet or handout for new peer mentors. Outcome 3 Appreciate the role of peer mentor with young people within the local community 1. identify own role as a peer mentor in the local community 2. list at least 3 advantages of being a peer mentor to a young person. For the first criterion (3.1) the learner needs to identify own role as a peer mentor or prospective peer mentor in the local community. Evidence may be a learner statement. For 3.2 the learner needs to list at least three advantages of being a peer mentor to a young person. Outcome 4 Recognise ways to assess own work with young people in the role of peer mentor 1. identify ways to assess own work as a peer mentor 2. give 3 reasons for assessing own work as a peer mentor 3. plan and use a basic format for assessing own work as a peer mentor. For the first criterion (4.1) the learner needs to identify possible ways to assess own work as a peer mentor. For 4.2 the learner needs to give three reasons for assessing own work as a peer mentor. For 4.3 the learner needs to plan and use a basic written format for assessing own work as a peer mentor. This should be agreed with an appropriate person eg supervisor. For outcome 4, the learner must be working as a peer mentor although there is no requirement to work a set number of hours. Awards and Certificates in Employability and Personal Development (7546) 297

300 Unit Understanding business communication Level: Level 1 Credit value: 3 UAN: R/500/5321 Unit aim This unit aims to develop an understanding of the process of an effective communication within a business environment, and the benefits of an effective communication strategy. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of communication 2. Understand the advantages and disadvantages in the choice of communication 3. Demonstrate an understanding of effective communication 4. Demonstrate an understanding of a team and the behaviours within that team 5. Understand the benefits of an effective communication strategy Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 298 Awards and Certificates in Employability and Personal Development (7546)

301 Unit Understanding business communication Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Demonstrate an understanding of communication 1. identify forms of communication which takes place in an average day. For the first criterion (1.1) the learner needs to identify the different forms of communication which takes place in an average day including both verbal and written eg telephone, . Evidence may be a learner statement. Outcome 2 Understand the advantages and disadvantages in the choice of communication 1. identify how to choose the right communication method. For the first criterion (2.1) the learner needs to identify how to choose the right communication method, i.e. the most appropriate to the task with the advantages and disadvantages of the method. Evidence may be a learner statement. Outcome 3 Demonstrate an understanding of effective communication 1. identify effective and ineffective communication. For the first criterion (3.1) the learner needs to identify effective communication eg spoken, heard, understood, agreed; and ineffective communication eg making assumptions. Evidence may be an assessor or learner statement. Outcome 4 Demonstrate an understanding of a team and the behaviours within that team 1. identify individual and group behaviours in a team, for example, through a role-play exercise. Awards and Certificates in Employability and Personal Development (7546) 299

302 For the first criterion (4.1) the learner needs to identify individual and group behaviours in a team, for example, through a role-play exercise. Behaviours could include active speaking and listening, respecting the turn tacking rights of others, interrupting. Evidence will be an assessor observation record. Outcome 5 Understand the benefits of an effective communication strategy 1. Outline the measurable benefits of effective communication, for example, efficiency, effectiveness, moral, motivation etc. For the first criterion (5.1) the learner needs to outline the measurable benefits of effective communication, for example, efficiency, effectiveness, moral, motivation etc. Evidence may be an assessor or learner statement. 300 Awards and Certificates in Employability and Personal Development (7546)

303 Unit Understanding business communication How can this unit be delivered? Potential resources These website might be useful: Awards and Certificates in Employability and Personal Development (7546) 301

304 Unit Business and customer awareness Level: Level 1 Credit value: 2 UAN: T/502/3584 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 366 Entry 3 Work awareness 597 Level 2 Business and customer awareness. Unit aim This unit will introduce the learner to some of the key aspects of working life e.g. what it means to be an employee. The unit is introduced in direct response to CBI concerns about the lack of awareness in new recruits (at all levels) of how businesses and organisations work, customers needs, and the world of work. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the different types of business and organisations, their purposes and customers in their area 2. Understand why employers might require particular attitudes from their staff in different situations 3. Be able to relate employer expectations to their own activities Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 12 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 302 Awards and Certificates in Employability and Personal Development (7546)

305 Unit Business and customer awareness Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements of the level below? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to give examples of attitudes expected by employers and consider activities they have completed in order to identify at least two activities they have undertaken and the attitudes they have shown in these activities. Outcome 1 Understand the different types of business and organisations, their purposes and customers in their area 1. identify the main areas of business for 3 different types of organisations in their local area, at least one of which must be a national organisation 2. identify the types of customer for one local and one national organisation identified. For the first criterion (1.1) the learner needs to identify the main areas of business for one national organisation and two other types of organisations in their local area. For 1.2 the learner needs to identify the types of customer for one local and one national organisation identified in 1.1. Evidence for 1.1 and 1.2 may be a learner statement. Outcome 2 Understand why employers might require particular attitudes from their staff in different situations 1. give 2 examples of particular attitudes employers might require from their staff in different situations 2. state why these attitudes are important to the employer and the business or organisation. For the first criterion (2.1) the learner needs to give two examples of particular attitudes employers might require from their staff and state the different type of situation each attitude may be needed in. For 2.2 the learner needs to state why these attitudes identified in 2.1 are important to the employer and the business or organisation. Evidence for 2.1 and 2.2 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 303

306 Outcome 3 Be able to relate employer expectations to their own activities 1. identify activities they have undertaken that would meet an employer s expectations 2. identify the attitudes they have shown within these activities. For the first criterion (3.1) the learner needs to identify at least two activities they have undertaken that would meet an employer s expectations. These activities could be at their place of learning, on work placement or leisure activities. For 3.2 the learner needs to identify at least three of the attitudes they have shown within these activities. Evidence for 3.1 and 3.2 may be a learner statement. 304 Awards and Certificates in Employability and Personal Development (7546)

307 Unit Business and customer awareness How can this unit be delivered? External speakers such as employers could be invited to talk to the learners about employer expectations. Potential resources These websites might be useful: jobcentrepus.gov.uk Awards and Certificates in Employability and Personal Development (7546) 305

308 Unit Coping with change Level: Level 1 Credit value: 1 UAN: T/502/3598 Unit aim This unit will support the learner to identify why things can change at work and the different types of change. It will cover their own reactions to change and the reaction of others, mechanisms for coping with change, and how to help themselves and others in times of change. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand why change can happen in the place of work 2. Understand people s reactions to change and know about the tools/methods that might help them and others cope with change Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 6 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 306 Awards and Certificates in Employability and Personal Development (7546)

309 Unit Coping with change Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand why change can happen in the place of work 1. give an example of the different types of change that can happen in the place of work for each of the following: a) planned change b) unplanned change 2. give 3 examples of why change happens in the place of work. For the first criterion (1.1) the learner needs to give one example of the different types of change that can happen in the place of work for each of planned change and unplanned change, eg working hours or conditions. Evidence may be assessor or learner statement. For 1.2 the learner needs to give three examples of why change happens in the place of work, eg recession, need to increase productivity Evidence may be assessor or learner statement. Outcome 2 Understand people s reactions to change and know about the tools/methods that might help them and others cope with change 1. identify the different stages within a change process 2. give 2 examples of how people might react to change at different points within the process 3. give 2 examples of tools or methods which might help them or others cope with change. For the first criterion (2.1) the learner needs to identify the different stages within a change process, eg consultation. Evidence may be assessor or learner statement. For 2.2 the learner needs to give two examples of how people might react to change at different points within the process. Evidence may be assessor or learner statement. For 2.3 the learner needs to give two examples of tools or methods which might help them or others cope with change. Evidence may be assessor or learner statement. Awards and Certificates in Employability and Personal Development (7546) 307

310 Unit Coping with change How can this unit be delivered? Potential resources These websites might be useful: Awards and Certificates in Employability and Personal Development (7546)

311 Unit Managing your time Level: Level 1 Credit value: 2 UAN: K/502/3596 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 369 Entry 3 Managing your time 599 Level 2 Managing your time. Unit aim This unit introduces the learner to time keeping as well as elementary time management. It covers developing a sense of responsibility and control when it comes to time, how to work with appropriate people (e.g. supervisor) to identify priorities, how to identify when support might be needed and who to ask. The unit will look at why punctuality, reliability and the need for preparation is important in the workplace. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand and demonstrate how time can be managed and plan own work activity 2. Know how to access support when experiencing time management problems 3. Understand why punctuality and reliability are important in the place of work Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 12 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 309

312 Unit Managing your time Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to focus on their responsibility for their own time management in the work place and the consequences that may ensue if they fail in this task. Outcome 1 Understand and demonstrate how time can be managed and plan own work activity 1. give 2 examples of how time can be managed in a place of work 2. review own time management and identify areas where they could improve 3. plan own work activity, with appropriate support from others 4. carry out a work activity within planned time scale. For the first criterion (1.1) the learner needs to give two examples of how time can be managed eg timed activities, working to job cards, self management. For 1.2 the learner needs to review own time management and identify two areas where they could improve. They should be able to see how they measure up to the expected work load eg can they manage their time, do they fall behind, do they forget to be back from breaks promptly, do particular tasks cause delays.. Evidence for 1.1 and 1.2 may be a learner statement. For 1.3 the learner needs to plan own work activity, with appropriate support from others. The learner should be given access/time to spend with their supervisor to enable them to begin a self management programme. They should agree their work activity (involving several simple tasks) and agree the timeframe for its completion. Evidence may be a plan of activity. For 1.4 the learner needs to carry out a work activity putting their plan into practice. They should provide evidence of their success or failure and why they feel they achieved the outcome they did. Evidence may be a witness statement. Outcome 2 Know how to access support when experiencing time management problems 1. describe 2 different time related problems that can lead to disruption in a place of work 2. identify where they can access support when they run into difficulties with time management. 310 Awards and Certificates in Employability and Personal Development (7546)

313 For the first criterion (2.1) the learner needs to describe two different time related problems that could cause disruption. The learner should not only understand the need to work within given timeframes but also the consequences of breaking these timeframes. Problems that could arise could be that if someone arrives late for a shift other people may have to work over beyond the end of their shift. If they are working in a service industry or care setting then customers/clients could be inconvenienced or endangered. For 2.2 the learner needs to identify the sources of support in their work place. The learner s ability to keep to a time frame will come with practice and if they initially have difficulties they need to be able to approach their manager or supervisor for support. Evidence for 2.1 and 2.2 may be a learner statement. Outcome 3 Understand why punctuality and reliability are important in the place of work 1. give 2 examples of why punctuality is important in the place of work, identifying the consequences of not being punctual 2. identify what is meant by reliability in each of the following work related contexts: a) production b) customer service. For the first criterion (3.1) the learner needs to give at least two examples of why punctuality is important and identify the consequences of not being punctual. For 3.2 the learner needs to identify what is meant by reliability in two different work related contexts: a). production b). customer service. The learner may be able to relate both of these contexts to their particular workplace or they may need to consider other workplaces. Evidence for 3.1 and 3.2 may be a learner statement. Awards and Certificates in Employability and Personal Development (7546) 311

314 Unit Being safe and healthy at work Level: Level 1 Credit value: 2 UAN: M/502/3616 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 346 Entry 3 Safe learning in the workplace 370 Entry 3 Health and safety in places of work 425 Level 1 Introduction to health and safety awareness in the workplace 458 Level 1 Safe learning in the workplace 578 Level 2 Health and safety in a practical environment 600 Level 2 Health, safety and security in the workplace. Unit aim This unit introduces the learner to working safely and being healthy at work. The unit covers keeping a place of work safe and healthy for employees, working in a safe manner, and keeping healthy at work. It covers legislation and responsibilities for health and safety at work at an appropriate level for the work context. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Be aware of the health and safety rules and framework that governs their own and group behaviour in places of work 2. Demonstrate awareness of health and safety legislation relevant to themselves and others in a particular workplace Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 12 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 312 Awards and Certificates in Employability and Personal Development (7546)

315 Unit Being safe and healthy at work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to demonstrate safe working practices and understand the consequences of failure. Outcome 1 Be aware of the health and safety rules and framework that governs their own and group behaviour in places of work 1. identify what constitutes safe and appropriate behaviour in places of work 2. recognise what constitutes inappropriate and unsafe behaviour in places of work 3. give examples of the accidents or problems that can result of inappropriate behaviour in two different places of work. For the first criterion (1.1) the learner needs to identify safe and appropriate behaviour in places of work eg following instructions, interpreting safety signs. There could be opportunities to map across certain aspects of a Level 1 Health & Safety certificate or use this unit to provide underpinning knowledge for a certificate. The learner should be able to identify what are safe working practices in the work place eg, PPE, care of equipment, following guidelines etc For 1.2 the learner needs to recognise unsafe or inappropriate behaviour in the workplace, e.g. carelessness, workers who are affected by drug or alcohol misuse, poor maintenance of equipment etc. For 1.3 the learner needs to understand the consequences of poor and inappropriate behaviour. They should give examples of the accidents or problems for least two different places of work. Outcome 2 Demonstrate awareness of health and safety legislation relevant to themselves and others in a particular workplace 1. behave in a safe and appropriate manner in a place of work 2. review the risks associated with inappropriate behaviour in a particular place of work. For the first criterion (2.1) the learner needs to behave in a safe and appropriate manner in their place of work. The evidence for this outcome is practical and requires the learner to be in a work placement. For 2.2 the learner needs to review the risks associated with inappropriate behaviour in a particular place of work. The learner could keep a work placement diary and this could identify where they have employed safe working practices and where they feel they may have improved on particular aspects of safety. Awards and Certificates in Employability and Personal Development (7546) 313

316 Unit Being safe and healthy at work How can this unit be delivered? Evidence for this could include a written report, placement diary etc as well as records of observation by a supervisor or visiting assessor. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546)

317 Unit Understanding conflict at work Level: Level 1 Credit value: 1 UAN: Y/502/3609 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 204 Entry 2 Rights and responsibilities in the workplace 304 Entry 3 Rights and responsibilities in the workplace 371 Entry 3 Understanding conflict at work 404 Level 1 Rights and responsibilities in the workplace 594 Level 2 Rights and responsibilities in the workplace 601 Level 2 Dealing with conflict. Unit aim This unit introduces conflict in the place of work. It covers at an elementary level why conflict occurs and what can be done to prevent it. The unit also covers the rights of the employee and how they are protected. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know what can cause conflict in the place of work and understand some of the approaches that can be used to prevent it 2. Understand employee rights in the place of work and recognise unacceptable behaviour Outcome definitions This unit refers to legislation relating to race, disability and equal opportunities. In 2010 new legislation was introduced (The Equality Act) which is the current legislation learners should to refer to. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 6 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 315

318 Unit Understanding conflict at work Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to understand in greater detail their rights within the workplace, the types of unacceptable behaviour there is and how this may be prevented. Outcome 1 Know what can cause conflict in the place of work and understand some of the approaches that can be used to prevent it 1. give 3 examples of common causes of conflict in a place of work 2. identify how these could be prevented. For the first criterion (1.1) the learner needs to give three examples of conflict which may be minor events which cause disharmony, irritation, or difference of opinion in action or speech that can occur frequently within the workplace. For 1.2 the learner needs to identify some solutions to how the three examples of conflict given in 1.1 could be prevented. Outcome 2 Understand employee rights in the place of work and recognise unacceptable behaviour 1. give an example of an employee right in a place of work that has been guaranteed under each of the following three areas of legislation (3 examples): a) Race Relations b) Disability discrimination c) Equal Opportunities 2. give 3 examples of what would be viewed as unacceptable behaviour under the terms of these three Acts (one example per Act). 316 Awards and Certificates in Employability and Personal Development (7546)

319 For the first criterion (2.1) the learner needs to give one simple example how a person s rights are guaranteed who are of a different race or ethnicity in the workplace. Secondly the learner needs to give one example of how disabled people are given support to work. The learner should give one example of how legislation supports a man, woman, a person of a different religion or belief, sexual orientation or age to work. Learners should refer to the Equality Act 2010 for guidance For 2.2 the learner needs to give one example of unacceptable behaviour for each of racial discrimination, disability discrimination and one other form of discrimination (due to a persons age, sexual orientation, gender, religion or belief) under the new Equality Act 2010 which is the legislation for all aspects of equality and diversity. Awards and Certificates in Employability and Personal Development (7546) 317

320 Unit Understanding conflict at work How can this unit be delivered? This unit can be delivered as preparation for entering work or as part of a unit for learners already in the workplace. Potential resources Current legislation and guidance provided by the Commission for Equality and Human Rights. The following websites may be useful: Awards and Certificates in Employability and Personal Development (7546)

321 Unit Preparing for and learning from interviews Level: Level 1 Credit value: 3 UAN: R/502/2863 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 372 Entry 3 Preparing for and learning from interviews 521 Level 2 Performing effectively at interviews. Unit aim This unit aims to equip the learner with the ability to plan and prepare for an interview, and evaluate the interview identifying further training or learning they may need in future. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Be able to plan for interviews 2. Be able to prepare for interviews 3. Be able to communicate during interviews 4. Be able to reflect on interviews Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 30 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 319

322 Unit Preparing for and learning from interviews Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Be able to plan for interviews 1. outline a job role or programme of learning for interview 2. outline arrangements for interview. For the first criterion (1.1) the learner needs to outline a job role or programme of learning for interview. The job role or programme of learning should be one that has been decided by the learner and discussed with an appropriate person as to its suitability. Evidence may be an observation record of the discussion. For 1.2 the learner needs to outline arrangements for interview. The arrangements for the interview must include the date, time and address where the interview is to be held. The learner may want to include any personal arrangements for example, what to wear and travel arrangements. Evidence could be a diary page indicating the main interview arrangements. Outcome 2 Be able to prepare for interviews 1. outline key information about an organisation being interviewed for 2. outline key information about a job role or programme of learning being interviewed for 3. outline skills, personal attributes and experience for a job role or programme of learning being interviewed for 4. prepare responses, including extended responses, to likely interviewer questions 5. identify questions about an organisation and a job role or programme of learning to ask at interview. For the first criterion (2.1) the learner needs to outline key information about an organisation being interviewed for. The key information will be the most important information the learner needs to know about the job. This will show they have taken an interest and they may use this information to ask further questions or clarification during the interview. Evidence may be their written notes. For 2.2 the learner needs to outline key information about a job role or programme of learning being interviewed for. The key information will be the most important information the learner needs to know about the job role or programme of learning. This will show they have taken an interest and confirm their understanding of what is required should they be successful. They may also use this information to ask further questions or clarification during the interview. Evidence may be their written notes. 320 Awards and Certificates in Employability and Personal Development (7546)

323 For 2.3 the learner needs to outline skills, personal attributes and experience for a job role or programme of learning being interviewed for. The skills, personal attributes and experience are important information the learner needs to know about the job role or programme of learning. They could use a skills scan to match their skills to those of the job to see if they are suitable. They may also use this information to ask further questions or clarification during the interview. Evidence may be a list of their skills, attributes and experience. For 2.4 the learner needs to prepare responses, including extended responses, to likely interviewer questions. The learner may be given interviewer questions by an appropriate person or they may research their own. The learner will need to decide the most appropriate responses related to the job role or programme of learning and the questions they think the interviewer might ask. The learner may ask for guidance on content, style and format for the answers they prepare. Their prepared responses should go beyond the standard answers and include information they have found in 2.1, 2.2 and 2.3. Evidence will be a copy of the questions with their prepared responses. For 2.5 the learner needs to identify questions about an organisation and a job role or programme of learning to ask at interview. The learner should use the information found in 2.1 and 2.2 to create at least four questions they can ask at interview. The learner may ask for guidance on content, style and format for the questions they prepare. Evidence will be a copy of their questions. Outcome 3 Be able to communicate during interviews 1. demonstrate ways to make a positive first impression at interview 2. demonstrate interview techniques by a) making introductions b) responding to questions c) asking planned questions. For the first criterion (3.1) the learner needs to demonstrate ways to make a positive first impression at interview. The first impression at interview could be the difference between being successful and not being successful so it is important the learner understands about personal appearance and body language. Role play situations may be the best way to prepare for this criterion. Evidence may include a video to support an observation record. For 3.2 the learner needs to demonstrate interview techniques by making introductions, responding to questions and asking planned questions. The skills developed in 2.4, 2.5 and 3.1 can be combined to produce a role play situation of an interview to evidence this criterion. Evidence may be an observation record. Awards and Certificates in Employability and Personal Development (7546) 321

324 Outcome 4 Be able to reflect on interviews 1. outline things that went well during interview 2. outline improvements for future interviews 3. outline why someone might want or not want a job role or programme of learning after interview 4. outline training that might help progression in a job role or programme of learning. For the first criterion (4.1) the learner needs to outline at least two things that went well during interview. The learner should be able to say where things have worked well during interview. They should also be encouraged to ask for feedback from the interviewer about how they performed during the interview. Evidence may be learner notes and written feedback from the interviewer. For 4.2 the learner needs to outline improvements for future interviews. They need to say where things did not go so well during interview and explain how they would improve on these for future interviews. They may also use their evidence from 4.1 and say how they might further improve the things that went well. Evidence may be a written statement. For 4.3 the learner needs to outline why someone might want or not want a job role or programme of learning after interview. In a learner statement, 1:1 discussion or review the learner must say why someone might want or not want a job role or programme of learning after interview. This will be to do with the success of the interview and whether the job role requires further training prior to commencing the job. The evidence may be a learner statement or an observation record or witness statement of the discussion. For 4.4 the learner needs to outline training that might help progression in a job role or programme of learning. The learner should be aware of an organisation s appraisal system, if in a job role, and the training that is provided to help progression. On a programme of learning further training/courses should be explained at review. Evidence may be a learner statement or a copy of an appraisal or review. 322 Awards and Certificates in Employability and Personal Development (7546)

325 Unit Presenting personal information effectively Level: Level 1 Credit value: 3 UAN: Y/502/2864 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 203 Entry 2 Career planning and making applications 303 Entry 3 Career planning and making applications 373 Entry 3 Presenting personal information effectively 403 Level 1 Career planning and making applications 503 Level 2 Career planning and making applications 602 Level 2 Presenting personal information effectively. Unit aim The unit aim is that the learner will understand how personal information is presented, and be able to provide personal information using the telephone and in writing. They will also be able to produce a curriculum vitae. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: Understand how personal information is presented 1. Understand how personal information is presented 2. Be able to provide personal information in routine and non-routine telephone situations 3. Be able to complete forms requiring personal information 4. Be able to communicate qualifications, skills and experience 5. Be able to communicate personal achievements 6. Be able to reflect on skills in presenting personal information Outcome definitions The outcomes should be interpreted as requiring the relevant skills at Level 1 literacy. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 30 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 323

326 Unit Presenting personal information effectively Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to outline how they present personal information in routine and non-routine situations and when personal information should not be given. Learners outline rather than just identifying ways to improve their own written and verbal skills. Communication should be at level 1 rather than Entry 3 as defined by the relevant national standards. Outcome 1 Be able to reflect on skills in presenting personal information 1. identify what personal information is likely to be needed for routine and non-routine situations 2. outline why different types of personal information are likely to be needed for routine and nonroutine situations 3. indicate ways in which personal information is provided 4. outline situations when personal information should not be given out. For the first criterion (1.1) the learner needs to identify what personal information is likely to be needed for at least two routine and two non-routine situations. A routine situation may include ordering an item and a non-routine situation may include obtaining a passport. Evidence for 1.1 may be a table or learner statement. For 1.2 the learner needs to outline why different types of personal information are likely to be needed for the routine and non-routine situations in 1.1. Evidence for 1.2 may be a learner statement. For 1.3 the learner needs to indicate ways in which personal information is provided. This may relate to the information provided in 1.1. Evidence for 1.3 may be a learner statement. For 1.4 the learner needs to outline situations when personal information should not be given out, eg safe use of social networking sites. Evidence for 1.4 may be a learner statement. Outcome 2 Be able to prepare for interviews 1. make or receive routine telephone calls, providing personal information 2. make or receive non-routine telephone calls, providing personal information. 324 Awards and Certificates in Employability and Personal Development (7546)

327 For the first criterion (2.1) the learner needs to make or receive routine telephone calls, providing personal information. This can be in a real or simulated situation. Evidence may be an audio recording, assessor observation or witness statement. For 2.2 the learner needs to make or receive non-routine telephone calls, providing personal information. This can be in a real or simulated situation. Evidence may be an audio recording, assessor observation or witness statement. Outcome 3 Be able to communicate during interviews 1. complete forms for different purposes. For 3.1 the learner needs to complete forms for at least two different purposes. The forms should require the same level of literacy as Level 1 Functional Skills, Essential Skills Wales or Essential Skill NI. Evidence will be at least two completed forms. Outcome 4 Be able to reflect on interviews 1. produce a curriculum vitae (CV). For this criterion 4.1 the learner needs to produce a curriculum vitae (CV). This should include name, contact details, details of education and any qualifications obtained, employment or work experience and skills. Evidence will be a curriculum vitae. Outcome 5 Understand the benefits of an effective communication strategy 1. collate evidence of personal achievements 2. present evidence of personal achievements effectively. For the first criterion (5.1) the learner needs to collate evidence of personal achievements, eg certificates, qualifications, letters of praise For 5.2 the learner needs to present evidence of personal achievements collated in 5.1. This may be communicated orally, eg as part of a real or simulated interview. Evidence will be an assessor observation or witness statement. Awards and Certificates in Employability and Personal Development (7546) 325

328 Outcome 6 Understand how faith groups can promote and support equality and diversity 1. outline which written and verbal skills were used when presenting personal information 2. outline ways to improve own written and verbal skills for future presentation of personal information 3. outline when presenting personal information will be important at start of own working life. For the first criterion (6.1) the learner needs to list different ways they have presented personal information for this unit and outline which written and verbal skills were used for each of these different ways. For 6.2 the learner needs to outline ways to improve own written and verbal skills, as stated in 6.1, for future presentation of personal information. Evidence for 6.1 and 6.2 may be a learner statement. For 6.3 the learner needs to outline situations when presenting personal information will be important in own working life eg applying for a course or a job. Evidence may be a learner statement. 326 Awards and Certificates in Employability and Personal Development (7546)

329 Unit Presenting personal information effectively How can this unit be delivered? This unit can link with delivery of Functional Skills, Essential Skills Wales, Essential Skills NI or Core Skills. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546) 327

330 Unit Assertive living Level: Level 1 Credit value: 3 UAN: A/500/8892 Unit aim The focus of this unit is to encourage the learner to consider factors that impact on their self perception and the way in which they live their life. The learner will be made aware of different types of behaviour, the nature of self-esteem, stress, time management and self-awareness. Throughout they will be encouraged to draw on personal experiences/examples to develop an assertive style of living. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand different types of behaviour 2. Know about self-esteem and how it can be enhanced 3. Know about stress and strategies for reducing it 4. Understand the need for time management and be able to implement it 5. Understand personal strengths and interests Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 328 Awards and Certificates in Employability and Personal Development (7546)

331 Unit Assertive living Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand different types of behaviour 1. list the main characteristics of, and give two examples of each of the following types of behaviour: a) passive b) assertive c) aggressive. For the first criterion (1.1) the learner needs to list the characteristics of passive, assertive and aggressive behaviour. Two examples of each should be given and these may relate to how different people, men, women, teenagers, children or the elderly behave in given situations. Evidence may be a table or learner statement. Outcome 2 Know about self-esteem and how it can be enhanced 1. give three examples of factors which influence how people feel about themselves 2. identify their self-esteem needs and indicate how they can be met. For the first criterion (2.1) the learner needs to give three examples of factors which influence how different people, may feel about themselves in given situations. Evidence may be a learner statement. For 2.2 the learner needs to identify their own self-esteem needs by looking at where they have low self- esteem or overtly high self esteem. For two areas identified, the learner needs to indicate how they may improve their self-esteem themselves or with the support from others. Evidence may be a learner statement, Outcome 3 Know about stress and strategies for reducing it 1. outline what stress is 2. give three examples of causes of stress in their life 3. identify two ways in which their stress could be reduced. Awards and Certificates in Employability and Personal Development (7546) 329

332 For the first criterion (3.1) the learner needs to give a clear outline of what stress is using their own words. If the learner uses a dictionary, they must outline what the definition of stress means in an understandable way and not copy the definition word for word. For 3.2 the learner needs to give three examples of the causes of stress which may be related to their family, education, work, expectations, health and well-being, personality, peer group, friends or conflict. For 3.3 the learner needs to identify two ways to reduce their level of stress described in 3.2. Evidence for 3.1 to 3.3 may be a learner statement. Outcome 4 Understand the need for time management and be able to implement it 1. define time management and demonstrate their time management skills by punctual attendance and completion of work on time 2. list four ways in which he/she can improve their time management. For the first criterion (4.1) the learner needs to clearly define what time management is using their own words. The learner needs to demonstrate they are able to complete work on time and arrive at a place or meeting punctually. Evidence may be a learner statement for the definition. The learner s time management skills may be evidenced using attendance records and/or a testimony from a designated person. For 4.2 the learner needs to list four ways to improve their time management. These should be realistic and achievable. Evidence for 4.1 and 4.2 may be a learner statement. Outcome 5 Understand personal strengths and interests 1. identify and outline three personal strengths and three interests. For the first criterion (5.1) the learner needs to identify and outline three personal strengths and three interests they have or would like to pursue in their work, learning or home environment. Evidence may be a learner statement. 330 Awards and Certificates in Employability and Personal Development (7546)

333 Unit Assertive living How can this unit be delivered? This unit can be delivered to equip learners to prepare for work or become more assertive in other aspects of their life. Awards and Certificates in Employability and Personal Development (7546) 331

334 Unit Developing group and teamwork communication skills Level: Level 1 Credit value: 3 UAN: F/500/5380 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 311 Entry 3 Contributing to a team 337 Entry 3 Working as part of a group 411 Level 1 Contributing to a team 437 Level 1 Working as part of a group 515 Level 2 Teamworking skills. Unit aim This unit develops teamwork skills and the various roles and responsibilities of group members. It develops an awareness of co-operation and how to give constructive criticism. Learning outcomes There are seven learning outcomes to this unit. The learner will be able to: 1. Understand the roles and responsibilities associated with working in a group 2. Interact successfully with group members and staff in a range of contexts 3. Demonstrate listening and conversational skills for social interaction 4. Be aware of others rights to communicate within a group situation 5. Recognise the importance of co-operation when working in group situations 6. Accept and respond to praise and criticism in a variety of context 7. Be aware of the role of those in authority and their relationship with them Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 332 Awards and Certificates in Employability and Personal Development (7546)

335 Unit Developing group and teamwork communication skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the roles and responsibilities associated with working in a group 1. identify different roles for group members when completing specific group tasks. For the first criterion (1.1) the learner needs to identify different roles for group members when completing specific group tasks. The different roles identified should each have individual responsibilities that the group members will carry out to complete the specific task. Evidence may be a list of the roles and responsibilities. Outcome 2 Interact successfully with group members and staff in a range of contexts 1. communicate appropriately to others in a range of structured situations. For the first criterion (2.1) the learner needs to communicate appropriately to others in a range of structured situations. Communicating appropriately could be verbal and non-verbal communication, using BSL and enabling technology ranging from symbols and word boards to sophisticated electronic communication aids. A range of structured situations should cover at least three situations and may include making a formal request using the telephone, taking part in a discussion, making a request for help from another team member, ing a member of staff, texting another member of the group. Evidence may be the written communication or observation record. Outcome 3 Demonstrate listening and conversational skills for social interaction 1. select information being communicated orally and respond appropriately, showing that the information has been understood. Awards and Certificates in Employability and Personal Development (7546) 333

336 For the first criterion (3.1) the learner needs to select information being communicated orally and respond appropriately, showing that the information has been understood. The learner needs to listen carefully to what is being said and ask to repeat if they do not understand. They should reply using suitable tone and language to suit the situation. Evidence may be an audio tape supported by an observation record or witness statement. This may be linked to 2.1. Outcome 4 Be aware of others rights to communicate within a group situation 1. allow others to express their view/responses without interrupting on a number of occasions in different group situations 2. discuss why this is important. For the first criterion (4.1) the learner needs to allow others to express their view/responses without interrupting on a number of occasions in at least two different group situations. Learners should know about respecting the turn-taking rights of others and when to create an opportunity to make a contribution to discussion at an appropriate time. Evidence may be an audio tape supported by an observation record or witness statement. For 4.2 the learner needs to discuss why this is important. The discussion could be a 1:1 in a review situation or a group discussion prior to the assessment. Evidence may be a copy of the review or an observation record. Outcome 5 Recognise the importance of co-operation when working in group situations 1. identify a number of situations when co-operation is necessary to achieve a group task. For the first criterion (5.1) the learner needs to identify a number of situations when co-operation is necessary to achieve a group task. The learner should understand that working cooperatively in a group situation is crucial to achieve the objectives set. The learner should name at least three different situations where they have recognised the importance of co-operation and at least two of these group situations should be where the learner has cooperated. Evidence may be a learner statement. 334 Awards and Certificates in Employability and Personal Development (7546)

337 Outcome 6 Accept and respond to praise and criticism in a variety of context 1. identify the appropriate response to praise and constructive criticism from group members in different structured contexts. For the first criterion (6.1) the learner needs to identify the appropriate response to praise and constructive criticism from group members in at least three different structured contexts. The responses given may depend on the nature of the learner as some might welcome praise and some might be shy and embarrassed when praised. They need to be taught the value of constructive criticism so they do not respond in the wrong way. Evidence may be a written statement or an observation record. Outcome 7 Be aware of the role of those in authority and their relationship with them 1. identify their relationship with those in authority. For the first criterion (7.1) the learner needs to identify their relationship with those in authority. Those in authority may be their tutor, assessor, line manager, supervisor or other appropriate person whom they may need to ask for advice and support while working in a group situation. They must understand the need for respect for those in authority while, at the same time, may have a more relaxed relationship depending on the nature of the situation. Evidence may be a written statement. Awards and Certificates in Employability and Personal Development (7546) 335

338 Unit Introduction to drug awareness for the individual Level: Level 1 Credit value: 3 UAN: F/504/2882 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 361 Entry 3 Introduction to issues of substance misuse 379 Entry 3 Drug and alcohol awareness 575 Level 2 Introduction to drug awareness. Unit aim This unit develops an understanding of the harmful effects of drug abuse and possible health issues and where to seek help if needed. Learning outcomes There are seven learning outcomes to this unit. The learner will be able to: 1. Know the differences between types of drugs, including their legal status 2. Know causes of drug misuse 3. Be able to recognise physical and psychological effects of drug misuse 4. Be able to identify the impact that drug misuse may have on others 5. Be able to identify health issues associated with drug misuse 6. Know effects of withdrawing from drugs 7. Be able to identify agencies offering help and information on drug misuse Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 336 Awards and Certificates in Employability and Personal Development (7546)

339 Unit Introduction to drug awareness for the individual Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know the differences between types of drugs, including their legal status 1. identify different types of drugs 2. classify those identified as class A or class B drugs. For the first criterion (1.1) the learner needs to identify at least two different types of drugs, for example, stimulants and depressants. The learner should understand the difference between class A and class B drugs. The types of drugs they identify should be in the class A and/or class B category and should be the most common types of drugs or substances that are abused. Evidence may be a written statement. For 1.2 the learner needs to classify the types of drugs identified in (1.1) as class A or class B drugs. Evidence could be included in their written statement for (1.1). Outcome 2 Know causes of drug misuse 1. identify reasons why people may misuse drugs. For criterion (2.1) the learner needs to identify at least two possible reasons as to why people may misuse drugs. The reasons they choose might be those that are familiar to them and should be dealt with sensitively. The reasons why people may misuse drugs, the learner should know about, should include peer pressure, stress, thrill, curiosity. Evidence may be written notes following a group discussion. Outcome 3 Be able to recognise physical and psychological effects of drug misuse 1. identify physical and psychological effects of drug misuse. For criterion (3.1) the learner needs to identify at least two of the physical effects of drug misuse and at least two of the psychological effects of drug misuse. The learner must fully understand the mental health issues and the effect on a person s appearance that drug misuse brings. Evidence could be a fact sheet produced by the learner. Awards and Certificates in Employability and Personal Development (7546) 337

340 Outcome 4 Be able to identify the impact that drug misuse may have on others 1. list some of the effects that drug misuse may have on others. For the first criterion (4.1) the learner needs to list some of the effects that drug misuse may have on others, for example, family, friends, and society. The effects they list could be linked to (1.1), (2.1) and (3.1) and should be dealt with sensitively. The learner must understand how drug misuse not only affects the person but also affects those close to them. Evidence may be a learner statement or the learner might prefer to have a 1:1 discussion with an observation record as their evidence. Outcome 5 Be able to identify health issues associated with drug misuse 1. identify ways in which drug misuse can have an impact on health. For (5.1) the learner needs to identify at least four different ways in which drug misuse can have an impact on health, for example, HIV, hepatitis B and C, mental health, sexual health. As well as identifying the ways the learner should give a brief explanation about the impact each has on a person s health. Evidence could be a fact sheet or information leaflet produced by the learner. Outcome 6 Know effects of withdrawing from drugs 1. identify effects of withdrawing from drugs. For 6.1 the learner needs to identify at least two effects of withdrawing from drugs. The learner should be familiar with some of the symptoms associated with withdrawal from drugs for example emotional, physical and some of the more dangerous symptoms. Evidence could be a fact sheet or information leaflet produced by the learner. Outcome 7 Be able to identify agencies offering help and information on drug misuse 1. identify sources of help and information in relation to drug misuse. For 7.1 the learner needs to identify at least four sources of help and information in relation to drug misuse. The learner should investigate different agencies, both nationally and locally. At least two of the sources should be nationally recognised agencies and at least two of the sources should be local agencies. Evidence may be information from websites and/or leaflets. 338 Awards and Certificates in Employability and Personal Development (7546)

341 Unit Introduction to drug awareness for the individual How can this unit be delivered? This unit could be delivered as part of a healthy lifestyle programme and in conjunction with Unit 042 Introduction to Alcohol Awareness. Potential resources These websites might be useful: m Awards and Certificates in Employability and Personal Development (7546) 339

342 Unit Healthy lifestyles Level: Level 1 Credit value: 2 UAN: A/503/0973 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 376 Entry 3 Understanding conflict at work 383 Entry 3 Developing skills for a healthy lifestyle 468 Level 1 Healthy lifestyles 573 Level 2 Healthy living. Unit aim This unit aims to develop the learner s understanding of the role that exercise, fitness and diet play in promoting good health. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand the importance of a balanced diet to a healthy lifestyle. 2. Know about the importance of exercise to a healthy lifestyle. 3. Understand the importance of emotional and mental well-being. 4. Know how to improve own lifestyle. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 18 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 340 Awards and Certificates in Employability and Personal Development (7546)

343 Unit Healthy lifestyles Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. How does this unit go beyond the requirements at Entry 3? The assessment criteria for this level go beyond the requirements at Entry 3. The learners are expected to be able to make decisions for themselves related to personal health and fitness. Outcome 1 Understand the importance of a balanced diet to a healthy lifestyle. 1. state what is meant by a healthy and balanced diet. 2. identify the essential food groups in a balanced diet.. For the first criterion (1.1) the learner needs to state what is a meant by a healthy and balanced diet eg diet, fitness rest etc. For 1.2 the learner needs to list five essential food groups the "Eat well plate" could be used for this exercise. Outcome 2 Know about the importance of exercise to a healthy lifestyle. 1. state how lack of exercise can affect the human body. 2. outline the importance of physical activity to a healthy lifestyle. 3. describe three different types of exercise/sport/activity. For the first criterion (2.1) the learner needs to state how lack of exercise can affect the human body such as affects on the heart, lungs, blood sugar levels, joints, bones, muscles, mood, the ability to control weight etc. For 2.2 the learner needs to outline the importance of physical activity to a healthy lifestyle such as controlling weight, reducing the risk of heart disease and type 2 diabetes, to help to strengthen bones and muscles as well as possibly increasing the chances of living longer. Outcome 3 Understand the importance of emotional and mental wellbeing. 1. outline the effects of stress on the human body. 2. state what is meant by emotional and mental well-being. 3. outline how work/life balance can help maintain emotional and mental well-being. Awards and Certificates in Employability and Personal Development (7546) 341

344 For the first criterion (3.1) the learner needs to outline the effects of stress on the human body such as such as chest pain, palpitations, goose bumps, breathlessness, sleeplessness, loss of appetite, difficulty in concentrating, depression and outbursts of anger. For 3.2 the learner needs to state what is meant by emotional and mental well-being eg emotional capabilities, knowing how to function in society and meet the ordinary demands of everyday life. For 3.3 the leaner should be aware that there needs to be a balance between life and work so that their emotional and mental well-being is also balanced. For example balancing work (eg career and ambition) life (eg health, pleasure, leisure,). Outcome 4 Know how to improve own lifestyle. 1. give positive and negative points of own lifestyle in relation to physical and mental health, and emotional well-being. 2. identify sources of information and/or support and how they can be accessed. 3. outline a plan to improve own lifestyle.. For the first criterion (4.1) the learner must reflect on the positive and negative points within their own life. For 4.2 the leaner should identify sources of information and support such as GP, internet searches, forums, support groups, friends, family etc. For 4.3 the learner should reflect on what has been identified in 4.1 and plan to make improvements to their own lifestyle. 342 Awards and Certificates in Employability and Personal Development (7546)

345 Unit Healthy lifestyles How can this unit be delivered? Evidence could include a height, weight, pulse rate, blood pressure chart, linked to the planned activities that the learner decides to follow to improve their person fitness; a plan for a simple well balanced and healthy meal; target set by the learner for themselves and include how they plan to meet this target and what they hope the benefits will be. Potential resources Professional Cookery ISBN by Bamunge, Pickering, Pickering, Ross, Rushton, Strain has good resource materials fort turors/assessors. These websites might be useful: Awards and Certificates in Employability and Personal Development (7546) 343

346 Unit Understanding Time Management in the Workplace Level: Level 1 Credit value: 2 UAN: A/500/5684 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 517 Level 2 Managing yourself. Unit aim The focus of this unit is to make the learner aware of effective use of time. The learner will identify how they use and manage their time and the impact of ineffective use of time. The learner will also be made aware of how time management is an effective tool in addressing problems of stress. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand time management. 2. Understand the factors that affect time management 3. Demonstrate how to manage time effectively. 4. Understand the techniques used in time management. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 18 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 344 Awards and Certificates in Employability and Personal Development (7546)

347 Unit Understanding Time Management in the Workplace Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand time management. 1. identify how to effectively manage their time. 2. give a description of time management. 3. identify how to manage other people s time. For the first criterion (1.1) the learner needs to identify how to effectively manage their time. This may include prioritising tasks and examining the time available. For 1.2 the learner needs to describe what is meant by time management. This is likely to include reference to producing the result needed in an appropriate time scale. For 1.3 the learner needs to give two examples of how to manage other people's time. These may include jobcards, having an agreed timeframe for tasks. Evidence may be a learner statement and could include examples of time management. Outcome 2 Understand the factors that affect time management 1. identify the factors that will affect their time management. For this criterion (2.1) the learner needs to identify at least two factors that will (or may) affect their time management. These may include family responsibilities, workload, procrastination. Evidence may be a learner statement. Outcome 3 Demonstrate how to manage time effectively. 1. identify how to delegate. 2. identify what should be delegated. 3. identify the benefits to delegation. Awards and Certificates in Employability and Personal Development (7546) 345

348 For the first criterion (3.1) the learner needs to identify how to delegate.this is likely to be in their workplace but could be in another relevant situation. This may include consideration of the skill set needed for the task. For 3.2 the learner needs to identify a relevant task or tasks to be delegated. For 3.3 the learner needs to identify at least two benefits to delegation. This may include increased productivity, less stress, time for other tasks or leisure. Evidence may be a learner statement. Outcome 4 Understand the techniques used in time management 1. State the methods of managing time. 2. List the time management tools. For the first criterion (4.1) the learner needs to state at least three methods of managing time. These may include using lists, blocking time for activities, priority planning such as ABC analysis or Pareto analysis, action planning with SMART goals, For 4.2 the learner needs to list at least three time management tools. These may include paperbased tools or ICT based tools including diaries, daily and weekly schedules, activity planners, urgent and important time management matrices. Evidence may be a learner statement or examples of tools. 346 Awards and Certificates in Employability and Personal Development (7546)

349 Unit Understanding Time Management in the Workplace How can this unit be delivered? Potential resources ICT planning tools may be useful. Awards and Certificates in Employability and Personal Development (7546) 347

350 Unit Active Citizenship in the Local Community Level: Level 1 Credit value: 1 UAN: J/503/3035 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 231 Entry 2 Individual rights and responsibilities 331 Entry 3 Individual rights and responsibilities 356 Entry 3 Introduction to aspects of citizenship 382 Entry 3 Aspects of citizenship 431 Level 1 Individual rights and responsibilities. Unit aim This unit develops understanding of diversity within the local community and the importance of active participation within it. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand the social diversity of citizens in the local community 2. Understand the importance of active participation in the local community Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 9 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. 348 Awards and Certificates in Employability and Personal Development (7546)

351 Unit Active Citizenship in the Local Community Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the social diversity of citizens in the local community 1. outline the diverse nature of the population in his/her local community. For the first criterion (1.1) the learner needs to have good access to their local community. Local councils and libraries will be a good source of information. The learner should be encouraged to make this as practical as possible by going out and finding the information related to their local community. A list of the various areas of their local community and the diversity within these should be produced; this may take the form of an annotated local map or town plan. Outcome 2 Understand the importance of active participation in the local community 1. outline own involvement in an organisation, club or activity in the local community. 2. outline ways in which diverse members of the community can interact together. 3. state how taking an active part in the local community can contribute to social cohesion. For the first criterion (2.1) the learner needs to be, or has been in the recent past actively involved in a local community group. This could be a group such as scouts, guides, youth clubs etc either as a member or leader, sports groups or clubs, organisations related to the learner s faith, neighbourhood schemes, clubs supporting less able members of the community such as Mencap, Mind or Shopmobility. The learner will need to give an outline of the organisation, looking at whether it is a local, national or international organisation. For 2.2 the learner needs to identify the diversity of those people taking part and how they all work together for a common goal. State how taking an active part in the local community may help overcome the negative impacts of social diversity on the local community. For 2.3 the learner needs to reflect on how they feel that their involvement has helped to improve community relations with particular regard to diversity and culture. Awards and Certificates in Employability and Personal Development (7546) 349

352 Unit Active Citizenship in the Local Community How can this unit be delivered? Evidence for this unit would lend itself to a presentation by the learner of their findings. This could further improve understanding by their fellow learners of the impact local organisations can have on community relations. It could equally well be evidenced by a report covering all of the above aspects, a detailed promotional leaflet or poster. 350 Awards and Certificates in Employability and Personal Development (7546)

353 Unit Aspects of Citizenship Level: Level 1 Credit value: 3 UAN: R/503/3037 This unit is barred with the following units. If taken together only the one with the highest credit value will count: 231 Entry 2 Individual rights and responsibilities 331 Entry 3 Individual rights and responsibilities 356 Entry 3 Introduction to aspects of citizenship 382 Entry 3 Aspects of citizenship 431 Level 1 Individual rights and responsibilities. Unit aim This unit develops awareness of the rights, responsibilities and equal opportunities about becoming a British Citizen and political aspects of Britain. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand that individuals have rights and responsibilities 2. Understand equality issues in relation to current legislation. 3. Understand the main functions of local and national government. 4. Understand the range of public services available in the local community Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 351

354 Unit Aspects of Citizenship Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand that individuals have rights and responsibilities 1. give examples of the legal rights of a British citizen. 2. identify the types of responsibilities individuals have to maintain their own well being. 3. outline the types of responsibilities an individual has to others For the first criterion (1.1) the learner needs to list at least three legal rights of a British citizen. The learner needs to be able to differentiate between the rights and responsibilities of individuals. Basic rights can be listed but the learner must describe the responsibilities they select. These could include the rights of parents, children, people with disability, older people etc. Evidence for this unit could be an assessment that includes all learning outcomes. This could be approached as an information booklet for someone (target market can be set by the assessor) who is new to this country. For 1.2 the learner needs to describe the types of responsibilities individuals have to maintain their own well being and could include keeping fit and active, controlling the amount of food eaten to maintain a healthy diet, reducing smoking and alcohol intake etc. For 1.3 the learner needs to outline at least four types of responsibility an individual has to others and state why they are important. The responsibilities they describe should be those we all have towards each other, such as respect for others beliefs, the responsibility not to discriminate against others on grounds of race, religion, gender, age or disability, the responsibility of parents to provide a home, protection, education etc. Outcome 2 Understand equality issues in relation to current legislation. 1. identify key provisions in the current equalities legislation. 2. outline a current equality issue.. For the first criterion (2.1) the learner needs to state an appropriate meaning for the term equal opportunities. The learner needs to start from a base line that they understand. They could look at their course handbook and find what the centre states as its equal opportunities policy. From this they could put this into their own words to make it accessible to people of their age and background. For 2.2 the learner needs to give three examples of equal opportunities legislation. The learner should research three examples of equal opportunity legislation and then link this to criterion 2.3 by associating one piece of legislation to a group who would benefit from the legislation. Types of legislation could be equal opportunities at work, disabled people s rights, rights of the elderly, rights of carers, sexual discrimination, race discrimination etc. Please see 2.2 above for an effective way to cover this criterion. 352 Awards and Certificates in Employability and Personal Development (7546)

355 Outcome 3 Understand the main functions of local and national government. 1. outline how people are elected to local and central government. 2. give the main responsibilities of local government. 3. state the main responsibilities of central government. For the first criterion 3.1 learner needs to describe how people are elected to local and central government. Learners could interview their own local councillor or write to them with a number of questions they would like answers to; this could also form good practice in writing formal letters. Questions could include key issues that are important to the learner to give variance to the responses and also asking the main responsibilities of the local government and how this fits into the government of our nation. For 3.2 the learner needs to be able to list the main responsibilities of government to health, education, welfare, law and order etc. For 3.3 the learner needs to list the main responsibilities of the local government. This could be linked to 3.2 and information could be sought from a local councillor or council about the responsibilities. This is a good opportunity for the learner to learn outside the classroom situation. Outcome 4 Understand the range of public services available in the local community 1. outline the main public services available in own community. For the first criterion (4.1) the learner needs to list the main public services available in own local community under the heading of Protection Services, Leisure Services and Health services. The learner needs to be aware of the services that are provided in their area and be able to fit these into the categories listed in criterion 4.1, Protection Services, Leisure Services and Health Services. This may come from the learner s existing knowledge and experience or may be researched as a part of the contact with the local authority and/or local councillor as described in Learning Outcome 3. They should be able to list at least four local services to fit each category. Awards and Certificates in Employability and Personal Development (7546) 353

356 Unit Aspects of Citizenship How can this unit be delivered? Evidence for this learning outcome alone could be in the form of a report, leaflet or poster or a booklet as stated above under section 1.1. Potential resources This website might be useful: Awards and Certificates in Employability and Personal Development (7546)

357 Unit Using cooking skills in a domestic kitchen Level: Level 1 Credit value: 3 UAN: A/503/3260 Unit aim This unit develops awareness of kitchen equipment and an understanding of the nutritional value of food and drinks. It also covers the cooking of some basic foods and the building of confidence to making advanced dishes. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand how to plan and cost nutritionally balanced meals 2. Be able to use fresh ingredients and convenience foods. 3. Be able to use and maintain a range of domestic kitchen equipment 4. Be able to use a variety of food preparation methods. 5. Understand the importance of health and safety in a domestic kitchen Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 355

358 Unit Using cooking skills in a domestic kitchen Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand how to plan and cost nutritionally balanced meals 1. plan a two-course meal, taking into account basic nutritional value and costs 2. give three reasons for choice of meal. For the first criterion (1.1) the learner needs to plan a two-course meal, taking into account basic nutritional value and costs. The learner should have an underpinning knowledge of nutritional requirements prior to planning their meal. The meal can be something suited to themselves or a family member with a special requirement or of a different age. A budget should be set to enable the learner to have some guidance to work to. There is no requirement for the meal to be cooked at this stage but this could be the plan for the meal to be cooked in LO2. For 1.2 the learner needs to give at least three reasons for their choice of meal. Outcome 2 Be able to use fresh ingredients and convenience foods. 1. cook a meal using: a) fresh ingredients b) convenience foods. For 2.1 the learner needs to cook a simple meal using fresh ingredients and convenience foods. The learner may use their plan in LO1. Access to a domestic style kitchen will be required to complete this learning outcome. Outcome 3 Be able to use and maintain a range of domestic kitchen equipment 1. identify and use examples of domestic kitchen equipment to produce a meal. 2. clean and store the equipment used. 356 Awards and Certificates in Employability and Personal Development (7546)

359 For the first criterion (3.1) the learner needs to identify examples of domestic kitchen equipment such as a cooker or microwave. LO3 should be linked to LO1 & 2 for effective assessment. This could be a simple question and answer session or alternatively the learner could complete a worksheet identifying key kitchen equipment. For 3.2 the learner needs to clean and store the equipment used. It is important the learner can demonstrate care of the equipment by cleaning it effectively and returning it to the correct storage place. Outcome 4 Be able to use a variety of food preparation methods. 1. identify different food preparation methods. 2. produce a dish using a range of food preparation methods For the first criterion (4.2) the learner needs to produce a simple dish using each of the following basic cookery methods, boiling, frying and grilling. Learners should have access to sufficient equipment to allow them to experiment and become proficient with a range of cooking methods. They will make one dish to use each of the cooking methods listed in this criterion. Outcome 5 Understand the importance of health and safety in a domestic kitchen 1. identify the main health and safety risks in a domestic kitchen. 2. outline how to respond to health and safety risks in a domestic kitchen. For the first criterion (5.1) the learner needs to identify the main health and safety risks in a domestic kitchen. It is at the discretion of the centre to decide the order that the LO should be assessed and if it is considered that aspects of health and safety should be assessed first then this would be appropriate. The learner should be able to identify the key health and safety issues related to a domestic kitchen. These could include sharp items, cleanliness, electrical and gas safety. For 5.2 the learner needs to outline how to respond to health and safety risks in the kitchen. The learner should be able to demonstrate their understanding in practice by checking items prior to use, handling items safely so as not to endanger themselves or others, cleaning and caring for the kitchen. Awards and Certificates in Employability and Personal Development (7546) 357

360 Unit Using cooking skills in a domestic kitchen How can this unit be delivered? Evidence for this learning outcome could include a plan for a two course meal with the cost and nutritional value information presented as a report, poster, leaflet or presentation, photographs of finished dishes, assessor/witness statement of observation of safe working methods. Potential resources These publishers might be useful: Professional Cookery Heinemann Publishers by Bamunge, Pickering, Pickering, Ross, Rushton & Strain 358 Awards and Certificates in Employability and Personal Development (7546)

361 Unit Introduction to healthy eating Level: Level 1 Credit value: 3 UAN: K/502/5008 Unit aim The unit provides learners with an introduction to healthy foods and special diets. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know the effects of food on the body 2. Know the different food groups and their contribution to a healthy, balanced diet Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 25 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 359

362 Unit Assessment criteria Introduction to healthy eating How is this unit assessed? Assessment is by assignment. This unit is part of City & Guilds Entry Level 3 and Level 1 Awards and Certificates in Introduction to the Hospitality Industry (7107). The Qualification Handbook and assignments are available from (please search by 7107 on the qualification finder). Please note that your centre does not need to be approved to offer the Awards and Certificates in Introduction to the Hospitality Industry in order to deliver this unit as part of Outcome 1 Know the effects of food on the body 1. state what the body uses food for 2. state the benefits of a healthy diet 3. state why different groups of people require different diets. Outcome 2 Know the different food groups and their contribution to a healthy, balanced diet 1. list the major food groups 2. describe a healthy, balanced diet 3. check food labels for nutritional information 4. describe the importance of regular fluid/water intake in relation to a balanced diet. 360 Awards and Certificates in Employability and Personal Development (7546)

363 Unit Using kitchen equipment Level: Level 1 Credit value: 1 UAN: T/502/5075 Unit aim Learners will be able to give examples of large and small kitchen equipment and describe how they are used and the safety requirements for using them. They will be able to use different kitchen equipment for routine tasks and follow correct procedures when cleaning equipment. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know about different types of kitchen equipment 2. Select and use kitchen equipment Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 361

364 Unit Assessment criteria Using kitchen equipment How is this unit assessed? Assessment is by assignment. This unit is part of City & Guilds Entry Level 3 and Level 1 Awards and Certificates in Introduction to the Hospitality Industry (7107). The Qualification Handbook and assignments are available from (please search by 7107 on the qualification finder). Please note that your centre does not need to be approved to offer the Awards and Certificates in Introduction to the Hospitality Industry in order to deliver this unit as part of Outcome 1 Know about different types of kitchen equipment 1. give examples of large kitchen equipment and describe how they are used 2. give examples of small kitchen equipment and hand tools and describe how they are used 3. state the safety requirements for using kitchen equipment. Outcome 2 Select and use kitchen equipment 1. select the correct equipment for routine tasks 2. use different kitchen equipment for routine tasks safely and hygienically 3. follow correct procedures when cleaning equipment. 362 Awards and Certificates in Employability and Personal Development (7546)

365 Unit Customer service in the hospitality industry Level: Level 1 Credit value: 3 UAN: J/502/4898 Unit aim The unit aims to provide learners with a basic understanding of the importance of good customer service within the hospitality industry. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Know the benefits of good customer service 2. Communicate with customers in the hospitality environment 3. Know the importance of good personal presentation Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 363

366 Unit Assessment criteria Customer service in the hospitality industry How is this unit assessed? Assessment is by assignment. This unit is part of City & Guilds Entry Level 3 and Level 1 Awards and Certificates in Introduction to the Hospitality Industry (7107). The Qualification Handbook and assignments are available from (please search by 7107 on the qualification finder). Please note that your centre does not need to be approved to offer the Awards and Certificates in Introduction to the Hospitality Industry in order to deliver this unit as part of Outcome 1 Know the benefits of good customer service 1. outline what good customer service is 2. state the benefits of good customer service 3. give examples of good service for different customer groups within the industry. Outcome 2 Communicate with customers in the hospitality environment 1. identify the benefits of good communication 2. state how to deal with routine customer needs 3. communicate positively in a hospitality environment (to include verbal and non-verbal communication). Outcome 3 Know the importance of good personal presentation 1. outline the importance of good personal hygiene and presentation in a hospitality environment 2. identify different dress codes for roles in a hospitality environment. 364 Awards and Certificates in Employability and Personal Development (7546)

367 Unit Understanding child development Level: Level 1 Credit value: 3 UAN: K/500/5521 Unit aim This is a basic introduction to child development from 0-3 and enables the learner to understand the key stages of development whilst recognising the resources available to meet them including childcare provision. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand the development of children from 0-1 year 2. Understand the development of children from 1-3 years 3. Be aware of a range of childcare provision 4. Understand the need for a safe environment Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 365

368 Unit Understanding child development Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the development of children from 0-1 year 1. create a chart illustrating the physical development of a baby 0-1 year 2. select and examine three toys suitable for a child 0-6 months and suggest how you would use them with a child 3. select and examine three toys suitable for a child 6-12 months and suggest how you could use them with a child. Outcome 2 Understand the development of children from 1-3 years 1. select play materials that will encourage walking, talking, social skills, colour and shape identification and creative skills. Outcome 3 Be aware of a range of childcare provision 1. identify and present information on a range of childcare provision such as nannies, child minders, nursery/playgroups, after school clubs. Outcome 4 Understand the need for a safe environment 1. identify a variety of safety products for children 0-3 years, and say how they contribute to developing a safe environment. 366 Awards and Certificates in Employability and Personal Development (7546)

369 Unit Developing skills in caring for young children Level: Level 1 Credit value: 3 UAN: K/500/5096 Unit aim This unit can be used to raise awareness of the skills needed to care for young children including the practical and social requirements of care, as a starting point for the learner who may wish to explore childcare as a work option. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to wash/bathe babies and children 2. Know the correct procedures when feeding young children 3. Know how to dress children appropriately 4. Know how to respond to a baby/child s need for sleep and rest Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 367

370 Unit Developing skills in caring for young children Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know how to wash/bathe babies and children 1. demonstrate through simulation the correct procedure when bathing a baby/toddler 2. identify products available for personal care of children 3. describe the importance of hygiene for specific areas of the body. Outcome 2 Know the correct procedures when feeding young children 1. use a correct method for sterilising feeding equipment 2. use the correct method for preparing a bottle-feed 3. use appropriate hygiene and safety procedures when feeding young children. Outcome 3 Know how to dress children appropriately 1. identify suitable clothing for children for different ages and for different seasons 2. demonstrate how to care for these clothes appropriately. Outcome 4 Know how to respond to a baby/child s need for sleep and rest 1. identify when a child/baby requires sleep 2. describe the correct method for putting a child/baby to bed 3. collect information showing equipment available for aiding rest and sleep. 368 Awards and Certificates in Employability and Personal Development (7546)

371 Unit Introduction to developing language and communication skills in children Level: Level 1 Credit value: 3 UAN: M/500/5097 Unit aim This unit enables the learner to identify the sequence of language development and how to facilitate language and communication when working with children. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Know about the sequence of language development and communication in children 2. Understand the importance of developing language skills in children 3. Understand the role of the child care worker in promoting language skills 4. Recognise the importance of children s needs in respect of language 5. Understand links between language and communication skills Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 369

372 Unit Introduction to developing language and communication skills in children Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Know about the sequence of language development and communication in children 1. state key elements of language and communication development in children. Outcome 2 Understand the importance of developing language skills in children 1. identify ways that language communication skills can be developed in children. Outcome 3 Understand the role of the child care worker in promoting language skills 1. identify ways of promoting language skills development in children. Outcome 4 Recognise the importance of children s needs in respect of language 1. identify the language needs of children in respect of culture, religion or special educational needs. Outcome 5 Understand links between language and communication skills 1. identify links between language and communication skills 2. give an example of how to promote a child s communication skills. 370 Awards and Certificates in Employability and Personal Development (7546)

373 Unit Understanding children s social and emotional development Level: Level 1 Credit value: 3 UAN: T/500/5523 Unit aim This unit raises awareness of the social and emotional development of children and will encourage the learner to recognise social and emotional needs in children as well as consider ways of meeting those needs and managing different behaviours. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand key elements children s social and emotional development 2. Understand children s social and emotional needs 3. Know how children acquire their behaviour patterns 4. Understand how to meet children s social and emotional needs 5. Understand how to encourage children to feel positive about themselves Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 371

374 Unit Understanding children s social and emotional development Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand key elements children s social and emotional development 1. give examples of 2 stages of children s social and emotional development. Outcome 2 Understand children s social and emotional needs 1. outline some social and emotional needs of young children. Outcome 3 Know how children acquire their behaviour patterns 1. give examples of how and why children learn to behave in particular ways. Outcome 4 Understand how to meet children s social and emotional needs 1. identify key ways to meet some of the social and emotional needs of young children. Outcome 5 Understand how to encourage children to feel positive about themselves 1. give examples of ways of encouraging children to feel positive about themselves 2. identify some of the benefits of encouraging children to feel positive about themselves. 372 Awards and Certificates in Employability and Personal Development (7546)

375 Unit Understanding growth, social and emotional development of children Level: Level 1 Credit value: 3 UAN: K/500/5101 Unit aim This unit looks at growth and development from birth to adolescence and considers the factors that affect growth and development both physically, socially and emotionally. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand the sequence of growth and development from birth to adolescence 2. Understand some of the factors that affect growth and development 3. Recognise that different experiences affect emotional or social development 4. Understand some of the ways in which a child learns to communicate Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 373

376 Unit Understanding growth, social and emotional development of children Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the sequence of growth and development from birth to adolescence 1. give an example of changes in a person s physical appearance, physical abilities, mental abilities, ways of learning, communication skills and emotional needs from birth to adolescence. Outcome 2 Understand some of the factors that affect growth and development 1. identify how diet, exercise and environment may affect growth and development. Outcome 3 Recognise that different experiences affect emotional or social development 1. outline ways in which emotional and social needs may be affected by experience. Outcome 4 Understand some of the ways in which a child learns to communicate 1. outline three ways in which child can be helped to develop communication/language skills 2. suggest why the ways selected are likely to be successful. 374 Awards and Certificates in Employability and Personal Development (7546)

377 Unit Understanding the physical and psychological needs of children Level: Level 1 Credit value: 3 UAN: R/500/5528 Unit aim This unit is about recognising the physical and psychological needs of children and how such needs can be met by a variety of agencies and strategies. It will enable the learner to consider their own role in meeting such needs. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Recognise some of the physical and psychological needs of children 2. Understand some of the difficulties that s/he may have in meeting the needs of a child 3. Know some of the agencies and organisations that can offer support in meeting the needs of children 4. Understand the importance of exercise and rest in children s healthy development 5. Know how to provide physical care for children of different ages 6. Recognise some common childhood illnesses and their effects Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 375

378 Unit Understanding the physical and psychological needs of children Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Recognise some of the physical and psychological needs of children 1. outline some of the likely physical and psychological needs of a child of a given age. Outcome 2 Understand some of the difficulties that s/he may have in meeting the needs of a child 1. outline some of the difficulties that s/he may have in meeting the needs of a child. Outcome 3 Know some of the agencies and organisations that can offer support in meeting the needs of children 1. outline the roles of two agencies or organisations that can offer support in meeting the physical and psychological needs of children. Outcome 4 Understand the importance of exercise and rest in children s healthy development 1. outline some reasons why rest and exercise are important in child development 2. identify activities which promote exercise to children of given ages 3. outline ways in which opportunities for exercise and rest can be incorporated into a daily routine for a child. Outcome 5 Know how to provide physical care for children of different ages 1. Outline key factors in caring for the: a) hair b) skin c) teeth d) feet of a baby, toddler, pre-school and school-aged child. Outcome 6 Recognise some common childhood illnesses and their effects 1. identify some common childhood illnesses and outline their effects. 376 Awards and Certificates in Employability and Personal Development (7546)

379 Unit Using craft activities with children and young people Level: Level 1 Credit value: 3 UAN: R/500/5108 Unit aim This unit will enable the learner to understand the use of craft activities with children and select appropriate activities to meet the physical and psychological stage of the child s development. It will enable the learner to develop planning and organisational skills in order to carry out a craft activity. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand the uses of craft activities 2. Know appropriate craft techniques 3. Be aware of the safety factors necessary in craft activities 4. Know how to plan and organise an appropriate craft activity Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 377

380 Unit Using craft activities with children and young people Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the uses of craft activities 1. state some reasons for using craft activities with a child/young person 2. identify some of the factors to be taken into account when choosing activities. Outcome 2 Know appropriate craft techniques 1. identify appropriate and inappropriate techniques for the child/young person. Outcome 3 Be aware of the safety factors necessary in craft activities 1. produce written evidence of investigation into safety aspects such as use of materials, design, material standards for toy safety. Outcome 4 Know how to plan and organise an appropriate craft activity 1. choose a craft activity for the child/young person 2. plan how to carry out the activity/make the item/toy identifying: time needed, materials needed and the techniques which will be used 3. incorporate appropriate safety aspects in the practical production of the activity, item or toy 4. carry out the activity. Make the planned item or toy 5. reflect on the appropriateness of the chosen activity, item or toy. 378 Awards and Certificates in Employability and Personal Development (7546)

381 Unit Introduction to working with vulnerable adults Level: Level 1 Credit value: 1 UAN: M/501/9324 NOTE: Learners wishing to claim this unit have until 30 April 2014 to do so as this unit has been withdrawn. Unit aim This unit aims to develop an understanding of the term vulnerable adult and voluntary and community organisation s responsibilities. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the meaning of the term vulnerable adult 2. Know what constitutes abuse 3. Be aware of the different types of abusers Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 9 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 379

382 Unit Introduction to working with vulnerable adults Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the meaning of the term vulnerable adult 1. define the meaning of the term vulnerable adult in accordance with No Secrets". Outcome 2 Know what constitutes abuse 1. define the term abuse 2. state the main categories of abuse 3. identify the signs and signals of abuse. Outcome 3 Be aware of the different types of abusers 1. give three examples of people who may be abusers 2. outline how to prevent and minimise abuse. 380 Awards and Certificates in Employability and Personal Development (7546)

383 Unit Preparing to work with vulnerable adults Level: Level 1 Credit value: 3 UAN: A/501/9360 NOTE: Learners wishing to claim this unit have until 30 April 2014 to do so as this unit has been withdrawn. Unit aim This unit aims to develop an understanding of relevant legislation and the good practice organisations and individuals should employ when working with vulnerable adults. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand how to respond to a disclosure of abuse 2. Understand levels of intervention 3. Understand an organisation s duty of care towards the adults with whom they have contact 4. Understand good practice procedures when faced with false accusations of abuse 5. Understand relevant legislation for safeguarding adults Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 381

384 Unit Preparing to work with vulnerable adults Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand how to respond to a disclosure of abuse 1. give three examples of good practice 2. give three examples of practice to avoid. Outcome 2 Understand levels of intervention 1. Identify appropriate interventions to include: a) personal role b) confidentiality c) response to different practices and cultures. Outcome 3 Understand an organisation s duty of care towards the adults with whom they have contact 1. outline the measures an organisation needs to have in place to ensure that the risks of harm to adult s welfare are minimised 2. identify appropriate processes and procedures for reporting and recording suspicions of adult abuse. Outcome 4 Understand good practice procedures when faced with false accusations of abuse 1. outline procedures for reporting and recording events. Outcome 5 Understand relevant legislation for safeguarding adults 1. outline the key principles of The Mental Capacity Act Awards and Certificates in Employability and Personal Development (7546)

385 Unit Developing DJing skills Level: Level 1 Credit value: 3 UAN: H/500/5582 Unit aim This unit focuses on the health and safety issues associated with electrical equipment and aims to provide the learner with an understanding of the use of headphones and turntables. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand what constitutes a D.J. rig 2. Understand how to safely set up a D.J. rig 3. Understand how to use headphones and turntable Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 383

386 Unit Developing DJing skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand what constitutes a D.J. rig 1. list the main components of a D.J. rig 2. outline their main function. Outcome 2 Understand how to safely set up a D.J. rig 1. identify three health and safety issues associated with the use of electrical equipment 2. identify three health and safety issues related to setting up of a D.J rig and state how they can be addressed 3. with assistance set up the main elements of a D.J. rig. Outcome 3 Understand how to use headphones and turntable 1. use headphones to monitor second record in order to set up a mix 2. drop in second record, and keep the beats together 3. line up tracks/operate tone arm and pitch control 4. manually adjust revolution of the records to keep beats synchronized for a minute. 384 Awards and Certificates in Employability and Personal Development (7546)

387 Unit Developing creative writing skills Level: Level 1 Credit value: 3 UAN: D/500/5581 Unit aim This unit aims to provide the learner with an understanding of the use of stimuli as a basis for creative writing and develop skills to plan and draft a short piece. This unit also enables the learner to reflect on own work. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Understand the differences between fiction and non-fiction 2. Understand how to use personal experience and memory as a source for creative writing 3. Understand how to use a range of stimuli as a basis for creative writing 4. Understand the importance of drafting and re-drafting in creative writing 5. Understand the importance of choosing a particular reading audience 6. Reflect on own work Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 385

388 Unit Developing creative writing skills Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the differences between fiction and non-fiction 1. identify some examples of fiction 2. identify some examples of non-fiction 3. list the key differences. Outcome 2 Understand how to use personal experience and memory as a source for creative writing 1. identify personal events that might be used as a basis for creative writing 2. write a short piece based on a personal event or memory. Outcome 3 Understand how to use a range of stimuli as a basis for creative writing 1. list at least three stimuli which could be used as a basis for a piece of creative writing 2. write a short piece about a character/place/event using one of the sources identified. Outcome 4 Understand the importance of drafting and re-drafting in creative writing 1. produce a plan for a short piece of writing 2. produce a first draft 3. re-draft the piece as a result of own and others feedback 4. comment on the importance of re-drafting. Outcome 5 Understand the importance of choosing a particular reading audience 1. identify an appropriate audience for a short piece of writing 2. state why the audience is appropriate. Outcome 6 Reflect on own work 1. comment on own work 2. identify areas for development in the light of feedback. 386 Awards and Certificates in Employability and Personal Development (7546)

389 Unit Developing oral storytelling skills for performance Level: Level 1 Credit value: 3 UAN: K/500/5583 Unit aim This unit focuses on the understanding of the learner as performer in developing and using the disciplines and techniques central to effective performance realisation and developing a style of storytelling. This unit enables the learner to reflect on the effectiveness of the realisation. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Understand the difference between written and oral stories 2. Understand the different kinds of stories in the oral tradition 3. Understand the relevance of personal experience in oral storytelling 4. Use a range of basic storytelling techniques 5. Understand the basic structure and appeal of popular stories 6. Reflect on own work Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 387

390 Unit Developing oral storytelling skills for performance Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the difference between written and oral stories 1. identify the basic differences in language, length of sentence and style between written and oral stories 2. give an example of each. Outcome 2 Understand the different kinds of stories in the oral tradition 1. identify the characteristic motifs and archetypes in different kinds of traditional stories including myth, legend and folktale. Outcome 3 Understand the relevance of personal experience in oral storytelling 1. tell a short personal story. Outcome 4 Use a range of basic storytelling techniques 1. tell a short story using basic physical gestures 2. demonstrate a basic range of pace, vocal tone and volume 3. comment on effectiveness of techniques used. Outcome 5 Understand the basic structure and appeal of popular stories 1. identify the plot and theme of a popular story and recount it 2. identify the enduring qualities of the story. Outcome 6 Reflect on own work 1. comment on own work. 388 Awards and Certificates in Employability and Personal Development (7546)

391 Unit Developing performance improvisation techniques Level: Level 1 Credit value: 3 UAN: Y/500/5580 Unit aim This unit focuses on the knowledge and skills of the learner in developing improvisation techniques to participate in a performance and in commenting in relation to own work and that of others in the realisation of a score/text/script, and in planning and evaluating the development. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Demonstrate an understanding of health and safety measures relating to performance 2. Respond to a range of stimuli and develop ideas for performance 3. Use improvisation as a means of exploration (text, score, script) 4. Use improvisation to explore material 5. Give and receive feedback on performance 6. Reflect on own work Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 389

392 Unit Developing performance improvisation techniques Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Demonstrate an understanding of health and safety measures relating to performance 1. formally agree to health and safety rules for performance environment. Outcome 2 Respond to a range of stimuli and develop ideas for performance 1. complete exercises in physical games, structured improvisation and spontaneity 2. demonstrate co-operation and some creativity. Outcome 3 Use improvisation as a means of exploration (text, score, script) 1. participate actively in improvisation to explore a given theme/character/mood 2. comment on the effectiveness of improvisation. Outcome 4 Use improvisation to explore material 1. participate actively in improvisation based on scripted material (text, score, script) 2. comment on the effectiveness of improvisation. Outcome 5 Give and receive feedback on performance 1. share and contribute feedback in a positive manner. Outcome 6 Reflect on own work 1. comment on own work. 390 Awards and Certificates in Employability and Personal Development (7546)

393 Unit Understanding the intellectual and language development of children birth to eight years Level: Level 1 Credit value: 3 UAN: Y/503/3184 Unit aim This unit enables the learner to outline the key stages of intellectual and emotional development and recognise the factors that can influence/promote language and intellectual development. It would encourage the learner working with children to optimise the development of these skills. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Understand the stages of intellectual development in children. 2. Understand the stages of language development in children. 3. Understand why it is important to communicate with young children 4. Understand factors which affect intellectual and language development in children. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 391

394 Unit Understanding the intellectual and language development of children birth to eight years Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the stages of intellectual development in children. 1. identify the key stages of intellectual development in children. 2. outline how a child s intellect develops at two of these stages.. Outcome 2 Understand the stages of language development in children. 1. identify the key stages of language development in children. 2. outline how a child s language develops at two of these stages.. Outcome 3 Understand why it is important to communicate with young children 1. identify why communicating with children is important to their language and intellectual development. 2. outline different ways of communicating with children.. Outcome 4 Understand factors which affect intellectual and language development in children. 1. identify key factors which may affect language and intellectual development in children. 2. outline how two of these factors may affect a child s language and intellectual development Awards and Certificates in Employability and Personal Development (7546)

395 Unit Understanding Play for Early Learning Level: Level 1 Credit value: 3 UAN: F/503/8167 Unit aim This unit asks the learner to recognise the features of a positive learning environment and identify the ways in which positive play activities can help children s learning and development. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the features of a positive learning environment 2. Understand how play can help children s learning or development 3. Understand how play activities can avoid stereotyping and discrimination Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 27 hours should be allocated for this unit. Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS) This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills. Awards and Certificates in Employability and Personal Development (7546) 393

396 Unit Understanding Play for Early Learning Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a learner portfolio. Outcome 1 Understand the features of a positive learning environment 1. identify features of a setting that contribute to a positive learning environment 2. state how these features might help children to learn through the use of play activities and strategies. Outcome 2 Understand how play can help children s learning or development 1. outline some ways in which play can help children s learning in each of the following developmental areas: a) physical b) social c) emotional d) intellectual e) linguistic. Outcome 3 Understand how play activities can avoid stereotyping and discrimination 1. give an example of stereotyping in play 2. identify how a given set of materials, resources or activities can challenge stereotyping and discrimination. 394 Awards and Certificates in Employability and Personal Development (7546)

397 Appendix 1 Glossary Agree Analyse Annotation Assessor observation Attitude Learner portfolio Learner statement Choose Decide Define Demonstrate Describe Evaluate Explain Identify List to reach a joint decision (with one or more person(s)) to study or examine a topic in detail, in order to discover more about it words/notes written on material (eg photographs or text) usually to personalise or clarify the material written evidence produced by the assessor to record what they have observed the learner doing the way a person views something (NB learners do not have to distinguish between skills, qualities and attitudes) see portfolio information provided by the learner which can be hand written, typed or presented as a video or audio recording select from a number of alternatives reach a decision eg by considering options (these options may be suggested by the learner or another person) say (orally or in writing) what the meaning of something, especially a word, is (eg defining a particular term) show how something should be done. This is evidence of performance. give details, to say or write what someone or something is like to judge or calculate the quality, importance, amount or value of something to make something clear or easy to understand by describing or giving information about it to recognise something (or someone) and say (or prove) what (or who) they are to make a list of at least two items. This could be a written list produced by the learner (eg hand written, using ICT, by highlighting or cutting and pasting from given source materials). Oral evidence could be recorded as an assessor observation, audio recording or a record of questioning. Awards and Certificates in Employability and Personal Development (7546) 395

398 Outline Portfolio Qualities Range Research Skill State UAN Use Witness statement give a general explanation or description without detail a collection of evidence which meets the assessment criteria. This can be paper based and/or stored electronically (ie e-portfolio). distinguishing characteristics or attributes; a feature of personality (NB learners do not have to distinguish between skills, qualities and attitudes) at least three find information eg from a variety of oral and/or written sources special ability or expertise, often acquired through training (NB learners do not have to distinguish between skills, qualities and attitudes) can be written or oral evidence. Evidence for oral contribution could be an assessor record of questioning. Unit accreditation number to put something such as a tool or skill to a particular purpose written evidence produced by someone other than the assessor to record what they have observed the learner doing 396 Awards and Certificates in Employability and Personal Development (7546)

399 Appendix 2 Work-based experience placement diary The work placement diary can be used as evidence towards unit 409 Work-based experience. Alternatively centres may wish to create their own diary template for this unit. Awards and Certificates in Employability and Personal Development (7546) 397

400 WORK-BASED EXPERIENCE PLACEMENT DIARY (covers Level 1 assessment criteria 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 and 4.3) Name of learner: Tutor: Telephone number: Work-based experience/placement: Work/placement contact: Telephone number: Date: 398 Awards and Certificates in Employability and Personal Development (7546)

401 Use this page to record information about your work-based experience placement Name and address of work placement What service or product does your placement provide? What tasks will you be expected to do? Start time: Lunch break: Finish time: Do you need to take lunch with you or will you need to buy lunch? Awards and Certificates in Employability and Personal Development (7546) 399

402 Record your activities/experiences and achievements each day before you leave your work placement or when you get home Date Activity/experience and achievements 400 Awards and Certificates in Employability and Personal Development (7546)

403 Date Activity/experience and achievements Awards and Certificates in Employability and Personal Development (7546) 401

404 Date Activity/experience and achievements 402 Awards and Certificates in Employability and Personal Development (7546)

405 Follow requirements during work-based experience Please comment on how you feel you met the following assessment criteria: Criteria I 3.1 Attended suitable work experience for a minimum of 15 hours Comment How I met the criteria I attended from 3.2 Dressed appropriately for the workplace 3.3 Followed safe working practice 3.4 Followed instructions to complete tasks 3.5 Spoke with other people in a suitable manner Awards and Certificates in Employability and Personal Development (7546) 403

406 Work-based experience: provider comments Please comment on how the learner met the following assessment criteria: Criteria The learner Comment How the learner met the criteria 3.1 Attended work place for a minimum of 15 hours 3.2 Dressed appropriately for the workplace 3.3 Followed safe working practice 3.4 Followed instructions to complete tasks 3.5 Spoke to other people in a suitable manner 404 Awards and Certificates in Employability and Personal Development (7546)

407 You may also wish to comment on the following areas: Contribution to teamwork Communication skills Reliability Adaptability and flexibility Motivation and enthusiasm Commitment and professionalism Please add any general comments Signed: Position: Date: Awards and Certificates in Employability and Personal Development (7546) 405

408 Review of work-based experience 4.1 What did you do well? What did you enjoy? 4.2 What have you learned about yourself? 4.3 What are you going to do now? How are you going to build on this experience? 406 Awards and Certificates in Employability and Personal Development (7546)

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