vtct personal and social · vtct product code all units are allocated a unique vtct product code...

PSD all quals frontispiece_v8

VTCT Personal and Social Development qualifications

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements (if/where applicable) have been achieved under specified conditions, and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Qualification Product code

Qualification number

Operational start date

Total Qualification Time (TQT)

Entry Level Award in Personal and Social Development (Entry 2) AG20228 600/0391/1 01/02/2011 40

Entry Level Award in Personal and Social Development (Entry 3) AG30222 600/0388/1 01/02/2011 40

Level 1 Award in Personal and Social Development AG10224 600/0387/X 01/02/2011 40

Level 1 Certificate in Personal and Social Development AG10225 600/0384/4 01/02/2011 130

Unit code Date achieved

Learner signature

Assessor signature

Assessor number

IQA signature (if sampled)

22222

The qualification

Introduction

VTCT Personal and Social Development (PSD) qualifications will improve your personal and social skills, and build confidence and self-esteem to prepare you for the world of work. Units cover a range of topics including developing own skills and setting goals, healthy living, budgeting, community action and preparing for work.

These qualifications contribute to the Foundation Learning Tier and are designed to be used alongside other VTCT vocational qualifications. A PSD qualification complemented by a specialist VTCT qualification will provide you with a sound platform for employment or further study.

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Prerequisites

There are no formal prerequisite qualifications that you must have prior to undertaking this qualification.

Your centre will have ensured that you have the required knowledge, understanding and skills to enrol and successfully achieve this qualification.

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Progression

You can progress from Award to Certificate at any given level or progress through levels (i.e. Entry Level 2 to Entry Level 3 to Level 1).

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Qualification structure

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VTCT’s PSD suite is made up of five qualifications. The qualification achieved depends upon the combination of units (rules of combination) completed. There are 39 units in total that range from Entry Level 2 to Level 1. The rules of combination for each qualification are as follows:

Entry Level 2• Entry Level Award in Personal and Social

Development (Entry 2) You must achieve at least 4 credits at Entry 2 or higher

Entry Level 3• Entry Level Award in Personal and Social

Development (Entry 3) You must achieve at least 4 credits at Entry 3 or higher

Level 1• Level 1 Award in Personal and Social

Development You must achieve at least 4 credits at Level 1

• Level 1 Certificate in Personal and Social Development

You must achieve at least 13 credits at Level 1

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Managing social relationshipsCode - UV30622 - 2 credit - 20GLH

Community actionCode - UV30617 - 2 credits - 20GLH

Developing selfCode - UV30618 - 2 credits - 20GLH

Healthy livingCode - UV30619 - 2 credits - 20GLH

Individual rights and responsibilitiesCode - UV30620 - 1 credit - 10GLH

Managing own moneyCode - UV30621 - 2 credits - 20GLH

Preparation for workCode - UV30623 - 2 credits - 20GLH

Working as part of a groupCode - UV30624 - 2 credits - 20GLH

Working towards goalsCode - UV30625 - 2 credits - 20GLH

Dealing with problems in daily lifeCode - UV30626 - 2 credits - 20 GLH

Environmental awarenessCode - UV30627 - 2 credits - 20GLH

Making the most of leisure timeCode - UV30628 - 2 credits - 20GLH

Parenting awarenessCode - UV30629 - 2 credits - 20GLH




Healthy livingCode - UV10632 - 2 credits - 20GLH






Dealing with problems in daily lifeCode - UV10639 - 2 credits - 20GLH






Healthy livingCode - UV20668 - 2 credits -20GLH






Dealing with problems in daily lifeCode - UV20665 - 2 credits - 20GLH





Entry Level 2 units Entry Level 3 units Level 1 units

6

Guidance on assessment

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external quality assurers.

This book contains all units that make up VTCT’s PSD suite of qualifications. All units are internally assessed by portfolio of evidence.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally quality assured by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external quality assurers.

Assessment explained

VTCT qualifications are assessed and verified by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal quality assurer whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external quality assurer, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal quality assurance process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external quality assurer.

This record of assessment book is your property and must be in your possession when you are being assessed or quality assured. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

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7

Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement, and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

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Unit glossary

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Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

LevelLevel is an indication of the demand of the learning experience; the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of competent observations, per outcome, required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit; they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Observation outcome

An observation outcome details the tasks that must be practically demonstrated to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper, a portfolio of evidence or other forms of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel with the unit’s observation outcomes.

UV20662Community action

It is the aim of this unit to encourage you to participate in local community activities and understand the benefits of these activities for yourself and the community.

UV20662_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Community action

1. Recognise local community groups

2. Be able to demonstrate how to participate in community activities

1. Outcomes All unit outcomes must be achieved and evidenced in your portfolio of evidence. Evidence may include practical observations (evidence of), witness testimonies/statements, projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

2. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit.

3. External paper There is no external paper requirement for this unit.

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Outcome 1

Outcomes

Date achievedAssessor initialsLearner signature

Recognise local community groups

You can: Description of evidence

Portfolio reference

a. Identify a community group in your local area and what it does

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Outcome 2


Be able to demonstrate how to participate in community activities


Portfolio reference

a. Participate in a community activity that is relevant to you

b. Identify how this activity benefits others

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Outcome 1: Recognise local community groups

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

Community groups: Ways to find out about local community groups and what they do (e.g. public notices, websites, local newspapers and magazines, library, telephone conversation, meeting a group), identifying different local community groups (e.g. residents association, help the aged, neighbourhood watch, parent and toddler group, church-based groups), identifying what activities they do (e.g. supporting others, fund-raising, practical work).

Outcome 2: Be able to demonstrate how to participate in community activities

Participating in community activities: Types of activities (e.g. helping to raise money, being involved in a sponsored event, helping to organise and deliver a community event, distributing newsletters, collecting and selling charity items, cleaning up public areas), ways to find out details of local activities (e.g. local newspapers, public notices, talking to groups), volunteering to participate (e.g. registering your name, talking to the organiser).

Benefits of community activity to others: Economic (e.g. raising money to provide transport or facilities for the elderly), social (e.g. bringing the community

together, supporting vulnerable people), environmental (e.g. tidying up an area to make it clean and safe for residents).

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UV20663Managing social relationships

It is the aim of this unit to encourage you to use appropriate behaviours when interacting with others in social situations.

UV20663_v4

GLH

Credit value

Level

External paper(s)

10

1

E2

0



Managing social relationships

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




UV20663 17

Outcome 1

Outcomes


Recognise how to interact with others in everyday and familiar situations


Portfolio reference

a. Take part in an exchange with a familiar person about an everyday topic

b. Use appropriate behaviours during the exchange

c. Ask and respond to questions appropriately

d. Express opinions simply and show respect for those of the other person

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Unit content


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

Taking part in an exchange: Familiar person (e.g. peer, family, tutor), everyday topics (e.g. a discussion with family about plans for the day, a conversation with a tutor about personal progress, a discussion about a current issue with a peer), role play different exchanges (e.g. one-to-one, small group).

Using appropriate behaviours: Appropriate greetings, manners and politeness, verbal communication (e.g. clarity and tone of voice, language), non-verbal communication (e.g. eye contact, gestures, facial expression), two-way conversation, active listening skills (e.g. nodding to show attention, eye contact), awareness of personal space, appropriate behaviours for different social situations (e.g. formal, informal).

Asking and responding to questions: Ask questions for different reasons (e.g. for information, to show interest), ask open and closed questions, answer questions with detailed answers, active listening, ask someone to repeat a question if needed.

Expressing opinions and showing respect: Thinking before giving opinions, thinking of topics or points to discuss, being confident about own opinions and views, being sensitive to others opinions and views, show empathy towards others, being aware of own body language.

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Notes Use this area for making notes and drawing diagrams

UV20664Parenting awareness

It is the aim of this unit to introduce you to some of the issues facing new parents and encourage you to identify sources of help and support for new parents.

UV20664_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Parenting awareness

1. Demonstrate an awareness of the demands of having a baby

2. Demonstrate an awareness of the sources of help and support available for parents

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




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Outcome 1

Outcomes


Demonstrate an awareness of the demands of having a baby


Portfolio reference

a. Identify a way in which having a new baby can be demanding for new parents

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Outcome 2

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Demonstrate an awareness of the sources of help and support available for parents


Portfolio reference

a. Identify a source of help for new parents

b. Identify a facility in your local area which supports parents with young children

Outcome 3


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


Portfolio reference

a. Identify a way that a parent can protect a baby against an unsafe situation in the home

b. Give an example of when a parent should seek medical advice about their baby’s health

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Unit content


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Outcome 1: Demonstrate an awareness of the demands of having a baby

Demands of having a new baby: Financial cost, lack of personal freedom and time, lack of sleep and rest, 24-hour baby care, increased physical activity (e.g. lifting and holding, feeding, changing), coping with daily tasks (e.g. shopping, working).

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

Sources of help for new parents: Identifying a source (e.g. friends, family, books, midwife, health visitor, government websites).

Facilities in their local area: Ways to identify a local facility (e.g. local newspapers and magazines, yellow pages, websites, public notices), types of facilities (e.g. community parent support groups, parent and baby/toddler groups, medical centre or GP surgery, baby clinic).

Benefits of help and support: For example, education and learning, emotional and physical support, sharing experiences with other new parents, peace of mind.

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

Protecting a baby: Against unsafe situations (e.g. using baby seats in the car for safe travelling, using cots for sleeping, correctly holding and bathing the baby).

Examples of when to seek medical advice: Health conditions (e.g. developing a rash, fever, bruised or discoloured skin, non-responsive, raised or bulging fontanelle, breathlessness), seeking medical advice (e.g. community midwifery service, NHS direct, GP).

UV20665Dealing with problems in daily life

It is the aim of this unit to introduce you to the concept of problem solving and to help you develop skills to enable you to tackle problems in your daily life.

UV20665_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Dealing with problems in daily life

1. Demonstrate an awareness of how to recognise straightforward problems

2. Tackle straightforward problems




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Outcome 1

Outcomes


Demonstrate an awareness of how to recognise straightforward problems


Portfolio reference

a. Identify a straightforward problem

b. Identify a way of tackling the problem, with appropriate support

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Outcome 2

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Tackle straightforward problems


Portfolio reference

a. Tackle the problem using a given procedure

b. Ask for advice or support if needed

Outcome 1: Demonstrate an awareness of how to recognise straightforward problems

Unit content


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Straightforward problems: Identifying problems in daily life which can be resolved with support (e.g. missing transport home, losing personal possessions, conflicts with other people, involvement with other people’s problems, community issues).

Ways of tackling the problem: Recognise the effects of problems (e.g. missing transport home may lead to walking home alone), consider possible courses of action, get support from an appropriate person or organisation (e.g. parent, friend, teacher, tutor, police, doctor), select the most appropriate way to tackle a problem.

Outcome 2: Tackle straightforward problems

Tackling problems: Using procedures (consider options, find out information, get support and advice, carry out the most appropriate course of action, check progress), procedures for tackling specific problems.

Asking for advice and support: Relevant people to ask (e.g. parent, tutor, peers), information sources (e.g. websites, yellow pages, libraries), relevant organisations (e.g. GP surgeries and health centres, Citizens Advice Bureau, government agencies, utility companies, voluntary organisations).

UV20666Individual rights and responsibilities

It is the aim of this unit to raise your awareness of your rights and responsibilities as an individual.

UV20666_v4

GLH

Credit value

Level

External paper(s)

10

1

E2

0



Individual rights and responsibilities

1. Recognise that you have rights and responsibilities as an individual




UV20666 37

Outcome 1

Outcomes


Recognise that you have rights and responsibilities as an individual


Portfolio reference

a. Identify an individual right which is relevant to you

b. Identify a responsibility that you have for yourself

c. Say who could help if you have problems with your rights or responsibilities

UV2066638

Unit content


Outcome 1: Recognise that you have rights and responsibilities as an individual

Individual rights: Definition of a right (something you are entitled to under the law, something everyone should have), identifying individual rights (e.g. suitable living conditions, access to education and healthcare, the right to vote, freedom of expression, freedom to follow your own culture and religion), identifying legal rights (e.g. employment laws, equal opportunities), identifying special rights of children (e.g. to be protected from harm or abuse).

Own responsibilities: Definition of a responsibility (something you should do because it is the law or because it is your duty as a person), identifying self responsibilities (e.g. knowing what your rights are, keeping yourself and your possessions safe, taking care of your health, getting help or advice if you have problems).

Who could help: Legal (e.g. solicitors, police), Citizens Advice Bureau, local authority, local Member of Parliament, charities, telephone help lines, teacher or tutor.

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UV20667Working as part of a group

The aim of this unit is to help you to develop skills to become an active contributor when working with others on group activities, and to be able to review your own progress and skills development.

UV20667_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Working as part of a group

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

2. Be able to demonstrate working as part of a group




UV20667 43

Outcome 1

Outcomes


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


Portfolio reference

a. Participate in setting ground rules for working with others

b. Relate basic information about the work to be carried out

c. Identify your role in the group

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Outcome 2

UV20667 45


Be able to demonstrate working as part of a group


Portfolio reference

a. Carry out given tasks when working with others

b. Ask for or offer help when required

c. Identify what went well and what went less well

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

Unit content


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Ground rules for working with others: Participating in setting ground rules (give ideas, agree rules as a group), ground rules (e.g. respect the opinions and views of others, listen to others when they make a contribution, include all members of the group, help others when needed, make group decisions, carry out group decisions).

Basic information: Aim of the work to be carried out, tasks or activities to be carried out, clearly relating information to others (e.g. verbally, written).

Roles in a group: Identifying individual

tasks (e.g. researching, organising resources), identifying individual roles (e.g. specific skills, leader, organiser, co-ordinator, creative, helping others).

Outcome 2: Be able to demonstrate working as part of a group

Carrying out given tasks: Given tasks (e.g. researching a topic and sharing information with the group in order to plan an activity, producing an item for sale, producing posters, selling the item), follow a schedule to complete the activity, carry out individual roles, complete the agreed activity on time, complete the activity to a satisfactory standard.

Asking for or offering help: When to ask for help (e.g. to clarify something, if a task is too complex, for assistance, if getting behind, if overloaded), when to offer help to others (e.g. if you notice help is needed, to show how to do something).

Success: Ways to identify success or

lack of success (e.g. group discussion, feedback from a group member, feedback from others not in the group, written reflective log), identifying what went well (e.g. communicating ideas, following group decisions), identifying what went less well (e.g. asking for help when needed, accepting feedback from others).

UV20668Healthy living

The aim of this unit is to introduce you to ways in which you can contribute to a healthy lifestyle, and to encourage you to demonstrate activities which will improve your own lifestyle.

UV20668_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Healthy living

1. Recognise the steps needed to lead a healthy lifestyle

2. Demonstrate how you contribute to your own healthy lifestyle




UV20668 49

Outcome 1

Outcomes


Recognise the steps needed to lead a healthy lifestyle


Portfolio reference

a. Identify what you can do to contribute to a healthy lifestyle

b. Identify an activity which will make an improvement to your lifestyle

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UV20668 51

Outcome 2

UV20668 51


Demonstrate how you contribute to your own healthy lifestyle


Portfolio reference

a. Participate in an activity to contribute to a healthy lifestyle

Outcome 1: Recognise the steps needed to lead a healthy lifestyle

Unit content


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Ways to contribute to a healthy lifestyle: Healthy diet (e.g. balanced, intake of fruit and vegetables, avoiding convenience foods, reduce fat and salt intake), regular exercise to meet health guidelines (e.g. playing sport, fitness activities, physical activities), adequate rest (e.g. hours of sleep, work and relaxation balance), personal hygiene (e.g. hand-washing, dental hygiene routines, clothing), personal safety (e.g. using public transport safely, keeping personal possessions safe, road safety, keeping others informed of your whereabouts), avoiding negative lifestyle choices (e.g. alcohol, smoking, drugs).

Activities to improve lifestyle: Identifying activities based on their suitability (e.g. meeting needs, time commitment, costs, support needed, barriers), making a basic plan of action.

Outcome 2: Demonstrate how you contribute to your own healthy lifestyle

Participating in activities: Follow a basic plan of action for an activity, participate in an activity (e.g. walking to and from work every day, attending an exercise class for a set period, attending a sports club for a set period, eating healthy and balanced meals, getting the right amount of sleep), get support from others (e.g. family, friends, teacher, exercise instructor).

UV20669Environmental awareness

The aim of this unit is to encourage you to take responsibility for your environment by identifying environmental issues and by participating in activities that help the environment.

UV20669_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Environmental awareness

1. Be able to demonstrate an awareness of how the actions of humans affect the environment

2. Be able to demonstrate an awareness of environmental issues which affect your life

3. Be able to demonstrate a way in which you can help the environment




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Outcome 1

Outcomes

UV2066956


Be able to demonstrate an awareness of how the actions of humans affect the environment


Portfolio reference

a. Identify a human behaviour which harms the environment

b. Identify a human behaviour which helps the environment

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Outcome 2

UV20669 57


Be able to demonstrate an awareness of environmental issues which affect your life


Portfolio reference

a. Identify an environmental issue which is relevant to your life

b. Say how this issue affects your life

Outcome 3


Be able to demonstrate a way in which you can help the environment


Portfolio reference

a. Agree with an appropriate person an activity, in which you can participate, to help the environment

b. Participate in a given activity to help the environment

UV2066958

Unit content


UV20669 59

Outcome 1: Be able to demonstrate an awareness of how the actions of humans affect the environment

Human behaviours which harm the environment: For example, dropping litter, vandalism, recreational use of natural environment (e.g. walking, cycling, horse riding), travelling by car.

Human behaviours which help the environment: For example, using litter bins, recycling, using designated areas for recreation (e.g. cycle paths, footpaths), volunteering (e.g. cleaning up the local community, litter picking), walking or using public transport.

Outcome 2: Be able to demonstrate an awareness of environmental issues which affect your life

Environmental issues: For example, pollution, recycling household rubbish, saving energy and fuel (e.g. electricity and gas use in the home, travelling by car), conservation of natural areas (e.g. countryside, community parks and gardens).

Effects on your life: For example, leaving rubbish leads to untidy and unhygienic surroundings, excessive travelling by car leads to poor air quality and road congestion.

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Outcome 3: Be able to demonstrate a way in which you can help the environment

Activities to help the environment: Ways to find out about different activities (e.g. newspapers, websites, library, public notices, speak to community groups, word of mouth), activities (e.g. litter picking, conservation, recycling), agree activities with appropriate people (e.g. tutor, parent, employer, local authority, community group, local charity).

Participating in activities: Find out details of an activity in the local area (e.g. tasks involved, date, start and finish times, clothing and equipment requirements), volunteer to take part (e.g. contact the organiser, register your name), participate in the activity (e.g. punctual, reliable, enthusiastic, motivated, helpful).

UV20670Developing self

The aim of this unit is to introduce you to ways in which you can reflect on your own personal development, and how to develop your personal skills, abilities and behaviours.

UV20670_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Developing self

1. Be able to recognise your strengths and areas you need to develop

2. Be able to recognise how to develop yourself

3. Be able to review your development




UV20670 63

Outcome 1

Outcomes

UV2067064


Be able to recognise your strengths and areas you need to develop


Portfolio reference

a. Identify a personal strength or ability

b. Identify an area for self development

UV20670 65

Outcome 2

UV20670 65


Be able to recognise how to develop yourself


Portfolio reference

a. Identify a personal skill or behaviour you need to develop

b. Agree with an appropriate person a suitable target to work towards

c. Identify who will support you in developing the identified skill or behaviour

d. Work through activities to develop the agreed skill or behaviour

Outcome 3


Be able to review your development


Portfolio reference

a. Carry out a simple review of the progress you have made

b. Identify what went well and what did not go so well

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Unit content


UV20670 67

Outcome 1: Be able to recognise your strengths and areas you need to develop

Personal strengths and abilities: Communication skills (e.g. clarity, use of language, listening), practical skills (e.g. sports, cooking, IT), personal qualities (e.g. reliable, punctual, motivated, confident, patient), ways to identify personal strengths and abilities (e.g. self-analysis, discussion with tutors and peers, feedback from employers).

Areas for self development: Ways to identify an area for self development (e.g. self-analysis of strengths and weaknesses, discussion with tutors and peers, feedback from employers), areas for self

development (e.g. communication skills, punctuality and timekeeping, personal presentation enthusiasm, motivation).

Outcome 2: Be able to recognise how to develop yourself

Personal skills or behaviour to develop: Identifying personal skills (e.g. communication, listening), identifying behaviour (e.g. punctuality, motivation), ways to identify skills or behaviour to develop (e.g. self-analysis, discussion with tutors and peers, feedback from employers).

Agreeing targets: Suitable SMART targets (Specific, Measurable, Achievable, Realistic, Timed), agree targets with an appropriate person (e.g. during a tutorial with a tutor, during a performance review with a manager), agreeing targets (e.g. discuss possible targets, select a suitable target).

Identifying support: Appropriate people to give support (e.g. tutor, peers, employer), e.g. tutor can help to monitor attendance and punctuality.

Working through activities: Keep to a basic plan of activities, keep a record of activities undertaken (e.g. diary or log).

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Outcome 3: Be able to review your development

Carrying out a review: Simple ways to review progress (e.g. reflective log, feedback from others), identifying what went well (e.g. achievements, successes), identifying what did not go so well (e.g. lack of success, problems, barriers).

UV20671Making the most of leisure time

The aim of this unit is to introduce you to a range of leisure activities, and to encourage you to express your preferences for what you do in your leisure time.

UV20671_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Making the most of leisure time

1. Be able to demonstrate an awareness of how you make use of your own leisure time

2. Be able to take part in leisure activities

3. Be able to demonstrate an awareness of your likes and dislikes about different activities




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Outcome 1

Outcomes

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Be able to demonstrate an awareness of how you make use of your own leisure time


Portfolio reference

a. Identify an activity you take part in

b. Identify the benefits to yourself of taking part in this activity

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Outcome 2

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Be able to take part in leisure activities


Portfolio reference

a. Take part in an activity which you find relaxing

b. Take part in an activity which you find challenging

Outcome 3


Be able to demonstrate an awareness of your likes and dislikes about different activities


Portfolio reference

a. Identify what you liked about the activities

b. Identify what you did not like about the activities

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Unit content


UV20671 75

Outcome 1: Be able to demonstrate an awareness of how you make use of your own leisure time

Activities: Sport and active leisure (e.g. keep fit class, playing sport, walking), relaxing (e.g. reading books, listening to music), challenging yourself (e.g. learning a new skill such as cooking, photography, playing a musical instrument), community volunteering, socialising with friends or family, making a list of activities you take part in.

Benefits to yourself: Identifying benefits (e.g. healthier body and mind, improved fitness, increased knowledge, different learning experiences, relaxation, lower stress levels).

Outcome 2: Be able to take part in leisure activities

Taking part in activities: Finding out about opportunities for taking part in leisure activities (e.g. websites, library, public notices, local leisure centre), suitability of activities (e.g. meeting needs, time commitment, cost, support needed, barriers), make and keep to a basic plan of action, take part in appropriate relaxing activities (e.g. reading, listening to music, yoga class), take part in appropriate challenging activities (e.g. learning a musical instrument, an expedition), getting support from others (e.g. family, friends, teacher, exercise instructor).

UV2067176

Outcome 3: Be able to demonstrate an awareness of your likes and dislikes about different activities

Activity likes and dislikes: Identifying what you liked about the activities (e.g. relaxing, challenging, interesting, exciting), identifying what you did not like about the activities (e.g. not active enough, not social enough), ways to review likes and dislikes (e.g. reflective log, verbal discussion).

UV20672Preparation for work

The aim of this unit is to encourage you to look at your 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.

UV20672_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Preparation for work

1. Be able to recognise the skills and qualities needed for working life

2. Be able to recognise personal career opportunities




UV20672 79

Outcome 1

Outcomes

UV2067280


Be able to recognise the skills and qualities needed for working life


Portfolio reference

a. Identify some personal skills and qualities which employees need

b. Identify your own personal skills and qualities

UV20672 81

Outcome 2

UV20672 81


Be able to recognise personal career opportunities


Portfolio reference

a. Identify a suitable job role which interests you

b. Provide key personal information needed to apply for such a job role

Outcome 1: Be able to recognise the skills and qualities needed for working life

Unit content


UV2067282

Personal skills and qualities needed by employees: Ways of identifying what employees need (e.g. job adverts, job descriptions, person specifications, ask employers), identifying personal skills (e.g. specific to job tasks, time management, communication), identifying qualities (e.g. punctual, motivated, organised, hard working).

Own personal skills and qualities: Ways to identify own skills and qualities (e.g. self-analysis, feedback from a tutor, feedback from a manager), make a list of personal skills and qualities gained from education, work and life experiences.

Outcome 2: Be able to recognise personal career opportunities

Suitable job roles: Ways of finding out about job roles (e.g. looking at newspaper adverts, performing an internet search to find websites, talking to a careers advisor, asking employers, undertaking a work experience placement), identifying a suitable job role (e.g. level of personal interest, location, based on checklist of skills and qualities against job requirements).

Key personal information: Personal information (e.g. personal details, education and qualifications, employment history, other achievements, interests and hobbies, references), ways to provide key personal information (e.g. paper

application form, online application form, basic curriculum vitae, letter of application, portfolio of evidence for interview).

UV20673Working towards goals

The of this unit is to help you understand how to identify and work towards goals appropriately.

UV20673_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Working towards goals

1. Be able to demonstrate an awareness of personal skills and qualities

2. Be able to demonstrate an awareness of how to identify goals

3. Be able to follow steps to achieve a personal goal




UV20673 85

Outcome 1

Outcomes

UV2067386


Be able to demonstrate an awareness of personal skills and qualities


Portfolio reference

a. Recognise your skills, qualities and interests

b. Identify your strengths

c. Say what you could improve

UV20673 87

Outcome 2

UV20673 87


Be able to demonstrate an awareness of how to identify goals


Portfolio reference

a. Identify some short-term goals you would like to work towards

b. Agree a goal with an appropriate person

Outcome 3


Be able to follow steps to achieve a personal goal


Portfolio reference

a. Say who will support you to work towards the agreed goal

b. Carry out given activities to work towards the agreed goal

c. Identify what has been achieved

UV2067388

Unit content


UV20673 89

Outcome 1: Be able to demonstrate an awareness of personal skills and qualities

Skills, qualities and interests: Recognise skills (e.g. IT, numeracy, literacy, communication, teamwork), recognise qualities (e.g. reliable, punctual, hard working, enthusiastic), recognise interests (e.g. hobbies, pastimes, sports, music, reading, charity work, socialising).

Strengths and improvements: In skills, qualities and interests (e.g. IT skills, numeracy, sports, communication, organisation, reliability), ways to identify strengths and improvements (e.g. self-analysis, feedback from a tutor or employer, feedback from peers).

Outcome 2: Be able to demonstrate an awareness of how to identify goals

Short term goals: Range of goals to work towards (e.g. healthier lifestyle, developing communication skills, improving IT skills, improving time management), identifying SMART goals to work towards (Specific, Measurable, Achievable, Realistic, Timed).

Agreeing goals: Appropriate people (e.g. family, peers, tutor, work colleagues, manager), agreeing goals (consider different goals, agree on goal to meet needs).

UV2067390

Outcome 3: Be able to follow steps to achieve a personal goal

Support: Organisations (e.g. college, school, employers), people (e.g. tutor, peers, family, work colleagues), resources (e.g. internet websites, books).

Carrying out activities: Keep to a basic plan of activities (e.g. attending a training course, attending a sports club), keep to timescales (start date, interim dates for achievement, end date for achievement), keep a diary of action taken (dates, activities, achievements).

Achievements: Ways to identify achievements (e.g. feedback from tutor, feedback from employer, discussion with peers, reflect on diary of action, checklists of achievements), identifying achievements (e.g. gaining a new qualification, getting a new job).

UV20674Managing own money

The aim of this unit is to introduce you to the basic elements of managing your personal finances, encouraging you to prepare a personal budget, and to carry out transactions capably.

UV20674_v4

GLH

Credit value

Level

External paper(s)

20

2

E2

0



Managing own money

1. Be able to recognise your income and expenditure

2. Know how to carry out simple transactions




UV20674 93

Outcome 1

Outcomes

UV2067494


Be able to recognise your income and expenditure


Portfolio reference

a. Identify your weekly income

b. Identify items you need to spend money on

c. Prepare a simple personal weekly budget

UV20674 95

Outcome 2

UV20674 95


Know how to carry out simple transactions


Portfolio reference

a. Demonstrate paying for an item

b. Make simple calculations when paying for an item

Outcome 1: Be able to recognise your income and expenditure

Unit content


UV2067496

Weekly income: Salary or wages, interest from savings, allowances (e.g. Education Maintenance Allowance), pocket money, benefits.

Items to spend money on: Accommodation (e.g. mortgage, rent, board and lodging), bills (e.g. council tax, water, gas and electricity, telephone, TV licence), food (e.g. meals at home, lunch at work/college, eating out), clothing, toiletries, transport (e.g. fares, petrol, parking), leisure (e.g. cinema, magazines, gym fees), services (e.g. hairdresser, insurance).

Personal weekly budget: Calculating total income for the week, calculating total weekly costs of items purchased, calculating difference between income and expenditure, using a simple budget spreadsheet (e.g. written, using ICT).

Outcome 2: Be able to know how to carry out simple transactions

Demonstrating paying for items: Ways of paying for items (e.g. cash, cheque, debit card, credit card, store card), select and use an appropriate method of payment for an item (e.g. accurately writing and presenting a cheque, securely using a chip and pin debit card, presenting an appropriate amount of cash).

Making simple calculations: Knowing the total cost of the item, adding up the cost of several items, offering sufficient money to cover costs, checking change is correct.



UV30617_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0



Community action

1. Demonstrate your knowledge of local community groups

2. Demonstrate your participation in community activities




UV30617 99

Outcome 1

Outcomes

UV30617100


Demonstrate your knowledge of local community groups


Portfolio reference

a. Identify community groups in your local area and what they do

UV30617 101

Outcome 2

UV30617 101


Demonstrate your participation in community activities


Portfolio reference

a. Participate in activities within a local community group

b. Identify how these activities benefit others

c. Identify a benefit for yourself from participating in the activities

Outcome 1: Demonstrate your knowledge of local community groups

Unit content


UV30617102

Community groups: Ways to find out about local community groups and what they do (e.g. public notices, websites, local newspapers and magazines, library, telephone conversation, meeting a group), identifying different local community groups (e.g. residents association, help the aged, neighbourhood watch, parent and toddler group, church based groups), identifying what activities they do (e.g. supporting others, fundraising, practical work).

Outcome 2: Demonstrate your participation in community activities

Participating in community activities: Types of activities (e.g. helping to raise money, being involved in a sponsored event, helping to organise and deliver a community event, distributing newsletters, collecting and selling charity items, cleaning up public areas), ways to find out details of local activities (e.g. local newspapers, public notices, talking to groups), volunteering to participate (e.g. registering your name, talking to the organiser).

Benefits of community activity to others: Economic (e.g. raising money to provide transport or facilities for the elderly), social (e.g. bringing the community

together, supporting vulnerable people), environmental (e.g. tidying up an area to make it clean and safe for residents).

Benefits of own participation: Exercise and physical activity, healthy body and mind, meet new people, develop new skills and interests, personal satisfaction.


It is the aim of this unit to introduce you to ways in which you can reflect on your own personal development and how your personal skills, abilities and behaviours can be improved.

UV30618_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0



Developing self

1. Understand how to identify areas for self development

2. Understand how to take responsibility for your own self development

3. Be able to demonstrate how you have developed personal skills




UV30618 105

Outcome 1

Outcomes

UV30618106


Understand how to identify areas for self development


Portfolio reference

a. Describe a personal strength or ability

b. Identify an area for self development

c. Describe a personal skill or behaviour you need to develop

UV30618 107

Outcome 2

UV30618 107


Understand how to take responsibility for your own self development


Portfolio reference

a. Describe how you will develop your personal skill or behaviour

b. Suggest a suitable target to work towards and agree it with an appropriate person

c. Identify the support and resources needed to help you work towards the agreed target

d. Work through activities to develop the agreed skill or behaviour

Outcome 3


Be able to demonstrate how you have developed personal skills


Portfolio reference

a. Review the progress you have made

b. Review what went well and what did not go so well

c. Make choices about how you will continue to develop your personal skills

UV30618108

Unit content


UV30618 109

Outcome 1: Understand how to identify areas for self development

Personal strengths and abilities: Communication skills (e.g. clarity, use of language, listening), practical skills (e.g. sports, cooking, IT), personal qualities (e.g. reliable, punctual, motivated, confident, patient), abilities (e.g. working with others, resolving conflict, motivating others).

Areas for self development: Ways to describe an area for self development (self analysis of strengths and weaknesses, discussion with tutors and peers, feedback from employers), describing areas for self development (e.g. communication skills, punctuality and timekeeping, personal

presentation enthusiasm, motivation).

Personal skills and behaviour to develop: Describing characteristics of personal skills and behaviour, describing aspects of personal skills and behaviour which need development.

Outcome 2: Understand how to take responsibility for your own self development

Develop personal skills or behaviour: Describing personal skills or behaviour to develop/create a personal development plan (targets, support and resources, activities).

Suggesting targets: Suitable SMART targets (specific, measurable, achievable, realistic, timed), agree targets with an appropriate person (e.g. during a tutorial with a tutor, during a performance review with a manager), suggesting targets (e.g. put forward possible targets, give your reasons).

Support and resources: Appropriate people to give support (e.g. tutor, peers, employer), e.g. tutor can help to monitor

attendance and punctuality, resources (e.g. finance, study materials, equipment or facilities).

Working through activities: Keep to a basic plan of activities, keep a record of activities undertaken (e.g. diary or log).

UV30618110

Outcome 3: Be able to demonstrate how you have developed personal skills

Reviewing progress: Ways to review (e.g. self analysis, reflective log, feedback from others), describing progress (e.g. improvement in communication), describing what went well and why (e.g. achievements, successes), describing what did not go so well and why (e.g. problems, barriers, lack of success).

Making choices: Considering the opportunities to develop (e.g. further training, practice, work experience), making an appropriate choice (e.g. to meet needs, to achieve new targets).


It is the aim of this unit to introduce you to ways in which you can contribute to a healthy lifestyle and encourage you to demonstrate activities which will improve your own lifestyle.

UV30619_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0



Healthy living

1. Understand what is needed to lead a healthy lifestyle





UV30619 113

Outcome 1

Outcomes


Understand what is needed to lead a healthy lifestyle


Portfolio reference

a. Describe what you can do to contribute to a healthy lifestyle

b. Choose appropriate activities that can make an improvement to your lifestyle

UV30619114

UV30619 115

Outcome 2

UV30619 115




Portfolio reference

a. Carry out activities to contribute to a healthy lifestyle

b. Describe how the activities have improved your lifestyle

Outcome 1: Understand what is needed to lead a healthy lifestyle

Unit content


UV30619116

Ways to contribute to a healthy lifestyle: Healthy diet (e.g. balanced, intake of fruit and vegetables, avoiding convenience foods, reduce fat and salt intake), regular exercise to meet health guidelines (e.g. playing sport, fitness activities, physical activities), adequate rest (e.g. hours of sleep, work and relaxation balance), personal hygiene (e.g. handwashing, dental hygiene routines, clothing), personal safety (e.g. using public transport safely, keeping personal possessions safe, road safety, keeping others informed of your whereabouts), avoiding negative lifestyle choices (e.g. alcohol, smoking, drugs).

Choosing appropriate activities: Consider current health and lifestyle (e.g. health status, activity levels, diet), choosing activities based on their suitability (e.g. meeting needs, time commitment, cost, support needed, barriers), making a basic plan of action.


Carrying out activities: Keep to a basic plan of action for a range of activities, carry out a range of appropriate activities (e.g. walking to and from work every day, attending an exercise class for a set period, attending a sports club for a set period, eating healthy and balanced meals, getting the right amount of sleep), getting support from others (e.g. family, friends, teacher, exercise instructor).

Describing how activities improve lifestyle: Describing positive changes to lifestyle and their effects (e.g. walking to and from work leads to increased physical activity, eating less convenience foods and more fruit and vegetables leads to a more balanced diet).


It is the aim of this unit to raise your awareness of your rights and responsibilities as an individual.

UV30620_v4

GLH

Credit value

Level

External paper(s)

10

1

E3

0




1. Understand that you have individual rights and responsibilities




UV30620 119

Outcome 1

Outcomes


Understand that you have individual rights and responsibilities


Portfolio reference

a. Describe an individual right which is relevant to you

b. Identify sources of support or information about rights and responsibilities

c. Describe a responsibility that you have for yourself

d. Describe a responsibility that you have to others

UV30620120

Unit content


UV30620 121

Outcome 1: Understand that you have individual rights and responsibilities

Individual rights: Definition of a right (something you are entitled to under the law, something everyone should have), describing individual rights (e.g. suitable living conditions, access to education and health care, the right to vote, freedom of expression, freedom to follow your own culture and religion), describing legal rights (e.g. employment laws, equal opportunities), describing special rights of children (e.g. to be protected from harm or abuse).

Sources of support and information: Legal (e.g. solicitors, police), Citizens Advice Bureau, local authority, local member of parliament, charities, telephone help lines.

Responsibilities: Definition of a responsibility (something you should do because it is the law or because it is your duty as a person), describing self responsibilities (e.g. knowing what your rights are, keeping yourself and your possessions safe, taking care of your health, getting help or advice if you have problems), describing responsibilities for others (e.g. looking after children or elderly people, following rules and procedures to keep everyone safe, respecting the views and privacy of other people).

UV30620122



It is the aim of this unit to develop your understanding of planning a personal budget and carrying out financial transactions.

UV30621_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0



Managing own money

1. Understand how to plan a personal budget

2. Know how to carry out transactions




UV30621 125UV30621 125

Outcome 1

Outcomes


Understand how to plan a personal budget


Portfolio reference

a. Identify your source(s) of income

b. Identify your key items of expenditure

c. Prepare a straightforward weekly budget plan

d. Identify an appropriate way to save surplus money

UV30621126

UV30621 127

Outcome 2

UV30621 127


Know how to carry out transactions


Portfolio reference

a. Identify two different ways of paying for items

b. Demonstrate paying for an item

c. Use appropriate calculations when paying for items

Outcome 1: Understand how to plan a personal budget

Unit content


UV30621128

Sources of income: Salary or wages, interest from savings, allowances (e.g. Education Maintenance Allowance), pocket money, benefits, loans, gifts, inheritance.

Key items of expenditure: Accommodation (e.g. mortgage, rent, board and lodging), bills (e.g. council tax, water, gas and electricity, telephone, TV licence), food (e.g. meals at home, lunch at work/college, eating out), clothing, toiletries, transport (e.g. fares, petrol, parking), leisure (e.g. cinema, magazines, gym fees), services (e.g. hairdresser, insurance).

Weekly budget plan: Balance of weekly income and expenditure, calculating difference between income and expenditure, contingency funds (e.g. emergency, equipment breakdown and replacement), preparing a budget spreadsheet (e.g. written, using ICT).

Savings: Ways to save (e.g. bank branch account, building society branch account, internet bank account, national savings account), identifying appropriate ways to save (e.g. amount of funds, amount of interest, accessibility of funds).

Outcome 2: Know how to carry out transactions

Paying for items: Identifying ways of paying for items (e.g. cash, cheque, debit card, credit card, store card), select and use an appropriate method of payment for an item (e.g. accurately writing and presenting a cheque, securely using a chip and pin debit card, presenting an appropriate amount of cash).

Using calculations: Knowing the total cost of the item, adding up the cost of several items, estimating affordability (e.g. competitiveness of price, available personal funds, essential/non-essential item), offering sufficient money to cover costs, checking change is correct, checking balance.



UV30622_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




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

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




UV30622 131

Outcome 1

Outcomes


Understand how to interact with others in familiar social situations


Portfolio reference

a. Identify situations in which you may need to interact with others

b. Identify positive behaviours which can be used when interacting with others

UV30622132

UV30622 133

Outcome 2

UV30622 133


Demonstrate how to interact with others in familiar social situations


Portfolio reference

a. Take part in an exchange with one or more people about a topic in which you have an interest

b. Use appropriate positive behaviours when participating in the exchange

c. Make appropriate contributions

d. Express opinions and respect the views of others

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

Unit content


UV30622134

Situations: For example with family at home, with peers at school or college, with teachers at school or college, with colleagues at work, meeting new people, leisure and recreation, one to one, small group, identifying situations they might encounter.

Positive behaviours: Appropriate greetings, manners and politeness, verbal communication (e.g. clarity and tone of voice, language), non-verbal communication (e.g. eye contact, gestures, facial expression), two-way conversation, active listening skills (e.g. nodding to

show attention, eye contact), awareness of personal space, identifying appropriate behaviours for different social situations (e.g. formal, informal).

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

Taking part in an exchange: For example a discussion with family about plans for the day, a conversation with a tutor about personal progress, a discussion about a current issue with peers, asking for help in a shop, role play different exchanges (e.g. one to one, small group).

Using appropriate behaviours: Using appropriate positive behaviours for different social situations and exchanges (e.g. a formal job interview, an informal discussion with family, a one to one discussion with a tutor about progress, a discussion about a current issue with a small group of peers), role playing different situations and exchanges.

Making appropriate contributions: For different social situations and exchanges, ask questions for different reasons (e.g. for information, to show interest), ask open and closed questions, answer questions with detailed answers, raise a relevant point to move a group discussion forward.

Express opinions and respect views: Thinking before giving opinions, thinking of topics or points to discuss, being confident about own opinions and views, being sensitive to others opinions and views, show empathy towards others, being aware of own body language.


It is the aim of this unit to encourage you to look at your 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.

UV30623_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




1. Understand the skills and qualities needed for working life

2. Investigate personal career opportunities




UV30623 137

Outcome 1

Outcomes

UV30623138


Understand the skills and qualities needed for working life


Portfolio reference

a. Describe some personal skills and qualities which employees need

b. Identify how your own skills and qualities compare with the skills and qualities employees need

c. Identify areas for development

UV30623 139

Outcome 2

UV30623 139


Investigate personal career opportunities


Portfolio reference

a. Find out about potential job roles which interest you

b. Identify a suitable potential job role

c. Prepare key personal information needed to apply for the job role

Outcome 1: Understand the skills and qualities needed for working life

Unit content


UV30623140

Personal skills and qualities: Ways of finding out what employees need (e.g. job adverts, ask employers), describing personal skills (e.g. specific to a job, time management, communication), describing qualities (e.g. punctual, motivated, organised, hard working).

Comparing own skills and qualities: A checklist of own skills and qualities against job requirements, identify gaps in skills and qualities against job descriptions and person specifications.

Areas for development: Ways to identify own skills and qualities, which

need development (self analysis, use comparison checklist, use feedback from work experience or simulations), areas for development (e.g. job specific skills, communication skills, organisation).

Outcome 2: Investigate personal career opportunities

Potential job roles: Ways of finding out about potential job roles (e.g. looking at newspaper adverts, performing an internet search to find websites, talking to a careers advisor, asking employers, undertaking a work experience placement).

Identify a potential job role: Review the range of roles from own job research, select a suitable job role (e.g. level of personal interest, location, based on checklist of skills and qualities against requirements).

Preparing key personal information: Key personal information (personal details, education and qualifications, employment history, other achievements, interests and hobbies, references), prepare key personal information (e.g. paper application form, online application form, basic curriculum vitae, letter of application, portfolio of evidence for interview), preparing answers for basic interview questions, role play answering basic interview questions.


It is the aim of this unit to help you to develop the skills to become an active contributor when working with others on group activities and to be able to review your own progress and skills development.

UV30624_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




1. Know how to work with others in appropriate ways

2. Be able to play an active role in working as part of a group

3. Review your role in the group




UV30624 143

Outcome 1

Outcomes


Know how to work with others in appropriate ways


Portfolio reference

a. Contribute to setting ground rules for working with others

b. Make suggestions about the role you should play in the group

UV30624144

UV30624 145

Outcome 2

UV30624 145


Be able to play an active role in working as part of a group


Portfolio reference

a. Carry out agreed activities when working with others on a group task

b. Make suggestions and receive feedback appropriately

c. Ask for or offer help when required

Outcome 3


Review your role in the group


Portfolio reference

a. Review your work with others

b. Identify how you contributed to the group

c. Identify what went well and areas you could improve in working with others

UV30624146

Unit content


UV30624 147

Outcome 1: Know how to work with others in appropriate ways

Ground rules for working with others: Contributing to setting ground rules (put forward own ideas, agree rules as a group), ground rules (e.g. respect the opinions and views of others, listen to others when they make a contribution, include all members of the group, help others when needed, make group decisions, carry out group decisions).

Roles to play in a group: Making suggestions about their role (e.g. describe the role, identify personal skills and qualities they have for the role, give reasons for playing the role).

Outcome 2: Be able to play an active role in working as part of a group

Carrying out agreed activities: Agreed activities (e.g. give a simple presentation, deliver a simple event), follow agreed group decisions, follow a schedule to complete the activity, carry out individual roles, complete the agreed activity on time, complete the activity to a satisfactory standard.

Making suggestions and receiving feedback: Suggestions (e.g. clearly give own ideas, offer possible solutions to problems, provide possible alternatives), feedback from others (accept advice and help, value opinions and views, respect contributions, active listening).

Asking for or offering help: When to ask for help (e.g. to clarify something, if a task is too complex, for assistance, if getting behind, if overloaded), when to offer help to others (e.g. if you notice help is needed, to show how to do something).

UV30624148

Outcome 3: Review your role in the group

Review your work: Ways to review (e.g. self analysis, group discussion, feedback from a group member, feedback from others not in the group, written reflective log).

Contributions: Own involvement in carrying out the agreed activity (e.g. generated ideas, organised the group, helped others, offered possible solutions, moved the group forward).

Successes and improvements: Identifying what went well (e.g. communicating ideas, following group decisions), identifying areas for improvement (e.g. asking for help when needed, accepting feedback from others).


It is the aim of this unit to help you develop the skills to become an active contributor when working with others on group activities and to be able to review your own progress and skills development.

UV30625_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




1. Be able to identify goals

2. Be able to plan how to meet your agreed goal

3. Follow a plan to achieve an agreed goal




UV30625 151

Outcome 1

Outcomes


Be able to identify goals


Portfolio reference

a. State your strengths and what you need to improve

b. Identify an appropriate short-term goal to work towards

c. Agree the goal with an appropriate person

UV30625152

UV30625 153

Outcome 2

UV30625 153


Be able to plan how to meet your agreed goal


Portfolio reference

a. Identify what needs to be done to work towards the goal

b. Identify sources of support to help achieve your goal

c. Say what the deadlines are for achieving the goal

Outcome 3


Follow a plan to achieve an agreed goal


Portfolio reference

a. Carry out activities to achieve the goal

b. Review your progress towards achieving the goal

c. Identify whether the goal has been achieved

UV30625154

Unit content


UV30625 155

Outcome 1: Be able to identify goals

Strengths and improvements: Skills (e.g. IT, numeracy, literacy, communication, team work), qualities (e.g. reliable, punctual, hard working, enthusiastic), interests (e.g. hobbies, pastimes, sports, music, reading, charity work, socialising), ways to identify strengths and improvements (e.g. self analysis, feedback from a tutor or employer, feedback from peers).

Short-term goals: Identifying appropriate short-term goals (e.g. healthier lifestyle, developing communication skills, improving IT skills, improving time management),

identifying SMART goals (Specific, measurable, Achievable, Realistic, Time-phased).

Agreeing goals: Appropriate person (e.g. family, peers, tutor, work colleagues, manager), agreeing goals (consider different goals, agree on a goal to meet needs).

Outcome 2: Be able to plan how to meet your agreed goal

Working towards the agreed goal: Make a basic plan of activities (e.g. healthy eating plans, attending training and completing work), provide a timescale for activities (start date, interim dates for achievement, final date for achievement).

Sources of support: Identifying organisations (e.g. college, school, employers), identifying people (e.g. tutor, peers, family, work colleagues), identifying resources (e.g. internet websites, books).

Deadlines for achievement: Appropriate timescale for goals and activities (start date, interim dates for achievement, final date for achievement).

UV30625156

Outcome 3: Follow a plan to achieve an agreed goal

Carrying out activities: Keep to a basic plan of activities (e.g. attending a training course, attending a sports club), keep to timescales (start date, interim dates for achievement, final date for achievement), keep a diary of action taken (dates, activities, achievements).

Reviewing progress: Ways to review progress (e.g. self analysis, feedback from tutor, feedback from employer, discussion with peers, reflect on diary of action, checklists of achievements), successes, barriers to achievement.

Achievement of goal: Criteria for achievement (e.g. whether completed by the planned deadline, whether completed to a satisfactory standard).


It is the aim of this unit to introduce you to the concept of problem solving and help to develop skills to enable you to tackle problems in daily life.

UV30626_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




1. Understand how to recognise a straightforward problem

2. Tackle a problem

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




UV30626 159

Outcome 1

Outcomes


Understand how to recognise a straightforward problem


Portfolio reference

a. Identify a straightforward problem that you can tackle

b. Share ideas on how to tackle the problem with an appropriate person

UV30626160

UV30626 161

Outcome 2

UV30626 161


Tackle a problem


Portfolio reference

a. Identify a way to tackle the problem

b. Carry out activities to tackle the problem

c. Ask for appropriate advice

Outcome 3


Be able to carry out a review of your progress towards solving the problem


Portfolio reference

a. Review your progress in tackling the problem

b. Identify what went well and what did not go so well

UV30626162

Unit content


UV30626 163

Outcome 1: Understand how to recognise a straightforward problem

Straightforward problems: Identifying problems in daily life which can be resolved (e.g. missing transport home, losing personal possessions, conflicts with other people, involvement with other people’s problems, community issues).

How to tackle the problem: Recognise the effects of problems (e.g. missing transport home may lead to walking home alone), ideas to tackle the problem (e.g. possible courses of action, possible organisations and people who can help), share ideas with an appropriate person (e.g. parent, friend, teacher, tutor), select

the most appropriate way to tackle the problem.

Outcome 2: Tackle a problem

Ways to tackle problems: Consider ways to tackle the problem, discuss the problem with appropriate people (e.g. parent, friend, teacher, personal tutor, police officer, careers adviser, student counsellor), identifying a way to tackle a problem (e.g. prioritise personal safety, consider feasibility, consider costs), decide on course of action.

Carrying out activities: Follow the selected course of action to tackle the problem (e.g. searching for lost personal possessions or contacting the police to report stolen personal possessions).

Asking for advice: Relevant people to ask (e.g. parent, tutor, peers), information

sources (e.g. websites, yellow pages, libraries), relevant organisations (e.g. GP surgeries and health centres, Citizens Advice Bureau, government agencies, utility companies, voluntary organisations).

UV30626164

Outcome 3: Be able to carry out a review of your progress towards solving the problem

Reviewing progress: Progress (e.g. extent of problem solving, results of actions taken), describing what went well and why (e.g. problems solved, effective actions, successes), describing what did not go so well and why (e.g. problems unresolved, barriers to solving problems, lack of success), ways to review (e.g. reflective log, feedback from others).


It is the aim of this unit to encourage you to take responsibility for your environment by identifying environmental issues and how you can go about helping the environment.

UV30627_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




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

2. Demonstrate an understanding of environmental issues which affect your life

3. Be able to demonstrate ways in which you can help to improve the environment in the local area




UV30627 167

Outcome 1

Outcomes


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


Portfolio reference

a. Give examples of human behaviours which harm the environment

b. Give examples of human behaviours which help the environment

UV30627168

UV30627 169

Outcome 2

UV30627 169


Demonstrate an understanding of environmental issues which affect your life


Portfolio reference

a. Identify two different types of environmental issue which are relevant to your life

b. Identify the effects that these issues have on your life

Outcome 3


Be able to demonstrate ways in which you can help to improve the environment in the local area


Portfolio reference

a. Identify an activity that you can carry out to improve the environment in your local area

b. Take part in an activity to improve the environment in your local area

UV30627170

Unit content


UV30627 171

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

Human behaviours which harm the environment: For example dropping litter, vandalism, recreational use of natural environment (e.g. walking, cycling, horse riding), travelling by car.

Human behaviours which help the environment: For example using litter bins, recycling, using designated areas for recreation (e.g. cycle paths, footpaths), volunteering (e.g. cleaning up the local community, litter picking), walking or using public transport.

Outcome 2: Demonstrate an understanding of environmental issues which affect your life

Environmental issues: For example pollution, recycling household rubbish, saving energy and fuel (electricity and gas use in the home, travelling by car), conservation of natural areas (countryside, community parks and gardens).

Effects on your life: For example leaving rubbish leads to untidy and unhygienic surroundings, excessive travelling by car leads to poor air quality and road congestion.

UV30627172

Outcome 3: Be able to demonstrate ways in which you can help to improve the environment in the local area

Activities to improve the environment: Ways to research different activities in the local area (e.g. newspapers, websites, library, public notices, speak to community groups, word of mouth), activities (e.g. litter picking, conservation, recycling), identifying an appropriate activity to do in the local area (e.g. level of interest, time commitment needed).

Taking part in an activity: Find out details of an activity in the local area (e.g. tasks involved, date, start and finish times, clothing and equipment requirements), volunteer to take part (e.g. contact the organiser, register your name), participate in the activity (e.g. punctual, reliable, enthusiastic, motivated, helpful).


It is the aim of this unit to introduce you to a range of leisure activities and encourage you to express your preferences for what you do in your leisure time.

UV30628_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0




1. Understand how to make use of your leisure time

2. Be able to participate in a range of activities

3. Carry out a review of the activities you have tried




UV30628 175

Outcome 1

Outcomes


Understand how to make the most of your leisure time


Portfolio reference

a. Identify ways in which you can use your leisure time

b. Identify the benefits of using your leisure time in different ways

UV30628176

UV30628 177

Outcome 2

UV30628 177


Be able to participate in a range of activities


Portfolio reference

a. Take part in an activity which you find relaxing

b. Take part in an activity which you find challenging

c. Take part in an activity which involves learning a new skill

Outcome 3


Carry out a review of the activities you have tried


Portfolio reference

a. Identify what you enjoyed and did not enjoy about the activities

b. Identify an activity you would like to try again

UV30628178

Unit content


UV30628 179

Outcome 1: Understand how to make the most of your leisure time

Ways to use leisure time: Being active (e.g. keeping fit, playing sport), relaxing (e.g. reading books, listening to music), challenging yourself (e.g. an expedition), learning a new skill (e.g. cooking, photography, playing a musical instrument), community volunteering, socialising with friends, making a list of ways they can use leisure time.

Benefits of using leisure time in different ways: Healthy body and mind, experiencing a variety of activities, to meet different interests, challenge, different learning experiences, relaxation.

Outcome 2: Be able to participate in a range of activities

Taking part in activities: Investigate opportunities for leisure activities (e.g. websites, library, public notices, local leisure centre), suitability of activities (e.g. time commitment, cost, support needed, barriers), make and keep to a basic plan of action, take part in appropriate relaxing activities (e.g. reading, listening to music, yoga class), take part in appropriate challenging activities (e.g. an expedition), take part in appropriate learning activities (e.g. a sport, cooking, photography, a musical instrument), getting support from others (e.g. family, friends, teacher, exercise instructor).

UV30628180

Outcome 3: Carry out a review of the activities you have tried

Review: Identifying what you enjoyed about the activities (e.g. relaxing, challenging, interesting, exciting), identifying what you did not enjoy about the activities (e.g. not active enough, not social enough), identifying activities to try again (e.g. based on positive experiences, based on ability and aptitude), ways to review (e.g. self analysis, reflective log, verbal discussion).


It is the aim of this unit to introduce you to some of the issues facing new parents and encourages you to identify sources of help and support for new parents.

UV30629_v4

GLH

Credit value

Level

External paper(s)

20

2

E3

0



Parenting awareness

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




UV30629 183

Outcome 1

Outcomes


Demonstrate an understanding of the demands of having a baby


Portfolio reference

a. Identify the ways in which having a new baby can be emotionally demanding

b. Identify the ways in which having a new baby can be physically demanding

UV30629184

UV30629 185

Outcome 2

UV30629 185


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


Portfolio reference

a. Identify two sources of help for new parents

b. Identify two facilities in your local area which support parents with young children

c. Identify a way in which help and support can benefit new parents

Outcome 3


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


Portfolio reference

a. Identify a way that a parent can protect a baby against an unsafe situation in the home

b. Identify a way that a parent can protect a baby against a health hazard

c. Give an example of when a parent should seek medical advice about their baby’s health

UV30629186

Unit content


UV30629 187

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

Emotional demands: Lack of mental relaxation, isolation, lack of freedom, stress, anxiety.

Physical demands: Lack of sleep and rest, fatigue, increased physical activity (e.g. lifting and holding, feeding, changing), coping with daily tasks (e.g. shopping, working).

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

Sources of help for new parents: Identifying sources (e.g. friends, family, books, government websites, midwife, health visitor).

Local facilities: Ways to identify local facilities (e.g. local newspapers and magazines, yellow pages, websites, public notices), types of facilities (e.g. community parent support groups, parent and baby/toddler groups, medical centre or GP surgery, baby clinic).

Benefits of help and support: For example education and learning, emotional and physical support, sharing experiences with other new parents, peace of mind.

UV30629188

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

Protecting a baby: Unsafe situations (e.g. using baby seats in the car for safe travelling, using cots for sleeping, correctly holding and bathing the baby), health hazards (e.g. sterilising bottles for hygiene, correctly changing the baby, correctly feeding the baby).




UV10630_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0



Community action

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

2. Demonstrate your involvement in community activities




UV10630 191

Outcome 1

Outcomes


Demonstrate an understanding of the role that community groups play


Portfolio reference

a. Describe two different community groups and their activities

b. State why these groups are important for the community

UV10630192

UV10630 193

Outcome 2

UV10630 193


Demonstrate your involvement in community activities


Portfolio reference

a. Contribute to activities within the community

b. Explain how the activities benefit yourself and the community

c. With others plan further activities to continue/maintain benefits to the community

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

Unit content


UV10630194

Community groups and activities: Finding out about local community groups and what they do (e.g. public notices, websites, local newspapers and magazines, library, telephone conversations, meeting a group), describing different community groups (e.g. residents association, help the aged, neighbourhood watch, parent and toddler group, church based groups), describing community group aims and activities (e.g. supporting others, fundraising, practical work).

Importance of groups to the community: Financial (e.g. raising money for development of services or facilities), social (e.g. community involvement and belonging, meeting others, supporting vulnerable people), environmental (e.g. cleaner and safer local areas, raising awareness).

Outcome 2: Demonstrate your involvement in community activities

Contributing to community activities: Types of activities (e.g. helping to raise money, being involved in a sponsored event, helping to organise and deliver a community event, distributing newsletters, collecting and selling charity items, cleaning up public areas), ways to find out details of local activities (e.g. local newspapers, public notices, talking to groups), volunteering to participate (e.g. registering your name, talking to the organiser).

Benefits of community activities: Explaining benefits to yourself (e.g. exercise and physical activity, health, meeting new people, developing new skills,

satisfaction), explaining benefits to the community (e.g. development of facilities and services, improved safety, cleaner local areas, reduced isolation).

Planning further activities: With others (agree further activities, make a schedule to complete the activities, allocate individual roles, work to prepare the agreed activities on time), further activities (e.g. a fundraising event, a clean up the local area event, repeating a previous activity with improvements).


It is the aim of this unit to introduce you to ways in which you can reflect on your own personal development and how your personal skills, abilities and behaviours can be improved.

UV10631_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0



Developing self

1. Take an active role in your self development

2. Be able to plan for your self development

3. Review your self development and plan for the future




UV10631 197

Outcome 1

Outcomes


Take an active role in your self development


Portfolio reference

a. Describe personal strengths or abilities

b. Select an area for self development

c. Explain why this area is important for your self development

UV10631198

UV10631 199

Outcome 2

UV10631 199


Be able to plan for your self development


Portfolio reference

a. Prepare a plan for your identified area of self development

b. List activities, targets and timelines for your self development

c. Plan how to review your progress towards achieving your targets

d. Work through the agreed plan

Outcome 3


Review your self development and plan for the future


Portfolio reference

a. Review your self development plan

b. Suggest improvements and amendments to the plan

c. Explain how you will continue with your self development in the future

UV10631200

Unit content


UV10631 201

Outcome 1: Take an active role in your self development

Personal strengths and abilities: Communication skills (e.g. clarity, use of language, listening), practical skills (e.g. sports, cooking, IT), personal qualities (e.g. reliable, punctual, motivated, confident, patient), abilities (e.g. working with others, resolving conflict, motivating others).

Areas for self development: Ways to select an area for self development (SWOT analysis, discussion with tutors and peers, feedback from employers or managers), areas for self development (e.g. communication skills, punctuality and timekeeping, personal presentation enthusiasm, motivation), improvements

needed for future success and achievements.

Importance for self development: Reasons for selecting areas for self development (e.g. for success in employment, to improve achievement at school or college, to improve interaction with others).

Outcome 2: Be able to plan for your self development

Preparing a plan for self development: Identify areas for development, personal development plan (targets and timescales, support and resources, activities).

Activities, targets and timelines: Activities (e.g. training, work experience, practise), setting suitable SMART targets (specific, measurable, achievable, realistic, timed), timelines (start date, dates for completion of activities, dates for achievement of targets, end date).

Planning to review progress: Timescale for review (at the start, interim, at the end), people who can help with review (e.g. tutor, peers, employer), ways to review (e.g. self analysis,

reflective log, feedback and discussion with others).

Working through a plan: Keep to the planned activities and timescales, complete activities on time, complete activities to a satisfactory standard, keep a record of activities and achievements (e.g. diary or log).

UV10631202

Outcome 3: Review your self development and plan for the future

Reviewing a self development plan: Measure success of the plan (e.g. targets, timescales, resources, activities), ways to review the plan (e.g. feedback from others, checklist of achievements).

Suggesting improvements and amendments: To timescales (e.g. more realistic times for completion and review), to targets (e.g. more specific), to activities (e.g. more suitable for personal skills), make suggestions (e.g. put forward ideas, give reasons for ideas).

Future self development: Self analysis, medium and long term planning (SMART targets, timelines, activities, support, resources).


It is the aim of this unit to introduce you to ways in which you can contribute to a healthy lifestyle and encourage you to demonstrate activities which will improve your own lifestyle.

UV10632_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0



Healthy living

1. Understand the importance of leading a healthy lifestyle


3. Review the activities undertaken to maintain a healthy lifestyle




UV10632 205

Outcome 1

Outcomes


Understand the importance of leading a healthy lifestyle


Portfolio reference

a. Describe the key elements of a healthy lifestyle

b. Explain why a healthy lifestyle is important

UV10632206

UV10632 207

Outcome 2

UV10632 207




Portfolio reference

a. Select and carry out activities which contribute to a healthy lifestyle

Outcome 3


Review the activities undertaken to maintain a healthy lifestyle


Portfolio reference

a. Carry out a review of your activities

b. Describe what went well and areas for improvement

c. Describe how the activities have improved your lifestyle

d. Suggest further activities which could contribute to a healthy lifestyle

UV10632208

Unit content


UV10632 209

Outcome 1: Understand the importance of leading a healthy lifestyle

Key elements of a healthy lifestyle: Healthy diet (e.g. balanced, intake of fruit and vegetables, avoiding convenience foods, reduce fat and salt intake), regular exercise to meet health guidelines (e.g. playing sport, fitness activities, physical activities), adequate rest (e.g. hours of sleep, work and relaxation balance), personal hygiene (e.g. hand washing, dental hygiene routines, clothing), personal safety (e.g. using public transport safely, keeping personal possessions safe, road safety, keeping others informed of your whereabouts), avoiding negative lifestyle choices (e.g. alcohol, smoking, drugs).

Importance of a healthy lifestyle: Higher fitness levels, higher energy levels, reduced risk of diseases (e.g. CHD, high blood pressure, obesity), improved psychological wellbeing (e.g. mood, confidence), reduced risk of psychological disorders (e.g. anxiety, depression), improved mobility in later life, improved ability to undertake active daily living tasks.


Selecting and carrying out activities: Consider current health and lifestyle (e.g. health status, activity levels, diet), selecting activities based on their suitability (e.g. meeting needs, time commitment, cost, support needed, barriers), make a plan of action (timescales, activities), keep to a plan of action, carry out appropriate activities (e.g. walking to and from work every day, attending an exercise class for a set period, attending a sports club for a set period, eating healthy and balanced meals, getting the right amount of sleep), getting support from others (e.g. family, friends, teacher, exercise instructor).

UV10632210

Outcome 3: Review the activities undertaken to maintain a healthy lifestyle

Carrying out a review: Ways to review (e.g. reflective log, verbal discussion with tutor or peer), describing what went well and why (successes, achievements), describing areas for improvement (lack of progress, lack of achievement).

How activities improve lifestyle: Positive effects of activities on lifestyle, e.g. a balanced diet provides more energy, increased physical activity promotes a better mood, adequate hours of sleep reduce feelings of tiredness.

Suggesting further activities: To maintain positive changes to lifestyle, to address areas for lifestyle improvement, making suggestions (put forward ideas, give reasons for ideas).


It is the aim of this unit to raise your awareness of the rights and responsibilities you have as an individual.

UV10633 _v4

GLH

Credit value

Level

External paper(s)

10

1

1

0




1. Understand your individual rights

2. Understand your individual responsibilities




UV10633 213

Outcome 1

Outcomes


Understand your individual rights


Portfolio reference

a. Give examples of your rights as an individual

b. Give examples of barriers which may prevent the exercise of your rights

c. Identify sources of support and information about rights and responsibilities and describe how these could help

UV10633214

UV10633 215

Outcome 2

UV10633 215


Understand your individual responsibilities


Portfolio reference

a. Identify your responsibilities to yourself

b. State your responsibilities to others

c. Demonstrate how you take responsibility for yourself

Outcome 1: Understand your individual rights

Unit content


UV10633216

Individual rights: Definition of a right (something you are entitled to under the law, something everyone should have), examples of individual rights (e.g. suitable living conditions, access to education and health care, the right to vote, freedom of expression, freedom to follow your own culture and religion), legal rights (e.g. 1998 Human Rights Act, Children’s Act, employment laws, equal opportunities), special rights of children (e.g. to be protected from harm or abuse).

Barriers to exercising rights: For example lack of knowledge about rights,

vulnerability, lack of finances, culture and religion.

Sources of support and information: Legal (e.g. solicitors, police), Citizens Advice Bureau, local authority, local Member of Parliament, charities, telephone helplines (e.g. Childline), describing how these could help (e.g. a solicitor could give information about a legal matter, a local MEP could provide support for a community issue).

Outcome 2: Understand your individual responsibilities

Responsibilities to yourself: Definition of a responsibility (something you should do because it is the law or because it is your duty as a person), identifying self responsibilities (e.g. knowing what your rights are, keeping yourself and your possessions safe, taking care of your health, getting help or advice if you have problems).

Responsibilities to others: Stating responsibilities (e.g. looking after children or elderly people, following rules and procedures to keep everyone safe, respecting the views and privacy of other people, preventing crime).

Demonstrating self responsibility: Show knowledge of self responsibilities (e.g. knowing how to keep safe), show independence (e.g. getting advice about an issue), show confidence.


It is the aim of this unit to introduce you to the basic elements of managing your personal finances, encouraging you to prepare a personal budget and to carry out transactions capably.

UV10634_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0



Managing own money

1. Understand how to plan a personal budget

2. Understand how to manage your personal finances

3. Know how to carry out transactions




UV10634 219

Outcome 1

Outcomes


Understand how to plan a personal budget


Portfolio reference

a. Prepare a personal budget plan which includes key information on income and expenditure

b. Use appropriate calculations when preparing the budget plan

UV10634220

UV10634 221

Outcome 2

UV10634 221


Understand how to manage your personal finances


Portfolio reference

a. Identify relevant financial organisations which can provide information on current accounts, savings and loans

b. Identify an account to suit your purpose and say why it is appropriate

Outcome 3


Know how to carry out transactions


Portfolio reference

a. Identify a range of ways in which purchases can be paid for

b. Carry out two different types of transaction

c. Use appropriate calculations and checking procedures during transactions

UV10634222

Unit content


UV10634 223

Outcome 1: Understand how to plan a personal budget

Income: Salary or wages, interest from savings, allowance, pocket money, benefits, loans, gifts, inheritance.

Expenditure: Accommodation (e.g. mortgage, rent, board and lodging), bills (e.g. council tax, water, gas and electricity, telephone, TV licence), food (e.g. meals at home, lunch at work/college, eating out), clothing, toiletries, transport (e.g. fares, petrol, parking), leisure (e.g. cinema, magazines, gym fees), services (e.g. hairdresser, insurance).

Preparing a personal budget plan: Balance of weekly income and

expenditure, monthly and annual income and expenditure, contingency funds (e.g. emergency, equipment breakdown and replacement), budget spreadsheet (e.g. written, using ICT), appropriate calculations (adding total income and expenditure, subtracting difference between income and expenditure).

Outcome 2: Understand how to manage your personal finances

Financial organisations: Types of organisation (e.g. high street banks, high street building societies, internet banks and building societies, loan companies, post office, insurance companies, financial advisers, Citizens Advice Bureau), purpose and services of organisations.

Accounts: Types of account (e.g. bank or building society current account, internet bank account, savings account, Tax free ISA, National Savings account, fixed-rate bonds, pension scheme), identifying suitable accounts and reasons (e.g. amount of personal funds, accessibility of funds, services offered, amount of interest).

UV10634224

Outcome 3: Know how to carry out transactions

Paying for purchases: For example cash, cheque, debit card, credit card, store card, direct debit, online payment, standing order.

Carrying out transactions: Select an appropriate type of transaction (e.g. for the purchase amount, for security purposes, to meet requirements of the seller), complete the transaction correctly (e.g. accurately writing and presenting a cheque, securely using a chip and pin debit card).

Using calculations: Adding up the total cost of several items, estimating affordability (e.g. competitiveness of price, available personal funds, essential/non-essential item), calculating the amount of change due, calculating overall balance.



UV10635_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




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




UV10635 227

Outcome 1

Outcomes


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


Portfolio reference

a. Identify at least two social situations in which you may need to interact with others

b. Identify positive behaviours which can be used when interacting with others

c. Explain why it is important to use positive behaviours when interacting with others

UV10635228

UV10635 229

Outcome 2

UV10635 229


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


Portfolio reference

a. Take an active role in exchanges on different topics, with one or more people

b. Use a range of appropriate behaviours when participating in the exchanges

c. Use appropriate formal and informal communication techniques

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

Unit content


UV10635230

Social situations: Informal situations (e.g. with family at home, going out with friends), formal situations (e.g. weddings, funerals, interviews, award presentations), meeting new people, one-to-one situations, group situations (e.g. small, large).

Positive behaviours: Appropriate greetings, manners and politeness, verbal communication (e.g. clarity and tone of voice, language), non-verbal communication (e.g. eye contact, gestures, facial expression), two-way conversation, active listening skills (e.g. nodding to show attention, eye contact), awareness

of personal space, identifying appropriate behaviours for different social situations (e.g. formal, informal).

Importance of positive behaviours: Explaining reasons for using behaviours (e.g. making yourself clear and understood, making a good impression, forming relationships, avoiding conflict or misunderstandings).

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

Taking an active role in exchanges: For example, a discussion with family about plans for the day, a conversation with a tutor about personal progress, a discussion about a current issue with peers, asking for help in a shop, role playing different exchanges (e.g. one-to-one, small group, formal, informal), active role (e.g. ask questions, answer questions, make a relevant point), role play different exchanges.

Using appropriate behaviours: Using appropriate positive behaviours for different social situations and exchanges (e.g. a formal job interview, an informal discussion with family, a one-to-one discussion with

a tutor about progress, a discussion about a current issue with a small group of peers), role playing different situations and exchanges.

Using appropriate communication techniques: Verbal (e.g. clarity and tone of voice, language), non-verbal (e.g. eye contact, gestures, facial expression, active listening), role playing use of communication for specific situations (e.g. formal, informal).


It is the aim of this unit to encourage you to look at your 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.

UV10636_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




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

2. Research personal career opportunities




UV10636 233

Outcome 1

Outcomes


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


Portfolio reference

a. Describe personal and employability skills and qualities which employees need

b. Describe your own skills, qualities and achievements

c. Explain how your own skills, qualities and achievements relate to those needed in the workplace

d. Suggest areas for improvement

UV10636234

UV10636 235

Outcome 2

UV10636 235


Research personal career opportunities


Portfolio reference

a. Find out about a range of potential job roles which interest you

b. Match your skills, qualities and achievements to a potential job role

c. Identify and prepare key information needed for an application or interview

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

Unit content


UV10636236

Personal and employability skills and qualities: Finding out what employees need (e.g. job adverts, job descriptions, discussion with employers), describing skills (e.g. specific to a job role, communication, customer service, time management), describing qualities (e.g. punctual, motivated, organised, hard working).

Describing own skills, qualities and achievements: Skills (e.g. communicating with people), qualities (e.g. hard working, reliable), achievements (e.g. gaining a qualification, passing a driving test).

Explaining own skills, qualities and achievements: In relation to those needed in the workplace (e.g. a checklist of own skills, qualities, and achievements against job requirements, identifying gaps in skills and qualities), transfer of skills and qualities to different situations in the workplace.

Suggesting areas for development: Making suggestions about own skills and qualities which need development (e.g. based on job requirements, based on feedback from a manager, based on feedback from work experience or simulations).

Outcome 2: Research personal career opportunities

Range of potential job roles: Ways of finding out about a range of potential job roles (e.g. looking at newspaper adverts, performing an internet search to find websites, talking to a careers advisor, asking employers, undertaking a work experience placement).

Matching skills, qualities and achievements: Review the range of roles from own job research (adverts, person specifications, job description), comparison checklist of own skills, qualities, and achievements against job requirements, select a suitable job role (e.g. personal interest, location, skills and qualities).

Identifying and preparing key information: Key personal information (personal details, education and qualifications, employment history, other achievements, interests and hobbies, references), prepare key personal information (e.g. paper application form, online application form, basic curriculum vitae, letter of application, portfolio of evidence for interview), preparing answers for possible interview questions, role play answering basic interview questions.


It is the aim of this unit to help to develop your skills to become an active contributor when working with others on group activities and to be able to review your own progress and skills development.

UV10637_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




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 groups’ progress and your contribution to it




UV10637 239

Outcome 1

Outcomes


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


Portfolio reference

a. Suggest appropriate ground rules for working with others

b. Contribute to the planning of group and individual activities

UV10637240

UV10637 241

Outcome 2

UV10637 241


Demonstrate how to work as an effective group member


Portfolio reference

a. Work with others in a positive way to carry out individual and group activities

b. Make suggestions appropriately

c. Deal with instructions appropriately

d. Deal with feedback appropriately

e. Support others and ask for support when required

Outcome 3


Review the groups’ progress and your contribution to it


Portfolio reference

a. Review the progress the group has made in working together

b. Describe how you contributed to the work of the group

c. Describe what went well and what went less well

d. Suggest how you could improve your skills in working with others

UV10637242

Unit content


UV10637 243

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

Ground rules for working with others: Suggesting ground rules (put forward own ideas, giving reasons for rules, agree rules as a group), ground rules (e.g. respect the opinions and views of others, listen to others when they make a contribution, include all members of the group, help others when needed, make group decisions, carry out group decisions).

Contributing to planning: Identifying individual tasks (e.g. researching a topic, reviewing research, producing posters, finding resources, taking meeting notes), allocating roles (e.g. leader, organiser,

specific skills, co-ordinator, helping others), identifying and agreeing success measures.

Outcome 2: Demonstrate how to work as an effective group member

Working with others: Agreed activities (e.g. give a presentation, deliver an event), follow agreed group decisions, follow a schedule to complete the activity, carry out individual roles, complete the agreed activity on time, complete the activity to a satisfactory standard.

Making suggestions: Clearly give own ideas, offer own skills, offer possible solutions to problems, provide possible alternatives which may be better.

Dealing with instructions and feedback: Instructions (e.g. listen carefully to instructions, accept and follow instructions, ask for clarification if needed), feedback

(e.g. accept advice and help positively, value opinions and views, respect contributions, active listening, ask for suggestions on how to improve).

Supporting others and asking for support: When to offer help to others (e.g. if you notice help is needed, to show how to do something), when to ask for help (e.g. to clarify something, if a task is too complex, for assistance, if getting behind, if overloaded).

UV10637244

Outcome 3: Review the groups’ progress and your contribution to it

Reviewing group progress: Ways to review (e.g. group discussion, feedback from a group member, feedback from others not in the group, written reflective log), group progress (e.g. agreed decisions effectively, contributions from all members of the group).

Describing contributions: Own involvement in carrying out the agreed activity (e.g. generated ideas, organised the group, helped others, offered possible solutions, moved the group forward).

Identifying success and lack of success: What went well (e.g. agreeing tasks, planning, following group decisions), areas for improvement (e.g. asking for help when needed, accepting feedback from others, following instructions).

Suggesting improvements: Own skills (e.g. dealing with feedback positively, following instructions), making suggestions (describing own skills for improvement, how improvement will help in future group work).


It is the aim of this unit to help you understand how to identify and work towards goals appropriately.

UV10638_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




1. Be able to identify and explain your goals

2. Prepare an action plan to meet your goal

3. Be able to review progress towards achieving your goal




UV10638 247

Outcome 1

Outcomes


Be able to identify and explain your goals


Portfolio reference

a. Describe own strengths and what you need to improve

b. Identify at least one goal which is important for your development

c. Explain why achieving this goal is important

d. Agree the goal with an appropriate person

UV10638248

UV10638 249

Outcome 2

UV10638 249


Prepare an action plan to meet your goal


Portfolio reference

a. Identify the activities needed to work towards the goal

b. Identify timescales and deadlines for the achievement of the goal

c. Identify the resources needed to support you in achieving the goal

Outcome 3


Be able to review progress towards achieving your goal


Portfolio reference

a. Follow the activities outlined in the action plan

b. Regularly review the activities and outcomes with an appropriate person

c. Identify what has been achieved and what still needs to be done

d. Amend the action plan to reflect your progress

UV10638250

Unit content


UV10638 251

Outcome 1: Be able to identify and explain your goals

Strengths and improvements: Skills (e.g. IT, numeracy, literacy, communication, team work), qualities (e.g. reliable, punctual, hard working, enthusiastic), interests (e.g. hobbies, pastimes, sports, music, reading, charity work, socialising), ways to identify strengths and improvements (e.g. self analysis, feedback from a tutor or employer, feedback from peers).

Short-term goals: Identifying appropriate short term goals (e.g. healthier lifestyle, developing communication skills, improving IT skills, improving time management),

identifying SMART goals (Specific, Measurable, Achievable, Realistic, Time-phased).

Agreeing goals: Appropriate person (e.g. family, peers, tutor, work colleagues, manager), agreeing goals (consider different goals, agree on a goal to meet needs).

Outcome 2: Prepare an action plan to meet your goal

Working towards the agreed goal: Make a basic plan of activities (e.g. healthy eating plans, attending training and completing work), provide a timescale for activities (start date, interim dates for achievement, final date for achievement).

Sources of support: Identifying organisations (e.g. college, school, employers), identifying people (e.g. tutor, peers, family, work colleagues), identifying resources (e.g. internet websites, books).

Deadlines for achievement: Appropriate timescale for goals and activities (start date, interim dates for achievement, final date for achievement).

UV10638252

Outcome 3: Be able to review progress towards achieving your goal

Following planned activities: Keep to the plan of timescales and activities, keep a diary of action taken (dates, activities, achievements), complete activities by the deadline, complete activities to a satisfactory standard.

Regularly reviewing activities and outcomes: Ways to review progress with others (e.g. feedback from tutor, feedback from employer, discussion with peers, reflect on own diary of action, checklists of achievements), regular review (e.g. daily, weekly, monthly), successes, barriers to achievement.

Identifying achievements: Activities completed to a satisfactory standard and on time (e.g. attended and passed a training course), goals achieved (e.g. secured a new job), future actions needed (e.g. further training, work experience).

Amending the action plan: Set new goals or revise existing goals, include new activities, revise timescales appropriately.


It is the aim of this unit to introduce you to the concept of problem solving and help you to develop skills to enable you to tackle problems in your daily lives.

UV10639_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




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

2. Be able to plan and carry out activities to tackle a problem

3. Be able to carry out a review of your methods and the skills you used in tackling the problem




UV10639 255

Outcome 1

Outcomes


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


Portfolio reference

a. Describe a straightforward problem and describe its effects

b. Suggest ways in which you might tackle the problem

c. Select a way to tackle the problem and agree it with an appropriate person

UV10639256

UV10639 257

Outcome 2

UV10639 257


Be able to plan and carry out activities to tackle a problem


Portfolio reference

a. Plan the activities needed to tackle the problem

b. Identify resources to help tackle the problem

c. Carry out planned activities

Outcome 3


Be able to carry out a review of your methods and the skills you used in tackling the problem


Portfolio reference

a. Review the approach used to tackle the problem

b. Describe what went well and what did not go so well

c. Identify whether the problem has been solved

UV10639258

Unit content


UV10639 259

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

Straightforward problems and effects: Describing problems in daily life which can be resolved (e.g. missing transport home, losing personal possessions, conflicts with other people, involvement with other people’s problems, community issues), describing effects of problems (e.g. missing transport home may lead to walking home alone, not addressing a health problem could lead to development of a more serious health problem, conflict at work may result in poor teamwork).

Ways to tackle problems: For example, reporting stolen or lost personal

possessions to the police, organising an appointment with a doctor about a health problem, making suggestions (put forward ideas, give reasons for ideas), selecting ways to tackle the problem (consider possible courses of action, consider possible organisations and people who can help, choose the best course of action), agree courses of action with an appropriate person (parent, friend, teacher, tutor).

Outcome 2: Be able to plan and carry out activities to tackle a problem

Planning activities needed: Consider possible activities and timescales, discuss the problem with appropriate people (e.g. parent, friend, teacher, personal tutor, police officer, careers adviser, student counsellor), suitability of activities (e.g. feasibility, costs, risks), decide on plan of action.

Identifying resources: People, organisations, information sources (e.g. books, websites, leaflets).

Carry out planned activities: Follow the planned course of action to tackle the problem (e.g. searching for lost personal possessions or contacting the police to report stolen personal possessions).

UV10639260

Outcome 3: Be able to carry out a review of your methods and the skills you used in tackling the problem

Review: Progress (e.g. extent of problem solving, results of actions taken), describing what went well and why (e.g. problems solved, effective actions, successes), describing what did not go so well and why (e.g. problems unresolved, barriers to solving problems, lack of success), ways to review (e.g. reflective log, feedback from others), identifying whether the problem has been solved.


It is the aim of this unit to encourage you to take responsibility for your environment by identifying environmental issues and how you can go about helping the environment.

UV10640_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




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




UV10640 263

Outcome 1

Outcomes


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


Portfolio reference

a. Give examples of human behaviours which harm the environment

b. Give examples of human behaviours which help the environment

c. Identify ways to raise awareness about environmental issues

UV10640264

UV10640 265

Outcome 2

UV10640 265


Demonstrate an understanding of environmental issues which affect the local area


Portfolio reference

a. Describe an environmental issue which has an impact on your local area

b. Identify ways in which this issue can be tackled to bring about improvements

Outcome 3


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


Portfolio reference

a. Describe activities that you can carry out to improve the local environment

b. Carry out at least two activities to improve the local environment

c. Describe the benefits of these activities for the local area

d. Say what actions are needed to maintain improvements in the future

UV10640266

Unit content


UV10640 267

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

Human behaviours which harm the environment: For example, dropping litter, vandalism, recreational use of natural environment (walking, cycling, horse riding), travelling by car.

Human behaviours which help the environment: For example, using litter bins, recycling, using designated areas for recreation (cycle paths, footpaths), volunteering (cleaning up the local community, litter picking), walking or using public transport.

Ways to raise awareness: Leaflets, posters, presentations or talks, campaigns,

television and radio, internet (social networking).

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

Environmental issues: For example, pollution, recycling household rubbish, saving energy and fuel (electricity and gas use in the home, travelling by car), conservation of natural areas (countryside, community parks and gardens), describing issues (key points of the issue, impacts on the local area).

Ways to tackle environmental issues: Bringing about improvements e.g. separating rubbish for recycling reduces waste, using low energy lighting and switching off electrical equipment saves energy, walking or taking the bus instead of taking a car reduces car pollution.

UV10640268

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

Activities to improve the environment: Ways to research different activities in the local area (e.g. newspapers, websites, library, public notices, speak to community groups, word of mouth), describing individual activities (e.g. recycling, saving energy in the home, reusing carrier bags), describing group activities (e.g. cleaning up litter, conservation of a natural area, collecting items for recycling).

Carrying out activities: Agree activities with an appropriate person (e.g. parent, tutor, employer), find out details of activities in the local area (e.g. tasks involved, date, start and finish times, clothing and equipment requirements), volunteer to take part (e.g. contact the organiser, register your name), participate in the activities (e.g. punctual, reliable, enthusiastic, motivated, helpful).

Benefits of activities: Describing the benefits e.g. reducing car use and its benefit to air quality, cleaning up and its benefit to local people’s surroundings, conserving a natural area and its benefit to flora and fauna.

Actions needed for future improvements: Raising awareness, changing attitudes and behaviour.


It is the aim of this unit to introduce you to a range of leisure activities and encourage you to express your preferences for what you do in your leisure time.

UV10641_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0




1. Understand how to make the best use of your leisure time

2. Be able to participate in a range of activities

3. Carry out a review of the activities you have tried




UV10641 271

Outcome 1

Outcomes


Understand how to make the best use of your leisure time


Portfolio reference

a. Describe the benefits of participating in leisure activities

b. Describe a range of leisure activities available to you

c. Identify ways in which you can make the best use of your leisure time

UV10641272

UV10641 273

Outcome 2

UV10641 273


Be able to participate in a range of activities


Portfolio reference

a. Make arrangements to take part in different leisure activities to include: • a relaxing activity • a challenging activity • an activity which involves learning a new skill

b. Take part in the activities

Outcome 3


Carry out a review of the activities you have tried


Portfolio reference

a. Describe your experiences of the activities

b. State your preference for one activity from those tried out and give reasons for this choice

UV10641274

Unit content


UV10641 275

Outcome 1: Understand how to make the best use of your leisure time

Benefits of participating in leisure activities: Healthy body and mind, variety and interest, challenge, different learning experiences, relaxation.

Range of leisure activities: Being active (e.g. keeping fit, playing sport), relaxing (e.g. reading books, listening to music), challenging yourself (e.g. an expedition), learning a new skill (e.g. cooking, photography, playing a musical instrument), community volunteering, socialising with friends.

Making the best use of leisure time: Suitability of activities (e.g. interest,

productive, beneficial, location, costs), time management, prioritising activities.

Outcome 2: Be able to participate in a range of activities

Making arrangements to take part: Investigate opportunities for leisure activities (e.g. websites, library, public notices, local leisure centre), gather details of activities (e.g. when, where, costs, resources), suitability of activities (e.g. interest, time commitment, cost, support needed, barriers), make a plan of action or timetable of suitable activities, arrange to take part (e.g. booking a place, organising transport, making an appointment).

Taking part in activities: Follow the plan of action or timetable of activities, appropriate relaxing activities (e.g. reading, listening to music, yoga class), take part in appropriate challenging activities (e.g.

an expedition), take part in appropriate learning activities (e.g. a sport, cooking, photography, a musical instrument), getting support from others (e.g. family, friends, teacher, exercise instructor), ways to record participation (e.g. diary, log, witness statements).

UV10641276

Outcome 3: Carry out a review of the activities you have tried

Describing experiences: Describing what they enjoyed about the activities and why (e.g. relaxing, challenging, interesting, exciting), describing what they did not enjoy about the activities and why (e.g. not active enough, not social enough), identify activities to try again (e.g. positive experiences, ability and aptitude), ways to review (e.g. reflective log, verbal discussion).

Preferences: Making a preference (e.g. balance sheet of likes and dislikes, scoring criteria), reasons for choice (e.g. enjoyment, challenge, interest, excitement, social).


It is the aim of this unit to introduce you to some of the issues facing new parents and encourage you to identify sources of help and support for new parents.

UV10642_v4

GLH

Credit value

Level

External paper(s)

20

2

1

0



Parenting awareness

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




UV10642 279

Outcome 1

Outcomes


Demonstrate an understanding of the demands of having a baby


Portfolio reference

a. Identify the ways in which having a new baby can be emotionally and physically demanding

b. Identify the signs of stress that new parents may show, and describe the impact this may have on the family

UV10642280

UV10642 281

Outcome 2

UV10642 281


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


Portfolio reference

a. Describe the sources of help available for new parents

b. Describe the facilities in your local area which support parents with young children

c. Describe the benefits to new parents of help and support from a range of sources

Outcome 3


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


Portfolio reference

a. Describe a range of ways to ensure the safety and health of a baby

b. Give examples of when a parent should seek medical advice about their baby’s health

UV10642282

Unit content


UV10642 283

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

Demands of having a new baby: Emotional (e.g. lack of mental relaxation, isolation, lack of freedom, stress, anxiety), physical (e.g. fatigue, lifting and holding, feeding, changing, coping with daily tasks).

Signs of stress and their impacts: Identifying signs of stress (e.g. irritability, short temper, insomnia, indigestion, fatigue, recurrent illness), describing impacts on the family (e.g. unhappiness, worry, tension).

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

Sources of help for new parents: Identifying sources of help (e.g. friends, family, books, government websites, midwife, health visitor, maternity grants, child benefit, child tax credits), describing the help they provide (e.g. support, information, finance).

Local facilities: Types of facilities (e.g. community parent support groups, parent and baby/toddler groups, medical centre or GP surgery, baby clinic), describing facilities (e.g. aims, activities and support).

Benefits of help and support: Increased income, education and learning, emotional and physical support, talking to other

new parents, peace of mind, increased confidence.

UV10642284

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

Protecting a baby: For example, ways of sterilising bottles for hygiene, safety seats in the car for travelling, using cots for sleeping, correctly holding and bathing the baby, correctly feeding the baby, correctly changing the baby.


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