Awards and Certificates in Personal and Social Development (7577)

Transcription

1 Awards and Certificates in Personal and Social Development (7577) Qualification handbook Entry Level Award (Entry 2) 500/5952/X Entry Level Award (Entry 3) 500/5953/1 Level 1 Award 500/5954/3 Entry Level Certificate (Entry 2) 500/5949/X Entry Level Certificate (Entry 3) 500/5950/6 Level 1 Certificate 500/5951/8 June 2009 Version 1.0

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

3 Awards and Certificates in Personal and Social Development (7577) Qualification handbook June 2009 Version 1.0 Qualification title Number NDAQ ref. Entry Level Award in Personal and Social Development (Entry 2) 500/5952/X Entry Level Award in Personal and Social Development (Entry 3) 500/5953/1 Level 1 Award in Personal and Social Development 500/5954/ Entry Level Certificate in Personal and Social Development (Entry 2) 500/5949/X Entry Level Certificate in Personal and Social Development (Entry 3) 500/5950/6 Level 1 Certificate in Personal and Social Development 500/5951/8 Awards and Certificates in Personal and Social Development (7577) 1

4 City & Guilds Skills for a brighter future 2 Awards and Certificates in Personal and Social Development (7577)

5 Contents 1 Introduction to the Personal and Social Development (PSD) qualifications 5 2 Centre requirements 9 3 Units 11 Unit Community action (CAE2) 13 Unit Developing self (DSE2) 16 Unit Dealing with problems in daily life (DWPE2) 20 Unit Environmental awareness (EAE2) 23 Unit Healthy living (HLE2) 27 Unit Individual rights and responsibilities (IRRE2) 30 Unit Making the most of leisure time (MLTE2) 33 Unit Managing own money (MOME2) 37 Unit Managing social relationships (MSRE2) 40 Unit Parenting awareness (PAE2) 43 Unit Preparation for work (PWE2) 47 Unit Working as part of a group (WPGE2) 50 Unit Working towards goals (WTGE2) 53 Unit Community action (CAE3) 57 Unit Developing self (DSE3) 61 Unit Dealing with problems in daily life (DWPE3) 65 Unit Environmental awareness (EAE3) 69 Unit Healthy living (HLE3) 73 Unit Individual rights and responsibilities (IRRE3) 77 Unit Making the most of leisure time (MLTE3) 80 Unit Managing own money (MOME3) 84 Unit Managing social relationships (MSRE3) 88 Unit Parenting awareness (PAE3) 92 Unit Preparation for work (PWE3) 96 Unit Working as part of a group (WPGE3) 100 Unit Working towards goals (WTGE3) 104 Unit Community action (CA1) 108 Unit Developing self (DS1) 112 Unit Dealing with problems in daily life (DWP1) 116 Unit Environmental awareness (EA1) 120 Unit Healthy living (HL1) 124 Unit Individual rights and responsibilities (IRR1) 128 Unit Making the most of leisure time (MLT1) 132 Unit Managing own money (MOM1) 136 Unit Managing social relationships (MSR1) 140 Awards and Certificates in Personal and Social Development (7577) 3

6 Unit Parenting awareness (PA1) 144 Unit Preparation for work (PW1) 148 Unit Working as part of a group (WPG1) 152 Unit Working towards goals (WTG1) Assessment Course design and delivery Initial assessment and induction Recommended delivery strategies 163 Appendix 1 Relationships to other qualifications 164 Appendix 2 Sources of general information Awards and Certificates in Personal and Social Development (7577)

7 1 Introduction to the Personal and Social Development (PSD) qualifications This document contains the information that centres need to offer the following qualifications: Qualification titles and levels Entry Level Award in Personal and Social Development (Entry 2) Entry Level Award in Personal and Social Development (Entry 3) Level 1 Award in Personal and Social Development Entry Level Certificate in Personal and Social Development (Entry 2) Entry Level Certificate in Personal and Social Development (Entry 3) Level 1 Certificate in Personal and Social Development City & Guilds qualification number NDAQ qualification accreditation numbers Last registration date Last certification date 500/5952/X 31/12/ /12/ /5953/1 31/12/ /12/ /5954/3 31/12/ /12/ /5949/X 31/12/ /12/ /5950/6 31/12/ /12/ /5951/8 31/12/ /12/2011 The Awards and Certificates in Personal and Social Development (7577) provide a flexible framework for developing and recognising personal and social skills for working, learning and living. Based on the common Personal and Social Development (PSD) units, these six qualifications have been designed to support PSD learning within the Foundation Learning Tier (FLT) in England. There are 13 PSD unit titles, each available at Entry 2, Entry 3 and Level 1: Community action Developing self Dealing with problems in daily life Environmental awareness Healthy living Individual rights and responsibilities Making the most of leisure time Managing own money Managing social relationships Parenting awareness Preparation for work Working as part of a group Working towards goals. Awards and Certificates in Personal and Social Development (7577) 5

8 At the time of writing, all FLT programmes were expected to include at least four credits of PSD learning. The PSD qualifications complement City & Guilds Awards and Certificates in Employability and Personal Development (7546), as well as the Awards and Certificates in Personal Development and Contributing to the Community (7570). The PSD units are especially intended for use where PSD learning is being incorporated into or delivered as part of a learner s main vocational programme. For more information about the Employability and Personal Development qualifications, go to Qualification structure The PSD qualifications are designed to operate as a pick and mix : registration enables candidates to access any of the PSD units at all three levels. This allows programmes to be tailored to the delivery setting and needs of individual learners. Candidates completing any combination of PSD unit titles totalling 4 or more credits are entitled to an Award qualification; any combination of titles totalling 13 or more credits entitles candidates to a Certificate qualification. Note qualification entitlement depends on the number of credits achieved, not the number of units; most PSD units are worth 2 credits, although a few are 1 credit. In the case of the Entry 3 and Level 1 qualifications, more than half of the credits achieved must be at or above the level of the qualification (ie at least 3 credits for an Award, at least 7 credits for a certificate. The credit values of any PSD units with the same title (eg Community action) achieved at more than one level can only be counted once towards the credits required for the qualification. In any calculations, the unit achieved at the highest level will be counted. The diagram on the following page illustrates the full range of PSD units and how qualifications can be achieved. All registrations are made through one qualification number ( ), irrespective of which PSD units, levels and qualifications candidates will be accessing. Certification modules Although all PSD unit achievements will be recorded on a Certificate of Unit Credit (CUC), candidates will only receive a full qualification certificate if the relevant Award Module or Certificate Module is claimed in addition to the units the candidate has achieved: Qualification Entry Level Award in Personal and Social Development (Entry 2) Entry Level Award in Personal and Social Development (Entry 3) Level 1 Award in Personal and Social Development Entry Level Certificate in Personal and Social Development (Entry 2) Entry Level Certificate in Personal and Social Development (Entry 3) Level 1 Certificate in Personal and Social Development Module needed to generate a certificate Please ensure that these modules are only claimed once candidates have achieved sufficient credits at a high enough level to entitle them to that qualification. 6 Awards and Certificates in Personal and Social Development (7577)

9 All candidate registrations made via (irrespective of qualification size or level) Choose any combination of PSD units to make up the desired number of credits Community action Entry 2 ( ) (2 credits) Community action Entry 3 ( ) (2 credits) Community action Level 1 ( ) (2 credits) Developing self Entry 2 ( ) (2 credits) Developing self Entry 3 ( ) (2 credits) Developing self Level 1 ( ) (2 credits) Dealing with problems in daily life Entry 2 ( ) (2 credits) Dealing with problems in daily life Entry 3 ( ) (2 credits) Dealing with problems in daily life Level 1 ( ) (2 credits) Environmental awareness Entry 2 ( ) (2 credits) Environmental awareness Entry 3 ( ) (2 credits) Environmental awareness Level 1 ( ) (2 credits) Healthy living Entry 2 ( ) (2 credits) Healthy living Entry 3 ( ) (2 credits) Healthy living Level 1 ( ) (2 credits) Individual rights and responsibilities Entry 2 ( ) (1 credit) Individual rights and responsibilities Entry 3 ( ) (1 credit) Individual rights and responsibilities Level 1 ( ) (1 credit) Making the most of leisure time Entry 2 ( ) (2 credits) Making the most of leisure time Entry 3 ( ) (2 credits) Making the most of leisure time Level 1 ( ) (2 credits) Managing own money Entry 2 ( ) (2 credits) Managing own money Entry 3 ( ) (2 credits) Managing own money Level 1 ( ) (2 credits) Managing social relationships Entry 2 ( ) (1 credit) Managing social relationships Entry 3 ( ) (2 credits) Managing social relationships Level 1 ( ) (2 credits) Parenting awareness Entry 2 ( ) (2 credits) Parenting awareness Entry 3 ( ) (2 credits) Parenting awareness Level 1 ( ) (2 credits) Use options below to determine qualification entitlement Preparation for work Entry 2 ( ) (2 credits) Working as part of a group Entry 2 ( ) (2 credits) Preparation for work Entry 3 ( ) (2 credits) Working as part of a group Entry 3 ( ) (2 credits) Preparation for work Level 1 ( ) (2 credits) Working as part of a group Level 1 ( ) (2 credits) Working towards goals Entry 2 ( ) (2 credits) Working towards goals Entry 3 ( ) (2 credits) Working towards goals Level 1 ( ) (2 credits) At least 4 credits? At least 4 credits (incl 3 at Entry 3 or higher)? At least 4 credits (incl 3 at Level 1)? At least 13 credits? At least 13 credits (incl 7 at Entry 3 or higher)? At least 13 credits (incl 7 at Level 1)? Entry 2 Award (claim ) Entry 3 Award (claim ) Level 1 Award (claim ) Entry 2 Certificate (claim ) Entry 3 Certificate (claim ) Level 1 Certificate (claim ) Awards and Certificates in Personal and Social Development (7577) 7

10 1.2 Opportunities for progression Although the PSD units can each be achieved independently, they are designed to recognise and support personal and social development within a broader structured learning programme. They will therefore usually be completed alongside other qualifications and may enable learners to progress in other aspects of their learning. This might include working towards the Award or Certificate in Employability and Personal Development (7546). Learners achieving an Award-sized PSD qualification might subsequently find it beneficial to complete further credits to build up entitlement to a Certificate; likewise learners might wish to progress to units at a higher level. 1.3 Qualification support materials As well as this handbook, City & Guilds has developed a logbook containing evidence recording sheets. A range of support materials and information about the Foundation Learning Tier is available from 8 Awards and Certificates in Personal and Social Development (7577)

11 2 Centre requirements This section outlines the approval processes for Centres to offer these qualifications and any resources that Centres will need in place to offer the qualifications including qualification-specific requirements for Centre staff. Centres already offering personal development qualifications with City & Guilds Centres currently approved to offer any of the following qualifications may apply for approval for the PSD qualifications using the fast track approval form, available from the City & Guilds website: Awards and Certificates in Employability and Personal Development (7546) Award/Certificate in Personal Development and Contributing to the Community (7570) Certificates in Personal Progression through Practical Life Skills (3802) Certificate in Self-development through learning (3071). The fast-track form may be used providing there have been no changes to the way the qualifications are delivered, and if the centre meets all of the approval criteria specified in the fast track form guidance notes. A full Qualification Approval (QAP) application is required where none of the above qualifications are currently being offered, or if the PSD qualifications are to be delivered in a different way (eg by a completely different team). 2.1 Resource requirements Staff delivering these qualifications The PSD units are intended to be integrated with other learning so will not always be delivered discretely. Where vocational tutors are delivering and assessing PSD learning it is crucial that they are adequately briefed and supported so that they fully understand what is required. In England, all new teachers delivering publicly funded qualifications in the learning and skills sector (all post 16 education including FE, adult and community learning, work-based learning and offender education) are required to take qualifications which form part of the Qualified Teacher Learning and Skills (QTLS) framework. City & Guilds offers a range of qualifications within the QTLS framework. Details are available on the QTLS pages of Teachers in Scotland, Wales and Northern Ireland should be guided by current government policy. Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but must never internally verify their own assessments. Assessors and internal verifiers While the Assessor/Verifier (A/V) units are valued as qualifications for centre staff, they are not currently a requirement for these qualifications. There are no specific occupational competence requirements for these qualifications, although assessors and internal verifiers must be confident in the skills being assessed. Awards and Certificates in Personal and Social Development (7577) 9

12 Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. 2.2 Candidate entry requirements Candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold. There are no formal entry requirements for candidates undertaking these qualifications. However, centres must ensure that candidates have the potential and opportunity to gain the qualifications successfully. Age restrictions There are no age limits attached to candidates undertaking the qualification. 10 Awards and Certificates in Personal and Social Development (7577)

13 3 Units Availability of units The PSD units, along with additional clarification and delivery guidance developed by City & Guilds, are set out on the following pages. The learning outcomes and assessment criteria are also viewable on the National Database of Accredited Qualifications (NDAQ) Structure of units The PSD units are presented in a standard format comprising the following: City & Guilds reference number (eg ) Title and PSD reference code (eg CAE2) Level Credit value NDAQ number Unit aim Description of who the unit is for Learning outcomes and definitions Guided learning hours (GLH) recommendation Background to unit Relationship to other relevant national standards Assessment overview Comparison with requirements at level below (Entry 3 and Level 1 only) Assessment criteria and explanation of evidence requirements Delivery guidance. Awards and Certificates in Personal and Social Development (7577) 11

14 Summary of units City & Guilds unit number Title NDAQ unit number Credits Entry 2 Community action (CAE2) Entry 3 Community action (CAE3) Level 1 Community action (CA1) Y/502/0449 F/502/0459 M/502/ Entry 2 Developing self (DSE2) Entry 3 Developing self (DSE3) Level 1 Developing self (DS1) M/502/0442 M/502/0456 K/502/ Entry 2 Dealing with problems in daily life (DWPE2) Entry 3 Dealing with problems in daily life (DWPE3) Level 1 Dealing with problems in daily life (DWP1) D/502/0436 H/502/0454 L/502/ Entry 2 Environmental awareness (EAE2) Entry 3 Environmental awareness (EAE3) Level 1 Environmental awareness (EA1) L/502/0657 R/502/0658 Y/502/ Entry 2 Healthy living (HLE2) Entry 3 Healthy living (HLE3) Level 1 Healthy living (HL1) L/502/0450 T/502/0460 F/502/ Entry 2 Individual rights and responsibilities (IRRE2) Entry 3 Individual rights and responsibilities (IRRE3) Level 1 Individual rights and responsibilities (IRR1) F/502/0445 A/502/0458 K/502/ Entry 2 Making the most of leisure time (MLTE2) Entry 3 Making the most of leisure time (MLTE3) Level 1 Making the most of leisure time (MLT1) M/502/0649 H/502/0650 K/502/ Entry 2 Managing own money (MOME2) Entry 3 Managing own money (MOME3) Level 1 Managing own money (MOM1) Y/502/0452 F/502/0462 R/502/ Entry 2 Managing social relationships (MSRE2) Entry 3 Managing social relationships (MSRE3) Level 1 Managing social relationships (MSR1) A/502/0444 T/502/0457 D/502/ Entry 2 Parenting awareness (PAE2) Entry 3 Parenting awareness (PAE3) Level 1 Parenting awareness (PA1) A/502/0654 F/502/0655 J/502/ Entry 2 Preparation for work (PWE2) Entry 3 Preparation for work (PWE3) Level 1 Preparation for work (PW1) R/502/0451 A/502/0461 J/502/ Entry 2 Working as part of a group (WPGE2) Entry 3 Working as part of a group (WPGE3) Level 1 Working as part of a group (WPG1) H/502/0437 K/502/0455 R/502/ Entry 2 Working towards goals (WTGE2) Entry 3 Working towards goals (WTGE3) Level 1 Working towards goals (WTG1) Y/502/0435 D/502/0453 J/502/ Awards and Certificates in Personal and Social Development (7577)

15 Unit Community action (CAE2) Level: Entry 2 Credit value: 2 NDAQ number: Y/502/0449 Unit aim To encourage learners to participate in local community activities and understand the benefits of these activities for themselves and the community. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are: interested in the local community wanting to gain experience as a volunteer new to an area not able or yet ready to gain employment. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise local community groups 2. Demonstrate how they participate in community activities Outcome definitions Local community groups might include: national voluntary groups which operate locally eg BTCV, Help the Aged; associations eg a residents association that meets to improve the local area; local third sector organisations eg a local arts charity. Participate might include: help with administration; fund-raising; distributing newsletters; practical work eg digging/tidying land; taking part in another kind of activity, eg local amateur dramatics society. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Team Workers, Effective Participators and Self Managers. Awards and Certificates in Personal and Social Development (7577) 13

16 Unit Community action (CAE2) Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a candidate portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. Outcome 1 Recognise local community groups 1. identify a community group in their local area and what it does. Criterion explained For the first criterion (1.1) the candidate needs to identify a community group in their local area and what it does. The group identified could be part of a national organisation or a group specific to the local area. The candidate needs to state what the group does to help the local community. Ideas could be generated through a group discussion as long as the candidate s own contribution is clearly recorded. Outcome 2 Demonstrate how they participate in community activities 1. participate in a community activity that is relevant to them 2. identify how this activity benefits others. For 2.1 the candidate needs to participate in at least one community activity. This could be an activity with a local community group (eg the one identified in 1.1) or another activity arranged for the candidate (undertaken either in the community or within the place of learning as long as it benefits others). The activity must be relevant to the candidate s area of learning or personal interests. Examples of an activity might include helping to clean up an area of waste land, delivering newsletters for a local charity and taking part in a sponsored silence. If the candidate is clearing waste land evidence could include annotated photographs, a video or paper-based diary of the work completed or a witness statement; if the candidate has been involved in a fund-raising activity evidence could include a witness statement, a copy of their sponsorship sheet and/or annotated photographs. For 2.2 the candidate needs to identify how this activity benefits others, eg if the candidate is clearing waste land he/she might produce annotated photographs or a video diary showing the improvements and how the land is now used; if the candidate has been involved in a fund-raising activity he/she might include a thank you letter from the organisation that has been helped or state what the money raised will be used for. 14 Awards and Certificates in Personal and Social Development (7577)

17 Unit Community action (CAE2) How can this unit be delivered? Delivery should recognise learners particular circumstances and their broader learning programme. The learner or the tutor may suggest the community activity. In either scenario the tutor needs to agree it and it needs to be relevant to the learner s interests, personal circumstances or future plans. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Resources Useful sources of information could include your local authority. These websites might be useful: Awards and Certificates in Personal and Social Development (7577) 15

18 Unit Developing self (DSE2) Level: Entry 2 Credit value: 2 NDAQ number: M/502/0442 Unit aim To introduce the learner to ways in which they can reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are: aware of the need to improve their personal skills or abilities starting a new learning programme seeking employment leaving home. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Recognise their strengths and areas they need to develop 2. Recognise how to develop themself 3. Review their development Outcome definition Areas for self development might include personal skills and behaviours (eg enthusiasm, motivation, adaptability, timekeeping and communication skills). This unit is about developing personal skills rather than vocational competence. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Reflective Learners and Self Managers. 16 Awards and Certificates in Personal and Social Development (7577)

19 Unit Developing self (DSE2) Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a candidate portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. Outcome 1 Recognise their strengths and areas they need to develop 1. identify a personal strength or ability 2. identify an area for self development. For the first criterion (1.1) the candidate needs to identify a personal strength or ability. It is important that the candidate recognises they have strengths before areas for self development are discussed. Suggestions of strengths and abilities people may have could be generated through a group discussion as long as the candidate s own contribution is clearly recorded. For 1.2 the candidate should identify an area for their own self development (a strength or ability) eg communication skills, appropriate behaviour for the workplace/place of study. Outcome 2 Recognise how to develop themself 1. identify a personal skill or behaviour they need to develop 2. agree with an appropriate person a suitable target to work towards 3. identify who will support them in developing the identified skill or behaviour 4. work through activities to develop the agreed skill or behaviour. For 2.1 the candidate needs to identify (orally, in writing or through other appropriate means of communication such as signing) a personal skill or behaviour they need to develop, eg listening skills, punctuality. For 2.2 an appropriate person could be the candidate s assessor, tutor, supervisor or other appropriate person. The target (eg listening to find out someone s view without interrupting or arriving on time for 5 days) may be suggested by the assessor/tutor/supervisor and should be specific, measurable, achievable, realistic and time-bound. It should be recorded and the learner must agree the target. For 2.3 the candidate needs to identify who will support them. Support could be given by the assessor, tutor, supervisor, friends or family. Evidence for 2.1, 2.2 and 2.3 could be a suitably detailed action plan. For 2.4 the candidate needs to work through activities (suggested by assessor/tutor/supervisor) to develop the agreed skill or behaviour. Evidence could include video, audio, assessor observation or witness statements. Awards and Certificates in Personal and Social Development (7577) 17

20 Outcome 3 Review their development 1. carry out a simple review of the progress they have made 2. identify what went well and what did not go so well. For 3.1 the candidate needs to review the progress they have made. We are not assessing whether or not the learner has achieved the target. The target may not have been achieved but the candidate should identify this and should have made some progress toward the target. For 3.2 the candidate should be able to identify what went well and what did not go so well. Evidence for 3.1 and 3.2 could be notes of a discussion with an appropriate person (eg tutor, assessor or supervisor) as part of a tutorial. 18 Awards and Certificates in Personal and Social Development (7577)

21 Unit Developing self (DSE2) How can this unit be delivered? Delivery should recognise learners particular circumstances and their broader learning programme. This unit lends itself to particularly well to being integrated with other aspects of the learner s wider programme. Tutors may use a wide range of learning resources, including ICT and paper-based questionnaires and quizzes to identify a range of strengths (skills, qualities and interests) their learners possess. Tutors could use group discussions to elicit the skills and qualities needed for employment or study generally or for a particular job in order to focus the learner prior to their individual choice of shortterm goals. Videos and external speakers can illustrate self development in work and leisure activities. Tutors should ensure the unit is delivered in a positive way and learners are encouraged to realise the wealth of strengths they already possess prior to deciding what they could do to improve. The emphasis is on motivating the learner and helping them to reflect on their own personal development and how their personal skills, abilities and behaviours can be improved. Learners should recognise their achievements even if progress is slow. Resources Games and activities that develop group working skills can be used to ensure the learning is interactive, fun and appeals to all learning styles and these are widely available on the web. Useful sources of information could include IAG and vocational profiling tools on Sector Skills Councils websites. This website might be useful: Awards and Certificates in Personal and Social Development (7577) 19

22 Unit Dealing with problems in daily life (DWPE2) Level: Entry 2 Credit value: 2 NDAQ number: D/502/0436 Unit aim To introduce learners to the concept of problem solving and help them to develop skills to enable them to tackle problems in their daily lives. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are dealing with new situations or circumstances: young people people working towards independent living learners returning to the community, eg from long term hospitalisation or imprisonment young people leaving care. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how to recognise straightforward problems 2. Tackle straightforward problems Outcome definitions Problems might include obstacles or difficulties that need to be resolved that learners might encounter at home, at work or in other areas of their life eg problems with housing or dealing with institutions such as the local council, hospitals etc. For a problem to be straightforward it should have a high likelihood of being solved by the learner and within the parameters of their resources and personal circumstances and the duration of the unit. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to PLTS areas Reflective Learners and Independent Enquirers. 20 Awards and Certificates in Personal and Social Development (7577)

23 Unit Dealing with problems in daily life (DWPE2) Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a candidate portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. Outcome 1 Demonstrate an awareness of how to recognise straightforward problems 1. identify a straightforward problem 2. identify a way of tackling the problem, with appropriate support. For the first criterion (1.1) the candidate must identify a straightforward problem, ie an obstacle or difficulty that needs resolving in their own daily lives. The problem must be real, not simulated. Ideas could be generated through a group discussion as long as the candidate s contribution is clearly recorded. For 1.2 the candidate must be able to identify, with appropriate support, one method that would resolve the difficulty. Appropriate support could come from a mentor, line manager, family member, Citizens Advice Bureau worker or support group. Ideas could be generated through a group discussion as long as the candidate s contribution is clearly recorded. Outcome 2 Tackle straightforward problems 1. tackle the problem using a given procedure 2. ask for advice or support if needed. For 2.1 the candidate needs to tackle the problem using a given procedure. A given procedure might include the way of tackling the problem identified in 1.2 or following standard procedures or protocols in the workplace, place of learning or other institution. To meet 2.2, the candidate would need to ask for relevant and appropriate advice or support in the course of tackling the problem. Suitable sources of advice or support will depend on the problem, though might include a trade union representative, line manager or tenants association. Strictly speaking, evidence for 2.2 would not be required if the candidate is able to resolve the problem completely without seeking any advice or support, although in practice most candidates at this level are likely to need at least some guidance. Awards and Certificates in Personal and Social Development (7577) 21

24 Unit Dealing with problems in daily life (DWPE2) How can this unit be delivered? As each learner s daily life is unique to them examples and activities should be contextualised to allow maximum relevance for all learners. Learners should be encouraged to draw on real problems from their life or work in order for the unit to be of as much use as possible. However, it must be made clear that the unit teaches generic problem solving skills and therefore where possible learners should be encouraged to seek expert advice. Also, ground rules should be established for privacy, confidentiality and appropriateness of information shared. Resources There are numerous websites that provide problem solving games and activities and these can be used to make learning about problem solving interactive, fun and appropriate to all learning styles. These websites might be useful: Awards and Certificates in Personal and Social Development (7577)

25 Unit Environmental awareness (EAE2) Level: Entry 2 Credit value: 2 NDAQ number: L/502/0657 Unit aim To encourage learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are: interested in the local community interested in ecological or environmental issues wanting to gain experience as a volunteer new to an area. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Demonstrate an awareness of how the actions of humans affect the environment 2. Demonstrate an awareness of environmental issues which affects their life 3. Demonstrate a way in which they can help the environment Outcome definitions Actions of humans that affect the environment include: national/global issues eg global warming; local issues eg waste disposal, litter. Environmental issues include: pollution, waste management, renewable energy, use of energy. Ways in which they can help the environment include: fuel/energy saving eg using low energy light bulbs and other energy efficient products, reducing food miles, reducing car journeys; recycling eg bottles, cans, newspapers; reusing eg taking own carrier bags to the shop, buying second-hand, alternative uses and repairs; caring for the environment eg cleaning up areas of wasteland, preventing pollution. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Effective Participators and Reflective Learners. Awards and Certificates in Personal and Social Development (7577) 23

26 Unit Environmental awareness (EAE2) Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a candidate portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. Outcome 1 Demonstrate an awareness of how the actions of humans affect the environment 1. identify a human behaviour which harms the environment 2. identify a human behaviour which helps the environment. For the first criterion (1.1) the candidate needs to identify a human behaviour which harms the environment. This might include dropping litter, not reusing plastic bags, wasting energy. Ideas could be generated through a group discussion as long as the candidate s own contribution is clearly recorded. For 1.2 the candidate needs to identify a human behaviour which helps the environment. This might include recycling, using a bag for life, walking or using public transport instead of travelling by car. Ideas could be generated through a group discussion as long as the candidate s own contribution is clearly recorded. Outcome 2 Demonstrate an awareness of environmental issues which affects their life 1. identify an environmental issue which is relevant to their life 2. say how this issue affects their life. For 2.1 the candidate needs to identify at least one environmental issue which is relevant to their life. Examples might include: school run, recycling waste, energy bills, street lighting. For 2.2 the candidate needs to say (orally, in writing or through other appropriate means of communication such as signing) how the issue identified in 2.1 affects their life. Outcome 3 Demonstrate a way in which they can help the environment 1. agree with an appropriate person an activity that they can participate in to help the environment 2. participate in a given activity to help the environment. For 3.1 the candidate needs to agree with an appropriate person (eg tutor, trainer or supervisor) an activity they can participate in to help the environment. This could be an individual activity (eg 24 Awards and Certificates in Personal and Social Development (7577)

27 taking bottles to recycling centre, reusing carrier bags) or a group activity (eg helping to clean up an area of waste land, sorting clothing for a local charity, collecting items for recycling). For 3.2 the candidate needs to participate (take part) in the activity to help the environment agreed for 3.1. Evidence can include: annotated photographs, a video/written diary, a witness statement. Awards and Certificates in Personal and Social Development (7577) 25

28 Unit Environmental awareness (EAE2) How can this unit be delivered? Delivery should recognise learners particular circumstances and their broader learning programme. Tutors may use a wide range of learning resources including videos and external speakers to illustrate the work of some of the groups in the local community. Tutors should agree, or choose, a suitable activity for the learners to help the environment. Resources Useful sources of information could include your local authority. These websites might be useful: Awards and Certificates in Personal and Social Development (7577)

29 Unit Healthy living (HLE2) Level: Entry 2 Credit value: 2 NDAQ number: L/502/0450 Unit aim To introduce learners to ways in which they can contribute to a healthy lifestyle and encourages them to demonstrate activities which will improve their own lifestyle. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting work leaving home beginning to take greater responsibility for their own lifestyle choices responsible for a dependant eg having a baby experiencing work patterns with a particular impact on lifestyle eg shift-work. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Recognise the steps needed to lead a healthy lifestyle 2. Demonstrate how they contribute to own healthy lifestyle Outcome definition A healthy lifestyle might include: balanced diet eg food groups, risks of over/under eating; sufficient sleep eg coping with shift patterns; work/life balance; taking regular exercise; alcohol and drug awareness; safe sex. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 20 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS areas of Self Managers and Reflective Learners. Awards and Certificates in Personal and Social Development (7577) 27

30 Unit Healthy living (HLE2) Assessment criteria and evidence requirements How is this unit assessed? Assessment is by a candidate portfolio. This can be based on any purposeful activity likely to engage the learner s interest; this will usually be most successful when related to other aspects of their work or learning. Outcome 1 Recognise the steps needed to lead a healthy lifestyle 1. identify what they can do to contribute to a healthy lifestyle 2. identify an activity which will make an improvement to their lifestyle. For the first criterion (1.1) the candidate needs to identify things they can do to contribute to a healthy lifestyle. This might include things they are already doing or things they could do eg eat a balanced diet, take regular exercise. Ideas could be generated through a group discussion as long as the candidate s contribution is clearly recorded. For 1.2 the candidate needs to identify an activity that will improve their lifestyle. This activity could build on what they have identified in 1.1 although it must involve a positive action eg eat five portions of fruit/vegetables a day, cycle to work/college once a week. Outcome 2 Demonstrate how they contribute to own healthy lifestyle 1. Participate in an activity to contribute to a healthy lifestyle. Criterion explained For 2.1 the candidate needs to participate in an activity to contribute to a healthy lifestyle, eg eat five portions of fruit/vegetables, cycle to work/college. The unit will be of maximum benefit to the candidate if this involves taking forward the activity identified in 1.2 (ie the candidate identifies a suitable activity and then participates in it). The candidate need only evidence participation in the activity once, although to improve their lifestyle the activity would need to be sustained. Candidates should be encouraged to focus on an area which will genuinely contribute to making their own lifestyle healthier and which both presents a personal challenge and is realistic. 28 Awards and Certificates in Personal and Social Development (7577)

31 Unit Healthy living (HLE2) How can this unit be delivered? Delivery should recognise learners particular circumstances. There may be an opportunity to link the learning for this unit to the learner s wider (vocational) programme; different vocations may have different implications for a healthy lifestyle. The approach should be positive and recognise the holistic nature of a healthy lifestyle, and must recognise the need for sensitivities around certain issues eg body image. Tutors may use a wide range of learning resources and might wish to call on external speakers to cover particular aspects of healthy living eg alcohol/drug awareness, safe sex. Practical workshops could be used for areas such as exercise and healthy eating, and external trips could include going to the local leisure centre. It is likely in a group setting that each learner will be focusing on a different aspect of healthy living, one that has personal significance. Resources Useful sources of information could include your local authority and Primary Care Trust. These websites might be useful: Awards and Certificates in Personal and Social Development (7577) 29

32 Unit Individual rights and responsibilities (IRRE2) Level: Entry 2 Credit value: 1 NDAQ number: F/502/0445 Unit aim To raise the learner s awareness of their rights and responsibilities as an individual. Who is this unit for? Most learners would benefit from completing this unit, although it might be of particular benefit to learners who are: starting work returning to work newly arrived in the country leaving home. Learning outcome There is one learning outcome to this unit. The learner will be able to: 1. Understand that they have rights and responsibilities as an individual Outcome definition Rights and responsibilities might include rights and responsibilities in relation to: work; housing; health and welfare; data protection and freedom of information; consumer rights; diversity and discrimination; marriage, cohabitation and civil partnerships. Guided learning hours Although patterns of delivery are likely to vary considerably, it is recommended that 10 hours should be allocated for this unit. Background to this unit This unit forms part of a suite of Personal and Social Development (PSD) units that in England can be used to support PSD learning within the Foundation Learning Tier. Details of the relationship between the unit and other relevant national standards This unit relates to the PLTS framework areas of Self Managers and Independent Enquirers. 30 Awards and Certificates in Personal and Social Development (7577)