Tick-per-criterion · minima printed at the lane's own level
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| E3.1.1 | State what is meant by 'communication' | — | ☐ | |
| E3.1.2 | List a range of ways that people communicate | >=3 ways | ☐ | |
| E3.1.3 | List a range of components of effective communication | >=3 components | ☐ | |
| E3.1.4 | List difficulties that can occur when communicating | >=2 difficulties | ☐ | |
| E3.2.1 | State what is meant by 'active listening' | — | ☐ | |
| E3.2.2 | State the importance of using active listening skills | — | ☐ | |
| E3.2.3 | List components of active listening skills | — | ☐ | |
| E3.3.1 | State what is meant by 'feedback' | — | ☐ | |
| E3.3.2 | State why feedback is important for communication | — | ☐ | |
| E3.3.3 | List ways feedback can be demonstrated during communication | — | ☐ | |
| E3.4.1 | Create a plan for a communication activity a. purpose · b. audience · c. types of communication · d. outline of content · e. resources · f. potential audience questions and responses | f: >=2 questions | ☐ | |
| E3.5.1 | Use the plan | one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words | ☐ | |
| E3.6.1 | Identify personal progress in the communication activity a. a positive outcome · b. use of active listening · c. how difficulties were managed · d. peer feedback informing future development · e. an area of further development · f. future situation for communication skills | — | ☐ |
group >=3 members · plan/use evidence expected via challenge leading to another PEQ unit; otherwise evidence of preparation/research required · E3.6.1c: learner may state no difficulties occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| E3.1.1 | State what is meant by 'decision making' | — | ☐ | |
| E3.1.2 | State factors that are important in decision making | >=2 factors | ☐ | |
| E3.2.1 | List examples of decision-making tools or techniques | >=2 tools/techniques | ☐ | |
| E3.3.1 | List situations where you need to make a decision | >=2 situations | ☐ | |
| E3.3.2 | State why these situations are relevant to you | — | ☐ | |
| E3.4.1 | Create a plan to improve own decision making a. SMART targets · b. reasons for choosing targets · c. use of decision-making tool/technique · d. a possible difficulty · e. routes for support and guidance · f. resources | a: >=2 SMART targets; b: >=2 reasons (1 per target) | ☐ | |
| E3.5.1 | Use the plan | plan used over >=10 hours | ☐ | |
| E3.6.1 | Identify personal progress in the decision-making activity a. positive outcome including targets met · b. use of tool or technique · c. something done differently · d. how difficulties were managed · e. an area of further development · f. future decision-making situation | — | ☐ |
safeguarding box · tool/technique chosen from those listed at LO E3.2 · learners may share a situation but must decide independently · E3.6.1d: learner may state no difficulties occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| E3.1.1 | State what is meant by the term 'learning skills' | — | ☐ | |
| E3.1.2 | State ways that people learn | >=2 ways | ☐ | |
| E3.1.3 | State motivations a person can have to improve learning skills | >=2 motivations | ☐ | |
| E3.2.1 | State why it is important to improve learning skills | — | ☐ | |
| E3.2.2 | State ways of improving learning skills | >=2 ways | ☐ | |
| E3.3.1 | Create a plan to improve own learning skills a. SMART targets · b. reasons for choosing targets · c. a possible barrier to success · d. routes for support and guidance · e. resources | a: >=2 SMART targets; b: >=2 reasons (1 per target) | ☐ | |
| E3.4.1 | Use the plan | plan used over >=10 hours | ☐ | |
| E3.5.1 | Identify personal progress in relation to learning skills a. positive outcome including targets met · b. something done differently · c. how barriers were managed · d. an area of further development · e. future situation for learning skills | — | ☐ |
E3.5.1c: learner may state no difficulties occurred · guidance lists example learning methods (mind maps, mnemonics, flashcards, etc.)
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| E3.1.1 | State what is meant by 'teamwork' | — | ☐ | |
| E3.1.2 | List the advantages of working in a team | >=2 advantages | ☐ | |
| E3.1.3 | List the challenges of working in a team | >=2 challenges | ☐ | |
| E3.2.1 | List a range of features of effective teamwork | >=3 features | ☐ | |
| E3.3.1 | Work collaboratively to create a plan for a teamwork activity a. a team goal · b. members' roles, responsibilities and tasks · c. team ground rules · d. potential barriers to success · e. routes for support and guidance · f. resources | a,b,c decided with other team members | ☐ | |
| E3.4.1 | Use the plan | plan used over >=10 hours | ☐ | |
| E3.5.1 | Identify personal progress in relation to team working a. positive outcome including goal achieved · b. how barriers were managed · c. something done differently · d. an area of further development · e. future situation for teamwork skills | — | ☐ |
team/group >=3 members · SMART goals introduced but not assessed at E3 · E3.5.1b: learner may state no barriers occurred · E3.5.1d: further development may be informed by peer feedback
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| E3.1.1 | State what is meant by 'thinking skills' | — | ☐ | |
| E3.1.2 | State why thinking skills are important | — | ☐ | |
| E3.1.3 | List the characteristics of an effective thinker | >=2 characteristics | ☐ | |
| E3.2.1 | Identify tools or techniques used to support thinking skills | >=2 tools/techniques in total | ☐ | |
| E3.3.1 | State what is meant by a fact and an opinion a. a fact · b. an opinion | — | ☐ | |
| E3.3.2 | Give an example of a fact and an opinion a. a fact · b. an opinion | — | ☐ | |
| E3.4.1 | Create a plan to improve own thinking skills a. a topic for investigation · b. tool/technique supporting thinking skills · c. routes for support and guidance · d. resources including potential information sources · e. how findings will be communicated | — | ☐ | |
| E3.5.1 | Use the plan | plan used over >=10 hours | ☐ | |
| E3.6.1 | Identify personal progress in the thinking skills activity a. a positive outcome · b. use of a tool or technique · c. an area of further development · d. future situation for thinking skills | — | ☐ |
additional assessment guidance: N/A
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| E3.1.1 | State what is meant by 'learner wellbeing' | — | ☐ | |
| E3.2.1 | Identify factors that can affect a learner's wellbeing | >=2 factors | ☐ | |
| E3.2.2 | State how these factors can impact learning | — | ☐ | |
| E3.3.1 | State ways learners can support their wellbeing while learning | >=2 ways | ☐ | |
| E3.3.2 | Identify a technique to improve wellbeing while learning | — | ☐ | |
| E3.3.3 | Identify an individual who can support learner wellbeing | — | ☐ | |
| E3.3.4 | Identify a service that can support learner wellbeing | — | ☐ | |
| E3.4.1 | State why mistakes are important for learning | — | ☐ | |
| E3.4.2 | State how mistakes can be positive for learner wellbeing | — | ☐ | |
| E3.5.1 | Create a plan to improve own wellbeing while learning a. SMART targets · b. reasons for choosing the targets · c. routes for support and guidance · d. resources | a: >=2 SMART targets; b: >=2 reasons (1 per target) | ☐ | |
| E3.6.1 | Use the plan | plan used over >=10 hours | ☐ | |
| E3.7.1 | Identify personal progress in wellbeing in learning a. a positive outcome · b. something done differently · c. how difficulties were managed · d. an area of further development · e. future situation for wellbeing skills | — | ☐ |
safeguarding box · E3.7.1c: learner may state no difficulties occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 1.1.1 | Outline what is meant by 'communication' | — | ☐ | |
| 1.1.2 | Outline a range of ways that people communicate | >=3 ways | ☐ | |
| 1.1.3 | Outline components of effective communication | >=4 components | ☐ | |
| 1.1.4 | Outline a range of difficulties that can occur when communicating | >=3 difficulties | ☐ | |
| 1.2.1 | Outline what is meant by 'active listening' | — | ☐ | |
| 1.2.2 | Outline the importance of using active listening skills | — | ☐ | |
| 1.2.3 | Outline components of active listening skills | — | ☐ | |
| 1.3.1 | Outline what is meant by 'feedback' | — | ☐ | |
| 1.3.2 | Outline why feedback is important for communication | — | ☐ | |
| 1.3.3 | Give examples of ways feedback can be demonstrated during communication | — | ☐ | |
| 1.4.1 | Create a plan for a communication activity a. purpose · b. audience · c. types of communication · d. outline of content · e. resources · f. potential audience questions and responses | f: >=4 audience questions | ☐ | |
| 1.5.1 | Use the plan | one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words | ☐ | |
| 1.6.1 | Describe personal progress in the communication activity a. positive outcomes · b. use of active listening · c. how difficulties were managed · d. peer feedback informing future development · e. areas of further development · f. future situation for communication skills | a: >=2 positives; e: >=2 areas of further development | ☐ |
group >=3 members · plan/use evidence expected via challenge leading to another PEQ unit; otherwise evidence of preparation/research required · 1.6.1c: learner may state no difficulties occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 1.1.1 | Outline what is meant by 'decision making' | — | ☐ | |
| 1.1.2 | Outline a range of factors important in decision making | >=3 factors | ☐ | |
| 1.2.1 | Give examples of decision-making tools or techniques | >=2 tools/techniques | ☐ | |
| 1.3.1 | Outline situations where you need to make a decision | >=2 situations | ☐ | |
| 1.3.2 | Outline why these situations are relevant to you | — | ☐ | |
| 1.4.1 | Create a plan to improve own decision making a. SMART targets · b. reasons for choosing targets · c. use of decision-making tools/techniques · d. potential difficulties · e. routes for support and guidance · f. resources · g. a review point | a: >=2 SMART targets; b: >=2 reasons (1 per target); >=2 potential difficulties (spec prints this against '1.4.1 c') | ☐ | |
| 1.5.1 | Use the plan | plan used over >=10 hours | ☐ | |
| 1.6.1 | Describe personal progress in relation to decision making a. positive outcomes including targets met · b. use of tools or techniques · c. things done differently · d. how difficulties were managed · e. areas of further development · f. future decision-making situation | a: >=2 positive outcomes; c: >=2 things done differently; e: >=2 areas of further development | ☐ |
safeguarding box · tools/techniques chosen from those outlined at 1.2.1 · learners may share a situation but must decide independently · 1.6.1d: learner may state no difficulties occurred · spec labels the >=2 potential-difficulties minimum '1.4.1 c' though 'potential difficulties' is plan element d
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 1.1.1 | Outline what is meant by the term 'learning skills' | — | ☐ | |
| 1.1.2 | Identify a range of ways that people learn | >=3 ways | ☐ | |
| 1.1.3 | Give examples of a range of motivations to improve learning skills | >=3 motivations | ☐ | |
| 1.2.1 | Outline why it is important to improve own learning skills | — | ☐ | |
| 1.2.2 | Identify ways of improving own learning skills | >=3 ways | ☐ | |
| 1.3.1 | Create a plan to improve own learning skills a. SMART targets · b. reasons for choosing targets · c. potential barriers to success · d. routes for support and guidance · e. resources · f. a review point | a: >=2 SMART targets; b: >=2 reasons (1 per target) | ☐ | |
| 1.4.1 | Use the plan | plan used over >=10 hours | ☐ | |
| 1.5.1 | Describe personal progress in relation to learning skills a. positive outcomes including targets met · b. something done differently · c. how barriers were managed · d. areas of further development · e. future situation for learning skills | a: >=2 positive outcomes; d: >=2 areas of further development | ☐ |
1.5.1c: learner may state no difficulties occurred · guidance lists example learning methods (mind maps, mnemonics, flashcards, etc.)
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 1.1.1 | Outline what is meant by 'teamwork' | — | ☐ | |
| 1.1.2 | Give examples of a range of advantages of working in a team | >=3 advantages | ☐ | |
| 1.1.3 | Give examples of a range of challenges of working in a team | >=3 challenges | ☐ | |
| 1.2.1 | Outline a range of features of effective teamwork | >=3 features | ☐ | |
| 1.3.1 | Work collaboratively to create a plan for a teamwork activity a. team goals · b. members' roles, responsibilities and tasks · c. team ground rules · d. potential barriers to success · e. routes for support and guidance · f. resources · g. a review point | goals/members/roles/ground rules decided with team; a: >=2 SMART goals | ☐ | |
| 1.4.1 | Use the plan | plan used over >=10 hours | ☐ | |
| 1.5.1 | Describe personal progress in relation to team working a. positive outcomes including own role · b. how difficulties were managed · c. something done differently · d. areas of further development · e. future situation for teamwork skills | a: >=2 positive outcomes; d: >=2 areas of further development | ☐ |
team/group >=3 members · goals should be SMART (guidance) · 1.5.1: learner may state no difficulties occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 1.1.1 | Outline what is meant by 'thinking skills' | — | ☐ | |
| 1.1.2 | Outline why thinking skills are important | — | ☐ | |
| 1.1.3 | Give examples of a range of characteristics of an effective thinker | >=3 characteristics | ☐ | |
| 1.1.4 | Give examples of a range of barriers to improving thinking skills | >=3 barriers | ☐ | |
| 1.2.1 | Identify a range of tools or techniques supporting thinking skills | >=3 tools/techniques in total | ☐ | |
| 1.3.1 | Outline what is meant by fact, opinion and assumption a. a fact · b. an opinion · c. an assumption | — | ☐ | |
| 1.3.2 | Give an example of a fact, opinion and assumption a. a fact · b. an opinion · c. an assumption | — | ☐ | |
| 1.4.1 | Outline what is meant by primary and secondary research sources a. primary research sources · b. secondary research sources | — | ☐ | |
| 1.4.2 | Give examples of primary and secondary information sources a. primary information sources · b. secondary information sources | — | ☐ | |
| 1.5.1 | Create a plan to improve own thinking skills a. a topic for investigation · b. tool/technique to investigate the topic · c. potential barriers to success · d. routes for support and guidance · e. resources including potential information sources · f. a review point · g. how findings will be communicated | — | ☐ | |
| 1.6.1 | Use the plan | plan used over >=10 hours | ☐ | |
| 1.7.1 | Describe personal progress in relation to thinking skills a. positive outcomes · b. use of a thinking tool/technique · c. how difficulties were managed · d. areas of further development · e. future situation for thinking skills | a: >=2 positive outcomes; d: >=2 areas of further development | ☐ |
adds assumptions (LO 1.3) and primary/secondary sources (LO 1.4) versus E3 · 1.7.1c: learner may state no difficulties occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 1.1.1 | Outline what is meant by 'learner wellbeing' a. emotional wellbeing · b. social wellbeing · c. physical wellbeing · d. mental wellbeing | — | ☐ | |
| 1.2.1 | Outline factors that can affect a learner's wellbeing | >=2 factors | ☐ | |
| 1.2.2 | Indicate how these factors can impact learning | — | ☐ | |
| 1.3.1 | Give examples of ways learners can support wellbeing while learning | >=2 ways | ☐ | |
| 1.3.2 | Outline techniques to improve wellbeing while learning | >=2 techniques | ☐ | |
| 1.3.3 | Give examples of individuals who can support learner wellbeing | >=2 people | ☐ | |
| 1.3.4 | Give examples of services that can support learner wellbeing | >=2 services | ☐ | |
| 1.4.1 | Outline why mistakes are important for learning | — | ☐ | |
| 1.4.2 | Outline how mistakes can be positive for learner wellbeing | — | ☐ | |
| 1.5.1 | Create a plan to improve own wellbeing while learning a. SMART targets · b. reasons for choosing the targets · c. routes for support and guidance · d. resources · e. a review point | a: >=2 SMART targets; b: >=2 reasons | ☐ | |
| 1.6.1 | Use the plan | plan used over >=10 hours | ☐ | |
| 1.7.1 | Describe personal progress managing own wellbeing while learning a. positive outcomes including targets met · b. something done differently · c. how difficulties were managed · d. areas of further development · e. future situations for wellbeing skills | a: >=2 positive outcomes; d: >=2 areas of further development | ☐ |
safeguarding box · adds four wellbeing domains at 1.1.1 versus E3 · 1.7.1c: learner may state no barriers occurred
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 2.1.1 | Describe what is meant by 'communication' a. ways people communicate · b. types of communication · c. purposes of communication | a: >=4 ways · b: >=3 types · c: >=3 purposes | ☐ | |
| 2.1.2 | Describe components of effective communication | >=4 components | ☐ | |
| 2.1.3 | Explain difficulties when communicating and the impact of poor communication | >=4 difficulties | ☐ | |
| 2.2.1 | Describe what is meant by 'active listening' | — | ☐ | |
| 2.2.2 | Explain the importance of using active listening skills | — | ☐ | |
| 2.2.3 | Describe components of active listening skills | — | ☐ | |
| 2.3.1 | Define what is meant by 'feedback' | — | ☐ | |
| 2.3.2 | Explain why feedback is important for communication | — | ☐ | |
| 2.3.3 | Describe ways feedback can be demonstrated, with examples across ways, types and purposes | — | ☐ | |
| 2.4.1 | Create plans for communication activities a. purpose · b. audience · c. type of communication with reason for choice · d. outline of content · e. resources · f. potential audience questions and responses | >=2 plans covering 2 DIFFERENT ways of communicating · f: >=4 questions (2 per activity) | ☐ | |
| 2.5.1 | Use the plans | presentation >=4 min · discussion >=10 min · text >=500 words | ☐ | |
| 2.6.1 | Evaluate personal progress in relation to communication a. a range of positive outcomes · b. use of active listening skills · c. how communication difficulties were managed · d. use of peer feedback to inform future development · e. areas of further development · f. future situations for communication skills | a: >=3 positive outcomes · e: >=2 areas of further development (printed against 'f' in the requirements table, p53) | ☐ |
group >=3 members (p54) · LO2.4/2.5 evidence expected via a challenge leading to other PEQ units, else evidence of preparing incl. topic research (p54) · spec mislabel: the >=2 areas-of-further-development requirement prints as 2.6.1 f, but 'areas of further development' is element e (p53)
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 2.1.1 | Define what is meant by 'decision making' | — | ☐ | |
| 2.1.2 | Describe a range of factors that are important in decision making | >=3 factors | ☐ | |
| 2.2.1 | Compare decision-making tools or techniques for a range of situations | >=3 tools/techniques | ☐ | |
| 2.3.1 | Describe example situations needing a decision in the short-, medium- and long-term | >=3 situations | ☐ | |
| 2.3.2 | Explain why the situations are relevant and the potential impact of poor decision making | — | ☐ | |
| 2.4.1 | Create a plan to improve own decision making a. SMART targets · b. reasons for choosing targets · c. use of decision-making tools or techniques · d. potential difficulties · e. routes for support and guidance · f. resources · g. a review point | a: >=2 SMART targets · b: >=2 reasons (1 per target) · d: >=2 difficulties | ☐ | |
| 2.5.1 | Use the plan | used over >=10 hours | ☐ | |
| 2.6.1 | Evaluate personal progress in relation to decision making a. positive outcomes including targets met · b. use of tools or techniques · c. things done differently · d. how difficulties were managed · e. areas of further development · f. future situations | a: >=2 positive outcomes · c: >=2 things done differently · e: >=2 areas of further development | ☐ |
safeguarding 'Please note' box (p57): situations must not negatively impact wellbeing; concerns go through the centre's safeguarding processes, communicated to learners as part of the session · tools in the plan chosen from those compared in 2.2.1 (p57)
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 2.1.1 | Define what is meant by 'learning skills' | — | ☐ | |
| 2.1.2 | Describe a range of ways that people learn | >=3 ways | ☐ | |
| 2.1.3 | Describe a range of motivations to improve learning skills | >=3 motivations | ☐ | |
| 2.2.1 | Explain the importance of improving learning skills and the impact of lifelong learning | — | ☐ | |
| 2.2.2 | Compare ways of improving learning skills, reflecting on personal preferences | >=3 ways of improving | ☐ | |
| 2.3.1 | Create a plan to improve own learning skills a. SMART targets · b. reasons for choosing targets · c. potential barriers to success · d. routes for support and guidance · e. resource requirements · f. a review point | a: >=2 SMART targets · b: >=2 reasons (1 per target) · c: >=2 barriers | ☐ | |
| 2.4.1 | Use the plan | used over >=10 hours | ☐ | |
| 2.5.1 | Evaluate personal progress in relation to learning skills a. positive outcomes including targets met · b. things done differently to change the way you learn · c. how difficulties were managed · d. areas of further development · e. future situations | a: >=2 positive outcomes · b: >=2 things done differently · d: >=2 areas of further development | ☐ |
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 2.1.1 | Define what is meant by 'teamwork' | — | ☐ | |
| 2.1.2 | Explain the advantages and challenges of team working, illustrated with own or real-world examples | >=3 advantages AND >=3 challenges | ☐ | |
| 2.2.1 | Describe a range of features of effective teamwork, with a real-world example per feature | >=3 features | ☐ | |
| 2.3.1 | Create a plan for a teamwork activity a. a range of SMART team goals · b. team members' roles, responsibilities and tasks · c. team ground rules · d. potential barriers to successful team working · e. routes for support and guidance · f. resources · g. a review point | a: >=3 SMART goals · goals, members, roles, responsibilities, tasks and ground rules decided WITH the team | ☐ | |
| 2.4.1 | Use the plan | used over >=10 hours | ☐ | |
| 2.5.1 | Evaluate personal progress in relation to team working a. positive outcomes including own role in team goals · b. how challenges were managed · c. things done differently · d. areas of further development · e. future situations | a: >=2 positive outcomes · c: >=2 things · d: >=2 areas · e: >=2 situations | ☐ |
a team or group must have >=3 members (p61)
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 2.1.1 | Define what is meant by 'critical thinking skills' | — | ☐ | |
| 2.1.2 | Explain why critical thinking is important | — | ☐ | |
| 2.1.3 | Describe characteristics of an effective critical thinker | >=4 characteristics | ☐ | |
| 2.1.4 | Describe a range of barriers to critical thinking | >=3 barriers | ☐ | |
| 2.2.1 | Compare a range of critical thinking tools or techniques, reflecting on own preferences | >=3 tools/techniques in total | ☐ | |
| 2.3.1 | Assess information for facts, opinions and assumptions | use >=1 information source | ☐ | |
| 2.3.2 | Assess information sources for credibility, accuracy and bias | >=2 information sources | ☐ | |
| 2.4.1 | Explain, with examples, primary and secondary research sources a. primary research sources · b. secondary research sources | — | ☐ | |
| 2.5.1 | Create a plan to improve own critical thinking skills a. a topic for investigation · b. how critical thinking tools or techniques will be used · c. routes for support and guidance · d. resources, including potential information sources · e. a review point · f. how findings will be communicated | — | ☐ | |
| 2.6.1 | Use the plan | used over >=10 hours | ☐ | |
| 2.7.1 | Evaluate personal progress in relation to critical thinking a. positive outcomes · b. use of tools or techniques · c. how difficulties were managed · d. areas of further development · e. future situations | a: >=2 positive outcomes · d: >=2 areas of further development | ☐ |
LO2.3 sources may relate to the planned LO2.5/2.6 activity (p63)
| AC | Criterion (condensed) | Minimum | Met | Date / initials |
|---|---|---|---|---|
| 2.1.1 | Describe what is meant by 'learner wellbeing' a. emotional wellbeing · b. social wellbeing · c. physical wellbeing · d. mental wellbeing | one description per category | ☐ | |
| 2.2.1 | Describe a range of factors that can affect a learner's wellbeing | >=3 factors | ☐ | |
| 2.2.2 | Explain how these factors can impact learning | — | ☐ | |
| 2.3.1 | Describe a range of ways learners can support their wellbeing while learning | >=3 ways | ☐ | |
| 2.3.2 | Compare techniques to improve wellbeing while learning, reflecting on personal preferences | >=2 techniques | ☐ | |
| 2.3.3 | Describe a range of people who can support learner wellbeing | >=3 people | ☐ | |
| 2.3.4 | Describe a range of services that can support learner wellbeing | >=3 services | ☐ | |
| 2.4.1 | Explain why mistakes are important for learning | — | ☐ | |
| 2.4.2 | Explain how mistakes can be positive for learner wellbeing, with examples | — | ☐ | |
| 2.5.1 | Create a plan to improve own wellbeing while learning a. SMART targets · b. reasons for choosing the targets · c. routes for support and guidance · d. resources · e. a review point | a: >=2 SMART targets · b: >=2 reasons (1 per target) | ☐ | |
| 2.6.1 | Use the plan | used over >=10 hours | ☐ | |
| 2.7.1 | Evaluate personal progress in managing own wellbeing while learning a. positive outcomes including targets met · b. changes to the way they view their own learner wellbeing · c. how difficulties during learning were managed · d. areas of further development · e. future situations | a: >=2 positive outcomes · b: >=2 changes · d: >=2 areas of further development | ☐ |
safeguarding 'Please note' box (p66): disclosures with a potential safeguarding concern go through the centre's safeguarding processes, communicated to learners as part of the session