Kitchen Programme · Criteria Coverage Matrix

Every assessment criterion ↦ week(s) + artefact · Entry 3 · Level 1 · Level 2

The contract of this page. Every assessment criterion of all eighteen units (six skills × three levels) maps to the week(s) that evidence it and the named artefact that holds the evidence. A gap is a red gate: the page builder refuses to emit this file if any criterion is unmapped. Criteria wording is condensed (facts with citations, spec v1.2 §17); the authoritative wording is the spec and the member-gated unit assessment booklets.

Entry 3 lane

ComSkE3 — Communication skills (3 cr / 30 GLH, spec pp24-25)

AC	Demand (condensed) + minima	Week(s)	Artefact
E3.1.1	State what is meant by 'communication'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.1.2	List a range of ways that people communicate min: >=3 ways	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.1.3	List a range of components of effective communication min: >=3 components	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.1.4	List difficulties that can occur when communicating min: >=2 difficulties	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.2.1	State what is meant by 'active listening'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.2.2	State the importance of using active listening skills	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.2.3	List components of active listening skills	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.3.1	State what is meant by 'feedback'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.3.2	State why feedback is important for communication	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
E3.3.3	List ways feedback can be demonstrated during communication	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
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 min: f: >=2 questions	W4 (deck first pass) · W21–22	Communication plan template (lane copy; L2 = two plans, two different ways)
E3.5.1	Use the plan min: one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words	W5 (deck first pass) · W23–25	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
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	W26	Communication evaluation sheet at the lane's exact minima

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

DecMkSkE3 — Decision making skills (2 cr / 20 GLH, spec pp26-27)

AC	Demand (condensed) + minima	Week(s)	Artefact
E3.1.1	State what is meant by 'decision making'	W6–8	Tools comparison sheet (menu & budget project file)
E3.1.2	State factors that are important in decision making min: >=2 factors	W6–8	Tools comparison sheet (menu & budget project file)
E3.2.1	List examples of decision-making tools or techniques min: >=2 tools/techniques	W6–8	Tools comparison sheet (menu & budget project file)
E3.3.1	List situations where you need to make a decision min: >=2 situations	W6–8	Tools comparison sheet (menu & budget project file)
E3.3.2	State why these situations are relevant to you	W6–8	Tools comparison sheet (menu & budget project file)
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 min: a: >=2 SMART targets; b: >=2 reasons (1 per target)	W9	Decision plan template (lane copy)
E3.5.1	Use the plan min: plan used over >=10 hours	W9–13	Cook-cycle log + plan-hours grid (≥10 h window W9→W13)
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	W14	Decision evaluation sheet at the lane's exact minima

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

LSkE3 — Learning skills (2 cr / 20 GLH, spec pp28-29)

AC	Demand (condensed) + minima	Week(s)	Artefact
E3.1.1	State what is meant by the term 'learning skills'	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
E3.1.2	State ways that people learn min: >=2 ways	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
E3.1.3	State motivations a person can have to improve learning skills min: >=2 motivations	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
E3.2.1	State why it is important to improve learning skills	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
E3.2.2	State ways of improving learning skills min: >=2 ways	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
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 min: a: >=2 SMART targets; b: >=2 reasons (1 per target)	W15	Learning plan template — the technique ladder (lane copy)
E3.4.1	Use the plan min: plan used over >=10 hours	W15–19	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
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	W20	Learning evaluation sheet at the lane's exact minima

E3.5.1c: learner may state no difficulties occurred · guidance lists example learning methods (mind maps, mnemonics, flashcards, etc.)

TmWkSkE3 — Team working skills (2 cr / 20 GLH, spec pp30-31)

AC	Demand (condensed) + minima	Week(s)	Artefact
E3.1.1	State what is meant by 'teamwork'	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
E3.1.2	List the advantages of working in a team min: >=2 advantages	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
E3.1.3	List the challenges of working in a team min: >=2 challenges	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
E3.2.1	List a range of features of effective teamwork min: >=3 features	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
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 min: a,b,c decided with other team members	W2	Team plan template — decided with the team (lane copy)
E3.4.1	Use the plan min: plan used over >=10 hours	W2–12	Practical service log + plan-hours grid (≥10 h window W2→W12)
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	W13	Team evaluation sheet at the lane's exact minima

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

ThSkE3 — Thinking skills (2 cr / 20 GLH, spec pp32-33)

AC	Demand (condensed) + minima	Week(s)	Artefact
E3.1.1	State what is meant by 'thinking skills'	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
E3.1.2	State why thinking skills are important	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
E3.1.3	List the characteristics of an effective thinker min: >=2 characteristics	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
E3.2.1	Identify tools or techniques used to support thinking skills min: >=2 tools/techniques in total	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
E3.3.1	State what is meant by a fact and an opinion a. a fact · b. an opinion	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
E3.3.2	Give an example of a fact and an opinion a. a fact · b. an opinion	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
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	W27	Thinking / Critical-thinking plan template (lane copy; topic = a food claim)
E3.5.1	Use the plan min: plan used over >=10 hours	W27–32	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32)
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	W33	Thinking evaluation sheet at the lane's exact minima

additional assessment guidance: N/A

WellbLeE3 — Wellbeing in learning (3 cr / 30 GLH, spec pp34-35)

AC	Demand (condensed) + minima	Week(s)	Artefact
E3.1.1	State what is meant by 'learner wellbeing'	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.2.1	Identify factors that can affect a learner's wellbeing min: >=2 factors	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.2.2	State how these factors can impact learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.3.1	State ways learners can support their wellbeing while learning min: >=2 ways	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.3.2	Identify a technique to improve wellbeing while learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.3.3	Identify an individual who can support learner wellbeing	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.3.4	Identify a service that can support learner wellbeing	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.4.1	State why mistakes are important for learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
E3.4.2	State how mistakes can be positive for learner wellbeing	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
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 min: a: >=2 SMART targets; b: >=2 reasons (1 per target)	W27	Wellbeing plan template (lane copy)
E3.6.1	Use the plan min: plan used over >=10 hours	W28–36	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
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	W38	Wellbeing evaluation sheet at the lane's exact minima

safeguarding box · E3.7.1c: learner may state no difficulties occurred

Level 1 lane

ComSk1 — Communication skills (3 cr / 27 GLH, spec pp38-39)

AC	Demand (condensed) + minima	Week(s)	Artefact
1.1.1	Outline what is meant by 'communication'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.1.2	Outline a range of ways that people communicate min: >=3 ways	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.1.3	Outline components of effective communication min: >=4 components	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.1.4	Outline a range of difficulties that can occur when communicating min: >=3 difficulties	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.2.1	Outline what is meant by 'active listening'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.2.2	Outline the importance of using active listening skills	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.2.3	Outline components of active listening skills	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.3.1	Outline what is meant by 'feedback'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.3.2	Outline why feedback is important for communication	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
1.3.3	Give examples of ways feedback can be demonstrated during communication	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
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 min: f: >=4 audience questions	W4 (deck first pass) · W21–22	Communication plan template (lane copy; L2 = two plans, two different ways)
1.5.1	Use the plan min: one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words	W5 (deck first pass) · W23–25	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
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 min: a: >=2 positives; e: >=2 areas of further development	W26	Communication evaluation sheet at the lane's exact minima

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

DecMkSk1 — Decision making skills (2 cr / 18 GLH, spec pp40-41)

AC	Demand (condensed) + minima	Week(s)	Artefact
1.1.1	Outline what is meant by 'decision making'	W6–8	Tools comparison sheet (menu & budget project file)
1.1.2	Outline a range of factors important in decision making min: >=3 factors	W6–8	Tools comparison sheet (menu & budget project file)
1.2.1	Give examples of decision-making tools or techniques min: >=2 tools/techniques	W6–8	Tools comparison sheet (menu & budget project file)
1.3.1	Outline situations where you need to make a decision min: >=2 situations	W6–8	Tools comparison sheet (menu & budget project file)
1.3.2	Outline why these situations are relevant to you	W6–8	Tools comparison sheet (menu & budget project file)
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 min: a: >=2 SMART targets; b: >=2 reasons (1 per target); >=2 potential difficulties (spec prints this against '1.4.1 c')	W9	Decision plan template (lane copy)
1.5.1	Use the plan min: plan used over >=10 hours	W9–13	Cook-cycle log + plan-hours grid (≥10 h window W9→W13)
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 min: a: >=2 positive outcomes; c: >=2 things done differently; e: >=2 areas of further development	W14	Decision evaluation sheet at the lane's exact minima

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

LSk1 — Learning skills (2 cr / 18 GLH, spec pp42-43)

AC	Demand (condensed) + minima	Week(s)	Artefact
1.1.1	Outline what is meant by the term 'learning skills'	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
1.1.2	Identify a range of ways that people learn min: >=3 ways	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
1.1.3	Give examples of a range of motivations to improve learning skills min: >=3 motivations	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
1.2.1	Outline why it is important to improve own learning skills	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
1.2.2	Identify ways of improving own learning skills min: >=3 ways	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
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 min: a: >=2 SMART targets; b: >=2 reasons (1 per target)	W15	Learning plan template — the technique ladder (lane copy)
1.4.1	Use the plan min: plan used over >=10 hours	W15–19	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
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 min: a: >=2 positive outcomes; d: >=2 areas of further development	W20	Learning evaluation sheet at the lane's exact minima

1.5.1c: learner may state no difficulties occurred · guidance lists example learning methods (mind maps, mnemonics, flashcards, etc.)

TmWkSk1 — Team working skills (2 cr / 18 GLH, spec pp44-45)

AC	Demand (condensed) + minima	Week(s)	Artefact
1.1.1	Outline what is meant by 'teamwork'	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
1.1.2	Give examples of a range of advantages of working in a team min: >=3 advantages	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
1.1.3	Give examples of a range of challenges of working in a team min: >=3 challenges	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
1.2.1	Outline a range of features of effective teamwork min: >=3 features	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
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 min: goals/members/roles/ground rules decided with team; a: >=2 SMART goals	W2	Team plan template — decided with the team (lane copy)
1.4.1	Use the plan min: plan used over >=10 hours	W2–12	Practical service log + plan-hours grid (≥10 h window W2→W12)
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 min: a: >=2 positive outcomes; d: >=2 areas of further development	W9	Team evaluation sheet at the lane's exact minima

team/group >=3 members · goals should be SMART (guidance) · 1.5.1: learner may state no difficulties occurred

ThSk1 — Thinking skills (3 cr / 27 GLH, spec pp46-47)

AC	Demand (condensed) + minima	Week(s)	Artefact
1.1.1	Outline what is meant by 'thinking skills'	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.1.2	Outline why thinking skills are important	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.1.3	Give examples of a range of characteristics of an effective thinker min: >=3 characteristics	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.1.4	Give examples of a range of barriers to improving thinking skills min: >=3 barriers	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.2.1	Identify a range of tools or techniques supporting thinking skills min: >=3 tools/techniques in total	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.3.1	Outline what is meant by fact, opinion and assumption a. a fact · b. an opinion · c. an assumption	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.3.2	Give an example of a fact, opinion and assumption a. a fact · b. an opinion · c. an assumption	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.4.1	Outline what is meant by primary and secondary research sources a. primary research sources · b. secondary research sources	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
1.4.2	Give examples of primary and secondary information sources a. primary information sources · b. secondary information sources	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
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	W27	Thinking / Critical-thinking plan template (lane copy; topic = a food claim)
1.6.1	Use the plan min: plan used over >=10 hours	W27–32	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32)
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 min: a: >=2 positive outcomes; d: >=2 areas of further development	W35	Thinking evaluation sheet at the lane's exact minima

adds assumptions (LO 1.3) and primary/secondary sources (LO 1.4) versus E3 · 1.7.1c: learner may state no difficulties occurred

WellbLe1 — Wellbeing in learning (3 cr / 27 GLH, spec pp48-50)

AC	Demand (condensed) + minima	Week(s)	Artefact
1.1.1	Outline what is meant by 'learner wellbeing' a. emotional wellbeing · b. social wellbeing · c. physical wellbeing · d. mental wellbeing	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.2.1	Outline factors that can affect a learner's wellbeing min: >=2 factors	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.2.2	Indicate how these factors can impact learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.3.1	Give examples of ways learners can support wellbeing while learning min: >=2 ways	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.3.2	Outline techniques to improve wellbeing while learning min: >=2 techniques	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.3.3	Give examples of individuals who can support learner wellbeing min: >=2 people	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.3.4	Give examples of services that can support learner wellbeing min: >=2 services	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.4.1	Outline why mistakes are important for learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
1.4.2	Outline how mistakes can be positive for learner wellbeing	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
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 min: a: >=2 SMART targets; b: >=2 reasons	W27	Wellbeing plan template (lane copy)
1.6.1	Use the plan min: plan used over >=10 hours	W28–36	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
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 min: a: >=2 positive outcomes; d: >=2 areas of further development	W38	Wellbeing evaluation sheet at the lane's exact minima

safeguarding box · adds four wellbeing domains at 1.1.1 versus E3 · 1.7.1c: learner may state no barriers occurred

Level 2 lane

ComSk2 — Communication skills (3 cr / 24 GLH, spec pp52-54)

AC	Demand (condensed) + minima	Week(s)	Artefact
2.1.1	Describe what is meant by 'communication' a. ways people communicate · b. types of communication · c. purposes of communication min: a: >=4 ways · b: >=3 types · c: >=3 purposes	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.1.2	Describe components of effective communication min: >=4 components	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.1.3	Explain difficulties when communicating and the impact of poor communication min: >=4 difficulties	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.2.1	Describe what is meant by 'active listening'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.2.2	Explain the importance of using active listening skills	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.2.3	Describe components of active listening skills	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.3.1	Define what is meant by 'feedback'	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.3.2	Explain why feedback is important for communication	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
2.3.3	Describe ways feedback can be demonstrated, with examples across ways, types and purposes	W2–3 (LAUNCH decks) · W21–22 at-level recap	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
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 min: >=2 plans covering 2 DIFFERENT ways of communicating · f: >=4 questions (2 per activity)	W4 (deck first pass) · W21–22	Communication plan template (lane copy; L2 = two plans, two different ways)
2.5.1	Use the plans min: presentation >=4 min · discussion >=10 min · text >=500 words	W5 (deck first pass) · W23–25	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
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 min: a: >=3 positive outcomes · e: >=2 areas of further development (printed against 'f' in the requirements table, p53)	W26	Communication evaluation sheet at the lane's exact minima

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)

DecMkSk2 — Decision making skills (2 cr / 16 GLH, spec pp55-57)

AC	Demand (condensed) + minima	Week(s)	Artefact
2.1.1	Define what is meant by 'decision making'	W6–8	Tools comparison sheet (menu & budget project file)
2.1.2	Describe a range of factors that are important in decision making min: >=3 factors	W6–8	Tools comparison sheet (menu & budget project file)
2.2.1	Compare decision-making tools or techniques for a range of situations min: >=3 tools/techniques	W6–8	Tools comparison sheet (menu & budget project file)
2.3.1	Describe example situations needing a decision in the short-, medium- and long-term min: >=3 situations	W6–8	Tools comparison sheet (menu & budget project file)
2.3.2	Explain why the situations are relevant and the potential impact of poor decision making	W6–8	Tools comparison sheet (menu & budget project file)
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 min: a: >=2 SMART targets · b: >=2 reasons (1 per target) · d: >=2 difficulties	W9	Decision plan template (lane copy)
2.5.1	Use the plan min: used over >=10 hours	W9–13	Cook-cycle log + plan-hours grid (≥10 h window W9→W13)
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 min: a: >=2 positive outcomes · c: >=2 things done differently · e: >=2 areas of further development	W12	Decision evaluation sheet at the lane's exact minima

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)

LSk2 — Learning skills (2 cr / 16 GLH, spec pp58-59)

AC	Demand (condensed) + minima	Week(s)	Artefact
2.1.1	Define what is meant by 'learning skills'	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
2.1.2	Describe a range of ways that people learn min: >=3 ways	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
2.1.3	Describe a range of motivations to improve learning skills min: >=3 motivations	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
2.2.1	Explain the importance of improving learning skills and the impact of lifelong learning	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
2.2.2	Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving	W7–10 (GROW decks) · W15–16 at level	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison
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 min: a: >=2 SMART targets · b: >=2 reasons (1 per target) · c: >=2 barriers	W15	Learning plan template — the technique ladder (lane copy)
2.4.1	Use the plan min: used over >=10 hours	W15–19	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
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 min: a: >=2 positive outcomes · b: >=2 things done differently · d: >=2 areas of further development	W19	Learning evaluation sheet at the lane's exact minima

TmWkSk2 — Team working skills (2 cr / 16 GLH, spec pp60-61)

AC	Demand (condensed) + minima	Week(s)	Artefact
2.1.1	Define what is meant by 'teamwork'	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
2.1.2	Explain the advantages and challenges of team working, illustrated with own or real-world examples min: >=3 advantages AND >=3 challenges	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
2.2.1	Describe a range of features of effective teamwork, with a real-world example per feature min: >=3 features	W1–2 · W9 (GROW deck)	Teamwork features log (induction) + GROW W3 worksheet
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 min: a: >=3 SMART goals · goals, members, roles, responsibilities, tasks and ground rules decided WITH the team	W2	Team plan template — decided with the team (lane copy)
2.4.1	Use the plan min: used over >=10 hours	W2–12	Practical service log + plan-hours grid (≥10 h window W2→W12)
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 min: a: >=2 positive outcomes · c: >=2 things · d: >=2 areas · e: >=2 situations	W9	Team evaluation sheet at the lane's exact minima

a team or group must have >=3 members (p61)

CrThSk2 — Critical thinking skills (3 cr / 24 GLH, spec pp62-63)

AC	Demand (condensed) + minima	Week(s)	Artefact
2.1.1	Define what is meant by 'critical thinking skills'	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.1.2	Explain why critical thinking is important	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.1.3	Describe characteristics of an effective critical thinker min: >=4 characteristics	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.1.4	Describe a range of barriers to critical thinking min: >=3 barriers	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.2.1	Compare a range of critical thinking tools or techniques, reflecting on own preferences min: >=3 tools/techniques in total	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.3.1	Assess information for facts, opinions and assumptions min: use >=1 information source	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.3.2	Assess information sources for credibility, accuracy and bias min: >=2 information sources	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
2.4.1	Explain, with examples, primary and secondary research sources a. primary research sources · b. secondary research sources	W11 (GROW deck) · W27–28	GROW W5 worksheet; investigation briefing notes
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	W27	Thinking / Critical-thinking plan template (lane copy; topic = a food claim)
2.6.1	Use the plan min: used over >=10 hours	W27–32	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32)
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 min: a: >=2 positive outcomes · d: >=2 areas of further development	W34	Thinking evaluation sheet at the lane's exact minima

LO2.3 sources may relate to the planned LO2.5/2.6 activity (p63)

WellbLe2 — Wellbeing in learning (3 cr / 24 GLH, spec pp64-66)

AC	Demand (condensed) + minima	Week(s)	Artefact
2.1.1	Describe what is meant by 'learner wellbeing' a. emotional wellbeing · b. social wellbeing · c. physical wellbeing · d. mental wellbeing min: one description per category	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.2.1	Describe a range of factors that can affect a learner's wellbeing min: >=3 factors	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.2.2	Explain how these factors can impact learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.3.1	Describe a range of ways learners can support their wellbeing while learning min: >=3 ways	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.3.2	Compare techniques to improve wellbeing while learning, reflecting on personal preferences min: >=2 techniques	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.3.3	Describe a range of people who can support learner wellbeing min: >=3 people	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.3.4	Describe a range of services that can support learner wellbeing min: >=3 services	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.4.1	Explain why mistakes are important for learning	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
2.4.2	Explain how mistakes can be positive for learner wellbeing, with examples	W2–3 · W27–28	Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
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 min: a: >=2 SMART targets · b: >=2 reasons (1 per target)	W27	Wellbeing plan template (lane copy)
2.6.1	Use the plan min: used over >=10 hours	W28–36	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
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 min: a: >=2 positive outcomes · b: >=2 changes · d: >=2 areas of further development	W36	Wellbeing evaluation sheet at the lane's exact minima

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

Coverage proven at build time: 174 criteria mapped, 0 gaps. Rebuild check: python3 _passpq/tools/l2k_build.py; planted-gap control: L2K_PLANT_GAP=1 makes the same build refuse (red).

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