Per unit · per level · assessor + learner + date · IQA sample box (spec §10)
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | E3.1.1 | State what is meant by 'communication' | |
| ☐ | E3.1.2 | List a range of ways that people communicate min: >=3 ways | |
| ☐ | E3.1.3 | List a range of components of effective communication min: >=3 components | |
| ☐ | E3.1.4 | List difficulties that can occur when communicating min: >=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 min: f: >=2 questions | |
| ☐ | E3.5.1 | Use the plan min: one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words | |
| ☐ | E3.6.1 | Identify personal progress in the communication activity |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | E3.1.1 | State what is meant by 'decision making' | |
| ☐ | E3.1.2 | State factors that are important in decision making min: >=2 factors | |
| ☐ | E3.2.1 | List examples of decision-making tools or techniques min: >=2 tools/techniques | |
| ☐ | E3.3.1 | List situations where you need to make a decision min: >=2 situations | |
| ☐ | E3.3.2 | State why these situations are relevant to you | |
| ☐ | E3.4.1 | Create a plan to improve own decision making min: a: >=2 SMART targets; b: >=2 reasons (1 per target) | |
| ☐ | E3.5.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | E3.6.1 | Identify personal progress in the decision-making activity |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | E3.1.1 | State what is meant by the term 'learning skills' | |
| ☐ | E3.1.2 | State ways that people learn min: >=2 ways | |
| ☐ | E3.1.3 | State motivations a person can have to improve learning skills min: >=2 motivations | |
| ☐ | E3.2.1 | State why it is important to improve learning skills | |
| ☐ | E3.2.2 | State ways of improving learning skills min: >=2 ways | |
| ☐ | E3.3.1 | Create a plan to improve own learning skills min: a: >=2 SMART targets; b: >=2 reasons (1 per target) | |
| ☐ | E3.4.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | E3.5.1 | Identify personal progress in relation to learning skills |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | E3.1.1 | State what is meant by 'teamwork' | |
| ☐ | E3.1.2 | List the advantages of working in a team min: >=2 advantages | |
| ☐ | E3.1.3 | List the challenges of working in a team min: >=2 challenges | |
| ☐ | E3.2.1 | List a range of features of effective teamwork min: >=3 features | |
| ☐ | E3.3.1 | Work collaboratively to create a plan for a teamwork activity min: a,b,c decided with other team members | |
| ☐ | E3.4.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | E3.5.1 | Identify personal progress in relation to team working |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 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 min: >=2 characteristics | |
| ☐ | E3.2.1 | Identify tools or techniques used to support thinking skills min: >=2 tools/techniques in total | |
| ☐ | E3.3.1 | State what is meant by a fact and an opinion | |
| ☐ | E3.3.2 | Give an example of a fact and an opinion | |
| ☐ | E3.4.1 | Create a plan to improve own thinking skills | |
| ☐ | E3.5.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | E3.6.1 | Identify personal progress in the thinking skills activity |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | E3.1.1 | State what is meant by 'learner wellbeing' | |
| ☐ | E3.2.1 | Identify factors that can affect a learner's wellbeing min: >=2 factors | |
| ☐ | E3.2.2 | State how these factors can impact learning | |
| ☐ | E3.3.1 | State ways learners can support their wellbeing while learning min: >=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 min: a: >=2 SMART targets; b: >=2 reasons (1 per target) | |
| ☐ | E3.6.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | E3.7.1 | Identify personal progress in wellbeing in learning |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 1.1.1 | Outline what is meant by 'communication' | |
| ☐ | 1.1.2 | Outline a range of ways that people communicate min: >=3 ways | |
| ☐ | 1.1.3 | Outline components of effective communication min: >=4 components | |
| ☐ | 1.1.4 | Outline a range of difficulties that can occur when communicating min: >=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 min: f: >=4 audience questions | |
| ☐ | 1.5.1 | Use the plan min: one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words | |
| ☐ | 1.6.1 | Describe personal progress in the communication activity min: a: >=2 positives; e: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 1.1.1 | Outline what is meant by 'decision making' | |
| ☐ | 1.1.2 | Outline a range of factors important in decision making min: >=3 factors | |
| ☐ | 1.2.1 | Give examples of decision-making tools or techniques min: >=2 tools/techniques | |
| ☐ | 1.3.1 | Outline situations where you need to make a decision min: >=2 situations | |
| ☐ | 1.3.2 | Outline why these situations are relevant to you | |
| ☐ | 1.4.1 | Create a plan to improve own decision making min: 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 min: plan used over >=10 hours | |
| ☐ | 1.6.1 | Describe personal progress in relation to decision making min: a: >=2 positive outcomes; c: >=2 things done differently; e: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 1.1.1 | Outline what is meant by the term 'learning skills' | |
| ☐ | 1.1.2 | Identify a range of ways that people learn min: >=3 ways | |
| ☐ | 1.1.3 | Give examples of a range of motivations to improve learning skills min: >=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 min: >=3 ways | |
| ☐ | 1.3.1 | Create a plan to improve own learning skills min: a: >=2 SMART targets; b: >=2 reasons (1 per target) | |
| ☐ | 1.4.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | 1.5.1 | Describe personal progress in relation to learning skills min: a: >=2 positive outcomes; d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 1.1.1 | Outline what is meant by 'teamwork' | |
| ☐ | 1.1.2 | Give examples of a range of advantages of working in a team min: >=3 advantages | |
| ☐ | 1.1.3 | Give examples of a range of challenges of working in a team min: >=3 challenges | |
| ☐ | 1.2.1 | Outline a range of features of effective teamwork min: >=3 features | |
| ☐ | 1.3.1 | Work collaboratively to create a plan for a teamwork activity min: goals/members/roles/ground rules decided with team; a: >=2 SMART goals | |
| ☐ | 1.4.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | 1.5.1 | Describe personal progress in relation to team working min: a: >=2 positive outcomes; d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 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 min: >=3 characteristics | |
| ☐ | 1.1.4 | Give examples of a range of barriers to improving thinking skills min: >=3 barriers | |
| ☐ | 1.2.1 | Identify a range of tools or techniques supporting thinking skills min: >=3 tools/techniques in total | |
| ☐ | 1.3.1 | Outline what is meant by fact, opinion and assumption | |
| ☐ | 1.3.2 | Give an example of a fact, opinion and assumption | |
| ☐ | 1.4.1 | Outline what is meant by primary and secondary research sources | |
| ☐ | 1.4.2 | Give examples of primary and secondary information sources | |
| ☐ | 1.5.1 | Create a plan to improve own thinking skills | |
| ☐ | 1.6.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | 1.7.1 | Describe personal progress in relation to thinking skills min: a: >=2 positive outcomes; d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 1.1.1 | Outline what is meant by 'learner wellbeing' | |
| ☐ | 1.2.1 | Outline factors that can affect a learner's wellbeing min: >=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 min: >=2 ways | |
| ☐ | 1.3.2 | Outline techniques to improve wellbeing while learning min: >=2 techniques | |
| ☐ | 1.3.3 | Give examples of individuals who can support learner wellbeing min: >=2 people | |
| ☐ | 1.3.4 | Give examples of services that can support learner wellbeing min: >=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 min: a: >=2 SMART targets; b: >=2 reasons | |
| ☐ | 1.6.1 | Use the plan min: plan used over >=10 hours | |
| ☐ | 1.7.1 | Describe personal progress managing own wellbeing while learning min: a: >=2 positive outcomes; d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 2.1.1 | Describe what is meant by 'communication' min: a: >=4 ways · b: >=3 types · c: >=3 purposes | |
| ☐ | 2.1.2 | Describe components of effective communication min: >=4 components | |
| ☐ | 2.1.3 | Explain difficulties when communicating and the impact of poor communication min: >=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 min: >=2 plans covering 2 DIFFERENT ways of communicating · f: >=4 questions (2 per activity) | |
| ☐ | 2.5.1 | Use the plans min: presentation >=4 min · discussion >=10 min · text >=500 words | |
| ☐ | 2.6.1 | Evaluate personal progress in relation to communication min: a: >=3 positive outcomes · e: >=2 areas of further development (printed against 'f' in the requirements table, p53) |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 2.1.1 | Define what is meant by 'decision making' | |
| ☐ | 2.1.2 | Describe a range of factors that are important in decision making min: >=3 factors | |
| ☐ | 2.2.1 | Compare decision-making tools or techniques for a range of situations min: >=3 tools/techniques | |
| ☐ | 2.3.1 | Describe example situations needing a decision in the short-, medium- and long-term min: >=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 min: a: >=2 SMART targets · b: >=2 reasons (1 per target) · d: >=2 difficulties | |
| ☐ | 2.5.1 | Use the plan min: used over >=10 hours | |
| ☐ | 2.6.1 | Evaluate personal progress in relation to decision making min: a: >=2 positive outcomes · c: >=2 things done differently · e: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 2.1.1 | Define what is meant by 'learning skills' | |
| ☐ | 2.1.2 | Describe a range of ways that people learn min: >=3 ways | |
| ☐ | 2.1.3 | Describe a range of motivations to improve learning skills min: >=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 min: >=3 ways of improving | |
| ☐ | 2.3.1 | Create a plan to improve own learning skills min: a: >=2 SMART targets · b: >=2 reasons (1 per target) · c: >=2 barriers | |
| ☐ | 2.4.1 | Use the plan min: used over >=10 hours | |
| ☐ | 2.5.1 | Evaluate personal progress in relation to learning skills min: a: >=2 positive outcomes · b: >=2 things done differently · d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 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 min: >=3 advantages AND >=3 challenges | |
| ☐ | 2.2.1 | Describe a range of features of effective teamwork, with a real-world example per feature min: >=3 features | |
| ☐ | 2.3.1 | Create a plan for a teamwork activity min: a: >=3 SMART goals · goals, members, roles, responsibilities, tasks and ground rules decided WITH the team | |
| ☐ | 2.4.1 | Use the plan min: used over >=10 hours | |
| ☐ | 2.5.1 | Evaluate personal progress in relation to team working min: a: >=2 positive outcomes · c: >=2 things · d: >=2 areas · e: >=2 situations |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 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 min: >=4 characteristics | |
| ☐ | 2.1.4 | Describe a range of barriers to critical thinking min: >=3 barriers | |
| ☐ | 2.2.1 | Compare a range of critical thinking tools or techniques, reflecting on own preferences min: >=3 tools/techniques in total | |
| ☐ | 2.3.1 | Assess information for facts, opinions and assumptions min: use >=1 information source | |
| ☐ | 2.3.2 | Assess information sources for credibility, accuracy and bias min: >=2 information sources | |
| ☐ | 2.4.1 | Explain, with examples, primary and secondary research sources | |
| ☐ | 2.5.1 | Create a plan to improve own critical thinking skills | |
| ☐ | 2.6.1 | Use the plan min: used over >=10 hours | |
| ☐ | 2.7.1 | Evaluate personal progress in relation to critical thinking min: a: >=2 positive outcomes · d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |
| AC | Criterion (condensed) + minimum | Evidence ref (portfolio) | |
|---|---|---|---|
| ☐ | 2.1.1 | Describe what is meant by 'learner wellbeing' min: one description per category | |
| ☐ | 2.2.1 | Describe a range of factors that can affect a learner's wellbeing min: >=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 min: >=3 ways | |
| ☐ | 2.3.2 | Compare techniques to improve wellbeing while learning, reflecting on personal preferences min: >=2 techniques | |
| ☐ | 2.3.3 | Describe a range of people who can support learner wellbeing min: >=3 people | |
| ☐ | 2.3.4 | Describe a range of services that can support learner wellbeing min: >=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 min: a: >=2 SMART targets · b: >=2 reasons (1 per target) | |
| ☐ | 2.6.1 | Use the plan min: used over >=10 hours | |
| ☐ | 2.7.1 | Evaluate personal progress in managing own wellbeing while learning min: a: >=2 positive outcomes · b: >=2 changes · d: >=2 areas of further development |
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2
A learner's evidence for a skill banks at ONE level only (barred combinations, spec v1.2 §6.5). The level tick is the assessor's decision on the day, confirmed by the coordinator at claim time.
| Learner name + signature · date | Assessor name + signature · date |
| IQA sample box (where sampled — spec §10/§11): IQA name · signature · date · sampling decision | |