Kitchen Programme · Weekly Shells

One page per week · all 38 weeks · the cooking box is yours to fill

How to use. One page per week. The left column is fixed by the qualification — block, units, criteria, events, artefacts. The “What we are cooking” box is deliberately empty: it is yours. Print the weeks you need; the pages break one per sheet.

Week 1 · Aut1

Live PEQ deck this week: LAUNCH PEQ W1 Intro and Choosing My Level

Taught in: Build Wed P5 12:50-13:30, Fri P3 11:00-11:40 | Grow Tue P5 12:50-13:30, Thu P5 12:50-13:30 | Launch Mon P4 11:40-12:20, Tue P5 12:50-13:30, Thu P4 11:40-12:20, Wed P6 13:30-14:10

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	TmWkSkE3 E3.1.1 (know) — State what is meant by 'teamwork' TmWkSkE3 E3.1.2 (know) — List the advantages of working in a team min: >=2 advantages TmWkSkE3 E3.1.3 (know) — List the challenges of working in a team min: >=2 challenges TmWkSkE3 E3.2.1 (know) — List a range of features of effective teamwork min: >=3 features	Teamwork features log (induction) + GROW W3 worksheet
Level 1	TmWkSk1 1.1.1 (know) — Outline what is meant by 'teamwork' TmWkSk1 1.1.2 (know) — Give examples of a range of advantages of working in a team min: >=3 advantages TmWkSk1 1.1.3 (know) — Give examples of a range of challenges of working in a team min: >=3 challenges TmWkSk1 1.2.1 (know) — Outline a range of features of effective teamwork min: >=3 features	Teamwork features log (induction) + GROW W3 worksheet
Level 2	TmWkSk2 2.1.1 (know) — Define what is meant by 'teamwork' TmWkSk2 2.1.2 (know) — Explain the advantages and challenges of team working, illustrated with own or real-world examples min: >=3 advantages AND >=3 challenges TmWkSk2 2.2.1 (know) — Describe a range of features of effective teamwork, with a real-world example per feature min: >=3 features	Teamwork features log (induction) + GROW W3 worksheet

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 2 · Aut1

Live PEQ deck this week: LAUNCH PEQ W2 What Makes Communication Effective

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.1.1 (know) — State what is meant by 'communication' ComSkE3 E3.1.2 (know) — List a range of ways that people communicate min: >=3 ways ComSkE3 E3.1.3 (know) — List a range of components of effective communication min: >=3 components ComSkE3 E3.1.4 (know) — List difficulties that can occur when communicating min: >=2 difficulties ComSkE3 E3.2.1 (know) — State what is meant by 'active listening' ComSkE3 E3.2.2 (know) — State the importance of using active listening skills ComSkE3 E3.2.3 (know) — List components of active listening skills ComSkE3 E3.3.1 (know) — State what is meant by 'feedback' ComSkE3 E3.3.2 (know) — State why feedback is important for communication ComSkE3 E3.3.3 (know) — List ways feedback can be demonstrated during communication TmWkSkE3 E3.1.1 (know) — State what is meant by 'teamwork' TmWkSkE3 E3.1.2 (know) — List the advantages of working in a team min: >=2 advantages TmWkSkE3 E3.1.3 (know) — List the challenges of working in a team min: >=2 challenges TmWkSkE3 E3.2.1 (know) — List a range of features of effective teamwork min: >=3 features TmWkSkE3 E3.3.1 (plan) — Work collaboratively to create a plan for a teamwork activity min: a,b,c decided with other team members TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.1.1 (know) — State what is meant by 'learner wellbeing' WellbLeE3 E3.2.1 (know) — Identify factors that can affect a learner's wellbeing min: >=2 factors WellbLeE3 E3.2.2 (know) — State how these factors can impact learning WellbLeE3 E3.3.1 (know) — State ways learners can support their wellbeing while learning min: >=2 ways WellbLeE3 E3.3.2 (know) — Identify a technique to improve wellbeing while learning WellbLeE3 E3.3.3 (know) — Identify an individual who can support learner wellbeing WellbLeE3 E3.3.4 (know) — Identify a service that can support learner wellbeing WellbLeE3 E3.4.1 (know) — State why mistakes are important for learning WellbLeE3 E3.4.2 (know) — State how mistakes can be positive for learner wellbeing	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet Practical service log + plan-hours grid (≥10 h window W2→W12) Team plan template — decided with the team (lane copy) Teamwork features log (induction) + GROW W3 worksheet Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
Level 1	ComSk1 1.1.1 (know) — Outline what is meant by 'communication' ComSk1 1.1.2 (know) — Outline a range of ways that people communicate min: >=3 ways ComSk1 1.1.3 (know) — Outline components of effective communication min: >=4 components ComSk1 1.1.4 (know) — Outline a range of difficulties that can occur when communicating min: >=3 difficulties ComSk1 1.2.1 (know) — Outline what is meant by 'active listening' ComSk1 1.2.2 (know) — Outline the importance of using active listening skills ComSk1 1.2.3 (know) — Outline components of active listening skills ComSk1 1.3.1 (know) — Outline what is meant by 'feedback' ComSk1 1.3.2 (know) — Outline why feedback is important for communication ComSk1 1.3.3 (know) — Give examples of ways feedback can be demonstrated during communication TmWkSk1 1.1.1 (know) — Outline what is meant by 'teamwork' TmWkSk1 1.1.2 (know) — Give examples of a range of advantages of working in a team min: >=3 advantages TmWkSk1 1.1.3 (know) — Give examples of a range of challenges of working in a team min: >=3 challenges TmWkSk1 1.2.1 (know) — Outline a range of features of effective teamwork min: >=3 features TmWkSk1 1.3.1 (plan) — Work collaboratively to create a plan for a teamwork activity min: goals/members/roles/ground rules decided with team; a: >=2 SMART goals TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.1.1 (know) — Outline what is meant by 'learner wellbeing' WellbLe1 1.2.1 (know) — Outline factors that can affect a learner's wellbeing min: >=2 factors WellbLe1 1.2.2 (know) — Indicate how these factors can impact learning WellbLe1 1.3.1 (know) — Give examples of ways learners can support wellbeing while learning min: >=2 ways WellbLe1 1.3.2 (know) — Outline techniques to improve wellbeing while learning min: >=2 techniques WellbLe1 1.3.3 (know) — Give examples of individuals who can support learner wellbeing min: >=2 people WellbLe1 1.3.4 (know) — Give examples of services that can support learner wellbeing min: >=2 services WellbLe1 1.4.1 (know) — Outline why mistakes are important for learning WellbLe1 1.4.2 (know) — Outline how mistakes can be positive for learner wellbeing	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet Practical service log + plan-hours grid (≥10 h window W2→W12) Team plan template — decided with the team (lane copy) Teamwork features log (induction) + GROW W3 worksheet Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
Level 2	ComSk2 2.1.1 (know) — Describe what is meant by 'communication' min: a: >=4 ways · b: >=3 types · c: >=3 purposes ComSk2 2.1.2 (know) — Describe components of effective communication min: >=4 components ComSk2 2.1.3 (know) — Explain difficulties when communicating and the impact of poor communication min: >=4 difficulties ComSk2 2.2.1 (know) — Describe what is meant by 'active listening' ComSk2 2.2.2 (know) — Explain the importance of using active listening skills ComSk2 2.2.3 (know) — Describe components of active listening skills ComSk2 2.3.1 (know) — Define what is meant by 'feedback' ComSk2 2.3.2 (know) — Explain why feedback is important for communication ComSk2 2.3.3 (know) — Describe ways feedback can be demonstrated, with examples across ways, types and purposes TmWkSk2 2.1.1 (know) — Define what is meant by 'teamwork' TmWkSk2 2.1.2 (know) — Explain the advantages and challenges of team working, illustrated with own or real-world examples min: >=3 advantages AND >=3 challenges TmWkSk2 2.2.1 (know) — Describe a range of features of effective teamwork, with a real-world example per feature min: >=3 features TmWkSk2 2.3.1 (plan) — Create a plan for a teamwork activity min: a: >=3 SMART goals · goals, members, roles, responsibilities, tasks and ground rules decided WITH the team TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.1.1 (know) — Describe what is meant by 'learner wellbeing' min: one description per category WellbLe2 2.2.1 (know) — Describe a range of factors that can affect a learner's wellbeing min: >=3 factors WellbLe2 2.2.2 (know) — Explain how these factors can impact learning WellbLe2 2.3.1 (know) — Describe a range of ways learners can support their wellbeing while learning min: >=3 ways WellbLe2 2.3.2 (know) — Compare techniques to improve wellbeing while learning, reflecting on personal preferences min: >=2 techniques WellbLe2 2.3.3 (know) — Describe a range of people who can support learner wellbeing min: >=3 people WellbLe2 2.3.4 (know) — Describe a range of services that can support learner wellbeing min: >=3 services WellbLe2 2.4.1 (know) — Explain why mistakes are important for learning WellbLe2 2.4.2 (know) — Explain how mistakes can be positive for learner wellbeing, with examples	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet Practical service log + plan-hours grid (≥10 h window W2→W12) Team plan template — decided with the team (lane copy) Teamwork features log (induction) + GROW W3 worksheet Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)

Plan & review-point events due

Team working plan opens (10-hour window to W12)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 3 · Aut1

Live PEQ deck this week: LAUNCH PEQ W3 Active Listening and Giving Feedback

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.1.1 (know) — State what is meant by 'communication' ComSkE3 E3.1.2 (know) — List a range of ways that people communicate min: >=3 ways ComSkE3 E3.1.3 (know) — List a range of components of effective communication min: >=3 components ComSkE3 E3.1.4 (know) — List difficulties that can occur when communicating min: >=2 difficulties ComSkE3 E3.2.1 (know) — State what is meant by 'active listening' ComSkE3 E3.2.2 (know) — State the importance of using active listening skills ComSkE3 E3.2.3 (know) — List components of active listening skills ComSkE3 E3.3.1 (know) — State what is meant by 'feedback' ComSkE3 E3.3.2 (know) — State why feedback is important for communication ComSkE3 E3.3.3 (know) — List ways feedback can be demonstrated during communication TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.1.1 (know) — State what is meant by 'learner wellbeing' WellbLeE3 E3.2.1 (know) — Identify factors that can affect a learner's wellbeing min: >=2 factors WellbLeE3 E3.2.2 (know) — State how these factors can impact learning WellbLeE3 E3.3.1 (know) — State ways learners can support their wellbeing while learning min: >=2 ways WellbLeE3 E3.3.2 (know) — Identify a technique to improve wellbeing while learning WellbLeE3 E3.3.3 (know) — Identify an individual who can support learner wellbeing WellbLeE3 E3.3.4 (know) — Identify a service that can support learner wellbeing WellbLeE3 E3.4.1 (know) — State why mistakes are important for learning WellbLeE3 E3.4.2 (know) — State how mistakes can be positive for learner wellbeing	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet Practical service log + plan-hours grid (≥10 h window W2→W12) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
Level 1	ComSk1 1.1.1 (know) — Outline what is meant by 'communication' ComSk1 1.1.2 (know) — Outline a range of ways that people communicate min: >=3 ways ComSk1 1.1.3 (know) — Outline components of effective communication min: >=4 components ComSk1 1.1.4 (know) — Outline a range of difficulties that can occur when communicating min: >=3 difficulties ComSk1 1.2.1 (know) — Outline what is meant by 'active listening' ComSk1 1.2.2 (know) — Outline the importance of using active listening skills ComSk1 1.2.3 (know) — Outline components of active listening skills ComSk1 1.3.1 (know) — Outline what is meant by 'feedback' ComSk1 1.3.2 (know) — Outline why feedback is important for communication ComSk1 1.3.3 (know) — Give examples of ways feedback can be demonstrated during communication TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.1.1 (know) — Outline what is meant by 'learner wellbeing' WellbLe1 1.2.1 (know) — Outline factors that can affect a learner's wellbeing min: >=2 factors WellbLe1 1.2.2 (know) — Indicate how these factors can impact learning WellbLe1 1.3.1 (know) — Give examples of ways learners can support wellbeing while learning min: >=2 ways WellbLe1 1.3.2 (know) — Outline techniques to improve wellbeing while learning min: >=2 techniques WellbLe1 1.3.3 (know) — Give examples of individuals who can support learner wellbeing min: >=2 people WellbLe1 1.3.4 (know) — Give examples of services that can support learner wellbeing min: >=2 services WellbLe1 1.4.1 (know) — Outline why mistakes are important for learning WellbLe1 1.4.2 (know) — Outline how mistakes can be positive for learner wellbeing	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet Practical service log + plan-hours grid (≥10 h window W2→W12) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
Level 2	ComSk2 2.1.1 (know) — Describe what is meant by 'communication' min: a: >=4 ways · b: >=3 types · c: >=3 purposes ComSk2 2.1.2 (know) — Describe components of effective communication min: >=4 components ComSk2 2.1.3 (know) — Explain difficulties when communicating and the impact of poor communication min: >=4 difficulties ComSk2 2.2.1 (know) — Describe what is meant by 'active listening' ComSk2 2.2.2 (know) — Explain the importance of using active listening skills ComSk2 2.2.3 (know) — Describe components of active listening skills ComSk2 2.3.1 (know) — Define what is meant by 'feedback' ComSk2 2.3.2 (know) — Explain why feedback is important for communication ComSk2 2.3.3 (know) — Describe ways feedback can be demonstrated, with examples across ways, types and purposes TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.1.1 (know) — Describe what is meant by 'learner wellbeing' min: one description per category WellbLe2 2.2.1 (know) — Describe a range of factors that can affect a learner's wellbeing min: >=3 factors WellbLe2 2.2.2 (know) — Explain how these factors can impact learning WellbLe2 2.3.1 (know) — Describe a range of ways learners can support their wellbeing while learning min: >=3 ways WellbLe2 2.3.2 (know) — Compare techniques to improve wellbeing while learning, reflecting on personal preferences min: >=2 techniques WellbLe2 2.3.3 (know) — Describe a range of people who can support learner wellbeing min: >=3 people WellbLe2 2.3.4 (know) — Describe a range of services that can support learner wellbeing min: >=3 services WellbLe2 2.4.1 (know) — Explain why mistakes are important for learning WellbLe2 2.4.2 (know) — Explain how mistakes can be positive for learner wellbeing, with examples	LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet Practical service log + plan-hours grid (≥10 h window W2→W12) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 4 · Aut1

Live PEQ deck this week: LAUNCH PEQ W4 Plan a Communication Activity

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.4.1 (plan) — Create a plan for a communication activity min: f: >=2 questions TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Communication plan template (lane copy; L2 = two plans, two different ways) Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 1	ComSk1 1.4.1 (plan) — Create a plan for a communication activity min: f: >=4 audience questions TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Communication plan template (lane copy; L2 = two plans, two different ways) Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 2	ComSk2 2.4.1 (plan) — Create plans for communication activities min: >=2 plans covering 2 DIFFERENT ways of communicating · f: >=4 questions (2 per activity) TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Communication plan template (lane copy; L2 = two plans, two different ways) Practical service log + plan-hours grid (≥10 h window W2→W12)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 5 · Aut1

Live PEQ deck this week: LAUNCH PEQ W5 Deliver the Activity and Gather Evidence

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.5.1 (use) — Use the plan min: one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima) Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 1	ComSk1 1.5.1 (use) — Use the plan min: one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima) Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 2	ComSk2 2.5.1 (use) — Use the plans min: presentation >=4 min · discussion >=10 min · text >=500 words TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima) Practical service log + plan-hours grid (≥10 h window W2→W12)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 6 · Aut1

Live PEQ deck this week: LAUNCH PEQ W6 Review Progress and Sign Off the Unit

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.1.1 (know) — State what is meant by 'decision making' DecMkSkE3 E3.1.2 (know) — State factors that are important in decision making min: >=2 factors DecMkSkE3 E3.2.1 (know) — List examples of decision-making tools or techniques min: >=2 tools/techniques DecMkSkE3 E3.3.1 (know) — List situations where you need to make a decision min: >=2 situations DecMkSkE3 E3.3.2 (know) — State why these situations are relevant to you TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)
Level 1	DecMkSk1 1.1.1 (know) — Outline what is meant by 'decision making' DecMkSk1 1.1.2 (know) — Outline a range of factors important in decision making min: >=3 factors DecMkSk1 1.2.1 (know) — Give examples of decision-making tools or techniques min: >=2 tools/techniques DecMkSk1 1.3.1 (know) — Outline situations where you need to make a decision min: >=2 situations DecMkSk1 1.3.2 (know) — Outline why these situations are relevant to you TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)
Level 2	DecMkSk2 2.1.1 (know) — Define what is meant by 'decision making' DecMkSk2 2.1.2 (know) — Describe a range of factors that are important in decision making min: >=3 factors DecMkSk2 2.2.1 (know) — Compare decision-making tools or techniques for a range of situations min: >=3 tools/techniques DecMkSk2 2.3.1 (know) — Describe example situations needing a decision in the short-, medium- and long-term min: >=3 situations DecMkSk2 2.3.2 (know) — Explain why the situations are relevant and the potential impact of poor decision making TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)

Plan & review-point events due

Team working plan review point (Level 1 & Level 2 only — Entry 3 plans carry none)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 7 · Aut1

Live PEQ deck this week: GROW PEQ W1 Knowing Myself (core-skills audit)

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.1.1 (know) — State what is meant by 'decision making' DecMkSkE3 E3.1.2 (know) — State factors that are important in decision making min: >=2 factors DecMkSkE3 E3.2.1 (know) — List examples of decision-making tools or techniques min: >=2 tools/techniques DecMkSkE3 E3.3.1 (know) — List situations where you need to make a decision min: >=2 situations DecMkSkE3 E3.3.2 (know) — State why these situations are relevant to you LSkE3 E3.1.1 (know) — State what is meant by the term 'learning skills' LSkE3 E3.1.2 (know) — State ways that people learn min: >=2 ways LSkE3 E3.1.3 (know) — State motivations a person can have to improve learning skills min: >=2 motivations LSkE3 E3.2.1 (know) — State why it is important to improve learning skills LSkE3 E3.2.2 (know) — State ways of improving learning skills min: >=2 ways TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)
Level 1	DecMkSk1 1.1.1 (know) — Outline what is meant by 'decision making' DecMkSk1 1.1.2 (know) — Outline a range of factors important in decision making min: >=3 factors DecMkSk1 1.2.1 (know) — Give examples of decision-making tools or techniques min: >=2 tools/techniques DecMkSk1 1.3.1 (know) — Outline situations where you need to make a decision min: >=2 situations DecMkSk1 1.3.2 (know) — Outline why these situations are relevant to you LSk1 1.1.1 (know) — Outline what is meant by the term 'learning skills' LSk1 1.1.2 (know) — Identify a range of ways that people learn min: >=3 ways LSk1 1.1.3 (know) — Give examples of a range of motivations to improve learning skills min: >=3 motivations LSk1 1.2.1 (know) — Outline why it is important to improve own learning skills LSk1 1.2.2 (know) — Identify ways of improving own learning skills min: >=3 ways TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)
Level 2	DecMkSk2 2.1.1 (know) — Define what is meant by 'decision making' DecMkSk2 2.1.2 (know) — Describe a range of factors that are important in decision making min: >=3 factors DecMkSk2 2.2.1 (know) — Compare decision-making tools or techniques for a range of situations min: >=3 tools/techniques DecMkSk2 2.3.1 (know) — Describe example situations needing a decision in the short-, medium- and long-term min: >=3 situations DecMkSk2 2.3.2 (know) — Explain why the situations are relevant and the potential impact of poor decision making LSk2 2.1.1 (know) — Define what is meant by 'learning skills' LSk2 2.1.2 (know) — Describe a range of ways that people learn min: >=3 ways LSk2 2.1.3 (know) — Describe a range of motivations to improve learning skills min: >=3 motivations LSk2 2.2.1 (know) — Explain the importance of improving learning skills and the impact of lifelong learning LSk2 2.2.2 (know) — Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 8 · Aut1

Live PEQ deck this week: GROW PEQ W2 Goals That Work (SMART planning)

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.1.1 (know) — State what is meant by 'decision making' DecMkSkE3 E3.1.2 (know) — State factors that are important in decision making min: >=2 factors DecMkSkE3 E3.2.1 (know) — List examples of decision-making tools or techniques min: >=2 tools/techniques DecMkSkE3 E3.3.1 (know) — List situations where you need to make a decision min: >=2 situations DecMkSkE3 E3.3.2 (know) — State why these situations are relevant to you LSkE3 E3.1.1 (know) — State what is meant by the term 'learning skills' LSkE3 E3.1.2 (know) — State ways that people learn min: >=2 ways LSkE3 E3.1.3 (know) — State motivations a person can have to improve learning skills min: >=2 motivations LSkE3 E3.2.1 (know) — State why it is important to improve learning skills LSkE3 E3.2.2 (know) — State ways of improving learning skills min: >=2 ways TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)
Level 1	DecMkSk1 1.1.1 (know) — Outline what is meant by 'decision making' DecMkSk1 1.1.2 (know) — Outline a range of factors important in decision making min: >=3 factors DecMkSk1 1.2.1 (know) — Give examples of decision-making tools or techniques min: >=2 tools/techniques DecMkSk1 1.3.1 (know) — Outline situations where you need to make a decision min: >=2 situations DecMkSk1 1.3.2 (know) — Outline why these situations are relevant to you LSk1 1.1.1 (know) — Outline what is meant by the term 'learning skills' LSk1 1.1.2 (know) — Identify a range of ways that people learn min: >=3 ways LSk1 1.1.3 (know) — Give examples of a range of motivations to improve learning skills min: >=3 motivations LSk1 1.2.1 (know) — Outline why it is important to improve own learning skills LSk1 1.2.2 (know) — Identify ways of improving own learning skills min: >=3 ways TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)
Level 2	DecMkSk2 2.1.1 (know) — Define what is meant by 'decision making' DecMkSk2 2.1.2 (know) — Describe a range of factors that are important in decision making min: >=3 factors DecMkSk2 2.2.1 (know) — Compare decision-making tools or techniques for a range of situations min: >=3 tools/techniques DecMkSk2 2.3.1 (know) — Describe example situations needing a decision in the short-, medium- and long-term min: >=3 situations DecMkSk2 2.3.2 (know) — Explain why the situations are relevant and the potential impact of poor decision making LSk2 2.1.1 (know) — Define what is meant by 'learning skills' LSk2 2.1.2 (know) — Describe a range of ways that people learn min: >=3 ways LSk2 2.1.3 (know) — Describe a range of motivations to improve learning skills min: >=3 motivations LSk2 2.2.1 (know) — Explain the importance of improving learning skills and the impact of lifelong learning LSk2 2.2.2 (know) — Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Tools comparison sheet (menu & budget project file)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 9 · Aut2

Live PEQ deck this week: GROW PEQ W3 Working With Others

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.4.1 (plan) — Create a plan to improve own decision making min: a: >=2 SMART targets; b: >=2 reasons (1 per target) DecMkSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours LSkE3 E3.1.1 (know) — State what is meant by the term 'learning skills' LSkE3 E3.1.2 (know) — State ways that people learn min: >=2 ways LSkE3 E3.1.3 (know) — State motivations a person can have to improve learning skills min: >=2 motivations LSkE3 E3.2.1 (know) — State why it is important to improve learning skills LSkE3 E3.2.2 (know) — State ways of improving learning skills min: >=2 ways TmWkSkE3 E3.1.1 (know) — State what is meant by 'teamwork' TmWkSkE3 E3.1.2 (know) — List the advantages of working in a team min: >=2 advantages TmWkSkE3 E3.1.3 (know) — List the challenges of working in a team min: >=2 challenges TmWkSkE3 E3.2.1 (know) — List a range of features of effective teamwork min: >=3 features TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Decision plan template (lane copy) GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Teamwork features log (induction) + GROW W3 worksheet
Level 1	DecMkSk1 1.4.1 (plan) — 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') DecMkSk1 1.5.1 (use) — Use the plan min: plan used over >=10 hours LSk1 1.1.1 (know) — Outline what is meant by the term 'learning skills' LSk1 1.1.2 (know) — Identify a range of ways that people learn min: >=3 ways LSk1 1.1.3 (know) — Give examples of a range of motivations to improve learning skills min: >=3 motivations LSk1 1.2.1 (know) — Outline why it is important to improve own learning skills LSk1 1.2.2 (know) — Identify ways of improving own learning skills min: >=3 ways TmWkSk1 1.1.1 (know) — Outline what is meant by 'teamwork' TmWkSk1 1.1.2 (know) — Give examples of a range of advantages of working in a team min: >=3 advantages TmWkSk1 1.1.3 (know) — Give examples of a range of challenges of working in a team min: >=3 challenges TmWkSk1 1.2.1 (know) — Outline a range of features of effective teamwork min: >=3 features TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours TmWkSk1 1.5.1 (evaluate) — Describe personal progress in relation to team working min: a: >=2 positive outcomes; d: >=2 areas of further development	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Decision plan template (lane copy) GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Team evaluation sheet at the lane's exact minima Teamwork features log (induction) + GROW W3 worksheet
Level 2	DecMkSk2 2.4.1 (plan) — Create a plan to improve own decision making min: a: >=2 SMART targets · b: >=2 reasons (1 per target) · d: >=2 difficulties DecMkSk2 2.5.1 (use) — Use the plan min: used over >=10 hours LSk2 2.1.1 (know) — Define what is meant by 'learning skills' LSk2 2.1.2 (know) — Describe a range of ways that people learn min: >=3 ways LSk2 2.1.3 (know) — Describe a range of motivations to improve learning skills min: >=3 motivations LSk2 2.2.1 (know) — Explain the importance of improving learning skills and the impact of lifelong learning LSk2 2.2.2 (know) — Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving TmWkSk2 2.1.1 (know) — Define what is meant by 'teamwork' TmWkSk2 2.1.2 (know) — Explain the advantages and challenges of team working, illustrated with own or real-world examples min: >=3 advantages AND >=3 challenges TmWkSk2 2.2.1 (know) — Describe a range of features of effective teamwork, with a real-world example per feature min: >=3 features TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours TmWkSk2 2.5.1 (evaluate) — Evaluate personal progress in relation to team working min: a: >=2 positive outcomes · c: >=2 things · d: >=2 areas · e: >=2 situations	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Decision plan template (lane copy) GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12) Team evaluation sheet at the lane's exact minima Teamwork features log (induction) + GROW W3 worksheet

Plan & review-point events due

Decision making plan opens (10-hour window to W13)
Level 1: TmWkSk1 evaluation & unit sign-off
Level 2: TmWkSk2 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 10 · Aut2

Live PEQ deck this week: GROW PEQ W4 Managing Myself (routines)

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours LSkE3 E3.1.1 (know) — State what is meant by the term 'learning skills' LSkE3 E3.1.2 (know) — State ways that people learn min: >=2 ways LSkE3 E3.1.3 (know) — State motivations a person can have to improve learning skills min: >=2 motivations LSkE3 E3.2.1 (know) — State why it is important to improve learning skills LSkE3 E3.2.2 (know) — State ways of improving learning skills min: >=2 ways TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 1	DecMkSk1 1.5.1 (use) — Use the plan min: plan used over >=10 hours LSk1 1.1.1 (know) — Outline what is meant by the term 'learning skills' LSk1 1.1.2 (know) — Identify a range of ways that people learn min: >=3 ways LSk1 1.1.3 (know) — Give examples of a range of motivations to improve learning skills min: >=3 motivations LSk1 1.2.1 (know) — Outline why it is important to improve own learning skills LSk1 1.2.2 (know) — Identify ways of improving own learning skills min: >=3 ways TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 2	DecMkSk2 2.5.1 (use) — Use the plan min: used over >=10 hours LSk2 2.1.1 (know) — Define what is meant by 'learning skills' LSk2 2.1.2 (know) — Describe a range of ways that people learn min: >=3 ways LSk2 2.1.3 (know) — Describe a range of motivations to improve learning skills min: >=3 motivations LSk2 2.2.1 (know) — Explain the importance of improving learning skills and the impact of lifelong learning LSk2 2.2.2 (know) — Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Practical service log + plan-hours grid (≥10 h window W2→W12)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 11 · Aut2

Live PEQ deck this week: GROW PEQ W5 Solving Problems

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours ThSkE3 E3.1.1 (know) — State what is meant by 'thinking skills' ThSkE3 E3.1.2 (know) — State why thinking skills are important ThSkE3 E3.1.3 (know) — List the characteristics of an effective thinker min: >=2 characteristics ThSkE3 E3.2.1 (know) — Identify tools or techniques used to support thinking skills min: >=2 tools/techniques in total ThSkE3 E3.3.1 (know) — State what is meant by a fact and an opinion ThSkE3 E3.3.2 (know) — Give an example of a fact and an opinion	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) GROW W5 worksheet; investigation briefing notes Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 1	DecMkSk1 1.5.1 (use) — Use the plan min: plan used over >=10 hours TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours ThSk1 1.1.1 (know) — Outline what is meant by 'thinking skills' ThSk1 1.1.2 (know) — Outline why thinking skills are important ThSk1 1.1.3 (know) — Give examples of a range of characteristics of an effective thinker min: >=3 characteristics ThSk1 1.1.4 (know) — Give examples of a range of barriers to improving thinking skills min: >=3 barriers ThSk1 1.2.1 (know) — Identify a range of tools or techniques supporting thinking skills min: >=3 tools/techniques in total ThSk1 1.3.1 (know) — Outline what is meant by fact, opinion and assumption ThSk1 1.3.2 (know) — Give an example of a fact, opinion and assumption ThSk1 1.4.1 (know) — Outline what is meant by primary and secondary research sources ThSk1 1.4.2 (know) — Give examples of primary and secondary information sources	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) GROW W5 worksheet; investigation briefing notes Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 2	DecMkSk2 2.5.1 (use) — Use the plan min: used over >=10 hours TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours CrThSk2 2.1.1 (know) — Define what is meant by 'critical thinking skills' CrThSk2 2.1.2 (know) — Explain why critical thinking is important CrThSk2 2.1.3 (know) — Describe characteristics of an effective critical thinker min: >=4 characteristics CrThSk2 2.1.4 (know) — Describe a range of barriers to critical thinking min: >=3 barriers CrThSk2 2.2.1 (know) — Compare a range of critical thinking tools or techniques, reflecting on own preferences min: >=3 tools/techniques in total CrThSk2 2.3.1 (know) — Assess information for facts, opinions and assumptions min: use >=1 information source CrThSk2 2.3.2 (know) — Assess information sources for credibility, accuracy and bias min: >=2 information sources CrThSk2 2.4.1 (know) — Explain, with examples, primary and secondary research sources	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) GROW W5 worksheet; investigation briefing notes Practical service log + plan-hours grid (≥10 h window W2→W12)

Plan & review-point events due

Decision making plan review point (Level 1 & Level 2 only — Entry 3 plans carry none)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 12 · Aut2

Live PEQ deck this week: GROW PEQ W6 Present My Progress

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours TmWkSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 1	DecMkSk1 1.5.1 (use) — Use the plan min: plan used over >=10 hours TmWkSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Practical service log + plan-hours grid (≥10 h window W2→W12)
Level 2	DecMkSk2 2.5.1 (use) — Use the plan min: used over >=10 hours DecMkSk2 2.6.1 (evaluate) — Evaluate personal progress in relation to decision making min: a: >=2 positive outcomes · c: >=2 things done differently · e: >=2 areas of further development TmWkSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Decision evaluation sheet at the lane's exact minima Practical service log + plan-hours grid (≥10 h window W2→W12)

Plan & review-point events due

Team working 10-hour window closes — hours must be logged
Level 2: DecMkSk2 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 13 · Aut2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours TmWkSkE3 E3.5.1 (evaluate) — Identify personal progress in relation to team working	Cook-cycle log + plan-hours grid (≥10 h window W9→W13) Team evaluation sheet at the lane's exact minima
Level 1	DecMkSk1 1.5.1 (use) — Use the plan min: plan used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13)
Level 2	DecMkSk2 2.5.1 (use) — Use the plan min: used over >=10 hours	Cook-cycle log + plan-hours grid (≥10 h window W9→W13)

Plan & review-point events due

Decision making 10-hour window closes — hours must be logged
Entry 3: TmWkSkE3 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 14 · Aut2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	DecMkSkE3 E3.6.1 (evaluate) — Identify personal progress in the decision-making activity	Decision evaluation sheet at the lane's exact minima
Level 1	DecMkSk1 1.6.1 (evaluate) — Describe personal progress in relation to decision making min: a: >=2 positive outcomes; c: >=2 things done differently; e: >=2 areas of further development	Decision evaluation sheet at the lane's exact minima

Plan & review-point events due

Entry 3: DecMkSkE3 evaluation & unit sign-off
Level 1: DecMkSk1 evaluation & unit sign-off
MILESTONE — Entry 3: Entry Level Award (610/5901/8) (4 cr)
MILESTONE — Level 1: Level 1 Award (610/5904/3) (4 cr)
MILESTONE — Level 2: Level 2 Award (610/5907/9) (4 cr)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 15 · Aut2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	LSkE3 E3.1.1 (know) — State what is meant by the term 'learning skills' LSkE3 E3.1.2 (know) — State ways that people learn min: >=2 ways LSkE3 E3.1.3 (know) — State motivations a person can have to improve learning skills min: >=2 motivations LSkE3 E3.2.1 (know) — State why it is important to improve learning skills LSkE3 E3.2.2 (know) — State ways of improving learning skills min: >=2 ways LSkE3 E3.3.1 (plan) — Create a plan to improve own learning skills min: a: >=2 SMART targets; b: >=2 reasons (1 per target) LSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Learning plan template — the technique ladder (lane copy) Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 1	LSk1 1.1.1 (know) — Outline what is meant by the term 'learning skills' LSk1 1.1.2 (know) — Identify a range of ways that people learn min: >=3 ways LSk1 1.1.3 (know) — Give examples of a range of motivations to improve learning skills min: >=3 motivations LSk1 1.2.1 (know) — Outline why it is important to improve own learning skills LSk1 1.2.2 (know) — Identify ways of improving own learning skills min: >=3 ways LSk1 1.3.1 (plan) — Create a plan to improve own learning skills min: a: >=2 SMART targets; b: >=2 reasons (1 per target) LSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Learning plan template — the technique ladder (lane copy) Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 2	LSk2 2.1.1 (know) — Define what is meant by 'learning skills' LSk2 2.1.2 (know) — Describe a range of ways that people learn min: >=3 ways LSk2 2.1.3 (know) — Describe a range of motivations to improve learning skills min: >=3 motivations LSk2 2.2.1 (know) — Explain the importance of improving learning skills and the impact of lifelong learning LSk2 2.2.2 (know) — Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving LSk2 2.3.1 (plan) — Create a plan to improve own learning skills min: a: >=2 SMART targets · b: >=2 reasons (1 per target) · c: >=2 barriers LSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Learning plan template — the technique ladder (lane copy) Technique-ladder log + plan-hours grid (≥10 h window W15→W19)

Plan & review-point events due

Learning plan opens (10-hour window to W19)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 16 · Spr1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	LSkE3 E3.1.1 (know) — State what is meant by the term 'learning skills' LSkE3 E3.1.2 (know) — State ways that people learn min: >=2 ways LSkE3 E3.1.3 (know) — State motivations a person can have to improve learning skills min: >=2 motivations LSkE3 E3.2.1 (know) — State why it is important to improve learning skills LSkE3 E3.2.2 (know) — State ways of improving learning skills min: >=2 ways LSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 1	LSk1 1.1.1 (know) — Outline what is meant by the term 'learning skills' LSk1 1.1.2 (know) — Identify a range of ways that people learn min: >=3 ways LSk1 1.1.3 (know) — Give examples of a range of motivations to improve learning skills min: >=3 motivations LSk1 1.2.1 (know) — Outline why it is important to improve own learning skills LSk1 1.2.2 (know) — Identify ways of improving own learning skills min: >=3 ways LSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 2	LSk2 2.1.1 (know) — Define what is meant by 'learning skills' LSk2 2.1.2 (know) — Describe a range of ways that people learn min: >=3 ways LSk2 2.1.3 (know) — Describe a range of motivations to improve learning skills min: >=3 motivations LSk2 2.2.1 (know) — Explain the importance of improving learning skills and the impact of lifelong learning LSk2 2.2.2 (know) — Compare ways of improving learning skills, reflecting on personal preferences min: >=3 ways of improving LSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	GROW W1/W2/W4 worksheets + witness sheet; ways-of-learning comparison Technique-ladder log + plan-hours grid (≥10 h window W15→W19)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 17 · Spr1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	LSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 1	LSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 2	LSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 18 · Spr1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	LSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 1	LSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 2	LSk2 2.4.1 (use) — Use the plan min: used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)

Plan & review-point events due

Learning plan review point (Level 1 & Level 2 only — Entry 3 plans carry none)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 19 · Spr1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	LSkE3 E3.4.1 (use) — Use the plan min: plan used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 1	LSk1 1.4.1 (use) — Use the plan min: plan used over >=10 hours	Technique-ladder log + plan-hours grid (≥10 h window W15→W19)
Level 2	LSk2 2.4.1 (use) — Use the plan min: used over >=10 hours LSk2 2.5.1 (evaluate) — Evaluate personal progress in relation to learning skills min: a: >=2 positive outcomes · b: >=2 things done differently · d: >=2 areas of further development	Learning evaluation sheet at the lane's exact minima Technique-ladder log + plan-hours grid (≥10 h window W15→W19)

Plan & review-point events due

Learning 10-hour window closes — hours must be logged
Level 2: LSk2 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 20 · Spr1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	LSkE3 E3.5.1 (evaluate) — Identify personal progress in relation to learning skills	Learning evaluation sheet at the lane's exact minima
Level 1	LSk1 1.5.1 (evaluate) — Describe personal progress in relation to learning skills min: a: >=2 positive outcomes; d: >=2 areas of further development	Learning evaluation sheet at the lane's exact minima

Plan & review-point events due

Entry 3: LSkE3 evaluation & unit sign-off
Level 1: LSk1 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 21 · Spr1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.1.1 (know) — State what is meant by 'communication' ComSkE3 E3.1.2 (know) — List a range of ways that people communicate min: >=3 ways ComSkE3 E3.1.3 (know) — List a range of components of effective communication min: >=3 components ComSkE3 E3.1.4 (know) — List difficulties that can occur when communicating min: >=2 difficulties ComSkE3 E3.2.1 (know) — State what is meant by 'active listening' ComSkE3 E3.2.2 (know) — State the importance of using active listening skills ComSkE3 E3.2.3 (know) — List components of active listening skills ComSkE3 E3.3.1 (know) — State what is meant by 'feedback' ComSkE3 E3.3.2 (know) — State why feedback is important for communication ComSkE3 E3.3.3 (know) — List ways feedback can be demonstrated during communication ComSkE3 E3.4.1 (plan) — Create a plan for a communication activity min: f: >=2 questions	Communication plan template (lane copy; L2 = two plans, two different ways) LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
Level 1	ComSk1 1.1.1 (know) — Outline what is meant by 'communication' ComSk1 1.1.2 (know) — Outline a range of ways that people communicate min: >=3 ways ComSk1 1.1.3 (know) — Outline components of effective communication min: >=4 components ComSk1 1.1.4 (know) — Outline a range of difficulties that can occur when communicating min: >=3 difficulties ComSk1 1.2.1 (know) — Outline what is meant by 'active listening' ComSk1 1.2.2 (know) — Outline the importance of using active listening skills ComSk1 1.2.3 (know) — Outline components of active listening skills ComSk1 1.3.1 (know) — Outline what is meant by 'feedback' ComSk1 1.3.2 (know) — Outline why feedback is important for communication ComSk1 1.3.3 (know) — Give examples of ways feedback can be demonstrated during communication ComSk1 1.4.1 (plan) — Create a plan for a communication activity min: f: >=4 audience questions	Communication plan template (lane copy; L2 = two plans, two different ways) LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
Level 2	ComSk2 2.1.1 (know) — Describe what is meant by 'communication' min: a: >=4 ways · b: >=3 types · c: >=3 purposes ComSk2 2.1.2 (know) — Describe components of effective communication min: >=4 components ComSk2 2.1.3 (know) — Explain difficulties when communicating and the impact of poor communication min: >=4 difficulties ComSk2 2.2.1 (know) — Describe what is meant by 'active listening' ComSk2 2.2.2 (know) — Explain the importance of using active listening skills ComSk2 2.2.3 (know) — Describe components of active listening skills ComSk2 2.3.1 (know) — Define what is meant by 'feedback' ComSk2 2.3.2 (know) — Explain why feedback is important for communication ComSk2 2.3.3 (know) — Describe ways feedback can be demonstrated, with examples across ways, types and purposes ComSk2 2.4.1 (plan) — Create plans for communication activities min: >=2 plans covering 2 DIFFERENT ways of communicating · f: >=4 questions (2 per activity)	Communication plan template (lane copy; L2 = two plans, two different ways) LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet

Plan & review-point events due

Communication plan written (L2: two plans, two different ways)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 22 · Spr2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.1.1 (know) — State what is meant by 'communication' ComSkE3 E3.1.2 (know) — List a range of ways that people communicate min: >=3 ways ComSkE3 E3.1.3 (know) — List a range of components of effective communication min: >=3 components ComSkE3 E3.1.4 (know) — List difficulties that can occur when communicating min: >=2 difficulties ComSkE3 E3.2.1 (know) — State what is meant by 'active listening' ComSkE3 E3.2.2 (know) — State the importance of using active listening skills ComSkE3 E3.2.3 (know) — List components of active listening skills ComSkE3 E3.3.1 (know) — State what is meant by 'feedback' ComSkE3 E3.3.2 (know) — State why feedback is important for communication ComSkE3 E3.3.3 (know) — List ways feedback can be demonstrated during communication ComSkE3 E3.4.1 (plan) — Create a plan for a communication activity min: f: >=2 questions	Communication plan template (lane copy; L2 = two plans, two different ways) LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
Level 1	ComSk1 1.1.1 (know) — Outline what is meant by 'communication' ComSk1 1.1.2 (know) — Outline a range of ways that people communicate min: >=3 ways ComSk1 1.1.3 (know) — Outline components of effective communication min: >=4 components ComSk1 1.1.4 (know) — Outline a range of difficulties that can occur when communicating min: >=3 difficulties ComSk1 1.2.1 (know) — Outline what is meant by 'active listening' ComSk1 1.2.2 (know) — Outline the importance of using active listening skills ComSk1 1.2.3 (know) — Outline components of active listening skills ComSk1 1.3.1 (know) — Outline what is meant by 'feedback' ComSk1 1.3.2 (know) — Outline why feedback is important for communication ComSk1 1.3.3 (know) — Give examples of ways feedback can be demonstrated during communication ComSk1 1.4.1 (plan) — Create a plan for a communication activity min: f: >=4 audience questions	Communication plan template (lane copy; L2 = two plans, two different ways) LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet
Level 2	ComSk2 2.1.1 (know) — Describe what is meant by 'communication' min: a: >=4 ways · b: >=3 types · c: >=3 purposes ComSk2 2.1.2 (know) — Describe components of effective communication min: >=4 components ComSk2 2.1.3 (know) — Explain difficulties when communicating and the impact of poor communication min: >=4 difficulties ComSk2 2.2.1 (know) — Describe what is meant by 'active listening' ComSk2 2.2.2 (know) — Explain the importance of using active listening skills ComSk2 2.2.3 (know) — Describe components of active listening skills ComSk2 2.3.1 (know) — Define what is meant by 'feedback' ComSk2 2.3.2 (know) — Explain why feedback is important for communication ComSk2 2.3.3 (know) — Describe ways feedback can be demonstrated, with examples across ways, types and purposes ComSk2 2.4.1 (plan) — Create plans for communication activities min: >=2 plans covering 2 DIFFERENT ways of communicating · f: >=4 questions (2 per activity)	Communication plan template (lane copy; L2 = two plans, two different ways) LAUNCH W2/W3 worksheets + witness sheet; at-level recap sheet

Plan & review-point events due

Communication plan written (L2: two plans, two different ways)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 23 · Spr2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.5.1 (use) — Use the plan min: one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
Level 1	ComSk1 1.5.1 (use) — Use the plan min: one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
Level 2	ComSk2 2.5.1 (use) — Use the plans min: presentation >=4 min · discussion >=10 min · text >=500 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)

Plan & review-point events due

Communication activity delivered — time it / count the words against the lane minima

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 24 · Spr2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.5.1 (use) — Use the plan min: one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
Level 1	ComSk1 1.5.1 (use) — Use the plan min: one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
Level 2	ComSk2 2.5.1 (use) — Use the plans min: presentation >=4 min · discussion >=10 min · text >=500 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)

Plan & review-point events due

Communication activity delivered — time it / count the words against the lane minima

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 25 · Spr2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.5.1 (use) — Use the plan min: one activity: presentation >=2 min OR discussion >=5 min OR text >=100 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
Level 1	ComSk1 1.5.1 (use) — Use the plan min: one activity: presentation >=3 min OR discussion >=8 min OR text >=250 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)
Level 2	ComSk2 2.5.1 (use) — Use the plans min: presentation >=4 min · discussion >=10 min · text >=500 words	Delivered activity + witness sheet (timed/word-counted vs the lane's activity minima)

Plan & review-point events due

Communication activity delivered — time it / count the words against the lane minima

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 26 · Spr2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ComSkE3 E3.6.1 (evaluate) — Identify personal progress in the communication activity	Communication evaluation sheet at the lane's exact minima
Level 1	ComSk1 1.6.1 (evaluate) — Describe personal progress in the communication activity min: a: >=2 positives; e: >=2 areas of further development	Communication evaluation sheet at the lane's exact minima
Level 2	ComSk2 2.6.1 (evaluate) — 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)	Communication evaluation sheet at the lane's exact minima

Plan & review-point events due

Communication evaluation
Entry 3: ComSkE3 evaluation & unit sign-off
Level 1: ComSk1 evaluation & unit sign-off
Level 2: ComSk2 evaluation & unit sign-off
MILESTONE — Entry 3: Entry Level Extended Award (610/5903/1) (9 cr)
MILESTONE — Level 1: Level 1 Extended Award (610/5906/7) (9 cr)
MILESTONE — Level 2: Level 2 Extended Award (610/5909/2) (9 cr)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 27 · Spr2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.1.1 (know) — State what is meant by 'thinking skills' ThSkE3 E3.1.2 (know) — State why thinking skills are important ThSkE3 E3.1.3 (know) — List the characteristics of an effective thinker min: >=2 characteristics ThSkE3 E3.2.1 (know) — Identify tools or techniques used to support thinking skills min: >=2 tools/techniques in total ThSkE3 E3.3.1 (know) — State what is meant by a fact and an opinion ThSkE3 E3.3.2 (know) — Give an example of a fact and an opinion ThSkE3 E3.4.1 (plan) — Create a plan to improve own thinking skills ThSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.1.1 (know) — State what is meant by 'learner wellbeing' WellbLeE3 E3.2.1 (know) — Identify factors that can affect a learner's wellbeing min: >=2 factors WellbLeE3 E3.2.2 (know) — State how these factors can impact learning WellbLeE3 E3.3.1 (know) — State ways learners can support their wellbeing while learning min: >=2 ways WellbLeE3 E3.3.2 (know) — Identify a technique to improve wellbeing while learning WellbLeE3 E3.3.3 (know) — Identify an individual who can support learner wellbeing WellbLeE3 E3.3.4 (know) — Identify a service that can support learner wellbeing WellbLeE3 E3.4.1 (know) — State why mistakes are important for learning WellbLeE3 E3.4.2 (know) — State how mistakes can be positive for learner wellbeing WellbLeE3 E3.5.1 (plan) — Create a plan to improve own wellbeing while learning min: a: >=2 SMART targets; b: >=2 reasons (1 per target)	GROW W5 worksheet; investigation briefing notes Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Thinking / Critical-thinking plan template (lane copy; topic = a food claim) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services) Wellbeing plan template (lane copy)
Level 1	ThSk1 1.1.1 (know) — Outline what is meant by 'thinking skills' ThSk1 1.1.2 (know) — Outline why thinking skills are important ThSk1 1.1.3 (know) — Give examples of a range of characteristics of an effective thinker min: >=3 characteristics ThSk1 1.1.4 (know) — Give examples of a range of barriers to improving thinking skills min: >=3 barriers ThSk1 1.2.1 (know) — Identify a range of tools or techniques supporting thinking skills min: >=3 tools/techniques in total ThSk1 1.3.1 (know) — Outline what is meant by fact, opinion and assumption ThSk1 1.3.2 (know) — Give an example of a fact, opinion and assumption ThSk1 1.4.1 (know) — Outline what is meant by primary and secondary research sources ThSk1 1.4.2 (know) — Give examples of primary and secondary information sources ThSk1 1.5.1 (plan) — Create a plan to improve own thinking skills ThSk1 1.6.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.1.1 (know) — Outline what is meant by 'learner wellbeing' WellbLe1 1.2.1 (know) — Outline factors that can affect a learner's wellbeing min: >=2 factors WellbLe1 1.2.2 (know) — Indicate how these factors can impact learning WellbLe1 1.3.1 (know) — Give examples of ways learners can support wellbeing while learning min: >=2 ways WellbLe1 1.3.2 (know) — Outline techniques to improve wellbeing while learning min: >=2 techniques WellbLe1 1.3.3 (know) — Give examples of individuals who can support learner wellbeing min: >=2 people WellbLe1 1.3.4 (know) — Give examples of services that can support learner wellbeing min: >=2 services WellbLe1 1.4.1 (know) — Outline why mistakes are important for learning WellbLe1 1.4.2 (know) — Outline how mistakes can be positive for learner wellbeing WellbLe1 1.5.1 (plan) — Create a plan to improve own wellbeing while learning min: a: >=2 SMART targets; b: >=2 reasons	GROW W5 worksheet; investigation briefing notes Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Thinking / Critical-thinking plan template (lane copy; topic = a food claim) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services) Wellbeing plan template (lane copy)
Level 2	CrThSk2 2.1.1 (know) — Define what is meant by 'critical thinking skills' CrThSk2 2.1.2 (know) — Explain why critical thinking is important CrThSk2 2.1.3 (know) — Describe characteristics of an effective critical thinker min: >=4 characteristics CrThSk2 2.1.4 (know) — Describe a range of barriers to critical thinking min: >=3 barriers CrThSk2 2.2.1 (know) — Compare a range of critical thinking tools or techniques, reflecting on own preferences min: >=3 tools/techniques in total CrThSk2 2.3.1 (know) — Assess information for facts, opinions and assumptions min: use >=1 information source CrThSk2 2.3.2 (know) — Assess information sources for credibility, accuracy and bias min: >=2 information sources CrThSk2 2.4.1 (know) — Explain, with examples, primary and secondary research sources CrThSk2 2.5.1 (plan) — Create a plan to improve own critical thinking skills CrThSk2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.1.1 (know) — Describe what is meant by 'learner wellbeing' min: one description per category WellbLe2 2.2.1 (know) — Describe a range of factors that can affect a learner's wellbeing min: >=3 factors WellbLe2 2.2.2 (know) — Explain how these factors can impact learning WellbLe2 2.3.1 (know) — Describe a range of ways learners can support their wellbeing while learning min: >=3 ways WellbLe2 2.3.2 (know) — Compare techniques to improve wellbeing while learning, reflecting on personal preferences min: >=2 techniques WellbLe2 2.3.3 (know) — Describe a range of people who can support learner wellbeing min: >=3 people WellbLe2 2.3.4 (know) — Describe a range of services that can support learner wellbeing min: >=3 services WellbLe2 2.4.1 (know) — Explain why mistakes are important for learning WellbLe2 2.4.2 (know) — Explain how mistakes can be positive for learner wellbeing, with examples WellbLe2 2.5.1 (plan) — Create a plan to improve own wellbeing while learning min: a: >=2 SMART targets · b: >=2 reasons (1 per target)	GROW W5 worksheet; investigation briefing notes Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Thinking / Critical-thinking plan template (lane copy; topic = a food claim) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services) Wellbeing plan template (lane copy)

Plan & review-point events due

Thinking / Critical thinking plan opens (10-hour window to W32)
Wellbeing in learning plan opens (10-hour window to W36)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 28 · Sum1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.1.1 (know) — State what is meant by 'thinking skills' ThSkE3 E3.1.2 (know) — State why thinking skills are important ThSkE3 E3.1.3 (know) — List the characteristics of an effective thinker min: >=2 characteristics ThSkE3 E3.2.1 (know) — Identify tools or techniques used to support thinking skills min: >=2 tools/techniques in total ThSkE3 E3.3.1 (know) — State what is meant by a fact and an opinion ThSkE3 E3.3.2 (know) — Give an example of a fact and an opinion ThSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.1.1 (know) — State what is meant by 'learner wellbeing' WellbLeE3 E3.2.1 (know) — Identify factors that can affect a learner's wellbeing min: >=2 factors WellbLeE3 E3.2.2 (know) — State how these factors can impact learning WellbLeE3 E3.3.1 (know) — State ways learners can support their wellbeing while learning min: >=2 ways WellbLeE3 E3.3.2 (know) — Identify a technique to improve wellbeing while learning WellbLeE3 E3.3.3 (know) — Identify an individual who can support learner wellbeing WellbLeE3 E3.3.4 (know) — Identify a service that can support learner wellbeing WellbLeE3 E3.4.1 (know) — State why mistakes are important for learning WellbLeE3 E3.4.2 (know) — State how mistakes can be positive for learner wellbeing WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	GROW W5 worksheet; investigation briefing notes Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
Level 1	ThSk1 1.1.1 (know) — Outline what is meant by 'thinking skills' ThSk1 1.1.2 (know) — Outline why thinking skills are important ThSk1 1.1.3 (know) — Give examples of a range of characteristics of an effective thinker min: >=3 characteristics ThSk1 1.1.4 (know) — Give examples of a range of barriers to improving thinking skills min: >=3 barriers ThSk1 1.2.1 (know) — Identify a range of tools or techniques supporting thinking skills min: >=3 tools/techniques in total ThSk1 1.3.1 (know) — Outline what is meant by fact, opinion and assumption ThSk1 1.3.2 (know) — Give an example of a fact, opinion and assumption ThSk1 1.4.1 (know) — Outline what is meant by primary and secondary research sources ThSk1 1.4.2 (know) — Give examples of primary and secondary information sources ThSk1 1.6.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.1.1 (know) — Outline what is meant by 'learner wellbeing' WellbLe1 1.2.1 (know) — Outline factors that can affect a learner's wellbeing min: >=2 factors WellbLe1 1.2.2 (know) — Indicate how these factors can impact learning WellbLe1 1.3.1 (know) — Give examples of ways learners can support wellbeing while learning min: >=2 ways WellbLe1 1.3.2 (know) — Outline techniques to improve wellbeing while learning min: >=2 techniques WellbLe1 1.3.3 (know) — Give examples of individuals who can support learner wellbeing min: >=2 people WellbLe1 1.3.4 (know) — Give examples of services that can support learner wellbeing min: >=2 services WellbLe1 1.4.1 (know) — Outline why mistakes are important for learning WellbLe1 1.4.2 (know) — Outline how mistakes can be positive for learner wellbeing WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	GROW W5 worksheet; investigation briefing notes Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)
Level 2	CrThSk2 2.1.1 (know) — Define what is meant by 'critical thinking skills' CrThSk2 2.1.2 (know) — Explain why critical thinking is important CrThSk2 2.1.3 (know) — Describe characteristics of an effective critical thinker min: >=4 characteristics CrThSk2 2.1.4 (know) — Describe a range of barriers to critical thinking min: >=3 barriers CrThSk2 2.2.1 (know) — Compare a range of critical thinking tools or techniques, reflecting on own preferences min: >=3 tools/techniques in total CrThSk2 2.3.1 (know) — Assess information for facts, opinions and assumptions min: use >=1 information source CrThSk2 2.3.2 (know) — Assess information sources for credibility, accuracy and bias min: >=2 information sources CrThSk2 2.4.1 (know) — Explain, with examples, primary and secondary research sources CrThSk2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.1.1 (know) — Describe what is meant by 'learner wellbeing' min: one description per category WellbLe2 2.2.1 (know) — Describe a range of factors that can affect a learner's wellbeing min: >=3 factors WellbLe2 2.2.2 (know) — Explain how these factors can impact learning WellbLe2 2.3.1 (know) — Describe a range of ways learners can support their wellbeing while learning min: >=3 ways WellbLe2 2.3.2 (know) — Compare techniques to improve wellbeing while learning, reflecting on personal preferences min: >=2 techniques WellbLe2 2.3.3 (know) — Describe a range of people who can support learner wellbeing min: >=3 people WellbLe2 2.3.4 (know) — Describe a range of services that can support learner wellbeing min: >=3 services WellbLe2 2.4.1 (know) — Explain why mistakes are important for learning WellbLe2 2.4.2 (know) — Explain how mistakes can be positive for learner wellbeing, with examples WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	GROW W5 worksheet; investigation briefing notes Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Wellbeing knowledge sheets (domains at L1/L2; factors, people, services)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 29 · Sum1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	ThSk1 1.6.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	CrThSk2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 30 · Sum1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	ThSk1 1.6.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	CrThSk2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)

Plan & review-point events due

Thinking / Critical thinking plan review point (Level 1 & Level 2 only — Entry 3 plans carry none)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 31 · Sum1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	ThSk1 1.6.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	CrThSk2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 32 · Sum1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.5.1 (use) — Use the plan min: plan used over >=10 hours WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	ThSk1 1.6.1 (use) — Use the plan min: plan used over >=10 hours WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	CrThSk2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Investigation file: sources log, blind-taste-test record, findings + plan-hours grid (W27→W32) Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)

Plan & review-point events due

Thinking / Critical thinking 10-hour window closes — hours must be logged
Wellbeing in learning plan review point (Level 1 & Level 2 only — Entry 3 plans carry none)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 33 · Sum1

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	ThSkE3 E3.6.1 (evaluate) — Identify personal progress in the thinking skills activity WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Thinking evaluation sheet at the lane's exact minima
Level 1	WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)

Plan & review-point events due

Entry 3: ThSkE3 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 34 · Sum2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	CrThSk2 2.7.1 (evaluate) — Evaluate personal progress in relation to critical thinking min: a: >=2 positive outcomes · d: >=2 areas of further development WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Thinking evaluation sheet at the lane's exact minima

Plan & review-point events due

Level 2: CrThSk2 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 35 · Sum2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	ThSk1 1.7.1 (evaluate) — Describe personal progress in relation to thinking skills min: a: >=2 positive outcomes; d: >=2 areas of further development WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Thinking evaluation sheet at the lane's exact minima
Level 2	WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)

Plan & review-point events due

Level 1: ThSk1 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 36 · Sum2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	WellbLeE3 E3.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 1	WellbLe1 1.6.1 (use) — Use the plan min: plan used over >=10 hours	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36)
Level 2	WellbLe2 2.6.1 (use) — Use the plan min: used over >=10 hours WellbLe2 2.7.1 (evaluate) — Evaluate personal progress in managing own wellbeing while learning min: a: >=2 positive outcomes · b: >=2 changes · d: >=2 areas of further development	Plan-in-use log across the learning weeks + plan-hours grid (W28→W36) Wellbeing evaluation sheet at the lane's exact minima

Plan & review-point events due

Wellbeing in learning 10-hour window closes — hours must be logged
Level 2: WellbLe2 evaluation & unit sign-off

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 37 · Sum2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
No new criteria fall in this week — consolidation, gap-fill and plan hours.

Plan & review-point events due

None due this week.

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

Week 38 · Sum2

No PEQ deck this week — kitchen session and plan hours.

Lane	Units & the exact criteria due this week	Evidence to collect
Entry 3	WellbLeE3 E3.7.1 (evaluate) — Identify personal progress in wellbeing in learning	Wellbeing evaluation sheet at the lane's exact minima
Level 1	WellbLe1 1.7.1 (evaluate) — Describe personal progress managing own wellbeing while learning min: a: >=2 positive outcomes; d: >=2 areas of further development	Wellbeing evaluation sheet at the lane's exact minima

Plan & review-point events due

Entry 3: WellbLeE3 evaluation & unit sign-off
Level 1: WellbLe1 evaluation & unit sign-off
MILESTONE — Entry 3: Entry Level Certificate (610/5902/X) (14 cr)
MILESTONE — Level 1: Level 1 Certificate (610/5905/5) (14 cr)
MILESTONE — Level 2: Level 2 Certificate (610/5908/0) (15 cr)

What we are cooking this week

— for the class teacher to complete —

Session led by · date

Evidence collected & filed · initials

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