ENTRY 1, 2 & 3 AND LEVEL 1 & 2 AWARDS AND CERTIFICATES IN PERSONAL AND SOCIAL EDUCATION (5800) Specification For teaching from September 2017 onwards For assessment September 2017 onwards Version 2.0 June 2017
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ENTRY 1, 2 & 3 AND LEVEL 1 & 2 AWARDS AND CERTIFICATES INPERSONAL AND SOCIAL EDUCATION(5800)
SpecificationFor teaching from September 2017 onwardsFor assessment September 2017 onwards
Version 2.0 June 2017
Copyright © 2017 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use.AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
aqa.org.uk
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Get help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/pse
You can talk directly to the PSE subject team
T: 01423 534225
Visit aqa.org.uk/pse for the most up-to-date specification, resources, support and administration. Copyright © 2017 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications, including the specifications. However, registered schools for AQA are permitted to copy material from this specification booklet for their own internal use.
Personal and Social Education (Version 2.0)
1
Contents 1 Introduction
1.1 Why choose Personal and Social Education? 3
1.2 How do I start using this specification? 4
1.3 How can I find out more? 4
2 Specification at a Glance
2.1 Specification at a glance 5
2.2 Total qualification time 6
3 Subject Content 3.1 Subject content 7
3.2 PSHE ethos 7
3.3 Sex and Relationship Education 7
3.4 Contexts 7
3.5 Unit content 8-97
Unit 1: Personal Action Planning 8
Unit 2: Drugs Education 16
Unit 3: Sex and Relationship Education 24
Unit 4: Personal Finance 32
Unit 5: Emotional Wellbeing 40
Unit 6: Healthy Lifestyles 48
Unit 7: Making Informed Career Choices 56
Unit 8: Applying for Jobs and Courses 61
Unit 9: Relationships, Behaviours and Practices in the Workplace 68
Unit 10: Personal Safety 76
Unit 11: Being a Critical Consumer 84
Unit 12: Introduction to Diversity, Prejudice and Discrimination 92
4 Scheme of Assessment
4.1 Aims 98
4.2 Assessment objectives 98
4.3 Requirements 98
4.4 Teacher-devised assessment tasks 99
4.5 Evidence 99
4.6 Submission of work 99
4.7 Weighting of assessment objectives 100
4.8 Determining the level of the Award or Certificate 100
4.9 Previous learning requirements 100
4.10 Equality, access and inclusion 100
Personal and Social Education (Version 2.0)
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Are you using the latest version of this specification?
• You will always find the most up-to-date version of this specification on our website at aqa.org.uk/pse
• We will write to you if there are significant changes to the specification.
4.11 Progression 101
5 Administration
5.1 Administration 102
5.2 Availability of assessment units 102
5.3 Entries 102
5.4 Private learners 102
5.5 Access arrangements, reasonable adjustment and special consideration 102
5.6 Examination language 103
5.7 Qualification titles 103
5.8 Awarding system 103
5.9 Minimum requirements 103
5.10 Recognition of prior learning 104
5.11 Exemptions 104
5.12 Recording assessments 104
5.13 Submission of recommendations 104
5.14 Retention of evidence 104
6 Internally Assessed Work
6.1 Authenticating that internally assessed work is genuine 105
6.2 Unfair practice 105
6.3 Teacher standardisation 106
6.4 Internal standardisation 106
6.5 Annotation of internally assessed work 106
6.6 Submitting confirmation of achievement 106
6g Factors affecting individual learners 107
6.8 Keeping learners’ work 107
7 Moderation
7.1 Moderation procedures 108
7.2 Procedures after moderation 108
Appendices
A Spiritual, moral, ethical, social, legislative, sustainable development,
economic and cultural issues, health and safety considerations and citizenship
109
B Functional skills and personal learning and thinking skills (PLTS) 110
Personal and Social Education (Version 2.0)
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1 Introduction 1.1 Why choose Personal and Social Education?
Our Personal and Social Education qualification is a popular option for learners of all abilities and ages. The optional units in Personal and Social Education compliment the three core themes in the PSHE Association's Programme of Study: Health and wellbeing, Relationships and Living in the wider world. Details of how they map to the programme of study can be found on our website: www.aqa.org.uk/pse Qualifications
The AQA Awards and Certificates in Personal and Social Education offered at all levels from Entry 1 to Level 2. Entry 1 is broadly equivalent to National Curriculum Level 1.
The following qualifications can be gained through this specification: Entry 1 Award in Personal and Social Education 500/8146/9 Entry 1 Certificate in Personal and Social Education 500/8143/3 Entry 2 Award in Personal and Social Education 500/8120/2 Entry 2 Certificate in Personal and Social Education 500/8119/6 Entry 3 Award in Personal and Social Education 500/8122/6 Entry 3 Certificate in Personal and Social Education 500/8121/4 Level 1 Award in Personal and Social Education 500/3050/4 Level 1 Certificate in Personal and Social Education 500/9966/8 Level 2 Award in Personal and Social Education 500/8183/4 Level 2 Certificate in Personal and Social Education 500/8184/6
Foundation Learning The Entry Level and Level 1 Awards and Certificates can be used to support the Personal and Social Development Strand of a Foundation Learning (FL) study programme.
Structure of the Award and Certificate The Award and the Certificate are unit-based qualifications comprising twelve optional units; each offered at Entry 1, Entry 2, Entry 3, Level 1 and Level 2. To achieve an Award at one of these levels, a learner must complete four units, at least three of which must be at or above the level claimed, and one unit may be at one level below. To achieve a Certificate at one of these levels, a learner must complete seven units, at least four of which must be at or above the level claimed and a maximum of three units may be at one level below. Each unit carries two credits. Accreditation of Individual Units Credit certificates will be issued which state the title, level and credit value of each unit completed. Spiritual, Moral, Ethical, Social, Legislative, Economic, Cultural, Environmental, Health and Safety and European Issues It is a requirement that all specifications must identify ways in which the study of the subject can contribute to an awareness and understanding of these issues. Details in respect of this specification are provided in Appendix A. Citizenship Opportunities for developing citizenship knowledge, skills and understanding are signposted in Appendix A. Functional Skills and Personal Learning and Thinking Skills This specification provides a range of opportunities to develop learners’ functional skills and personal learning and thinking skills (PLTS). Further information is provided in Appendix B.
Personal and Social Education (Version 2.0)
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1.2 How do I start using this specification?
Once you have decided to enter learners you need to tell us so we can make sure that you get all the materials you need. You can let us know by filling in the Intention to Enter form, which can be downloaded from our website www.aqa.org.uk/pse
If your school has not used AQA for any examinations in the past, please contact our centre approval team at [email protected].
1.3 How can I find out more?
You can choose to find out more about this specification or the services that AQA offer in a number of ways. Website You have access to useful information and answers to the most commonly asked questions at: www.aqa.org.uk/pse Speak to your subject team You can talk directly to the Personal and Social Education subject team about this specification either by emailing [email protected] or by calling 01423 534225. Latest information online You can find out more including the latest news, how to register for support and downloadable resources on our website at www.aqa.org.uk
Personal and Social Education (Version 2.0)
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2 Specification at a Glance 2.1 Specification at a glance
This is the only specification available from AQA in this subject area.
Five levels of qualification are available: Entry 1, Entry 2, Entry 3, Level 1 and Level 2.
Two sizes of qualification are available at each level: Award and Certificate.
Teacher-devised Assessment Tasks
Award (4 units = 8 credits) Entry 1 Award Entry 2 Award Entry 3 Award Level 1 Award Level 2 Award
Learners must submit evidence for any four units for an Award and any seven units for a Certificate. Each unit is available at each of the five levels.
Unit 1: Personal Action Planning
Unit 2: Drugs Education
Unit 3: Sex and Relationship Education
Unit 4: Personal Finance
Unit 5: Emotional Wellbeing
Unit 6: Healthy Lifestyles
Unit 7: Making Informed Career Choices
Unit 8: Applying for Jobs and Courses
Unit 9: Relationships, Behaviours and Practices in the Workplace
Unit 10: Personal Safety
Unit 11: Being a Critical Consumer
Unit 12: Introduction to Diversity, Prejudice and Discrimination
All units are equally weighted
An Award = four units (three at or above the level claimed and a maximum of one at one level below)
A Certificate = seven units (four at or above the level claimed and a maximum of three at one level below)
Certificate (7 units = 14 credits)
Entry 1 Certificate Entry 2 Certificate Entry 3 Certificate Level 1 Certificate Level 2 Certificate
Personal and Social Education (Version 2.0)
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2.2 Total qualification time
Total Qualification Time is made up of the following two elements:
• the number of hours for Guided Learning
• an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or
any other form of participation in education or training, including assessment, which takes place as directed by, but, unlike Guided Learning, not under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.
The following Total Qualification Times are guidelines for the qualifications not individual units.
Total Qualification Time Guided Learning Unsupervised Hours
Entry 1, 2 & 3 Awards 80 80 0
Entry 1, 2 & 3 Certificates 140 140 0
Level 1 & 2 Awards 80 76 4
Level 1 & 2 Certificates 140 126 14
Personal and Social Education (Version 2.0)
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3 Subject Content 3.1 Subject content
The specification content is defined by the 12 optional units in Section 3.5. Each unit is offered at five levels (Entry 1, Entry 2, Entry 3, Level 1 and Level 2) Each unit contains a number of sections:
• The title and level of the unit and the credit value.
• The Learning Outcomes of a unit set out what a learner is expected to know, understand or be able to do as the result of a process of learning.
• The Assessment Criteria of a unit indicated the areas of knowledge, understanding and experiences
which are to be accredited. All the criteria must be met. • The Evidence details the nature and type of evidence required in a learner portfolio for each assessment
criteria.
3.2 PSHE ethos
Personal and social development is enhanced if the school actively teaches the skills which will enable learners to participate fully in the experiences open to them. Once learners have acquired these skills they can demonstrate them. This specification actively encourages schools to adopt a wide repertoire of active teaching methods which:
• focus on active learning and learner participation
• place value on the learners' experiences and contributions.
Learners should be taught the knowledge, skills and understanding through opportunities to:
• take responsibility
• participate
• make real choices and decisions
• develop relationships.
3.3 Sex and relationship education
Statutory sex and relationship education is delivered as part of a cohesive unit on relationships. It is expected that schools will develop the possibility of some relationships being sexual, having first explored the need for effective relationships between a variety of people. Learners must understand and experience the importance of building good relationships before exploring sexual relationships. Some aspects are taught in Science and other as part of PSHE Education.
3.4 Contexts
It is expected that the units will be undertaken in a variety of contexts and make full use of the practical applications and possibilities of ICT.
Personal and Social Education (Version 2.0)
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3.5 Unit content
Unit 1: Personal Action Planning (Entry 1)
To b
egin
to d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
act
ion
plan
ning
an
d se
lf-re
view
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
reco
gnis
e, fr
om g
iven
mat
eria
l, th
ree
of o
wn
stre
ngth
s.
reco
gnis
e, fr
om g
iven
mat
eria
l, th
ree
of o
wn
wea
knes
ses.
choo
se, f
rom
giv
en m
ater
ial,
one
prio
rity
area
fo
r im
prov
emen
t.
reco
gnis
e, fr
om g
iven
mat
eria
l, on
e ta
rget
w
hich
will
help
to im
prov
e ow
n pe
rform
ance
in
the
prio
rity
area
.
com
mun
icat
e th
e ta
rget
and
how
it m
ight
be
achi
eved
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Act
ion
Plan
ning
Entry
1
PAPE
1
1.1
1.2
1.3
2.1
2.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
som
e of
ow
n st
reng
ths,
w
eakn
esse
s an
d ar
eas
for i
mpr
ovem
ent.
be a
ble
to id
entif
y a
pers
onal
targ
et fo
r im
prov
emen
t.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
9
Unit 1: Personal Action Planning (Entry 2)
To b
egin
to d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
act
ion
plan
ning
an
d se
lf-re
view
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
reco
gnis
e th
ree
of o
wn
stre
ngth
s.
reco
gnis
e th
ree
of o
wn
wea
knes
ses.
iden
tify
one
appr
opria
te p
riorit
y ar
ea fo
r im
prov
emen
t.
iden
tify
one
targ
et w
hich
will
help
impr
ove
own
perfo
rman
ce in
cho
sen
prio
rity
area
.
com
plet
e a
basi
c ac
tion
plan
for o
ne ta
rget
in
clud
ing
info
rmat
ion
on:
a) a
ctio
n re
quire
d b)
revi
ew d
ate.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Act
ion
Plan
ning
Entry
2
PAPE
2
1.1
1.2
1.3
2.1
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
som
e of
ow
n st
reng
ths,
w
eakn
esse
s an
d ar
eas
for i
mpr
ovem
ent.
be a
ble
to id
entif
y a
pers
onal
targ
et fo
r im
prov
emen
t.
be a
ble
to c
arry
out
bas
ic a
ctio
n pl
anni
ng.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
10
Unit 1: Personal Action Planning (Entry 3)
To d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
act
ion
plan
ning
and
sel
f-re
view
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
clas
sify
ow
n pe
rform
ance
acr
oss
skills
and
/or
qual
ities
into
stre
ngth
s an
d w
eakn
esse
s.
revi
ew th
e cl
assi
ficat
ion
with
a p
eer o
r adu
lt,
sign
and
reco
rd a
ny a
gree
d am
endm
ents
.
prio
ritis
e tw
o ar
eas
for i
mpr
ovem
ent f
rom
the
amen
ded
clas
sific
atio
n.
iden
tify
two
targ
ets
from
the
prio
ritie
s w
hich
w
ill he
lp im
prov
e ow
n pe
rform
ance
.
prod
uce
an a
ctio
n pl
an fo
r bot
h ta
rget
s in
clud
ing
info
rmat
ion
on:
a) a
ctio
n re
quire
d b)
revi
ew d
ate.
revi
ew th
e ac
tion
plan
by
the
dead
line
date
.
stat
e br
iefly
why
this
pro
cess
was
use
ful.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Act
ion
Plan
ning
Entry
3
PAPE
3
1.1
1.2
1.3
2.1
3.1
3.2
3.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
own
stre
ngth
s,
wea
knes
ses
and
area
s fo
r im
prov
emen
t.
be a
ble
to id
entif
y pe
rson
al ta
rget
s fo
r im
prov
emen
t.
be a
ble
to c
arry
out
act
ion
plan
ning
and
re
view
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
11
Unit 1: Personal Action Planning continued over page
Unit 1: Personal Action Planning continued over page
Personal and Social Education (Version 2.0)
12
Unit 1: Personal Action Planning (Level 1)
To d
evel
op th
e le
arne
r’s a
ctio
n pl
anni
ng a
nd re
view
ing
skills
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
clas
sify
ow
n pe
rform
ance
acr
oss
fifte
en g
iven
sk
ills a
nd/o
r qua
litie
s in
to s
treng
ths
and
wea
knes
ses.
give
one
pie
ce o
f evi
denc
e fo
r eac
h de
cisi
on
(stre
ngth
or w
eakn
ess)
mad
e.
disc
uss
the
clas
sific
atio
n w
ith a
pee
r or a
dult
and
agre
e am
endm
ents
whe
re a
ppro
pria
te.
prio
ritis
e fiv
e ar
eas
for i
mpr
ovem
ent.
iden
tify
thre
e sk
ills a
nd/o
r qua
litie
s th
at a
re
impo
rtant
to a
ll em
ploy
ers.
give
one
reas
on w
hy e
ach
is im
porta
nt.
iden
tify
two
targ
ets
whi
ch w
ill he
lp to
impr
ove
own
empl
oyab
ility.
writ
e a
‘SM
ART’
act
ion
plan
for t
he ta
rget
s in
clud
ing
info
rmat
ion
on:
a) a
ctio
n re
quire
d b)
revi
ew d
ate(
s).
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Act
ion
Plan
ning
Leve
l 1
PAPL
1
1.1
1.2
2.1
2.2
3.1
3.2
4.1
4.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
sses
s ow
n pe
rform
ance
in
term
s of
stre
ngth
s an
d w
eakn
esse
s.
know
how
to re
view
ow
n cl
assi
ficat
ion.
unde
rsta
nd th
e sk
ills a
nd/o
r qua
litie
s w
hich
ar
e im
porta
nt to
em
ploy
ers.
know
how
to c
arry
out
car
eers
act
ion
plan
ning
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
13
Unit 1: Personal Action Planning (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
revi
ew t
he a
ctio
n pl
an o
nce.
give
two
reas
ons
why
kno
win
g ab
out o
wn
stre
ngth
s an
d w
eakn
esse
s is
impo
rtant
for
self-
deve
lopm
ent,
eg in
car
eer p
lann
ing.
4.3
5.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
unde
rsta
nd th
e im
porta
nce
of k
now
ing
abou
t ow
n sk
ills a
nd q
ualit
ies.
4 5
Personal and Social Education (Version 2.0)
14
Unit 1: Personal Action Planning (Level 2)
To d
evel
op th
e le
arne
r’s a
ctio
n pl
anni
ng a
nd re
view
ing
skills
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
clas
sify
ow
n pe
rform
ance
acr
oss
fifte
en g
iven
sk
ills a
nd/o
r qua
litie
s in
to s
treng
ths
and
wea
knes
ses.
just
ify o
wn
clas
sific
atio
n to
a p
eer o
r adu
lt us
ing
two
exam
ples
for e
ach
skill/
qual
ity.
disc
uss
the
clas
sific
atio
n w
ith a
pee
r or a
dult
and
agre
e am
endm
ents
whe
re a
ppro
pria
te.
prio
ritis
e fiv
e ar
eas
for i
mpr
ovem
ent.
desc
ribe
five
skills
and
/or q
ualit
ies
that
are
im
porta
nt to
all
empl
oyer
s.
expl
ain
clea
rly w
hy e
ach
is im
porta
nt.
iden
tify
four
targ
ets
whi
ch w
ill he
lp to
impr
ove
own
empl
oyab
ility.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Act
ion
Plan
ning
Leve
l 2
PAPL
2
1.1
1.2
2.1
2.2
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
sses
s ow
n pe
rform
ance
in
term
s of
stre
ngth
s an
d w
eakn
esse
s.
know
how
to re
view
ow
n cl
assi
ficat
ion.
unde
rsta
nd th
e sk
ills a
nd/o
r qua
litie
s w
hich
ar
e im
porta
nt to
em
ploy
ers.
know
how
to c
arry
out
car
eers
act
ion
plan
ning
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
15
Unit 1: Personal Action Planning (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
writ
e a
‘SM
ART’
act
ion
plan
for t
he ta
rget
s in
clud
ing
info
rmat
ion
on:
a) a
ctio
n re
quire
d cl
early
set
out
b)
tim
esca
le
c) re
view
dat
es.
revi
ew th
e ac
tion
plan
thre
e tim
es.
prod
uce
a su
mm
ary
at th
e en
d of
the
actio
n pl
anni
ng s
eque
nce,
eva
luat
ing
succ
esse
s an
d fa
ilure
s.
expl
ain
why
kno
win
g ab
out o
wn
stre
ngth
s an
d w
eakn
esse
s is
impo
rtant
for s
elf-
deve
lopm
ent,
eg in
car
eer p
lann
ing.
4.2
4.3
4.4
5.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
unde
rsta
nd th
e im
porta
nce
of e
valu
atin
g ow
n sk
ills a
nd q
ualit
ies.
4 5
Personal and Social Education (Version 2.0)
16
Unit 2: Drugs Education (Entry 1)
To d
evel
op th
e le
arne
r’s b
asic
kno
wle
dge
of d
rugs
, alc
ohol
and
to
bacc
o.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
sort
six
give
n su
bsta
nces
into
saf
e an
d un
safe
ca
tego
ries
whe
n sw
allo
wed
.
reco
gnis
e, fr
om g
iven
mat
eria
l, tw
o le
gal
drug
s in
com
mon
use
, eg
alco
hol,
toba
cco.
reco
gnis
e, fr
om g
iven
mat
eria
l, tw
o ov
er-th
e-co
unte
r med
icin
es.
reco
gnis
e, fr
om g
iven
mat
eria
l, tw
o ille
gal
drug
s.
com
mun
icat
e on
e pr
oble
m re
latin
g to
the
abus
e of
alc
ohol
.
com
mun
icat
e on
e pr
oble
m re
latin
g to
the use
of to
bacc
o.
com
mun
icat
e th
e le
gal a
ge fo
r buy
ing
alco
hol
and
for b
uyin
g to
bacc
o.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Dru
gs E
duca
tion
Entry
1
DR
EE1
1.1
2.1
2.2
2.3
3.1
3.2
3.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
that
som
e su
bsta
nces
ar
e sa
fe a
nd o
ther
s ar
e un
safe
.
be a
ble
to re
cogn
ise
that
som
e dr
ugs
are
lega
l and
oth
ers
are
illeg
al.
know
abo
ut s
ome
prob
lem
s as
soci
ated
with
al
coho
l abu
se a
nd s
mok
ing.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
17
Unit 2: Drugs Education (Entry 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
dru
gs, a
lcoh
ol a
nd to
bacc
o.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
sort
six
give
n su
bsta
nces
into
saf
e an
d un
safe
ca
tego
ries
whe
n us
ed in
appr
opria
tely
.
sort
six
give
n dr
inks
into
alc
ohol
ic a
nd n
on-
alco
holic
.
iden
tify
two
prob
lem
s re
latin
g to
alc
ohol
ab
use.
iden
tify
two
prob
lem
s re
latin
g to
the
use
of
toba
cco.
reco
gnis
e th
e le
gal a
ge fo
r buy
ing
alco
hol a
nd
for b
uyin
g to
bacc
o.
reco
gnis
e tw
o pr
ecau
tions
rela
ting
to th
e us
e of
med
icin
es.
reco
gnis
e tw
o ille
gal d
rugs
.
reco
gnis
e tw
o ad
dict
ive
drug
s.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Dru
gs E
duca
tion
Entry
2
DR
EE2
1.1
1.2
2.1
2.2
2.3
3.1
4.1
4.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
som
e po
tent
ially
saf
e an
d un
safe
sub
stan
ces.
know
abo
ut p
robl
ems
asso
ciat
ed w
ith a
lcoh
ol
abus
e an
d sm
okin
g.
know
abo
ut th
e sa
fe u
se o
f med
icin
es.
be a
ble
to re
cogn
ise
som
e ille
gal a
nd s
ome
addi
ctiv
e dr
ugs.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
18
Unit 2: Drugs Education (Entry 3)
To d
evel
op th
e le
arne
r’s k
now
ledg
e an
d un
ders
tand
ing
of il
lega
l dr
ugs,
alc
ohol
and
toba
cco.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
arra
nge
com
mon
alc
ohol
ic d
rinks
in o
rder
of
alco
holic
val
ue.
outli
ne th
e cu
rren
t gov
ernm
ent a
dvic
e fo
r men
an
d w
omen
on
safe
alc
ohol
con
sum
ptio
n.
iden
tify
two
prob
lem
s as
soci
ated
with
alc
ohol
ab
use.
stat
e br
iefly
the
law
rela
ting
to th
e pu
rcha
se o
f al
coho
l.
nam
e th
ree
harm
ful c
hem
ical
s in
toba
cco.
outli
ne tw
o re
ason
s w
hy p
eopl
e st
art t
o sm
oke.
iden
tify
two
heal
th ri
sks
asso
ciat
ed w
ith
toba
cco.
stat
e br
iefly
the
law
rela
ting
to th
e pu
rcha
se
of to
bacc
o.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Dru
gs E
duca
tion
Entry
3
DR
EE3
1.1
1.2
1.3
1.4
2.1
2.2
2.3
2.4
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut p
robl
ems
asso
ciat
ed w
ith a
lcoh
ol
abus
e.
know
abo
ut p
robl
ems
asso
ciat
ed w
ith
smok
ing.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
19
Unit 2: Drugs Education (Entry 3) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
clas
sify
five
giv
en il
lega
l dru
gs in
to a
ll th
ree
clas
ses
A, B
or C
.
iden
tify
two
spec
ific
heal
th ri
sks
asso
ciat
ed
with
the
use
of tw
o sp
ecifi
c ille
gal d
rugs
.
stat
e br
iefly
the
max
imum
pen
altie
s fo
r the
su
pply
of a
nd th
e po
sses
sion
of t
he th
ree
clas
ses
of il
lega
l dru
gs.
3.1
3.2
3.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut p
robl
ems
asso
ciat
ed w
ith il
lega
l dr
ugs.
3
Personal and Social Education (Version 2.0)
20
Unit 2: Drugs Education (Level 1)
To d
evel
op th
e le
arne
r’s k
now
ledg
e an
d un
ders
tand
ing
of th
e po
tent
ial i
mpl
icat
ions
of t
he u
se o
f ille
gal a
nd le
gal d
rugs
, inc
ludi
ng
toba
cco
and
alco
hol.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
expl
ain
wha
t is
mea
nt b
y ‘p
erce
ntag
e by
vo
lum
e’ o
f an
alco
holic
drin
k.
desc
ribe,
usi
ng e
xam
ples
, the
link
bet
wee
n pe
rcen
tage
by
volu
me
and
units
of a
lcoh
ol.
desc
ribe
curr
ent g
over
nmen
t gui
danc
e fo
r m
en a
nd w
omen
on
safe
alc
ohol
co
nsum
ptio
n.
iden
tify
two
spec
ific
heal
th ri
sks
asso
ciat
ed
with
alc
ohol
abu
se.
desc
ribe
two
soci
al p
robl
ems
asso
ciat
ed w
ith
alco
hol a
buse
.
nam
e th
ree
maj
or h
arm
ful s
ubst
ance
s in
to
bacc
o an
d de
scrib
e th
e ef
fect
of e
ach
on
the
hum
an b
ody.
outli
ne th
ree
soci
al is
sues
ass
ocia
ted
with
to
bacc
o us
e, in
clud
ing
thos
e as
soci
ated
with
pa
ssiv
e sm
okin
g.
iden
tify
two
dang
ers
of th
e m
isus
e of
lega
l dr
ugs
othe
r tha
n to
bacc
o or
alc
ohol
, eg
Valiu
m, s
tero
ids.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Dru
gs E
duca
tion
Leve
l 1
DR
EL1
1.1
1.2
1.3
2.1
2.2
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd in
form
atio
n re
latin
g to
re
com
men
ded
alco
hol i
ntak
e lim
its.
unde
rsta
nd p
robl
ems
asso
ciat
ed w
ith a
lcoh
ol
abus
e.
unde
rsta
nd p
robl
ems
asso
ciat
ed w
ith to
bacc
o ab
use.
know
the
dang
ers
of th
e m
isus
e of
oth
er le
gal
drug
s.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
21
Unit 2: Drugs Education (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
clas
sify
six
ille
gal d
rugs
into
cla
sses
A, B
and
C
.
iden
tify
thre
e sp
ecifi
c he
alth
risk
s as
soci
ated
w
ith th
e us
e of
thre
e sp
ecifi
c ille
gal d
rugs
.
outli
ne th
e m
axim
um p
enal
ties
asso
ciat
ed
with
the
poss
essi
on o
f and
sup
ply
of il
lega
l dr
ugs
from
eac
h cl
ass
(A, B
and
C).
5.1
6.1
7.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut th
e cl
assi
ficat
ion
syst
em fo
r ille
gal
drug
s an
d ho
w d
iffer
ent d
rugs
are
cla
ssifi
ed
into
all
thre
e cl
asse
s.
know
the
heal
th ri
sks
asso
ciat
ed w
ith th
e us
e of
ille
gal d
rugs
.
know
how
the
law
is a
pplie
d in
resp
ect o
f the
po
sses
sion
and
sup
ply
of il
lega
l dru
gs.
5 6 7
Personal and Social Education (Version 2.0)
22
Unit 2: Drugs Education (Level 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e an
d un
ders
tand
ing
of th
e po
tent
ial i
mpl
icat
ions
of t
he u
se o
f ille
gal a
nd le
gal d
rugs
, inc
ludi
ng
toba
cco
and
alco
hol.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
expl
ain
wha
t is
mea
nt b
y ‘p
erce
ntag
e by
vo
lum
e’ o
f an
alco
holic
drin
k.
rese
arch
info
rmat
ion
on te
n co
mm
only
av
aila
ble
alco
holic
drin
ks a
nd u
se it
to
prod
uce
a re
port
in ta
bula
r for
m w
hich
de
mon
stra
tes
the
link
betw
een
perc
enta
ge b
y vo
lum
e an
d un
its o
f alc
ohol
.
stat
e th
e cu
rren
t gov
ernm
ent g
uida
nce
for
men
and
wom
en o
n sa
fe a
lcoh
ol
cons
umpt
ion.
desc
ribe
thre
e sp
ecifi
c he
alth
risk
s as
soci
ated
w
ith a
lcoh
ol a
buse
.
desc
ribe
in d
etai
l thr
ee s
ocia
l pro
blem
s as
soci
ated
with
alc
ohol
abu
se a
nd m
ake
reco
mm
enda
tions
for a
ddre
ssin
g e
ach
of
them
.
nam
e th
ree
mai
n ha
rmfu
l sub
stan
ces
in
toba
cco
and
desc
ribe
the
effe
ct o
f eac
h on
th
e hu
man
bod
y.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Dru
gs E
duca
tion
Leve
l 2
DR
EL2
1.1
1.2
1.3
2.1
2.2
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to in
terp
ret i
nfor
mat
ion
rela
ting
to
reco
mm
ende
d al
coho
l int
ake
limits
.
unde
rsta
nd p
robl
ems
asso
ciat
ed w
ith a
lcoh
ol
abus
e.
unde
rsta
nd p
robl
ems
asso
ciat
ed w
ith to
bacc
o ab
use.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
23
Unit 2: Drugs Education (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
in d
etai
l thr
ee s
ocia
l iss
ues
asso
ciat
ed w
ith to
bacc
o us
e, in
clud
ing
pass
ive
smok
ing,
and
mak
e re
com
men
datio
ns fo
r add
ress
ing
each
of
them
.
desc
ribe
in d
etai
l the
pot
entia
l effe
cts
of th
e m
isus
e of
thre
e le
gal d
rugs
oth
er th
an
toba
cco
or a
lcoh
ol, e
g V
aliu
m, s
tero
ids.
clas
sify
six
ille
gal d
rugs
into
cla
sses
A, B
and
C
.
rese
arch
and
des
crib
e th
e sp
ecifi
c he
alth
ris
ks a
ssoc
iate
d w
ith th
e us
e of
five
spe
cific
ille
gal d
rugs
.
outli
ne th
e m
axim
um p
enal
ties
asso
ciat
ed
with
the
poss
essi
on o
f and
sup
ply
of il
lega
l dr
ugs
from
eac
h cl
ass
(A, B
and
C).
3.2
4.1
5.1
6.1
7.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
know
the
dang
ers
of th
e m
isus
e of
lega
l dr
ugs.
know
abo
ut th
e cl
assi
ficat
ion
syst
em fo
r ille
gal
drug
s an
d ho
w d
iffer
ent d
rugs
are
cla
ssifi
ed
into
all
thre
e cl
asse
s.
know
the
heal
th ri
sks
asso
ciat
ed w
ith th
e us
e of
ille
gal d
rugs
.
know
how
the
law
is a
pplie
d in
resp
ect o
f the
po
sses
sion
and
sup
ply
of il
lega
l dru
gs.
3 4 5 6 7
Personal and Social Education (Version 2.0)
24
Unit 3: Sex and Relationship Education (Entry 1)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
per
sona
l rel
atio
nshi
ps.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e th
e na
me
of a
frie
nd, a
fam
ily
mem
ber a
nd a
ny o
ther
per
son
with
who
m a
di
ffere
nt re
latio
nshi
p ex
ists
.
com
mun
icat
e on
e fe
elin
g ab
out e
ach
of th
ese
rela
tions
hips
.
reco
gnis
e, fr
om g
iven
mat
eria
l, a
sexu
al
rela
tions
hip.
reco
gnis
e, fr
om g
iven
mat
eria
l, th
e di
ffere
nce
betw
een
appr
opria
te b
ody
spac
e in
clo
se a
nd
in fo
rmal
rela
tions
hips
.
com
mun
icat
e th
ree
phys
ical
diff
eren
ces
betw
een
mal
es a
nd fe
mal
es a
t pub
erty
.
reco
gnis
e th
at a
n eg
g an
d sp
erm
mak
e a
baby
.
reco
gnis
e fro
m w
hich
par
t of t
he b
ody
a ba
by
is b
orn.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Sex
and
Rel
atio
nshi
p Ed
ucat
ion
Entry
1
SRE
E1
1.1
1.2
1.3
1.4
2.1
2.2
2.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut s
ome
diffe
rent
sor
ts o
f re
latio
nshi
p.
know
abo
ut p
hysi
cal a
spec
ts o
f hum
an
repr
oduc
tion.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
25
Unit 3: Sex and Relationship Education (Entry 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
per
sona
l rel
atio
nshi
ps.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e th
e na
me
of a
frie
nd, a
fam
ily
mem
ber a
nd a
ny o
ther
per
son
with
who
m a
di
ffere
nt re
latio
nshi
p ex
ists
.
com
mun
icat
e tw
o go
od a
nd tw
o ba
d fe
atur
es
that
can
exi
st in
rela
tions
hips
.
iden
tify,
from
giv
en m
ater
ial,
a se
xual
re
latio
nshi
p.
reco
gnis
e, fr
om g
iven
mat
eria
l, th
e di
ffere
nce
betw
een
appr
opria
te b
ody
spac
e in
clo
se a
nd
in fo
rmal
rela
tions
hips
.
iden
tify
and
loca
te th
ree
parts
of t
he m
ale
and
thre
e pa
rts o
f the
fem
ale
repr
oduc
tive
syst
ems.
reco
gnis
e th
e m
ain
stag
es o
f rep
rodu
ctio
n an
d bi
rth.
com
mun
icat
e ho
w o
ne m
etho
d of
co
ntra
cept
ion
wor
ks.
indi
cate
how
the
trans
mis
sion
of s
exua
lly
trans
mitt
ed in
fect
ions
can
be
prev
ente
d.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Sex
and
Rel
atio
nshi
p Ed
ucat
ion
Entry
2
SRE
E2
1.1
1.2
1.3
1.4
2.1
2.2
3.1
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut s
ome
diffe
rent
sor
ts o
f re
latio
nshi
p.
know
abo
ut p
hysi
cal a
spec
ts o
f hum
an
repr
oduc
tion.
know
abo
ut c
ontra
cept
ion.
know
how
to p
reve
nt th
e tra
nsm
issi
on o
f se
xual
ly tr
ansm
itted
infe
ctio
ns.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
26
Unit 3: Sex and Relationship Education (Entry 3)
To d
evel
op th
e le
arne
r’s k
now
ledg
e a
nd u
nder
stan
ding
of p
erso
nal
rela
tions
hips
.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
indi
cate
how
the
rela
tions
hip
betw
een
a ch
ild
and
a pa
rent
/car
er c
hang
es fr
om b
irth
to
adul
thoo
d.
outli
ne th
ree
qual
ities
of g
ood
pare
ntin
g/ca
ring.
iden
tify
thre
e ch
ange
s w
hich
may
take
pla
ce
in a
rela
tions
hip
with
a p
artn
er.
reco
gnis
e, fr
om g
iven
mat
eria
l, th
e di
ffere
nce
betw
een
appr
opria
te b
ody
spac
e in
clo
se a
nd
in fo
rmal
rela
tions
hips
.
stat
e th
e le
gal a
ge fo
r sex
ual i
nter
cour
se.
loca
te th
e m
ain
parts
of b
oth
the
mal
e an
d fe
mal
e re
prod
uctiv
e sy
stem
s.
outli
ne th
e m
ain
stag
es o
f rep
rodu
ctio
n an
d bi
rth.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Sex
and
Rel
atio
nshi
p Ed
ucat
ion
Entry
3
SRE
E3
1.1
1.2
1.3
1.4
1.5
2.1
2.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut s
ome
diffe
rent
sor
ts o
f re
latio
nshi
p.
know
abo
ut p
hysi
cal a
spec
ts o
f hum
an
repr
oduc
tion.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
27
Unit 3: Sex and Relationship Education (Entry 3) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne b
riefly
the
use
and
effe
ctiv
enes
s of
th
ree
met
hods
of c
ontra
cept
ion
in a
hea
lthy
rela
tions
hip.
outli
ne th
e w
ork
of a
n or
gani
satio
n w
here
ad
vice
on
rela
tions
hips
and
con
trace
ptio
n ca
n be
obt
aine
d.
stat
e th
e sy
mpt
oms
and
treat
men
t of t
hree
di
ffere
nt ty
pes
of s
exua
lly tr
ansm
itted
in
fect
ion.
indi
cate
how
the
trans
mis
sion
of s
exua
lly
trans
mitt
ed in
fect
ions
can
be
prev
ente
d.
3.1
3.2
4.1
4.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut c
ontra
cept
ion.
know
abo
ut s
exua
lly tr
ansm
itted
infe
ctio
ns
and
how
to p
reve
nt th
eir t
rans
mis
sion
.
3 4
Personal and Social Education (Version 2.0)
28
Unit 3: Sex and Relationship Education (Level 1)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of t
he im
porta
nce
of
rela
tions
hips
and
to p
rovi
de s
ex e
duca
tion
with
in th
is c
onte
xt.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
thre
e re
spon
sibi
litie
s of
goo
d pa
rent
s/ca
rers
.
list t
hree
qua
litie
s of
goo
d pa
rent
s/ca
rers
and
ex
plai
n w
hy e
ach
is im
porta
nt.
outli
ne tw
o fa
ctor
s w
hich
can
hel
p re
latio
nshi
ps to
thriv
e an
d de
velo
p.
outli
ne tw
o be
nefit
s of
frie
ndsh
ip.
outli
ne th
ree
reas
ons
why
peo
ple
may
cho
ose
to m
arry
.
iden
tify
thre
e ca
uses
of b
reak
dow
ns in
re
latio
nshi
ps.
nam
e an
org
anis
atio
n th
at s
uppo
rts
rela
tions
hips
in c
risis
.
desc
ribe
how
the
orga
nisa
tion
carr
ies
out i
ts
role
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Sex
and
Rel
atio
nshi
p Ed
ucat
ion
Leve
l 1
SRE
L1
1.1
1.2
2.1
2.2
3.1
4.1
5.1
5.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
wha
t con
stitu
tes
good
pa
rent
ing/
carin
g.
unde
rsta
nd th
e im
porta
nce
of re
latio
nshi
ps.
unde
rsta
nd w
hy p
eopl
e ge
t mar
ried.
know
wha
t may
cau
se re
latio
nshi
ps to
bre
ak
dow
n.
know
abo
ut th
e w
ork
of a
n or
gani
satio
n th
at
supp
orts
rela
tions
hips
in c
risis
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
29
Unit 3: Sex and Relationship Education (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne tw
o po
tent
ial c
onse
quen
ces
for a
fa
mily
of s
epar
atio
n or
div
orce
.
desc
ribe
the
mai
n ad
vant
ages
and
di
sadv
anta
ges
of d
iffer
ent t
ypes
of
cont
race
ptio
n.
iden
tify
thre
e se
xual
ly tr
ansm
itted
infe
ctio
ns.
list t
wo
way
s to
pre
vent
sex
ually
tran
smitt
ed
infe
ctio
ns.
list t
he n
ames
and
con
tact
det
ails
of t
wo
orga
nisa
tions
from
whi
ch a
dvic
e on
co
ntra
cept
ion
can
be o
btai
ned.
6.1
7.1
8.1
8.2
9.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd th
e im
pact
of s
epar
atio
n or
di
vorc
e on
fam
ily li
fe.
asse
ss th
e ap
prop
riate
ness
of d
iffer
ent k
inds
of
con
trace
ptio
n.
know
how
sex
ually
tran
smitt
ed in
fect
ions
can
be
pre
vent
ed.
know
whe
re to
obt
ain
prof
essi
onal
adv
ice
on
cont
race
ptio
n.
6 7 8 9
Personal and Social Education (Version 2.0)
30
Unit 3: Sex and Relationship Education (Level 2)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of t
he im
porta
nce
of
rela
tions
hips
and
to p
rovi
de s
ex e
duca
tion
with
in th
is c
onte
xt.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
disc
uss
and
eval
uate
the
impo
rtanc
e of
thre
e re
spon
sibi
litie
s of
goo
d pa
rent
s/ca
rers
.
disc
uss
and
eval
uate
the
impo
rtanc
e of
thre
e qu
aliti
es o
f goo
d pa
rent
s/ca
rers
.
desc
ribe
thre
e fa
ctor
s w
hich
can
hel
p re
latio
nshi
ps to
thriv
e an
d de
velo
p.
disc
uss
thre
e be
nefit
s an
d th
ree
resp
onsi
bilit
ies
of fr
iend
ship
.
disc
uss
thre
e di
ffere
nt re
ason
s fo
r hav
ing
a se
xual
rela
tions
hip
and
thre
e di
ffere
nt
reas
ons
for d
elay
ing
a se
xual
rela
tions
hip.
disc
uss
thre
e re
ason
s w
hy p
eopl
e m
ay
choo
se to
mar
ry.
disc
uss
thre
e ca
uses
of b
reak
dow
ns in
re
latio
nshi
ps a
nd s
ugge
st w
ays
to p
reve
nt th
is
happ
enin
g.
rese
arch
and
des
crib
e th
e w
ork
of a
n or
gani
satio
n th
at s
uppo
rts re
latio
nshi
ps in
cr
isis
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Sex
and
Rel
atio
nshi
p Ed
ucat
ion
Leve
l 2
SRE
L2
1.1
1.2
2.1
2.2
3.1
3.2
4.1
5.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
wha
t con
stitu
tes
good
pa
rent
ing/
carin
g.
unde
rsta
nd th
e im
porta
nce
of re
latio
nshi
ps.
unde
rsta
nd w
hy p
eopl
e ch
oose
to h
ave
sexu
al re
latio
nshi
ps a
nd c
hoos
e to
get
m
arrie
d.
know
wha
t may
cau
se re
latio
nshi
ps to
bre
ak
dow
n.
know
abo
ut th
e w
ork
of a
n or
gani
satio
n th
at
supp
orts
rela
tions
hips
in c
risis
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
31
Unit 3: Sex and Relationship Education (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
disc
uss
thre
e po
tent
ial c
onse
quen
ces
for a
fa
mily
of s
epar
atio
n or
div
orce
.
desc
ribe
and
eval
uate
the
mai
n ad
vant
ages
an
d di
sadv
anta
ges
of th
ree
diffe
rent
co
ntra
cept
ive
met
hods
.
rese
arch
and
repo
rt on
the
caus
es, e
ffect
s,
prev
entio
n an
d tre
atm
ent o
f thr
ee s
exua
lly
trans
mitt
ed in
fect
ions
.
rese
arch
and
sta
te th
e na
mes
and
con
tact
de
tails
of t
hree
org
anis
atio
ns fr
om w
hich
ad
vice
on
cont
race
ptio
n ca
n be
obt
aine
d.
6.1
7.1
8.1
9.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd th
e im
pact
of s
epar
atio
n or
di
vorc
e on
fam
ily li
fe.
asse
ss th
e ap
prop
riate
ness
of d
iffer
ent k
inds
of
con
trace
ptio
n.
know
how
sex
ually
tran
smitt
ed in
fect
ions
can
be
pre
vent
ed.
know
whe
re to
obt
ain
prof
essi
onal
adv
ice
on
cont
race
ptio
n.
6 7 8 9
Personal and Social Education (Version 2.0)
32
Unit 4: Personal Finance (Entry 1)
To d
evel
op th
e le
arne
r’s b
asic
bud
getin
g sk
ills.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
15
.1 A
ccou
ntin
g an
d Fi
nanc
e
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
reco
gnis
e th
e ei
ght B
ritis
h co
ins.
com
mun
icat
e th
e ap
prox
imat
e co
st o
f thr
ee
regu
larly
bou
ght i
tem
s.
reco
gnis
e, fr
om g
iven
mat
eria
l, on
e ite
m to
sa
ve fo
r.
com
mun
icat
e on
e w
ay o
f sav
ing.
parti
cipa
te a
s a
mem
ber o
f a g
roup
in a
fund
-ra
isin
g ac
tivity
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Fin
ance
Entry
1
PEFE
1
1.1
2.1
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
Briti
sh c
oins
cur
rent
ly in
us
e.
know
the
appr
oxim
ate
cost
of s
ome
regu
larly
bo
ught
item
s.
know
wha
t is
mea
nt b
y sa
ving
.
be a
ble
to p
artic
ipat
e as
a m
embe
r of a
gro
up
in a
fund
-rai
sing
act
ivity
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
33
Unit 4: Personal Finance (Entry 2)
To d
evel
op th
e le
arne
r’s b
asic
bud
getin
g sk
ills.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
15
.1 A
ccou
ntin
g an
d Fi
nanc
e
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
rank
ord
er B
ritis
h co
ins
and
note
s up
to a
nd
incl
udin
g £1
0.
com
mun
icat
e th
e ap
prox
imat
e co
st o
f fiv
e re
gula
rly b
ough
t ite
ms.
iden
tify
one
item
that
cou
ld b
e sa
ved
for a
nd
its a
ppro
xim
ate
cost
.
indi
cate
how
the
item
cou
ld b
e sa
ved
for,
incl
udin
g th
e ap
prox
imat
e tim
e sc
ale.
parti
cipa
te a
s a
mem
ber o
f a g
roup
in a
fund
-ra
isin
g ac
tivity
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Fin
ance
Entry
2
PEFE
2
1.1
2.1
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y th
e re
lativ
e va
lue
of B
ritis
h co
ins
and
note
s.
know
the
appr
oxim
ate
cost
of s
ome
regu
larly
bo
ught
item
s.
know
wha
t is
mea
nt b
y sa
ving
.
be a
ble
to p
artic
ipat
e as
a m
embe
r of a
gro
up
in a
fund
-rai
sing
act
ivity
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
34
Unit 4: Personal Finance (Entry 3)
To d
evel
op th
e le
arne
r’s p
erso
nal f
inan
ce s
kills
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
15
.1 A
ccou
ntin
g an
d Fi
nanc
e
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
rank
ord
er th
e co
st o
f fiv
e gi
ven
lifes
tyle
ex
pens
es, e
g ho
use,
car
, bed
, frid
ge, i
ron.
iden
tify
thre
e di
ffere
nt m
etho
ds o
f pay
men
t for
go
ods
and
serv
ices
.
stat
e tw
o re
ason
s fo
r sav
ing
mon
ey.
iden
tify
the
mai
n di
ffere
nce
betw
een
a cu
rren
t ac
coun
t and
a s
avin
gs a
ccou
nt.
com
plet
e an
app
licat
ion
form
to o
pen
a cu
rren
t acc
ount
or s
avin
gs a
ccou
nt.
list o
ne w
eek’
s pe
rson
al in
com
e an
d sp
endi
ng.
mak
e a
sim
ple
com
paris
on o
f ow
n in
com
e an
d sp
endi
ng.
mak
e a
cont
ribut
ion
to th
e pl
anni
ng o
f a fu
nd-
rais
ing
activ
ity.
parti
cipa
te a
s a
mem
ber o
f a g
roup
in a
fund
-ra
isin
g ac
tivity
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Fin
ance
Entry
3
PEFE
3
1.1
1.2
2.1
2.2
3.1
4.1
4.2
5.1
5.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
the
rela
tive
cost
of s
ome
com
mon
lif
esty
le e
xpen
ses
and
how
to p
ay fo
r the
m.
know
wha
t is
mea
nt b
y sa
ving
.
be a
ble
to c
ompl
ete
a ba
nk a
ccou
nt
appl
icat
ion
form
.
be a
ble
to re
cord
per
sona
l inc
ome
and
expe
nditu
re o
ver t
ime.
be a
ble
to h
elp
to p
lan,
par
ticip
ate
in a
nd
revi
ew o
n ow
n co
ntrib
utio
n to
a fu
nd-r
aisi
ng
activ
ity.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
35
Unit 4: Personal Finance continued over page
Unit 4: Personal Finance continued over page
Personal and Social Education (Version 2.0)
36
Unit 4: Personal Finance (Level 1)
To d
evel
op th
e le
arne
r’s p
erso
nal f
inan
ce s
kills
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
15
.1 A
ccou
ntin
g an
d Fi
nanc
e
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne tw
o fin
anci
al s
ervi
ces
avai
labl
e to
the
indi
vidu
al fr
om a
cho
sen
bank
or s
avin
gs
inst
itutio
n.
iden
tify
the
mea
ning
of t
he te
rms
and
abbr
evia
tions
use
d on
a b
ank
stat
emen
t.
iden
tify
how
cre
dit a
nd d
ebit
item
s ar
e ta
ken
into
acc
ount
in d
eter
min
ing
the
bala
nce.
desc
ribe
the
diffe
renc
e be
twee
n gr
oss
pay
and
net p
ay.
iden
tify
two
stat
utor
y an
d on
e no
n-st
atut
ory
dedu
ctio
ns fr
om p
ay a
nd d
escr
ibe
wha
t eac
h de
duct
ion
is fo
r.
prod
uce,
from
giv
en in
form
atio
n, a
real
istic
pe
rson
al b
udge
t for
livi
ng c
osts
for o
ne w
eek
or o
ne m
onth
.
expl
ain
why
pen
sion
pla
nnin
g is
impo
rtant
for
the
indi
vidu
al.
outli
ne t
he m
eani
ng o
f ann
ual p
erce
ntag
e ra
te o
f int
eres
t (A
PR).
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Fin
ance
Leve
l 1
PEFL
1
1.1
2.1
2.2
3.1
3.2
4.1
5.1
6.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut th
e di
ffere
nt s
ervi
ces
avai
labl
e fo
r th
e in
divi
dual
from
a b
ank
or s
avin
gs
inst
itutio
n.
know
how
to in
terp
ret i
nfor
mat
ion
show
n on
a
bank
sta
tem
ent.
know
how
to in
terp
ret i
nfor
mat
ion
show
n on
a
pay
slip
.
know
how
to b
udge
t.
unde
rsta
nd th
e im
porta
nce
of p
ensi
on
plan
ning
.
unde
rsta
nd th
e m
eani
ng a
nd fi
nanc
ial
impl
icat
ions
of b
uyin
g on
cre
dit.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5 6
Personal and Social Education (Version 2.0)
37
Unit 4: Personal Finance (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
the
mai
n ad
vant
ages
and
di
sadv
anta
ges
of b
uyin
g on
cre
dit.
outli
ne th
e di
ffere
nce
betw
een
a cr
edit
card
an
d a
debi
t car
d.
iden
tify
two
pers
onal
sta
te b
enef
its o
r al
low
ance
s an
d de
scrib
e th
e ci
rcum
stan
ces
in
whi
ch e
ach
is p
aid.
6.2
6.3
7.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
.)
know
abo
ut a
sel
ectio
n of
sta
te b
enef
its o
r al
low
ance
s fo
r the
indi
vidu
al.
6 7
Personal and Social Education (Version 2.0)
38
Unit 4: Personal Finance (Level 2)
To d
evel
op th
e le
arne
r’s p
erso
nal f
inan
ce s
kills
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
15
.1 A
ccou
ntin
g an
d Fi
nanc
e
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
rese
arch
and
com
pare
two
finan
cial
ser
vice
s av
aila
ble
to th
e in
divi
dual
from
two
diffe
rent
ba
nkin
g or
sav
ings
inst
itutio
ns.
iden
tify
the
mea
ning
of t
he te
rms
and
abbr
evia
tions
use
d on
a b
ank
stat
emen
t.
rese
arch
and
com
pare
sav
ings
acc
ount
s of
fere
d by
thre
e di
ffere
nt p
rovi
ders
.
desc
ribe
the
diffe
renc
e be
twee
n gr
oss
pay
and
net p
ay.
iden
tify
two
stat
utor
y an
d on
e no
n-st
atut
ory
dedu
ctio
ns fr
om p
ay a
nd d
escr
ibe
wha
t eac
h de
duct
ion
is fo
r.
prod
uce,
from
giv
en in
form
atio
n, a
real
istic
pe
rson
al b
udge
t for
livi
ng c
osts
for o
ne w
eek
or o
ne m
onth
.
rese
arch
and
repo
rt on
way
s to
impr
ove
the
valu
e fo
r mon
ey o
f the
bud
get a
lread
y pr
oduc
ed.
expl
ain
why
pen
sion
pla
nnin
g is
impo
rtant
for
the
indi
vidu
al.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Fin
ance
Leve
l 2
PEFL
2
1.1
2.1
2.2
3.1
3.2
4.1
4.2
5.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut th
e di
ffere
nt s
ervi
ces
avai
labl
e fo
r th
e in
divi
dual
from
ban
king
or s
avin
gs
inst
itutio
ns.
know
how
to in
terp
ret i
nfor
mat
ion
show
n on
a
bank
sta
tem
ent a
nd to
com
pare
sav
ings
ac
coun
ts fr
om d
iffer
ent p
rovi
ders
.
know
how
to in
terp
ret i
nfor
mat
ion
show
n on
a
pay
slip
.
know
how
to b
udge
t.
unde
rsta
nd th
e im
porta
nce
of p
ensi
on
plan
ning
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
39
Unit 4: Personal Finance (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne th
e m
eani
ng o
f ann
ual p
erce
ntag
e ra
te
of in
tere
st (A
PR).
desc
ribe
the
mai
n ad
vant
ages
and
di
sadv
anta
ges
of b
uyin
g on
cre
dit.
outli
ne a
nd c
ompa
re th
ree
diffe
rent
way
s of
bu
ying
on
cred
it.
desc
ribe
the
diffe
renc
e be
twee
n a
cred
it ca
rd
and
a de
bit c
ard.
desc
ribe
two
pers
onal
sta
te b
enef
its o
r al
low
ance
s an
d th
e ci
rcum
stan
ces
in w
hich
ea
ch is
pai
d.
6.1
6.2
6.3
6.4
7.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd th
e m
eani
ng a
nd fi
nanc
ial
impl
icat
ions
of b
uyin
g on
cre
dit.
know
abo
ut a
sel
ectio
n of
sta
te b
enef
its o
r al
low
ance
s fo
r the
indi
vidu
al.
6 7
Personal and Social Education (Version 2.0)
40
Unit 5: Emotional Wellbeing (Entry 1)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of e
mot
iona
l exp
erie
nces
an
d th
eir e
ffect
s.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e:
a) tw
o ha
ppy
expe
rienc
es
b) tw
o sa
d ex
perie
nces
.
com
mun
icat
e w
ho m
ight
hel
p de
al w
ith tw
o gi
ven
emot
iona
l exp
erie
nces
, eg
brea
k-up
of
pare
nts,
ber
eave
men
t.
com
mun
icat
e on
e ac
tion
that
can
be
seen
as
bully
ing.
reco
gnis
e, th
roug
h pa
rtici
patio
n in
or
obse
rvat
ion
of ro
le p
lay,
an
asse
rtive
atti
tude
to
bul
lyin
g.
com
mun
icat
e th
e na
me
of a
per
son
to te
ll if
bully
ing
is ta
king
pla
ce.
com
mun
icat
e on
e w
ay to
hel
p a
frien
d.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Emot
iona
l Wel
lbei
ng
Entry
1
EMW
E1
1.1
1.2
2.1
2.2
2.3
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
emot
ions
and
whe
re to
ob
tain
em
otio
nal s
uppo
rt.
know
abo
ut b
ully
ing.
know
a w
ay to
be
a go
od fr
iend
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
41
Unit 5: Emotional Wellbeing (Entry 2)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of e
mot
iona
l exp
erie
nces
an
d th
eir e
ffect
s.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify,
from
giv
en m
ater
ials
, fou
r em
otio
ns.
com
mun
icat
e ho
w tw
o gi
ven
emot
iona
l ex
perie
nces
mig
ht b
e m
anag
ed.
reco
gnis
e th
ree
actio
ns th
at c
an b
e se
en a
s bu
llyin
g.
com
mun
icat
e an
ass
ertiv
e at
titud
e to
bul
lyin
g.
iden
tify,
from
giv
en m
ater
ials
, the
nam
e of
on
e ag
ency
that
sup
ports
the
vict
ims
of
bully
ing.
iden
tify
two
way
s to
be
a go
od fr
iend
.
iden
tify
give
n illn
esse
s as
eith
er m
enta
l or
phys
ical
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Emot
iona
l Wel
lbei
ng
Entry
2
EMW
E2
1.1
1.2
2.1
2.2
2.3
3.1
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y em
otio
ns a
nd k
now
how
to
man
age
emot
iona
l exp
erie
nces
.
know
abo
ut b
ully
ing.
know
how
to b
e a
good
frie
nd.
know
that
illn
ess
can
be m
enta
l or p
hysi
cal.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
42
Unit 5: Emotional Wellbeing (Entry 3)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of e
mot
iona
l exp
erie
nces
an
d th
eir e
ffect
s.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
link
five
emot
ions
to d
iffer
ent e
vent
s.
iden
tify
two
stre
ssfu
l situ
atio
ns a
nd e
xpla
in
how
eac
h co
uld
be m
anag
ed.
iden
tify
thre
e w
ays
to im
prov
e se
lf-co
nfid
ence
.
reco
gnis
e th
at b
ully
ing
can
be b
oth
phys
ical
an
d no
n-ph
ysic
al.
com
mun
icat
e an
ass
ertiv
e at
titud
e to
bul
lyin
g.
outli
ne th
e w
ork
of o
ne a
genc
y th
at s
uppo
rts
the
vict
ims
of b
ully
ing.
use
exam
ples
to s
how
how
pee
r pre
ssur
e w
orks
.
iden
tify
the
mai
n di
ffere
nce
betw
een
a ph
ysic
al a
nd a
men
tal i
llnes
s.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Emot
iona
l Wel
lbei
ng
Entry
3
EMW
E3
1.1
1.2
1.3
2.1
2.2
2.3
3.1
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y em
otio
ns a
nd k
now
how
to
man
age
emot
iona
l exp
erie
nces
.
know
abo
ut b
ully
ing.
know
abo
ut p
eer p
ress
ure.
know
that
illn
ess
can
be m
enta
l or p
hysi
cal.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
43
Unit 5: Emotional Wellbeing continued over page
Unit 5: Emotional Wellbeing continued over page
Personal and Social Education (Version 2.0)
44
Unit 5: Emotional Wellbeing (Level 1)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of f
acto
rs th
an c
an a
ffect
em
otio
nal w
ellb
eing
and
how
thes
e m
ay b
e ad
dres
sed.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
two
caus
es o
f stre
ss.
outli
ne w
hy e
ach
caus
e m
ight
resu
lt in
stre
ss
for a
n in
divi
dual
.
list t
he m
ain
effe
cts
of s
tress
.
desc
ribe
two
stre
ss m
anag
emen
t tec
hniq
ues.
stat
e w
hat i
s m
eant
by
prej
udic
e.
list t
hree
form
s of
pre
judi
ce.
desc
ribe
two
cons
eque
nces
of p
reju
dice
.
desc
ribe
wha
t is
mea
nt b
y ‘e
qual
op
portu
nitie
s’.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Emot
iona
l Wel
lbei
ng
Leve
l 1
EMW
L1
1.1
1.2
2.1
3.1
4.1
4.2
5.1
6.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd p
ossi
ble
caus
es o
f stre
ss.
know
pos
sibl
e ef
fect
s of
stre
ss.
know
abo
ut h
ow s
tress
can
be
man
aged
.
unde
rsta
nd th
e m
eani
ng o
f pre
judi
ce.
know
abo
ut th
e co
nseq
uenc
es o
f pre
judi
ce.
unde
rsta
nd th
e m
eani
ng o
f equ
al
oppo
rtuni
ties.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5 6
Personal and Social Education (Version 2.0)
45
Unit 5: Emotional Wellbeing (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
two
inst
ance
s of
equ
al o
ppor
tuni
ties
eith
er b
eing
pro
vide
d or
bei
ng d
enie
d.
give
two
exam
ples
of b
ully
ing
and
expl
ain
why
ea
ch o
ccur
s.
desc
ribe
one
way
of d
ealin
g w
ith b
ully
ing.
desc
ribe
the
natu
re a
nd tr
eatm
ent o
f one
m
enta
l illn
ess.
outli
ne th
e su
ppor
t offe
red
by a
spe
cial
ised
ag
ency
dea
ling
with
this
men
tal i
llnes
s.
6.2
7.1
7.2
8.1
8.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
unde
rsta
nd th
e na
ture
of b
ully
ing
and
how
to
deal
with
it.
know
abo
ut th
e na
ture
of a
sel
ecte
d m
enta
l illn
ess
and
how
it m
ay b
e tre
ated
.
6 7 8
Personal and Social Education (Version 2.0)
46
Unit 5: Emotional Wellbeing (Level 2)
To d
evel
op th
e le
arne
r’s u
nder
stan
ding
of f
acto
rs th
an c
an a
ffect
em
otio
nal w
ellb
eing
and
how
thes
e m
ay b
e ad
dres
sed.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
thre
e ca
uses
of s
tress
.
expl
ain
why
eac
h ca
use
mig
ht re
sult
in s
tress
fo
r an
indi
vidu
al.
list t
he m
ain
effe
cts
of s
tress
.
desc
ribe
brie
fly e
ach
effe
ct u
sing
exa
mpl
es
whe
re p
ossi
ble.
desc
ribe
thre
e st
ress
man
agem
ent
tech
niqu
es a
nd e
xpla
in h
ow e
ach
may
be
of
bene
fit.
defin
e w
hat i
s m
eant
by
prej
udic
e.
desc
ribe
four
form
s of
pre
judi
ce.
expl
ain
thre
e ca
uses
of p
reju
dice
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Emot
iona
l Wel
lbei
ng
Leve
l 2
EMW
L2
1.1
1.2
2.1
2.2
3.1
4.1
4.2
4.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd p
ossi
ble
caus
es o
f stre
ss.
know
pos
sibl
e ef
fect
s of
stre
ss.
know
abo
ut h
ow s
tress
can
be
man
aged
.
unde
rsta
nd th
e m
eani
ng a
nd c
ause
s of
pr
ejud
ice.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
47
Unit 5: Emotional Wellbeing (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
thre
e co
nseq
uenc
es o
f pre
judi
ce
usin
g ex
ampl
es.
expl
ain
wha
t is
mea
nt b
y ‘e
qual
opp
ortu
nitie
s’.
desc
ribe
thre
e in
stan
ces
of e
qual
op
portu
nitie
s ei
ther
bei
ng p
rovi
ded
or b
eing
de
nied
.
desc
ribe
thre
e ex
ampl
es o
f bul
lyin
g,
expl
aini
ng w
hy e
ach
occu
rs.
desc
ribe
in d
etai
l tw
o w
ays
of d
ealin
g w
ith
bully
ing.
desc
ribe
the
natu
re a
nd tr
eatm
ent o
f one
m
enta
l illn
ess.
outli
ne th
e su
ppor
t offe
red
by a
spe
cial
ised
ag
ency
dea
ling
with
this
men
tal i
llnes
s.
5.1
6.1
6.2
7.1
7.2
8.1
8.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut th
e co
nseq
uenc
es o
f pre
judi
ce.
unde
rsta
nd th
e m
eani
ng o
f equ
al
oppo
rtuni
ties.
unde
rsta
nd th
e na
ture
of b
ully
ing
and
how
to
deal
with
it.
know
abo
ut th
e na
ture
of a
sel
ecte
d m
enta
l illn
ess
and
how
it m
ay b
e tre
ated
.
5 6 7 8
Personal and Social Education (Version 2.0)
48
Unit 6: Healthy Lifestyles (Entry 1)
To e
nabl
e th
e le
arne
r to
deve
lop
know
ledg
e an
d un
ders
tand
ing
of
heal
th-r
elat
ed is
sues
and
to m
ake
heal
thy
deci
sion
s in
rela
tion
to
diet
, exe
rcis
e an
d ot
her l
ifest
yle
choi
ces.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
reco
gnis
e, fr
om g
iven
mat
eria
ls, t
hree
thin
gs
need
ed fo
r a h
ealth
y bo
dy.
com
mun
icat
e tw
o w
ays
to p
rote
ct th
e bo
dy
from
the
sun.
reco
gnis
e, fr
om g
iven
mat
eria
ls, t
hree
he
alth
care
ser
vice
s.
com
mun
icat
e th
e lo
catio
n of
a lo
cal h
ealth
fa
cilit
y.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Hea
lthy
Life
styl
es
Entry
1
HLS
E1
1.1
2.1
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
need
ed fo
r a h
ealth
y bo
dy.
know
abo
ut th
e im
porta
nce
of p
rote
ctio
n fro
m
the
sun
and
how
to a
chie
ve it
.
know
that
ther
e ar
e di
ffere
nt h
ealth
care
se
rvic
es a
nd w
here
one
can
be
foun
d.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
49
Unit 6: Healthy Lifestyles (Entry 2)
To e
nabl
e th
e le
arne
r to
deve
lop
know
ledg
e an
d un
ders
tand
ing
of
heal
th-r
elat
ed is
sues
and
to m
ake
heal
thy
deci
sion
s in
rela
tion
to
diet
, exe
rcis
e an
d ot
her l
ifest
yle
choi
ces.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e th
ree
thin
gs n
eede
d fo
r a
heal
thy
body
.
iden
tify
thre
e go
od e
atin
g ha
bits
.
iden
tify
thre
e ph
ysic
al a
ctiv
ities
whi
ch
prom
ote
fitne
ss.
com
mun
icat
e on
e re
ason
why
pro
tect
ion
from
th
e su
n is
impo
rtant
.
com
mun
icat
e tw
o w
ays
to a
chie
ve th
is.
iden
tify
the
role
s of
thre
e gi
ven
heal
thca
re
serv
ices
.
com
mun
icat
e th
e lo
catio
n of
a lo
cal h
ealth
fa
cilit
y.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Hea
lthy
Life
styl
es
Entry
2
HLS
E2
1.1
1.2
1.3
2.1
2.2
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
need
ed fo
r a h
ealth
y bo
dy.
know
abo
ut th
e im
porta
nce
of p
rote
ctio
n fro
m
the
sun
and
how
to a
chie
ve it
.
know
abo
ut th
e ro
les
of s
ome
give
n he
alth
care
ser
vice
s.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
50
Unit 6: Healthy Lifestyles (Entry 3)
To e
nabl
e th
e le
arne
r to
deve
lop
know
ledg
e an
d un
ders
tand
ing
of
heal
th-r
elat
ed is
sues
and
to m
ake
heal
thy
deci
sion
s in
rela
tion
to
diet
, exe
rcis
e an
d ot
her l
ifest
yle
choi
ces.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
how
cho
ices
in re
spec
t of d
iet a
nd
exer
cise
can
affe
ct h
ealth
.
Iden
tify
the
nam
e of
one
spe
cific
loca
l fac
ility
whi
ch p
rom
otes
phy
sica
l wel
lbei
ng.
prod
uce
a br
ief p
lan
to p
rom
ote
own
heal
th.
stat
e on
e re
ason
why
pro
tect
ion
from
the
sun
is im
porta
nt.
list t
hree
way
s to
ach
ieve
this
.
list t
he n
ames
of t
wo
orga
nisa
tions
whi
ch o
ffer
supp
ort i
n re
spec
t of s
peci
fic h
ealth
-rel
ated
pr
oble
ms.
outli
ne th
e su
ppor
t ava
ilabl
e fro
m o
ne o
f th
ese
orga
nisa
tions
.
appl
y, in
a s
imul
ated
situ
atio
n, o
r sta
te th
e D
ange
r Res
pons
e Ai
rway
Bre
athi
ng
Circ
ulat
ion
(DR
ABC
) rul
e in
rela
tion
to fi
rst
aid.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Hea
lthy
Life
styl
es
Entry
3
HLS
E3
1.1
1.2
1.3
2.1
2.2
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
need
ed fo
r a h
ealth
y bo
dy.
know
abo
ut th
e im
porta
nce
of p
rote
ctio
n fro
m
the
sun
and
how
to a
chie
ve it
.
know
abo
ut o
rgan
isat
ions
whi
ch o
ffer s
uppo
rt in
resp
ect o
f spe
cific
hea
lth-r
elat
ed p
robl
ems.
know
how
to a
pply
the
Dan
ger R
espo
nse
Airw
ay B
reat
hing
Circ
ulat
ion
(DR
ABC
) rul
e in
re
latio
n to
firs
t aid
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
51
Unit 6: Healthy Lifestyles (Entry 3) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
stat
e th
e m
ain
feat
ures
of a
nore
xia.
stat
e th
e m
ain
feat
ures
of b
ulim
ia.
5.1
5.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut th
e m
ain
feat
ures
of a
nore
xia
and
bulim
ia.
5
Personal and Social Education (Version 2.0)
52
Unit 6: Healthy Lifestyles (Level 1)
To e
nabl
e th
e le
arne
r to
mak
e he
alth
y de
cisi
ons
in re
latio
n to
die
t, ex
erci
se a
nd o
ther
life
styl
e ch
oice
s.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne th
e m
ain
cons
titue
nts
of a
hea
lthy
diet
an
d th
e im
porta
nce
of e
ach.
outli
ne th
e be
nefit
s to
hea
rt an
d lu
ng
effic
ienc
y of
rais
ing
hear
t rat
e th
roug
h re
gula
r ex
erci
se.
nam
e th
ree
spec
ific
loca
l fac
ilitie
s w
hich
pr
ovid
e op
portu
nitie
s to
pro
mot
e ph
ysic
al
wel
lbei
ng.
outli
ne th
e po
tent
ial v
alue
of e
ach
in
prom
otin
g ph
ysic
al w
ellb
eing
.
iden
tify
two
eatin
g di
sord
ers
and
desc
ribe
poss
ible
cau
ses,
sym
ptom
s an
d ef
fect
s of
ea
ch.
desc
ribe
the
poss
ible
link
bet
wee
n po
or
heal
th c
hoic
es a
nd
a) s
kin
canc
er
b) h
eart
dise
ase.
desc
ribe
how
spe
cial
ised
sup
port
coul
d be
ac
cess
ed fo
r one
iden
tifie
d he
alth
pro
blem
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Hea
lthy
Life
styl
es
Leve
l 1
HLS
L1
1.1
2.1
3.1
3.2
4.1
4.2
4.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd w
hat i
s m
eant
by
a he
alth
y di
et.
know
the
impo
rtanc
e of
exe
rcis
e.
be a
ble
to in
vest
igat
e lo
cal o
ppor
tuni
ties
for
prom
otin
g ph
ysic
al w
ell-b
eing
.
know
abo
ut a
sel
ectio
n of
hea
lth re
late
d is
sues
and
how
to a
cces
s sp
ecia
list s
uppo
rt.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
53
Unit 6: Healthy Lifestyles (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
or d
emon
stra
te th
e ap
plic
atio
n of
the
Dan
ger R
espo
nse
Airw
ay B
reat
hing
C
ircul
atio
n (D
RAB
C) r
ule
in re
latio
n to
firs
t ai
d.
prod
uce
a pe
rson
al a
ctio
n pl
an fo
r a h
ealth
y lif
esty
le to
incl
ude
diet
, exe
rcis
e an
d sl
eep.
5.1
6.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
pply
the
Dan
ger R
espo
nse
Airw
ay B
reat
hing
Circ
ulat
ion
(DR
ABC
) rul
e in
re
latio
n to
firs
t aid
.
be a
ble
to m
ake
appr
opria
te c
hoic
es to
pr
omot
e a
heal
thy
lifes
tyle
.
5 6
Personal and Social Education (Version 2.0)
54
Unit 6: Healthy Lifestyles (Level 2)
To e
nabl
e th
e le
arne
r to
mak
e he
alth
y de
cisi
ons
in re
latio
n to
die
t, ex
erci
se a
nd o
ther
life
styl
e ch
oice
s.
1.3
Hea
lth a
nd S
ocia
l Car
e 14
.1 F
ound
atio
ns fo
r Lea
rnin
g an
d Li
fe
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne th
e m
ain
cons
titue
nts
of a
hea
lthy
diet
an
d ex
plai
n w
hy e
ach
is im
porta
nt.
outli
ne th
e be
nefit
s to
hea
rt an
d lu
ng
effic
ienc
y of
rais
ing
hear
t rat
e th
roug
h re
gula
r ex
erci
se.
com
pare
the
adva
ntag
es a
nd d
isad
vant
ages
of
thre
e di
ffere
nt ty
pes
of e
xerc
ise.
sugg
est s
uita
ble
form
s of
exe
rcis
e fo
r thr
ee
diffe
rent
cat
egor
ies
of e
xerc
iser
, eg
an o
ver-
wei
ght,
mid
dle-
aged
offi
ce w
orke
r, a
heal
thy
twen
ty-fi
ve-y
ear o
ld w
oman
, an
elde
rly m
an,
givi
ng re
ason
s fo
r the
cho
ices
mad
e.
list t
hree
spe
cific
loca
l fac
ilitie
s w
hich
pro
vide
op
portu
nitie
s to
pro
mot
e ph
ysic
al w
ellb
eing
.
desc
ribe
the
pote
ntia
l val
ue o
f eac
h fa
cilit
y in
pr
omot
ing
phys
ical
wel
lbei
ng.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Hea
lthy
Life
styl
es
Leve
l 2
HLS
L2
1.1
2.1
2.2
2.3
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd w
hat i
s m
eant
by
a he
alth
y di
et.
know
the
impo
rtanc
e of
exe
rcis
e an
d w
hat
cons
titut
es a
ppro
pria
te e
xerc
ise
in d
iffer
ent
cont
exts
.
be a
ble
to e
valu
ate
loca
l opp
ortu
nitie
s fo
r pr
omot
ing
phys
ical
wel
l-bei
ng.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
55
Unit 6: Healthy Lifestyles (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
two
eatin
g di
sord
ers
and
desc
ribe
the
poss
ible
cau
ses,
sym
ptom
s an
d ef
fect
s of
ea
ch.
desc
ribe
the
poss
ible
link
bet
wee
n po
or
heal
th c
hoic
es a
nd
a) s
kin
canc
er
b) h
eart
dise
ase
c) s
tress
-rela
ted
illnes
s.
desc
ribe
how
spe
cial
ised
sup
port
coul
d be
ac
cess
ed fo
r one
iden
tifie
d he
alth
pro
blem
.
desc
ribe
or d
emon
stra
te th
e ap
plic
atio
n of
the
Dan
ger R
espo
nse
Airw
ay B
reat
hing
C
ircul
atio
n (D
RAB
C) r
ule
in re
latio
n to
firs
t ai
d.
prod
uce
a pe
rson
al a
ctio
n pl
an fo
r a h
ealth
y lif
esty
le to
incl
ude
diet
, exe
rcis
e an
d sl
eep.
writ
e a
com
men
tary
on
own
plan
, exp
lain
ing
reas
ons
for c
hoic
es m
ade.
4.1
4.2
4.3
5.1
6.1
6.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut a
sel
ectio
n of
hea
lth-r
elat
ed
issu
es a
nd h
ow to
acc
ess
spec
ialis
t sup
port.
know
how
to a
pply
the
Dan
ger R
espo
nse
Airw
ay B
reat
hing
Circ
ulat
ion
(DR
ABC
) rul
e in
re
latio
n to
firs
t aid
.
be a
ble
to m
ake
appr
opria
te c
hoic
es to
pr
omot
e a
heal
thy
lifes
tyle
.
4 5 6
Personal and Social Education (Version 2.0)
56
Unit 7: Making Informed Career Choices (Entry 1)
To b
egin
to d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
car
eer p
lann
ing.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e th
e jo
bs o
r car
eers
of t
hree
kn
own
peop
le.
com
mun
icat
e an
impo
rtant
requ
irem
ent f
or
each
of t
hree
giv
en jo
bs o
r car
eers
.
com
mun
icat
e tw
o al
tern
ativ
es to
pai
d em
ploy
men
t, eg
furth
er e
duca
tion,
vol
unta
ry
wor
k.
choo
se a
n ap
prop
riate
em
ploy
men
t, tra
inin
g or
FE
dest
inat
ion.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Mak
ing
Info
rmed
Car
eer
Cho
ices
Entry
1
MIC
E1
1.1
1.2
2.1
2.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to li
nk re
quire
men
ts to
spe
cific
jobs
.
be a
ble
to re
cogn
ise
an a
ppro
pria
te
empl
oym
ent,
train
ing
or F
E d
estin
atio
n.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
57
Unit 7: Making Informed Career Choices (Entry 2)
To b
egin
to d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
car
eer p
lann
ing.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e tw
o so
urce
s of
car
eer o
r job
in
form
atio
n or
adv
ice.
com
mun
icat
e ow
n ca
reer
or j
ob id
eas.
choo
se a
n ap
prop
riate
em
ploy
men
t, tra
inin
g or
FE
dest
inat
ion.
reco
gnis
e th
ree
requ
irem
ents
for t
he c
hose
n ca
reer
or j
ob.
mat
ch o
wn
skills
and
/or q
ualit
ies
to th
e re
quire
men
ts o
f the
cho
sen
care
er o
r job
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Mak
ing
Info
rmed
Car
eer
Cho
ices
Entry
2
MIC
E2
1.1
2.1
2.2
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y so
urce
s to
ass
ist i
n ca
reer
pl
anni
ng.
be a
ble
to re
cogn
ise
appr
opria
te
empl
oym
ent,
train
ing
or F
E d
estin
atio
ns.
be a
ble
to re
cogn
ise
own
suita
bilit
y fo
r a
spec
ific
care
er o
r job
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
58
Unit 7: Making Informed Career Choices (Entry 3)
To d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
car
eer p
lann
ing.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e so
urce
s of
car
eer o
r job
in
form
atio
n or
adv
ice.
use
the
sour
ces
to id
entif
y th
ree
appr
opria
te
care
ers.
outli
ne th
e ba
sic
requ
irem
ents
of o
ne o
f the
se
lect
ed c
aree
rs u
sing
the
head
ings
of
qual
ifica
tions
, tra
inin
g, s
kills
and
exp
erie
nce.
prod
uce
a ba
sic
pers
onal
car
eers
act
ion
plan
fo
r the
sel
ecte
d ca
reer
whi
ch in
clud
es:
a) ta
rget
s b)
act
ion
poin
ts
c) re
view
dat
es.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Mak
ing
Info
rmed
Car
eer
Cho
ices
Entry
3
MIC
E3
1.1
1.2
2.1
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y an
d us
e so
urce
s to
ass
ist i
n ca
reer
pla
nnin
g.
be a
ble
to re
sear
ch b
asic
car
eer
requ
irem
ents
.
be a
ble
to p
rodu
ce a
bas
ic c
aree
rs a
ctio
n pl
an.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
59
Unit 7: Making Informed Career Choices (Level 1)
To d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
car
eer p
lann
ing.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e so
urce
s of
car
eers
info
rmat
ion,
he
lp a
nd s
uppo
rt.
use
the
sour
ces
to id
entif
y fo
ur a
ppro
pria
te
pref
erre
d ca
reer
s.
repo
rt on
the
basi
c re
quire
men
ts o
f tw
o of
the
sele
cted
car
eers
usi
ng th
e he
adin
gs:
qual
ifica
tions
, tra
inin
g, s
kills
and
exp
erie
nce.
iden
tify
one
pers
onal
car
eer c
hoic
e.
prod
uce
a ba
sic
pers
onal
car
eers
act
ion
plan
fo
r the
sel
ecte
d ca
reer
whi
ch in
clud
es:
a) ta
rget
s b)
act
ion
poin
ts
c) re
view
dat
es.
iden
tify
thre
e op
portu
nitie
s fo
r life
long
le
arni
ng.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Mak
ing
Info
rmed
Car
eer
Cho
ices
Leve
l 1
MIC
L1
1.1
1.2
2.1
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to u
se s
ourc
es to
ass
ist i
n ca
reer
pl
anni
ng.
be a
ble
to re
sear
ch c
aree
r req
uire
men
ts.
be a
ble
to p
rodu
ce a
car
eers
act
ion
plan
.
be a
ble
to re
cogn
ise
the
oppo
rtuni
ties
that
ex
ist f
or li
felo
ng le
arni
ng.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
60
Unit 7: Making Informed Career Choices (Level 2)
To d
evel
op th
e le
arne
r’s s
kills
in re
latio
n to
car
eer p
lann
ing.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
four
sou
rces
of c
aree
rs in
form
atio
n,
help
and
sup
port.
use
the
sour
ces
to id
entif
y fo
ur a
ppro
pria
te
pref
erre
d ca
reer
s.
repo
rt on
bas
ic re
quire
men
ts o
f thr
ee o
f the
se
lect
ed c
aree
rs u
sing
the
head
ings
: qu
alifi
catio
ns, t
rain
ing,
ski
lls a
nd e
xper
ienc
e.
nam
e ow
n ca
reer
cho
ice.
prod
uce
a ba
sic
pers
onal
car
eers
act
ion
plan
fo
r the
sel
ecte
d ca
reer
whi
ch in
clud
es:
a) ta
rget
s b)
act
ion
poin
ts
c) re
view
dat
es
d) s
umm
ativ
e re
view
of p
rogr
ess.
rese
arch
requ
irem
ents
for e
ntry
into
Fur
ther
an
d/or
Hig
her E
duca
tion
and
prod
uce
a sh
ort
sum
mar
y of
find
ings
.
desc
ribe
thre
e op
portu
nitie
s fo
r life
long
le
arni
ng b
eyon
d FE
and
/or H
E.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Mak
ing
Info
rmed
Car
eer
Cho
ices
Leve
l 2
MIC
L2
1.1
1.2
2.1
3.1
3.2
4.1
4.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to u
se s
ourc
es to
ass
ist i
n ca
reer
pl
anni
ng.
be a
ble
to re
sear
ch c
aree
r req
uire
men
ts.
be a
ble
to p
rodu
ce a
car
eers
act
ion
plan
.
be a
ble
to re
cogn
ise
the
oppo
rtuni
ties
that
ex
ist f
or li
felo
ng le
arni
ng.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
61
Unit 8: Applying for Jobs and Courses (Entry 1)
To d
evel
op th
e le
arne
r’s a
bilit
y to
mak
e ef
fect
ive
job
and/
or c
ours
e ap
plic
atio
ns.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e tw
o w
ays
of a
pply
ing
for a
job
or c
ours
e.
com
mun
icat
e th
e in
form
atio
n ne
cess
ary
to
com
plet
e a
give
n ba
sic
job
or c
ours
e ap
plic
atio
n fo
rm.
com
mun
icat
e tw
o ac
tions
to ta
ke b
efor
e an
in
terv
iew
.
com
mun
icat
e tw
o pi
eces
of b
asic
info
rmat
ion
in a
real
or s
imul
ated
sim
ple
inte
rvie
w.
reco
gnis
e, fr
om g
iven
mat
eria
l, tw
o pi
eces
of
rele
vant
info
rmat
ion
to s
uppo
rt an
app
licat
ion
for a
giv
en jo
b or
cou
rse.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
App
lyin
g fo
r Job
s an
d C
ours
es
Entry
1
AJC
E1
1.1
1.2
2.1
2.2
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
pply
for a
job
or a
cou
rse.
know
how
to p
repa
re fo
r and
take
par
t ap
prop
riate
ly in
a s
impl
e in
terv
iew
.
know
the
type
of m
ater
ial t
hat c
an b
e us
ed to
su
ppor
t an
appl
icat
ion
for a
job
or c
ours
e.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
62
Unit 8: Applying for Jobs and Courses (Entry 2)
To d
evel
op th
e le
arne
r’s a
bilit
y to
mak
e ef
fect
ive
job
and/
or c
ours
e ap
plic
atio
ns.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
two
way
s of
app
lyin
g fo
r a jo
b or
co
urse
.
com
plet
e, u
sing
giv
en m
ater
ial,
a ba
sic
job
or
cour
se a
pplic
atio
n fo
rm.
com
mun
icat
e th
ree
prep
arat
ions
nec
essa
ry
befo
re a
n in
terv
iew
.
iden
tify
two
exam
ples
of g
ood
prac
tice
and
two
exam
ples
of b
ad p
ract
ice
in a
n in
terv
iew
.
answ
er tw
o qu
estio
ns a
ppro
pria
tely
in a
real
or
sim
ulat
ed in
terv
iew
.
iden
tify,
from
giv
en m
ater
ial,
two
piec
es o
f re
leva
nt in
form
atio
n to
sup
port
an a
pplic
atio
n fo
r a g
iven
job
or c
ours
e.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
App
lyin
g fo
r Job
s an
d C
ours
es
Entry
2
AJC
E2
1.1
1.2
2.1
2.2
2.3
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
pply
for a
job
or a
cou
rse.
know
how
to p
repa
re fo
r and
take
par
t in
a si
mpl
e in
terv
iew
.
know
the
type
of m
ater
ial t
hat c
an b
e us
ed to
su
ppor
t an
appl
icat
ion
for a
job
or c
ours
e.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
63
Unit 8: Applying for Jobs and Courses (Entry 3)
To d
evel
op th
e le
arne
r’s a
bilit
y to
mak
e ef
fect
ive
job
and/
or c
ours
e ap
plic
atio
ns.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
plet
e a
basi
c jo
b or
cou
rse
appl
icat
ion
form
.
prod
uce
a ba
sic
lette
r of a
pplic
atio
n fo
r a
give
n jo
b or
cou
rse.
prod
uce
a ba
sic
CV.
prep
are
answ
ers
for t
wo
give
n qu
estio
ns
whi
ch m
ight
be
aske
d in
an
inte
rvie
w fo
r a
give
n jo
b or
cou
rse.
iden
tify
two
exam
ples
of g
ood
prac
tice
and
two
exam
ples
of b
ad p
ract
ice
whe
n at
tend
ing
an in
terv
iew
and
giv
e a
reas
on w
hy e
ach
is
eith
er g
ood
or b
ad p
ract
ice.
answ
er a
ppro
pria
tely
and
ask
rele
vant
qu
estio
ns in
a re
al o
r sim
ulat
ed in
terv
iew
.
sele
ct th
ree
piec
es o
f rel
evan
t inf
orm
atio
n th
at
can
be u
sed
to s
uppo
rt an
app
licat
ion
for a
gi
ven
job
or c
ours
e an
d co
mm
unic
ate
why
ea
ch is
rele
vant
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
App
lyin
g fo
r Job
s an
d C
ours
es
Entry
3
AJC
E3
1.1
1.2
1.3
2.1
2.2
2.3
3.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
pply
in w
ritin
g fo
r a jo
b or
co
urse
.
know
how
to p
repa
re fo
r and
take
par
t in
an
inte
rvie
w.
know
the
type
of m
ater
ial t
hat c
an b
e us
ed to
su
ppor
t an
appl
icat
ion
for a
job
or c
ours
e.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
64
Unit 8: Applying for Jobs and Courses (Level 1)
To d
evel
op th
e le
arne
r’s a
bilit
y to
mak
e ef
fect
ive
job
and
cour
se
appl
icat
ions
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
plet
e a
stan
dard
job
or c
ours
e ap
plic
atio
n fo
rm.
prod
uce
a le
tter o
f app
licat
ion
for a
giv
en jo
b or
cou
rse
in a
n ap
prop
riate
form
at a
nd
cont
aini
ng a
ll re
leva
nt in
form
atio
n.
prod
uce
a C
V w
hich
incl
udes
all
rele
vant
pe
rson
al in
form
atio
n pl
us d
etai
ls o
f edu
catio
n an
d ex
perie
nce,
incl
udin
g th
e na
mes
and
co
ntac
t det
ails
of t
wo
refe
rees
.
list f
our ‘
do’s
’ and
/or ‘
don’
ts’ i
n co
mpl
etin
g ap
plic
atio
n fo
rms.
iden
tify
good
and
bad
feat
ures
of t
wo
give
n le
tters
of a
pplic
atio
n fo
r a jo
b or
cou
rse.
list t
hree
que
stio
ns w
hich
mig
ht b
e as
ked
by a
jo
b or
cou
rse
inte
rvie
wer
and
pro
vide
ap
prop
riate
ans
wer
s to
eac
h.
prep
are
an a
ppro
pria
te q
uest
ion
to a
sk th
e in
terv
iew
er.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
App
lyin
g fo
r Job
s an
d C
ours
es
Leve
l 1
AJC
L1
1.1
1.2
1.3
2.1
2.2
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
pply
in w
ritin
g fo
r a jo
b or
a
cour
se.
reco
gnis
e go
od p
ract
ice
in m
akin
g w
ritte
n ap
plic
atio
ns.
know
how
to p
repa
re fo
r an
inte
rvie
w.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
65
Unit 8: Applying for Jobs and Courses (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
/
audi
o vi
sual
re
cord
ing
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
the
pers
onal
pre
sent
atio
n sk
ills
requ
ired
by a
n in
terv
iew
ee.
resp
ond
appr
opria
tely
to q
uest
ions
ask
ed in
an
inte
rvie
w.
ask
an a
ppro
pria
te q
uest
ion
of th
e in
terv
iew
er.
use
appr
opria
te b
ody
lang
uage
.
iden
tify
thre
e im
porta
nt c
riter
ia w
hich
mig
ht b
e ap
plie
d in
sho
rtlis
ting
or m
akin
g ap
poin
tmen
ts
to a
giv
en jo
b.
3.3
4.1
4.2
4.3
5.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
know
how
to ta
ke p
art a
ppro
pria
tely
in a
n in
terv
iew
.
reco
gnis
e th
e ki
nd o
f crit
eria
whi
ch m
ay b
e us
ed in
the
sele
ctio
n pr
oces
s fo
r a g
iven
job.
3 4 5
Personal and Social Education (Version 2.0)
66
Unit 8: Applying for Jobs and Courses (Level 2)
To d
evel
op th
e le
arne
r’s a
bilit
y to
mak
e ef
fect
ive
job
and
cour
se
appl
icat
ions
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
plet
e a
stan
dard
job
or c
ours
e ap
plic
atio
n fo
rm.
prod
uce
a le
tter o
f app
licat
ion
for a
giv
en jo
b or
cou
rse
in a
n ap
prop
riate
form
at a
nd
cont
aini
ng a
ll re
leva
nt in
form
atio
n.
prod
uce
a C
V w
hich
incl
udes
all
rele
vant
pe
rson
al in
form
atio
n pl
us d
etai
ls o
f edu
catio
n an
d ex
perie
nce,
incl
udin
g th
e na
mes
and
co
ntac
t det
ails
of t
wo
refe
rees
.
expl
ain
five
‘do’
s’ a
nd/o
r ‘do
n’ts
’ in
com
plet
ing
appl
icat
ion
form
s.
eval
uate
two
give
n le
tters
of a
pplic
atio
n fo
r a
job
or c
ours
e in
term
s of
a)
con
tent
b)
pre
sent
atio
n c)
gra
mm
ar.
prod
uce
a lis
t of s
ix q
uest
ions
whi
ch m
ight
be
aske
d by
an
inte
rvie
wer
and
pro
vide
ap
prop
riate
ans
wer
s to
eac
h.
prep
are
thre
e ap
prop
riate
que
stio
ns to
ask
th
e in
terv
iew
er.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
App
lyin
g fo
r Job
s an
d C
ours
es
Leve
l 2
AJC
L2
1.1
1.2
1.3
2.1
2.2
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to a
pply
in w
ritin
g fo
r a jo
b or
a
cour
se.
reco
gnis
e go
od p
ract
ice
in m
akin
g w
ritte
n ap
plic
atio
ns.
know
how
to p
repa
re fo
r an
inte
rvie
w.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
67
Unit 8: Applying for Jobs and Courses (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
/
audi
o vi
sual
re
cord
ing
/
audi
o vi
sual
re
cord
ing
/
audi
o vi
sual
re
cord
ing
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
and
expl
ain
the
pers
onal
pr
esen
tatio
n sk
ills re
quire
d by
an
inte
rvie
wee
.
resp
ond
appr
opria
tely
to q
uest
ions
ask
ed in
an
inte
rvie
w.
ask
thre
e ap
prop
riate
que
stio
ns o
f the
in
terv
iew
er.
use
appr
opria
te b
ody
lang
uage
.
iden
tify
thre
e im
porta
nt c
riter
ia w
hich
mig
ht b
e ap
plie
d in
sho
rtlis
ting
or m
akin
g ap
poin
tmen
ts
to a
giv
en jo
b.
desc
ribe
why
eac
h of
the
iden
tifie
d cr
iteria
is
impo
rtant
.
3.3
4.1
4.2
4.3
5.1
5.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
know
how
to ta
ke p
art a
ppro
pria
tely
in a
n in
terv
iew
.
reco
gnis
e th
e ki
nd o
f crit
eria
whi
ch m
ay b
e us
ed in
the
sele
ctio
n pr
oces
s fo
r a g
iven
job.
3 4 5
Personal and Social Education (Version 2.0)
68
Unit 9: Relationships, Behaviours and Practices in the Workplace (Entry 1)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
rela
tions
hips
, beh
avio
urs
and
prac
tices
in th
e w
orkp
lace
with
spe
cial
refe
renc
e to
righ
ts a
nd
resp
onsi
bilit
ies,
incl
udin
g th
ose
rela
ting
to s
afet
y.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e th
e jo
b tit
les
of th
ree
role
s in
a
fam
iliar
wor
kpla
ce, e
g ow
n sc
hool
or c
olle
ge.
com
mun
icat
e tw
o re
spon
sibi
litie
s of
a n
amed
pe
rson
in th
e w
orkp
lace
.
reco
gnis
e, fr
om g
iven
mat
eria
l, on
e ex
ampl
e of
equ
al o
ppor
tuni
ties
in th
e w
orkp
lace
.
com
mun
icat
e tw
o he
alth
and
saf
ety
requ
irem
ents
for a
giv
en jo
b.
com
mun
icat
e th
e m
eani
ng o
f tw
o he
alth
and
sa
fety
war
ning
s in
a k
now
n en
viro
nmen
t.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Rel
atio
nshi
ps, B
ehav
iour
s an
d Pr
actic
es in
the
Wor
kpla
ce
Entry
1
RBP
E1
1.1
1.2
2.1
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut d
iffer
ent r
oles
in th
e w
orkp
lace
.
know
abo
ut e
qual
opp
ortu
nitie
s in
the
wor
kpla
ce.
know
abo
ut w
orkp
lace
hea
lth a
nd s
afet
y re
quire
men
ts.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
69
Unit 9: Relationships, Behaviours and Practices in the Workplace (Entry 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
rela
tions
hips
, beh
avio
urs
and
prac
tices
in th
e w
orkp
lace
with
spe
cial
refe
renc
e to
righ
ts a
nd
resp
onsi
bilit
ies,
incl
udin
g th
ose
rela
ting
to s
afet
y.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
the
job
title
s of
thr
ee ro
les
in a
giv
en
wor
kpla
ce, e
g a
hote
l, a
supe
rmar
ket.
iden
tify,
from
giv
en m
ater
ials
, tw
o m
ajor
re
spon
sibi
litie
s of
an
empl
oyee
and
two
of a
n em
ploy
er.
iden
tify,
from
giv
en m
ater
ials
, tw
o ex
ampl
es
of e
qual
opp
ortu
nitie
s in
the
wor
kpla
ce.
iden
tify,
from
giv
en m
ater
ial,
two
maj
or ro
les
of tr
ade
unio
ns.
iden
tify,
from
giv
en m
ater
ials
, thr
ee h
ealth
an
d sa
fety
requ
irem
ents
for a
giv
en jo
b.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Rel
atio
nshi
ps, B
ehav
iour
s an
d Pr
actic
es in
the
Wor
kpla
ce
Entry
2
RBP
E2
1.1
1.2
2.1
3.1
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut d
iffer
ent r
oles
in th
e w
orkp
lace
.
know
abo
ut e
qual
opp
ortu
nitie
s in
the
wor
kpla
ce.
know
abo
ut th
e ro
le o
f tra
de u
nion
s.
know
abo
ut w
orkp
lace
hea
lth a
nd s
afet
y re
quire
men
ts.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
70
Unit 9: Relationships, Behaviours and Practices in the Workplace (Entry 3)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
rela
tions
hips
, beh
avio
urs
and
prac
tices
in th
e w
orkp
lace
with
spe
cial
refe
renc
e to
righ
ts a
nd
resp
onsi
bilit
ies,
incl
udin
g th
ose
rela
ting
to s
afet
y.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
the
nam
es o
f thr
ee jo
b ro
les
in a
giv
en
wor
kpla
ce, e
g a
hote
l, a
supe
rmar
ket.
stat
e th
e re
latio
nshi
p be
twee
n tw
o of
thes
e jo
bs.
outli
ne tw
o m
ajor
righ
ts a
nd tw
o m
ajor
re
spon
sibi
litie
s of
: a)
an
empl
oyee
b)
an
empl
oyer
.
list t
wo
area
s of
equ
al o
ppor
tuni
ties
that
nee
d to
be
take
n in
to a
ccou
nt in
the
wor
kpla
ce.
iden
tify
two
maj
or ro
les
of tr
ade
unio
ns.
stat
e th
e m
ain
heal
th a
nd s
afet
y re
quire
men
ts
rela
ting
to w
ork
in a
giv
en a
rea.
carr
y ou
t a ri
sk a
sses
smen
t to
find
and
repo
rt on
thre
e he
alth
and
saf
ety
issu
es in
a k
now
n en
viro
nmen
t.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Rel
atio
nshi
ps, B
ehav
iour
s an
d Pr
actic
es in
the
Wor
kpla
ce
Entry
3
RBP
E3
1.1
1.2
1.3
2.1
3.1
4.1
4.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut d
iffer
ent r
oles
in th
e w
orkp
lace
.
know
abo
ut e
qual
opp
ortu
nitie
s in
the
wor
kpla
ce.
know
abo
ut th
e ro
le o
f tra
de u
nion
s.
know
abo
ut w
orkp
lace
hea
lth a
nd s
afet
y re
quire
men
ts.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
71
Unit 9: Relationships, Behaviours and Practices in the Workplace continued over page
Unit 9: Relationships, Behaviours and Practices in the Workplace continued over page
Personal and Social Education (Version 2.0)
72
Unit 9: Relationships, Behaviours and Practices in the Workplace (Level 1)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
rela
tions
hips
, beh
avio
urs
and
prac
tices
in th
e w
orkp
lace
with
spe
cial
refe
renc
e to
righ
ts a
nd
resp
onsi
bilit
ies,
incl
udin
g th
ose
rela
ting
to s
afet
y.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
the
line
man
agem
ent a
nd
depa
rtmen
tal s
truct
ure
of a
cho
sen
orga
nisa
tion,
eg
a sc
hool
, a s
uper
mar
ket.
desc
ribe
the
role
s of
two
indi
vidu
als
with
in th
e st
ruct
ure.
desc
ribe
two
impo
rtant
em
ploy
ee ri
ghts
.
desc
ribe
thre
e im
porta
nt e
mpl
oyee
re
spon
sibi
litie
s.
iden
tify
thre
e m
ajor
role
s of
trad
e un
ions
.
outli
ne tw
o ad
vant
ages
of t
rade
uni
on
mem
bers
hip.
outli
ne o
ne d
isad
vant
age
of tr
ade
unio
n m
embe
rshi
p.
desc
ribe
the
mai
n ar
eas
of e
qual
op
portu
nitie
s in
the
wor
kpla
ce.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Rel
atio
nshi
ps, B
ehav
iour
s an
d Pr
actic
es in
the
Wor
kpla
ce
Leve
l 1
RBP
L1
1.1
1.2
2.1
2.2
3.1
3.2
3.3
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut th
e st
ruct
ure
of a
n or
gani
satio
n.
know
the
maj
or ri
ghts
and
resp
onsi
bilit
ies
of
an e
mpl
oyee
.
unde
rsta
nd th
e ad
vant
ages
and
di
sadv
anta
ges
of tr
ade
unio
n m
embe
rshi
p.
know
abo
ut e
qual
opp
ortu
nitie
s in
the
wor
kpla
ce.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
73
Unit 9: Relationships, Behaviours and Practices in the Workplace (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne th
e m
ain
heal
th a
nd s
afet
y re
quire
men
ts fo
r wor
k in
a s
peci
fied
area
.
carr
y ou
t a b
asic
risk
ass
essm
ent i
n a
know
n w
orkp
lace
env
ironm
ent.
outli
ne w
hat h
as b
een
lear
nt fr
om th
e ris
k as
sess
men
t.
5.1
6.1
6.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
unde
rsta
nd th
e he
alth
and
saf
ety
requ
irem
ents
rela
ting
to w
ork
in a
spe
cifie
d ar
ea.
unde
rsta
nd th
e pu
rpos
e of
a w
orkp
lace
risk
as
sess
men
t.
5 6
Personal and Social Education (Version 2.0)
74
Unit 9: Relationships, Behaviours and Practices in the Workplace (Level 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
rela
tions
hips
, beh
avio
urs
and
prac
tices
in th
e w
orkp
lace
with
spe
cial
refe
renc
e to
righ
ts a
nd
resp
onsi
bilit
ies,
incl
udin
g th
ose
rela
ting
to s
afet
y.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
14
.2 P
repa
ratio
n fo
r Wor
k
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
prod
uce
a sh
ort r
epor
t on
the
line
man
agem
ent a
nd d
epar
tmen
tal s
truct
ure
of a
ch
osen
org
anis
atio
n, e
g a
scho
ol, a
su
perm
arke
t.
expl
ain
the
role
s of
four
indi
vidu
als
with
in th
e st
ruct
ure
at d
iffer
ent l
evel
s.
desc
ribe
four
impo
rtant
em
ploy
ee ri
ghts
.
desc
ribe
four
impo
rtant
em
ploy
ee
resp
onsi
bilit
ies.
defin
e th
e te
rm ‘T
rade
Uni
on’ a
nd e
xpla
in th
e ro
le o
f a tr
ade
unio
n.
expl
ain
two
adva
ntag
es o
f tra
de u
nion
m
embe
rshi
p fo
r an
empl
oyee
.
expl
ain
one
disa
dvan
tage
of t
rade
uni
on
mem
bers
hip
for a
n em
ploy
ee.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Rel
atio
nshi
ps, B
ehav
iour
s an
d Pr
actic
es in
the
Wor
kpla
ce
Leve
l 2
RBP
L2
1.1
1.2
2.1
2.2
3.1
3.2
3.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to in
vest
igat
e th
e st
ruct
ure
of a
n or
gani
satio
n.
know
the
maj
or ri
ghts
and
resp
onsi
bilit
ies
of
an e
mpl
oyee
.
unde
rsta
nd th
e ad
vant
ages
and
di
sadv
anta
ges
of tr
ade
unio
n m
embe
rshi
p.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
75
Unit 9: Relationships, Behaviours and Practices in the Workplace (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
the
mai
n ar
eas
of e
qual
op
portu
nitie
s in
the
wor
kpla
ce.
eval
uate
the
succ
ess
of o
ne p
iece
of e
qual
op
portu
nitie
s le
gisl
atio
n in
a c
hose
n w
orkp
lace
/con
text
.
desc
ribe
and
expl
ain
the
mai
n he
alth
and
sa
fety
requ
irem
ents
for w
ork
in tw
o sp
ecifi
ed
area
s.
carr
y ou
t a ri
sk a
sses
smen
t in
a kn
own
wor
kpla
ce e
nviro
nmen
t.
expl
ain
wha
t has
bee
n le
arnt
from
the
risk
asse
ssm
ent.
prod
uce
a br
ief r
epor
t on
actio
n th
at n
eeds
to
be ta
ken
follo
win
g th
e ris
k as
sess
men
t.
4.1
4.2
5.1
6.1
6.2
6.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut e
qual
opp
ortu
nitie
s in
the
wor
kpla
ce.
unde
rsta
nd th
e he
alth
and
saf
ety
requ
irem
ents
rela
ting
to w
ork
in a
spe
cifie
d ar
ea.
unde
rsta
nd th
e pu
rpos
e of
a w
orkp
lace
risk
as
sess
men
t.
4 5 6
Personal and Social Education (Version 2.0)
76
Unit 10: Personal Safety (Entry 1)
To d
evel
op th
e le
arne
r’s a
bilit
y to
reco
gnis
e th
reat
s to
per
sona
l sa
fety
in a
rang
e of
con
text
s.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e th
ree
pote
ntia
l dan
gers
foun
d in
a
hom
e.
reco
gnis
e, fr
om g
iven
mat
eria
l, th
ree
prec
autio
ns to
take
whe
n cr
ossi
ng a
bus
y ro
ad.
reco
gnis
e, fr
om g
iven
mat
eria
l, a
soci
al
netw
ork
site
.
com
mun
icat
e on
e ris
k as
soci
ated
with
the
use
of in
tern
et c
omm
unic
atio
n, e
g ‘s
extin
g’.
com
mun
icat
e th
e na
me
of o
ne a
genc
y th
at
give
s ad
vice
on
safe
ty.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Saf
ety
Entry
1
PESE
1
1.1
2.1
3.1
3.2
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y da
nger
s in
the
hom
e.
know
how
to c
ross
a ro
ad s
afel
y.
know
abo
ut th
e sa
fe u
se o
f int
erne
t co
mm
unic
atio
n, in
clud
ing
emai
ls a
nd s
ocia
l ne
twor
k si
tes.
know
abo
ut a
n or
gani
satio
n th
at p
rom
otes
sa
fety
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
77
Unit 10: Personal Safety (Entry 2)
To d
evel
op th
e le
arne
r’s a
bilit
y to
reco
gnis
e th
reat
s to
per
sona
l sa
fety
in a
rang
e of
con
text
s.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e po
tent
ial d
ange
rs fo
und
in a
ho
me.
iden
tify
thre
e pr
ecau
tions
to ta
ke w
hen
cros
sing
a b
usy
road
.
com
mun
icat
e on
e ne
gativ
e co
nseq
uenc
e of
‘jo
y rid
ing’
.
iden
tify
one
soci
al n
etw
ork
site
and
sta
te it
s ag
e re
stric
tion.
com
mun
icat
e on
e ris
k as
soci
ated
with
the
use
of in
tern
et c
omm
unic
atio
n, e
g ‘s
extin
g’.
iden
tify
the
nam
e of
one
age
ncy
that
giv
es
advi
ce o
n sa
fety
.
iden
tify
wha
t typ
e of
adv
ice
the
agen
cy g
ives
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Saf
ety
Entry
2
PESE
2
1.1
2.1
3.1
4.1
4.2
5.1
5.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y da
nger
s in
the
hom
e.
know
how
to c
ross
a ro
ad s
afel
y.
know
abo
ut th
e ne
gativ
e co
nseq
uenc
es o
f ‘jo
y rid
ing’
.
know
abo
ut th
e sa
fe u
se o
f int
erne
t co
mm
unic
atio
n, in
clud
ing
emai
ls a
nd s
ocia
l ne
twor
k si
tes.
know
abo
ut a
n or
gani
satio
n th
at p
rom
otes
sa
fety
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
78
Unit 10: Personal Safety (Entry 3)
To d
evel
op th
e le
arne
r’s a
bilit
y to
reco
gnis
e th
reat
s to
per
sona
l sa
fety
in a
rang
e of
con
text
s an
d to
con
side
r how
thes
e m
ay b
e de
alt
with
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e po
tent
ial d
ange
rs fo
und
in a
ho
me
and
stat
e ho
w e
ach
coul
d be
mad
e sa
fe.
iden
tify
thre
e pr
ecau
tions
to ta
ke w
hen
cros
sing
a b
usy
road
.
stat
e w
hat i
s m
eant
by
‘joy
ridin
g’.
com
mun
icat
e th
ree
nega
tive
cons
eque
nces
of
‘joy
ridin
g’.
iden
tify
one
soci
al n
etw
ork
site
and
sta
te it
s ag
e re
stric
tion.
iden
tify
two
pote
ntia
l dan
gers
of i
nter
net
com
mun
icat
ion,
eg
‘sex
ting’
and
‘gro
omin
g’.
outli
ne th
e su
ppor
t ava
ilabl
e fro
m o
ne
orga
nisa
tion
that
giv
es a
dvic
e on
ano
ther
as
pect
of s
afet
y.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Saf
ety
Entry
3
PESE
3
1.1
2.1
3.1
3.2
4.1
4.2
5.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to id
entif
y an
d re
spon
d to
dan
gers
in
the
hom
e.
know
how
to c
ross
a ro
ad s
afel
y.
know
abo
ut th
e ne
gativ
e co
nseq
uenc
es o
f ‘jo
y rid
ing’
.
know
abo
ut th
e sa
fe u
se o
f int
erne
t co
mm
unic
atio
n, in
clud
ing
emai
ls a
nd s
ocia
l ne
twor
k si
tes.
know
abo
ut a
n or
gani
satio
n th
at p
rom
otes
sa
fety
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
79
Unit 10: Personal Safety continued over page
Unit 10: Personal Safety continued over page
Personal and Social Education (Version 2.0)
80
Unit 10: Personal Safety (Level 1)
To d
evel
op th
e le
arne
r’s a
bilit
y to
reco
gnis
e th
reat
s to
per
sona
l sa
fety
in a
rang
e of
con
text
s an
d to
con
side
r how
thes
e m
ay b
e de
alt
with
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e po
tent
ial d
ange
rs fo
und
in e
ach
of: a
hom
e; a
wor
kpla
ce; a
lear
ning
en
viro
nmen
t.
expl
ain
why
eac
h of
the
iden
tifie
d da
nger
s is
a
thre
at.
desc
ribe
one
way
by
whi
ch e
ach
thre
at c
ould
be
avo
ided
.
carr
y ou
t a b
asic
risk
ass
essm
ent f
or o
wn
hom
e.
iden
tify
a si
tuat
ion
whe
re a
per
son
is
resp
onsi
ble
for h
is/h
er o
wn
safe
ty.
iden
tify
one
area
whe
re th
e st
ate
impo
ses
safe
ty o
n th
e in
divi
dual
eg
wea
ring
a se
at
belt.
iden
tify
two
soci
al n
etw
ork
site
s an
d st
ate
thei
r age
rest
rictio
ns.
desc
ribe
two
pote
ntia
l dan
gers
of s
ocia
l ne
twor
k si
tes,
eg
sext
ing,
gro
omin
g.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Saf
ety
Leve
l 1
PESL
1
1.1
1.2
1.3
1.4
2.1
2.2
3.1
3.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to id
entif
y da
nger
s in
a v
arie
ty o
f si
tuat
ions
and
how
to a
void
them
.
know
abo
ut th
e ex
tent
and
lim
itatio
ns o
f pe
rson
al re
spon
sibi
litie
s fo
r saf
ety.
know
abo
ut th
e da
nger
s to
per
sona
l saf
ety
whe
n us
ing
mod
ern
com
mun
icat
ion
tech
nolo
gy.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
Personal and Social Education (Version 2.0)
81
Unit 10: Personal Safety (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne o
ne th
reat
to a
n in
divi
dual
if p
erso
nal
info
rmat
ion
is d
iscl
osed
whe
n us
ing
mod
ern
com
mun
icat
ion
tech
nolo
gy, e
g id
entit
y th
eft.
outli
ne o
ne m
etho
d th
at c
an b
e us
ed to
pr
otec
t per
sona
l inf
orm
atio
n w
hen
usin
g m
oder
n co
mm
unic
atio
n te
chno
logy
.
outli
ne w
hat c
yber
bul
lyin
g is
and
whe
re
supp
ort c
an b
e ob
tain
ed fo
r a v
ictim
of i
t.
desc
ribe
brie
fly th
e su
ppor
t ava
ilabl
e fro
m a
n or
gani
satio
n th
at g
ives
adv
ice
on p
erso
nal
safe
ty o
ther
than
in th
e ar
ea o
f mod
ern
com
mun
icat
ion
tech
nolo
gy.
3.3
3.4
3.5
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
know
abo
ut a
n or
gani
satio
n th
at p
rovi
des
advi
ce o
n pe
rson
al s
afet
y ot
her t
han
in th
e ar
ea o
f mod
ern
com
mun
icat
ion
tech
nolo
gy.
3 4
Personal and Social Education (Version 2.0)
82
Unit 10: Personal Safety (Level 2)
To d
evel
op th
e le
arne
r’s a
bilit
y to
reco
gnis
e th
reat
s to
per
sona
l sa
fety
in a
rang
e of
con
text
s an
d to
con
side
r how
thes
e m
ay b
e de
alt
with
.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e po
tent
ial d
ange
rs fo
und
in e
ach
of: a
hom
e; a
wor
kpla
ce; a
lear
ning
en
viro
nmen
t.
expl
ain
why
eac
h of
the
iden
tifie
d da
nger
s is
a
thre
at.
desc
ribe
one
way
by
whi
ch e
ach
thre
at c
ould
be
avo
ided
.
carr
y ou
t a ri
sk a
sses
smen
t for
ow
n ho
me.
prod
uce
an a
nnot
ated
pla
n to
eva
cuat
e ow
n ho
useh
old
in c
ase
of a
fire
.
expl
ain
why
som
eone
mig
ht n
ot re
spon
d po
sitiv
ely
to ri
sk, e
g no
t fit
a sm
oke
alar
m.
desc
ribe
two
area
s w
here
a p
erso
n is
re
spon
sibl
e fo
r his
/her
ow
n sa
fety
.
desc
ribe
two
area
s w
here
the
stat
e im
pose
s sa
fety
on
the
indi
vidu
al, e
g se
at b
elts
, air
trave
l.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Pers
onal
Saf
ety
Leve
l 2
PESL
2
1.1
1.2
1.3
1.4
1.5
1.6
2.1
2.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
how
to id
entif
y da
nger
s in
a v
arie
ty o
f si
tuat
ions
and
how
to a
void
them
.
know
abo
ut th
e ex
tent
and
lim
itatio
n of
pe
rson
al re
spon
sibi
lity
for s
afet
y.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
83
Unit 10: Personal Safety (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
expl
ain
why
the
stat
e m
ight
legi
slat
e in
are
as
of p
erso
nal s
afet
y.
iden
tify
two
soci
al n
etw
ork
site
s an
d st
ate
thei
r age
rest
rictio
ns.
desc
ribe
two
pote
ntia
l dan
gers
of s
ocia
l ne
twor
k si
tes,
eg
sext
ing,
gro
omin
g.
desc
ribe
the
poss
ible
impl
icat
ions
for a
n in
divi
dual
if p
erso
nal i
nfor
mat
ion
is d
iscl
osed
w
hen
usin
g m
oder
n co
mm
unic
atio
n te
chno
logy
, eg
iden
tity
thef
t.
desc
ribe
one
met
hod
that
can
be
used
to
prot
ect p
erso
nal i
nfor
mat
ion
whe
n us
ing
mod
ern
com
mun
icat
ion
tech
nolo
gy.
desc
ribe
wha
t cyb
er b
ully
ing
is a
nd w
here
su
ppor
t can
be
obta
ined
for a
vic
tim o
f it.
desc
ribe
the
supp
ort a
vaila
ble
from
an
orga
nisa
tion
that
giv
es a
dvic
e on
per
sona
l sa
fety
oth
er th
an in
the
area
of m
oder
n co
mm
unic
atio
n te
chno
logy
.
2.3
3.1
3.2
3.3
3.4
3.5
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
(Con
tinue
d fro
m p
revi
ous
page
)
know
abo
ut th
e da
nger
s to
per
sona
l saf
ety
whe
n us
ing
mod
ern
com
mun
icat
ion
tech
nolo
gy.
know
abo
ut a
n or
gani
satio
n th
at p
rovi
des
advi
ce o
n pe
rson
al s
afet
y ot
her t
han
in th
e ar
ea o
f mod
ern
com
mun
icat
ion
tech
nolo
gy.
2 3 4
Personal and Social Education (Version 2.0)
84
Unit 11: Being a Critical Consumer (Entry 1)
To b
egin
to d
evel
op th
e le
arne
r’s b
asic
aw
aren
ess
and
unde
rsta
ndin
g of
crit
ical
con
sum
eris
m.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
reco
gnis
e, fr
om g
iven
mat
eria
l, an
exa
mpl
e of
‘im
puls
e bu
ying
’ and
an
exam
ple
of ‘s
hopp
ing
arou
nd’.
reco
gnis
e, fr
om g
iven
mat
eria
l, tw
o w
ays
by
whi
ch s
uper
mar
kets
enc
oura
ge c
usto
mer
s to
sp
end
mor
e m
oney
.
reco
gnis
e, fr
om g
iven
mat
eria
l, th
e pr
ices
of
two
com
mon
hou
seho
ld it
ems
from
two
diffe
rent
sup
plie
rs, e
g lo
cal s
hop,
su
perm
arke
t, on
-line
reta
iler.
com
mun
icat
e on
e ci
rcum
stan
ce in
whi
ch
cust
omer
s ha
ve th
e rig
ht to
a re
fund
on
good
s pu
rcha
sed
in a
sho
p an
d on
e ci
rcum
stan
ce in
w
hich
they
do
not.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Bei
ng a
Crit
ical
Con
sum
er
Entry
1
BCC
E1
1.1
2.1
3.1
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
mea
nt b
y ‘im
puls
e bu
ying
’ and
‘s
hopp
ing
arou
nd’.
know
som
e w
ays
supe
rmar
kets
see
k to
m
axim
ise
sale
s.
know
that
pric
es o
f com
mon
hou
seho
ld it
ems
ofte
n va
ry.
know
abo
ut b
asic
cus
tom
er ri
ghts
in re
latio
n to
buy
ing
in s
hops
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
85
Unit 11: Being a Critical Consumer (Entry 2)
To d
evel
op th
e le
arne
r’s b
asic
aw
aren
ess
and
unde
rsta
ndin
g of
cr
itica
l con
sum
eris
m.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
an e
xam
ple
of ‘i
mpu
lse
buyi
ng’ a
nd a
n ex
ampl
e of
‘sho
ppin
g ar
ound
’.
iden
tify
thre
e w
ays
by w
hich
sup
erm
arke
ts
enco
urag
e cu
stom
ers
to s
pend
mor
e m
oney
.
com
pare
the
pric
es o
f tw
o c
omm
on
hous
ehol
d ite
ms
from
two
diffe
rent
sup
plie
rs,
eg lo
cal s
hop,
sup
erm
arke
t, on
-line
reta
iler.
iden
tify
one
sour
ce o
f inf
orm
atio
n to
ass
ist
with
sen
sibl
e bu
ying
, eg
cons
umer
m
agaz
ines
, pric
e co
mpa
rison
web
site
s.
com
mun
icat
e on
e ci
rcum
stan
ce in
whi
ch
cust
omer
s ha
ve th
e rig
ht to
a re
fund
on
good
s pu
rcha
sed
in a
sho
p an
d on
e ci
rcum
stan
ce in
w
hich
they
do
not.
com
mun
icat
e on
e th
ing
cust
omer
s ca
n do
if
they
are
not
sat
isfie
d w
ith th
e w
ay a
sho
p de
als
with
a c
ompl
aint
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Bei
ng a
Crit
ical
Con
sum
er
Entry
2
BCC
E2
1.1
2.1
3.1
4.1
5.1
5.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
mea
nt b
y ‘im
puls
e bu
ying
’ and
‘s
hopp
ing
arou
nd’.
know
som
e w
ays
supe
rmar
kets
see
k to
m
axim
ise
sale
s.
be a
ble
to c
ompa
re p
rices
from
diff
eren
t su
pplie
rs.
know
ther
e ar
e so
urce
s of
info
rmat
ion
to
assi
st th
e co
nsum
er.
know
abo
ut b
asic
cus
tom
er ri
ghts
in re
latio
n to
buy
ing
in s
hops
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5
Personal and Social Education (Version 2.0)
86
Unit 11: Being a Critical Consumer (Entry 3)
To d
evel
op th
e le
arne
r’s b
asic
aw
aren
ess
and
unde
rsta
ndin
g of
cr
itica
l con
sum
eris
m.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
stat
e w
hat i
s m
eant
by
‘impu
lse
buyi
ng’ a
nd
‘sho
ppin
g ar
ound
’.
iden
tify
and
expl
ain
thre
e w
ays
by w
hich
su
perm
arke
ts s
eek
to m
axim
ise
sale
s.
com
pare
pric
es o
f thr
ee c
omm
on h
ouse
hold
ite
ms
from
two
diffe
rent
sup
plie
rs, e
g lo
cal
shop
, sup
erm
arke
t, on
-line
reta
iler.
iden
tify
thre
e so
urce
s of
info
rmat
ion
to a
ssis
t w
ith s
ensi
ble
buyi
ng, e
g co
nsum
er
mag
azin
es, p
rice
com
paris
on w
ebsi
tes.
iden
tify
thre
e ci
rcum
stan
ces
whe
re c
usto
mer
s ha
ve a
righ
t to
a re
fund
on
good
s pu
rcha
sed
in a
sho
p an
d th
ree
circ
umst
ance
s in
whi
ch
they
do
not.
iden
tify
two
thin
gs c
usto
mer
s ca
n do
if th
ey
are
not s
atis
fied
with
the
way
a s
hop
deal
s w
ith a
com
plai
nt.
iden
tify
two
diffe
renc
es b
etw
een
a cr
edit
card
an
d a
debi
t car
d.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Bei
ng a
Crit
ical
Con
sum
er
Entry
3
BCC
E3
1.1
2.1
3.1
4.1
5.1
5.2
6.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
mea
nt b
y ‘im
puls
e bu
ying
’ and
‘s
hopp
ing
arou
nd’.
know
som
e w
ays
supe
rmar
kets
see
k to
m
axim
ise
sale
s.
be a
ble
to c
ompa
re p
rices
from
diff
eren
t su
pplie
rs.
know
that
ther
e ar
e so
urce
s of
info
rmat
ion
to
assi
st th
e co
nsum
er.
know
abo
ut c
usto
mer
righ
ts in
rela
tion
to
buyi
ng in
sho
ps.
know
abo
ut d
iffer
ence
s be
twee
n cr
edit
and
debi
t car
ds.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5 6
Personal and Social Education (Version 2.0)
87
Unit 11: Being a Critical Consumer continued over page
Unit 11: Being a Critical Consumer continued over page
Personal and Social Education (Version 2.0)
88
Unit 11: Being a Critical Consumer (Level 1)
To d
evel
op th
e le
arne
r’s b
asic
aw
aren
ess
and
unde
rsta
ndin
g of
cr
itica
l con
sum
eris
m.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
stat
e w
hat i
s m
eant
by
‘impu
lse
buyi
ng’ a
nd
‘sho
ppin
g ar
ound
’.
outli
ne th
ree
way
s by
whi
ch s
uper
mar
kets
se
ek to
max
imis
e sa
les.
rese
arch
and
com
pare
pric
es o
f fiv
e co
mm
on
hous
ehol
d ite
ms
from
thre
e di
ffere
nt
supp
liers
, eg
loca
l sho
p, s
uper
mar
ket,
on-li
ne
reta
iler.
iden
tify
four
sou
rces
of i
nfor
mat
ion
to a
ssis
t w
ith s
ensi
ble
buyi
ng, e
g co
nsum
er
mag
azin
es, p
rice
com
paris
on w
ebsi
tes.
iden
tify
thre
e ci
rcum
stan
ces
whe
re c
usto
mer
s ha
ve a
righ
t to
a re
fund
on
good
s pu
rcha
sed
in a
sho
p an
d th
ree
circ
umst
ance
s in
whi
ch
they
do
not.
iden
tify
two
thin
gs c
usto
mer
s ca
n do
if th
ey
are
not s
atis
fied
with
the
way
a s
hop
deal
s w
ith a
com
plai
nt.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Bei
ng a
Crit
ical
Con
sum
er
Leve
l 1
BCC
L1
1.1
2.1
3.1
4.1
5.1
6.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
mea
nt b
y ‘im
puls
e bu
ying
’ and
‘s
hopp
ing
arou
nd’.
know
how
sho
ps a
nd b
usin
esse
s se
ek to
m
axim
ise
sale
s.
be a
ble
to re
sear
ch a
nd c
ompa
re p
rices
of
com
mon
hou
seho
ld it
ems
from
diff
eren
t su
pplie
rs.
be a
ble
to id
entif
y so
urce
s of
info
rmat
ion
to
assi
st w
ith s
ensi
ble
buyi
ng.
know
abo
ut c
usto
mer
righ
ts in
rela
tion
to
refu
nds
on g
oods
pur
chas
ed in
a s
hop.
know
wha
t cus
tom
ers
can
do if
they
are
not
sa
tisfie
d w
ith th
e w
ay a
sho
p de
als
with
a
com
plai
nt.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5 6
Personal and Social Education (Version 2.0)
89
Unit 11: Being a Critical Consumer (Level 1) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
outli
ne th
e ke
y di
ffere
nces
bet
wee
n cr
edit,
de
bit a
nd s
tore
car
ds.
stat
e w
hat i
s m
eant
by
APR
.
7.1
8.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
abo
ut d
iffer
ence
s be
twee
n cr
edit,
deb
it an
d st
ore
card
s.
know
abo
ut A
PR.
7 8
Personal and Social Education (Version 2.0)
90
Unit 11: Being a Critical Consumer (Level 2)
To d
evel
op th
e le
arne
r’s b
asic
aw
aren
ess
and
unde
rsta
ndin
g of
cr
itica
l con
sum
eris
m.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
expl
ain
wha
t is
mea
nt b
y ‘im
puls
e bu
ying
’ and
‘s
hopp
ing
arou
nd’.
iden
tify
and
expl
ain
thre
e w
ays
by w
hich
su
perm
arke
ts s
eek
to m
axim
ise
sale
s an
d su
gges
t how
con
sum
ers
mig
ht d
eal s
ensi
bly
with
them
.
rese
arch
and
com
pare
pric
es o
f fiv
e co
mm
on
hous
ehol
d ite
ms
from
thre
e di
ffere
nt
supp
liers
, eg
loca
l sho
p, s
uper
mar
ket,
on-li
ne
reta
ilers
.
rese
arch
and
com
pare
four
sou
rces
of
info
rmat
ion
to a
ssis
t with
sen
sibl
e bu
ying
, eg
cons
umer
mag
azin
es, p
rice
com
paris
on
web
site
s, fo
r thr
ee g
iven
con
sum
er it
ems.
expl
ain
thre
e ci
rcum
stan
ces
whe
re c
usto
mer
s ha
ve a
righ
t to
a re
fund
on
good
s pu
rcha
sed
in a
sho
p an
d th
ree
circ
umst
ance
s in
whi
ch
they
do
not.
expl
ain
two
thin
gs c
usto
mer
s ca
n do
if th
ey
are
not s
atis
fied
with
the
way
a s
hop
deal
s w
ith a
com
plai
nt.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Bei
ng a
Crit
ical
Con
sum
er
Leve
l 2
BCC
L2
1.1
2.1
3.1
4.1
5.1
6.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t is
mea
nt b
y ‘im
puls
e bu
ying
’ and
‘s
hopp
ing
arou
nd’.
know
how
sho
ps a
nd b
usin
esse
s se
ek to
m
axim
ise
sale
s.
be a
ble
to re
sear
ch a
nd c
ompa
re p
rices
of
com
mon
hou
seho
ld it
ems
from
diff
eren
t su
pplie
rs.
be a
ble
to id
entif
y so
urce
s of
info
rmat
ion
to
assi
st w
ith s
ensi
ble
buyi
ng.
know
abo
ut c
usto
mer
righ
ts in
rela
tion
to
refu
nds
on g
oods
pur
chas
ed in
a s
hop.
know
wha
t cus
tom
ers
can
do if
they
are
not
sa
tisfie
d w
ith th
e w
ay a
sho
p de
als
with
a
com
plai
nt.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4 5 6
Personal and Social Education (Version 2.0)
91
Unit 11: Being a Critical Consumer (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
(ann
otat
ed
prin
t out
s)
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
use
a pr
ice
com
paris
on w
ebsi
te to
find
the
annu
al c
ost o
f a p
ay-a
s-yo
u-go
mob
ile p
hone
fo
r a g
iven
use
r fro
m th
ree
diffe
rent
sup
plie
rs.
prod
uce
a br
ief r
epor
t eva
luat
ing
info
rmat
ion
rese
arch
ed in
7.1
and
reco
mm
end
a ‘b
est
valu
e’ o
ptio
n.
expl
ain
the
key
diffe
renc
es b
etw
een
cred
it,
debi
t and
sto
re c
ards
.
expl
ain
wha
t is
mea
nt b
y A
PR a
nd id
entif
y tw
o ke
y fa
ctor
s w
hich
det
erm
ine
the
tota
l cos
t of
a lo
an.
7.1
7.2
8.1
9.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to u
se p
rice
com
paris
on w
ebsi
tes
and
eval
uate
info
rmat
ion
foun
d.
know
abo
ut d
iffer
ence
s be
twee
n cr
edit,
deb
it an
d st
ore
card
s.
know
abo
ut A
PR a
nd fa
ctor
s de
term
inin
g th
e co
st o
f loa
ns.
7 8 9
Personal and Social Education (Version 2.0)
92
Unit 12: Introduction to Diversity, Prejudice and Discrimination (Entry 1)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
div
ersi
ty, p
reju
dice
and
di
scrim
inat
ion
in s
ocie
ty.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
reco
gnis
e, fr
om g
iven
mat
eria
l, on
e ex
ampl
e of
a d
iffer
ence
bet
wee
n pe
ople
, eg
in fo
od,
fash
ion
or m
usic
.
reco
gnis
e, fr
om g
iven
mat
eria
l, on
e ex
ampl
e of
a s
imila
rity
betw
een
peop
le.
reco
gnis
e, fr
om g
iven
mat
eria
l, tw
o ex
ampl
es
of p
eopl
e be
ing
treat
ed u
nfai
rly b
ecau
se o
f di
ffere
nces
bet
wee
n th
em.
reco
gnis
e, fr
om g
iven
mat
eria
l, on
e ex
ampl
e of
whe
n di
ffere
nces
bet
wee
n pe
ople
hav
e no
t af
fect
ed h
ow th
ey w
ere
treat
ed.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Intr
oduc
tion
to D
iver
sity
, Pr
ejud
ice
and
Dis
crim
inat
ion
Entry
1
DPD
E1
1.1
1.2
2.1
2.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
that
ther
e ar
e di
ffere
nces
an
d si
mila
ritie
s be
twee
n pe
ople
.
be a
ble
to re
cogn
ise
whe
n pe
ople
are
trea
ted
unfa
irly
beca
use
of d
iffer
ence
s be
twee
n th
em.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
93
Unit 12: Introduction to Diversity, Prejudice and Discrimination (Entry 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
div
ersi
ty, p
reju
dice
and
di
scrim
inat
ion
in s
ocie
ty.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
com
mun
icat
e tw
o ex
ampl
es o
f diff
eren
ces
betw
een
peop
le, e
g in
food
, fas
hion
or m
usic
.
com
mun
icat
e tw
o ex
ampl
es o
f sim
ilarit
ies
betw
een
peop
le.
iden
tify
two
exam
ples
of t
he w
ays
peop
le c
an
be tr
eate
d un
fairl
y be
caus
e of
diff
eren
ces
betw
een
them
.
iden
tify
one
exam
ple
of w
hen
diffe
renc
es
betw
een
peop
le h
ave
not a
ffect
ed h
ow th
ey
wer
e tre
ated
.
give
one
reas
on w
hy a
per
son
mig
ht tr
eat
som
eone
unf
airly
on
the
basi
s of
eith
er ra
ce,
gend
er o
r age
.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Intr
oduc
tion
to D
iver
sity
, Pr
ejud
ice
and
Dis
crim
inat
ion
Entry
2
DPD
E2
1.1
1.2
2.1
2.2
2.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
that
ther
e ar
e di
ffere
nces
an
d si
mila
ritie
s be
twee
n pe
ople
.
be a
ble
to re
cogn
ise
whe
n pe
ople
are
trea
ted
unfa
irly
beca
use
of d
iffer
ence
s be
twee
n th
em.
Title
Leve
l
Reg
istr
atio
n co
de
1 2
Personal and Social Education (Version 2.0)
94
Unit 12: Introduction to Diversity, Prejudice and Discrimination (Entry 3)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
div
ersi
ty, p
reju
dice
and
di
scrim
inat
ion
in s
ocie
ty.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
give
two
exam
ples
of d
iffer
ence
s be
twee
n pe
ople
, eg
in fo
od, f
ashi
on o
r mus
ic.
give
two
exam
ples
of s
imila
ritie
s be
twee
n pe
ople
.
stat
e br
iefly
wha
t is
mea
nt b
y pr
ejud
ice.
give
two
exam
ples
of p
reju
dice
.
give
two
reas
ons
why
a p
erso
n m
ight
bec
ome
prej
udic
ed.
give
two
exam
ples
of d
iscr
imin
atio
n.
nam
e th
e m
ain
law
whi
ch is
des
igne
d to
pr
even
t dis
crim
inat
ion.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Intr
oduc
tion
to D
iver
sity
, Pr
ejud
ice
and
Dis
crim
inat
ion
Entry
3
DPD
E3
1.1
1.2
2.1
2.2
2.3
3.1
4.1
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
that
ther
e ar
e di
ffere
nces
an
d si
mila
ritie
s be
twee
n pe
ople
.
be a
ble
to re
cogn
ise
prej
udic
e an
d ho
w it
oc
curs
.
be a
ble
to re
cogn
ise
disc
rimin
atio
n.
know
that
dis
crim
inat
ion
of d
iffer
ent k
inds
is
illega
l.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
95
Unit 12: Introduction to Diversity, Prejudice and Discrimination (Level 1)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
div
ersi
ty, p
reju
dice
and
di
scrim
inat
ion
in s
ocie
ty.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
thre
e ex
ampl
es o
f div
ersi
ty in
so
ciet
y, e
g in
food
, fas
hion
or m
usic
.
iden
tify
thre
e ex
ampl
es o
f pre
judi
ce.
outli
ne h
ow e
ach
of th
e ch
osen
exa
mpl
es
exem
plifi
es p
reju
dice
.
give
thre
e re
ason
s w
hy a
per
son
mig
ht
beco
me
prej
udic
ed.
iden
tify
thre
e ex
ampl
es o
f dis
crim
inat
ion
and
outli
ne w
hy e
ach
exem
plifi
es d
iscr
imin
atio
n.
nam
e th
ree
area
s of
dis
crim
inat
ion
cove
red
by th
e 20
10 E
qual
ity A
ct.
brie
fly d
escr
ibe
the
inte
nded
effe
cts
of e
ach
of
the
thre
e ch
osen
are
as.
iden
tify
thre
e ex
ampl
es o
f ste
reot
ypin
g in
ea
ch o
f tw
o di
ffere
nt c
onte
xts,
eg
natio
nalit
y,
adve
rtisi
ng.
outli
ne h
ow th
ree
of th
e ch
osen
exa
mpl
es
dem
onst
rate
ste
reot
ypin
g.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Intr
oduc
tion
to D
iver
sity
, Pr
ejud
ice
and
Dis
crim
inat
ion
Leve
l 1
DPD
L1
1.1
2.1
2.2
2.3
3.1
3.2
3.3
4.1
4.2
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t div
ersi
ty in
soc
iety
is.
be a
ble
to re
cogn
ise
prej
udic
e an
d ho
w it
oc
curs
.
be a
ble
to re
cogn
ise
disc
rimin
atio
n.
be a
ble
to re
cogn
ise
ster
eoty
ping
.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3 4
Personal and Social Education (Version 2.0)
96
Unit 12: Introduction to Diversity, Prejudice and Discrimination (Level 2)
To d
evel
op th
e le
arne
r’s k
now
ledg
e of
div
ersi
ty, p
reju
dice
and
di
scrim
inat
ion
in s
ocie
ty.
14.1
Fou
ndat
ions
for L
earn
ing
and
Life
2
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Con
tinue
d on
nex
t pag
e
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
desc
ribe
thre
e ex
ampl
es o
f div
ersi
ty in
so
ciet
y, e
g in
food
, fas
hion
or m
usic
.
iden
tify
thre
e ex
ampl
es o
f pre
judi
ce.
desc
ribe
how
eac
h of
the
chos
en e
xam
ples
ex
empl
ifies
pre
judi
ce.
expl
ain
thre
e re
ason
s w
hy a
per
son
mig
ht
beco
me
prej
udic
ed.
iden
tify
thre
e ex
ampl
es o
f dis
crim
inat
ion
and
desc
ribe
fully
why
eac
h ex
empl
ifies
di
scrim
inat
ion.
nam
e th
ree
area
s of
dis
crim
inat
ion
cove
red
by th
e 20
10 E
qual
ity A
ct.
brie
fly d
escr
ibe
the
inte
nded
effe
cts
of e
ach
of
the
thre
e ch
osen
are
as.
eval
uate
how
effe
ctiv
ely
one
of th
e ch
osen
ar
eas
has
been
impl
emen
ted
eg
disa
bilit
y di
scrim
inat
ion.
Uni
t aim
(s)
Sect
or s
ubje
ct
area
(s)
Cre
dit v
alue
Intr
oduc
tion
to D
iver
sity
, Pr
ejud
ice
and
Dis
crim
inat
ion
Leve
l 2
DPD
L2
1.1
2.1
2.2
2.3
3.1
3.2
3.3
3.4
Lear
ning
Out
com
es
The
lear
ner w
ill:
know
wha
t div
ersi
ty in
soc
iety
is.
be a
ble
to re
cogn
ise
prej
udic
e an
d ho
w it
oc
curs
.
be a
ble
to re
cogn
ise
disc
rimin
atio
n.
Title
Leve
l
Reg
istr
atio
n co
de
1 2 3
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97
Unit 12: Introduction to Diversity, Prejudice and Discrimination (Level 2) continued
Evid
ence
(S
ee a
lso
Sect
ion
4.5)
Teac
her
writ
ten
reco
rd
Lear
ner
com
plet
ed
wor
kshe
ets
Lear
ner
prod
uced
w
ork
Ass
essm
ent
Crit
eria
The
lear
ner c
an:
iden
tify
thre
e ex
ampl
es o
f ste
reot
ypin
g in
ea
ch o
f tw
o di
ffere
nt c
onte
xts,
eg
natio
nalit
y,
adve
rtisi
ng.
desc
ribe
fully
how
eac
h of
the
chos
en
exam
ples
dem
onst
rate
s st
ereo
typi
ng.
prod
uce
a po
ster
or p
amph
let t
hat p
rom
otes
so
cial
coh
esio
n.
outli
ne th
e m
ain
idea
s be
hind
the
post
er o
r pa
mph
let.
eval
uate
the
pote
ntia
l effe
ctiv
enes
s of
the
post
er o
r pam
phle
t.
4.1
4.2
5.1
5.2
5.3
Lear
ning
Out
com
es
The
lear
ner w
ill:
be a
ble
to re
cogn
ise
ster
eoty
ping
.
be a
ble
to p
rom
ote
soci
al c
ohes
ion.
4 5
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4 Scheme of Assessment
Teachers are required to use their professional judgment to make an assessment on each of the component units completed.
Teachers should assess whether the learner has successfully achieved the requirements of each assessment criteria in each component unit.
4.1 Aims
A course based on this specification should: • give learners a background of knowledge and understanding in relation to personal, social and health
education • encourage learners to apply their knowledge and understanding in making decisions • promote self-development, through encouraging learners to be aware of their own strengths and areas for
improvement, and the choices and opportunities available to them • enhance learners’ awareness of spiritual, moral, ethical, social, legislative, economic, cultural,
environmental, health and safety and European issues, as appropriate.
4.2 Assessment objectives
The assessment objectives listed below relate to the specification as a whole.
• Knowledge and understanding of PSHEE which is required to enable learners to develop confidence and responsibility, healthy lifestyles, effective relationships, economic wellbeing and financial capability as described in the programmes of study for PSHEE for Key Stage 4 and exemplified in this specification.
• Application of knowledge and understanding in different practical situations and in drawing conclusions and making choices with respect to health, relationships and careers.
4.3 Requirements
Units are provided at each of the five levels (Entry 1, Entry 2, Entry 3, Level 1 and Level 2) at which the qualifications are available. Each unit specifies, by means of learning outcomes and assessment criteria, the requirements for successful completion.
There are no mandatory units; all units are optional.
Each unit is equally weighted and carries two credits.
To be eligible for the Award at a specific level learners must submit for assessment and moderation evidence from four of the units in this specification, at least three of which must be completed at or above the specific level claimed.
To be eligible for the Certificate at a specific level learners must submit for assessment and moderation evidence from seven of the units in the specification, at least four of which must be completed at or above the specific level claimed.
When submitting units at a lower level than the level claimed, these can only be one level below.
It is a requirement that all assessment criteria of each unit are met. A learner who fails to show evidence of the successful completion of all aspects of all assessment criteria of a unit is not eligible for the award of that unit.
Credit certificates will be issued for all completed units, regardless of completion of the overall Award or Certificate
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4.4 Teacher-devised assessment tasks
There are no externally-set tasks or assignments. For each unit the school will devise its own assessment tasks, ensuring that these enable learners to demonstrate individual achievement of the assessment criteria.
Exemplar material relating to the teacher devised assessment tasks will be discussed at the standardising meetings and will be made available to all schools by AQA for reference purposes.
In presenting tasks to learners at Entry 1, 2 or 3, the teacher may use any combinations of video, role play, real objects, photographs, pictures, symbols or words, or any other method(s) which promote inclusive learning, provided that the teacher addresses the outcome(s) concerned.
At Level 1 and Level 2, teachers may use a range of materials appropriate to the level to present assessment tasks.
4.5 Evidence
Each learner must submit evidence for each unit which demonstrates achievement of all the assessed criteria for that unit. Evidence requirements are listed after the learning outcomes and assessment criteria of each unit.
All evidence must demonstrate individual achievement of each assessment criterion. Group produced responses and copied material are not acceptable as evidence of individual achievement.
All reasonable steps must be taken to ensure that the work submitted is the learner’s own (see Section 6).
It is recognised that at Entry 1 and Entry 2, many learners have learning difficulties which involve a range of communication skills. It is important that the qualifications are accessible to such learners. Therefore, as an alternative to the completion of structured worksheets, or other learner produced work, a learner may communicate his/her responses by speaking, eye contact, pointing, signing, or by using any other method particular to him/her, provided that the teacher makes a written record of responses for submission as evidence. A teacher written record may be brief but must indicate what each individual has specifically communicated to demonstrate achievement of the assessment criterion/criteria concerned. If desired, an audio or audio-visual recording of a learner’s oral responses can be made as an alternative to or in support of a teacher written record. Recordings must be made and submitted in a format acceptable to AQA. Full instructions are available on request.
At Entry 3, Level 1 and Level 2, it is expected that most evidence will be produced by the learner in paper form, eg completed worksheets, notes, diagrams, tables etc, as appropriate. Worksheets may take a variety of forms. At these levels, teacher-generated evidence will not normally be acceptable, except where specifically listed as evidence, eg for assessment criterion 2.3 in Unit 8 at Entry 3. Where appropriate, a teacher may submit evidence of learner achievement of one or more assessment criteria through an audio or audio-visual recording as an alternative to written evidence but such evidence must demonstrate individual achievement. Again, schools must comply with AQA instructions on the making and submission of recordings.
If a school would like further guidance on the acceptability of different types of evidence, it should contact AQA at an early date.
Evidence must be presented for moderation on a learner basis. It must be clear, through labelling, annotation or other means, where the evidence for each specific assessment criterion is to be found.
The work submitted for assessment should not include all the work completed by a learner in preparation for assessment – only that which is required by each unit.
4.6 Submission of work
There are several opportunities during the year for learners to submit for moderation evidence of the achievement of individual units. All evidence must be internally-assessed before submission to ensure that all assessment criteria have been met in the unit(s) submitted.
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4.7 Weighting of assessment objectives
The approximate weighting given to the Assessment Objectives in the overall Scheme of Assessment are as follows:
Assessment Objectives Weightings
Knowledge and understanding Application of knowledge and understanding
50% 50%
4.8 Determining the level of the Award or Certificate
To be eligible for the Award of a particular level, three of the four units have to be completed at that level or above that level. For example, a learner completing one unit at Entry 2 and three at Entry 3 would be eligible for an Entry 3 Award.
To be eligible for the Certificate at a particular level, four of the seven units would have to be completed at that level or above that level. For example, a learner completing three units at Entry 3, three units at Level 1 and one unit at Level 2 would be eligible for a Level 1 Certificate.
Units submitted at a lower level than the level claimed for the overall qualification, can only be one level below.
4.9 Previous learning requirements
The specification can build on the knowledge, understanding and skills acquired in programmes of study at Key Stage 3 of the National Curriculum. However, no prior learning is necessary for learners to undertake a course of study relating to this specification.
Each unit requires literacy skills appropriate to the level at which it is aimed. Where a unit requires numeracy skills, these are also appropriate to the level of the unit.
Teachers should provide appropriate and adequate guidance about the demands of the specification before learners embark on their studies.
4.10 Equality, access and inclusion
Entry level qualifications enable learners to gain the most from life, learning and work.
• Entry Level qualifications often need to assess a wide range of competences. This is because they are general qualifications designed to prepare learners for a wide range of occupations and further study.
• These qualifications were reviewed to see whether any of the skills or knowledge needed by the
subject presented a possible difficulty to any learners, whatever their ethnic background, religion, sex, age, disability or sexuality. If there were difficulties, the situation was reviewed again to make sure that such tests of specific competences were only included if they were important to the subject. The findings were discussed with groups who represented the interests of a diverse range of learners.
• Arrangements are made for learners with special needs to help them access the assessments as long
as the competences being tested are not changed. Because of this, most learners will be able to access any part of the assessment. More details are given in Section 5.5.
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4.11 Progression
The scheme of assessment allows attainment to be recognised at Entry 1, 2 and 3, Level 1 and Level 2. This allows for progression across these levels.
The skills and knowledge acquired will be relevant and transferable in both educational and career settings. The qualifications therefore increase flexibility for learners and make a distinct contribution to the quality and coherence of the qualifications framework.
The specification provides a worthwhile course for learners of various ages and from diverse backgrounds in terms of general education and lifelong learning.
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5 Administration 5.1 Administration
Full instructions for registering learners and submitting recommendations are found in the Centre Administrative Procedures booklet which can be downloaded from the website at: www.aqa.org.uk/pse
5.2 Availability of assessment units
Units may be delivered and internally assessed at any time during the course. Opportunities will be provided throughout the year to submit completed units for moderation and/or to claim the overall Award/Certificate. Please refer to the Centre Administrative Procedures for details of the deadlines.
5.3 Entries
Schools must be registered as a centre with AQA before entering learners. On submission of entries schools may provide a Unique Learner number (ULN) for each learner being entered. ULNs are required for use with the Learner Record. Prohibited Combinations
There are no prohibited combinations with this specification.
5.4 Private learners
This specification is not available to private learners.
5.5 Access arrangements, reasonable adjustments and special
consideration
We have taken note of equality and discrimination legislation and the interests of minority groups in developing and administering this specification.
We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This is published on the JCQ website (www.jcq.org.uk) or can be found by following the link from our website (www.aqa.org.uk).
Arrangements may be made to enable learners with disabilities or other difficulties to access the assessment. An example of an access arrangement is the use of Braille for a learner with a visual impairment.
Special consideration may be requested for a learner who experiences temporary illness, injury or indisposition at the time of an assessment which prevents him/her showing achievement of one or more assessment criteria. In these circumstances, an opportunity will be provided to demonstrate achievement through alternative evidence.
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5.6 Examination language
All assessment will be through the medium of English. Assessment will not be available in Welsh or Gaelic.
5.7 Qualification titles
The qualifications based on this specification have the following titles:
AQA Entry 1 Award in Personal and Social Education (5806)
AQA Entry 1 Certificate in Personal and Social Education (5811)
AQA Entry 2 Award in Personal and Social Education (5807)
AQA Entry 2 Certificate in Personal and Social Education (5812)
AQA Entry 3 Award in Personal and Social Education (5808)
AQA Entry 3 Certificate in Personal and Social Education (5813)
AQA Level 1 Award in Personal and Social Education (5809)
AQA Level 1 Certificate in Personal and Social Education (5814)
AQA Level 2 Award in Personal and Social Education (5810)
AQA Level 2 Certificate in Personal and Social Education (5815)
5.8 Awarding system
The qualifications will be awarded at Entry 1, Entry 2, Entry 3, Level 1 and Level 2 and the specific level achieved will be recorded on the certificate accordingly.
The achievement of individual units from the specification will also be certificated. Credit certificates will indicate the unit title, specific level and credit value, but not the assessment criteria of the unit.
5.9 Minimum requirements
To be eligible for the Award at a specific level, a learner must have achieved four units, at least three at or above the specific level claimed.
To be eligible for the Certificate at a specific level, a learner must have achieved seven units, four at or above the level claimed.
No unit more than one level below the level claimed may be counted towards the qualification.
Learners are required to provide evidence for the completion of all assessment criteria listed in each unit.
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5.10 Recognition of prior learning
A school may apply to AQA to have the prior learning of a learner recognised as achievement towards the award of credit. Application should be made at as early a date as possible and by the deadline for receipt of entry for the appropriate session. This should be accompanied by appropriate evidence of the prior learning and an explanation of how this meets the assessment requirements for a unit or units through knowledge, understanding or skills the learner already possesses and does not need to develop through a course of learning.
5.11 Exemptions
No exemptions (based on certificated achievement) from the requirement to achieve credit for the specified, optional units have been pre-determined. However, schools wishing to claim an exemption on behalf of a learner should apply for this at as early a date as possible and by the deadline for receipt of entry for the appropriate session. Evidence of the certificated achievement must be supplied (to include qualification type, awarding body, title, date awarded and level/grade). A decision will then be made as to whether the achievement can be recognised as being of equivalent value.
Schools must (where learner consent is given) use access to the record of each learner’s previous achievements in their learner record to ensure that opportunities for credit transfer and exemption are maximised.
5.12 Recording assessments
An individual Candidate Record Form must be completed for each learner in each session in which they submit units.
5.13 Submission of recommendations
Full instructions for registering learners and submitting recommendations and evidence for moderation are provided in the Centre Administrative Procedures booklet.
5.14 Retention of evidence
Schools are requested to retain the evidence relating to the achievement of learners under secure conditions for one month following certification, to allow for the possibility of enquiries about results. AQA may, at any time up to this date, require a school to produce all or some of the stored material for inspection.
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6 Internally Assessed Work 6.1 Authenticating that internally assessed work is genuine
The Head of a school is required to provide supervision. The precise means of supervision will inevitably differ from school to school, but it is expected that the teacher will be involved in on-going discussion with the learner at all stages of the work. Learners’ work for assessment must be undertaken under conditions which allow the teacher to supervise the work and enable the work to be authenticated. If it is necessary for some assessed work to be done outside the school, sufficient work must take place under direct supervision to allow the teacher to monitor progress, prevent plagiarism and authenticate each learner’s whole work with confidence.
All work submitted must be the unaided work of the learner. Any teacher assistance given has to be limited to the use of strategies designed to improve accessibility such as:
• the rephrasing of tasks or questions which have not been understood • the explanation of terms or phrases used in tasks and questions where such explanation does not, in
itself, provide the information which the learner must supply • the provision of feedback in relation to inappropriate or inadequate answers given by the learner where
such feedback does not, in itself, provide the information which the learner must supply. Any assistance given to an individual learner which is beyond that given to the group as a whole must be recorded on the Candidate Record Form.
• Learners must sign the Candidate Record Form to confirm that the work they have handed in is their own • Teachers and assessors must confirm on the Candidate Record Form that the work marked is only that
done by that learner and was conducted in line with the conditions in this specification • Schools must not submit a unit if learners cannot confirm the work handed in for assessment is their
own.
You should attach the completed Candidate Record Form for each learner to his or her work. All teachers who have marked the work of any learner entered for each unit must sign the declaration that the work is genuine.
6.2 Unfair practice
Before the course starts the supervising teacher is responsible for informing the learners of the AQA Regulations concerning malpractice. Learners must not take part in any unfair practice in the preparation of evidence to be submitted for assessment. Learners must not
• submit work that is not their own • lend work to other learners • give other learners access to, or the use of, their own independently-sourced research material (this does
not mean that learners cannot lend their books to another learner, but that learners should be stopped from copying other learners’ research)
• include work copied directly from books, the internet or other sources without acknowledgement of the source
• hand in work typed or word-processed by someone else without acknowledgement.
These actions are considered malpractice. If malpractice is suspected, your Examinations Officer should be consulted about the procedure to be followed. Where you suspect malpractice in internal assessments after the learner has signed the declaration of authentication, your Head of School must submit full details of the case to us at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (www.jcq.org.uk).
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If AQA is satisfied that a breach of Regulations has occurred, it reserves the right to take such action as it deems appropriate in the circumstances. This action includes disqualification.
Malpractice in internal assessments discovered prior to the learner signing the declaration of authentication need not be reported to us, but should be dealt with in accordance with your school’s internal procedures. We would expect you to treat such cases very seriously.
6.3 Teacher standardisation
We will hold standardising meetings for teachers each year, usually in the autumn term. At these meetings we will provide support in explaining component units in context. These materials will also be available on-line. All schools must send a representative to one of the meetings in the first year of entry. If you have told us you are a new school, either by sending us an intention to enter, or by contacting the subject team, we will contact you to invite you to a meeting. Attendance is also mandatory in the following cases
• where there has been a serious misinterpretation of the specification requirements • where the nature of the teacher-devised assessments made by a school has been inappropriate • where there have been significant differences between recommendation made by the school and
awards made by AQA in relation to one or more units in the previous year.
Otherwise attendance is at the discretion of schools. At these meetings support will be provided for schools in the development of appropriate assessment tasks and assessment procedures.
6.4 Internal standardisation
Schools must have consistent standards for all learners. Where more than one teacher is involved, schools are responsible for standardising assessment. One person must be responsible for ensuring that work has been assessed to the same standard, and they need to sign the Centre Declaration Sheet to confirm that internal standardisation has taken place.
These forms can be accessed at www.aqa.org.uk/exams-administration Internal standardisation may involve
• all teachers assessing some sample assessments and identifying differences in standards • discussing any differences in assessment at a training meeting for all teachers involved in the
assessment • referring to reference and archive material, such as the commentaries from our standardising
meetings.
6.5 Annotation of internally assessed work
It is a requirement of the specification that teachers assessing internally assessed work clearly show where the evidence for each assessment criteria is. This helps our advisers to see as precisely as possible where the teacher has identified that learners have met the criteria in the specification.
6.6 Submitting confirmation of achievement
The Centre Administrative Procedures booklet provides full details of how to submit learners’ work, the forms required and the deadline dates. The booklet can be downloaded from the website at: www.aqa.org.uk/pse
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6.7 Factors affecting individual learners
Where work is misplaced in circumstances beyond the learner’s control, AQA should be notified immediately of the date of the loss, how it occurred and upon whom the responsibility for the loss rests. AQA will provide details of the procedures to be followed in such cases.
The normal learning support to which the learner is accustomed is permissible in most circumstances. The learning support should, however, neither give the learner an unfair advantage nor place the learner at any disadvantage.
The support provided should not result in any task being undertaken on behalf of the learner.
AQA pays due regard to the provisions of the 2010 Equality Act in its administration of this specification. Arrangements may be made to enable learners with disabilities or other difficulties to access the assessment. (See Section 5.5)
Special consideration may be requested for a learner who experiences temporary illness, injury or indisposition at the time of an assessment. In these circumstances, an opportunity will be provided to demonstrate achievement through alternative evidence.
If a learner moves from one school to another, AQA should be consulted at the earliest possible stage to discuss arrangements.
6.8 Keeping learners’ work
From the time the work is marked, your school must keep the work of all learners, with Candidate Record Forms attached, under secure conditions, to allow the work to be available during the moderation period or should there be an Enquiry about Results. You may return the work to learners after the deadline for Enquiries about Results, or once any enquiry is resolved.
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7 Moderation 7.1 Moderation procedures
It is necessary to moderate learners’ work to ensure that no injustice occurs to learners. Moderation will take place in each session on the basis of detailed scrutiny by an AQA-appointed moderator of all the evidence relating to a sample of learners and all units being recommended. Schools will be informed which learners’ evidence is required and should then send the initial sample to the moderator. The moderator may require an additional sample to complete his/her work. For each learner included in the sample, the evidence provided for inspection by the moderator must be presented in a clear and helpful way.
7.2 Procedures after moderation
The following post-results services will be available:
• review of original moderation
• clerical recheck to ensure the correct level of unit/the correct qualification has been uploaded on the results document.
You will receive a report at the time the results are issued giving feedback on the accuracy of the assessments made and the reasons for any adjustments.
We may keep some learners’ work for awarding, archive or standardising purposes and will inform you if this is the case.
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Appendices A Spiritual, moral, ethical, social, legislative, sustainable
development, economic and cultural issues, health, safety considerations and citizenship
We have taken great care to make sure that any wider issues (for example, spiritual, moral, ethical, social, legal, sustainable development, economic and cultural issues), including those relevant to the education of learners at Key Stage 4, have been taken into account when preparing this specification.
This specification provides many opportunities to promote learners’ spiritual, moral, ethical, social and cultural development. Explicit opportunities are provided in the following units: Unit 1: Personal Action Planning
Unit 2: Drugs Education
Unit 3: Sex and Relationship Education Unit 4: Personal Finance Entry 1 Entry 2 Entry 3 Unit 5: Emotional Wellbeing
Unit 9: Relationships, Behaviours and Practices in the Workplace
Unit 10: Personal Safety Unit 12: Introduction to Diversity, Prejudice and Discrimination. European Dimension
We have taken the 1988 Resolution of the Council of the European Community into account when preparing this specification and associated guidance documents. Opportunities to develop learners’ awareness of the European dimension occur in the delivery of the following units: Unit 7: Making Informed Career Choices Unit 8: Applying for Jobs and Courses Unit 12: Introduction to Diversity, Prejudice and Discrimination. Environmental Education
We have taken the 1988 Resolution of the Council of the European Community and the Report ‘Environmental Responsibility: An Agenda for Further and Higher Education’ 1993 into account when preparing this specification and associated guidance documents.
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Health and Safety Specific opportunities to raise learners’ awareness of health and safety issues arise in the following units: Unit 2: Drugs Education Unit 3: Sex and Relationship Education Unit 6: Healthy Lifestyles Unit 9: Relationships, Behaviours and Practices in the Workplace Unit 10: Personal Safety. Citizenship Opportunities to develop knowledge, skills and understanding in relation to the programme of study for citizenship at Key Stage 4 occur in the following units: Unit 2: Drugs Education Unit 3: Sex and Relationship Education
Entry 3 Level 1 Level 2 Unit 4: Personal Finance Unit 5: Emotional Wellbeing Unit 9: Relationships Behaviours and Practices in the Workplace Unit 11: Being a Critical Consumer Unit 12: Introduction to Diversity, Prejudice and Discrimination. Avoiding bias We have taken great care to avoid bias of any kind when preparing this specification and guidance documents.
B Functional skills, personal learning and thinking skills
Functional Skills in English, Information and Communication Technology (ICT) and Mathematics, together with Personal Learning and Thinking Skills (PLTS), cover the areas of competence that are most often demanded by employers.
Functional Skills are practical skills in English, ICT and Mathematics that allow people to work confidently, effectively and independently in life. The skills are learning tools that enable people:
• to apply their knowledge and understanding to everyday life • to engage competently and confidently with others • to solve problems in both familiar and unfamiliar situations • to develop personally and professionally as positive citizens who can actively contribute to society.
This specification provides a range of opportunities to develop learners’ functional skills.
Personal Learning and Thinking Skills (PLTS) are team working, independent enquiry, self-management, reflective learning, effective participation and creative thinking. The PLTS framework applies to all young people 11-19, but the skills are also clearly relevant to adults.
This specification provides a range of opportunities to develop learners’ personal learning and thinking skills.
ENTRY 1, 2 & 3 AND LEVEL 1 & 2 AWARDS AND CERTIFICATES INPERSONAL AND SOCIAL EDUCATION(5800)
SpecificationFor teaching from September 2017 onwardsFor assessment September 2017 onwards
Version 2.0 June 2017
Copyright © 2017 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use.AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
aqa.org.uk
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