Post on 15-Aug-2020
Introducing Skilled for Life
Skilled for Life is the UK’s first comprehensive, end-to-end solution for educators designing and delivering programmes to prepare learners for employment.
Flexibility is at the heart of Skilled for Life. It allows you to create personalised programmes based on your learners’ individual needs, ambitions and interests. Skilled for Life covers a breadth of sectors, skills and knowledge that means you can cater to all your learners’ needs.
“With Skilled for Life we are looking beyond the traditional qualifications model at a more flexible and responsive approach, tailored around the needs and ambitions of individual learners. All of this is backed-up by the quality, standards and assessment expertise you would associate with Pearson.”
Rod Bristow, President, Core Markets, Pearson
Skilled for Life | Your employability toolkit
Step-by-Step achievement Skilled for Life uses a credit-based model meaning programmes can
be scaled to the needs of each individual learner and to fit around your existing learning programmes. You purchase a credit
package to reflect the size of your programme and the needs of your learners.
The unit-based approach means learners can have their achievements recognised and
certificated in small steps. This can be a great way to keep students
motivated, especially for those who may struggle
to achieve a full qualification in
one go.
Personalised Learning Pick and choose as many or as few units
and qualifications as you need for each learner. For those who are unsure
of their career options, our introductory industry
units can help them decide which
path to pursue.
Industry Standards Skilled for Life has been developed in
partnership with employers, colleges and training providers so we can be
assured that it meets your delivery needs and addresses the real
barriers to employment.
Funding The toolkit has been designed with the current
complex funding environment in mind. As such, it is ideal for centres delivering
learning funded through a variety of funding streams from the
Work Programme to Skills Funding Agency and
Adult Funding. Learners
The framework has been designed for all learners aged 14+ who are undertaking employability
programmes, preparing for or working towards sustainable employment, as well as
learners following study programmes. Skilled for Life is suitable for a
wide range of learners from a variety of backgrounds,
age groups and ability ranges.
One-stop-shop Our employability toolkit offers advanced
diagnostics, a comprehensive range of learning units and extensive support
resources in one complete package. Skilled for Life aims to provide
all you need to deliver employability that
works.
English and Maths
Skills for WorkIndustry
Knowledge
WorkExperience
Employability
Social and Personal
Skills
Employability
Employability is about having and applying a set of knowledge and skills for the working environment. We’ve sat down with experts from education and industry to identify what really makes someone employable, and built Skilled for Life around five areas of learning.
• English and Maths
• Industry Knowledge
• Social and Personal Skills
• Skills for Work
• Work Experience.
What’s in Skilled for Life?
Based around these five areas of learning, the toolkit is made up of:
• Learning Units and Qualifications:
• 1000+ Pearson Edexcel and BTEC learning units from Entry 1 to Level 2
• 200+ Pearson Edexcel and BTEC qualifications from Entry 1 to Level 2
• Online Support Tools:
• English and Maths Initial Assessment Tool
• SelfSmart Behavioural Diagnostic Tool
• Online Service (Programme Builder) Tool
• MyWorkSearch Employability Tool
• Teaching and Learning Resources:
Plus, a large bank of interactive and engaging teaching and learning resources.
Within each of the five learning areas, sit a range of QCF learning units and qualifications, in a variety of sizes and levels, from Entry 1 to Level 2. We’ve included brand new units, developed specifically for Skilled for Life, as well as popular units from existing Pearson Edexcel and BTEC qualifications.
For a full list of the units and qualifications available within Skilled for Life, visit: www.edexcel.com/learningareas
English and Maths These bite-sized, 1-3 credit units and qualifications focus on the basic English and Maths skills essential for working life. They include speaking and listening, handling data, reading and understanding, fractions, decimals and percentages, working with whole numbers and more.
Industry Knowledge These sector-specific units and qualifications range from 1 – 6 credits in size and cover a wide range of industries including business, creative media, health and social care, hospitality, sport, construction, retail and much more.
Social and Personal Skills These units and qualifications explore the attitudes and behaviours needed within the workplace to have professional and effective relationships. Units cover topics such as teamwork, citizenship, personal identity and relationships.
Example qualifications include: Example units include:
• Pearson Edexcel Level 1 Award in Reading and Understanding
• Pearson Edexcel Level 1 Award in Fractions, Decimals and Percentages
• Entry 3 – Literacy for the Workplace
• Level 1 – Numeracy for the Workplace
• Level 1 – Spelling, Grammar and Punctuation
Example qualifications include: Example units include:
• Entry 1 – Getting On with Other People
• Entry 2 – Healthy Living
• Entry 3 – Personal Behaviour for Success
• Level 1 – Dealing with Problems in Daily Life
• Level 2 – Home Cooking Skills
• Pearson Edexcel Entry Level Award in Communication Skills (Entry 1)
• Pearson Edexcel Entry Level Diploma in Skills for Independence And Work (Entry 2)
• Pearson Edexcel Level 1 Award in Personal Behaviour for Success
• Pearson Edexcel Level 2 Certificate in Personal and Social Development
Learning Units and Qualifications
Example qualifications include: Example units include:
• Pearson BTEC Entry Level Award in Care of Farm Animals (Entry 3)
• Pearson BTEC Level 1 Extended Certificate in Construction Skills
• Pearson BTEC Level 2 Certificate in Travel Services (Leisure and Business)
• Childcare Entry 3 – Respecting Children
• Retail Level 1 – Understanding Customer Service in the Retail Sector
• Business and Administration Level 2 – Principles of Providing Administrative Services
Skills for Work These units and qualifications are designed to teach the skills needed to secure employment, such as applying for a job and preparing for an interview. They also develop the practical skills needed once at work, such as setting targets and teamwork.
Work Experience These units and qualifications help learners prepare and get the most out of their work placements. They also look at alternatives to paid work, such as volunteering.
Example qualifications include: Example units include:
• Entry 3 – Working as a Volunteer
• Level 1 – Learning from Work Placement
• Level 1 – Alternatives to Paid Work
• Level 2 – Planning and Participating in Work Experience
• Pearson BTEC Entry Level Award in Planning and Participating In Work Experience (Entry 3)
• Pearson BTEC Level 1 Certificate in Planning and Participating In Work Experience
• Pearson BTEC Level 2 Extended Award in Planning and Participating In Work Experience
Teaching and Learning ResourcesWe’ve developed a large bank of FREE interactive and engaging resources to help centres deliver Skilled for Life programmes and to encourage learners to actively engage with the content. Resources include:
• award-winning videos
• WorkSkills eLearning activities
• resource sheets and guidance notes.
View our full range of free resources at: www.edexcel.com/sflresources
© Pearson Education Ltd 2013. Copying permitted for purchasing institution only. This material is not copyright free.
Level 1: Keeping children safe (J/502/3377)
5
Activity 1: How can you stay safe?
In this activity, learners are asked to list two examples of safety measures
– procedures that keep children safe – and three examples of safety
equipment. An example of a safety measure has been given.
As an extension activity, you may wish to use this activity sheet as a
planning tool for a creative activity in which learners go on to complete a
poster or lea� et detailing three safety measures and three pieces of safety
equipment that can be used to help protect children from accident or
injury in their setting.
Resource sheet 2: Don’t spread germs!
The purpose of this sheet is to encourage learners to think about how
easily germs and infections can be spread and what the consequences of
this could be.
After reviewing the cartoon strip as a group, ask learners to work in pairs
and think of as many ways as they can in which infections may be passed
on in an early-years setting. They should then think of the ways in which
they can control the spread of germs and help to prevent infections.
Ask learners to cut up a copied version of the activity sheet and indicate
where the image of the hands being washed should go in the sequence,
in order to reduce the risk of spreading germs.
Alternatively, provide learners with di� erent scenarios involving the care
of children – such as a list of activities including cooking, a trip to a farm,
using play doh or building something – and ask them to consider how the
spread of infection may happen and/or be prevented in each example.
If you were able to arrange a visiting speaker to talk about safety
procedures for assessment criterion 1.1, they could also use that session
to speak to learners about how they avoid the spread of infection in their
setting and what kinds of measures need to be in place.
Learners could then carry out a presentation to the class on how to
protect children from infections.
Activity 2: Are they spreading germs?
In this activity, learners are presented with a list of statements
demonstrating good and bad practice in preventing the spread of
infection. They must identify good practice by ticking the appropriate
column on the grid.
AC 2.1
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
planning tool for a creative activity in which learners go on to complete a
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
planning tool for a creative activity in which learners go on to complete a
poster or lea� et detailing three safety measures and three pieces of safety
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
poster or lea� et detailing three safety measures and three pieces of safety
equipment that can be used to help protect children from accident or
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
equipment that can be used to help protect children from accident or
Resource sheet 2: Don’t spread germs!
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
Resource sheet 2: Don’t spread germs!
The purpose of this sheet is to encourage learners to think about how
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
The purpose of this sheet is to encourage learners to think about how
easily germs and infections can be spread and what the consequences of
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
easily germs and infections can be spread and what the consequences of
After reviewing the cartoon strip as a group, ask learners to work in pairs
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
After reviewing the cartoon strip as a group, ask learners to work in pairs
and think of as many ways as they can in which infections may be passed
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
and think of as many ways as they can in which infections may be passed
on in an early-years setting. They should then think of the ways in which
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
on in an early-years setting. They should then think of the ways in which
they can control the spread of germs and help to prevent infections.
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
they can control the spread of germs and help to prevent infections.
Ask learners to cut up a copied version of the activity sheet and indicate
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
Ask learners to cut up a copied version of the activity sheet and indicate
where the image of the hands being washed should go in the sequence,
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
where the image of the hands being washed should go in the sequence,
in order to reduce the risk of spreading germs.
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
in order to reduce the risk of spreading germs.
Alternatively, provide learners with di� erent scenarios involving the care
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
Alternatively, provide learners with di� erent scenarios involving the care
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
of children – such as a list of activities including cooking, a trip to a farm,
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
of children – such as a list of activities including cooking, a trip to a farm,
using play doh or building something – and ask them to consider how the
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
using play doh or building something – and ask them to consider how the
spread of infection may happen and/or be prevented in each example.
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
spread of infection may happen and/or be prevented in each example.
If you were able to arrange a visiting speaker to talk about safety
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
If you were able to arrange a visiting speaker to talk about safety
procedures for assessment criterion 1.1, they could also use that session
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
procedures for assessment criterion 1.1, they could also use that session
to speak to learners about how they avoid the spread of infection in their
Draf
ts fo
r mar
ketin
g pu
rpos
es o
nly
to speak to learners about how they avoid the spread of infection in their
© Pearson Education Ltd 2013. Copying permitted for purchasing institution only. This material is not copyright free.
Level 1: Keeping children safe (J/502/3377)
4
Unit overviewIn this unit, learners will � nd out about how to keep themselves
and others safe in the setting. They will also learn how to plan safe
environments by exploring a range of safety measures and equipment.
They will look at ways of protecting children from infection and the kinds
of measures they will need to take in their setting in order to do this.
Finally, learners will consider how to look for di� erent signs of abuse and
what to do if abuse is suspected.
Learning and teaching activities in this unit
Resource sheet 1: Staying safe
The purpose of this sheet is to encourage learners to think about the
types of hazards they may encounter in an early-years setting, as well as
the measures they should take to prevent accidents from happening.
Introduce the unit by asking the group to think about situations in which
they have felt unsafe or at risk from accidents, injury, infection or abuse.
Encourage learners to think about how it made them feel.
Introduce the image on the resource sheet and ask learners to identify
and discuss the ways in which the environment has been made safe for
children; for example, hazardous cleaning products are kept in a locked
cupboard high up in the kitchen area; a gate separates the kitchen area
from the play area; the children on tricycles are wearing helmets; the
outside play area is supervised; the outer gate has a bolt that is too high
for children to reach.
You may also be able to � nd other examples of photographs of hazards and
safety measures on the Internet. Alternatively, learners can carry out a safety
check of the room they are in to see whether it is suitable for young children,
what kinds of hazards are present and how they might be made safe.
A guest speaker such as a childminder or a health and safety
representative could visit to talk to learners about the kinds of measures
that they are required to have in place to keep children safe in their
setting. Learners could prepare questions in advance. A guest speaker
from this kind of environment could also speak about protecting children
from infection, which is covered in assessment criterion 2.1.
As an extension, ask learners to brainstorm other kinds of safety
equipment and safety measures that are available to help prevent
accidents and injury. They could do further research on the Internet.
AC 1.1
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environments by exploring a range of safety measures and equipment.
Drafts for marketing purposes only
environments by exploring a range of safety measures and equipment.
They will look at ways of protecting children from infection and the kinds
Drafts for marketing purposes only
They will look at ways of protecting children from infection and the kinds
of measures they will need to take in their setting in order to do this.
Drafts for marketing purposes only
of measures they will need to take in their setting in order to do this.
Finally, learners will consider how to look for di� erent signs of abuse and
Drafts for marketing purposes only
Finally, learners will consider how to look for di� erent signs of abuse and
Learning and teaching activities in this unit
Drafts for marketing purposes onlyLearning and teaching activities in this unit
The purpose of this sheet is to encourage learners to think about the
Drafts for marketing purposes onlyThe purpose of this sheet is to encourage learners to think about the
types of hazards they may encounter in an early-years setting, as well as
Drafts for marketing purposes onlytypes of hazards they may encounter in an early-years setting, as well as
the measures they should take to prevent accidents from happening.
Drafts for marketing purposes onlythe measures they should take to prevent accidents from happening.
Introduce the unit by asking the group to think about situations in which
Drafts for marketing purposes onlyIntroduce the unit by asking the group to think about situations in which
they have felt unsafe or at risk from accidents, injury, infection or abuse.
Drafts for marketing purposes onlythey have felt unsafe or at risk from accidents, injury, infection or abuse.
Encourage learners to think about how it made them feel.
Drafts for marketing purposes onlyEncourage learners to think about how it made them feel.
Introduce the image on the resource sheet and ask learners to identify
Drafts for marketing purposes onlyIntroduce the image on the resource sheet and ask learners to identify
and discuss the ways in which the environment has been made safe for
Drafts for marketing purposes only
and discuss the ways in which the environment has been made safe for
children; for example, hazardous cleaning products are kept in a locked Drafts for marketing purposes only
children; for example, hazardous cleaning products are kept in a locked
cupboard high up in the kitchen area; a gate separates the kitchen area Drafts for marketing purposes only
cupboard high up in the kitchen area; a gate separates the kitchen area Drafts for marketing purposes only
from the play area; the children on tricycles are wearing helmets; the Drafts for marketing purposes only
from the play area; the children on tricycles are wearing helmets; the
outside play area is supervised; the outer gate has a bolt that is too high Drafts for marketing purposes only
outside play area is supervised; the outer gate has a bolt that is too high
for children to reach.
Drafts for marketing purposes only
for children to reach.
You may also be able to � nd other examples of photographs of hazards and
Drafts for marketing purposes only
You may also be able to � nd other examples of photographs of hazards and
safety measures on the Internet. Alternatively, learners can carry out a safety
Drafts for marketing purposes only
safety measures on the Internet. Alternatively, learners can carry out a safety
check of the room they are in to see whether it is suitable for young children,
Drafts for marketing purposes only
check of the room they are in to see whether it is suitable for young children,
© Pearson Education Ltd 2013. Copying permitted for purchasing institution only. This material is not copyright free.
Level 1: Keeping children safe (J/502/3377)
4
Unit overviewIn this unit, learners will � nd out about how to keep themselves
and others safe in the setting. They will also learn how to plan safe
environments by exploring a range of safety measures and equipment.
They will look at ways of protecting children from infection and the kinds
of measures they will need to take in their setting in order to do this.
Finally, learners will consider how to look for di� erent signs of abuse and
what to do if abuse is suspected.
Learning and teaching activities in this unit
Resource sheet 1: Staying safe
The purpose of this sheet is to encourage learners to think about the
types of hazards they may encounter in an early-years setting, as well as
the measures they should take to prevent accidents from happening.
Introduce the unit by asking the group to think about situations in which
they have felt unsafe or at risk from accidents, injury, infection or abuse.
Encourage learners to think about how it made them feel.
Introduce the image on the resource sheet and ask learners to identify
and discuss the ways in which the environment has been made safe for
children; for example, hazardous cleaning products are kept in a locked
cupboard high up in the kitchen area; a gate separates the kitchen area
from the play area; the children on tricycles are wearing helmets; the
outside play area is supervised; the outer gate has a bolt that is too high
for children to reach.
You may also be able to � nd other examples of photographs of hazards and
safety measures on the Internet. Alternatively, learners can carry out a safety
check of the room they are in to see whether it is suitable for young children,
what kinds of hazards are present and how they might be made safe.
A guest speaker such as a childminder or a health and safety
representative could visit to talk to learners about the kinds of measures
that they are required to have in place to keep children safe in their
setting. Learners could prepare questions in advance. A guest speaker
from this kind of environment could also speak about protecting children
from infection, which is covered in assessment criterion 2.1.
As an extension, ask learners to brainstorm other kinds of safety
equipment and safety measures that are available to help prevent
accidents and injury. They could do further research on the Internet.
AC 1.1
Drafts for marketing purposes only
environments by exploring a range of safety measures and equipment.
Drafts for marketing purposes only
environments by exploring a range of safety measures and equipment.
They will look at ways of protecting children from infection and the kinds
Drafts for marketing purposes only
They will look at ways of protecting children from infection and the kinds
of measures they will need to take in their setting in order to do this.
Drafts for marketing purposes only
of measures they will need to take in their setting in order to do this.
Finally, learners will consider how to look for di� erent signs of abuse and
Drafts for marketing purposes only
Finally, learners will consider how to look for di� erent signs of abuse and
Learning and teaching activities in this unit
Drafts for marketing purposes onlyLearning and teaching activities in this unit
The purpose of this sheet is to encourage learners to think about the
Drafts for marketing purposes onlyThe purpose of this sheet is to encourage learners to think about the
types of hazards they may encounter in an early-years setting, as well as
Drafts for marketing purposes onlytypes of hazards they may encounter in an early-years setting, as well as
the measures they should take to prevent accidents from happening.
Drafts for marketing purposes onlythe measures they should take to prevent accidents from happening.
Introduce the unit by asking the group to think about situations in which
Drafts for marketing purposes onlyIntroduce the unit by asking the group to think about situations in which
they have felt unsafe or at risk from accidents, injury, infection or abuse.
Drafts for marketing purposes onlythey have felt unsafe or at risk from accidents, injury, infection or abuse.
Encourage learners to think about how it made them feel.
Drafts for marketing purposes onlyEncourage learners to think about how it made them feel.
Introduce the image on the resource sheet and ask learners to identify
Drafts for marketing purposes onlyIntroduce the image on the resource sheet and ask learners to identify
and discuss the ways in which the environment has been made safe for
Drafts for marketing purposes only
and discuss the ways in which the environment has been made safe for
children; for example, hazardous cleaning products are kept in a locked Drafts for marketing purposes only
children; for example, hazardous cleaning products are kept in a locked
cupboard high up in the kitchen area; a gate separates the kitchen area Drafts for marketing purposes only
cupboard high up in the kitchen area; a gate separates the kitchen area Drafts for marketing purposes only
from the play area; the children on tricycles are wearing helmets; the Drafts for marketing purposes only
from the play area; the children on tricycles are wearing helmets; the
outside play area is supervised; the outer gate has a bolt that is too high Drafts for marketing purposes only
outside play area is supervised; the outer gate has a bolt that is too high
for children to reach.
Drafts for marketing purposes only
for children to reach.
You may also be able to � nd other examples of photographs of hazards and
Drafts for marketing purposes only
You may also be able to � nd other examples of photographs of hazards and
safety measures on the Internet. Alternatively, learners can carry out a safety
Drafts for marketing purposes only
safety measures on the Internet. Alternatively, learners can carry out a safety
check of the room they are in to see whether it is suitable for young children,
Drafts for marketing purposes only
check of the room they are in to see whether it is suitable for young children,
L1 Keeping children safe
3
AC 2.1
2: Don’t spread germs!
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L1 Ke
ep
ing child
ren sa
fe
1
AC
1.1
1: Staying safeLook at the picture. How is the nursery safe?
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Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
Drafts for marketing purposes only
1: Staying safeDrafts for marketing purposes only
1: Staying safeLook at the picture. How is the nursery safe?
Drafts for marketing purposes only
Look at the picture. How is the nursery safe?
Example qualifications include: Example units include:
• Entry 3 – Applying for a Job
• Entry 3 – Working in a Team
• Level 1 – Interview skills
• Level 2 – Career Progression
• Level 2 - Developing Personal Skills for Leadership
• Pearson BTEC Entry Level 9-Credit Award in WorkSkills (Entry 3)
• Pearson BTEC Level 1 Certificate in Supporting Employability and Personal Effectiveness
• Pearson BTEC Level 2 Certificate in WorkSkills for Effective Learning and Employment
Skilled for Life | Your employability toolkit
Online Support Tools
The Skilled for Life framework is supported by a range of interactive online tools to assist you in building and delivering personalised and flexible programmes.
To access the different online support tools, visit: www.edexcel.com/onlinesupport
English and Maths Initial Assessment Tool
Our free English and Maths initial assessment tool helps deliverers assess learners’ basic literacy and numeracy skills, indicating their current ability levels and areas they need to work on.
Try out the Initial Assessment Tool at: www.edexcel.com/IAT
SelfSmart
SelfSmart is a profiling tool that identifies any behavioural barriers learners may have to progress into sustainable employment. The online tool will provide you with detailed individual profiles and targeted activities to address any areas that a learner may need to develop. Areas covered include coping with stress, self-awareness, confidence, motivations and interactions with others.
To find out more about SelfSmart visit: www.edexcel.com/selfsmart
Online Service (Programme Builder)
Bringing together over 1000 units and 200 qualifications in one place, the free Skilled for Life Online Service (Programme Builder) will help you build Skilled for Life programmes from individual units, full qualifications or a combination of both. The Online Service includes a programme builder, a filter tool to allow you to search for units and qualifications by learning area, subject, sector, level and size, specification and guidance information and much more to assist you in building personalised and flexible programmes.
To learn more about building Skilled for Life programmes visit: www.edexcel.com/sflprogrammebuilder
MyWorkSearch
MyWorkSearch is an online employability search engine that offers learners employment and career support by providing an automated job finder, CV builder, advice centre, career mapper, webinars and much more to ensure effective job-finding activity and help learners into the working world.
For full details of what’s included in MyWorkSearch visit: www.edexcel.com/myworksearch
Learn more about Skilled for Life at www.edexcel.com/skilledforlife
Email us with any queries or sign-up for updates at teachingskilledforlife@pearson.com
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