Introducing Skilled for Life - Edexcel · Introducing Skilled for Life Skilled for Life is the...

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


• 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


• 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.


• 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

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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














Drafts for marketing purposes onlyLearning and teaching activities in this unit


Drafts for marketing purposes onlyThe purpose of this sheet is to encourage learners to think about the


Drafts for marketing purposes onlytypes of hazards they may encounter in an early-years setting, as well as


Drafts for marketing purposes onlythe measures they should take to prevent accidents from happening.


Drafts for marketing purposes onlyIntroduce the unit by asking the group to think about situations in which


Drafts for marketing purposes onlythey have felt unsafe or at risk from accidents, injury, infection or abuse.


Drafts for marketing purposes onlyEncourage learners to think about how it made them feel.


Drafts for marketing purposes onlyIntroduce the image on the resource sheet and ask learners to identify




children; for example, hazardous cleaning products are kept in a locked 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


outside play area is supervised; the outer gate has a bolt that is too high Drafts for marketing purposes only
















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





what to do if abuse is suspected.


Resource sheet 1: Staying safe










cupboard high up in the kitchen area; a gate separates the kitchen area







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 onlyLearning and teaching activities in this unit


Drafts for marketing purposes onlyThe purpose of this sheet is to encourage learners to think about the


Drafts for marketing purposes onlytypes of hazards they may encounter in an early-years setting, as well as


Drafts for marketing purposes onlythe measures they should take to prevent accidents from happening.


Drafts for marketing purposes onlyIntroduce the unit by asking the group to think about situations in which


Drafts for marketing purposes onlythey have felt unsafe or at risk from accidents, injury, infection or abuse.


Drafts for marketing purposes onlyEncourage learners to think about how it made them feel.


Drafts for marketing purposes onlyIntroduce the image on the resource sheet and ask learners to identify




children; for example, hazardous cleaning products are kept in a locked Drafts for marketing purposes only




from the play area; the children on tricycles are wearing helmets; the Drafts for marketing purposes only


outside play area is supervised; the outer gate has a bolt that is too high Drafts for marketing purposes only














L1 Keeping children safe

3

AC 2.1

2: Don’t spread germs!

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1: Staying safeLook at the picture. How is the nursery safe?























































































































































































































1: Staying safeDrafts for marketing purposes only

1: Staying safeLook at the picture. How is the nursery safe?


Look at the picture. How is the nursery safe?


• 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 [email protected]

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