curriculum descriptors
PERSONAL AND SOCIAL EDUCATION (ACCESS 1)
INTRODUCTION
Candidates who are working within Access 1, for whom a complete Access 1 unit is
not appropriate, will focus on Learning Targets and their related Success Criteria at
either an Experiential, Awareness or Participation stage. Examples of targets are
outlined in the descriptors that follow. These descriptors have been organised under
the appropriate Access 1 unit title and then grouped using the Performance Criteria as
the Learning Targets.
Each unit at Access 1 is part of a set of units which are linked to a particular Access 2
unit.
GENERAL INFORMATION
Personal and Social Education at Access 1 comprises three principal contexts:
Personal Awareness and Development, Social Awareness and Development and
Vocational Awareness and Development. There is a total of 28 units grouped as
follows:
Personal Awareness and Development
Personal Profiling for Independent Living – Target Setting
Personal Profiling for Independent Living – Planning Tasks
Personal Profiling for Independent Living – Carrying Out Tasks
Personal Profiling for Independent Living – Reviewing
Personal Presentation for Everyday Living – Identifying Requirements
Personal Presentation for Everyday Living – Planning Requirements
Personal Presentation for Everyday Living – Implementing Presentation
Personal Presentation for Everyday Living – Reviewing
Making Local Journeys – Travelling Routines
Making Local Journeys – Planning Local Journeys
Making Local Journeys – Undertaking Local Journeys
Making Local Journeys – Reviewing
Social Awareness and Development
Participating in a Community Activity – Target Setting
Participating in a Community Activity – Planning a Contribution
Participating in a Community Activity – Working with Others
Participating in a Community Activity – Reviewing
Participating in Leisure Time Activities – Identifying Activities
Participating in Leisure Time Activities – Undertaking a Familiar Activity
Participating in Leisure Time Activities – Undertaking a New Activity
Participating in Leisure Time Activities – Reviewing
Personal and Social Education: Curriculum Descriptors (Acc 1)
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Using Support Services in the Local Community – Identifying Services
Using Support Services in the Local Community – Accessing Services
Using Support Services in the Local Community – Seeking Help
Using Support Services in the Local Community – Reviewing
Vocational Awareness and Development
Contributing to an Enterprise Activity – Identifying Personal Contribution
Contributing to an Enterprise Activity – Planning
Contributing to an Enterprise Activity – Working with Others
Contributing to an Enterprise Activity – Reviewing Contribution
At present Access 1 units on Sampling Work and Using Work-related Skills have not
been developed. These units will be developed in future if there is sufficient demand
for them at Access 1.
All of the present Access 1 Personal Awareness and Development (PAD), Social
Awareness and Development (SAD) and Vocational Awareness and Development
(VAD) units have been selected as appropriate for candidates, working within Access
1 level, who will work towards learning targets outlined in the Curriculum
Descriptors which follow.
RATIONALE
Education for personal and social development is an essential part of the educational
experience for all candidates, offering opportunities for the development of:
• self-esteem and self-awareness
• respect and care for others
• positive attitudes and behaviour
• a sense of belonging
• interpersonal and social skills
• the acquisition and application of life skills.
Activities which take place outside normal educational settings and times may be very
significant to personal and social development and due recognition should be given to
all such activities and experiences.
CONTENT
All Access 1 Personal and Social Education units are content free and can therefore be
built into existing life skills or independent living programmes.
Personal Awareness and Development
Access 1 units: Personal Profiling for Independent Living
These units are designed to develop the candidate’s independent living skills.
Personal targets are set which the candidate undertakes using a familiar learning
routine. Towards the end of the unit the candidate is given an opportunity to engage
in simple self-assessment.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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Access 1 units: Personal Presentation for Everyday Living
These units are designed to offer opportunities for the candidate to develop personal
presentation skills related to specific indoor/outdoor activities. Towards the end of
the unit the candidate is given an opportunity to engage in simple self-assessment.
Access 1 units: Making Local Journeys
These units are designed to give the candidate opportunities to identify:
• the purpose and destination of a journey
• different modes of transport
• the essential elements in the plan of the journey
• a travelling routine
and then to practise the routine in undertaking the local journey, seeking advice and
assistance as necessary. The candidate is given an opportunity to engage in simple
self-assessment of the effectiveness of their preparations and of carrying out the
journey.
Social Awareness and Development
Access 1 units: Participating in a Community Activity
The candidate is given an opportunity to be part of planning and organising a
community activity, for example, an entertainment in the local community, a day visit
into the community to carry out specific tasks, or a residential stay. The candidate
participates in the activity, co-operates with others and engages in simple selfassessment of the part they played as a group member.
Access 1 units: Participating in Leisure Time Activities
The candidate is involved in identifying leisure activities suitable for groups which
provide opportunities for social development. The candidate undertakes a familiar
and a new leisure activity and participates in a review of the activity if appropriate.
Providing and seeking information and co-operating with others are important
features of these units.
Vocational Awareness and Development
Access 1 units: Contributing to an Enterprise Activity
The candidate is given an opportunity to be part of planning and organising an
enterprise activity. The candidate takes part in the activity carrying out a personal
task and co-operating with other members of the group. The candidate is given an
opportunity to engage in simple self-assessment of the part they played as a group
member.
CORE SKILLS
Units in all three contexts within the area of Personal and Social Education lend
themselves to the development of core skills in Problem Solving and Working with
Others in particular. Core skills in Communication could also be developed through
these units. Evidence of attainment of some of the Access 1 PSE units will allow
certification of particular elements of the core skills.
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UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PROFILING FOR INDEPENDENT LIVING – TARGET SETTING
Outcome: Identify a personal target for developing independent living skills in a
familiar setting.
PC(a): Learning target: Personal aims, qualities and skills relating to
independent living are identified accurately.
Success Criteria
P: Participates, with support, in identifying personal aims, qualities and/or skills.
A: Demonstrates awareness of personal qualities or skills.
E: Actively experiences involvement in processes of identifying independent living
skills, aims, qualities and skills.
PC(b): Learning target: A realistic personal target for developing independent
living skills is identified.
Success Criteria
P: Participates, with support, in identifying a realistic independent living skills target.
A: Demonstrates awareness of a personal independent living skills target which has
been set.
E: Actively experiences involvement in processes of setting personal targets for
independent living skills.
PC(c): Learning target: A learning routine is identified which will be used to
reach the personal target.
Success Criteria
P: Participates, with support, in identifying a learning routine.
A: Demonstrates awareness that a learning routine has been selected for reaching a
personal target.
E: Actively experiences the process of identifying a learning routine.
UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PROFILING FOR INDEPENDENT LIVING – PLANNING TASKS
Outcome: Plan two tasks in order to meet a personal target.
PC(a): Learning target: Two suitable tasks are identified which may be
undertaken using a learning routine.
Success Criteria
P: Participates, with support, in identifying two suitable tasks which may be
undertaken during a learning routine.
A: Demonstrates awareness of the tasks which are identified.
E: Actively experiences involvement in processes of identifying tasks.
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PC(b): Learning target: The plan for each task identifies a source of assistance
and advice.
Success Criteria
P: Participates by identifying an appropriate adult as a source of assistance and
advice.
A: Demonstrates awareness of a familiar adult as a source of assistance and advice.
E: Actively experiences the support and assistance of a familiar adult when tasks are
being planned.
PC(c): Learning target: Resources required to carry out the planned tasks
effectively are selected from a given range of resources.
Success Criteria
P: Participates by selecting at least one resource appropriate to a planned task from a
limited range.
A: Demonstrates awareness of a resource appropriate to a planned task.
E: Actively experiences using resources appropriate to a planned task.
UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PROFILING FOR INDEPENDENT LIVING – CARRYING OUT TASKS
Outcome: Carry out planned tasks effectively.
PC(a): Learning target: Each task is undertaken according to a given plan.
Success Criteria
P: Participates, with support, in carrying out a task according to the plan.
A: Demonstrates awareness of the need to follow a plan in carrying out a task.
E: Actively experiences involvement in carrying out a planned task.
PC(b): Learning target: Selected resources are used to carry out each task
effectively.
Success Criteria
P: Participates, with support, in using selected resources to carry out a planned task.
A: Demonstrates awareness of the need to use resources to carry out a task.
E: Actively experiences involvement in using selected resources in carrying out a
task.
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PC(c): Learning target: Advice, information and assistance are sought from the
identified person in order to carry out each task successfully.
Success Criteria
P: Participates by seeking assistance from the appropriate adult in order to carry out a
task.
A: Demonstrates awareness of the need for assistance when carrying out a task.
E: Actively experiences receiving advice and assistance from a familiar adult in
carrying out a task.
UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PROFILING FOR INDEPENDENT LIVING – REVIEWING
Outcome: Review the experience of carrying out planned tasks in order to
identify progress made towards a personal target.
PC(a): Learning target: The extent to which a personal target is met is described
accurately.
Success Criteria
P: Participates in simple self-assessment which highlights the candidate’s ability to
complete a task, which is related to a personal independent living skills target.
A: Demonstrates awareness of having completed a task which is related to a personal
independent living skills target.
E: Actively experiences involvement in review processes.
PC(b): Learning target: The suitability of the learning routine used is
commented on appropriately.
Success Criteria
P: Participates, with support, in review of the learning routine used.
A: Demonstrates awareness of the use of the learning routine.
PC(c): Learning target: Strengths and further development needs in relation to
independent living skills are identified.
Success Criteria
P: Participates, with support, in identifying personal strengths and further
development needs in independent living skills.
A: Demonstrates awareness of an identified future personal development need in
independent living skills.
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UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PRESENTATION FOR EVERYDAY LIVING – IDENTIFYING
REQUIREMENTS
Outcome: Identify essential personal presentation requirements for six everyday
living activities.
PC(a): Learning target: Six everyday living activities are identified.
Success Criteria
P: Participates by identifying two everyday living activities, one indoor and one
outdoor, that he or she is involved in on a regular basis.
A: Demonstrates awareness of an everyday living activity that she or he is about to
participate in.
E: Actively experiences participating in an indoor and an outdoor everyday living
activity on a regular basis.
Range statement
Indoor activities may include indoor sports, hobbies, household work, etc.
Outdoor activities may include outdoor sports, gardening, leisure activities, workrelated activities, etc.
PC(b): Learning target: Essential personal presentation requirements for
everyday living are described.
Success Criteria
P: Participates by describing some elements of personal presentation that are relevant
to an indoor or outdoor activity.
A: Demonstrates awareness of a personal presentation requirement for an activity they
are about to participate in.
E: Personal presentation requirements are highlighted to the candidate during each
everyday living activity.
Personal presentation requirements include:
• personal hygiene requirements
• appropriate clothing
• suitable condition of clothing
• appropriate footwear
• suitable condition of footwear
• health and safety requirements.
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UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PRESENTATION FOR EVERYDAY LIVING – PLANNING
REQUIREMENTS
Outcome: Plan personal presentation requirements for two everyday living
activities.
PC(a): Learning target: Identified personal hygiene requirements are
appropriate for undertaking each of two selected activities.
Success Criteria
P: Participates, with support, in identifying a personal hygiene requirement that is
relevant to a planned activity to be undertaken.
A: Demonstrates awareness of the need for personal hygiene during an activity.
E: Actively experiences personal hygiene routines.
PC(b): Learning target: The selection of clothing and footwear is appropriate for
undertaking each activity.
Success Criteria
P: Participates, with support, in selecting clothing and footwear appropriate to a
planned activity.
A: Demonstrates awareness through choice of a piece of clothing or footwear
appropriate to an activity they are about to undertake.
E: Actively experiences involvement in the selection of clothing and footwear
appropriate to an activity they are about to undertake.
PC(c): Learning target: The personal presentation is planned to comply with
health and safety requirements for each activity.
Success Criteria
P: Participates, with support, in checking that the plan for the personal presentation
will meet health and safety requirements.
A: Demonstrates awareness through choice of some health and safety aspects of a
planned activity.
E: Actively experiences the process of planning to meet health and safety
requirements as part of a personal presentation activity.
PC(d): Learning target: The personal presentation plan for each activity
identifies a source of information, assistance and advice.
Success Criteria
P: Participates by identifying an appropriate adult as a source of assistance and
advice.
A: Demonstrates awareness of a familiar adult as a source of assistance and advice.
E: Actively experiences the support and assistance of a familiar adult when planning
is being undertaken.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PRESENTATION FOR EVERYDAY LIVING – IMPLEMENTING
PRESENTATION
Outcome: Implement planned personal presentation requirements while
undertaking everyday living activities.
PC(a): Learning target: Identified personal hygiene requirements are followed
during each activity.
Success Criteria
P: Participates by following an identified personal hygiene requirement during an
activity.
A: Demonstrates awareness of the need to carry out a personal hygiene requirement
during an activity.
E: Actively experiences the following of personal hygiene requirements during an
activity.
PC(b): Learning target: Identified clothing and footwear requirements are met
during each activity.
Success Criteria
P: Participates, with support, in meeting clothing and footwear requirements during an
activity.
A: Demonstrates awareness of clothing or footwear, and whether it is appropriate to
the activity they are engaged in.
E: Actively experiences involvement in the process of selecting and putting on
clothing and footwear appropriate to the activity.
PC(c): Learning target: Personal presentation during each activity complies with
identified health and safety requirements.
Success Criteria
P: Participates, with support, in checking that health and safety requirements are being
met during a personal presentation.
A: Demonstrates awareness of some health and safety aspects of a personal
presentation activity being undertaken.
E: Actively experiences compliance with health and safety requirements during a
personal presentation activity.
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UNIT: PERSONAL AWARENESS AND DEVELOPMENT – PERSONAL
PRESENTATION FOR EVERYDAY LIVING – REVIEWING
Outcome: Review the experience of personal presentation for everyday living
activities.
PC(a): Learning target: The advantages of planning personal presentation for
everyday activities are identified clearly.
Success Criteria
P: Participates, with support, in a review of the value of planning for personal
presentation.
A: Demonstrates awareness of the need to plan for personal presentation.
PC(b): Learning target: The suitability of the personal presentation for each
activity is commented on appropriately.
Success Criteria
P: Participates in a review of the activity by responding to simple questions related to
the appropriateness of clothing and footwear.
A: Demonstrates awareness of some health and safety aspects of a personal
presentation activity being undertaken.
E: Actively experiences review of compliance with health and safety requirements for
a personal presentation activity.
PC(c): Learning target: Strengths and further development needs in relation to
personal presentation are identified.
Success Criteria
P: Participates, with support, in identifying personal strengths and further
development needs with respect to personal presentation.
A: Demonstrates awareness of an identified future personal development need with
respect to personal presentation.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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UNIT: PERSONAL AWARENESS AND DEVELOPMENT – MAKING
LOCAL JOURNEYS – TRAVELLING ROUTINES
Outcome: Identify a travelling routine suitable for planning local journeys.
PC(a): Learning target: Journeys to be undertaken are identified clearly.
Success Criteria
P: Participates in identifying the purpose and destination of the journey (local, in
school environment, familiar environment).
A: Demonstrates awareness of the purpose of the journey.
E: Actively experiences moving through a variety of environments with a specific
purpose.
PC(b): Learning target: Essential features of the journeys are identified
accurately.
Success Criteria
P: Participates in identifying how the journey can be made based on own previous
experience.
A: Demonstrates awareness of different modes of transport.
E: Actively experiences different modes of transport.
PC(c): Learning target: A travelling routine suitable for planning the journeys is
described accurately.
Success Criteria
P: Participates in identifying some essential elements of a travelling routine (i.e.
getting ready/preparing for journey)
A: Demonstrates awareness of a familiar travelling routine by a variety of responses.
E: Actively experiences a regular travelling routine.
UNIT: PERSONAL AWARENESS AND DEVELOPMENT – MAKING
LOCAL JOURNEYS – PLANNING LOCAL JOURNEYS
Outcome: Plan journeys.
PC(a): Learning target: A previously described travelling routine is used to plan
each journey.
Success Criteria
P: Participates, with support, in planning a familiar journey.
A: Demonstrates awareness of some of the elements required in planning a familiar
journey.
E: Actively experiences the planning of a familiar journey.
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PC(b): Learning target: Resources required to carry out each plan are selected
from a given range of resources.
Success Criteria
P: Participates, with support, in selecting at least one resource required to carry out a
planned journey, from a limited range.
A: Demonstrates awareness of the use of resources as a journey is planned.
E: Actively experiences the use of a variety of resources as journeys are planned.
PC(c): Learning target: Each plan identifies one person who will offer
information, advice and assistance.
Success Criteria
P: Participates by identifying an appropriate adult as a source of advice and
assistance.
A: Demonstrates awareness of a familiar adult as a source of advice and assistance.
E: Actively experiences the support and assistance of a familiar adult as local
journeys are planned.
UNIT: PERSONAL AWARENESS AND DEVELOPMENT – MAKING
LOCAL JOURNEYS – UNDERTAKING LOCAL JOURNEYS
Outcome: Undertake journeys.
PC(a): Learning target: Each journey is undertaken according to a plan.
Success Criteria
P: Participates, with support, in undertaking a familiar journey according to a plan.
A: Demonstrates awareness of a familiar journey when undertaking parts of it.
E: Actively experiences a familiar journey.
PC(b): Learning target: Selected resources are used effectively during each
journey.
Success Criteria
P: Participates by using effectively at least one resource previously identified during a
familiar journey.
A: Demonstrates awareness of the use of resources while undertaking a familiar
journey.
E: Actively experiences the use of a variety of resources while undertaking local
journeys.
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PC(c): Learning target: Advice and assistance are sought as required from the
identified person in order to undertake each journey successfully.
Success Criteria
P: Participates, under direction, in seeking advice and assistance from an identified
adult in order to complete the journey.
A: Demonstrates awareness of the need to listen to advice and assistance in order to
complete a journey.
E: Actively experiences involvement in a range of interactions which demonstrate that
advice and assistance are necessary to complete the journey.
UNIT: PERSONAL AWARENESS AND DEVELOPMENT – MAKING
LOCAL JOURNEYS – REVIEWING
Outcome: Review the experience of undertaking local journeys in terms of own
personal development.
PC(a): Learning target: The advantages of planning when making local journeys
are identified clearly.
Success Criteria
P: Participates, with support, in a review of the advantages of planning a local
journey.
A: Demonstrates awareness of the need to plan a local journey.
PC(b): Learning target: The suitability of the plan for undertaking each journey
is commented on appropriately.
Success Criteria
P: Participates in a review of the journey, responding to simple questions about some
essential elements of the travelling routine (i.e. getting ready/preparing for the
journey).
A: Demonstrates, by a variety of responses, awareness of having carried out a familiar
travelling routine.
PC(c): Learning target: Strengths and further development needs in relation to
undertaking local journeys are identified.
Success Criteria
P: Participates, with support, in identifying personal strengths and further
development needs with respect to undertaking local journeys.
A: Demonstrates awareness of an identified future personal development need with
respect to undertaking local journeys.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
A COMMUNITY ACTIVITY – TARGET SETTING
Outcome: Identify a social development target which can be achieved through
participation in a community activity.
PC(a): Learning target: Personal interests relating to the community activity are
described.
Success Criteria
P: Participates by describing a personal interest relating to the community activity.
A: Demonstrates awareness of the personal relevance of the community activity.
E: Actively experiences involvement in interactions/activities that highlight aspects of
the selected community activity which are of personal relevance.
PC(b): Learning target: Personal skills and knowledge relating to the
community activity are identified accurately.
Success Criteria
P: Participates, with support, in identifying personal skills and knowledge relating to
the community activity.
A: Demonstrates awareness of personal skills or knowledge relevant to the
community activity.
PC(c): Learning target: A realistic social development target to be undertaken
while participating in the community activity is identified clearly.
Success Criteria
P: Participates, with support, in identifying a realistic social development target which
has been set in relation to the community activity.
A: Demonstrates awareness of a social development target which has been set in
relation to the community activity.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
A COMMUNITY ACTIVITY – PLANNING A CONTRIBUTION
Outcome: Plan a contribution to a community activity.
PC(a): Learning target: Two tasks are planned as a personal contribution to the
activity.
Success Criteria
P: Participates, with support, in the first stages of planning two personal tasks in order
to contribute to the activity (identification of the tasks).
A: Demonstrates awareness of the planned components of at least one allocated
personal task.
E: Actively experiences planning tasks within a familiar environment prior to the
event.
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PC(b): Learning target: Advice and assistance are sought, as required, in order
to plan realistically.
Success Criteria
P: Participates in identifying and approaching appropriate sources of advice and
assistance in order to produce a realistic plan.
A: Demonstrates awareness that advice and assistance are necessary in order to
produce a realistic plan.
E: Actively experiences involvement in a range of interactions which demonstrate that
advice and assistance are necessary when planning activities.
PC(c): Learning target: Resources required to carry out the plan effectively are
selected from a given range of resources.
Success Criteria
P: Participates, with support, in selecting at least one piece of equipment from a
limited range required to carry out the task.
A: Demonstrates awareness of the use of resources as tasks are planned.
E: Actively experiences the use of a variety of resources as the tasks are planned.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
A COMMUNITY ACTIVITY – WORKING WITH OTHERS
Outcome: Cooperate with others while contributing to a community activity.
PC(a): Learning target: Each task is carried out according to a plan.
Success Criteria
P: Participates, with support, in carrying out a personal task according to a plan.
A: Demonstrates awareness of the need to carry out a personal task according to a
plan.
E: Actively experiences planned personal tasks while participating in the event.
PC(b): Learning target: Information is provided effectively to others
participating in the activity.
Success Criteria
P: Participates, with support, in providing relevant information to other group
members.
A: Demonstrates awareness of the need to communicate with other group members
while participating in the activity.
E: Actively experiences co-operating with others while participating in the activity.
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PC(c): Learning target: Information is sought effectively from others
participating in the activity.
Success Criteria
P: Participates, under direction, in seeking relevant information from other group
members while participating in the activity.
A: Demonstrates awareness of the need to listen to other group members while
participating in the activity.
E: Actively experiences co-operating with others while participating in the activity.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
A COMMUNITY ACTIVITY – REVIEWING
Outcome: Review the experience of contributing to a community activity in
order to identify progress made towards own social development target.
PC(a): Learning target: The extent to which own social development target is
met is explained.
Success Criteria
P: Participates, with support, in a review by stating an aspect of achievement related
to the social development target.
A: Demonstrates awareness of the relevance of a community activity to an allocated
social development target.
E: Actively experiences interactions during review of the community activity.
PC(b): Learning target: The effectiveness of using a routine to plan own
contribution is described.
Success Criteria
P: Participates, with support, in review of the effectiveness of a routine used for
planning a personal task.
A: Demonstrates awareness of the use of a routine to plan tasks.
PC(c): Learning target: The effectiveness of own contribution to the activity is
commented on accurately.
Success Criteria
P: Participates in simple self assessment which highlights the personal contribution to
the activity.
A: Demonstrates awareness of contribution to the activity through a personal task.
E: Actively experiences interactions during review of the community activity.
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Range statement
A wide range of contexts may be appropriate, giving access to a variety of activities
and experiences. Support should be given where necessary.
Evidence requirements
Observation report
Checklist – experiences, etc.
Photographs
Video
Written reports.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
LEISURE TIME ACTIVITIES – IDENTIFYING ACTIVITIES
Outcome: Identify preferred leisure activities suitable for undertaking in groups
from a range of leisure activities.
PC(a): Learning target: Leisure activities suitable for undertaking in groups are
identified from a provided range of activities.
Success Criteria
P: Participates by identifying a leisure activity suitable for undertaking with another
person from a limited range of familiar leisure activities.
A: Demonstrates awareness of the difference between two familiar leisure activities
suitable for undertaking in a small group.
E: Actively experiences the process of identifying suitable leisure activities.
PC(b): Learning target: Activities which will offer appropriate opportunities for
social development are identified.
Success Criteria
P: Participates, with support, in identifying activities which will offer appropriate
opportunities for social development.
A: Demonstrates awareness that an activity can offer an opportunity for social
development.
E: Actively experiences the process of identifying appropriate leisure activities for
social development.
PC(c): Learning target: A familiar leisure activity for own participation is
selected from the identified group activities.
Success Criteria
P: Participates, with support, in choosing a familiar leisure activity from a limited
range.
A: Demonstrates awareness of the difference between two familiar leisure activities.
E: Actively experiences participating in familiar leisure activities.
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PC(d): Learning target: A new leisure activity for own participation is selected
from the identified group activities.
Success Criteria
P: Participates, with support, in choosing a new leisure activity from a limited range.
A: Demonstrates awareness of the difference between a new leisure activity and a
familiar one.
E: Actively experiences participating in a new leisure activity.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
LEISURE TIME ACTIVITIES – UNDERTAKING A FAMILIAR ACTIVITY
Outcome: Undertake a familiar leisure activity as a member of a group.
PC(a): Learning target: Part played during the familiar leisure activity is agreed
with participants, taking account of own social development needs and of the
preferences of other participants.
Success Criteria
P: Participates with others, with support, in agreeing a part to be played in the familiar
leisure activity, taking account of the preferences of other participants.
A: Demonstrates awareness of own and others’ preferences in the familiar leisure
activity.
E: Actively experiences engaging with other participants in the familiar leisure
activity.
PC(b): Learning target: Information is provided effectively to other participants
during the familiar leisure activity.
Success Criteria
P: Participates, with support, in providing relevant information to other participants
during the familiar leisure activity.
A: Demonstrates awareness of the need to communicate with other participants during
the familiar leisure activity.
E: Actively experiences co-operating with others while participating in the familiar
leisure activity.
PC(c): Learning target: Information is sought effectively from other participants
during the familiar leisure activity.
Success Criteria
P: Participates, under direction, in seeking relevant information from other
participants during the leisure activity.
A: Demonstrates awareness of the need to listen to other participants during the
familiar leisure activity.
E: Actively experiences co-operating with others while participating in the familiar
leisure activity.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
LEISURE TIME ACTIVITIES – UNDERTAKING A NEW ACTIVITY
Outcome: Undertake a new leisure activity as a member of a group.
PC(a): Learning target: Part played during the new leisure activity is agreed
with participants, taking account of own social development needs and of the
preferences of other participants.
Success Criteria
P: Participates with others, with support, in agreeing a part to be played in the new
leisure activity, taking account of the preferences of other participants.
A: Demonstrates awareness of own and others’ preferences in the new leisure activity.
E: Actively experiences engaging with other participants in the new leisure activity.
PC(b): Learning target: Information is provided effectively to other participants
during the new leisure activity.
Success Criteria
P: Participates, with support, in providing relevant information to other participants
during the new leisure activity.
A: Demonstrates awareness of the need to communicate with other participants during
the new leisure activity.
E: Actively experiences co-operating with others while participating in the new
leisure activity.
PC(c): Learning target: Information is sought effectively from other participants
during the new leisure activity.
Success Criteria
P: Participates, under direction, in seeking relevant information from other
participants during the new leisure activity.
A: Demonstrates awareness of the need to listen to other participants during the new
leisure activity.
E: Actively experiences co-operating with others while participating in the new
leisure activity.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – PARTICIPATING IN
LEISURE TIME ACTIVITIES – REVIEWING
Outcome: Review the experience of taking part in two leisure activities in order
to identify effectiveness of own participation as a group member, leading to an
identification of future social development needs.
PC(a): Learning target: The usefulness of information provided to other
participants during the activities is commented on accurately.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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Success Criteria
P: Participates in a review of the usefulness of information provided to other
participants during the leisure activities.
A: Demonstrates awareness that communicating with other participants during the
leisure activities was helpful.
PC(b): Learning target: The use made of information received from other
participants is commented on accurately.
Success Criteria
P: Participates in a review of the use made of information received from the
participants during the leisure activities.
A: Demonstrates awareness that listening to others during leisure activities was
helpful.
PC(c): Learning target: Effectiveness of participation as a group member is
described.
Success Criteria
P: Participates in the review of the leisure activity by stating some aspects of the part
played as a group member.
A: Demonstrates awareness of their own participation as a group member during the
leisure activities.
E: Actively experiences interactions with group members during the review of the
activity.
PC(d): Learning target: The experience of participation in the leisure activities is
used to identify future social development needs.
Success Criteria
P: Participates, with support, in identifying future social development needs,
following the leisure activities.
A: Demonstrates awareness of an identified future social development need,
following the leisure activities.
E: Actively experiences review of participation in leisure activities and identification
of future social development needs.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – USING SUPPORT
SERVICES IN THE LOCAL COMMUNITY – IDENTIFYING SERVICES
Outcome: Identify support services of personal relevance in the local community.
PC(a): Learning target: The purpose of the main support services in the
community is identified.
Success Criteria
P: Participates by identifying the purpose of two familiar support services in the
community.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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A: Demonstrates awareness of familiar support services in the community.
E: Actively experiences involvement in interactions which highlight the purpose of
support services in the community.
PC(b): Learning target: Possible personal needs in terms of the support services
are identified.
Success Criteria
P: Participates by identifying a personal need that could be met by a familiar support
service in the community.
A: Demonstrates awareness of a support service in the community that would meet an
identified personal need.
E: Actively experiences involvement in interactions which identify personal needs
that could be met by support services.
PC(c): Learning target: Local support services of personal relevance are
identified.
Success Criteria
P: Participates by identifying one local support service of personal relevance.
A: Demonstrates awareness of the personal relevance of one local support service.
E: Actively experiences access to a range of local support services.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – USING SUPPORT
SERVICES IN THE LOCAL COMMUNITY – ACCESSING SERVICES
Outcome: Describe personal circumstances where help from selected support
services may be required.
PC(a): Learning target: A realistic situation of personal relevance is described
for each of the selected support services.
Success Criteria
P: Participates by describing a situation of personal relevance for a selected support
service.
A: Demonstrates awareness of the support service from a given situation of personal
relevance.
E: Actively experiences a range of situations of personal relevance where support
services may be of help.
PC(b): Learning target: Ways of contacting the selected services are explained.
Success Criteria
P: Participates by describing how a support service may be contacted.
A: Demonstrates awareness of a method of contacting a selected support service.
E: Actively experiences a range of ways of contacting local support services.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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UNIT: SOCIAL AWARENESS AND DEVELOPMENT – USING SUPPORT
SERVICES IN THE LOCAL COMMUNITY – SEEKING HELP
Outcome: Seek help effectively from selected support services in a real or
simulated situation.
PC(a): Learning target: A plan is prepared for seeking help effectively from each
of three selected support services.
Success Criteria
P: Participates by identifying the steps required to seek help from a selected support
service.
A: Demonstrates awareness of the different steps required when seeking help from a
selected support service.
E: Actively experiences the different steps required to seek help from a selected
support service.
PC(b): Learning target: Each plan is used to contact the selected support service
in a real or simulated situation.
Success Criteria
P: Participates by carrying out the steps required to contact a selected support service
in a real or simulated situation.
A: Demonstrates awareness of the need to contact the selected support service in a
real or simulated situation.
E: Actively experiences a real or simulated situation when a support service is
contacted.
UNIT: SOCIAL AWARENESS AND DEVELOPMENT – USING SUPPORT
SERVICES IN THE LOCAL COMMUNITY – REVIEWING
Outcome: Review the experience of contacting selected support services in terms
of own possible future needs and use.
PC(a): Learning target: The effectiveness of using a routine to assist planning is
commented on.
Success Criteria
P: Participates, with support, in a review by commenting on the appropriateness of the
plan used to contact the support services.
A: Demonstrates awareness of the use of a routine when contact with support services
was being planned.
E: Actively experiences involvement in a review of using support services.
PC(b): Learning target: Possible future uses of local support services are
described in terms of own situation.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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Success Criteria
P: Participates by identifying other uses of the local support service that are of
personal relevance.
A: Demonstrates awareness of other local support services which may be of personal
relevance.
UNIT: VOCATIONAL AWARENESS AND DEVELOPMENT –
CONTRIBUTING TO AN ENTERPRISE ACTIVITY – IDENTIFYING
PERSONAL CONTRIBUTION
Outcome: Identify personal contribution to an enterprise activity.
PC(a): Learning target: Personal interests relating to the identified enterprise
activity are described.
Success Criteria
P: Participates by describing a personal interest relating to the enterprise activity.
A: Demonstrates awareness of the personal relevance of the enterprise activity.
E: Actively experiences involvement in interactions/activities that highlight aspects of
the selected enterprise activity which are of personal relevance.
PC(b): Learning target: Personal skills and knowledge relating to the enterprise
activity are identified accurately.
Success Criteria
P: Participates, with support, in identifying personal skills and knowledge relating to
the enterprise activity.
A: Demonstrates awareness of personal skills or knowledge relevant to the enterprise
activity.
PC(c): Learning target: Personal contribution to the enterprise activity is
identified realistically.
Success Criteria
P: Participates, with support, in identifying a personal contribution to be made to the
enterprise activity.
A: Demonstrates awareness of a personal contribution (identified by the
teacher/lecturer) to be made to the enterprise activity.
PC(d): Learning target: Personal contribution is agreed with other group
members.
Success Criteria
P: Participates with others, with support, in agreeing a contribution to the enterprise
activity.
A: Demonstrates awareness of the personal contribution to be made to the enterprise
activity.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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E: Actively experiences engaging with other participants in agreeing contributions to
the enterprise activity.
UNIT: VOCATIONAL AWARENESS AND DEVELOPMENT –
CONTRIBUTING TO AN ENTERPRISE ACTIVITY – PLANNING
Outcome: Contribute to planning and organising an enterprise activity.
PC(a): Learning target: Two tasks are planned as a personal contribution to the
activity.
Success Criteria
P: Participates, with support, in the first stages of planning (identifying tasks) two
relevant tasks that would contribute to the enterprise activity.
A: Demonstrates awareness of the planned components of at least one allocated task
as a personal contribution.
E: Actively experiences planning tasks within a familiar environment prior to the
activity.
PC(b): Learning target: Advice and assistance are sought, as required, in order
to plan realistically.
Success Criteria
P: Participates in identifying and approaching appropriate sources of advice and
assistance in order to produce a realistic plan.
A: Demonstrates awareness that advice and assistance are necessary in order to
produce a realistic plan.
E: Actively experiences involvement in a range of interactions which demonstrate that
advice and assistance are necessary.
PC(c): Learning target: Resources required to carry out the plan effectively are
selected from a given range of resources.
Success Criteria
P: Participates, with support, in selecting a specific resource required to carry out the
plan.
A: Demonstrates awareness of the need for resources to carry out the plan.
E: Actively experiences the use of a variety of resources as the tasks are planned.
UNIT: VOCATIONAL AWARENESS AND DEVELOPMENT –
CONTRIBUTING TO AN ENTERPRISE ACTIVITY – WORKING WITH
OTHERS
Outcome: Cooperate with others throughout the enterprise activity.
PC(a): Learning target: Each task is carried out according to the plan.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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Success Criteria
P: Participates, with support, in carrying out a personal task according to a plan.
A: Demonstrates awareness of the need to carry out a personal task according to a
plan.
E: Actively experiences planned personal tasks while participating in the enterprise
activity.
PC(b): Learning target: Information is provided effectively to others
participating in the activity.
Success Criteria
P: Participates, with support, in providing relevant information to other participants
during the enterprise activity.
A: Demonstrates awareness of the need to communicate with other participants during
the enterprise activity.
E: Actively experiences co-operating with others while participating in the enterprise
activity.
PC(c): Learning target: Information is sought effectively from others
participating in the activity.
Success Criteria
P: Participates, under direction, in seeking relevant information from other
participants during the enterprise activity.
A: Demonstrates awareness of the need to listen to other participants during the
enterprise activity.
E: Actively experiences co-operating with others while participating in the enterprise
activity.
UNIT: VOCATIONAL AWARENESS AND DEVELOPMENT –
CONTRIBUTING TO AN ENTERPRISE ACTIVITY – REVIEWING
CONTRIBUTION
Outcome: Review the extent to which a personal contribution has been effective.
PC(a): Learning target: The effectiveness of using a routine to plan a personal
contribution is described.
Success Criteria
P: Participates, with support, in review of the effectiveness of the routine used for
planning a personal contribution.
A: Demonstrates awareness of the use of a routine to plan tasks.
PC(b): Learning target: Effectiveness of a personal contribution to the activity is
commented on accurately.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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Success Criteria
P: Participates in the review of the enterprise activity by stating some aspects of the
part played as a group member.
A: Demonstrates awareness of own participation as a group member during the
enterprise activity.
E: Actively experiences interactions with others during the review of the activity.
PC(c): Learning target: The experience of contributing to an enterprise activity
is used to identify future vocational development needs.
Success Criteria
P: Participates, with support, in identifying future vocational development needs,
following the enterprise activity.
A: Demonstrates awareness of the identified future vocational development need,
following an enterprise activity.
E: Actively experiences review of participation in an enterprise activity and
identification of future vocational development needs.
Personal and Social Education: Curriculum Descriptors (Acc 1)
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