Dealing with problems — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This subtopic equips learners with foundational problem-solving skills essential for the workplace. It focuses on recognizing when a problem exists, system

    Topic Synopsis

    This subtopic equips learners with foundational problem-solving skills essential for the workplace. It focuses on recognizing when a problem exists, systematically planning a suitable solution, and critically reviewing the effectiveness of the chosen approach. Practical application involves using real-life vocational scenarios to build confidence in addressing day-to-day challenges independently.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Dealing with problems

    CITY & GUILDS LIMITED
    vocational

    This subtopic develops the essential ability to identify issues ranging from customer complaints to operational failures, devise appropriate solutions, and reflect on their effectiveness. Mastering problem-solving ensures smooth service delivery and enhances guest satisfaction in fast-paced hospitality environments.

    45
    Learning Outcomes
    47
    Assessment Guidance
    47
    Key Skills
    42
    Key Terms
    53
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 1 Award for Skills for Employment in the Hospitality Industry
    City & Guilds Level 1 Introductory Award in Employability Skills
    City & Guilds Level 1 Award in Employability Skills
    City & Guilds Level 2 Extended Certificate in Employability Skills
    City & Guilds Level 2 Certificate in Employability Skills
    City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Diploma in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 3)
    City & Guilds Level 1 Extended Award in Employability Skills
    City & Guilds Level 1 Extended Certificate in Employability Skills
    City & Guilds Level 1 Certificate in Employability Skills
    City & Guilds Level 1 Diploma in Employability Skills

    Topic Overview

    The City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3) is a vocational qualification designed to equip students with the fundamental skills and knowledge needed to secure and maintain employment. At Entry 3, the focus is on developing practical abilities and a basic understanding of workplace expectations, personal effectiveness, and job-seeking strategies. It's a stepping stone for individuals who might be new to the job market or looking to build confidence and essential skills before progressing to further education or direct employment.

    This qualification is crucial because it addresses the core competencies employers look for, even at entry-level positions. It helps students understand the importance of personal responsibility, effective communication, teamwork, and how to present themselves professionally. By covering areas like creating a CV, preparing for interviews, and understanding health and safety, it directly enhances a student's readiness for the world of work, making them more attractive to potential employers and better prepared for the challenges of a professional environment.

    Fitting into the wider subject of Employability & Work Skills, this Entry Level certificate provides a solid foundation. It bridges the gap between general education and specific vocational training, ensuring students have the 'soft skills' and practical knowledge that underpin success in any career path. It prepares learners for progression to Level 1 qualifications in various vocational areas or directly into entry-level jobs, fostering independence and self-reliance in their career journey.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Effectiveness: Understanding your strengths, weaknesses, and how to manage your time and responsibilities effectively to meet targets.
    • →Job Seeking Skills: Developing a basic CV, writing simple application forms, preparing for and participating in job interviews.
    • →Working with Others: Recognising the importance of teamwork, effective communication, and understanding different roles within a team.
    • →Understanding Rights and Responsibilities: Knowing basic employee rights, health and safety regulations, and employer expectations in the workplace.
    • →Problem Solving: Identifying simple problems in a work context and suggesting appropriate, practical solutions.

    Learning Objectives

    What you need to know and understand

    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • Identify common workplace problems using clear criteria and signals.
    • Describe the potential impact of a recognised problem on individuals and the organisation.
    • Develop a step-by-step plan to address a given problem, including required resources and timescales.
    • Apply basic decision-making techniques to choose the most feasible solution from alternatives.
    • Implement a planned solution in a simulated or real workplace scenario.
    • Evaluate the outcomes of a solution against original objectives and success criteria.
    • Propose improvements to the problem-solving process based on review findings.
    • Differentiate between a minor issue and a significant problem requiring formal action
    • Apply a root cause analysis technique to identify underlying factors of a given problem
    • Construct a step-by-step action plan that addresses the identified problem, including timelines and resources
    • Evaluate the effectiveness of a implemented solution using predefined criteria
    • Propose improvements to a solution plan based on post-implementation review
    • Identify common workplace problems and their typical indicators.
    • Develop a structured plan to resolve a given problem, including resources and timescales.
    • Assess the effectiveness of a solution plan through reflection and feedback.
    • Apply problem-solving techniques to a real or simulated scenario.
    • Justify the choice of solution using evidence and potential impact analysis.
    • Identify and describe a workplace problem from a given scenario.
    • Develop a step-by-step action plan to resolve an identified problem.
    • Evaluate the effectiveness of a planned solution against simple criteria.
    • Apply a problem-solving model to a familiar situation.
    • Reflect on personal strengths and areas for development in problem solving.
    • Identify common problems that may occur in a familiar workplace setting
    • Describe the key characteristics of a well-defined problem
    • Apply a step-by-step approach to plan a realistic solution to a recognised problem
    • List the resources and support needed to implement a planned solution
    • Evaluate the potential effectiveness of a planned solution against its intended outcome
    • Suggest improvements to a planned solution based on a review of its feasibility
    • Reflect on the problem-solving process to identify personal learning points
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • Identify a straightforward problem in a given workplace scenario
    • Outline a simple step-by-step plan to solve an identified problem, including necessary resources
    • List the potential advantages and disadvantages of a proposed solution
    • Review the effectiveness of a planned solution against the original problem criteria
    • Suggest practical improvements to a solution based on feedback or self-reflection
    • Identify common problems that may arise in a workplace setting.
    • Describe a systematic approach to planning a solution for a given problem.
    • Apply a simple decision-making technique to select the most appropriate solution.
    • Review the planned solution against its intended outcomes, identifying strengths and areas for improvement.
    • Communicate problem-solving processes clearly to peers and supervisors.
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to distinguish between minor and major problems based on impact on service and guest experience.
    • Look for evidence of a logical, step-by-step plan that considers resources, time constraints, and safety.
    • Assess the candidate’s evaluation of their solution, including identification of what worked well and suggestions for improvement.
    • Ensure the candidate identifies the root cause of the problem rather than just addressing symptoms.
    • Award credit for demonstrating the ability to recognise a problem by clearly describing its signs, context, and impact on a task or workplace relationship.
    • Award credit for producing a viable solution plan that includes specific steps, necessary resources, and a realistic timeline for implementation.
    • Award credit for conducting a review that evaluates the solution's effectiveness against the original problem, highlighting successes and areas for improvement.
    • Award credit for clearly describing the nature and scope of the problem, including who or what it affects.
    • Look for evidence of a structured plan with logical steps, not just a vague intention.
    • Credit identification of potential barriers and how they might be overcome.
    • Assessors should see evidence of comparison between at least two possible solutions with reasoning for the chosen one.
    • Award marks for reflection that identifies what went well, what did not, and specific learning points for future problem solving.
    • Award credit for clearly describing the problem with specific, observable signs (e.g., decreased output, customer complaints).
    • Reward evidence of using a recognised problem-solving model (e.g., Plan-Do-Review) to structure the response.
    • Expect the plan to specify who will carry out each action, by when, and with what resources.
    • Credit for a review that includes both positive outcomes and areas for improvement, not just a summary.
    • Look for application of lessons learned to future scenarios, demonstrating deep reflection.
    • Award credit for correct identification of the problem and distinction between symptoms and root causes.
    • Solution plan demonstrates clear steps, resource allocation, and contingency measures.
    • Review includes critical evaluation of what worked, what did not, and recommendations for future improvement.
    • Evidence of applying a logical problem-solving model (e.g., define, analyze, implement, review).
    • Clear demonstration of communication skills when presenting the problem and solution.
    • Award credit for clearly describing the problem and its impact on the situation.
    • Expect a structured plan with logical sequence and viable actions.
    • Credit for identifying at least one strength and one weakness of the planned solution during review.
    • Look for evidence of considering available resources or constraints in the plan.
    • Award credit for accurately identifying at least one specific problem from a given workplace scenario
    • Credit for outlining a logical sequence of steps to address the identified problem, demonstrating clear planning
    • Credit for listing appropriate resources (e.g., tools, colleagues, time) required to carry out the plan
    • Credit for providing a reasoned evaluation of the plan, highlighting strengths and potential weaknesses
    • Credit for proposing at least one constructive improvement after reviewing the planned solution
    • Award credit for demonstrating the ability to describe a problem in a work setting using clear, specific details (e.g., what happened, who was involved, when it occurred).
    • Award credit for producing a simple, logical plan that includes at least one realistic solution, the steps needed, and any resources or help required.
    • Award credit for evaluating the planned solution by identifying at least one positive outcome and one area for improvement, with reference to the original problem.
    • Award credit for correctly identifying a specific problem from a given or personal scenario, including its key features and potential impact.
    • Award credit for generating at least two possible solutions, with consideration of advantages and disadvantages for each.
    • Award credit for selecting a solution and providing a clear rationale for the choice, referencing the problem's requirements.
    • Award credit for reviewing the effectiveness of the planned solution by identifying what went well, any challenges faced, and suggesting improvements for similar future problems.
    • Award credit for correctly identifying the gap between a current and desired situation
    • Look for a clear, logical sequence of steps in the solution plan
    • Expect evidence of considering at least one alternative before finalising the plan
    • Assess the ability to judge whether the solution met the problem requirements
    • Recognise when the learner acknowledges limitations or areas for development in the review
    • Award credit for clear identification of a problem, including its context and impact.
    • Assess the feasibility and logic of the proposed solution plan, ensuring steps are sequential and resourced.
    • Look for evidence of review, such as a reflective log or feedback form, that critically evaluates the solution.
    • Check that learners can explain why they rejected alternative solutions.
    • Award credit for clearly describing a workplace-relevant problem, including its effects on tasks, colleagues, or customers.
    • Evidence must include a written plan outlining step-by-step actions, resources required, and a realistic timescale for implementation.
    • To achieve full marks, the review must compare actual outcomes against intended goals, identify lessons learned, and propose modifications for future similar problems.
    • Award credit for clearly describing the problem, including its context, who it affects, and the immediate impact on work tasks or outcomes.
    • Look for a structured plan that outlines realistic steps, resources needed, and a timeline; evidence should show consideration of potential barriers.
    • Credit demonstration of a meaningful review that compares planned versus actual outcomes, identifies lessons learned, and suggests how future problem-solving could be improved.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When documenting problem recognition, always describe the context, the people involved, and the immediate impact on service.
    • 💡For planning solutions, use a structured method such as STAR (Situation, Task, Action, Result) to clearly outline each step.
    • 💡In reviewing the solution, be honest about shortcomings and link them to learning outcomes for future professional development.
    • 💡Clearly separate your evidence into three distinct sections: problem recognition, solution planning, and solution review.
    • 💡Use a simple problem-solving model such as 'Identify, Plan, Do, Review' to structure your response and show a logical process.
    • 💡Draw on everyday examples from a part-time job, volunteering, or college life to make your evidence authentic and relatable.
    • 💡Always use a structured approach: define the problem, generate options, plan, act, and review.
    • 💡In written assessments, clearly label each step of the problem-solving process to demonstrate knowledge.
    • 💡Use real-life examples or case studies from work experience to show practical application.
    • 💡When reviewing a solution, be honest about shortcomings and suggest specific improvements to gain higher marks.
    • 💡Practice identifying problems in different scenarios to speed up recognition during timed assessments.
    • 💡Use the STAR technique (Situation, Task, Action, Result) to structure your responses in coursework or interviews.
    • 💡When planning solutions, always provide a rationale for your chosen approach over alternatives to demonstrate critical thinking.
    • 💡In your review, explicitly compare the actual outcome against your original success criteria to show evaluative skills.
    • 💡In coursework, clearly document each stage: problem identification, planning, action, and review. Use headings to separate sections.
    • 💡Provide concrete examples from personal experience or case studies to demonstrate application.
    • 💡For the review, be honest about limitations and show how you would improve next time – this demonstrates reflective practice.
    • 💡Use a recognised problem-solving model (like IDEAL: Identify, Define, Explore, Act, Look) to structure your work.
    • 💡Use the STAR method (Situation, Task, Action, Result) to structure your problem-solving evidence.
    • 💡Clearly state the criteria you will use to review your solution before evaluating it.
    • 💡When planning, break the problem down into smaller manageable steps to show thoroughness.
    • 💡When identifying a problem, focus on work-related issues (e.g., equipment failure, scheduling conflict) rather than personal matters
    • 💡Use a simple framework like 'What? So What? Now What?' to structure your problem-solving evidence
    • 💡For the review stage, always compare the intended outcome of your plan to what would likely happen in practice
    • 💡Provide specific examples from your vocational area to show contextual understanding
    • 💡Keep evidence concise but ensure each stage (recognition, planning, review) is clearly addressed
    • 💡Always link your problem, plan, and review: ensure the problem you identify is the one you try to solve and later reflect upon.
    • 💡Use a structured format (like a simple table or step list) to present your plan clearly—this helps assessors see each part of your thinking.
    • 💡Be honest in your review; acknowledging that a solution didn’t fully work and explaining how you would adapt shows strong evaluation skills.
    • 💡When documenting a problem, use the 5W1H approach (Who, What, Where, When, Why, How) to ensure a comprehensive description.
    • 💡Always list at least two possible solutions, even if one seems obviously better, to demonstrate analytical thinking.
    • 💡In your review, be honest about what didn't work and explain how you would adapt the plan next time; this shows reflective practice.
    • 💡Use plain language and real-life examples to make your evidence clear and accessible, as this is an Entry Level qualification.
    • 💡Always link the review back to the original problem statement to demonstrate evaluation
    • 💡Use simple structured frameworks (e.g., Plan-Do-Review) to organise your response
    • 💡Show reflective thinking by noting what you would do differently in the future
    • 💡Support your evaluation with specific evidence from the scenario or your own experience
    • 💡Use real-life scenarios from your work placement or personal experience to make your evidence authentic and credible.
    • 💡Structure your problem-solving narrative using the STAR method to ensure all assessment criteria are addressed.
    • 💡Always justify your choice of solution by comparing it with at least one alternative.
    • 💡Include specific details in your plan, such as who, what, when, and resources needed.
    • 💡Use a structured approach such as 'Problem, Plan, Do, Review' to present your evidence clearly and logically.
    • 💡In your plan, always justify your chosen solution by briefly mentioning why you dismissed alternative options.
    • 💡For the review, reference specific feedback from others (e.g., supervisor, peers) to strengthen your evaluation and show collaborative reflection.
    • 💡Use a recognised problem-solving framework (e.g., define, explore, plan, do, review) and label each stage clearly in your portfolio or answer.
    • 💡Provide specific, concrete examples from a work placement or simulated setting rather than generic statements to demonstrate genuine application.
    • 💡When reviewing, always highlight what you would do differently next time to show reflective practice and self-development.
    • 💡Demonstrate Practical Application: For City & Guilds Entry Level, simply knowing facts isn't enough. Always try to link your answers to real-life examples or scenarios. If asked about teamwork, describe a time you worked in a group and what you contributed. This shows genuine understanding.
    • 💡Be Specific and Clear: When answering questions, use clear, simple language. Avoid vague statements. For instance, instead of saying 'I'm good at communicating,' say 'I can clearly explain tasks to others and listen carefully to instructions.' Provide concrete examples where possible.
    • 💡Review All Assessment Criteria: Before submitting any portfolio work or completing a task, carefully check the assessment criteria for each unit. Ensure you have provided evidence for *every single point* required. Missing even one small piece of evidence can mean you don't achieve the unit.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing symptoms with root causes, leading to superficial fixes rather than long-term solutions.
    • Overlooking health and safety regulations when planning a solution, especially in a hospitality setting involving food or equipment.
    • Failing to involve relevant staff or management in the problem-solving process, resulting in ineffective implementation.
    • Confusing the symptoms of a problem with its root cause, leading to ineffective solutions.
    • Presenting only one solution without considering alternatives or justifying why it was chosen.
    • Overlooking the importance of setting measurable criteria to judge whether the solution succeeded.
    • Jumping to solutions without first adequately defining or understanding the problem.
    • Proposing a single solution without considering alternatives or contingency plans.
    • Failing to consider resource constraints (time, money, people) when planning.
    • Reviewing the solution too superficially, without linking outcomes to the original problem.
    • Overlooking the importance of communication with stakeholders throughout the process.
    • Rushing to solutions without fully defining the scope or impact of the problem.
    • Plans that lack contingency steps or fail to consider potential obstacles.
    • Performing a superficial review that merely states the problem was solved, without analysis of the process.
    • Confusing symptoms with the actual problem, leading to superficial solutions.
    • Failing to consider alternative solutions or backup plans.
    • Neglecting to review the solution or only providing a superficial evaluation without critical insight.
    • Failing to differentiate between a symptom and the root cause of a problem.
    • Jumping to a solution without exploring alternative options.
    • Overlooking resource limitations when planning, leading to unrealistic solutions.
    • Reviewing only the outcome rather than the process and learning points.
    • Confusing symptoms of a problem with the root cause, leading to ineffective solutions
    • Failing to consider available resources or constraints when planning, resulting in unrealistic plans
    • Describing the plan in vague terms without specific actionable steps
    • Neglecting to review the plan against clear criteria, simply restating the original problem
    • Assuming a solution will work without testing or seeking feedback
    • Describing a problem too vaguely, such as 'things went wrong', without specifying the actual issue or its impact.
    • Proposing a solution that is unrealistic or unrelated to the problem, for example, suggesting 'work harder' without a concrete action.
    • Failing to review the plan effectively, often just stating 'it worked' or 'it didn't work' without explaining why or what could be changed.
    • Failing to distinguish between the symptoms of a problem and its root cause.
    • Proposing solutions that are unrealistic or impractical given available resources and constraints.
    • Overlooking the importance of reviewing and reflecting on the solution, leading to missed learning opportunities.
    • Not considering the perspectives of others affected by the problem or solution.
    • Confusing a symptom of the problem with its root cause
    • Jumping to a solution without exploring alternative options
    • Failing to consider resource or time constraints when planning
    • Providing an unbalanced review that only highlights successes
    • Confusing symptoms with problems, e.g., treating lateness as the problem rather than investigating the underlying cause.
    • Failing to consider multiple solutions before selecting one, leading to a narrow approach.
    • Neglecting to review the solution after implementation, missing opportunities for learning.
    • Providing a solution that is not feasible within the given constraints (time, budget, resources).
    • Mistaking a symptom for the root problem, leading to ineffective solutions.
    • Submitting a plan that is too generic or lacks concrete, measurable actions tied to the identified problem.
    • Providing a review that merely states the solution worked without analyzing why or recognising any unforeseen obstacles.
    • Confusing the symptoms of a problem with its root cause, leading to solutions that only address surface issues.
    • Failing to involve relevant stakeholders or colleagues when planning, which often results in impractical solutions or lack of buy-in.
    • Neglecting to set clear success criteria for the solution, making it difficult to assess whether the problem was truly resolved.
    • Misconception: Employability skills are only about getting a job. Correction: While crucial for job seeking, these skills are equally vital for *keeping* a job, progressing in your career, and being a valuable team member. They cover personal effectiveness, communication, and workplace conduct.
    • Misconception: Soft skills like communication aren't as important as practical job skills. Correction: Employers consistently rank soft skills (e.g., communication, teamwork, problem-solving, reliability) as highly important, often more so than specific technical skills at entry level, as they are transferable and essential for a positive work environment.
    • Misconception: You don't need to prepare much for an Entry 3 level interview. Correction: Every interview is an opportunity to make a good impression. Preparation, even for Entry 3, involves researching the role, thinking about your skills and experiences, and preparing questions to ask, demonstrating your interest and commitment.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1, Day 1-2: Understand Personal Effectiveness. Review materials on self-management, identifying strengths/weaknesses, and setting simple goals. Practice creating a basic personal development plan.
    2. 2Week 1, Day 3-4: Focus on Job Seeking Skills. Learn about components of a basic CV and practice writing one. Understand common interview questions and role-play answering them with a friend or family member.
    3. 3Week 1, Day 5-7: Explore Working with Others and Communication. Study different communication methods (verbal, non-verbal), active listening, and the benefits of teamwork. Reflect on past group experiences and how you contributed.
    4. 4Week 2, Day 1-3: Dive into Rights & Responsibilities and Health & Safety. Learn about basic employee rights, workplace rules, and essential health and safety practices (e.g., fire exits, reporting hazards).
    5. 5Week 2, Day 4-5: Review and Practice. Go through all your notes and completed tasks. Attempt any practice questions or scenario-based activities provided by your tutor. Identify any areas you're still unsure about and seek clarification.
    6. 6Week 2, Day 6-7: Final Preparation. Consolidate your learning by explaining key concepts in your own words. Ensure your portfolio is organised and all evidence is clearly labelled and linked to the assessment criteria. Get a good rest!

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Practical Tasks/Portfolio Evidence: You might be asked to 'Create a simple CV' or 'Participate in a mock interview'. For these, focus on following instructions precisely, demonstrating the skill, and ensuring all required elements are present in your submission.
    • 📋Short Answer Questions: These will require you to 'List three qualities of a good team member' or 'Explain one health and safety rule'. Provide concise, direct answers using appropriate vocabulary learned in the course.
    • 📋Scenario-Based Questions: You could be presented with a situation, e.g., 'You notice a spill on the floor at work. What should you do?' For these, think logically about the steps you would take, linking back to your knowledge of workplace procedures and safety.
    • 📋Observation by Assessor: For some units, your tutor might observe you performing a task, such as 'Communicating effectively in a group activity'. Focus on actively participating, listening to others, and clearly expressing your ideas.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic Literacy and Numeracy: The ability to read and understand simple instructions, write short sentences, and perform basic calculations.
    • •Willingness to Learn: An open mind and a positive attitude towards developing new skills and understanding workplace expectations.
    • •Basic Self-Awareness: A general understanding of one's own strengths and areas for development, and an ability to reflect on personal experiences.

    Key Terminology

    Essential terms to know

    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • Problem recognition
    • Root cause analysis
    • Solution planning and prioritisation
    • Implementation steps
    • Review and reflective practice
    • Adaptability and continuous improvement
    • Problem recognition
    • Root cause analysis
    • Solution planning
    • Resource consideration
    • Solution evaluation
    • Continuous improvement
    • Problem recognition
    • Solution planning
    • Solution review
    • Critical reflection
    • Problem Identification
    • Solution Planning
    • Review and Evaluation
    • Decision-Making
    • Resource Consideration
    • Problem recognition
    • Structured solution planning
    • Solution review and evaluation
    • Decision-making skills
    • Resource consideration
    • Reflective practice
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • Problem Recognition
    • Solution Planning Strategies
    • Solution Review and Reflection
    • Practical Decision Making
    • Problem identification and analysis
    • Solution planning and implementation
    • Review and reflective practice
    • Workplace problem-solving strategies
    • Stakeholder communication
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem
    • know how to recognise a problem, be able to plan a solution to a problem, be able to review a planned solution to a problem

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