Make a familiar journey safely — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This element focuses on equipping learners with the practical skills to plan and undertake a familiar journey in a safe manner, emphasising personal respon

    Topic Synopsis

    This element focuses on equipping learners with the practical skills to plan and undertake a familiar journey in a safe manner, emphasising personal responsibility and hazard awareness. It covers recognising potential risks, selecting appropriate routes, and making informed decisions to ensure safety throughout the journey. Mastery of this topic supports independent travel in routine contexts, a key aspect of employability.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Make a familiar journey safely

    CITY & GUILDS LIMITED
    vocational

    This subtopic focuses on the essential employability skill of planning and undertaking a routine journey, such as travelling to a work placement or training venue, with a strong emphasis on personal safety. Learners are expected to identify potential hazards, apply basic road safety rules, and demonstrate appropriate behavior when using public transport or walking, ensuring they can arrive at their destination securely and punctually.

    15
    Learning Outcomes
    22
    Assessment Guidance
    24
    Key Skills
    14
    Key Terms
    26
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Introductory Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Award in Skills for Working Life (Entry 2)
    City & Guilds Entry Level Certificate in Skills for Working Life (Entry 2)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 2)

    Topic Overview

    The City & Guilds Entry Level Extended Award in Employability Skills (Entry 2) is designed to help you develop the essential skills and knowledge needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management, all of which are highly valued by employers. By completing this award, you will build a strong foundation for further study or employment, gaining confidence and practical abilities that are directly applicable to real-world work environments.

    This qualification is part of the wider Employability & Work Skills suite, which focuses on preparing learners for the world of work. At Entry 2, you will engage in activities that require you to work with others, follow instructions, and complete tasks with some support. The course is structured around units that explore different aspects of employability, such as 'Working with Others', 'Managing Own Learning', and 'Developing Problem-Solving Skills'. Each unit helps you understand what employers expect and how you can meet those expectations.

    Mastering these skills is crucial because they are transferable across all industries and job roles. Whether you plan to go into an apprenticeship, further education, or direct employment, the abilities you gain from this award will make you a more attractive candidate. Employers look for individuals who can communicate clearly, work well in a team, and take initiative. This qualification gives you the opportunity to practice and demonstrate these skills in a supportive learning environment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: The ability to listen, speak, and respond appropriately in different workplace situations, including giving and receiving instructions.
    • →Teamwork: Working cooperatively with others to achieve a shared goal, understanding your role and respecting the roles of others.
    • →Problem-solving: Identifying simple problems, thinking of possible solutions, and choosing the best one with support if needed.
    • →Self-management: Taking responsibility for your own learning and behaviour, including following instructions, managing time, and completing tasks.
    • →Health and Safety: Understanding basic health and safety rules in the workplace, such as following signs, using equipment safely, and reporting hazards.

    Learning Objectives

    What you need to know and understand

    • Be able to make a familiar journey safely
    • Be able to make a familiar journey safely
    • Be able to make a familiar journey safely
    • Identify suitable and safe crossing points along a familiar route
    • Demonstrate correct use of pedestrian crossings (e.g., zebra, pelican)
    • Recognise key landmarks and signs to navigate the journey
    • State appropriate actions if lost or feeling unsafe
    • Apply the Green Cross Code (Stop, Look, Listen, Think) consistently
    • Demonstrate safe behaviour when using buses or other transport
    • Identify potential hazards along a familiar route
    • Plan a safe route for a routine journey
    • Demonstrate safe behaviours while travelling
    • Explain actions to take if something goes wrong during a journey
    • Select appropriate transport options for a given familiar journey
    • Be able to make a familiar journey safely

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for identifying at least two potential safety risks on the journey (e.g., busy roads, stranger danger, transport delays).
    • Look for demonstration of safe crossing procedures, including correct use of pedestrian crossings and checking both directions before crossing.
    • Assess the learner's ability to describe a simple plan for the journey, including timing, route, and a contingency for unexpected events.
    • Credit evidence of appropriate behaviour on public transport, such as waiting behind safety lines, offering seats, and keeping personal belongings secure.
    • Award credit for clearly identifying at least two potential risks or hazards associated with the journey and describing suitable precautions.
    • Award credit for demonstrating correct and consistent use of pedestrian or road safety rules throughout the journey, such as appropriate crossing points.
    • Award credit for showing evidence of effective planning, such as a simple route plan, timetable check, or list of personal items needed for a safe journey.
    • Award credit for demonstrating appropriate planning of the journey, including selecting a safe route and identifying potential hazards.
    • Evidence should show the learner consistently follows pedestrian or passenger safety rules (e.g., using crossings correctly, wearing seatbelts, waiting behind designated lines).
    • Assessors must look for the learner managing personal belongings and any required fares or tickets throughout the journey without prompting.
    • Credit is given for responding appropriately to unexpected situations, such as a diverted bus or a closed footpath, while maintaining safety.
    • Award credit for correctly identifying at least two safe places to cross the road (e.g., crossing, island).
    • Award credit for consistently looking both ways and listening before stepping onto the road.
    • Award credit for pressing the button and waiting for the green man signal at a pelican crossing.
    • Award credit for stating or demonstrating what to do if lost (e.g., seek help from a shopkeeper).
    • Award credit for remaining visible and avoiding distractions (e.g., not using phone) while near traffic.
    • Candidate correctly lists at least three potential hazards on their chosen route (e.g., busy roads, poorly lit areas, station platforms).
    • Candidate justifies their route choice with a clear explanation of why it is the safest option.
    • Candidate demonstrates practical safety checks, such as looking for traffic before crossing or confirming travel times.
    • Candidate outlines a clear contingency plan for common disruptions (e.g., missed bus, getting lost, feeling unsafe).
    • Award credit for realistic, personalised evidence drawn from the learner's own experience.
    • Award credit for demonstrating a clear plan for the journey, including identifying key landmarks and crossing points.
    • Evidence should show the learner consistently checks for traffic before crossing roads and uses designated crossings where available.
    • The learner must demonstrate appropriate behaviour when using public transport, if applicable, such as waiting for the vehicle to stop completely before boarding.
    • Credit should be given for showing awareness of personal safety, such as keeping valuables hidden and staying in well-lit areas.
    • Assessors should look for the learner's ability to manage unexpected situations, e.g., road closure or delayed transport, and make safe alternative decisions.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡In assessments, always outline a full plan: start time, route, transport mode, safety measures, and what you would do if something goes wrong.
    • 💡To achieve higher marks, include specific examples of how you would stay safe (e.g., ‘I will wear a high-visibility jacket when walking near roads at dusk’).
    • 💡Revise the Green Cross Code and basic public transport etiquette; assessors will check your knowledge of common safety rules in practical scenarios.
    • 💡In portfolio evidence, include photos or witness statements that clearly show you following safety rules (e.g., waiting at traffic lights) rather than just describing them.
    • 💡Use a simple risk assessment template provided by your centre to structure your planning; this shows the assessor you can identify hazards methodically.
    • 💡Practice the journey with a supervisor if possible, and note any challenges you encounter—reflecting on these in your write-up demonstrates deep understanding of safety.
    • 💡Gather witness statements and photographic evidence from real journeys, clearly dated and annotated, to show consistent safe practice over time.
    • 💡Practice the journey multiple times under different conditions (e.g., light, weather) to demonstrate transferable skills and prepare for any assessor questions.
    • 💡Use a personal safety checklist before each journey and include it in your portfolio as proof of systematic preparation.
    • 💡During assessment, narrate your actions to the assessor, explaining why you are making safety-critical decisions (e.g., ‘I’m waiting for the green man because…’).
    • 💡Practice the journey several times with a supervisor before assessment to build consistency.
    • 💡During the assessment, narrate your actions (e.g., 'I am looking for a safe crossing now') to demonstrate understanding.
    • 💡If using public transport, check the timetable in advance and allow extra time to remain calm.
    • 💡Remember the Green Cross Code: always Stop, Look, Listen and Think before crossing any road.
    • 💡During practical assessments, verbalise your safety checks to demonstrate conscious risk management.
    • 💡Include buffer time in your travel plan to show you can handle minor delays without stress.
    • 💡Use specific, real-world examples from your own routine journeys to make written evidence more compelling.
    • 💡Compare at least two possible routes or transport methods, explaining why one is safer than the other.
    • 💡When being observed on your practical assessment, verbalise your decision-making process (e.g., 'I am waiting for the green man before crossing') to clearly demonstrate understanding.
    • 💡Provide a witness statement from a supervisor or family member that confirms you consistently make the journey safely outside of assessment conditions.
    • 💡Use a journey planner tool to map your route and include screenshots as evidence of your planning in your portfolio.
    • 💡During the assessment, if you make a mistake, show that you can recognise it and correct it safely; this still demonstrates competence in managing the journey.
    • 💡Tip 1: Use specific examples from your own experience when answering questions. For instance, if you're asked about teamwork, describe a time you worked with others on a project or activity. This shows you can apply the skills in real life.
    • 💡Tip 2: Pay close attention to the wording of questions. If it asks you to 'list' or 'describe', make sure you do exactly that. For 'describe', you need to give details, not just one-word answers.
    • 💡Tip 3: Practice following instructions carefully. In assessments, you may be given tasks to complete. Read all instructions before starting, and ask for clarification if you're unsure. This demonstrates good communication and self-management.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners may underestimate the importance of advance planning, assuming they can just leave without checking bus times or route closures.
    • Common error is not considering personal safety beyond traffic, ignoring risks like carrying valuables openly or talking to strangers.
    • Some learners might only focus on the outward journey and forget to plan a safe return, or not have emergency contact numbers.
    • Learners often overlook the importance of checking weather conditions or travel disruptions before setting out, leading to unrealistic journey plans.
    • Many focus only on the outward journey and fail to consider the return leg, especially in terms of transport times or daylight hours.
    • Personal safety awareness is frequently superficial; learners might mention 'stranger danger' but not practical steps like keeping valuables hidden or informing someone of their route.
    • Assuming that a familiar journey does not require any planning or hazard awareness, leading to careless behaviour like not looking before crossing.
    • Forgetting to carry essential items such as a mobile phone, bus pass, or emergency contact information, which could compromise safety if issues arise.
    • Relying on others (e.g., friends or staff) to navigate or make decisions, rather than demonstrating personal responsibility for the journey.
    • Failing to recognise when a familiar route is temporarily unsafe (e.g., due to roadworks or icy conditions) and not adapting accordingly.
    • Crossing between parked cars or at unsafe points out of habit.
    • Forgetting to check traffic when the green man appears (assuming it is safe).
    • Being distracted by a mobile phone or conversation with friends.
    • Failing to recognise familiar landmarks and taking a wrong turn.
    • Not knowing what to do if the bus does not arrive or is diverted.
    • Assuming a familiar journey is always risk-free and overlooking changes like roadworks or timetable alterations.
    • Failing to check travel updates or weather conditions before departing.
    • Not allowing extra time, leading to rushing and reduced safety awareness.
    • Confusing a familiar journey with a safe one without considering situational hazards.
    • Assuming that a familiar journey requires no planning, leading to overconfidence and missed hazards.
    • Forgetting to look both ways before crossing, especially on quieter roads where traffic might be less expected.
    • Not using pedestrian crossings when available, or crossing diagonally at junctions.
    • Ignoring weather conditions that might affect safety, such as slippery surfaces or reduced visibility.
    • Failing to check if public transport services are running on time or if there are disruptions.
    • Misconception: 'Employability skills are just common sense, so I don't need to study them.' Correction: While some skills may seem obvious, this qualification teaches you how to apply them in a structured way that employers recognise. You'll learn specific techniques and vocabulary that can help you in job interviews and on the job.
    • Misconception: 'Teamwork means I have to do everything the group says.' Correction: Good teamwork involves contributing your own ideas and listening to others. It's about collaboration, not just following. You should feel confident to share your thoughts respectfully.
    • Misconception: 'Problem-solving is only for difficult tasks.' Correction: Problem-solving is used every day, even for small issues like finding a missing item or deciding the best order to do tasks. This qualification helps you break down problems into manageable steps.

    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 skills at Entry 1 level or equivalent.
    • •Some experience of working with others, such as in group activities at school or in a community setting.
    • •A willingness to learn and take part in practical activities.

    Key Terminology

    Essential terms to know

    • Be able to make a familiar journey safely
    • Be able to make a familiar journey safely
    • Be able to make a familiar journey safely
    • Road safety and pedestrian crossings
    • Journey planning and route recognition
    • Personal safety awareness
    • Using public transport
    • Hazard identification and response
    • Route planning and familiarisation
    • Personal safety awareness
    • Managing unexpected events
    • Travel communication
    • Timekeeping and punctuality
    • Be able to make a familiar journey safely

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