How do I revise Pearson BTEC Entry Level 3 Subsidiary Award in Workskills for Pearson Other Life Skills Qualification?

Before the assessment, practice answering common interview questions aloud, focusing on giving complete sentences and specific examples.

What exam tips are there for Pearson BTEC Entry Level 3 Subsidiary Award in Workskills? (2)

For role-play tasks, dress appropriately and treat the simulation as a real interview to demonstrate understanding of workplace expectations.

What exam tips are there for Pearson BTEC Entry Level 3 Subsidiary Award in Workskills? (3)

Review the job description or role card beforehand and prepare two questions to ask the interviewer; this shows engagement and preparation.

What mistakes should I avoid in Pearson BTEC Entry Level 3 Subsidiary Award in Workskills?

Believing that an interview is solely for the employer to ask questions, missing that it is also the candidate’s chance to evaluate the company and role.

What are common errors in Pearson BTEC Entry Level 3 Subsidiary Award in Workskills exams? (2)

Providing only minimal or one-word answers, which fails to effectively share information and demonstrate communication skills.

Pearson BTEC Entry Level 3 Subsidiary Award in Workskills

PEARSON

vocational

This subtopic explores the importance of environmental awareness in a workplace setting, focusing on identifying factors such as energy use, waste management, and sustainable practices. Learners will understand how their actions impact the environment and will develop strategies to promote and support eco-friendly initiatives within their day-to-day work routines. Practical application includes implementing measures like recycling programmes, reducing paper usage, and conserving energy to minimise the organisation's carbon footprint.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Pearson BTEC Entry Level 3 Subsidiary Award in Workskills

Topic Overview

The Pearson BTEC Entry Level 3 Subsidiary Award in Workskills is a foundational qualification designed to introduce you to the world of work and develop essential employability skills. It covers key areas such as understanding workplace expectations, effective communication, teamwork, and personal development. This qualification is ideal if you are starting your career journey, as it provides practical knowledge and skills that employers value, helping you become more confident and prepared for further study or employment.

Throughout the course, you will explore topics like how to search for job opportunities, complete application forms, and perform well in interviews. You will also learn about health and safety in the workplace, your rights and responsibilities as an employee, and how to work effectively with others. The qualification is assessed through a portfolio of evidence, meaning you will collect examples of your work to demonstrate your understanding and skills. This hands-on approach ensures you can apply what you learn in real-world situations.

This award fits into the broader context of employability and life skills by providing a stepping stone to higher-level qualifications, such as BTEC Level 1 or 2 qualifications in Workskills or other vocational subjects. It also directly supports your transition from education to employment by building the soft skills and knowledge that employers look for. By completing this award, you will have a solid foundation to build upon, whether you choose to continue your studies or enter the workforce.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for clearly describing at least two workplace factors that negatively impact the environment, such as excessive printing or improper waste disposal.
Evidence must demonstrate the learner's ability to propose practical actions to support environmental awareness, e.g., suggesting a recycling scheme or a switch-off lights campaign, with justification.
Assessors should look for the application of environmental terminology correctly, such as 'carbon footprint', 'recycling', and 'sustainability', within the context of the learner's own work placement or simulated environment.
Award credit for producing a completed pre-placement checklist or action plan
Evidence of a reflective log or diary containing specific examples from the placement
Assessment should note identification of at least two personal strengths and two areas for improvement
Mark positively for demonstration of understanding workplace rules and health and safety
Credit clear linkage between reflection outcomes and future personal development goals

Marking Points

Key points examiners look for in your answers

Award credit for clearly describing at least two workplace factors that negatively impact the environment, such as excessive printing or improper waste disposal.
Evidence must demonstrate the learner's ability to propose practical actions to support environmental awareness, e.g., suggesting a recycling scheme or a switch-off lights campaign, with justification.
Assessors should look for the application of environmental terminology correctly, such as 'carbon footprint', 'recycling', and 'sustainability', within the context of the learner's own work placement or simulated environment.
Award credit for producing a completed pre-placement checklist or action plan
Evidence of a reflective log or diary containing specific examples from the placement
Assessment should note identification of at least two personal strengths and two areas for improvement
Mark positively for demonstration of understanding workplace rules and health and safety
Credit clear linkage between reflection outcomes and future personal development goals
Award credit for accurately listing three or more statutory employment rights.
Credit responses that clearly link a specific policy (e.g. anti-bullying) to its role in ensuring fairness.
Expect candidates to provide a practical example of a workplace responsibility in a given scenario.
Recognise answers that differentiate between a legal right and a company policy.
Award credit for correctly naming at least two work-related problems from a familiar context (e.g., broken equipment, missing stock).
Look for evidence that the learner can describe what might happen if a problem is left unresolved (e.g., accident, customer complaint).
Credit should be given for demonstrating an appropriate method of reporting, such as telling a supervisor or using a logbook.
For contribution to resolution, accept evidence of following a simple instruction to help fix a problem (e.g., fetching a replacement item).
Award credit for clearly identifying at least two benefits of a diverse workforce, such as increased creativity, broader talent pool, or better customer insight, with examples relevant to a work setting.
Award credit for outlining a minimum of three distinct ways employers demonstrate respect (e.g., implementing equal opportunity policies, providing diversity training, enforcing anti-discrimination rules).
Award credit for describing at least two practical actions employees can take to show respect, such as using inclusive language or challenging discriminatory behaviour appropriately.
Award credit for demonstrating recognition of customer needs through active listening, confirming understanding, and noting specific details.
Provide evidence of selecting an appropriate response that matches the identified need, such as offering a solution, product, or further assistance.
Assess the ability to maintain a positive and professional demeanour when responding, including tone, body language, and adherence to organisational procedures.
Look for confirmation that the response met the customer’s need, e.g., checking satisfaction, handling follow-up actions, or logging outcomes.
Award credit for clearly stating at least two personal health and safety responsibilities, such as following instructions and reporting hazards.
Assess whether the learner can identify potential hazards in a given workplace scenario or task.
Check that the learner demonstrates safe handling of equipment or materials during practical tasks, adhering to provided guidelines.
Evaluate the learner’s ability to explain the importance of wearing appropriate personal protective equipment (PPE) for the task.
Award credit for demonstrating a clear understanding of at least two characteristics of an enterprising person, such as coming up with new ideas or not giving up when facing challenges.
Look for evidence of active participation in the planning stage of the enterprise activity, e.g., contributing ideas in a group discussion or helping to source materials.
Require the learner to show they carried out a specific role during the enterprise activity and can describe what they did, linking it to an enterprising skill.
Expect a simple reflection on the activity, identifying what went well and what could be improved, with at least one personal learning point.
Award credit for demonstrating understanding that an interview is a formal meeting where an employer and candidate exchange information to assess job fit.
Look for evidence that the learner can accurately describe at least two key stages of an interview, such as greeting, answering questions, and closing.
Assess whether the learner can share relevant personal information clearly, including skills, qualifications, and work experience, when prompted.
Check that the learner maintains appropriate eye contact, audibility, and a positive tone during role-play or practical assessment.
Expect the learner to ask at least one relevant question at the appropriate point, showing active engagement.
Award credit for correctly naming at least two different software applications and describing a typical workplace use for each (e.g., word processor for writing letters, spreadsheet for tracking stock).
Look for evidence that the learner can open the required software, navigate its main interface (e.g., menu bar, toolbars), and follow instructions to complete a data entry task.
Credit should be given for successfully saving a file with an appropriate file name and in a specified location (e.g., a network folder or USB drive).
Assessors must verify that the learner can share the completed work, such as by attaching it to an email, printing a document, or uploading to a shared drive, with minimal guidance.
Award credit for correctly identifying at least one suitable job vacancy from a selection provided.
Look for evidence of matching specific skills mentioned in the job description to personal attributes.
Check that all mandatory fields on the application form are completed.
Assess legibility and spelling; credit should be given for clear, error-free writing.
Ensure the learner follows sequencing instructions (e.g., sections in order).
Award credit for providing evidence of researching a specific job role and its entry requirements.
Look for a simple skills audit listing own skills and comparing to those required.
Expect a basic action plan with at least two short-term steps.
Credit should be given for using real job adverts or descriptions.
Evidence of understanding the difference between essential and desirable criteria.
Marks awarded for presenting information clearly using simple lists or tables.
Award credit for identifying at least two characteristics of successful teamwork, such as clear communication or mutual support
Evidence of active participation in the team task, e.g., completing assigned duties or offering help to others
Learner accurately describes how they contributed to the team’s goal
Demonstration of effective listening and responding to others’ ideas during collaboration
Award credit for correctly identifying at least two different uses of the internet in a named organisation.
For demonstrating practical use of an online technology, such as sending an email with an attachment or filling out an online form, with minimal assistance.
Credit should be given for showing awareness of basic safety rules, e.g., not sharing passwords, recognising phishing attempts.
Ensure evidence includes a description of how digital media enhances communication, with examples like instant messaging or video conferencing.
Award credit for correctly naming at least two different types of employment contract (e.g., permanent, temporary, zero-hours).
Award credit for accurately describing the key feature of a permanent contract, such as ongoing employment with no fixed end date.
Award credit for explaining one impact of a zero-hours contract on a worker, for example, irregular income.
Award credit for identifying a scenario where a temporary contract might be used, such as covering maternity leave.
Award credit for demonstrating understanding of how contract type affects entitlement to sick pay or holiday pay.
List skills and behaviours needed for work.
Identify own work-related skills.
Recognise areas for improvement.
Award credit for identifying at least three different workplace situations where literacy skills are essential, such as reading safety notices, writing shift handover notes, or communicating with customers.
Credit given for accurately completing a simple workplace document (e.g., a timesheet, message slip, or stock ordering form) with minimal errors.
Expect demonstration of using appropriate tone and language when verbally communicating a workplace message, such as requesting information or reporting an issue.
Award credit for correctly listing at least three distinct workplace numeracy uses.
Expect accurate counting without omission or double-counting in a practical task.
Credit for correct use of a measuring instrument, such as a ruler or weighing scale, reading to appropriate precision.
Look for proper handling of cash, including calculating change and operating a till simulation.
Mark for ability to read and explain simple information from a table or bar chart.

Examiner Tips

Expert advice for maximising your marks

💡When completing assignments, always relate environmental actions to your own workplace experience or a realistic scenario; use concrete examples to show understanding.
💡Use a reflective log or diary to record your daily environmentally friendly practices; this provides strong evidence for the unit and demonstrates ongoing commitment.
💡Keep a daily journal during placement to capture concrete examples for reflections
💡Use a simple reflective cycle like 'What? So What? Now What?' to structure written work
💡Ensure all paperwork is dated, signed by both learner and placement supervisor
💡In reflections, always connect experiences to the wider world of work and future goals
💡Ask specific questions in feedback requests to gain actionable insights
💡Always support answers with concrete examples drawn from typical workplaces.
💡Ensure you address both rights and responsibilities equally to demonstrate balanced understanding.
💡When referencing policies, name a specific policy and explain how it protects staff or promotes fairness.
💡Familiarise yourself with basic legislation like the Health and Safety at Work Act to add authority to your responses.
💡In assessments, always explain the problem first before describing the solution.
💡Use 'who, what, where, when' to structure your description of a problem.
💡When contributing to a resolution, show that you followed instructions carefully and checked with your supervisor afterwards.
💡In written assignments, always link the benefits of diversity to concrete workplace examples (e.g., a team with diverse language skills serving a multilingual client base) to demonstrate practical understanding.
💡When outlining ways to demonstrate respect, use the ‘policy, practice, and personal conduct’ framework: describe what employers do structurally, what they enforce, and what individuals do daily.
💡For the entry level qualification, keep explanations clear and straightforward; avoid overcomplicating with legislative jargon unless specifically required by the task.
💡In role-play assessments, explicitly demonstrate each step: listen, clarify, respond, and confirm satisfaction—even if it feels staged.
💡Link your actions to workplace policies or customer service standards where possible to show understanding of real-world context.
💡For written assignments, use specific examples from work placement or simulated scenarios to illustrate how you recognised and met needs.
💡Always reflect on what you did well and what you could improve, as evaluation is often part of the evidence requirements.
💡When outlining your responsibilities, mention following health and safety training, complying with safety signs, and the importance of not interfering with safety equipment.
💡During the practical task, narrate your safety actions (e.g., 'I am now checking the cord for damage') to show the assessor your thought process.
💡Review common workplace hazards such as slips, trips, manual handling, and fire risks, and be prepared to spot them in your assessment environment.
💡If unsure about a safety procedure during a task, stop and ask for clarification rather than proceeding incorrectly.
💡Keep a simple diary or log during the enterprise activity, noting your ideas, actions, and any problems you solved—this provides excellent evidence for your portfolio.
💡When reflecting, use phrases like 'I was enterprising because...' to explicitly connect your actions to the learning objective.
💡Before the assessment, practice answering common interview questions aloud, focusing on giving complete sentences and specific examples.
💡For role-play tasks, dress appropriately and treat the simulation as a real interview to demonstrate understanding of workplace expectations.
💡Review the job description or role card beforehand and prepare two questions to ask the interviewer; this shows engagement and preparation.
💡During the sharing of information, use the STAR method (Situation, Task, Action, Result) to structure responses if appropriate, but remember to keep it simple and clear.
💡Record a mock interview and self-assess, checking for clear speech, confident body language, and whether you adequately covered the purpose and content elements.
💡Familiarise yourself with the specific software applications available in your learning environment—practice opening, editing, saving, and closing files until the steps become automatic.
💡Always read the assignment brief thoroughly to understand exactly what information needs to be collected and how it should be shared; highlight key instructions before starting.
💡When gathering evidence for your portfolio, take clear screenshots at each stage of your task (e.g., before and after entering data, the save dialog box, the email with attachment) and annotate them to explain what you did.
💡Check your work for accuracy—ensure names, numbers, and details are correct before sharing; small errors can lead to misunderstandings in a real workplace.
💡Read through the whole application form first before writing anything to plan your responses.
💡Practise drafting your answers on a separate sheet to avoid crossing out and keep the form neat.
💡Always check that you have included all required documents (e.g., CV, cover letter) if specified.
💡Highlight specific examples from your experience that directly relate to the job's requirements.
💡Always refer to real job adverts for accurate entry requirements.
💡Break down long-term career goals into smaller, achievable steps.
💡Keep a record of all research and planning evidence for your portfolio.
💡Ask for feedback on your action plan to ensure it is realistic.
💡Use bullet points and clear headings to make your evidence easy to assess.
💡Use specific examples from your team activity when explaining what made the teamwork successful
💡During the task, make a brief note of your actions and how they helped the team
💡Practice active listening skills: maintain eye contact, nod, and summarise others’ points
💡When reflecting, mention both strengths and areas for improvement in the team’s approach
💡Practice using common online tools (e.g., email, search engines, online calendars) in simulated work tasks to build confidence.
💡Always follow the instructions for the practical task carefully, and if using a scenario, relate your answers to the specific workplace context provided.
💡Provide clear, step-by-step evidence of completing a work-related task online, such as screenshots or a witness statement, to meet assessment criteria.
💡When answering scenario-based questions, always identify the contract type first before discussing its impact.
💡Use precise language: for example, 'fixed-term' rather than just 'temporary' to show understanding.
💡Relate impacts directly to the individual's situation in the case study, such as financial stability or flexibility.
💡Remember to consider both positive and negative impacts of a contract type to demonstrate balanced analysis.
💡Think about examples from everyday life.
💡Use simple language to describe skills.
💡Always relate your answers to a realistic work scenario, using specific job roles or tasks to illustrate how literacy is applied.
💡When completing written tasks, proofread your work for simple errors and ensure your handwriting or typed text is legible and clear.
💡Practice with sample workplace documents such as applications, memos, and logs to become familiar with common formats and expectations.
💡Practise counting real objects in a simulated work environment to build speed and accuracy.
💡When measuring, always double-check the unit of measurement and ensure the starting point is aligned.
💡For money handling, use double-checking techniques, such as counting change back to the customer.
💡Familiarise yourself with common workplace charts, like stock level sheets or simple rota times.
💡During assessment, show your working out clearly for any calculation tasks to gain method marks.

Common Mistakes

Pitfalls to avoid in your exam answers

Confusing environmental awareness with occupational health and safety, e.g., focusing solely on safety hazards instead of ecological impacts.
Providing generic suggestions without linking to specific workplace context, e.g., 'turn off lights' without explaining how this could be implemented in their particular workplace.
Failing to understand the difference between reducing waste and reusing materials; often intermixing the concepts incorrectly.
Providing a simple description of tasks rather than a reflective analysis
Failing to link experiences to personal skill development or employability
Neglecting to collect or incorporate feedback from placement supervisors
Submitting incomplete or unsigned preparation documents
Reflecting only on positive aspects and ignoring challenges or mistakes
Believing that rights exist without corresponding responsibilities.
Confusing company policies with legal requirements.
Assuming part-time or temporary workers have no employment rights.
Listing responsibilities as rights or vice versa in assessment tasks.
Confusing a 'problem' with a routine task (e.g., thinking that filling a form is a problem).
Failing to recognise that they should report problems rather than trying to fix them independently, especially when safety is involved.
Assuming that all problems require immediate escalation without attempting simple solutions first.
Confusing equality (treating everyone equally) with equity (giving everyone what they need to succeed) and failing to recognise the need for tailored adjustments in the workplace.
Assuming that diversity only relates to visible characteristics such as race and gender, overlooking aspects like disability, age, religion, sexual orientation, and neurodiversity.
Focusing solely on employer responsibilities and neglecting the role of employees in maintaining an inclusive culture through everyday interactions.
Assuming customer needs without verifying by asking clarifying questions, leading to incorrect or incomplete responses.
Using generic or scripted responses that do not adapt to the specific situation or individual customer’s tone and urgency.
Failing to follow up or confirm resolution after initial response, which can leave the customer dissatisfied or issue unresolved.
Over-promising or agreeing to requests that exceed personal authority or company policy, creating further problems.
Assuming that health and safety is solely the employer's responsibility and failing to recognize their own role.
Rushing through a task and skipping safety steps, such as not checking equipment before use.
Neglecting to use personal protective equipment (PPE) correctly or consistently.
Being unable to distinguish between a hazard and a risk, leading to poor hazard identification.
Confusing being enterprising with simply making money or selling items, without recognising the process of innovation and initiative.
Assuming enterprise is always a solo activity, overlooking the importance of teamwork and collaboration in most enterprising ventures.
Failing to link practical actions during the activity back to the concept of being enterprising, resulting in descriptions of tasks without justifying how they were enterprising.
Providing only a description of the activity with no reflection, missing the opportunity to demonstrate learning and self-evaluation.
Believing that an interview is solely for the employer to ask questions, missing that it is also the candidate’s chance to evaluate the company and role.
Providing only minimal or one-word answers, which fails to effectively share information and demonstrate communication skills.
Failing to prepare examples of strengths or past achievements, leading to vague or irrelevant responses.
Overlooking non-verbal communication, such as slouching, avoiding eye contact, or speaking too quietly, which can undermine professional presentation.
Not understanding the typical structure, leading to confusion about when to arrive, what to bring, or how to follow up.
Confusing the purpose of different software types, such as trying to create a letter in a spreadsheet application or using a presentation tool for data storage.
Forgetting to save work frequently or saving in the wrong location, leading to lost files and an inability to present evidence.
Assuming that simply typing information into an application is sufficient without understanding the need to structure it (e.g., using table cells in a spreadsheet or appropriate formatting in a document).
Struggling with basic file formats (e.g., .docx vs .pdf) and not knowing which format is appropriate for sharing with colleagues.
Failing to read the entire job description before starting the application, leading to mismatched skills.
Leaving mandatory fields blank or providing incomplete information.
Poor handwriting or spelling mistakes, which can give a negative impression.
Copying phrases directly from others or not using own words, which lacks personal reflection.
Confusing personal interests with actual job entry requirements.
Failing to identify specific qualifications or training needed.
Creating vague action plans without measurable steps.
Not checking reliable sources for job information.
Overlooking transferable skills from other experiences.
Confusing working in a group with merely being present; not actively contributing to the task
Assuming teamwork means everyone does the same task rather than distributing roles
Failing to recognise the importance of listening and open communication
Overlooking the need for planning and organisation before starting the team task
Confusing personal internet use with professional workplace applications (e.g., social media for marketing vs. personal browsing).
Failing to log out of shared devices or not following data protection principles when handling information online.
Assuming all online information is reliable without checking sources when conducting work-related research.
Overlooking the importance of clear and professional language in workplace emails or messages.
Confusing part-time employment with temporary employment – part-time relates to hours worked, not duration of contract.
Assuming that zero-hours contracts guarantee no income at all, rather than the employer not being obliged to offer hours.
Believing that all temporary contracts are automatically shorter than permanent contracts, rather than being fixed-term.
Thinking that all employment contracts must be written – verbal contracts can also be legally binding.
Confusing skills with personal qualities.
Struggling to self-assess accurately.
Confusing literacy skills with numeracy or IT skills, providing examples like counting stock or using a computer instead of reading or writing tasks.
Struggling with spelling and grammar in written tasks, leading to unclear messages that could cause misunderstandings in a real work setting.
Overlooking the importance of verbal communication as part of literacy, focusing only on reading and writing when literacy also includes speaking and listening effectively.
Confusing counting with other skills like reading or writing when describing numeracy uses.
Misinterpreting measurement units, e.g., cm vs. mm, or ignoring the starting point of a scale.
Errors in subtraction when giving change, especially when using larger notes or coins.
Difficulty reading a scale that does not start at zero, leading to incorrect measurements.
Rushing through counting tasks, resulting in miscounts or skipped items.

Frequently Asked Questions

Common questions students ask about this topic

Key Terminology

Essential terms to know

1. Consider factors surrounding environmental awareness in the workplace.2. Support environmental awareness in the workplace.

Placement preparation

Workplace expectations

Self-reflection techniques

Feedback utilisation

Personal development planning

Employee Rights

Employee Responsibilities

Workplace Policies

Health and Safety Procedures

Fair Treatment

Problem identification

Communication of issues

Basic resolution strategies

Health and safety awareness

Following workplace procedures

Teamwork and support

1. Recognise how diverse workforces can benefit employee and employer experiences.2. Outline ways in which employers and employees can demonstrate respect for equality and diversity.

1. Recognise customer needs.2. Respond to customer needs.

1. Outline own health and safety responsibilities in the workplace.2. Carry out a work-related task safely.

1. Know what it means to be enterprising.2. Take part in an enterprise activity.

1. Know the purpose and contents of an interview.2. Share information in an interview.

1. Recognise software applications that are used in the workplace.2. Use a work-based software application.

Job vacancy research

Self-assessment of skills

Application form completion

Following instructions

Professional communication

Job entry requirements

Skills and qualifications

Personal action planning

Career research methods

Self-assessment

Goal setting

Characteristics of successful teams

Communication in teamwork

Individual roles and responsibilities

Cooperation and mutual support

Reflection on team contribution

Internet in business operations

Online communication tools

Digital media for work tasks

Safe and responsible internet use

Practical application of online technology

1. Recognise different types of employment contract.2. Know the impact of different types of employment contract.

1. Know skills and behaviours needed for work.2. Recognise own work-related skills and behaviours.

1. Know how literacy might be used in the workplace.2. Use literacy skills in a work environment.

Counting and recording stock

Measurement for tasks

Money handling and till use

Time management and scheduling

Interpreting workplace data

Likely Command Words

How questions on this topic are typically asked

List

Identify

Recognise

Describe

Ready to test yourself?

Practice questions tailored to this topic

Pearson BTEC Entry Level 3 Subsidiary Award in Workskills

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

Key Terminology

Likely Command Words

Ready to test yourself?

Related Topics in PEARSON vocational Employability & Work Skills

Anticipating and meeting customer needs and expectations

Anticipating and meeting customer needs and expectations

Anticipating and meeting customer needs and expectations

Anticipating and meeting customer needs and expectations

Pearson BTEC Entry Level 3 Subsidiary Award in Workskills

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

What is the difference between a CV and a cover letter?

How do I handle a difficult team member?

What should I wear to a job interview?

How can I improve my communication skills for work?

What is a personal development plan (PDP) and why is it important?

How do I find job opportunities as a student?

Key Terminology

Likely Command Words

Ready to test yourself?

Related Topics in PEARSON vocational Employability & Work Skills

Anticipating and meeting customer needs and expectations

Anticipating and meeting customer needs and expectations

Anticipating and meeting customer needs and expectations

Anticipating and meeting customer needs and expectations