Dealing with Problems in daily life — Cambridge OCR Key Skills Foundations for Learning Revision

    This subtopic focuses on developing the fundamental ability to identify everyday problems that are straightforward in nature and to apply simple, practical

    Topic Synopsis

    This subtopic focuses on developing the fundamental ability to identify everyday problems that are straightforward in nature and to apply simple, practical strategies to tackle them. Learners at Entry 1 will learn to recognise when something is wrong or not working as expected in daily situations, such as at home or in the community, and then demonstrate a basic approach to solving the issue, which may include asking for help, trying a different action, or using a familiar solution.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Dealing with Problems in daily life

    CAMBRIDGE OCR
    vocational

    This subtopic focuses on developing the fundamental ability to identify everyday problems that are straightforward in nature and to apply simple, practical strategies to tackle them. Learners at Entry 1 will learn to recognise when something is wrong or not working as expected in daily situations, such as at home or in the community, and then demonstrate a basic approach to solving the issue, which may include asking for help, trying a different action, or using a familiar solution.

    39
    Learning Outcomes
    56
    Assessment Guidance
    58
    Key Skills
    40
    Key Terms
    61
    Assessment Criteria

    Assessment criteria

    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Extended Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 3)

    Topic Overview

    The Cambridge OCR Entry Level Award in Life and Living Skills (Entry 1) is designed to help students develop essential skills for independent living and learning. This qualification covers practical areas such as personal care, communication, money management, and community participation. It is ideal for students who need a structured, supportive introduction to life skills, building confidence and foundational knowledge for further study or daily life.

    In the Foundations for Learning component, students focus on basic literacy, numeracy, and ICT skills within real-life contexts. For example, they learn to recognise common signs and symbols, handle simple money transactions, and use everyday technology like a mobile phone or computer. This topic matters because it equips students with the tools to navigate their environment safely and effectively, whether at home, in education, or in the community.

    This qualification fits into the wider subject of Life and Living Skills by providing a stepping stone to higher-level awards, such as Entry Level 2 or 3, and eventually to GCSEs or vocational courses. It is also directly linked to preparing for adulthood, helping students develop the independence needed for employment, further training, or supported living. The focus is on practical, hands-on learning that can be immediately applied to everyday situations.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal safety: recognising warning signs, understanding basic first aid, and knowing how to ask for help in an emergency.
    • →Communication: using simple sentences, following instructions, and expressing needs or preferences clearly.
    • →Money management: identifying coins and notes, understanding prices, and making simple transactions.
    • →Time and routine: telling the time using analogue and digital clocks, and following a daily schedule.
    • →Community awareness: knowing local facilities, using public transport, and understanding basic road safety.

    Learning Objectives

    What you need to know and understand

    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Identify straightforward problems in familiar daily contexts
    • Describe a simple step-by-step approach to tackling a problem
    • Apply a basic problem-solving technique to a given scenario
    • Evaluate whether a chosen solution effectively resolved the problem
    • Recognise when to seek assistance from others
    • Identify straightforward problems in daily life.
    • Apply basic strategies to resolve straightforward problems.
    • Evaluate the effectiveness of chosen solutions to everyday problems.
    • Describe ways to seek assistance when faced with a problem.
    • Identify a straightforward problem in a familiar setting
    • Describe possible ways to tackle an identified problem
    • Carry out a chosen solution to address the problem
    • Review the success of the solution and suggest improvements for the future
    • Identify a straightforward problem from a familiar context
    • Describe at least one possible solution to a given problem
    • Demonstrate how to seek appropriate help for a problem
    • Carry out a planned action to address a simple problem
    • Review the outcome of the problem-solving process
    • Identify indicators of a straightforward problem in daily living scenarios.
    • Describe a simple step-by-step approach to tackle the recognized problem.
    • Apply a chosen solution to a given problem, with justification for the approach.
    • Reflect on the outcome of a problem-solving attempt and suggest improvements.
    • Demonstrate awareness of when and how to seek appropriate help.
    • Recognise a straightforward problem in daily life by identifying its key features and impact.
    • Outline a step-by-step plan to tackle an identified problem, considering potential solutions.
    • Demonstrate the ability to carry out a chosen solution with confidence.
    • Review the effectiveness of the problem-solving approach, identifying strengths and areas for development.
    • Identify personal and external support networks that can assist in problem resolution.
    • Apply a simple problem-solving model (Identify, Plan, Do, Review) to real-life scenarios.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly identifying a straightforward problem from a given scenario, verbal explanation, or real-life situation.
    • Award credit for stating or showing a simple, sensible action to address the problem, even if the solution is not fully effective.
    • Award credit for seeking appropriate support or communicating the problem to a relevant person when necessary.
    • Award credit for demonstrating a logical sequence in problem-solving, such as stopping to think before acting.
    • Award credit for demonstrating the ability to recognise when something is wrong or not going as expected in a familiar context, such as noticing a spillage or missing bus.
    • Evidence must show the learner can attempt to solve a problem independently or with appropriate support, e.g., asking for help, fetching cleaning materials, or checking a timetable.
    • Accept verbal or non-verbal communication of a problem, such as pointing to a broken item or using a communication aid.
    • Assessors should look for evidence of simple decision-making, like choosing between two options (e.g., mopping a spill or calling for assistance).
    • Award credit for correctly identifying when a routine is disrupted (e.g., a set appointment is missed) as a problem.
    • Award credit for suggesting a logical step to address the problem, such as checking alternative transport times or asking for help appropriately.
    • Demonstrates understanding that a problem has a negative impact and needs resolution, rather than ignoring it.
    • Award credit for clearly stating what the straightforward problem is in a given scenario, using simple and appropriate language.
    • Award credit for demonstrating a sequenced approach to tackling the problem, such as listing or describing the steps taken, even if the outcome is not fully successful.
    • Award credit for basic evaluation, e.g., indicating whether the chosen solution worked or could be improved next time.
    • Award credit for clearly identifying a straightforward problem from everyday life (e.g., missing items, schedule conflicts).
    • Award credit for demonstrating a step-by-step approach to tackle the problem, including planning and choosing a practical solution.
    • Award credit for conducting a meaningful review of progress, including evaluating the outcome and suggesting any improvements for future problem-solving.
    • Award credit for clearly identifying a specific, simple problem from a given scenario or real-life context.
    • Assess the ability to describe a logical sequence of steps taken to solve the problem, demonstrating a basic problem-solving process.
    • Credit should be given for recognising when to seek appropriate help or use available resources to address the issue.
    • Look for evidence of evaluating the outcome, such as stating whether the solution worked or what could be improved next time.
    • Award credit for clearly stating a personal, everyday problem in simple terms (e.g., 'I can't find my keys').
    • Look for evidence that the learner suggests at least one realistic, safe action to try to solve the problem.
    • Assess if the learner puts the planned action into practice (with support if needed) and persists long enough to see a result.
    • Credit the learner for reviewing their efforts, even at a basic level, such as saying 'It worked' or 'Next time I will try something different'.
    • Award credit for clearly identifying a straightforward problem from a given scenario or in a real-life context, using verbal or non-verbal communication.
    • Award credit for suggesting at least one appropriate action to tackle the identified problem, even if the solution is partially assisted.
    • Award credit for demonstrating a simple problem-solving process, such as stopping to think, trying a known solution, or seeking help from a familiar person.
    • Award credit for clearly describing at least one straightforward problem from a given real-life context (e.g., a broken item, a missing bus).
    • Award credit for demonstrating a basic step-by-step approach to solving a problem, such as stopping to think, identifying the issue, and trying a simple solution.
    • Award credit for showing awareness of when to seek help from a known adult or peer if the problem cannot be solved independently.
    • Award credit for clearly describing the nature of a straightforward problem in a given scenario.
    • Credit demonstration of selecting and applying a safe, logical solution appropriate to the situation.
    • Look for evidence of checking whether the solution resolved the problem and, if not, trying an alternative approach.
    • Award credit for correctly identifying a problem from a presented scenario (e.g., a lost bus pass, a spillage).
    • Credit should be given for providing a logical sequence of steps to resolve the problem, even if not fully detailed.
    • Evidence of attempting to solve a problem in a role-play or real situation, with support as needed.
    • Look for signs of awareness that a problem has occurred, such as describing what went wrong.
    • Accept any reasonable solution tailored to the problem, even if simplistic.
    • Award credit for correctly naming a problem from a given scenario.
    • Look for evidence of selecting an appropriate solution, such as asking for help or trying a different approach.
    • Assess the learner's ability to explain why they chose a particular course of action.
    • Give credit for demonstrating persistence or flexibility when an initial attempt fails.
    • Award credit for clearly stating what the problem is and why it is a problem
    • Evidence of giving at least two realistic options for tackling the problem
    • Demonstration of selecting and carrying out one course of action
    • A simple evaluation explaining what went well and what could be done differently next time
    • Award credit for accurately pinpointing the main issue in a scenario or personal account.
    • Credit for listing a feasible step or resource to address the problem.
    • Credit for evidencing communication with a supporter (e.g., a note, a recorded conversation).
    • Credit for making a basic judgement about the success of the action taken.
    • Credit for indicating one thing that could be done differently next time.
    • Award credit for clearly stating what the problem was (who, what, where, when).
    • Evidence must show a logical sequence from problem recognition to attempted resolution.
    • Accept any reasonable solution as long as the learner explains their reasoning.
    • Look for demonstration of learning, such as noting what they might do differently next time.
    • Award credit for correctly distinguishing between the core problem and its superficial symptoms in a given scenario.
    • Look for evidence of a logical sequence: problem identification, planning, action, and reflection.
    • Credit honest self-reflection that acknowledges both successes and learning points, not just positive outcomes.
    • Evidence of adapting the approach when initial attempts fail demonstrates higher-order problem-solving skills.
    • Appropriate use of support resources (e.g., asking for help) should be positively recognised.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡During assessment, use clear, simple language to describe the problem you see or experience—state exactly what is going wrong.
    • 💡Show the assessor that you can break the problem down: first, stop and think; then, decide on a simple action to try.
    • 💡If your first solution doesn't work, demonstrate that you can try another straightforward approach or ask for help—this shows good problem-solving skills.
    • 💡Practice with real-life examples beforehand, such as a missing item, a spillage, or a broken object, so you feel confident in the assessment.
    • 💡In portfolio evidence, include witness statements that clearly describe the problem scenario and the learner’s actions.
    • 💡Use real-life situations rather than hypothetical scenarios to assess this criterion, as it is more valid for Entry 1 learners.
    • 💡For learners with communication difficulties, ensure alternative methods of demonstration are planned, e.g., role-play or pictorial records.
    • 💡Record evidence in a way that shows the process, not just the outcome, to demonstrate the learner’s approach to tackling problems.
    • 💡When providing portfolio evidence, ensure you clearly describe the problem, how you recognised it, and the steps you took to tackle it, with photos or witness statements if possible.
    • 💡Practice using a simple problem-solving framework: Stop, Think, Do, Review, to structure your approach in assessments.
    • 💡Include evidence of real-life problem-solving, such as photos, witness statements, or short written accounts, clearly labeling the problem and the actions taken.
    • 💡Even if an attempt to tackle a problem fails, still document the process and what was learned, as assessors value the demonstration of awareness and effort over a perfect outcome.
    • 💡Use the STOP strategy (Stop, Think, Options, Pick one) and practise describing each stage aloud; this builds communication evidence and reinforces the process.
    • 💡Read the problem scenario carefully at least twice to ensure you have correctly identified the main issue before attempting a solution.
    • 💡Use the 'Plan, Do, Review' structure to organise your response: state your plan, explain what you did, and then reflect on the outcome.
    • 💡When reviewing progress, be specific – mention exactly what you did, what was effective, what you would change, and how you felt about the process.
    • 💡In assessments, always clearly state what the problem is first, then explain each step you took to try to solve it, and finally say what happened as a result.
    • 💡When describing how you tackled a problem, use simple language and real-life examples; avoid overcomplicating the process.
    • 💡For portfolio evidence, include a diary or log of a problem you encountered, how you recognised it, actions taken, and the outcome, signed by a witness if possible.
    • 💡Practice articulating your thought process out loud when solving a mock problem; this helps to prepare for oral questioning or reflective discussions.
    • 💡For portfolio evidence, encourage learners to photograph or draw each step: the problem, the action taken, and the result. This helps them recall and articulate.
    • 💡Use role-play scenarios during practice to build confidence, then assess through real-life situations observed by the assessor.
    • 💡When reviewing, use simple prompt questions: 'What went well?', 'What would you do differently?'. Record their responses verbatim as evidence.
    • 💡Ensure any written records are in accessible formats (large print, symbols) if the learner has literacy difficulties, but the focus is on the process, not writing ability.
    • 💡When describing a problem, use simple language and be specific: state what happened, what is wrong, or what you need.
    • 💡During practical assessments, narrate your thought process aloud, showing the assessor how you recognise a problem and the steps you take to solve it.
    • 💡If you are unsure how to solve a problem, always show that you know to ask for help from a trusted adult or peer—this is a valid and valuable strategy.
    • 💡In assessment tasks, always state the problem clearly in your own words before describing how you would tackle it.
    • 💡Use simple planning tools like 'Stop, Think, Do' to structure your response and show a logical approach.
    • 💡Remember that for Entry 2, it is acceptable to seek help from a familiar person as a valid problem-solving strategy.
    • 💡Articulate each stage of problem-solving: what was wrong, what action you took, and the result achieved.
    • 💡Adopt a simple framework like ‘Stop, Think, Do, Review’ to structure evidence.
    • 💡Show resilience by documenting alternative approaches if the initial solution fails.
    • 💡When completing tasks, clearly state the problem before attempting a solution.
    • 💡Use simple, clear language and real-life examples to demonstrate understanding.
    • 💡If unsure, ask the assessor to clarify the task—this shows awareness of seeking help.
    • 💡Practice describing problems and solutions aloud to build confidence for assessment observations.
    • 💡Reflect on whether your solution worked; this shows evaluative thinking.
    • 💡When describing a problem, be specific about what happened, who was involved, and why it was a problem.
    • 💡For solving problems, show that you thought about different options and chose the best one.
    • 💡If you get stuck, explain how you could ask someone for help appropriately.
    • 💡Practice talking about past experiences where you solved a problem successfully.
    • 💡Use a problem-solving template to structure your thoughts step by step
    • 💡Take brief notes as you go along to make the review easier
    • 💡Discuss your chosen solution with a peer or supervisor before acting if possible
    • 💡Focus on what you learned from the experience, not just the outcome
    • 💡Keep a simple problem diary with sections for 'What happened', 'What I did', and 'What next'. This directly shows your process.
    • 💡Practice talking through problems with a friend or supporter before recording them; this helps clarify your thinking.
    • 💡In review statements, use phrases like 'This worked because...' or 'Next time I will...' to show reflection.
    • 💡For portfolio evidence, include a diary entry or witness statement detailing a real-life problem you faced and how you dealt with it.
    • 💡If using role-play, ensure the assessor captures both the recognition and the tackling stages clearly.
    • 💡Photographs or screenshots of steps taken (e.g., a checklist) can strengthen your evidence.
    • 💡Use authentic, personal examples from daily life when completing assignments to ensure evidence is credible and detailed.
    • 💡Structure written reflections using guiding questions: What was the problem? What did I do? What happened? What would I change?
    • 💡Maintain a log or diary of problems encountered and solutions attempted; this provides a rich source of evidence for the portfolio.
    • 💡In practical assessments, talk through your thought process—explain why you chose a particular solution to demonstrate understanding.
    • 💡Show your working out in money tasks. Even if you get the final answer wrong, you can earn marks for correct steps, like adding coins or counting change.
    • 💡Use real-life examples in your answers. For instance, when describing a routine, mention specific times like 'breakfast at 8 am' or 'bus at 3:15 pm'. This shows you can apply skills to everyday life.
    • 💡Read questions carefully. Many students lose marks by missing key words like 'not' or 'before'. Underline important words to help you focus.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing a minor inconvenience or preference with an actual problem that needs solving.
    • Trying to tackle a complex problem that is beyond an Entry 1 scope, leading to frustration or unsafe actions.
    • Failing to recognise when they need to ask for help, and instead attempting to solve everything alone.
    • Misidentifying the core problem, such as addressing a symptom rather than the cause (e.g., complaining about hunger instead of realising they missed a meal).
    • Confusing a minor inconvenience with a genuine problem, leading to inappropriate responses.
    • Attempting to solve problems without assessing risks, e.g., trying to fix electrical issues without help.
    • Failing to break down a problem into manageable steps, resulting in giving up quickly.
    • Not seeking help when needed, due to overconfidence or lack of awareness of support networks.
    • Assuming all unexpected changes are major crises rather than straightforward problems, leading to unnecessary stress.
    • Failing to break down a problem into smaller, manageable steps, leading to inaction.
    • Not recognizing that some problems have simple solutions, such as retracing steps when an item is lost.
    • Assuming all problems have a single correct solution and becoming stuck when the first attempt fails.
    • Acting impulsively to solve an issue without first pausing to identify exactly what the problem is.
    • Overcomplicating simple issues by introducing irrelevant details or steps, leading to confusion or inaction.
    • Confusing a symptom or consequence with the actual underlying problem (e.g., 'I am angry' rather than 'I cannot find my keys').
    • Attempting a solution before fully understanding the problem or considering alternative actions.
    • Providing only a superficial review (e.g., 'It was OK') without specific reflection on what worked, what didn't, and why.
    • Learners often confuse minor irritations with genuine problems, failing to distinguish between what is a real issue and what is a normal inconvenience.
    • A common error is jumping to a solution without fully understanding the problem, leading to ineffective or impractical resolutions.
    • Many learners overlook the option of seeking help from others, attempting to solve everything independently even when support is readily available.
    • Students may not reflect on whether the problem was actually solved, missing the crucial step of evaluating the outcome.
    • Learners may identify a problem that is too vague or abstract, such as 'I'm not happy', without breaking it down into a specific issue.
    • They might choose a solution that is unsafe or impractical without considering consequences, e.g., climbing on furniture to reach something high.
    • Many learners forget the review stage, seeing the problem as 'fixed' once they try one thing, without considering if it truly resolved the issue.
    • Some may require prompting to recognise a problem as solvable, instead of ignoring it or expecting others to solve it for them.
    • Misidentifying a problem by focusing on irrelevant details or confusing a cause with the problem itself (e.g., saying 'I am sad' instead of 'I lost my pencil').
    • Choosing an unsuitable solution, such as a solution that does not address the problem or creates a new issue (e.g., using scissors to fix a stuck zip).
    • Ignoring a problem or expecting it to resolve without any action, rather than acknowledging the need to tackle it.
    • Failing to distinguish between a minor inconvenience and a genuine problem that requires action.
    • Rushing into a solution without fully understanding what the problem is, leading to ineffective fixes.
    • Believing that all problems must be solved alone, without considering the option of asking for assistance.
    • Acting on a solution without fully understanding the problem, leading to inappropriate outcomes.
    • Ignoring safety or practical consequences when choosing a course of action.
    • Giving up after the first unsuccessful attempt rather than persevering with a different strategy.
    • Confusing a minor inconvenience with a problem requiring action.
    • Failing to break down a problem into manageable steps.
    • Not recognising when to ask for help and trying to solve everything alone.
    • Misinterpreting the problem due to limited perspective or jumping to conclusions.
    • Overlooking simple, obvious solutions by overcomplicating the issue.
    • Confusing a minor inconvenience with a serious problem requiring emergency intervention.
    • Failing to consider more than one solution before acting.
    • Relying too heavily on others without first trying to solve the problem independently.
    • Misidentifying the root cause of a problem.
    • Rushing into a solution without fully understanding the problem
    • Choosing an action without considering its consequences
    • Forgetting to record what was done, making the review difficult
    • Being overly critical in the review rather than focusing on learning points
    • Confusing the problem with its symptoms, e.g., saying 'I'm hungry' rather than 'I didn't plan my meals'.
    • Picking the first idea without considering if it is safe or practical.
    • Neglecting to check whether the problem is actually solved before reviewing.
    • Being too self-critical in the review, focusing only on failures rather than learning.
    • Rushing to a solution without fully understanding the problem.
    • Not considering the consequences of different possible actions.
    • Believing that only perfect solutions are acceptable, leading to inaction.
    • Confusing a minor inconvenience or emotional reaction with a tangible problem that requires solving.
    • Implementing the first solution that comes to mind without fully exploring the problem or alternative options.
    • Omitting the review stage entirely, particularly when the outcome was not as expected.
    • Failing to provide concrete evidence of the problem-solving process, relying only on description without demonstration.
    • Misconception: 'I don't need to learn money skills because I use a card.' Correction: While cards are common, understanding cash helps you budget and avoid overspending. Many small shops still use cash, and it's important to know the value of coins and notes.
    • Misconception: 'Reading signs is easy, so I can skip it.' Correction: Signs use symbols and abbreviations that can be confusing. For example, 'No Entry' and 'Exit' look similar but mean opposite things. Practice helps you react quickly and safely.
    • Misconception: 'I can just ask someone if I get lost.' Correction: Asking for help is good, but you also need to know your address or a landmark. Learning to read a simple map or use a phone for directions builds independence.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of numbers up to 20 and simple addition/subtraction.
    • •Ability to recognise common objects and their uses (e.g., toothbrush, clock, money).
    • •Familiarity with following simple two-step instructions.

    Key Terminology

    Essential terms to know

    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Problem recognition
    • Simple problem-solving strategies
    • Seeking help when needed
    • Evaluating outcomes
    • Personal responsibility
    • Problem identification
    • Simple problem-solving strategies
    • Help-seeking behaviour
    • Personal resilience
    • Problem recognition
    • Action planning
    • Implementing solutions
    • Progress review
    • Reflective practice
    • Identifying everyday problems
    • Basic decision-making steps
    • Taking action with support
    • Self-reflection on outcomes
    • Use of personal support networks
    • Problem recognition and definition
    • Practical problem-solving steps
    • Decision-making and resource use
    • Self-advocacy and seeking help
    • Reflection and learning from outcomes
    • Problem identification
    • Practical problem-solving
    • Self-reflection and evaluation
    • Resilience building
    • Decision-making strategies
    • Action planning

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