Dealing with Problems
This subtopic introduces learners to the fundamental skills of recognising and responding to problems in personal, social, and learning contexts. It focuses on building awareness of when a problem arises, identifying appropriate sources of support, and actively participating in finding resolutions. The content is designed to develop essential employability and life skills, enabling learners to navigate challenges with increased confidence and independence.
Assessment criteria
Topic Overview
The Open Awards Entry Level Award in Physical Health and Mental Wellbeing (Entry 2) (RQF) is a foundational qualification designed to introduce students to the basic principles of maintaining a healthy body and mind. It covers essential topics such as the importance of physical activity, balanced nutrition, personal hygiene, and strategies for managing emotions and stress. This award is part of the Foundations for Learning suite, which aims to build life skills and confidence for further study or employment.
Understanding physical health and mental wellbeing is crucial because these two aspects are deeply interconnected. Good physical health supports mental resilience, while positive mental health encourages healthy lifestyle choices. This qualification helps students develop practical habits, such as planning a simple exercise routine, identifying healthy food options, and recognising when they feel stressed or anxious. It also emphasises the importance of seeking help from trusted adults or professionals when needed.
Within the wider subject of life skills, this award provides a stepping stone to more advanced qualifications in health and social care, sports, or personal development. It equips students with the knowledge to make informed decisions about their own wellbeing, which is a vital skill for independent living. By completing this award, students gain a basic understanding of how to look after themselves, both physically and mentally, setting a foundation for lifelong health.
Key Concepts
Core ideas you must understand for this topic
- →Physical activity: Understanding different types of exercise (e.g., aerobic, strength, flexibility) and their benefits for the body, such as improved heart health and stronger muscles.
- →Balanced diet: Knowing the main food groups (carbohydrates, proteins, fats, vitamins, minerals) and how they contribute to energy, growth, and repair. Recognising the importance of hydration.
- →Personal hygiene: Daily routines like handwashing, brushing teeth, and bathing to prevent illness and promote self-care.
- →Emotional wellbeing: Identifying basic emotions (happy, sad, angry, worried) and simple coping strategies, such as deep breathing, talking to someone, or taking a break.
- →Sleep and rest: Understanding that adequate sleep is essential for concentration, mood, and physical recovery.
Learning Objectives
What you need to know and understand
- Identify signs that a problem has arisen in a given scenario
- State at least two appropriate people to ask for help when experiencing a problem
- Describe a simple step-by-step approach to solving a common problem
- Participate in a group discussion to generate possible solutions
- Demonstrate asking for help using clear communication
- Reflect on the outcome of a problem-solving attempt
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit when the learner accurately identifies at least one sign of a problem in a real or simulated context.
- Look for evidence that the learner can name or point to at least one suitable helper (e.g. teacher, supervisor, peer) for a specific problem.
- Credit responses where the learner contributes at least one idea during a collaborative problem-solving activity.
- In role-play or observation, check that the learner uses appropriate verbal or non-verbal communication to seek assistance.
- Accept simple reflective statements that explain what went well or what could be improved after a problem-solving exercise.
Assessment Guidance
Guidance for achieving higher grades
- 💡Practice identifying problems in everyday situations and categorising them as personal, practical, or learning-related.
- 💡Create and memorise a simple ‘who to ask’ chart listing helpers for different types of problems.
- 💡Use sentence starters like ‘I need help with…’ to build confidence in asking for assistance.
- 💡During group tasks, make sure to offer at least one suggestion, even if you are unsure, to demonstrate participation.
- 💡When reflecting, always mention what you learned from the problem-solving process to show personal development.
- 💡Use real-life examples: When answering questions about healthy eating or exercise, refer to specific activities or foods you know. This shows you can apply knowledge to everyday situations.
- 💡Link physical and mental health: Many questions ask about the connection between the two. For example, explain how exercise can improve mood or how stress might affect appetite. Making these links demonstrates deeper understanding.
- 💡Keep answers simple and clear: At Entry 2, you don't need complex terminology. Use short sentences and focus on key points. If a question asks for a list, give 2-3 clear examples.
Common Mistakes
Common errors to avoid in your coursework
- Confusing everyday minor inconveniences with genuine problems that require action.
- Failing to recognise when help is needed and attempting to handle everything alone.
- Naming inappropriate sources of help (e.g. a friend who lacks relevant knowledge).
- Being passive and not contributing ideas during group problem-solving activities.
- Using vague language when asking for help, making it hard for others to understand the issue.
- Misconception: 'Exercise has to be intense to be beneficial.' Correction: Even moderate activities like walking, dancing, or gardening count as physical activity and improve health. The key is consistency, not intensity.
- Misconception: 'Mental health problems are rare and only affect adults.' Correction: Mental health issues can affect anyone, including children and young people. It's normal to experience difficult emotions, and seeking help early is important.
- Misconception: 'Eating healthy means giving up all treats.' Correction: A balanced diet includes occasional treats in moderation. The focus should be on overall patterns, not perfection.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Dealing with Problems
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic communication skills: Ability to understand simple instructions and express ideas verbally or in writing.
- •Awareness of personal routines: Familiarity with daily activities like eating, sleeping, and washing.
- •No formal prerequisites: This is an entry-level qualification, so no prior knowledge of health topics is required.
Coursework AI Review
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Key Terminology
Essential terms to know
- Problem recognition
- Help-seeking strategies
- Collaborative problem-solving
- Personal responsibility
- Communication in problem situations
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