Using Local Health Services — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This element focuses on developing the fundamental skills needed to identify and access local health services independently, such as general practitioners,

    Topic Synopsis

    This element focuses on developing the fundamental skills needed to identify and access local health services independently, such as general practitioners, dental practices, pharmacies, and walk-in centres. Learners will explore how to make appropriate choices about which service to use, understand basic procedures for accessing care, and communicate their needs effectively. The aim is to build confidence and promote personal health management within the community.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Using Local Health Services

    WJEC-CBAC
    vocational

    This element focuses on developing the fundamental skills needed to identify and access local health services independently, such as general practitioners, dental practices, pharmacies, and walk-in centres. Learners will explore how to make appropriate choices about which service to use, understand basic procedures for accessing care, and communicate their needs effectively. The aim is to build confidence and promote personal health management within the community.

    15
    Learning Outcomes
    13
    Assessment Guidance
    14
    Key Skills
    14
    Key Terms
    14
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Certificate in Personal Progress (Entry 1)
    WJEC Entry Level Award in Personal Progress (Entry 1)
    WJEC Entry Level Diploma in Personal Progress (Entry 1)

    Topic Overview

    The WJEC Entry Level Certificate in Personal Progress (Entry 1) is a vocationally-related qualification designed to support learners with significant learning difficulties, including those with profound and multiple learning disabilities (PMLD). It focuses on developing essential life skills, communication, and independence through a highly personalised, activity-based curriculum. The qualification is structured around six mandatory units: Developing Communication Skills, Developing Numeracy Skills, ICT Skills, Personal and Social Development, Preparing for Everyday Life, and Community Participation. Each unit is assessed through a portfolio of evidence, allowing learners to demonstrate progress in real-world contexts.

    This qualification matters because it provides a structured yet flexible framework for learners who may not access traditional academic routes. It emphasises functional skills that are directly applicable to daily living, such as using money, following instructions, and interacting with others. By breaking down learning into small, achievable steps, it builds confidence and prepares students for greater independence, whether at home, in the community, or in future educational settings. The Entry 1 level is the most accessible, requiring minimal prior knowledge and focusing on basic awareness and participation.

    Within the wider subject of Foundations for Learning, this certificate sits alongside other Entry Level qualifications in Personal Progress and Employability Skills. It is often delivered in specialist settings, such as special schools or colleges, and can be tailored to individual Education, Health and Care Plans (EHCPs). The qualification is not graded (Pass/Fail) but instead recognises achievement through a 'Pass' or 'Not Yet Achieved' outcome, with an emphasis on celebrating personal progress rather than comparative performance.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personalised Learning: Each learner's programme is tailored to their specific needs, interests, and targets, often linked to their EHCP outcomes.
    • →Portfolio-Based Assessment: Evidence of progress is collected through observations, photographs, videos, and work samples, rather than formal exams.
    • →Functional Skills: The qualification focuses on practical skills like communicating basic needs, recognising numbers in everyday contexts, and using simple ICT tools.
    • →Community Participation: Learners are encouraged to engage with their local community, such as visiting shops or using public transport, to develop social and life skills.
    • →Multi-Sensory Approaches: Teaching often incorporates sensory activities (e.g., touch, sound, movement) to support learners with PMLD or sensory impairments.

    Learning Objectives

    What you need to know and understand

    • Identify at least two local health services and their main functions
    • Demonstrate how to contact a health service to request an appointment
    • State basic personal information needed when accessing health services
    • Recognise situations where it is appropriate to use different health services
    • Describe what happens during a typical visit to a GP or dentist
    • Identify at least three different local health services available in the community
    • Describe the types of health needs each service addresses
    • Demonstrate the steps to register with a general practitioner (GP)
    • Explain how to make an appointment for a routine check-up
    • Outline the appropriate use of out-of-hours or emergency services
    • Follow a simple set of instructions for taking prescribed medication
    • Identify at least three different local health services and their purposes
    • Demonstrate how to contact a health service to make, change, or cancel an appointment
    • State what information and items to bring to a health appointment
    • Describe what happens during a typical visit to a GP or clinic

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly naming a local GP surgery, dental practice, or pharmacy
    • Evidence of role-playing a phone call or face-to-face request for an appointment
    • Accurate verbal or written provision of name, date of birth, and address
    • Successful matching of health concerns to appropriate services (e.g., toothache – dentist)
    • Observation of appropriate behaviour or communication in a simulated health setting
    • Award credit for correctly naming and locating a GP surgery, dentist, pharmacy, and hospital
    • Accept responses that explain the difference between minor ailments and urgent or emergency needs
    • Recognition of the need to provide personal details and proof of address when registering
    • Evidence of practical skills, such as role-playing a phone call or using an online system to book an appointment
    • Correct interpretation of a basic medication label (e.g., dosage and timing)
    • Award credit for correctly naming a local health service and describing its function (e.g., GP for general health advice)
    • Evidence of successful contact with a service (e.g., a recorded role-play phone call, witness statement of a real call)
    • Award credit for listing at least two items to bring to an appointment (e.g., appointment card, list of symptoms)
    • Award credit for demonstrating appropriate communication and behaviour in a simulated health visit

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practise role-playing scenarios with a tutor or peer to build confidence in communication
    • 💡Create a personal information card with key details to use during assessments
    • 💡Visit or research local health services to become familiar with their names and locations
    • 💡Learn a simple script to use when booking appointments or checking in at reception
    • 💡Review the difference between emergency and non-emergency services to answer scenario-based questions accurately
    • 💡Practice role-playing common scenarios, such as calling a surgery or speaking to a receptionist, to build confidence
    • 💡Create a personal health information card with your name, address, and GP details to bring to appointments
    • 💡Use a visual flowchart to break down the steps for accessing different health services
    • 💡Always ask a health professional to repeat or simplify instructions if something is unclear
    • 💡Learn the names and locations of nearby services by studying a local map or using public transport route finders
    • 💡Practice role-playing appointment calls and visits to build confidence and meet assessment evidence criteria
    • 💡Use visual aids like maps, photographs, and symbols to identify local health service locations and types
    • 💡Keep a simple log or diary of visits (real or simulated) to demonstrate understanding of the process, which can be used as portfolio evidence
    • 💡Focus on capturing 'best' evidence: For each unit, choose evidence that clearly shows the learner's current ability and any progress made. A short video clip of a learner pressing a button to request a drink is more powerful than a written description.
    • 💡Use consistent recording methods: Stick to a simple format for observations (e.g., date, activity, what the learner did, level of support). This makes it easier for moderators to see progress over time.
    • 💡Link evidence to specific criteria: Each piece of evidence should be cross-referenced to the relevant assessment criteria. For example, if a learner uses a touchscreen to select a picture, note which criterion (e.g., 'use ICT to make a choice') it addresses.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the roles of different health services, such as going to a pharmacy for a dental issue
    • Forgetting essential personal details when asked by reception staff
    • Not knowing how to explain symptoms or reason for visit clearly
    • Assuming all health services are free or not understanding prescription charges
    • Failing to cancel or rearrange appointments in advance
    • Confusing the roles of different health professionals, e.g., expecting a pharmacist to diagnose complex conditions
    • Not knowing their own address or NHS number, which are needed for registration
    • Using emergency services for non-urgent problems, such as a mild cold
    • Misreading medication instructions, especially around frequency or timing
    • Attending an appointment without necessary preparation, like forgetting to write down symptoms
    • Confusing the roles of different health professionals (e.g., expecting a dentist to treat a cold)
    • Not knowing the difference between emergency services (999) and non-urgent services (GP appointment)
    • Forgetting to bring essential items like a proof of identity or list of medications
    • Not preparing questions or symptoms list, leading to unclear communication with the health professional
    • Misconception: 'This qualification is just about care, not learning.' Correction: While it supports personal care, it is a recognised educational qualification with specific learning outcomes in communication, numeracy, and ICT, assessed through evidence of progress.
    • Misconception: 'Learners must complete all tasks independently.' Correction: The qualification allows for varying levels of support, including physical prompts or verbal cues. The key is that the learner participates and shows progress, not that they perform tasks unaided.
    • Misconception: 'Portfolio evidence is just paperwork.' Correction: Evidence should be meaningful and reflect real achievements, such as a video of a learner using a switch to communicate or a photo of them handling money in a shop. It's about capturing genuine learning moments.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for Entry 1, as it is designed for learners with significant learning difficulties. However, learners should have a baseline assessment of their current abilities in communication, numeracy, and personal skills to inform target setting.
    • •Familiarity with the learner's EHCP outcomes is helpful for staff to align qualification targets with broader educational goals.

    Key Terminology

    Essential terms to know

    • Identification of local health services
    • Making and attending appointments
    • Communicating personal information
    • Recognising appropriate service use
    • Rights and responsibilities when using services
    • Identification of health services
    • Accessing care appropriately
    • Communicating health needs
    • Understanding treatment plans
    • Identifying local health services
    • Making appointments and contacting services
    • Preparing for a health visit
    • Understanding roles of health professionals
    • Emergency versus non-emergency services

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