Deliver and Review a Wellbeing Programme — RSL Awards Ltd Occupational Qualification Teaching & Education Revision

    This subtopic focuses on the practical implementation of a wellbeing programme, requiring learners to plan, deliver, and reflect on a series of sessions or

    Topic Synopsis

    This subtopic focuses on the practical implementation of a wellbeing programme, requiring learners to plan, deliver, and reflect on a series of sessions or workshops tailored to a specific audience. It emphasises the application of communication, facilitation, and safeguarding skills in real-world settings, while also developing the ability to critically evaluate outcomes through structured feedback and personal reflection. Mastery involves not just running activities but demonstrating a measurable impact on participants' wellbeing and ongoing professional development.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Deliver and Review a Wellbeing Programme

    RSL AWARDS LTD
    vocational

    This subtopic focuses on the practical implementation of a wellbeing programme, requiring learners to plan, deliver, and reflect on a series of sessions or workshops tailored to a specific audience. It emphasises the application of communication, facilitation, and safeguarding skills in real-world settings, while also developing the ability to critically evaluate outcomes through structured feedback and personal reflection. Mastery involves not just running activities but demonstrating a measurable impact on participants' wellbeing and ongoing professional development.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    RSL Level 3 Award in Wellbeing

    Topic Overview

    The RSL Level 3 Award in Wellbeing is a vocationally-related qualification designed for students pursuing careers in teaching, education, or childcare. It focuses on the holistic development of children and young people, emphasising the importance of physical, emotional, and social wellbeing. This award equips learners with the knowledge and skills to promote positive wellbeing in educational settings, covering topics such as mental health, resilience, healthy lifestyles, and creating supportive environments. Understanding wellbeing is crucial for educators because it directly impacts students' ability to learn, engage, and thrive.

    This qualification sits within the broader context of teaching and education by addressing the growing recognition that academic success is closely linked to overall wellbeing. It aligns with UK government initiatives like the 'Mental Health and Behaviour in Schools' guidance and the 'Relationships and Sex Education' curriculum. By studying this award, students learn to identify signs of distress, implement strategies to support mental health, and foster a culture of wellbeing in schools. This knowledge is not only valuable for professional practice but also for personal development, as it encourages self-reflection and self-care.

    The RSL Level 3 Award is typically studied alongside other teaching qualifications, such as the Level 3 Award in Education and Training, and provides a foundation for further study in areas like counselling or educational psychology. It is assessed through written assignments and practical observations, requiring students to apply theory to real-world scenarios. By the end of the course, students will be able to plan and evaluate wellbeing activities, understand legal frameworks, and communicate effectively with children, parents, and colleagues about wellbeing issues.

    Key Concepts

    Core ideas you must understand for this topic

    • →Holistic wellbeing: Understanding that wellbeing encompasses physical, emotional, social, and mental health, and that these aspects are interconnected.
    • →Resilience: The ability to cope with adversity and bounce back from challenges; strategies to build resilience in children and young people.
    • →Safeguarding and legal frameworks: Knowledge of key legislation such as the Children Act 2004, Keeping Children Safe in Education, and the Equality Act 2010.
    • →Mental health first aid: Recognising early signs of mental health issues (e.g., anxiety, depression) and knowing how to respond appropriately, including when to refer to specialists.
    • →Creating a positive environment: Factors that promote wellbeing, such as positive relationships, inclusive practices, and a safe, stimulating physical environment.

    Learning Objectives

    What you need to know and understand

    • 1. Be able to deliver a wellbeing programme2. Be able to evaluate a wellbeing programme

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating effective communication and facilitation techniques adapted to the target audience during delivery, ensuring engagement and accessibility.
    • Award credit for incorporating participant feedback mechanisms during evaluation, such as questionnaires, reflective journals, or group discussions, to gather meaningful data.
    • Award credit for using a structured framework (e.g., SMART objectives, logic model) to review the programme's outcomes against its original aims and to identify areas for improvement.
    • Award credit for producing a detailed reflective log that critically analyses personal performance, challenges faced, and adaptations made, with clear recommendations for future practice.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡During delivery, intentionally create a safe and inclusive environment by setting ground rules and checking in with participants; document these steps as evidence for assessment.
    • 💡For evaluation, combine quantitative data (e.g., pre/post Likert scales) with qualitative insights (e.g., open-ended comments) to provide a rich, multi-faceted analysis.
    • 💡Link your programme's design and evaluation to established wellbeing models like PERMA or the Five Ways to Wellbeing, demonstrating theoretical grounding.
    • 💡In your reflective account, be specific about what you would change and why, using concrete examples from your evaluation to show depth of learning.
    • 💡Use specific examples from your placement or work experience to illustrate your understanding. For instance, describe a wellbeing activity you implemented and evaluate its impact on children's engagement or behaviour.
    • 💡Link your answers to official guidance documents, such as the DfE's 'Mental Health and Behaviour in Schools' or Public Health England's 'Promoting children and young people's emotional health and wellbeing'. This shows you can apply theory to practice.
    • 💡When discussing strategies, always consider the individual needs of children, including those with SEND or from disadvantaged backgrounds. Examiners look for inclusive, person-centred approaches.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to tailor programme content and delivery style to the specific needs, abilities, and preferences of the participants, resulting in low engagement.
    • Confusing evaluation with mere feedback collection, without interpreting data or linking findings to programme goals.
    • Neglecting to consider equality, diversity, and inclusion during planning and delivery, such as not accommodating different learning styles or cultural backgrounds.
    • Overlooking personal wellbeing and self-care when managing the demands of delivery, which can undermine the professional's own effectiveness.
    • Misconception: Wellbeing is only about mental health. Correction: Wellbeing is holistic and includes physical health (e.g., nutrition, exercise), social connections, and emotional regulation. Mental health is a key component but not the only one.
    • Misconception: Promoting wellbeing means avoiding all stress. Correction: Some stress is normal and can be beneficial (eustress). The goal is to teach children how to manage stress effectively, not eliminate it entirely.
    • Misconception: Wellbeing is the sole responsibility of the pastoral team. Correction: Every educator has a role in promoting wellbeing. It should be embedded in daily practice, from lesson planning to classroom management.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of child development theories (e.g., Piaget, Vygotsky) is helpful, as wellbeing strategies often build on developmental stages.
    • •Familiarity with safeguarding principles, such as those covered in a Level 2 Safeguarding course, is recommended before studying this award.
    • •Experience working or volunteering with children (e.g., in a school, nursery, or youth group) provides valuable context for the practical aspects of the qualification.

    Key Terminology

    Essential terms to know

    • 1. Be able to deliver a wellbeing programme2. Be able to evaluate a wellbeing programme

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