Resilience Skills

Unit ID:
CDC378
Unit Code:
HB1E3CY031
Level:
Entry Three
Credit Value:
1
Sector:
14.1
LDCS:
HB1
GLH:
10
Last registration date:
31/07/2027
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Purpose and Aim

This unit provides knowledge and understanding about an individual’s resilience and strategies for improving resilience.

Learning Outcomes

The learner will

Assessment Criteria

The learner can
1. Know about resilience and its impact.
1.1State what is meant by resilience.
1.2 Give an example of a situation where resilience skills have been used.
1.3 Identify why resilience skills are important to a person’s health and well-being.
2. Know how to develop an individual’s resilience.
2.1Suggest ways of:
  • creating a positive outlook on life
  • increasing an individual’s resilience.
3. Be able to develop resilience skills.
3.1State:
  • Personal resilience skills
  • How resilience skills have been personally used.
  • How personal resilience can be improved.

Assessment Methods:

There are no prescribed assessment methods for this unit. Assessments used should be fit for purpose for the unit and learners, and generate evidence of achievement for all the assessment criteria.

Assessment Information:

If not specifically stated in the assessment information:

  • a plural statement in any assessment criteria means a minimum of two.
  • a range statement in any assessment criteria means a minimum of three.
AC 2.1 At least two ways per bullet point.
AC 3.1 Two resilience skills, one way they have used their resilience skills, two ways they could improve their resilience skills.

If not specifically stated in the assessment information, a plural statement in any assessment criterion means a minimum of two.

ESDGC:

The following key themes can be integrated into this unit


Identity & Culture

Choices & Decisions

Health

Other Mappings:

Welsh Assembly Government (2008) Personal and social education framework for 7 to 19-year-olds in Wales.

Assessor Requirements:

There is no information regarding specific assessor requirements for this unit. Centres should select assessors who are trained in assessment, and who have subject specific competence to assess at this level.