Skills for Work: Building a Growth Mindset
Building a Growth Mindset is an Open Awards Skills for Work unit offered at 5 levels, Entry Level 1 to Level 2, in which learners try new things, use effort and feedback to improve, apply strategies to overcome barriers and look after their wellbeing. Each level is a 20 hour unit assessed through provider designed tasks and observation, with evidence collated in a portfolio and every criterion needing to be met for a pass. Digital demand is low: the unit lists Digital as a cross-curricular skill and suggests devices to record evidence, but no assessment criterion requires digital work.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM191): 4 learning outcomes and 10 assessment criteria: identifying new things to try and how to ask for help, stating why trying matters and how praise feels, keeping trying and making an improvement to a task, and identifying something that helps them feel good. Provider designed tasks such as identification, recognition, supported practical tasks and assessor observation, collated in a portfolio. 2 credits, 20 guided learning hours. Pass only.
- Entry Level 2 (CBM192): 4 learning outcomes and 10 assessment criteria: stating benefits of trying new things and places to learn new skills, explaining what feedback is and giving an example of using it, using positive self-talk and making a change to improve an outcome, and using a calming strategy when challenged. Tasks include short responses, matching, a barrier task and observation. 2 credits, 20 guided learning hours.
- Entry Level 3 (CBM193): 4 learning outcomes and 11 assessment criteria: explaining benefits of trying new things, setting a simple goal and using a plan to practise a skill and track progress, describing how feedback helps, giving examples of positive feedback and giving feedback to another learner, explaining strategies for a barrier, and identifying positive routines and sources of support. 2 credits, 20 guided learning hours.
- Level 1 (CBM194): 4 learning outcomes and 11 assessment criteria: describing a growth mindset and how it differs from a fixed mindset, explaining how effort, feedback and feelings affect learning, identifying barriers to a goal, applying a strategy and reviewing own work, and describing the link between physical activity and wellbeing and how to access support. Tasks include descriptive, scenario, planning, practical and review tasks. 2 credits, 20 guided learning hours.
- Level 2 (CBM195): 4 learning outcomes and 11 assessment criteria: defining a growth mindset and comparing mindset types, evaluating the impact of positive and negative thinking, explaining practice and feedback and how to give and receive constructive feedback, evaluating at least 3 strategies used to overcome a barrier and applying one, and explaining how goals and routines support wellbeing and reviewing local support. 2 credits, 20 guided learning hours.
The digital skills in this qualification
-
Recording progress and reflections with digital tools
Providers should have devices for learners to record evidence such as photos, videos and notes, and journals can be digital documents. At Entry Level 3 learners track their progress against a simple practice plan and at Level 1 and Level 2 they review their own work, which can be kept in an e-portfolio. A digital format is suggested, not required, so this is taught, not assessed.
DCF: Creating digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils take a photo of a piece of work before and after feedback and save both in a named folder.
- Year 8
- Pupils keep a weekly digital reflection log for a skill they are practising, adding a short note and a photo each week.
- Year 9
- Pupils build a short e-portfolio page showing a goal, their progress evidence over 3 weeks and a review, using version history to show how it changed.
Show the specification wording and the DCF statements
Where it is in the specification: Delivery Requirements, Physical Resources, Digital Resources, page 6; Entry Level 3, AC 1.3, page 18
“record evidence (photos, videos, notes)”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can manage files and folders locally or online, e.g. move files to a folder.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
-
Finding places and online platforms to learn new skills
At Entry Level 2 learners state a place or way to learn a new skill, and the examples include online platforms. At Level 2 learners review local wellbeing support, including what each offers and how accessible it is, which learners will often research online. The criteria do not require online research, so the digital part is taught, not assessed.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils search for a free online course or video tutorial for a new hobby and note its name and web address.
- Year 8
- Pupils compare two online platforms for learning a skill, such as a language app and a video channel, and decide which is more reliable and why.
- Year 9
- Pupils research 3 local or online wellbeing services, record what each offers and how to access it, and judge how trustworthy each source is.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2, AC 1.2, page 15; Level 2, AC 4.3, page 27
“online platforms”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
-
Giving and responding to feedback on work
Entry Level 3 learners give feedback to another person respectfully, and Level 2 learners describe how to give and receive constructive feedback. Feedback can be given through comments on shared digital work, and learners use it to make improvements, but the criteria do not require a digital method, so the digital part is taught, not assessed.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils add one kind comment and one next step to a partner's shared document using the comment tool.
- Year 8
- Pupils invite comments on a draft presentation from two classmates and change one slide in response.
- Year 9
- Pupils redraft a piece of digital work using written feedback and write a short note explaining which suggestions they used and why.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 3, AC 2.3, page 18; Level 2, AC 2.3, page 26
“Learners must describe appropriate way to give and receive constructive feedback”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- Each level is a separate unit worth "Guided Learning Hours: 20" and 2 credits (Unit Content, pages 10, 14, 17, 21 and 25).
- Barred combinations: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Open Awards Level 1 Qualification Guide, Qualification Units, page 17), so a learner can complete this unit at one level only within a qualification.
- All criteria must be met: "All assessment criteria must be met in full for the learner to be awarded a ‘pass’." Tasks are designed by the provider and checked through pre-course verification (Assessment Approach, page 7).
- Evidence goes in a portfolio: "Learners are required to collate evidence in a portfolio of evidence." It can be digital or paper, and "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 7).
- The unit specification gives no rules on AI tools or on referencing sources; providers must apply the Qualification Guide and the Open Awards Provider Handbook alongside it (Qualification Documentation, page 3).
- Digital resources are optional: "Digital Resources (where appropriate)" are devices to "record evidence (photos, videos, notes)" and access learning materials, and reflection tools include "worksheets, journals, digital documents" (Physical Resources, page 6).
- Some wording looks draft: the Entry Level 1 table lists AC 4.1 but the indicative content calls it "AC 4.2" (pages 11 and 12); at Entry Level 3 the content swaps ACs 3.2 and 3.3 (pages 18 and 19); the Level 1 AC 4.2 guidance says "This must include at least examples of sources of support" with no number (page 23); and Level 2 AC 1.2 asks learners to "Compare the differences between a closed mindset and a fixed mindset" rather than a fixed and a growth mindset (page 25).
Links with other qualifications
The wellbeing focus sits in the Health and Well-being Area of Learning and Experience and links to the WJEC GCSE in Physical Education and Health, and the Pearson and WJEC units of the same name cover similar ground. Using feedback, setting goals and reviewing performance support other Open Awards Skills for Work units and the Skills for Life unit Understanding Self and Others, and the habit of reviewing work against feedback carries into any GCSE or VCSE with non-examination assessment.
Source: Open Awards Skills for Work Unit Specification, Building a Growth Mindset, Entry Level 1 to Level 2.