Skills for Life: Looking After Others
Looking after others is a Pearson Skills for Life unit in which learners identify their own needs and the physical, emotional, social and safety needs of others, then carry out practical caring tasks while following hygiene and safety procedures. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy carries the assessment: stating, describing or explaining needs, following instructions, communicating respectfully with the person being cared for and, at Level 1 and Level 2, writing a plan of caring tasks. Numeracy is light and not assessed, limited to measuring temperatures and timing routines.
- Awarding body
- Pearson
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: state, outline or identify own needs and the needs of others and carry out basic, simple or caring tasks in familiar settings. The essential information for assessment decisions says what learners show at each level. Centres choose the type of evidence and set and mark the assessment, adapting Pearson's Authorised Assignment Brief or devising their own, internally verified and quality assured by Pearson standards verification. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) own needs and the needs of others, then independently plan for and carry out caring tasks that promote positive relationships and wellbeing, with Level 2 adapting the plan to changing circumstances and settings. Centres choose the type of evidence and set and mark the assessment, internally verified and quality assured by Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
The literacy and numeracy skills in this qualification
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Stating, describing and explaining needs
Learners give their own needs and the needs of others using the four categories of physical, emotional, social and safety needs, and say how these can be met. Entry 1 learners state them with support, Entry 2 outline and Entry 3 identify them, Level 1 learners describe and Level 2 learners explain. This is required by the assessment criteria at every level.
Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils sort picture cards of a baby, a teenager and an older person into a table of physical, emotional, social and safety needs and say one need aloud for each.
- Year 8
- Pupils write a paragraph describing the needs of a character in a short story who has broken a leg, and how family members could meet them.
- Year 9
- Pupils write an explanation of how the needs of a toddler and an older relative differ, using the four needs categories as headings and giving reasons.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 17, assessment criteria Entry 1 to Level 2, page 82; Essential information for assessment decisions, Entry 1 to Level 2, pages 83 to 84
“Learners can explain their own needs and the needs of others and how these can be met”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can write a comprehensive account of a topic, theme or viewpoint.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
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Communicating respectfully while caring
From Entry 2 learners use appropriate communication when carrying out caring tasks, such as greeting, asking simple questions, offering choices and giving reassurance. Level 1 learners choose communication methods to suit different needs and listen actively, and Level 2 learners adapt their communication and give clear instructions and explanations. Positive and respectful communication is required by the essential information for assessment decisions; the specific methods are examples.
Literacy: Clarity and vocabulary, Listening to understand, Purpose
Getting pupils ready
- Year 7
- Pupils role play greeting a visitor and offering them a choice of two drinks, practising a clear, friendly tone.
- Year 8
- Pupils practise giving simple, step by step instructions for handwashing to a partner who pretends to be a younger child, then swap.
- Year 9
- Pupils role play helping someone who is hard of hearing, adapting their speech, pace and gestures, and explain afterwards what they changed and why.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 17, Essential information for assessment decisions, Entry 2 to Level 2, pages 83 to 84
“demonstrating positive and respectful communications and behaviours”
Progression step 3
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.
Progression step 4
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.
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Following hygiene and safety instructions
Learners follow instructions to carry out tasks that promote hygiene and safety, such as selecting and using PPE, handwashing and basic cleaning. Entry 1 learners follow simple instructions with support, and by Level 1 and Level 2 learners follow appropriate hygiene and safety procedures independently. This is required by the essential information for assessment decisions, and Annexe C names following instructions as a literacy link.
Literacy: Reading strategies, Understanding, response and analysis, Listening to understand
Getting pupils ready
- Year 7
- Pupils read a handwashing poster, number the steps in order on a blank copy and then follow them at the sink.
- Year 8
- Pupils read the instructions for putting on and taking off disposable gloves and an apron, highlight the key safety words and demonstrate the routine.
- Year 9
- Pupils read a short infection control procedure from a care setting, pick out the steps that matter most and turn them into a checklist for a new helper.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 17, Essential information for assessment decisions, Entry 1 to Level 2, pages 83 to 84; Annexe C, Literacy Links column, page 163
“follow simple instructions to carry out basic tasks that promote hygiene and safety”
Progression step 3
I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.
I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.
Progression step 4
I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.
I can listen to and consider the relevance and significance of information and ideas presented to me.
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Writing a plan of caring tasks
Level 1 and Level 2 learners plan caring tasks that meet the needs of a given individual, and Level 2 learners show how the plan can be adapted for changes in circumstances. Annexe C lists writing care plans as a literacy link. This is required by the Level 1 and Level 2 assessment criteria; Entry learners carry out tasks without a written plan.
Literacy: Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils write a numbered plan for looking after a classroom plant for a week, with who does each task and when.
- Year 8
- Pupils write a plan for helping a grandparent on a day out, listing their needs and the tasks that meet each one under headings.
- Year 9
- Pupils write a care plan for a case study person and add a section explaining how the plan would change if the person became unwell.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 17, assessment criteria Level 1 and Level 2, page 82; Essential information for assessment decisions, Level 1 and Level 2, page 84; Annexe C, page 163
“showing how this can be adapted to account for changes in circumstances”
Progression step 3
I can explore different ways to plan, draft and present my work appropriately.
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
Progression step 4
I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.
I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.
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Measuring temperatures and timing routines
Annexe C links the unit to measuring temperatures and timing routines, for example when checking water or food temperatures or timing handwashing and care routines. This is suggested by the cross-curricular mapping only; no assessment criterion requires measurement, so numeracy is low.
Numeracy: Measurement, Strategic competence
Getting pupils ready
- Year 7
- Pupils time how long they wash their hands with a stopwatch, record the times for the class and compare them with the recommended 20 seconds.
- Year 8
- Pupils read a thermometer in warm bath water and in a fridge, record both readings with units and say which is safe.
- Year 9
- Pupils plan a morning care routine for a case study person with timings for each step, and check the total fits a set time.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 17, Annexe C, Numeracy Links column, page 163
“Measuring temperatures, timing routines”
Progression step 3
I can measure and record temperatures involving positive and negative readings.
I can time events in minutes and seconds, and order the results.
Progression step 4
I can read and interpret scales on a range of measuring instruments.
I can prioritise and organise the relevant steps needed to complete the task or reach a solution.
Good to know
- The unit is listed as "SfL 17 Looking after others" with a Unit GLH of 20 (Unit summary, page 5). It counts towards the Pearson Skills for Life qualifications, for example C00/5444/4 "Pearson Level 1 Skills for Life Award" (Qualification titles, page 4).
- A unit counts only once: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6, and Assessment of units, page 9), so schools should decide which level each learner is working towards.
- Spoken evidence is acceptable: "there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 83), and at Entry 1 and Entry 2 learners can answer "by completing a matching activity" (page 83).
- Forms of evidence include "observation records, witness testimony, and products of learners' work", but "achievement cannot be inferred from performance" (Section 4, page 9), so communication during caring tasks must be recorded.
- The required teaching content is in a separate document: it "can be found in the Teaching and Learning Support document for this unit" (Unit content, page 83).
- AI must be acknowledged: "If AI is used, the final submission must be in the learner's own words" (Requirements relating to permitted/prohibited resources, page 85).
- Learners "can be assessed in Welsh or English", and in British Sign Language as a reasonable adjustment (Language of assessment, page 8).
- The unit says its cross-cutting theme experiences "can be found in Annexe E" (page 86), but Annexe E has no row for SfL 17: the table goes straight from SfL 5 to SfL 18 (page 172), although Annexe D ticks the themes for this unit (page 168).
Links with other qualifications
Describing and explaining care needs and communicating respectfully lead straight into WJEC GCSE Health and Social Care, and Childcare and the WJEC Foundation in Health and Social Care, and Childcare. Reading and following hygiene instructions and measuring temperatures link with GCSE Food and Nutrition and the VCSE in Hospitality and Catering. Within the WJEC Skills Suite, Mental Health and Wellbeing, Healthy Relationships and Basic First Aid share the communication and support work. Compared with the WJEC Looking after others unit, which spreads literacy across four learning outcomes including explaining why self-care matters, the Pearson unit concentrates literacy in describing needs, communicating while caring and, at Level 1 and Level 2, writing a plan for a given individual. Neither version assesses numeracy.
Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 17: Looking after others.