Basic Skills Online - Level 2 - Problem Solving Standards
Your students will need to show they can:
- identify problems and come up with ways of solving them
- plan and try out options
- apply given methods to check if problems have been solved and describe the results.
- they will be able to clearly identify the main features of each problem.
- There will be only a small number of possible ways to solve it.
- they will work within clear guidelines for deciding which option to try.
- Your plan will be straightforward, but could involve changes as they work through the problem.
- Some of the resources used may be unfamiliar.
In identifying problems and options they must feel confident about being able to:
- identify when there is a problem and describe its main features (e.g. focus on different parts of the
problem, check if the problem changes at different times or places)
- identify how they will know that the problem has been solved (e.g. how they will tell if something is
working well, or a product or service meets the standard expected)
- come up with different ways of tackling the problem (e.g. brainstorming ideas with others, by using
written materials, pictures, methods involving numbers, by making a simple model)
- decide which options have a realistic chance of success by:
1. identifying possible risks (e.g. health and safety issues, obstacles, side-effects) and other
factors that may affect their approach (e.g. time, resources, expertise needed)
2. obtaining information and advice from others (e.g. details of how the problem affects them,
information from specialists on what might be possible given the limits on time and resources, examples of
how similar problems were solved).
This is what they have to do to demonstrate these skills:
- identify a problem and come up with two options for solving it
- identify the problem, accurately describing its main features, and how to show success in solving it
- come up with different ways of tackling the problem
- decide which options have a realistic chance of success, using help from others when appropriate.
These are the type of tasks that will produce this evidence:
They will have opportunities to develop and apply their problem solving skills during their work, studies
or other activities.
For example, if:
1. running out of supplies, with no spares available
2. dealing with failure of a piece of equipment
3. needing to fill gaps in some information required for a task
4. needing to make changes when helping to organise a trip or put on a performance
They can record how they have applied their key skill of problem solving in a progress file or other
record of achievement.
They will be expected to identify problems and carry out each step of tackling these problems.
It is likely that they will use other key skills when problem solving.
- For example, communication and application of number skills when coming up with different ways of tackling problems.
- Skills in working with others and information technology could be helpful when planning and trying out their options.
- they will need to think about the quality of their problem solving skills and check their evidence covers all
the requirements.
What can they use as evidence?
- descriptions of the two problems and how to show they have been solved
- descriptions of ways for solving the two problems
- records of how they decided which options were most realistic, including the help they used.
In planning and trying out options they must feel confident about being able to:
- obtain the go-ahead for either their chosen option (e.g. from their supervisor or tutor) or, if necessary,
an alternative option (e.g. a set way of dealing with the problem)
- plan what they will do (e.g. the sequence of tasks, working methods, time, resources and help needed, how
to get around possible obstacles)
- organise and carry out tasks (e.g. use their specialist knowledge, obtain resources, make best use of the
time available, keep track of the steps they take in tackling the problem)
- make changes to their plan (e.g. when they see a better method, need to respond to unforeseen difficulties,
or others show they how changes will help)
- obtain and use support when they need it for tackling the problem (e.g. from their supervisor, tutor or
trainer, specialist, or people affected by the problem).
This is what they have to do to demonstrate these skills:
- plan and try out at least one option for solving the problem, obtaining support and making changes to your
plan when needed
- confirm with an appropriate person the option they will try for solving the problem, and plan how to carry
it out
- use their plan, organising the relevant tasks and making changes to their plan when needed
- obtain and effectively use any support needed.
These are the type of tasks that will produce this evidence:
They will have opportunities to develop and apply their problem solving skills during their work, studies
or other activities.
For example, if:
1. running out of supplies, with no spares available
2. dealing with failure of a piece of equipment
3. needing to fill gaps in some information required for a task
4. needing to make changes when helping to organise a trip or put on a performance.
They can record how they have applied their key skill of problem solving in a progress file or other record
of achievement.
They will be expected to identify problems and carry out each step of tackling these problems.
It is likely that they will use other key skills when problem solving.
- For example, communication and application of number skills when coming up with different ways of tackling
problems.
- Skills in working with others and information technology could be helpful when planning and trying out
their options.
- they will need to think about the quality of their problem solving skills and check their evidence covers
all the requirements.
What can they use as evidence?
- statements on how they confirmed the options to be tried out
- a plan for trying out each option
- records of what they did, including any changes made to their plan
- notes of the support they obtained and how they used this effectively.
In checking if problems have been solved they must feel confident about being able to:
- make sure they understand given methods for checking if a problem has been solved (e.g. get clarification,
watch a demonstration, practise)
- apply these methods accurately (e.g. test, observe, measure, sample, inspect, ask others)
- describe the results of their checks (e.g. draw conclusions about how well they solved each part of the problem)
- explain the reasons for the decisions they took at each stage of tackling the problem (e.g. the reasons
for their choice of options and methods of working, why they made changes to their plan)
- identify the strengths and weaknesses of their approach to problem solving at each stage (e.g. whether
they stayed within the limits of time and resources)
- describe what they would do differently if they met a similar problem.
This is what they have to do to demonstrate these skills:
- check if the problem has been solved by applying given methods, describe results and explain their approach
to problem solving
- check if the problem has been solved by accurately applying the methods they have been given
- describe clearly the results, and explain the decisions they took at each stage of tackling the problem
- identify the strengths and weaknesses of their approach to problem solving, and describe what they would
do differently if they met a similar problem.
These are the type of tasks that will produce this evidence:
They will have opportunities to develop and apply their problem solving skills during their work, studies
or other activities.
For example, if:
1. running out of supplies, with no spares available
2. dealing with failure of a piece of equipment
3. needing to fill gaps in some information required for a task
4. needing to make changes when helping to organise a trip or put on a performance.
They can record how they have applied their key skill of problem solving in a progress file or other
record of achievement.
They will be expected to identify problems and carry out each step of tackling these problems.
It is likely that they will use other key skills when problem solving.
- For example, communication and application of number skills when coming up with different ways of
tackling problems.
- Skills in working with others and information technology could be helpful when planning and trying
out their options.
- they will need to think about the quality of their problem solving skills and check their evidence covers
all the requirements.
What can they use as evidence?
- records of the methods they used, the results of the checks they carried out and explanations of the
decisions taken
- descriptions of the strengths and weaknesses of their approach to problem solving, and what they would
do differently in future.
They will need two examples of evidence to show that they can cover PS2.1, PS2.2 and PS2.3.
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