Entry 3
Unit No:
Guided learning hours:
30 hours

Assessment Guidance

Portfolio of evidence


To develop learners’ awareness of the ways in which they as individuals can be environmentally responsible.

Unit Learning Outcomes


Be able to research ways individuals can help fight the climate change. 

  • Research as a means to generate ideas for own personal responsibility project. 
  • Given leaflets and websites, e.g. green energy companies; WWF; Friends of the Earth.
  • Internet search with suggested search terms, such as 'eco-friendly', 'green living'. 
  • Advice to include areas such as reducing waste, saving energy, using 'green' products. 

Assessment Criteria

  • 1.1

    Use different sources to find advice on how individuals can live more environmentally friendly lives. 


Be able to identify ways to reduce own negative on the environment. 

  • Assessment could focus on actions/behaviours on a typical day or across a week including time spent in and out of the home. They should include travel, eating habits, disposing of waste, but may also focus on other areas depending on how learners spend their time.
  • Actions or changes at home: products they could re-use, recycle or buy/use less of or replace with less harmful alternatives; ways they could eat more sustainably; energy-saving actions they could take.
  • Actions or changes outside of the home could include using public transport or walking/cycling; reducing fast food.

Assessment Criteria

  • 2.1

    List actions they already take to reduce their negative impact on the environment.

  • 2.2

    Identify actions or changes to reduce their negative impact on the environment that they could make at home. 

  • 2.3

    Identify actions or changes to their negative impact on the environment they could make when outside of the home.


Be able to implement actions or changes to reduce their negative impact on the environment.

  • Need to be realistic in terms of number/range, scale/cost and must be actions/changes where they are empowered to make them.
  • Set period of time – typically a week or a fortnight.

Assessment Criteria

  • 3.1

    Agree actions or changes and implement them over a set period of time.


Be able to reflect on how effectively they have been in reducing their negative impact on the environment.

  • Changes in behaviours and choices, such as products bought/used, means of travel, new habits (such as switching off lights/turning down thermostats).
  • What makes a behaviour/product/action environmentally unfriendly – high energy use; high emissions; wasteful of resources.
  • Across this unit, learners should cover a range of different areas in which they could reduce their impact. Examples of other changes for 4.3 should go beyond the areas they chose to focus on within learning outcomes 2 and 3.
  • Overall, for example, they might consider travel; food; consumer behaviour; domestic energy efficiency; single-use plastics.

Assessment Criteria

  • 4.1

    Outline the changes they made and how well they stuck to them.

  • 4.2

    State why they chose to make these changes.

  • 4.3

    Give examples of other changes they could make to reduce their negative impact on the environment.