Planning and reviewing learning — ASDAN Vocational Employability & Work Skills

The ASDAN Entry Level Award in Employability (Entry 2) is a foundational qualification designed to help students develop the essential skills and knowledge needed to succeed in the workplace. This award covers key areas such as understanding different types of work, workplace expectations, and basic job-seeking skills. It is ideal for students who are beginning their journey into employment or further vocational study, providing a structured introduction to the world of work.

This qualification is part of the wider Employability & Work Skills suite offered by ASDAN, which focuses on building practical, transferable skills. Students will explore topics like teamwork, communication, health and safety, and personal presentation. The award is assessed through a portfolio of evidence, allowing students to demonstrate their understanding in real-world contexts. By completing this award, students gain confidence and a clear foundation for future employment or progression to higher-level qualifications.

Mastering this award is crucial because employability skills are highly valued by employers across all industries. Even at Entry Level, understanding how to behave in a workplace, follow instructions, and work with others can significantly improve a student's chances of securing and retaining employment. This award also helps students develop self-awareness and a positive attitude towards work, which are essential for long-term career success.

• →Types of work: Understanding the difference between full-time, part-time, voluntary, and self-employment, and recognising the benefits and challenges of each.
• →Workplace expectations: Knowing how to follow instructions, be punctual, dress appropriately, and communicate respectfully with colleagues and managers.
• →Health and safety: Identifying common hazards in the workplace and understanding basic safety procedures, such as fire drills and using equipment safely.
• →Teamwork: Working effectively with others, sharing tasks, and supporting team members to achieve a common goal.
• →Job-seeking skills: Creating a simple CV, filling in a job application form, and preparing for a basic interview.

• Award credit for clearly linking identified areas for improvement to specific personal or vocational goals, supported by simple self-assessment records or witness statements.
• Learners must provide evidence of at least one SMART target (Specific, Measurable, Achievable, Relevant, Time-bound) with a basic action plan outlining steps, resources, and support needed.
• Assessors should look for dated, annotated evidence showing the learner carrying out planned activities, such as photos, checklists, or tutor observations, along with a brief reflective review (written, audio, or pictorial) on what went well and what they would do differently.

• 💡Use the ASDAN planning and reviewing templates consistently to structure evidence; they prompt all required elements (strengths, targets, actions, review).
• 💡Include dated evidence of both the plan and the review stages; assessors need to see the learning journey, not just final outcomes.
• 💡When reviewing, always connect back to the original target and say what was learned—even if the target was not fully met, this demonstrates effective reflection.
• 💡Provide specific examples from your own experience or observations when building your portfolio. For instance, if you describe a time you worked in a team, mention what your role was and how you contributed. This shows deeper understanding.
• 💡Use the 'STAR' technique (Situation, Task, Action, Result) to structure your evidence. This helps you give clear, detailed accounts that assessors can easily mark.
• 💡Don't rush your portfolio. Take time to review each piece of evidence against the assessment criteria. Ask your teacher or assessor for feedback before submitting.

• Learners often set targets that are too vague (e.g., 'get better at maths') without specifying how improvement will be measured or achieved.
• Failing to keep ongoing records of progress leads to retrospective, unreliable reflections that do not demonstrate genuine review.
• Confusing a review with a simple description of activities—true review requires evaluative comments on success and next steps.
• Misconception: 'Employability skills are only about getting a job, not keeping one.' Correction: While job-seeking is part of it, the award also focuses on skills needed to stay employed, such as reliability, teamwork, and following instructions.
• Misconception: 'Health and safety is just common sense, so I don't need to study it.' Correction: Many workplace hazards are not obvious, and specific procedures must be learned to prevent accidents. The award teaches students to identify risks they might not think of.
• Misconception: 'Teamwork means I have to be friends with everyone.' Correction: Teamwork is about working professionally with others, not necessarily being friends. It involves respecting different roles and communicating clearly.

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