Using advice and guidance — 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. It covers key areas such as understanding different types of work, workplace expectations, health and safety, and effective communication. This award is part of the wider Employability & Work Skills suite, which aims to prepare learners for employment, further study, or independent living.

This qualification is particularly valuable for students who are new to the world of work or who may need additional support in building confidence and practical skills. By completing this award, students will gain a clear understanding of what employers expect, how to behave professionally, and how to stay safe in a work environment. It also encourages self-reflection and personal development, helping students identify their own strengths and areas for improvement.

The Entry 2 level is suitable for students working below GCSE level, and it provides a stepping stone to higher-level employability qualifications or vocational courses. The content is delivered through practical activities, discussions, and real-world scenarios, making it engaging and relevant. Ultimately, this award helps students become more employable and ready to take their next steps, whether that's into work, an apprenticeship, or further education.

• →Understanding different types of work: full-time, part-time, voluntary, self-employment, and the difference between paid and unpaid work.
• →Workplace expectations: punctuality, appropriate dress, following instructions, and working as part of a team.
• →Health and safety basics: identifying common hazards in the workplace, understanding safety signs, and knowing how to report an accident.
• →Effective communication: listening carefully, asking questions, and using appropriate language with colleagues and customers.
• →Personal qualities for work: reliability, honesty, willingness to learn, and taking responsibility for your own actions.

• Award credit for identifying at least two benefits of advice and guidance, such as gaining information, building confidence, or clarifying options.
• Award credit for naming at least two relevant sources of advice, such as careers advisors, teachers, or online services.
• Award credit for demonstrating an understanding of how to access advice, including making appointments, using drop-in services, or contacting via phone/email.
• Award credit for showing how advice has been used to make a decision, for example by comparing options or setting a goal.
• Award credit for reflecting on the advice received and explaining how it helped or could be improved.

• 💡Use real-life examples of when you have sought advice or guidance, such as from a teacher or careers advisor.
• 💡Make a list of questions to ask before attending an advice session.
• 💡Keep a record of the advice you receive and how you used it to make a decision.
• 💡Reflect on the advice you received: did it help? What could you do differently next time?
• 💡Use real-life examples: When answering questions about workplace expectations or communication, think of a time you demonstrated these skills, even in a school or volunteer setting. This shows you can apply your learning.
• 💡Know your safety signs: Be able to identify common safety signs (e.g., fire exit, first aid, warning) and explain what they mean. This is a frequent topic in assessments.
• 💡Reflect on your own strengths: The qualification often asks you to evaluate your own skills. Be honest and specific – for example, 'I am good at listening to instructions' rather than just 'I am good at working.'

• Confusing advice and guidance with instruction or telling someone what to do.
• Not knowing where to find advice services or assuming only school/college staff can provide guidance.
• Failing to prepare for an advice session, such as not having questions ready or not knowing what goals to discuss.
• Not acting on the advice received or not following up with the advisor.
• Misconception: 'Employers only care about qualifications, not personal qualities.' Correction: While qualifications matter, employers also value reliability, a positive attitude, and the ability to work well with others. These soft skills are often just as important.
• Misconception: 'Health and safety is just common sense, so I don't need to learn it.' Correction: Many workplace hazards are not obvious, and specific rules exist to prevent accidents. Learning health and safety procedures helps protect you and others.
• Misconception: 'Communication at work is the same as talking to friends.' Correction: Workplace communication needs to be clear, respectful, and professional. Using slang or being too casual can lead to misunderstandings or appear unprofessional.

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