Planning and reviewing learning — Laser Learning Awards QCF Employability & Work Skills Revision

    This element focuses on the foundational skill of self-assessment within a learning context, enabling learners to recognise their existing abilities and ar

    Topic Synopsis

    This element focuses on the foundational skill of self-assessment within a learning context, enabling learners to recognise their existing abilities and areas for development. It introduces the concept of target-setting and the creation of simple, step-by-step action plans to achieve specified goals. The practical application lies in empowering learners to take initial ownership of their progression, whether in education, training, or personal development.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Planning and reviewing learning

    LASER LEARNING AWARDS
    vocational

    This element focuses on the foundational skill of self-assessment within a learning context, enabling learners to recognise their existing abilities and areas for development. It introduces the concept of target-setting and the creation of simple, step-by-step action plans to achieve specified goals. The practical application lies in empowering learners to take initial ownership of their progression, whether in education, training, or personal development.

    7
    Learning Outcomes
    11
    Assessment Guidance
    12
    Key Skills
    7
    Key Terms
    13
    Assessment Criteria

    Assessment criteria

    Laser Entry Level Diploma in Preparing to Get a Job (Entry 2)
    Laser Entry Level Award in Preparing to Get a Job (Entry 2)
    Laser Entry Level Certificate in Preparing to Get a Job (Entry 2)

    Topic Overview

    The Laser Entry Level Diploma in Preparing to Get a Job (Entry 2) is a foundational qualification designed to help you develop the essential skills and knowledge needed to enter the world of work. This course covers key areas such as understanding job roles, searching for job opportunities, completing application forms, and preparing for interviews. It is ideal for students who are new to employment or who need extra support in building confidence and practical job-seeking skills.

    This qualification is part of the Laser Learning Awards Other Life Skills suite, which focuses on equipping learners with transferable skills for life and work. By studying this diploma, you will learn how to identify your own strengths and interests, match them to suitable job roles, and present yourself effectively to employers. The course also emphasises the importance of punctuality, teamwork, and communication in the workplace.

    Mastering these skills is crucial because they form the foundation of a successful career. Even if you are unsure about your future path, this diploma will give you the tools to explore options, make informed decisions, and take the first steps towards employment. It is a stepping stone to further study or work-based learning, such as an apprenticeship or a Level 1 qualification.

    Key Concepts

    Core ideas you must understand for this topic

    • →Job roles and responsibilities: Understanding different types of jobs, what they involve, and the skills required for each.
    • →Job search methods: Knowing where to find job vacancies, including online job boards, newspapers, and word of mouth.
    • →Application forms and CVs: Learning how to complete application forms accurately and create a simple CV that highlights your strengths.
    • →Interview preparation: Practising common interview questions, dressing appropriately, and understanding body language.
    • →Workplace expectations: Recognising the importance of punctuality, following instructions, and working as part of a team.

    Learning Objectives

    What you need to know and understand

    • Be able to identify their strengths and what they need to improve, Be able to identify a target and plan how to meet it, Be able to follow given steps to meet their targets
    • Be able to identify their strengths and what they need to improve, Be able to identify a target and plan how to meet it, Be able to follow given steps to meet their targets
    • Identify personal strengths and areas for improvement
    • Set a specific, realistic learning target
    • Outline the steps needed to achieve a target
    • Follow a simple plan to work towards a target
    • Review progress towards a target and suggest next steps

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly stating at least one personal strength with a concrete example (e.g., 'I am good at listening because I can follow instructions').
    • Award credit for identifying a minimum of one area for improvement, expressed as a simple need (e.g., 'I need to work on my writing').
    • Award credit for selecting a realistic target that directly relates to the improvement area and can be achieved within the given timeframe.
    • Award credit for producing a basic plan that breaks the target into at least two sequential, achievable steps.
    • Award credit for demonstrating following the planned steps, with evidence of completion or attempts for each step (e.g., ticks on a checklist, witness statements).
    • Award credit for accurately identifying at least one personal strength and one area for improvement, with clear, simple examples.
    • Assess that the chosen target is realistic, directly linked to securing or preparing for a job, and has a defined timeframe.
    • Look for a step-by-step plan that breaks the target into manageable actions, with success criteria attached to each step.
    • Evidence must show the learner followed the given steps and reviewed progress, describing what worked well or what they would change.
    • Award credit for clearly listing at least two strengths and one area for improvement
    • Evidence should show a target that is SMART (specific, measurable, achievable, relevant, time-bound) appropriate to the learner's level
    • Learner demonstrates ability to follow a sequence of steps, evidenced by observation or completed tasks
    • In review, learner must reflect on what worked well and what they would change

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use simple, concrete language when describing strengths and areas for improvement; avoid abstract terms.
    • 💡Choose a target that is meaningful and immediate, such as attending every session for a week or completing a specific simple task.
    • 💡Physically tick off each step on your plan as you complete it and keep this as evidence for your portfolio.
    • 💡If you cannot complete a step, note down why and discuss it with your tutor; this reflection can still contribute to your evidence.
    • 💡Use a simple planning template (e.g., My Target, Steps, How I'll Know It's Done) to structure your evidence clearly.
    • 💡For each strength and weakness, give a concrete example from school, home, or a work experience placement.
    • 💡Practice reviewing with a peer or supporter, using prompts like 'What went well?' and 'Even better if...' to deepen reflection.
    • 💡In your portfolio, include dated notes, photos, or witness statements to show you followed the steps over time.
    • 💡Use simple checklists to track steps and review regularly
    • 💡Ask for feedback from tutors or peers to help identify improvement areas
    • 💡Keep a learning journal to record achievements and challenges
    • 💡Always read the job description carefully before applying. Tailor your application to highlight the skills and qualities the employer is looking for – this shows you have paid attention.
    • 💡In interviews, use the STAR method (Situation, Task, Action, Result) to structure your answers. For example, describe a time you worked in a team, what you did, and the positive outcome.
    • 💡Practise your interview skills with a friend or family member. Ask them to give you feedback on your answers and body language – this will help you feel more confident on the day.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing strengths with likes and weaknesses with dislikes, rather than focusing on actual skills and abilities.
    • Setting targets that are too vague (e.g., 'get better') or too ambitious for the entry level, without considering the learner's current starting point.
    • Creating plans with steps that are not ordered logically or are missing essential actions, making it impossible to follow them sequentially.
    • Not providing any evidence of actually attempting to follow the steps, only stating that the plan was made.
    • Learners often confuse strengths with likes or hobbies rather than transferable skills relevant to employment.
    • Targets are frequently too vague (e.g., 'get a job') without specifying the role, sector, or what needs to happen first.
    • Steps in the plan may be listed but not sequenced logically, missing prerequisites or resources needed.
    • Many learners skip reviewing or claim full success without honestly reflecting on difficulties encountered.
    • Learners may confuse hobbies or interests with employability strengths
    • Targets can be too broad (e.g., 'get better at maths') rather than specific
    • Learners might skip reviewing progress or only focus on successes
    • Assuming that following steps means not seeking help when needed
    • Misconception: You need lots of experience to get a job. Correction: Many entry-level jobs require no experience – employers look for a positive attitude and willingness to learn.
    • Misconception: A CV must be long and detailed. Correction: For Entry Level, a one-page CV with your contact details, education, and any hobbies or volunteering is sufficient.
    • Misconception: Interviews are only about answering questions correctly. Correction: Employers also assess your body language, eye contact, and enthusiasm – being polite and engaged matters just as much.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this qualification, but it is helpful to have basic literacy and numeracy skills at Entry 1 level.
    • •A willingness to learn and participate in group activities will also support your success on this course.

    Key Terminology

    Essential terms to know

    • Be able to identify their strengths and what they need to improve, Be able to identify a target and plan how to meet it, Be able to follow given steps to meet their targets
    • Be able to identify their strengths and what they need to improve, Be able to identify a target and plan how to meet it, Be able to follow given steps to meet their targets
    • Self-assessment and personal strengths
    • Goal setting for learning
    • Action planning and steps
    • Following instructions
    • Progress review and reflection

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