Developing independent living skills: having your say
This element focuses on empowering learners to communicate their personal preferences and actively participate in decisions about their daily lives, which is a fundamental aspect of developing independence. It provides practical opportunities for individuals to express what they like, dislike, and want, using methods appropriate to their communication needs. Through supported decision-making, learners build self-advocacy skills that are essential for increased autonomy and person-centred planning.
Assessment criteria
Topic Overview
The ASDAN Entry Level Diploma in Personal Progress (Entry 1) is a foundational qualification designed to support learners with significant learning difficulties or disabilities in developing essential life skills. This diploma focuses on personal progress across key areas such as communication, numeracy, ICT, and independent living skills. It is structured around a learner-centred approach, allowing students to build confidence and achieve small, meaningful steps in their learning journey.
The qualification is divided into units that cover practical, real-world topics like 'Developing Communication Skills', 'Using Numbers in Everyday Life', 'Using ICT', and 'Personal and Social Development'. Each unit is assessed through a portfolio of evidence, which can include observations, photographs, witness statements, and learner work. This flexible assessment method ensures that progress is measured in a way that is accessible and relevant to each individual student.
This diploma is particularly important because it provides a structured pathway for learners who may not be ready for traditional academic qualifications. It celebrates achievement at the learner's own pace, focusing on personal growth rather than comparison with others. By completing this diploma, students gain transferable skills that enhance their independence, employability, and quality of life, laying the groundwork for further study or transition into adult life.
Key Concepts
Core ideas you must understand for this topic
- →Personalised Learning: The qualification is tailored to each learner's needs, interests, and abilities, with targets set in collaboration with the learner and their support team.
- →Portfolio-Based Assessment: Evidence of progress is collected in a portfolio, which can include work samples, photos, videos, and observation records. This shows what the learner can do in real-life contexts.
- →Small Steps of Progress: Achievement is recognised in small, manageable steps, allowing learners to experience success and build self-esteem.
- →Functional Skills: The diploma integrates practical skills like communication, numeracy, and ICT that are directly applicable to daily life and future learning.
- →Person-Centred Planning: Learning is guided by the learner's own goals and aspirations, ensuring relevance and motivation.
Learning Objectives
What you need to know and understand
- Identify personal preferences related to daily activities and lifestyle
- Communicate individual choices using a preferred method (e.g., verbal, symbols, gestures)
- Engage in a structured decision-making process about how to spend leisure time
- Evaluate the impact of a personal choice on their own well-being
- Demonstrate the ability to seek support when making difficult decisions
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clear evidence of the learner indicating a preference between at least two options, using their preferred communication method
- Look for documented instances of the learner making a choice in a real-life context, with support as needed but not directed
- Assess whether the learner can reflect on a past decision, showing awareness of the outcome (e.g., 'I chose to go to the park and I was happy')
- Check that the learner has been given opportunities to express disagreement or an alternative preference, evidencing genuine involvement
Assessment Guidance
Guidance for achieving higher grades
- 💡Gather evidence across different settings and times to show consistency of preferences, not just one-off occurrences
- 💡Use video or photographic evidence (with appropriate permissions) to capture subtle communication of choices, especially for non-verbal learners
- 💡Embed decision-making into routine activities (e.g., snack time, break choices) to make assessment natural and contextual
- 💡Involve familiar support staff who understand the learner's communication cues to facilitate meaningful engagement in the process
- 💡Tip 1: Focus on quality over quantity in your portfolio. Select evidence that clearly demonstrates your progress towards specific targets. A few strong pieces of evidence are better than many weak ones.
- 💡Tip 2: Use a variety of evidence types to show your skills in different contexts. For example, for communication, include a video of you ordering food, a photo of you writing a list, and a witness statement from a teacher.
- 💡Tip 3: Regularly review your targets with your tutor. If you achieve a target early, set a new one to keep progressing. This shows initiative and helps you get the most out of the qualification.
Common Mistakes
Common errors to avoid in your coursework
- Assuming verbal communication is the only valid way to express a preference, overlooking non-verbal cues like eye-gaze or physical actions
- Providing too many choices simultaneously, which can overwhelm learners and lead to confusion or random selections
- Failing to use concrete, visual, or familiar referents (e.g., objects, photos) to represent options, making the decision abstract and inaccessible
- Interpreting a learner's passive acceptance as agreement, rather than ensuring active and understood consent
- Misconception: 'This qualification is not a real qualification.' Correction: The ASDAN Entry Level Diploma is a nationally recognised qualification (Ofqual regulated) that holds value for further education, employment, and independent living.
- Misconception: 'You need to pass exams to get the diploma.' Correction: There are no formal exams. Assessment is continuous through portfolio evidence, making it accessible for learners who struggle with test conditions.
- Misconception: 'The diploma is only for school-age students.' Correction: It is available to learners of all ages, including adults, who are working at Entry 1 level.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ASDAN Developing independent living skills: having your say
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No formal prerequisites are required for this qualification. It is designed for learners working at Entry 1 level, typically those with significant learning difficulties or disabilities. However, learners should have basic communication and social interaction skills to engage with the learning activities.
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Key Terminology
Essential terms to know
- Self-advocacy and empowerment
- Person-centred communication
- Making informed choices
- Active participation in decisions
- Reflection on choices and outcomes
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