Developing learning skills: learning to learn — ASDAN QCF Foundations for Learning Revision

    This element introduces learners at Entry 1 to the foundational concept of 'learning to learn', focusing on developing self-awareness as a learner. It guid

    Topic Synopsis

    This element introduces learners at Entry 1 to the foundational concept of 'learning to learn', focusing on developing self-awareness as a learner. It guides them to recognise their own strengths and areas for support, express preferences, make simple choices, and begin to engage with a person-centred learning plan. Practical application centres on building skills for greater independence and self-advocacy in everyday learning situations.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing learning skills: learning to learn

    ASDAN
    vocational

    This element introduces learners at Entry 1 to the foundational concept of 'learning to learn', focusing on developing self-awareness as a learner. It guides them to recognise their own strengths and areas for support, express preferences, make simple choices, and begin to engage with a person-centred learning plan. Practical application centres on building skills for greater independence and self-advocacy in everyday learning situations.

    6
    Learning Outcomes
    4
    Assessment Guidance
    4
    Key Skills
    5
    Key Terms
    6
    Assessment Criteria

    Assessment criteria

    ASDAN Entry Level Extended Certificate in Personal Progress (Entry 1)

    Topic Overview

    The ASDAN Entry Level Extended Certificate in Personal Progress (Entry 1) is a nationally recognised qualification designed to support learners with special educational needs and disabilities (SEND) in developing essential life skills. This qualification focuses on building confidence, independence, and personal development through a series of practical, real-world challenges. It is part of the Foundations for Learning suite, which provides a stepping stone towards further education, employment, or independent living.

    The certificate covers six mandatory units: Communication, Numeracy, Information Technology, Personal and Social Development, Health and Wellbeing, and Independent Living Skills. Each unit is broken down into manageable challenges that learners complete through hands-on activities, such as making a simple meal, using public transport, or creating a personal profile. Assessment is based on evidence collected in a portfolio, rather than formal exams, making it accessible for students who struggle with traditional testing.

    This qualification matters because it equips students with the practical skills they need to navigate everyday life. It also helps build a foundation for further study, such as the ASDAN Certificate of Personal Effectiveness (CoPE) or other Entry Level qualifications. By focusing on personal progress, it celebrates small steps and achievements, boosting self-esteem and preparing learners for adulthood.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Progress: The qualification is about individual growth, not comparison with others. Each learner's achievements are measured against their own starting point.
    • →Portfolio Evidence: Learners collect evidence (photos, witness statements, work samples) to show they have completed challenges. This is the main form of assessment.
    • →Challenge-Based Learning: Each unit contains a set of challenges (e.g., 'Make a hot drink' or 'Send an email') that must be completed to gain the certificate.
    • →Independent Living Skills: A core focus is on skills like cooking, cleaning, budgeting, and using public services, which promote self-reliance.
    • →Personal and Social Development: This includes teamwork, communication, and understanding emotions, helping learners build relationships and manage their behaviour.

    Learning Objectives

    What you need to know and understand

    • Identify one personal strength in a familiar learning activity.
    • Identify one aspect of learning they find difficult.
    • Express a preference for a particular learning approach or material.
    • Make a choice between two learning activities using a preferred communication method.
    • Use a pre-agreed signal or phrase to request help during a learning task.
    • Contribute to a personal learning plan by stating or indicating a desired goal.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for any evidence of the learner indicating something they do well (e.g. pointing, verbalising, or using symbols).
    • Credit for demonstrating a preference, even if it is expressed non-verbally (e.g. eye gaze, reaching).
    • Look for evidence of an active choice between concrete options (e.g. selecting a picture card).
    • Accept supported requests for help, such as using a pre-agreed sign or handing over a help card.
    • When reviewing a learning plan, credit any form of participation, including attending to the conversation or manipulating representative objects.
    • Ensure evidence captures the learner’s own contribution rather than the supporter’s interpretation.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use a variety of evidence types: photographs, witness statements, and audio/video clips to capture active involvement.
    • 💡Regularly revisit the person-centred plan with the learner, recording tiny steps of progress and changes in preference.
    • 💡Model the language of self-assessment by commenting on your own strengths and areas for development in front of the learner.
    • 💡Ensure support is subtle and well-documented to demonstrate that the learner’s own voice is being prioritised.
    • 💡Tip 1: Start with the easiest challenges first to build confidence. For example, in the Communication unit, begin with 'Greet someone by name' before moving to 'Make a phone call'. This helps learners accumulate evidence quickly.
    • 💡Tip 2: Use a variety of evidence types. Don't just rely on written work. Photos with captions, video clips, and witness statements from support staff or family members can all count towards a challenge.
    • 💡Tip 3: Keep a running log of progress. Update the portfolio regularly, not just at the end. This makes it easier to track what has been completed and identify gaps early.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing enjoyment of an activity with actual skill, leading to inaccurate self-assessment.
    • Relying on others to make choices, resulting in passive learning and reduced ownership.
    • Not recognising when help is needed, so waiting for prompts rather than initiating a request.
    • Providing the 'expected' answer rather than authentic preferences, often due to a desire to please.
    • Misconception: 'This qualification is not recognised by employers or colleges.' Correction: It is a regulated qualification (Ofqual accredited) and is widely accepted by further education colleges and supported employment programmes as evidence of basic skills.
    • Misconception: 'You have to pass exams to get the certificate.' Correction: There are no exams. Assessment is through a portfolio of evidence, which can include observations, photographs, and written work at an appropriate level.
    • Misconception: 'The challenges are the same for everyone.' Correction: Challenges can be adapted to meet individual needs. For example, a learner with physical disabilities might use assistive technology to complete IT tasks.

    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, as it is designed for learners with diverse needs. However, learners should be able to engage with simple instructions and participate in practical activities with support.
    • •It may be helpful for learners to have some basic experience of structured learning, such as attending a special school or college, but this is not essential.

    Key Terminology

    Essential terms to know

    • Self-assessment of learning
    • Expressing learning preferences
    • Making learning choices
    • Accessing appropriate support
    • Person-centred planning and review

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